Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.47.0-wmf.18 first-letter Media Special Talk User User talk Wikiversity Wikiversity talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk Collection Collection talk Draft Draft talk TimedText TimedText talk Module Module talk Event Event talk 4 28 2831570 2831376 2026-09-05T17:53:56Z Cfm490 3110621 /* Add an edit count requirement for autoconfirmed? */ Reply 2831570 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == Motivation and emotion - Student editing == We are underway with [[Motivation and emotion]] this semester (Aug - Nov), which will see ~150 students signing up to and edting [[Motivation and emotion/Book/2026]]. Please be friendly and help them out as they learn their way around. Sincerely, James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:16, 10 August 2026 (UTC) == Add an edit count requirement for autoconfirmed? == Currently, only waiting for four days is required for a user to become autoconfirmed. I am proposing that we include a minimum edit count of 10 edits (akin to Wikipedia) especially because of [[Special:AbuseFilter/16|a private abuse filter]], and LTAs may game autoconfirmed permissions to vandalize here. Thoughts? [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:01, 23 August 2026 (UTC) : [[Wikiversity:Autoconfirmed users]] : Are you suggesting an additional requirement? i.e., 4 days + 10 edits? : How is it adjusted? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:57, 5 September 2026 (UTC) :As a newly volunteered member, it doesn't seem unreasonable to me to require a certain number of edits to establish my bona fides. [[User:Cfm490|Cfm490]] ([[User talk:Cfm490|discuss]] • [[Special:Contributions/Cfm490|contribs]]) 17:53, 5 September 2026 (UTC) == Bartending Course on Wikiversity == I recently finished the course on [[Bartending]], and while I have experience editing on Wikipedia, this is my first Wikiversity project. If any of you have the time or interest, I could use an experienced eye to see if there's anything obviously missing from the course in terms of Wikiversity administration. I'm not sure what's active, if the course should belong in an existing school, or if there's any obvious discoverability tool I haven't implemented. Any tips are welcomed, or just a thumbs up saying it looks fine would be great. [[User:Jtneill|Jtneill]] recommended I post this here in case someone wanted to include the new course under News on the [[Wikiversity:Main Page|Main Page]]. Thanks! [[User:Sabbier|Sabbier]] ([[User talk:Sabbier|discuss]] • [[Special:Contributions/Sabbier|contribs]]) 01:24, 1 September 2026 (UTC) :Wow! Fantastic work- I'm so impressed! Your work gives me inspiration on how to better organize the courses I'm working on. :) [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:32, 3 September 2026 (UTC) : Awesome work. I've added this course to the [[Main Page/News|main page news]]. : We could also consider for [[Wikiversity:Featured]]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:43, 5 September 2026 (UTC) == Writing news here == I'm bringing up this discussion again because I think it is beneficial to the project since Wikinews is gone, thank you. [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 03:17, 1 September 2026 (UTC) : Given that the community consensus here was not to replicate WikiNews within Wikiversity, I suggest thinking differently e.g., in terms of specific news-related projects you are interested in that have educational objectives that satisfy Wikiversity's mission. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:46, 5 September 2026 (UTC) o3i4ahna4f2o2fr5kfcwjsm49xn65bd 2831614 2831570 2026-09-06T01:30:13Z Codename Noreste 2969951 /* Add an edit count requirement for autoconfirmed? */ reply to Jtneill: Yes. (-) ([[mw:c:Special:MyLanguage/User:JWBTH/CD|CD]]) 2831614 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == Motivation and emotion - Student editing == We are underway with [[Motivation and emotion]] this semester (Aug - Nov), which will see ~150 students signing up to and edting [[Motivation and emotion/Book/2026]]. Please be friendly and help them out as they learn their way around. Sincerely, James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:16, 10 August 2026 (UTC) == Add an edit count requirement for autoconfirmed? == Currently, only waiting for four days is required for a user to become autoconfirmed. I am proposing that we include a minimum edit count of 10 edits (akin to Wikipedia) especially because of [[Special:AbuseFilter/16|a private abuse filter]], and LTAs may game autoconfirmed permissions to vandalize here. Thoughts? [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:01, 23 August 2026 (UTC) : [[Wikiversity:Autoconfirmed users]] : Are you suggesting an additional requirement? i.e., 4 days + 10 edits? : How is it adjusted? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:57, 5 September 2026 (UTC) :: Yes. [[User:Codename Noreste|<span style="color: blue">Codename Noreste</span>]] /// [[User talk:Codename Noreste|⭐️✨]] 01:30, 6 September 2026 (UTC) :As a newly volunteered member, it doesn't seem unreasonable to me to require a certain number of edits to establish my bona fides. [[User:Cfm490|Cfm490]] ([[User talk:Cfm490|discuss]] • [[Special:Contributions/Cfm490|contribs]]) 17:53, 5 September 2026 (UTC) == Bartending Course on Wikiversity == I recently finished the course on [[Bartending]], and while I have experience editing on Wikipedia, this is my first Wikiversity project. If any of you have the time or interest, I could use an experienced eye to see if there's anything obviously missing from the course in terms of Wikiversity administration. I'm not sure what's active, if the course should belong in an existing school, or if there's any obvious discoverability tool I haven't implemented. Any tips are welcomed, or just a thumbs up saying it looks fine would be great. [[User:Jtneill|Jtneill]] recommended I post this here in case someone wanted to include the new course under News on the [[Wikiversity:Main Page|Main Page]]. Thanks! [[User:Sabbier|Sabbier]] ([[User talk:Sabbier|discuss]] • [[Special:Contributions/Sabbier|contribs]]) 01:24, 1 September 2026 (UTC) :Wow! Fantastic work- I'm so impressed! Your work gives me inspiration on how to better organize the courses I'm working on. :) [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:32, 3 September 2026 (UTC) : Awesome work. I've added this course to the [[Main Page/News|main page news]]. : We could also consider for [[Wikiversity:Featured]]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:43, 5 September 2026 (UTC) == Writing news here == I'm bringing up this discussion again because I think it is beneficial to the project since Wikinews is gone, thank you. [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 03:17, 1 September 2026 (UTC) : Given that the community consensus here was not to replicate WikiNews within Wikiversity, I suggest thinking differently e.g., in terms of specific news-related projects you are interested in that have educational objectives that satisfy Wikiversity's mission. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:46, 5 September 2026 (UTC) 5ewzwkvn4sa4ctniqjqvm5pmdgkb8gf 0 8920 2831660 2831133 2026-09-06T07:31:14Z ShakespeareFan00 6645 2831660 wikitext text/x-wiki [[Image:Tux.svg|float|right|60px]] [[Linux server administration]] is one of the [[System administration|server administration]] [[Wikiversity:Learning projects|learning project]]s. Linux server administration studies the use of the [[Linux]] [[Operating Systems|operating system]] as an all purpose server. ==What is Linux?== '''[[Operating Systems/Linux|Linux]]''', or GNU/Linux, refers to any Unix-like computer operating system which uses the [[Linux kernel]]. It is one of the most prominent examples of open source development and free software as well as user generated software; its underlying source code is available for anyone to use, modify, and redistribute freely. ''See the [[w:Linux|Linux]] article at Wikipedia for much more information'' ==Choosing a distribution== [[Image:Wikimedia-servers-2006-05-09.svg|thumb|right|200px|The [[m:Wikimedia servers|Wikimedia server farm]]]] [[w:Linux distribution|Linux distribution]]s are available in a very wide variety. Choosing only one is a difficult task. Popular examples that have been around for a while are * [[Red Hat Enterprise Linux]] (RHEL) * [[w:Fedora core|Fedora core]] * [[w:Debian|Debian]] * [[w:Slackware|Slackware]] * [[w:Mandriva Linux|Mandrake]] (now called Mandriva Linux) * [[Ubuntu]] * [[w:SUSE Linux|SUSE]] Others like [[w:Knoppix|Knoppix]] offers live CD experience. ''See the [[w:Comparison of Linux distributions|Comparison of Linux distributions]] at Wikipedia for an exhaustive list'' NOTE: Wikiversity runs from [[m:Wikimedia servers|Wikimedia servers]] using several distributions including Red Hat Enterprise Linux and [[w:Ubuntu|Ubuntu]]. ==A curriculum for the Linux users and administrators == This is for future contributers to add to and develop. {{Col}} '''Level 1 : Introduction to Linux''' *What is Linux? *[[How Linux Began and Origins of Linux]] *The GNU Project *Platforms, Applications & Distributions *Linux Resources *Minimum System Requirements *The Fedora Project *Red Hat Linux 7,8,9 vs. Enterprise 3.x *Chapter 1 Review '''Level 2 : Linux Installation''' *Is Your Hardware Compatible? *System Requirements Table *Initiating an Installation *[[HDD|Hard Disk]] Management: fdisk, [[linux/mdadm]], [[/disk usage/]], [[/blkid/]], [[/lsblk/]] *Selecting an Installation Method *Virtual Consoles *Initiation Installation from Boot Media *Welcome Screen and Boot Options *Language Selection *Keyboard & Mouse Configuration *Installation Type Options *Disk Partitioning Setup *Boot Loader Configuration *Network Configuration *Firewall Configuration *Language Support Selection *Time Zone Configuration: [[NTP services]] *Root Password Configuration *Authentication Configuration *Desktop Configuration *Demo - Fedora Installation *[[/Directory structure/]]<ref>https://en.wikipedia.org/wiki/Filesystem_Hierarchy_Standard</ref> *Chapter 2 Review '''Level 3 : Package Managers: Red Hat Package Manager "RPM"''' *What is [[RPM]]? *Demo - Reflection X *Downloading RPM's *RPM's 5 Modes of Operation *Installing with RPM *Installation Errors/Remedies *Uninstalling Packages *Upgrading RPM's *Freshening RPM's *Querying RPM's *Verifying RPM's *Additional RPM Resources *Other package management systems: [[/dpkg/]], [[/apt/]], [[yum]] *Chapter 3 Review '''Level 4 : Managing Users''' *Linux User Types *Adding Users *Usernames *Passwords *User Home Directories *UID and GID *User Groups *User Primary vs. Private Groups *Sharing *Files Built When Users are Created *Files Checked by [[Bash]] *Activating the User Manager GUI *System Created Users & Groups *Command Line User Deletion *Chapter 4 Review {{ColBreak}} '''Level 5 : Partitioning and Filesystems''' *Devices & Device Nodes *IDE Devices *SCSI Devices *IDE Device Naming *SCSI Chain *Filesystem Management Commands *Partition Planning *Partition Types *Supported Filesystems *Creating Filesystems *Files: ([[touch (command)]]) *Formatting devices: Floppies / USB *More Filesystem Details *Link Count *Mounting Filesystems *Unmounting Filesystems *Mount Command Options *Mounting Remote Filesystems *fstab File *Swap Space *Special Case: Swap *Special Case: Automounter *Quotas *Maintenance & Repair *Adding a New Hard Drive *Recovering a Partition * [[LVM]] and [[ZFS]] *Demo -fstab File *Chapter 5 Review '''Level 6 : [[/Backup and Restore/]]''' *Types of Backups *Device Naming Conventions * Chapter 6 Review '''Level 7 : Startup and Shutdown''' * The Boot Process * Run Levels * Configuring Process Fields * Inittab Example * In The Beginning.Init * The /etc/rc.d Directory * /etc/rcX.d Script Sequencing * Processes: <code>ps</code> and <code>pstree</code> utils * Stop & Stop Services: [[systemd]] * The /etc/rc.d/rc.local File * Shutting Down Properly * Methods of Rebooting * Booting into Single-User Mode * Creating a Boot Diskette * Demo - Startup & Shutdown Procedures * Chapter 7 Review '''Level 8 : Compiling the Kernel''' * What is the Linux Kernel? * Why Compile the Kernel? * Before You Get Started * Four Kernel Upgrade Paths * Check Your Tool Kit * 4 Stages to Compile the Kernel * Patching the Kernel * Demo - Manually Compile the Kernel * Chapter 8 Review '''Level 9 : [[/Scheduling/]]''' * 2 Major Scheduling Daemons * <code>[[crontab]]</code> command * The <code>[[/etc/crontab]]</code> File * Simple /etc/crontab Example * Complex /etc/crontab Example * An actual <code>/etc/crontab</code> file * Sample <code>/etc/cron.daily/</code> directory * Use /etc/cron.allow or /etc/cron.deny * Starting & Stopping cron * The at Command * Anacron * Starting & Stopping Anacron * Sample /etc/anacrontab File * Demo - Scheduling * Chapter 9 Review {{ColBreak}} '''Level 10 : Basic Networking Concepts''' * Platform Compatibility * Physical Network Support * Protocol Suite Support * Network Device Names * Network Kernel Modules * [[ifconfig]] Command * ifup & ifdown Scripts * Interface Configuration * Non-root User Control * Multiple IP's on a Single Interface * Client DHCP/BOOTP * Global Parameters * Configuration Utilities * Network Tools * Demo - Reconfigure Network Information * Demo - Sysconfig Directory * Chapter 10 Review '''Level 11 : Printing''' * Linux Printing over the Last 2 Years * Setup Printing * Common Unix Printing System "CUPS" * Printing Flow in a CUPS Environment * CUPS Browser Interface * Linux-Supported Printers * Printer Configuration Tools * User Command Interface * Starting & Stopping Printing Services * lpr Examples * lpq Examples * lprm Examples * lpc Usage * Printing from Linux Applications * redhat-config-printer * Availability * Troubleshooting Printing * Chapter 11 Review '''Level 12 : Linux Security''' * Basic Levels of Security * Physical Security * Grub Security * User-based Security * User Accounts & Patterns * Typical User No-No's * Delegating Root Authority * Password Security * Pluggable Authentication Modules "PAM" * Permissions * File and directory permissions * Controlling Permissions * Files & [[Filesystem]] Security * Filesystem Monitoring * Avoiding Trojan Horses * [[Encryption]] * Introduction to [[iptables]]: filters and SNAT/DNAT * [[/hardening/]]<ref>https://dev-sec.io/baselines/linux/</ref> * Response Strategies * Demo - Base Permissions * Chapter 12 Review ''' Level 13 : Popular Linux Services''' * SAMBA Naming, overview and components * Exploring/Browsing Directories * Browsing Resources with Linux Commands * Letting Linux Use a Windows Printer * Official SAMBA Website * Web Servers: ** Apache Web Server: Naming confusion and configuration files ** [[nginx]] * What is Squid? * Demo - Connecting to a Linux Machine * Demo - Getting a list of Running Services '''Level 14 : Operation and Monitoring''' * [[Configuration management]] * [[Monitoring]] tools: ([[Nagios]], [[/Zabbix/]]), [[w:Icinga]] '''Level 15 : [[/Performance and Troubleshooting/]]''' '''Level 16: [[Benchmarking tools]]''' {{ColEnd}} == Discussion questions, essay ideas, and AI prompt ideas == * How can AI agents be utilized to make Linux server administration more efficient? ==See also== * [[Linux/Installation|Installing Linux]] * [[Linux/Basic commands]] * [[Linux/Directories]] * [[dbus]] and dbus-uuidgen utility {{CourseCat}} dcbfh6d6i6k7t8ald9xbezaihsdonrl 2 38093 2831679 2831148 2026-09-06T07:57:32Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831679 wikitext text/x-wiki The is the Materials Science subdivision of Applied Mechanics. Before creating new content See: [[Wikiversity:Naming conventions]]. {{RightTOC}} ==Courses== Courses should be named using the convention "Introduction to materials science" and not "Introduction to Materials Science". * ... You can request courses at [[Wikiversity:Page creation requests #Materials science]] ==Sub-fields== {{Col list|3| * [[Topic:Nanotechnology]] * [[Topic:Crystallography]] * [[Topic:Materials characterization]] * [[Topic:Metallurgy]] * [[Topic:Biomaterials]] * [[Topic:Electronic materials]] * [[Topic:Tribology]] * [[Topic:Surface chemistry]] * [[Topic:Ceramography]] * [[Topic:Glass science]] * [[Topic:Forensic engineering]] * [[Topic:Forensic materials engineering]] }} ==Subdivision news== * '''July 21, 2007''' - Subdivision founded! * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this subdivision, you can list your name here (this can help small subdivisions grow and the participants communicate better; for large subdivisions a list of active participants is not needed). * ... ==Resources== * [[w:Materials science]] ==See also== * [[School:Engineering]] ==External links== * [http://www.steeluniversity.org/ Steel University] ===Related news=== * October 2008 ''[http://www.physorg.com/news144061886.html Scientists develop high-performance steel for possible use in ITER fusion project]'' * August 2008 ''[http://www.innovations-report.de/html/berichte/physik_astronomie/bericht-115282.html A collaboration of Chinese and American physicists has discovered a way to make a new carbon structure that could lead to fabrics 30 times stronger than Kevlar...]'' * July 2008 ''[http://www.newswise.com/articles/view/542953/?sc=rssn Scientists Discover Rapid, Cost-Effective, 100% Recyclable Method to Produce Ultra-strong Magnets]'' * March 2008 ''[http://www.eetimes.com/news/latest/showArticle.jhtml;jsessionid=HTTOTGYXPCPWSQSNDLSCKHA?articleID=206904213 Silicon compound superconducts at room temperature]'' [[Category:Engineering departments]] [[Category:Materials science| ]] mnd6jkqnrjmout6w77wmnm6e0bkt59n 10 58229 2831690 2819856 2026-09-06T08:40:35Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831690 wikitext text/x-wiki ==Editing tip - Using edit summaries== {| style="float: center;background: inherit;color:inherit;" |- | [[Image:Crystal Clear app ktip.svg|48px|left]] | Thank-you for your contributions to Wikiversity! I would like to offer an [[Wikiversity:Etiquette|wikiquette]] editing tip. Could you try to provide [[Help:Edit summary|edit summaries]] more often? The edit summary box appears at the bottom of pages you are editing. It looks something like this: [[File:Edit Summary.png]]. Filling in this edit summary box each time you edit doesn't take very long, and provides other users with a quick summary of the changes you made. This can save others a lot of time in working out what has changed. If you find it hard to remember to fill in the edit summary (it is an acquired habit), then try switching on the option which alerts you whenever you try to save an edit without an edit summary: Go to '''Preferences''' (top-right), choose the '''Edit''' tab (top-right), click this box: [[File:Edit summary prompt.png|300px]], then '''Save'''. To learn more, see [[Wikiversity:FAQ/Editing/Edit summary|edit summary]] (FAQ). I hope this helps empower you to keep up the great work! ~~<includeonly></includeonly>~~ |}<noinclude> ==Notes== * This is a template to add to user talk pages, to help mentor/encourage them to get into the desirable wiki editing practice of providing edit summaries. * Include on a talk page by using <code><nowiki>{{subst:Edit summary}}</nowiki></code> [[Category:User talk templates]] [[Category:Wikiversity tips]] </noinclude> 0diqb0mj6ajs0gl42vli6fisqi87v07 0 75666 2831767 2191643 2026-09-06T10:47:14Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831767 wikitext text/x-wiki __TOC__ ==Purpose== This page is meant to support some brain storming on the relative merits of paper-based and wiki-based scholarly communication, as discussed in a [http://ways.org/en/blogs/2008/dec/28/the_journal_scope_in_focus_putting_scholarly_communication_in_context blog post] that was later [http://ways.org/en/blogs/2009/sep/29/what_would_science_look_like_if_it_were_invented_today_part_ii_knowledge_structuring updated and expanded]. Feel free to add to it, here or there, and to [http://en.citizendium.org/wiki/User:Daniel_Mietchen/Talks/LSWT_2010/Integrating_wikis_with_scientific_workflows reuse] [http://en.citizendium.org/wiki/User:Daniel_Mietchen/Talks/COASP_2010/Start it]. ==Comparison between paper-based and wiki-based scholarly communication systems== {| |style="text-align:center;background:#f0f0f0;{{text color default}};"|'''Feature of science communication''' |style="text-align:center;background:#f0f0f0;{{text color default}};"|'''Paper-based practice''' |style="text-align:center;background:#f0f0f0;{{text color default}};"|'''Comment''' |style="text-align:center;background:#f0f0f0;{{text color default}};"|'''Wiki-based practice''' |style="text-align:center;background:#f0f0f0;{{text color default}};"|'''Comment''' |- | ideas|| || no timestemp system that is universal and transparent || || universal and transparent timestemp system |- | research design|| || version control is tedious in collaborative studies || || version control is standard |- | research proposal|| || version control is tedious in collaborative studies || || version control is standard |- | research funding|| || || || |- | data acquisition|| || || || |- | data analysis|| || || || |- | manuscript writing|| || version control is tedious in collaborative studies || || version control is standard |- | manuscript formatting||already largely standardized with LaTeX templates, less so with MS Word, OpenOffice and others || ||standardized to some extent by the wiki syntax but not as much as a typical TeX style file allows || |- | reference formatting||already largely standardized with BibTeX, Endnote and similar || ||standardized to some extent by the wiki syntax, via [http://en.citizendium.org/wiki/Template:Citation citation templates] and [http://clinical.uthscsa.edu/cite/ automated reference wikification] || |- | manuscript version tracking||requires external tools, e.g. Subversion, Google doc or a wiki || || standard || |- | choosing publication venue|| scope and perceived "quality" of a journal || || there are not too many suitable wikis around and indeed, one of the purposes of publishing in a wiki would be to have all relevant information in one freely accessible spot, rather than in zillions of journals as in the paper-based world|| |- | abstract||always written anew || only provided in a human-readable manner || always written anew || could easily be made machine-readable even after initial publication |- | introduction||always written anew, with some author-specific redundancy|| || updated each time || |- | methods||always written anew, with some author-specific redundancy|| || updated each time || |- | results||always written anew || only provided in a human-readable manner || always written anew || could easily be made machine-readable even after initial publication |- | discussion||always written anew, with some author-specific redundancy|| || updated each time || |- | conclusions|| || || || |- | references|| separate section; never linked to online version, often not even with URI || tedious for both author and reader; often not balanced|| link to online version is standard || could be facilitated by separated namespace for references |- | raw data|| often missing, especially if it does not fit on paper (like audio or video files) || example case [http://www.michaeleisen.org/blog/?p=192 here]|| can be provided in the same wiki environment || |- | supplementary materials|| often distributed into [http://www.nature.com/nature/journal/v437/n7062/suppinfo/nature04084.html multiple] [http://www.pnas.org/content/103/41/15212/suppl/DC1 files], not always integrable with paper ||discussions [http://network.nature.com/people/scurry/blog/2009/07/07/vital-supplements here] and [http://ff.im/5furO here] || not necessary - see above || |- | peer review||can be open, single-blind or double-blind; can be made available to the editors only or to a wider audience that could include the other reviewers, the authors, and the public || peer reviews are hard to track in their entirety, especially if non-published ||can be open, single-blind or double-blind; can be made available to the editors only or to a wider audience that could include the other reviewers, the authors, and the public || simpler to track |- | author contributions||need to be written down specifically (particularly detailed example [http://www.biomedcentral.com/1471-2342/9/8 here]) || || are always recorded; can possibly be automatically displayed (example in [http://www.wikigenes.org/ WikiGenes]) || |- | errata|| published separately (occasionally even [http://www.ncbi.nlm.nih.gov/pubmed/1508269?dopt=Abstract more than once] or as a [http://www.ncbi.nlm.nih.gov/pubmed/11501562 complete republication]), with no mention in the original paper version (another example [http://www.pnas.org/content/103/45/17064.1.full here])|| online versions frequently add [http://www.nature.com/nature/journal/v450/n7166/full/450044a.html a] [http://dx.doi.org/10.1371/journal.pone.0005373 note] about the updates but they are [http://www.nature.com/nchembio/journal/v5/n7/abs/nchembio0709-441.html rarely] incorporated into a corrected file that contains all of the information; non-text corrections further complicate the picture, as these files are often stored independently online and not reprinted (e.g. [http://www.nature.com/nature/journal/v449/n7163/fig_tab/449665a_F1.html here] or [http://dx.doi.org/10.1371/journal.pone.0010440 Fig. 1 in here]) || can be easily corrected in the original location || a note about the update can be added easily, too |- | retractions|| published separately, with no mention in the original paper version || online versions frequently (but [http://scienceblogs.com/pharyngula/2010/08/another_publisher_stonewalls_o.php#comment-2724834 not always]) add a note about the updates (possibly [http://www.virologyj.com/content/7/1/169/comments#424680 hidden in the comments]) but they are rarely incorporated into a corrected file that contains all of the information; [http://old.rintesting.com/node/653 "retractions at Wiley-Blackwell are now running at more than one a week"] || can be easily corrected in the original location || a note about the update can be added easily, too |- | scientific correspondence||[http://www.ncbi.nlm.nih.gov/pubmed/9310563?dopt=Abstract slow]; danger of misunderstandings due to ambiguous wording || ||quick; disambiguated hyperlinks to explanations of important concepts can reduce such friction || |- | access || often barred by subscription fees, generally with a delay after submission and/or peer review that may range from days to sometimes years || || open by default || immediate |- | reuse|| copyright usually retained by the publisher, with important restrictions of reuse || || CC or GFDL licenses are standard || |- | metadata|| [http://iphylo.blogspot.com/2010/05/why-we-need-wikis.html error-prone and hard to correct] || can be fixed in an easy, simple and transparent manner || || |- | outreach|| roughly proportional to access and usability || ||roughly proportional to access and usability || |- | impact|| || || || |- | applications|| || || || |- | teaching|| || || || |- | resource use|| || || || |- |} ==Examples of scholarly wikis== ''A number of scholarly wikis are also contained in [[w:List_of_online_encyclopedias|Wikipedia's list of online encyclopedias]].'' *[http://openwetware.org OpenWetWare] - Hosts biology 200+ lab web pages and protocols *[http://www.scholarpedia.org/ Scholarpedia] - invitation-only cross-disciplinary wiki with real names, ISSN and classical anonymous peer review process that leads to stable versions *[http://en.citizendium.org/ Citizendium] - cross-disciplinary wiki with real names and discipline-specific review process that leads to stable versions *[http://www.eoearth.org/ Encyclopedia of Earth] - focus on Earth sciences, real names, discipline-specific review process that leads to stable versions *[http://species-id.net/wiki/Main_Page Species-ID] - biodiversity information; data facilitating the identification of species on Earth *[http://groupprops.subwiki.org/ GroupPropsWiki] - on Group Theory *[http://www.wikisurgery.com/ WikiSurgery] - on surgery; spam-ridden *[http://www.biopython.org/wiki/Biopython Biopython] - Python tools for computational molecular biology *[http://prelive.tricki.org/ Tricky] - on mathematical problem-solving techniques *[http://wwww.wikieducator.org/ WikiEducator] - for teaching purposes *[http://wwww.wikigenes.org/ WikiGenes] - for genes, with authorship tracking of text bits *[http://michaelnielsen.org/polymath1/index.php?title=Main_Page The Polymath wiki] - highlights a series of collaborative contributions to a mathematical research question, ranging from its initial formulation to its solution in just a few weeks *[http://www.quantiki.org/wiki/index.php/Main_Page Quantiki] - on quantum information *[http://scherk.pbworks.com/ Quizzes] *[http://notable.math.ucdavis.edu/wiki/Main_Page Mathematics Jobs Wiki] *[http://www.sklogwiki.org/ SklogWiki] on the thermodynamics of simple liquids, complex fluids, and soft condensed matter. *[http://toxipedia.org/ Toxipedia] - about drugs and toxicity *[http://www.medpedia.com/ Medpedia] - about Health topics *[http://www.bioenergywiki.net/index.php/Main_Page BioenergyWiki] *[http://ecomedia.wikispaces.com/ non-print media in environmental discourse] *[http://www.neurolex.org/wiki/Main_Page NeuroLex] - a glossary of neuroscientific terms *[http://acawiki.org/Home AcaWiki] - for scientific journal clubs online *[http://www.neuronbank.org/ NeuronBank Wiki] - for the description of neuronal cell lines and circuitry *[http://neuro.imm.dtu.dk/wiki/Main_Page BredeWiki] - neuroscience *[http://www.subtiwiki.uni-goettingen.de/ SubtiWiki] - dedicated to Bacillus subtilis *[http://nmrwiki.org/ NMRWiki] - for Magnetic Resonance (focus on spectroscopy) *[http://www.wikipathways.org WikiPathways] - for metabolic pathways *[http://wikiindex.org/Category:Science wikiindex.org/Category:Science] *[http://biowikifarm.net/ BioWikiFarm] - a suite of wikis dedicated to biodiversity and related issues *[http://www.bioinformatics.org/wiki/BioWiki list of biowikis] ==Desirable features of future scholarly wikis== ''For context, see [http://friendfeed.com/science-2-0/4c011684/what-features-should-future-scholarly-wikis-or here].'' *Some system of peer review (basically, any wiki allows comments, annotations or formal reviews on talk pages of users or articles but these ratings should be featured more prominently; templates like those [http://en.citizendium.org/wiki/Template:Rpl/Doc visualizing article status] at Citizendium may help with that); this may be as simple as disallowing individuals to add information to Citizendium when the only available support is their own non-reviewed research published at OpenWetWare &mdash; the real name policy will minimize misuse<br> *Uploadability of all kinds of media that traditionally (if you can call a habit that barely is a decade old a tradition already) went along with paper-based publications as "supporting online information" (which would be easily integrated in an all-online non-printable article with no sharp space limitations). <br> *Stable versions for content that has undergone peer review (like the [http://en.citizendium.org/wiki/Category:Approved_Articles Approved Articles] at Citizendium, or the results of the double phase review model at the OA journal [http://www.atmospheric-chemistry-and-physics.net/ ACPD/ACP]), along with draft versions for anything else (including improvements to and updates of previous stable versions); like any non-protected page at the Wikipedias, these draft versions can serve as a playground, though a real-name policy would probably make it a more educational one<br> *Search engines that integrate or otherwise compare favourably with major scholarly search engines on the web (the already mentioned Google Scholar and PubMed as well as, say, the [http://biosearch.berkeley.edu/ BioText Search Engine] that searches Open Access text and images), also in terms of the [http://friendfeed.com/search?q=computer updating frequency].<br> *pan-disciplinary scope, with consistent disambiguation of specialist terms ([http://en.citizendium.org/wiki/Category:Disambiguation mainly] but [http://en.citizendium.org/wiki/CZ:List_of_words_with_multiple_uses not fully] achieved at Citizendium) *Separate [[w:Wikipedia:MediaWiki_namespace|namespaces]] for references (already in use at the Dispersive PDE Wiki and the [[w:fr:Aide:Espace_référence|French Wikipedia]], [http://en.citizendium.org/wiki/Special:PrefixIndex/CZ:Ref: in test] at Citizendium); as a side line, this would open up ways for new citation metrics, via the [http://en.citizendium.org/wiki/Special:WhatLinksHere/CZ:Ref:DOI:10.1016/j.tins.2008.08.010 What links here] function<br> *Separate namespaces for original research: Encyclopedic endeavours need expert input. This is most likely to be achievable if the encyclopedic activites can be integrated with the experts' workflow, e.g. via platforms like OpenWetWare. <br> *Attributability of contributions (automatically realized, though not in the traditional scholarly way, in any wiki with a real name policy like [http://en.citizendium.org/wiki/CZ:Why_Citizendium%3F#Real_names_are_better that at Citizendium], via the [http://en.citizendium.org/wiki/Special:Contributions/Daniel_Mietchen User contributions] function; special arrangements exist at Scholarpedia and WikiGenes; OpenWetWare does allow nicknames but real names prevail; the Wikiversities have basically the same user name policy as the Wikipedias) *Easy download of selected sets of pages for local archiving or analysis.<br> *Licenses that allow unrestricted reuse and derivative work if the original source is properly acknowledged (typically [http://openwetware.org/wiki/Copyright CC-by-SA or the older GFDL], both of which have been made [http://creativecommons.org/weblog/entry/14647 compatible now]) *Resource-effective design (see also discussions on the energy use [http://dx.doi.org/10.1088/1748-9326/3/3/034008 of the internet] and [http://ecopreneurist.com/2008/12/29/greening-your-business-website/ individual websites]). This overview may also help in working out an ecological footprint scheme applicable to research, as described [http://ways.org/en/2008/jun/03/%5Bhour%5D%5Bmin%5D/%5Buser%5D/on_impact_research previously]. *integration with the non-scholarly world (certainly achieved in the [[w:Humour_(disambiguation)|Wikipedias]] and [http://en.citizendium.org/wiki/Led_Zeppelin Citizendium]), particularly with students (cf. the [http://en.citizendium.org/wiki/CZ:Eduzendium Eduzendium initiative] at Citizendium) and non-English contents<br> *Automation of the formatting, as already common in non-wiki environments, e.g. with [http://www.atmospheric-chemistry-and-physics.net/submission/latex_instructions.html LaTeX templates], for which [http://www.scribtex.com/ collaborative editing environments] exist too. None of the wikis we know comes close to that, albeit templates are heavily used at the various [[w:Wikipedia:Template_messages|Wikipedias]] and, to a lesser extent but in a more consistent manner, at [http://en.citizendium.org/wiki/CZ:Templates Citizendium]; they seem to be rather rarely used on smaller or more specialized wikis. The same applies to references, though [http://toolserver.org/~diberri/cgi-bin/templatefiller/?type=&id= automated wikification] has already progressed considerably here, despite the lack of wiki export functions at publisher's sites (or of suitable [http://en.wikipedia.org/w/index.php?title=XML&oldid=259659653 XML]-to-wiki converters for those who provide XML) <br> *Integration with mind maps (which structure knowledge) and databases (which harbour bits of knowledge that do not make much sense without a broader context).<br> *Distributed version control, e.g. via [http://github.com/blog/699-making-github-more-open-git-backed-wikis git] ([http://p2pfoundation.net/Open_Science_differs_from_Open_Source_Software Warning: open science is not open source]) ==Alternatives to wikis== *Basically anything that is more WYSIWYG (e.g. Open Office, MS Word), more real time (e.g. Etherpad/ Google Doc/ Google <s>Wave</s> Sites / Google Knol) or more integrated with references or other non-text elements of publishing, or more semantic. *[http://www.eol.org/ Encyclopedia of Life]: focussing on species descriptions, it is not a wiki. EoL is more similar to a news aggregator, using semantic meshup pulled from associated content sites ==See also== *[[Educational wikis]] *[[Open Scientist]] *[[Wikiversity:Publishing_original_research#List_of_wiki_journals|List of wiki journals]] *[[Collaborative research on Wikiversity]] ==External links== *[http://www.ipodvideosconverter.com/ Ipod Video Converter] *Related threads on Friendfeed: [http://friendfeed.com/e/dd0f80f0-5973-4e78-acc0-e0d7510b573f/What-s-the-most-successful-science-wiki/ What's the most successful science wiki?] and [http://friendfeed.com/jcbradley/e6896d56/scholarly-publishing-what-would-do-over-look Scholarly publishing: what would a do-over look like?] as well as [http://friendfeed.com/cameronneylon/aa693875/implementing-publication-as-aggregation Implementing the “Publication as Aggregation”] and [http://friendfeed.com/cameronneylon/f93025ec/distriwiki-proposal DistriWiki: A Proposal] *[http://blog.openwetware.org/scienceintheopen/2009/03/03/what-is-the-cost-of-peer-review-can-we-afford-not-to-have-high-impact-journals/ What is the cost of peer review? Can we afford (not to have) high impact journals?] - a blog post on economic aspects of the scientific communication cycle :Data for the costs (though no hint on their provenance) are in [http://www.rin.ac.uk/files/Daniel_Hulls_What_cost_11Dec08.pdf this presentation by Daniel Hull (pdf)] *[http://adamg83.wordpress.com/2008/11/05/heres-a-great-idea-that-apparently-doesnt-work/ Here’s a Great Idea (that apparently doesn’t work)] - a blog post on the apparent lack of (cross-disciplinary) scholarly wikis *[[meta:User:Yaroslav_Blanter/Temp17|Discussion of the role of experts in Wikimedia projects]] *[http://www.sklogwiki.org/SklogWiki/index.php/Wiki Wiki entry at SklogWiki] - a list of resources (mainly blog posts) relating to the use of wikis in research *[http://blog.wikimedia.org/2009/04/27/scholarly-community-gives-feedback-regarding-wikipedia/ A survey of scientists on their attitude towards Wikipedia and possible integration of it with Open Access scientific publications] [[category:Research]] [[Category:e-Learning]] [[Category:Wikis]] [[Category:Social sciences]] d7qtexyeahp723768cydyrpqjnhwhpd 2 88177 2831664 1877359 2026-09-06T07:36:08Z ShakespeareFan00 6645 2831664 wikitext text/x-wiki {{/John}} <p class="john">Hello, world.</p> == Introduction == ===Real Analysis=== Real analysis is a branch of mathematical analysis dealing with the set of real numbers. In particular, it deals with the analytic properties of real functions and sequences, including convergence and limits of sequences of real numbers, the calculus of the real numbers, and continuity, smoothness and related properties of real-valued functions. The goal of this course is to prepare a student to acquire skills on the foundations of the basic theorems and results that shape the mechanisms of calculus and real analysis, and to progress towards a deeper understanding of mathematical ideas that will be a basis for further courses including linear algebra, advanced real analysis, complex analysis, functional analysis, partial differential equations, Lebesgue theory, calculus on manifolds, and the integration of differential forms. Our course begins with some fundamental observations about other number systems that we have dealt with in the past. ====The Natural Numbers==== The '''natural numbers''' arise as the simplest abstraction for the notion of quantity. They are usually conceived of as "counting numbers" and for the purposes of this course (and unless otherwise stated), begin with 1. If we try to abstract a little further, we can observe that as "counting numbers," they have the property of always having a '''succesor'''. That is, if you have a natural number, you can always find a new natural number, its succesor, such that no other natural number lies between that number and the former. For example, if I give you the natural number 1729, then the only possible successor would be 1730. On the other hand, not every natural number is the successor of some other natural number. If I say that 2008 is the succesor of a number, then the original number would be 2007; however there is no natural number <math>n</math> such that 1 is the successor of <math>n</math>. The existence of a "succesor property" implies (as you should verify) that there is a least natural number: 1. Also, this property implies the existence of an algorithm for creating a new natural number from any given natural number. When talking about systems of numbers, it is helpful to write instead the set that describes all of the numbers within the system. For example, what happens if we somehow "group" all natural numbers? We will not talk -- for the moment -- about "how many" natural numbers one can have. Intuitively, you might say that this number is infinite, but we must be a little more precise and rigorous about the mathematical concept of "infinity." We can certainly assume, however, that it is possible to talk about ''the set that contains all of the natural numbers'' (since the succesor property constructs all of them). We give that set a distinctive character: <math>\mathbb{N}</math>. Using proper mathematical notation, we write this as {{center top}} <math>\mathbb{N}=\{x : x \mbox{ is a Natural Number}\}</math> {{center bottom}} We will continue developing more concepts of <math>\mathbb{N}</math> as we move forward, such as what it means for <math>\mathbb{N}</math> to be a partially ordered set or a countable set, but we will not deal with their formal construction here since they deal with Set Theory, a totally different course. ====The Integers==== The '''integers''' can be thought of as an "extension" of the natural numbers, to include negative numbers as well as the number zero. We call the set of all integers <math>\mathbb{Z}</math>. In the language of set theory, we say that <math>\mathbb{N}</math> is a '''subset''' of <math>\mathbb{Z}</math> and write this as <math>\mathbb{N}\subset \mathbb{Z}</math>. Many properties of the integers are inherited from the natural numbers, but for the sake of this introduction we will not develop their formal construction, which belongs to a more rigorous course on set theory and foundations of mathematics. On the other hand, the existence of negative integers implies that unlike the natural numbers, there is no smallest integer (it is left to the student to demonstrate this). ====The Rational Numbers==== In the same way that the integers may be thought of as an extension of the natural numbers, the '''rational numbers''' may be considered an "extension" of integers. They are formally constructed as equivalence classes of pairs of integers, and represent all the fractions that we know from basic arithmetic. The set of all rational numbers is called <math>\mathbb{Q}</math>, and consists of all pairs of integers <math>\langle m,n \rangle,n \neq 0</math> in the form <math>\frac{m}{n}</math>. One would think that, by adjusting the numerator and denominator of a rational number, any conceivable number could be expressed, and indeed <math>\mathbb{N}\subset\mathbb{Z}\subset\mathbb{Q}</math>. But from our knowledge of solutions to algebraic equations, there are situations in which <math>\mathbb{Q}</math> is not sufficient to express a solution to a given equation. Take the question leading to the famous "Pythagorean catastrophe"<ref name="bell1">Bell, John L. (2005), Oppositions and Paradoxes in Mathematics and Philosophy, in journal Axiomathes, Springer Netherlands, pp. 165-180, ISSN 1122-1151</ref>, to wit: <blockquote>''Is there a rational number'' <math>q</math> ''such that'' <math>q^2=2</math>''?''</blockquote> ===The Incompleteness of the Rational Numbers=== We are now going to tackle the question of the "completeness" (without actually defining what it means to be complete) of the rational numbers. Intuitively speaking, we want to find out if there exists any number that cannot be expressed using <math>\mathbb{Q}</math>. Take the unit square, for instance (a square that measures one unit on each side). Isn´t it natural for us to wonder about the number that represents the "length" of the diagonal of this square? Pythagoras' theorem tells us that this number is <math>\sqrt{2}</math>. But what the symbol <math>\sqrt{2}</math> tells us is "find a number x such that its square equals 2" In other words, <p style="text-align:center;"><math>x=\sqrt{2} \iff x^2=2</math>.</p> Let us show how no rational number can solve this equation (equivalent to saying: "let us show that the square root of two is not a rational number"). The proof is by contradiction. <div style="border: 0px solid black; margin: 0px; padding: 0px;"><div style="border: 1px solid black; margin: 18px; padding: 9px;"> Let us first assume that <math>\sqrt{2}</math> is a rational number. Then, it can be written in the form <math>\frac{m}{n}</math>, where both <math>m</math> and <math>n \neq 0</math> are integers. Without loss of generality, assume that <math>m</math> and <math>n</math> are the smallest such numbers, in other words, that <math>\frac{m}{n}</math> is written in lowest terms. Thus, we can write: <p style="text-align:center;"><math>\left (\frac{m}{n} \right )^2 = \frac{m^2}{n^2} = 2</math>.</p> Or, equivalently, <math>m^2=2n^2</math>, which shows that <math>m^2</math> is an even number. Then m is an even number, since the square of an even number is even and the square of an odd number is odd (justification left to student). Then write <math>(2k)^2 = 4k^2 = 2n^2</math> for some integer <math>k</math>, which shows that <math>n^2</math> is even and so therefore is <math>n</math>. Now we have <math>m</math> and <math>n</math> both even numbers, contradicting the assumption that <math>\frac{m}{n}</math> is written in lowest terms. Hence <math>\sqrt{2}</math> is ''not'' a rational number.</div></div> ===Set Theory Conventions=== [this part needs to be written] ===References=== <references/> 7pamuvog7kdgtgufq7uha8ofgzpplkr 0 114949 2831763 2756771 2026-09-06T10:39:13Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831763 wikitext text/x-wiki {{Boolf header}} [[File:Venn 0000 0001 0001 0110.png|thumb|280x280px|[[w:Venn diagram|Venn diagram]] of the Boolean function<br>0000 0001 0001 0110]] There are <math>2^{2^{4}}</math> = 65536 4-ary Boolean functions, which correspond to 16-bit binary strings. __TOC__ <br style="clear: both;"> <div id="bec"> ==Big equivalence classes (''bec'')== ::''Compare: [[3-ary Boolean functions#Big equivalence classes|Big equivalence classes of 3-ary Boolean functions]]'' When binarily colored [[w:Tesseract|tesseracts]] can be transformed into each other by actions in the tesseract's [[w:Symmetry group|symmetry group]] [[w:Hyperoctahedral group|C₄]], they are essentially the same.<br> The corresponding Boolean functions are often called ''equivalent'' and belong to the same [[Equivalence classes of Boolean functions#bec|big equivalence class]] (''bec'').<br> The 65536 functions belong to [[oeis:A039754|1 + 1 + 4 + 6 + 19 + 27 + 50 + 56 + 74 + 56 + 50 + 27 + 19 + 6 + 4 + 1 + 1]] = [[oeis:A000616|402]] ''bec''s.<br> The following sortable table (in the collapsed box) shows the 402 ''bec''s with some key features.<br> The default order is that of the numbers in column '''N'''. Sorting by '''#''' sorts also by '''N'''.<br> The numbers in column '''weight''' are the [[w:Hamming weight|hamming weights]] of the functions, i.e. the number of ones in the binary strings.<br> Column '''sec''' tells the number of ''sec''s in the ''bec''. Column '''f''' tells the number of functions in the ''bec''.<br> The function with the smallest numerical value is shown in column '''F''' as an example. It's numerical value is shown in column '''N'''.<br> ''bec''s with an entry in column '''sona''' are related to [[subgroups of nimber addition]].<br> The entry in column '''wec''' denotes the Walsh equivalence class the ''bec'' belongs to.<br> The nonlinearity of all functions in the ''bec'' is shown in column '''nonlin'''.<br> Functions with nonlinearity 0 are linear, those with nonlinearity 6 are [[#Bent functions|bent]].<br> <small>{{font|color=gray|To sort by more than one column you can hold the shift-key and than click the other sort buttons.}} [[meta:Help:Sorting#Secondary_sortkey|*]]</small> {| class="collapsible collapsed" style="width: 100%; border: 1px solid #cccccc; text-align:center" ! style="background:#dddddd;{{text color default}}; height: 35px;"|Table of the 402 ''bec''s |- |<!--- START ---> [[File:Reverse binary.svg|right|100px|link=User:Lipedia/hat#Reverse_binary|The binary strings are interpreted as reverse binary numbers.]] {| class="wikitable sortable" style="margin: 1em auto 1em auto;" |- ! # ! weight ! sec ! f !class="unsortable"| F !class="unsortable"| N ! sona ! wec ! nonlin |- |{{font|color=gray|0}}||''' 0'''|| 1||1||{{font|face=Courier|.... .... .... ....}}||0|| ||E0||0 |- |{{font|color=gray|1}}||''' 1'''|| 1|| 16||{{font|face=Courier|!... .... .... ....}}||1|| N(0)||O||1 |- |{{font|color=gray|2}}||''' 2'''|| 4|| 32||{{font|face=Courier|!!.. .... .... ....}}||3|| N(1,1)||E1||2 |- |{{font|color=gray|3}}||''' 2'''|| 6|| 48||{{font|face=Courier|.!!. .... .... ....}}||6|| N(1,2)||E2||2 |- |{{font|color=gray|4}}||''' 3'''|| 6|| 96||{{font|face=Courier|!!!. .... .... ....}}||7|| ||O||3 |- |{{font|color=gray|5}}||''' 4'''|| 6|| 24||{{font|face=Courier|!!!! .... .... ....}}|| 15|| N(2,1)||E0||4 |- |{{font|color=gray|6}}||''' 3'''|| 4|| 64||{{font|face=Courier|.!!. !... .... ....}}|| 22|| ||O||3 |- |{{font|color=gray|7}}||''' 4'''|| 4|| 64||{{font|face=Courier|!!!. !... .... ....}}|| 23|| ||E3||4 |- |{{font|color=gray|8}}||''' 2'''|| 4|| 32||{{font|face=Courier|...! !... .... ....}}|| 24|| N(1,3)||E3||2 |- |{{font|color=gray|9}}||''' 3'''||12||192||{{font|face=Courier|!..! !... .... ....}}|| 25|| ||O||3 |- |{{font|color=gray| 10}}||''' 4'''||12||192||{{font|face=Courier|!!.! !... .... ....}}|| 27|| ||E2||4 |- |{{font|color=gray| 11}}||''' 4'''||12||192||{{font|face=Courier|.!!! !... .... ....}}|| 30|| ||E1||4 |- |{{font|color=gray| 12}}||''' 5'''||12||192||{{font|face=Courier|!!!! !... .... ....}}|| 31|| ||O||3 |- |{{font|color=gray| 13}}||''' 4'''||12|| 48||{{font|face=Courier|..!! !!.. .... ....}}|| 60|| N(2,2)||E0||4 |- |{{font|color=gray| 14}}||''' 5'''||12||192||{{font|face=Courier|!.!! !!.. .... ....}}|| 61|| ||O||3 |- |{{font|color=gray| 15}}||''' 6'''||12|| 96||{{font|face=Courier|!!!! !!.. .... ....}}|| 63|| ||E1||2 |- |{{font|color=gray| 16}}||''' 4'''|| 4|| 16||{{font|face=Courier|!..! .!!. .... ....}}||105|| N(2,3)||E0||4 |- |{{font|color=gray| 17}}||''' 5'''|| 4|| 64||{{font|face=Courier|!!.! .!!. .... ....}}||107|| ||O||3 |- |{{font|color=gray| 18}}||''' 6'''||12|| 96||{{font|face=Courier|!!!! .!!. .... ....}}||111|| ||E2||2 |- |{{font|color=gray| 19}}||''' 6'''|| 4|| 32||{{font|face=Courier|.!!! !!!. .... ....}}||126|| ||E3||2 |- |{{font|color=gray| 20}}||''' 7'''|| 4|| 64||{{font|face=Courier|!!!! !!!. .... ....}}||127|| ||O||1 |- |{{font|color=gray| 21}}||''' 8'''|| 4||8||{{font|face=Courier|!!!! !!!! .... ....}}||255|| N(3,1)||E0||0 |- |{{font|color=gray| 22}}||''' 4'''|| 1|| 16||{{font|face=Courier|.!!. !... !... ....}}||278|| ||E4||4 |- |{{font|color=gray| 23}}||''' 5'''|| 1|| 16||{{font|face=Courier|!!!. !... !... ....}}||279|| ||O||5 |- |{{font|color=gray| 24}}||''' 3'''|| 6|| 96||{{font|face=Courier|...! !... !... ....}}||280|| ||O||3 |- |{{font|color=gray| 25}}||''' 4'''|| 6|| 96||{{font|face=Courier|!..! !... !... ....}}||281|| ||E4||4 |- |{{font|color=gray| 26}}||''' 4'''||12||192||{{font|face=Courier|.!.! !... !... ....}}||282|| ||E3||4 |- |{{font|color=gray| 27}}||''' 5'''||12||192||{{font|face=Courier|!!.! !... !... ....}}||283|| ||O||5 |- |{{font|color=gray| 28}}||''' 5'''|| 6|| 96||{{font|face=Courier|.!!! !... !... ....}}||286|| ||O||5 |- |{{font|color=gray| 29}}||''' 6'''|| 6|| 96||{{font|face=Courier|!!!! !... !... ....}}||287|| ||E2||4 |- |{{font|color=gray| 30}}||''' 4'''||12||192||{{font|face=Courier|..!! .!.. !... ....}}||300|| ||E2||4 |- |{{font|color=gray| 31}}||''' 5'''||24||384||{{font|face=Courier|!.!! .!.. !... ....}}||301|| ||O||5 |- |{{font|color=gray| 32}}||''' 6'''||12||192||{{font|face=Courier|!!!! .!.. !... ....}}||303|| ||E3||4 |- |{{font|color=gray| 33}}||''' 5'''||12||192||{{font|face=Courier|..!! !!.. !... ....}}||316|| ||O||3 |- |{{font|color=gray| 34}}||''' 6'''||12||192||{{font|face=Courier|!.!! !!.. !... ....}}||317|| ||E1||4 |- |{{font|color=gray| 35}}||''' 6'''||12||192||{{font|face=Courier|.!!! !!.. !... ....}}||318|| ||E2||4 |- |{{font|color=gray| 36}}||''' 7'''||12||192||{{font|face=Courier|!!!! !!.. !... ....}}||319|| ||O||3 |- |{{font|color=gray| 37}}||''' 4'''|| 4|| 64||{{font|face=Courier|...! .!!. !... ....}}||360|| ||E1||4 |- |{{font|color=gray| 38}}||''' 5'''|| 4|| 64||{{font|face=Courier|!..! .!!. !... ....}}||361|| ||O||3 |- |{{font|color=gray| 39}}||''' 5'''||12||192||{{font|face=Courier|.!.! .!!. !... ....}}||362|| ||O||5 |- |{{font|color=gray| 40}}||''' 6'''||12||192||{{font|face=Courier|!!.! .!!. !... ....}}||363|| ||E2||4 |- |{{font|color=gray| 41}}||''' 6'''||12||192||{{font|face=Courier|.!!! .!!. !... ....}}||366|| ||E3||4 |- |{{font|color=gray| 42}}||''' 7'''||12||192||{{font|face=Courier|!!!! .!!. !... ....}}||367|| ||O||3 |- |{{font|color=gray| 43}}||''' 7'''|| 4|| 64||{{font|face=Courier|.!!! !!!. !... ....}}||382|| ||O||3 |- |{{font|color=gray| 44}}||''' 8'''|| 4|| 64||{{font|face=Courier|!!!! !!!. !... ....}}||383|| ||E4||2 |- |{{font|color=gray| 45}}||''' 2'''|| 1||8||{{font|face=Courier|.... ...! !... ....}}||384|| N(1,4)||E4||2 |- |{{font|color=gray| 46}}||''' 3'''|| 4|| 64||{{font|face=Courier|!... ...! !... ....}}||385|| ||O||3 |- |{{font|color=gray| 47}}||''' 3'''|| 3|| 48||{{font|face=Courier|.!.. ...! !... ....}}||386|| ||O||3 |- |{{font|color=gray| 48}}||''' 4'''||12||192||{{font|face=Courier|!!.. ...! !... ....}}||387|| ||E3||4 |- |{{font|color=gray| 49}}||''' 4'''|| 6|| 96||{{font|face=Courier|.!!. ...! !... ....}}||390|| ||E2||4 |- |{{font|color=gray| 50}}||''' 5'''||12||192||{{font|face=Courier|!!!. ...! !... ....}}||391|| ||O||5 |- |{{font|color=gray| 51}}||''' 4'''|| 6|| 96||{{font|face=Courier|!..! ...! !... ....}}||393|| ||E2||4 |- |{{font|color=gray| 52}}||''' 5'''||12||192||{{font|face=Courier|!!.! ...! !... ....}}||395|| ||O||5 |- |{{font|color=gray| 53}}||''' 6'''|| 6|| 96||{{font|face=Courier|!!!! ...! !... ....}}||399|| ||E4||4 |- |{{font|color=gray| 54}}||''' 5'''|| 4|| 64||{{font|face=Courier|.!!. !..! !... ....}}||406|| ||O||3 |- |{{font|color=gray| 55}}||''' 6'''|| 4|| 64||{{font|face=Courier|!!!. !..! !... ....}}||407|| ||E1||4 |- |{{font|color=gray| 56}}||''' 4'''||12||192||{{font|face=Courier|...! !..! !... ....}}||408|| ||E1||4 |- |{{font|color=gray| 57}}||''' 5'''||12||192||{{font|face=Courier|!..! !..! !... ....}}||409|| ||O||3 |- |{{font|color=gray| 58}}||''' 5'''||24||384||{{font|face=Courier|.!.! !..! !... ....}}||410|| ||O||5 |- |{{font|color=gray| 59}}||''' 6'''||24||384||{{font|face=Courier|!!.! !..! !... ....}}||411|| ||E2||4 |- |{{font|color=gray| 60}}||''' 6'''||12||192||{{font|face=Courier|.!!! !..! !... ....}}||414|| ||E3||4 |- |{{font|color=gray| 61}}||''' 7'''||12||192||{{font|face=Courier|!!!! !..! !... ....}}||415|| ||O||3 |- |{{font|color=gray| 62}}||''' 4'''|| 6|| 96||{{font|face=Courier|...! .!.! !... ....}}||424|| ||E2||4 |- |{{font|color=gray| 63}}||''' 5'''||12||192||{{font|face=Courier|!..! .!.! !... ....}}||425|| ||O||5 |- |{{font|color=gray| 64}}||''' 5'''|| 6|| 96||{{font|face=Courier|.!.! .!.! !... ....}}||426|| ||O||3 |- |{{font|color=gray| 65}}||''' 6'''||12||192||{{font|face=Courier|!!.! .!.! !... ....}}||427|| ||E1||4 |- |{{font|color=gray| 66}}||''' 5'''||24||384||{{font|face=Courier|..!! .!.! !... ....}}||428|| ||O||5 |- |{{font|color=gray| 67}}||''' 6'''||24||384||{{font|face=Courier|!.!! .!.! !... ....}}||429|| ||E3||4 |- |{{font|color=gray| 68}}||''' 6'''||24||384||{{font|face=Courier|.!!! .!.! !... ....}}||430|| ||E2||4 |- |{{font|color=gray| 69}}||''' 7'''||24||384||{{font|face=Courier|!!!! .!.! !... ....}}||431|| ||O||3 |- |{{font|color=gray| 70}}||''' 6'''||12||192||{{font|face=Courier|..!! !!.! !... ....}}||444|| ||E4||4 |- |{{font|color=gray| 71}}||''' 7'''||12||192||{{font|face=Courier|!.!! !!.! !... ....}}||445|| ||O||3 |- |{{font|color=gray| 72}}||''' 7'''||12||192||{{font|face=Courier|.!!! !!.! !... ....}}||446|| ||O||3 |- |{{font|color=gray| 73}}||''' 8'''||12||192||{{font|face=Courier|!!!! !!.! !... ....}}||447|| ||E3||2 |- |{{font|color=gray| 74}}||''' 5'''|| 4|| 64||{{font|face=Courier|...! .!!! !... ....}}||488|| ||O||5 |- |{{font|color=gray| 75}}||''' 6'''|| 4|| 64||{{font|face=Courier|!..! .!!! !... ....}}||489|| ||E4||4 |- |{{font|color=gray| 76}}||''' 6'''||12||192||{{font|face=Courier|.!.! .!!! !... ....}}||490|| ||E3||4 |- |{{font|color=gray| 77}}||''' 7'''||12||192||{{font|face=Courier|!!.! .!!! !... ....}}||491|| ||O||3 |- |{{font|color=gray| 78}}||''' 7'''||12||192||{{font|face=Courier|.!!! .!!! !... ....}}||494|| ||O||3 |- |{{font|color=gray| 79}}||''' 8'''||12||192||{{font|face=Courier|!!!! .!!! !... ....}}||495|| ||E2||2 |- |{{font|color=gray| 80}}||''' 8'''|| 4|| 64||{{font|face=Courier|.!!! !!!! !... ....}}||510|| ||E1||2 |- |{{font|color=gray| 81}}||''' 9'''|| 4|| 64||{{font|face=Courier|!!!! !!!! !... ....}}||511|| ||O||1 |- |{{font|color=gray| 82}}||''' 6'''|| 4|| 32||{{font|face=Courier|..!! !!.. !!.. ....}}||828|| ||E1||2 |- |{{font|color=gray| 83}}||''' 7'''|| 4|| 64||{{font|face=Courier|!.!! !!.. !!.. ....}}||829|| ||O||3 |- |{{font|color=gray| 84}}||''' 8'''|| 4|| 32||{{font|face=Courier|!!!! !!.. !!.. ....}}||831|| ||E0||4 |- |{{font|color=gray| 85}}||''' 6'''|| 3|| 48||{{font|face=Courier|.!!. !.!. !!.. ....}}||854|| ||E0||6 |- |{{font|color=gray| 86}}||''' 7'''|| 3|| 48||{{font|face=Courier|!!!. !.!. !!.. ....}}||855|| ||O||5 |- |{{font|color=gray| 87}}||''' 5'''||12||192||{{font|face=Courier|...! !.!. !!.. ....}}||856|| ||O||5 |- |{{font|color=gray| 88}}||''' 6'''||12||192||{{font|face=Courier|!..! !.!. !!.. ....}}||857|| ||E0||6 |- |{{font|color=gray| 89}}||''' 6'''||24||384||{{font|face=Courier|.!.! !.!. !!.. ....}}||858|| ||E1||4 |- |{{font|color=gray| 90}}||''' 7'''||24||384||{{font|face=Courier|!!.! !.!. !!.. ....}}||859|| ||O||5 |- |{{font|color=gray| 91}}||''' 7'''||12||192||{{font|face=Courier|.!!! !.!. !!.. ....}}||862|| ||O||5 |- |{{font|color=gray| 92}}||''' 8'''||12||192||{{font|face=Courier|!!!! !.!. !!.. ....}}||863|| ||E2||4 |- |{{font|color=gray| 93}}||''' 5'''||12||192||{{font|face=Courier|...! .!!. !!.. ....}}||872|| ||O||5 |- |{{font|color=gray| 94}}||''' 6'''||12||192||{{font|face=Courier|!..! .!!. !!.. ....}}||873|| ||E1||4 |- |{{font|color=gray| 95}}||''' 6'''||12||192||{{font|face=Courier|.!.! .!!. !!.. ....}}||874|| ||E0||6 |- |{{font|color=gray| 96}}||''' 7'''||12||192||{{font|face=Courier|!!.! .!!. !!.. ....}}||875|| ||O||5 |- |{{font|color=gray| 97}}||''' 6'''||24||384||{{font|face=Courier|..!! .!!. !!.. ....}}||876|| ||E2||4 |- |{{font|color=gray| 98}}||''' 7'''||24||384||{{font|face=Courier|!.!! .!!. !!.. ....}}||877|| ||O||5 |- |{{font|color=gray| 99}}||''' 7'''||24||384||{{font|face=Courier|.!!! .!!. !!.. ....}}||878|| ||O||5 |- |{{font|color=gray|100}}||''' 8'''||24||384||{{font|face=Courier|!!!! .!!. !!.. ....}}||879|| ||E1||4 |- |{{font|color=gray|101}}||''' 7'''||12||192||{{font|face=Courier|..!! !!!. !!.. ....}}||892|| ||O||3 |- |{{font|color=gray|102}}||''' 8'''||12||192||{{font|face=Courier|!.!! !!!. !!.. ....}}||893|| ||E3||4 |- |{{font|color=gray|103}}||''' 8'''||12||192||{{font|face=Courier|.!!! !!!. !!.. ....}}||894|| ||E2||4 |- |{{font|color=gray|104}}||''' 9'''||12||192||{{font|face=Courier|!!!! !!!. !!.. ....}}||895|| ||O||3 |- |{{font|color=gray|105}}||''' 4'''|| 4|| 16||{{font|face=Courier|.... ..!! !!.. ....}}||960|| N(2,4)||E0||4 |- |{{font|color=gray|106}}||''' 5'''||12||192||{{font|face=Courier|!... ..!! !!.. ....}}||961|| ||O||3 |- |{{font|color=gray|107}}||''' 6'''||12|| 96||{{font|face=Courier|!!.. ..!! !!.. ....}}||963|| ||E1||2 |- |{{font|color=gray|108}}||''' 6'''||12||192||{{font|face=Courier|!.!. ..!! !!.. ....}}||965|| ||E1||4 |- |{{font|color=gray|109}}||''' 6'''||12||192||{{font|face=Courier|.!!. ..!! !!.. ....}}||966|| ||E2||4 |- |{{font|color=gray|110}}||''' 7'''||24||384||{{font|face=Courier|!!!. ..!! !!.. ....}}||967|| ||O||3 |- |{{font|color=gray|111}}||''' 8'''||12|| 96||{{font|face=Courier|!!!! ..!! !!.. ....}}||975|| ||E0||4 |- |{{font|color=gray|112}}||''' 6'''||12||192||{{font|face=Courier|..!. !.!! !!.. ....}}||980|| ||E2||4 |- |{{font|color=gray|113}}||''' 7'''||12||192||{{font|face=Courier|!.!. !.!! !!.. ....}}||981|| ||O||5 |- |{{font|color=gray|114}}||''' 7'''||12||192||{{font|face=Courier|.!!. !.!! !!.. ....}}||982|| ||O||5 |- |{{font|color=gray|115}}||''' 8'''||12||192||{{font|face=Courier|!!!. !.!! !!.. ....}}||983|| ||E3||4 |- |{{font|color=gray|116}}||''' 6'''||12||192||{{font|face=Courier|...! !.!! !!.. ....}}||984|| ||E3||4 |- |{{font|color=gray|117}}||''' 7'''||24||384||{{font|face=Courier|!..! !.!! !!.. ....}}||985|| ||O||5 |- |{{font|color=gray|118}}||''' 8'''||12||192||{{font|face=Courier|!!.! !.!! !!.. ....}}||987|| ||E2||4 |- |{{font|color=gray|119}}||''' 7'''||24||384||{{font|face=Courier|..!! !.!! !!.. ....}}||988|| ||O||3 |- |{{font|color=gray|120}}||''' 8'''||24||384||{{font|face=Courier|!.!! !.!! !!.. ....}}||989|| ||E2||4 |- |{{font|color=gray|121}}||''' 8'''||24||384||{{font|face=Courier|.!!! !.!! !!.. ....}}||990|| ||E1||4 |- |{{font|color=gray|122}}||''' 9'''||24||384||{{font|face=Courier|!!!! !.!! !!.. ....}}||991|| ||O||3 |- |{{font|color=gray|123}}||''' 8'''||12|| 96||{{font|face=Courier|..!! !!!! !!.. ....}}|| 1020|| ||E0||4 |- |{{font|color=gray|124}}||''' 9'''||12||192||{{font|face=Courier|!.!! !!!! !!.. ....}}|| 1021|| ||O||3 |- |{{font|color=gray|125}}||'''10'''||12|| 96||{{font|face=Courier|!!!! !!!! !!.. ....}}|| 1023|| ||E1||2 |- |{{font|color=gray|126}}||''' 4'''|| 3|| 12||{{font|face=Courier|.... .!!. .!!. ....}}|| 1632|| N(2,5)||E0||4 |- |{{font|color=gray|127}}||''' 5'''|| 3|| 48||{{font|face=Courier|!... .!!. .!!. ....}}|| 1633|| ||O||3 |- |{{font|color=gray|128}}||''' 5'''|| 6|| 96||{{font|face=Courier|.!.. .!!. .!!. ....}}|| 1634|| ||O||3 |- |{{font|color=gray|129}}||''' 6'''||12||192||{{font|face=Courier|!!.. .!!. .!!. ....}}|| 1635|| ||E1||4 |- |{{font|color=gray|130}}||''' 6'''|| 6|| 48||{{font|face=Courier|.!!. .!!. .!!. ....}}|| 1638|| ||E2||2 |- |{{font|color=gray|131}}||''' 7'''|| 6|| 96||{{font|face=Courier|!!!. .!!. .!!. ....}}|| 1639|| ||O||3 |- |{{font|color=gray|132}}||''' 6'''|| 6|| 48||{{font|face=Courier|!..! .!!. .!!. ....}}|| 1641|| ||E2||2 |- |{{font|color=gray|133}}||''' 7'''|| 6|| 96||{{font|face=Courier|!!.! .!!. .!!. ....}}|| 1643|| ||O||3 |- |{{font|color=gray|134}}||''' 8'''|| 6|| 48||{{font|face=Courier|!!!! .!!. .!!. ....}}|| 1647|| ||E0||4 |- |{{font|color=gray|135}}||''' 6'''||12||192||{{font|face=Courier|.!.. !!!. .!!. ....}}|| 1650|| ||E2||4 |- |{{font|color=gray|136}}||''' 7'''||12||192||{{font|face=Courier|!!.. !!!. .!!. ....}}|| 1651|| ||O||5 |- |{{font|color=gray|137}}||''' 7'''||12||192||{{font|face=Courier|.!!. !!!. .!!. ....}}|| 1654|| ||O||3 |- |{{font|color=gray|138}}||''' 8'''||12||192||{{font|face=Courier|!!!. !!!. .!!. ....}}|| 1655|| ||E3||4 |- |{{font|color=gray|139}}||''' 6'''||12||192||{{font|face=Courier|...! !!!. .!!. ....}}|| 1656|| ||E3||4 |- |{{font|color=gray|140}}||''' 7'''||12||192||{{font|face=Courier|!..! !!!. .!!. ....}}|| 1657|| ||O||3 |- |{{font|color=gray|141}}||''' 7'''||24||384||{{font|face=Courier|.!.! !!!. .!!. ....}}|| 1658|| ||O||5 |- |{{font|color=gray|142}}||''' 8'''||24||384||{{font|face=Courier|!!.! !!!. .!!. ....}}|| 1659|| ||E2||4 |- |{{font|color=gray|143}}||''' 8'''||12||192||{{font|face=Courier|.!!! !!!. .!!. ....}}|| 1662|| ||E1||4 |- |{{font|color=gray|144}}||''' 9'''||12||192||{{font|face=Courier|!!!! !!!. .!!. ....}}|| 1663|| ||O||3 |- |{{font|color=gray|145}}||''' 4'''|| 6|| 24||{{font|face=Courier|.... !..! .!!. ....}}|| 1680|| N(2,6)||E0||4 |- |{{font|color=gray|146}}||''' 5'''||12||192||{{font|face=Courier|!... !..! .!!. ....}}|| 1681|| ||O||3 |- |{{font|color=gray|147}}||''' 6'''||12||192||{{font|face=Courier|!!.. !..! .!!. ....}}|| 1683|| ||E1||4 |- |{{font|color=gray|148}}||''' 6'''||12|| 96||{{font|face=Courier|.!!. !..! .!!. ....}}|| 1686|| ||E2||2 |- |{{font|color=gray|149}}||''' 7'''||12||192||{{font|face=Courier|!!!. !..! .!!. ....}}|| 1687|| ||O||3 |- |{{font|color=gray|150}}||''' 8'''|| 6|| 48||{{font|face=Courier|!!!! !..! .!!. ....}}|| 1695|| ||E0||4 |- |{{font|color=gray|151}}||''' 5'''|| 6|| 96||{{font|face=Courier|.... !!.! .!!. ....}}|| 1712|| ||O||3 |- |{{font|color=gray|152}}||''' 6'''||24||384||{{font|face=Courier|!... !!.! .!!. ....}}|| 1713|| ||E2||4 |- |{{font|color=gray|153}}||''' 6'''||12||192||{{font|face=Courier|.!.. !!.! .!!. ....}}|| 1714|| ||E1||4 |- |{{font|color=gray|154}}||''' 7'''||24||384||{{font|face=Courier|!!.. !!.! .!!. ....}}|| 1715|| ||O||5 |- |{{font|color=gray|155}}||''' 6'''||12||192||{{font|face=Courier|..!. !!.! .!!. ....}}|| 1716|| ||E3||4 |- |{{font|color=gray|156}}||''' 7'''||24||384||{{font|face=Courier|!.!. !!.! .!!. ....}}|| 1717|| ||O||5 |- |{{font|color=gray|157}}||''' 7'''||12||192||{{font|face=Courier|.!!. !!.! .!!. ....}}|| 1718|| ||O||3 |- |{{font|color=gray|158}}||''' 8'''||24||384||{{font|face=Courier|!!!. !!.! .!!. ....}}|| 1719|| ||E2||4 |- |{{font|color=gray|159}}||''' 7'''||12||192||{{font|face=Courier|!..! !!.! .!!. ....}}|| 1721|| ||O||3 |- |{{font|color=gray|160}}||''' 8'''||12||192||{{font|face=Courier|!!.! !!.! .!!. ....}}|| 1723|| ||E3||4 |- |{{font|color=gray|161}}||''' 8'''||12||192||{{font|face=Courier|!.!! !!.! .!!. ....}}|| 1725|| ||E1||4 |- |{{font|color=gray|162}}||''' 9'''||12||192||{{font|face=Courier|!!!! !!.! .!!. ....}}|| 1727|| ||O||3 |- |{{font|color=gray|163}}||''' 6'''|| 6|| 48||{{font|face=Courier|.... !!!! .!!. ....}}|| 1776|| ||E2||2 |- |{{font|color=gray|164}}||''' 7'''||12||192||{{font|face=Courier|!... !!!! .!!. ....}}|| 1777|| ||O||3 |- |{{font|color=gray|165}}||''' 7'''||12||192||{{font|face=Courier|.!.. !!!! .!!. ....}}|| 1778|| ||O||3 |- |{{font|color=gray|166}}||''' 8'''||24||384||{{font|face=Courier|!!.. !!!! .!!. ....}}|| 1779|| ||E1||4 |- |{{font|color=gray|167}}||''' 8'''||12|| 96||{{font|face=Courier|.!!. !!!! .!!. ....}}|| 1782|| ||E0||4 |- |{{font|color=gray|168}}||''' 9'''||12||192||{{font|face=Courier|!!!. !!!! .!!. ....}}|| 1783|| ||O||3 |- |{{font|color=gray|169}}||''' 8'''||12|| 96||{{font|face=Courier|!..! !!!! .!!. ....}}|| 1785|| ||E0||4 |- |{{font|color=gray|170}}||''' 9'''||12||192||{{font|face=Courier|!!.! !!!! .!!. ....}}|| 1787|| ||O||3 |- |{{font|color=gray|171}}||'''10'''||12|| 96||{{font|face=Courier|!!!! !!!! .!!. ....}}|| 1791|| ||E2||2 |- |{{font|color=gray|172}}||''' 8'''|| 3|| 48||{{font|face=Courier|.!!. !!!. !!!. ....}}|| 1910|| ||E4||4 |- |{{font|color=gray|173}}||''' 9'''|| 3|| 48||{{font|face=Courier|!!!. !!!. !!!. ....}}|| 1911|| ||O||5 |- |{{font|color=gray|174}}||''' 7'''|| 6|| 96||{{font|face=Courier|...! !!!. !!!. ....}}|| 1912|| ||O||3 |- |{{font|color=gray|175}}||''' 8'''|| 6|| 96||{{font|face=Courier|!..! !!!. !!!. ....}}|| 1913|| ||E4||4 |- |{{font|color=gray|176}}||''' 8'''||12||192||{{font|face=Courier|.!.! !!!. !!!. ....}}|| 1914|| ||E3||4 |- |{{font|color=gray|177}}||''' 9'''||12||192||{{font|face=Courier|!!.! !!!. !!!. ....}}|| 1915|| ||O||5 |- |{{font|color=gray|178}}||''' 9'''|| 6|| 96||{{font|face=Courier|.!!! !!!. !!!. ....}}|| 1918|| ||O||5 |- |{{font|color=gray|179}}||'''10'''|| 6|| 96||{{font|face=Courier|!!!! !!!. !!!. ....}}|| 1919|| ||E2||4 |- |{{font|color=gray|180}}||''' 6'''||12|| 96||{{font|face=Courier|.... !!.! !!!. ....}}|| 1968|| ||E3||2 |- |{{font|color=gray|181}}||''' 7'''||24||384||{{font|face=Courier|!... !!.! !!!. ....}}|| 1969|| ||O||3 |- |{{font|color=gray|182}}||''' 8'''||12||192||{{font|face=Courier|!!.. !!.! !!!. ....}}|| 1971|| ||E2||4 |- |{{font|color=gray|183}}||''' 7'''||24||384||{{font|face=Courier|..!. !!.! !!!. ....}}|| 1972|| ||O||3 |- |{{font|color=gray|184}}||''' 8'''||24||384||{{font|face=Courier|!.!. !!.! !!!. ....}}|| 1973|| ||E4||4 |- |{{font|color=gray|185}}||''' 8'''||24||384||{{font|face=Courier|.!!. !!.! !!!. ....}}|| 1974|| ||E3||4 |- |{{font|color=gray|186}}||''' 9'''||24||384||{{font|face=Courier|!!!. !!.! !!!. ....}}|| 1975|| ||O||5 |- |{{font|color=gray|187}}||''' 8'''||12||192||{{font|face=Courier|..!! !!.! !!!. ....}}|| 1980|| ||E2||4 |- |{{font|color=gray|188}}||''' 9'''||24||384||{{font|face=Courier|!.!! !!.! !!!. ....}}|| 1981|| ||O||5 |- |{{font|color=gray|189}}||'''10'''||12||192||{{font|face=Courier|!!!! !!.! !!!. ....}}|| 1983|| ||E3||4 |- |{{font|color=gray|190}}||''' 6'''|| 6|| 48||{{font|face=Courier|.... .!!! !!!. ....}}|| 2016|| ||E4||2 |- |{{font|color=gray|191}}||''' 7'''||12||192||{{font|face=Courier|!... .!!! !!!. ....}}|| 2017|| ||O||3 |- |{{font|color=gray|192}}||''' 7'''||12||192||{{font|face=Courier|.!.. .!!! !!!. ....}}|| 2018|| ||O||3 |- |{{font|color=gray|193}}||''' 8'''||24||384||{{font|face=Courier|!!.. .!!! !!!. ....}}|| 2019|| ||E3||4 |- |{{font|color=gray|194}}||''' 8'''|| 6|| 96||{{font|face=Courier|.!!. .!!! !!!. ....}}|| 2022|| ||E2||4 |- |{{font|color=gray|195}}||''' 9'''||12||192||{{font|face=Courier|!!!. .!!! !!!. ....}}|| 2023|| ||O||5 |- |{{font|color=gray|196}}||''' 8'''|| 6|| 96||{{font|face=Courier|!..! .!!! !!!. ....}}|| 2025|| ||E2||4 |- |{{font|color=gray|197}}||''' 9'''||12||192||{{font|face=Courier|!!.! .!!! !!!. ....}}|| 2027|| ||O||5 |- |{{font|color=gray|198}}||'''10'''|| 6|| 96||{{font|face=Courier|!!!! .!!! !!!. ....}}|| 2031|| ||E4||4 |- |{{font|color=gray|199}}||''' 7'''|| 6|| 96||{{font|face=Courier|.... !!!! !!!. ....}}|| 2032|| ||O||1 |- |{{font|color=gray|200}}||''' 8'''||12||192||{{font|face=Courier|!... !!!! !!!. ....}}|| 2033|| ||E3||2 |- |{{font|color=gray|201}}||''' 8'''||24||384||{{font|face=Courier|.!.. !!!! !!!. ....}}|| 2034|| ||E2||2 |- |{{font|color=gray|202}}||''' 9'''||24||384||{{font|face=Courier|!!.. !!!! !!!. ....}}|| 2035|| ||O||3 |- |{{font|color=gray|203}}||''' 9'''||12||192||{{font|face=Courier|.!!. !!!! !!!. ....}}|| 2038|| ||O||3 |- |{{font|color=gray|204}}||'''10'''||12||192||{{font|face=Courier|!!!. !!!! !!!. ....}}|| 2039|| ||E1||4 |- |{{font|color=gray|205}}||''' 8'''||12||192||{{font|face=Courier|...! !!!! !!!. ....}}|| 2040|| ||E1||2 |- |{{font|color=gray|206}}||''' 9'''||12||192||{{font|face=Courier|!..! !!!! !!!. ....}}|| 2041|| ||O||3 |- |{{font|color=gray|207}}||''' 9'''||24||384||{{font|face=Courier|.!.! !!!! !!!. ....}}|| 2042|| ||O||3 |- |{{font|color=gray|208}}||'''10'''||24||384||{{font|face=Courier|!!.! !!!! !!!. ....}}|| 2043|| ||E2||4 |- |{{font|color=gray|209}}||'''10'''||12||192||{{font|face=Courier|.!!! !!!! !!!. ....}}|| 2046|| ||E3||4 |- |{{font|color=gray|210}}||'''11'''||12||192||{{font|face=Courier|!!!! !!!! !!!. ....}}|| 2047|| ||O||3 |- |{{font|color=gray|211}}||''' 8'''|| 6|| 12||{{font|face=Courier|.... !!!! !!!! ....}}|| 4080|| N(3,2)||E0||0 |- |{{font|color=gray|212}}||''' 9'''|| 6|| 96||{{font|face=Courier|!... !!!! !!!! ....}}|| 4081|| ||O||1 |- |{{font|color=gray|213}}||'''10'''||12|| 96||{{font|face=Courier|!!.. !!!! !!!! ....}}|| 4083|| ||E1||2 |- |{{font|color=gray|214}}||'''10'''|| 6|| 48||{{font|face=Courier|.!!. !!!! !!!! ....}}|| 4086|| ||E2||2 |- |{{font|color=gray|215}}||'''11'''|| 6|| 96||{{font|face=Courier|!!!. !!!! !!!! ....}}|| 4087|| ||O||3 |- |{{font|color=gray|216}}||'''12'''|| 6|| 24||{{font|face=Courier|!!!! !!!! !!!! ....}}|| 4095|| ||E0||4 |- |{{font|color=gray|217}}||''' 6'''|| 1||8||{{font|face=Courier|...! .!!. .!!. !...}}|| 5736|| ||E4||2 |- |{{font|color=gray|218}}||''' 7'''|| 1|| 16||{{font|face=Courier|!..! .!!. .!!. !...}}|| 5737|| ||O||1 |- |{{font|color=gray|219}}||''' 7'''|| 4|| 64||{{font|face=Courier|.!.! .!!. .!!. !...}}|| 5738|| ||O||3 |- |{{font|color=gray|220}}||''' 8'''|| 4|| 64||{{font|face=Courier|!!.! .!!. .!!. !...}}|| 5739|| ||E3||2 |- |{{font|color=gray|221}}||''' 8'''|| 6|| 96||{{font|face=Courier|.!!! .!!. .!!. !...}}|| 5742|| ||E2||4 |- |{{font|color=gray|222}}||''' 9'''|| 6|| 96||{{font|face=Courier|!!!! .!!. .!!. !...}}|| 5743|| ||O||3 |- |{{font|color=gray|223}}||''' 9'''|| 4|| 64||{{font|face=Courier|.!!! !!!. .!!. !...}}|| 5758|| ||O||5 |- |{{font|color=gray|224}}||'''10'''|| 4|| 64||{{font|face=Courier|!!!! !!!. .!!. !...}}|| 5759|| ||E1||4 |- |{{font|color=gray|225}}||''' 5'''|| 1|| 16||{{font|face=Courier|!... ...! .!!. !...}}|| 5761|| ||O||5 |- |{{font|color=gray|226}}||''' 6'''|| 6|| 96||{{font|face=Courier|!!.. ...! .!!. !...}}|| 5763|| ||E2||4 |- |{{font|color=gray|227}}||''' 6'''||12|| 96||{{font|face=Courier|.!!. ...! .!!. !...}}|| 5766|| ||E3||2 |- |{{font|color=gray|228}}||''' 7'''||12||192||{{font|face=Courier|!!!. ...! .!!. !...}}|| 5767|| ||O||3 |- |{{font|color=gray|229}}||''' 6'''|| 4|| 64||{{font|face=Courier|!..! ...! .!!. !...}}|| 5769|| ||E3||4 |- |{{font|color=gray|230}}||''' 7'''||12||192||{{font|face=Courier|!!.! ...! .!!. !...}}|| 5771|| ||O||5 |- |{{font|color=gray|231}}||''' 7'''||12||192||{{font|face=Courier|.!!! ...! .!!. !...}}|| 5774|| ||O||3 |- |{{font|color=gray|232}}||''' 8'''||12||192||{{font|face=Courier|!!!! ...! .!!. !...}}|| 5775|| ||E1||4 |- |{{font|color=gray|233}}||''' 7'''|| 4|| 64||{{font|face=Courier|.!!. !..! .!!. !...}}|| 5782|| ||O||1 |- |{{font|color=gray|234}}||''' 8'''|| 4|| 64||{{font|face=Courier|!!!. !..! .!!. !...}}|| 5783|| ||E4||2 |- |{{font|color=gray|235}}||''' 6'''|| 6|| 96||{{font|face=Courier|...! !..! .!!. !...}}|| 5784|| ||E4||4 |- |{{font|color=gray|236}}||''' 7'''||12||192||{{font|face=Courier|!..! !..! .!!. !...}}|| 5785|| ||O||3 |- |{{font|color=gray|237}}||''' 7'''||24||384||{{font|face=Courier|.!.! !..! .!!. !...}}|| 5786|| ||O||3 |- |{{font|color=gray|238}}||''' 8'''||24||384||{{font|face=Courier|!!.! !..! .!!. !...}}|| 5787|| ||E3||4 |- |{{font|color=gray|239}}||''' 8'''||12||192||{{font|face=Courier|.!!! !..! .!!. !...}}|| 5790|| ||E2||2 |- |{{font|color=gray|240}}||''' 9'''||12||192||{{font|face=Courier|!!!! !..! .!!. !...}}|| 5791|| ||O||3 |- |{{font|color=gray|241}}||''' 7'''|| 6|| 96||{{font|face=Courier|!..! .!.! .!!. !...}}|| 5801|| ||O||3 |- |{{font|color=gray|242}}||''' 8'''|| 6|| 96||{{font|face=Courier|!!.! .!.! .!!. !...}}|| 5803|| ||E4||4 |- |{{font|color=gray|243}}||''' 7'''||12||192||{{font|face=Courier|..!! .!.! .!!. !...}}|| 5804|| ||O||5 |- |{{font|color=gray|244}}||''' 8'''||24||384||{{font|face=Courier|!.!! .!.! .!!. !...}}|| 5805|| ||E2||4 |- |{{font|color=gray|245}}||''' 8'''||24||384||{{font|face=Courier|.!!! .!.! .!!. !...}}|| 5806|| ||E3||4 |- |{{font|color=gray|246}}||''' 9'''||24||384||{{font|face=Courier|!!!! .!.! .!!. !...}}|| 5807|| ||O||5 |- |{{font|color=gray|247}}||''' 8'''||12||192||{{font|face=Courier|..!! !!.! .!!. !...}}|| 5820|| ||E1||4 |- |{{font|color=gray|248}}||''' 9'''||12||192||{{font|face=Courier|!.!! !!.! .!!. !...}}|| 5821|| ||O||5 |- |{{font|color=gray|249}}||''' 9'''||12||192||{{font|face=Courier|.!!! !!.! .!!. !...}}|| 5822|| ||O||3 |- |{{font|color=gray|250}}||'''10'''||12||192||{{font|face=Courier|!!!! !!.! .!!. !...}}|| 5823|| ||E2||4 |- |{{font|color=gray|251}}||''' 8'''|| 4|| 64||{{font|face=Courier|!..! .!!! .!!. !...}}|| 5865|| ||E1||2 |- |{{font|color=gray|252}}||''' 8'''|| 6|| 96||{{font|face=Courier|.!.! .!!! .!!. !...}}|| 5866|| ||E2||4 |- |{{font|color=gray|253}}||''' 9'''||12||192||{{font|face=Courier|!!.! .!!! .!!. !...}}|| 5867|| ||O||3 |- |{{font|color=gray|254}}||''' 9'''||12||192||{{font|face=Courier|.!!! .!!! .!!. !...}}|| 5870|| ||O||5 |- |{{font|color=gray|255}}||'''10'''||12||192||{{font|face=Courier|!!!! .!!! .!!. !...}}|| 5871|| ||E3||4 |- |{{font|color=gray|256}}||'''10'''|| 4|| 64||{{font|face=Courier|.!!! !!!! .!!. !...}}|| 5886|| ||E4||4 |- |{{font|color=gray|257}}||'''11'''|| 4|| 64||{{font|face=Courier|!!!! !!!! .!!. !...}}|| 5887|| ||O||3 |- |{{font|color=gray|258}}||'''10'''|| 1|| 16||{{font|face=Courier|.!!! !!!. !!!. !...}}|| 6014|| ||E0||6 |- |{{font|color=gray|259}}||'''11'''|| 1|| 16||{{font|face=Courier|!!!! !!!. !!!. !...}}|| 6015|| ||O||5 |- |{{font|color=gray|260}}||''' 6'''|| 1|| 16||{{font|face=Courier|!... ...! !!!. !...}}|| 6017|| ||E0||6 |- |{{font|color=gray|261}}||''' 7'''|| 6|| 96||{{font|face=Courier|!!.. ...! !!!. !...}}|| 6019|| ||O||5 |- |{{font|color=gray|262}}||''' 8'''||12||192||{{font|face=Courier|!!!. ...! !!!. !...}}|| 6023|| ||E2||4 |- |{{font|color=gray|263}}||''' 7'''|| 4|| 64||{{font|face=Courier|!..! ...! !!!. !...}}|| 6025|| ||O||5 |- |{{font|color=gray|264}}||''' 8'''||12||192||{{font|face=Courier|!!.! ...! !!!. !...}}|| 6027|| ||E1||4 |- |{{font|color=gray|265}}||''' 8'''||12|| 96||{{font|face=Courier|.!!! ...! !!!. !...}}|| 6030|| ||E0||4 |- |{{font|color=gray|266}}||''' 9'''||12||192||{{font|face=Courier|!!!! ...! !!!. !...}}|| 6031|| ||O||3 |- |{{font|color=gray|267}}||''' 8'''|| 4|| 64||{{font|face=Courier|.!!. !..! !!!. !...}}|| 6038|| ||E3||2 |- |{{font|color=gray|268}}||''' 9'''|| 4|| 64||{{font|face=Courier|!!!. !..! !!!. !...}}|| 6039|| ||O||3 |- |{{font|color=gray|269}}||''' 7'''||12||192||{{font|face=Courier|...! !..! !!!. !...}}|| 6040|| ||O||5 |- |{{font|color=gray|270}}||''' 8'''||12||192||{{font|face=Courier|!..! !..! !!!. !...}}|| 6041|| ||E3||4 |- |{{font|color=gray|271}}||''' 8'''||24||384||{{font|face=Courier|.!.! !..! !!!. !...}}|| 6042|| ||E2||4 |- |{{font|color=gray|272}}||''' 9'''||24||384||{{font|face=Courier|!!.! !..! !!!. !...}}|| 6043|| ||O||5 |- |{{font|color=gray|273}}||''' 9'''||12||192||{{font|face=Courier|.!!! !..! !!!. !...}}|| 6046|| ||O||3 |- |{{font|color=gray|274}}||'''10'''||12||192||{{font|face=Courier|!!!! !..! !!!. !...}}|| 6047|| ||E1||4 |- |{{font|color=gray|275}}||''' 8'''|| 6|| 96||{{font|face=Courier|!..! .!.! !!!. !...}}|| 6057|| ||E2||4 |- |{{font|color=gray|276}}||''' 9'''|| 6|| 96||{{font|face=Courier|!!.! .!.! !!!. !...}}|| 6059|| ||O||3 |- |{{font|color=gray|277}}||''' 8'''||24||384||{{font|face=Courier|..!! .!.! !!!. !...}}|| 6060|| ||E1||4 |- |{{font|color=gray|278}}||''' 9'''||24||384||{{font|face=Courier|!.!! .!.! !!!. !...}}|| 6061|| ||O||5 |- |{{font|color=gray|279}}||''' 9'''||24||384||{{font|face=Courier|.!!! .!.! !!!. !...}}|| 6062|| ||O||3 |- |{{font|color=gray|280}}||'''10'''||24||384||{{font|face=Courier|!!!! .!.! !!!. !...}}|| 6063|| ||E2||4 |- |{{font|color=gray|281}}||''' 9'''||12||192||{{font|face=Courier|..!! !!.! !!!. !...}}|| 6076|| ||O||5 |- |{{font|color=gray|282}}||'''10'''||12||192||{{font|face=Courier|!.!! !!.! !!!. !...}}|| 6077|| ||E0||6 |- |{{font|color=gray|283}}||'''10'''||12||192||{{font|face=Courier|.!!! !!.! !!!. !...}}|| 6078|| ||E1||4 |- |{{font|color=gray|284}}||'''11'''||12||192||{{font|face=Courier|!!!! !!.! !!!. !...}}|| 6079|| ||O||5 |- |{{font|color=gray|285}}||''' 8'''|| 4|| 32||{{font|face=Courier|...! .!!! !!!. !...}}|| 6120|| ||E0||4 |- |{{font|color=gray|286}}||''' 9'''|| 4|| 64||{{font|face=Courier|!..! .!!! !!!. !...}}|| 6121|| ||O||3 |- |{{font|color=gray|287}}||''' 9'''||12||192||{{font|face=Courier|.!.! .!!! !!!. !...}}|| 6122|| ||O||3 |- |{{font|color=gray|288}}||'''10'''||12||192||{{font|face=Courier|!!.! .!!! !!!. !...}}|| 6123|| ||E1||4 |- |{{font|color=gray|289}}||'''10'''||12||192||{{font|face=Courier|.!!! .!!! !!!. !...}}|| 6126|| ||E2||4 |- |{{font|color=gray|290}}||'''11'''||12||192||{{font|face=Courier|!!!! .!!! !!!. !...}}|| 6127|| ||O||5 |- |{{font|color=gray|291}}||'''11'''|| 4|| 64||{{font|face=Courier|.!!! !!!! !!!. !...}}|| 6142|| ||O||5 |- |{{font|color=gray|292}}||'''12'''|| 4|| 64||{{font|face=Courier|!!!! !!!! !!!. !...}}|| 6143|| ||E3||4 |- |{{font|color=gray|293}}||''' 8'''|| 4|| 32||{{font|face=Courier|!!!. .!!! ...! !...}}|| 6375|| ||E0||4 |- |{{font|color=gray|294}}||''' 9'''|| 4|| 64||{{font|face=Courier|!!!! .!!! ...! !...}}|| 6383|| ||O||3 |- |{{font|color=gray|295}}||'''10'''|| 4|| 32||{{font|face=Courier|!!!! !!!! ...! !...}}|| 6399|| ||E3||2 |- |{{font|color=gray|296}}||''' 7'''|| 3|| 48||{{font|face=Courier|!... .!!! !..! !...}}|| 6625|| ||O||5 |- |{{font|color=gray|297}}||''' 8'''||12||192||{{font|face=Courier|!!.. .!!! !..! !...}}|| 6627|| ||E2||4 |- |{{font|color=gray|298}}||''' 8'''||12||192||{{font|face=Courier|.!!. .!!! !..! !...}}|| 6630|| ||E1||2 |- |{{font|color=gray|299}}||''' 9'''||12||192||{{font|face=Courier|!!!. .!!! !..! !...}}|| 6631|| ||O||3 |- |{{font|color=gray|300}}||''' 8'''||12||192||{{font|face=Courier|!..! .!!! !..! !...}}|| 6633|| ||E1||4 |- |{{font|color=gray|301}}||''' 8'''||12||192||{{font|face=Courier|.!.! .!!! !..! !...}}|| 6634|| ||E2||4 |- |{{font|color=gray|302}}||''' 9'''||24||384||{{font|face=Courier|!!.! .!!! !..! !...}}|| 6635|| ||O||5 |- |{{font|color=gray|303}}||''' 9'''||12||192||{{font|face=Courier|.!!! .!!! !..! !...}}|| 6638|| ||O||3 |- |{{font|color=gray|304}}||'''10'''||12||192||{{font|face=Courier|!!!! .!!! !..! !...}}|| 6639|| ||E3||4 |- |{{font|color=gray|305}}||''' 8'''|| 3|| 48||{{font|face=Courier|!... !!!! !..! !...}}|| 6641|| ||E4||4 |- |{{font|color=gray|306}}||''' 9'''||12||192||{{font|face=Courier|!!.. !!!! !..! !...}}|| 6643|| ||O||5 |- |{{font|color=gray|307}}||''' 9'''||12||192||{{font|face=Courier|.!!. !!!! !..! !...}}|| 6646|| ||O||3 |- |{{font|color=gray|308}}||'''10'''||12||192||{{font|face=Courier|!!!. !!!! !..! !...}}|| 6647|| ||E2||4 |- |{{font|color=gray|309}}||''' 8'''|| 6|| 96||{{font|face=Courier|...! !!!! !..! !...}}|| 6648|| ||E2||4 |- |{{font|color=gray|310}}||''' 9'''||12||192||{{font|face=Courier|!..! !!!! !..! !...}}|| 6649|| ||O||3 |- |{{font|color=gray|311}}||''' 9'''||24||384||{{font|face=Courier|.!.! !!!! !..! !...}}|| 6650|| ||O||5 |- |{{font|color=gray|312}}||'''10'''||24||384||{{font|face=Courier|!!.! !!!! !..! !...}}|| 6651|| ||E3||4 |- |{{font|color=gray|313}}||'''10'''||12||192||{{font|face=Courier|.!!! !!!! !..! !...}}|| 6654|| ||E4||4 |- |{{font|color=gray|314}}||'''11'''||12||192||{{font|face=Courier|!!!! !!!! !..! !...}}|| 6655|| ||O||3 |- |{{font|color=gray|315}}||''' 9'''||12||192||{{font|face=Courier|.!!. !.!! !!.! !...}}|| 7126|| ||O||5 |- |{{font|color=gray|316}}||'''10'''||12||192||{{font|face=Courier|!!!. !.!! !!.! !...}}|| 7127|| ||E0||6 |- |{{font|color=gray|317}}||''' 8'''|| 3|| 24||{{font|face=Courier|...! !.!! !!.! !...}}|| 7128|| ||E0||4 |- |{{font|color=gray|318}}||''' 9'''||12||192||{{font|face=Courier|!..! !.!! !!.! !...}}|| 7129|| ||O||3 |- |{{font|color=gray|319}}||'''10'''||12||192||{{font|face=Courier|!!.! !.!! !!.! !...}}|| 7131|| ||E1||4 |- |{{font|color=gray|320}}||'''10'''||12||192||{{font|face=Courier|.!!! !.!! !!.! !...}}|| 7134|| ||E2||4 |- |{{font|color=gray|321}}||'''11'''||12||192||{{font|face=Courier|!!!! !.!! !!.! !...}}|| 7135|| ||O||5 |- |{{font|color=gray|322}}||''' 8'''||12|| 96||{{font|face=Courier|..!. .!!! !!.! !...}}|| 7140|| ||E0||4 |- |{{font|color=gray|323}}||''' 9'''||24||384||{{font|face=Courier|!.!. .!!! !!.! !...}}|| 7141|| ||O||3 |- |{{font|color=gray|324}}||'''10'''||12||192||{{font|face=Courier|!!!. .!!! !!.! !...}}|| 7143|| ||E1||4 |- |{{font|color=gray|325}}||''' 9'''||24||384||{{font|face=Courier|..!! .!!! !!.! !...}}|| 7148|| ||O||3 |- |{{font|color=gray|326}}||'''10'''||24||384||{{font|face=Courier|!.!! .!!! !!.! !...}}|| 7149|| ||E2||4 |- |{{font|color=gray|327}}||'''10'''||24||384||{{font|face=Courier|.!!! .!!! !!.! !...}}|| 7150|| ||E1||4 |- |{{font|color=gray|328}}||'''11'''||24||384||{{font|face=Courier|!!!! .!!! !!.! !...}}|| 7151|| ||O||5 |- |{{font|color=gray|329}}||'''10'''||12||192||{{font|face=Courier|..!! !!!! !!.! !...}}|| 7164|| ||E3||4 |- |{{font|color=gray|330}}||'''11'''||24||384||{{font|face=Courier|!.!! !!!! !!.! !...}}|| 7165|| ||O||5 |- |{{font|color=gray|331}}||'''12'''||12||192||{{font|face=Courier|!!!! !!!! !!.! !...}}|| 7167|| ||E2||4 |- |{{font|color=gray|332}}||''' 8'''|| 6|| 48||{{font|face=Courier|!... .!!! .!!! !...}}|| 7905|| ||E0||4 |- |{{font|color=gray|333}}||''' 9'''||12||192||{{font|face=Courier|!!.. .!!! .!!! !...}}|| 7907|| ||O||3 |- |{{font|color=gray|334}}||''' 9'''|| 3|| 48||{{font|face=Courier|.!!. .!!! .!!! !...}}|| 7910|| ||O||5 |- |{{font|color=gray|335}}||'''10'''|| 6|| 96||{{font|face=Courier|!!!. .!!! .!!! !...}}|| 7911|| ||E2||4 |- |{{font|color=gray|336}}||''' 9'''|| 6|| 96||{{font|face=Courier|!..! .!!! .!!! !...}}|| 7913|| ||O||3 |- |{{font|color=gray|337}}||'''10'''||12||192||{{font|face=Courier|!!.! .!!! .!!! !...}}|| 7915|| ||E1||4 |- |{{font|color=gray|338}}||'''10'''|| 3|| 48||{{font|face=Courier|.!!! .!!! .!!! !...}}|| 7918|| ||E0||6 |- |{{font|color=gray|339}}||'''11'''|| 6|| 96||{{font|face=Courier|!!!! .!!! .!!! !...}}|| 7919|| ||O||5 |- |{{font|color=gray|340}}||''' 9'''|| 6|| 96||{{font|face=Courier|!... !!!! .!!! !...}}|| 7921|| ||O||3 |- |{{font|color=gray|341}}||'''10'''||24||384||{{font|face=Courier|!!.. !!!! .!!! !...}}|| 7923|| ||E2||4 |- |{{font|color=gray|342}}||'''10'''||12||192||{{font|face=Courier|.!!. !!!! .!!! !...}}|| 7926|| ||E3||4 |- |{{font|color=gray|343}}||'''11'''||12||192||{{font|face=Courier|!!!. !!!! .!!! !...}}|| 7927|| ||O||5 |- |{{font|color=gray|344}}||'''10'''||12||192||{{font|face=Courier|!..! !!!! .!!! !...}}|| 7929|| ||E3||4 |- |{{font|color=gray|345}}||'''10'''||12||192||{{font|face=Courier|.!.! !!!! .!!! !...}}|| 7930|| ||E2||4 |- |{{font|color=gray|346}}||'''11'''||24||384||{{font|face=Courier|!!.! !!!! .!!! !...}}|| 7931|| ||O||5 |- |{{font|color=gray|347}}||'''11'''||12||192||{{font|face=Courier|.!!! !!!! .!!! !...}}|| 7934|| ||O||5 |- |{{font|color=gray|348}}||'''12'''||12||192||{{font|face=Courier|!!!! !!!! .!!! !...}}|| 7935|| ||E1||4 |- |{{font|color=gray|349}}||'''10'''|| 6|| 48||{{font|face=Courier|!... !!!! !!!! !...}}|| 8177|| ||E2||2 |- |{{font|color=gray|350}}||'''10'''||12|| 96||{{font|face=Courier|.!.. !!!! !!!! !...}}|| 8178|| ||E3||2 |- |{{font|color=gray|351}}||'''11'''||12||192||{{font|face=Courier|!!.. !!!! !!!! !...}}|| 8179|| ||O||3 |- |{{font|color=gray|352}}||'''11'''|| 6|| 96||{{font|face=Courier|.!!. !!!! !!!! !...}}|| 8182|| ||O||3 |- |{{font|color=gray|353}}||'''12'''|| 6|| 96||{{font|face=Courier|!!!. !!!! !!!! !...}}|| 8183|| ||E4||4 |- |{{font|color=gray|354}}||'''10'''|| 6|| 48||{{font|face=Courier|...! !!!! !!!! !...}}|| 8184|| ||E4||2 |- |{{font|color=gray|355}}||'''11'''|| 6|| 96||{{font|face=Courier|!..! !!!! !!!! !...}}|| 8185|| ||O||3 |- |{{font|color=gray|356}}||'''11'''||12||192||{{font|face=Courier|.!.! !!!! !!!! !...}}|| 8186|| ||O||3 |- |{{font|color=gray|357}}||'''12'''||12||192||{{font|face=Courier|!!.! !!!! !!!! !...}}|| 8187|| ||E3||4 |- |{{font|color=gray|358}}||'''12'''|| 6|| 96||{{font|face=Courier|.!!! !!!! !!!! !...}}|| 8190|| ||E2||4 |- |{{font|color=gray|359}}||'''13'''|| 6|| 96||{{font|face=Courier|!!!! !!!! !!!! !...}}|| 8191|| ||O||3 |- |{{font|color=gray|360}}||''' 8'''|| 4||8||{{font|face=Courier|!!.. ..!! ..!! !!..}}||15555|| N(3,3)||E0||0 |- |{{font|color=gray|361}}||''' 9'''|| 4|| 64||{{font|face=Courier|!!!. ..!! ..!! !!..}}||15559|| ||O||1 |- |{{font|color=gray|362}}||'''10'''|| 4|| 32||{{font|face=Courier|!!!! ..!! ..!! !!..}}||15567|| ||E1||2 |- |{{font|color=gray|363}}||'''10'''||12|| 96||{{font|face=Courier|!!!. !.!! ..!! !!..}}||15575|| ||E2||2 |- |{{font|color=gray|364}}||'''10'''||12|| 96||{{font|face=Courier|!!.! !.!! ..!! !!..}}||15579|| ||E3||2 |- |{{font|color=gray|365}}||'''11'''||12||192||{{font|face=Courier|!!!! !.!! ..!! !!..}}||15583|| ||O||3 |- |{{font|color=gray|366}}||'''12'''||12|| 48||{{font|face=Courier|!!!! !!!! ..!! !!..}}||15615|| ||E0||4 |- |{{font|color=gray|367}}||'''10'''|| 4|| 64||{{font|face=Courier|.!!. !.!! !.!! !!..}}||15830|| ||E3||4 |- |{{font|color=gray|368}}||'''11'''|| 4|| 64||{{font|face=Courier|!!!. !.!! !.!! !!..}}||15831|| ||O||3 |- |{{font|color=gray|369}}||'''10'''|| 6|| 96||{{font|face=Courier|.!.! !.!! !.!! !!..}}||15834|| ||E4||4 |- |{{font|color=gray|370}}||'''11'''||12||192||{{font|face=Courier|!!.! !.!! !.!! !!..}}||15835|| ||O||3 |- |{{font|color=gray|371}}||'''11'''||12||192||{{font|face=Courier|.!!! !.!! !.!! !!..}}||15838|| ||O||5 |- |{{font|color=gray|372}}||'''12'''||12||192||{{font|face=Courier|!!!! !.!! !.!! !!..}}||15839|| ||E3||4 |- |{{font|color=gray|373}}||'''11'''||12||192||{{font|face=Courier|!.!! .!!! !.!! !!..}}||15853|| ||O||5 |- |{{font|color=gray|374}}||'''12'''||12||192||{{font|face=Courier|!!!! .!!! !.!! !!..}}||15855|| ||E2||4 |- |{{font|color=gray|375}}||'''12'''|| 6|| 96||{{font|face=Courier|!.!! !!!! !.!! !!..}}||15869|| ||E2||4 |- |{{font|color=gray|376}}||'''12'''||12||192||{{font|face=Courier|.!!! !!!! !.!! !!..}}||15870|| ||E1||4 |- |{{font|color=gray|377}}||'''13'''||12||192||{{font|face=Courier|!!!! !!!! !.!! !!..}}||15871|| ||O||3 |- |{{font|color=gray|378}}||'''12'''|| 4|| 16||{{font|face=Courier|..!! !!!! !!!! !!..}}||16380|| ||E0||4 |- |{{font|color=gray|379}}||'''13'''|| 4|| 64||{{font|face=Courier|!.!! !!!! !!!! !!..}}||16381|| ||O||3 |- |{{font|color=gray|380}}||'''14'''|| 4|| 32||{{font|face=Courier|!!!! !!!! !!!! !!..}}||16383|| ||E1||2 |- |{{font|color=gray|381}}||''' 8'''|| 1||2||{{font|face=Courier|.!!. !..! !..! .!!.}}||27030|| N(3,4)||E0||0 |- |{{font|color=gray|382}}||''' 9'''|| 1|| 16||{{font|face=Courier|!!!. !..! !..! .!!.}}||27031|| ||O||1 |- |{{font|color=gray|383}}||'''10'''|| 6|| 48||{{font|face=Courier|!!!! !..! !..! .!!.}}||27039|| ||E2||2 |- |{{font|color=gray|384}}||'''11'''|| 4|| 64||{{font|face=Courier|!!!! !!.! !..! .!!.}}||27071|| ||O||3 |- |{{font|color=gray|385}}||'''12'''|| 4|| 16||{{font|face=Courier|!!!! !!!! !..! .!!.}}||27135|| ||E0||4 |- |{{font|color=gray|386}}||'''11'''|| 1|| 16||{{font|face=Courier|!.!! !!.! !!.! .!!.}}||27581|| ||O||5 |- |{{font|color=gray|387}}||'''12'''|| 1|| 16||{{font|face=Courier|!!!! !!.! !!.! .!!.}}||27583|| ||E4||4 |- |{{font|color=gray|388}}||'''10'''|| 1||8||{{font|face=Courier|.!!. !.!! !!.! .!!.}}||27606|| ||E4||2 |- |{{font|color=gray|389}}||'''11'''|| 3|| 48||{{font|face=Courier|!!!. !.!! !!.! .!!.}}||27607|| ||O||3 |- |{{font|color=gray|390}}||'''12'''|| 6|| 96||{{font|face=Courier|!!!! !.!! !!.! .!!.}}||27615|| ||E2||4 |- |{{font|color=gray|391}}||'''12'''|| 4|| 64||{{font|face=Courier|!.!! !!!! !!.! .!!.}}||27645|| ||E1||4 |- |{{font|color=gray|392}}||'''13'''|| 4|| 64||{{font|face=Courier|!!!! !!!! !!.! .!!.}}||27647|| ||O||3 |- |{{font|color=gray|393}}||'''12'''|| 3|| 12||{{font|face=Courier|.!!. !!!! !!!! .!!.}}||28662|| ||E0||4 |- |{{font|color=gray|394}}||'''13'''|| 3|| 48||{{font|face=Courier|!!!. !!!! !!!! .!!.}}||28663|| ||O||3 |- |{{font|color=gray|395}}||'''12'''|| 6|| 24||{{font|face=Courier|!..! !!!! !!!! .!!.}}||28665|| ||E0||4 |- |{{font|color=gray|396}}||'''13'''|| 6|| 96||{{font|face=Courier|!!.! !!!! !!!! .!!.}}||28667|| ||O||3 |- |{{font|color=gray|397}}||'''14'''|| 6|| 48||{{font|face=Courier|!!!! !!!! !!!! .!!.}}||28671|| ||E2||2 |- |{{font|color=gray|398}}||'''14'''|| 4|| 32||{{font|face=Courier|!!!! !!!! .!!! !!!.}}||32511|| ||E3||2 |- |{{font|color=gray|399}}||'''14'''|| 1||8||{{font|face=Courier|.!!! !!!! !!!! !!!.}}||32766|| ||E4||2 |- |{{font|color=gray|400}}||'''15'''|| 1|| 16||{{font|face=Courier|!!!! !!!! !!!! !!!.}}||32767|| ||O||1 |- |{{font|color=gray|401}}||'''16'''|| 1||1||{{font|face=Courier|!!!! !!!! !!!! !!!!}}||65535|| N(4,1)||E0||0 |} <!--- END--->|} </div> <div id="ggbec"> ==Greatest big equivalence classes (''ggbec'')== {| class="collapsible collapsed" style="width: 100%; border: 1px solid #cccccc; text-align:center" ! style="background:#dddddd;{{text color default}}; height: 35px;"|Table of the 39 ''ggbec''s |- |<!--- START ---> {| class="wikitable sortable" style="margin: 1em auto 1em auto;" |- !nonlin !''wec'' ! !class="unsortable"| ! ! |- |0||E0||style="background:#ffb573;{{text color default}};"|32||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁵ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0000}}''ggbec'' 0 |- | [[File:4-ary Boolean functions; matrix ggbec 0.svg|520px]] |}<!---◀---> |- |1|| O||style="background:#ffb573;{{text color default}};"|512||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁹ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0001}}''ggbec'' 1 |- | [[File:4-ary Boolean functions; matrix ggbec 1.svg|520px]] |}<!---◀---> |- |2||E1||style="background:#ffb573;{{text color default}};"|1024||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹⁰ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0003}}''ggbec'' 3 |- | [[File:4-ary Boolean functions; matrix ggbec 3.svg|520px]] |}<!---◀---> |- |2||E2||style="background:#ffb573;{{text color default}};"|1536||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁹ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0006}}''ggbec'' 6 |- | [[File:4-ary Boolean functions; matrix ggbec 6.svg|520px]] |}<!---◀---> |- |3|| O||style="background:#ffb573;{{text color default}};"|3072||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹⁰ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0007}}''ggbec'' 7 |- | [[File:4-ary Boolean functions; matrix ggbec 7.svg|520px]] |}<!---◀---> |- |4||E0||style="background:#ffb573;{{text color default}};"|192||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁶ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0015}}''ggbec'' 15 |- | [[File:4-ary Boolean functions; matrix ggbec 15.svg|520px]] |}<!---◀---> |- |3|| O||style="background:#ffb573;{{text color default}};"|2048||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹¹ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0022}}''ggbec'' 22 |- | [[File:4-ary Boolean functions; matrix ggbec 22.svg|520px]] |}<!---◀---> |- |4||E3||style="background:#ffb573;{{text color default}};"|1024||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹⁰ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0023}}''ggbec'' 23 |- | [[File:4-ary Boolean functions; matrix ggbec 23.svg|520px]] |}<!---◀---> |- |2||E3||style="background:#ffb573;{{text color default}};"|1024||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹⁰ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0024}}''ggbec'' 24 |- | [[File:4-ary Boolean functions; matrix ggbec 24.svg|520px]] |}<!---◀---> |- |3|| O||style="background:#ffb573;{{text color default}};"|6144||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹¹ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0025}}''ggbec'' 25 |- | [[File:4-ary Boolean functions; matrix ggbec 25.svg|520px]] |}<!---◀---> |- |4||E2||style="background:#ffb573;{{text color default}};"|3072||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹⁰ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0027}}''ggbec'' 27 |- | [[File:4-ary Boolean functions; matrix ggbec 27.svg|520px]] |}<!---◀---> |- |4||E1||style="background:#ffb573;{{text color default}};"|3072||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹⁰ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0030}}''ggbec'' 30 |- | [[File:4-ary Boolean functions; matrix ggbec 30.svg|520px]] |}<!---◀---> |- |4||E0||style="background:#ffb573;{{text color default}};"|384||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁷ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0060}}''ggbec'' 60 |- | [[File:4-ary Boolean functions; matrix ggbec 60.svg|520px]] |}<!---◀---> |- |4||E0||style="background:#ffb573;{{text color default}};"|128||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁷ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0105}}''ggbec'' 105 |- | [[File:4-ary Boolean functions; matrix ggbec 105.svg|520px]] |}<!---◀---> |- |4||E4||style="background:#ffb573;{{text color default}};"|256||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁸ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0278}}''ggbec'' 278 |- | [[File:4-ary Boolean functions; matrix ggbec 278.svg|520px]] |}<!---◀---> |- |5|| O||style="background:#ffb573;{{text color default}};"|512||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁹ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0279}}''ggbec'' 279 |- | [[File:4-ary Boolean functions; matrix ggbec 279.svg|520px]] |}<!---◀---> |- |3|| O||style="background:#ffb573;{{text color default}};"|3072||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹⁰ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0280}}''ggbec'' 280 |- | [[File:4-ary Boolean functions; matrix ggbec 280.svg|520px]] |}<!---◀---> |- |4||E4||style="background:#ffb573;{{text color default}};"|1536||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁹ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0281}}''ggbec'' 281 |- | [[File:4-ary Boolean functions; matrix ggbec 281.svg|520px]] |}<!---◀---> |- |4||E3||style="background:#ffb573;{{text color default}};"|3072||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹⁰ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0282}}''ggbec'' 282 |- | [[File:4-ary Boolean functions; matrix ggbec 282.svg|520px]] |}<!---◀---> |- |5|| O||style="background:#ffb573;{{text color default}};"|6144||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹¹ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0283}}''ggbec'' 283 |- | [[File:4-ary Boolean functions; matrix ggbec 283.svg|520px]] |}<!---◀---> |- |5|| O||style="background:#ffb573;{{text color default}};"|1536||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁹ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0286}}''ggbec'' 286 |- | [[File:4-ary Boolean functions; matrix ggbec 286.svg|520px]] |}<!---◀---> |- |4||E2||style="background:#ffb573;{{text color default}};"|1536||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁹ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0287}}''ggbec'' 287 |- | [[File:4-ary Boolean functions; matrix ggbec 287.svg|520px]] |}<!---◀---> |- |4||E2||style="background:#ffb573;{{text color default}};"|3072||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹⁰ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0300}}''ggbec'' 300 |- | [[File:4-ary Boolean functions; matrix ggbec 300.svg|520px]] |}<!---◀---> |- |5|| O||style="background:#ffb573;{{text color default}};"|6144||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹¹ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0301}}''ggbec'' 301 |- | [[File:4-ary Boolean functions; matrix ggbec 301.svg|520px]] |}<!---◀---> |- |4||E3||style="background:#ffb573;{{text color default}};"|3072||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹⁰ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0303}}''ggbec'' 303 |- | [[File:4-ary Boolean functions; matrix ggbec 303.svg|520px]] |}<!---◀---> |- |4||E1||style="background:#ffb573;{{text color default}};"|3072||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹⁰ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0317}}''ggbec'' 317 |- | [[File:4-ary Boolean functions; matrix ggbec 317.svg|520px]] |}<!---◀---> |- |4||E2||style="background:#ffb573;{{text color default}};"|1536||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁹ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0318}}''ggbec'' 318 |- | [[File:4-ary Boolean functions; matrix ggbec 318.svg|520px]] |}<!---◀---> |- |3|| O||style="background:#ffb573;{{text color default}};"|2048||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹¹ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0319}}''ggbec'' 319 |- | [[File:4-ary Boolean functions; matrix ggbec 319.svg|520px]] |}<!---◀---> |- |4||E1||style="background:#ffb573;{{text color default}};"|1024||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2¹⁰ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0360|}}''ggbec'' 360 |- | [[File:4-ary Boolean functions; matrix ggbec 360.svg|520px]] |}<!---◀---> |- |4||E2||style="background:#ffb573;{{text color default}};"|1536||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁹ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0363}}''ggbec'' 363 |- | [[File:4-ary Boolean functions; matrix ggbec 363.svg|520px]] |}<!---◀---> |- |3|| O||style="background:#ffb573;{{text color default}};"|1536||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁹ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0367}}''ggbec'' 367 |- | [[File:4-ary Boolean functions; matrix ggbec 367.svg|520px]] |}<!---◀---> |- |2||E4||style="background:#ffb573;{{text color default}};"|256||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁸ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0383}}''ggbec'' 383 |- | [[File:4-ary Boolean functions; matrix ggbec 383.svg|520px]] |}<!---◀---> |- |4||E0||style="background:#ffb573;{{text color default}};"|128||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁷ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0831}}''ggbec'' 831 |- | [[File:4-ary Boolean functions; matrix ggbec 831.svg|520px]] |}<!---◀---> |- |6||E0||style="background:#ffb573;{{text color default}};"|96||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁵ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0854}}''ggbec'' 854 |- | [[File:4-ary Boolean functions; matrix ggbec 854.svg|520px]] |}<!---◀---> |- |6||E0||style="background:#ffb573;{{text color default}};"|384||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁷ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0857}}''ggbec'' 857 |- | [[File:4-ary Boolean functions; matrix ggbec 857.svg|520px]] |}<!---◀---> |- |6||E0||style="background:#ffb573;{{text color default}};"|384||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁷ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|0874}}''ggbec'' 874 |- | [[File:4-ary Boolean functions; matrix ggbec 874.svg|520px]] |}<!---◀---> |- |4||E0||style="background:#ffb573;{{text color default}};"|96||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁵ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|1632}}''ggbec'' 1632 |- | [[File:4-ary Boolean functions; matrix ggbec 1632.svg|520px]] |}<!---◀---> |- |4||E0||style="background:#ffb573;{{text color default}};"|192||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁶ * 3 | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|1647}}''ggbec'' 1647 |- | [[File:4-ary Boolean functions; matrix ggbec 1647.svg|520px]] |}<!---◀---> |- |6||E0||style="background:#ffb573;{{text color default}};"|32||style="background:#ffb573;{{text color default}};"|=||style="background:#ffb573;{{text color default}};"|2⁵ | <!---▶--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|{{sms|6014}}''ggbec'' 6014 |- | [[File:4-ary Boolean functions; matrix ggbec 6014.svg|520px]] |}<!---◀---> |} <!--- END--->|} </div> <div id="wec"> ==Walsh equivalence classes (''wec'')== {| class="wikitable" style="margin: 1em auto 1em auto;" |- |style="background:#ffb573;{{text color default}};"|32768 = 2¹⁵ | <!---■■■--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|''wec'' O |- | [[File:Thue Morse 256.svg|center|520px]] |}<!---■■■---> |} {| class="wikitable" style="margin: 1em auto 1em auto;" |- |style="background:#ffb573;{{text color default}};"|2048 = 2¹¹ | <!---■■■--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|''wec'' E0 |- | [[File:4-ary Boolean functions; matrix wec E0.svg|center|520px]] |}<!---■■■---> |- |style="background:#ffb573;{{text color default}};"|8192 = 2¹³ | <!---■■■--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|''wec'' E1 |- | [[File:4-ary Boolean functions; matrix wec E1.svg|center|520px]] |}<!---■■■---> |- |style="background:#ffb573;{{text color default}};"|12288 = 2¹² * 3 | <!---■■■--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|''wec'' E2 |- | [[File:4-ary Boolean functions; matrix wec E2.svg|center|520px]] |}<!---■■■---> |- |style="background:#ffb573;{{text color default}};"|8192 = 2¹³ | <!---■■■--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|''wec'' E3 |- | [[File:4-ary Boolean functions; matrix wec E3.svg|center|520px]] |}<!---■■■---> |- |style="background:#ffb573;{{text color default}};"|2048 = 2¹¹ | <!---■■■--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|''wec'' E4 |- | [[File:4-ary Boolean functions; matrix wec E4.svg|center|520px]] |}<!---■■■---> |} <!---■■■--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0;" ! style="background:#f8f8f8;{{text color default}};"|''wec'' E0 and ''wec'' E4 |- | [[File:4-ary Boolean functions; matrix wec E0 E4.svg|center|520px]] |}<!---■■■---> <!---■■■--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0" ! style="background:#f8f8f8;{{text color default}};"|''wec'' E1 and ''wec'' E3 |- | [[File:4-ary Boolean functions; matrix wec E1 E3.svg|center|520px]] |}<!---■■■---> </div> <div id="rcv"> ==Ring count vectors (''rcv'')== A step back:<br> The [[w:Template:Logical connectives table and Hasse diagram|16 2-ary Boolean functions]] correspond to the subsets of the ''nested set'' or ''[[w:Hereditarily finite set|hereditarily finite set]]'' V₃ = [[w:power set|P]]³([[w:empty set|{}]]) = {&nbsp;{}&nbsp;,&nbsp;{{}}&nbsp;,&nbsp;{{{}}}&nbsp;,&nbsp;{{},{{}}}&nbsp;}.<br> That is hard to read, so the nested sets are [http://upload.wikimedia.org/wikipedia/commons/thumb/3/3e/Logical_connectives_Hasse_diagram.svg/1000px-Logical_connectives_Hasse_diagram.svg.png represented] by nested rings of different size. In the same way every 4-ary Boolean function corresponds to a subset of V₄ = [[w:power set|P]]⁴([[w:empty set|{}]]): <!---■■■--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0; background:white;{{Text color default}};" ! style="background:#f8f8f8;{{text color default}};"|1111 1111 1111 1111 |- | [[File:Nested_set_V4.svg|1600px]] |}<!---■■■---> This set corresponds to the tautology. The cardinality of the subsets of V₄ corresponds to the weight of the functions, in this case 16. Without the outer ring there are four different sizes of rings in these graphics. By counting also the smaller rings, the concept of [[w:Hamming weight|weight]] can be refined, which leads to a 4-place ''ring count vector'' (''rcv'') for every 4-ary Boolean function. For the tautology it is {{font|background=#c9e9ff|(16,32,32,16)}}. For the next function the ''rcv'' is {{font|background=#c9e9ff|(8,16,16,8)}}: <!---■■■--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0; background:white;{{Text color default}};" ! style="background:#f8f8f8;{{text color default}};"|1001 1001 0011 1100 |- | [[File:Nested set V4; subset 1001 1001 0011 1100.svg|1600px]] |}<!---■■■---> The vectors are not always so regular. For the next function it is {{font|background=#c9e9ff|(7,10,8,4)}}: <!---■■■--->{| class="collapsible collapsed" style="width: 100%; border: 1px solid #f0f0f0; background:white;{{Text color default}};" ! style="background:#f8f8f8;{{text color default}};"|1111 0110 0000 1000 |- | [[File:Nested set V4; subset 1111 0110 0000 1000.svg|1600px]] |}<!---■■■---> Every set of 4-ary Boolean functions has a 5-place ''rcv'' where the first digit is the set's cardinality. E.g. the set that contains only the above-mentioned function has the ''rcv'' ({{font|background=#ffb573|1}},{{font|background=#ffec73|7,10,8,4}}). Sets of functions that are of some interest are equivalence classes. The last four digits in the ''rcv''s of equivalence classes usually have the pattern {{font|background=#ffec73|n,2n,2n,n}}. In the ''ggbec'' table above only the first digits are shown, because the ''rcv''s have the pattern {{font|background=#ffb573|n}},{{font|background=#ffec73|8n,16n,16n,8n}}. This is also true for the ''wec'' table, because a ''wec'' is a union of many ''ggbec''s. Every ''rcv'' has a leading one for the surrounding set, but for the sake of brevity it was omitted here. With it the sums are {{oeis|A116549}}. ==Subgroups of nimber addition== ::''See: [[Subgroups of nimber addition#Z24|Subgroups of nimber addition#Z₂⁴]]'' ==Bent functions== There are [[oeis:A004491|896]] 4-ary [[w:Bent function|Bent functions]],<br> which belong to four different [[Equivalence classes of Boolean functions#gbec|greater big equivalence classes]] (''gbec''s). Their nonlinearity is <math>2^{4-1} - 2^{\frac{4}{2}-1} = 8-2 = 6</math> and their Hamming weight is <math>2^{4-1} \pm 2^{\frac{4}{2}-1} = 8 \pm 2</math> .<br> Only the functions with Hamming weight 6 are shown. Those with Hamming weight 10 are their complements. {| style="margin:0 auto;" | style="vertical-align:top;"|[[File:1000 0001 0001 0111 nonlinearity.svg|thumb|center|230px|<small>{{font|color=gray|Belongs to BEC 391<br>with 16 functions.}}</small>]] |&nbsp;&nbsp;&nbsp; | style="vertical-align:top;"|[[File:0001 0001 0001 1110 nonlinearity.svg|thumb|center|230px|The simplest example<br>of a 4-ary bent function:<br><math>x_1 \land x_2~~\oplus~~x_3 \land x_4</math><br><small>{{font|color=gray|Belongs to BEC 381<br>with 3*16 functions.}}</small>]] |&nbsp;&nbsp;&nbsp; | style="vertical-align:top;"|[[File:0000 0110 0101 0011 nonlinearity.svg|thumb|center|230px|<small>{{font|color=gray|Belongs to BEC 382<br>with 12*16 functions.}}</small>]] |&nbsp;&nbsp;&nbsp; | style="vertical-align:top;"|[[File:0000 1001 0101 0011 nonlinearity.svg|thumb|center|230px|<small>{{font|color=gray|Belongs to BEC 383<br>with 12*16 functions.}}</small>]] |} {| class="collapsible collapsed" style="width: 100%; border: 1px solid #cccccc;" ! style="background:#dddddd;{{text color default}};"|[[Equivalence classes of Boolean functions#bec|Big equivalence classes]] (''bec''s) |- | {| style="margin:0 auto;" |- style="vertical-align: top;" |[[File:4-ary Boolean functions in BEC 391 from 1110 1000 1000 0001.svg|thumb|center|230px|BEC 391<br>with 16 functions]] |&nbsp;&nbsp;&nbsp; |[[File:4-ary Boolean functions in BEC 381 from 0110 1100 1010 0000.svg|thumb|center|230px|BEC 381<br>with 3*16 = 48 functions]] |&nbsp;&nbsp;&nbsp; |[[File:4-ary Boolean functions in BEC 382 from 1110 0100 0010 1000.svg|thumb|center|230px|BEC 382<br>with 12*16 = 192 functions]] |&nbsp;&nbsp;&nbsp; |[[File:4-ary Boolean functions in BEC 383 from 1110 1000 0100 0010.svg|thumb|center|230px|BEC 383<br>with 12*16 = 192 functions]] |} (16 + 48 + 192 + 192) * 2 = [[oeis:A004491|896]] |} It's worth taking a look at the distribution of dots in the small matrices in the ''bec'' files.<br> They are all closely related to permuted [[w:Walsh matrix|Walsh matrices]],<br> which is not the case for any other 4-ary Boolean functions.<br> Even more: Only the bent functions have 8 dots in every row (except the top row) of the small matrices.<br> {{Rdrdo}} [[Walsh permutation; bent functions]] ==About the ''bec'' files== The files in [[commons:Category:4-ary Boolean functions; 16*24|'''this category''']] describe [[Equivalence classes of Boolean functions#bec|big equivalence classes]] (''bec''s).<br> They contain 24 sections, showing 16×16 [[Equivalence classes of Boolean functions#sec|''sec'']] matrices and a number between 0 and 23, representing a [[Symmetric group S4|permutation of the four arguments]].<br> The big matrices and the small matrices on the right show the same background colors representing binary numbers, but they differ in the dots.<br> In the big matrices the dots show which fields differ from the top row in the top matrix, while in the small matrices the dots show which fields differ from the top row of the matrix itself.<br> The numbers in the small left matrices show how the bits of the Boolean function in the top row of the top matrix are permuted. Their top rows are [[Walsh permutation; bit permutation|bit permutations]]. {| class="collapsible collapsed" style="width: 100%; border: 1px solid #cccccc;" ! style="background:#dddddd;{{text color default}};"|The 24 small left matrices |- | M00 = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 0 3 2 5 4 7 6 9 8 11 10 13 12 15 14 2 3 0 1 6 7 4 5 10 11 8 9 14 15 12 13 3 2 1 0 7 6 5 4 11 10 9 8 15 14 13 12 4 5 6 7 0 1 2 3 12 13 14 15 8 9 10 11 5 4 7 6 1 0 3 2 13 12 15 14 9 8 11 10 6 7 4 5 2 3 0 1 14 15 12 13 10 11 8 9 7 6 5 4 3 2 1 0 15 14 13 12 11 10 9 8 8 9 10 11 12 13 14 15 0 1 2 3 4 5 6 7 9 8 11 10 13 12 15 14 1 0 3 2 5 4 7 6 10 11 8 9 14 15 12 13 2 3 0 1 6 7 4 5 11 10 9 8 15 14 13 12 3 2 1 0 7 6 5 4 12 13 14 15 8 9 10 11 4 5 6 7 0 1 2 3 13 12 15 14 9 8 11 10 5 4 7 6 1 0 3 2 14 15 12 13 10 11 8 9 6 7 4 5 2 3 0 1 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 M01 = 0 2 1 3 4 6 5 7 8 10 9 11 12 14 13 15 2 0 3 1 6 4 7 5 10 8 11 9 14 12 15 13 1 3 0 2 5 7 4 6 9 11 8 10 13 15 12 14 3 1 2 0 7 5 6 4 11 9 10 8 15 13 14 12 4 6 5 7 0 2 1 3 12 14 13 15 8 10 9 11 6 4 7 5 2 0 3 1 14 12 15 13 10 8 11 9 5 7 4 6 1 3 0 2 13 15 12 14 9 11 8 10 7 5 6 4 3 1 2 0 15 13 14 12 11 9 10 8 8 10 9 11 12 14 13 15 0 2 1 3 4 6 5 7 10 8 11 9 14 12 15 13 2 0 3 1 6 4 7 5 9 11 8 10 13 15 12 14 1 3 0 2 5 7 4 6 11 9 10 8 15 13 14 12 3 1 2 0 7 5 6 4 12 14 13 15 8 10 9 11 4 6 5 7 0 2 1 3 14 12 15 13 10 8 11 9 6 4 7 5 2 0 3 1 13 15 12 14 9 11 8 10 5 7 4 6 1 3 0 2 15 13 14 12 11 9 10 8 7 5 6 4 3 1 2 0 M02 = 0 1 4 5 2 3 6 7 8 9 12 13 10 11 14 15 1 0 5 4 3 2 7 6 9 8 13 12 11 10 15 14 4 5 0 1 6 7 2 3 12 13 8 9 14 15 10 11 5 4 1 0 7 6 3 2 13 12 9 8 15 14 11 10 2 3 6 7 0 1 4 5 10 11 14 15 8 9 12 13 3 2 7 6 1 0 5 4 11 10 15 14 9 8 13 12 6 7 2 3 4 5 0 1 14 15 10 11 12 13 8 9 7 6 3 2 5 4 1 0 15 14 11 10 13 12 9 8 8 9 12 13 10 11 14 15 0 1 4 5 2 3 6 7 9 8 13 12 11 10 15 14 1 0 5 4 3 2 7 6 12 13 8 9 14 15 10 11 4 5 0 1 6 7 2 3 13 12 9 8 15 14 11 10 5 4 1 0 7 6 3 2 10 11 14 15 8 9 12 13 2 3 6 7 0 1 4 5 11 10 15 14 9 8 13 12 3 2 7 6 1 0 5 4 14 15 10 11 12 13 8 9 6 7 2 3 4 5 0 1 15 14 11 10 13 12 9 8 7 6 3 2 5 4 1 0 M03 = 0 2 4 6 1 3 5 7 8 10 12 14 9 11 13 15 2 0 6 4 3 1 7 5 10 8 14 12 11 9 15 13 4 6 0 2 5 7 1 3 12 14 8 10 13 15 9 11 6 4 2 0 7 5 3 1 14 12 10 8 15 13 11 9 1 3 5 7 0 2 4 6 9 11 13 15 8 10 12 14 3 1 7 5 2 0 6 4 11 9 15 13 10 8 14 12 5 7 1 3 4 6 0 2 13 15 9 11 12 14 8 10 7 5 3 1 6 4 2 0 15 13 11 9 14 12 10 8 8 10 12 14 9 11 13 15 0 2 4 6 1 3 5 7 10 8 14 12 11 9 15 13 2 0 6 4 3 1 7 5 12 14 8 10 13 15 9 11 4 6 0 2 5 7 1 3 14 12 10 8 15 13 11 9 6 4 2 0 7 5 3 1 9 11 13 15 8 10 12 14 1 3 5 7 0 2 4 6 11 9 15 13 10 8 14 12 3 1 7 5 2 0 6 4 13 15 9 11 12 14 8 10 5 7 1 3 4 6 0 2 15 13 11 9 14 12 10 8 7 5 3 1 6 4 2 0 M04 = 0 4 1 5 2 6 3 7 8 12 9 13 10 14 11 15 4 0 5 1 6 2 7 3 12 8 13 9 14 10 15 11 1 5 0 4 3 7 2 6 9 13 8 12 11 15 10 14 5 1 4 0 7 3 6 2 13 9 12 8 15 11 14 10 2 6 3 7 0 4 1 5 10 14 11 15 8 12 9 13 6 2 7 3 4 0 5 1 14 10 15 11 12 8 13 9 3 7 2 6 1 5 0 4 11 15 10 14 9 13 8 12 7 3 6 2 5 1 4 0 15 11 14 10 13 9 12 8 8 12 9 13 10 14 11 15 0 4 1 5 2 6 3 7 12 8 13 9 14 10 15 11 4 0 5 1 6 2 7 3 9 13 8 12 11 15 10 14 1 5 0 4 3 7 2 6 13 9 12 8 15 11 14 10 5 1 4 0 7 3 6 2 10 14 11 15 8 12 9 13 2 6 3 7 0 4 1 5 14 10 15 11 12 8 13 9 6 2 7 3 4 0 5 1 11 15 10 14 9 13 8 12 3 7 2 6 1 5 0 4 15 11 14 10 13 9 12 8 7 3 6 2 5 1 4 0 M05 = 0 4 2 6 1 5 3 7 8 12 10 14 9 13 11 15 4 0 6 2 5 1 7 3 12 8 14 10 13 9 15 11 2 6 0 4 3 7 1 5 10 14 8 12 11 15 9 13 6 2 4 0 7 3 5 1 14 10 12 8 15 11 13 9 1 5 3 7 0 4 2 6 9 13 11 15 8 12 10 14 5 1 7 3 4 0 6 2 13 9 15 11 12 8 14 10 3 7 1 5 2 6 0 4 11 15 9 13 10 14 8 12 7 3 5 1 6 2 4 0 15 11 13 9 14 10 12 8 8 12 10 14 9 13 11 15 0 4 2 6 1 5 3 7 12 8 14 10 13 9 15 11 4 0 6 2 5 1 7 3 10 14 8 12 11 15 9 13 2 6 0 4 3 7 1 5 14 10 12 8 15 11 13 9 6 2 4 0 7 3 5 1 9 13 11 15 8 12 10 14 1 5 3 7 0 4 2 6 13 9 15 11 12 8 14 10 5 1 7 3 4 0 6 2 11 15 9 13 10 14 8 12 3 7 1 5 2 6 0 4 15 11 13 9 14 10 12 8 7 3 5 1 6 2 4 0 M06 = 0 1 2 3 8 9 10 11 4 5 6 7 12 13 14 15 1 0 3 2 9 8 11 10 5 4 7 6 13 12 15 14 2 3 0 1 10 11 8 9 6 7 4 5 14 15 12 13 3 2 1 0 11 10 9 8 7 6 5 4 15 14 13 12 8 9 10 11 0 1 2 3 12 13 14 15 4 5 6 7 9 8 11 10 1 0 3 2 13 12 15 14 5 4 7 6 10 11 8 9 2 3 0 1 14 15 12 13 6 7 4 5 11 10 9 8 3 2 1 0 15 14 13 12 7 6 5 4 4 5 6 7 12 13 14 15 0 1 2 3 8 9 10 11 5 4 7 6 13 12 15 14 1 0 3 2 9 8 11 10 6 7 4 5 14 15 12 13 2 3 0 1 10 11 8 9 7 6 5 4 15 14 13 12 3 2 1 0 11 10 9 8 12 13 14 15 4 5 6 7 8 9 10 11 0 1 2 3 13 12 15 14 5 4 7 6 9 8 11 10 1 0 3 2 14 15 12 13 6 7 4 5 10 11 8 9 2 3 0 1 15 14 13 12 7 6 5 4 11 10 9 8 3 2 1 0 M07 = 0 2 1 3 8 10 9 11 4 6 5 7 12 14 13 15 2 0 3 1 10 8 11 9 6 4 7 5 14 12 15 13 1 3 0 2 9 11 8 10 5 7 4 6 13 15 12 14 3 1 2 0 11 9 10 8 7 5 6 4 15 13 14 12 8 10 9 11 0 2 1 3 12 14 13 15 4 6 5 7 10 8 11 9 2 0 3 1 14 12 15 13 6 4 7 5 9 11 8 10 1 3 0 2 13 15 12 14 5 7 4 6 11 9 10 8 3 1 2 0 15 13 14 12 7 5 6 4 4 6 5 7 12 14 13 15 0 2 1 3 8 10 9 11 6 4 7 5 14 12 15 13 2 0 3 1 10 8 11 9 5 7 4 6 13 15 12 14 1 3 0 2 9 11 8 10 7 5 6 4 15 13 14 12 3 1 2 0 11 9 10 8 12 14 13 15 4 6 5 7 8 10 9 11 0 2 1 3 14 12 15 13 6 4 7 5 10 8 11 9 2 0 3 1 13 15 12 14 5 7 4 6 9 11 8 10 1 3 0 2 15 13 14 12 7 5 6 4 11 9 10 8 3 1 2 0 M08 = 0 1 4 5 8 9 12 13 2 3 6 7 10 11 14 15 1 0 5 4 9 8 13 12 3 2 7 6 11 10 15 14 4 5 0 1 12 13 8 9 6 7 2 3 14 15 10 11 5 4 1 0 13 12 9 8 7 6 3 2 15 14 11 10 8 9 12 13 0 1 4 5 10 11 14 15 2 3 6 7 9 8 13 12 1 0 5 4 11 10 15 14 3 2 7 6 12 13 8 9 4 5 0 1 14 15 10 11 6 7 2 3 13 12 9 8 5 4 1 0 15 14 11 10 7 6 3 2 2 3 6 7 10 11 14 15 0 1 4 5 8 9 12 13 3 2 7 6 11 10 15 14 1 0 5 4 9 8 13 12 6 7 2 3 14 15 10 11 4 5 0 1 12 13 8 9 7 6 3 2 15 14 11 10 5 4 1 0 13 12 9 8 10 11 14 15 2 3 6 7 8 9 12 13 0 1 4 5 11 10 15 14 3 2 7 6 9 8 13 12 1 0 5 4 14 15 10 11 6 7 2 3 12 13 8 9 4 5 0 1 15 14 11 10 7 6 3 2 13 12 9 8 5 4 1 0 M09 = 0 2 4 6 8 10 12 14 1 3 5 7 9 11 13 15 2 0 6 4 10 8 14 12 3 1 7 5 11 9 15 13 4 6 0 2 12 14 8 10 5 7 1 3 13 15 9 11 6 4 2 0 14 12 10 8 7 5 3 1 15 13 11 9 8 10 12 14 0 2 4 6 9 11 13 15 1 3 5 7 10 8 14 12 2 0 6 4 11 9 15 13 3 1 7 5 12 14 8 10 4 6 0 2 13 15 9 11 5 7 1 3 14 12 10 8 6 4 2 0 15 13 11 9 7 5 3 1 1 3 5 7 9 11 13 15 0 2 4 6 8 10 12 14 3 1 7 5 11 9 15 13 2 0 6 4 10 8 14 12 5 7 1 3 13 15 9 11 4 6 0 2 12 14 8 10 7 5 3 1 15 13 11 9 6 4 2 0 14 12 10 8 9 11 13 15 1 3 5 7 8 10 12 14 0 2 4 6 11 9 15 13 3 1 7 5 10 8 14 12 2 0 6 4 13 15 9 11 5 7 1 3 12 14 8 10 4 6 0 2 15 13 11 9 7 5 3 1 14 12 10 8 6 4 2 0 M10 = 0 4 1 5 8 12 9 13 2 6 3 7 10 14 11 15 4 0 5 1 12 8 13 9 6 2 7 3 14 10 15 11 1 5 0 4 9 13 8 12 3 7 2 6 11 15 10 14 5 1 4 0 13 9 12 8 7 3 6 2 15 11 14 10 8 12 9 13 0 4 1 5 10 14 11 15 2 6 3 7 12 8 13 9 4 0 5 1 14 10 15 11 6 2 7 3 9 13 8 12 1 5 0 4 11 15 10 14 3 7 2 6 13 9 12 8 5 1 4 0 15 11 14 10 7 3 6 2 2 6 3 7 10 14 11 15 0 4 1 5 8 12 9 13 6 2 7 3 14 10 15 11 4 0 5 1 12 8 13 9 3 7 2 6 11 15 10 14 1 5 0 4 9 13 8 12 7 3 6 2 15 11 14 10 5 1 4 0 13 9 12 8 10 14 11 15 2 6 3 7 8 12 9 13 0 4 1 5 14 10 15 11 6 2 7 3 12 8 13 9 4 0 5 1 11 15 10 14 3 7 2 6 9 13 8 12 1 5 0 4 15 11 14 10 7 3 6 2 13 9 12 8 5 1 4 0 M11 = 0 4 2 6 8 12 10 14 1 5 3 7 9 13 11 15 4 0 6 2 12 8 14 10 5 1 7 3 13 9 15 11 2 6 0 4 10 14 8 12 3 7 1 5 11 15 9 13 6 2 4 0 14 10 12 8 7 3 5 1 15 11 13 9 8 12 10 14 0 4 2 6 9 13 11 15 1 5 3 7 12 8 14 10 4 0 6 2 13 9 15 11 5 1 7 3 10 14 8 12 2 6 0 4 11 15 9 13 3 7 1 5 14 10 12 8 6 2 4 0 15 11 13 9 7 3 5 1 1 5 3 7 9 13 11 15 0 4 2 6 8 12 10 14 5 1 7 3 13 9 15 11 4 0 6 2 12 8 14 10 3 7 1 5 11 15 9 13 2 6 0 4 10 14 8 12 7 3 5 1 15 11 13 9 6 2 4 0 14 10 12 8 9 13 11 15 1 5 3 7 8 12 10 14 0 4 2 6 13 9 15 11 5 1 7 3 12 8 14 10 4 0 6 2 11 15 9 13 3 7 1 5 10 14 8 12 2 6 0 4 15 11 13 9 7 3 5 1 14 10 12 8 6 2 4 0 M12 = 0 1 8 9 2 3 10 11 4 5 12 13 6 7 14 15 1 0 9 8 3 2 11 10 5 4 13 12 7 6 15 14 8 9 0 1 10 11 2 3 12 13 4 5 14 15 6 7 9 8 1 0 11 10 3 2 13 12 5 4 15 14 7 6 2 3 10 11 0 1 8 9 6 7 14 15 4 5 12 13 3 2 11 10 1 0 9 8 7 6 15 14 5 4 13 12 10 11 2 3 8 9 0 1 14 15 6 7 12 13 4 5 11 10 3 2 9 8 1 0 15 14 7 6 13 12 5 4 4 5 12 13 6 7 14 15 0 1 8 9 2 3 10 11 5 4 13 12 7 6 15 14 1 0 9 8 3 2 11 10 12 13 4 5 14 15 6 7 8 9 0 1 10 11 2 3 13 12 5 4 15 14 7 6 9 8 1 0 11 10 3 2 6 7 14 15 4 5 12 13 2 3 10 11 0 1 8 9 7 6 15 14 5 4 13 12 3 2 11 10 1 0 9 8 14 15 6 7 12 13 4 5 10 11 2 3 8 9 0 1 15 14 7 6 13 12 5 4 11 10 3 2 9 8 1 0 M13 = 0 2 8 10 1 3 9 11 4 6 12 14 5 7 13 15 2 0 10 8 3 1 11 9 6 4 14 12 7 5 15 13 8 10 0 2 9 11 1 3 12 14 4 6 13 15 5 7 10 8 2 0 11 9 3 1 14 12 6 4 15 13 7 5 1 3 9 11 0 2 8 10 5 7 13 15 4 6 12 14 3 1 11 9 2 0 10 8 7 5 15 13 6 4 14 12 9 11 1 3 8 10 0 2 13 15 5 7 12 14 4 6 11 9 3 1 10 8 2 0 15 13 7 5 14 12 6 4 4 6 12 14 5 7 13 15 0 2 8 10 1 3 9 11 6 4 14 12 7 5 15 13 2 0 10 8 3 1 11 9 12 14 4 6 13 15 5 7 8 10 0 2 9 11 1 3 14 12 6 4 15 13 7 5 10 8 2 0 11 9 3 1 5 7 13 15 4 6 12 14 1 3 9 11 0 2 8 10 7 5 15 13 6 4 14 12 3 1 11 9 2 0 10 8 13 15 5 7 12 14 4 6 9 11 1 3 8 10 0 2 15 13 7 5 14 12 6 4 11 9 3 1 10 8 2 0 M14 = 0 1 8 9 4 5 12 13 2 3 10 11 6 7 14 15 1 0 9 8 5 4 13 12 3 2 11 10 7 6 15 14 8 9 0 1 12 13 4 5 10 11 2 3 14 15 6 7 9 8 1 0 13 12 5 4 11 10 3 2 15 14 7 6 4 5 12 13 0 1 8 9 6 7 14 15 2 3 10 11 5 4 13 12 1 0 9 8 7 6 15 14 3 2 11 10 12 13 4 5 8 9 0 1 14 15 6 7 10 11 2 3 13 12 5 4 9 8 1 0 15 14 7 6 11 10 3 2 2 3 10 11 6 7 14 15 0 1 8 9 4 5 12 13 3 2 11 10 7 6 15 14 1 0 9 8 5 4 13 12 10 11 2 3 14 15 6 7 8 9 0 1 12 13 4 5 11 10 3 2 15 14 7 6 9 8 1 0 13 12 5 4 6 7 14 15 2 3 10 11 4 5 12 13 0 1 8 9 7 6 15 14 3 2 11 10 5 4 13 12 1 0 9 8 14 15 6 7 10 11 2 3 12 13 4 5 8 9 0 1 15 14 7 6 11 10 3 2 13 12 5 4 9 8 1 0 M15 = 0 2 8 10 4 6 12 14 1 3 9 11 5 7 13 15 2 0 10 8 6 4 14 12 3 1 11 9 7 5 15 13 8 10 0 2 12 14 4 6 9 11 1 3 13 15 5 7 10 8 2 0 14 12 6 4 11 9 3 1 15 13 7 5 4 6 12 14 0 2 8 10 5 7 13 15 1 3 9 11 6 4 14 12 2 0 10 8 7 5 15 13 3 1 11 9 12 14 4 6 8 10 0 2 13 15 5 7 9 11 1 3 14 12 6 4 10 8 2 0 15 13 7 5 11 9 3 1 1 3 9 11 5 7 13 15 0 2 8 10 4 6 12 14 3 1 11 9 7 5 15 13 2 0 10 8 6 4 14 12 9 11 1 3 13 15 5 7 8 10 0 2 12 14 4 6 11 9 3 1 15 13 7 5 10 8 2 0 14 12 6 4 5 7 13 15 1 3 9 11 4 6 12 14 0 2 8 10 7 5 15 13 3 1 11 9 6 4 14 12 2 0 10 8 13 15 5 7 9 11 1 3 12 14 4 6 8 10 0 2 15 13 7 5 11 9 3 1 14 12 6 4 10 8 2 0 M16 = 0 4 8 12 1 5 9 13 2 6 10 14 3 7 11 15 4 0 12 8 5 1 13 9 6 2 14 10 7 3 15 11 8 12 0 4 9 13 1 5 10 14 2 6 11 15 3 7 12 8 4 0 13 9 5 1 14 10 6 2 15 11 7 3 1 5 9 13 0 4 8 12 3 7 11 15 2 6 10 14 5 1 13 9 4 0 12 8 7 3 15 11 6 2 14 10 9 13 1 5 8 12 0 4 11 15 3 7 10 14 2 6 13 9 5 1 12 8 4 0 15 11 7 3 14 10 6 2 2 6 10 14 3 7 11 15 0 4 8 12 1 5 9 13 6 2 14 10 7 3 15 11 4 0 12 8 5 1 13 9 10 14 2 6 11 15 3 7 8 12 0 4 9 13 1 5 14 10 6 2 15 11 7 3 12 8 4 0 13 9 5 1 3 7 11 15 2 6 10 14 1 5 9 13 0 4 8 12 7 3 15 11 6 2 14 10 5 1 13 9 4 0 12 8 11 15 3 7 10 14 2 6 9 13 1 5 8 12 0 4 15 11 7 3 14 10 6 2 13 9 5 1 12 8 4 0 M17 = 0 4 8 12 2 6 10 14 1 5 9 13 3 7 11 15 4 0 12 8 6 2 14 10 5 1 13 9 7 3 15 11 8 12 0 4 10 14 2 6 9 13 1 5 11 15 3 7 12 8 4 0 14 10 6 2 13 9 5 1 15 11 7 3 2 6 10 14 0 4 8 12 3 7 11 15 1 5 9 13 6 2 14 10 4 0 12 8 7 3 15 11 5 1 13 9 10 14 2 6 8 12 0 4 11 15 3 7 9 13 1 5 14 10 6 2 12 8 4 0 15 11 7 3 13 9 5 1 1 5 9 13 3 7 11 15 0 4 8 12 2 6 10 14 5 1 13 9 7 3 15 11 4 0 12 8 6 2 14 10 9 13 1 5 11 15 3 7 8 12 0 4 10 14 2 6 13 9 5 1 15 11 7 3 12 8 4 0 14 10 6 2 3 7 11 15 1 5 9 13 2 6 10 14 0 4 8 12 7 3 15 11 5 1 13 9 6 2 14 10 4 0 12 8 11 15 3 7 9 13 1 5 10 14 2 6 8 12 0 4 15 11 7 3 13 9 5 1 14 10 6 2 12 8 4 0 M18 = 0 8 1 9 2 10 3 11 4 12 5 13 6 14 7 15 8 0 9 1 10 2 11 3 12 4 13 5 14 6 15 7 1 9 0 8 3 11 2 10 5 13 4 12 7 15 6 14 9 1 8 0 11 3 10 2 13 5 12 4 15 7 14 6 2 10 3 11 0 8 1 9 6 14 7 15 4 12 5 13 10 2 11 3 8 0 9 1 14 6 15 7 12 4 13 5 3 11 2 10 1 9 0 8 7 15 6 14 5 13 4 12 11 3 10 2 9 1 8 0 15 7 14 6 13 5 12 4 4 12 5 13 6 14 7 15 0 8 1 9 2 10 3 11 12 4 13 5 14 6 15 7 8 0 9 1 10 2 11 3 5 13 4 12 7 15 6 14 1 9 0 8 3 11 2 10 13 5 12 4 15 7 14 6 9 1 8 0 11 3 10 2 6 14 7 15 4 12 5 13 2 10 3 11 0 8 1 9 14 6 15 7 12 4 13 5 10 2 11 3 8 0 9 1 7 15 6 14 5 13 4 12 3 11 2 10 1 9 0 8 15 7 14 6 13 5 12 4 11 3 10 2 9 1 8 0 M19 = 0 8 2 10 1 9 3 11 4 12 6 14 5 13 7 15 8 0 10 2 9 1 11 3 12 4 14 6 13 5 15 7 2 10 0 8 3 11 1 9 6 14 4 12 7 15 5 13 10 2 8 0 11 3 9 1 14 6 12 4 15 7 13 5 1 9 3 11 0 8 2 10 5 13 7 15 4 12 6 14 9 1 11 3 8 0 10 2 13 5 15 7 12 4 14 6 3 11 1 9 2 10 0 8 7 15 5 13 6 14 4 12 11 3 9 1 10 2 8 0 15 7 13 5 14 6 12 4 4 12 6 14 5 13 7 15 0 8 2 10 1 9 3 11 12 4 14 6 13 5 15 7 8 0 10 2 9 1 11 3 6 14 4 12 7 15 5 13 2 10 0 8 3 11 1 9 14 6 12 4 15 7 13 5 10 2 8 0 11 3 9 1 5 13 7 15 4 12 6 14 1 9 3 11 0 8 2 10 13 5 15 7 12 4 14 6 9 1 11 3 8 0 10 2 7 15 5 13 6 14 4 12 3 11 1 9 2 10 0 8 15 7 13 5 14 6 12 4 11 3 9 1 10 2 8 0 M20 = 0 8 1 9 4 12 5 13 2 10 3 11 6 14 7 15 8 0 9 1 12 4 13 5 10 2 11 3 14 6 15 7 1 9 0 8 5 13 4 12 3 11 2 10 7 15 6 14 9 1 8 0 13 5 12 4 11 3 10 2 15 7 14 6 4 12 5 13 0 8 1 9 6 14 7 15 2 10 3 11 12 4 13 5 8 0 9 1 14 6 15 7 10 2 11 3 5 13 4 12 1 9 0 8 7 15 6 14 3 11 2 10 13 5 12 4 9 1 8 0 15 7 14 6 11 3 10 2 2 10 3 11 6 14 7 15 0 8 1 9 4 12 5 13 10 2 11 3 14 6 15 7 8 0 9 1 12 4 13 5 3 11 2 10 7 15 6 14 1 9 0 8 5 13 4 12 11 3 10 2 15 7 14 6 9 1 8 0 13 5 12 4 6 14 7 15 2 10 3 11 4 12 5 13 0 8 1 9 14 6 15 7 10 2 11 3 12 4 13 5 8 0 9 1 7 15 6 14 3 11 2 10 5 13 4 12 1 9 0 8 15 7 14 6 11 3 10 2 13 5 12 4 9 1 8 0 M21 = 0 8 2 10 4 12 6 14 1 9 3 11 5 13 7 15 8 0 10 2 12 4 14 6 9 1 11 3 13 5 15 7 2 10 0 8 6 14 4 12 3 11 1 9 7 15 5 13 10 2 8 0 14 6 12 4 11 3 9 1 15 7 13 5 4 12 6 14 0 8 2 10 5 13 7 15 1 9 3 11 12 4 14 6 8 0 10 2 13 5 15 7 9 1 11 3 6 14 4 12 2 10 0 8 7 15 5 13 3 11 1 9 14 6 12 4 10 2 8 0 15 7 13 5 11 3 9 1 1 9 3 11 5 13 7 15 0 8 2 10 4 12 6 14 9 1 11 3 13 5 15 7 8 0 10 2 12 4 14 6 3 11 1 9 7 15 5 13 2 10 0 8 6 14 4 12 11 3 9 1 15 7 13 5 10 2 8 0 14 6 12 4 5 13 7 15 1 9 3 11 4 12 6 14 0 8 2 10 13 5 15 7 9 1 11 3 12 4 14 6 8 0 10 2 7 15 5 13 3 11 1 9 6 14 4 12 2 10 0 8 15 7 13 5 11 3 9 1 14 6 12 4 10 2 8 0 M22 = 0 8 4 12 1 9 5 13 2 10 6 14 3 11 7 15 8 0 12 4 9 1 13 5 10 2 14 6 11 3 15 7 4 12 0 8 5 13 1 9 6 14 2 10 7 15 3 11 12 4 8 0 13 5 9 1 14 6 10 2 15 7 11 3 1 9 5 13 0 8 4 12 3 11 7 15 2 10 6 14 9 1 13 5 8 0 12 4 11 3 15 7 10 2 14 6 5 13 1 9 4 12 0 8 7 15 3 11 6 14 2 10 13 5 9 1 12 4 8 0 15 7 11 3 14 6 10 2 2 10 6 14 3 11 7 15 0 8 4 12 1 9 5 13 10 2 14 6 11 3 15 7 8 0 12 4 9 1 13 5 6 14 2 10 7 15 3 11 4 12 0 8 5 13 1 9 14 6 10 2 15 7 11 3 12 4 8 0 13 5 9 1 3 11 7 15 2 10 6 14 1 9 5 13 0 8 4 12 11 3 15 7 10 2 14 6 9 1 13 5 8 0 12 4 7 15 3 11 6 14 2 10 5 13 1 9 4 12 0 8 15 7 11 3 14 6 10 2 13 5 9 1 12 4 8 0 M23 = 0 8 4 12 2 10 6 14 1 9 5 13 3 11 7 15 8 0 12 4 10 2 14 6 9 1 13 5 11 3 15 7 4 12 0 8 6 14 2 10 5 13 1 9 7 15 3 11 12 4 8 0 14 6 10 2 13 5 9 1 15 7 11 3 2 10 6 14 0 8 4 12 3 11 7 15 1 9 5 13 10 2 14 6 8 0 12 4 11 3 15 7 9 1 13 5 6 14 2 10 4 12 0 8 7 15 3 11 5 13 1 9 14 6 10 2 12 4 8 0 15 7 11 3 13 5 9 1 1 9 5 13 3 11 7 15 0 8 4 12 2 10 6 14 9 1 13 5 11 3 15 7 8 0 12 4 10 2 14 6 5 13 1 9 7 15 3 11 4 12 0 8 6 14 2 10 13 5 9 1 15 7 11 3 12 4 8 0 14 6 10 2 3 11 7 15 1 9 5 13 2 10 6 14 0 8 4 12 11 3 15 7 9 1 13 5 10 2 14 6 8 0 12 4 7 15 3 11 5 13 1 9 6 14 2 10 4 12 0 8 15 7 11 3 13 5 9 1 14 6 10 2 12 4 8 0 |} </div> {{Commons|Category:4-ary Boolean functions|4-ary Boolean functions}} [[Category:Studies of Boolean functions]] 0xm8zzg3e3q2sl3dq12s0b9nq6ataro 0 119422 2831559 2829529 2026-09-05T16:39:22Z Young1lim 21186 /* Timing Analysis */ 2831559 wikitext text/x-wiki == ''' Number Systems '''== === ''' Binary Representation '''=== * Binary Numbers ([[Media:DD1.1.A.BinaryNum.20130918.pdf|A.pdf]]) * Hexadecimal Numbers ([[Media:DD1.2.A.HexaNum.20130918.pdf|A.pdf]]) * Other Codes ([[Media:DD1.3A.Code.20250329.pdf|A.pdf]]) === ''' Binary Arithmetic '''=== * Binary Arithmetic ([[Media:DD1.4.A.BinaryArith.20150425.pdf|A.pdf]]) * BCD Arithmetic ([[Media:DD1.5.A.BCDArith.20130918.pdf|A.pdf]]) === ''' C Program Examples '''=== * Binary Numbers in C programs ([[Media:DD1.6.A.BNumInC.20140103.pdf|A.pdf]]) * Binary Addition in C programs ([[Media:DD1.7.A.BArithInC.20140103.pdf|A.pdf]]) </br> * Helpful Wikipedia Pages ([[Media:DD.WP.NumberSystem.20130309.pdf|C.pdf]]) </br> === ''' Floating Point Numbers '''=== * Floating Point Representations ([[Media:CDesign.5.A.FPoint.20140121.pdf|5A.pdf]])</br> :: See [http://www.iro.umontreal.ca/~aboulham/F1214/Session%206Arithm/Floating_Point_Numbers.pdf Floating Point Overview] :: See [http://www.cs.auckland.ac.nz/~patrice/210-2006/210%20LN04_2.pdf Offset Binary Overview] :: See [http://www.intersil.com/content/dam/Intersil/documents/an96/an9657.pdf Offset Binary & Sin / Cosine] :: See [http://www.ee.ic.ac.uk/hp/staff/dmb/courses/dig2/4_Analog.pdf Offset Binary & ADC / DAC] </br> === ''' Interfacing Digital and Analog Signals '''=== * Sampling and Quantization ([[Media:DD1.10.A.SampleQuant.20150425.pdf|A.pdf]]) * Digital-to-Analog Conversion ([[Media:DD1.8.A.DAC.20140208.pdf|A.pdf]]) * Analog-to-Digital Conversion ([[Media:DD1.9.A.DAC.20140208.pdf|A.pdf]]) </br> == '''Combinational Circuits'''== === ''' Design '''=== * Boolean Algebra ([[Media:DD2.A1.BAlgebra.20250503.pdf|A1.pdf]]) * Truth Tables ([[Media:DD2.A2.TTable.20250424.pdf|A2.pdf]]) * K-Map ([[Media:DD2.A3.KMap.20250424.pdf|A3.pdf]]) * Design Examples ([[Media:DD2.A4.CombEx.20250414.pdf|A4.pdf]]) </br> === ''' Components '''=== * Decoder ([[Media:DD2.B.1.Decoder.20130928.pdf|B1.pdf]]) * Encoder ([[Media:DD2.B.2.Encoder.20130917.pdf|B2.pdf]]) * Multiplexer ([[Media:DD2.B.3.Multiplexer.20130928.pdf|B3.pdf]]) * Adder ([[Media:DD2.B.4..Adder.20131007.pdf|B4.pdf]], [[Media:Fa.sch.20131002.pdf|fa.sch.pdf]], [[Media:Adder4.sch.20131002.pdf|adder4.sch.pdf]]) </br> === ''' Design Metric '''=== * Noise Margin ([[Media:DD2.C1.NoiseMargin.20250415.pdf|C1.pdf]]) </br> == '''Sequential Circuits'''== === ''' Design '''=== * Types of Flip-Flops ([[Media:CDesign.1.A.FF.20130412.pdf |1A.pdf]])</br> * Latches and Flipflops ([[Media:DD3.A.1.LatchFF.20160308.pdf|A1.pdf]]) * State Transition Table ([[Media:DD3.A.2.pdf|A2.pdf]]) * FSM (Finite State Machine) ([[Media:DD3.A.3.FSM.20131030.pdf|A3.pdf]]) </br> * The Classic FF Design ([[Media:DD3.A.6.ClassicFF.20131126.pdf|A7.pdf]]) * The Modern FF Design ([[Media:DD3.A.6.ClassicFF.20131204.2.pdf|A8.pdf]]) </br> === ''' Components '''=== * Latches and Flip-flops ([[Media:DD3.B.1.LatchFF.20131008.pdf|B1.pdf]]) * Registers ([[Media:DD3.B.2.Register.20150326.pdf|B2.pdf]], [[Media:Register.20131118.pdf|register.pdf]]) * Counters ([[Media:DD3.B.2.Counter.20150420.pdf|B3.pdf]]) </br> === ''' Timing Analysis '''=== * Metastability ([[Media:DD3.A.4.MetaState.20131030.pdf|A4.pdf]]) * Flip-flop Timing ([[Media:DD3.A5.FFTiming.20260831.pdf|A5.pdf]]) * SR Latch Forbidden State ([[Media:DD3.A.5.ForbiddenState.20131030.pdf|A6.pdf]]) </br> * FF Min Max Timing Constraints ([[Media:CArch.MinMaxTiming.20131121.pdf |pdf]]) * FF Clock Skew Timing Constraints ([[Media:CArch.ClockSkew.20131121.pdf |pdf]]) * Synchronizer ([[Media:CArch.Synchronizer.20131216.pdf |pdf]]) * Resolution Time Analysis ([[Media:CArch.Resolution.20131216.pdf |pdf]]) </br> == '''Finite State Machine'''== * FSM State Encoding * FSM Types : Mealy and Moore Machines * FSM Example ([[Media:CArch.2.A.FSMExample.20141018.pdf |pdf]]) </br> == '''Array Devices''' == === ''' Memory Arrays '''=== * RAM ** RAM Structure ([[Media:DD4.A.1.RAM.20131111.pdf|A.pdf]]) ** RAM Timing ([[Media:DD4.B.1.RAMTiming.20131130.pdf|B.pdf]]) ** FPGA RAM ([[Media:DD4.C.1.FPGARAM.20160513.pdf|C.pdf]]) * ROM </br> === ''' Logic Arrays '''=== * PLA * PAL * PLD * FPGA ** FPGA Structure ** FPGA Configuration ([[Media:DD4.C.1.FPGAConf.20131130.pdf|B.pdf]]) </br> </br> [http://www.ece.cmu.edu/~ece548/localcpy/sramop.pdf Synchronous SRAM Timing] </br> [http://www.micron.com/~/media/Documents/Products/Technical%20Note/DRAM/tn4529.pdf Asynchronous SRAM Timing]</br> [http://www.ece.cmu.edu/~ece548/localcpy/dramop.pdf DRAM Timing] </br> [http://www.ece.unm.edu/~jimp/415/slides/fpga_arch1.pdf FPGA Architectures] </br> [http://www.engr.siu.edu/~haibo/ece428/notes/ece428_fpgaarch.pdf CPLD & FPGA] </br> </br> == ''' RTL Design Techniques''' == </br> ''' Design Methodology ''' </br> ''' Synthesis ''' </br> </br> </br> == '''Logic Families and IOs''' == * BJT Based :: DTL (Diode-Transistor Logic) :: TTL (Transistor-Transistor Logic) :: ECL (Emitter-Coupled Logic) * MOS Based :: CMOS (Complementary MOS) :: Pseudo-nMOS :: Transmission Gate :: BiCMOS (Bipolr + CMOS) * Dynamic CMOS :: Domino :: Clocked-CMOS (C²MOS) </br> * Modern I/O Standards :: TTL and LVTTL (Low Voltage TTL) :: CMOS and LVCMOS (Low Voltage CMOS) :: SSTL (Stub Series Terminated Logic) :: HSTL (High Speed Tranceiver Logic) :: LVDS (Low Voltage Differential Signaling) </br> * Wikipedia Pages for Logic Families ([[Media:Logic Families.wiki.20140812.pdf|A.pdf]]) </br> </br> See also </br> <[[The necessities in Computer Design]]> </br> <[[The necessities in Computer Architecture]]> </br> <[[The necessities in Computer Organization]]> </br> </br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] == '''Old''' == '''Until 2011.12''' '''Chapter 1. Binary Numbers''' * 1.1 Binary Numbers([[Media:BinaryNumbers.1.A.pdf|pdf]]) ''' Minterm, Maxterm, HW ''' * 1.1 Lecture01([[Media:DigitalDesign.20110922.pdf|pdf]]) ''' Overflow HW ''' * Overflow Table([[Media:Overflow table.20110924.pdf|pdf]]) ''' K-Map ''' * K-Map([[Media:DigitalDesign.20110926.pdf|pdf]]) ''' Binary Adder ''' * Binary Adder (C, S) ([[Media:DigitalDesign.20110929.pdf|pdf]]) * Overflow detection circuit (V) ([[Media:HW Overflow20111001.pdf|pdf]]) ''' BCD to Ex3 Code Coversion, Dont' Care ''' * BCD to Ex3 Code Conversion ([[Media:DigitalDesign.20111006.pdf|pdf]]) ''' Prime Implicant, Dont' Care ''' * Prime Implicant, Don't Care ([[Media:DigitalDesign.20111010.pdf|pdf]]) * HW 3.6 - explain the method of combining 0's and X's ''' Multiplexer / Demultiplexer ''' * Multiplexer ([[Media:DigitalDesign.20111024.pdf|pdf]]) * HW (TBD) ''' Flip Flop / Latch ''' * FF & Latch ([[Media:DigitalDesign.20111027.pdf|pdf]]) * FF & Latch HW ([[Media:DigitalDesign (HW).20111027.pdf|pdf]]) * Gated D Latch & Master-Slave D FlipFlop ([[Media:DigitalDesign.20111031.pdf|pdf]]) * HW (Forbidden state and Indeterminate state) ([[Media:DigitalDesign (HW).20111102.pdf|pdf]]) (note in #2, S' R' instead of S R) * Classical Edge Triggered D FlipFlop ([[Media:DigitalDesign.20111112.pdf|pdf]]) * HW (addition in SW and HW) ([[Media:DigitalDesign (HW).20111112.pdf|pdf]]) * FSM1 ([[Media:DigitalDesign.FSM1.20111117.pdf|pdf]]) * FSM2 ([[Media:DigitalDesign.FSM2.20111117.pdf|pdf]]) * HW (FSM Waveforms) ([[Media:DigitalDesign (HW).20111118.pdf|pdf]]) ''' Counter ''' * Sychronous Counter ([[Media:DigitalDesign.20111121.pdf|pdf]]) * Ripple Counter, Multiplexer, Tri-state buffer([[Media:DigitalDesign.20111124.pdf|pdf]]) * Register ([[Media:DigitalDesign.register.20111201.pdf|pdf]]) * Timing ([[Media:DigitalDesign.timing.20111201.pdf|pdf]]) * HW (Multiplexer, Shift Register) ([[Media:DigitalDesign (HW).20111201.pdf|pdf]]) * Universal Shift Register, Memory Cell ([[Media:DigitalDesign.20111206.pdf|pdf]]) * HW (Bit Serial Adder) ([[Media:DigitalDesign (HW).20111206.pdf|pdf]]) ''' Memory ''' * Memory ([[Media:DigitalDesign.20111208.pdf|pdf]]) ''' Comparator, Multiplier ''' * Comparator, Multiplier ([[Media:DigitalDesign.20111219.spread.pdf|1.pdf]], [[Media:DigitalDesign.20111219.draw.pdf|2.pdf]]) '''Multiplexer based design method ''' * Multiplexer Design Method ([[Media:DigitalDesign.20111221.spread.pdf|1.pdf]], [[Media:DigitalDesign.20111221.draw.pdf|2.pdf]]) midterm result ([[Media:MidReult.20111027.pdf|pdf]]) * Edge Triggered Flip Flop ([[Media:EdgeTrigFF.20111224.pdf|pdf]]) * FF Timing ([[Media:FFTiming.20111203.pdf|pdf]]) </br> </br> '''Until 2013.07''' ''' Number Systems ''' * Binary Numbers ([[Media:DD.1.A.BinNum.20130309.pdf|A.pdf]]) * Hexadecimal Numbers ([[Media:DD.1.B.HexaNum.20130417.pdf|B.pdf]]) * Numbers in C programs ([[Media:DD.1.C.CNum.20130309.pdf|C.pdf]]) * Codes ([[Media:DD.1.D.Coding.20130319.pdf|pdf]]) </br> </br> * Helpful Wikipedia Pages ([[Media:DD.WP.NumberSystem.20130309.pdf|pdf]]) </br> ''' Combinational Circuits ''' * Truth Tables and Boolean Functions ([[Media:DD.2.A.TTable.20130325.pdf|2A.pdf]])</br> * K-Map ([[Media:DD.2.A.KMap.20130329.pdf|2B.pdf]])</br> * Binary Addition in C ([[Media:DD.2.C.BAinC.20130329.pdf|2.C.pdf]])</br> * Binary Arithmetic ([[Media:DD.2.D.BAri.2013.pdf|2.D.pdf]])</br> * Boolean Algebra ([[Media:DD.2.E.BAlgebra.20130419.pdf|2.E.pdf]])</br> </br> ''' Sequential Circuits ''' * Latches and Flip-flops ([[Media:DD.3.A.LatchFF.20130413.pdf|3A.pdf]])</br> * FSM (Finite State Machine) ([[Media:DD.3.B.FSM.20130417.pdf|3B.pdf]])</br> * SR Latch Forbidden State ([[Media:DD.3.C.FState.20130413.pdf|3C.pdf]])</br> * Flip-flop Timing ([[Media:DD.3.D.Timing.20130413.pdf|3D.pdf]])</br> * Metastability ([[Media:DD.3.E.MetaState.20130628.pdf|3E.pdf]])</br> </br> </br> </br> See also </br> "[[The necessities in Computer Design]]" </br> "[[The necessities in Computer Architecture]]" </br> [[Category:Digital Circuit Design]] [[Category:FPGA]] st2s69h02uusr6sfx61uvatih1flkcq 2831563 2831559 2026-09-05T16:41:15Z Young1lim 21186 /* Timing Analysis */ 2831563 wikitext text/x-wiki == ''' Number Systems '''== === ''' Binary Representation '''=== * Binary Numbers ([[Media:DD1.1.A.BinaryNum.20130918.pdf|A.pdf]]) * Hexadecimal Numbers ([[Media:DD1.2.A.HexaNum.20130918.pdf|A.pdf]]) * Other Codes ([[Media:DD1.3A.Code.20250329.pdf|A.pdf]]) === ''' Binary Arithmetic '''=== * Binary Arithmetic ([[Media:DD1.4.A.BinaryArith.20150425.pdf|A.pdf]]) * BCD Arithmetic ([[Media:DD1.5.A.BCDArith.20130918.pdf|A.pdf]]) === ''' C Program Examples '''=== * Binary Numbers in C programs ([[Media:DD1.6.A.BNumInC.20140103.pdf|A.pdf]]) * Binary Addition in C programs ([[Media:DD1.7.A.BArithInC.20140103.pdf|A.pdf]]) </br> * Helpful Wikipedia Pages ([[Media:DD.WP.NumberSystem.20130309.pdf|C.pdf]]) </br> === ''' Floating Point Numbers '''=== * Floating Point Representations ([[Media:CDesign.5.A.FPoint.20140121.pdf|5A.pdf]])</br> :: See [http://www.iro.umontreal.ca/~aboulham/F1214/Session%206Arithm/Floating_Point_Numbers.pdf Floating Point Overview] :: See [http://www.cs.auckland.ac.nz/~patrice/210-2006/210%20LN04_2.pdf Offset Binary Overview] :: See [http://www.intersil.com/content/dam/Intersil/documents/an96/an9657.pdf Offset Binary & Sin / Cosine] :: See [http://www.ee.ic.ac.uk/hp/staff/dmb/courses/dig2/4_Analog.pdf Offset Binary & ADC / DAC] </br> === ''' Interfacing Digital and Analog Signals '''=== * Sampling and Quantization ([[Media:DD1.10.A.SampleQuant.20150425.pdf|A.pdf]]) * Digital-to-Analog Conversion ([[Media:DD1.8.A.DAC.20140208.pdf|A.pdf]]) * Analog-to-Digital Conversion ([[Media:DD1.9.A.DAC.20140208.pdf|A.pdf]]) </br> == '''Combinational Circuits'''== === ''' Design '''=== * Boolean Algebra ([[Media:DD2.A1.BAlgebra.20250503.pdf|A1.pdf]]) * Truth Tables ([[Media:DD2.A2.TTable.20250424.pdf|A2.pdf]]) * K-Map ([[Media:DD2.A3.KMap.20250424.pdf|A3.pdf]]) * Design Examples ([[Media:DD2.A4.CombEx.20250414.pdf|A4.pdf]]) </br> === ''' Components '''=== * Decoder ([[Media:DD2.B.1.Decoder.20130928.pdf|B1.pdf]]) * Encoder ([[Media:DD2.B.2.Encoder.20130917.pdf|B2.pdf]]) * Multiplexer ([[Media:DD2.B.3.Multiplexer.20130928.pdf|B3.pdf]]) * Adder ([[Media:DD2.B.4..Adder.20131007.pdf|B4.pdf]], [[Media:Fa.sch.20131002.pdf|fa.sch.pdf]], [[Media:Adder4.sch.20131002.pdf|adder4.sch.pdf]]) </br> === ''' Design Metric '''=== * Noise Margin ([[Media:DD2.C1.NoiseMargin.20250415.pdf|C1.pdf]]) </br> == '''Sequential Circuits'''== === ''' Design '''=== * Types of Flip-Flops ([[Media:CDesign.1.A.FF.20130412.pdf |1A.pdf]])</br> * Latches and Flipflops ([[Media:DD3.A.1.LatchFF.20160308.pdf|A1.pdf]]) * State Transition Table ([[Media:DD3.A.2.pdf|A2.pdf]]) * FSM (Finite State Machine) ([[Media:DD3.A.3.FSM.20131030.pdf|A3.pdf]]) </br> * The Classic FF Design ([[Media:DD3.A.6.ClassicFF.20131126.pdf|A7.pdf]]) * The Modern FF Design ([[Media:DD3.A.6.ClassicFF.20131204.2.pdf|A8.pdf]]) </br> === ''' Components '''=== * Latches and Flip-flops ([[Media:DD3.B.1.LatchFF.20131008.pdf|B1.pdf]]) * Registers ([[Media:DD3.B.2.Register.20150326.pdf|B2.pdf]], [[Media:Register.20131118.pdf|register.pdf]]) * Counters ([[Media:DD3.B.2.Counter.20150420.pdf|B3.pdf]]) </br> === ''' Timing Analysis '''=== * Metastability ([[Media:DD3.A.4.MetaState.20131030.pdf|A4.pdf]]) * Flip-flop Timing ([[Media:DD3.A5.FFTiming.20260901.pdf|A5.pdf]]) * SR Latch Forbidden State ([[Media:DD3.A.5.ForbiddenState.20131030.pdf|A6.pdf]]) </br> * FF Min Max Timing Constraints ([[Media:CArch.MinMaxTiming.20131121.pdf |pdf]]) * FF Clock Skew Timing Constraints ([[Media:CArch.ClockSkew.20131121.pdf |pdf]]) * Synchronizer ([[Media:CArch.Synchronizer.20131216.pdf |pdf]]) * Resolution Time Analysis ([[Media:CArch.Resolution.20131216.pdf |pdf]]) </br> == '''Finite State Machine'''== * FSM State Encoding * FSM Types : Mealy and Moore Machines * FSM Example ([[Media:CArch.2.A.FSMExample.20141018.pdf |pdf]]) </br> == '''Array Devices''' == === ''' Memory Arrays '''=== * RAM ** RAM Structure ([[Media:DD4.A.1.RAM.20131111.pdf|A.pdf]]) ** RAM Timing ([[Media:DD4.B.1.RAMTiming.20131130.pdf|B.pdf]]) ** FPGA RAM ([[Media:DD4.C.1.FPGARAM.20160513.pdf|C.pdf]]) * ROM </br> === ''' Logic Arrays '''=== * PLA * PAL * PLD * FPGA ** FPGA Structure ** FPGA Configuration ([[Media:DD4.C.1.FPGAConf.20131130.pdf|B.pdf]]) </br> </br> [http://www.ece.cmu.edu/~ece548/localcpy/sramop.pdf Synchronous SRAM Timing] </br> [http://www.micron.com/~/media/Documents/Products/Technical%20Note/DRAM/tn4529.pdf Asynchronous SRAM Timing]</br> [http://www.ece.cmu.edu/~ece548/localcpy/dramop.pdf DRAM Timing] </br> [http://www.ece.unm.edu/~jimp/415/slides/fpga_arch1.pdf FPGA Architectures] </br> [http://www.engr.siu.edu/~haibo/ece428/notes/ece428_fpgaarch.pdf CPLD & FPGA] </br> </br> == ''' RTL Design Techniques''' == </br> ''' Design Methodology ''' </br> ''' Synthesis ''' </br> </br> </br> == '''Logic Families and IOs''' == * BJT Based :: DTL (Diode-Transistor Logic) :: TTL (Transistor-Transistor Logic) :: ECL (Emitter-Coupled Logic) * MOS Based :: CMOS (Complementary MOS) :: Pseudo-nMOS :: Transmission Gate :: BiCMOS (Bipolr + CMOS) * Dynamic CMOS :: Domino :: Clocked-CMOS (C²MOS) </br> * Modern I/O Standards :: TTL and LVTTL (Low Voltage TTL) :: CMOS and LVCMOS (Low Voltage CMOS) :: SSTL (Stub Series Terminated Logic) :: HSTL (High Speed Tranceiver Logic) :: LVDS (Low Voltage Differential Signaling) </br> * Wikipedia Pages for Logic Families ([[Media:Logic Families.wiki.20140812.pdf|A.pdf]]) </br> </br> See also </br> <[[The necessities in Computer Design]]> </br> <[[The necessities in Computer Architecture]]> </br> <[[The necessities in Computer Organization]]> </br> </br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] == '''Old''' == '''Until 2011.12''' '''Chapter 1. Binary Numbers''' * 1.1 Binary Numbers([[Media:BinaryNumbers.1.A.pdf|pdf]]) ''' Minterm, Maxterm, HW ''' * 1.1 Lecture01([[Media:DigitalDesign.20110922.pdf|pdf]]) ''' Overflow HW ''' * Overflow Table([[Media:Overflow table.20110924.pdf|pdf]]) ''' K-Map ''' * K-Map([[Media:DigitalDesign.20110926.pdf|pdf]]) ''' Binary Adder ''' * Binary Adder (C, S) ([[Media:DigitalDesign.20110929.pdf|pdf]]) * Overflow detection circuit (V) ([[Media:HW Overflow20111001.pdf|pdf]]) ''' BCD to Ex3 Code Coversion, Dont' Care ''' * BCD to Ex3 Code Conversion ([[Media:DigitalDesign.20111006.pdf|pdf]]) ''' Prime Implicant, Dont' Care ''' * Prime Implicant, Don't Care ([[Media:DigitalDesign.20111010.pdf|pdf]]) * HW 3.6 - explain the method of combining 0's and X's ''' Multiplexer / Demultiplexer ''' * Multiplexer ([[Media:DigitalDesign.20111024.pdf|pdf]]) * HW (TBD) ''' Flip Flop / Latch ''' * FF & Latch ([[Media:DigitalDesign.20111027.pdf|pdf]]) * FF & Latch HW ([[Media:DigitalDesign (HW).20111027.pdf|pdf]]) * Gated D Latch & Master-Slave D FlipFlop ([[Media:DigitalDesign.20111031.pdf|pdf]]) * HW (Forbidden state and Indeterminate state) ([[Media:DigitalDesign (HW).20111102.pdf|pdf]]) (note in #2, S' R' instead of S R) * Classical Edge Triggered D FlipFlop ([[Media:DigitalDesign.20111112.pdf|pdf]]) * HW (addition in SW and HW) ([[Media:DigitalDesign (HW).20111112.pdf|pdf]]) * FSM1 ([[Media:DigitalDesign.FSM1.20111117.pdf|pdf]]) * FSM2 ([[Media:DigitalDesign.FSM2.20111117.pdf|pdf]]) * HW (FSM Waveforms) ([[Media:DigitalDesign (HW).20111118.pdf|pdf]]) ''' Counter ''' * Sychronous Counter ([[Media:DigitalDesign.20111121.pdf|pdf]]) * Ripple Counter, Multiplexer, Tri-state buffer([[Media:DigitalDesign.20111124.pdf|pdf]]) * Register ([[Media:DigitalDesign.register.20111201.pdf|pdf]]) * Timing ([[Media:DigitalDesign.timing.20111201.pdf|pdf]]) * HW (Multiplexer, Shift Register) ([[Media:DigitalDesign (HW).20111201.pdf|pdf]]) * Universal Shift Register, Memory Cell ([[Media:DigitalDesign.20111206.pdf|pdf]]) * HW (Bit Serial Adder) ([[Media:DigitalDesign (HW).20111206.pdf|pdf]]) ''' Memory ''' * Memory ([[Media:DigitalDesign.20111208.pdf|pdf]]) ''' Comparator, Multiplier ''' * Comparator, Multiplier ([[Media:DigitalDesign.20111219.spread.pdf|1.pdf]], [[Media:DigitalDesign.20111219.draw.pdf|2.pdf]]) '''Multiplexer based design method ''' * Multiplexer Design Method ([[Media:DigitalDesign.20111221.spread.pdf|1.pdf]], [[Media:DigitalDesign.20111221.draw.pdf|2.pdf]]) midterm result ([[Media:MidReult.20111027.pdf|pdf]]) * Edge Triggered Flip Flop ([[Media:EdgeTrigFF.20111224.pdf|pdf]]) * FF Timing ([[Media:FFTiming.20111203.pdf|pdf]]) </br> </br> '''Until 2013.07''' ''' Number Systems ''' * Binary Numbers ([[Media:DD.1.A.BinNum.20130309.pdf|A.pdf]]) * Hexadecimal Numbers ([[Media:DD.1.B.HexaNum.20130417.pdf|B.pdf]]) * Numbers in C programs ([[Media:DD.1.C.CNum.20130309.pdf|C.pdf]]) * Codes ([[Media:DD.1.D.Coding.20130319.pdf|pdf]]) </br> </br> * Helpful Wikipedia Pages ([[Media:DD.WP.NumberSystem.20130309.pdf|pdf]]) </br> ''' Combinational Circuits ''' * Truth Tables and Boolean Functions ([[Media:DD.2.A.TTable.20130325.pdf|2A.pdf]])</br> * K-Map ([[Media:DD.2.A.KMap.20130329.pdf|2B.pdf]])</br> * Binary Addition in C ([[Media:DD.2.C.BAinC.20130329.pdf|2.C.pdf]])</br> * Binary Arithmetic ([[Media:DD.2.D.BAri.2013.pdf|2.D.pdf]])</br> * Boolean Algebra ([[Media:DD.2.E.BAlgebra.20130419.pdf|2.E.pdf]])</br> </br> ''' Sequential Circuits ''' * Latches and Flip-flops ([[Media:DD.3.A.LatchFF.20130413.pdf|3A.pdf]])</br> * FSM (Finite State Machine) ([[Media:DD.3.B.FSM.20130417.pdf|3B.pdf]])</br> * SR Latch Forbidden State ([[Media:DD.3.C.FState.20130413.pdf|3C.pdf]])</br> * Flip-flop Timing ([[Media:DD.3.D.Timing.20130413.pdf|3D.pdf]])</br> * Metastability ([[Media:DD.3.E.MetaState.20130628.pdf|3E.pdf]])</br> </br> </br> </br> See also </br> "[[The necessities in Computer Design]]" </br> "[[The necessities in Computer Architecture]]" </br> [[Category:Digital Circuit Design]] [[Category:FPGA]] tnzipsf2xwkpyohr5k2omxl4zjk7j0c 0 121359 2831541 2829916 2026-09-05T14:24:44Z Young1lim 21186 /* Data */ 2831541 wikitext text/x-wiki <!----------------------------------------------------------------------> == Flip Flop and Latch == * FFLatch.Overview.1.A ([[Media:FFLatch.Overview.1.A.20111103.pdf|pdf]]) * Counter.74LS193.1.A ([[Media:Counter.74LS193.1.A.20111108.pdf|pdf]]) * Clock.Overview.1.A ([[Media:Clock.Overview.1.A.20111108.pdf|pdf]]) * Function.Overview.1.A ([[Media:Function.Overview.1.A.20111201.pdf|pdf]]) <br> == Versions of VHDL == * VHDL Versions ([[Media:VHDL.1.A.Versions.20120619.pdf|pdf]]) * VHDL Libraries ([[Media:VHDL.1.A.Libraries.20140219.pdf|pdf]]) <br> == Basic Features of VHDL == ==== Data ==== * Data Objects ([[Media:Data.Object.1A.20260901.pdf|A]], [[Media:Data.Object.1B.20260602.pdf|B]]) * Data Types ([[Media:Data.Type.2A.20260602.pdf|A]], [[Media:Data.Type.2B.20260602.pdf|B]]) * Packages ([[Media:Data.Package.3A.20251206.pdf|pdf]]) * Signal Types ([[Media:Signal.Type.1A.20250614.pdf|pdf]]) * Attributes ([[Media:Data.4.A.Attribute.20251021.pdf|pdf]]) <br> ==== Signals & Variables ==== * Signals & Variables ([[Media:Signal.1A.SigVar.20250614.pdf|pdf]]) * Sequential Signal Assignments ([[Media:Signal.4A.Sequential.20250612.pdf|pdf]]) * Concurrent & Sequential Signal Assignments ([[Media:Signal.1.A.ConSeq.20120611.pdf|pdf]]) * Inertial & Transport Delay Models ([[Media:Signal.2.A.InertTrans.20120704.pdf|pdf]]) * Simulation & Synthesis ([[Media:Signal.3.A.SimSyn.20120504.pdf|pdf]]) <br> ==== Structure ==== * Component ([[Media:Struct.1.A.Component.20120804.pdf|pdf]]) * Configuration ([[Media:Struct.1.A.Configuration.20121003.pdf|pdf]]) * Generic ([[Media:Struct.1.A.Generic.20120802.pdf|pdf]]) </br> ==== Entity and Architecture ==== <br> ==== Block Statement ==== <br> ==== Process Statement ==== <br> ==== Operators ==== <br> ==== Assignment Statement ==== <br> ==== Concurrent Statement ==== <br> ==== Sequential Control Statement ==== <br> ==== Function ==== * Function.1.A Usage ([[Media:Function.1.A.Usage.20120611.pdf|pdf]]) * Function.2.A Conversion Function ([[Media:Function.2.A.Conversion.pdf|pdf]]) * Function.3.A Resolution Function ([[Media:Function.3.A.Resolution.pdf|pdf]]) <br> ==== Procedure ==== <br> ==== Package ==== </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:VHDL]] [[Category:FPGA]] tngly3nioish0lng36vui7wmmb2rscu 2 139575 2831571 2831143 2026-09-05T18:26:01Z Michael Ten 654933 2831571 wikitext text/x-wiki Michael Ten is a pen name of mine. <!-- If you believe overcoming pro-aging mindsets is important please [http://patreon.com/defeataging support me on Patreon]. --> Please help me to help people to overcome pro-aging mindsets. * [http://michaelten.net Ideas] __NOTOC__ What if we utilize [[vertical farming]] to convert farmland back into forests? What if we use [[electric cars]] and [[green energy]] to drastically reduce pollution in cities and all over? Some universities study ideas like [[basic income]] that [https://basicincome.stanford.edu/about/what-is-ubi/ may help] to eliminate poverty. [[Automation]] is increasingly changing economic dynamics on Earth. * [https://wikipedialibrary.wmflabs.org/users/my_library/ Library] ==Miscellaneous== {{colbegin|4}} * [https://en.wikiversity.org/wiki/Special:RecentChanges?hidebots=1&hidecategorization=1&hideWikibase=1&namespace=0&limit=1000&days=15&enhanced=1&urlversion=2 Resources] * [[Strategies for Engineered Negligible Senescence]] * [[Overcoming pro-aging mindsets]] * [[Android programming]] * [[Renewable energy]] * [[Ologies]] * [[Pro se legal representation]] * [[Business/Employee-owned companies|Employee-owned companies]] * [[WikiJournal of Business and Economics]] * [[Technological automation]] * [[Online social entrepreneurship]] * [[Large language models]] * [[Social entrepreneurship]] * [[Child abuse]] * [[Business/Earning money]] * [[Basic income cryptocurrency]] * [[Open education]] * [[Affordable housing]] * [[Careers and Employment/Types of employment|Types of employment]] * [[Earthquake-resistant structures]] * [[Business]] * [[Basic income]] * [[Marketing/Marketing educational wikis|Marketing educational wikis]] * [[Szaszian studies]] * [[Szaszian]] * [[Szaszian theory]] * [[Anti-psychiatry]] * [[Audacity/Processing vocals|Processing vocals]] * [[Should suicide be legal?‎‎]] * [[Social problems]] * [[Vertical farming]] * [[Environmental problems]] * [[Energy storage]] * [[Eliminating poverty]] * [[Futurism]] * [[Nonprofit management]] * [[Reddit for learning]] * [[Learning by failing]] * [[Cryonics]] * [[Rhyming words for songwriters]] * [[Product development]] * [[Music production]] * [[Online Industrial Community]] * [[User:Michael_Ten/common.css]] {{colend}} {{Multicol}} ==Subs== * [[/Heaven energy/]] * [[/Later/]] * [[/More/]] * [[/Ten/]] * [[/Earning money/]] * [[/Book/]] * [[/Miscellaneous/]] * [[/Areas/]] * [[/Policy/]] * [[/Navigating/]] * [[/Added/]] * [[/Learning/]] * [[/Co-learners, co-researchers, co-teachers/]] * [[/Templates/]] * [[/Notes/]] * [[/Drafts/]] * [[/Prompts/]] {{Multicol-break}} ==Miscellaneous== * [[Special:Random]] * [[Special:RandomRootpage/Topic]] * [[Special:RandomRootpage/School]] * [[Special:RandomRootpage/Portal]] * [[Special:RandomRootpage/Draft]] * [[Special:Random/Draft]] * [[Special:RandomRootpage/Template]] * [[Special:RandomRootpage]] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=104 All Topics] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=100 All Schools] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=102 All Portals] * [[Special:Statistics]] * [[Wikiversity:Statistics]] * [[Wiktionary:Cosmogony]] * [[Draft:Index]] * [https://en.wikiversity.org/wiki/Special:AllPages?from=&to=&namespace=118 Drafts (list)] {{Multicol-break}} ==Yep== *[[Controversy]] * [[Special:Random/Topic]] * [[Template:Multicol]] * [http://listen.hatnote.com/ Listen to Wikipedia] * [https://github.audio/ Listen to GitHub] * [[Special:UncategorizedPages]] * [[Draft:Archive/2024]] * |||| * [[Template:AI-generated]] * [[Wikiversity:Artificial intelligence]] * [https://en.wikiversity.org/w/index.php?title=Special:WhatLinksHere/Template:AI-generated&limit=500 AI Gen Content] {{Multicol-break}} ==More== <syntaxhighlight lang="text"> {{colbegin|3}} {{colend}} </syntaxhighlight> <syntaxhighlight lang="text"> {{Col}} {{ColBreak}} {{Col-end}} </syntaxhighlight> <syntaxhighlight lang="text"> ⁱ </syntaxhighlight> <syntaxhighlight lang="text"> {{PDate}} {{ActiveP}} </syntaxhighlight> [[User:Michael Ten/common.css]] {{multicol-end}} hmm * [[w:Morihei_Ueshiba#Works|The Art of Peace]] by [[q:Morihei Ueshiba|Morihei Ueshiba]] ==== Study and research interests ==== *How might large language models affect learning and research. Will LLM's eventually seen like calculators are in math and sciences now? But for everything (all subjects/topics, including math, physics, ethics, biology, psychology, chemistry, engineering, art)? ==== Ideas to possibly explore ==== * constructive feedback :: potential search to start "constructive feedback site:.edu" (without quotes) * Can this Solar System potentially support a prosperous human population of over 500 billion humans who can all live lives of abundance and post-scarcity? * The integration between large language models and robotics. * Are there any open source large language models that are able to continually integrate new information as a form of training or fine tuning? == Discussion questions, essay ideas, and educational/research related AI prompt ideas == == Discussion questions, essay topics, and AI prompt ideas == 1cr7xpuq5s69gk7alcgyfklqjz9n2gd 2831573 2831571 2026-09-05T18:26:34Z Michael Ten 654933 /* Discussion questions, essay topics, and AI prompt ideas */ 2831573 wikitext text/x-wiki Michael Ten is a pen name of mine. <!-- If you believe overcoming pro-aging mindsets is important please [http://patreon.com/defeataging support me on Patreon]. --> Please help me to help people to overcome pro-aging mindsets. * [http://michaelten.net Ideas] __NOTOC__ What if we utilize [[vertical farming]] to convert farmland back into forests? What if we use [[electric cars]] and [[green energy]] to drastically reduce pollution in cities and all over? Some universities study ideas like [[basic income]] that [https://basicincome.stanford.edu/about/what-is-ubi/ may help] to eliminate poverty. [[Automation]] is increasingly changing economic dynamics on Earth. * [https://wikipedialibrary.wmflabs.org/users/my_library/ Library] ==Miscellaneous== {{colbegin|4}} * [https://en.wikiversity.org/wiki/Special:RecentChanges?hidebots=1&hidecategorization=1&hideWikibase=1&namespace=0&limit=1000&days=15&enhanced=1&urlversion=2 Resources] * [[Strategies for Engineered Negligible Senescence]] * [[Overcoming pro-aging mindsets]] * [[Android programming]] * [[Renewable energy]] * [[Ologies]] * [[Pro se legal representation]] * [[Business/Employee-owned companies|Employee-owned companies]] * [[WikiJournal of Business and Economics]] * [[Technological automation]] * [[Online social entrepreneurship]] * [[Large language models]] * [[Social entrepreneurship]] * [[Child abuse]] * [[Business/Earning money]] * [[Basic income cryptocurrency]] * [[Open education]] * [[Affordable housing]] * [[Careers and Employment/Types of employment|Types of employment]] * [[Earthquake-resistant structures]] * [[Business]] * [[Basic income]] * [[Marketing/Marketing educational wikis|Marketing educational wikis]] * [[Szaszian studies]] * [[Szaszian]] * [[Szaszian theory]] * [[Anti-psychiatry]] * [[Audacity/Processing vocals|Processing vocals]] * [[Should suicide be legal?‎‎]] * [[Social problems]] * [[Vertical farming]] * [[Environmental problems]] * [[Energy storage]] * [[Eliminating poverty]] * [[Futurism]] * [[Nonprofit management]] * [[Reddit for learning]] * [[Learning by failing]] * [[Cryonics]] * [[Rhyming words for songwriters]] * [[Product development]] * [[Music production]] * [[Online Industrial Community]] * [[User:Michael_Ten/common.css]] {{colend}} {{Multicol}} ==Subs== * [[/Heaven energy/]] * [[/Later/]] * [[/More/]] * [[/Ten/]] * [[/Earning money/]] * [[/Book/]] * [[/Miscellaneous/]] * [[/Areas/]] * [[/Policy/]] * [[/Navigating/]] * [[/Added/]] * [[/Learning/]] * [[/Co-learners, co-researchers, co-teachers/]] * [[/Templates/]] * [[/Notes/]] * [[/Drafts/]] * [[/Prompts/]] {{Multicol-break}} ==Miscellaneous== * [[Special:Random]] * [[Special:RandomRootpage/Topic]] * [[Special:RandomRootpage/School]] * [[Special:RandomRootpage/Portal]] * [[Special:RandomRootpage/Draft]] * [[Special:Random/Draft]] * [[Special:RandomRootpage/Template]] * [[Special:RandomRootpage]] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=104 All Topics] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=100 All Schools] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=102 All Portals] * [[Special:Statistics]] * [[Wikiversity:Statistics]] * [[Wiktionary:Cosmogony]] * [[Draft:Index]] * [https://en.wikiversity.org/wiki/Special:AllPages?from=&to=&namespace=118 Drafts (list)] {{Multicol-break}} ==Yep== *[[Controversy]] * [[Special:Random/Topic]] * [[Template:Multicol]] * [http://listen.hatnote.com/ Listen to Wikipedia] * [https://github.audio/ Listen to GitHub] * [[Special:UncategorizedPages]] * [[Draft:Archive/2024]] * |||| * [[Template:AI-generated]] * [[Wikiversity:Artificial intelligence]] * [https://en.wikiversity.org/w/index.php?title=Special:WhatLinksHere/Template:AI-generated&limit=500 AI Gen Content] {{Multicol-break}} ==More== <syntaxhighlight lang="text"> {{colbegin|3}} {{colend}} </syntaxhighlight> <syntaxhighlight lang="text"> {{Col}} {{ColBreak}} {{Col-end}} </syntaxhighlight> <syntaxhighlight lang="text"> ⁱ </syntaxhighlight> <syntaxhighlight lang="text"> {{PDate}} {{ActiveP}} </syntaxhighlight> [[User:Michael Ten/common.css]] {{multicol-end}} hmm * [[w:Morihei_Ueshiba#Works|The Art of Peace]] by [[q:Morihei Ueshiba|Morihei Ueshiba]] ==== Study and research interests ==== *How might large language models affect learning and research. Will LLM's eventually seen like calculators are in math and sciences now? But for everything (all subjects/topics, including math, physics, ethics, biology, psychology, chemistry, engineering, art)? ==== Ideas to possibly explore ==== * constructive feedback :: potential search to start "constructive feedback site:.edu" (without quotes) * Can this Solar System potentially support a prosperous human population of over 500 billion humans who can all live lives of abundance and post-scarcity? * The integration between large language models and robotics. * Are there any open source large language models that are able to continually integrate new information as a form of training or fine tuning? == Discussion questions, essay ideas, and educational/research related AI prompt ideas == == Discussion questions, essay topics, and AI prompt ideas == == Discussion questions, essay topics, and educational AI prompt ideas == 4smtbwv88cc7p6zfu4r8ypujonvgvjk 2831574 2831573 2026-09-05T18:27:17Z Michael Ten 654933 2831574 wikitext text/x-wiki Michael Ten is a pen name of mine. <!-- If you believe overcoming pro-aging mindsets is important please [http://patreon.com/defeataging support me on Patreon]. --> Please help me to help people to overcome pro-aging mindsets. * [http://michaelten.net Ideas] __NOTOC__ What if we utilize [[vertical farming]] to convert farmland back into forests? What if we use [[electric cars]] and [[green energy]] to drastically reduce pollution in cities and all over? Some universities study ideas like [[basic income]] that [https://basicincome.stanford.edu/about/what-is-ubi/ may help] to eliminate poverty. [[Automation]] is increasingly changing economic dynamics on Earth. * [https://wikipedialibrary.wmflabs.org/users/my_library/ Library] ==Miscellaneous== {{colbegin|4}} * [https://en.wikiversity.org/wiki/Special:RecentChanges?hidebots=1&hidecategorization=1&hideWikibase=1&namespace=0&limit=1000&days=15&enhanced=1&urlversion=2 Resources] * [[Strategies for Engineered Negligible Senescence]] * [[Overcoming pro-aging mindsets]] * [[Android programming]] * [[Renewable energy]] * [[Ologies]] * [[Pro se legal representation]] * [[Business/Employee-owned companies|Employee-owned companies]] * [[WikiJournal of Business and Economics]] * [[Technological automation]] * [[Online social entrepreneurship]] * [[Large language models]] * [[Social entrepreneurship]] * [[Child abuse]] * [[Business/Earning money]] * [[Basic income cryptocurrency]] * [[Open education]] * [[Affordable housing]] * [[Careers and Employment/Types of employment|Types of employment]] * [[Earthquake-resistant structures]] * [[Business]] * [[Basic income]] * [[Marketing/Marketing educational wikis|Marketing educational wikis]] * [[Szaszian studies]] * [[Szaszian]] * [[Szaszian theory]] * [[Anti-psychiatry]] * [[Audacity/Processing vocals|Processing vocals]] * [[Should suicide be legal?‎‎]] * [[Social problems]] * [[Vertical farming]] * [[Environmental problems]] * [[Energy storage]] * [[Eliminating poverty]] * [[Futurism]] * [[Nonprofit management]] * [[Reddit for learning]] * [[Learning by failing]] * [[Cryonics]] * [[Rhyming words for songwriters]] * [[Product development]] * [[Music production]] * [[Online Industrial Community]] * [[User:Michael_Ten/common.css]] {{colend}} {{Multicol}} ==Subs== * [[/Heaven energy/]] * [[/Later/]] * [[/More/]] * [[/Ten/]] * [[/Earning money/]] * [[/Book/]] * [[/Miscellaneous/]] * [[/Areas/]] * [[/Policy/]] * [[/Navigating/]] * [[/Added/]] * [[/Learning/]] * [[/Co-learners, co-researchers, co-teachers/]] * [[/Templates/]] * [[/Notes/]] * [[/Drafts/]] * [[/Prompts/]] {{Multicol-break}} ==Miscellaneous== * [[Special:Random]] * [[Special:RandomRootpage/Topic]] * [[Special:RandomRootpage/School]] * [[Special:RandomRootpage/Portal]] * [[Special:RandomRootpage/Draft]] * [[Special:Random/Draft]] * [[Special:RandomRootpage/Template]] * [[Special:RandomRootpage]] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=104 All Topics] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=100 All Schools] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=102 All Portals] * [[Special:Statistics]] * [[Wikiversity:Statistics]] * [[Wiktionary:Cosmogony]] * [[Draft:Index]] * [https://en.wikiversity.org/wiki/Special:AllPages?from=&to=&namespace=118 Drafts (list)] {{Multicol-break}} ==Yep== *[[Controversy]] * [[Special:Random/Topic]] * [[Template:Multicol]] * [http://listen.hatnote.com/ Listen to Wikipedia] * [https://github.audio/ Listen to GitHub] * [[Special:UncategorizedPages]] * [[Draft:Archive/2024]] * |||| * [[Template:AI-generated]] * [[Wikiversity:Artificial intelligence]] * [https://en.wikiversity.org/w/index.php?title=Special:WhatLinksHere/Template:AI-generated&limit=500 AI Gen Content] {{Multicol-break}} ==More== <syntaxhighlight lang="text"> {{colbegin|3}} {{colend}} </syntaxhighlight> <syntaxhighlight lang="text"> {{Col}} {{ColBreak}} {{Col-end}} </syntaxhighlight> <syntaxhighlight lang="text"> ⁱ </syntaxhighlight> <syntaxhighlight lang="text"> {{PDate}} {{ActiveP}} </syntaxhighlight> [[User:Michael Ten/common.css]] {{multicol-end}} hmm * [[w:Morihei_Ueshiba#Works|The Art of Peace]] by [[q:Morihei Ueshiba|Morihei Ueshiba]] ==== Study and research interests ==== *How might large language models affect learning and research. Will LLM's eventually seen like calculators are in math and sciences now? But for everything (all subjects/topics, including math, physics, ethics, biology, psychology, chemistry, engineering, art)? ==== Ideas to possibly explore ==== * constructive feedback :: potential search to start "constructive feedback site:.edu" (without quotes) * Can this Solar System potentially support a prosperous human population of over 500 billion humans who can all live lives of abundance and post-scarcity? * The integration between large language models and robotics. * Are there any open source large language models that are able to continually integrate new information as a form of training or fine tuning? == Discussion questions, essay ideas, and educational/research related AI prompt ideas == == Discussion questions, essay topics, and AI prompt ideas == == Discussion questions, essay topics, and educational AI prompt ideas == == Discussion questions, essay ideas, and learning related AI prompt ideas == nsz9cb8drpsfasw1ojmueqt9xp2x3ax 2831578 2831574 2026-09-05T18:33:16Z Michael Ten 654933 /* Discussion questions, essay ideas, and learning related AI prompt ideas */ 2831578 wikitext text/x-wiki Michael Ten is a pen name of mine. <!-- If you believe overcoming pro-aging mindsets is important please [http://patreon.com/defeataging support me on Patreon]. --> Please help me to help people to overcome pro-aging mindsets. * [http://michaelten.net Ideas] __NOTOC__ What if we utilize [[vertical farming]] to convert farmland back into forests? What if we use [[electric cars]] and [[green energy]] to drastically reduce pollution in cities and all over? Some universities study ideas like [[basic income]] that [https://basicincome.stanford.edu/about/what-is-ubi/ may help] to eliminate poverty. [[Automation]] is increasingly changing economic dynamics on Earth. * [https://wikipedialibrary.wmflabs.org/users/my_library/ Library] ==Miscellaneous== {{colbegin|4}} * [https://en.wikiversity.org/wiki/Special:RecentChanges?hidebots=1&hidecategorization=1&hideWikibase=1&namespace=0&limit=1000&days=15&enhanced=1&urlversion=2 Resources] * [[Strategies for Engineered Negligible Senescence]] * [[Overcoming pro-aging mindsets]] * [[Android programming]] * [[Renewable energy]] * [[Ologies]] * [[Pro se legal representation]] * [[Business/Employee-owned companies|Employee-owned companies]] * [[WikiJournal of Business and Economics]] * [[Technological automation]] * [[Online social entrepreneurship]] * [[Large language models]] * [[Social entrepreneurship]] * [[Child abuse]] * [[Business/Earning money]] * [[Basic income cryptocurrency]] * [[Open education]] * [[Affordable housing]] * [[Careers and Employment/Types of employment|Types of employment]] * [[Earthquake-resistant structures]] * [[Business]] * [[Basic income]] * [[Marketing/Marketing educational wikis|Marketing educational wikis]] * [[Szaszian studies]] * [[Szaszian]] * [[Szaszian theory]] * [[Anti-psychiatry]] * [[Audacity/Processing vocals|Processing vocals]] * [[Should suicide be legal?‎‎]] * [[Social problems]] * [[Vertical farming]] * [[Environmental problems]] * [[Energy storage]] * [[Eliminating poverty]] * [[Futurism]] * [[Nonprofit management]] * [[Reddit for learning]] * [[Learning by failing]] * [[Cryonics]] * [[Rhyming words for songwriters]] * [[Product development]] * [[Music production]] * [[Online Industrial Community]] * [[User:Michael_Ten/common.css]] {{colend}} {{Multicol}} ==Subs== * [[/Heaven energy/]] * [[/Later/]] * [[/More/]] * [[/Ten/]] * [[/Earning money/]] * [[/Book/]] * [[/Miscellaneous/]] * [[/Areas/]] * [[/Policy/]] * [[/Navigating/]] * [[/Added/]] * [[/Learning/]] * [[/Co-learners, co-researchers, co-teachers/]] * [[/Templates/]] * [[/Notes/]] * [[/Drafts/]] * [[/Prompts/]] {{Multicol-break}} ==Miscellaneous== * [[Special:Random]] * [[Special:RandomRootpage/Topic]] * [[Special:RandomRootpage/School]] * [[Special:RandomRootpage/Portal]] * [[Special:RandomRootpage/Draft]] * [[Special:Random/Draft]] * [[Special:RandomRootpage/Template]] * [[Special:RandomRootpage]] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=104 All Topics] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=100 All Schools] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=102 All Portals] * [[Special:Statistics]] * [[Wikiversity:Statistics]] * [[Wiktionary:Cosmogony]] * [[Draft:Index]] * [https://en.wikiversity.org/wiki/Special:AllPages?from=&to=&namespace=118 Drafts (list)] {{Multicol-break}} ==Yep== *[[Controversy]] * [[Special:Random/Topic]] * [[Template:Multicol]] * [http://listen.hatnote.com/ Listen to Wikipedia] * [https://github.audio/ Listen to GitHub] * [[Special:UncategorizedPages]] * [[Draft:Archive/2024]] * |||| * [[Template:AI-generated]] * [[Wikiversity:Artificial intelligence]] * [https://en.wikiversity.org/w/index.php?title=Special:WhatLinksHere/Template:AI-generated&limit=500 AI Gen Content] {{Multicol-break}} ==More== <syntaxhighlight lang="text"> {{colbegin|3}} {{colend}} </syntaxhighlight> <syntaxhighlight lang="text"> {{Col}} {{ColBreak}} {{Col-end}} </syntaxhighlight> <syntaxhighlight lang="text"> ⁱ </syntaxhighlight> <syntaxhighlight lang="text"> {{PDate}} {{ActiveP}} </syntaxhighlight> [[User:Michael Ten/common.css]] {{multicol-end}} hmm * [[w:Morihei_Ueshiba#Works|The Art of Peace]] by [[q:Morihei Ueshiba|Morihei Ueshiba]] ==== Study and research interests ==== *How might large language models affect learning and research. Will LLM's eventually seen like calculators are in math and sciences now? But for everything (all subjects/topics, including math, physics, ethics, biology, psychology, chemistry, engineering, art)? ==== Ideas to possibly explore ==== * constructive feedback :: potential search to start "constructive feedback site:.edu" (without quotes) * Can this Solar System potentially support a prosperous human population of over 500 billion humans who can all live lives of abundance and post-scarcity? * The integration between large language models and robotics. * Are there any open source large language models that are able to continually integrate new information as a form of training or fine tuning? == Discussion questions, essay ideas, and educational/research related AI prompt ideas == == Discussion questions, essay topics, and AI prompt ideas == == Discussion questions, essay topics, and educational AI prompt ideas == == Discussion questions, essay ideas, and learning related AI prompt ideas == what could we add to this wiki page? how could it be useful ? ivepl9daqsaltt3gtaeeni3znv7tldr 10 151485 2831764 2799901 2026-09-06T10:40:54Z ShakespeareFan00 6645 2831764 wikitext text/x-wiki style="background: #F8EABA; {{Text color default}}; text-align: center;" colspan="2"<noinclude> [[Category:Chembox templates|header]] [[Category:WikiProject Chemicals]] [[ar:قالب:Chembox header]] [[br:Patrom:Boestkim penn]] [[hr:Predložak:Chembox header]] [[ml:ഫലകം:Chembox header]] [[nl:Sjabloon:Chembox header]] [[sl:Predloga:Začetek kemijskega infopolja]] </noinclude> 8z3qbcptbf8xcfv08q1sx0jdgf49pft 0 171301 2831558 2831442 2026-09-05T16:38:51Z James500 297601 /* Entertainment */ Add 2831558 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Cinema|Cinema]] *[[Universal Bibliography/Television|Television]] *[[Universal Bibliography/Culture|Culture]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Othello *Goro Hasegawa with Maxine Brady. How to Win at Othello. (A Harvest/HBJ book). Jove Publications. 1977. ISBN 0-15-642215-8. [https://books.google.co.uk/books?id=mTdhlwVeyCcC] Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Radio and television== *William E McCavitt. Radio and Television: A Selected Annotated Bibliography. Scarecrow Press. 1978. [https://books.google.com/books?id=DAQVAQAAIAAJ] *Gertrude G Broderick. Radio and Television Bibliography. Bulletin 1948 No 17. [https://books.google.co.uk/books?id=yIPP1dsmNtAC&pg=PP5#v=onepage&q&f=false] *Patricia Beall Hamill. Radio and Television: A Selected Bibliography. Bulletin 1960 No 25. [https://books.google.co.uk/books?id=AJhGAQAAMAAJ&pg=PP3#v=onepage&q&f=false] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] j6bahg0rlbsfv1kkjyq5qzcu5hdinf3 2831565 2831558 2026-09-05T16:50:41Z James500 297601 /* Radio and television */ Add 2831565 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Cinema|Cinema]] *[[Universal Bibliography/Television|Television]] *[[Universal Bibliography/Culture|Culture]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Othello *Goro Hasegawa with Maxine Brady. How to Win at Othello. (A Harvest/HBJ book). Jove Publications. 1977. ISBN 0-15-642215-8. [https://books.google.co.uk/books?id=mTdhlwVeyCcC] Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Radio and television== *William E McCavitt. Radio and Television: A Selected Annotated Bibliography. Scarecrow Press. 1978. [https://books.google.com/books?id=DAQVAQAAIAAJ] *Gertrude G Broderick. Radio and Television Bibliography. Bulletin 1948 No 17. [https://books.google.co.uk/books?id=yIPP1dsmNtAC&pg=PP5#v=onepage&q&f=false] *Patricia Beall Hamill. Radio and Television: A Selected Bibliography. Bulletin 1960 No 25. [https://books.google.co.uk/books?id=AJhGAQAAMAAJ&pg=PP3#v=onepage&q&f=false] ==Film and television== *Jean Mitry. Bibliographie internationale du cinéma et de la télévision. 1966 onwards. [https://books.google.co.uk/books?id=SC3gAAAAMAAJ] Commentary: A Reference Guide for English Studies, [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA439#v=onepage&q&f=false p 439]. ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] b4lvfqalwz6gqyo70km0dgfd44xk66l 2831568 2831565 2026-09-05T17:29:23Z James500 297601 /* Entertainment */ Add 2831568 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Cinema|Cinema]] *[[Universal Bibliography/Television|Television]] *[[Universal Bibliography/Culture|Culture]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Othello *Goro Hasegawa with Maxine Brady. How to Win at Othello. (A Harvest/HBJ book). Jove Publications. 1977. ISBN 0-15-642215-8. [https://books.google.co.uk/books?id=mTdhlwVeyCcC] Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Comedy and Tragedy== *E H Mikhail. Comedy and Tragedy: A Bibliography of Critical Studies. 1972. [https://books.google.co.uk/books?id=5bgEAAAAMAAJ] ===Comedy=== *James E Evans. Comedy: An Annotated Bibliography of Theory and Criticism. 1987. [https://books.google.co.uk/books?id=s9ZgthAs1t8C&pg=PP1#v=onepage&q&f=false] *Meghan Duffy (ed). Daniel Gerould (senior ed). Comedy: A Bibliography of Critical Studies in English on the Theory and Practice of Comedy in Drama, Theatre, and Performance. New York. 2006. [https://books.google.co.uk/books?id=fI0jAQAAIAAJ] *David Humphrey. The Time of Laughter: Comedy and the Media Cultures of Japan. University of Michigan Press. 2023. [https://books.google.co.uk/books?id=CkTLEAAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Radio and television== *William E McCavitt. Radio and Television: A Selected Annotated Bibliography. Scarecrow Press. 1978. [https://books.google.com/books?id=DAQVAQAAIAAJ] *Gertrude G Broderick. Radio and Television Bibliography. Bulletin 1948 No 17. [https://books.google.co.uk/books?id=yIPP1dsmNtAC&pg=PP5#v=onepage&q&f=false] *Patricia Beall Hamill. Radio and Television: A Selected Bibliography. Bulletin 1960 No 25. [https://books.google.co.uk/books?id=AJhGAQAAMAAJ&pg=PP3#v=onepage&q&f=false] ==Film and television== *Jean Mitry. Bibliographie internationale du cinéma et de la télévision. 1966 onwards. [https://books.google.co.uk/books?id=SC3gAAAAMAAJ] Commentary: A Reference Guide for English Studies, [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA439#v=onepage&q&f=false p 439]. ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] p2powdxm5gooifeydoj2k3r4doquw85 2831643 2831568 2026-09-06T05:00:00Z James500 297601 /* Continents */ Add 2831643 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Cinema|Cinema]] *[[Universal Bibliography/Television|Television]] *[[Universal Bibliography/Culture|Culture]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Othello *Goro Hasegawa with Maxine Brady. How to Win at Othello. (A Harvest/HBJ book). Jove Publications. 1977. ISBN 0-15-642215-8. [https://books.google.co.uk/books?id=mTdhlwVeyCcC] Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Comedy and Tragedy== *E H Mikhail. Comedy and Tragedy: A Bibliography of Critical Studies. 1972. [https://books.google.co.uk/books?id=5bgEAAAAMAAJ] ===Comedy=== *James E Evans. Comedy: An Annotated Bibliography of Theory and Criticism. 1987. [https://books.google.co.uk/books?id=s9ZgthAs1t8C&pg=PP1#v=onepage&q&f=false] *Meghan Duffy (ed). Daniel Gerould (senior ed). Comedy: A Bibliography of Critical Studies in English on the Theory and Practice of Comedy in Drama, Theatre, and Performance. New York. 2006. [https://books.google.co.uk/books?id=fI0jAQAAIAAJ] *David Humphrey. The Time of Laughter: Comedy and the Media Cultures of Japan. University of Michigan Press. 2023. [https://books.google.co.uk/books?id=CkTLEAAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Radio and television== *William E McCavitt. Radio and Television: A Selected Annotated Bibliography. Scarecrow Press. 1978. [https://books.google.com/books?id=DAQVAQAAIAAJ] *Gertrude G Broderick. Radio and Television Bibliography. Bulletin 1948 No 17. [https://books.google.co.uk/books?id=yIPP1dsmNtAC&pg=PP5#v=onepage&q&f=false] *Patricia Beall Hamill. Radio and Television: A Selected Bibliography. Bulletin 1960 No 25. [https://books.google.co.uk/books?id=AJhGAQAAMAAJ&pg=PP3#v=onepage&q&f=false] ==Film and television== *Jean Mitry. Bibliographie internationale du cinéma et de la télévision. 1966 onwards. [https://books.google.co.uk/books?id=SC3gAAAAMAAJ] Commentary: A Reference Guide for English Studies, [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA439#v=onepage&q&f=false p 439]. ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Culture and society== *Victoria Lyon Bestor, Theodore C Bestor and Akiko Yamagata (eds). Routledge Handbook of Japanese Culture and Society. 2011. [https://books.google.co.uk/books?id=0cBYffHp5L4C&pg=PP1#v=onepage&q&f=false] *Josef Kreiner and Hans-Dieter Ölschleger (eds). Japanese Culture and Society: Models of Interpretation. 1996. [https://books.google.co.uk/books?id=6skwAQAAIAAJ] *Dolores P Martinez. Modern Japanese Culture and Society. 2007. [https://books.google.co.uk/books?id=l6kMAQAAMAAJ vol 1] *C Andrew Gerstle. 18th Century Japan: Culture and Society. 1989. [https://books.google.co.uk/books?id=ViglDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Review of Japanese Culture and Society [https://books.google.co.uk/books?id=W_o-AQAAIAAJ] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] 3bqg3lmbacw6lzbvdwu87lfsm8eyckj 2831644 2831643 2026-09-06T05:00:14Z James500 297601 /* Comedy and tragedy */ Add 2831644 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Cinema|Cinema]] *[[Universal Bibliography/Television|Television]] *[[Universal Bibliography/Culture|Culture]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Othello *Goro Hasegawa with Maxine Brady. How to Win at Othello. (A Harvest/HBJ book). Jove Publications. 1977. ISBN 0-15-642215-8. [https://books.google.co.uk/books?id=mTdhlwVeyCcC] Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Comedy and tragedy== *E H Mikhail. Comedy and Tragedy: A Bibliography of Critical Studies. 1972. [https://books.google.co.uk/books?id=5bgEAAAAMAAJ] ===Comedy=== *James E Evans. Comedy: An Annotated Bibliography of Theory and Criticism. 1987. [https://books.google.co.uk/books?id=s9ZgthAs1t8C&pg=PP1#v=onepage&q&f=false] *Meghan Duffy (ed). Daniel Gerould (senior ed). Comedy: A Bibliography of Critical Studies in English on the Theory and Practice of Comedy in Drama, Theatre, and Performance. New York. 2006. [https://books.google.co.uk/books?id=fI0jAQAAIAAJ] *David Humphrey. The Time of Laughter: Comedy and the Media Cultures of Japan. University of Michigan Press. 2023. [https://books.google.co.uk/books?id=CkTLEAAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Radio and television== *William E McCavitt. Radio and Television: A Selected Annotated Bibliography. Scarecrow Press. 1978. [https://books.google.com/books?id=DAQVAQAAIAAJ] *Gertrude G Broderick. Radio and Television Bibliography. Bulletin 1948 No 17. [https://books.google.co.uk/books?id=yIPP1dsmNtAC&pg=PP5#v=onepage&q&f=false] *Patricia Beall Hamill. Radio and Television: A Selected Bibliography. Bulletin 1960 No 25. [https://books.google.co.uk/books?id=AJhGAQAAMAAJ&pg=PP3#v=onepage&q&f=false] ==Film and television== *Jean Mitry. Bibliographie internationale du cinéma et de la télévision. 1966 onwards. [https://books.google.co.uk/books?id=SC3gAAAAMAAJ] Commentary: A Reference Guide for English Studies, [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA439#v=onepage&q&f=false p 439]. ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Culture and society== *Victoria Lyon Bestor, Theodore C Bestor and Akiko Yamagata (eds). Routledge Handbook of Japanese Culture and Society. 2011. [https://books.google.co.uk/books?id=0cBYffHp5L4C&pg=PP1#v=onepage&q&f=false] *Josef Kreiner and Hans-Dieter Ölschleger (eds). Japanese Culture and Society: Models of Interpretation. 1996. [https://books.google.co.uk/books?id=6skwAQAAIAAJ] *Dolores P Martinez. Modern Japanese Culture and Society. 2007. [https://books.google.co.uk/books?id=l6kMAQAAMAAJ vol 1] *C Andrew Gerstle. 18th Century Japan: Culture and Society. 1989. [https://books.google.co.uk/books?id=ViglDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Review of Japanese Culture and Society [https://books.google.co.uk/books?id=W_o-AQAAIAAJ] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] hh3x4bqw77rp7t5a2149ey2rpkuoy4h 2831645 2831644 2026-09-06T05:09:06Z James500 297601 /* Online libraries */ Add 2831645 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Cinema|Cinema]] *[[Universal Bibliography/Television|Television]] *[[Universal Bibliography/Culture|Culture]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) French *[[w:Persée (web portal)|Persée]] (persee.fr) Japanese *[[w:Aozora Bunko|Aozora Bunko]] (aozora.gr.jp) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Othello *Goro Hasegawa with Maxine Brady. How to Win at Othello. (A Harvest/HBJ book). Jove Publications. 1977. ISBN 0-15-642215-8. [https://books.google.co.uk/books?id=mTdhlwVeyCcC] Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Comedy and tragedy== *E H Mikhail. Comedy and Tragedy: A Bibliography of Critical Studies. 1972. [https://books.google.co.uk/books?id=5bgEAAAAMAAJ] ===Comedy=== *James E Evans. Comedy: An Annotated Bibliography of Theory and Criticism. 1987. [https://books.google.co.uk/books?id=s9ZgthAs1t8C&pg=PP1#v=onepage&q&f=false] *Meghan Duffy (ed). Daniel Gerould (senior ed). Comedy: A Bibliography of Critical Studies in English on the Theory and Practice of Comedy in Drama, Theatre, and Performance. New York. 2006. [https://books.google.co.uk/books?id=fI0jAQAAIAAJ] *David Humphrey. The Time of Laughter: Comedy and the Media Cultures of Japan. University of Michigan Press. 2023. [https://books.google.co.uk/books?id=CkTLEAAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Radio and television== *William E McCavitt. Radio and Television: A Selected Annotated Bibliography. Scarecrow Press. 1978. [https://books.google.com/books?id=DAQVAQAAIAAJ] *Gertrude G Broderick. Radio and Television Bibliography. Bulletin 1948 No 17. [https://books.google.co.uk/books?id=yIPP1dsmNtAC&pg=PP5#v=onepage&q&f=false] *Patricia Beall Hamill. Radio and Television: A Selected Bibliography. Bulletin 1960 No 25. [https://books.google.co.uk/books?id=AJhGAQAAMAAJ&pg=PP3#v=onepage&q&f=false] ==Film and television== *Jean Mitry. Bibliographie internationale du cinéma et de la télévision. 1966 onwards. [https://books.google.co.uk/books?id=SC3gAAAAMAAJ] Commentary: A Reference Guide for English Studies, [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA439#v=onepage&q&f=false p 439]. ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Continents== ===Asia=== ====Far East==== Bibliography *Kuniyoshi. Far East. (PACAF Basic Bibliographies). 1957. [https://books.google.co.uk/books?id=Q5TLdCbP2HcC&pg=PP5#v=onepage&q&f=false] ====Japan and Korea==== Bibliography *Bernard S Silberman. Japan and Korea: A Critical Bibliography. University of Arizona Press. 1962. [https://books.google.co.uk/books?id=y6UIAAAAIAAJ] *Frank J Shulman. Japan and Korea: An Annotated Bibliography of Doctoral Dissertations in Western Languages 1877-1969. American Library Association. 1970. Routledge. 2013. [https://books.google.co.uk/books?id=xs62AQAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Culture and society== *Victoria Lyon Bestor, Theodore C Bestor and Akiko Yamagata (eds). Routledge Handbook of Japanese Culture and Society. 2011. [https://books.google.co.uk/books?id=0cBYffHp5L4C&pg=PP1#v=onepage&q&f=false] *Josef Kreiner and Hans-Dieter Ölschleger (eds). Japanese Culture and Society: Models of Interpretation. 1996. [https://books.google.co.uk/books?id=6skwAQAAIAAJ] *Dolores P Martinez. Modern Japanese Culture and Society. 2007. [https://books.google.co.uk/books?id=l6kMAQAAMAAJ vol 1] *C Andrew Gerstle. 18th Century Japan: Culture and Society. 1989. [https://books.google.co.uk/books?id=ViglDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Review of Japanese Culture and Society [https://books.google.co.uk/books?id=W_o-AQAAIAAJ] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] lx9ay952x5mxwokzlejlf7qap1ggtms 0 199550 2831551 2829519 2026-09-05T16:09:44Z Young1lim 21186 /* Sample Processing Methods */ 2831551 wikitext text/x-wiki ==''' Background '''== === Bode plot === See [http://lpsa.swarthmore.edu/Bode/Bode.html swarthmore] </br> === OP Amp === Overview ([[Media:OPAmp.A.1.20151203.pdf |pdf]]) See [http://hyperphysics.phy-astr.gsu.edu/hbase/electronic/opampcon.html#c1 Hyperphysics] </br> ==''' Analog Filter Analysis (Continuous Time) '''== === First Order Filters === </br> === Second Order Filters === </br> ==''' Digital Filter Analysis (Discrete Time) '''== === Sample Processing Methods === * Tapped Delays ([[Media:Sample.TappedDelay.20260831.pdf |A.pdf]]) * Programming Considerations * Circular Buffers === FIR Filter Realizations === * Direct Form FIR Filter * Canonical Form FIR Filter * Cascade Form FIR Filter === IIR Filter Realizations === * Direct Form IIR Filter ([[Media:IIR.DirectForm.20231209.pdf |A.pdf]]) * Canonical Form IIR Filter * Cascade Form IIR Filter </br> === FIR (Finite Impulse Response) Filters === * Block Processing Methods * Sample Processing Methods * Window Method * Kaiser Window * Frequency Sampling Method </br> === IIR (Infinite Impulse Response) Filters === * Bilinear Transform * 1st Order Lowpass and Highpass Filters * 2nd Order Lowpass and Highpass Filters * Parametric Equalizer Filters * Comb Filters * High Order Filters </br> === Example Octave Codes for Digital Filters === ==== Octave Functions for Filters ==== * Octave Functions for Filters ([[Media:Octave.1.Function.1.A.20180219.pdf |A.pdf]]) </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] ekwo0cs6uiz9v0iygfy4fqyh4d1dwt9 2831553 2831551 2026-09-05T16:11:09Z Young1lim 21186 /* Sample Processing Methods */ 2831553 wikitext text/x-wiki ==''' Background '''== === Bode plot === See [http://lpsa.swarthmore.edu/Bode/Bode.html swarthmore] </br> === OP Amp === Overview ([[Media:OPAmp.A.1.20151203.pdf |pdf]]) See [http://hyperphysics.phy-astr.gsu.edu/hbase/electronic/opampcon.html#c1 Hyperphysics] </br> ==''' Analog Filter Analysis (Continuous Time) '''== === First Order Filters === </br> === Second Order Filters === </br> ==''' Digital Filter Analysis (Discrete Time) '''== === Sample Processing Methods === * Tapped Delays ([[Media:Sample.TappedDelay.20260901.pdf |A.pdf]]) * Programming Considerations * Circular Buffers === FIR Filter Realizations === * Direct Form FIR Filter * Canonical Form FIR Filter * Cascade Form FIR Filter === IIR Filter Realizations === * Direct Form IIR Filter ([[Media:IIR.DirectForm.20231209.pdf |A.pdf]]) * Canonical Form IIR Filter * Cascade Form IIR Filter </br> === FIR (Finite Impulse Response) Filters === * Block Processing Methods * Sample Processing Methods * Window Method * Kaiser Window * Frequency Sampling Method </br> === IIR (Infinite Impulse Response) Filters === * Bilinear Transform * 1st Order Lowpass and Highpass Filters * 2nd Order Lowpass and Highpass Filters * Parametric Equalizer Filters * Comb Filters * High Order Filters </br> === Example Octave Codes for Digital Filters === ==== Octave Functions for Filters ==== * Octave Functions for Filters ([[Media:Octave.1.Function.1.A.20180219.pdf |A.pdf]]) </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] ku5656z9v3ufq37w1iinn1ejd2a3i1y 0 203942 2831540 2829900 2026-09-05T14:12:33Z Young1lim 21186 /* Lambda Calculus */ 2831540 wikitext text/x-wiki ==Introduction== * Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]]) * Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]]) * Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]]) * Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]]) * Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]]) </br> ==Applications== * Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]]) * Bird's Implementation :- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]]) :- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]]) :- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]]) :- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]]) </br> ==Using GHCi== * Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]]) </br> ==Using Libraries== * Library ([[Media:Library.1.A.20170605.pdf |pdf]]) </br> </br> ==Types== * Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]]) * TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]]) * Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]]) * Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]]) * Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]]) ==Functions== * Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]]) * Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]]) * Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]]) ==Expressions== * Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]]) * Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]]) * Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]]) </br> </br> ==Lambda Calculus== * Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]]) * Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20221015.pdf |pdf]]) * Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]]) * Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]]) * Encoding Datatypes :- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]]) :- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]]) :- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]]) :- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]]) :- Recursions ([[Media:LCal.9A.Recursion.20260901.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]]) </br> </br> ==Function Oriented Typeclasses== === Functors === * Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]]) * Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]]) * Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]]) === Applicatives === * Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]]) * Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]]) * Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]]) * Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]]) === Monads I : Background === * Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]]) * Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]]) * Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]]) * Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]]) * IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]]) * Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]]) === Monads II : State Transformer Monads === * State Transformer : - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]]) : - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]]) : - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]]) * State Monad : - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]]) : - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) : - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]]) === Monads III : Mutable State Monads === * Mutability Background : - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]]) : - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]]) : - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]]) : - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]]) : - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]]) * Mutable Objects : - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]]) : - Mutable Data Structures ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]]) * IO Monad : - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]]) : - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]]) : - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]]) * ST Monad : - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]]) : - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]]) : - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]]) === Monads IV : Reader and Writer Monads === * Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]]) * Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]]) * MonadState Class :: - State & StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]]) * MonadReader Class :: - Reader & ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]]) * Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]]) === Monoid === * Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]]) === Arrow === * Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]]) </br> ==Polymorphism== * Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]]) </br> ==Concurrent Haskell == </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] ==External links== * [http://learnyouahaskell.com/introduction Learn you Haskell] * [http://book.realworldhaskell.org/read/ Real World Haskell] * [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material] [[Category:Haskell|programming in plain view]] beau5r9p4llz4rptfpdfbs0lwjkuhb8 0 214859 2831618 2828380 2026-09-06T01:45:35Z Jtneill 10242 Reverted edit by [[Special:Contributions/Med.011387|Med.011387]] ([[User_talk:Med.011387|talk]]) to last version by [[User:Jtneill|Jtneill]] using [[Wikiversity:Rollback|rollback]] 2546435 wikitext text/x-wiki {{title|Emotional expressiveness and gender:<br>What is the relationship between gender and emotional expressiveness?}} {{MECR3|1=https://www.youtube.com/watch?v=r4paWgMascw&t}} __TOC__ == Overview == Men and women are often brought up with fairly strict gender roles teaching us what boys and girls should and should not do. In these cultural stereotypes men are raised to be tough, encouraged to be aggressive, told to "man up" and that "boys don't cry". Girls are socialised to be sugar and spice (Chaplin & Aldao, 2013) but mostly just sugar because girls are encouraged to display positive emotions and repress their anger (Chaplin, 2015). These are broad generalisations that reflect Western cultural and social beliefs for how men and women should express themselves. This chapter defines emotion and emotion expression in the context of gender roles. It will go into depth of why men and women feel bound by social norms that dictate their individual expression of emotion and how these stereotypes are reinforced. It will also cover the impact of these stereotypes on people's well-being and what can be done to reduce the harmful effects these behaviours reinforce. The focus of this chapter will be on male and female stereotypes because that is what the current literature reflects but will include a small focus on transgender and lesbian, gay and bisexual people in particular as a point for future studies. == Emotional expression == [[wikipedia:Emotion|Emotion]] is a conscious, vivid condition experienced uniquely by each individual. Emotion is both something that is experienced and felt, and can be internal cognitions or external displays in physicality (Fischer, 2000). Our emotions can be portrayed in facial expression, vocalisation and postures and are, to an extent, consciously regulated (Chaplin, 2015). For example, your reaction when you found out you had been accepted into university was probably highly unregulated if you were alone and jumping around the room with excitement! Emotion has five components - behavioural, expressive, experiential, verbal and physiological (Fischer, 2000). With these domains emotional expression has different interpretations such as the actual physical facial expression a person portrays while experiencing an emotion or the verbal cues that demonstrate a consistent pattern over time in a person on how they experience and publicly display emotions. How these patterns come about depends on social, cultural and situational factors (Kring & Gordon, 1998). Although there is a differentiation between experienced and expressed emotions (Fischbach, Lichtenthaler,&nbsp;Horstmann, 2015), which you have probably experienced such as being incredibly upset but having to put on a brave face. Expressive behaviour also varies depending on the social situation a person finds themselves in. The presence of others either familiar or unfamiliar to you will have an effect on how you regulate and express emotions. The imposed "buffer" is the display rules that people inherently learn in order to be deemed acceptable by others (Kring & Gordon, 1998). An example of this is where you may be loose and free with your expressions and words at a family dinner but keep to yourself and maintain a stoic face when travelling public transport alone. &nbsp;&nbsp; So why do we experience emotions? The theories of emotion can be narrowed down into three general perspectives: ==== [[wikipedia:Evolution_of_emotion|Evolutionary]] ==== Darwin described emotional expressions as an underlying emotional state that is communicated outwards through the body (Hess & Thibault, 2009). Emotions must then serve an adaptive purpose to aid organisms in surviving through reproduction (arousal and attraction), protecting their young (anger), maintaining social alliances (happiness) and avoiding threat (fear) (Johnson, 2009). ==== [[wikipedia:Emotions_and_culture|Social and Cultural]] ==== This perspective views emotions as learned through individual experience. It poses that emotions occur following or during social interaction and proposes that emotions are only experienced through interaction and not aroused by other stimuli. In society there are also emotional "rules" such as reacting with anger to correct injustice and restore equity&nbsp;(Johnson, 2009). ==== [[wikipedia:Emotion#Theories|Cognitive]] ==== The cognitive perspective looks at emotions as reaction to stimuli which explains how people can respond to the same stimulus with different emotions, or to different stimulus with the same emotions. An example of this is sadness which can be elicited by many different events (Johnson, 2009). It can be supposed that these three as well as many other theories such as the [[wikipedia:James–Lange_theory|James-Lange Theory of Emotion]] contribute to a general understanding that this {{what} is a complicated process. To understand how emotion works in humans research has looked at how it applies to societies two greatest polarities - gender. From a Western perspective, there are differences between the ways men and women express emotions (Panjwani, Chaplin, Sinha & Mayes, 2016). There are many common stereotypes about men and women and emotion such as women being "more emotional" than men. This is not entirely true as can be demonstrated by the emotional displays men do exhibit, such getting riled up watching sports. We've all seen that stereotype either in real life or in the media, but to say women are "too emotional" is synonymous with saying that women cry more or women talk more about their feelings (Fischer, 2000). In a way this is true as women are more likely to freely express their emotions despite men and women experiencing the same level of emotional arousal (Chaplin, 2015). ==== Quiz ==== <quiz display=simple> {The ____________ theory proposes emotion is an adaptive function for survival. |type="()"} + evolutionary. - cognitive. - social/cultural. {Men express their emotions more freely than women. |type="()"} - True + False </quiz> == Gender stereotypes == [[File:Being any Gender is a drag - World Pride London 2012 (7527764372).jpg|thumb|300x300px|''Figure 1.'' World London Pride, 2012. Both genders face certain disadvantages and hardships in society]] Emotional expression in [[wikipedia:Gender|gender]] is developed by two social models, the predisposed biological temperament and the gender-related socialisation of boys and girls in emotional displays{{fact}}. These gender-display rules are global and trend towards women being more emotionally expressive than men{{fact}}. However girls are rewarded more for displaying positive emotions and showing empathy and learn to inhibit negative displays like sadness and shame{{fact}}. These motivations fit into the traditional roles for women to be caring and nurturing. On the other hand boys have separate display rules which allow them to express more negative emotions, particularly anger. By pushing their anger outwards men are viewed as aggressive, assertive and individualistic which fits into the traditional gender roles that men must be the protectors in their families (Chaplin & Aldao, 2013). Women smile more and men more frequently display anger{{fact}}. Some strong examples of how deep these socialisations penetrate our culture include identifying a crying male baby as "mad" or married men interpreting their wives as "hostile" when not smiling. This abundance of smiling in women is thought to be because globally and historically women have had less power than men and low social power is associated with smiling as a submissive sign{{fact}}. For men displays of anger are theorised to be goal-associated and that by appearing competent and assertive this behaviour can overcome obstacles (Hess, Adams & Kleck, 2004). Modern Western beliefs about the emotionality of men and women stems from the 19th century where these ideologies arose from the division of labour in industry{{fact}}. Women who needed to be at home to care for the family required emotional sensitivity{{fact}}. Men on the other hand were sent into a workforce in the public sphere which would permit them to be angry or at the least assertive so as to be seen as capable{{fact}}. These beliefs still permeate Western culture today and continue to be used to justify the [[wikipedia:Feminism|inequalities between men and women]] (Simon & Nath, 2004). Women tend to report more internalised experiences of distress, anxiety and depression{{fact}}. In a social structure this supports the theory that this is due to women being lower status or class than men, and lower class people experience more negative emotions than the higher classes. However both genders experience different types of emotional distress{{fact}}. Men are more&nbsp;likely to externalise their problems such as through substance abuse{{fact}}. So it is not to say that either gender feels more or less than the other but that they both experience negative emotions but differ in the expression (Simon & Nath, 2004). === Male stereotypes === Men use aggression to reassert manhood from threats to their masculinity{{fact}}. A situational cue that prompts this usually leads to an increase in anxiety where a man will then use aggressive behaviour to take control of the situation (Berke, Reidy, Miller & Zeichner, 2017). Men are encouraged to be aggressive and internalise submissive emotions which can lead to a higher risk of antisocial behaviours and substance abuse (Chaplin, 2015). Internalising emotions or emotion suppression occurs after an emotion is triggered&nbsp;in the person who then makes a conscious effort to inhibit and reduce the expression of that emotion. This is generally done to avoid negative evaluation from peers and generally is a dysfunctional mechanism{{fact}}. Emotional suppression has been found to have a negative effect on mood, well-being, biological functioning, memory and affects social relationships by impairing communication (Kalokerinos, Greenaway, Pedder & Margetts, 2014). Because these rules about gender are imposed in people for much of their childhood it is consequently built into their identity and creates a discrepancy between people's [[wikipedia:Self-discrepancy_theory|actual selves and ought selves]]. Therefore there is a belief that violating the masculine self-image means subjecting oneself to negative social consequences or condemnation. In a study where men's masculine status was threatened regarding interpersonal situations with vulnerability it was found that this reassertion of masculine status lead to negative affect and bad coping strategies. This was tied into how [[wikipedia:Posttraumatic_stress_disorder|PTSD]], [[wikipedia:Depression|depression]] and [[wikipedia:Substance_abuse|substance abuse]] are linked to negative affect which further demonstrates that this is an unhealthy pattern in male socialisation (Berke, Reidy, Miller & Zeichner, 2017).&nbsp;&nbsp; === Female stereotypes === The general consensus is that women are more emotional and are better at expressing emotion (Chaplin, 2015). While emotional expression has been linked to better psychological well-being (Chaplin & Aldao, 2013), does this mean that women are necessarily better off than men? The answer is a resounding no as can be seen in the statistics for psychological disorders, in particular for the prevalence of depression which is twice as high for women than as for men (Salk, Hyde & Abramson, 2017). So why does this not add up? It ties back into how women do not have the same social standing as men. Women show greater emotional expression but often internalise negative emotions which can lead to depression, anxiety and self-harm (Thomassin, Marion, Venasse, Shaffer, 2017). Boys conceal their emotions but girls are encouraged to be emotionally expressive but restrain expressive behaviour (Kring & Gordon, 1998), which is probably how people come to assume that women are better at talking about their feelings but why men find women "so hard to read". Women are also more likely to smile in uncomfortable social situations to appease others or attempt to reduce their own anxiety which is problematic because it reinforces a submissive disposition that keeps women in that lower social standing (Panjwani, Chaplin, Sinha & Mayes, 2016). {{RoundBoxTop|theme=2}} '''[https://en.wikipedia.org/wiki/Androgyny Androgyny]''': There are two polars{{huh}} to gender roles, male and female or masculine and feminine. In between those is androgyny. Androgyny assumes a flexibility of behaviour by not prescribing to societal notions about what sex-appropriate behaviour an individual should reflect. Androgyny has been found to be related to psychological health and well-being and is an attractive characteristic in a romantic partner{{fact}}. Androgynous individuals are also less neurotic and more extroverted (which also relates to being more expressive) (Kring & Gordon, 1998). '''[https://en.wikipedia.org/wiki/LGBT LGBTQ+ Population]''': The {{what}} literature for this community regarding emotional expression falls woefully short. Because of the stresses the individuals of this community face make them vulnerable to developing a mental disorder{{fact}}. Constant discrimination and devaluing of emotional health can lead members of minorities to develop poor coping skills{{fact}}. Despite this a large majority of this population do not develop significant psychological disorders which have interesting implications for the resilience of a disadvantaged population in modern times (Hill & Gunderson, 2015). Future research should look at how initial assumptions based on male and female gender stereotypes applied to emotional expression can differ in transgender people or LGB people who do not conform to typical patterns. {{RoundBoxBottom}} == Social norms and reinforcement == Gender stereotypes are pervasive: women suppress and internalise anger displays and men internalise sadness and anxiety displays (Chaplin, 2015). So why do we still adhere to these outdated stereotypes for emotion expression when they contribute to poor mental health? People conform to these stereotypes to avoid social backlash. The fear of being ostracised for exhibiting behaviour that is not consistent with what people expect can lead to social punishment and negative evaluations. This is a powerful motivator to the point where the effort to confirm these stereotypes can take a cognitive toll on the individual (McCarty, Kelly & Williams, 2014). This social pressure perpetuates a vicious cycle in what we perceive as gender-appropriate behaviours. The only emotions men exhibit more freely than women are pride and anger which are also traits that leaders or people in positions of power should exhibit. When a man gets angry it is assumed to be caused externally and a response to a provoking circumstance. Unfortunately for women expressing anger is internally attributed such as being a personality flaw or an irrational reaction because it is inconsistent with the stereotype that women should internalise this emotion (Brescoll & Uhlmann, 2008). Sometimes by simply not challenging a stereotype we inadvertently confirm its power. People may avoid careers that are not consistent with their genders not because they are incompetent but because it has been reinforced that it is not appropriate for their gender (McCarty, Kelly & Williams, 2014). This explains why leadership qualities are associated with being assertive and why these types of jobs are more male-dominated. The same can be said for jobs that require interpersonal contact like nursing which is female-dominated. Emotional displays will vary depending on the stressors in a persons life. People from ethnic or social minorities or who come from low-income families will have different approaches on how to express emotions due to chronic stress (Panjwani, Chaplin, Sinha & Mayes, 2016). An example of this may be in people who come from poverty who may act angry as a defence mechanism to disguise feelings of shame. Cross-culturally there&nbsp;are differences in emotional expression. African Americans have been found to display anger more and smile more than European Americans. Each ethnicity has different beliefs regarding which genders express which emotions, for example European Americans believed that men expressed more pride than women. Other ethnicities also bring a unique perspective such as Japanese people who culturally do not express much emotion in public compared to Westerners (Panjwani, Chaplin, Sinha & Mayes, 2016). &nbsp; === Reinforcement in children === By 2 years of age children are able to identify basic emotions like happiness and sadness from facial expressions{{fact}}. By age 5 most children can identify more complex emotions like anger and fear{{fact}}. Parents reinforce cultural gender stereotypes in using gender labels with ambiguous characters{{fact}}. An example of this may be an angry tiger in a children's book that the parent may point to and describe as "he", attributing the angry characteristic to a male figure. This sends the message that certain emotions are more common in certain genders despite how ambiguous a character may be (van der Pol et al., 2015). Another example for how these messages continue into adulthood may be labelling an aggressive driver as male, or a driver who is bad at parking as female despite not knowing the actual gender of the driver.&nbsp;&nbsp; Gender stereotypes are reinforced through the displays that children are rewarded or punished for. During early childhood children are socialised depending on which emotions they display, which emotions attract their parents attention and even which activities or toys they may choose to play with. Children believe very strongly in these stereotypes around ages 4-5 and decrease by age 7 (Chaplin, Cole & Zahn-Waxler, 2005). [[wikipedia:Social_learning_theory|Social learning theory]] proposes that children will model their behaviour from their parents (Goldberg & Garcia, 2016) which means that children will incorporate the values their parents uphold on which genders should exhibit which emotions. So children who are praised for a gender-stereotype consistent behaviour will probably be more likely to repeat it in the future. Fathers in particular pay more attention to gender-consistent emotion displays (Chaplin, Cole & Zahn-Waxler, 2005).&nbsp; This literature obviously reflects a very heterosexual household children are supposedly raised in. Interestingly lesbian or gay parents are less likely to buy toys or clothing for their children based on gender and generally steer them away from gendered behaviour norms like sports for boys and dance for girls (Goldberg & Garcia, 2016). === Media reinforcement === {{projectbox|theme=5|icon=Icons-mini-icon_package.gif|text=[https://media.tenor.com/images/213394db91ea23b502f529b2219e49d9/tenor.gif GIF] - Typical example of a male character}} {{projectbox|theme=5|icon=Video icon.png|text=[https://www.youtube.com/watch?v=n5rh7O4IDc0 The Perks of Being a Wallflower] trailer (YouTube)}} One major avenue for gender stereotype reinforcement is through the media and specifically through characters in film and television. To appeal to wide audiences film requires certain formulas and categorises characters by what is supposedly relatable and reflective of modern culture. Characters are often separated into a communal category where they are relatable, selfless and involved with others - which by no surprise usually encompasses female characters. This is reflective of women being more emotionally expressive because of their gender role as the caregiver. Male characters on the other hand are seen as agentic or individual and capable (Krahn, 2015) and again reflects their position in society. Seeing these portrayals over and over again in media further reinforces these ideals as normal and even admirable. The film industry is overwhelmingly male-dominated both in the creators and the characters (Smith, 2013). There has been increasingly feminist backlash for films which portray female characters as "strong" by simply being a female version of a typical male hero. This is seen by the female characters being unemotional and exhibiting typically masculine behaviour (Valibeigi, 2015). There is an overwhelming ratio of films which portray men in a negative but stereotypical light which further reinforces the idea that men need to live up to these ideals which include not displaying emotions{{fact}}. Despite this some films do break the mold and experiment with male characters who are allowed to feel or female characters who are allowed to be strong, independent and emotional (Smith, 2013). == Emotional expressiveness and well-being == The interaction between emotion expression and well-being involves how men and women develop coping strategies and what traits will contribute to healthy relationships. Women self-report as feeling anger more frequently than men but express it verbally rather than behaviourally. Women do report feelings of anxiety and sadness more than men which is consistent with the prevalence of [https://simple.wikipedia.org/wiki/Depression_(mental_illness) depression] and anxiety disorders in women{{fact}}. Interestingly men report more feelings of calm and excitement and both genders experience the same frequency of feelings of shame{{fact}}. So why does the stereotype of men being so angry uphold? Because of the coping strategies each gender employs. Women have been found to be more likely to talk about their angry feelings or using spiritual coping strategies. Men on the other hand are more likely to use a substance to cope.&nbsp; (Simon & Nath, 2004) Emotion expression is required for healthy development. Restricting emotion expression or emotion suppression can lead to decreased well-being and psychological disorders later in life (Chaplin & Aldao, 2013). Emotion suppression is also linked to poor task performance and poor memory. Self-control can contribute to becoming accustomed to emotion suppression but still does little to improve psychological well-being in the long term (McCarty, Kelly & Williams, 2014). Expressions of emotions in relationships are linked to intimacy and trust between partners. Vulnerable emotions of sadness, fear and anxiety are expressions of need and require a supportive response. Anger can be a good communication medium to convey a conflict if not interpreted as a deliberate attack and can lead to less stress and less insensitive support{{fact}}. Communication of positive emotions has numerous benefits like increasing happiness and strengthening the relationship{{fact}}. Most importantly a willingness to express emotions fosters intimacy and closeness and women are more concerned than men with open communication meaning{{fact}}. This means that women are more likely to benefit from a partner who willingly expresses emotions (Monin, Martire, Schulz & Clark, 2009). Because therapy is related to seeking help and may tie into the discrepancy of men being capable and tough one of the best interventions for men is to challenge these norms{{fact}}. By educating people on how these issues affect them it can then pave the way to better coping skills and managing stressors (Berke, Reidy, Miller & Zeichner, 2017). == Conclusion == Emotional expression in gender is reinforced because of the social pressures people face to assume the norm or face ridicule or being ostracised{{fact}}. We have to fit into society to survive and to do that sometimes the path of least resistance is the best option{{fact}}. Stereotypes are good in the sense that they allow people to make cognitive shortcuts. When men and women fit neatly into the categories we assign them their behaviour aligns with our [[wikipedia:Schema_(psychology)|schemas]] and [[wikipedia:Behavioral_script|scripts]]. Perhaps the best thing you can do in improving your well-being is understanding your own gender stereotypes in relation to which emotions are acceptable to express in society and by your own rules{{fact}}. Being able to recognise where gender restricts your expressions may lead to better coping skills and interpersonal relationships{{fact}}. Educating others on how social structures and reinforcement like in popular films may limit their emotion expression can strengthen interpersonal relationships{{fact}}. The limitations in this area of research include the reliance on self-reporting to describe emotions in people. There is also a focus on basic emotions rather than cognitively complex emotions. Further research should look further into the differences in emotional expression with our modern evolving definitions of gender. Transgender and non-binary gender people would open up another avenue in this research to look at how breaking free of rigid social stereotypes imposed from birth can affect emotional expression in adulthood (e.g., a male-to-female transgender person may have a different perspective on being female than a cisgender woman would and could possibly struggle with adapting new ways of expressing emotion). == See also == * [[Motivation and emotion/Book/2017/Gender and emotion|Gender and emotion]] (Book chapter, 2017) * [[wikipedia:Gender_and_emotional_expression|Gender and emotional expression]] (Wikipedia) * [[wikipedia:Gender_role|Gender Roles]] == References == {{Hanging indent|1= Berke, D., Reidy, D., Miller, J., & Zeichner, A. (2017). Take it like a man: Gender-threatened men’s experience of gender role discrepancy, emotion activation, and pain tolerance. Psychology of Men & Masculinity, 18, 62-69. doi:10.1037/men0000036 Brescoll, V., & Uhlmann, E. (2008). Can an angry woman get ahead? status conferral, gender, and expression of emotion in the workplace . Psychological Science, 19, 268-275. Chaplin, T. (2015). Gender and emotion expression: A developmental contextual perspective. Emotion Review, 7, 21. doi:10.1177/1754073914544408 Chaplin, T., & Aldao, A. (2013). Gender differences in emotion expression in children: A meta-analytic review. Psychological Bulletin, 139, 735-765. Chaplin, T., Cole, P., & Zahn-Waxler, C. (2005). Parental socialization of emotion expression: Gender differences and relations to child adjustment. Emotion, 5, 80-88. Fischbach, A., Lichtenthaler, P., & Horstmann, N. (2015). Leadership and gender stereotyping of emotions: Think manager – think male? Journal of Personnel Psychology, 14, 153-162. Fischer, A. (2000). Gender and emotion: Social psychological perspectives. UK: Cambridge University Press. Fischer, A., Rodriguez Mosquera, P., via Vianen, A., & Manstead, A. (2004). Gender and culture differences in emotion. Emotion, 4, 87-94. doi:10.1037/1528-3542.4.1.87 Goldberg, A., & Garcia, R. (2016). Gender-typed behavior over time in children with lesbian, gay, and heterosexual parents. Journal of Family Psychology, 30, 854-865. doi:10.1037/fam0000226 Hess, U., Adams, R., & Kleck, R. (2004). Facial appearance, gender, and emotion expression. Emotion, 4, 378-388. Hess, U., & Thibault, P. (2009). Darwin and emotion expression. American Psychologist, 64, 120-128. Hill, C., & Gunderson, C. (2015). Resilience of lesbian, gay, and bisexual individuals in relation to social environment, personal characteristics, and emotion regulation strategies. Psychology of Sexual Orientation and Gender Diversity, 2, 232-252. doi:10.1037/sgd0000129 Johnson, G. (2009). Theories of emotion. Internet Encyclopaedia of Philosophy: A Peer-Reviewed Academic Resource, Kalokerinos, E., Greenaway, L., Pedder, D., & Margetts, E. (2014). Don’t grin when you win: The social costs of positive emotion expression in performance situations. Emotion, 14, 180-186. Krahn, K. (2015). Reel women: Gender stereotypes in film. Master's Theses and Doctoral Dissertations, Kring, A., & Gordon, A. (1998). Sex differences in emotion: Expression, experience, and physiology. Journal of Personality and Social Psychology, 74, 686-703. McCarty, M., Kelly, J., & Williams, K. (2014). The cognitive costs of the counter-stereotypic: Gender, emotion, and social presence. The Journal of Social Psychology, 154, 447-462. doi:10.1080/00224545.2014.933160 Monin, J., Martire, L., Schulz, R., & Clark, M. (2009). Willingness to express emotions to caregiving spouses. Emotion, 9, 101-106. Panjwani, N., Chaplin, T., Sinha, R., & Mayes, L. (2016). Gender differences in emotion expression in low-income adolescents under stress. Journal of Nonverbal Behaviour, 40, 117-132. doi:10.1007/s10919-015-0224-6 Salk, R., Hyde, J., & Abramson, L. (2017). Gender differences in depression in representative national samples: Meta-analyses of diagnoses and symptoms. Psychological Bulletin, 143, 783-822. doi:10.1037/bul0000102 Simon, R., & Nath, L. (2004). Gender and emotion in the united states: Do men and women differ in Self‐Reports of feelings and expressive behavior? American Journal of Sociology, 109, 1137-1176. doi:10.1086/382111 Smith, J. (2013). Normalizing male dominance: Gender representation in 2012 Films. Retrieved from https://griid.org/2013/02/12/normalizing-male-dominance-gender-representation-in-2012-films/ Thomassin, K., Marion, C., Venasse, M., & Shaffer, A. (2017). Specific coping strategies moderate the link between emotion expression deficits and nonsuicidal self-injury in an inpatient sample of adolescents. Child and Adolescent Psychiatry and Mental Health, 11 Valibeigi, B. (2015). Strong female characters are rarely strong and barely characters. Retrieved from https://www.themarysue.com/strong-female-characters/ van der Pol, L., Groeneveld, M., van Berkel, S., Endendijk, J., Hallers-Haalbloom, E., Bakermans-Kranenberg, M., & Mesman, J. (2015). Fathers’ and mothers’ emotion talk with their girls and boys from toddlerhood to preschool age. Emotion, 15, 854-864. }} == External links == * [https://www.youtube.com/watch?v=WeoLAMb9v1A&t=4s Pixar's ''Inside Out'' clip] - demonstrating emotions in men and women (sadness is in charge in the mother, anger is in charge in the father) * [https://www.youtube.com/watch?v=hc45-ptHMxo ''The Mask You Live In'' trailer] - documentary about toxic masculinity and how men struggle with expressing emotions * ''[https://www.youtube.com/watch?v=XoSfxJ0gJSk Why Don't Boys Cry?]'' - Buzzfeed video interviewing men about why men feel they aren't allowed to cry * [https://78.media.tumblr.com/3450dd10ae92c70986602f1774ee433c/tumblr_oxn7q38P4r1tovmb9o1_r1_400.gif GIF] - Great example of a male character exhibiting emotions, aka my actual words when I finished this assignment. [[Category:{{#titleparts:{{PAGENAME}}|3}}] [[Category:Motivation and emotion/Book/Emotion expression]] [[Category:Motivation and emotion/Book/Gender]] mxnoc95di8t0kk95pja9eiiasid1hns 11 222535 2831688 1673724 2026-09-06T08:39:47Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831688 wikitext text/x-wiki == Adding a list of themes == This page needs a list of the themes that can be used, so they can be chosen more easily. In the '''List of parameters''' section I propose to replace: {{code|<nowiki>* '''theme''': value 0 to </nowiki>}}'''14'''{{code|<nowiki>; specifies</nowiki>}} with {{code|<nowiki>* '''theme''': value 0 to </nowiki>}}'''16'''{{code|<nowiki>; specifies</nowiki>}}. Then at the foot of the section, we should add the following table: <noinclude><table> <tr><th colspan="2">List of themes</th></tr> <tr><td> {{projectbox|theme=1|icon=example.jpg|text='''Theme 1'''}} {{projectbox|theme=2|icon=example.jpg|text='''Theme 2'''}} {{projectbox|theme=3|icon=example.jpg|text='''Theme 3'''}} {{projectbox|theme=4|icon=example.jpg|text='''Theme 4'''}} {{projectbox|theme=5|icon=example.jpg|text='''Theme 5'''}} {{projectbox|theme=6|icon=example.jpg|text='''Theme 6'''}} {{projectbox|theme=7|icon=example.jpg|text='''Theme 7'''}} {{projectbox|theme=8|icon=example.jpg|text='''Theme 8'''}} </td> <td> {{projectbox|theme=9|icon=example.jpg|text='''Theme 9'''}} {{projectbox|theme=10|icon=example.jpg|text='''Theme 10'''}} {{projectbox|theme=11|icon=example.jpg|text='''Theme 11'''}} {{projectbox|theme=12|icon=example.jpg|text='''Theme 12'''}} {{projectbox|theme=13|icon=example.jpg|text='''Theme 13'''}} {{projectbox|theme=14|icon=example.jpg|text='''Theme 14'''}} {{projectbox|theme=15|icon=example.jpg|text='''Theme 15'''}} {{projectbox|theme=16|icon=example.jpg|text='''Theme 16'''}} </td></table></noinclude> What do you think? Cheers. [[User:Green Giant|Green Giant]] ([[User talk:Green Giant|discuss]] • [[Special:Contributions/Green Giant|contribs]]) 08:55, 25 April 2017 (UTC) :Fine with me. Ultimately, I'd like to see themes with a three-character indicator that would be RGB-based. <span style="background-color:#CCF;{{Text color default}};">For example, CCF would be a light blue</span>. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 12:12, 25 April 2017 (UTC) 7zh112d5ezi49lwvy8h67u542nmhfgm 1 226723 2831756 2337356 2026-09-06T10:16:54Z ShakespeareFan00 6645 2831756 wikitext text/x-wiki ==Comments== Hi U3068664, just a quick tip that you may find useful, you can quick start your chapter by downloading a template that will give you an initial structure for your chapter if you would like to. If you are interested in doing this check out the instructions in the purple box on the [[Motivation and emotion/Assessment/Chapter|Author guidelines]] page. Cheers --[[User:EmmaCane28|EmmaCane28]] ([[User talk:EmmaCane28|discuss]] • [[Special:Contributions/EmmaCane28|contribs]]) 11:49, 2 September 2017 (UTC) Test comment. ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 07:28, 6 September 2017 (UTC) Hey! I noticed you haven't started your Wikipedia page. Here is a link to a YOUTUBE tutorial that I found really helpful in the intial stages of constructing my page. https://www.youtube.com/watch?v=T_k_VbCDm2Y Goodluck --[[User:U3117399|U3117399]] ([[User talk:U3117399|discuss]] • [[Special:Contributions/U3117399|contribs]]) 02:40, 1 October 2017 (UTC) ==Feedback== I was just having a look at your chapter, it's really coming along! I really like your use of case studies, makes the chapter a lot more interesting. I would recommend that you make use of an image in the first part as the page is a little plain before you get to the first case study. That being said your page is really informative my only suggestions would be cosmetic. --[[User:Amelia Smith-Koppie|Amelia Smith-Koppie]] ([[User talk:Amelia Smith-Koppie|discuss]] • [[Special:Contributions/Amelia Smith-Koppie|contribs]]) 18:08, 19 October 2017 (UTC) ==Feedback== Hey there, your article is looking amazing, with heaps of info and lots of engaging information like the quiz and spot on Case studies. I just thought I'd give you the heads up in case you hadn't counted yet, that you appear to be over the word count (unless you're a grad student). Even if you are a grad, you appear to have another few points at the bottom of the page to make, as well as all of your references. Hope you see this in time, best of luck. Give me a heads up on my page if you want a hand culling the word count, it's a specialty :) [[User:RainbowUnicorn97|RainbowUnicorn97]] ([[User talk:RainbowUnicorn97|discuss]] • [[Special:Contributions/RainbowUnicorn97|contribs]]) 22.51 20 October 2017 (UTC) ==Heading casing== {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | FYI, the convention on [[Wikiversity]] is for <u>lower-cased headings</u>. For example, use: <nowiki>==Cats and dogs==</nowiki><br><br> rather than<br><br> <nowiki>==Cats and Dogs==</nowiki><br><br> -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:15, 15 October 2017 (UTC) |} <!-- Official topic development feedback --> {{METF/2017 |1= <!-- Title, sub-title, TOC --> # Not done at time of topic development submission |2= <!-- User page --> # Not created |3= <!-- Social contribution --> # None logged |4= <!-- Section headings --> # Not done at time of topic development submission # A section should contain either 0 or 2+ sub-sections - avoid having sections which contain 1 sub-section. # Sections which include sub-sections should also include an overview paragraph (which doesn't need a separate heading) before branching into the sub-headings. |5= <!-- Key points--> # Not done at time of topic development submission # Consider including wiki links for key terms to relevant Wikipedia articles to help make the text more interactive |6= <!-- Image --> # Not done at time of topic development submission |7= <!-- References --> # Not done at time of topic development submission |8= <!-- Resources --> # Not done at time of topic development submission }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:15, 15 October 2017 (UTC) == Multimedia presentation == Hey. Not sure if you've been marked yet, but I removed a misplaced line above your title. Also, if you haven't been marked for the multimedia presentation, yours is set to private and can't be viewed. That may be totally intentional, but just heads-up in case it's not. Cheers. == Feedback == Hey there! I know I am a little late to give feedback, but just in case you had any interest in touching up your topic to put in to a portfolio or anything; I thought it still might be useful to leave some comments I had! This is a very interesting topic that you chose. Firstly, Id like to suggest potentially adding in some additional hyperlinks to wikipedia pages - it really helps the reader understand key terms. For instance, if you added in a few hyperlinks to key words like "motivation" and "Depression" that would be great backreading for a reader. I hope you dont mind, but I added in a few hyperlinks to explain what I mean! Feel free to delete them if you wish. I love you use of case studies and how they are centred in the middle of the page - it really draws attention to them. I found an article which may be beneficial for readers - you could potentially link it to external links, or add it in to your chapter somehwere else. It's APA formatted reference is below. It was a questionnaire based study examining mood and anxiety, depressive symptoms, conditional goal setting and BIS and BAS. Results mainly coaligned with hypotheses in that depression and anxiety impacted goal setting and motivation. * Dickson, J., Johnson, S., Huntley, C., Peckham, A., & Taylor, P. (2017). An integrative study of motivation and goal regulation processes in subclinical anxiety, depression and hypomania. ''Psychiatry Research, 256'', 6-12. doi:10.1016/j.psychres.2017.06.002 I hope some of this information is useful! Good luck with your final grade [[User:Demibree|Demibree]] ([[User talk:Demibree|discuss]] • [[Special:Contributions/Demibree|contribs]]) 22:40, 18 November 2017 (UTC) ==Heading casing== {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | FYI, the convention on [[Wikiversity]] is for <u>lower-cased headings</u>. For example, use: <nowiki>==Cats and dogs==</nowiki><br><br> rather than<br><br> <nowiki>==Cats and Dogs==</nowiki><br><br> -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:37, 20 November 2017 (UTC) |} <!-- Official book chapter feedback --> {{MEBF/2017 |1= <!-- Overall comments... --> # Overall, this is a basic, but sufficient chapter. # This chapter was well over the maximum word count, therefore the quiz questions onwards were ignored for marking purposes. A simple way to reduce word count would be to reduce the amount of preliminary material on background concepts, and to concentrate more directly on the ''relationship'' between the two target constructs (depression and motivation to study). # For additional feedback, see [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2017%2FDepression_and_study_motivation&type=revision&diff=1783361&oldid=1782860 these copyedits]. |2= <!-- Theory comments... --> # There was unnecessary generic theoretical material (SDT, goal orientation, expectancy theory, and learned helplessness) presented in the first half of the chapter which was not clearly related to the two target constructions. Discussion of attribution theory was better because it was related to education, but not to depression. Consequently, the directly relevant material for addressing the topic doesn't start until about half-way through the chapter with the section called "Depression and study motivation". # Explain - what do Case Study A and B illustrate and how are they connected to the chapter topic? These case studies would be more useful if they illustrated scenarios involving depression and study motivation. # It was good to see some effort towards offering practical, take-home messages. However, copying these from Headspace doesn't indicate how these recommendations have been derived from the author's integration of primary theory and research sources and these tips are not specific to the topic - depression and study motivation. # The Conclusion is under-developed. |3= <!-- Research comments... --> # A basic description of relevant research is provided. # Some statements were unreferenced - see the {{fact}} tags # When describing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship. # Greater emphasis on major reviews and meta-analyses would be helpful. |4= <!-- Written expression comments... --> # Written expression ## Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences. ## Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. ## Write in third person perspective, rather than first person perspective, unless you wish to present yourself as an example/case study. ## Some of the bullet-points should have been in full paragraph format. # Layout # Sections which include sub-sections should also include an overview paragraph (which doesn't need a separate heading) before branching into the sub-headings. ## See earlier comments about [[#Heading casing|heading casing]] # Learning features ## Adding more [[m:Help:Interwiki linking|interwiki links]] would make the text more interactive. ## Limited use of See also - e.g., no links to relevant other book chapters are provided ## External links are all Australian-focused - only 0.33% of the world population are Australian; instead, write the chapter for an international audience ## Limited use of images. ## Figure 2 is too small to be easily readable. # Spelling, grammar and proofreading ## Check and correct consistency of capitalisation e.g., for Self-determination Theory ## Use Australian spelling e.g., hypothesize -> hypothesise ## Check and correct use of [https://www.google.com.au/search?q=grammar+that+vs+who&oq=grammar+that+vs+who&aqs=chrome..69i57j0l5.5843j0j7&sourceid=chrome&ie=UTF-8 that vs. who] ## Spelling can be improved - see the {{spelling}} tags. # APA style ## Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numbers (e.g., 10) ## Citations ### A comma is needed before "&" for citations involving three or more authors ### Check and correct formatting for et al. ### Check and correct APA style for citing sources with six or more authors ### Use ampersand (&) inside brackets and "and" outside brackets. ## References are not in full APA style e.g., ### Check and correct capitalisation ### Check and correct italicisation ### See [http://blog.apastyle.org/apastyle/2014/07/how-to-use-the-new-doi-format-in-apa-style.html new doi format] ### Do not include issue numbers for journals which are continuously numbered within volumes. }} {{MEMF/2017 |1= <!-- Overall --> # Overall, this presentation is problematic because it provides visual slides with text, but no auditory narration. |2= <!-- Structure and content --> # The topic title and sub-title does not match the book chapter. # Well structured. # Consider including key citations. # Consider providing examples or a case study. |3= <!-- Communication --> # Increase the font size for more effective visual communication. # No auditory communication was provided {{sad}}. # Consider using images. |4= <!-- Production quality --> # This is not a multimedia presentation - it is a pdf slidedeck uploaded to slideshare. # Provide a link back to the book chapter. # Indicate the copyright license for the presentation. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:09, 1 December 2017 (UTC) == errors == fixed spelling? tag and rewrite to improve clarity sentence --[[User:Brianna Meddemmen|Brianna Meddemmen]] ([[User talk:Brianna Meddemmen|discuss]] • [[Special:Contributions/Brianna Meddemmen|contribs]]) 14:37, 17 October 2021 (UTC) rnfka9i8q61l978yqerkpr18nmot9gy 0 228855 2831768 2534880 2026-09-06T10:48:14Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831768 wikitext text/x-wiki <noinclude>{{WikiJHum top menu}}{{WikiJHum right menu}} {{:WikiJournal User Group/Potential upcoming articles}} ---- The table below is generated from the records on Wikidata, with the exception of the <span style="color:#006930">'''''Notes'''''</span> column, which can be <span class="plainlinks">[https://en.wikiversity.org/wiki/{{PAGENAMEE}}?veaction=edit '''edited in Visual Editor''']</span> </noinclude> {| class="wikitable sortable" ! style="border-top:1px solid transparent;border-left:1px solid transparent;border-bottom:1px solid transparent; background-color:white;{{Text color default}};"| Stage ! Wikidata !style="width:300px"| Article ! Submission ! Editors ! Reviewers ! DOI ! PDF ! WP !style="background:#99DFB9;{{Text color default}};"|''Notes'' <span class="plainlinks" style="font-weight:normal;">[[https://en.wikiversity.org/wiki/WikiJournal_of_Humanities/Potential_upcoming_articles?veaction=edit edit]]</span> |- |{{Article in processing|Q100400709}} || |- |{{Article in processing|Q100400710}} || |- |{{Article in processing|Q99557809}} ||updated after FA promotion |- |{{Article in processing|Q100400716}} || Author plans to continue working on revision |- |{{Article in processing|Q99706473}} || |- |{{Article in processing|Q100400717}} || |- |{{Article in processing|Q106806074}} || Author intends to complete revision by Jan 2023 |- |{{Article in processing|Q107417356}} || |- |{{Article in processing|Q107656545}} || |- |{{Article in processing|Q110515396}} || |- |{{Article in processing|Q111719531}} || |- |{{Article in processing|Q118697940}} || |- |{{Article in processing|Q119459656}} || <!------- insert new row above this line -------> |} + <span class="plainlinks">[[https://en.wikiversity.org/wiki/WikiJournal_of_Humanities/Potential_upcoming_articles?action=edit edit]]</span> using article Q number (needs to be done in source editor)<noinclude> '''{{#tag:CategoryTree|Articles currently submitted to {{ROOTPAGENAME}} for peer review‎|depth=0|showcount=on|mode=all}}''' '''{{#tag:CategoryTree|Article preprints not yet submitted to {{ROOTPAGENAME}} for peer review|depth=0|showcount=on|mode=all}}''' [[Category:Article preprints not yet included in {{ROOTPAGENAME}}]] [[Category:WikiJournal Preprints]] [[Category:{{ROOTPAGENAME}}]] </noinclude> d0gegq0r24fddhew5l6xf26r2gw0pjh 0 236766 2831766 2785357 2026-09-06T10:46:08Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831766 wikitext text/x-wiki == Draft rewrite of lead to [[wikipedia:surface tension|surface tension]] == '''Surface tension''' is an effect within the surface layer of a [[wikipedia:liquid|liquid]] that causes that layer to behave as an elastic sheet. It allows [[wikipedia:insect|insects]], such as the [[wikipedia:water strider|water strider]], to walk on [[wikipedia:water|water]]. It allows small metal objects such as needles, razor blades, or foil fragments to float on the surface of water, and it is the cause of [[wikipedia:capillary action|capillary action]]. Whenever a raindrop falls, or a child splashes in a swimming pool, or a cleaning agent is mixed with water, or an alcoholic beverage is stirred in a glass, the effects of surface tension are visible. The physical and chemical behavior of liquids cannot be understood without taking surface tension into account. It governs the shape that small masses of liquid can assume and the degree of contact a liquid can make with another substance. Applying [[wikipedia:Newtonian physics|Newtonian physics]] to the forces that arise owing to surface tension accurately predicts many liquid behaviors that are so commonplace that most people take them for granted. Applying [[wikipedia:thermodynamics|thermodynamics]] to those same forces further predicts other more subtle liquid behaviors. ; end of draft rewrite of lead The main '''[[wikipedia:surface tension|surface tension]]''' article provides coverage of this physical phenomenon at a descriptive level. But a deeper understanding is available only through the application of mathematics and thermodynamics. This supplement provides a beginner's development of that understanding. Most of the material should be accessible to readers who have mastered high school algebra and basic physics. Some of it also requires first semester calculus. == Basic Force Description == As described in the [[wikipedia:surface tension|main article]], due to surface tension, bodies of liquid behave as if their surfaces were covered with an elastic sheet. So it is useful to understand the basic nature of tension in a two-dimensional surface. Tension in a surface is the two-dimensional analog to tension in a string (one dimension) or to stress in a solid body (three dimensions). Observe that stress in a solid has units of <math>\scriptstyle f\ \mathrm{per}\ x^2</math> (where <math>\scriptstyle f</math> is force and <math>\scriptstyle x</math> is length) and tension in a string has units of <math>\scriptstyle f\ \mathrm{per}\ x^0</math> (that is, simply a force). So it is reasonable to expect that tension in a surface should have units of <math>\scriptstyle f\ \mathrm{per}\ x^1</math>, or force per unit length. This becomes clearer by imagining a surface under tension being cut in half and the halves stitched back together along a seam. If the tension in the surface is uniform, forces will be evenly distributed along the seam. So the seam feels a force per unit length of seam, and those forces are parallel to the surface but normal to the seam. If a stressed rubber sheet has two such seams that cross at right angles to each other, it is easy to imagine a situation where the tension felt by one of the seams differs from that felt by the other. Hence, to fully describe the tension in a surface requires a vector of two elements, one for each of two tension axes. But for ordinary liquids, the surface tension in the two axes will always be identical. Indeed the surface tension will be uniform over the entire surface of the liquid provided that the liquid itself is uniform, and the material its surface contacts is uniform over the entire surface. Hence a single scalar can be used to describe the surface tension over the entire liquid surface. === The Effect of Curveture on a Tensioned Surface === [[File:CurvedSurfaceTension.png|right|thumb|385x385px|Tension forces on a small patch of curved surface.]] The '''Young-Laplace surface tension equation''' relates curveture and tension of a surface with the pressure differential across the surface. It applies not only to liquid surface tension, but to any curved surface under tension, a toy balloon for example. The diagram shows a tiny rectangular patch cut from a curved surface. For discussion, we consider left-right to be the ''x'' axis, and front-back to be the ''y'' axis. Surface tension forces are shown at each of the four edges. Each is parallel to the surface and normal to its respective edge. These outward forces hold the patch to the surface it is cut from. The curving in each axis is assumed to be circular, with a radius of curveture in the ''x'' axis of <math>\scriptstyle R_x</math> and in the ''y'' axis of <math>\scriptstyle R_y</math>. By balancing the forces in this diagram we can deduce the Young-Laplace surface tension equation: :: <math>\Delta P\ =\ \gamma \left( \frac{1}{R_x} + \frac{1}{R_y} \right)</math> If the patch were perfectly flat, then <math>\scriptstyle F_L</math> would exactly cancel <math>\scriptstyle F_R</math>, and <math>\scriptstyle F_F</math> would exactly cancel <math>\scriptstyle F_B</math>. But because the surface curves, each of the four forces has a component toward the interior. We find those components by comparing each force arrow with the plane that is tangent to the patch at its center. The component toward the interior is that part of each force that is normal to that tangent plane. In the left-right direction, the radian arc-angle spanned by the patch is <math>\scriptstyle \delta\theta_x</math> and in the front-back direction the arc-angle spanned is <math>\scriptstyle \delta\theta_y</math>. Arc angle from the center of the patch to each edge is half of the respective arc-angle. The sines of each of the half-angles times each respective force give the components of the four forces normal to the tangent plane. Adding up the normal components of all four forces on the patch of surface: :: <math>F_{normal}\ =\ \sin{\left(\frac{\delta \theta_y}{2}\right)}F_F + \sin{\left(\frac{\delta \theta_y}{2}\right)}F_B + \sin{\left(\frac{\delta \theta_x}{2}\right)}F_L + \sin{\left(\frac{\delta \theta_x}{2}\right)}F_R</math> Since the <math>\scriptstyle \delta \theta</math> values are infinitesimal, we can substitute the approximation, <math>\scriptstyle \sin{\left(\frac{\delta \theta}{2}\right)}\ =\ \frac{\delta \theta}{2}</math>. The normal force total becomes: :: <math>F_{normal}\ =\ \frac{\delta \theta_y}{2}F_F + \frac{\delta \theta_y}{2}F_B + \frac{\delta \theta_x}{2}F_L + \frac{\delta \theta_x}{2}F_R</math> Since each of the four forces is equal to the surface tension times the length of its respective edge, we have, for example, <math>\scriptstyle F_L\ =\ \gamma R_y \delta \theta_y</math>. So :: <math>F_{normal}\ =\ \frac{\delta \theta_y}{2}\gamma R_x \delta \theta_x + \frac{\delta \theta_y}{2}\gamma R_x \delta \theta_x + \frac{\delta \theta_x}{2}\gamma R_y \delta \theta_y + \frac{\delta \theta_x}{2}\gamma R_y \delta \theta_y</math> or equivalently: :: <math>F_{normal}\ =\ \delta \theta_y \gamma R_x \delta \theta_x\ +\ \delta \theta_x \gamma R_y \delta \theta_y</math> Observe that the area of the patch is <math>\scriptstyle A\ =\ R_x \delta \theta_x R_y \delta \theta_y</math>. When <math>\scriptstyle F_{normal}</math> is divided by the area, the quotient yields the pressure differential required to balance the normal force total. :: <math>\frac{F_{normal}}{A}\ =\ \Delta P\ =\ \gamma \left(\frac{R_x + R_y}{R_x R_y}\right)</math> which is algebraically equivalent to the Young-Laplace equation given above. == Balance of Forces at the Contact Point == Since no liquid can exist in a perfect vacuum, the surface of any liquid is an interface between that liquid and some other medium. The top surface of a pond, for example, is an interface between the pond water and the air. Surface tension, then, is not a property of the liquid alone, but a property of the liquid's interface with another medium. If a liquid is in a container, then besides the liquid/air interface at its top surface, there is also an interface between the liquid and the walls of the container. The surface tension between the liquid and air is usually different (greater than) its surface tension with the walls of a container. And where the two surfaces meet, their geometry must be such that all forces balance. [[File:SurfTensionContactAngle.svg|right|thumb|255x255px|Forces at contact point shown for contact angle greater than 90° (left) and less than 90° (right)]] Where the two surfaces meet, they form a ''[[wikipedia:contact angle|contact angle]]'', <math>\scriptstyle \theta</math>. The diagram to the right shows two examples. The example on the left is where the liquid/solid surface tension, <math>\scriptstyle \gamma_{\mathrm{ls}} </math>, is less than the liquid/air surface tension, <math>\scriptstyle \gamma_{\mathrm{la}} </math>, but is nevertheless positive, that is : <math>\gamma_{\mathrm{la}}\ >\ \gamma_{\mathrm{ls}}\ >\ 0</math> In the diagram, both the vertical and horizontal forces must cancel exactly at the contact point. The horizontal component of <math>\scriptstyle f_\mathrm{la}</math> is canceled by the adhesive force, <math>\scriptstyle f_\mathrm{A}</math>. : <math>f_\mathrm{A}\ =\ f_\mathrm{la} \sin \theta</math> The more telling balance of forces, though, is in the vertical direction. The vertical component of <math>\scriptstyle f_\mathrm{la}</math> must exactly cancel the force, <math>\scriptstyle f_\mathrm{ls}</math>. : <math>f_\mathrm{ls}\ =\ -f_\mathrm{la} \cos \theta</math> {| class="toccolours" border="1" style="float: right; clear: right; margin: 0 0 1em 1em; border-collapse: collapse;" |Liquid |Solid |Contact angle |- |water | rowspan="6" | {| |soda-lime glass |- |lead glass |- |fused quartz |} | rowspan="6" style="text-align:center;" |0° |- |[[wikipedia:ethanol|ethanol]] |- |[[wikipedia:diethyl ether|diethyl ether]] |- |[[wikipedia:carbon tetrachloride|carbon tetrachloride]] |- |[[wikipedia:glycerol|glycerol]] |- |[[wikipedia:acetic acid|acetic acid]] |- | rowspan="2" |water |paraffin wax | style="text-align:center;" |107° |- |silver | style="text-align:center;" |90° |- | rowspan="3" |[[wikipedia:methyl iodide|methyl iodide]] |soda-lime glass | style="text-align:center;" |29° |- |lead glass | style="text-align:center;" |30° |- |fused quartz | style="text-align:center;" |33° |- |[[wikipedia:mercury (element)|mercury]] |soda-lime glass | style="text-align:center;" |140° |- | colspan="3" style="text-align:center;" |'''Some liquid/solid contact angles'''<ref name="sz">Sears, Francis Weston; Zemansky, Mark W. ''University Physics, 2nd ed.'' Addison-Wesley 1955</ref> |} Since the forces are in direct proportion to their respective surface tensions, we also have : <math>\gamma_\mathrm{ls}\ =\ -\gamma_\mathrm{la} \cos \theta</math> This means that although the liquid/solid surface tension, <math>\scriptstyle \gamma_\mathrm{ls}</math>, is difficult to measure directly, it can be inferred from the easily measured contact angle, <math>\scriptstyle \theta</math>, if the liquid/air surface tension, <math>\scriptstyle \gamma_\mathrm{la}</math>, is known. This same relationship exists in the diagram on the right. But in this case we see that because the contact angle is less than 90°, the liquid/solid surface tension must be negative: : <math>\gamma_\mathrm{la}\ >\ 0\ >\ \gamma_\mathrm{ls}</math> Observe that in the special case of a water/silver interface where the contact angle is equal to 90°, the liquid/solid surface tension is exactly zero. Another special case is where the contact angle is exactly 180°. Water with specially prepared [[wikipedia:Teflon|Teflon]]&#xAE; is an example of this. Contact angle of 180° occurs when the liquid/solid surface tension is exactly equal to the liquid/air surface tension. : <math>\gamma_{\mathrm{la}}\ =\ \gamma_{\mathrm{ls}}\ >\ 0\qquad \theta\ =\ 180^\circ</math> == Bubble Physics == [[File:HalfOfBubble.png|right|thumb|255x255px|Surface forces at the equatorial crossection of a bubble.]] Using the analysis of surface tension forces as detailed in previous sections, it is possible to understand the behavior of [[wikipedia:soap bubble|soap bubbles]]. The diagram shows a soap bubble cut in half along its equator. By cutting along the equator, the crossectional plane is normal to the bubble's surface. Surface tension forces act parallel to the bubble's surface, as shown by the arrows in the diagram. The total surface tension force is equal to the surface tension, <math>\scriptstyle \gamma</math>, times the circumference: : <math>f_{st}\ =\ \gamma 2 \pi R</math> where <math>\scriptstyle R</math> is the radius of the bubble. The upward component of the force due to internal pressure of the bubble must exactly cancel <math>\scriptstyle f_{st}</math>. The upward pressure force is equal to the pressure difference (between interior and exerior), <math>\scriptstyle \Delta P</math>, times the crossectional area: : <math>f_{P}\ =\ \Delta P \pi R^2</math> Setting the two forces equal to each other and solving for <math>\scriptstyle \Delta P</math>, yields : <math>\Delta P\ =\ \frac{2\gamma}{R}</math> which is consistent with the Young-Laplace equation. [[File:TwoBubblesWcommonSurface.png|right|thumb|255x255px|Two equal-sized soap bubbles sharing a common surface]] Anybody who has played soap bubble solution has seen the phenomenon of two bubbles fused together. The same method used to compute contact angle in the previous section also solves the for the angle where two bubbles are joined. The diagram shows three forces meeting at the joining point. Since all three surface tensions are equal, it follows that all three forces are equal. If <math>\scriptstyle f</math> is that force and <math>\scriptstyle \theta</math> is the angle between the downward force and either of the two diagonal forces, then, balancing the downward force with the vertical components of the two upward forces: : <math>f + f \cos \theta + f \cos \theta\ =\ 0</math> Dividing out <math>\scriptstyle f</math>, and dividing by two: : <math>\frac{1}{2}\ =\ -\cos \theta</math> or <math>\scriptstyle \theta\ =\ 120^\circ</math>. Even if the bubbles are of unequal size the fact remains that the three forces must be equal, so no matter what the bubble sizes are, the angle between the common surface and either of the individual surfaces must be 120°. If the two bubbles are the same size, then the pressures on either side of the common surface are equal. In that case the Young-Laplace equation predicts that the radius of curveture of the common surface is infinite -- in other words, the common surface is flat. If the bubble sizes are unequal, then the pressures on either side of the common surface are also unequal, with the smaller bubble having the higher pressure. In this case, <math>\scriptstyle \Delta P</math> is that pressure difference, and the Young-Laplace equation predicts that the common surface will curve outward from the smaller bubble and into the larger bubble. == Minimization of Potential Energy == By analyzing the amount of work it takes to increase the size of a surface under tension, it is possible to see the equivalence between surface tension as force per unit length and as energy per unit area. A rectangular film of soap solution with dimensions, <math>\scriptstyle L</math> by <math>\scriptstyle W</math> exerts an inward of force of <math>\scriptstyle \gamma L</math> on each of the <math>\scriptstyle L</math> length sides and <math>\scriptstyle \gamma W</math> on each of the <math>\scriptstyle W</math> length sides. So to increase the length of the rectangle by an amount, <math>\scriptstyle \Delta L</math>, it is necessary to pull against the force, <math>\scriptstyle \gamma W</math> over a distance of <math>\scriptstyle \Delta L</math>. The total work done is the product of these two, <math>\scriptstyle \Delta U\ =\ \gamma W \Delta L</math>. The increase in area of the film is <math>\scriptstyle \Delta A\ =\ W \Delta L</math>. Hence the work done to increase the area of the film is <math>\scriptstyle \Delta U\ =\ \gamma \Delta A</math>. From this we can see that surface tension, <math>\scriptstyle \gamma</math>, is not only force per unit length, it is also work per unit area. Note that the work done on the surface is reversible. That is, if you then shrink the area of the film by the same <math>\scriptstyle \Delta A</math>, the film gives back the exact amount of work it took to expand it in the first place. This means that when we stretch a surface, increasing its area, the work that it takes to do this is stored in the surface as potential energy. Nature tries to find configurations that have minimal potential energy. An example of this is a weight hanging from a spring. Stretching the spring downward increases its potential energy. Lowering the weight decreases its potential energy. If left to its own devices, the weight-spring system will come to rest so that the sum of the potential energy of the weight and that of the spring is minimal. The same thing happens with surface tension. Clearly the potential energy of a liquid's surface is minimized when its surface area is minimized. But the liquid also has mass, and under the influence gravity, that mass finds its minimal potential energy when its center of mass is lowest. By finding a compromise between surface energy and other contributions to potential energy, it is possible to solve for the behavior of liquids in a container or on a horizontal surface. In the following sections we solve for minimal potential energy to discover some of the effects of surface tension. == Behavior of Pools of Liquid == === Developement of the Thickness Formula === The [[wikipedia:surface tension#Pool_of_Liquid_on_a_Nonadhesive_Surface|Pool of Liquid on a Nonadhesive Surface]] section of the main article explains that a liquid on a non-adhesive horizontal surface will spread out only so far before its spread is limited by surface tension. We can find out just how far it can spread simply by applying the minimization of potential energy principle. The simplest case is where the surface tension where the liquid is in contact with the surface is the same as the surface area elsewhere (contact angle = 180°). If the pool is big, we are justified in ignoring the area of the edges of the pool and take into account just the top and bottom side area. Experience also tells us that if the pool is big enough, its depth is more or less constant (except very near the edges). If <math>\scriptstyle V</math> is the volume of liquid in the pool and <math>\scriptstyle h</math> is the nearly constant depth, then the top and bottom areas are each approximated very well by <math>\scriptstyle \frac{V}{h}</math>, for a total area of <math>\scriptstyle 2\frac{V}{h}</math>. We multiply that by the surface tension, <math>\scriptstyle \gamma</math>, to get the surface energy. The center of mass of the pool will be at a height of <math>\scriptstyle \frac{h}{2}</math> above the bottom of the pool. The total mass of the pool is <math>\scriptstyle \rho V</math> (where <math>\scriptstyle \rho</math> is the liquid's mass-density). So the gravitational potential energy is of the entire pool is <math>\scriptstyle \frac{1}{2}g \rho V h</math>. The total potential energy, <math>\scriptstyle U</math>, then is : <math>U(h)\ =\ 2\gamma\frac{V}{h}\ + \ \frac{1}{2}g \rho V h</math> To minimize <math>\scriptstyle U(h)</math>, we solve for its derivative, <math>\scriptstyle \frac{dU}{dh}\ =\ 0</math>. : <math>\frac{dU}{dh}\ =\ 0\ =\ -2\gamma\frac{V}{h^2}\ + \ \frac{1}{2}g \rho V</math> Dividing out <math>\scriptstyle V</math> and solving for <math>\scriptstyle h</math> gives: : <math>h\ =\ 2\sqrt{\frac{\gamma}{g\rho}}</math> Doing this same calculation with differing surface tensions, <math>\scriptstyle \gamma_\mathrm{la}</math> and <math>\scriptstyle \gamma_\mathrm{ls}</math> (that is for contact angle &#x3C; 180°), for the liquid/air and liquid/solid interfaces (that is for top surface and bottom surface respectively), you get: : <math>h\ =\ \sqrt{\frac{2\left(\gamma_\mathrm{la} + \gamma_\mathrm{ls}\right)}{g\rho}}</math> and substituting the contact angle formula into the above: : <math>h\ =\ \sqrt{\frac{2\gamma_\mathrm{la}\left(1 - \cos{\theta} \right)}{g\rho}}</math> === Shape of the Edge of a Pool === ==== Author's Notes ==== '''[The version below of this section is not even a draft -- it's just a copy of the author's notes]''' [[File:SurfTensionEdgeOfPool.png|right|thumb|374x374px|(insert caption here)]] {| style="margin:0 auto 0 0; width:75%" |<math>\gamma \frac{-\frac{d^2x}{dh^2}}{\left(1 + \left(\frac{dx}{dh}\right)^2\right)^\frac{3}{2}}\ =\ g\rho \left(H - h\right)</math><math>\mathrm{Integrating}\ -\gamma\frac{\frac{dx}{dh}}{\sqrt{1 + \left(\frac{dx}{dh}\right)^2}}\ =\ g\rho \left(Hh - \frac{1}{2}h^2\right) + C</math> <math>\mathrm{Thickness\ equation}\ H\ =\ 2\sqrt{\frac{\gamma}{g\rho}}</math> <math>-\gamma\frac{\frac{dx}{dh}}{\sqrt{1 + \left(\frac{dx}{dh}\right)^2}}\ =\ g\rho \left(2h\sqrt{\frac{\gamma}{g\rho}} - \frac{1}{2}h^2\right) + C</math> <math>\mathrm{Solving\ boundary\ condition:}</math> : <math>-\gamma\frac{\frac{dx}{dh}}{\sqrt{1 + \left(\frac{dx}{dh}\right)^2}}\ =\ g\rho \left(2h\sqrt{\frac{\gamma}{g\rho}} - \frac{1}{2}h^2\right) - \gamma</math> <math>\mathrm{Dimensionless}\ \frac{-\frac{dx}{dh}}{\sqrt{1 + \left(\frac{dx}{dh}\right)^2}}\ =\ 2h\sqrt{\frac{g\rho}{\gamma}} - \frac{1}{2}\frac{g\rho h^2}{\gamma} - 1</math> <math>\mathrm{In}\ H:\ \frac{-\frac{dx}{dh}}{\sqrt{1 + \left(\frac{dx}{dh}\right)^2}}\ =\ 4\frac{h}{H} - 2\left(\frac{h}{H}\right)^2 - 1</math> <math>\mathrm{Normalized:}\ \frac{\frac{dx}{dy}}{\sqrt{1 + \left(\frac{dx}{dy}\right)^2}}\ =\ 2y^2 - 4y + 1</math> <math>\mathrm{Isolate}\ \frac{dx}{dy}\ =\ \frac{2y^2 - 4y + 1}{\sqrt{1 - \left(2y^2 - 4y + 1\right)^2}}</math> <math>\mathrm{Factoring}\ \frac{dx}{dy}\ =\ \pm\frac{2y^2 - 4y + 1}{2\left(y-1\right)\sqrt{-y(y-2)}}</math> <math>\mathrm{Subst}\ \frac{dx}{du}\ =\ \pm\frac{2\left( u+1\right)^2 -4\left( u+1\right) + 1}{2u\sqrt{1-u^2}}</math> <math>\mathrm{Simplify}\ \frac{dx}{du}\ =\ \pm\frac{2u^2 - 1}{2u\sqrt{1-u^2}}\ =\ \pm\left(\frac{\sqrt{1-u^2}}{u} + \frac{1}{2u\sqrt{1-u^2}}\right)</math> <math>=\ \pm\left(\frac{u}{\sqrt{1-u^2}} - \frac{1}{2u\sqrt{1-u^2}}\right)</math> <math> \mathrm{Integrating:}\ </math> : <math>x\ =\ \pm\left(-\sqrt{1-u^2}\ -\ \frac{1}{2}\ln{|u|} + \frac{1}{2}\ln{\left(\sqrt{1-u^2} + 1\right)}\right) + C</math> <math> \mathrm{Combining\ logs:}\ </math> : <math>x\ =\ \pm\left(-\sqrt{1-u^2}\ + \frac{1}{2}\ln{\left(\sqrt{\frac{1}{u^2}-1} + \frac {1} {u}\right)}\right) + C =</math> : <math>x\ =\ \pm\left(-\sqrt{1-u^2}\ + \frac{1}{2}\cosh^{-1}{\left( \frac {1} {u}\right)}\right) + C</math> '''Note:''' The last equation agrees with {{cite book |title=Capillary and Wetting Phenomena -- Drops, Bubbles, Pearls, Waves |author=Pierre-Gilles de Gennes |author2=Françoise Brochard-Wyart |author3=David Quéré |publisher=Springer |year=2002 |isbn=0-387-00592-7 |translator=Alex Reisinger }} eq. 2.21. |} <math>\scriptstyle h</math> is the height, which is the independent variable. <math>\scriptstyle x</math> is the horizontal position of the pool's edge, which is the dependent variable. <math>\scriptstyle H</math> is the max thickness of the pool. First equation has curveture on the left and pressure on the right as a function of <math>\scriptstyle h</math>. We integrate curveture to get an equation for the slope of the curve. We replace <math>\scriptstyle H</math> with the expression for the thickness. We know that at <math>\scriptstyle h\ =\ 0</math> and at <math>\scriptstyle h\ =\ H</math> that <math>\scriptstyle \frac{dx}{dh}\ =\ \pm\infty</math> (respectively). In the limit, the left side is equal to <math>\scriptstyle -\gamma</math> for <math>\scriptstyle h\ =\ 0</math>. We find that <math>\scriptstyle C\ =\ -\gamma</math> solves this boundary condition. Near the other boundary of <math>\scriptstyle h\ =\ H</math> we know that <math>\scriptstyle \frac{dx}{dh}\ \mathrm{goes\ to}\ -\infty</math>, and we find that <math>\scriptstyle C\ =\ -\gamma</math> also solves this boundary condition. Solving for <math>\scriptstyle \frac{dx}{dh}\ =\ 0</math>, we get <math>\scriptstyle h\ =\ H\left(1 - \frac{\sqrt{2}}{2}\right)</math> Normalizing <math>\scriptstyle x</math> to units of <math>\scriptstyle H</math> and letting <math>\scriptstyle y = \frac{h}{H}</math>, we get a normalized equation from which it is easy to isolate <math>\scriptstyle \frac{dx}{dy}</math> to one side. Amazingly it is possible to integrate the right-hand side without resorting to special functions. This is because the polynomial, <math>\scriptstyle P(y)\ =\ 2y^2 - 4y + 1</math> is equal to <math>\scriptstyle 1</math> at <math>\scriptstyle y\ =\ 1</math>, where <math>\scriptstyle P</math> also has a critical point. Hence its square also is equal to <math>\scriptstyle 1</math> and has a critical point here too. This means that the expression under the radical has a double root at <math>\scriptstyle y\ =\ 1</math>, which we can divide out of the radical although whether we are dividing out <math>\scriptstyle y-1</math> or <math>\scriptstyle 1-y</math> remains unclear at this point). Making an elementary substitution of <math>\scriptstyle u\ =\ y-1</math>, and simplifying, it can be integrated using methods taught in 1st year calculus. Two equivalent forms of the final integrand are shown. Both have poles, as expected, at <math>\scriptstyle u\ =\ 0</math> (equivalent to <math>\scriptstyle h\ =\ H</math>, which is the limiting value at the top surface) and at <math>\scriptstyle u\ =\ -1</math> (equivalent to <math>\scriptstyle h\ =\ 0</math>, which is the limiting value at the bottom surface). The final integral of this is shown on the last line of the calculations, and has the correct characteristics expected of the pool-edge curve. == The break up of streams of liquid into drops == [[File:SurfTensWavyJet.png|right|thumb|370x370px|Intermediate stage of a jet breaking into drops. Radii of curveture in the axial direction are shown.]] In day to day life we all observe that a stream of water emerging from a faucet will break up into droplets, no matter how smoothly the stream is emitted from the faucet. This is due to a phenomenon called the [[wikipedia:Plateau-Rayleigh instability|Plateau-Rayleigh instability]].<ref name="cwp">{{cite book |title=Capillary and Wetting Phenomena -- Drops, Bubbles, Pearls, Waves |author=Pierre-Gilles de Gennes |author2=Françoise Brochard-Wyart |author3=David Quéré |publisher=Springer |year=2002 |isbn=0-387-00592-7 |translator=Alex Reisinger }}</ref> The explanation of this instability begins with the existence of tiny perturbations in the stream. These are always present, no matter how smooth the stream is. If the perturbations are resolved into [[wikipedia:sinusoidal|sinusoidal]] components, we find that some components grow with time while others decay with time. Among those that grow with time, some grow at faster rates than others. Whether a component decays or grows, and how fast it grows is entirely a function of its wave number (how many peaks and troughs per centimeter) and the radius of the cylindrical stream. The diagram to the right shows an exaggeration of a single component. By assuming that all possible components exist initially in roughly equal (but minuscule) amplitudes, the size of the final drops can be predicted by determining by wave number which component grows the fastest. As time progresses, it is the component whose growth rate is maximum that will come to dominate and will eventually be the one that pinches the stream into drops.<ref name="MIT5">{{cite web |url=http://web.mit.edu/1.63/www/Lec-notes/Surfacetension/Lecture5.pdf |title=MIT Lecture Notes on Surface Tension, lecture 5 |author=John W. M. Bush |year=2004 |publisher=Massachusetts Institute of Technology |accessdate=April 1, 2007 |month=May }}</ref> Although a thorough understanding of how this happens requires a mathematical development (see references<ref name="cwp" /><ref name="MIT5" />), the diagram can provide a conceptual understanding. Observe the two bands shown girdling the stream -- one at a peak and the other at a trough of the wave. At the trough, the radius of the stream is smaller, hence according to the [[wikipedia:Young-Laplace equation|Young-Laplace equation]] (discussed above) the pressure due to surface tension is increased. Likewise at the peak the radius of the stream is greater and by the same reasoning pressure due to surface tension is reduced. If this were the only effect, we would expect that the higher pressure in the trough would squeeze liquid into the lower pressure region in the peak. In this way we see how the wave grows in amplitude over time. But the [[wikipedia:Young-Laplace equation|Young-Laplace equation]] is influenced by two separate radius components. In this case one is the radius, already discussed of the stream itself. The other is the radius of curvature of the wave itself. The fitted arcs in the diagram show these at a peak and at a trough. Observe that the radius of curvature at the trough is, in fact, negative, meaning that, according to Young-Laplace, it actually ''decreases'' the pressure in the trough. Likewise the radius of curvature at the peak is positive and increase the pressure in that region. The effect of these components is exactly opposite the effects of the radius of the stream itself. The two effects, in general, do not cancel. One of them will have greater magnitude than the other, depending upon wave number and the initial radius of the stream. When the wave number is such that the radius of curvature of the wave dominates that of the radius of the stream, such components will decay over time. When the effect of the radius of the stream dominates that of the curvature of the wave, such components grow exponentially with time. When all the math is done, it is found that unstable components are only those where the product of the wave number with the initial radius is less than unity (<math>\scriptstyle kR_0 \ < \ 1</math>). The component that grows the fastest is the one whose wave number satisfies the equation:<ref name="MIT5" /> :: <math> kR_0 \ \simeq \ 0.697</math> == notes to be incorporated into article == === Surface Energy of Vaporization === Heat of vaporization of water is about 2260 J/gram, or equivalently 2.26×10¹⁰ erg/gram. Dividing this by surface tension at 100&#xB0;C of 75.9 erg/cm² gives an area of 2.98×10⁸ cm² per gram. That is, if we increase the surface energy of one gram of water by the amount of energy it would take to boil that water, the surface area required for that energy becomes 2.98×10⁸ cm². To have one gram of water divided into equal-sized spheres whose area adds up to this requires the radius of those spheres to be 1.01×10^–8 cm. The volume of each sphere is 4.27×10^–24 cm³. Since the density of water is about 1 gram per cm³, this is also the mass in grams of such a sphere when it is filled with liquid water. Dividing by 18 grams per mole of water and multiplying by Avagadro's number of 6.0×10²³ molecules per mole, this amounts to about 0.14 molecules per sphere. We see that the energy to boil a gram of water is within an order of magnitude of the surface energy of the individual molecules. Indeed the difference can easily be accounted for by observing that water molecules are not spherical, and therefore have a greater surface area to volume ratio than if they were. If you allow water molecules to have double the surface area to volume ratio of a sphere, then the same calculation gives 1.1 molecules per fragment of water. == Surface tension and thermodynamics == [copied from [[wikipedia:User:Knights who say ni|User:Knights who say ni]]'s sandbox] ==== Thermodynamic Definition ==== As stated above, the mechanical work needed to increase a surface is <math>\scriptstyle dW = \gamma dA</math>. For a [[wikipedia:reversible process (thermodynamics)|reversible process]], <math>\scriptstyle dG = VdP + \gamma dA - SdT</math>, therefore at constant temperature and pressure, surface tension equals [[wikipedia:Gibbs free energy|Gibbs free energy]] per surface area: <math>\gamma = \left( \frac{\partial G}{\partial A} \right)_{P,T}</math>, where <math>\scriptstyle G</math> is Gibbs free energy and <math>\scriptstyle A</math> is the area. From the definition it is easy to understand that decreasing the surface area of a substance is always [[wikipedia:spontaneous process|spontaneous]] (ΔG<0), on the contrary, in order to increase its surface a certain amount of energy is needed, as the process is, per se, non spontaneous (ΔG>0). A measure of how spontaneous (or non-spontaneous) is the change in the surface area is precisely the surface tension. The definition of Gibbs free energy can be arranged to <math>\scriptstyle H = G + TS</math> so partial derivation yields <math>\scriptstyle \left( \frac {\partial H} {\partial A} \right)_P =\left( \frac {\partial G}{\partial A} \right)_P + T \left( \frac {\partial S} {\partial A} \right)_P</math> and applying the [[wikipedia:thermodynamic potentials#The_equations_of_state|equations of state]] <math>\scriptstyle \left( \frac{\partial G}{\partial T} \right)_{A,P}=-S</math> we obtain <math>\scriptstyle \left( \frac{\partial \gamma}{\partial T} \right)_{A,P}=-S^{A}</math>, where <math>\scriptstyle S^A</math> means entropy per surface area. Rearranging the previous expression '''[[wikipedia:William Thomson, 1st Baron Kelvin|Kelvin]] Equation I''' is obtained. It states that surface enthalpy or surface energy (different from surface free energy) depends both on surface tension and its derivative with temperature at constant pressure <math> H^A\ =\ \gamma - T \left( \frac {\partial \gamma}{\partial T} \right)_P</math> ==== Influence of temperature on surface tension ==== Surface tension dependes on temperature, for that reason, when a value is given for the surface tension of an interface, temperature must be explicitely stated. The general trend is that surface tension decreases with temperature, reaching a value of 0 at the [[wikipedia:critical temperature|critical temperature]]. There are only empirical equations to relate surface tension and temperature: * '''Eötvös:'''<!-- The \,\! is to keep the formula rendered as PNG instead of HTML, the same as the Guggenheim-Katayama equation. Please don't remove it.--> :: <math>\gamma V^{2/3}=k(T_C-T)\,\!</math> <math>\scriptstyle V</math> is the molar volume of that substance <math>\scriptstyle T_C</math> is the [[wikipedia:critical temperature|critical temperature]] <math>\scriptstyle k</math> is a constant for each substance. For example for water ''k'' = 1.03 erg/°C, V = 18 ml/mol and ''T_C'' = 374°C. * '''Guggenheim-Katayama:''' :: <math>\gamma = \gamma^o \left( 1-\frac{T}{T_C} \right)^n </math> <math>\scriptstyle \gamma^o</math> is a constant for each liquid and n is an empirical factor, whose value is 11/9 for organic liquids Both take into account the fact that surface tension reaches 0 at the critical temperature. ==== Influence of solute concentration on surface tension ==== Solutes can have different effects on surface tension depending on their structure: * No effect, for example [[wikipedia:sugar|sugar]] * Increase of surface tension, [[wikipedia:inorganic compounds|inorganic salts]] * Decrease surface tension progressively, [[wikipedia:alcohols|alcohols]] * Decrease surface tension and, once a minimum is reached, no more effect: [[wikipedia:surfactants|surfactants]] [[wikipedia:Gibbs isotherm|Gibbs isotherm]] states that <math>\Gamma\ =\ - \frac{1}{RT} \left( \frac{\partial \gamma}{\partial \ln C} \right)_{T,P} </math> <math>\scriptstyle \Gamma</math> is known as '''surface concentration''', it represents excess of solute per unit area of the surface over what would be present if the bulk concentration prevailed all the way to the surface. It has units of mol/m² <math>\scriptstyle C</math> is the concentration of the substance in the bulk solution. <math>\scriptstyle R</math> is the [[wikipedia:gas constant|gas constant]] and <math>\scriptstyle T</math> the [[wikipedia:temperature|temperature]] Certain assumptions are taken in its deduction, therefore Gibbs isotherm can only be applied to ideal (very dilute) solutions with two components. ==== Pressure jump across a curved surface ==== If viscous forces are absent, the pressure jump across a curved surface is given by the Young-Laplace Equation, which relates pressure inside a liquid with the pressure outside it, the surface tension and the geometry of the surface. :: <math>\Delta P=\gamma \frac{dA}{dV}</math>. This equation can be applied to any surface: * For a flat surface <math>\scriptstyle \frac{dA}{dV}\ =\ 0</math> so the pressure inside is the same as the pressure outside. * For a spherical surface <math>\scriptstyle P_I\ =\ P_O+\frac{2 \gamma}{R}</math> * For a [[wikipedia:toroid|toroidal]] surface <math>\scriptstyle P_I\ =\ P_O+\gamma \left( \frac{1}{R} + \frac{1}{r} \right)</math>, where r and R are the radii of the toroid.<ref name="lamb">Lamb, Sir Horace ''Hydrodynamics, 6th ed.'' Dover 1932</ref> ==== Influence of particle size on vapour pressure ==== Starting from [[wikipedia:Clausius-Clapeyron relation|Clausius-Clapeyron relation]] '''Kelvin Equation II''' can be obtained; it explains that because of surface tension, [[wikipedia:vapor pressure|vapor pressure]] for small droplets of liquid in suspension is greater than standard vapor pressure of that same liquid when the interface is flat. That is to say that when a liquid is forming small droplets, the concentration of vapor of that liquid in the surroundings is greater, this is due to the fact that the pressure inside the droplet is greater than outside. :: <math>P_v^{fog}=P_v^o e^{\frac{V 2\gamma}{RT r}}</math> <math>\scriptstyle P_v^o</math> is the standard vapor pressure for that liquid at that temperature and pressure. <math>\scriptstyle V</math> is the molar volume. <math>\scriptstyle R</math> is the [[wikipedia:gas constant|gas constant]] This equation is used in chemistry to estimate the pore size for solids.<ref name="lamb">referencia Dover 1932</ref> == Surface tension values == {| class="toccolours" border="1" style="float: right; clear: right; margin: 0 0 1em 1em; border-collapse: collapse;" ! colspan="3" {{chembox header}} |Surface tension for some interfaces |- | width="160" style="text-align:center; background-color:E0E0E0;{{text color default}};" |[[wikipedia:Interface|Interface]] | width="80" style="text-align:center; background-color:E0E0E0;{{text color default}}; "|[[wikipedia:Temperature|Temperature]] | width="120" style="text-align:center; background-color:E0E0E0;{{text color default}}; "|&#x3B3; (N&#xB7;m^-1) |- | style="text-align:center;" |Water - air | style="text-align:center;" |20º C | style="text-align:center;" |72.94 |- | style="text-align:center;" |Water - air | style="text-align:center;" |21.5º C | style="text-align:center;" |72.75 |- | style="text-align:center;" |Water - air | style="text-align:center;" |25º C | style="text-align:center;" |72.13 |- | style="text-align:center;" |[[wikipedia:Methylene iodide|Methylene iodide]] - air | style="text-align:center;" |20º C | style="text-align:center;" |67.00 |- | style="text-align:center;" |[[wikipedia:Methylene iodide|Methylene iodide]] - air | style="text-align:center;" |21.5º C | style="text-align:center;" |63.11 |- | style="text-align:center;" |[[wikipedia:Ethylene glycol|Ethylene glycol]] - air | style="text-align:center;" |25º C | style="text-align:center;" |47.3 |- | style="text-align:center;" |[[wikipedia:Ethylene glycol|Ethylene glycol]] - air | style="text-align:center;" |40º C | style="text-align:center;" |46.3 |- | style="text-align:center;" |[[wikipedia:Dimethyl sulfoxide|Dimethyl sulfoxide]] - air | style="text-align:center;" |20º C | style="text-align:center;" |43.54 |- | style="text-align:center;" |[[wikipedia:Propylene carbonate|Propylene carbonate]] - air | style="text-align:center;" |20º C | style="text-align:center;" |41.1 |- | style="text-align:center;" |[[wikipedia:Benzene|Benzene]] - air | style="text-align:center;" |20º C | style="text-align:center;" |28.88 |- | style="text-align:center;" |[[wikipedia:Benzene|Benzene]] - air | style="text-align:center;" |30º C | style="text-align:center;" |27.56 |- | style="text-align:center;" |[[wikipedia:Toluene|Toluene]] - air | style="text-align:center;" |20º C | style="text-align:center;" |28.52 |- | style="text-align:center;" |[[wikipedia:Chloroform|Chloroform]] - air | style="text-align:center;" |25º C | style="text-align:center;" |26.67 |- | style="text-align:center;" |[[wikipedia:Propionic acid|Propionic acid]] - air | style="text-align:center;" |20º C | style="text-align:center;" |26.69 |- | style="text-align:center;" |[[wikipedia:Butyric acid|Butyric acid]] - air | style="text-align:center;" |20º C | style="text-align:center;" |26.51 |- | style="text-align:center;" |[[wikipedia:Carbon tetrachloride|Carbon tetrachloride]] - air | style="text-align:center;" |25º C | style="text-align:center;" |26.43 |- | style="text-align:center;" |[[wikipedia:Butyl acetate|Butyl acetate]] - air | style="text-align:center;" |20º C | style="text-align:center;" |25.09 |- | style="text-align:center;" |[[wikipedia:Diethylene Glycol|Diethylene Glycol]] - air | style="text-align:center;" |20º C | style="text-align:center;" |30.09 |- | style="text-align:center;" |[[wikipedia:Nonane|Nonane]] - air | style="text-align:center;" |20º C | style="text-align:center;" |22.85 |- | style="text-align:center;" |[[wikipedia:Methanol|Methanol]] - air | style="text-align:center;" |20º C | style="text-align:center;" |22.50 |- | style="text-align:center;" |[[wikipedia:Ethanol|Ethanol]] - air | style="text-align:center;" |20º C | style="text-align:center;" |22.39 |- | style="text-align:center;" |[[wikipedia:Ethanol|Ethanol]] - air | style="text-align:center;" |30º C | style="text-align:center;" |21.55 |- | style="text-align:center;" |[[wikipedia:Octane|Octane]] - air | style="text-align:center;" |20º C | style="text-align:center;" |21.62 |- | style="text-align:center;" |[[wikipedia:Heptane|Heptane]] - air | style="text-align:center;" |20º C | style="text-align:center;" |20.14 |- | style="text-align:center;" |[[wikipedia:Ether|Ether]] - air | style="text-align:center;" |25º C | style="text-align:center;" |20.14 |- | style="text-align:center;" |[[wikipedia:Mercury (element)|Mercury]] - air | style="text-align:center;" |20º C | style="text-align:center;" |486.5 |- | style="text-align:center;" |Mercury - air | style="text-align:center;" |25º C | style="text-align:center;" |485.5 |- | style="text-align:center;" |Mercury - air | style="text-align:center;" |30º C | style="text-align:center;" |484.5 |- | style="text-align:center;" |[[wikipedia:NaCl|NaCl]] - air | style="text-align:center;" |1073º C | style="text-align:center;" |115 |- | style="text-align:center;" |[[wikipedia:KClO3|KClO3]] - air | style="text-align:center;" |20º C | style="text-align:center;" |81 |- | style="text-align:center;" |Water - [[wikipedia:1-Butanol|1-Butanol]] | style="text-align:center;" |20º C | style="text-align:center;" |1.8 |- | style="text-align:center;" |Water - [[wikipedia:Ethyl acetate|Ethyl acetate]] | style="text-align:center;" |20º C | style="text-align:center;" |6.8 |- | style="text-align:center;" |Water - [[wikipedia:Heptanoic acid|Heptanoic acid]] | style="text-align:center;" |20º C | style="text-align:center;" |7.0 |- | style="text-align:center;" |Water - [[wikipedia:Benzaldehyde|Benzaldehyde]] | style="text-align:center;" |20º C | style="text-align:center;" |15.5 |- | style="text-align:center;" |Water - Mercury | style="text-align:center;" |20º C | style="text-align:center;" |415 |- | style="text-align:center;" |Ethanol - Mercury | style="text-align:center;" |20º C | style="text-align:center;" |389 |} == Surface tension values == {| class="toccolours" border="1" style="float: right; clear: right; margin: 0 0 1em 1em; border-collapse: collapse;" ! colspan="3" {{chembox header}} |Surface tension for some interfaces |- | width="160" style="text-align:center; background-color:E0E0E0;{{text color default}};" |[[wikipedia:Interface|Interface]] | width="80" style="text-align:center; background-color:E0E0E0;{{text color default}};" |[[wikipedia:Temperature|Temperature]] | width="120" style="text-align:center; background-color:E0E0E0;{{text color default}};" |&#x3B3; (N&#xB7;m^-1) |- | style="text-align:center;" |Water - air | style="text-align:center;" |20º C | style="text-align:center;" |72.94 |- | style="text-align:center;" |Water - air | style="text-align:center;" |21.5º C | style="text-align:center;" |72.75 |- | style="text-align:center;" |Water - air | style="text-align:center;" |25º C | style="text-align:center;" |72.13 |- | style="text-align:center;" |[[wikipedia:Methylene iodide|Methylene iodide]]- air | style="text-align:center;" |20º C | style="text-align:center;" |67.00 |- | style="text-align:center;" |[[wikipedia:Methylene iodide|Methylene iodide]]- air | style="text-align:center;" |21.5º C | style="text-align:center;" |63.11 |- | style="text-align:center;" |[[wikipedia:Ethylene glycol|Ethylene glycol]]- air | style="text-align:center;" |25º C | style="text-align:center;" |47.3 |- | style="text-align:center;" |[[wikipedia:Ethylene glycol|Ethylene glycol]]- air | style="text-align:center;" |40º C | style="text-align:center;" |46.3 |- | style="text-align:center;" |[[wikipedia:Dimethyl sulfoxide|Dimethyl sulfoxide]]- air | style="text-align:center;" |20º C | style="text-align:center;" |43.54 |- | style="text-align:center;" |[[wikipedia:Propylene carbonate|Propylene carbonate]]- air | style="text-align:center;" |20º C | style="text-align:center;" |41.1 |- | style="text-align:center;" |[[wikipedia:Benzene|Benzene]]- air | style="text-align:center;" |20º C | style="text-align:center;" |28.88 |- | style="text-align:center;" |[[wikipedia:Benzene|Benzene]]- air | style="text-align:center;" |30º C | style="text-align:center;" |27.56 |- | style="text-align:center;" |[[wikipedia:Toluene|Toluene]]- air | style="text-align:center;" |20º C | style="text-align:center;" |28.52 |- | style="text-align:center;" |[[wikipedia:Chloroform|Chloroform]]- air | style="text-align:center;" |25º C | style="text-align:center;" |26.67 |- | style="text-align:center;" |[[wikipedia:Propionic acid|Propionic acid]]- air | style="text-align:center;" |20º C | style="text-align:center;" |26.69 |- | style="text-align:center;" |[[wikipedia:Butyric acid|Butyric acid]]- air | style="text-align:center;" |20º C | style="text-align:center;" |26.51 |- | style="text-align:center;" |[[wikipedia:Carbon tetrachloride|Carbon tetrachloride]]- air | style="text-align:center;" |25º C | style="text-align:center;" |26.43 |- | style="text-align:center;" |[[wikipedia:Butyl acetate|Butyl acetate]]- air | style="text-align:center;" |20º C | style="text-align:center;" |25.09 |- | style="text-align:center;" |[[wikipedia:Diethylene Glycol|Diethylene Glycol]]- air | style="text-align:center;" |20º C | style="text-align:center;" |30.09 |- | style="text-align:center;" |[[wikipedia:Nonane|Nonane]]- air | style="text-align:center;" |20º C | style="text-align:center;" |22.85 |- | style="text-align:center;" |[[wikipedia:Methanol|Methanol]]- air | style="text-align:center;" |20º C | style="text-align:center;" |22.50 |- | style="text-align:center;" |[[wikipedia:Ethanol|Ethanol]]- air | style="text-align:center;" |20º C | style="text-align:center;" |22.39 |- | style="text-align:center;" |[[wikipedia:Ethanol|Ethanol]]- air | style="text-align:center;" |30º C | style="text-align:center;" |21.55 |- | style="text-align:center;" |[[wikipedia:Octane|Octane]]- air | style="text-align:center;" |20º C | style="text-align:center;" |21.62 |- | style="text-align:center;" |[[wikipedia:Heptane|Heptane]]- air | style="text-align:center;" |20º C | style="text-align:center;" |20.14 |- | style="text-align:center;" |[[wikipedia:Ether|Ether]]- air | style="text-align:center;" |25º C | style="text-align:center;" |20.14 |- | style="text-align:center;" |[[wikipedia:Mercury (element)|Mercury]]- air | style="text-align:center;" |20º C | style="text-align:center;" |486.5 |- | style="text-align:center;" |Mercury - air | style="text-align:center;" |25º C | style="text-align:center;" |485.5 |- | style="text-align:center;" |Mercury - air | style="text-align:center;" |30º C | style="text-align:center;" |484.5 |- | style="text-align:center;" |[[wikipedia:NaCl|NaCl]]- air | style="text-align:center;" |1073º C | style="text-align:center;" |115 |- | style="text-align:center;" |[[wikipedia:KClO3|KClO3]]- air | style="text-align:center;" |20º C | style="text-align:center;" |81 |- | style="text-align:center;" |Water - [[wikipedia:1-Butanol|1-Butanol]] | style="text-align:center;" |20º C | style="text-align:center;" |1.8 |- | style="text-align:center;" |Water - [[wikipedia:Ethyl acetate|Ethyl acetate]] | style="text-align:center;" |20º C | style="text-align:center;" |6.8 |- | style="text-align:center;" |Water - [[wikipedia:Heptanoic acid|Heptanoic acid]] | style="text-align:center;" |20º C | style="text-align:center;" |7.0 |- | style="text-align:center;" |Water - [[wikipedia:Benzaldehyde|Benzaldehyde]] | style="text-align:center;" |20º C | style="text-align:center;" |15.5 |- | style="text-align:center;" |Water - Mercury | style="text-align:center;" |20º C | style="text-align:center;" |415 |- | style="text-align:center;" |Ethanol - Mercury | style="text-align:center;" |20º C | style="text-align:center;" |389 |} == References == <references /> leyjxrm5lsuq8sx50k017s57hdkkke9 0 238631 2831492 2830831 2026-09-05T12:00:21Z Andy?yes 3006471 2831492 wikitext text/x-wiki '''OpenStax''' (formerly OpenStax College) is a nonprofit ed-tech initiative based at Rice University. Since 2012, OpenStax has created peer-reviewed, openly licensed textbooks, which are available as free downloadable PDFs, web versions, audiobooks<ref>{{Cite web|url=https://openstax.org/blog/guest-post-how-audio-technology-is-creating-more-inclusive-learning|title=OpenStax {{!}} How audio technology is creating more inclusive learning|website=openstax.org|language=en-US|access-date=2025-10-20}}</ref> and for a low cost in print. All textbook content is licensed under Creative Commons Attribution Licenses; specifically, the books are available under the Creative Commons Attribution-NonCommercial-ShareAlike License v4.0, which means that instructors are free to use, adapt, and remix the content, as long as they attribute OpenStax.<ref>[[Wikipedia: OpenStax]]</ref> The following Wikiversity resources devoted to OpenStax textbooks. These resources also included materials available at [https://openstax.org/ '''openstax.org''']. Although some versions found on Wikiversity are out-of-date, some might find them more convenient to access. *[[OpenStax American Government 3e]] *[[OpenStax American Government 4e]] *[[OpenStax University Physics|OpenStax University Physics (click to visit)]] *[[OpenStax College Physics|OpenStax College Physics (click to visit)]] *[[OpenStax Astronomy|OpenStax Astronomy (click to visit)]] *[[OpenStax Astronomy 2e|OpenStax Astronomy 2e (click to visit)]] *[[OpenStax Anatomy and Physiology 2e|OpenStax Anatomy & Physiology 2e]] *[[OpenStax Biology 2e]] *[[OpenStax Business Ethics]] *[[OpenStax Clinical Nursing Skills]] *[[OpenStax College Success]] *[[OpenStax College Success Concise]] *[[OpenStax Concepts of Biology]] *[[OpenStax Entrepreneurship]] *[[OpenStax Fundamentals of Nursing]] *[[OpenStax Introduction to Anthropology]] *[[OpenStax Introduction to Behavioral Neuroscience]] *[[OpenStax Introduction to Business]] *[[OpenStax Introduction to Business 2e]] *[[OpenStax Introduction to Political Science]] *[[OpenStax Introduction to Sociology 3e]] *[[OpenStax Lifespan Development]] *[[OpenStax Maternal Newborn Nursing]] *[[OpenStax Medical Surgical Nursing]] *[[OpenStax Microbiology]] *[[OpenStax Nutrition for Nurses]] *[[OpenStax Organizational Behavior]] *[[OpenStax Pharmacology for Nurses]] *[[OpenStax Population Health for Nurses]] *[[OpenStax Principles of Economics 3e]] *[[OpenStax Principles of Finance 2e]] *[[OpenStax Principles of Macroeconomics 3e]] *[[OpenStax Principles of Microeconomics 3e]] *[[OpenStax Psychiatric Mental Health Nursing]] *[[OpenStax Psychology 2e]] *[[OpenStax US History]] *[[OpenStax world history volume 1 to 1500|OpenStax World History, Volume 1: to 1500]] *[[OpenStax World History Volume 2 from 1400]] *'''OpenStax Calculus: ''' No resources have been developed, but (out-of-date) pdf versions of the three volume textbook are posted on Wikiversity at: '''[[:File:CalculusVolume1-OP.pdf|V1]]''' | '''[[:File:CalculusVolume2-OP.pdf|V2]]''' | '''[[:File:CalculusVolume3-LR.pdf|V3]]''' == See Also == * [[Wikipedia: OpenStax]] * [https://openstax.org/ OpenStax.org] * [https://audileo.com/ Official OpenStax Audio Textbooks] *[[:Category:openstax textbook]] *[https://www.facebook.com/openstax/ OpenStax Facebook page] * [https://www.ted.com/talks/richard_baraniuk_the_birth_of_the_open_source_learning_revolution TED Talk dated 2006-02] Founder Richard Baraniuk discussing Connexions *[[Quizbank]] * [https://www.youtube.com/watch?v=Xog2X2SnjvQ YouTube: Importing OpenStax content into Pressbooks] == References == {{reflist}} {{subpages/List}} [[category:openstax file]] [[Category:Quizbank]] nzes3mvzodfga4dqhahn47yuw019ktf 2831529 2831492 2026-09-05T12:20:52Z Andy?yes 3006471 2831529 wikitext text/x-wiki '''OpenStax''' (formerly OpenStax College) is a nonprofit ed-tech initiative based at Rice University. Since 2012, OpenStax has created peer-reviewed, openly licensed textbooks, which are available as free downloadable PDFs, web versions, audiobooks<ref>{{Cite web|url=https://openstax.org/blog/guest-post-how-audio-technology-is-creating-more-inclusive-learning|title=OpenStax {{!}} How audio technology is creating more inclusive learning|website=openstax.org|language=en-US|access-date=2025-10-20}}</ref> and for a low cost in print. All textbook content is licensed under Creative Commons Attribution Licenses; specifically, the books are available under the Creative Commons Attribution-NonCommercial-ShareAlike License v4.0, which means that instructors are free to use, adapt, and remix the content, as long as they attribute OpenStax.<ref>[[Wikipedia: OpenStax]]</ref> The following Wikiversity resources devoted to OpenStax textbooks. These resources also included materials available at [https://openstax.org/ '''openstax.org''']. Although some versions found on Wikiversity are out-of-date, some might find them more convenient to access. *[[OpenStax Additive Manufacturing Essentials]] *[[OpenStax American Government 3e]] *[[OpenStax American Government 4e]] *[[OpenStax University Physics|OpenStax University Physics (click to visit)]] *[[OpenStax College Physics|OpenStax College Physics (click to visit)]] *[[OpenStax Astronomy|OpenStax Astronomy (click to visit)]] *[[OpenStax Astronomy 2e|OpenStax Astronomy 2e (click to visit)]] *[[OpenStax Anatomy and Physiology 2e|OpenStax Anatomy & Physiology 2e]] *[[OpenStax Biology 2e]] *[[OpenStax Business Ethics]] *[[OpenStax Clinical Nursing Skills]] *[[OpenStax College Success]] *[[OpenStax College Success Concise]] *[[OpenStax Concepts of Biology]] *[[OpenStax Entrepreneurship]] *[[OpenStax Fundamentals of Nursing]] *[[OpenStax Introduction to Anthropology]] *[[OpenStax Introduction to Behavioral Neuroscience]] *[[OpenStax Introduction to Business]] *[[OpenStax Introduction to Business 2e]] *[[OpenStax Introduction to Political Science]] *[[OpenStax Introduction to Sociology 3e]] *[[OpenStax Lifespan Development]] *[[OpenStax Maternal Newborn Nursing]] *[[OpenStax Medical Surgical Nursing]] *[[OpenStax Microbiology]] *[[OpenStax Nutrition for Nurses]] *[[OpenStax Organizational Behavior]] *[[OpenStax Pharmacology for Nurses]] *[[OpenStax Population Health for Nurses]] *[[OpenStax Principles of Economics 3e]] *[[OpenStax Principles of Finance 2e]] *[[OpenStax Principles of Macroeconomics 3e]] *[[OpenStax Principles of Microeconomics 3e]] *[[OpenStax Psychiatric Mental Health Nursing]] *[[OpenStax Psychology 2e]] *[[OpenStax US History]] *[[OpenStax world history volume 1 to 1500|OpenStax World History, Volume 1: to 1500]] *[[OpenStax World History Volume 2 from 1400]] *'''OpenStax Calculus: ''' No resources have been developed, but (out-of-date) pdf versions of the three volume textbook are posted on Wikiversity at: '''[[:File:CalculusVolume1-OP.pdf|V1]]''' | '''[[:File:CalculusVolume2-OP.pdf|V2]]''' | '''[[:File:CalculusVolume3-LR.pdf|V3]]''' == See Also == * [[Wikipedia: OpenStax]] * [https://openstax.org/ OpenStax.org] * [https://audileo.com/ Official OpenStax Audio Textbooks] *[[:Category:openstax textbook]] *[https://www.facebook.com/openstax/ OpenStax Facebook page] * [https://www.ted.com/talks/richard_baraniuk_the_birth_of_the_open_source_learning_revolution TED Talk dated 2006-02] Founder Richard Baraniuk discussing Connexions *[[Quizbank]] * [https://www.youtube.com/watch?v=Xog2X2SnjvQ YouTube: Importing OpenStax content into Pressbooks] == References == {{reflist}} {{subpages/List}} [[category:openstax file]] [[Category:Quizbank]] 1ge4y8n354lu4vwg6wh9130yf6i57em 2831532 2831529 2026-09-05T12:24:13Z Andy?yes 3006471 2831532 wikitext text/x-wiki '''OpenStax''' (formerly OpenStax College) is a nonprofit ed-tech initiative based at Rice University. Since 2012, OpenStax has created peer-reviewed, openly licensed textbooks, which are available as free downloadable PDFs, web versions, audiobooks<ref>{{Cite web|url=https://openstax.org/blog/guest-post-how-audio-technology-is-creating-more-inclusive-learning|title=OpenStax {{!}} How audio technology is creating more inclusive learning|website=openstax.org|language=en-US|access-date=2025-10-20}}</ref> and for a low cost in print. All textbook content is licensed under Creative Commons Attribution Licenses; specifically, the books are available under the Creative Commons Attribution-NonCommercial-ShareAlike License v4.0, which means that instructors are free to use, adapt, and remix the content, as long as they attribute OpenStax.<ref>[[Wikipedia: OpenStax]]</ref> The following Wikiversity resources devoted to OpenStax textbooks. These resources also included materials available at [https://openstax.org/ '''openstax.org''']. Although some versions found on Wikiversity are out-of-date, some might find them more convenient to access. *[[OpenStax Additive Manufacturing Essentials]] *[[OpenStax American Government 3e]] *[[OpenStax American Government 4e]] *[[OpenStax University Physics|OpenStax University Physics (click to visit)]] *[[OpenStax College Physics|OpenStax College Physics (click to visit)]] *[[OpenStax Astronomy|OpenStax Astronomy (click to visit)]] *[[OpenStax Astronomy 2e|OpenStax Astronomy 2e (click to visit)]] *[[OpenStax Anatomy and Physiology 2e|OpenStax Anatomy & Physiology 2e]] *[[OpenStax Biology 2e]] *[[OpenStax Business Ethics]] *[[OpenStax Chemistry 2e]] *[[OpenStax Clinical Nursing Skills]] *[[OpenStax College Success]] *[[OpenStax College Success Concise]] *[[OpenStax Concepts of Biology]] *[[OpenStax Entrepreneurship]] *[[OpenStax Fundamentals of Nursing]] *[[OpenStax Introduction to Anthropology]] *[[OpenStax Introduction to Behavioral Neuroscience]] *[[OpenStax Introduction to Business]] *[[OpenStax Introduction to Business 2e]] *[[OpenStax Introduction to Political Science]] *[[OpenStax Introduction to Sociology 3e]] *[[OpenStax Lifespan Development]] *[[OpenStax Maternal Newborn Nursing]] *[[OpenStax Medical Surgical Nursing]] *[[OpenStax Microbiology]] *[[OpenStax Nutrition for Nurses]] *[[OpenStax Organizational Behavior]] *[[OpenStax Pharmacology for Nurses]] *[[OpenStax Population Health for Nurses]] *[[OpenStax Principles of Economics 3e]] *[[OpenStax Principles of Finance 2e]] *[[OpenStax Principles of Macroeconomics 3e]] *[[OpenStax Principles of Microeconomics 3e]] *[[OpenStax Psychiatric Mental Health Nursing]] *[[OpenStax Psychology 2e]] *[[OpenStax US History]] *[[OpenStax world history volume 1 to 1500|OpenStax World History, Volume 1: to 1500]] *[[OpenStax World History Volume 2 from 1400]] *'''OpenStax Calculus: ''' No resources have been developed, but (out-of-date) pdf versions of the three volume textbook are posted on Wikiversity at: '''[[:File:CalculusVolume1-OP.pdf|V1]]''' | '''[[:File:CalculusVolume2-OP.pdf|V2]]''' | '''[[:File:CalculusVolume3-LR.pdf|V3]]''' == See Also == * [[Wikipedia: OpenStax]] * [https://openstax.org/ OpenStax.org] * [https://audileo.com/ Official OpenStax Audio Textbooks] *[[:Category:openstax textbook]] *[https://www.facebook.com/openstax/ OpenStax Facebook page] * [https://www.ted.com/talks/richard_baraniuk_the_birth_of_the_open_source_learning_revolution TED Talk dated 2006-02] Founder Richard Baraniuk discussing Connexions *[[Quizbank]] * [https://www.youtube.com/watch?v=Xog2X2SnjvQ YouTube: Importing OpenStax content into Pressbooks] == References == {{reflist}} {{subpages/List}} [[category:openstax file]] [[Category:Quizbank]] 3i7ufmyhabgbzmtt15eha8bys6e2wab 10 246788 2831753 1989354 2026-09-06T10:05:32Z Warudo 2987454 Passed the na parameter to /glyph. 2831753 wikitext text/x-wiki {{#ifexpr:({{{dval|-1}}}=0) and ({{#ifeq:X{{{hval}}}|X0000 |0 |1}}) |<!--(error triggered if X{{{hval}}} ≠ X0000:)-->{{Error |tag=span |Error using {{tl|unichar}}: Input "{{{hvalinput|}}}" is not a [[hexadecimal]] value.}} | {{nowrap|{{mono|{{Unichar/ulink |ulink={{{ulink|<#salted#>}}} |ulinkdefault=Unicode}}{{{hval|}}}}}}}&#x20;<!-- -->{{Unichar/glyph |hval={{{hval|}}} |gc={{{gc|<#not a Unicode code point#>}}} |size={{{size}}} |use={{{use|}}} |use2={{{use2|}}} |cwith={{{cwith|}}} |image={{{image|}}} |na={{{na|}}} }} <!-- -->{{Unichar/name |na={{{na|}}} |nlink={{{nlink|<#salted#>}}} |gc={{{gc|}}} }} <!-- -->{{Unichar/notes |dval={{{dval|}}} |dec={{{dec|}}} |html={{{html|}}} |char_entity={{#ifeq:{{{html|+}}}|{{{html|-}}} |{{numcr2namecr|{{{dval|}}}|base=10|errormsg=}}}} |note={{{note|}}} |finaltext={{{finaltext|NOTEXT}}} }} }}<!-- --><noinclude><!--No documentation: {{Documentation}}--></noinclude> ncc5qr5st5fkw44cug1ayiq9nbb16e2 0 251398 2831762 2626399 2026-09-06T10:35:50Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831762 wikitext text/x-wiki ::''Compare [[4-ary Boolean functions#Big equivalence classes (bec)]]'' In this table the Boolean functions are sorted as fractions in [[Lexicographic and colexicographic order|colex]] order.<br> This order is independent of arity (unlike that of integers in {{oeis|A227723}}).<br> The number of BECs by actual arity is found in {{oeis|A000618}}. (Compare {{oeis|A000616}} for acual or smaller arity.) n 0, 1, 2, 3, 4 arity 2^n 1, 2, 4, 8, 16 period length A000618(n) 2, 1, 3, 16, 380 number of BECs of arity = n A000616(n) 2, 3, 6, 22, 402 number of BECs of arity ≤ n The same information in a Python dict: https://pastebin.com/q2d4aWVE<br> Map from the 65536 functions to the BEC index numbers: https://pastebin.com/3fBShT7M<br> The 168 monotonic functions belonging to 30 BECs: https://pastebin.com/JUeKsasG I accidentally reflected the period in the table below. E.g. 1/3 in binary is .0101... - not .1010. I will fix it later. {| class="wikitable sortable" style="text-align: center; margin: 1em auto 1em auto;" |- !class="unsortable" rowspan="2"| !class="unsortable" rowspan="2"| c !class="unsortable" rowspan="2"| a !class="unsortable" colspan="2" rowspan="2"| weight !class="unsortable" rowspan="2"| so<br>na !class="unsortable" rowspan="2"| no<br>mo !class="unsortable" colspan="12"| rational number value !class="unsortable" rowspan="2"| f/s<br>&nbsp; !class="unsortable" rowspan="2"| s/b<br>ary !class="unsortable" rowspan="2"| f/b<br>ary !class="unsortable" colspan="5"| s/b !class="unsortable" colspan="5"| f/b |- !class="unsortable" colspan="4" rowspan="2" style="font-size: 70%;"| num over den !class="unsortable" style="font-size: 70%;"| <!-- small binary string (period) --> !class="unsortable" colspan="4" rowspan="2" style="font-size: 70%;"| period !class="unsortable"| num !class="unsortable"| den !class="unsortable"| dec !class="unsortable"| 0 !class="unsortable"| 1 !class="unsortable"| 2 !class="unsortable"| 3 !class="unsortable"| 4 !class="unsortable"| 0 !class="unsortable"| 1 !class="unsortable"| 2 !class="unsortable"| 3 !class="unsortable"| 4 |- ! &nbsp; <!-- index --> ! <!-- complement --> ! <!-- arity --> !class="unsortable"| <!-- weight fract --> ! <!-- weight int --> ! <!-- sona --> ! <!-- monotonic --> ! <!-- binary small --> ! <!-- numerator --> ! <!-- denominator --> ! <!-- decimal --> ! <!-- f/s --> ! <!-- s/b ary --> ! <!-- f/b ary --> ! <!-- s/b 0 --> ! <!-- s/b 1 --> ! <!-- s/b 2 --> ! <!-- s/b 3 --> ! <!-- s/b 4 --> ! <!-- f/b 0 --> ! <!-- f/b 1 --> ! <!-- f/b 2 --> ! <!-- f/b 3 --> ! <!-- f/b 4 --> |- | {{font|color=gray|0}} || {{font|color=gray|1}} || '''0''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 0&#8239;/&#8239;1 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''0''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0000000000000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 0 || 1 || 0.000000 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 1 |- | {{font|color=gray|1}} || {{font|color=gray|0}} || '''0''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;1 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''16''' || s ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110100011101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 23 || 255 || 0.090196 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 32 |- | {{font|color=gray|20}} || {{font|color=gray|18}} || '''3''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101011011010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 107 || 255 || 0.419608 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 32 |- | {{font|color=gray|21}} || {{font|color=gray|17}} || '''3''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''14''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111111011111110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 127 || 255 || 0.498039 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 32 |- | {{font|color=gray|22}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111111110000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 2 || 257 || 0.007782 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|23}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001111101100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 7 || 257 || 0.027237 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|24}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001111111100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 8 || 257 || 0.031128 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|25}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 4 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001011101101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 23 || 257 || 0.089494 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|26}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 4 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001011111101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 24 || 257 || 0.093385 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 32 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 32 |- | {{font|color=gray|27}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110011100011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 25 || 257 || 0.097276 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 32 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 32 |- | {{font|color=gray|28}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110011110011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 26 || 257 || 0.101167 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|29}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 4 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000011101111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 31 || 257 || 0.120623 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|31}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || s ||style='border-right: 2px solid black;'| 5 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001010110000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 5 || 771 || 0.006485 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|34}} || {{font|color=gray|109}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1100101001000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 7 || 771 || 0.009079 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|35}} || {{font|color=gray|96}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110010111000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 11 || 771 || 0.014267 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|36}} || {{font|color=gray|44}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111001001100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 19 || 771 || 0.024643 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|37}} || {{font|color=gray|97}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0010010101100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 20 || 771 || 0.025940 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|38}} || {{font|color=gray|67}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111001011100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 22 || 771 || 0.028534 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|39}} || {{font|color=gray|98}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1100010111100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 23 || 771 || 0.029831 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|40}} || {{font|color=gray|78}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011001000010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 25 || 771 || 0.032425 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|41}} || {{font|color=gray|82}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011001010010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 28 || 771 || 0.036316 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|42}} || {{font|color=gray|91}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101001001010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 31 || 771 || 0.040208 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|43}} || {{font|color=gray|93}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0101001011010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 34 || 771 || 0.044099 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|44}} || {{font|color=gray|36}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111100111010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 35 || 771 || 0.045396 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|45}} || {{font|color=gray|90}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001001000110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 37 || 771 || 0.047990 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|46}} || {{font|color=gray|57}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111100100110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 38 || 771 || 0.049287 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|47}} || {{font|color=gray|65}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011100110110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 41 || 771 || 0.053178 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|48}} || {{font|color=gray|72}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011100101110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 44 || 771 || 0.057069 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|49}} || {{font|color=gray|50}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101100111110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 47 || 771 || 0.060960 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|51}} || {{font|color=gray|110}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110100100101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 62 || 771 || 0.080415 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|56}} || {{font|color=gray|101}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111110001101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 67 || 771 || 0.086900 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|58}} || {{font|color=gray|102}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0010100101101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 68 || 771 || 0.088197 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|59}} || {{font|color=gray|69}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111110011101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 70 || 771 || 0.090791 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|60}} || {{font|color=gray|103}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1100100111101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 71 || 771 || 0.092088 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|61}} || {{font|color=gray|79}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011110000011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 73 || 771 || 0.094682 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|62}} || {{font|color=gray|104}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011110010011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 76 || 771 || 0.098573 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|64}} || {{font|color=gray|105}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101110001011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 79 || 771 || 0.102464 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|66}} || {{font|color=gray|71}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111000111011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 83 || 771 || 0.107652 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|68}} || {{font|color=gray|89}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001110000111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 85 || 771 || 0.110246 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|69}} || {{font|color=gray|59}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111000100111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 86 || 771 || 0.111543 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|70}} || {{font|color=gray|81}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 4 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001110010111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 88 || 771 || 0.114137 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|71}} || {{font|color=gray|66}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011000110111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 89 || 771 || 0.115435 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|72}} || {{font|color=gray|48}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110110001111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 91 || 771 || 0.118029 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|73}} || {{font|color=gray|86}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1010111010101100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 161 || 771 || 0.208820 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|85}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0010111001101100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 164 || 771 || 0.212711 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|86}} || {{font|color=gray|73}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1100111011101100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 167 || 771 || 0.216602 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|87}} || {{font|color=gray|63}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111011000111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 182 || 771 || 0.236057 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|88}} || {{font|color=gray|76}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011011010111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 185 || 771 || 0.239948 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|89}} || {{font|color=gray|68}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011011001111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 188 || 771 || 0.243839 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|90}} || {{font|color=gray|45}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101011011111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 191 || 771 || 0.247730 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|91}} || {{font|color=gray|42}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111101011010010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='border-left: 2px solid black'| 227 || 771 || 0.294423 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|92}} || {{font|color=gray|77}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011101010110010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='border-left: 2px solid black'| 233 || 771 || 0.302205 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|93}} || {{font|color=gray|43}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101101011110010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='border-left: 2px solid black'| 239 || 771 || 0.309987 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|94}} || {{font|color=gray|33}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111111101101010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='border-left: 2px solid black'| 262 || 771 || 0.339818 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|95}} || {{font|color=gray|32}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''12''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011111111101010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='border-left: 2px solid black'| 265 || 771 || 0.343709 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|96}} || {{font|color=gray|35}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011111100011010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='border-left: 2px solid black'| 268 || 771 || 0.347601 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|97}} || {{font|color=gray|37}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001111111011010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='border-left: 2px solid black'| 277 || 771 || 0.359274 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|98}} || {{font|color=gray|39}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001111100111010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='border-left: 2px solid black'| 280 || 771 || 0.363165 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|99}} || {{font|color=gray|53}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011011100010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 316 || 771 || 0.409857 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|100}} || {{font|color=gray|55}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001011100110110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 328 || 771 || 0.425422 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|104}} || {{font|color=gray|62}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110011101110110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 334 || 771 || 0.433204 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|106}} || {{font|color=gray|74}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110101110111110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 379 || 771 || 0.491569 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 |- | {{font|color=gray|108}} || {{font|color=gray|84}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0101001101010001 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='border-left: 2px solid black'| 418 || 771 || 0.542153 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|109}} || {{font|color=gray|34}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011111100110101 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='border-left: 2px solid black'| 521 || 771 || 0.675746 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|110}} || {{font|color=gray|51}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011011100111101 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='border-left: 2px solid black'| 569 || 771 || 0.738003 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|111}} || {{font|color=gray|52}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011011110111101 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='border-left: 2px solid black'| 572 || 771 || 0.741894 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|112}} || {{font|color=gray|180}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001100110000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 8 || 1285 || 0.006226 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|113}} || {{font|color=gray|148}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101001110000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 9 || 1285 || 0.007004 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|114}} || {{font|color=gray|181}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110100101000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 13 || 1285 || 0.010117 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|115}} || {{font|color=gray|182}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110100111000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 18 || 1285 || 0.014008 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|116}} || {{font|color=gray|171}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001001111000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 19 || 1285 || 0.014786 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|117}} || {{font|color=gray|130}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111010000100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 21 || 1285 || 0.016342 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|118}} || {{font|color=gray|166}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011010001100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 31 || 1285 || 0.024125 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|119}} || {{font|color=gray|185}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || s ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011010011100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 36 || 1285 || 0.028016 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|122}} || {{font|color=gray|176}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0100100111100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 38 || 1285 || 0.029572 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|123}} || {{font|color=gray|144}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111101000010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 42 || 1285 || 0.032685 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|124}} || {{font|color=gray|173}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011101001010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 52 || 1285 || 0.040467 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|125}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101101011010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 57 || 1285 || 0.044358 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|126}} || {{font|color=gray|177}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000001111010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 59 || 1285 || 0.045914 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|127}} || {{font|color=gray|158}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011000100110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 63 || 1285 || 0.049027 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|128}} || {{font|color=gray|168}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110010010110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 66 || 1285 || 0.051362 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|129}} || {{font|color=gray|151}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001101010110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 67 || 1285 || 0.052140 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|130}} || {{font|color=gray|117}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111110110110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 69 || 1285 || 0.053696 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|131}} || {{font|color=gray|153}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001101001110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 72 || 1285 || 0.056031 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|132}} || {{font|color=gray|152}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101000101110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 73 || 1285 || 0.056809 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|133}} || {{font|color=gray|143}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001110111001000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 99 || 1285 || 0.077043 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|134}} || {{font|color=gray|186}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001110100101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 104 || 1285 || 0.080934 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|136}} || {{font|color=gray|167}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110110101101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 114 || 1285 || 0.088716 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|139}} || {{font|color=gray|141}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011100011101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 116 || 1285 || 0.090272 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|140}} || {{font|color=gray|145}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0100000111101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 118 || 1285 || 0.091829 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|141}} || {{font|color=gray|139}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1010110111101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 119 || 1285 || 0.092607 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|142}} || {{font|color=gray|188}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || s ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000000100011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 123 || 1285 || 0.095720 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 24 |- | {{font|color=gray|143}} || {{font|color=gray|133}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1100110110011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 129 || 1285 || 0.100389 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|144}} || {{font|color=gray|123}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111111001011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 133 || 1285 || 0.103502 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|145}} || {{font|color=gray|140}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111111011011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 138 || 1285 || 0.107393 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|146}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000110111011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 139 || 1285 || 0.108171 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|147}} || {{font|color=gray|160}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011111000111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 143 || 1285 || 0.111284 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|148}} || {{font|color=gray|113}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111010110111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 149 || 1285 || 0.115953 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|149}} || {{font|color=gray|150}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001001001111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 152 || 1285 || 0.118288 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|150}} || {{font|color=gray|149}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101111001111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 153 || 1285 || 0.119066 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|151}} || {{font|color=gray|129}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111010101111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 154 || 1285 || 0.119844 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|152}} || {{font|color=gray|132}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110001011111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 157 || 1285 || 0.122179 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|153}} || {{font|color=gray|131}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011010111111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 159 || 1285 || 0.123735 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|155}} || {{font|color=gray|189}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0010111010100100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 188 || 1285 || 0.146304 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|156}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110010110100100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 189 || 1285 || 0.147082 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|157}} || {{font|color=gray|178}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110010101100100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 194 || 1285 || 0.150973 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|158}} || {{font|color=gray|127}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111110011100100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 197 || 1285 || 0.153307 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|159}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1010010111100100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 199 || 1285 || 0.154864 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|160}} || {{font|color=gray|147}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011011000110100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 223 || 1285 || 0.173541 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|164}} || {{font|color=gray|165}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001110010110100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 227 || 1285 || 0.176654 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|165}} || {{font|color=gray|164}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011011010110100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 228 || 1285 || 0.177432 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|166}} || {{font|color=gray|118}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011100111110100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 239 || 1285 || 0.185992 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|169}} || {{font|color=gray|190}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011101000111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 303 || 1285 || 0.235798 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|176}} || {{font|color=gray|122}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0010111101111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 316 || 1285 || 0.245914 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|178}} || {{font|color=gray|157}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011111100010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 527 || 1285 || 0.410117 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|182}} || {{font|color=gray|115}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011111110010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 532 || 1285 || 0.414008 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|183}} || {{font|color=gray|172}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110001111010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 541 || 1285 || 0.421012 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|184}} || {{font|color=gray|120}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001111100110110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 547 || 1285 || 0.425681 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|185}} || {{font|color=gray|119}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''12''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110111111110110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 562 || 1285 || 0.437354 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 12 |- | {{font|color=gray|186}} || {{font|color=gray|134}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101011101011110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 617 || 1285 || 0.480156 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|187}} || {{font|color=gray|137}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001011100111110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 627 || 1285 || 0.487938 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|188}} || {{font|color=gray|142}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''12''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110011101111110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 637 || 1285 || 0.495720 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 24 |- | {{font|color=gray|189}} || {{font|color=gray|155}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0101101111010001 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='border-left: 2px solid black'| 702 || 1285 || 0.546304 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|190}} || {{font|color=gray|169}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101001101011001 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='border-left: 2px solid black'| 777 || 1285 || 0.604669 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|191}} || {{font|color=gray|290}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''2''' || s ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0000100010000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 16 || 3855 || 0.004150 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|192}} || {{font|color=gray|285}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''3''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000010010000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 17 || 3855 || 0.004410 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|193}} || {{font|color=gray|291}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1100001010000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 19 || 3855 || 0.004929 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|194}} || {{font|color=gray|236}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110111010000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 22 || 3855 || 0.005707 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|195}} || {{font|color=gray|286}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110000110000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 23 || 3855 || 0.005966 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|196}} || {{font|color=gray|220}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111000001000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 31 || 3855 || 0.008042 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|197}} || {{font|color=gray|292}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''3''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0100001001000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 34 || 3855 || 0.008820 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|198}} || {{font|color=gray|287}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110000101000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 38 || 3855 || 0.009857 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|199}} || {{font|color=gray|247}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111000011000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 46 || 3855 || 0.011933 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|200}} || {{font|color=gray|281}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000001011000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 49 || 3855 || 0.012711 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|201}} || {{font|color=gray|260}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011000000100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 61 || 3855 || 0.015824 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|202}} || {{font|color=gray|271}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011000010100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 76 || 3855 || 0.019715 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|203}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111110010100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 79 || 3855 || 0.020493 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|204}} || {{font|color=gray|277}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101000001100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 91 || 3855 || 0.023606 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|205}} || {{font|color=gray|288}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0100000101100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 98 || 3855 || 0.025422 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|206}} || {{font|color=gray|239}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1010110101100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 101 || 3855 || 0.026200 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|207}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110101101100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 103 || 3855 || 0.026719 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|208}} || {{font|color=gray|248}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0000111011100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 112 || 3855 || 0.029053 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|209}} || {{font|color=gray|289}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000000111100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 113 || 3855 || 0.029313 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|210}} || {{font|color=gray|237}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110101111100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 118 || 3855 || 0.030610 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|211}} || {{font|color=gray|267}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011110000010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 124 || 3855 || 0.032166 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|212}} || {{font|color=gray|235}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111011010010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 142 || 3855 || 0.036835 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|213}} || {{font|color=gray|282}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001100001010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 152 || 3855 || 0.039429 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|214}} || {{font|color=gray|280}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0101110001010000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 154 || 3855 || 0.039948 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|215}} || {{font|color=gray|270}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001110000110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 184 || 3855 || 0.047730 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|216}} || {{font|color=gray|264}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011111000110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 188 || 3855 || 0.048768 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|217}} || {{font|color=gray|246}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001011001110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 217 || 3855 || 0.056291 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|218}} || {{font|color=gray|219}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001011011110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 232 || 3855 || 0.060182 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|219}} || {{font|color=gray|218}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001111011110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 233 || 3855 || 0.060441 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|220}} || {{font|color=gray|196}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111101111110000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 239 || 3855 || 0.061997 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|221}} || {{font|color=gray|243}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101001101001000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 283 || 3855 || 0.073411 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|222}} || {{font|color=gray|249}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011101101001000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 284 || 3855 || 0.073671 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|223}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1010111011001000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 293 || 3855 || 0.076005 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|224}} || {{font|color=gray|284}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000011001101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 337 || 3855 || 0.087419 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|225}} || {{font|color=gray|279}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1010010101101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 341 || 3855 || 0.088457 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|226}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110001101101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 343 || 3855 || 0.088975 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|227}} || {{font|color=gray|253}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001101101101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 344 || 3855 || 0.089235 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|228}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011010011101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 349 || 3855 || 0.090532 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|229}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000111011101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 353 || 3855 || 0.091569 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|230}} || {{font|color=gray|256}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0010010111101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 356 || 3855 || 0.092348 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|231}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110001111101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 358 || 3855 || 0.092866 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|232}} || {{font|color=gray|254}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110101111101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 359 || 3855 || 0.093126 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|233}} || {{font|color=gray|268}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011010000011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 364 || 3855 || 0.094423 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|234}} || {{font|color=gray|241}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110101100011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 374 || 3855 || 0.097017 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|235}} || {{font|color=gray|212}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111011010011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 383 || 3855 || 0.099351 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|236}} || {{font|color=gray|194}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110111110011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 391 || 3855 || 0.101427 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|237}} || {{font|color=gray|210}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111011001011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 398 || 3855 || 0.103243 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|238}} || {{font|color=gray|259}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1100001101011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 403 || 3855 || 0.104540 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|239}} || {{font|color=gray|206}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110111101011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 406 || 3855 || 0.105318 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|240}} || {{font|color=gray|266}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011101011011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 412 || 3855 || 0.106874 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|241}} || {{font|color=gray|234}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011011011011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 413 || 3855 || 0.107134 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|242}} || {{font|color=gray|269}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001010000111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 424 || 3855 || 0.109987 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|243}} || {{font|color=gray|221}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111100110111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 446 || 3855 || 0.115694 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|244}} || {{font|color=gray|245}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001101001111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 457 || 3855 || 0.118547 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|245}} || {{font|color=gray|244}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0101011001111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 458 || 3855 || 0.118807 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|246}} || {{font|color=gray|217}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001011011111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 473 || 3855 || 0.122698 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|247}} || {{font|color=gray|199}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111001111111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 479 || 3855 || 0.124254 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|248}} || {{font|color=gray|208}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000111111111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 481 || 3855 || 0.124773 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|249}} || {{font|color=gray|222}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011011111000100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 541 || 3855 || 0.140337 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|250}} || {{font|color=gray|273}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001110100100100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 553 || 3855 || 0.143450 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|251}} || {{font|color=gray|283}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110100110100100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 566 || 3855 || 0.146822 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|252}} || {{font|color=gray|263}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001001110100100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 569 || 3855 || 0.147601 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|253}} || {{font|color=gray|227}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001011111100100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 601 || 3855 || 0.155901 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|254}} || {{font|color=gray|232}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001011100010100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 616 || 3855 || 0.159792 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|255}} || {{font|color=gray|276}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0010110110010100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 628 || 3855 || 0.162905 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|256}} || {{font|color=gray|230}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1010011111010100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 661 || 3855 || 0.171466 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|257}} || {{font|color=gray|258}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101001000110100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 667 || 3855 || 0.173022 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|258}} || {{font|color=gray|257}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101101010110100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 683 || 3855 || 0.177173 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|259}} || {{font|color=gray|238}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1100011110110100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 691 || 3855 || 0.179248 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|260}} || {{font|color=gray|201}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''12''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111110111110100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='border-left: 2px solid black'| 719 || 3855 || 0.186511 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|261}} || {{font|color=gray|272}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0101110100101100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 794 || 3855 || 0.205966 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|262}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1100101010101100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 803 || 3855 || 0.208301 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|263}} || {{font|color=gray|252}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0101101101101100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 826 || 3855 || 0.214267 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|264}} || {{font|color=gray|216}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111110000011100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 847 || 3855 || 0.219715 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|265}} || {{font|color=gray|275}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110110100011100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 854 || 3855 || 0.221530 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|266}} || {{font|color=gray|240}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111001001011100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 878 || 3855 || 0.227756 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|267}} || {{font|color=gray|211}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111111000111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 911 || 3855 || 0.236316 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|268}} || {{font|color=gray|233}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111111010111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 926 || 3855 || 0.240208 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|269}} || {{font|color=gray|242}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011111001111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 941 || 3855 || 0.244099 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|270}} || {{font|color=gray|215}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011111011111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 956 || 3855 || 0.247990 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|271}} || {{font|color=gray|202}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''12''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111010111111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 959 || 3855 || 0.248768 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|272}} || {{font|color=gray|261}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101001110100010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='border-left: 2px solid black'| 1051 || 3855 || 0.272633 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|273}} || {{font|color=gray|250}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101101101100010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='border-left: 2px solid black'| 1067 || 3855 || 0.276783 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|274}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110100111100010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='border-left: 2px solid black'| 1078 || 3855 || 0.279637 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 24 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 384 |- | {{font|color=gray|275}} || {{font|color=gray|265}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110001110010010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='border-left: 2px solid black'| 1111 || 3855 || 0.288197 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|276}} || {{font|color=gray|255}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110101111010010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='border-left: 2px solid black'| 1142 || 3855 || 0.296239 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|277}} || {{font|color=gray|204}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111100111110010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='border-left: 2px solid black'| 1199 || 3855 || 0.311025 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|278}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110000101101010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='border-left: 2px solid black'| 1303 || 3855 || 0.338003 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|279}} || {{font|color=gray|225}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110110101011010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='border-left: 2px solid black'| 1366 || 3855 || 0.354345 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|280}} || {{font|color=gray|214}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111101000111010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='border-left: 2px solid black'| 1391 || 3855 || 0.360830 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|281}} || {{font|color=gray|200}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''12''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111111001111010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='border-left: 2px solid black'| 1423 || 3855 || 0.369131 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|282}} || {{font|color=gray|213}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''12''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111111011111010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='border-left: 2px solid black'| 1438 || 3855 || 0.373022 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|283}} || {{font|color=gray|251}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110010110010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 1591 || 3855 || 0.412711 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|284}} || {{font|color=gray|224}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110110111010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 1622 || 3855 || 0.420752 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|285}} || {{font|color=gray|192}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 13&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''13''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111111011110110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 1679 || 3855 || 0.435538 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|286}} || {{font|color=gray|195}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111111100011110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 1822 || 3855 || 0.472633 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|287}} || {{font|color=gray|198}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''12''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011111110011110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 1837 || 3855 || 0.476524 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|288}} || {{font|color=gray|205}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''12''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001111110111110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 1897 || 3855 || 0.492088 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|289}} || {{font|color=gray|209}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001111101111110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 1912 || 3855 || 0.495979 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|290}} || {{font|color=gray|191}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''14''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110111111111110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 1927 || 3855 || 0.499870 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|291}} || {{font|color=gray|193}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''12''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111111100111101 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='border-left: 2px solid black'| 2846 || 3855 || 0.738262 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|292}} || {{font|color=gray|197}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 13&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''13''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 0000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011111110111101 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='border-left: 2px solid black'| 2861 || 3855 || 0.742153 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|293}} || {{font|color=gray|323}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001011010000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 24 || 4369 || 0.005493 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|294}} || {{font|color=gray|322}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110000110000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 26 || 4369 || 0.005951 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|295}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111011110000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 33 || 4369 || 0.007553 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|296}} || {{font|color=gray|305}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101010001000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 37 || 4369 || 0.008469 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 |- | {{font|color=gray|297}} || {{font|color=gray|312}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1000.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101100111101100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 949 || 4369 || 0.217212 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|319}} || {{font|color=gray|314}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001100010000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 56 || 13107 || 0.004273 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|326}} || {{font|color=gray|361}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''2''' || s ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0000001010000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 64 || 13107 || 0.004883 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 32 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 32 |- | {{font|color=gray|327}} || {{font|color=gray|357}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''3''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0000100110000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 80 || 13107 || 0.006104 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|328}} || {{font|color=gray|348}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011001110000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 92 || 13107 || 0.007019 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|329}} || {{font|color=gray|359}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''3''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000010001000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 109 || 13107 || 0.008316 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|330}} || {{font|color=gray|352}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001100101000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 133 || 13107 || 0.010147 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|331}} || {{font|color=gray|356}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001011001100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 328 || 13107 || 0.025025 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|332}} || {{font|color=gray|344}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0000101111100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 400 || 13107 || 0.030518 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|333}} || {{font|color=gray|346}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001101010101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1093 || 13107 || 0.083391 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|338}} || {{font|color=gray|342}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0011111010101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1100 || 13107 || 0.083925 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|339}} || {{font|color=gray|350}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000001101101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1165 || 13107 || 0.088884 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|340}} || {{font|color=gray|341}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0101111011101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1202 || 13107 || 0.091707 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|341}} || {{font|color=gray|340}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001000111101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1205 || 13107 || 0.091936 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|342}} || {{font|color=gray|338}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000110111101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1213 || 13107 || 0.092546 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|343}} || {{font|color=gray|351}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1100000100011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1255 || 13107 || 0.095750 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|344}} || {{font|color=gray|332}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0010111111111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1636 || 13107 || 0.124819 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|345}} || {{font|color=gray|353}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111111111101100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 2867 || 13107 || 0.218738 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|350}} || {{font|color=gray|339}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110101110111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 3166 || 13107 || 0.241550 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|351}} || {{font|color=gray|343}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101101110111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 3167 || 13107 || 0.241627 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|352}} || {{font|color=gray|330}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1100111101111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 3223 || 13107 || 0.245899 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|353}} || {{font|color=gray|345}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110011001100110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 5243 || 13107 || 0.400015 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|354}} || {{font|color=gray|337}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111010101010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 5462 || 13107 || 0.416724 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|355}} || {{font|color=gray|335}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110110111010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 5515 || 13107 || 0.420768 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|356}} || {{font|color=gray|331}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110111110110110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 5630 || 13107 || 0.429541 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|357}} || {{font|color=gray|327}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 13&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''13''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111111111110110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 5734 || 13107 || 0.437476 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|358}} || {{font|color=gray|334}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; 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padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111011101111110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 6499 || 13107 || 0.495842 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|361}} || {{font|color=gray|326}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''14''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1100.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011111111111110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 6553 || 13107 || 0.499962 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 32 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 32 |- | {{font|color=gray|362}} || {{font|color=gray|376}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''2''' || s ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0000000110000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 128 || 21845 || 0.005859 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 |- | {{font|color=gray|363}} || {{font|color=gray|374}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001000110000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 131 || 21845 || 0.005997 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|364}} || {{font|color=gray|372}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0000011111100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 672 || 21845 || 0.030762 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|365}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110101010101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1821 || 21845 || 0.083360 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|366}} || {{font|color=gray|375}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 4 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001011001101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1912 || 21845 || 0.087526 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 |- | {{font|color=gray|367}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101011001101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1913 || 21845 || 0.087572 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|368}} || {{font|color=gray|370}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111011001101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1914 || 21845 || 0.087617 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|369}} || {{font|color=gray|373}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 4 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001100101101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 1928 || 21845 || 0.088258 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|370}} || {{font|color=gray|368}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001010111101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 2019 || 21845 || 0.092424 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|371}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101001100111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 2457 || 21845 || 0.112474 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|372}} || {{font|color=gray|364}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001111111111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 2728 || 21845 || 0.124880 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|373}} || {{font|color=gray|369}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 4 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0010 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0101101110111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 5278 || 21845 || 0.241611 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|374}} || {{font|color=gray|363}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''12''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1101111111011010 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='border-left: 2px solid black'| 7849 || 21845 || 0.359304 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|375}} || {{font|color=gray|366}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 4 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110101111010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 9202 || 21845 || 0.421241 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 |- | {{font|color=gray|376}} || {{font|color=gray|362}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''14''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0100 on 1010.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111111111111110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 10922 || 21845 || 0.499977 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 8 |- | {{font|color=gray|377}} || {{font|color=gray|401}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''1''' || s ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000000000000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 1 || 65535 || 0.000015 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 |- | {{font|color=gray|378}} || {{font|color=gray|400}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''4''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110100010000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 278 || 65535 || 0.004242 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 |- | {{font|color=gray|379}} || {{font|color=gray|393}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111111010000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 382 || 65535 || 0.005829 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|380}} || {{font|color=gray|386}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110100110000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 407 || 65535 || 0.006210 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|381}} || {{font|color=gray|395}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110101011000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 854 || 65535 || 0.013031 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|382}} || {{font|color=gray|394}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001101011000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1010.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 857 || 65535 || 0.013077 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|383}} || {{font|color=gray|392}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0101011011000000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 874 || 65535 || 0.013336 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|384}} || {{font|color=gray|396}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0001111011100000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0000.svg|link=]] ||style='border-left: 2px solid black'| 1912 || 65535 || 0.029175 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|385}} || {{font|color=gray|398}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 4 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1001011001101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 5737 || 65535 || 0.087541 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 |- | {{font|color=gray|386}} || {{font|color=gray|380}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111111001101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 5759 || 65535 || 0.087877 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|387}} || {{font|color=gray|399}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''5''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000000101101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 5761 || 65535 || 0.087907 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 |- | {{font|color=gray|388}} || {{font|color=gray|397}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 7&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''7''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0110100101101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 5782 || 65535 || 0.088228 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|389}} || || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 1&#8239;/&#8239;2 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''8''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110100101101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 5783 || 65535 || 0.088243 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|390}} || {{font|color=gray|391}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111111011101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 6014 || 65535 || 0.091768 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 |- | {{font|color=gray|391}} || {{font|color=gray|390}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''6''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000000111101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 6017 || 65535 || 0.091814 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 |- | {{font|color=gray|392}} || {{font|color=gray|383}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011110111101000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 6077 || 65535 || 0.092729 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|393}} || {{font|color=gray|379}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111011100011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 6383 || 65535 || 0.097398 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|394}} || {{font|color=gray|382}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110101111011000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 7127 || 65535 || 0.108751 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 12 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 192 |- | {{font|color=gray|395}} || {{font|color=gray|381}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 5&#8239;/&#8239;8 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''10''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 0111011101111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 7918 || 65535 || 0.120821 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 3 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 48 |- | {{font|color=gray|396}} || {{font|color=gray|384}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1000111101111000 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1000.svg|link=]] ||style='border-left: 2px solid black'| 7921 || 65535 || 0.120867 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 6 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 96 |- | {{font|color=gray|397}} || {{font|color=gray|388}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 3 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110001100111100 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1100.svg|link=]] ||style='border-left: 2px solid black'| 15559 || 65535 || 0.237415 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 4 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 64 |- | {{font|color=gray|398}} || {{font|color=gray|385}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 9&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''9''' || ||style='border-right: 2px solid black;'| 4 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1110100110010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1001.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 27031 || 65535 || 0.412467 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 |- | {{font|color=gray|399}} || {{font|color=gray|387}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 11&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''11''' || ||style='border-right: 2px solid black;'| 2 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1011110111010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1011.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 27581 || 65535 || 0.420859 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 |- | {{font|color=gray|400}} || {{font|color=gray|378}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 3&#8239;/&#8239;4 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''12''' || ||style='border-right: 2px solid black;'| 1 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111110111010110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1101.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 0110.svg|link=]] ||style='border-left: 2px solid black'| 27583 || 65535 || 0.420890 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 |- | {{font|color=gray|401}} || {{font|color=gray|377}} || '''4''' ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| 15&#8239;/&#8239;16 ||style='background-color: #ffbcb4;color:var(--color-base-fixed,#202122);'| '''15''' || ||style='border-right: 2px solid black;'| 0 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111 on 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110 on 1111.svg|link=]] ||style='font-size: 20%; border-left: 2px solid black; border-right: 2px solid black;'| 1111111111111110 ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1111.svg|link=]] ||style='width: 31px; padding: 0; border-right: 1px solid black;'| [[File:Nibble 1110.svg|link=]] ||style='border-left: 2px solid black'| 32767 || 65535 || 0.499992 ||style='background-color: #b4b4f9;color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| ||style='background-color: #fff0b4;color:var(--color-base-fixed,#202122);'| 1 ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| ||style='background-color: #b4e4b4;color:var(--color-base-fixed,#202122);color:var(--color-base-fixed,#202122);'| 16 |} [[Category:Studies of Boolean functions]] gg3s6q4lyb5c84lbfmg118z0gip0hsf 0 264342 2831663 2821705 2026-09-06T07:34:02Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831663 wikitext text/x-wiki == Overview == According to the Museum of London, Queen Victoria was 4'8" by the end of her life.<ref>Austin, Emily. "Mounting Queen Victoria's mourning dress." 13 August 2020 ''London Museum''. [https://www.londonmuseum.org.uk/blog/mounting-queen-victorias-mourning-dress/#:~:text=Comprising%20a%20bodice%20and%20skirt,a%20certain%20stage%20of%20mourning. https://www.londonmuseum.org.uk/blog/mounting-queen-victorias-mourning-dress/#:~:text=Comprising%20a%20bodice%20and%20skirt,a%20certain%20stage%20of%20mourning.] Retrieved 2026-03-09.</ref> Most people say she was about 5 feet tall at her tallest, although sometimes some will say 5'2". Lytton Strachey describes the shrinking of Queen Victoria's power over the course of her reign, attributing it to her inability to think clearly about the constitution or constitutional monarchy:<blockquote>Victoria’s comprehension of the spirit of her age has been constantly asserted. It was for long the custom for courtly historians and polite politicians to compliment the Queen upon the correctness of her attitude towards the Constitution. But such praises seem hardly to be justified by the facts. ... The complex and delicate principles of the Constitution cannot be said to have come within the compass of her mental faculties; and in the actual developments which it underwent during her reign she [472–473] played a passive part. From 1840 to 1861 the power of the Crown steadily increased in England; from 1861 to 1901 it steadily declined. The first process was due to the influence of the Prince Consort, the second to that of a series of great Ministers. During the first Victoria was in effect a mere accessory; during the second the threads of power, which Albert had so laboriously collected, inevitably fell from her hands into the vigorous grasp of Mr. Gladstone, Lord Beaconsfield, and Lord Salisbury. Perhaps, absorbed as she was in routine, and difficult as she found it to distinguish at all clearly between the trivial and the essential, she was only dimly aware of what was happening. Yet, at the end of her reign, the Crown was weaker than at any other time in English history. Paradoxically enough, Victoria received the highest eulogiums for assenting to a political evolution, which, had she completely realised its import, would have filled her with supreme displeasure. Nevertheless it must not be supposed that she was a second George III. Her desire to impose her will, vehement as it was, and unlimited by [473–474] any principle, was yet checked by a certain shrewdness.<ref name=":0">Strachey, Lytton. ''Queen Victoria''. Standard Ebooks, 2025 (2020). [http://standardebooks.org/ebooks/lytton-strachey/queen-victoria standardebooks.org/ebooks/lytton-strachey/queen-victoria]. Apple Books: https://books.apple.com/us/book/queen-victoria/id6444770015.</ref>{{rp|472–474 of 555}} </blockquote> The American writer Henry James on Queen Victoria's death:<blockquote>the ensuing mood [was] "strange and indescribable": people spoke in whispers, as though scared of something. He was surprised at the reaction, because her death was not sudden or unusual: it was "a simple running down of the old used up watch," the death of an old widow who had thrown "her good fat weight into the scales of general decency." Yet in the following days, the American-born writer felt unexpectedly distressed. He, like so many, mourned the "safe and motherly old middle-class Queen, who held the nation warm under the fold of her big, hideous Scotch-plaid shawl."<ref name=":11" />{{rp|846 of 1203}}</blockquote> According to A. N. Wilson, Queen Victoria's reputation for prudishness is not quite deserved. The "raffishness" of George IV, for example, or most of the other children of George III, was distasteful, but<blockquote>Having been brought up by a [324–325] widow was different from being brought up, as Albert was, in a home broken by adultery; so her distaste for raffishness, though she would loyally echo her husband’s strong moral line, lacked the pathological edge which it possessed in his case.<ref name=":13" />{{rp|324–325 of 1204}}</blockquote> And Wilson says of her enduring liking for the "poor relation" cousin George Cambridge, 2nd Duke of Cambridge,<blockquote>Although all her biographers stress Victoria’s need, in marrying the virtuous Prince Albert, to escape the dissipations and clumsiness of her ‘wicked uncles’, there was always a distinctly Hanoverian side to her. George Cambridge was a throwback to the world of William IV and George IV, to a lack of stiffness and a lack of side which was always part of Victoria’s character also.<ref name=":13" />{{rp|879 of 1204}}</blockquote> Wilson says of the distance between the actual woman and the external perception of her,<blockquote>Arthur C. Benson and the 1st Viscount Esher, both homosexual men of a certain limited outlook determined by their class and disposition, were the pair entrusted with the task of editing the earliest published letters. It is a magnificent achievement, but they chose to concentrate on Victoria’s public life, omitting the thousands of letters she wrote relating to health, to children, to sex and marriage, to feelings and the ‘inner woman’. It perhaps comforted them, and others who revered the memory of the Victorian era, to place a posthumous gag on Victoria’s emotions. The extreme paradox arose that one of the most passionate, expressive, humorous and unconventional women who ever lived was paraded before the public as a [39–40] stiff, pompous little person, the ‘figurehead’ to an all-male imperial enterprise.<ref name=":13" />{{rp|39–40 of 1204}}</blockquote> Besides what some say was a German accent, Queen Victoria spoke in what A. N. Wilson calls<blockquote>an unreformed Regency English. In Osborne, on Christmas Day 1891, she asked Sir Henry Ponsonby, 'Why the blazes don't Mr Macdonnell telegraph hear the results of the election? He used to do so and now he don’t.' ... If William IV had lived in the age of the telegraph, it is just the sort of question, with 'don't' for 'doesn't', and the blunt 'why the blazes' which he would have asked. One sees here [857–858] how much she had in common with her cousin the Duke of Cambridge, who likewise appeared in many ways to be a pre-Victorian. During a drought, he went to church and the parson prayed for rain. The duke involuntarily exclaimed, 'Oh God! My dear man, how can you expect rain with wind in the east?' When the chaplain, later in the service, said, 'Let us pray,' the duke replied, 'By all means.'<ref name=":13" />{{rp|857–858 of 1204}}</blockquote> == Also Known As == *Victoria Regina *Family name: Saxe-Coburg and Gotha *Nickname, as a child: Drina *Alexandrina Victoria == Family == *Victoria — Alexandrina Victoria (24 May 1819 – 22 January 1901)<ref name=":4" /> *Albert, Prince Consort — Franz August Karl Albert Emanuel (26 August 1819 – 14 December 1861)<ref name=":2">{{Cite journal|date=2025-10-04|title=Prince Albert of Saxe-Coburg and Gotha|url=https://en.wikipedia.org/w/index.php?title=Prince_Albert_of_Saxe-Coburg_and_Gotha&oldid=1315065374|journal=Wikipedia|language=en}}</ref> #Victoria Adelaide Mary Louisa, "Vicky," German Empress, Empress Frederick (21 November 1840 – 5 August 1901)<ref>{{Cite journal|date=2025-10-08|title=Victoria, Princess Royal|url=https://en.wikipedia.org/w/index.php?title=Victoria,_Princess_Royal&oldid=1315724049|journal=Wikipedia|language=en}}</ref> #[[Social Victorians/People/Albert Edward, Prince of Wales | Albert Edward, "Teddy," King Edward VII]] (4 November 1841 – 6 May 1910)<ref>{{Cite journal|date=2025-10-23|title=Edward VII|url=https://en.wikipedia.org/w/index.php?title=Edward_VII&oldid=1318322588|journal=Wikipedia|language=en}}</ref> #[[Social Victorians/People/Princess Alice | Alice Maud Mary, Princess Alice]], Grand Duchess of Hesse (25 April 1843 – 14 December 1878)<ref>{{Cite journal|date=2025-10-02|title=Princess Alice of the United Kingdom|url=https://en.wikipedia.org/w/index.php?title=Princess_Alice_of_the_United_Kingdom&oldid=1314683419|journal=Wikipedia|language=en}}</ref> #[[Social Victorians/People/Alfred of Edinburgh | Alfred Ernest Albert, "Affie"]]: Duke of Edinburgh — (6 August 1844 – 30 July 1900),<ref>{{Cite journal|date=2025-10-20|title=Alfred, Duke of Saxe-Coburg and Gotha|url=https://en.wikipedia.org/w/index.php?title=Alfred,_Duke_of_Saxe-Coburg_and_Gotha&oldid=1317824547|journal=Wikipedia|language=en}}</ref> Duke of Saxe-Coburg (24 May 1866 – 30 July 1900) and Gotha (2 August 1893 – 30 July 1900) #[[Social Victorians/People/Christian of Schleswig-Holstein | Helena Augusta Victoria, "Lenchen,"]] Princess Christian of Schleswig-Holstein (25 May 1846 – 9 June 1923)<ref>{{Cite journal|date=2025-10-26|title=Princess Helena of the United Kingdom|url=https://en.wikipedia.org/w/index.php?title=Princess_Helena_of_the_United_Kingdom&oldid=1318943746|journal=Wikipedia|language=en}}</ref> #[[Social Victorians/People/Princess Louise | Louise Caroline Alberta, Princess Louise]], Marchioness of Lorne, [[Social Victorians/People/Argyll | Duchess of Argyle]] (18 March 1848 – 3 December 1939)<ref>{{Cite journal|date=2025-09-25|title=Princess Louise, Duchess of Argyll|url=https://en.wikipedia.org/w/index.php?title=Princess_Louise,_Duchess_of_Argyll&oldid=1313272998|journal=Wikipedia|language=en}}</ref> #[[Social Victorians/People/Connaught | Arthur William Patrick Albert]], Duke of Connaught and Strathearn (1 May 1850 – 16 January 1942)<ref>{{Cite journal|date=2025-10-03|title=Prince Arthur, Duke of Connaught and Strathearn|url=https://en.wikipedia.org/w/index.php?title=Prince_Arthur,_Duke_of_Connaught_and_Strathearn&oldid=1314802923|journal=Wikipedia|language=en}}</ref> #[[Social Victorians/People/Leopold | Leopold George Duncan Albert]], Duke of Albany (7 April 1853 – 28 March 1884)<ref name=":1">{{Cite journal|date=2025-10-19|title=Prince Leopold, Duke of Albany|url=https://en.wikipedia.org/w/index.php?title=Prince_Leopold,_Duke_of_Albany&oldid=1317724959|journal=Wikipedia|language=en}}</ref> #Beatrice Mary Victoria Feodore, Princess Henry of Battenberg (14 April 1857 – 26 October 1944)<ref>{{Cite journal|date=2025-10-21|title=Princess Beatrice of the United Kingdom|url=https://en.wikipedia.org/w/index.php?title=Princess_Beatrice_of_the_United_Kingdom&oldid=1318045123|journal=Wikipedia|language=en}}</ref> === "Adopted" Godchildren === # Victoria Gouramma, of Coorg (c. 1841–), brought to London in 1852 at 11, QV stood as godmother 1 July 1852.<ref name=":13" /> (346 of 1204) # Maharajah Duleep Singh, the Lion of the Punjab, presented to QV in July 1854.<ref name=":13" /> (350 of 1204) === Relations === == Acquaintances, Friends and Enemies == === Acquaintances === === Friends === * Lord Melbourne — Henry William Lamb, 2nd Viscount Melbourne (15 March 1779 – 24 November 1848)<ref>{{Cite journal|date=2025-09-25|title=William Lamb, 2nd Viscount Melbourne|url=https://en.wikipedia.org/w/index.php?title=William_Lamb,_2nd_Viscount_Melbourne&oldid=1313293647|journal=Wikipedia|language=en}}</ref> * Benjamin Disraeli, 1st Earl of Beaconsfield (21 December 1804 – 19 April 1881)<ref>{{Cite journal|date=2025-10-09|title=Benjamin Disraeli|url=https://en.wikipedia.org/w/index.php?title=Benjamin_Disraeli&oldid=1315865798|journal=Wikipedia|language=en}}</ref> * Harriet, Duchess of Sutherland, [[Social Victorians/Victoria/Queen's Household#Mistress of the Robes|Mistress of the Robes]] 1837 and 1861, very close friend.<ref>{{Cite journal|date=2026-03-13|title=Harriet Sutherland-Leveson-Gower, Duchess of Sutherland|url=https://en.wikipedia.org/w/index.php?title=Harriet_Sutherland-Leveson-Gower,_Duchess_of_Sutherland&oldid=1343226719|journal=Wikipedia|language=en}}</ref> The Duchess of Sutherland was an abolitionist, personally criticized by Karl Marx for her mother's clearing of the Sutherland lands for sheep grazing. * Anne Murray, Duchess of Atholl, [[Social Victorians/Victoria/Queen's Household#Mistress of the Robes|Mistress of the Robes]] 1852–1853 and then Lady of the Bedchamber until 1892, when she and the Duchess of Roxburghe shared the duties of the Mistress of the Robes, among her closest of friends<ref>{{Cite journal|date=2026-01-25|title=Anne Murray, Duchess of Atholl|url=https://en.wikipedia.org/w/index.php?title=Anne_Murray,_Duchess_of_Atholl&oldid=1334678470|journal=Wikipedia|language=en}}</ref> * [[Social Victorians/People/Sophie of Wurttemberg|Sophie of Württemberg, Queen of the Netherlands]] (17 June 1818 – 3 June 1877)<ref>{{Cite journal|date=2025-12-02|title=Sophie of Württemberg|url=https://en.wikipedia.org/w/index.php?title=Sophie_of_W%C3%BCrttemberg&oldid=1325386567|journal=Wikipedia|language=en}}</ref> *[[Social Victorians/People/Mary Todd Lincoln|Mary Todd Lincoln]] (December 13, 1818 – July 16, 1882)<ref>{{Cite journal|date=2026-01-08|title=Mary Todd Lincoln|url=https://en.wikipedia.org/w/index.php?title=Mary_Todd_Lincoln&oldid=1331838569|journal=Wikipedia|language=en}}</ref> *[[Social Victorians/People/Eugenie of France|Empress Eugénie of France]] (5 May 1826 – 11 July 1920)<ref>{{Cite journal|date=2025-11-18|title=Eugénie de Montijo|url=https://en.wikipedia.org/w/index.php?title=Eug%C3%A9nie_de_Montijo&oldid=1322973534|journal=Wikipedia|language=en}}</ref> * [[Social Victorians/People/Elisabeth of Austria|Empress Elisabeth of Austria]] (24 December 1837 – 10 September 1898)<ref>{{Cite journal|date=2026-01-09|title=Empress Elisabeth of Austria|url=https://en.wikipedia.org/w/index.php?title=Empress_Elisabeth_of_Austria&oldid=1332040784|journal=Wikipedia|language=en}}</ref> * "Lady Augusta Bruce, lady-in-waiting to Queen Victoria’s mother, and already [by 1853] a great friend of the Queen’s, attended [Eugénie and Napoleon's] wedding at Notre-Dame"<ref name=":13">Wilson, A. N. ''Victoria: A Life''. Penguin, 2014. Apple Books: https://books.apple.com/us/book/victoria/id828766078.</ref> (325 of 1204) === Enemies === == Organizations == [[Social Victorians/Victoria/Queen's Household|Queen's Household]] == Pastimes == * [[Social Victorians/Royals Amateur Theatricals | Amateur Theatricals with the Royal Family]], often at Balmoral or Osborne == Timeline == This Timeline includes both a list of signal events in Queen Victoria's social life and a separate [[Social Victorians/People/Queen Victoria#Her Dresses|chronological list of the dresses]] as they appear in her painted and photographed portraits. Information about what she wore at particular events might be in both places. '''1835''', Rosie Harte in ''The Royal Wardrobe'' says,<blockquote>In 1835, Victoria first met the French Princess Louise, who had recently married her uncle Leopold and whose continental wardrobe fascinated the young Princess. Victoria’s addiction to French wares began with little gifts and accessories, before eventually Louise was supplying her with full outfits of pastel-toned silk dresses and matching bonnets, which Victoria swooned over in her diary: ‘They are quite lovely. They are so well made and so very elegant.’¹⁸ ^{"18 RA VIC/MAIN/QVJ (W) 17 September 1836."} <ref>Harte, Rosie. ''The Royal Wardrobe: Peek into the Wardrobes of History's Most Fashionable Royals''. </ref>{{rp|270 of 595}}</blockquote> '''1836 May 18''', Victoria and Albert met for the first time. Worsley says,<blockquote>On this particular day that Albert first set eyes upon her, there’s also cause to suspect that we can identify the very gown Victoria was wearing. The reason is that she was a great hoarder of the clothes worn on significant occasions, and the Royal Collection today still contains a high-waisted, dark-coloured, tartan velvet dress. With short puffed sleeves worn just off the shoulder, its style dates it to exactly the right period.²¹{{rp|"21 Staniland (1997) p. 92"}} [new paragraph] The tartan was important, for despite the fact she had never been there Victoria had fallen passionately in love with the country of [129–130] Scotland. This had happened four months previously when she’d devoured Sir Walter Scott’s ''The Bride of Lammermoor''. In it, a fearsome Scottish lord feasts upon the human flesh of his tenants, shocking observers when he throws back ‘the tartan plaid with which he had screened his grim and ferocious visage’.²²{{rp|"22 Scott (1819; 1858 edition) p. 368"}} ‘Oh!’ Victoria panted in her journal, ‘Walter Scott is my beau ideal of a Poet; I do so admire him both in Poetry and Prose!’²³{{rp|"23 RA QVJ/1836: 1 November"}} ‘Grim and ferocious’ does not sound like a particularly winsome look. Yet Victoria, at odds with the authority figures in her life, wanted to demonstrate independence and maturity through her dark, tartan gown. Casting aside the white or pink muslin dresses that had previously dominated her wardrobe, she was going through a phase and adopting a look that in our own times we might call goth.<ref name=":5">Worsley, Lucy. ''Queen Victoria: Twenty-Four Days That Changed Her Life''. St. Martin's Press, Hodder & Stoughton, 2018.</ref>{{rp|129–130 of 786; nn. 21, 22, 23, p. 653}}</blockquote> '''1837 June 20''', Victoria acceded to the throne.<ref name=":4">{{Cite journal|date=2025-09-28|title=Queen Victoria|url=https://en.wikipedia.org/w/index.php?title=Queen_Victoria&oldid=1313837777|journal=Wikipedia|language=en}}</ref> She put on a white dressing gown to hear the news, and then she changed to a black dress, because she was in mourning for the death of William IV, to begin her work. Worsley says that in spite of contemporary reports, Victoria did not cry:<blockquote>'The Queen was not overwhelmed,’ Victoria [later] claimed, and was ‘rather full of courage, she may say. She took things as they came, as she knew they must be.’²⁸{{rp|"28 Theodore Martin, Queen Victoria as I Knew Her, London (1901) p. 65"}} [new paragraph] Even her grief for her uncle had to be kept measured. ‘Poor old man,’ she thought, ‘I feel sorry for him, he was always personally kind to me.’²⁹{{rp|"29 RA VIC/MAIN/QVLB/19 June 1837"}} Yet there was no time to mourn. Victoria quickly returned to her maid’s room to be dressed. She already had a black mourning gown just waiting to be put on. Still remaining at Kensington Palace to this day, this dress is a tiny garment, with an extraordinarily small waist and cuffs. With it, she wore a white collar and, as usual, ‘her light hair’ was ‘simply parted over the forehead’.³⁰{{rp|"30 Anon., The Annual Register and Chronicle for the Year 1837, London (1838) p. 65"}} Her girlish appearance explains quite a lot of the indulgence and romance with which her reign was greeted. It also meant that she would consistently be underestimated.<ref name=":5" />{{rp|148 of 786; nn. 28, 29, 30, p. 656}}</blockquote> === Formatting === '''1838 June 28, Victoria's Coronation'''. Worsley says,<blockquote>For her journey to Westminster Abbey, Victoria was wearing red robes over a stiff white satin dress with gold embroidery. She had a ‘circlet of splendid diamonds’ on her head. Her long crimson velvet cloak, with its gold lace and ermine, flowed out so far behind her little figure that it became a ‘very ponderous appendage’.²{{rp|"2 Lady Wilhelmina Stanhope, quoted in Lorne (1901) p. 82"}} Harriet, the beautiful and statuesque Duchess of Sutherland, Mistress of the Robes, was responsible for Victoria’s appearance. This ‘ponderous’ mantle must have made her anxious, and indeed it would get in the way and cause kerfuffle all day long. The stately duchess rather dwarfed the queen when they stood side by side, and Victoria was slightly jealous of Harriet’s habit of flirting with Melbourne. But she did trust her surer dress sense. Onto [160–161] Victoria’s little feet went flat white satin slippers fastened with ribbons.³{{rp|"3 Staniland (1997) p. 114"}}<ref name=":5" />{{rp|160–161; nn. 2, 3, p. 659}}</blockquote>The coronation was under-rehearsed, and Victoria herself had not seen the kind of pomp and splendor that came with such an important official event:<blockquote>Victoria gasped at the sight that met her within. Lady Wilhelmina Stanhope, one of the young ladies carrying the queen’s train, noticed that ‘the colour mounted to her cheeks, brow and even neck, and her breath came quickly.’²⁹{{rp|"29 Lady Wilhelmina Stanhope, quoted in Lorne (1901) p. 82"}} ‘Splendid’, Victoria thought the congregation, many of them, like herself, swathed in red velvet, ‘the bank of Peeresses quite beautiful, all in their robes’.³⁰{{rp|"30 RA QVJ/1838: 28 June"}} Among a host of impressive outfits, that of the Austrian ambassador was particularly noteworthy. Even the heels of his boots were bejewelled. One lady thought that he looked like he’d ‘been caught out in a rain of diamonds, and had come in dripping!’³¹{{rp|"31 Grace Greenwood, ''Queen Victoria, Her Girlhood and Womanhood'', London (1883) p. 117"}} Victoria was accompanied not only by the young ladies who were to carry her train, but also by the Duchess of Sutherland as Mistress of the Robes, who ‘walked, or rather stalked up the Abbey like Juno; she was full of her situation.’³²{{rp|"32 Ralph Disraeli, ed., ''Lord Beaconsfield’s Correspondence with His Sister'', London (1886 edition) p. 109"}} Throughout the whole ceremony the Bishop of Durham stood near to the queen, supposedly to guide her through the ritual. But he proved to be hopelessly unreliable. The unfortunate bishop ‘never could tell me’, Victoria recorded later, [169–170] what was to take place’. At one point, he was supposed to hand her the orb, but when he noticed that she had already got it, he was left, once again, ‘so confused and puzzled’.³³{{rp|"33 RA QVJ/1838: 28 June"}} Another hindrance came in the form of the trainbearers’ dresses. Their ‘little trains were serious annoyances’, wrote one of their number, ‘for it was impossible to avoid treading upon them … there certainly should have been some previous rehearsing, for we carried the Queen’s train very jerkily and badly, never keeping step properly’.³⁴{{rp|"34 Lady Wilhelmina Stanhope, quoted in Lorne (1901) p. 82"}} It was the Duchess of Richmond, not the stylish Sutherland, who had signed off the design of the bearers’ dresses, and she found herself ‘much condemned by some of the young ladies for it’. But the Duchess of Richmond had decreed that she would ‘have no discussion with their Mammas’ about what they were to wear. An executive decision was the only way to get the design agreed.³⁵{{rp|"35 RA QVJ/1838: 28 June"}} <ref name=":5" />{{rp|169–170 of 786; nn. 29, 30, 31, 32, 33, 34, 35, p. 660–661}}</blockquote>After the peers swore homage<blockquote>it was now time for a change of dress, to mark the beginning of Victoria’s transformation from girl to sovereign. Retreating to a special robing room, she took off her crimson cloak and put on ‘a singular sort of little gown of linen trimmed with lace’. This white dress represented her purified, prepared state. When she re-entered the abbey, she did so bare-headed. ... Then at last came the very moment of ‘the Crown being placed on my head – which was, I must own, a most beautiful impressive moment; all the Peers and Peeresses put on their Coronets at the same instant.’⁴¹{{rp|"41 RA QVJ/1838: 28 June"}} The sound of this moment of the lifting of the coronets had been heard at coronations going back to the Middle Ages, and was once exquisitely described as ‘a sort of feathered, silken thunder’.⁴²{{rp|"42 Benjamin Robert Haydon, ''The Diary of Benjamin Robert Haydon'', Cambridge, MA (1960) p. 350"}} <ref name=":5" />{{rp|172 of 786; nn. 41, 42, p. 661}}</blockquote>Her coronation robes were "specially woven in the Spitalfields silk-weaving area of London," like her wedding dress.<ref name=":8">Goldthorpe, Caroline. ''From Queen to Empress: Victorian Dress 1837–1877''. An Exhibition at The Costume Institute 15 December 1988 – 16 April 1989. The Metropolitan Museum of Art, 1988. ''Google Books'': https://www.google.com/books/edition/From_Queen_to_Empress/UJLxwwrVEyoC.</ref>{{rp|15}} {{pbr}} '''1840 February 10''', Victoria and Albert married at the Chapel Royal, St. James's Palace.<ref>{{Cite journal|date=2025-07-11|title=Wedding of Queen Victoria and Prince Albert|url=https://en.wikipedia.org/w/index.php?title=Wedding_of_Queen_Victoria_and_Prince_Albert&oldid=1300012890|journal=Wikipedia|language=en}}</ref> Worsley says,<blockquote>She had her hair dressed in loops upon her cheeks, and a ‘wreath of orange flowers put on.’ Her dress was ‘a white satin gown, with a very deep flounce of Honiton lace, imitation of old’.²¹{{rp|1="21 RA QVJ/1840: 10 February [QVJ = Queen Victoria's Journals]"}} This simple cream gown of Victoria’s was a dress that launched a million subsequent white weddings. She broke with monarchical [238–239] convention by rejecting royal robes in favour of a plain dress, with just a little train from the waist at the back to make it appropriate for court wear.²²{{rp|"22 Staniland (1997) p. 118"}} It was a signal that on this day she wasn’t Her Majesty the Queen, but an ordinary woman. She wore imitation orange blossom [sic] in her hair in place of the expected circlet of diamonds. She’d had the lace for the dress created by her mother’s favoured lacemakers of Honiton, in Devon, as opposed to the better-known artisans of Brussels. A royal commission like this was a welcome boost – then as now – to British industry.²³ "{{rp|23 Ibid., p. 120"}} This piece of lace would become totemic for Victoria. She would preserve it, treasure it and indeed wear it until the end of her life. Victoria had personally designed the dresses of her bridesmaids, giving a sketch to her Mistress of the Robes, still Harriet, Duchess of Sutherland.<ref name=":5" />{{rp|238–239 of 786; nn. 21, 22, 23, p. 674}}</blockquote> The Royal Collection has the sketch Victoria made.<blockquote>The bridesmaids wore white roses around their heads, with further blooms pinned to the tulle overskirts of their dresses. Victoria’s opinion was that they ‘had a beautiful effect’, but others disagreed.³⁶ [36 RA QVJ/1840: 10 February] Used to seeing golden tassels, velvet robes and colourful jewels at royal ceremonies, onlookers thought that the trainbearers ‘looked like village girls’.³⁷{{rp|"37 Wyndham, ed. (1912) p. 297"}} <ref name=":5" />{{rp|243–244 of 786; nn. 36, 37, p. 674}}</blockquote>The aristocrat who thought the bridesmaids "looked like village girls" was Sarah Spencer, Lady Lyttelton.<ref>The Hon. Mrs Hugh Wyndham, ed., ''The Correspondence of Sarah Spencer, Lady Lyttelton, 1787–1870''. London, 1912. Cited in Worsley, p. 629 [of 786].</ref><blockquote><p>At the coronation her train had been too long to handle, but now there was the opposite problem. The long back part of Victoria’s white satin skirt, trimmed with orange blossom, was ‘rather too short for the number of young ladies who carried it’ and they ended up ‘kicking each other’s heels and treading on each other’s gowns’.⁵⁰{{rp|50 Lady Wilhelmina Stanhope, quoted in Lorne (1901) p. 112}} <ref name=":5" />{{rp|246 of 786; n. 50, p. 675}}</p></blockquote>Victoria changed from the wedding dress to something for her trip back to Buckingham Palace [check that it's Buckingham]:<blockquote>Then [after the ceremony] she went to change, putting on ‘a white [249–250] silk gown trimmed with swansdown’, and a going-away bonnet trimmed with false orange flowers that still survives to this day at Kensington Palace.<ref name=":5" />{{rp|249–250 of 786}}</blockquote> The 1855 photograph of QV's 1840 going-away bonnet is in the Royal Collection Trust: [https://www.rct.uk/collection/search#/58/collection/2905582/bonnet-worn-by-queen-victoria-at-her-marriage]. Victoria changed to a different dress for the evening.<blockquote>The gown that Victoria wore that evening was possibly the plainer, and very slender, cream silk one surviving in the Royal Collection with a traditional association with her wedding evening. If she did wear it for that first dinner together, then she could hardly have eaten a thing. It laced even tighter than her wedding dress.<ref name=":5" />{{rp|251 of 786}}</blockquote>QV was sick by the time the long day of highly formal ritual was over:<blockquote>But there would be no ritual undoing by the groom of his bride’s ethereal gown. That, as always, had to be done by Victoria’s dressers. ‘At ½ p.10 I went and undressed and was very sick,’ she says. These women, the bedrock of her life, ever present, ever watchful, must have been with her as she finished retching and went into the bedchamber, where ‘we both went to bed; (of course in one bed), to lie by his side, and in his arms, and on his dear bosom’.⁷² {{rp|"72 RA QVJ/1840: 10 February"}} <ref name=":5" />{{rp|252 of 786; n. 72, p. 676}}</blockquote> The separation between how finely QV was dressed and what it looked like to people, including both the effect of physical distance and the effect of the distance between what people expected a queen to wear and what QV wore. Also, QV's appeal "to the respectable slice of opinion at society’s upper middle":<blockquote>'I saw the Queen’s dress at the palace,’ wrote one eager letter-writer, ‘the lace was beautiful, as fine as a cobweb.’ She wore no jewels at all, this person’s account continues, ‘only a bracelet with Prince Albert’s picture’.²⁸ {{rp|"28 Mundy, ed. (1885) p. 413}} This was in fact [240–241] completely incorrect. Albert had given her a huge sapphire brooch, which she wore along with her ‘Turkish diamond necklace and earrings’.²⁹ {{rp|"29 RA QVJ/1840: 10 February}} '''It was the beginning of a lifetime trend for Victoria’s clothes to be reported as simpler, plainer, less ostentatious than they really were. The reality was that they were not quite as ostentatious as people expected for a queen.''' This is really what they meant by their descriptions of her clothes as austere, and pleasingly middle-class. In other countries, members of the middle classes would join the working classes on streets and at barricades and bring monarchies tumbling down. '''But in Britain, part of the reason this did not happen is that Victoria, her values and her low-key style appealed with peculiar power to the respectable slice of opinion at society’s upper middle.''' And so, dressed but not overdressed, the unqueenly looking queen was ready for her wedding day to begin.<ref name=":5" />{{rp|240–241; nn. 28, 29; p. 674}}</blockquote>Her wedding dress was "specially woven in the Spitalfields silk-weaving area of London," like her coronation robes.<ref name=":8" />{{rp|15}}<p>'''1840''', QV's first pregnancy, with Vicky, and a relic petticoat with blood from her first birth:</p><blockquote>She had left off wearing stays, becoming ‘more like a barrel than anything else’.²¹ {{rp|"21 Stratfield Saye MS, quoted in Longford (1966) p. 76"}} Victoria herself, although she felt well, ‘unhappily’ had to admit that she was ‘a great size’.²² {{rp|"22 RA VIC/MAIN/QVLB/10 November 1840"}} '''A fine cotton lawn petticoat from this early married period''', which once had the same dimensions as her wedding dress, shows evidence of having been let out around its high empire waist, quite possibly to accommodate this pregnancy.²³ {{rp|"23 In the Royal Ceremonial Dress Collection, Historic Royal Palaces."}} The work was done with tiny stitches as if by the needle of a fairy. There were many hands available in Victoria’s wardrobe department, and indeed no shortage of clothes either. '''This particular petticoat survives because it was given away after becoming soiled with blood.''' She also had an expandable dressing gown for pregnancy, of thin white cotton, with ‘gauging tapes’ to widen the waist as pregnancy progressed.²⁴ {{rp|"Staniland (1997) p. 126"}}<ref name=":5" />{{rp|262 of 786; nn. 21, 22, 23, 24, p. 678}}</p></blockquote> '''1840 November 21''', Victoria went into labor with Vicky.<ref name=":5" />{{rp|255 of 786}} Her dress:<blockquote>Early on in labour, Victoria would have been given a dose of castor oil to empty her bowels, to avoid ‘exceedingly disagreeable’ consequences later. She would have worn her loose dressing gown over a chemise and bedgown ‘folded up smoothly to the waist’ and beneath that, ‘a petticoat’. Stays were absent, despite the common belief among women that wearing them during labour would ‘assist’, by ‘affording support’. The latest medical advice was that this was ‘improper’.³⁶ {{rp|"36 Bull (1837) pp. 130–2"}} The chemise that Victoria was wearing would acquire special lucky significance for her. Nine childbirths later, she’d still insist upon donning the exact same one.³⁷ {{rp|"37 Dennison (2007) p. 2"}}<ref name=":5" />{{rp|265 of 7886; nn. 36, 37, p. 679}}</blockquote> '''1843, around''', Albert "cut [Victoria's] dress expenditure down from £5,000 to £2,000 a year" in order to put money away for later.<ref name=":5" />{{rp|299 of 786}} '''1843 May 19''', QV wrote in her journal that she dressed "all in white and had my wedding veil on, as a shawl," for Vicky's christening.<ref name=":5" />{{rp|270 of 786; n. 63, p. 681 of 786}} '''1849''', Duleep Singh "surrendered" the Koh-i-nûr necklace to England.<ref name=":17">{{Cite web|url=https://www.rct.uk/collection/406698/queen-victoria-1819-1901|title=Franz Xaver Winterhalter (1805-73) - Queen Victoria (1819-1901)|website=www.rct.uk|language=en|access-date=2026-03-06}}</ref> '''1854''', Queen "Victoria's spending on her wardrobe had crept up again, to roughly £6,000 annually, or six times a very good annual income for a professional gentleman."<ref name=":5" />{{rp|311 of 786}} '''1854''', when QV met Duleep Singh, "the woman the Maharaja saw before him still looked younger than her [310–311] thirty-five years. In the photograph, at least, her hair shines, she hardly looks like a mother of eight and her white dress is demure and girlish."<ref name=":5" />{{rp|310–311}} '''1855 April 16–''', Empress Eugénie and Napoleon III of France began a 5-day visit to the U.K.<ref name=":3">Goldstone, Nancy. ''The Rebel Empresses: Elisabeth of Austria and Eugénie of France, Power and Glamour in the Struggle for Europe''. Little, Brown, 2025.</ref>{{rp|276}} '''1855 August 18–28 or so''', Queen Victoria, Prince Albert, Princess Royal Vicky and Prince of Wales Bertie visited Paris and the Exposition Universelle.<ref name=":3" />{{rp|287}} Caroline Goldthorpe says,<blockquote>For the state entry of Queen Victoria and Prince Albert into Paris in 1855, the Queen wore a dress of white Spitalfields silk, its design representing an English flower garden (figure 2). While in Paris, however, she attended a ball at the Hôtel de Ville, wearing "my diamond diadem with the Koh-i-noor in it, a white net dress, embroidered with gold and (as were all my dresses) very full. It was very much admired by the Emperor and the ladies. The Emperor asked if it was English; I said No, it had been made on purpose in Paris." In addition / to the ball gown, made in France as a diplomatic gesture, she evidently wore both English and French silks for less public occasions."<ref name=":8" /> (15, 17) [The English-made Spitalfields-silk dress is at tthe Museum of London.]</blockquote>A. N. Wilson suggests that the sense that Victoria was dowdy is down in part to "the exacting standards of Parisian journalists":<blockquote>They went to the opera and displayed the difference between a true-born queen and a parvenue empress. When the national anthems had been played, the Empress looked behind her to make sure that her chair was in place. The Queen of England, confident that the chair would be there, sat down without turning. Mary Bulteel, her Maid of Honour who noticed this detail, was also able to reassure Eugénie’s baffled entourage that the Queen was always ‘badly dressed’. It did not prevent Victoria from being unaffectedly enraptured by Eugénie’s range of gorgeous outfits. Victoria adored the Empress and it was a friendship which lasted for life. ‘Altogether,’ she told her diary, ‘I am delighted to see how much my Albert likes and admires her, as it is so seldom I see him do so with any woman.’²⁷ ("27 Quoted Edith Saunders, ''A Distant Summer'', p. 49.") Perhaps it was so, or perhaps he was being polite. The Queen’s dowdiness and (by the exacting standards of Parisian journalists) poor dress sense were more than outshone by the splendour of her jewels.<ref name=":13" /> (365 of 1204)</blockquote>'''1857 August 6–''', Eugénie and Napoleon visit QV again. QV describes how Eugénie is dressed. Wilson says of the admiring precision of QV's descriptions of Eugénie's dresses, <blockquote>The wistfulness with which Victoria described Eugénie’s outfits whenever the two met is touching. She was the Queen of England and could have afforded the finest couturier; but she was tiny, increasingly rotund, much of the time depressed or petulant. Her homely dress sense reflected a growing dissatisfaction with her appearance: clothes were for swathing a body which was by any ordinary standards a very peculiar shape, not for adorning it or drawing it to people’s attention.<ref name=":13" /> (389 of 1204)</blockquote> And maybe she just wasn't very good at style. Evidence from later suggests she had an appreciation for fine fabrics and laces. '''1858, June''', when Victoria began wearing a crinoline cage. Worsley says,<blockquote>She had attended reviews of her troops increasingly often as they came shipping back from Crimea. For the purpose, she often wore the superbly tailored outdoor wear that suited her much better than frou-frou evening gowns. Her self-adopted ‘uniform’ was a scarlet, made-to-measure military-style jacket combined with the skirt of a riding habit. Albert had a matching outfit too, its chest padded out to simulate the muscles that his sedentary lifestyle had failed to give him. [361–362] [new paragraph] Today, though, as she was travelling by carriage, Victoria wore a dark cloak over her now-customary daywear of the crinolined skirt. She’d held out until the end of the 1850s before adopting this novel steel structure to puff out the skirt, which was widely thought to be an ‘indelicate, expensive, hideous and dangerous article’.¹⁹{{rp|"19 ''Punch, Or the London Charivari'' (8 August 1863) p. 59"}} A crinoline, or ‘cage’, could swing the skirts out so unexpectedly that they caught fire, or got stuck in carriage wheels. But the stylish Empress Eugénie, whom Victoria much admired, is said to have popularised the crinoline during an 1855 visit to England. ‘Carter’s Crinoline Saloon’ opened soon afterwards, offering London ladies not only the crinoline but also the new ‘elastic stays … as worn by the Empress of the French’.²⁰{{rp|"20 “Adburgham (1964) p. 93"}} Victoria nevertheless resisted the fashion until a heatwave three years later made her feel that her customary stiff muslin petticoats were ‘unbearable’. ‘Imagine!’ she wrote, to her married daughter in Germany, ‘since 6 weeks I wear a “Cage”!!! What do you say?’²¹{{rp|"21 RA VIC/ADDU/32, p. 178 (21 July 1858)"}} Having realised how convenient it was, she now only took her crinoline off to go sailing.<ref name=":5" />{{rp|361–362, nn. 19, 20, 21, p. 696}}</blockquote> '''1861 December 14''', Prince Albert, Prince Consort died.<ref name=":2" /> According to Julia Baird<blockquote>Victoria decreed that the entire court would mourn for an unprecedented official period of two years. (When this ended, her ladies and daughters could discard the black and wear half mourning, which was gray, white, or light purple shades.) Many of her subjects decided to join them in mourning. Her ladies were draped in jet jewelry and crêpe, a thick black rustling material made of silk, crimped to make it look dull.<ref name=":11">Baird, Julia. ''Victoria the Queen: An Intimate Biography of the Woman Who Ruled an Empire''. Random House, 2016. Apple Books: https://books.apple.com/us/book/victoria-the-queen/id953835024.</ref> (585 of 1203)</blockquote>After Albert's death Queen "Victoria never attended or held another public ball."<ref name=":11" /> (592 of 1203) '''1863 March 10''', Bertie (Albert Edward, Prince of Wales) and Alix (Alexandra) married in St. George's Chapel, Windsor. QV, who sat high up and out of the way, wore widow's weeds, "the blue sash and star of the Order of the Garter" and (according to Lord Clarendon) "a cap ‘more hideous than any I have yet seen.'"<ref name=":13" />{{rp|495 of 1204}} '''1865 April 15''', Abraham Lincoln was assassinated. Eugénie's was among the first letters of condolence from a head of state that Mary Todd Lincoln got; Victoria's was dated the day after Eugénie's.<ref name=":3" />{{rp|555 of 909}} '''1866–1871''', [[Social Victorians/People/Princess Louise | Princess Louise]] was Victoria's private secretary. '''1866 February''', QV opened Parliament for the first time since Albert's death.<blockquote>She wore plain evening dress, with a small diamond and sapphire coronet on top of her widow’s cap. The wind whipped her veil as she rode silently in an open carriage past curious crowds, many of whom had not glimpsed her for years.<ref name=":11" /> (609 of 1203)</blockquote>'''1866 February 6''', Princess Helena's wedding to Prince Christian of Schleswig-Holstein. QV wrote in her journal that it "was 'an ''execution''<nowiki/>' to which she was 'dragged in ''deep mourning''.'"<ref name=":12">Longford, Elizabeth. ''Queen Victoria''. The History Press, 2011 (1999). Apple Books: https://books.apple.com/us/book/queen-victoria-essential-biographies/id1142259733.</ref>{{rp|118 of 223}} Instead of a crown she wore a black widow's cap. '''1867 Spring''', annual exhibition at the Royal Academy, which included a large canvas by Sir Edwin Landseer that QV had commissioned as "Shadow" to show her grief. It was called ''Her Majesty at Osborne, 1866''. The center of this painting is dominated by black.<blockquote> <p>In it, the queen [sits] sidesaddle on a sleek dark horse, dressed in her customary black. She [is] reading a letter from the dispatch box on the ground, next to her dogs. Opposite [is] a tall figure in a black kilt and jacket solemnly holding [634–635] the horse’s bridle. ...</p> <p>It caused a scandal. The ''Saturday Review'' art critic wrote: "If anyone will stand by this picture for a quarter of an hour and listen to the comments of visitors he will learn how great an imprudence has been committed." It was not long before the gossip became crude: Were the queen and Mr. Brown lovers? Was she pregnant with his child? Had they secretly married? In 1868, an American visitor said he was gobsmacked by constant, crass jokes about the queen commonly referred to as "Mrs. Brown." "I have been told," he wrote, "that the Queen was insane, and John Brown was her keeper; the Queen was a spiritualist, and John Brown was her medium.</p> <p>Victoria adored the painting and ordered an engraving.<ref name=":11" /> (634–635 of 1203)</p></blockquote>'''1871 March 21''', Princess Louise and John Campbell, Marquis of Lorne, were married.<ref>"Supplement." ''The London Gazette'' 24 March 1871 (23720) Friday: 1587 https://www.thegazette.co.uk/London/issue/23720/page/1587.</ref> QV wore rubies as well as diamonds.<ref name=":11" />{{rp|644 of 1203}} '''1871, end of, around the time of Bertie's illness with typhoid, by this time''', according to Lucy Worseley, QV had decided never to wear color again (a decision she had made after the first year of full mourning Albert's death?) and had developed her "brand." She had not made many personal appearances, but because of her photographs, the carte-de-visite with Albert, and her memoirs about the Highlands, she was known to her subjects:<blockquote>Victoria was extraordinary in her dedication to black. If wearing mourning was a [413–414] demand for greater-than-usual understanding, it’s certainly true that she felt entitled to it for the rest of her life. Mourning was turned into a sort of disguise for her. It indicated that she was a victim, bereaved, which was a way of pre-empting criticism. And within the conventions of black, Victoria insisted that her clothes be cut in a way that she found comfortable and convenient: a bodice with only light boning, a skirt with capacious pockets. She no longer followed fashion; she had created a fashion all her own. [new paragraph] Victoria’s black clothing also had terrific ‘brand value’ in creating a recognisable royal image. Although she rarely appeared in person, Victoria’s physical appearance was more widely known than ever before. In 1860, she and Albert had taken the decision to allow photographs of themselves to be published on cartes de visite, highly collectible little rectangles of illustrated cardboard. Within two years, between three and four million of these cards depicting the queen had been sold. ²⁷{{rp|27 Plunkett (2003) p. 156."}} The people who bought them understood that they were in possession of something more potent than a lithograph or an engraving. The effect, in terms of making the queen’s subjects feel they ‘knew’ her, has been compared by the Royal Collection’s photography curator to the sensational 1969 television [414–415] documentary series, Royal Family.²⁸{{rp|"28 Dimond and Taylor (1987) p. 20"}} So even if Victoria had been bodily absent from public life for the last decade, in paper form she had been more present than ever.²⁹{{rp|"29 ''The Photographic News'' (28 February 1862) quoted in Dimond and Taylor (1987) p. 22"}} <ref name=":5" />{{rp|413–414, nn. 27, 28. 29, p. 707}}</blockquote> '''1872 February 27''', thanksgiving service for Bertie's survival in St. Paul's Cathedral:<blockquote>Victoria was bored in the church, and found St. Paul’s "cold, dreary and dingy," but the roars of millions who stood outside in the cold under a lead-colored sky made her triumphant, and she pressed Bertie’s hand in a dramatic flourish. It was "a great holy day" for the people of London, ''The Times'' declared gravely. They wished to show the queen she was as beloved as ever. Their delight at seeing her in person was as much a cause for celebration as Bertie’s recovery. This moment revealed something that Bertie would quickly grasp though his mother had not: the British public requires ceremony and pageantry, and the chance to glimpse a sovereign in finery. It was not a republic her subjects were hankering for, but a visible queen. As Lord Halifax said, people wanted their queen to look like a queen, with a crown and scepter: "They want the gilding for their money."<ref name=":11" />{{rp|655 of 1203}}</blockquote> '''1878 December 14''', Princess Alice died. '''1879 June 1''',<ref name=":32">{{Cite journal|date=2025-11-29|title=Louis-Napoléon, Prince Imperial|url=https://en.wikipedia.org/w/index.php?title=Louis-Napol%C3%A9on,_Prince_Imperial&oldid=1324821881|journal=Wikipedia|language=en}}</ref> Louis Napoleon, son of Eugénie, "to whom Victoria ... had become devotedly attached, was killed in the Zulu War."<ref name=":0" />{{rp|432 of 555}} '''1880 February 5''', Queen Victoria attended the state opening of Parliament. She wrote in her journal<blockquote>I wore the same dress, black velvet, trimmed with minniver, my small diamond crown & long veil. Got in, at the Great Entrance, & went in the new state coach which is very handsome with much gilding, a crown at the top, & a great deal of glass, which enables the people to see me. ... Beatrice stood to my right, Leopold to my left. Bertie, Affie & Arthur were all there.<ref name=":13" /> (707 of 1204)</blockquote>'''1881 April 19''', Benjamin Disraeli, Lord Beaconsfield died.<ref>{{Cite journal|title=Benjamin Disraeli|url=https://en.wikipedia.org/w/index.php?title=Benjamin_Disraeli&oldid=1335428395|journal=Wikipedia|date=2026-01-29|language=en}}</ref> '''1882 March 2''',<ref name=":12" /> (152 of 223) the 7th and last assassination attempt on QV, by Roderick Maclean, another adolescent male possibly not intent on killer her, although his pistol was loaded.<ref name=":0" />{{rp|433 of 555}} '''1882 April 27''', Prince Leopold, Duke of Albany and Princess Helen of Waldeck married. "The Queen celebrated by wearing white over her black dress for the first time since Albert’s death – it was her own white wedding veil."<ref name=":12" />{{rp|154 of 223}} '''1883 March 17''', QV fell down stairs in Windsor, probably some marble stairs. She was "lame until July."<ref name=":4" /> '''1883 March 27''', QV's Scots servant John Brown died.<ref>{{Cite journal|title=John Brown (servant)|url=https://en.wikipedia.org/w/index.php?title=John_Brown_(servant)&oldid=1312942175|journal=Wikipedia|date=2025-09-23|language=en}}</ref> '''1884 March 28''', Prince Leopold, Duke of Albany died.<ref name=":1" /> '''1886''', the general election of 1886, according to Lytton Strachey, "the majority of the nation" voted down Home Rule and Gladstone<blockquote>and placing Lord Salisbury in power. Victoria’s satisfaction was profound. A flood of new unwonted hopefulness swept over her, stimulating her vital spirits with a surprising force. Her habit of life was suddenly altered; abandoning the long seclusion which Disraeli’s persuasions had only momentarily interrupted, she threw herself vigorously into a multitude of public activities. She appeared at drawing-rooms, at concerts, at reviews; she laid foundation-stones; she went to Liverpool to open an international exhibition, driving through the streets in her open carriage in heavy rain amid vast applauding crowds. Delighted by the welcome which met her everywhere, she warmed to her work.<ref name=":0" />{{rp|439–440 of 555}}</blockquote> '''1887''', the Golden Jubilee. Strachey says that QV had begun wearing the color violet in her bonnet by now:<blockquote>Little by little it was noticed that the outward vestiges of Albert’s posthumous domination grew less complete. At Court the stringency of mourning was relaxed. As the Queen drove through the Park in her open carriage with her [444–445] Highlanders behind her, nursery-maids canvassed eagerly the growing patch of violet velvet in the bonnet with its jet appurtenances on the small bowing head.<ref name=":0" /> (444–445 of 555)</blockquote> QV wore a bonnet rather than a crown or widow's cap.<ref name=":13" /> (822 of 1204) At dinner on the day of the procession, QV wore a dress, as she says, with "the rose, thistle & shamrock embroidered in silver on it, & my large diamonds."<ref name=":13" /> (824 of 1204) '''1888 June 15''', Vicky's husband Emperor Frederick (Fritz) died. '''1890 July 15''', Garden Party at Marlborough House with QV as the most important guest, with some description of QV's dress, more details in the descriptions of the dresses of some of the other women:<blockquote>But if not favoured with model "Queen's weather," a good imitation set in as the Life Guards struck up "God Save the Queen," and her Majesty descended the flight of steps on the Prince of Wales's arm, and slowly passed through the eager ranks of her assembled subjects. Her Majesty was conducted to a canopy at the lower end of the garden, and was soon surrounded by children and grandchildren; she walked with the aid of a stick, but did not appear to be troubled by rheumatism, and moved without difficulty. The Queen's dress was of black striped [[Social Victorians/Terminology#Broché|broché]], a lace shawl, and black bonnet, trimmed with white roses. She talked to people to right and left, and looked smiling and happy. ... AN ACCOUNT OF SOME OF THE DRESSES. Her Majesty was attired completely in black, with the slight relief of white flowers in her black bonnet.<ref>"From One Who Was There." "The Marlborough House Garden Party." ''Pall Mall Gazette'' 15 July 1890 (Tuesday): p. 5, Col. 1. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000098/18900715/016/0006 (Accessed April 2015).</ref></blockquote> '''1891 January 14''', Albert Victor (Eddy), Bertie's and Alex's son, died of pneumonia.<ref name=":12" />{{rp|190 of 223}} '''1893 February 28, Tuesday, 3:00 p.m''', QV hosted a Queen's drawing-room at Buckingham Palace:<blockquote>Her Majesty wore a dress and train of rich black silk, trimmed with crape and chenille. Headdress and coronet of diamonds and pearls. Ornaments — Pearls. Her Majesty wore the Star and Ribbon of the Garter, the Orders of Victoria and Albert, the Crown of India, the Prussian Order, the Spanish and Portuguese Orders, the Russian Order of St. Catherine, and the Hessian and Bulgarian Orders.<ref>"The Queen's Drawing Room." ''Morning Post'' 1 March 1893, Wednesday: 7 [of 12], Col. 6a–7c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18930301/072/0007. Same print title and p.</ref></blockquote> '''1895 December 14''', George and May's 2nd son, who would become Elizabeth II's father, was born. Thinking of the anniversary of Albert's and Alice's deaths, QV "said that the child might be a gift of God."<ref name=":12" />{{rp|191 of 223}} '''1896 September 26''', QV wrote in her journal, "Today is the day on which I have reigned longer, by a day, than any English sovereign."<ref name=":12" />{{rp|191 of 223}} '''1897 April 4''', QV vacations in Nice, as she did almost every year, and a little on her "uniform":<blockquote>The pattern of her hotel days in Cimiez, an upmarket suburb on a hill behind Nice, was undemanding. She was dressed by the servants who were almost a second family. One of her wardrobe maids spent the night on call in the dressing room just next door to her bedroom.¹²{{rp|"12 Stoney and Weltzien, eds. (1994) pp. 11–12"}} At half past seven, the maid on the next shift would come into Victoria’s bedroom to open the green silk blinds and shutters. Her silver hairbrush, hot water, folded towels and sponges were all laid out by these wardrobe maids. Her pharmacist’s account book records the purchase of beauty products such as ‘lavender water’, ‘Mr Saunders’ Tooth Tincture’ and ‘cakes of soap for bath’.¹³{{rp|"13 Royal Pharmaceutical Society, account book for ‘The Queen’ (1861–1869)"}} [new paragraph] Victoria’s clothes were handled by the dressers, who were better paid than the maids. Their duties, ran Victoria’s instructions, included ‘scrupulous tidiness and exactness in looking over everything that Her Majesty takes [510–511] off … to think over well everything that is wanted or may be wanted’.¹⁴{{rp|"14 Staniland (1997) p. 186"}} Her black silk stockings with white soles had for decades been woven by one John Meakin, while Anne Birkin embroidered the garments with ‘VR’.¹⁵ {{rp|"15 Quoted in King (2007) p. 100"}} Victoria grew fond of faithful servants like Anne, and even had Birkin’s portrait among her collection of photographs. Despite their sombre aspect, even her mourning gowns were finely made. She had settled into a series of very minor variations upon a square-necked bodice and skirt, customised with quirky little pockets for keys and seals, all cut pretty much the same to save her the trouble of fittings. On her head went a white cap, with streamers of lace, and round her neck a locket containing miniatures of two of her children: Alice, now lost to diphtheria, and Leopold, to haemophilia.¹⁶{{rp|"16 Princess Marie Louise (1956) p. 141"}} <ref name=":5" /> {{rp|510–511; nn. 12, 13, 14, 15, 16, p. 722}}</blockquote> [[File:Queen Victoria's Diamond Jubilee Service, 22 June 1897.jpg|alt=Old painting of very large crowd and an old woman dressed in black in a carriage in the center|thumb|Diamond Jubilee Thanksgiving Service on the Steps of St. Paul's]] ==== Diamond Jubilee ==== '''1897 June 22, Diamond Jubilee''', with Thanksgiving service on the steps of St. Paul's, painted in 1899 by Andrew Carrick Gow (right; better image at https://artuk.org/discover/artworks/queen-victorias-diamond-jubilee-service-22-june-1897-51041). QV stayed in the carriage for the service. Worsley says, QV's dress had "decorative 'panels of grey satin veiled with black net & steel embroideries, & some black lace'"<blockquote>Rising from her bed, Victoria dressed, as always, in black. The crowds who saw her today would consider her ‘dress of black silk’ to be [532–533] modest and widowly, almost dingy. Her taste in clothing had become ever more subdued. Departing from Windsor Castle to travel to Buckingham Palace for these few days of the Jubilee, she’d been worried about the stains the sooty train to Paddington might leave on her outfit. ‘I could have cried,’ said the woman who ran the draper’s shop in Windsor, ‘to see Her Majesty start for the Jubilee in her second-best “mantle” – after all the beautiful things I had sent her.’7{{rp|7 Weintraub (1987) p. 581}} If you’d had the chance to examine the queen’s outfit closely, though, you’d’ve seen that it was in fact sombrely splendid, her black cape embroidered with swirling silver sequins, huge pearls hanging from each ear and upon the gown itself decorative 'panels of grey satin veiled with black net & steel embroideries, & some black lace'. Round her neck now went a ‘lovely diamond chain’, a Jubilee present from her younger children, while her ‘bonnet was trimmed with creamy white flowers & white aigrette’.⁸{{rp|8 RA QVJ/1897: 22 June}} This bonnet, worn with resolution, had caused some upset. Her government had asked its queen to appear more … queenly. ‘The symbol that unites this vast Empire is a Crown not a bonnet,’ complained Lord Rosebery. But Victoria stoutly refused, and ‘the bonnet triumphed’. She would [533–534] wear it today, just as she’d worn it at her Golden Jubilee a decade before.⁹{{rp|"9 Ponsonby (1942) p. 79"}} The queen looked just like a ‘wee little old lady’. The only touch of colour about her black-clad figure was her ‘wonderful, blue, childlike eyes’.¹⁰{{rp|10 Smyth (1921) p. 99}} <ref name=":5" />{{rp|532–534 of 786; nn. 7, 8, 9, 10, p. 727}}</blockquote> One source somewhere, however, says there was some purple in her bonnet. She carried "a black chiffon parasol. It was a gift from the House of Commons, presented to her two days earlier by its oldest member, who was ninety-five."<ref name=":5" />{{rp|539 of 786}} According to A. N. Wilson, QV was "dressed in grey and black":<blockquote>In the case of Queen Victoria, the intensity of crowd reaction was especially strong, because she made public parade of herself so seldom. The emotional atmosphere was overpowering on that hot, sunny day. The Queen, dressed in grey and black, but smiling and bowing, held a parasol above her and bowed her smiling head to left and right as the landau passed through the streets of London – Constitution Hill, to Hyde Park Corner; then along [976–977] Piccadilly, down St James's Street to Pall Mall, past all the clubs, into Trafalgar Square, up the Strand and into Ludgate Hill to St Paul’s.<ref name=":13" />{{rp|976–977 of 1204}}</blockquote> The bonnet QV wore for the Diamond Jubilee Procession was decorated with diamonds according the ''Lady's Pictorial'':<blockquote>I HEAR on reliable authority that, although the fact has hitherto escaped the notice of all the describers of the Diamond Jubilee Procession, the bonnet worn by the Queen on that occasion was liberally adorned with diamonds. It is a tiny bit of flotsam, but worth rescuing, as every detail of the historic pageant will one day be of even greater interest than it is now.<ref name=":14" /></blockquote>At least 3 official photographs show QV and made available as cabinet cards (2 anyhow) for this Jubilee: # One was made in 1893 at the time of George and Mary's wedding. It was made by W. & D. Downey and is in the Royal Collection (https://www.rct.uk/collection/2912658/queen-victoria-1819-1901-diamond-jubilee-portrait) # One was made in July 1896 by Gunn & Stuart and published as a cabinet card by Lea, Mohrstadt & Co. (https://commons.wikimedia.org/wiki/File:Victoria_of_the_United_Kingdom_(by_Gunn_%26_Stuart,_1897).jpg<nowiki/>) # One was made 5 days after the Jubilee Procession (so, on 27 June 1897). # One was made by Mullen (according to the Royal Trust [#4] '''1897 June 27, Sunday''' (or 5 days after the Jubilee procession), QV's official Jubilee photograph.<blockquote>at Osborne, Victoria had an official Jubilee photograph taken, wearing her Jubilee dress and, of course, her wedding lace.^{71:"71 RA QVJ/1885: 27 July"} The whole royal family was becoming familiar with manipulating its photographic image. In 1863, ''The Times'' reported that Vicky and Alice had themselves retouched their brother Bertie’s [551–552] wedding photos.⁷²^: ^{"72The Times, London (9 April 1863) p. 7, quoted in Plunkett (2003) p. 189"} (The princesses really preferred sitting to an old-fashioned artist, like a sculptor, who excelled in ‘making them look like ladies, while the Photographs are common indeed’.⁷³^{: "73 “RA VIC/ADDX/2/211, p. 29"}) After each new photographic sitting, Victoria ‘carefully criticised’ the results.⁷⁴^{: "74 “Private Life (1897; 1901 edition) p. 69"} In her later photographs, like this Diamond Jubilee portrait, she was heavily retouched, a double chin removed, inches shaved off her waist. The Photographic News criticised a photo from her Golden Jubilee for making her look as if she had ‘oedematous disease’, a condition where the body bloats up with excess fluid. Her skin had been smoothed to the extent that she looked like a waxwork.⁷⁵^{: "75 “Plunkett (2003) p. 192"} <ref name=":5" /> ^{fn 771, 72, 73, 74, 75, p. 731}</blockquote> '''1897 June 28, Monday''', the Jubilee Garden Party at Buckingham Palace took place, with good weather and about 6,000 attendees. The ''Lady's Pictorial'' gives detai about QV's dress:<blockquote>The Queen, whom every one delighted to see looking well and bright, evidently not at all the worse for the great doings of last week, was attired in black silk. The front of her dress was veiled with white chiffon, over which was a single tissue of black silken embroidered muslin, the embroidery in a small floral design, with inserted bands of openwork lace. The bodice was of black grenadine with tucks at either side, bordering a front of white chiffon veiled with black embroidered muslin, and the basque finished with a frill of pleated black chiffon. Round the hem were two frills of black chiffon festooned on, and each headed by a tiny puffing. Her Majesty’s cape was of black chiffon over white silk, fitting in slightly at the back to the figure, and finished in front with fichu ends. Round the cape were frills of white silk with over frills of black chiffon. The Queen’s bonnet was black relieved with white, and her Majesty had the sunshade presented to her by her oldest Parliamentary member, Mr. C. Villiers. It was of black satin draped with very fine real Chantilly lace, and with a frill of the same all round. It was lined with soft white silk, and the ebony handle terminated in a gun metal ball, on which was a crown and "V. R. I." in diamonds.<ref>"The Queen's Garden Party." ''Lady's Pictorial'' 3 July 1897, Saturday: 55 [of 76], Col. 2a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0005980/18970703/126/0055. Same print title, p. 27.</ref></blockquote> The ''Globe'' described her with perhaps slightly less detail than the other women:<blockquote>The Queen appeared about half-past five in a carriage drawn by two cream-coloured ponies, and '''attended one''' outrider. The Princess of Wales was seated beside the Queen, and the Earl of Lathom walked beside the carriage. Her Majesty drove very slowly twice round the lawn, frequently stopping to speak to one or other of the guests. The Queen was in black, with a good deal of jet on her mantle, and wore a white lace bonnet, and carried a black parasol, almost covered with white lace. The Princess of Wales was in white silk veiled in mousseline soie, worked over in silver and lace applique, and a mauve tulle toque with flowers to match. After driving round, the Queen entered the Royal tent, where refreshments were served by the Indian attendants. Her Majesty had on her right hand the Grand Duchess of Hesse, dressed in white, with black velvet and ribbons, and a large Tuscan hat, with black and white plumes; on her left the Grand Duchess of Mecklenburg-Strelitz, in mauve satin, and white aigrette in her bonnet. The Empress Frederick’s black broché gown had a collar of white lace, and her black bonnet was relieved by white flowers, and tied with white tulle strings.<ref name=":22">“The Queen’s Garden Party. Brilliant Scene at Buckingham Palace.” ''Globe'' 29 June 1897, Tuesday: 6 [of 8], Col. 3a–c [of 5]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001652/18970629/050/0006. Print p. 6.</ref>{{rp|Col. 3b–c}}</blockquote>From the ''North British Daily Mail'', <blockquote>The Queen was evidently in excellent health, and there was no trace whatever of the fatigues which she has recently undergone. Indeed she walked with greater ease than usual, and really had no need of the proffered help of her attendants. ... The Queen and her daughter were dressed in black, but the former had upon her bonnet a little trimming of delicate white lace, which somewhat toned down the sombre effect of the mourning. Two Highland attendants having taken their places in the rumble, one of them handed to the Queen a black and white parasol, and then the signal to start was given.<ref name=":02">"Jubilee Festivities. The Queen Again in London. Interesting Functions. A Visit to Kensington. The Garden Party." ''North British Daily Mail'' 29 June 1897, Tuesday: 5 [of 8], Col. 3a–7b [of 9]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002683/18970629/083/0005. Print p. 5.</ref>{{rp|Col. 3c}} ... The Queen wore a black gauze gown over white, and a white lace bonnet. The Princess of Wales wore white muslin over silk embroidered in silver and lace. The Empress Frederick wore a black silk dress with a good deal of white lace about the bodice, and a black bonnet with white plumes.<ref name=":02" />{{rp|Col. 5c}}</blockquote>'''1897 June 30, Wednesday''', Royal Banquet at Buckingham Palace, with the Queen in a very ornate dress, with gold and jewels as well as the colors brought by the orders and ribbon of the Garter:<blockquote>over eighty Royal guests. The Queen herself was magnificent!y attired in black renaiscance moiré antique (it is a curious fact that her Majesty never wears satin or velvet, having an antipathy to touching these materials). The whole of the front of the dress was embroidered in a magnificent design with real gold thread. There was a waved band of gold in the pattern, enclosing suns and stars, all of gold, raised from the surlace of the silk; the suns had centres of jewels, and the whole design was richly jewelled, and was bordered at either side by coquillés of real lace. This embroidery was all wrought at Agra. The bodice was finished with a pointed stomacher of the gold and jewelled work, and across it her Majesty wore the blue riband of the Garter and many magnificent Orders.<ref>"Court & Society Notes." ''Lady's Pictorial'' 3 July 1897, Saturday: 56 [of 76], Col. 2c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0005980/18970703/282/0056. Print title same, p. 28.</ref></blockquote>The assertion that she never wore satin or velvet doesn't seem right (e.g., see Bassano 1882 dress). '''1899''', Susan B. Anthony attended a reception at Windsor Castle and met QV: to look at "her wonderful face" was a "thrill."<ref name=":11" />{{rp|852 of 1203}} === Her Dresses === #'''1822''': Wikipedia page #2, painting (https://en.wikipedia.org/wiki/Queen_Victoria), Victoria and her mother, Duchess of Kent, by William Beechey. Victoire is in mourning, Victoria is holding a portrait of her father. Royal Collection Trust: https://www.rct.uk/collection/407169/victoria-duchess-of-kent-1786-1861-with-princess-victoria-1819-1901. ##"After William Beechey." Wikimedia Commons, possibly a contemporary copy of the painting: https://commons.wikimedia.org/wiki/File:Sir_William_Beechey_(1753-1839)_-_Victoria,_Duchess_of_Kent,_(1786-1861)_with_Princess_Victoria,_(1819-1901)_-_RCIN_407169_-_Royal_Collection.jpg #'''1827''', an engraving of a bust of Victoria (from a 1908 book) by Plant, after Stewart's painted miniature: she is wearing family honors on the left shoulder of her dress; she is about 6 years old in this image; she looks like a princess. https://commons.wikimedia.org/wiki/File:The_Letters_Of_Queen_Victoria,_vol_1_-_H.R.H._The_Princess_Victoria,_1827.png #'''1835 August 10 [maybe 1837?]''': print portrait of a teenaged QV published in Chapter 2 of Millicent Garrett Fawcett's 1895 ''Life of Her Majesty Queen Victoria'' (but possibly published in 1835 in a magazine?). QV's dress is in the off-the-shoulder romantic style with a high, Empire waist. She is wearing a 4-strand necklace, probably pearls, and large dangling earrings, with a 4-strand pearl bracelet on her right arm. She has a glove on her left hand, not elbow length but definitely longer than wrist length, and she is wearing a wire net-like headdress on the top of her head that contracted to contain and shape her hair. A very similar image was published in ''The Graphic'' on 26 January 1901 claiming that QV was 17; the image is not identical, but must have been made from the same sitting (the 1901 image is full length and her left hand is empty). The caption for the image from ''The Graphic'' — "The Queen at the Age of Seventeen" — says that it came from a painting by George Hayter.<ref>{{Cite web|url=https://viewer.library.wales/5254866#?xywh=-3550,-523,12266,7776|title=The Life of Queen Victoria ... National Library of Wales Viewer|website=viewer.library.wales|language=en|access-date=2026-03-18}}</ref> Wikimedia Commons 1895 image: https://commons.wikimedia.org/wiki/File:Life_of_Her_Majesty_Queen_Victoria_-_Victoria_Aug_10th_1835.png. 1901 ''Graphic'' image, National Library of Wales: https://viewer.library.wales/5254866#?xywh=-3550%2C-523%2C12266%2C7776. Wikimedia Commons ''Graphic'' 1901 image: https://commons.wikimedia.org/wiki/File:The_life_of_Queen_Victoria_Claremont,_where_the_Queen_spent_the_happiest_days_of_her_childhood_-_the_South_side,_the_view_from_the_ballroom_;_the_Queen_at_the_age_of_seventeen_(from_the_painting_by_Sir_George_Hayter)_(5254866).jpg. #'''1836''': print of Winterhalter portrait, QV surrounded by books, empire dress and jewelry. Very stylish and up-to-date fashion, off the shoulder, with some frou-frou, but not contrasting colors for the frou-frou. The skirt is divided into 2 parts at about the knees by a wide band of trim. This design with the divided skirt and non-contrasting frou-frou lasted her entire life (maybe with a break when Albert was alive?). She did it a lot but not exclusively, but enough for it to be characteristic. https://commons.wikimedia.org/wiki/File:Queen_Victoria_-_Princess_Victoria_in_1836.png #'''1837''': print of watercolor portrait<ref>{{Cite journal|date=2024-09-04|title=John Deffett Francis|url=https://en.wikipedia.org/w/index.php?title=John_Deffett_Francis&oldid=1244015737|journal=Wikipedia|language=en}}</ref> by John Deffett Francis of Victoria, who was not queen yet: print "to William 4th & Leopold, King of Belgium"; V is wearing a cap with a lacy edge around her face, with a wide-brimmed bonnet, trimmed with ribbon and a veil; no jewelry, dress is off the shoulder, fabric appears to be silk, with gathers, with a dark shawl trimmed with dark lace; she is holding a folding fan; dark slippers. Dash romping at her feet. Unostentatious outfit but appears to be exquisitely made with quality materials. Not loaded up with frou-frou, simply made but high-quality. National Library of Wales: https://viewer.library.wales/4674631#?xywh=-1346%2C976%2C7852%2C4710; Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Portrait_of_Her_Most_Gracious_Majesty_Queen_Victoria_(4674631).jpg #'''1837 Summer''', probably: print by Richard James Lane of a watercolor by Alfred Edward Chalon. Idealized portrait of QV between the accession and the coronation. The portrait has her features but is not a good likeness. The British Museum description says, "seated to left looking to right; wearing a lace collar, ruffled cape and black satin apron said to have been embroidered by herself, holding letter and handkerchief; on terrace with view of St George’s chapel, Windsor."<ref>"Her Majesty the Queen." O'Donoghue 1908-25 / Catalogue of Engraved British Portraits preserved in the Department of Prints and Drawings in the British Museum (108). Object: 1912,1012.76. https://www.britishmuseum.org/collection/object/P_1912-1012-76</ref> The bodice has huge sleeves, narrow at the wrist but puffing out over the elbows. The fabric of the dress looks like moiré. The black apron on her lap, though she may have embroidered it, seems odd, like why would the new queen wear an apron, even a decorative one? The plain hairstyle, the apron and what may be a bonnet on the tile floor to her left do not present her as regal but as simple and girly, perhaps as a contrast to the excesses of the prior courts. British Museum: https://www.britishmuseum.org/collection/object/P_1912-1012-76. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Her_Majesty_the_Queen_(BM_1912,1012.76).jpg. #'''1837 November''': portrait of QV standing in the royal box at the Drury Lane Theatre by Edmund Thomas Parris (this image is a contemporary copy of Parris's painting). Not a very strong likeness and so highly idealized that her clothing isn't readable. Also, the color may not be true; this copy may be too red. She has decorative gauntlets on her gloves, a transparent black lace shawl, the ribbon of the Order of the Garter, some tiara or diadem that could be the Fringe Tiara except that the metal is wrong, complicated lace things with dags at the turned-back cuffs. She is holding a few flowers in a bouquet holder and a lace-trimmed handkerchief; on the ledge in front of her are the program, with a bookmark, a folded fan and a folded material that might be supposed to be ermine? can't tell. https://commons.wikimedia.org/wiki/File:Queen_Victoria_at_the_theatre.jpg. This image was published in the 21 May 1887 ''Supplement to Pen and Pencil'': https://commons.wikimedia.org/wiki/File:Her_Majesty_Queen_Victoria_in_1837_(BM_1902,1011.8639).jpg. #'''1838''': etching of QV riding side saddle, caption says, "Her Majesty the Queen on Her Favourite Charger '''Thxxx'''"; published in 1840, after a painting by Ed. Curcould; etching by Fredk A. Heath; riding habit and top hat with veil, falling collar, tie may be 4-in-hand (Wikimedia Commons copy, from L. Strachey's 1921 biog: https://commons.wikimedia.org/wiki/File:Queen_Victoria_-_Queen_Victoria_in_1838.png). British Museum: https://www.britishmuseum.org/collection/image/1454391001 #'''1838''', stipple engraving of a waist-up portrait of QV by James Thomson, yet another idealized coronation portrait not drawn from life. Filet in her hair with pendant pearl at the center part, pearl earrings and necklace we've never seen before. Neck length is highly flattering. https://commons.wikimedia.org/wiki/File:Portrait_of_Her_Majesty_the_Queen_Victoria_(4674629).jpg #'''1838''': stipple engraving of a flattering portrait of QV by Frederick Christian Lewis, probably not drawn from life. She is wearing a bonnet with a large brim over a cap with lace ruffles, the brim is covered with gathered fabric, sort of a halo effect. The off-the-shoulder style of the dress was fashionable, as are the sloped shoulders. Dark shawl over a light dress. She is wearing light gloves. National Library of Wales: https://viewer.library.wales/4674631#?xywh=2044%2C1782%2C928%2C588. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Portrait_of_Her_Most_Gracious_Majesty_Queen_Victoria_(4674631).jpg #'''1838''': 2 George Hayter portraits of QV, plus a painting of the coronation: ##Portrait of QV with her hand on a Bible and light shining on her upturned face, wearing the white dress worn after the peers swore allegiance and before the crown is placed on her head. The St. Edward's crown is on 2 pillows with the scepter. She is wearing an enormous elaborate robe over a sheer, lacy white dress, but the complexity of the layers and perhaps the artistic license make it impossible to really describe how the garments were constructed. The gold brocade robe with fringed edges is spectacular but does not match Worsley's description of the robe QV wore as she entered the Abbey. https://commons.wikimedia.org/wiki/File:Queen_Victoria_taking_the_Coronation_Oath_by_George_Hayter_1838.jpg ##in Wikimedia Commons called ''Queen Victoria Enthroned in the House of Lords''. It may not have been drawn from life; Hayter's painting of the wedding cannot really be seen as a historical record of what occurred, and so this may not have been what she wore at the coronation. QV seated on the lion's head chair or throne, with the St. Edward's crown on a table to her right. She is wearing the Diamond Diadem and the coronation necklace and earrings. She is wearing an ermine-lined red velvet robe tied together at the waist with a tasseled gold cord. A jeweled "collar" falls from her right shoulder to her waist and then goes back up to her left shoulder. Her dress is not the dress she wore to the coronation, white satin with gold embroidery. This one appears to be a silver and gold brocade with a deep gold fringe at the bottom. She is traditionally corseted. She has a white glove on her left hand, which rests on the other glove. The gloves are decorated with a double row of gathered lace. The heavily jeweled bodice is off the shoulder. The point of one satin slipper peeks out from under her skirt on the low footrest. Art UK: https://artuk.org/discover/artworks/queen-victoria-18191901-enthroned-in-the-house-of-lords-50933. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_Throne.png. ##''The Coronation of Queen Victoria in Westminster Abbey, 28 June 1838,'' Hayter's large painting of the coronation, completed 1840.<ref>{{Cite web|url=https://www.rct.uk/collection/405409/the-coronation-of-queen-victoria-in-westminster-abbey-28-june-1838|title=Sir George Hayter (1792-1871) - The Coronation of Queen Victoria in Westminster Abbey, 28 June 1838|website=www.rct.uk|language=en|access-date=2026-04-22}}</ref> Hayter made drawings during the coronation ceremony and then recreated Westminster Abbey as he preferred, rather than painting what the Abbey actually looked like. QV is wearing the Imperial Crown of State, but this is the moment after the coronation when the peers put on their coronets. The painting has 64 individual portraits painted in their gowns and robes by Hayter later. Royal Collection Trust: https://www.rct.uk/collection/405409/the-coronation-of-queen-victoria-in-westminster-abbey-28-june-1838; Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Coronation_of_Queen_Victoria_28_June_1838_by_Sir_George_Hayter.jpg. #'''1838''': Thomas Sully portrait of QV ##'''1838 May 15''': study for the full-length portrait by Thomas Sully, bust, bare shoulders, no clothing for analysis, but romantic and sensual, crown, possibly coronation necklace. "This oil sketch was painted '''from during''' several sittings in the spring of 1838, just before the coronation, in preparation for a full-length portrait. Victoria, who wears a diamond diadem, earrings, and necklace, is said to have considered this a nice picture.'"<ref name=":8" /> (11) Metropolitan Museum of Art: https://www.metmuseum.org/art/collection/search/12702. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_MET_DT5422.jpg ##Full-length portrait, which QV sat for and which Sully finished after having returned to the US. Not sure which crown this is, neither of the coronation crowns. Very flattering of Victoria, who is in her state robe with a white dress. Metropolitan Museum of Art: https://www.metmuseum.org/art/collection/search/14826. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_by_Thomas_Sully_in_the_Metropolitan_Museum_of_Art.jpg. ##Copy from the Sully full-length portrait of head and bust by W. Warman, though not a faithful copy, as if he was copying the painting without having it in front of him. National Portrait Gallery: https://www.npg.org.uk/collections/search/portrait/mw06507/Queen-Victoria. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria,_by_W._Warman_after_Thomas_Sully.jpg. #'''1838''': engraved mezzotint print from a painting by Agostino Aglio the Elder (https://www.lelandlittle.com/items/384935/antique-portrait-of-a-young-queen-victoria/), which cannot have been painted from life. QV is dressed as if for her coronation, with the St. Edward's crown and the throne in the background. The face does not look like Victoria's, the dress with its ermine hem is not a representation of any dresses we're aware of, and the robe with its transparent falling sleeves is not the official coronation robe. The mezzotint by James Scott shows detail more clearly than the painting does, which is dark. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria,_Queen_of_the_United_Kingdom.jpg #'''1838 August 5''': engraving of QV, published in ''The News'' on this date, may not have been taken from life. She may be wearing the white satin with gold embroidery dress she wore to Westminster Abbey; the crown on her head is not the Imperial State Crown; she is wearing long earrings (which we've never seen before) and no necklace. The cape has a shorter layer on top, trimmed in bands of gold, it looks like, which we've also never seen before. Her right hand is wearing a glove, probably silk, pushed down to 3/4 length. National Library of Wales: https://viewer.library.wales/4674621#?xywh=-2124%2C-568%2C8542%2C7730. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Portrait_of_Queen_Victoria_(4674621).jpg #'''1839''': engraving of Edwin Landseer portrait of QV in a very flattering and fashionable riding habit, less masculine than some, ribbon and badge of the Order of the Garter, top hat with veil, corseted, with the jacket fitted, large sleeves to the elbow, fitted below the elbow; a peplum may be part of the jacket, can't tell; she may be riding side-saddle with the newly invented horn to stabilize the rider. It's a good likeness of Victoria. https://commons.wikimedia.org/wiki/File:Portrait_of_Her_Majesty_the_Queen-_1839_(4672716).jpg. #1840 February 10: QV's Wedding ##QV's wedding dress on a mannequin. Royal Collection Trust, 3 photos: https://www.rct.uk/collection/71975. Mary Bettans, QV's "longest serving dressmaker," probably made this wedding dress.<ref name=":6">{{Cite web|url=https://www.rct.uk/collection/71975|title=Mary Bettans - Queen Victoria's wedding dress|website=www.rct.uk|language=en|access-date=2025-12-15}}</ref> The [https://thedreamstress.com/2011/04/queen-victorias-wedding-dress-the-one-that-started-it-all/ Dreamstress blog posting on QV's wedding dress] has clear photos of her shoes. The Royal Collection description says, in part, "Wedding dress ensemble of cream silk satin; comprising pointed boned bodice lined with silk, elbow length gathered sleeves; deep lace flounces at neck and sleeves and plain untrimmed skirt en suite, gathered into waist with unpressed pleats.<ref name=":6" /> The color of the dress is definitely not white now, but the RCT description doesn't suggest that the color has changed. The materials are "Cream silk satin with Honiton lace" and "silk (textile), satin, flowers, lace."<ref name=":6" /> The "flowers" perhaps explains the wreath of artificial orange blossoms that the mannequin is wearing; the description doesn't say whether the headdress was the one worn by QV at the wedding. ##QV's watercolor sketch of her design for the bridesmaids' dresses: "a white dress trimmed with sprays of roses on the bodice and skirt. A matching spray of roses is shown in her hair. She is wearing white gloves and holding a handkerchief in one hand."<ref>{{Cite web|url=https://www.rct.uk/collection/search#/13/collection/980021-o/design-for-queen-victorias-bridesmaids-dresses|title=Explore the Royal Collection online|website=www.rct.uk|language=en|access-date=2025-12-20}}</ref> Royal Collection Trust: https://www.rct.uk/collection/search#/13/collection/980021-o/design-for-queen-victorias-bridesmaids-dresses. #1840–1842: George Hayter's painting of the moment in the wedding when QV and Albert clasp hands ##1840 February 10 – 1842: George Hayter's wedding portrait at the moment they clasped hands (what was commissioned), sketched at the time, portraits and background filled in later, not an actual depiction of what the chapel looked like, the environment sketched in before the ceremony and the people during the ceremony, followed by people sitting for their individual portrait within the larger painting. Royal Collection Trust: https://www.rct.uk/collection/407165/the-marriage-of-queen-victoria-10-february-1840. Wikimedia Commons: https://en.wikipedia.org/wiki/The_Marriage_of_Queen_Victoria#/media/File:Sir_George_Hayter_(1792-1871)_-_The_Marriage_of_Queen_Victoria,_10_February_1840_-_RCIN_407165_-_Royal_Collection.jpg. Along with almost everybody else, both QV and Albert posed later for the portraits in the painting, QV in March 1840 in, as she says, " Bridal dress, veil, wreath & all."<ref>{{Cite web|url=https://www.rct.uk/collection/407165/the-marriage-of-queen-victoria-10-february-1840|title=Sir George Hayter (1792-1871) - The Marriage of Queen Victoria, 10 February 1840|website=www.rct.uk|language=en|access-date=2025-12-19}}</ref> ##A number of reproductions of all or part of Hayter's painting were made. Engraving after Hayter's wedding portrait: amazingly tight outfit on Albert, QV has long train with ladies holding it; QV's dress off the shoulder, very lacy: https://commons.wikimedia.org/wiki/File:Marriage_of_Queen_Victoria_MET_MM78359.jpg #'''1840 c.''': miniature of QV by Franz Winterhalter, very idealized; QV is wearing a large pendant on a gold-bead necklace with matching earrings and jeweled fillet, strands of diamonds wrapped around the coiled hair high on the back of her head. Her off-the-shoulder dress is white lace with yellow bows, very girly with an unusual amount of frou-frou. She is wearing a blue sash across her chest from left to right, perhaps the ribbon of the Order of the Garter? Something puffy and pink — perhaps a shawl? — is over the dress. https://commons.wikimedia.org/wiki/File:Queen_Victoria_-_La_reine_Victoria.jpg #'''1840 c.''': mezzotint print of QV by T. W. Huffam, may not have been drawn from life, and not perfectly realistic. QV is wearing a cap on the back of her head and perhaps a double row of what might be pearls across the top of her head, with pearl drop earrings. Off-the-shoulders cream-colored dress with pleating around the neckline and from the waist down. Broach at the center of the neckline, ring on her left hand; possible heavy chain bracelet on her left wrist. Colorful red-and-blue patterned shawl; what may be the Ribbon of the Order of the Garter, but on the wrong shoulder (and color is too dark, but the color may not be true); probably an odd wadded-up handkerchief in her right hand, with a lacy edge. National Library of Wales: https://viewer.library.wales/4674795#?xywh=935%2C2586%2C2207%2C1324. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Portrait_of_Her_Gracious_Majesty_Queen_Victoria_(4674795).jpg #'''1840''': QV and Albert return from the wedding at St. James's Palace ##1840 February 10: engraving by S. Reynolds (after F. Lock). May not have been made from life, the dress QV is wearing does not match the descriptions of any of the dresses she wore that day. Albert is dressed more or less the way he was for the wedding. This is an image of how she was imagined by the artist or perceived by the public, not how she looked. https://commons.wikimedia.org/wiki/File:Wedding_of_Queen_Victoria_and_Prince_Albert.jpg ##F. Lock #'''1840''': not very realistic illustration of Edward Oxford's assassination attempt on QV (illustration by Ebenezer Landells; lithograph by J. R. Jobbins). We see QV in white, with a yellow bonnet and something white streaming, veil or shawl, protected by heroic male figure, Albert? or the driver? https://commons.wikimedia.org/wiki/File:Edward_Oxford_tries_to_shoot_Queen_Victoria_in_1840_by_JR_Jobbins.jpg #'''1840''': 2 versions of what looks like the same portrait of QV by John Partridge, one painting in Dublin Castle and another in the Royal Collection Trust, both apparently made by Partridge with sittings in September and October 1840.<ref name=":16">{{Cite web|url=https://www.rct.uk/collection/403022/queen-victoria-1819-1901|title=John Partridge (1790-1872) - Queen Victoria (1819-1901)|website=www.rct.uk|language=en|access-date=2026-02-27}}</ref> QV is in black formal dress with red background and objects associating her with Albert. The RCT description: "The Queen, in a black evening dress with a black and silver head-dress, wears the ribbon and star of the Garter and the Garter round her left arm. She stands with her hand resting on a letter on the table. The gilt metal inkstand set with semi-precious stones was a present from Prince Albert to the Queen on her birthday, 24 May 1840. The bracelet on her right arm is set with a miniature portrait of Prince Albert by Sir William Ross for which the Prince had sat in February and March 1840 and the locket round her neck was given to her by Prince Albert."<ref name=":16" /> QV's modest, black velvet, off-the-shoulder dress is very Romantic. The puffed sleeves have a separate, fine lace ruffle that is shorter over the front of the arm and longer in back. She is holding a large white lace handkerchief and a folding fan. ##The Royal Collection Trust painting may have been restored or conserved differently because it is lighter and the background is much brighter red. Besides the interesting black headdress with a silver fringe on two levels, attached possibly to a bun on the back of her head, she is wearing a [[Social Victorians/Terminology#Ferronnière|ferronnière]] with a large brooch-like jewel piece in the center front. This version of the painting was probably a gift to Albert for Christmas 1840.<ref name=":16" /> https://www.rct.uk/collection/403022/queen-victoria-1819-1901. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_-_Partridge_1840.jpg. ##The painting in Dublin Castle is much darker and QV's necklace and headdress are different. In this case, she is wearing the [[Social Victorians/People/Queen Victoria#The Diamond Diadem|Diamond Diadem]] rather than the less-official ferronnière. Dublin Castle: https://dublincastle.ie/the-state-apartments/queen-victoria/. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria,_Dublin_Castle.jpg. #'''1841''': print of drawing of QV, stylish and romantic look, braids loops around her ears, off the shoulders, corseted, wearing honors, elbow-length lace-edged sleeves, full skirts, holding folding fan and lacy handkerchief in her left hand, very stylish pointed waist: https://commons.wikimedia.org/wiki/File:Queen_victoria_by_DESMAISONS,_PIERRE_EMILIEN_-_GMII.jpg #'''1841''': watercolor miniature by George Freeman of a pretty good likeness of QV for Mrs Andrew Stevenson, the wife of the American ambassador. QV is in white evening dress, red shawl with orange trim, ribbon of the Order of the Garter, tiara on the back of her head, miniature of Albert on her right wrist, wedding ring, hair in braided loops in front of the ears, very lacy at the elbows and top of bodice but otherwise no frou-frou. Royal Collection Trust: https://www.rct.uk/collection/421456/queen-victoria-1819-1901. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Miniature_portrait_of_Queen_Victoria_(1819-1901),_1841.jpg. #'''1841 March 21''': mezzotint print of QV and Vicky as a baby (Ellen Cole made the original art, G. H. Phillips made the messotint, printmaker Henry Graves & Co.)<ref>{{Cite web|url=https://wellcomecollection.org/works/wthk5hpy|title=Queen Victoria with the infant Princess Victoria on her lap. Mezzotint by G.H. Phillips after E. Cole, 1841.|website=Wellcome Collection|language=en|access-date=2025-10-15}}</ref>, unclear what kind of dress QV is wearing, could be morning dress or even negligé, although she is wearing jewelry and a cap, appears to be wearing a corset, but the fabric of this loose and flowing dress is very likely silk, some sheer, very feminine, limp lace ruffles, unstiffened silk; could be a christening outfit?, Vicky is also wearing sheer flowing fabric, has a cap with stiffened ruffle, around the neck, unstiffened ruffle: https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_the_infant_Princess_Victoria_Adelaide_Wellcome_V0048381.jpg #1842: portrait by Winterhalter of QV in her wedding dress. This pose is a recreation; the lower half of the skirt is lace covered. QV is facing left, holding a length of lace and a small bouquet of flowers. Tiara on the back of her head, pendant on a gold chain around her neck, perhaps the sapphire brooch, and rings. QV sat for the painting "in June and July 1842. The Queen wears a dress of heavy ivory satin, enhanced by a bertha and a deep flounce of lace like those on her wedding dress (see Figure 39). Her jewelry includes a diadem of sapphires and diamonds, the huge sapphire-and-diamond brooch given to her by Prince Albert on their wedding day, and the Order of the Garter insignia."<ref name=":8" /> (15) "The portrait was completed in August and set into the wall of the White Drawing Room at Windsor Castle. Winterhalter was immediately commissioned to paint at least three copies, and a number of others exist, including enamel miniatures that the Queen had made up into bracelets for her friends."<ref name=":8" /> (15) #'''1843''': portrait by Winterhalter, bust of QV, bare shoulders, hair has fallen down, simple jewelry, sensual, sexual, romantic: https://commons.wikimedia.org/wiki/File:Franz_Xaver_Winterhalter_(1805-73)_-_Queen_Victoria_(1819-1901)_-_RCIN_406010_-_Royal_Collection.jpg. #'''1843''': flattering, fashion-illustration-style portrait by Winterhalter, QV is wearing the Diamond Diadem created for George IV and standing with the Imperial State Crown near her right hand, which means it's not a coronation recreation. She is wearing the mantle of the Garter with its jeweled chain-like collar and St. George hanging from it with the Garter on her left arm. Winterhalter did a companion portrait of Albert at the same time, and they are hanging in the Garter Throne Room in Windsor Castle.<ref>{{Cite web|url=https://www.rct.uk/collection/404388/queen-victoria-1819-1901-0|title=Franz Xaver Winterhalter (1805-73) - Queen Victoria (1819-1901)|website=www.rct.uk|language=en|access-date=2026-02-06}}</ref> Queen Victoria is wearing the Turkish diamonds necklace and earrings. She has bare shoulders and arms, suggestive of court or evening dress; besides the mantle of the Garter, she is wearing a white dress with a complex overdress that is open at the waist. The skirt of the white dress has gold threads (that might be brocade) with 7 horizontal graduated rows of a soutache-like trim around the bottom 2/3. Royal Collection Trust: https://www.rct.uk/collection/404388/queen-victoria-1819-1901-0. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_1843.jpg. #'''1843''': line and stipple engraving (by Skelton and Hopwood) of a painting by Eugène Modeste Edmond Lepoittevin. QV visiting Helene, Duchesse d'Orléans at the Château d'Eu (Eu, Normandy, France). Two of the Duchesse d'Orléans' sons are with her in the portrait; she appears to be in mourning with a lot of frou-frou and touches of white. QV is wearing a stylish, romantic (off the shoulder) dress with a small white ruffle at the neck, lacy cuffs at the wrist; the sleeves are divided by 2 rows above the elbow of some kind of 3-dimensional trim; below the elbow the sleeves are fitted. The skirt is very full; her hair is simple, pulled in front of her ears into a bun in the back, with no headdress; she is wearing little or no jewelry. National Portrait Gallery: https://www.npg.org.uk/collections/search/portrait/mw145636/Visit-of-Queen-Victoria-to-the-Duchesse-DOrlans?LinkID=mp93326&role=sit&rNo=0. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Visit_of_Queen_Victoria_to_the_Duchess_of_Orleans.jpg. #'''1845''': photograph of QV and Vicky, earliest photograph of them, Description from Royal Collection Trust: "They are shown in three quarter view, facing left. The queen is wearing a dark coloured silk gown, with a white lace fichu, adorned with a brooch. The Princess Royal looks directly at the viewer and leans against her mother, nestled under her right arm. She is wearing a dark coloured silk dress, trimmed with white lace. She is wearing a pendant on a black ribbon around her neck, and is holding a doll in her arms." White v-shaped bodice front connected to the rest of the bodice. Copy from the Royal Collection Trust: https://www.rct.uk/collection/search#/-/collection/2931317-c (Wikimedia Commons copy: https://commons.wikimedia.org/wiki/File:Queen_Victoria_the_Princess_Royal_Victoria_c1844-5.png) #'''1846''': Winterhalter portrait of QV with Bertie, one of a pair of portraits by Winterhalter of QV and Prince Albert. QV is wearing an unusual, off-the-shoulder outfit, no crown but a headdress that is black lace, sheer, ruffled, attached above her ears, with a rose on the left side, no necklace but bracelets and rings and the Order of the Garter ribbon and star. The top of this dress may be a bustier rather than a bodice, resting on rather than attached to the skirt; it is boned and very smooth and comes to a deep point in front, emphasizing her small waist. The skirt may be in two layers, pink satin (to match the bustier or bodice) covered by a sheer black lace-and-tulle overskirt. Bertie is in long pants and a belted "loose Russian blouse" that falls to his knees.<ref>{{Cite web|url=https://www.rct.uk/collection/406945/queen-victoria-with-the-prince-of-wales|title=Franz Xaver Winterhalter (1805-73) - Queen Victoria with the Prince of Wales|website=www.rct.uk|language=en|access-date=2026-03-26}}</ref> The portrait was a gift to Sir Robert Peel and shows QV in evening dress and Bertie (and Prince Albert in his separate portrait) as a family in nonregal clothing, what Peel called "private society." Royal Collection Trust: https://www.rct.uk/collection/406945/queen-victoria-with-the-prince-of-wales. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_the_Prince_of_Wales.jpg. #'''1846 October – 1847 January''', sittings for Winterhalter family portrait of QV and Albert and 5 children (Vicky, Bertie, Alice, Affie, Helena as a baby). QV is wearing a very ornate white dress with a smooth bodice, with a corset beneath: a lot of lace in her lap, either a large shawl coming around from the back or the top layer of her skirt (?), which is a series of 4 lacy ruffles starting at her knees and going down; gathers over her bust, sleeves are gathered; whole dress is a lot of frou-frou, very white, feminine, soft and flowing. She is wearing an emerald and diamond diadem, part of a parure of other emerald jewelry as well as a locket around her neck. (Albert designed the diadem in 1845, made by Joseph Kitching). Painting was exhibited in 1847 in St. James's Palace and released as an engraving in 1850. Royal Collection Trust: https://www.rct.uk/collection/405413/the-royal-family-in-1846. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Franz_Xaver_Winterhalter_Family_of_Queen_Victoria.jpg. Engraving: https://commons.wikimedia.org/wiki/File:Queen_Victoria_-_Queen_Victoria,_Prince_Albert_and_the_Royal_Family.png #'''1847 February 24''': Winterhalter portrait of QV in a version of her at her wedding, wearing her wedding veil and wreath of orange blossoms in her hair and the sapphire brooch that "Albert gave her on their wedding day and the ear-rings and necklace made from the Turkish diamonds given to her by the Sultan Mahmúd II in 1838."<ref>{{Cite web|url=https://www.rct.uk/collection/search#/20/collection/400885/queen-victoria-1819-1901|title=Winterhalter Portrait of Queen Victoria, 1846|website=www.rct.uk|language=en|access-date=2025-12-31}}</ref> This portrait is dated 1847, so it is not a portrait of her at her wedding but an anniversary gift for Albert of her dressed as for her wedding. RCT: https://www.rct.uk/collection/search#/20/collection/400885/queen-victoria-1819-1901 Wikimedia: https://commons.wikimedia.org/wiki/File:Queen_Victoria,_1847.jpg #'''1851 August 30''', line drawing of QV, Albert and Bertie visiting the opening (?) of a train station, published in the ILL. QV's clothing is approximate, but she is wearing a bonnet; we don't know if the artist drew her from life or from his expectation of what she would have looked like, stylish but not haute couture, she looks more middle class? https://commons.wikimedia.org/wiki/File:Queen_Victoria_visiting_the_GNR.jpg #'''1854''', portrait Stephen Catterson Smith the Elder. QV in Order of St. Patrick, wearing crown, next to throne; white or cream-colored dress, which looks unironed? horizontal section of the skirt??, off the shoulder, lacy ruffles on top, not much frou-frou, not a cage. Bracelet on her right arm of Albert?, coronation necklace? Standing by the chair with lion's head on the armrest. https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_the_sash_of_the_Order_of_St_Patrick,_1854.png ##'''1854''', engraving that is a copy of the Smith portrait. Royal Trust: https://www.nationaltrustcollections.org.uk/object/565054. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_victoria_indian_circlet.jpg. '''Indian circlet'''? #'''1854''', photograph of QV, Albert, Duchess of Kent and 7 children, boys in kilts, women in what looks like cages, but probably petticoats: https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_her_family.jpg #'''1854''', photograph by Roger Fenton, QV seated, facing our right, holding a portrait of Albert, light very lacy dress, cap on the back of her head, can't see much detail of the dress: https://commons.wikimedia.org/wiki/File:Queen_Victoria_1854.jpg #'''1854 May 11''': Roger Fenton photographs from a session showing either QV and Albert in court dress or one of the recreations of their wedding: ##QV standing, looking to her left, wearing a very floral, lacy light-colored dress that has been called her wedding dress, but the Royal Collection Trust says it's a court dress with a train.<ref>"Queen Victoria in court dress 1854.jpg." ''Wikimedia Commons''. https://commons.wikimedia.org/wiki/File:Queen_Victoria_in_court_dress_1854.jpg (retrieved March 2026).</ref> She is wearing the ribbon of the Order of the Garter, a cap perched on top of her head above a wreath or crown of flowers, veil, romantic off-the-shoulder neckline with short puffy sleeves, something fluffy and translucent on the front of her dress (like an apron?), a white glove on her left hand, a bouquet of flowers, and it looks like actual flowers attached to the dress itself. More frou-frou than we've seen on her. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_in_court_dress_1854.jpg. ##Low-resolution photo of QV and Albert facing each other, bouquet on plinth, expensive long lace veil, shawl or big white lace collar?, dress has a lot of frou-frou (including flowers) and texture to break up the solid whiteness: https://commons.wikimedia.org/wiki/File:Queen_victoria_and_Prince_Albert.jpg #'''1854 May 22''': Roger Fenton photograph of QV, Albert and 7 children, one in a wagon, at Buckingham Palace. Albert is wearing a top hat although they seem to be indoors. QV wearing a bonnet tied under her chin with a big bow, a plaid skirt, thigh-length jacket. https://commons.wikimedia.org/wiki/File:Queen_Victoria,_Prince_Albert_%26_royal_children_at_Buckingham_Palace,_1854.jpg #'''1854 June 30''', photograph by Roger Fenton, QV profile facing our left; very light-colored dress, embroidered (or stamped??) floral pattern on skirt, bodice and sleeves with additional 3-dimensional trim, and apron?, with a wide sash, translucent maybe linen fabric with very fine lace at the edge, very girly; at least one gathered flounce; brimless bonnet on the back of her head, lacy, ribbon, flowers?: https://commons.wikimedia.org/wiki/File:Queen_Victoria_by_Roger_Fenton.jpg #'''1855''', Winterhalter portrait: petticoats, lace and satin, a tiara, on the back of her head around the bun, not a symbol of of sovereignty, instead a beautiful decorative piece of jewelry that probably matched her eyes: https://commons.wikimedia.org/wiki/File:Queen_Victoria_by_Franz_Xaver_Winterhalter.jpg. Rosie Harte says she is wearing the Sapphire Tiara designed for QV as a wedding present by Albert. #'''1855 March 10''': Illustrated London News wood engraving showing QV and her entourage visiting wounded soldiers in a hospital. It shows how QV was perceived, not so much what she actually wore. She's shown wearing a bonnet, a thigh-length jacket; her tiered skirt has 3 large ruffles that we can see, dividing it horizontally. https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_her_entourage_visiting_invalided_soldier_Wellcome_V0015776.jpg #'''1855 April 19''', James Roberts painting of QV, Napoleon III, Eugénie and Albert at Covent Garden, from the perspective of the stage, or at least behind the orchestra. They are dressed formally; QV's white, off the shoulder young-person image, big jewelry; Eugénie looks like she's wearing a cage. Royal Collection Trust: https://www.rct.uk/collection/search#/46/collection/920055/the-queen-visiting-covent-garden-with-the-emperor-and-empress-of-the-french-19. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_Napoleon_III_at_the_Royal_Opera_House_19_April_1855.jpg #'''1856 May 10''', oval half-length portrait of QV by Winterhalter, finished after sittings on 2, 3, 5, 6 and 8 May.<ref name=":17" /> QV, who thought the portrait was "very like," is wearing a distinctive off-the-shoulder red velvet dress with burnt-velvet (?) ruffle, the Koh-i-nûr diamond set in a brooch, a necklace with large diamonds (the Coronation necklace? '''Queen Adelaide's necklace'''?) and the ribbon of the Order of the Garter. She is wearing a corset under the dress (the bodice is so smooth and it comes to a point below the waist), with lace at the décolletage and shoulder and possibly a shawl that matches the ruffle. '''The crown is not the Diamond State Diadem but another crown'''. Royal Collection Trust: https://www.rct.uk/collection/406698/queen-victoria-1819-1901. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Franz_Xaver_Winterhalter_Queen_Victoria.jpg. #'''1856 December 16''' (lithograph made in 1859), color lithograph of a William Simpson painting showing QV on board a ship being returned to the Brits by Americans. Full-length, winter dress with fur muff, bonnet, matching fur-trimmed coat over dark rich purple and green dress. Albert and some of their children are with her. Library of Congress: https://loc.gov/pictures/resource/pga.03087/. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:William_Simpson_-_George_Zobel_-_England_and_America._The_visit_of_her_majesty_Queen_Victoria_to_the_Arctic_ship_Resolute_-_December_16th,_1856.jpg #'''1857''': photo of QV and Vicky, Princess Royal, in dark dresses but not mourning, QV has very voluminous ruffled skirt, probably not a cage, wearing a cap: https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_her_daughter_Victoria,_Princess_Royal.jpg #'''1857''': large painting by George Housman Thomas of QV distributing the first Victoria Crosses in Hyde Park, 26 June 1857, shows large military display in a large field, QV giving out VCs to a long line of soldiers. Related to the 1859 Thomas painting, as QV is wearing another scarlet military jacket, waist is cinched, etc. (see the 1859 painting). If the awarding of the VCs occurred in 1857, this painting would have been later? https://commons.wikimedia.org/wiki/File:Queen_Victoria_presenting_VC_in_Hyde_Park_on_26_June_1857.jpg #'''1858 Summer – 14 December 1861, between''', photograph by Southwell, "photographist to the Queen," of QV wearing a light-colored plaid skirt over a cage and a large dark shawl, reading a piece of paper. (We dated this image between the time she first wore a cage and when Albert died.) She has a cap with a gathered edge under her light-colored bonnet, which has a wide band tied in a bow under her chin with long streamers that hang past her waist. The photograph has been damaged, so patterns on the fabric are impossible to see. https://commons.wikimedia.org/wiki/File:England_Queen_Victoria.JPG #'''1859''': Winterhalter portrait, 2 crowns, the one behind her is the [[Social Victorians/People/Queen Victoria#Imperial State Crown|Imperial State Crown]], "coronation necklace and earrings?," a vast quantity of ermine, diamonds and gold, parliament in the distance. ArtUK: https://artuk.org/discover/artworks/queen-victoria-18191901-187983. Wikimedia: https://commons.wikimedia.org/wiki/File:Queen_Victoria_-_Winterhalter_1859.jpg, on Wikipedia page for "Victorian Era": https://en.wikipedia.org/wiki/Victorian_era. The off-the-shoulder look she wore when she was young, short sleeves, gold lace ruffles on the skirt. Another example of elaborate but not crowded frou-frou. Georg Koberwein made a copy of this painting in 1862. #'''1859 June''': group photograph that includes QV, Albert, Bertie and Princess Alice (who is wearing a cage) as well as Prince Philippe, Count of Flanders; Infante Luís, Duke of Porto, later King Luís I of Portugal; and King Leopold I of Belgium. Photograph attributed to Dudley FitzGerald-de Ros, 23rd Baron de Ros. QV is seated, facing her right, wearing a cape (can't tell if it has wide sleeves), a feathered hat that ties under her chin with a wide ribbon down the back, a 3-flounce skirt with dark stripes, wider at the bottom, probably over a cage, the 2 top flounces have gathered lace edging; white lace in her lap and over her right shoulder; holding an umbrella. Royal Collection Trust: https://albert.rct.uk/collections/photographs-collection/childrens-albums/group-portrait-with-prince-albert-leopold-i-and-queen-victoria-0?_ga=2.71530067.1155757026.1769614443-1044324474.1768234449. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Group_photograph_of_Queen_Victoria,_Prince_Albert,_Albert_Edward,_Prince_of_Wales,_Count_of_Flanders,_Princess_Alice,_Duke_of_Oporto,_and_King_Leopold_I_of_the_Belgians,_1859.jpg. #'''1859 July 9''': 1859–1864 painting by George Housman Thomas of QV, Albert and attendants on horses at Aldershot, QV in military-style, with red jacket with trim at the cuffs collar (though technically the jacket is collarless), wearing sash, honors, white blouse with back necktie, white sleeves gathered at the wrist, sitting side saddle, hat with wide brim, low crown, feminized version of the helmet the men are wearing, complete with red and white feathers. Royal Collection Trust says she is wearing a "scarlet military riding jacket with a General's sash and a General's plume in her riding hat" link: https://www.rct.uk/collection/405295/queen-victoria-and-the-prince-consort-at-aldershot-9-july-1859. Wikimedia link: https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_the_Prince_Consort_at_Aldershot,_9_July_1859.jpg #'''1860 May 15''': full-length photograph of QV by John Jabez Edwin Paisley Mayall. Dark dress, white ruffled cap and collar, ornate patchworky shawl with fringe and lace. https://commons.wikimedia.org/wiki/File:Queen_Victoria_by_JJE_Mayall,_1860.png #'''Circa 1861''', photograph of QV, Albert and 9 children by John Jabez Edwin Mayall. Another portrait where Albert is really the center. The women and girls appear to be wearing hoops.https://commons.wikimedia.org/wiki/File:Prince_Albert_of_Saxe-Coburg-Gotha,_Queen_Victoria_and_their_children_by_John_Jabez_Edwin_Mayall_(n%C3%A9e_Jabez_Meal).jpg #'''1861''', full-length photograph of QV by C. Clifford of Madrid; QV is standing mostly profile facing her right, with her head turned slightly to us; state occasion, formal dress with crown and jewelry; short sleeves with light-colored, ornate trim above the elbows; the neckline is at the corner of the shoulder with lace inside, making it be less off-the-shoulder than it looks; cage under the full skirt, train attached at the waist, in the front the train is cut away, towards the back; very clearly a silk, shiny fabric that reflected a lot of light; color is unknown; which crown is this? Wellcome Collection: https://wellcomecollection.org/works/ppgcfuck/images?id=zbrn4cjm; Wiki Commons: https://commons.wikimedia.org/wiki/File:HM_Queen_Victoria._Photograph_by_C._Clifford_of_Madrid,_1861_Wellcome_V0027547.jpg #'''1861 March 1''', looks like a session with photographer John Jabez Edwin Paisley Mayall and QV, from while Albert was still alive, dark but not mourning dress, with what may be a large [[Social Victorians/Terminology#Moiré|moiré]] pattern in the fabric. Lots of frou-frou. 2 images from this session: ##Full-length photograph of QV by Mayall. Shiny dark satiny fabric, cage, large white-lace shawl, white collar, white cap on the back of her head, book in front of her on plinth: https://commons.wikimedia.org/wiki/File:Queen_Victoria.jpg ##Full-length photograph of QV by Mayall. Shiny dark satiny dress fabric, cage but not the half-sphere, skirt is fuller than the cage, defined waist, more fullness in back, same white collar and cap, sleeve of jacket gets wider at the wrist, showing how full the lacy/ruffly sleeve of the blouse is, large black lace shawl. Wellcome Collection: https://wellcomecollection.org/works/yuuj2gdr/images?id=fpxwnbzg. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:HM_Queen_Victoria,_Empress_of_India._Photograph._Wellcome_V0028492.jpg #'''Circa 1862''', photo of QV seated with Prince Leopold standing next to her, QV is wearing a heavy cloak with a hood, which is up and covering what she's wearing on her head, which has a white and what may be a ruffled edge. The cloak has a wide band of what might be brocade stitched to the bottom of the cloak; the fabric of the cloak and hood and the skirt beneath may have a nap; she is not wearing a cage. Leopold is wearing short pants and gloves and carries a walking stick; his face may show bruises (or the photo is damaged): (Royal Trust link: https://www.rct.uk/collection/2900563/queen-victoria-and-prince-leopold; Wikimedia Commons link: https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_Leopold_of_Albany.jpg). #'''1862''', drawing from a newspaper showing QV and Beatrice of how she was perceived, not how she was: highly idealized image of mother and child, clothing not presented realistically, QV's dress is plain and her identity is that of the loving mother. https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_Princess_Beatrice_as_baby.jpg #'''1863''', photograph of QV seated, skirt is full, though she's not wearing hoops; white on head, collar and at wrists. She may not be wearing a corset (per Worsley), but the top is boned. ##QV is facing our left, 3/4. The top part of her skirt and her sleeves are made of a fabric perhaps with a satin weave, though the bottom half of her skirt is still matte. https://commons.wikimedia.org/wiki/File:Queen_Victoria_-_Queen_Victoria_in_1863.png. ##Same session, another pose, body still 3/4, but now she is facing the camera. The edges of the matte sections of her skirt and jacket are trimmed with rows of tiny ball fringe, oddly unobtrusive, especially from a distance. She is wearing a white blouse with puffed sleeves under the jacket. George Eastman Collection: https://www.flickr.com/photos/george_eastman_house/3333247605/. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_(3333247605).jpg. #'''1863''', QV on horse with John Brown holding the bridle ##'''1863''', unattributed photograph of QV at Osborne seated on a horse, with Princess Louise and John Brown nearby. QV is seated side-saddle, has a cap with a hood over it; cap has white ruffled edge; white ruffles at her wrists. Louise is handing QV her whip? and wearing a cage; her skirt is short, ankle-length, several inches above the ground; she wears a thigh-length full jacket. Brown's back is to us, he wears a kilt. https://commons.wikimedia.org/wiki/File:Queen_Victoria,_Princess_Louise_and_John_Brown.jpg ##'''1863''', carte-de-visite photograph by George Washington Wilson, QV on Fyvie side-saddle; wearing a cap with a hood over it, cap has white ruffled edge; dark gloves; wide sleeves on the jacket. The black riding habit has a simple surface with little decoration.https://commons.wikimedia.org/wiki/File:Queen_Victoria,_photographed_by_George_Washington_Wilson_(1863).jpg; https://commons.wikimedia.org/wiki/File:Queen_Victoria_on_%27Fyvie%27_with_John_Brown_at_Balmoral.jpg #'''1864''', QV seated, holding the future Kaiser Wilhelm (Vicky's eldest), her 1st grandchild ##Willie looking at us, QV right arm around his shoulder, an early version of what became her uniform dress, this one is a winter outfit, and she's bundled up, wearing a white ruffled cap, black bonnet and veil, which may be tied under her chin; gloves; a thigh-length loose jacket with wide sleeves, a deep band of a different fabric for the bottom of her skirt; she may be wearing a brocade vest under the jacket that is not snug against her torso; it looks like she's wearing a corset (the edge near the top button of her vest). https://commons.wikimedia.org/wiki/File:Queen_Victoria_holding_her_eldest_grandchild_Willy.png ##Willie facing QV, very clear view of her bonnet with scarfy veil; jacket is thigh-length, sleeves widening toward the cuff, may be a blouse underneath, also with full, loose sleeves, edged in white; top part of the full skirt is shiny, deep band of fabric at the bottom is wooly looking, narrow trim between the two parts of the skirt, could be petticoats under the skirt.https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_her_eldest_grandchild_Willy.png #'''1865–1867''': Edwin Landseer painting of QV on horseback at Osborne, reading letters and dispatches, with John Brown, dressed formally in a kilt, holding the horse's head. (Aquatint print made in c. 1870 https://commons.wikimedia.org/wiki/File:Portrait_of_Queen_Victoria_and_John_Brown_at_Osborne_House_(4674627).jpg<nowiki/>.) See "1867 Spring" in the [[Social Victorians/People/Queen Victoria#Timeline|Timeline]] for a discussion of the painting itself. Princesses Louise and Helena are seated on a park bench in the background. QV is wearing a bonnet tied under her chin with a large bow and a short hood-like veil. This does not look like a fitted riding habit, although the skirt is a riding skirt. The jacket is shorter than her usual thigh-length and has full sleeves that widen toward the wrist. The fitted cuffs of the sleeves of her white blouse extend beyond the jacket sleeve. She has white at her cuffs and on the cap under her bonnet. Except for a ring on her left hand, no jewelry shows. Royal Collection Trust: https://www.rct.uk/collection/403580/queen-victoria-at-osborne. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Sir_Edwin_Landseer_(1803-73)_-_Queen_Victoria_at_Osborne_-_RCIN_403580_-_Royal_Collection.jpg #'''1867''': QV seated with Empress Victoria, both in mourning, but not full mourning, wearing a cage, some frou-frou, probably a cap on her head, because there's no brim, with a short dark veil over it. QV is wearing a [[Social Victorians/Terminology#Paletot|paletot]] with an overskirt with the same fabric and matching trim; the sleeves are not fitted but also not as wide at the wrists as some of her paletots. The bottom of the underskirt has a pleated ruffle. QV has quite a bit of light-colored fabric at her neck that falls down the front of her bodice, although she is not wearing the white shawl. The photograph was overexposed, so we have clarity in the black but the detail for the white parts is obliterated. https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_Empress_Victoria_Augusta.jpg #'''1867''', photograph of QV seated, with her back towards us, and the Queen of Prussia (or the Empress Augusta of Germany?), both in mourning, with light-colored umbrella: https://commons.wikimedia.org/wiki/File:The_Queen_of_England_and_The_Queen_of_Prussia.jpg. Darker image: https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_Empress_Augusta.jpg #'''1867''', stylized drawing/painting by Takahashi Yūkei, doctor of the Japanese Embassy to Europe in 1862, so may have been drawn from life; black dress may have faded to this purple, honors sash draping is not understandable but it is beautiful; military (?) style hat with aigrette: https://commons.wikimedia.org/wiki/File:Queen_Victoria_by_Japanese_doctor_Takahashi_Y%C5%ABkei_1862.png #'''1867''', photograph of QV with border collie Sharp, outdoors, on rugs?. QV is wearing a bonnet with a veil-like scarf that ties under her chin with streamers down the front; the full, thigh-length jacket has long, full sleeves, and the jacket has no trim on it, apparently, at all. The skirt is held out smoothly by a cage, made in 2 fabrics, one satiny and the other wool or something not shiny, with 3-dimensional trim with faceted jet (?) in 3 rows. Shiny black leather gloves, with white ruffled cuffs. She looks heavier-set than she was, perhaps our sense that she was always big comes because she wasn't trying to look thin? https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_her_dog_%22Sharp%22.jpg #'''1868''', photograph of QV and John Brown by W. & D. Downey. QV is wearing a riding habit and a hat tied under the chin, perhaps with a small plume, the jacket has some decoration. https://commons.wikimedia.org/wiki/File:Queen_Victoria_mounted_and_John_Brown_by_W._and_D._Downey.png #'''1869–1879''', QV was in her 60s: "At state occasions in her sixties, Victoria appeared in a black dress, black velvet train, pearls and a small diamond crown."<ref name=":5" /> (480 of 786) #'''c. 1870''', photograph by Andre-Adolphe-Eugene Disderi (probably not retouched) with QV seated, facing her left, 3/4 profile: that white cap pointed towards the forehead, covering the center part nearly completely, white flat-band collar, whites ruffles at cuffs, heavily trimmed black jacket with short peplum, including ball fringe and braid; the plain-from-a-distance, rich-up-close look: https://commons.wikimedia.org/wiki/File:Queen_Victoria,_c.1870._(7936242480).jpg #'''1871 September 10''', photograph of QV standing, almost full length, facing our right, with head turned our way, some books on the small table in front of her. The usual dark dress with white blouse with knife pleats and a cap covered with double ruffled lace and with veil down the back; heavy voluminous black shawl, looks like it's wool; it's probably a dress not a suit, with different textures, which are subtle Up close, the black ball-fringe (or bead fringe?) trim is 3-dimensional and different fabrics add another dimension. Skirt has wide band at the bottom, with ball fringe at the top. Wellcome Institute: https://wellcomecollection.org/works/x4hug3jt; Wiki Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria._Photograph._Wellcome_V0018085.jpg. #'''1874–?''': photograph of QV and Princess Beatrice ice skating on a lake at Eastwell Park, home of Prince Alfred (who got the property in 1874). Can't tell, but QV might be in the sledge chair and Beatrice in the center standing on skates. That woman standing on skates in the center is wearing a cage, which holds her dress out and above the ground. 1874 is late for cages, but the British court was not fashion forward: https://commons.wikimedia.org/wiki/File:Queen_Victoria_skating_-_Eastwell_Park.jpg #'''1875''': watercolor copy by Lady Julia Abercromby made in 1883 of an oil painting by Heinrich von Angeli showing QV before adopting the title Empress of India. This is a good example of a slightly formal version of her uniform. She is wearing the usual white cap and veil, clearly lace gathered into double ruffles; square-neck black bodice, sleeves are very wide at the wrists, black with complicated decorative angles layered over white, ruffly. The skirt has a horizontal division with satiny ribbon and wide ruffle (maybe pleated?) and then a border at the bottom that may be brocade; there is a train. Lots of jewelry, including double strand necklace of very large pearls, ribbon and badge of the Order of the Garter and the badge of the Order of Victoria and Albert, pearl brooch, bracelets and rings, holding a large white handkerchief. NPG: https://www.npg.org.uk/collections/search/portrait/mw06517. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_by_Julia_Abercromby.jpg. #'''1876 May 1''': QV is declared Empress of India. Lytton Strachey says, "On the day of the Delhi Proclamation, the new Earl of Beaconsfield went to Windsor to dine with the new Empress of India. That night the Faery, usually so homely in her attire, appeared in a glittering panoply of enormous uncut jewels, which had been presented to her by the reigning Princes of her Raj."<ref name=":0" /> (414 of 555) #'''1877 May''': photograph of QV, Princess Beatrice and the Duchess of Edinburgh (probably Maria Alexandrovna Romanova, Affie's wife) by Charles Bergamasco. Impossible to tell how the dress is layered, but it has a lot of frou-frou, but not a lot of lace except for the shawl and the cuffs of her blouse. QV's dress might have 2 different fabrics, like the Duchess's dress; it may have a jacket or vest or both. Her bodice looks like it is boned (assuming she's not wearing a corset). The frou-frou on the skirt are controlled pleated ruffles with tassels, which are more controlled than fringe. Visually very complex outfit, but from a distance, all that complexity would disappear. It would look textured, depending on the distance, at most. All 3 women have high-contrast lapels; 2 fabrics, matte and shiny; big buttons down the front; the 2 younger women have a row of ruffled lace at the neck; all wearing dark fabric, perhaps black. https://commons.wikimedia.org/wiki/File:Queen_Victoria,_The_Duchess_of_Edinburg_and_Prince_Beatrice.jpg #'''1879''', painting by Tito Conti of QV and Vicky at "Napoleon's boudoir"; Vicky is in mourning, having lost an 11-year-old child in March 1879; the two women are dressed in v different styles: Vicky is stylish, interest at the back of her dress, long train, narrow skirt, haute couture; QV is in her uniform, a hat? perched high on her head, a light-colored fichu? at her neck, black shawl; shorter train and fuller skirt, the shawl hiding how fitted the dress is. The point is the contrast between the 2 styles. https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_her_eldest_daughter_Vicky,_German_Crown_Princess.jpg. #'''1879 February''', QV seated with Hesse family (Alice's family, two months after her death and that of Marie, the youngest), everyone in full mourning. QV is wearing her "uniform" but no white anywhere; black cap with streamers? with what might be feathers down the back; heavy wool fringed shawl; jacket is lined and warm, possibly padded, may be long (thigh-length?); she may be wearing a corset or boning in her bodice here bc of the way the bodice drapes (there's an edge?); full skirt with deep tucked bands at the bottom: https://commons.wikimedia.org/wiki/File:Queen_Victoria_Ludwig_IV_240-011.jpg. Darker image from what looks like the same sitting by William & Daniel (W. & D.) Downey, without the father: https://commons.wikimedia.org/wiki/File:The_Hessian_children_with_their_grandmother,_Queen_Victoria.jpg #'''1881''': Cabinet photograph by Arthur J. Melhuish of QV and Princess Beatrice, neither is in full mourning. QV is smiling and wearing her white widow's cap, at least 2 necklaces and perhaps one brooch, a black lace shawl. Beatrice is holding an umbrella over their heads.https://commons.wikimedia.org/wiki/File:Victoria_and_Princess_Beatrice.jpg #'''1881 September 3''': woodcut engraving from the ''Illustrated London News'' of QV visiting the new Royal Infirmary, Edinburgh. Clear impression of QV's "uniform," black dress with thigh-length jacket, edged with fur or velvet; skirt is divided horizontally with zigzag trim about knee level and a ruffle at the hem of the skirt. Unusual pillbox-like hat tied under her chin, trimmed with something light colored. Wellcome Collection: https://wellcomecollection.org/works/ev7tepmd/images?id=h8aq62mn. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_visiting_the_Royal_Infirmary_Edinburgh._Wellcome_L0000896.jpg #'''1882 April 27''': 3 photographs of QV dressed for the wedding of the Duke and Duchess of Albany, probably from one session with Alexander Bassano. These photographs look like they have been retouched to smooth QV's skin and remove a double chin. The black satin-weave dress is complex, but cut as her "uniform" usually was. What makes this outfit different is how much white lace covers the skirt and train as well as how big a piece of lace the veil is and the unusual-for-QV berthe. Under the black jacket sleeve are two white (may or may not be a separate blouse, can't tell). QV is wearing her classic thigh-length jacket with 3/4-length sleeves, buttoned down the front, smoothly fitted to her shape but not tight fitting; she seems to be wearing a white lacy top under everything, a bodice that buttons and looks like it has a rows of fleur-de-lys diamonds operating somewhat like a stomacher comes down below her waist; over the bodice is a thigh-length jacket with thick fluffy fringe (chenille?) trimming the sleeves and bottom of the jacket and down the front on both sides. Those distinctive black jacket sleeves are cut very full at the bottom edge; they are short under her arm and have a long point below her elbow on the outside of her arm. The train is visible in 2 of the photographs and pulled around to QV's left, over some of the skirt. The skirt and train have a narrow box-pleated ruffle at the bottom. The full skirt and train are covered by a lace overskirt. QV is not wearing her wedding veil, but the veil looks like Honiton lace, as do the trim on the bodice, sleeves and skirt. The wide light-colored or white lace [[Social Victorians/Terminology#Berthe|berthe]] is slightly gathered and stitched to the neck of the bodice. A lacy white edge shows under the black jacket sleeve (may or may not be a separate blouse, can't tell), plus another white layer under that lacy sleeve edge. What looks like a chemise shows at the neckline; a row of diamonds separates the berthe from the chemise. She is holding a lacy handkerchief and a folding fan. She is wearing the Small Diamond Crown on top of the veil and a lot of diamond jewelry, including the Koh-I-Nor diamond as a brooch, the Coronation necklace and earrings, two wide diamond bracelets and rings as well as Family Honors and the ribbon of the Order of the Garter. ##'''1882''' Bassano photograph, official state portrait, reused in 1887 for Golden Jubilee as a postcard; close-up cropped bust. https://commons.wikimedia.org/wiki/File:Queen_Victoria_by_Bassano_(3x4_close_cropped).jpg. Wikipedia page #1 (https://en.wikipedia.org/wiki/Queen_Victoria): https://commons.wikimedia.org/wiki/File:1887_postcard_of_Queen_Victoria.jpg. Different pose, same sitting, worse resolution: https://commons.wikimedia.org/wiki/File:Queen_Victoria_bw.jpg. ##'''1882''' Bassano photograph, same sitting, different pose, best image for analysis because it shows her whole body. This is not the lion-head chair, but we can see a lot of this throne-like chair. Royal Collection Trust: https://www.rct.uk/collection/search#/-/collection/2105818/portrait-photograph-of-queen-victoria-1819-1901-dressed-for-the-wedding-of-the; National Portrait Gallery cabinet card: https://www.npg.org.uk/collections/search/portrait/mw119710; Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_1887.jpg. ##'''1882 April 27''', photograph of QV and page Arthur Ponsonby, same dress as 1882, she is standing next to Ponsonby, who is holding some article of dress that seems to have more diamond fleurs-de-lys, perhaps to match the bodice. Royal Trust Collection: https://www.rct.uk/collection/2105757/queen-victoria-and-her-page-arthur-ponsonby; Wikimedia Commons link: https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_her_page,_Arthur_Ponsonby.jpg. #'''1882 May''', Bassanno photograph of QV, same session, the first photograph (from a [[Social Victorians/Victorian Things#Cabinet Card|cabinet card]]) is a great deal easier to read because, even though the white is overexposed, the patterns in the black fabrics and fabric treatments are unusually easy to see, although the layers are still impossible to distinguish. ##QV is sitting on a chair and Princess Beatrice is sitting perhaps on the arm of the chair to QV's left. QV is wearing that fuzzy white widow's cap with veil edged with gathered tulle. The 3 main areas of white — the cap, neckline and the fan and cuffs — are so overexposed that the detail is obliterated. QV is wearing a ribbon necklace with a pendant that might be a cameo, painted portrait or a locket, a brooch on the center front of the neckline, small earrings (likely diamonds) and at least one bracelet and ring. She is holding a partially unfolded fan, and the front of the bodice shows either something like a pocket-watch chain attached to the 3rd button from the bottom, perhaps, or a flaw in the surface of the photograph. She is wearing a very large lace shawl over her shoulders and lap. The bodice/jacket garment buttons down the center, has QV's usual wide sleeves and may be built using a princess line. This garment is similar at the neckline and bottom of the sleeves and the overdress or jacket — it is trimmed with 2 rows of tightly pleated ruffles edged with an elaborate, 3-dimensional design that includes braid with reflective bits, perhaps jet, and gathered ruffles. Princess Beatrice is wearing a restrained, less-decorated style, with a narrow, pleated skirt, made of a moiré silk whose pattern provides visual interest (without the frou-frou associated with haute couture) and tight, tailored, princess-line jacket trimmed with the moiré silk. The jacket includes the unpatterned draped fabric that is pulled toward the back for a bustle. National Portrait Gallery: [https://www.npg.org.uk/collections/search/portrait/mw123930/Queen-Victoria-Princess-Beatrice-of-Battenberg#:~:text=The%20series%20gets%20its%20name%20from%20a,home%20match%20to%20Australia%20at%20the%20Oval. https://www.npg.org.uk/collections/search/portrait/mw123930/Queen-Victoria-Princess-Beatrice-of-Battenberg#:~:text=The%20series%20gets%20its%20name%20from%20a,home%20match%20to%20Australia%20at%20the%20Oval.] Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Victoria_Beatrice_Bassano.jpg. ##QV is holding granddaughter Margaret, Crown Princess of Sweden, eldest daughter of Prince Arthur (QV's 3rd son) and great-granddaughter Princess Louise Margaret of Prussia, who was born 15 January 1882.<ref>{{Cite journal|date=2025-12-26|title=Princess Margaret of Connaught|url=https://en.wikipedia.org/w/index.php?title=Princess_Margaret_of_Connaught&oldid=1329585710|journal=Wikipedia|language=en}}</ref> QV does not appear to be wearing a corset, buttoned bodice is not tight, dark shawl, that fuzzy white cap with veil/streamers, maybe ruffled lace. Black ribbon around her neck, white at collar and cuffs, wide sleeves on the jacket. https://commons.wikimedia.org/wiki/File:Bassano_Victoria_and_Margaret.jpg #'''1883''': W. &. D. Downey photograph of QV seated with baby great-grandson William (Vicky's grandson, Kaiser Wilhelm's son) on her knees. The usual black dress, with 3-dimensional, almost geometric trim, ruffled but not lacy. A very dramatic shawl with cording in 3 parallel lines at the edges, looks like the same fabric as dress. QV's face is kind looking at the baby. Black hat with white cap beneath it, shaped like the white one she often wore. https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_her_great-grandson_Prince_William.jpg #'''1884 May 2''', QV, Vicky, her daughter Charlotte and her daughter Princess Feodore of Saxe-Meiningen, 4 generations. QV not wearing bustle, the usual black on black for trim, black jacket, black shawl, black cap with black hangy-downy thing down the back: https://commons.wikimedia.org/wiki/File:VICTORIA_Queen_of_England_by_Carl_Backofen_of_Darmstadt.jpg #'''1885 or so''': portrait published in the 1901 biography of QV by John, Duke of Argyll, probably from a photograph. That odd cap we've seen before with a point down to her hairline in front, this version with trimmed lappets (?) down the front: it's impossible to tell the layers, how things are attached and what the trim on this cap is made of, feathers or ruffles. White collar on bodice, white cuffs, black lace shawl around her shoulders, jacket or coat over a blouse; the frou-frou is the same color as what it trims, making it visually recede, but up close ppl would have been able to see how sophisticated and finely made it was: https://commons.wikimedia.org/wiki/File:V._R._I._-_Queen_Victoria,_her_life_and_empire_(1901)_(14766746965).jpg #1885: screen print bust from book ''Daughters of Genius'' by James Parson, showing unusually realistic face and detailed trim on the black; the usual white cap and a collar, locket on ribbon around her neck, small earrings. https://commons.wikimedia.org/wiki/File:Daughters_of_Genius_-_Queen_Victoria.png #'''1885 May 16''', reproduction of a wood engraving showing QV visiting a soldier wounded in Sudan. Flattering drawing of QV, dress looks plain, unprepossessing, unostentatious Wellcome Collection: https://wellcomecollection.org/works/nhhej66v. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_visiting_a_wounded_soldier._Reproduction_of_a_Wellcome_V0015340.jpg #'''1886''', Bassano photograph of QV, full-length, seated, holding the infant Alexander, Marquess of Carisbrooke, Beatrice's son. QV's uniform, ornate square-neck black dress, white blouse with ironed pleats shows at the neck; ruffles and 3-dimensional trim with jet beads on both sides of the front, with trim at the bottom as well, black ironed pleats; black lace shawl, white frothy cap that we've seen many times, with white veil. Royal Trust Collection link: https://www.rct.uk/collection/2507501/queen-victoria-with-alexander-marquess-of-carisbrooke-as-a-baby; Wikimedia Commons link: https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_Alexander,_Marquess_of_Carisbrooke.jpg. Elements of the Victorian frou-frou without looking over-trimmed or crowded. #'''1888''', trading card from American tobacco company advertising cigarettes, QV in colorized image, white headdress with small crown; wearing Order of the Garter (?) sash and family honors, Link to MET collection: https://www.metmuseum.org/art/collection/search/711888; Wikimedia Commons link: https://commons.wikimedia.org/wiki/File:Queen_Victoria_of_England,_from_the_Rulers,_Flags,_and_Coats_of_Arms_series_(N126-1)_issued_by_W._Duke,_Sons_%26_Co._MET_DPB873774.jpg #'''1889''', photographs by Byrne & Co. from apparently the same session of QV and Vicky, both in mourning dress because Frederick III had died June 1888, but not full mourning. QV seated in the lion's-head chair and Vicky on her right. QV is wearing a black and frothy widow's cap that is made of '''something''' transparent, tightly gathered, that comes to a point over her forehead and that she wears on the back of her head. She has a black lace shawl over her shoulder, ornate under-bodice (with lots of jet?) with lacy sleeves and a lacy ruffle at the bottom, the under bodice longer than the outer bodice (or jacket) and outside the skirt, not tucked in; the outer bodice (or jacket) is tailored but not tightly fitted to the body or restrictive, skirt is not fussy; very fashionable suit, but the silhouette is not high fashion. Vicky's widow's cap has an obvious point halfway down her forehead, seems to be made of velvet with something piled on top. She also is wearing a transparent black veil, which may have 2 layers. ##Vicky standing, hand on back of lion’s head chair, QV turned a little to her right, looking up at Vicky: https://commons.wikimedia.org/wiki/File:Empress_Frederick_with_her_mother_Queen_Victoria.jpg ##Vicky with hand on chair, slightly different angle, QV’s face more visible, facing our left. Royal Collection: https://www.rct.uk/collection/2904703/victoria-empress-frederick-of-germany-and-queen-victoria-1889-in-portraits-of. Wikimedia Commmons copy: https://commons.wikimedia.org/wiki/File:Victoria,_Empress_Frederick_of_Germany,_and_Queen_Victoria,_1889.jpg ##QV w photo of Frederick III, looking to her right, Vicky seated (or kneeling?) and looking at the photo: https://www.rct.uk/collection/2105953/queen-victoria-with-victoria-princess-royal-when-empress-frederick-1889 ##Vicky seated (?) looking at photo, QV into the distance to our right (Photo filename says 1888, but the photo is lower res and less clear): https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_Princess_Royal_1888.jpg #'''1889 November''', photograph of QV and Beatrice and her family; QV is seated, wearing her uniform and that ubiquitous white fluffy cap; you can see the edge of the boning (in the bodice?), white lacy collar, white ruffle at the wrist, layers, lacy shawl, lace trim at the bottom of the skirt, bunched places on the skirt with black lace trim. Beatrice's sleeves are fitted with puffy shoulders, but QV's are not. Royal Trust link: https://www.rct.uk/collection/2904837/queen-victoria-with-prince-and-princess-henry-of-battenberg-and-their-children; Wikimedia Commons link: https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_Prince_and_Princess_Henry_of_Battenberg_and_their_children,_1889.jpg. #'''1890''': Britannica #1 https://en.wikipedia.org/wiki/Queen_Victoria. Photograph mid-thigh up, very lacy: https://www.britannica.com/biography/Victoria-queen-of-United-Kingdom. Different small crown. #'''1890''': b/w photo, from the knees up, may be seated. Her hair is dark, so 1890 looks too late a date for this. White frill on her cap, has attached veil down the back, double ruffle at the neck, a few button, plain to another bit of trim around the skirt at knee level; jewelry looks personal, not ostentatious; white cuffs, lacy black shawl, square neck on dress, wrinkles in the bodice suggest she's not wearing a corset and the bodice is not heavily boned: https://upload.wikimedia.org/wikipedia/commons/1/18/Queen_Victoria_in_1890.jpg #'''c1890 (see 1882 Bassano portraits)''': Color portrait in official dress, with small crown with arch, a lot of white lace over and under sheer black, coronation parure, 1890s portrait in 1870s style: https://commons.wikimedia.org/wiki/File:A_Portrait_of_Queen_Victoria_(1819-1901).JPG #'''1892''': not-very-clear photograph of QV sitting, her arm on the lion's-head chair, black cap and veil; lots of jewelry, faceted jet or diamonds or something metal at her neck and wrists. She is wearing a black lace shawl over her shoulders and arms. https://commons.wikimedia.org/wiki/File:Queen_Victoria_of_the_United_Kingdom,_c._1890.jpg #'''1893''': watercolor portrait of QV by Josefine Swoboda, who had been made court painter in 1890.<ref>{{Cite journal|date=2024-12-03|title=Josefine Swoboda|url=https://en.wikipedia.org/w/index.php?title=Josefine_Swoboda&oldid=1260867558|journal=Wikipedia|language=en}}</ref> Not unrealistic or unduly flattering, QV not in full mourning, wearing a white widow's cap and white jewelry. All we can see of what she is wearing is the shawl and a little bit of neck treatment. https://commons.wikimedia.org/wiki/File:Josefine_Swoboda_-_Queen_Victoria_1893.jpg #'''1893''': VQ with "Indian servant," seated working behind table, blanket or rug over her knees and feet, wearing a cloak and hat: https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_an_Indian_servant.jpg #'''1893, issued for the 1897 Diamond Jubilee''': Photograph by W. & D. Downey taken for the wedding of George V and Mary. QV seated, facing our left, 3/4 front. Very large and ornate veil coming over her shoulder, possibly a lace overskirt? X claims that the white lace veil is QV's Honiton lace wedding veil and what looks like an apron or overskirt may be the 4x3/4 yards Honiton "flounce" on her wedding dress (ftnyc). A lot of light color on this for her, coronation parure? large light folding fan open on lap, small crown. Royal Trust Collection: https://www.rct.uk/collection/2912658/queen-victoria-1819-1901-diamond-jubilee-portrait. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_60._crownjubilee.jpg. Another copy: https://apollo-magazine.com/wp-content/uploads/2014/01/gm_342139EX2.jpg #'''1893 August 12''': formal photograph of QV w George, Duke of York and Mary, Dss of York, who are very 1893 stylish; QV seated, profile, facing our left, holding a rose, black dress, bodice not heavily boned, no corset; white ruffle at cuffs and at the neck; black lacy shawl; white very fluffy brimless cap, may be her own style; from a distance very plain dress, but up close very rich, with tiny unostentatious details; moved on from all the frou-frou, but not in the haute couture way: https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_the_Duchess_and_Duke_of_York.jpg #'''1894''': QV with Beatrice, George and Mary at Balmoral, in a carriage, the women wearing stylish hats (Royal Collection Trust link: https://www.rct.uk/collection/search#/2/collection/2300501/queen-victoria-princess-beatricenbspthe-duke-and-duchess-of-york-at-balmora) (Wikimedia Commons link: https://commons.wikimedia.org/wiki/File:Queen_Victoria,_Princess_Beatrice,_the_Duke_and_Duchess_of_York.jpg) #'''1894 April 21''': QV in 30-person photograph "following the wedding of Princess Victoria Melita of Saxe-Coburg and Gotha, and Grand Duke Ernest of Hesse," QV seated, in shawl, all bundled up, <ins>from a distance, dress looks very plain, the richness is visible only up close;</ins> white mohawk on head??: https://commons.wikimedia.org/wiki/File:Queen_Victoria_surrounded_by_her_family_-_Coburg,_1894_(1_of_2).jpg; https://commons.wikimedia.org/wiki/File:Queen_Victoria_surrounded_by_her_family_-_Coburg,_1894_(2_of_2).jpg #'''1894 June 23, before,''' looks like a winter photograph, they're bundled up ##'''1894 June 23''', published in the ''Illustrated London News'', photograph of QV and Bertie, dressed warmly. Lots of beautiful, complex layers, as always; maybe skirt, vest, jacket, shawl, boa, hat and gloves, cane in her right hand and a handkerchief in her left?; the hat may be one of the "timeless" elements, shaped like one she wore a lot over the years but not locatable to a particular year or style. QV seated, Bertie standing behind her, both bundled up, she is wearing gloves, a shawl, a jacket and perhaps a vest; cap with white feathers and white poufs or flowers (?), cap is mostly black, comes down to cover her ears, tied in a lacy bow under her chin, black feather boa, wrapped closely around her neck like a scarf and falling down the front to the ground; cane in her right hand; brocade shawl, looks woolen: https://commons.wikimedia.org/wiki/File:The_funeral_procession_of_Queen_Victoria_(5254840).jpg. Perhaps used again in later publications? Page says, "By our Special Photographer, Mr. Russell of Baker Street London." Photo taken outdoors, on steps with rugs and a bearskin. Sword under Bertie's coat. ##Same session, slightly different pose; looks like a carte-de-visite, with "Gunn & Stuart, Richmond, Surrey," printed in logo form at the bottom. https://commons.wikimedia.org/wiki/File:Queen_Victoria_And_Prince_of_Wales_Edward.jpg #'''1895''': photograph of QV published in Millicent Fawcett's ''Life of Her Majesty Queen Victoria'' in 1895, so the portrait predates it, though not by much. The white is overexposed, but the black is legible. QV is wearing her white widow's cap with a white veil made of tulle that is not transparent or even very translucent. The black shawl is very lacy and 3-dimensional, possibly made by crochet or knitting or bobbin lacemaking. The jacket with wide, kimono sleeves has a wide decorative cuff with a lacy edge and a 3-dimensional pattern. Between the cuff and the sleeve is a row of what may be faceted jet in some kind of ivy-like design. She is wearing a single strand of pearls and small round earrings that may be a gold ball with a small sparkly. This photo does not look retouched: the skin on her face and hands is wrinkled, and her hair is light; normal for a woman around 70. https://commons.wikimedia.org/wiki/File:Life_of_Her_Majesty_Queen_Victoria_-_Frontispiece.jpg. #'''1895 May 21''': photograph by Mary Steen of QV and Princess Beatrice; QV appears to be making lace (either knitted or crocheted), Beatrice reading the newspaper, possibly to her; the Queen's Sitting Room at Windsor Castle. QV is wearing the white cap with the fluffy streamers, lacy white collar, white cuffs, black lace shawl, possibly a pattern at the bottom of her skirt. NPG: https://www.npg.org.uk/collections/search/portrait/mw233741/Princess-Beatrice-of-Battenberg-Queen-Victoria?_gl=1*ii2xmh*_up*MQ..*_ga*NjAzODY0NTUyLjE3Njc2MjcxMDk.*_ga_3D53N72CHJ*czE3Njc2MjcxMDgkbzEkZzEkdDE3Njc2MjcxMTMkajU1JGwwJGgw. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Princess_Beatrice_of_Battenberg_and_Queen_Victoria.jpg. #'''September 1895''': unusually clear photograph of QV with some family in Balmoral, QV is seated in a very well-made suit with rich trim and a loose, open jacket (rather than the fitted jackets worn by the younger women with big sleeves up by the shoulders), perhaps pelisse-adjacent, full at the bottoms of the sleeves, with a shawl-like collar, long lacy sleeves under the jacket's sleeves, coming down over her hand (perhaps held there by a loop?), stylish hat; her style is individualized with very stylish elements, so we know she's conscious of 1890s haute couture; but it also has a more timeless quality, the modified or updated pelisse, for example, not a memorializing of her early days, though that did sometimes happen, but an echo of styles she liked from the past? So her style is a fusing of up-to-date stylish and other elements that were more comfortable and practical but always well made of very high-quality materials. https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_family_members.jpg #'''1896 July''': QV photograph by Gunn & Stuart and published as a cabinet card by Lea, Mohrstadt & Co., Ltd., and used as an official image of her as sovereign for the 1897 Diamond Jubilee. Retouched at some point, her face is very smooth, no double chin, etc. Bracelet on right arm, with portrait of Albert (?) and a 4-diamond wide rivière band. Multiple bracelets on left arm, one may be a charm bracelet. Rings. Pointed small crown or tiara that is not the Small Diamond Crown, a veil (that is not her wedding veil but is likely Honiton lace) is pulled to the front over her left shoulder and appears to be coming out of the crown or tiara, many diamonds, some in brooches, coronation necklace and earrings, lots of diamonds. https://commons.wikimedia.org/wiki/File:Victoria_of_the_United_Kingdom_(by_Gunn_%26_Stuart,_1897).jpg #'''1897''': QV with Princess Victoria Eugénie of Battenburg, who is kneeling next to QV, who is seated, facing (her) right, unrelieved black except for white linen (?) veil; the solid and plain dress has some lace, but the veil is not; black lacy shawl, rings; something very frou-frou at the back of her skirt: https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_Princess_Victoria_Eug%C3%A9nie_of_Battenberg,_1897.jpg. Empress Eugénie was Princess Victoria Eugénie of Battenburg's godmother. #'''1897''': painting onto ivory of QV in that white cap by M. H. Carlisle, profile, facing right, still can't tell what the fringy, feathery, lacy edge is: https://www.rct.uk/collection/search#/45/collection/421112/queen-victoria-1819-1901 #'''1897''': QV Elliott and Fry photograph: that cap, the meandering ruffles on the veil and lappets (?): https://commons.wikimedia.org/wiki/File:Queen_Victoria_(Elliott_%26_Fry).png #'''1897''': realistic engraving or print of QV in a state occasion, receiving the address from the House of Lords, realistic enough that we can recognize faces. QV is seated, wearing a white cap with a veil, large lacy white collar, big cuffs, and a large panel of trim at the bottom of her skirt that looks similar to the pattern on her collar; ribbon of the Order of the Garter; no recognizable crown even though this is a state occasion. https://commons.wikimedia.org/wiki/File:Queen_Victoria,_pictured_at_Buckingham_Palace_as_the_Lord_Chancellor_presents_the_adress_of_the_House_of_Lords.jpg #'''1897 January 1''', unflattering political cartoon of QV in the context of India? (the language is Marathi according to Google Translate). Her face has an unpleasant expression, perhaps disapproval or skepticism? She is wearing a small state crown and the coronation jewels. [[commons:File:Queen_Victoria,_1897.jpg|https://commons.wikimedia.org/wiki/File:Queen_Victoria,_1897.jpghttps://commons.wikimedia.org/wiki/File:Queen_Victoria,_1897.jpg]] #1897 June 17, painting published in Vanity Fair of QV riding in a small open carriage with a canopy. QV is wearing a black dress with a ruffle and also black lace at the bottom edge (of the back of the skirt?) and a light-colored cape with black trim. The bow at her neck could be from the cape or her hat, which has a small brim, a large black decoration in front, small floral things along the side, and perhaps a veil around the brim to the back. This image was reproduced after QV's death as a monochrome print. https://commons.wikimedia.org/wiki/File:Queen_Victoria_Vanity_Fair_17_June_1897.jpg. #'''1897 July 27''', photograph from a distance of QV in a carriage on the Isle of Wight. This is what she looked like from a distance on a not state occasion, you can't see any embellishments at all. https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_Princess_Beatrice,_Princess_Helena_Victoria_of_Schleswig-Holstein,_Cowes,_Isle_of_Wight.jpg #'''1897 October 16''', photograph with Abdul Karim, in the Garden Cottage at Balmoral; white or light-colored mantle or cloak; stylish 1890s hat with feathers, etc.: https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_Abdul_Karim.jpg #'''1898''': photograph by Robert Milne of QV and 3 great-grandchildren (the 3 eldest children of George and Mary), at Balmoral. QV is the Widow of Windsor with plain skirt and possibly a jacket with a pattern on the bodice and at the large cuffs. The usual white cap and veil. ('''find RCT copy''')https://commons.wikimedia.org/wiki/File:Queen_Victoria_with_Prince_Edward,_Prince_Albert_and_Princess_Mary_of_York,_Balmoral.jpg #'''1898 January 16''': French political cartoon by Henri Meyer unflatteringly showing QV, Kaiser Wilhelm II, Czar Nicolas II, Chinese statesman Li Hongzhang, France and a Japanese samurai carving up China. Neither France nor Li Hongzhang have knives, but the rest of the figures do. QV is dressed for a state occasion, heavily jeweled and in her signature lacy veil and small crown. https://commons.wikimedia.org/wiki/File:China_imperialism_cartoon.jpg #'''1899''': Heinrich von Angeli portrait, copied in 1900 by (Angeli's student) Bertha Müller. QV portrait, with a lot of black, which makes it difficult to discern the layers and structure of what she is wearing. The top layer may have a stiffened, pleated chiffon layer that covers the arm of the chair and that she holds a bit of in her right hand. QV is wearing the ribbon and the Order of the Garter, the white widow's cap and generally pearl jewelry. The white at her neck and wrists frames her face and hands, which are slightly idealized and less wrinkly than one might expect. National Portrait Gallery: https://www.npg.org.uk/collections/search/portrait/mw06522. Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Queen_Victoria_after_Heinrich_von_Angeli.jpg #'''c. 1899-1900''': photograph of QV with 3 children — Victoria Eugenie of Battenberg (1887–1969), Princess Elisabeth of Hesse and by Rhine (1895–1903) and Prince Maurice of Battenberg (1891–1914). The 2 older women are Princess Helena Victoria of Schleswig-Holstein (1870–1948) and Princess Victoria Melita of Saxe-Coburg and Gotha (1876–1936), possibly with Princess Helena Victoria of Schleswig-Holstein, in the light-colored hat, on the right. QV is in an ornate version of her uniform: jacket, possibly a vest and a skirt, with lace and ruffles, and a hat (possibly a straw hat with something dark as trim on the edge of the brim) topped with a pile of light-colored flowers and probably an aigret or short feather. Royal Collection Trust: . Wikimedia Commons: https://commons.wikimedia.org/wiki/File:VictoriaBattenbergsHessians.jpg. #'''c. 1900''': QV photograph (reprinted from book), not or less retouched than the 1897 Jubilee photos, with feathered (or at least fluffier than the usual slightly fluffy widow's cap) headdress, sheer veil, can't really see anything else: https://commons.wikimedia.org/wiki/File:Queen_Victoria_old.jpg #'''c. 1900''': print published in book of image by François Flameng showing QV in coronation robes, with ermine, and necklace, pointing to someplace NW of India on the globe, with Bertie and George behind her, portrait of her and Albert on the table with the scepter and the Imperial State crown, Koh-I-Noor diamond, ribbon of the Order of the Garter, lots of jewelry on her arms and fingers. She is standing and her legs are longer than they were in life, ruffled lace, perhaps, at neck and cuffs with a white lace flounce on the skirt, which is divided horizontally, the lace part making up the middle third. https://commons.wikimedia.org/wiki/File:Queen_Victoria_by_Fran%C3%A7ois_Flameng.jpg #'''1900 February 9''', a very unflattering but accurate political cartoon of QV and Paul Kruger playing chess, he appears to be winning, with a map of Africa in the back, published in an Argentinian periodical. QV's clothing is captured pretty realistically, including the small crown and distinctive Coronation (?) necklace and earrings, the cap and veil, ribbon of the Order of the Garter, white lace overskirt, short-sleeved jacket over a white blouse with lacy cuffs. We can see very clearly how she looked to people. https://commons.wikimedia.org/wiki/File:Queen_Victoria_and_Paul_Kruger_by_Dem%C3%B3crito_(Eduardo_Sojo).jpg #'''1901''', dated 1901, but QV went to Ireland in 1900, possibly commemorating her death in 1901? Could this be a card from a cigarette pack? She's inside a shamrock that is outlined in a light color; the white on her cloak may be beads and sequins? Could this be a photograph from the 1897 Diamond Jubilee, the cloak with the silver "swirling" sequins? She is seated on a chair, and the photograph of her seated is like pasted onto the shamrock. Her headdress is a hat (not a bonnet or a cap, so this is not the headdress from the Diamond Jubilee procession), with shamrocks on the hat and black plumes, and some other decoration that is too hard to distinguish. https://commons.wikimedia.org/wiki/File:Queen_Victoria_(HS85-10-12024%C2%BD).jpg == QV's "Uniform" == After the 1st year of mourning QV writes Vicky that she will never wear color again (not counting honors and the sashes of the orders, etc.; also, Rosie Harte says she wore the Sapphire Tiara that Albert had had made for her as a wedding present, which would have matched her eyes). Her "brand" (Worsley) and what we call her "uniform" begins to develop and solidify, the Widow-of-Windsor look friendly to the middle classes, especially the upper middle class. Early in her mourning, her clothing was not very ornate, with little frou-frou to interrupt the unrelieved blackness. As time passed, however, the blackness was relieved by white touches on her head and at her neck and wrists, but the biggest change was in the amount and kind of frou-frou, particularly black-on-black frou-frou, including how lacy it was. The quantity and type of frou-frou increased in scale over time, like the touches of white. By the 1870s, her look is well established: plain from a distance; up close, very fine materials and beautiful needlework with non-contrasting frou-frou. According to Lucy Worsley, she did not wear a corset but depended on light boning in her bodices. Worsley says,<blockquote>Despite their sombre aspect, even her mourning gowns were finely made. She had settled into a series of very minor variations upon a square-necked bodice and skirt, customised with quirky little pockets for keys and seals, all cut pretty much the same to save her the trouble of fittings. On her head went a white cap, with streamers of lace, and round her neck a locket containing miniatures of two of her children: Alice, now lost to diphtheria [14 December 1878], and Leopold, to haemophilia [28 March 1884].¹⁶"<ref name=":5" />{{rp|511 of 786; n. 16, p. 723: "Princess Marie Louise (1956) p. 141"}}</blockquote> This design is her usual: a black dress or suit (it might be a dress with a bodice or a skirt and vest with a blouse under the jacket). Except in cases of full mourning, she typically wore a little white at the neckline and wrists, with sophisticated black trim not really visible from a distance. The wide skirt was often divided horizontally, with a deep band of a different fabric at the bottom. The divided skirt is a characteristic feature of QV's look, not the only way she did skirts but a design she often wore from before her accession to the end of her life. She often wore a loose-fitting thigh-length jacket with wide sleeves, which sometimes divided the skirt visually. The jackets and bodices are not constricting or tight against her torso. The fitted suit was popular at the end of the century — [[Social Victorians/People/Dressmakers and Costumiers#Redfern|Redfern's]] (in Cowes on the Isle of Wight) and Worth's versions were all around her, and she had always liked a riding habit. The thigh-length jackets were loose-fitting but not shapeless even as early as the 1860s. She seems always to have had something on her head: caps, bonnets, hats, veils. She often wears a shawl. We can see the ruling sovereign version of her style in the photographs of her for the 1887 Golden and the 1897 Diamond Jubilees. By the 1880s, Bertie's place in the aristocracy was also well established, and he and Alex had a very different sense of style, wearing haute couture and a stylishness typical of the House of Worth. By the end of her life, when she couldn't move very much on her own, her body had gotten pretty large, but our sense that she was generally fat is not borne out by her clothes (Worsley talks about the small waists and the weight she lost during crises in her life) or by the photographs of her ''en famille'' in which we can see that she is probably not wearing stays and is not wearing tight-fitting, constricting clothes. === Shawls === Caroline Goldthorpe says,<blockquote>The importance of visible royal patronage was not lost on commercial enterprise, and in 1863 the Norwich shawl manufacturers Clabburn Sons & Crisp sent to Princess Alexandra of Denmark, as a gift on the occasion of her marriage to the Prince of Wales, a magnificent silk shawl woven in the Danish royal colors (figure 3). The Queen herself already patronized Norwich shawls, for in 1849 the ''Journal of Design'' had claimed: "The shawls of Norwich now equal the richest production of the looms of France. The successs which attended the exhibition of Norwich shawls ... [sic] may fairly be considered the result of Her Majesty's direct regard." Another splendid silk shawl by Clabburn Sons & Crisp was displayed at the International Exhibition of 1862 (figure 4), but it was not eligible for a prize because William Clabburn himself was on the panel of judges.<ref name=":8" /> (17)</blockquote>Elizabeth Jane Timmons says that QV's black was relieved only<blockquote>by white cuffs, scarfs, trimmings, or the ubiquitous patterned shawls which the Queen wore and which were the subject of comment by at least two of her granddaughters, Princess Louis of Battenberg and Princess Alix of Hesse, who helped her change them when they accompanied her driving out.<ref name=":15">Timms, Elizabeth Jane. "Queen Victoria's Widow's Cap." ''Royal Central'' 31 October 2018. https://royalcentral.co.uk/features/queen-victorias-widows-cap-111104/ (retrieved February 2026).</ref></blockquote> == Headdresses == === Bonnets, Caps, Hats === We discuss the headdresses QV wears in each portrait in the detailed description in the "[[Social Victorians/People/Queen Victoria#Her Dresses|Her Dresses]]" section of the Timeline. In some photographs, QV has a mourning hood over her bonnet and tied under her chin, worn sort of as if it were a veil on her bonnet. It looks like it would be warm in cold weather. [[Social Victorians/People/Queen Victoria#Wedding Veil|QV's wedding veil]] is handled separately, as are the [[Social Victorians/People/Queen Victoria#Crowns|crowns]]. ==== Bonnet ==== '''1887''', QV wore a bonnet in her public carriage ride to Westminster Abbey for her Golden Jubilee. Inside the Abbey, "she sat on top of the scarlet and ermine robes draped over her coronation chair in Westminster Abbey — but, pointedly, 'in no way wore them around her person.'"<ref name=":11" /> (760)<blockquote>The queen did make one concession: for the first time in twenty-five years she trimmed her bonnet with white lace and rimmed it with diamonds. Within days, fashionable women of London were wearing similar diamond-bedecked bonnets. One reporter noted this trend disapprovingly at a royal garden party at Buckingham Palace in July, the month after the Jubilee: "Her Majesty and the Princesses at the Abbey wore their bonnets so trimmed in lieu of wearing coronets. It is quite a different matter for ladies to make bejeweled bonnets their wear at garden-parties."<ref name=":11" /> (761)</blockquote>'''1893 July 5''', (was there another garden party at Marlborough House between the 5th and the 15th?), from the ''Pall Mall Gazette'' by "The Wares of Autolycus," possibly Alice Meynell says that QV preferred bonnets for full-dress occasions:<blockquote>It was noticeable at the Marlborough House garden party the other day, that many of the younger married women, and, indeed, some of the unmarried girls, wore bonnets instead of hats. This was in deference to the Queen's taste. Her Majesty is not fond of hats, except for girls in the schoolroom, and considers that bonnets are more suitable for full dress occasions.<ref>"Wares of Autolycus, The." ''Pall Mall Gazette'' 15 July 1893, Saturday: p. 5 [of 12], Col. 1a. ''British Newspaper Archive''. http://www.britishnewspaperarchive.co.uk/viewer/bl/0000098/18930715/016/0005 (accessed April 2015).</ref></blockquote> '''1897 June 22, Monday''', the bonnet QV wore for the Diamond Jubilee Procession was decorated with diamonds, from the ''Lady's Pictorial'':<blockquote>I HEAR on reliable authority that, although the fact has hitherto escaped the notice of all the describers of the Diamond Jubilee Procession, the bonnet worn by the Queen on that occasion was liberally adorned with diamonds. It is a tiny bit of flotsam, but worth rescuing, as every detail of the historic pageant will one day be of even greater interest than it is now.<ref name=":14">Miranda. "Boudoir Gossip." ''Lady's Pictorial'' 10 July 1897, Saturday: 24 [of 92], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/BL/0005980/18970710/281/0024. Print title same, p. 40.</ref></blockquote> [[File:Queen Victoria white mourning head-dress.JPG|alt=A museum photograph of a sheer, frilly cap with streamers|thumb|Queen Victoria's White Widow's Cap]] ==== Widow's Cap ==== The distinctive white or sometimes black cap QV wore with "crinkled crape"<ref name=":9">Strasdin, Kate. ''The Dress Diary: Secrets from a Victorian Woman's Wardrobe''. Pegasus, 2023.</ref>{{rp|734 of 1124}} is a [[Social Victorians/Terminology#Widow's Cap|widow's cap]], sometimes called a mourning bonnet or mourning headdress. The now-damaged, once-white widow's cap (right) is said to have belonged to Queen Victoria. It is a cap with two streamers, like lappets, that have been decorated with meandering clumps of ruffled tulle matching the cap itself. The streamers would have been a consistent width, suggesting that the tulle background is torn. Describing some point in time after Albert's death, Elizabeth Jane Timms says,<blockquote>The Queen began to be photographed in her white peaked caps, spinning; an occupation that the Queen took up, which perhaps underlined her solitary state and one which, like her painting box, enabled creativity within that solitude. Sir Joseph Boehm sketched the Queen in 1869 spinning, by which time a spinning wheel had been placed in her sitting room .... Again, Boehm shows her wearing her mourning weeds and her white cap, tantamount now to a type of widow’s uniform. She also wore the caps engaged in another solitary occupation, knitting or crochet work.<ref name=":15" /></blockquote> What Princess Beatrice called ''Ma's sad caps'',<ref name=":15" /> Queen Victoria's white widow's caps<blockquote>were made of tulle, although where they were manufactured is not clear. By the late 1880s, she wore them pinned higher up than the rather sunken fashion of the 1860s, when they were worn close to the head, creating a flat impression. In later years, these ornate creations had evolved into deep, stately frills of tulle or silk with streamers and may have been supported by wires .... Only one of the Queen’s white widow’s caps was apparently known to have survived and was preserved at the Museum of London. A fragile survivor, it is loaded with Queen Victoria’s personal symbolism and dates from around 1899. It is extremely rare and may have been discarded when it ceased to be in wearable condition.<ref name=":15" /></blockquote> [[File:Four Generations (by William Quiller Orchardson) – Government Art Collection, Lancaster House.jpg|alt=Dark painting showing an old woman and 2 men dressed in black and a small boy dressed in white and holding a big bouquet of roses|left|thumb|Four Generations: Queen Victoria and Her Descendants]] Although Timms says that only one of Queen Victoria's widow's caps has survived, at least two and possibly three can be found. One widow's cap, said to have belonged to Queen Victoria, is "displayed in a glass case at Kensington Palace, listed as Historic Royal Palaces 3502037, ‘''Widow’s Cap, 1864-1899, Tulle''.'"<ref name=":15" /> Sir William Quiller Orchardson was given what seems to be a different white widow's cap to use for his 1899 ''Four Generations: Queen Victoria and Her Descendants'' (left). His widow donated this cap, also said to have belonged to Queen Victoria, to the Museum of London in 1917.<ref name=":15" /> Timms says that the cap in the Museum of London is dated about 1899, "contains far more tulle frills" and "is considerably more fragile ... because it has been washed."<ref name=":15" /> What may be a separate, third cap (above right), which is called a "white mourning head-dress [Trauer Kopfbedeckung]" belonging to Queen Victoria, is dated "from 1883 [von 1883]."<ref>{{Citation|title=English: white mourning headdress of Queen Victoria from 1883Deutsch: Trauer Kopfbedeckung Königin Victoria von 1883|url=https://commons.wikimedia.org/wiki/File:Queen_Victoria_white_mourning_head-dress.JPG|date=2015-03-22|accessdate=2026-02-20|last=Jula2812}}</ref> (The only information that might be considered provenance in the description of this third cap is that the person who uploaded the image into Wikimedia Commons titled it in German.)[[File:Queen Victoria (1887).jpg|thumb|Queen Victoria wearing the Small Diamond Crown, the Coronation Necklace and Earrings and the Koh-i-Noor brooch, 1897]] === Crowns === The Royal Collection Trust has a page on [https://www.rct.uk/collection/stories/the-crown-jewels-coronation-regalia The Crown Jewels: Coronation Regalia]. Two crowns are worn for the coronation ceremony, not counting the Consort Crown<ref>{{Cite journal|date=2025-05-17|title=Consort crown|url=https://en.wikipedia.org/w/index.php?title=Consort_crown&oldid=1290790447|journal=Wikipedia|language=en}}</ref>: the [[Social Victorians/People/Queen Victoria#St. Edward's Crown|St. Edward's Crown]] and the [[Social Victorians/People/Queen Victoria#Imperial State Crown|Imperial State Crown]]. The parts of a crown: the band, fleur-de-lys, cross pattée, the cap, arch, monde (the globe on top of the arches), the cross (on top of the monde) ==== Small Crowns ==== The Small Diamond Crown, photograph by Bassano (right): https://commons.wikimedia.org/wiki/File:1887_postcard_of_Queen_Victoria.jpg, was made in March 1870 by Garrard and Co. to fit over QV's widow's cap and to serve as an official crown.<ref>{{Cite journal|date=2025-03-12|title=Small Diamond Crown of Queen Victoria|url=https://en.wikipedia.org/w/index.php?title=Small_Diamond_Crown_of_Queen_Victoria&oldid=1280094126|journal=Wikipedia|language=en}}</ref> The Royal Collection Trust has 3 views of this crown (https://www.rct.uk/collection/31705/queen-victorias-small-diamond-crown). Its discussion of the Small Diamond Crown is here:<blockquote>The priorities in creating the design were lightness and comfort and the crown may have been based on Queen Charlotte's nuptial crown which had been returned to Hanover earlier in the reign. Queen Victoria wore this crown for the first time at the opening of Parliament on 9 February 1871, and frequently used it after that date for State occasions, and for receiving guests at formal Drawing-rooms. It was also her choice for many of the portraits of her later reign, sometimes worn without the arches. By the time of her death, the small crown had become so closely associated with the image of the Queen, that it was placed on her coffin at Osborne.<ref name=":10">{{Cite web|url=https://www.rct.uk/collection/31705/queen-victorias-small-diamond-crown|title=Garrard & Co - Queen Victoria's Small Diamond Crown|website=www.rct.uk|language=en|access-date=2026-01-20}}</ref></blockquote>This crown was on the catafalque for her funeral procession along with the Imperial State Crown, the Orb and the Sceptre. An 1897 political cartoon in Hindi shows QV wearing the Small Diamond Crown, veil and lappets, which might be a symbolic rather than a literal representation (https://commons.wikimedia.org/wiki/File:Queen_Victoria,_1897.jpg). The Royal Collection Trust's technical description of the Small Diamond Crown is here: <blockquote>The crown comprises an openwork silver frame set with 1,187 brilliant-cut and rose-cut diamonds in open-backed collet mounts. The band is formed with a frieze of lozenges and ovals in oval apertures, between two rows of single diamonds, supporting four crosses-pattée and four fleurs-de-lis, with four half-arches above, surmounted by a monde and a further cross-pattée.<ref name=":10" /></blockquote> These small crowns are not part of the collection of official coronation wear, but they were part of what QV wore as sovereign or monarch. She is not wearing them in the photographs of her ''en famille''. [[File:Saint Edward's Crown.jpg|alt=Gold bejeweled crown with purple velvet and fur around the rim|thumb|St Edward's Crown, traditionally used at the moment of coronation]] ==== St. Edward's Crown ==== Putting the St. Edward's Crown on the monarch's head marks the moment of the coronation. This crown is used once in a monarch's lifetime.<ref name=":7">{{Cite web|url=https://www.rct.uk/collection/stories/the-crown-jewels-coronation-regalia|title=The Crown Jewels: Coronation Regalia|website=www.rct.uk|language=en|access-date=2025-12-27}}</ref> The current St. Edward's Crown (right) was made in 1661, for the coronation of Charles II, and it was most recently used in the coronation of Charles III.<ref>{{Cite journal|date=2025-12-29|title=St Edward's Crown|url=https://en.wikipedia.org/w/index.php?title=St_Edward%27s_Crown&oldid=1330156300|journal=Wikipedia|language=en}}</ref> Because of its weight, the St. Edward's Crown has not always used for coronations. In the period between the coronation of William III (William of Orange) in 1689<ref>{{Cite journal|date=2025-12-02|title=William III of England|url=https://en.wikipedia.org/w/index.php?title=William_III_of_England&oldid=1325339468|journal=Wikipedia|language=en}}</ref> and that of George V in 1911, new monarchs did not use the St. Edward's Crown but had new crowns made for the ceremony. Lucy Worsley says,<blockquote>St Edward’s Crown, traditionally used at the climax of the ceremony, had been made for Charles II, a man over 6 feet tall and well able to bear its 5-lb weight. But here [for Victoria's coronation] problems had been anticipated. A new and smaller ‘Crown of State’ had been specially made ‘according to the Model approved by the Queen’ at a cost of £1,000.45{{rp|45 TNA LC 2/67, p. 66}} ... Her new crown weighed less than half the load of St Edward’s Crown, but it still gave Victoria a headache. She’d had it made to fit her head extra tightly, so that ‘accident or misadventure’ could not cause it to fall off.^{47:"47 Lady Wilhelmina Stanhope, quoted in Lorne (1901) pp. 83–4"} The jewellers Rundell, Bridge & Rundell had made the new crown, and during the build-up towards the coronation it had become the focus [173–174] of an angry controversy. Mr Bridge had displayed his firm’s finished handiwork to the public in his shop on Ludgate Hill. This was much to the dismay of the touchy Mr Swifte, Keeper of the Regalia at the Tower of London. It was Mr Swifte’s privilege to display the Crown Jewels kept at the Tower to anyone who wanted to see them, for one shilling each, and he’d been counting on a lucrative flood of visitors to pay for the feeding of his numerous and sickly infants. But the new crown proved a greater attraction, and hundreds of people went to Mr Bridge’s shop, Mr Swifte complained, when they would otherwise have come to the Tower. Mr Bridges was not very sympathetic about stealing Mr Swifte’s business. ‘If we were to close our Doors,’ he claimed, ‘I fear they would be forced.’⁴⁸{{rp|"48 TNA LC 2/68 (22 June 1838)"}} Victoria later confessed that her firmly fitting crown had hurt her ‘a good deal’, but nevertheless she had to sit on her throne in it, while the peers came up one by one to swear loyalty and kiss her hand.⁴⁹{{rp|49 RA QVJ/1838: 28}} <ref name=":5" />{{rp|173–174; nn. 45, 47, 48, 49, p. 661}}</blockquote> ==== Imperial State Crown ==== [[File:Imperial State Crown.png|alt=Gold bejeweled crown with purple velvet and many large colorful gemmstones|thumb|The Current Imperial State Crown (digitally edited image)|left]][[File:Imperial State Crown of Queen Victoria (2).jpg|alt=Gold bejeweled crown with velvet cap and ermine rim|thumb|Drawing of the Imperial State Crown of Queen Victoria, 1838]]The new monarch wears a different crown from the St. Edward's Crown as he or she leaves Westminster Abbey after the coronation. This crown is used for very formal state occasions like appearing in public after the coronation and for the State Opening of Parliament. Used relatively frequently, it has had to be replaced in the past when it gets damaged or begins to show wear. Victoria had the Imperial State Crown (right) made for her coronation on 28 June 1838. It was broken in a procession in 1845 (dropped by the Duke of Argyll), so it no longer exists (which is why this image is a drawing). What is now the current Imperial State Crown (left) was rebuilt after the 1845 accident, altered to accommodate the Cullinan II diamond in 1909, copied and remade in 1937 for the coronation of George IV.<ref name=":7" /> Then it was redesigned slightly for the coronation of Queen Elizabeth II.<ref>{{Cite journal|date=2025-08-14|title=Imperial State Crown|url=https://en.wikipedia.org/w/index.php?title=Imperial_State_Crown&oldid=1305824792|journal=Wikipedia|language=en}}</ref>[[File:Victoria in her Coronation (cropped).jpg|alt=Old painting of a white woman very richly dressed, wearing a crown|thumb|Queen Victoria wearing the State Diadem, Winterhalter 1858]] ==== The Diamond Diadem ==== The Diamond Diadem was made for the coronation of George IV and worn by every queen — regnant or consort — since. Called the Diadem by Queen Victoria and the Diamond Diadem or the George IV State Diadem now, this crown (right, on Queen Victoria's head) is a circlet of two rows of pearls enclosing a row of diamonds.<ref>{{Cite journal|date=2026-01-02|title=Diamond Diadem|url=https://en.wikipedia.org/w/index.php?title=Diamond_Diadem&oldid=1330716296|journal=Wikipedia|language=en}}</ref> On top are 4 crosses pattée and 4 bouquets of the national emblems of the thistle, the shamrock and the rose.<ref>{{Citation|title=The Diamond Diadem|url=https://www.youtube.com/watch?v=zmDAYqKiGZM|date=2022-05-12|accessdate=2026-02-04|last=Royal Collection Trust}}</ref> Queen Victoria wore it on some official state occasions before the [[Social Victorians/People/Queen Victoria#Small Crowns|Small Diamond Crown]] was made in 1871. ==== Diadems, Tiaras ==== A diadem is may be simpler than a crown, or it may be a simple crown. Crowns and diadems have a band that is a full circle. A Tiara is a semi-circular headpiece, typically a piece of jewelry, that can sit on top of the head or on the forehead. Worn by women at white tie, very formal events. A Coronet of Rank in the UK is a kind of crown that signifies rank and whose design indicates which rank in the nobility the wearer holds. A coronet does not have the high arches that crowns have. Coronets of rank indicate non-royal rank. Something called the State Diadem was designed by Albert in 1845? and made by Joseph Kitching. == QV's Wedding == Ideas about QV's wedding dress are encrusted with misinformation: # QV was not the first royal (or first woman) to wear a white wedding dress. # She did not wear white to signal her virginity and purity. # Everybody has not worn white since then because she did. None of this is true, and some of it is easy to set aside. It is not true that Queen Victoria invented the white wedding dress. The first record of a white wedding dress in what is now the UK is the early 15th century, and they appear to be popular both in Europe and North America among royals as well as upper middle class in the mid century. Princess Charlotte, the last royal woman to wed (?), in 1816, wore gold cloth "with three layers of machine-made lace."<ref>{{Cite web|url=https://www.rct.uk/collection/71997/princess-charlottes-wedding-dress|title=Mrs Triaud (active 1816) - Princess Charlotte's Wedding Dress|website=www.rct.uk|language=en|access-date=2025-12-31}}</ref> Her dress is in the Royal Collection Trust (https://www.rct.uk/collection/71997/princess-charlottes-wedding-dress). Royals were expected to appear regal. Gold and silver cloth and adornments would not have been surprising for a monarch, so QV's choice is worth examining, regardless of the actual color. Given that churches in 1840 were lit with candles and torches and rooms were warmed by coal or wood, white would have been difficult to maintain. So it expressed status and wealth (the association between the white dress and virginity may have arisen in the mid-20th century in the context of widely available birth control and the sexual revolution). White was not uncommon, however, for dresses in the mid-19th century, particular in cotton and particularly for warmer weather.<ref name=":9" /> Violet Paget writing as Vernon Lee addresses the Victorian moral implications in the colors white and black in her 1895 ''Fortnightly Review'' article "Beauty and Insanity." She is not talking about race, and she does not mention brides [does she talk about Victoria?]. She regards as an aesthetic cultural imposition the association between whiteness and purity, virginity and heterosexuality, and between blackness and evil.<ref>Renes, Liz. “Vernon Lee’s ‘Beauty and Sanity’ and 1895: Color and Cultural Response.” Academica.edu https://d1wqtxts1xzle7.cloudfront.net/41271981/LeeText-libre.pdf?1452968345=&response-content-disposition=inline%3B+filename%3DVernon_Lees_Beauty_and_Sanity_and_1895_C.pdf&Expires=1767736568&Signature=SvA5MHz3LY7x~GCxwa6pSRVwF5scY-jOgI6QAEvRyp1j5tk4uy8MWI1pj0kdJOJDLP~XMUwXuLMIVkwPwCxFut6~uLf5PI5~CnZ3arxlKFeK-LWGL1vlF7QeIzRqTkNDnyXitYiJ83DVsidWCJ8DyIHHajtl0Dk0gGzb0L-I547s-EIM~lEmWxchyLqyCnhG4o0fmEcTZqUEaJ84uImLfmosdnphQKUAIEfNai9cEdh33~wfWWfirM29CfEgtsIkoZRvsioM7fKcO79VSVsYecYySCg7GvRikf9zJ~dtJ2NNpjvtXO0tnVmv8lvVbtRM8m1fQ7jZ-hrhgF-nUOVKaQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA (retrieved January 2026).</ref> It is true, however, that the press coverage of QV's wedding likely increased the popularity of white for weddings. === White Wedding Dress === The Royal Collection has QV's wedding dress, in 3 views. It says the dress is made of cream-colored silk satin. It doesn't say the color has yellowed. In her journals, QV describes her dress as "a white satin gown, with a very deep flounce of Honiton lace, imitation of old."²¹{{rp|"21 RA QVJ/1840: 10 February"}} <ref name=":5" /> (238) "Onlookers," Worsley says, commenting on the wedding and Victoria's dress, said Victoria and her party looked like "village girls, presumably rather than a monarch and her ladies in waiting."<ref name=":5" /> (244 [of 786], citing Wyndham, ed. (1912) p. 297). Others saw the simplicity of the wedding dress similarly, though less negatively. Worsley says,<blockquote>'I saw the Queen’s dress at the palace,’ wrote one eager letter-writer, ‘the lace was beautiful, as fine as a cobweb.’ She wore no jewels at all, this person’s account continues, ‘only a bracelet with Prince Albert’s picture’.²⁸ {{rp|"28 Mundy, ed. (1885) p. 413}} This was in fact [240–241] completely incorrect. Albert had given her a huge sapphire brooch, which she wore along with her ‘Turkish diamond necklace and earrings’.²⁹ {{rp|"29 RA QVJ/1840: 10 February}} It was the beginning of a lifetime trend for Victoria’s clothes to be reported as simpler, plainer, less ostentatious than they really were. The reality was that they were not quite as ostentatious as people expected for a queen.<ref name=":3" /> (240–241)</blockquote>Is it possible that ''white'' actually was used for a range of very light colors? Certainly, not all whites are the same color, and not all viewers are precise with their language. ==== What Was White Used For? ==== The layers worn under dresses were sometimes white. Undergarments would generally have been made of cotton by the 1890s, although some wool and linen was still in use. Mechanical bleaches were available, so fabric could be made pale enough to have been called white. Kate Strasdin quotes a mid-19th-century use of "snow white" to distinguish it from other kinds of white.<ref name=":9" /> Debutants being presented to the monarch wore white, it was court dress [confirm this], and the train added to Victoria's dress raised it into court dress.<ref name=":5" /> (239? [22 Staniland (1997) p. 118]) Perhaps what was striking about Victoria's white dress was not just its color but its simplicity. When the "onlookers" at Victoria's wedding compare her bridal party to village girls, they are not suggesting that the bridal party is wearing underwear indecently or that they're in court dress. The touchstone here is class — they don't look like the ruling class or the upper class. But Victoria's white dress was influential nonetheless. Lucy Worsley says it "launched a million subsequent white weddings."<ref name=":3" /> (238) However, other women were wearing white around the same time, including Mary Todd's sister Frances and Sophie of Württembert, Queen of the Netherlands in 1839. Mary Todd is said to have worn white at her wedding to Abraham Lincoln because they married quickly, so she just borrowed her sisters dress. # 1839 May 21: Frances Todd's wedding dress was white; she later loaned it to her sister, Mary Todd, for her wedding. # 1839 June 18: Sophie of Württembert, Queen of the Netherlands wore white.<ref>{{Cite journal|date=2025-12-02|title=Sophie of Württemberg|url=https://en.wikipedia.org/w/index.php?title=Sophie_of_W%C3%BCrttemberg&oldid=1325386567|journal=Wikipedia|language=en}}</ref> She knew Napoleon III and QV; was progressive politically, favoring democracy; was buried in her wedding dress. # '''1840 February 10''': QV's wedding dress was white. # 1842 November 4: Mary Todd wore her sister Frances's white satin wedding dress.<ref>{{Cite journal|date=2025-12-05|title=Mary Todd Lincoln|url=https://en.wikipedia.org/w/index.php?title=Mary_Todd_Lincoln&oldid=1325904504|journal=Wikipedia|language=en}}</ref> # 1853 January 30: Eugénie of France wore white.<ref>{{Cite journal|date=2025-11-18|title=Eugénie de Montijo|url=https://en.wikipedia.org/w/index.php?title=Eug%C3%A9nie_de_Montijo&oldid=1322973534|journal=Wikipedia|language=en}}</ref> # 1854 April 24: Empress Elisabeth of Austria wore white for her wedding.<ref>{{Cite journal|date=2025-12-17|title=Empress Elisabeth of Austria|url=https://en.wikipedia.org/w/index.php?title=Empress_Elisabeth_of_Austria&oldid=1327984118|journal=Wikipedia|language=en}}</ref> # 1858 January 25: Victoria the Princess Royal<ref>{{Cite journal|date=2025-12-22|title=Victoria, Princess Royal|url=https://en.wikipedia.org/w/index.php?title=Victoria,_Princess_Royal&oldid=1328868015|journal=Wikipedia|language=en}}</ref> # 1863 March 10: Alexandra of Denmark<ref>{{Cite journal|date=2025-12-14|title=Alexandra of Denmark|url=https://en.wikipedia.org/w/index.php?title=Alexandra_of_Denmark&oldid=1327524766|journal=Wikipedia|language=en}}</ref> All royal clothing is deliberately "symbolic" — or semiotic — to some degree. Lucy Worsley interprets the simple white dress as Victoria marrying as a woman rather than as "Her Majesty the Queen."<ref name=":5" /> (239) Kay Staniland and Santina M. Levey (and the [https://thedreamstress.com/2011/04/queen-victorias-wedding-dress-the-one-that-started-it-all/ Dreamstress blog]) claim that the salient article from QV's wedding dress was the Honiton lace, which the dress showcased, which they decided should be white, which is why her dress was white.<ref>{{Cite web|url=https://thedreamstress.com/2011/04/queen-victorias-wedding-dress-the-one-that-started-it-all/|title=Queen Victoria's wedding dress: the one that started it all|last=Dreamstress|first=The|date=2011-04-17|website=The Dreamstress|language=en-US|access-date=2025-12-17}}</ref> [[File:Queen Victoria's Wedding Lace Veil c.1889-91 Detail.jpg|alt=Old photograph of a square of fine fabric edged with ornate white lace, with a wreath of small artificial flowers on the side|thumb|Queen Victoria's Wedding Veil, c. 1889–91]] === Wedding Veil === The late-19th-century image of QV's veil (right) makes it look a lot smaller than it is. The circlet to its right, which is a wreath of artificial flowers worn around the head over the veil, suggests its scale. A contemporary (1855) photograph of 1840 QV's wedding veil and wreath is in the Royal Trust collection (https://www.rct.uk/collection/search#/34/collection/2905584/veil-worn-by-queen-victoria-at-her-marriage), from a page in a scrapbook that includes 2 photos of paintings made after the wedding, one photo of the veil, showing its lace, and one photo of the bonnet she wore after the wedding. The veil and [[Social Victorians/Terminology#Flounce|flounce]] on QV's wedding dress were made of Honiton lace, in Devon, partly designed "by the Pre-Raphaelite artist William Dyce<ref name=":6" /> and attached to a very fine netting. QV seems to have saved both the dress and the veil. She used both until the end of her life as well as other pieces of lace using the same Dyce design. Elizabeth Abbott, in her ''A History of Marriage'', says her veil was<blockquote>one and half yards of diamond-studded Honiton lace draped over her shoulders and back. ... The flounce of the dress was also Honiton lace, four yards of it, specially made in the village of Beer by over two hundred lace workers, at a cost of more than £1,000.<ref>Abbott, Elizabeth. ''A History of Marriage''. Duckworth Overlook, 2011. Internet Archive [[iarchive:historyofmarriag0000abbo_w6u8/page/76/mode/2up|https://archive.org/details/historyofmarriag0000abbo_w6u8]].</ref> (76)</blockquote> N. Hudson Moore's 1904 ''Lace Book'' describes (perhaps a touch hyperbolically) the Honiton lace used on Victoria's coronation and wedding dresses as well as her "body linen" and the dresses of Alexandra, Princess of Wales and the Princess Alice:<blockquote> The wedding trousseau of Queen Victoria was trimmed with English laces only, and this set such a fashion for their use that the market could not be supplied, and the prices paid were fabulous. The patterns were most jealously guarded, and each village and sometimes separate families were noted for their particular designs, which could not be obtained elsewhere. Such laces as these were what were used on Queen Victoria’s body linen. Her coronation gown was of white satin with a deep flounce of Honiton lace, and with trimmings of the same lace on elbow sleeves and about the low neck. Her mantle was of cloth of gold trimmed with bullion fringe and enriched with the rose, the thistle, and other significant emblems. This cloth of gold is woven in one town in England. The present Queen’s mantle was made there also. Queen Victoria's wedding dress was composed entirely [sic] of Honiton lace, and was made in the small fishing village of Beers. It cost £1,000 ($5,000) and after the dress was made the patterns were destroyed. Royalty has done all it could to promote the use of this lace, and the wedding dresses of the Princess Alice and of Queen Alexandra were of Honiton also, the pattern of the latter showing the design of the Prince of Wales’s feathers and ferns.<ref>{{Cite book|url=http://archive.org/details/lacebook0000nhud|title=The lace book|last=N. Hudson Moore|date=1904|publisher=Frederick A. Stokes Company|others=Internet Archive}}</ref>{{rp|184}}</blockquote> QV wore her wedding veil to all her children's christenings.<ref name=":5" />{{rp|492 of 786}} Beatrice wore that veil at her own wedding, a sign that QV had relented and agreed to Beatrice marrying. Worsley says,<blockquote>Beatrice could only squint at her groom-to-be through the folds of the very same Devon lace veil her mother had worn when she'd married Albert. This was hugely significant. Victoria attached great importance to clothes, and a well-informed source tells us that ‘almost without exception, her wardrobe woman can produce the gown, bonnet, or mantle she wore on any particular occasion.'⁴⁷<ref name=":5" />{{rp|"47 Anon. 'Private Life' (1897; 1901 edition) p. 69"}} The veil was one of the most precious items in the Albertian reliquary. ‘I look upon it as a holy charm,’ Victoria wrote, ‘as it was under that veil our union was blessed forever.’⁴⁸ {{rp|"48 RA QVJ/1843: 19 May; Bartley (2016) p. 82"}} Her loan of it to Beatrice was an important act of blessing.<ref name=":5" />{{rp|500 of 786; n. 47, 48, p. 721 of 786}}</blockquote> == Sartorial Style == In clothing and perhaps also in jewelry but not in furnishings or architecture. When matters. * She had her own sense of style, influenced as she may have been by her maids, dressers and modistes, over time and through events in her life. The evolution of her sense of style changed as her life changed and she aged. She was never haute couture, although before she married Albert, she wore French fashion and Brussels lace. But she never really did glamour? Early on, a lot of bare shoulders. A construction of a feminine identity in all that frou-frou, from girly to romantic to maternal to widowed to regal. She came out of her depression with a changed identity. * She liked frills, layers and decorative trim, and some frou-frou, especially perhaps while Albert was still alive. But over her life, her general look was a simple dress made in sophisticated ways with very high-quality fabrics, laces and trim. After she developed her "uniform," the frou-frou can be hard to see and impossible to see from a distance. In a way, she was beyond haute couture, her style was classic and less mutable, decorative elements were often sentimental. ** Albert's role *** QV told people that "she 'had no taste, ... used only to listen to him,'" Albert. Taste here is probably art and architecture, as the context is Osborne House.<ref name=":5" />{{rp|318 of 786 [n. 26, p. 689: "Quoted in Marsden, ed. (2012) p. 12"]}} *** QV "and Albert — '''for Albert must approve every outfit''' — were conservative in their taste [in clothing]. A Frenchman found her frumpy, and laughed at her old-fashioned handbag 'on which was embroidered a fat poodle in gold'."<ref name=":5" />{{rp|311 of 786}} Something sentimental made by Vicky? *** Elizabeth Jane Timms says, "Prince Albert had played an essential role in the Queen’s wardrobe, on whose highly refined artistic taste the Queen relied. In her own words: ‘''He did everything – everywhere… the designing and ordering of Jewellery, the buying of a dress or a bonnet… all was done together''…’ [sic ital]."<ref name=":15" /> *** 1861 January at Osborne after the servants' ball:<blockquote>As she and Albert passed the time ‘talking over the company’, Victoria also gives details of how her ‘maids would come in and begin to undress me – and he would go on talking, and would make his observations on my jewels and ornaments and give my people good advice as to how to keep them or would occasionally reprimand if anything had not been carefully attended to’.⁵⁰ <ref name=":5" />{{rp|327 of 786; n. 50, p. 590: "RA VIC/MAIN/RA/491 (January 1861)"}}</blockquote> * We know some things about her dressers, modistes, dressmakers, etc. * She had a couple of "uniforms": the Widow of Windsor and the riding habit with the red coat. * She like fine, complex laces. Even when laces were typically machine made, hers were not. * She liked tartan. Many of her clothing choices were emotional or sentimental: favorite and meaningful veils, shawls, tartan. * Shape of skirt (see [[Social Victorians/Terminology#Hoops|Hoops]] for one photograph that shows the style of fabric moving to the back). When she visited Paris in 1855 she wasn't wearing hoops yet, though Eugénie was. The French women thought she was dowdy. Her shawl clashed with her dress. * Alexandra, Princess of Wales had a very different sense of style and moved in very different social networks, regardless of her own official responsibilities. She wore haute couture and at one event — a [[Social Victorians/Timeline/1889#The Shah at a Covent Garden Opera Performance|performance at Covent Garden attended by the Shah]] — wore a red dress, which was reported on without moralizing comment. She wore dresses made by designers outside the UK. * The contexts for how Victoria dressed: ** expectations for royalty and wives ** her relationships with the middle classes and the aristocracy *** set herself up in opposition to the aristocracy and haute couture, and Bertie's side of the aristocracy. *** The aristocracy did not look to her as fashion leader, but did the middle classes? Was she dressing more like some of them rather than them like her? *** Middle-class perspective on aristocracy: Harriet Martineau attended QV's coronation, disapproved of how the peeresses were dressed and "would have preferred 'the decent differences of dress which, according to middle-class custom, pertain to contrasting periods of life’. She particularly criticised the peers’ wives, ‘old hags, with their dyed or false hair’, their bare arms and necks so ‘wrinkled as to make one sick’."<ref name=":5" />{{rp|180 of 786}} *** Her sense of style spoke to the middle classes and the mainstream ideas of many of her subjects. *** Worsley says of Randall Davidson, new Dean of Windsor, later Archbishop of Canterbury, "Unlike Albert, unlike even the Ponsonbys, Davidson appreciated her talent for identifying how mainstream opinion among her subjects would respond to almost any issue. Elsewhere in Europe, when revolutions succeeded, it was because middle-class people and the oppressed workers made common cause. In Britain, though, this never quite happened. Perhaps it was because the middle classes somehow believed that the middlebrow queen was ‘on their side’."<ref name=":5" />{{rp|478 of 786}} *** Her identification with the middle class helped her monarchy survive. Louis XVI and Marie Antoinette: completely identified with smaller and smaller elements only of the aristocracy; similarly Franz Josef and Elisabeth of Austria fell for similar reasons, especially his and his mother Sophia's identification with the aristocracy; Nicholas II and Alexandra of Russia; Napoleon III and Eugenie in France. ** the two main approaches to corseting, tight lacing and "artistic" dress (She didn't do the Worth-house style tight laced "traditional" look (in the 1880s Frith painting) or the "aesthetic" or "artistic" style associated with artists and socialists.) ** the practices around mourning (Kate Strasdin's ''The Dress Diary'' summarizes the mourning practices, at least for mid-century, and perhaps for the aspiring middle classes) * Neither Eugenie of France nor Elisabeth of Austria were regarded as beautiful as children. * Empress Eugénie's influence on fashion: "when Mrs. Lincoln first arrived in Washington, she made a point of patterning her gowns after the empress’s wardrobe."<ref>Goldstone, Nancy. ''The Rebel Empresses: Elisabeth of Austria and Eugénie of France, Power and Glamour in the Struggle for Europe''. Little Brown, 2025.</ref>{{rp|566, n. iii}} *According to Lucy Worsley, QV developed some practices early to "memorialise" her life, including writing "the millions of words eventually embodied in the journals that she would keep lifelong, ... keeping significant dresses from her wardrobe, ... the compulsive taking and collecting of photographs," even maintaining "certain rooms of her palaces ... with their furniture unchanged as shrines to earlier times."<ref name=":5" />{{rp|91 of 786}} Another form of memorialization was the books she wrote or had written. *1856: there is a "surviving day dress of lilac silk ..., which has grey silk ribbons running between waist and hem inside so that the skirt can be drawn up for convenient walking," as QV might have done in Scotland, although in the 1856 trip to Scotland, she was pregnant with Beatrice.<ref name=":5" />{{rp|346 of 786; n. 45, p. 693: "'''Madeleine Ginsburg, ‘The Young Queen and Her Clothes'''’, ''Costume'', vol. 3 (Sprint) (1969) p. 42"}} == Class == Early in their marriage, QV and Albert "had a powerful and popular domestic image and were often seen at home wearing ‘ordinary’ clothes, further appealing to the middle classes."<ref>{{Cite web|url=https://www.londonmuseum.org.uk/collections/london-stories/marriage-queen-victoria-prince-albert/|title=The marriage of Queen Victoria & Prince Albert|website=London Museum|language=en-gb|access-date=2026-02-16}}</ref> After the 1870 Mordaunt divorce case, according to Lytton Strachey, speaking at first from QV's perspective,<blockquote>It was clear that the heir to the throne had been mixing with people of whom she did not at all approve. What was to be done? She saw that it was not only her son that was to blame — that it was the whole system of society; and so she despatched a letter to Mr. Delane, the editor of ''The Times'', asking him if he would "frequently write articles pointing out the immense danger and evil of the wretched frivolity and levity of the views and lives of the Higher Classes." And five years later Mr. Delane did write an article upon that very subject.<ref name=":0" /> (424 of 555)</blockquote>The upper-middle-class Florence Nightingale "had developed a great fondness for Victoria, shy in 'her shabby little black silk gown'" by the time of Albert's death.<ref name=":11" /> (592 of 1203) She had visited Balmoral during the Crimean War and<blockquote>had been struck by the difference between the bored, frivolous court members and Victoria and Albert, both consumed with thoughts of war, foreign policy, and "all things of importance." Even before Albert’s death, she thought Victoria conscientious "but so mistrustful of herself, so afraid of not doing her best, that her spirits are lowered by it." With Albert gone, "now she is even doubting whether she is right or wrong from the habit of consulting him." Nightingale found this touching, a sign that "she has not been spoilt by power."<ref name=":11" /> (592 of 1203)</blockquote>Lucy Worsley sees this lack of self-confidence on Victoria's part as one of the effects of Albert's critical, controlling treatment of her. The general election of 1886, according to Lytton Strachey, "the majority of the nation"<blockquote>showed decisively that Victoria’s politics were identical with theirs by casting forth the contrivers of Home Rule — that abomination of desolation — into outer darkness, and placing Lord Salisbury in power. Victoria’s satisfaction was profound.<ref name=":0" /> (439–440 of 555)</blockquote>Prime Minister Salisbury believed that the queen had an uncanny ability to reflect the view of the public; he felt that when he knew [736–737] Victoria’s opinion, he "knew pretty certainly what views her subjects would take, and especially the middle class of her subjects."<ref name=":11" /> (736–737 of 1203) Summing up her reign, Strachey says,<blockquote>The middle classes, firm in the triple brass of their respectability, rejoiced with a special joy over the most respectable of Queens. They almost claimed her, indeed, as one of themselves; but this would have been an exaggeration. For, though many of her characteristics were most often found among the middle classes, in other respects — in her manners, for instance — Victoria was decidedly aristocratic. And, in one important particular, she was neither aristocratic nor middle-class: her attitude toward herself was simply regal.<ref name=":0" /> (478 of 555)</blockquote> == Proposals == Queen Victoria's Sense of Style, her taste in clothes and jewelry To talk about her sartorial style is to address both jewelry (which includes crowns, diadems and tiaras) and clothing (including accessories like shawls, veils and caps, bonnets and hats). One of the secrets of her style was that she wore elements of Victorian frou-frou without looking over-trimmed or visually busy, mostly because it was black on black (or, before Albert's death, white on white, but also because the materials and work were so fine. What she selected of the frou-frou was very fashionable, but the trim is not high contrast, as for example what a Worth gown might have. The silhouette was not high-fashion, but elements were: she knew what was fashionable, she or her dressmakers, etc. The close-up/far-away thing contrasts with Bertie, who understood ceremony and pageantry differently and probably better. Periods in her sartorial styles, but made more complex by state occasions vs less formal, many of them in-family occasions: # Before she came to the throne, she may not have been in control of her own look. # After her accession and before her marriage, she had control as well as an experienced Mistress of the Robes and experienced maids and dressmakers. She experimented, wore for example a dark tartan dress to meet Albert and his brother and chose simple styles, like village girls, at the wedding; expectations for what a monarch would wear; she seems to have liked an off-the-shoulder look when she was young, and very formal dress later might be off the shoulder. # Marriage to Albert: he had a lot of say, though she resisted in some ways, but her identity was tied up in his, as his wife; he attempted to constrain her clothing budget was not successful long term; influenced by styles, but not at the front edge; crinoline cage 3 years later than Eugenie and Elisabeth of Austria (Mary Todd Lincoln?). Photographs, so a medium different from the official portraits documenting empire and sovereignty, more candid, more at-home, less formal, modest, but would any of her subjects have seen them? Change as well as memorializing (Worsley). Some changes she adopted: double pommel side saddle, photography, cage (not immediately, but ...) Her friends in the monarchy, Eugénie, Elisabeth of Austria and Mary Todd Lincoln were all very fashion forward. A. N. Wilson says QV was parsimonious "in such matters as heating and wardrobe."<ref name=":13" /> (609 of 1204) # The 1st year, 2 1/2 years (Strasdin), and then decade of mourning, then she decides never to wear color again (not counting honors and order), and her "brand" begins to develop and solidify, a look friendly to the middle classes, especially the upper middle class. The Widow of Windsor. At the beginning her black thigh-length jackets were largely untrimmed, sometimes completely; a large band at the bottom of her skirt, with trim between that and the more satiny fabric above, but otherwise very little or no other trim. White around her face, including neck and headdress, and at her cuffs, but not much and not a lot of frou-frou, perhaps a ruffle. # In 1871, under pressure from her ministers and newspapers, she had the Small Diamond Crown made and wore it to open Parliament. So she was missing from the public for about a decade. Her grief was profound, possibly compound because of the death of her mother earlier in the same year as the death of Albert. She may have been vulnerable to depression, sometimes finding pregnancies difficult to recover from. But also, her Widow of Windsor look is not just her being "gloomy" or being stuck in grief, though she may have been, this is her brand, her nuance on her regal identity. # By the 1880s, her look is well established: plain from a distance; up close, very fine materials and beautiful needlework. Her clothing has trim, but generally black on black or white on white, not contrasting on a field of one color. Not wearing a corset, depending on not-very-heavy boning in her bodices, caps, shawls, At this point, Bertie's place in the aristocracy is also well established, and he and Alex are set up with a very different sense of style, wearing haute couture, House of Worth type stylishness. # By the Jubilees and the end of the century, "Despite their sombre aspect, even her mourning gowns were finely made. She had settled into a series of very minor variations upon a square-necked bodice and skirt, customised with quirky little pockets for keys and seals, all cut pretty much the same to save her the trouble of fittings. On her head went a white cap, with streamers of lace, and round her neck a locket containing miniatures of two of her children: Alice, now lost to diphtheria, and Leopold, to haemophilia.16"<ref name=":5" /> (511 of 786; n. 16, p. 723: "Princess Marie Louise (1956) p. 141") One design we see a lot is the usual black with a little white at neckline and wrists, with sophisticated black trim not really visible from a distance. The wide skirt with a deep band of a different fabric at the bottom, a thigh-length jacket with wide sleeves; might be dress with a bodice or a vest and blouse under the jacket. # Jubilees, end of life and her funeral, which she had planned in detail. === CFPs === * Uniform Mourning * After Prince Albert's death death in 1861, Victoria returned to her earlier project of experimenting and finding sartorial styles that served not only as self-expression but that also communicated how she expected to be treated in what role. The extreme mourning was a reflection of how she felt and her identity as a faithful, grieving widow, but it was also performative and communicative, depending on who was looking and from what distance. * In her private sphere, in the unofficial and family-centered photographs, in her journals (including Princess Beatrice's revision of her journals) and the preserved clothing, and in the accounts in the papers written by reporters familiar with fashion and dressmaking, we see a sophisticated understanding of fashion and subtle, complex dresses. The materials and dressmaking are rich and fine. Victoria aligned her appearance with respectable matrons of the growing middle classes, but the quality of the materials used in her clothing aligned her with those in her private sphere, including other royals and aristocrats. * This opposition between the private and public spheres is falsely simple because, for example, Victoria "memorialized" herself (Worsley), preserving elements of her personal life exactly because she was monarch. The different versions of herself was a complexity present in her lifetime and useful to her. * Also, her sense of self changed over time, especially after she acceded to the throne, after she married and after she was widowed. * Focusing on Victoria's clothes and sense of style leads us to see some understandings of her and her reign differently: her periods of seclusion and her absences from governmental and state occasions; the loss of power for the monarchy as well as the survival of the constitutional monarchy when almost every other monarchy in Europe was falling; the ways she managed her relationships with the aristocracy, the middle classes, the press; her mood and mental health; the white wedding dress and her influence in the wedding dresses of her daughters and Alex; Albert's nature; even what we believe to be the rules and conventions around mourning dress; and the size of her body. * To study Queen Victoria's sartorial sense of style, we look at painted and drawn portraits and at photographs of her, we read the few accounts from biographers and fashion historians, especially those who have looked at the clothing and accessories preserved by Victoria herself and now in the Royal Trust Collection, the London Museum and so on, we read her own accounts (or Princess Beatrice's construction of her mother in her revision of her journals her as well as Esher's books about her based on the journals before Beatrice revised them), and we read accounts of her public appearances in contemporary periodicals, especially newspapers that employed reporters knowledgeable about fashion and dressmaking as well as those more focused on news and, perhaps, a male readership. These sources represent different versions of Victoria and her subjects, a complexity that was already occurring in Victoria's lifetime, that looks to have been deliberate and that was, I argue, very useful to her. These different versions of Victoria and different audiences lead to different readings of her senses of style as they evolved over time and what they might be signaling. The journals and many of the photographs existed in what we might call Victoria's private sphere, by which we mean in the presence of some aristocrats (who worked in government, who attended her and who were ministers), of people who were employed as servants and of her family, which was quite extensive and whose edges were porous, especially toward the end of the century and the end of her life, as well as the small number of people she "adopted" like Duleep Singh and XX [African girl]. The preservation of Victoria's clothing belongs to this "private sphere," although much of it was worn during public or official events like her coronation or wedding; some, though, like the chemise she wore for the birth of all of her children, was more or less but not completely private, and the "memorializing" (Worsley) of herself entailed in this preservation was done in her role as monarch. The paintings and newspaper accounts depict the public Victoria, and from this distance Victoria looked plain — even dowdy — and clearly unaristocratic: she looks like a middle-class or upper-middle-class widow, the Widow of Windsor. Up close, though, we see complex and sophisticated dresses and dressing. Albert had tastes and preferences for how he wanted her to look, some of which were about looking familiar to the growing middle classes, and after he died and she very deliberately turned her widow's weeds into a uniform, the bifurcation between what she looked like from a distance and to the public and what she looked like up close and to those in her private circles gets clearer. Looking at her as monarch and daughter, wife, mother and grandmother through the lens of her clothing reopens some questions that up to now have seemed settled. Focusing on Victoria's clothes and sense of style causes us to see some uncontroversial and "well-understood" summaries of her and her reign differently: her periods of seclusion, such as they were, and her absences from governmental and state occasions; the loss of power for the monarchy as well as the survival of the constitutional monarchy when almost every other monarchy in Europe was falling; the ways she managed her relationships with the aristocracy, the middle classes, the press; her mood and mental health (the regal, disinterested face, which isn't really gloomy the way it is usually described); the white wedding dress and her influence in the wedding dresses of her daughters and Alex; Albert's nature; the size and shape of her body. * Many of the newspaper reports of her dress are in descriptions of events involving aristocrats and oligarchs at official social events like garden parties, state balls and, of course, processions, especially for her Golden and Diamond Jubilees. The reports in the news-reporting papers, not the ladies' papers or papers with a lot of fashion reporting, seem to have been written by reporters who did not know how to describe sophisticated clothing, fabrics, trim and techniques; they do not use the technical vocabulary required to report on fashion, or if they attempt it, they end up being confusing. Often, these news reports list only the names of those invited. Garden parties might have as many as 6000 invitées listed; the most said about the queen would list who was attending. Occasionally, we hear a very general description of what she wore and perhaps if she did or did not seem to have difficulty walking, but the reporters seem to have been at a distance and may not know the names of fabrics or dressmaking techniques. * The reports in the newspapers vs reports written by fashion specialists in women's newspapers (and magazines?). * Both Oscar Wilde and Jack the Ripper are understood in the context of their "management" (or not) of the media, but Victoria's sense of her identity as a celebrity and public person was at least as sophisticated as theirs. She "memorialized" herself and important moments in her life in her extremely prolific use of photographs as well as painted and drawn images; in her keeping rooms in the palaces frozen in time; in her X millions words recorded in her journals; and in her clothing, both for formal as well as more candid images (Worsley). Her awareness of her responsibility to memorialize herself had to have included the newspapers as well. Politically, her absence from politics after Alfred's death until 1871, when she wore the Small Diamond Crown to open Parliament for the first time, was notable and noted, but a carte de visite with her portrait on it sold X million copies (Worsley) and kept her present in the mind of the citizenry at the same time that she was being criticized for her political absence in the newspapers and among her ministers and the members of Parliament, some of whom questioned the value of an absent monarch. Lytton Strachey says that monarchs up to Victoria's time did not attempt to be fashionable or belong to the fashionable "set," except, tellingly, George IV. But Victoria's fashion choices occurred in a content different from that of George IV, both politically and journalistically. Especially as Albert's influence waned and Bertie's own social identity developed, the direction of Victoria's sartorial gestures was to the middle classes, especially the upper middle classes, but not the aristocracy, not the fashionable world of haute couture, like, for instance, what the House of Worth might provide. In this 1881 image by Frith, in fact, we see the two main streams of fashion in the economic and cultural elite, but this is not Victoria. * Alex and her sister Dagmar (who became the mother of Czar Nicolas II) were raised to make their own clothing (their father was not wealthy), so Alex knew a lot about building dresses, already had a wedding dress when she arrived in England but didn't wear it. * Although she was widely criticized for her absence at state occasions in the press, Parliament and among her ministers, her widely circulated photographic portraits and her books — memoirs mostly of her family life with Albert and their children, her love of Scotland and Balmoral, and later the biographical works she asked and then helped courtiers close to her to write — she was present for the mass of her subjects who bought cartes de visite and read books. * Worsley says some of her always wearing mourning was to arrange the world so she was treated more gently, with a dispensation; there were other benefits to the "uniform" she developed, but this one suggests she saw herself as marginal and weakened by grief. * The newspapers described her clothing, but by the end of her life never the way the clothing of women (and occasionally men) wearing haute couture was described? Does the close-up/far-away thing pertain here? ==== '''MVSA: Due 5 January''' (email 4 December, from Laura Fiss) ==== The Underground: Prohibition, Abolition, Expression, '''April 10-12, 2026''', hosted by Xavier University, Cincinnati, Ohio Style and Sensibility: Victoria, Eugénie, Elisabeth and Mary Todd and Their Dressmakers (383 words) Looking at Queen Victoria's sartorial sense of style troubles some conclusions we have reached about her, her reign, her "private" life and her body. Her style became strongly individuated and intentionally symbolic. The "uniform" worn by the Widow of Windsor — that all-black dress with the touches of white at her neckline and cuffs — made her instantly recognizable, even in a crowd and from a distance, and allied her with the middle class rather than the aristocracy. Up close (in the hundreds of personal photographs, her journals, and the clothing she saved) is a sophisticated and nuanced sense of style and self. Putting Victoria's use of dress (and jewelry) in the context of a social network of political women that includes Empress Eugénie of France, Elisabeth of Bavaria, Empress of the Holy Roman Empire, and Mary Todd Lincoln removes her from the usual social isolation scholarly scrutiny gives her, emphasizing what clothing did for her, although few biographies and histories see Victoria in this way. These women knew each other, wrote to each other and had friends in common. They thought about what message their clothing choices sent and made those choices in the context of community, not only of who saw them but also each other and the modistes and couturiers who dressed them. Victoria patronized establishments with shops in London, Paris and New York, and a complex staff made what she wore, dressed her in it and looked after it. Both Eugénie and Elisabeth were clients of the British Frederick Worth of Paris. Lincoln's modiste was the brilliant, elegant, formerly enslaved Elizabeth Keckley, who had also — with her 20-seamstress staff — dressed Mrs. Robert E. Lee, Mrs. Stephen Douglas, Mrs. Jefferson Davis, and the daughter of General Sumner. Mary Anna Lee's dress was for a dinner in honor of the Prince of Wales in 1860. (Keckley introduced Abraham Lincoln to Sojourner Truth, but she also cut his hair and made his dressing gown.) The class alliances these women's dress signaled had implications for their lives and their reigns. Designed to work from a distance, Queen Victoria’s identity as the Widow of Windsor in her barely relieved black was a valuable construction. Face to face and in the personal photographs, the complexities of the dresses are as fine as the eye can see. They all wore white wedding gowns (unexpected for monarchs at this time). Family relations and threats and instability for the monarchies in Europe kept QV in touch with fashion in Europe. Not so much underground or rebellious or revolutionary as crosswise. In some ways, QV's style of dress was '''covert''', looking subtly rich and stylish up close but plain and dowdy from a distance: the Widow of Windsor. Speaking to different groups of her subjects differently, a polyvocal style. QV chose not to do haute courture. She adopted the cage 1858, for example, well after Eugénie and Elisabeth of Austria, and vest and suit coat in the 1890s?, but she's not wearing the vest and suit coat the way Alexandra is, it's not the up-to-the-minute silhouette, but some of the element are. Queen Victoria helped the two European monarchs with difficult and dangerous moments, sometimes contributing to saving their lives, sometimes directly and sometimes through friends. Her relationships with Eugénie, Empress of France; Elisabeth of Austria, Empress of the Holy Roman Empire and Mary Todd Lincoln are based on shared understanding of themselves as public female leaders. Mary Todd Lincoln's wedding skirt: https://www.facebook.com/photo/?fbid=1314628790709593&set=pcb.1314628920709580, closeup: https://www.facebook.com/photo/?fbid=1314628800709592&set=pcb.1314628920709580; in museum case: https://www.facebook.com/photo/?fbid=1314628814042924&set=pcb.1314628920709580 Turney, Thomas J. "'Lincoln: A Life and Legacy' Opens at Presidential Museum in Springfield." ''The State Journal Register'' 30 September 2025 https://www.sj-r.com/picture-gallery/news/2025/09/30/new-lincoln-exhibit-opens-at-presidential-museum-in-springfield/86353769007/. == Self-Memorializing == The term is really Lucy Worsley's, QV memorialising herself, but because QV deliberately saved so much, other biographers noticed it as well. A. N. Wilson says,<blockquote>In a recent study, Yvonne M. Ward calculated that Victoria wrote as many as 60 million words.⁶ (6 "Yvonne M. Ward, ''Censoring Queen Victoria'', p. 9.") Giles St Aubyn, in his biography of the Queen, said that had she been a novelist, her outpouring of written words would have equalled 700 volumes.⁷ (7 "Giles St Aubyn, ''Queen Victoria: A Portrait'', p. 601.") Her diaries were those of a compulsive recorder, and she sometimes would write as many as 2,500 words of her journal in one day.<ref name=":13" /> (33 of 1204. nn. 6, 7, p. 1057)</blockquote>If an average Victorian novel is 150,000 words, then Victoria's "outpouring" would equal about 400 volumes, not 700. * Queen Victoria's journals * Her personal letters * Her official letters and memoranda * Saved clothing and accessories * Portraits and photographs * Anniversaries and important dates * Preserved rooms, including all the stuff she collected over the years and the policy of keeping it in exactly the same place, recorded by photographs and albums * Works and memoirs, both commanded and self-written *# 1862: Sir Arthur Helps, "a collection of [Prince Albert's] speeches and addresses" <ref name=":0" /> (363 of 555), a "weighty tome." (364 of 505) *# 1866: General Grey, "an account of the Prince’s early years — from his birth to his marriage; she herself laid down the design of the book, contributed a number of confidential documents, and added numerous notes."<ref name=":0" /> (364 of 505) *# 1868: QV published her ''Leaves from the Journal of Our Life in the Highlands from 1848 to 1861''.<ref name=":4" /> *# 1874–1880: Theodore Martin, it took him 14 years to write an Albert's biography, the 1st volume came out in 1874, the last 1880. He got a knighthood, but the books were not popular, the image of Albert was not popular, too idealized and beatified.<ref name=":0" /> (364 of 505) *# Poet Laureate *# 1884: QV published her ''More Leaves from the Journal of Our Life in the Highlands from 1862 to 1882''.<ref name=":4" /> === Preserved Rooms and Possessions === Strachey says,<blockquote>She gave orders that nothing should be thrown away — and nothing was. There, in drawer after drawer, in wardrobe after wardrobe, reposed the dresses of seventy years. But not only the dresses — the furs and the mantles and subsidiary frills and the muffs and the parasols and the bonnets — all were ranged in chronological order, dated and complete. A great cupboard was devoted to the dolls; in the china room at Windsor a special table held the mugs of her childhood, and her children’s mugs as well. Mementoes of the past surrounded her in serried accumulations. In every room the tables were powdered thick with the photographs of relatives; their portraits, revealing them at all ages, covered the walls; their figures, in solid marble, rose up from pedestals, or gleamed from brackets in the form of gold and silver statuettes. The dead, in every shape — in miniatures, in porcelain, in enormous life-size oil-paintings — were perpetually about her. John Brown stood upon her writing-table in solid [460–461] gold. Her favourite horses and dogs, endowed with a new durability, crowded round her footsteps. Sharp, in silver gilt, dominated the dinner table; Boy and Boz lay together among unfading flowers, in bronze. And it was not enough that each particle of the past should be given the stability of metal or of marble: the whole collection, in its arrangement, no less than its entity, should be immutably fixed. There might be additions, but there might never be alterations. No chintz might change, no carpet, no curtain, be replaced by another; or, if long use at last made it necessary, the stuffs and the patterns must be so identically reproduced that the keenest eye might not detect the difference. No new picture could be hung upon the walls at Windsor, for those already there had been put in their places by Albert, whose decisions were eternal. So, indeed, were Victoria’s. To ensure that they should be the aid of the camera was called in. Every single article in the Queen’s possession was photographed from several points of view. These photographs were submitted to Her Majesty, and when, after careful inspection, she [461–462] had approved of them, they were placed in a series of albums, richly bound. Then, opposite each photograph, an entry was made, indicating the number of the article, the number of the room in which it was kept, its exact position in the room and all its principal characteristics. The fate of every object which had undergone this process was henceforth irrevocably sealed. The whole multitude, once and for all, took up its steadfast station. And Victoria, with a gigantic volume or two of the endless catalogue always beside her, to look through, to ponder upon, to expatiate over, could feel, with a double contentment, that the transitoriness of this world had been arrested by the amplitude of her might.<ref name=":0" /> (460–462 of 555)</blockquote> == Demographics == *Nationality: English === Residences === == Questions and Notes == # == Bibliography == # Anon. "One of Her Majesty's Servants," the Private Life of Queen Victoria. London, 1897, 1901. # Fawcett, Millicent Garrett. ''Life of Her Majesty Queen Victoria''. Roberts Bros., 1895. WikiSource copy: https://en.wikisource.org/wiki/Index:Life_of_Her_Majesty_Queen_Victoria_(IA_lifeofhermajesty01fawc).pdf. # Homans, Margaret. "'To the Queen's Private Apartments': Royal Family Portraiture and the Construction of Victoria's Sovereign Obedience." ''Victorian Studies'' vol. 37, no. 1 (1993) pp. 1–41. # Homans, Margaret. 1998. # Mitchell, Rebecca Nicole, editor. ''Fashioning the Victorians: A Critical Sourcebook''. Bloomsbury visual arts, 2018. OCLC # [https://search.worldcat.org/title/1085349620 1085349620] . # Staniland, Kay. ''In Royal Fashion: The Clothes of Princess Charlotte of Wales and Queen Victoria 1796-1901''. London, 1997. # Staniland, Kay, and Santina M. Levey. ''Queen Victoria's Wedding Dress and Lace''. Museum of London, 1983?. OCLC # [https://search.worldcat.org/title/473453762 473453762] . [Repr. from ''Costume, The Journal of the Costume Society'' (17:1983), pp. 1–32.] # Wackerl, Luise. ''Royal Style: A History of Aristocratic Fashion Icons.'' Peribo, 2012. [T.C. Magrath Library: Quarto GT1754 .W33 2012] == References == {{reflist}} s0u4zq3mue69peu1tlprx6hn88gkhcf 0 296711 2831720 2804836 2026-09-06T08:54:34Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831720 wikitext text/x-wiki {{title|Flourishing in the elderly:<br>How can psychological flourishing be supported in the elderly?}} {{MECR3|1=https://youtu.be/yUAuPhv5S4o}} __TOC__ ==Overview== <br> {{RoundBoxTop|theme=13}} [[File:Elderly Woman, B&W image by Chalmers Butterfield.jpg|thumb|157x196px|'''Figure 1'''. ''In a society increasingly centred on youth, how can seniors like Sarah reclaim their vitality and sense of meaning?'']] '''''Can you relate''''' ... Sarah, aged 85, begins her day in a house echoing with memories. Faded photographs on the mantelpiece showcase her once pivotal role in the community. From hosting gatherings to being an active voice at the local council, she had always championed causes dear to her. But now, an overwhelming quietness envelops her heart, and she has lost touch with her sense of purpose. Time has seen her closest friends move or pass away. Family visits, once frequent and filled with laughter, have become increasingly rare. This growing isolation weighs on Sarah, exacerbated by a society that seems to prioritise youth over experience. The fast-paced technological world further alienates her; smart devices and social media platforms feel foreign, exacerbating her deep-seated fear of irrelevance in a world that is rapidly evolving without her. In a society increasingly centred on youth, how can seniors like Sarah reclaim their vitality and sense of meaning? {{RoundBoxBottom}} <br> [[File:Elderly Couple Eating.jpg|thumb|250x250px|'''Figure 2'''. ''The [[wikipedia:Ageing#Successful_ageing|ageing]] population represents an invaluable repository of [[wikipedia:Wisdom|wisdom]], [[wikipedia:Experience|experience]], and [[wikipedia:Insight|insight]]'']] The [[wikipedia:Ageing#Successful_ageing|ageing]] population represents an invaluable repository of [[wikipedia:Wisdom|wisdom]], [[wikipedia:Experience|experience]], and [[wikipedia:Insight|insight]] (see Figure 2). Yet, many elderly individuals, much like Sarah, face challenges related to purpose, meaning, and overall psychological [[wikipedia:Well-being|well-being]]. This raises a question; can the elderly attain a state of psychological [[Motivation and emotion/Book/2018/Flourishing|flourishing]], even in the face of age-related adversities? The domain of [[wikipedia:Positive_psychology|positive psychology]] offers evidence-based strategies. Read on to explore what these strategies are and how they can be applied to support seniors in their journey toward a life filled with purpose, meaning, and joy. Specifically, psychological flourishing in the elderly may be supported through a combination of the following four elements, especially when tailored to individual needs and preferences: # [[wikipedia:Social_support|Social engagement]] and meaningful activities such as community involvement or [[wikipedia:Hobby#Psychological_role|hobbies]] (Helliwell et al., 2013) # Mental stimulation via [[wikipedia:Brain_training|cognitive training]] programs can sustain mental acuity and may delay cognitive decline (Ball et al., 2002) # [[Motivation and emotion/Book/2013/Motivating the elderly to exercise|Physical activity]] using exercises tailored to the elderly improve mood and cognitive function (Colcombe & Kramer, 2003) # Incorporating [[Motivation and emotion/Book/2020/Coping and emotion|positive coping strategies]] from positive psychology techniques, such as gratitude exercises, builds [[wikipedia:Psychological_resilience|resilience]] and satisfaction (Seligman et al., 2005) <br> {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is psychological flourishing? * Why is psychological flourishing important for the elderly? * How does positive psychology foster psychological flourishing? * What can seniors do to flourish? {{RoundBoxBottom}} <br> == What is psychological flourishing? == Psychological flourishing, a term frequently linked to positive psychology, has gained prominence over the years. For elderly individuals, understanding and achieving psychological flourishing is paramount, considering the myriad challenges they confront during this stage of life (Park et al., 2002). The concept of psychological flourishing and its significance, particularly in the context of ageing, will be explored in depth. Psychological theory, such as self-determination theory and resilience theory, combine with empirical evidence to underpin the suggested four-element model. It is also essential to define and distinguish psychological flourishing from broader notions of general flourishing and well-being. Through understanding this distinction, the unique facets of flourishing and its potential impact on the lives of older individuals become evident. Common misconceptions about psychological flourishing are also addressed, ensuring clarity in subsequent discussions. Psychological flourishing, a concept closely associated with positive psychology, has gained prominence in recent years. For elderly individuals, comprehending and attaining psychological flourishing is crucial, given the diverse challenges encountered in this life stage (Park et al., 2002). The concept of psychological flourishing and its significance, particularly in the context of ageing, will be explored in depth. Psychological theories such as self-determination theory and resilience theory, as well as empirical evidence, will be used to establish a four-element model of psychological flourishing. Additionally, it is vital to delineate psychological flourishing from broader concepts of general flourishing and well-being. By grasping these distinctions, the unique facets of flourishing and their potential transformative impacts on the lives of older individuals become evident. Common misconceptions about psychological flourishing will also be addressed to ensure clarity in the discussions that follow. === Definitions and distinctions === Psychological flourishing, often simply termed "flourishing", signifies a pinnacle in human functioning. It represents a well-being state that extends beyond merely being free from distress or psychological issues. More than mere survival, flourishing connotes thriving, excelling, and feeling an intense sense of purpose and contentment (Seligman et al., 2005). This condition transcends mere happiness or the absence of mental illness (Sin & Lyubomirsky, 2009). Flourishing provides a holistic view, emphasising positive human functioning across various areas, from relationships to personal growth and purpose. It captures positive emotions, a sense of engagement, strong social connections, and a profound understanding of life's meaning. Distinct from general well-being, flourishing underscores not just feeling good but also functioning effectively, accentuating both [[wikipedia:Hedonic_motivation|hedonic]] (feelings about life) and [[wikipedia:Eudaimonia|eudaimonic]] (functioning in life) well-being facets (Keyes, 2007). Positive psychology’s well-being theory, also known as the PERMA model, conceptualises well-being as a state of comfort, health, or happiness (Seligman, 2011). The model comprises five elements: positive emotion, engagement, positive relationships, meaning, and accomplishment (Seligman, 2011). However, psychological flourishing transcends the ‘feeling good’ aspect of well-being. It encompasses optimal functioning in daily life, incorporating the key principles of self-determination theory: autonomy, relatedness, and competence. === Importance in the context of ageing === Ageing often elicits feelings of apprehension and resignation, influenced by perceptions of decline or limitation, both physically and mentally. Nevertheless, research indicates that many elderly individuals experience periods of growth, insight, and enhanced well-being. For example, the Adult Development and Enrichment Project (ADEPT), conducted by researchers at Pennsylvania State University, underscored the potential for intellectual and emotional growth even in advanced age (Hultsch et al., 1999). Psychological flourishing becomes paramount in this context, assisting the elderly in navigating challenges, capitalising on opportunities, and making meaningful contributions to their communities and personal lives, thereby maintaining their autonomy, relatedness, and competence. Psychological flourishing challenges these notions of decline or limitation, highlighting the profound possibilities for growth, enrichment, and depth in later life (Paterson & Warburton, 2010). Embracing flourishing can significantly transform the way elderly individuals perceive their later years, encouraging them to view this period as an opportunity for renewed purpose, deepened relationships, and the cultivation of new passions or interests. Furthermore, as elderly individuals inevitably face challenges, resilience theory provides a framework for developing a mindset rooted in flourishing (Southwick & Charney, 2012; Bonanno et al., 2004). Such a capacity and mindset act as a solid foundation, empowering seniors to approach obstacles with resilience and poise (Seligman et al., 2005). === Misconceptions === Several misconceptions exist regarding the concept of psychological flourishing. Contrary to common belief, it does not imply a perpetual state of happiness or a life devoid of adversity. Psychological flourishing is not about the absence of negative emotions or challenges. Instead, it focuses on cultivating psychological tools and strategies to navigate adversity, empowering individuals to thrive amidst difficulties (Carstensen et al., 1999). Clarifying these misconceptions paves the way for a deeper understanding of how older individuals can achieve and maintain psychological flourishing. To truly grasp psychological flourishing in older adults, it is crucial to debunk prevalent myths about the ageing process. If left unchallenged, these misconceptions could deter the implementation of strategies promoting well-being in later life (Carstensen et al., 1999; Charles & Carstensen, 2010). Table 1 presents evidence-based counters to these myths, highlighting the potential for growth and vitality among the elderly. {| class="wikitable" |+ Table 1. ''Dispelling Common Misconceptions about the Ageing Process''<br> |- ! Myth !! Fact |- | Ageing leads to inevitable cognitive and emotional decline. || Ageing can offer growth opportunities with the right strategies. |- | Ageing means mental and physical decline. || Many older adults maintain high cognitive and physical activity levels with suitable exercises (Park et al., 2002; Hultsch et al., 1999). |- | Social withdrawal is an ageing inevitability. || While social circles might decrease in size, relationship quality often improves, and staying socially engaged is beneficial (Carstensen et al., 1999; Charles & Carstensen, 2010). |- | Physical activity is risky for older adults. || Moderate physical activity improves mental and physical health in the elderly, refuting the risk myth (Paterson & Warburton, 2010; Chodzko-Zajko et al., 2009). |- | Positive thinking is naive. || Adopting a positive mindset is empirically supported, and positive psychology boosts well-being in the elderly (Seligman et al., 2005; Sin & Lyubomirsky, 2009). |} == Significance of psychological flourishing for the elderly == Psychological flourishing holds a special significance for the elderly (Seligman, 2011). As they navigate the complexities of ageing, fostering a sense of purpose, joy, and well-being is essential (Bonanno et al., 2004). The importance of psychological flourishing for older adults lies in its comprehensive contributions to their emotional, cognitive, and physical domains (Emmons & McCullough, 2003; Hultsch et al., 1999). Drawing upon current research, the following discussion explores the transformative effects of a flourishing mindset. === Emotional benefits === Ageing introduces challenges that can be emotionally strenuous. However, research such as that by Peterson et al. (2007) indicates that character strengths, including love, gratitude, and hope, can significantly enhance emotional well-being. A good sense of humour provides further enhancement to emotional well-being according to research conducted by Martin et al. (1993). Flourishing ensures that the elderly possess the emotional resilience required to confront challenges, nurturing feelings of contentment and fulfilment (Bonanno et al., 2004). A senior who flourishes, for instance, might derive profound joy from meaningful relationships or experience a deep sense of gratitude for life's journey. This emotional equilibrium not only improves overall life quality but also acts as a safeguard against stress, rendering the ageing experience more rewarding (Bengtson, 2001; Carstensen et al., 1999). === Cognitive benefits === Psychological flourishing has discernible effects on cognitive function. A flourishing mind is an active one, continuously engaged in stimulating activities. Various researchers have observed that aspects like mental stimulation and engagement in activities such as walking, cycling, and sports play a role in cognitive maintenance (Bonanno et al., 2004; Emmons & McCullough, 2003; Hultsch et al., 1999). Cross-sectional and retrospective studies, although lacking direct causation evidence, highlight the correlation between physical activity and cognitive function (Hultsch et al., 1999; Paterson & Warburton, 2010). Moreover, character strengths such as curiosity and zest, as pinpointed by Peterson et al. (2007), equip the elderly with a passion for learning, keeping their cognitive faculties sharp and agile. It is a proactive stance against cognitive decline, ensuring that the elderly remain mentally active and engaged. === Impact on physical health and longevity === The connection between the mind and body is profound, particularly in the context of ageing. Research consistently underscores the positive effects of physical activity on functional outcomes, with an emphasis on the benefits of aerobic activities and structured exercise programs (Greenfield & Marks, 2004; Paterson & Warburton, 2010). Notably, regular participation in these activities is linked to decreased risks of functional impairments. Beyond the immediate physical benefits, psychological flourishing, with its focus on positive behaviours and proactive approaches, may also enhance longevity (Bengtson, 2001; Peterson et al. 2007). For example, seniors who cultivate qualities such as gratitude, as identified in studies by Peterson et al. (2007), are likely to adopt more health-promoting behaviours. This symbiotic relationship between a flourishing mind and a healthy body underscores the importance of psychological well-being in the elderly. {{RoundBoxTop|theme=6}} <quiz display=simple> {Imagine you are chatting with a friend about the advantages of psychological flourishing in older adults. Which of the following is NOT a benefit of psychological flourishing in the elderly? |type="()"} - Enhanced emotional resilience to confront challenges + Safeguard against financial issues - Improved overall life quality - Acts as a safeguard against stress {A senior with a flourishing mindset might derive profound joy from meaningful relationships and experience a deep sense of gratitude for life's journey. |type="()"} + True - False {Research indicates that seniors who cultivate qualities like gratitude are more likely to: |type="()"} - Avoid social interactions - Abstain from any form of physical activity + Adopt additional health-promoting behaviours - Experience rapid cognitive decline </quiz> {{RoundBoxBottom}} == The role of positive psychology == Positive psychology represents a rapidly growing field, concentrating on the cultivation of individual strengths, virtues, and peak human functioning, as highlighted by Seligman (2011). For elderly individuals, this approach provides a comprehensive viewpoint, tackling the intrinsic challenges associated with ageing while actively encouraging a flourishing life that extends past mere existence. Southwick and Charney's (2012) influential research underscores resilience, an essential aspect of positive psychology's resilience theory, as crucial in managing stress and trauma. This section explores relevant core principles of positive psychology that, illustrate its substantial utility in supporting psychological flourishing among seniors. === Foundational principles and theories === Positive psychology fundamentally examines the conditions and processes essential for optimal functioning, as investigated by Southwick and Charney (2012). It transforms the traditional focus on deficits and disorders, advocating instead for the amplification of strengths, positive emotions, and resilience. These elements are crucial for seniors, offering invaluable guidance through the complexities of later life. Core theoretical frameworks within this field, including resilience theory, self-determination theory, and well-being theory, shed light on various avenues available for seniors to discover meaning, purpose, and an elevated sense of well-being, even amidst the challenges life presents. * '''Resilience theory''' in psychology delves into the complex processes that enable individuals to adapt positively in the face of adversity. Recognising resilience as a dynamic and developmental capacity, it encompasses both internal cognitive-affective mechanisms, such as emotion regulation and a robust sense of self-efficacy, and external factors like strong social support networks. This framework underscores the notion that resilience is not an innate trait; rather, it is a skill subject to cultivation. The theory also integrates the concept of post-traumatic growth, shedding light on how challenging experiences can contribute to personal development and a deeper sense of meaning in life. By considering individual differences and the developmental context, resilience theory provides a nuanced understanding of adaptive functioning, guiding interventions that aim to enhance resilience and promote positive psychological outcomes (Southwick & Charney, 2012; Bonanno et al., 2004). * '''Self-determination theory''' (SDT) stands as a prominent psychological framework elucidating the intrinsic and extrinsic factors driving human motivation and behaviour. Developed by Deci and Ryan, the theory posits that the fulfillment of three core psychological needs—autonomy, competence, and relatedness—is paramount for optimal functioning and well-being (Ryan & Deci, 2018). Autonomy pertains to the sense of volition and self-governance in one’s actions, competence encompasses the need to master tasks and learn, and relatedness refers to the desire for meaningful connections and belongingness. In the context of flourishing, particularly among seniors, SDT offers valuable insights into how supportive environments and interventions can be crafted to nurture these fundamental needs. By emphasising the integral role of internal motivation and the social context in psychological well-being, SDT provides a nuanced and comprehensive understanding of the pathways leading to enhanced flourishing and life satisfaction. This theory, therefore, serves as a pivotal guide in the quest to foster resilient, connected, and self-determined lives in the elderly population. * '''Well-being theory''', conceptualised by Martin Seligman, represents a pivotal shift in psychological thought, extending the focus from the mere alleviation of distress to the active cultivation of optimal living. Seligman (2011) introduced the PERMA model, which encapsulates five integral components of well-being: positive emotion, engagement, positive relationships, meaning, and accomplishment. Positive emotion emphasises the value of fostering joy and contentment, while engagement stresses the importance of deep absorption in activities, invoking a state of flow. Positive relationships highlight the necessity of nurturing supportive and enriching connections. Meaning pertains to pursuing a purpose larger than oneself, and accomplishment encompasses striving for mastery and achievement. For the elderly, these dimensions provide a comprehensive blueprint for flourishing, guiding interventions and practices aimed at enhancing life quality and fulfilment. Well-being theory thus stands as a foundational pillar in positive psychology, offering a nuanced and holistic understanding of the factors that contribute to a life well-lived, irrespective of one’s age. === Psychological functioning and its role === Research conducted by Southwick and Charney (2012) underscores the integral role of psychological resilience in combatting depression—a condition prevalent among the elderly (16.1% of 65+-year-old Australians in [https://www.abs.gov.au/statistics/health/health-conditions-and-risks/health-conditions-prevalence/latest-release 2020–21]). Resilience does not merely denote bouncing back from adversity but signifies thriving amidst it. The elderly, with a lifetime of experiences, possess unique strengths and coping mechanisms. By harnessing these, and understanding neurobiological and psychosocial factors, there is an avenue for improved psychological functioning, ultimately contributing to enhanced flourishing. === The resilience connection === Several studies highlight that resilience is intricately linked to genetics, environment, neurobiology, and psychosocial factors (Helliwell & Sachs, 2013; Seligman, 2011; Southwick & Charney, 2012). For seniors, building resilience becomes a pivotal tool in managing age-related stressors and traumas. Embracing resilience does not mean avoiding challenges but rather developing a robust toolkit to face them head-on. With strategies encompassing positive emotions, social support, coping skills, and more, resilience offers a protective layer, allowing seniors to remain buoyant in the face of life's trials. === Proactive approaches and interventions === Promoting flourishing among the elderly necessitates actionable steps grounded in empirical evidence. Southwick and Charney (2012) advocate for interventions such as modifying the biological and psychosocial environment, strengthening social support networks, enhancing cognitive engagements, and boosting physical health through aerobic exercises. It is crucial to tailor these approaches to the distinct needs of seniors, taking into account their physiological, cognitive, and socio-emotional states. When informed by positive psychology, the amalgamation of these interventions paves the way for a life marked by heightened contentment, purpose, and joy in the latter years. Figure 3 illustrates how the integration of these supportive interventions correlates with increased levels of psychological flourishing among the elderly.<br> [[File:Psychological Flourishing - amalgamation model.png|center|thumb|400x400px|'''Figure 3'''. ''The cumulative impact of multiple interventions for supporting flourishing in the elderly''.]] == What can seniors do to flourish? == Psychological flourishing in seniors is essential for their well-being and quality of life. This section delves into practical, evidence-based strategies derived from positive psychology to foster flourishing among the elderly. It emphasises the importance of social engagement, mental stimulation, physical activity, and positive coping techniques. Tailored to individual needs, these approaches aim to enhance purpose, joy, and meaningful connections, addressing the unique challenges faced by seniors in their pursuit of a fulfilling life. === Social engagement and meaningful activities === [[File:Czech Senior Citizen's day 2019, showcase of Senior Citizens Writing Wikipedia project.jpg |thumb|250x250px|'''Figure 4'''.''Czech seniors participating in the Senior Citizens Writing Wikipedia project''.]] * Building social connections rejuvenates the spirit and enhances well-being. * Social relationships have been found to significantly influence mental and emotional well-being in the elderly. A strong social network can reduce feelings of loneliness and depression, thereby promoting psychological flourishing (Cacioppo et al., 2006). * Forming bonds across different age groups can be mutually beneficial and specifically aid the elderly in feeling more connected and less isolated (Bengtson, 2001). * Engaging in community activities or volunteering (see Figure 4) has been shown to provide a sense of purpose and improve mental health outcomes for seniors (Greenfield & Marks, 2004). {| style="border: 1px solid #A0A0A0; border-radius: 12px; display: inline-table; background-color: transparent;color:inherit;padding-right: 20px;" |[[File:Crystal Clear app ktip.svg|left|30px|]]'''''Consider''''': When was the last time you made a new friend? What activities can help you meet new people? :''Suggestions'': Engage in community activities, reconnect with old friends, or even consider pet ownership.<br> ::Establish regular family visits or calls, attend local gatherings, or join clubs focused on specific interests. |} [[File:Saturday morning - Lannion (37031618972).jpg |thumb|317x317px|'''Figure 5'''''.'' ''An elderly man reading, an excellent form of mental stimulation''.]] === Mental stimulation === * Continuous learning has been linked to cognitive vitality and emotional well-being (Park & Bischof, 2013). * Activities that require creativity, such as painting or music, not only stimulate the brain but also contribute to a greater sense of purpose and joy, enhancing the quality of life (Cohen et al., 2006). * Research indicates that lifelong learning and mental stimulation can help prevent cognitive decline and improve overall psychological well-being. Older adults who engage in mentally stimulating activities (see Figure 5) report higher levels of happiness and lower levels of depression (Hultsch et al., 1999). * More recent research underscores the notion that the ageing brain is capable of new neural connections when subjected to novel learning experiences, enhancing cognitive and emotional well-being (Park & Bischof, 2013). {| style="border: 1px solid #A0A0A0; border-radius: 12px; display: inline-table; background-color: transparent;color:inherit;padding-right: 20px;" |[[File:Crystal Clear app ktip.svg|left|30px|]]'''''Consider''''': Reflect on a skill you've always wanted to learn. What's stopping you now? :''Suggestions'': Take up a new hobby, join an interesting class, or simply read a new book.<br> ::Explore online courses tailored for seniors or consider group-based activities to foster intellectual engagement. |} === Physical activity === [[File:Near Parking Spaces - Great Field Coronation parkrun (52875393179).jpg|thumb|300x280px|'''Figure 6'''''.'' ''Elderly man and woman taking part in the Great Field Coronation parkrun in Poundbury, Dorchester''.]] * Regular physical activity boosts mental health and protects against age-related ailments such as heart disease, osteoporosis, and [https://en.wikipedia.org/wiki/Sarcopenia sarcopenia] (loss of muscle mass). * Several studies show that regular physical exercise can improve cognitive function, thereby supporting not only physical but also mental well-being (Colcombe & Kramer, 2003). * Group exercise activities like tai chi or water aerobics offer not only physical benefits but also social interaction, which can further contribute to psychological well-being (Liu & Latham, 2009). * Improved sleep through regular physical activity is correlated with better mood and mental health, providing another pathway to psychological flourishing (Reid et al., 2010). {| style="border: 1px solid #A0A0A0; border-radius: 12px; display: inline-table; background-color: transparent;color:inherit;padding-right: 20px;" |[[File:Crystal Clear app ktip.svg|left|30px|]]'''''Consider''''': Reflect on a skill you've always wanted to learn. What's stopping you now? :''Suggestions'': Incorporate simple exercises into your daily routine, such as ::walking, yoga, or dancing, or consider joining a senior-friendly exercise group.<br> :''Please note:'' Always consult your healthcare professional before starting any new exercise regimen. |} [[File:Mindfulness Meditation - Art4Good.jpg|thumb|317x317px|'''Figure 7'''''.'' ''Guided meditation is an excellent positive coping strategy''.]] === Positive coping strategies === * Develop resilience against challenges by adopting positive coping mechanisms such as meditation (see Figure 7), relaxation techniques, and engaging in spirituality. * Positive psychology interventions focus on strengths and virtues and have shown efficacy in improving well-being and reducing depressive symptoms in older adults (Seligman et al., 2005). * Incorporating gratitude into daily routines has been associated with positive emotional states, greater well-being, and better physical health in older adults (Emmons & McCullough, 2003). * Utilising humor is shown to not only uplift mood but also serve as an effective coping strategy for stress and life challenges. This is particularly relevant for elderly individuals who may face various forms of age-related adversity (Martin et al., 1993). {| style="border: 1px solid #A0A0A0; border-radius: 12px; display: inline-table; background-color: transparent;color:inherit;padding-right: 20px;" |[[File:Crystal Clear app ktip.svg|left|30px|]]'''''Consider''''': Reflect on a past challenge. How did you cope? How can you refine this strategy? :''Suggestions'': Embrace activities that foster mindfulness and reflection, such as ::meditation, gratitude journaling, or joining a support group.<br> |} {{RoundBoxTop|theme=13}} [[File:Elderly man-zest for life-mentoring.png|thumb|327x182px|'''Figure 8'''. ''John rediscovered his zest for life through mentoring teenagers, a program organised by his local APEX club''.]] '''''Can you relate''''' ... John, at 80, often sat in his armchair, lost in memories of youthful adventures. He believed his golden years had long passed, with each day echoing the sentiments of a vibrant past. Collecting his mail one day, a flyer for the local book club caught his attention, hinting at a promise of engaging discussions. Deciding to join, John discovered that the club was more than just about books; it was a community bridging generational gaps through shared stories. A young woman from the group, impressed by John's vast life experiences, introduced him to a mentoring program hosted by the local [[w:Apex Clubs of Australia|APEX]] club. Through mentoring, John shared his life lessons, offering wisdom and guidance to the younger generation. This exchange rekindled his understanding of the value of his own journey. Far from feeling that his best years were behind him, the interactions brought about a renewed sense of purpose (see Figure 8). Through the book club and mentoring, John not only found a revived passion for literature but also tapped into a deeper zest for life, seeing his age not as a limitation but as a testament to a life rich with experiences. {{RoundBoxBottom}} ==Conclusion== Ageing, despite its inherent challenges, can still be a period rich in growth, connection, and profound meaning. By integrating the principles of positive psychology with tailored interventions, an environment conducive to psychological flourishing in the elderly can be cultivated. Foundational theories such as resilience theory, self-determination theory, and well-being theory offer a robust framework for understanding and nurturing the various facets of flourishing. Translating these theories into practical strategies and interventions empowers seniors to gracefully navigate the complexities of ageing, maintaining resilience and a sustained sense of well-being. Supporting flourishing in the elderly necessitates a commitment to social engagement, enhancing emotional well-being; continuous mental stimulation, promoting cognitive vitality; regular physical activity, supporting both physical and mental health; and the adoption of positive coping strategies to foster resilience. These strategies not only enhance their quality of life but also contribute positively to the broader community, as the elderly impart their wisdom, experience, and emotional stability. Furthermore, dispelling misconceptions surrounding ageing and psychological flourishing is paramount. Challenging societal stereotypes and adopting a holistic view of ageing is essential, acknowledging the potential for growth, development, and fulfilment in this life stage. In conclusion, supporting psychological flourishing in the elderly is a multifaceted endeavour. It demands a collaborative effort from individuals, communities, and society at large, aiming to create environments that nurture the emotional, cognitive, and physical aspects of well-being. In doing so, the invaluable contributions of the elderly are honoured, fostering a culture of respect, appreciation, and comprehensive support, ensuring that the senior years are indeed filled with growth, connection, and a profound sense of purpose. ==See also== # [[Motivation and emotion/Book/2014/Ageing and emotion|Ageing and emotion]] (Book chapter, 2014) # [[Motivation and emotion/Book/2023/Ageing and motivation|Ageing and motivation]] (Book chapter, 2023) # [[Motivation and emotion/Book/2023/Nudge_theory_and_sedentary_behaviour|Nudge theory and sedentary behaviour]] (Book chapter, 2023) # [[wikipedia:Self-determination_theory|Self-determination theory]] (Wikipedia) # [[Motivation and emotion/Book/2023/Death_and_meaning_in_life|Death and meaning in life]] (Book chapter, 2023) # [[Motivation and emotion/Book/2023/Community_resilience|Community resilience]] (Book chapter, 2023) == References == {{Hanging indent|1= Ball, K., Berch, D., Helmers, K., Jobe, J., Leveck, M., Marsiske, M., Morris, J., Rebok, G., Smith, D., Tennstedt, S., Unverzagt, F., & Willis, S. (2002). Effects of cognitive training interventions with older adults. ''JAMA'', ''288''(18), 2271–2281. https://doi.org/10.1001/jama.288.18.2271 Bengtson, V. L. (2001). Beyond the nuclear family: The increasing importance of multigenerational bonds. ''Journal of Marriage and Family'', ''63''(1), 1–16. https://doi.org/10.1111/j.1741-3737.2001.00001.x Bonanno, G. A., Wortman, C. B., & Nesse, R. M. (2004). Prospective patterns of resilience and maladjustment during widowhood. ''Psychology and Aging'', ''19''(2), 260–271. https://doi.org/10.1037/0882-7974.19.2.260 Cacioppo, J. T., Hughes, M. E., Waite, L. J., Hawkley, L. C., & Thisted, R. A. (2006). Loneliness as a specific risk factor for depressive symptoms: Cross-sectional and longitudinal analyses. ''Psychology and Aging'', ''21''(1), 140–151. https://doi.org/10.1037/0882-7974.21.1.140 Carstensen, L. L., Isaacowitz, D. M., & Charles, S. T. (1999). Taking time seriously: A theory of socioemotional selectivity. ''American Psychologist'', ''54''(3), 165–181. https://doi.org/10.1037/0003-066X.54.3.165 Charles, S. T., & Carstensen, L. L. (2010). Social and emotional aging. ''Annual Review of Psychology'', ''61'', 383–409. https://doi.org/10.1146/annurev.psych.093008.100448 Chodzko-Zajko, W. J., Proctor, D. N., Fiatarone Singh, M. A., Minson, C. T., Nigg, C. R., Salem, G. J., & Skinner, J. S. (2009). Exercise and physical activity for older adults. ''Medicine & Science in Sports & Exercise'', ''41''(7), 1510–1530. https://doi.org/10.1249/MSS.0b013e3181a0c95c Cohen, G. D., Perlstein, S., Chapline, J., Kelly, J., Firth, K. M., & Simmens, S. (2006). The impact of professionally conducted cultural programs on the physical health, mental health, and social functioning of older adults. ''The Gerontologist'', ''46''(6), 726–734. https://doi.org/10.1093/geront/46.6.726 Colcombe, S., & Kramer, A. F. (2003). Fitness effects on the cognitive function of older adults: A meta-analytic study. ''Psychological Science'', ''14''(2), 125–130. https://doi.org/10.1111/1467-9280.t01-1-01430 Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. ''Journal of Personality and Social Psychology'', ''84''(2), 377–389. https://doi.org/10.1037/0022-3514.84.2.377 Greenfield, E. A., & Marks, N. F. (2004). Formal volunteering as a protective factor for older adults' psychological well-being. ''The Journals of Gerontology Series B: Psychological Sciences and Social Sciences'', ''59''(5), S258–S264. https://doi.org/10.1093/geronb/59.5.S258 Helliwell, J. F., Layard, R., & Sachs, J. (2013). World happiness report. ''United Nations Sustainable Development Solutions Network''. http://eprints.lse.ac.uk/47487/ Hultsch, D. F., Hertzog, C., Small, B. J., & Dixon, R. A. (1999). Use it or lose it: Engaged lifestyle as a buffer of cognitive decline in aging? ''Psychology and Aging'', ''14''(2), 245–263. https://doi.org/10.1037/0882-7974.14.2.245 Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. ''American Psychologist'', ''62''(2), 95–108. https://doi.org/10.1037/0003-066X.62.2.95 Liu, C. J., & Latham, N. K. (2009). Progressive resistance strength training for improving physical function in older adults. ''The Cochrane Database of Systematic Reviews'', (3), CD002759. https://doi.org/10.1002/14651858.CD002759.pub2 Martin, R. A., Kuiper, N. A., Olinger, L. J., & Dance, K. A. (1993). Humor, coping with stress, self-concept, and psychological well-being. ''Humor-International Journal of Humor Research'', ''6''(1), 89–104. https://doi.org/10.1515/humr.1993.6.1.89 Park, D. C., & Bischof, G. N. (2013). The aging mind: neuroplasticity in response to cognitive training. ''Dialogues in Clinical Neuroscience'', ''15''(1), 109–119. https://doi.org/10.31887/DCNS.2013.15.1/dpark Park, D. C., Lautenschlager, G., Hedden, T., Davidson, N. S., Smith, A. D., & Smith, P. K. (2002). Models of visuospatial and verbal memory across the adult life span. ''Psychology and Aging'', ''17''(2), 299–320. https://doi.org/10.1037/0882-7974.17.2.299 Paterson, D. H., & Warburton, D. E. (2010). Physical activity and functional limitations in older adults: a systematic review related to Canada's physical activity guidelines. ''International Journal of Behavioral Nutrition and Physical Activity'', ''7''(1), 1–22. https://doi.org/10.1186/1479-5868-7-38 Peterson, C., Ruch, W., Beermann, U., Park, N., & Seligman, M. E. P. (2007). Strengths of character, orientations to happiness, and life satisfaction. ''The Journal of Positive Psychology'', ''2''(3) 149–156. https://doi.org/10.1080/17439760701228938 Reid, K. J., Baron, K. G., Lu, B., Naylor, E., Wolfe, L., & Zee, P. C. (2010). Aerobic exercise improves self-reported sleep and quality of life in older adults with insomnia. ''Sleep Medicine'', ''11''(9), 934–940. https://doi.org/10.1016/j.sleep.2010.04.014 Ryan, R. M., & Deci, E. L. (2018). ''Self-determination theory: Basic psychological needs in motivation, development, and wellness''. The Guildford Press. Seligman, M. E. P. (2011). ''Flourish''. William Heinnemann. Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. ''American Psychologist'', ''60''(5), 410. https://doi.org/10.1037/0003-066X.60.5.410 Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practice-friendly meta-analysis. ''Journal of Clinical Psychology'', ''65''(5), 467–487. https://doi.org/10.1002/jclp.20593 Southwick, S. M., & Charney, D. S. (2012) The science of resilience: Implications for the prevention and treatment of depression. ''Science'', ''338''(6103), 79–82. https://doi.org/10.1126/science.1222942 }} == External links == # [https://youtu.be/Is6WvYAM3gg?si=KWHkkgmP47QQDf0O 100-year olds' guide to living your best life] (Allure; YouTube) # [https://www.bluezones.com/2016/11/power-9/ Blue zones power 9: Lifestyle habits of the world’s healthiest, longest-lived people] (bluezones.com) # [https://ppc.sas.upenn.edu/ Positive psychology center] (University of Pennsylvania) # [https://youtu.be/bPBJJ-lxsXA?si=f2yDgG9X6lqiw4Cp The secret to successful aging] (Cathleen Toomey; TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}/Top]] [[Category:Motivation and emotion/Book/Ageing]] [[Category:Motivation and emotion/Book/Flourishing]] kvvabr1bh7uiyq6cn77q2wvzmeakgrt 1 298415 2831655 2815003 2026-09-06T07:26:46Z Jtneill 10242 Topic development feedback 2831655 wikitext text/x-wiki ==Initial suggestions== {{ping|Casey Coulton}} Thanks for tackling this topic. Some initial suggestions: * Check out other related chapters and see how you can build on, link to, and integrate with that work: **[[:Category:Motivation and emotion/Book/Dark triad]] * What psychological theories can help to understand? What is the main research in this area? Let me know if I can do anything else as you go along. Sincerely, James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:10, 6 August 2023 (UTC) == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:Mim0502|Hi [[User:Mim0502|Mim0502]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 07:26, 6 September 2026 (UTC) |} <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – could benefit from further development and/or refinement # The structure is overly complicated; consider simplifying to 2 levels # The structure is overly broad in scope; consider simplifying to focus on the sub-title (i.e., focus in on MM, not Machiavellianism more broadly) # Reduce the emphasis on historical/philosophical roots; focus on the motivational role of M based on contemporary psychology <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Basic <!-- Scenario --> # Target an international audience; make the scenario more relatable to a wider audience # Select an image that relates to the scenario <!-- Description --> # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Focus questions are aligned with sub-title and top-level headings # Concentrate the FQs less on background info and more on the contemporary psychological understanding of MM # By way of example, I've rewritten FQ2 towards being more aligned with the sub-title |4= <!-- Key points--> <!-- Overall --> # Promising development # Provide more detailed edit summaries <!-- Scope --> # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title <!-- Citations --> # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Conclusion --> # Conclusion is underway # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Relevant figure(s) are presented and captioned <!-- Caption --> # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. [bold] ... <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) |6= <!-- Learning feature --> <!-- Interwiki links ---> # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. <!-- Scenarios/examples/case studies --> # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Very good to excellent # It is likely that you may need to be selective to focus on the most relevant citations to fit within the book chapter word count <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses <!-- Citations --> # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## [[Help:Wikitext quick reference|italicisation]] |8= <!-- Resources --> <!-- See also --> # See also ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- External links --> # External links ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Basic but effective <!-- Description about self --> # Brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # Very good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 07:26, 6 September 2026 (UTC) 4bc1ylx92m8i5h3pnbfri49mv9ab1f0 0 298628 2831592 2818965 2026-09-05T22:50:07Z ~2026-48235-71 3110631 /* Behavioural Objectives */ 2831592 wikitext text/x-wiki {{Prod|Has not been developed in 3+ years}} {{course}} {{uncategorized}} This comprehensive course aims to provide you with a deep understanding of corruption, its causes, effects, and strategies for combating it. Whether you're a student, researcher, or concerned citizen, this course will equip you with the knowledge and tools to tackle one of society's most pressing issues. ===Behavioural Objectives=== At the end of this lesson, learner's should be able to; # Define Corruption # Name types of corruption # Identify the Causes Of corruption # Understand the effects of corruption # List the Strategies for combating corruption and how it can be prevented ====Definition Of Corruption==== Corruption Simply means abuse of entrusted power for private gain. Corruption involves dishonest actions by individuals or groups in power, such as accepting bribes, deceiving, or defrauding, often within organizations like governments or businesses.<ref>{{Cite web|url=https://www.transparency.org/en/what-is-corruption|title=What is corruption?|website=Transparency.org|language=en|access-date=2023-08-12}}</ref> ====Types Of Corruption==== Corruption can be classified mainly into two Petit Corruption and Grand Corruption #Petty corruption refers to situations involving relatively modest amounts of money, which may appear less impactful at a national level. Yet, when considered cumulatively, its effects can surpass those of grand corruption. It encompasses activities such as making unauthorized payments for medical appointments, obtaining positions in public schools, navigating checkpoints, advancing professional careers, and exerting influence over court decisions. #Grand corruption is characterized by the involvement of substantial financial amounts, leading to significant and enduring repercussions for a nation. Examples include government officials misappropriating funds intended for public initiatives, inflating lawmakers' salaries to secure favorable legislation for specific individuals or groups, colluding with assessment authorities to grant environmentally harmful projects to extractive industries, assigning public contracts to unqualified bidders, and accepting subpar quality in the execution of public projects.<ref>{{Cite web|url=https://www.minpostel.gov.cm/index.php/fr/cellule-anti-corruption/296-types-and-impact-of-corruption|title=Types and Impact of Corruption|website=Ministry of Posts and Telecommunications, Cameroon|language=fr|access-date=2023-08-12}}</ref> ====Causes Of Corruption==== The followings are the major Causes of corruption; Greed of money, desires. Higher levels of market and political monopolization. Low levels of democracy, weak civil participation and low political transparency. Higher levels of bureaucracy and inefficient administrative structures. Low press freedom.<ref>{{Cite journal |last=Šumah |first=Štefan |title=Corruption, Causes and Consequences |journal=Open Access Peer-Reviewed Chapter |date=February 21, 2018 |doi=10.5772/intechopen.72953 |url=https://www.intechopen.com/chapters/58969 |access-date=2023-08-12 }}</ref> #Greed and Desires: The pursuit of money and personal desires can drive individuals to engage in corrupt practices. #Market and Political Monopolization: Higher levels of monopolization in markets and political spheres can foster an environment conducive to corruption. #Democracy and Civil Participation: Low levels of democracy, weak civil participation, and limited political transparency can create conditions where corruption thrives. #Bureaucracy and Administrative Inefficiency: Higher levels of bureaucracy and inefficient administrative structures provide opportunities for corrupt behavior. #Press Freedom: Low press freedom can limit the ability of media to expose and address corruption, allowing it to flourish in secrecy. ====Effects Of Corruption==== 1. Economic Impact: Corruption adversely affects investment, both domestic and foreign. It hampers economic growth, reduces foreign direct investment and capital inflows, and distorts foreign trade and aid. 2. Inequality: Corruption contributes to inequality within societies. It diverts resources away from public services and benefits, leading to unequal distribution of opportunities and outcomes. 3. Government Services: Corrupt practices compromise the quality and efficiency of government services. Public expenditure and essential services like healthcare and education can be compromised due to diverted funds. 4. Growth Inhibition: Corruption stifles overall economic growth. It erodes trust in institutions and dampens entrepreneurial activities, leading to reduced innovation and development. 5. Shadow Economy and Crime: Corruption fosters a conducive environment for the growth of shadow economies and criminal activities. Illicit practices thrive when institutions are weakened by corruption. 6. Democracy and Political System: Corruption undermines the integrity of democratic processes. It erodes faith in the political system and can lead to manipulation of elections and distortion of representation. <ref>{{Cite journal |last=Šumah |first=Štefan |title=Corruption, Causes and Consequences |journal=Open Access Peer-Reviewed Chapter |date=February 21, 2018 |doi=10.5772/intechopen.72953 |url=https://www.intechopen.com/chapters/58969 |access-date=2023-08-12 }}</ref> ====How Corruption Can be prevented==== The prevention of corruption hinges on the adoption of a comprehensive strategy that amalgamates a diverse array of measures. By integrating various methods, societies can construct a fortified framework aimed at proactively countering the influence of corruption. This holistic approach prioritizes principles such as transparency, accountability, and ethical conduct, collectively working towards creating an environment resistant to corrupt practices. Through these concerted efforts, the multifaceted approach strives to safeguard institutions, enhance governance, and ensure a fair and just society. #Education and Public Awareness: Educating the general public about the detrimental consequences of corruption fosters a culture of integrity. Raising awareness through campaigns, workshops, and educational programs can discourage individuals from engaging in corrupt activities.<ref>{{Cite web |url=https://www.oecd.org/governance/ethics/integrity-education.htm |title=Integrity Education - OECD |website=Organisation for Economic Co-operation and Development (OECD) |access-date=2023-08-12 }}</ref> #Background Checks and Transparency: Implementing thorough background checks before hiring individuals in sensitive positions can help identify potential risks. Additionally, promoting transparency in recruitment and promotion processes reduces the likelihood of favoritism and bribery.<ref>{{Cite web |url=https://resources.workable.com/tutorial/employment-background-checks |title=Employment Background Checks: A Complete Guide |website=Workable |access-date=2023-08-12 }}</ref> #Regulation and Code of Conduct: Establishing well-structured codes of conduct for organizations sets clear expectations for ethical behavior. By ensuring that rules and regulations are strictly followed, organizations create an environment where corrupt practices are less likely to thrive.<ref>{{Cite web |url=https://www.sec.gov/Archives/edgar/data/1094007/000119312504044901/dex14.htm |title=CODE OF BUSINESS CONDUCT AND ETHICS |website=U.S. Securities and Exchange Commission (SEC) |access-date=2023-08-12 }}</ref> #Accountability and Check-and-Balance Mechanisms: Implementing strong checks and balances within institutions fosters accountability. This includes independent auditing, oversight bodies, and transparent reporting mechanisms. Well-defined rewards for ethical behavior and strict consequences for corruption further reinforce this accountability.<ref>{{Cite web |url=https://www.premiumtimesng.com/news/top-news/591702-legislation-capacity-gaps-undermining-nigerias-anti-corruption-measures-report.html |title=Legislation, capacity gaps undermining Nigeria's anti-corruption measures – Report |website=Premium Times Nigeria |access-date=2023-08-12 }}</ref> #Whistleblower Protection: Encouraging and protecting whistleblowers is crucial. Offering secure channels for reporting corruption allows individuals to come forward without fear of retaliation. Robust legal protections and confidentiality measures safeguard the lives and well-being of those reporting wrongdoing. #Transparent Procurement Processes: Implementing transparent and competitive procurement processes minimizes opportunities for corruption in public contracting. Open bidding and clear evaluation criteria help prevent favoritism and kickbacks. #Strengthening Legal Frameworks: Enacting and enforcing comprehensive anti-corruption laws with severe penalties acts as a deterrent. Laws should cover both public and private sectors and ensure that investigations, prosecutions, and trials are carried out effectively. #Enhancing Technology: Leveraging technology, such as e-governance and digital payment systems, reduces the need for face-to-face interactions and minimizes opportunities for bribery. #Civil Society and Media Engagement: Engaging civil society organizations and media in monitoring and exposing corrupt practices increases public pressure and ensures that wrongdoers are held accountable. #Ethics Training and Leadership Development: Providing ethics training for employees and leadership development programs for government officials promote a culture of integrity from the ground up.<ref>{{Cite web|url=https://www.transparency.org/en/what-is-corruption|title=What is corruption?|website=Transparency.org|language=en|access-date=2023-08-12}}</ref> ===Practice Questions=== #What is the definition of corruption and how does it involve abuse of power? #What are the two main categories of corruption, and how do they differ? #How does petty corruption differ from grand corruption in terms of impact? #Name some major causes of corruption and how they contribute to its occurrence. #What are the economic, social, and governance effects of corruption? #How can corruption be prevented through education and public awareness? #What role does transparency and background checks play in preventing corruption? #Explain the importance of having well-structured codes of conduct in organizations. #How can accountability and check-and-balance mechanisms help counter corruption? #Describe the significance of whistleblower protection in the fight against corruption. ==References== <references /> sufhf1tnfgv2doyiyc108px18ng3w38 2831646 2831592 2026-09-06T05:17:52Z Michael Ten 654933 "You may remove {{proposed deletion}} from this resource's source text to contest this proposal, with or without discussion." 2831646 wikitext text/x-wiki {{course}} {{uncategorized}} This comprehensive course aims to provide you with a deep understanding of corruption, its causes, effects, and strategies for combating it. Whether you're a student, researcher, or concerned citizen, this course will equip you with the knowledge and tools to tackle one of society's most pressing issues. ===Behavioural Objectives=== At the end of this lesson, learner's should be able to; # Define Corruption # Name types of corruption # Identify the Causes Of corruption # Understand the effects of corruption # List the Strategies for combating corruption and how it can be prevented ====Definition Of Corruption==== Corruption Simply means abuse of entrusted power for private gain. Corruption involves dishonest actions by individuals or groups in power, such as accepting bribes, deceiving, or defrauding, often within organizations like governments or businesses.<ref>{{Cite web|url=https://www.transparency.org/en/what-is-corruption|title=What is corruption?|website=Transparency.org|language=en|access-date=2023-08-12}}</ref> ====Types Of Corruption==== Corruption can be classified mainly into two Petit Corruption and Grand Corruption #Petty corruption refers to situations involving relatively modest amounts of money, which may appear less impactful at a national level. Yet, when considered cumulatively, its effects can surpass those of grand corruption. It encompasses activities such as making unauthorized payments for medical appointments, obtaining positions in public schools, navigating checkpoints, advancing professional careers, and exerting influence over court decisions. #Grand corruption is characterized by the involvement of substantial financial amounts, leading to significant and enduring repercussions for a nation. Examples include government officials misappropriating funds intended for public initiatives, inflating lawmakers' salaries to secure favorable legislation for specific individuals or groups, colluding with assessment authorities to grant environmentally harmful projects to extractive industries, assigning public contracts to unqualified bidders, and accepting subpar quality in the execution of public projects.<ref>{{Cite web|url=https://www.minpostel.gov.cm/index.php/fr/cellule-anti-corruption/296-types-and-impact-of-corruption|title=Types and Impact of Corruption|website=Ministry of Posts and Telecommunications, Cameroon|language=fr|access-date=2023-08-12}}</ref> ====Causes Of Corruption==== The followings are the major Causes of corruption; Greed of money, desires. Higher levels of market and political monopolization. Low levels of democracy, weak civil participation and low political transparency. Higher levels of bureaucracy and inefficient administrative structures. Low press freedom.<ref>{{Cite journal |last=Šumah |first=Štefan |title=Corruption, Causes and Consequences |journal=Open Access Peer-Reviewed Chapter |date=February 21, 2018 |doi=10.5772/intechopen.72953 |url=https://www.intechopen.com/chapters/58969 |access-date=2023-08-12 }}</ref> #Greed and Desires: The pursuit of money and personal desires can drive individuals to engage in corrupt practices. #Market and Political Monopolization: Higher levels of monopolization in markets and political spheres can foster an environment conducive to corruption. #Democracy and Civil Participation: Low levels of democracy, weak civil participation, and limited political transparency can create conditions where corruption thrives. #Bureaucracy and Administrative Inefficiency: Higher levels of bureaucracy and inefficient administrative structures provide opportunities for corrupt behavior. #Press Freedom: Low press freedom can limit the ability of media to expose and address corruption, allowing it to flourish in secrecy. ====Effects Of Corruption==== 1. Economic Impact: Corruption adversely affects investment, both domestic and foreign. It hampers economic growth, reduces foreign direct investment and capital inflows, and distorts foreign trade and aid. 2. Inequality: Corruption contributes to inequality within societies. It diverts resources away from public services and benefits, leading to unequal distribution of opportunities and outcomes. 3. Government Services: Corrupt practices compromise the quality and efficiency of government services. Public expenditure and essential services like healthcare and education can be compromised due to diverted funds. 4. Growth Inhibition: Corruption stifles overall economic growth. It erodes trust in institutions and dampens entrepreneurial activities, leading to reduced innovation and development. 5. Shadow Economy and Crime: Corruption fosters a conducive environment for the growth of shadow economies and criminal activities. Illicit practices thrive when institutions are weakened by corruption. 6. Democracy and Political System: Corruption undermines the integrity of democratic processes. It erodes faith in the political system and can lead to manipulation of elections and distortion of representation. <ref>{{Cite journal |last=Šumah |first=Štefan |title=Corruption, Causes and Consequences |journal=Open Access Peer-Reviewed Chapter |date=February 21, 2018 |doi=10.5772/intechopen.72953 |url=https://www.intechopen.com/chapters/58969 |access-date=2023-08-12 }}</ref> ====How Corruption Can be prevented==== The prevention of corruption hinges on the adoption of a comprehensive strategy that amalgamates a diverse array of measures. By integrating various methods, societies can construct a fortified framework aimed at proactively countering the influence of corruption. This holistic approach prioritizes principles such as transparency, accountability, and ethical conduct, collectively working towards creating an environment resistant to corrupt practices. Through these concerted efforts, the multifaceted approach strives to safeguard institutions, enhance governance, and ensure a fair and just society. #Education and Public Awareness: Educating the general public about the detrimental consequences of corruption fosters a culture of integrity. Raising awareness through campaigns, workshops, and educational programs can discourage individuals from engaging in corrupt activities.<ref>{{Cite web |url=https://www.oecd.org/governance/ethics/integrity-education.htm |title=Integrity Education - OECD |website=Organisation for Economic Co-operation and Development (OECD) |access-date=2023-08-12 }}</ref> #Background Checks and Transparency: Implementing thorough background checks before hiring individuals in sensitive positions can help identify potential risks. Additionally, promoting transparency in recruitment and promotion processes reduces the likelihood of favoritism and bribery.<ref>{{Cite web |url=https://resources.workable.com/tutorial/employment-background-checks |title=Employment Background Checks: A Complete Guide |website=Workable |access-date=2023-08-12 }}</ref> #Regulation and Code of Conduct: Establishing well-structured codes of conduct for organizations sets clear expectations for ethical behavior. By ensuring that rules and regulations are strictly followed, organizations create an environment where corrupt practices are less likely to thrive.<ref>{{Cite web |url=https://www.sec.gov/Archives/edgar/data/1094007/000119312504044901/dex14.htm |title=CODE OF BUSINESS CONDUCT AND ETHICS |website=U.S. Securities and Exchange Commission (SEC) |access-date=2023-08-12 }}</ref> #Accountability and Check-and-Balance Mechanisms: Implementing strong checks and balances within institutions fosters accountability. This includes independent auditing, oversight bodies, and transparent reporting mechanisms. Well-defined rewards for ethical behavior and strict consequences for corruption further reinforce this accountability.<ref>{{Cite web |url=https://www.premiumtimesng.com/news/top-news/591702-legislation-capacity-gaps-undermining-nigerias-anti-corruption-measures-report.html |title=Legislation, capacity gaps undermining Nigeria's anti-corruption measures – Report |website=Premium Times Nigeria |access-date=2023-08-12 }}</ref> #Whistleblower Protection: Encouraging and protecting whistleblowers is crucial. Offering secure channels for reporting corruption allows individuals to come forward without fear of retaliation. Robust legal protections and confidentiality measures safeguard the lives and well-being of those reporting wrongdoing. #Transparent Procurement Processes: Implementing transparent and competitive procurement processes minimizes opportunities for corruption in public contracting. Open bidding and clear evaluation criteria help prevent favoritism and kickbacks. #Strengthening Legal Frameworks: Enacting and enforcing comprehensive anti-corruption laws with severe penalties acts as a deterrent. Laws should cover both public and private sectors and ensure that investigations, prosecutions, and trials are carried out effectively. #Enhancing Technology: Leveraging technology, such as e-governance and digital payment systems, reduces the need for face-to-face interactions and minimizes opportunities for bribery. #Civil Society and Media Engagement: Engaging civil society organizations and media in monitoring and exposing corrupt practices increases public pressure and ensures that wrongdoers are held accountable. #Ethics Training and Leadership Development: Providing ethics training for employees and leadership development programs for government officials promote a culture of integrity from the ground up.<ref>{{Cite web|url=https://www.transparency.org/en/what-is-corruption|title=What is corruption?|website=Transparency.org|language=en|access-date=2023-08-12}}</ref> ===Practice Questions=== #What is the definition of corruption and how does it involve abuse of power? #What are the two main categories of corruption, and how do they differ? #How does petty corruption differ from grand corruption in terms of impact? #Name some major causes of corruption and how they contribute to its occurrence. #What are the economic, social, and governance effects of corruption? #How can corruption be prevented through education and public awareness? #What role does transparency and background checks play in preventing corruption? #Explain the importance of having well-structured codes of conduct in organizations. #How can accountability and check-and-balance mechanisms help counter corruption? #Describe the significance of whistleblower protection in the fight against corruption. ==References== <references /> pniowdqsgvzk53ajghqrd3jrzlvgqx6 0 298708 2831714 2726842 2026-09-06T08:52:24Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831714 wikitext text/x-wiki {{title|Childhood trauma and criminal behaviour:<br>How does childhood trauma influence subsequent criminal behaviour?}} {{MECR3|1=https://youtu.be/vDlvozNRRFk}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}}Case Study: Charlie and Ben grew up in the same suburb and attended the same school. Charlie had attentive parents who regularly engaged in his school work, provided him lunch for school, and showed no physical or emotional violence at home. Charlie's parents strove to provide him with a safe and secure home. Ben however, often went to school with smelly, unwashed clothes and was frequently ill. He often witnessed his father physically abuse his mother. Ben would try to protect his younger siblings, and one time got hit himself. Ben sometimes did not attend school as his parents would not care of his whereabouts. There was never food in the house and Ben and his siblings were often hungry. How do you think Charlie and Ben’s family household influenced their development? Do you think Ben is disadvantaged compared to Charlie? How might Ben be at risk to developing abusive tendencies? {{RoundBoxBottom}} Trauma is a complex experience which requires both inclusion of objective and subjective components, including discrepancy between threatening factors in a situation, intertwined with individual coping abilities. It is not solely defined by the traumatic situation itself, but a continuing socio-psychological process across time, which continues to develop with an individual (Sar & Ozturk, 2005). Trauma can include exposure to war, threatened or actual physical assault, sexual violence, kidnap or hostage situations, terrorist attacks, torture, natural disasters, severe motor accidents or witnessing domestic violence or violent assaults (American Psychiatric Association, 2013). Childhood trauma is considered a highly prevalent risk factor for engaging in violent, or [[Motivation and emotion/Book/2015/Antisocial Personality Disorder and emotion|anti-social behaviour]] (Altintas & Bilici, 2018). Individuals who are exposed to a trauma(s) during childhood such as abuse or neglect are found to be far more likely to commit violent acts than those who did not (Fox et al, 2015). Even when controlling for environmental and biological factors, those who commit serious violent crimes tend to have higher rates of trauma and abuse in childhood (Fox et al., 2015). {| class="wikitable" style="width:70%; padding:20px; margin:0px 10px 0px 0px; float:left;" | style="width: 70%; background-color: #FFFED6;{{Text color default}}; border: 1px solid #FBEC60; padding:20px; vertical-align: top;" |[[File:Nuvola_apps_password.png|left|90x90px]]<big>'''Focus questions:'''</big> ----<div style="padding-left:60px"> # What is childhood trauma? # How does childhood trauma influence criminal activity? # What are the consequences of childhood trauma? # Are there ways to prevent the consequences of childhood trauma? </div> |} == What is childhood trauma? == [[File:Car crash 1.jpg|thumb|'''Figure 1'''. A car crash is an acute type of trauma, as there is a singular traumatic event]] Trauma can be categorised broadly into three types (Courtois, 2008): # Acute: a singular traumatic event, typically in brief duration. Examples could include car accident (see Figure 1), natural disaster # Chronic: repeated exposure and often interpersonal. Examples could include years of domestic violence, war # Complex: exposure to multiple traumas that can be wide ranging and prolonged. There are usually multiple interrelated traumas. Examples could include neglect, family trauma Due to children’s naivety and vulnerability, developing brains, lack of coping strategies and availability of other resources, exposure to trauma at a young age can cause serious lifetime harm (van de Kolk, 2003). <quiz display="simple"> {There is a mass shooting at a child's school. What type of trauma is this? |type="()"} + Acute - Chronic - Complex {A child witnesses their mother be repeatedly abused. The mother and child leave the home, resulting in homelessness. What type of trauma is this? |type="()"} - Acute - Chronic + Complex </quiz> ==Consequences of childhood trauma== {{expand}} === Engagement in criminal activity === 92% of youth {{where}} involved in the justice system have reported at least one type of trauma (Dierkhising et al., 2013). Experiencing trauma during childhood can increase the odds of subsequent juvenile behaviour by up to 200% (Fox et al., 2015). Even when controlling for gender, ethnicity, socioeconomic status and family structure, maltreated children between 14 and 18 are more likely to engage in subsequent criminal behaviour (Fox et al., 2015). Due to difficulties in regulating anger and witnessing violence, abused children are more likely to be aggressive and externalise their violent behaviour (Fox et al., 2015). The failure to learn how to control the irritable impulses creates a child who is unable to resist criminal temptations (Nagin & Tremblay, 1999). This results in minor problems, such as annoying others through teasing, leading to serious violence (Nagin & Tremblay, 1999). It is difficult for maltreated children to regulate their emotions, resulting in a greater tendency to externalise their emotions through violence. Unresolved childhood trauma has been associated with acting-in and acting-out behaviours (see Table 1), with higher rates of incarceration with the latter (Altinas & Bilici, 2018). The Rape, Abuse and Incest National Network reports that one in 20 American males under the age of 18 are victims of sexual abuse and assault every year. However, incarcerated individuals are extremely likely to have experienced childhood trauma, with one in six incarcerated American males experiencing physical or sexual abuse by the age of 18 (Wolff & Shi, 2012). Children who are subject to trauma at a young age show a greater tendency towards aggression and overall risky behaviour such as lying, running away, and externalising anti-social behaviour (Tuscic, Flander & Mateskovic, 2013). {| class="wikitable" |+Table 1. Behaviours as a result of unresolved childhood trauma !Acting-in behaviours !Acting-out behaviours |- |Self harm |Harm to others |- |Suicide |Criminal activity |- |Depression |Lying |} One of the most robust predictors of persistent delinquency in adults, is exposure to chronic trauma at a young age (Dierkhising et al., 2013). As described by Courtois (2008), chronic trauma is ongoing and personal, often prolonged through generations. The trajectory of a child's development, ensuring the capacity to manage their emotions and aggressiveness, is damaged during this{{gr}} vital few years (Dierkhising et al., 2013). === Further consequences as a result of childhood trauma === Higher chances of engaging in criminal activity and violence is just one of many consequences traumatised children face. Brain development, emotional regulation, substance abuse, academic issues, and mental illnesses are all highly prevalent co-occuring consequences.{{fact}} ==== Brain development and emotional regulation ==== Childhood trauma has been heavily researched into the longitudinal effects of brain development and emotional regulation (Cicchetti, 2013). Maltreated children are more likely to develop atypicality's{{gr}} in neurobiological processes, emotion recognition and regulation, attachment issues, self esteem, social information processing, as well as peer and romantic relationships (Cicchetti, 2013). As a result of aggressive, and typically abusive households, maltreated children have difficulties expressing and understanding their own emotions (Fox et al., 2015). The maturation of the prefrontal cortex is imperative to the performance of social appropriateness, judgement and abstract thinking (van de Kolk, 2003). Traumatised children have trouble in developing these areas of the brain correctly. Alternatively, children who are shown little to no signs of attention can have extreme developmental delays, and such it has shown to be related to poor peer relationships and development of aggressive behaviours in a lack of understanding to develop healthy relationships (van de Kolk, 2003). It is vital that a caregiver provides a framework for moderating arousal, providing a child the balance between soothing and stimulation (van de Kolk, 2003). [[File:HPA-axis - animation.gif|thumb|'''Figure 2'''. The hypothalamus-pituitary-adrenal axis can be disturbed during childhood trauma, resulting in lifetime biological disturbances. Key: blue: hypothalamus, green: pituitary gland, red: adrenal gland]] Key biological systems are disturbed when the body is under a lot of stress. It is beneficial for our bodies to have moderate levels of stress managing chemicals, however repeated prolonged trauma such as abuse, neglect, sexual assault, natural disaster or war can result in permanent damage (Fox et al., 2015 & van de Kolk, 2003). Biological systems such as the [[wikipedia:Sympathetic_nervous_system|sympathetic nervous system]], which includes the [[wikipedia:Hypothalamic–pituitary–adrenal_axis|hypothalamus-pituitary-adrenal axis]] and immune system (see Figure 2), have shown to exhibit [[wikipedia:Allostatic_load|allostatic load]] (Cicchetti, 2013). Allostatic load, characterised by cumulative dysregulation across many biological systems, resulting in changes of the brain, major organs and neuro-chemical systems that underpin behaviour, emotion, personality and mood (Cicchetti, 2013). This can result in chronic issues such as increased risk for hormonal dysregulation, obesity, cardiovascular difficulties and unhealthy lifestyle choices (Cicchetti, 2013). ==== Substance abuse ==== Substance abuse is a co-occurring risk factor for youth exposed to childhood trauma (Cicchetti, 2013). Substance abuse problems are common in justice involved youth, with 1.9 million of the 2.4 million youth arrested reported substance abuse problem (Dierkhising et al., 2013). These youth were either under the influence at the time of their arrest, or were caught and arrested in a drug related offence (Dierkhising et al., 2013). As highlighted in the chapter [[Motivation and emotion/Book/2022/Childhood trauma and subsequent drug use|focussed on substance abuse]], traumatised youth are at a higher risk for development of a substance abuse. Individuals often turn to substances to self medicate their pain and distress (Marcenko et al., 2000). ==== Academic outcomes ==== Child maltreatment and aversive childhood experiences are generally more associated with lower life outcomes such as criminal activity and lower education (Mitchell et al., 2021 & Ochoa & Constantin, 2023). [[wikipedia:Future_orientation|Positive future orientation]], the measure of personal goals and future expectations in both personal and career, are essential to the identity of adolescents and young adults (Ochoa & Constantin, 2023). Children, especially boys, who witness violence are more likely to have lower positive future orientation aspirations and show less engagement in developing goals towards their future (Ochoa & Constantin, 2023). Aversive childhood experiences such as sexual assault negatively impact the likelihood of the child attending tertiary education or having successful career opportunities (Mitchell et al., 2021 & Ochoa & Constantin, 2023). Compared to children who did not experience aversive upbringings, maltreated children are more likely to be held back a grade and need additional support (Ochoa & Constantin, 2023). Importantly, these findings are not universal and individuals who have been abused can be some of the most resilient, defying these odds (Mitchell et al., 2021). There is evidence that academic success and high achievement may be a coping mechanisms for children who are experiencing abuse at home (Mitchell et al., 2021). ==== Mental illnesses ==== One in eight people across the world live with a mental illness every year (World Health Organisation, 2022). These numbers are only rising due the [[wikipedia:COVID-19_pandemic|COVID-19 pandemic]], with a 29% increase in anxiety and depression rates in 2020 (World Health Organisation, 2022). Childhood stress is often associated with mental health problems including anxiety, depression and personality disorders (Shalev, 2013). The inability to regulate emotions effectively results in vulnerable people and increases their risk of developing a mental illness. Subsequent trauma during adulthood, or unresolved childhood trauma, has shown to signal a higher risk of PTSD in adulthood (Karatziase et al., 2017). Although mental illness is a prevalent issue worldwide, it poses particular challenges in the justice system (Ogloff et al., 2007). Major illnesses such as depression or schizophrenia are three to five times more prevalent in the justice system than the general population, with similar results found in New Zealand, Canada, the United Kingdom and Ireland (Ogloff et al., 2007). {{RoundBoxTop|theme=2}}Case Study Update: Recently Charlie was caught lying to his parents. Charlie spoke to his parents about the emotions he was feeling and together they managed the situation. Charlie was provided a safe space to regulate and comment on his emotions. Alternatively, Ben was frustrated and angry that he was always looking after his siblings. He tried to talk to his Dad but it only resulted in Ben being hit. The next day at school Ben was tired and frustrated at his friends for teasing him that he reacted by hitting another student. Ben was suspended from school and sent home for the rest of the week. Ben’s parents did not care where he was, so he snuck out to the park to hang with some older children who were drinking. Why do you think Ben hit the other student? How might missing school impact Ben’s education? {{RoundBoxBottom}} <quiz display="simple"> {What does allostatic load refer to?: |type="()"} - Chronic maltreatment, typically referring to physical assault + Cumulative chronic stress across many biological systems - The maturation of the prefrontal cortex {What major mental illnesses are three to five times more prevalent in the justice system?: |type="()"} - Depression and anxiety - Schizophrenia and anxiety + Schizophrenia and depression </quiz> ==Psychological theories that support criminal behaviour in youth == {{expand}} === Attachment theory === It is necessary to address the quality of the parental child attachment bond when discussing childhood trauma (Van de Kolk, 2003). Children largely mimic their parents, or caregivers, behaviour with the greater disorganised parent seen in the child (Van de Kolk, 2003). 80% of traumatised children have [https://www.youtube.com/watch?v=WjOowWxOXCg disorganised attachment styles], with the security of the bond one of the most important protective factors (Van de Kolk, 2003). The development of normal play and discovery involves a balance between soothing and stimulating environments, with the parent providing the key demonstration (Field & Reite, 1984). Providing soothing environments not only protects a child, but provides a framework for them to develop the necessary structures to manage stressful events (Van de Kolk, 2003). Secure children are able to rely on their emotions and stable thoughts to allow them to manage uncontrollable stress (van de Kolk, 2003). When caregivers are inconsistent or neglectful, children will become distressed resulting in hyper-aroused children who cannot interpret their emotions or behaviours (Van de Kolk, 2003). === Social learning theory === [[wikipedia:Albert_Bandura|Albert Bandura's]] popular [[wikipedia:Social_learning_theory|social learning theory]] (SLT), is a fundamental theory in explaining subsequent criminal activity in maltreated youth (Fox, 2017). When examining criminal activity through a SLT lens, it is proposed that violence is a learned behaviour, often specifically in the context of the home (Anderson & Kras, 2005). Bandura's theory supports that human behaviour is learned, acquired through experience and example rather than being an innate behaviour (Anderson & Kras, 2005). This is essential to understanding how individuals engage in aggression and describes the [[wikipedia:Observational_learning|vicarious learning]] or modelling, without explicitly experiencing it themselves (Anderson & Kras, 2005). Exposure can be through seeing it, hearing it or observing the effects of it, for example injuries (Anderson & Kras, 2005). The child's views on responses to stressful stimuli will shape their values and understanding of aggression reaching desired results, with research indicating youth who witnessed violence had greater acceptance of violence and hostile social skills (Anderson & Kras, 2005). SLT is crucial to understanding the longitudinal effects of domestic violence with the intimate nature of the crime (Anderson & Kras, 2005). == What can we do about it? == Serious, violent and reoffending criminals are expensive, with US violent offenders costing society US$63,870 each year just in correctional facility costs (Fox et al., 2015). Development of screening tools would allow identification of at risk children (Fox et al., 2015). The [https://www.cdc.gov/violenceprevention/aces/index.html adverse childhood experiences (ACE) score] was developed in the mid 1990s to evaluate at risk youth's potential to engage in criminal behaviour (Fox et al., 2015). The ACE has demonstrated to relate serious negative health issues such as heart and lung disease and cancer to those who children who experienced serious mistreatment in their youth (Fox et al., 2015). Psychologists found similar results with those who commit serious crimes with high rates of trauma, abuse and other harmful experiences, even when controlling for environmental factors (Fox et al., 2015). Table 2 describes a variety of therapies and strategies that can be used to treat trauma in maltreated youth. {| class="wikitable" |+Table 2. Treatment options for treating trauma in youth !Type of therapy !Brief description !Resource |- |Dyadic developmental therapy |Therapist assumes playful and collaborative dialogue between parents and child about internal and external experiences. Dialogue is aimed at matching the childs internal thoughts and regulating the state of mind. |[https://psycnet.apa.org/record/2008-09478-009 Becker-Weidman & Hughes, 2008][https://journals-sagepub-com.ezproxy.canberra.edu.au/doi/full/10.1177/1359104513486998#bibr60-1359104513486998 Zilberstein, 2013] |- |Eye movement desensitisation and reprocessing therapy (EDMR) |Encourages numerous repetitions of rhythmic activities such as dance, drumming, movement. This stimulates and reorganises the brain systems implicated in emotional regulation. |[https://psycnet.apa.org/record/2006-01104-003 Perry, 2006][https://journals-sagepub-com.ezproxy.canberra.edu.au/doi/full/10.1177/1359104513486998#bibr60-1359104513486998 Zilberstein, 2013] |- |Play therapy |Provides developmental help, allowing safety and stabilisation. Has been critiqued for lack of structure and skill building for youth who have trouble organising internal thoughts |[https://pubmed.ncbi.nlm.nih.gov/22903833/ Vanheule, Verhaeghe & Desmet, 2010] [https://journals-sagepub-com.ezproxy.canberra.edu.au/doi/full/10.1177/1359104513486998#bibr60-1359104513486998 Zilberstein, 2013] |- |Cognitive behaviour therapy (CBT) |Challenges cognitions to change behaviour. Prioritises stabilisation and regulation of emotions. Effects in traumatised children has not been examined thoroughly. |[https://pubmed.ncbi.nlm.nih.gov/14706942/ Goldapple et al., 2004][https://journals-sagepub-com.ezproxy.canberra.edu.au/doi/full/10.1177/1359104513486998#bibr60-1359104513486998 Zilberstein, 2013] |- |Attachment, regulation, competency (ARC) model |Phase based framework for building specific skillsets. Can be cognitive, kinetic, musical and is flexible to children with cognitive difficulties. |[https://psycnet.apa.org/record/2010-13169-000 Blaustein & Kinniburgh, 2010][https://journals-sagepub-com.ezproxy.canberra.edu.au/doi/full/10.1177/1359104513486998#bibr60-1359104513486998 Zilberstein, 2013] |} The [https://edi.offordcentre.com/about/what-is-the-edi/ Early Development Index] (EDI) was developed in Canada with aims to measure and capture data about children who are at risk of vulnerabilities. A similar concept was introduced in Australia in 2009, the [https://www.aedc.gov.au/ Australian Early Development Census] (AEDC), which allowed teachers to identity students in as risk of five categories. These categories include, physical health and wellbeing, social competence, emotional maturity, language and cognitive skills (school based) and communication skills/general knowledge. The data founded from the EDI and AEDC, can help organisations identity and assist families and individuals who are at risk of falling into vulnerable categories. This data highlights the significance of childhood trauma and developmental delays, and allows professionals and families to work together to prevent further harm. {{RoundBoxTop|theme=2}}Case Study Update: Using the knowledge you have just gained, how might you explain Ben’s troubles with aggression and coping mechanisms. Reflect on psychological theories, and use the treatments above to provide a therapy style to aid Ben and his family. {{RoundBoxBottom}} ==Conclusion== Through the repetitive and generational nature of trauma, the interruption of developmental growth, intertwined with the caregivers{{gr}} failure to provide adequate attention, safety and protection, risks the child becoming compromised in various ways including biology, attachment issues, behaviour regulation and education (Zilberstein, 2014). Trauma can present through acute, chronic or complex ways with each type having different generational effects. Attachment theories and SLT are two approaches that can assist in understanding foundational causes and implications of trauma. Alongside engagement in subsequent criminal behaviour, substance abuse, lower academic outcomes and mental health problems are all troubles maltreated youth battle. Subsequent engagement in criminal activity has strong relations to childhood trauma, with generational trauma influencing biology and emotional capacities. However, it is important to remember that with early intervention and focussed treatment, a child's trajectory can be deterred, relieving them of poor outcomes and assisting in recovering from traumatic experiences. {| class="wikitable" style="width:70%; padding:20px; margin:0px 10px 0px 0px; float:left;" | style="width: 70%; background-color: #FFFED6;{{Text color default}}; border: 1px solid #FBEC60; padding:20px; vertical-align: top;" |[[File:Nuvola_apps_password.png|left|90x90px]]<big>'''Key Take Home Messages'''</big> ----<div style="padding-left:60px"> # There is a key relationship between childhood trauma and subsequent criminal behaviour, however it is often a multimorbidity with substance abuse, poor academic outcomes and mental illness. # Further research into both attachment theory and social learning theory should be supported to provide greater proactive methods of intervention rather than the current reactive styles. # A child's trajectory is not permanent. With early intervention and appropriate support, poor outcomes as a result of traumatic experiences can be avoided, or limited. </div> |} ==See also== * [[Motivation and emotion/Book/2015/Antisocial Personality Disorder and emotion|Anti social personality disorder and emotion]] (Book chapter, 2015) * [[Motivation and emotion/Book/2020/Child killer motivation|Child killer motivation]] (Book chapter, 2020) * [[Motivation and emotion/Book/2022/Childhood trauma and subsequent drug use|Childhood trauma and subsequent substance abuse]] (Book chapter, 2022) * [[wikipedia:Crime|Crime]] (Wikipedia) * [[Motivation and emotion/Book/2022/Psychological trauma|Psychological trauma]] (Book chapter, 2022) ==References== {{Hanging indent|1= Altintas, M. & Bilici, M. (2018). Evaluation of childhood trauma with respect to criminal behavior, dissociative experiences, adverse family experiences and psychiatric backgrounds among prison inmates. 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Exposure to violence during childhood is associated with telomere erosion from 5 to 10 years of age: a longitudinal study. ''Molecular Psychiatry, 18''(5), 576–581. https://doi.org/10.1038/mp.2012.32 Tuscic, J., Flander, G., & Mateskovic, D. (2013). The consequences of childhood abuse. ''The Central European Journal of Paediatrics, 9''(2), 24 – 35. http://doi.org/10.5457/P2005-114.58 van der Kolk, B.A. (2003). The neurobiology of childhood trauma and abuse. ''Child Adolescent Psychiatric Clinics, 12''(2), 293–317. https://doi.org/10.1016/S1056-4993(03)00003-8 WHO. (2022). Mental disorders. World Health Organisation. https://www.who.int/news-room/fact-sheets/detail/mental-disorders Wolff, N. & Shi, J. (2012). Childhood and adult trauma experiences of incarcerated persons and their relationship to adult behavioral health problems and treatment. ''International Journal of Environmental Research and Public Health, 9''(5), 1908–1926. https://doi.org/10.3390/ijerph9051908 Zilberstein, K. (2014). Neurocognitive considerations in the treatment of attachment and complex trauma in children. ''Clinical Child Psychology and Psychiatry, 19''(3), 336–354. https://doi.org/10.1177/1359104513486998 }} ==External links== * [https://www.youtube.com/watch?v=95ovIJ3dsNk How childhood trauma affects health across a lifetime | Nadine Burke Harris] (Ted talk) * [https://blueknot.org.au/resources/understanding-trauma-and-abuse/what-is-childhood-trauma/ What is childhood trauma?] (Blueknot) * [https://www1.racgp.org.au/ajgp/2020/july/adult-survivors-of-childhood-trauma Adult survivors of childhood trauma] * [[Motivation and emotion/Book/2024/Adverse childhood experiences and emotion regulation]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Children]] [[Category:Motivation and emotion/Book/Trauma]] i73gn2jeqjtt30mtg9kccdv5pxq2eps 1 299965 2831757 2646734 2026-09-06T10:19:53Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831757 wikitext text/x-wiki <!-- Official topic development feedback --> {{METF/2023 |1= <!-- Title --> # The wording and/or capitalisation of the title is incorrect. Be consistent with the [[Motivation and emotion/Book/2023|book table of contents]]. # The wording and/or capitalisation of the sub-title is incorrect. Be consistent with the [[Motivation and emotion/Book/2023|book table of contents]].y |2= <!-- Headings --> # No development |3= <!-- Overview--> # No development |4= <!-- Key points--> # No development |5= <!-- Figure --> # No development |6= <!-- Learning feature --> # No development |7= <!-- References --> # No development |8= <!-- Resources --> # No development |9= <!-- User page --> # Created # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. # Add link to book chapter |10= <!-- Social contribution --> # None summarised on user page with direct link(s) to evidence – this was covered in [[Motivation and emotion/Tutorials/Physiological needs#Social contributions|Tutorial 03]]. Looking ahead to the book chapter submission, see how to earn marks for [[Motivation and emotion/Assessment/Chapter#socialcontribution|social contributions]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:02, 28 September 2023 (UTC) == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:|Hi [[User:{{{1}}}|{{{1}}}]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:19, 2 November 2023 (UTC) |} <!-- Official book chapter feedback --> {{MEBF/2023 |1= <!-- Overall comments... --> # Overall, this is an insufficient chapter # Insufficient use of primary, peer-reviewed sources as citations # Well under the [[Motivation and emotion/Assessment/Chapter#Word_count|maximum word count]], so there is room to expand # Obtaining (earlier) comments on a chapter plan via the [[Motivation and emotion/Assessment/Topic|topic development]] exercise could have helped to improve the chapter # For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2023%2FHumility&diff=2578176&oldid=2578024 these copyedits] |2= <!-- Overview comments... --> # Basic <!-- Overview - Case study --> # Consider providing a case study or scenario with an image in a feature box to help engage reader interest <!-- Overview - Explains problem --> # Explains the problem or phenomenon <!-- Overview - Focus questions --> # Basic focus questions # Ideally, provide [[w:Open-ended question|open-ended]], rather than [[Closed-ended question|closed-ended]] focus questions |3= <!-- Theory comments... --> <!-- Theory – Breadth comments... --> # Insufficient use of relevant psychological theory about this topic <!-- Theory - Builds on related chapters --> # Build more strongly on other related chapters (e.g., by embedding links to other chapters) # There is too much general theoretical material (e.g., historical, philosophical). The topic is psychology. <!-- Theory – Depth comments... --> # Insufficient depth is provided about relevant psychological theory(ies) <!-- Theory – Tables/Lists/Figures... --> # No use of tables, figures, and/or lists are to help clearly convey key theoretical information <!-- Theory – Citations... --> # Lack of sufficient use of academic, peer-reviewed citations (e.g., see the {{fact}} tags) <!-- Theory – Examples comments... --> # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings comments... --> # Insufficient review of relevant research # More detail about key studies would be ideal # Any systematic reviews or meta-analyses in this area? Greater emphasis on effect sizes could be helpful. # Lack of sufficient use of academic, peer-reviewed citations (e.g., see the {{fact}} tags) <!-- Research – Critical thinking comments... --> # Insufficient critical thinking about relevant research is evident # Critical thinking about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## discussing the direction of relationships ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research # Many claims are unreferenced (e.g., see the {{fact}} tags) |5= <!-- Integration comments... --> # Insufficient integration between theory and research # The chapter places more emphasis on theory than on research |6= <!-- Conclusion comments... --> # Basic summary and conclusion # Add practical, take-home message(s) |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## Overall, the quality of basic <!-- Written expression – Paragraphs --> ## Some paragraphs are overly long. Communicate one key idea per paragraph in three to five sentences. ## Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[https://www.grammarly.com/blog/first-second-and-third-person/] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes <!-- Written expression – Layout --> # Layout ## Insufficiently developed; poorly structured ## Remove headings from Overview ## Consider using sub-headings ## See earlier comments about [[#Heading casing|heading casing]] <!-- Written expression – Grammar --> # Grammar ## The grammar for some sentences could be improved (e.g., see the {{grammar}} tags) <!-- Written expression – Spelling --> # Spelling ## Spelling can be improved (e.g., see the {{spelling}} tags). Spell-checking tools are available in most internet browsers and word processing software packages. # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard <!-- Written expression – Figures -->> ## Figures ### Figures are briefly captioned. Figure numbering missing. ### Provide more detailed Figure captions to help connect the figure to the text ### Refer to each Figure at least once within the main text (e.g., see Figure 1) ### Refer to each Figure using APA style (e.g., do not use italics, check and correct capitalisation) <!-- Written expression – Citations --> ## Citations are not in full APA style (7th ed.). For example: ### Use a colon to separate multiple citations within a list in parentheses <!-- Written expression – References --> ## References are not in full APA style. For example: ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Check and correct use of italicisation |8= <!-- Learning features comments... --> # Basic use of learning features # Basic use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of psychlogy-related key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. # No use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Basic use of image(s) # No use of table(s) # Basic use of feature box(es) # Very good use of quiz(zes) and/or reflection question(s) # Basic use of case studies or examples # Basic use of interwiki links in the "See also" section ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] ## Include sources in parentheses # Good use of external links in the "External links" section ## Include sources in parentheses |9= <!-- Social contribution comments... --> # ~4 logged social contributions without [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|direct links to evidence]], so unable to easily verify and assess }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:19, 2 November 2023 (UTC) {{MEMF/2023 |1= <!-- Overall comments ... --> <!-- Overall - Overall --> # Overall, this is a basic but sufficient presentation <!-- Overall - Time --> # The presentation is over the maximum time limit — content beyond 3 mins is ignored for marking and feedback purposes |2= <!-- Overview comments ... --> <!-- Overview - Opening --> # An opening slide with the title is displayed. Also display and narrate the sub-title — this helps to clearly convey the purpose of the presentation. <!-- Overview - Introduction --> # Create an engaging introduction to hook audience interest <!-- Overview - Context --> # Establish a context for the presentation (e.g., by using an example or explaining why it is important), to help the viewer understand <!-- Overview - Focus --> # Focus questions and/or an outline of topics are presented |3= <!-- Content comments ... --> # Comments about the book chapter may also apply to this section <!-- Content - Addresses topic --> # The presentation addresses the topic <!-- Content - Amount --> # There is too much content, in too much detail, presented within the allocated time frame. Zoom out and provide a higher-level presentation at a slower pace. It is best to cover a small amount of well-targetted content than a large amount of poorly selected content. <!-- Content - Theory/Research --> # The presentation makes reasonably good use of relevant psychological theory # The presentation makes reasonably good use of relevant psychological research <!-- Content - Citations --> # Include key citations to support claims <!-- Content - Examples --> # The presentation makes reasonably good use of one or more examples or case studies or practical advice <!-- Content - Easy to understand --> # The presentation provides easy to understand information |4= <!-- Conclusion comments ... --> <!-- Conclusion - Time --> # The Conclusion did not fit within the time limit |5= <!-- Audio comments ... --> <!-- Audio - Narration --> # The presentation makes reasonably good use of narrated audio <!-- Audio - Pacing --> # Consider slowing down and leaving longer pauses between sentences. This can help the viewer to cognitively digest the information that has just been presented before moving on to the next point <!-- Audio - Voice --> # Reasonably good [[w:Intonation (linguistics)|intonation]] <!-- Audio - Practice --> # The narration is well practiced and/or performed <!-- Audio - Recording quality --> # Audio recording quality was excellent <!-- Audio - Topic --> # The narrated content is well matched to the target topic (see [[#Content|content]]), although the initial philosophical perspective should be abbreviated to help make the presentation fit within the maximum time limit |6= <!-- Video comments ... --> <!-- Video - Overall --> # Overall, visual display quality is basic <!-- Video - Video, Image, Text --> # The presentation makes basic use of text-based slides <!-- Video - Font --> # The font size is sufficiently large to make it easy to read # Red text on green background is difficult to read <!-- Video - Images --> # The visual communication could be improved by including some relevant images and/or diagrams <!-- Video - Production --> # The presentation is basically produced using simple tools # [https://www.lifewire.com/hide-sound-icon-on-powerpoint-slides-2767122 Hide the audio icon] <!-- Video - Topic --> # The visual content is matched to the target topic (see [[#Content|content]]) |7= <!-- Meta-data comments ... --> <!-- Meta-data - Title/sub-title --> # The video title does not match the chapter title and sub-title — this would help to clearly convey the purpose of the presentation and be more consistent <!-- Meta-data - Description --> # A written description of the presentation is not provided. Providing an informative description can help viewers decide whether they want to watch or not. <!-- Meta-data - Links --> # A link to the book chapter is not provided # A link from the book chapter is provided <!-- Meta-data - Miscellaneous --> |8= <!-- Licensing comments ... --> <!-- Licensing - Images --> <!-- Licensing - Presentation --> # A copyright license for the presentation is not provided }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:12, 9 November 2023 (UTC) ==Social contribution== Overall an interesting read and makes a lot of strong points. I do feel the conclusion could of been improved by linking back to some of the initial focus questions or subheadings. For example, what was the end result as to what causes humility? or is it really a desirable trait? --[[User:U3237728|U3237728]] ([[User talk:U3237728|discuss]] • [[Special:Contributions/U3237728|contribs]]) 16:42, 15 August 2024 (UTC) cy865pqrgre39nk6ct6ika5i8yq1arr 0 301325 2831647 2810227 2026-09-06T05:20:18Z Michael Ten 654933 "You may remove {{proposed deletion}} from this resource's source text to contest this proposal, with or without discussion." 2831647 wikitext text/x-wiki {{Original research}} This article is devoted to the book ''All Life is Problem Solving'' by Karl R. Popper, which is a translation by Patrick Camiller from the German original ''Alles Leben ist Problemlösen''. It is to contain table of contents as a minimum useful artifact. It can be further expanded with description of the book as well as critical review. ==Table of contents== Table of contents per Routlege: * Publisher's note Preface * PART I Questions of natural science ** 1. The logic and evolution of scientific theory (1972) ** 2. Notes of a realist on the body-mind problem (1972) ** 3. Epistemology and the problem of peace (1985) ** 4. The epistemological position of evolutionary epistemology (1986) ** 5. Towards an evolutionary theory of knowledge (1989) ** 6. Kepler's metaphysics of the solar system and his empirical criticism (1986/91) * PART II Thoughts on history and politics ** 7. On freedom (1958/67) ** 8. On the theory of democracy (1987) ** 9. All life is problem solving (1991) ** 10. Against the cynical interpretation of history (1991) ** 11. 'Waging wars for peace' (1992) ** 12. The collapse of communism: understanding the past and influencing the future (1992) ** 13. The necessity of peace (1993) ** 14. Masaryk and the open society (1994) ** 15. How I became a philosopher without trying (1992) * Subject index * Name index ==Further reading== * [https://www.routledge.com/All-Life-is-Problem-Solving/Popper/p/book/9780415249928 All Life is Problem Solving], routledge.com * [https://www.robnagler.com/2019/02/03/All-Life-Is-Problem-Solving.html BookNotes: All Life Is Problem Solving], robnagler.com -- contains snippets from the book * [https://www.spiegel.de/kultur/kriege-fuehren-fuer-den-frieden-a-40e49218-0002-0001-0000-000013682439 »Kriege führen für den Frieden«], spiegel.de -- a Spiegel article in German that appears as one of the chapters ik26ol0vsit4uakq493z15h8d9uvi6u 0 305659 2831697 2831330 2026-09-06T08:43:43Z ShakespeareFan00 6645 2831697 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the Sun's orbit around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp occurs each time the Sun advances by roughly one solar radius along its path through the cosmos. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] == One Solar Radius == The Sun hurtles around the Milky Way Galaxy at a blistering 0.076% of the speed of light ([https://arxiv.org/abs/1810.09466 229.0 ± 0.2 kilometers per second]). Yet, even at this staggering pace, it takes about five-sixths of an hour for the Sun to traverse a distance equal to its own radius. This highlights the truly colossal size of our star, which boasts a radius of 2.3206 light-seconds (695,700 kilometers). '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 ED00 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 ED00 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. During each '''3,055-second''' period, the Sun orbits a distance (<math>d_{\odot}</math>) of a little over '''2.33 light-seconds''', which is slightly more than one solar radius (<math>R_{\odot}</math>). &hairsp; :<math> d_{\odot} \gtrapprox 2.33 \text{ ls} \gtrapprox R_{\odot} </math> &hairsp; [[Bully_Metric_Math_and_Mnemonics|See Full Calculations]] &hairsp; === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', it is a vast, oblong, bubble-like region that extends from the Sun into surrounding space. While somewhat analogous to Earth's atmosphere, the latter is a comparatively thin layer of gas held near the planetary surface, whereas the heliosphere is a plasma constantly blasted into space by the Sun's extreme heat and energy. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is so vast that if it were truly spherical, it would take the Sun roughly 6.344 years to orbit a distance equivalent to the heliosphere's diameter. The digit in the '''fifth position''' of a Bully timestamp represents this orbital distance. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. Timestamp 8209 ED00 0000 is defined to have occurred at exactly 12:00:00 TAI on June 21, 1998. Timestamp '''8209 ED01 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. During each 6.344-year period (<math>16^{4}\,t_{\odot}</math>), the Sun travels a distance (<math>16^{4}\,d_{\odot}</math>) of a little over 306 astronomical units, which is slightly more than 65,536 solar radii (<math>16^{4}\,R_{\odot}</math>). &hairsp; :<math>16^{4}\,d_{\odot} \gtrapprox 306 \text{ AU} \gtrapprox 16^{4}\,R_{\odot} </math> &hairsp; [[Bully_Metric_Math_and_Mnemonics|See Full Calculations]] &hairsp; === Naked-Eye Stars === '''Figure 3a''' illustrates the physical movement of the Sun (not to scale) across 16⁸ successive Bully timestamps. Timestamp '''8209 0000 0000''' corresponds to approximately 383,000 B.C., while timestamp '''820A 0000 0000''' is estimated to occur around 33,000 A.D., representing a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3a has a cyan dashed line marking 100 parsecs. The Sun travels a little less than this distance during each 416,000-year interval, which is tracked by the digit in the '''ninth position''' of the Bully timestamp. Because a large percentage of naked-eye stars sit within this 100-parsec radius, the appearance of Earth's night sky changes completely over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of naked-eye stars binned according to brightness and distance from the Sun. A large percentage of these stars are closer to the Sun than 100 parsecs, which is the distance the Sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of naked-eye stars are within this 100-parsec travel distance of the Sun.]] [[Bully_Metric_Naked-Eye_Stars|Learn More About the Meaning of Naked-Eye Stars]] ==== The Bully Milky Way ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (yellow grid).]] '''Figure 3e''' illustrates the division of the Milky Way into 32 equal polar sectors (yellow grid). Three of the grid lines are labeled as Bully timestamps '''8200 0000 0000''', '''8280 0000 0000''', and '''8300 0000 0000'''. These represent the estimated polar angle of the Sun at approximately 4.1 million years B.C., 49 million years A.D., and 102 million years A.D., respectively. In the lower half of the image, cyan lines further divide a single yellow sector into 16 equal subsectors. The Sun is currently located directly below the Galactic Center in Figure 3e, corresponding to the 6 o'clock position, and orbits in a clockwise direction. A red grid line represents the polar angle of the Sun at Bully timestamp 820A 0000 0000, estimated to occur around 33,000 A.D. The nine cyan grid lines to the right of the red line mark the Sun's polar angle for Bully timestamps 8201 0000 0000 through 8209 0000 0000. Meanwhile, the five cyan grid lines to the left of the red line indicate the polar angle for timestamps 820B 0000 0000 through 820F 0000 0000. == The Galactic Calendar == [[File:Galactic centre orbits.svg|thumb|300px|'''Figure 4a''':Inferred orbits of 6 stars around the supermassive black hole Sagittarius A* at the Milky Way's center<ref name="Eisenhauer">{{cite journal|last=Eisenhauer|first=F.|display-authors=et al. |title=SINFONI in the Galactic Center: Young Stars and Infrared Flares in the Central Light-Month|journal=The Astrophysical Journal|date=July 20, 2005|volume=628|issue=1|pages=246–259|doi=10.1086/430667|bibcode=2005ApJ...628..246E|arxiv=astro-ph/0502129|s2cid=122485461 }}</ref>]] [[W:Andrea Ghez|Andrea Ghez]] and [[W:Reinhard Genzel|Reinhard Genzel]] were jointly awarded one-half of the 2020 Nobel Prize in Physics for their discovery of a supermassive compact object—now universally known as the black hole Sagittarius A*—at the center of the Milky Way. Using the world’s largest telescopes, both teams observed stars whipping around an invisible, incredibly heavy mass at extreme speeds. One star, labeled S2 in '''Figure 4a''', completes an orbit in just 16 years. Their calculations revealed that an entity of roughly 4 million solar masses is packed into an area no larger than our solar system, offering definitive evidence of a supermassive black hole. By meticulously mapping the complete 3D elliptical orbits of stars over decades, Reinhard Genzel's research team calculated the exact distance from the Sun to the Galactic Center to an unprecedented degree of accuracy. They narrowed the measurement down to [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), with a margin of error of less than 1%. If the Sun were assumed to follow a perfectly circular orbit around Sagittarius A*, with a constant radial distance of 8,275 parsecs, the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: &hairsp; :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \\ \end{align}</math> &hairsp; If we divide this '''roughly 52,000-parsec''' idealized orbit into "Galactic Weeks", where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== Idealized Galactic Weeks ==== [[File:Milky_Way_map_by_Gaia_High_Density_Weeks_Grid.jpg|thumb|center|600px|'''Figure 3f''': Division of the Milky Way into 52 equal galactic weeks of solar travel (yellow grid).]] '''Figure 3f''' illustrates the division of the Milky Way into 52 equal galactic weeks (yellow grid). Each week represents 1,000 parsecs of solar travel, which is traversed by the Sun in roughly 4.09 million years. Three of the grid lines are labeled as Bully timestamps '''8200 0000 0000''', '''8280 0000 0000''', and '''8300 0000 0000''', respectively indicating the estimated polar angle of the Sun at approximately 4.1 million years B.C., 49 million years A.D., and 102 million years A.D. The cyan lines in the lower half of the image further divide one sector into 10 equal subsectors of 100 parsecs each. The Sun is currently located directly below the Galactic Center, at the 6 o'clock position in Figure 3f, and orbits in a clockwise direction. A red grid line represents the polar angle the Sun had during Bully timestamp 8209 D89D 89D8 (approximately 31,000 B.C.), which is 1,000 parsecs of travel beyond the yellow line representing timestamp 8200 0000 0000. The nine cyan lines to the left of the red line represent the polar angles of the Sun after traveling 1,100 through 1,900 parsecs beyond timestamp 8200 0000 0000. === Idealized Galactic Years === Within the context of Bully timekeeping, an idealized '''Bully Galactic Year''' is defined to have a duration of exactly '''2⁴¹ Bully timestamps''' (approximately 213 million years), and the Sun is assumed to follow an orbital path of exactly 52,000 parsecs. The table in '''Figure 4b''' illustrates the division of an idealized Galactic Year into 52 equal portions. The table shows the Bully timestamp at which each 1,000 parsecs of travel distance would be achieved in this idealized orbit. {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; width:100%; max-width:800px;" |+ '''Figure 4b:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | End of Quarter || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|827F FFFF FFFF}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|82FF FFFF FFFF}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|837F FFFF FFFF}}''' || {{color|blue|''52,000 parsecs''}} <br/> '''{{nowrap|83FF FFFF FFFF}}''' |} Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. ==== Is the Galactic Calendar Realistic? ==== [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the Galactic Center over a span of 250 million years.|'''Figure 4c:''' Stars orbiting around the Galactic Center during a 250 million-year time period.]] The duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 4c). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 4c''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Because the Sun’s deep-time trajectory is slightly chaotic and unpredictable, an operational offset will always exist between the passage of Bully time and physical observations of the Sun's galactic displacement. Therefore, while the table in Figure 4b states that the galactic week beginning on timestamp '''{{nowrap|8209 D89D 89D8}}''' corresponds to 1,000 parsecs of displacement, this relationship must be understood as an estimate. In practice, even if the system were calibrated so that timestamp '''{{nowrap|8209 D89D 89D8}}''' perfectly aligned with the exact moment the Sun traveled 1,000 parsecs, this precise alignment would immediately begin to decay. The subsequent milestone at timestamp '''{{nowrap|8213 B13B 13B1}}''' would almost certainly not occur at the exact instant the Sun reached the 2,000-parsec mark. === Earth's sidereal orbit === [[File:Astronomical_unit_svg.svg|thumb|right|400px|'''TBD:''' The grey line indicates the Earth–Sun distance, which on average is about 1&nbsp;astronomical unit.]] &hairsp; :<math> 1\text{ AU} \approx 499 \text{ ls} \approx 215 \, R_{\odot} </math> &hairsp; == Anchoring Bully Timestamps == To establish a rigid temporal framework, the Bully system is anchored by selecting timestamp '''{{nowrap|8209 ED00 0000}}''' to coincide precisely with '''12:00:00 TAI on June 21, 1998'''. Following this initial anchoring, the progression of all subsequent Bully timestamps is maintained uniformly via terrestrial atomic clocks, advancing by exactly one unit every '''3,055 TAI seconds'''. The following subsections will explain why timestamp '''{{nowrap|8209 ED00 0000}}''' was selected and anchored near the '''June solstice in 1998'''. === The Galactic Ecliptic Node near Sagittarius === '''Figure 5a''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s [[W:Invariable_plane|Laplace invariable plane]] where it intersects the Galactic equator. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.98-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination.|'''Figure 5a:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] As the Sun orbits the Galactic Center, the Galactic Ecliptic Node of the Solar System's invariable plane—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary, and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Solar System and the node that are moving. ==== A surrogate for the Sun ==== The path of the Solar System's Galactic Ecliptic Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun. The node is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance is calculated by multiplying 6.9803° by the orbital radius (8,275 parsecs) and the ratio of radians to degrees (2π / 360°): <math> \begin{aligned} d &= 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \\ &\approx 1,008.14 \text{ pc} \end{aligned} </math> Based on this calculation, the Galactic Ecliptic Node—and by extension, the Sun—has traveled 1,008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 4b''', this 1,008.14-parsec distance falls beyond the 1,000-parsec milestone associated with timestamp '''{{nowrap|8209 D89D 89D8}}''', indicating that we have completed the zeroth week of the 66th Bully Galactic Year. To pinpoint a more exact location, the table in '''Figure 5b''' provides a finer-grained increment. Our Sun's 1,008.14-parsec travel distance is larger than the '''1,007.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 ECC7 C23E}}''', but it is smaller than the '''1,008.87 parsecs''' corresponding to timestamp '''{{nowrap|8209 EF4D 094B}}'''. (Note: Figure 4a assumes an idealized travel distance of exactly 52,000 (2^15.666224) parsecs of orbital travel per 2⁴¹ Bully timestamps, whereas Figure 5b uses the calculated distance of 51,993 (2^15.666040) parsecs of orbital travel per 2⁴¹ Bully timestamps.) {| class="wikitable" style="margin: 20px auto 40px auto; text-align:center; max-width:300px;" |+ '''Figure 5b:''' Week one, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 3px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|Bully timestamp}} || Solar Distance Traveled in parsecs |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} ||'''{{nowrap|8209 D89D 89D8}}''' || {{nowrap|{{color|blue|''999.87''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} ||'''{{nowrap|8209 EA42 7B32}}''' || {{nowrap|{{color|blue|''1006.87''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} ||'''{{nowrap|8209 ECC7 C23E}}''' || {{nowrap|{{color|blue|''1007.87''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} ||'''{{nowrap|8209 EF4D 094B}}''' || {{nowrap|{{color|blue|''1008.87''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} ||'''{{nowrap|8209 F1D2 5058}}''' || {{nowrap|{{color|blue|''1009.87''}}}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.100 Weeks}} ||'''{{nowrap|820A D4AD 4AD4}}''' || {{nowrap|{{color|blue|''1099.86''}}}} |} {{Quote box| align = center| width = full| title = Bully Timestamp Anchor| quote = Bully timestamp '''{{nowrap|8209 ED00 0000}}''' was selected to be the timestamp anchor of the entire Bully system because it closely aligns with the 1,008.14-parsec orbital travel distance of the Sun (see table in Figure 5b).}} === Bullies in the Bully System === A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending node of each giant planet's ecliptic where it intersects the Galactic Equator is shown in Figure 5a: * '''Invariable Plane Node (+)''': Marked with a large plus sign. * '''Jupiter (♃)''': Positioned slightly to the right of the invariable plane's node. * '''Uranus (⛢)''': Positioned to the right of Jupiter. * '''Saturn (♄)''': Positioned on the inner left. * '''Neptune (♆)''': Positioned on the far left. As noted in the Merriam-Webster dictionary, the word "bully" had a positive connotation through much of history: {{Blockquote|text=The earliest meaning of English bully was "sweetheart". The word was probably borrowed from Dutch boel, "lover". Later bully was used for anyone who seemed a good fellow, then for a blustering daredevil. Today, a bully is usually one whose claims to strength and courage are based on the intimidation of those who are weaker. “Bully.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/bully. Accessed 19 Aug. 2026.}} Large astronomical objects—such as Sagittarius A*, the Sun, and giant planets like Jupiter and Saturn—can be thought of as bullies, both in the historical meaning of "excellent" or "beautiful" and in the modern meaning of being intimidating and threatening. {{Quote box| align = center | width = full | title = The "Bully" Name | quote = The specific "bullies" in the "Bully" timestamp system are [[w:Sagittarius A*|Sagittarius A*]], the [[w:Sun|Sun]], and the Solar System's [[w:Giant planet|giant planets]].}} === The Earth and Moon === The motions of the Earth and Moon are not suitable for precise, long-term time measurement due to deep time gravitational interactions. For example, tidal friction gradually slows the Earth's rotation and causes the Moon to drift farther away, making legacy day and month units unstable over millions of years. While the Bully timestamp system is not directly anchored to the motions of the Earth and Moon, it was developed with these motions in mind and incorporates a few of their unique characteristics. ==== Earth's sidereal year ==== The duration of Earth's sidereal year is '''31,558,149.76 seconds'''. While gravitational perturbations from neighboring planets cause this value to vary by 20 to 25 minutes annually, the averaged century-over-century lengthening is a mere 9.6 milliseconds. Given this relative stability, using a clean divisor of the sidereal year as the fundamental unit of the Bully timestamp system offers significant utility. Specifically, 3,055 seconds is an exact divisor of 31,558,150 seconds, meaning Earth's sidereal year—rounded to the nearest second—equals '''exactly 10,330 Bully timestamps'''. {{Quote box| align = center| width = 100%| title = Bully Timestamp Duration | quote = {{ordered list | The Bully timestamp is a divisor of Earth's sidereal year. | The Sun orbits approximately one solar radius per Bully timestamp. }} }} ==== Earth's tropical year ==== Earth's tropical year, which measures the complete cycle of seasons between successive vernal equinoxes, spans '''31,556,925.2 seconds'''. Due to axial precession, the tropical year is roughly 2/5 of a Bully timestamp shorter than the sidereal year. ==== Earth's Great Year ==== With Earth's sidereal year (<math>P</math>) spanning 10,330 timestamps and the tropical year (<math>a_{t}</math>) spanning 10,329.6 timestamps, a full precessional cycle requires a number of years, <math>N</math>, where the cumulative annual difference equals exactly one year: &hairsp; <math> \begin{aligned} N &= \frac{1}{10,330 - 10,329.6} \\ &= \frac{1}{0.4} \\ &= \frac{5}{2} \end{aligned} </math> &hairsp; Expressing this duration in terms of sidereal years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,329.6 \, P \\ &= 25,824 \, P \end{aligned} </math> &hairsp; Alternatively, expressing the cycle in terms of tropical years yields: &hairsp; <math> \begin{aligned} 1 \, \text{Great Year} &= \frac{5}{2} \times 10,330 \, a_{t} \\ &= 25,825 \, a_{t} \end{aligned} </math> &hairsp; The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] ==== Earth's Seasons and Milky Way Visibility ==== In 1998 in the Northern Hemisphere, winter lasted 89 days, spring lasted 92 days and 18 hours, summer lasted 93 days and 15 hours, and autumn lasted 89 days and 21 hours. Summer was nearly five days longer than winter that year. As shown in '''Figure 5c''', this duration discrepancy will continue to increase for the next 1,500 years until summer is a full 94 days long and winter is less than 89 days. The Earth's orbital speed varies throughout the year, moving slowly during [[W:aphelion|aphelion]] and quickly during [[W:perihelion|perihelion]]. Consequently, whichever season is aligned with aphelion ends up being the longest because the Earth is moving slowly and takes longer to get through that season. As shown in Figure 5c, '''winter''' was the longest season in the Northern Hemisphere (aligned with aphelion) back before 5,000 BCE. It took approximately 5,250 years to cycle to '''spring''' being the longest season, and another 5,250 years to '''summer'''. While it is just beyond the range of the graph, it is clear that all four seasons will complete a full cycle once in a little over '''21,000 years'''. [[File:Earth_Seasons_and_Milky_Way_Visibility_Shifts_Over_Time.svg|thumb|center|800px|alt=Graph showing how the lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.|'''Figure 5c''': The lengths of Earth's seasons, and the season with best Milky Way visibility, shifts over time.]] Currently, the Milky Way is easy to view during Northern Hemisphere summer months (which are winter months in the Southern Hemisphere). Going back in time prior to 1998, there was an era when the Milky Way would have been more visible during spring months in the north. Going even further back, the Milky Way would have been best viewed in northern winter (or southern summer). These seasonal shifts in Milky Way visibility are correlated with large dots in Figure 5c. The transition from '''spring to summer''' is correlated with a large '''green dot''' and a green banner indicating that astronomer Jean Meeus identified May 1998 CE as the precise moment when the Galactic Equator crossed the solstice points. A large '''red dot''' appears in 8329 CE to indicate the approximate crossing from '''summer to autumn''', and a large '''blue dot''', back in 4495 BCE, indicates the approximate crossing from '''winter to spring'''. The red and blue dots represent epochs when the coordinate latitude of the Sun, as viewed from Earth, is nearly zero in the ecliptic, celestial, and galactic coordinates at the same time. These large dots representing Galactic Equator crossings occur about once every 6,500 years. While it is beyond the range of the graph, it is clear that the Milky Way passes through all four seasons during a time period of roughly '''26,000 years''' (1 Great Year ≈ 25,824 sidereal years ≈ 25,825 tropical years). {{Quote box | align = center | width = 100% | title = Bully Time Anchor | quote = The time anchor of the entire Bully system was selected to be '''12:00:00 TAI on June 21, 1998''', which is near the 1998 June solstice. This date was selected as the anchor because it occurred near the May 1998 CE date that Jean Meeus identified as a Galactic crossing. All of the Galactic crossings shown in Figure 5c, at 4495 BCE, 1998 CE, and 8329 CE, are roughly correlated with rounded Bully timestamps. <ol> <li>Bully timestamp '''{{nowrap|8209 E900 0000}}''' aligns with 4500 BCE.</li> <li>Bully timestamp '''{{nowrap|8209 ED00 0000}}''' aligns with 1998 CE.</li> <li>Bully timestamp '''{{nowrap|8209 F100 0000}}''' aligns with 8494 CE.</li> </ol> }} ==== The Metonic cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the Moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp complete approximately three cycles per one Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moons * July 23, 1998 — 8209 ED0'''0 038B''' * July 23, 2017 — 8209 ED0'''3 0238''' * July 23, 2036 — 8209 ED0'''6 00EA''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] == Bully Timestamp Estimation == [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 6a: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 6a'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'': Used to estimate cosmic look-back time ('''Figure 6b'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 6b: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 6c contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6c: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 6d (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 6d: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 6d) measure "lookback" time anchored at timestamp ''8209 ED00 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 6e is the same as is shown in Figure 6d, but Figure 6e plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 6e: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6f is similar to the table in Figure 6c, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 6c was for large z values, Figure 6f shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 ED00 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 ED00 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 ED00 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 ED00 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 ED00 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] ohfc94bqyw6x8756mwlbwcdz91li769 0 305825 2831651 2749890 2026-09-06T06:11:41Z Michael Ten 654933 /* References */ ===Wikipedia=== * [[w:Geometrical_optics|Geometrical optics]] 2831651 wikitext text/x-wiki Describing light propagation in terms of rays. '''Ray''' - idealized geometrical model of light. '''Law of refraction''' possible to use for reflective surfaces, curved surfaces can be modeled by ray tracing. '''Snell's law''' can show deflection of a light ray while refraction. '''Lenses -''' devices which produces converging or diverging light rays during refraction. In general two types: convex and concave lenses. Focal point can be modeled by lensmaker's equation, prediction of how images can be produced by lens formula. Reflectivity between two materials possible to calc by Fresnel equations. == References == ===Wikipedia=== * [[w:Geometrical_optics|Geometrical optics]] [[Category:Optics]] iy152f557hflnepuedxoad3tio971q1 0 306111 2831632 2825669 2026-09-06T03:07:22Z Isa Murphy 3105869 /* What is intimate partner violence? */Grammar-related: changed 'Intimate Partner Violence (IPV)' to IPV, as the abbreviation had already been noted in the paragraph prior. 2831632 wikitext text/x-wiki {{title|Coercive control in intimate partner violence:<br>What role does coercive control play in intimate partner violence?}} == Overview == {{RoundBoxTop|theme=6}} [[File:Sad woman.png|thumb|'''Figure 1:''' Coercive control is an ongoing pattern of behaviour used to dominate another. ]] '''Consider this scenario''' Suzie began dating Daniel 18 months ago. At first, Daniel was attentive, but over time he became controlling. He questioned her clothes, her friendships, and the amount of time she spent alone. He expressed his concern as care. In response, Suzie distanced herself from friends and family to avoid conflict. Daniel began to check her phone and track her location. Daniel never inflicted physical harm on Suzie. However, his emotional manipulation and constant surveillance evoked fear and anxiety. Suzie worried about Daniel's behaviour if she were to leave, but she no longer trusted her own judgement. Suzie’s experience reflects coercive control, characterised by domination through emotional manipulation and surveillance (see Figure 1). {{RoundBoxBottom}} This chapter examines coercive control within the broader context of intimate partner violence. It explores the key psychological theories and the effects on victims and what motivates perpetrators. [[w:Coercive_control|Coercive control]] is a form of behaviour that seeks to dominate and oppress another person. It often happens in intimate or domestic relationships (Mathews et al., 2025). It involves a range of tactics, including [[wikipedia:Manipulation_(psychology)|manipulation]], surveillance, and threats. Behaviours include [[wikipedia:Humiliation|humiliation]], economic restriction, and [[wikipedia:Social_isolation|social isolation]] (Stubbs et al., 2021). Coercive control is often difficult for victims and bystanders to recognise (Kassing & Collins, 2025). {{RoundBoxTop|theme=6}} ;Focus questions # What is coercive control? # What are some of the behaviours commonly used to exert coercive control? # What relationship dynamics does coercive control occur in? # What are the psychological impacts of coercive control on victims? # What are the psychological motivations behind perpetrators of coercive control? {{RoundBoxBottom}} == Understanding intimate partner violence and coercive control == [[w:Intimate_partner_violence|Intimate partner violence]] (IPV) and coercive control are significant public health concerns, associated with long-term health consequences for victims and survivors (Brandt & Rudden, 2020). This section examines IPV and coercive control, focusing on their dynamics, the behaviours involved, and the experiences of victims. === What is intimate partner violence? === IPV is when a current or former partner causes intentional harm. This harm can be physical, sexual, or psychological. Behaviours can include aggression, coercion, [[wikipedia:Psychological_abuse|emotional]] and [[wikipedia:Verbal_aggression|verbal abuse]] (Mathews et al., 2025). IPV affects women in greater numbers, and it is the leading cause of [[wikipedia:Femicide|femicide]] (Stubbs et al., 2021). Worldwide, one in three women experiences physical or sexual violence from a partner (World Health Organization, 2024). IPV has serious effects beyond immediate injuries. It can lead to [[wikipedia:Mental_health|mental health]] issues, [[wikipedia:Substance_abuse|substance abuse]], and [[wikipedia:Suicide|suicidal behaviour]]. It can cause long-term health issues like [[wikipedia:Diabetes|diabetes]], [[wikipedia:Hypertension|hypertension]], and [[wikipedia:Chronic_pain|chronic pain]] (Stubbs et al., 2021). IPV affects children both directly and indirectly, through exposure in their homes (Dichter et al., 2018). The resulting emotional, behavioural, and physical impacts can persist into adulthood. IPV can potentially create a cycle of harm that spans across generations (Stubbs et al., 2021). === What is coercive control? === [[File:ChatGPT Image Aug 28, 2025 at 11 06 08 AM.png|thumb|175px|'''Figure 2''': Coercive control is a pattern of ongoing behaviours that aim to entrap and dominate the victim, making women, for example, feel like hostages in their home.]] [[wikipedia:Controlling_behavior_in_relationships|Coercive control]] is a repeated pattern of actions that dominate and intimidate (Brandt & Rudden, 2020). Abusers exert control by isolating their victims, gradually undermining their autonomy through domination of everyday life (see Figure 2). This is a pattern referred to as “intimate terrorism" (Dichter et al., 2018). Research shows that women are more affected, and most identified perpetrators are men (Simic, 2025). Coercive control extends beyond romantic relationships. It can happen in families, impacting children (Dichter et al., 2018). Feminist scholars first identified coercive control in the 1970s and 1980s. They described how abusers made victims feel like hostages in their own homes (Dobash & Dobash, 1979, as cited in Kassing & Collins, 2025). Sociologist [[wikipedia:Evan_Stark|Evan Stark’s]] research highlighted the prevalence of controlling behaviours within intimate partner relationships. He noted that even without physical violence, it can still be a form of abuse (Simic, 2025). Coercive control can extend after the relationship ends, with ongoing threats or intimidation maintain fear and control over the victim's life (Brandt & Rudden, 2020). Coercive control is now criminalised in many places around the world (Simic, 2025). Coercive control was criminalised in England and Wales in 2015, in Scotland in 2019, and in Ireland in 2019 (Walklate & Fitz-Gibbon, 2019). In Australia, New South Wales criminalised coercive control from July, 2024, and Queensland followed with laws taking effect from May, 2025 (Walklate & Fitz-Gibbon, 2019). Other regions, such as Tasmania, enacted related emotional and economic abuse offences in 2004 (Walklate & Fitz-Gibbon, 2019) {{ic|Target an international audience; Australia represents 0.3% of the human population}}. === Behaviours of coercive control === The signs of coercive control are often complex, subtle, and less visible than those of physical abuse. Unlike physical violence, coercive control leaves no bruises or injuries (Brandt & Rudden, 2020). These behaviours are often concealed within everyday interactions, framed as expressions of care or concern (Lohmann et al., 2024). Consequently, acts of coercive control frequently go unnoticed or may not be recognised as abusive by family, friends, or the victim (Kassing & Collins, 2025). Coercive control behaviours are not always illegal, however, they are often tailored to avoid detection, as seen in Table 1 (Lohmann et al., 2024): '''Table 1.''' Behaviours that can be used in coercive control. {| class="wikitable" style="margin: auto;" |- ! Type of behaviour !!Behaviours presentation |- | Controlling behaviours || Controlling an individual's everyday life, this can include dictating what they wear, eat, who they see, and where they go. |- | Isolation ||Restricting an individual’s ability to leave the home to attend work, social events, or other activities. |- |Monitoring & surveillance |Constantly monitoring a person's whereabouts, all communication, or activities. |- |Financial abuse |Limiting an individual’s access to money or financial resources. |- |Threats and intimidation tactics |Using threats of violence, harm against the individual, their loved ones (including children and pets), or belongings to evoke fear and/or maintain control. |- |Manipulating and gaslighting |Undermining the victim’s sense of reality, making them doubt their perceptions or memories. |- |Emotional abuse |Repetitive belittling, humiliation, or criticism damaging their self-esteem. |- |Sexual coercion |Pressuring or forcing another into sexual acts without their consent. |} == Coercive control in different intimate partner dynamics == Coercive control often gets attention in heterosexual relationships. However, it also happens in LGBTQIA+ relationships and to people with disabilities. This section examines different contexts and demonstrates how coercive control manifests in each. === LGBTQIA+ relationships and coercive control === [[File:Arguing LGBT couple.png|thumb|200px|'''Figure 3''': Coercive control occurs as much in LGBTQIA+ relationships as it does in heterosexual relationships, often exploiting sexual or gender identity.]] Coercive control also occurs in [[wikipedia:LGBTQ_people|LGBTQIA+]] relationships, with prevalence comparable to that in heterosexual relationships (Hilton et al., 2024). In these contexts, abuse often takes unique forms known as identity-based abuse (see Figure 3). Perpetrators target a partner’s sexual or gender identity through tactics such as [[wikipedia:Outing|outing]], misgendering, or restricting access to [[wikipedia:Transgender_health_care|gender-affirming]] care (Hilton et al., 2024; Jennings-FitzGerald et al., 2024). Research indicates that [[wikipedia:Bisexuality|bisexual]] and [[wikipedia:Transgender|transgender]] individuals experience higher rates of IPV. When compounded by societal [[wikipedia:Homophobia|homophobia]] and [[wikipedia:Transphobia|transphobia]], intensifies harm and creates additional barriers to seeking support (MacDonald et al., 2024). LGBTQIA+ survivors also face distinct obstacles to safety. They may fear discrimination from support services, encounter limited availability of affirming resources, and encounter community stigma. These barriers can reinforce cycles of silence and marginalisation (MacDonald et al., 2024). === Individuals with a disability and coercive control === [[File:Woman with disability.png|right|thumb|200px|'''Figure 4''': Women with disabilities are at risk of additional forms of coercive control such as having restricted access to disability supports.]] Individuals with disabilities face a significantly higher risk of coercive control (Healy, 2013). Research shows that about one in three women with disabilities has experienced abuse from an intimate partner (Brownridge, 2006, as cited in Healy, 2013). Individuals with disabilities may experience specific forms of abuse, such as being denied or forced to take medication, having access to disability-related supports restricted, or expereince [[wikipedia:Reproductive_coercion|reproductive coercion]] (see Figure 4) (Dowse et al, 2013 as cited in Healy, 2013). Perpetrators can exploit individuals with disabilities dependence on caregivers and support services to maintain control (Healy, 2013). Access to safety resources is often limited by physical barriers and a shortage of specialised support services (Healy, 2013). Abuse of individuals with a disability tends to be more frequent. The abuse occurs in diverse settings, including institutions and residential homes (Frohmader & Cadwallader, 2014, as cited in Healy, 2013). {{Robelbox|left|alt=|theme=6|title=Learning Checkpoint 1|icon=Emblem-question-yellow.svg|iconwidth=48px}}<div style="{{Robelbox/pad}}"> <quiz display=simple> Controlling someone’s access to money is a type of financial coercive control:: |type="(+)"} + True - False {Victims of coercive control often recognise the abuse immediately: |type="(-)"} - True + False {Coercive control does not occur exclusively in heterosexual relationships: |type="(-)"} + True - False </quiz> </div> {{Robelbox/close}} == Psychological impact on victims/survivors == A common stigma for victims of IPV, especially coercive control, is the question: ''“Why don’t they leave?".'' However, leaving a coercively controlling relationship can be extremely difficult. This section examines the psychological impacts of coercive control on victims. === Complex post traumatic stress disorder === [[File:Distressed women.png|thumb|right|170px|'''Figure 5:''' Prolonged coercive control can lead to complex post-traumatic stress disorder.]] Victims of coercive control often experience [[w:Trauma|trauma]] as a psychosocial response to violence. Survivors of coercive control often experience prolonged terror (Lohmann, 2024) which lead to [[w:Complex_post-traumatic_stress_disorder|complex post-traumatic stress disorder]] (CPTSD) (see Figure 5) (Pill et al., 2017, as cited in Lohmann, 2024). CPTSD differs from [[w:Post-traumatic_stress_disorder|post-traumatic stress disorder]] (PTSD). PTSD commonly arises after a single traumatic event or a brief period of trauma and is characterised by symptoms such as re-experiencing the trauma, avoidance, and hyperarousal (Hulley et al., 2022). CPTSD encompasses additional difficulties, including challenges in emotional regulation, a negative self-concept, and relational disturbances (Lohmann, 2024). Research by Kennedy et al. (2018, as cited in Lohmann, 2024) indicates that the risk of developing CPTSD among victims of coercive control is particularly high. A meta-analysis of 45 studies on psychological abuse linked to coercive control found a significant, moderate positive relationship with CPTSD (Lohmann, 2024). This highlights the urgent need for trauma-informed psychological help designed for the unique consequences of coercive control. === Learned helplessness === Victims of coercive control often develop learned helplessness and experience [[wikipedia:Self-esteem#Low|low self-esteem]] due to prolonged abuse (Aguilar & Nightingale, 1994, as cited in Iftikhar et al., 2025). Learned helplessness is a psychological state where individuals feel unable to change their circumstances. In the context of coercive control, this happens as perpetrators systematically undermine the autonomy of victims (Iftikhar et al., 2025). As feelings of helplessness increase, victims’ self-esteem typically declines (Jones et al., as cited in Iftikhar et al., 2025). Dutton’s Learning Model (1993) shows that when victims can't stop the violence or change the abuser, they often accept the situation and stay. This reinforces feelings of helplessness and entrapment (Iftikhar et al., 2025). The cyclical nature of coercive control is marked by alternating tension, violence, and “honeymoon phases”. This pattern strengthens emotional bonds to the abuser and deepens the sense of being trapped (Iftikhar et al., 2025). Over time, victims internalise blame for the abuse. This psychological entrapment highlights the powerful barriers that keep victims bound to abusive dynamics. {{RoundBoxTop|theme=6}} '''Case Study 2''' [[File:Couple arguing.png|right|thumb|220px|'''Figure 6:''' The cycle of coercive control can leave individuals feeling helpless and trapped.]] Sarah, a 32-year-old woman, has been in a relationship with Mark for seven years. Mark dictates her social interactions, finances, and daily routines. Whenever Sarah tries to assert independence or challenge Mark's decisions, he belittles her (see Figure 6). Gradually, Sarah has internalised the belief that nothing she does could change her situation (see Figure 6). She has stopped making decisions for herself and has become increasingly passive. When friends offer support or encourage her to leave, Sarah doubts her ability to cope alone. Sarah's psychological state illustrates the intersection of coercive control and learned helplessness. This case study highlights the profound impacts of sustained emotional abuse that can occur with coercive control. {{RoundBoxBottom}} === Feminist theory === [[File:Frustrated working woman.png|right|200px|thumb|'''Figure 7:''' A women overhearing male colleagues' conversation that reinforces systemic power imbalances can women’s opportunities and influence.]] Feminist theory views coercive control as part of the broader issue of systemic gender inequality, which is embedded within social structures (Brown, 1991, as cited in Kassing & Collins, 2025). It frames coercive control not as mere personal conflict, but as stemming from larger power imbalances. In these imbalances, men have historically held more authority in relationships. At the same time, women occupy less powerful positions (Anderson, 2009, as cited in Kassing  & Collins, 2025). Cultural expectations of masculinity reinforce men’s dominance. It limits women’s autonomy, both within the home and in broader society (Herman, 2015, as cited in Rakovec-Felser, 2014) (see Figure 7). Feminist theory highlights that male power in families is maintained through control of women, children, and other members (Herman, 2015, as cited in Kassing & Collins, 2025). This creates an environment where abuse and coercion are normalised, and behaviours are perpetuated across generations (Rakovec-Felser, 2014). This can foster conditions in which coercive control and IPV frequently occur (Herman, 2015, as cited in Kassing & Collins, 2025). Consequently, feminist theory conceptualises coercive control as a strategy for maintaining male dominance, restricting women’s freedom, and reinforcing unequal gender roles. == Psychological drivers of perpetrators == Several psychological theories attempt to explain why certain perpetrators use coercive control in intimate relationships. In this section, we will focus on three: Social learning theory, attachment theory, and emotion regulation. === Social learning theory === [[File:Boy and dad.png|right|230px|thumb|'''Figure 8:''' Social learning theory suggests that behaviour is learned through observing and imitating others.]] [[wikipedia:Social_learning_theory|Social learning theory]] explains how perpetrators acquire coercive and controlling behaviours. It highlights the role of observation in developing these behaviours (Bandura, 1977, as cited in Copp et al., 2020). Social learning theory posits that perpetrators learn coercive and controlling behaviours through observing and imitating others (see Figure 8). Parents and family members are significant role models who strongly influence children's behaviours (Copp et al., 2020). Children who see domestic violence are more likely to show aggressive or controlling behaviour in future relationships (Bandura, 1977, as cited in Copp et al., 2020). This exposure contributes to the intergenerational transmission of violent behaviours. Additionally, individuals who have experienced abuse can develop distorted beliefs about power and control. Dominance through fear and aggression can be internalised as acceptable forms of social interaction (Lichter & McCloskey, 2004, as cited in Copp et al., 2020). This is reinforced if the actions appear to be rewarded to go unpunished (Copp et al., 2020). This learning pathway shows how patterns of coercive control continue in families. It helps explain the cycle of abuse that can last for generations. === Attachment theory === [[wikipedia:Attachment_theory|Attachment theory]] examines the bond between children and their caregivers. This bond plays a significant role in shaping self-concept and future relationship patterns (Bowlby, 1969/1982, as cited in Dichter et al., 2018). Research shows that insecure attachment styles, especially anxious and fearful avoidant, are more common in male perpetrators of coercive control (Mikulincer & Shaver, 2016, as cited in Arseneault et al., 2023). Anxiously attached individuals often fear abandonment, seek excessive reassurance, and are highly sensitive to rejection. They may appear dependent or clingy and frequently struggle to regulate intense emotions (Mikulincer & Shaver, 2016, as cited in Arseneault et al., 2023). In coercive relationships, fears can manifest as controlling behaviours. This includes constant monitoring or limiting a partner’s social contacts (Spencer et al., 2021, as cited in Arseneault et al., 2023) By contrast, those with fearful-avoidant attachment value independence, often avoiding intimacy and suppressing their emotions (Allison, 2008, as cited in Arseneault et al., 2023). These perpetrators may switch between being withdrawn to aggressive. These behaviours do not foster genuine connection; rather they serve as unhealthy ways to lower anxiety, avoid humiliation, and assert control (Bonache et al., 2019, as cited in Arseneault et al., 2023). {{RoundBoxTop|theme=6}}'''Case Study 3:''' [[File:Man accusing partner.png|thumb|200px|'''Figure 9:''' John's anxious childhood attachment style shapes his hypervigilant behaviour in close adult attachments.]] Growing up, John frequently witnessed his father being abusive toward his mother. The violence often escalated when his father had been drinking. This trauma resulted in his parents being emotionally unavailable. John developed an anxious-attachment style, characterised by hypervigilance in his close relationships. John’s unresolved childhood trauma manifests in controlling behaviours (see Figure 9). He scrutinises his partner Sam's daily movements and he accuses Sam of being unfaithful. These behaviours are driven by a fear-based need to maintain proximity and control. It is an unconscious strategy to prevent John’s perceived threat of abandonment. {{RoundBoxBottom}} === Emotional regulation === [[File:She Has a Name 2012 - Marta.jpg|thumb|right|200px|'''Figure 10:''' Difficulties regulating strong negative emotions may result in the use of coercive behaviours.]] Perpetrators of coercive control often struggle to manage their emotions. This difficulty can contribute to them using controlling behaviours. A meta-analysis showed that struggles with negative emotions like anger, fear, and anxiety raise the chances of impulsive and harmful reactions (see Figure 10) (Gross, 1998, as cited in Maloney et al., 2023). The study found that perpetrators may use coercive tactics as maladaptive strategies to regain perceived control. Perpetrators often show traits like poor anger control, alexithymia, and impulsivity (Maloney et al., 2023). These traits can hinder a perpetrator’s ability to manage their distress effectively (Gratz & Roemer, 2004, as cited in Maloney et al., 2023). Theoretical models consider emotion dysregulation an “impelling factor" that increases the likelihood of aggression in perpetrators when provoked (Birkley & Eckhardt, 2015, as cited in Maloney et al., 2023). In contrast, effective emotion regulation skills can inhibit such behaviour. For example, a perpetrator might interpret a partner’s late arrival as rejection. Lacking emotional regulation, they may respond by monitoring their partner's movements. Such behaviour will help them to moderate their feelings of vulnerability (Maloney et al., 2023). {{Robelbox|left|alt=|theme=6|title=Learning Checkpoint 2|icon=Emblem-question-yellow.svg|iconwidth=48px}}<div style="{{Robelbox/pad}}"> <quiz display=simple> Victims / survivors of coercive can experience CPTSD: |type="(+)"} + True - False {Victim / survivors always blame the perpetrators for the abuse they endure: |type="(-)"} - True + False {Perpetrators of coercive control can struggle with negative emotions like anger, fear, and anxiety: |type="(+)"} + True - False </quiz> </div> {{Robelbox/close}} == Conclusion == This chapter explored how IPV is defined as abuse that includes physical, sexual, and psychological harm, occurring in intimate relationships (Mathews et al., 2025). Coercive control is understood as a repeated pattern of dominating and intimidating behaviours. Coercive control includes actions such as isolation, surveillance and economic restriction (Lohmann et al., 2024). Understanding these dynamics is vital for recognising forms of abuse that extend beyond physical violence (Brandt & Rudden, 2020). Legal systems in many countries have now moved towards criminalising coercive control (Simic, 2025). The chapter explored how coercive control manifests in diverse relationship contexts. These include heterosexual, LGBTQIA+, and relationships involving individuals with disabilities (Jennings-FitzGerald et al., 2024; MacDonald et al., 2024). This diversity underlines the pervasive nature of coercion. Relationship dynamics have distinct challenges faced by different victim/ survivors. Experiencing coercive control has profound psychological consequences. These include CPTSD, learned helplessness, and diminished self-esteem (Lohmann, 2024; Iftikhar et al., 2025). These effects help explain why many survivors struggle to leave abusive relationships. Such trauma responses and emotional dependencies create significant barriers to escape (Iftikhar et al., 2025). Psychological models, such as social learning theory, attachment theory, and emotion regulation, provide valuable insights into perpetrators {{g}} behaviours. They help explain the underlying motivations behind their actions. They explore patterns of learned behaviour, attachment insecurities, and emotional dysregulation that perpetuate abusive behaviours (Copp et al., 2020; Arseneault et al., 2023; Maloney et al., 2023). This chapter highlighted the need for trauma-informed approaches in supporting victims and survivors. Victims and survivors need o support after the relationship ends to rebuild their sense of safety, autonomy, and well-being. The effects of abuse often persist long after the relationship is over (Lohmann, 2024). Increased awareness and coordinated intervention strategies are essential to disrupting cycles of abuse. ==See also== * [[wikipedia:Domestic_violence|Domestic violence]] (Wikipedia) * [[wikipedia:Domestic_violence_against_men|Domestic violence against men]] (Wikipedia) * [[Motivation and emotion/Book/2015/Domestic violence and emotion regulation in children|Domestic violence and emotion regulation in children]] (Book chapter, 2015) * [[Motivation and emotion/Book/2021/Domestic violence motivation|Domestic violence motivation]] (Book chapter, 2021) * [[wikipedia:Intimate_partner_violence|Intimate partner violence]] (Wikipedia) * [[Motivation and emotion/Book/2015/Leaving violent relationship motivation for women|Leaving violent relationship motivation for women]] (Book chapter, 2015) == References == {{Hanging indent|1= Arseneault, L., Brassard, A., Lefebvre, A., Lafontaine, M., Godbout, N., Daspe, M., Savard, C., & Péloquin, K. (2023). Romantic attachment and intimate partner violence perpetrated by individuals seeking help: The roles of dysfunctional communication patterns and relationship satisfaction. ''Journal of Family Violence'', ''39''(8), 1557–1568. <nowiki>https://doi.org/10.1007/s10896-023-00600-z</nowiki> Brandt, S., & Rudden, M. (2020). A psychoanalytic perspective on victims of domestic violence and coercive control. ''International Journal of Applied Psychoanalytic Studies'', ''17''(3), 215–231. <nowiki>https://doi.org/10.1002/aps.1671</nowiki> Copp, J. E., Giordano, P. C., Longmore, M. A., & Manning, W. D. (2016). The development of Attitudes toward intimate partner Violence: an examination of key correlates among a sample of young adults. Journal of Interpersonal Violence, 34(7), 1357–1387. <nowiki>https://doi.org/10.1177/0886260516651311</nowiki> Dichter, M. E., Thomas, K. A., Crits-Christoph, P., Ogden, S. N., & Rhodes, K. V. (2018). Coercive Control in Intimate Partner violence: Relationship with Women’s Experience of violence, Use of violence, and danger. ''Psychology of Violence'', ''8''(5), 596–604. <nowiki>https://doi.org/10.1037/vio0000158</nowiki> Healey, L. (2013). ''Voices against violence paper two: Current issues in understanding and responding to violence against women with disabilities. Women with Disabilities Victoria, Office of the Public Advocate, & Domestic Violence Resource Centre Victoria.''<nowiki>https://www.wdv.org.au/our-work/building-the-knowledge/voices-against-violence/</nowiki> Iftikhar, K., Hasan. S., Ali Kazmi, S. M. (2025). Learned helplessness and Self-Esteem among Young Female Victims of Intimate Partner Violence. ''International Journal of Social Science Bulletin, 3(7''), 269-279. <nowiki>https://doi.org/10.5281/zenodo.15867692</nowiki> Lehmann, P., Simmons, C. A., & Pillai, V. K. (2012). The Validation of the Checklist of Controlling Behaviors (CCB). ''Violence against Women'', ''18''(8), 913–933. <nowiki>https://doi.org/10.1177/1077801212456522</nowiki> Lohmann, S., Cowlishaw, S., Ney, L., O’Donnell, M., & Felmingham, K. (2023). The Trauma and Mental Health Impacts of Coercive Control: A Systematic Review and Meta-Analysis. ''Trauma Violence & Abuse'', ''25''(1), 630–647. <nowiki>https://doi.org/10.1177/15248380231162972</nowiki> Jennings‐Fitz‐Gerald, E., Smith, C. M., N. Zoe Hilton, Radatz, D. L., Lee, J., Ham, E., & Snow, N. (2024). A scoping review of policing and coercive control in lesbian, gay, bisexual, transgender, and queer plus intimate relationships. ''Sociology Compass'', ''18''(7). <nowiki>https://doi.org/10.1111/soc4.13239</nowiki> Kassing, K., & Collins, A. (2025). “Slowly, Over Time, You Completely Lose Yourself”: Conceptualizing Coercive Control Trauma in Intimate Partner Relationships. ''Journal of Interpersonal Violence''. <nowiki>https://doi.org/10.1177/08862605251320998</nowiki> Macdonald, J., Willoughby, M., Gartoulla, P., Cotton, E., March, E., Alla, K., & Strawa, C. (2024). Discovering what works for families Australian Government Australian Institute of Family Studies fAIFS What the research evidence tells us about coercive control victimisation. <nowiki>https://aifs.gov.au/sites/default/files/2024-02/2311_CFCA_Coercive-control-victimisation.pdf</nowiki> Maloney, M. A., Eckhardt, C. I., & Oesterle, D. W. (2023). Emotion regulation and intimate partner violence perpetration: A meta-analysis. ''Clinical Psychology Review'', ''100'', 102238. <nowiki>https://doi.org/10.1016/j.cpr.2022.102238</nowiki> Mathews, B., Hegarty, K. L., MacMillan, H. L., Madzoska, M., Erskine, H. E., Pacella, R., Scott, J. G., Thomas, H., Franziska Meinck, Higgins, D., Lawrence, D. M., Haslam, D., Roetman, S., Malacova, E., & Cubitt, T. (2025). The prevalence of intimate partner violence in Australia: a national survey. The Medical Journal of Australia, 222(9). <nowiki>https://doi.org/10.5694/mja2.52660</nowiki> Mayeda, D. T., Cho, S. R., & Vijaykumar, R. (2019). Honor-based violence and coercive control among Asian youth in Auckland, New Zealand. ''Asian Journal of Women’s Studies'', ''25''(2), 159–179. <nowiki>https://doi.org/10.1080/12259276.2019.1611010</nowiki> Myhill, Andy (2015-03-01). "Measuring Coercive Control: What Can We Learn From National Population Surveys?". ''Violence Against Women 21 (3):'' 355–375. doi:10.1177/1077801214568032 Neilson, E. C., Gulati, N. K., Stappenbeck, C. A., George, W. H., & Davis, K. C. (2021). Emotion Regulation and Intimate Partner Violence Perpetration in Undergraduate Samples: A Review of the Literature. Trauma, Violence, & Abuse, 24(2), 152483802110360. <nowiki>https://doi.org/10.1177/15248380211036063</nowiki> O’Brien, W., & Maras, M.-H. (2024). Technology-facilitated coercive control: response, redress, risk, and reform. ''International Review of Law, Computers & Technology'', ''38''(2), 1–21. <nowiki>https://doi.org/10.1080/13600869.2023.2295097</nowiki> Rakovec-Felser, Z. (2014). Domestic Violence and Abuse in Intimate Relationship from Public Health Perspective. ''Health Psychology Research'', ''2''(3), 62–67. <nowiki>https://doi.org/10.4081/hpr.2014.1821</nowiki> Simic, Z. (2025). Seeing the signs: thinking historically about coercive control. Women’s History Review, 1–24. <nowiki>https://doi.org/10.1080/09612025.2025.2530251</nowiki> Stubbs, A., & Szoeke, C. (2022). The effect of intimate partner violence on the physical health and health-related behaviors of women: A systematic review of the literature. ''Trauma, Violence, & Abuse'', ''23''(4), 1157–1172. <nowiki>https://doi.org/10.1177/1524838020985541</nowiki> Walklate, S., & Fitz-Gibbon, K. (2019). The Criminalisation of Coercive Control: The Power of Law? International Journal for Crime, Justice and Social Democracy, 8(4), 94–108. https://doi.org/10.5204/ijcjsd.v8i4.1205 ‌ World Health Organization. (2024, March 25). ''Violence against Women''. World Health Organization. <nowiki>https://www.who.int/news-room/fact-sheets/detail/violence-against-women</nowiki> }} == External links == If you would like further information, contact these service providers: * 1800Respect - https://1800respect.org.au/violence-and-abuse/domestic-and-family-violence * National Domestic Violence Helpline - https://www.thehotline.org/ * Rainbow Sexual, Domestic and Family Violence Helpline - https://fullstop.org.au/get-help/our-services/rainbowviolenceandabusesupport * World Health Organization - https://www.who.int/news-room/fact-sheets/detail/violence-against-women [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships]] [[Category:Motivation and emotion/Book/Violence]]\ beipfevf6b3ikoduhx0s4bfigkpoaml 0 306614 2831711 2742128 2026-09-06T08:51:08Z ShakespeareFan00 6645 2831711 wikitext text/x-wiki {{title|Gut-brain axis and emotion:<br>What is the gut-brain axis and how does it influence emotion?}} {{MECR3|1=https://www.youtube.com/watch?v=U3hyw9EyM4M}} __TOC__ ==Overview== {{RoundBoxTop|theme=5}} [[File:Digestive system - Intestine 5 -- Smart-Servier.png|thumb|200px|'''Figure 1''' The digestive tract. The gut refers to the gastrointestinal tract, consisting of the stomach, intestines, and colon. This image depicts the small intestine of the gastrointestinal tract.]] ;Scenario Have you ever heard that some emotions are stored in your gut? Or had "butterflies in your stomach"? Maybe you got home from a rough day and were feeling down, so you got your favourite nutritious meal and things start to feel better. Or maybe you got some greasy fast food and sugary snacks, and ended up feeling not so great the next day. Are these feelings surface level, or is there a deeper explanation for all of this? This is a new question in the field of psychology, and these feelings are connected to the gut-brain axis. {{RoundBoxBottom}} The gut is often referred to as the “second brain”. This name was coined as the gut - consisting of the stomach, intestines, and colon (Figure 1) - has the second highest concentration of [[wikipedia:Neuron|neurons]] after the brain and produces a signficant{{sp}} amount of important [[wikipedia:Neurotransmitter|neurotransmitters]] (Yano et al., 2015). The gut-brain axis is the term used to describe the complex connection between the gut and brain. By understanding the gut-brain axis, people can improve their emotional lives through psychological science. Along with this, humans have been described as “super-organisms”. Meaning, they cannot be fully understood until every interconnected system is taken into account (Liang et al., 2018){{g}}. To fully understand emotions, the effects of the gut must be explored. While research into this topic is fairly novel, beginning in the 2000s, it has become an influential and important field. In 2015, the US Navy planned to provide 14.5 million USD to those researching the role of the gut in stress over the next 7 years{{f}}. The European Union is awarding 10.1 million {{what}} to those conducting gut research with a program called "MyNewGut" (Wang et al., 2016). Underscoring the international recognition of the gut-brain axis importance{{g}}. This chapter dives into the workings of the second brain, looking at how the gut influences emotions on a daily basis. This is integral to understanding how to optimise emotional regulation, and avoid emotional distress. The chapter explores the mechanisms of communication, and pathways for information in the gut-brain axis. Contemporary theories of emotion are used to explain the connection between emotion and the gut-brain axis. Then, effects of dysregulation in the gut are explored, as well as treatments through gut-brain axis modulation. The chapter also explores the effects of diet, pre and probiotics, parenting factors, and novel treatments such as faecal transplantation of bacteria. By the end of this chapter, readers will be able to better understand their emotions, increasing emotional intelligence and equipping themselves with knowledge to make better choices for their emotional health. {{RoundBoxTop|theme=3}} '''Focus questions:''' * How do the gut and brain communicate? * How does the gut influence the brain? * What happens when the gut-brain axis is dysfunctional? * How can emotions be manipulated by manipulating the gut environment? {{RoundBoxBottom}} ==Understanding the gut-brain axis== To understand how the gut-brain axis influences our emotions, it is important to first illustrate how the system is connected. The job the gut-brain axis is tasked with is to integrate intestinal &nbsp;functions into the wider functioning of the person (Carabotti et al., 2015)'''.''' The main systems of communication are outlined in Table 1, then the role of the microbiome is explored. === Key components and mechanisms of communication === So, how do the gut and brain communicate? The main systems involved in the gut brain axis are the autonomic nervous system (ANS), vagus nerve, hypothalamic pituitary adrenal (HPA) axis, and the central nervous system (CNS) (Table 1). {| class="wikitable" |+Table 1. Main mechanisms of communication in the gut-brain axis. ! !Autonomic Nervous System (ANS) !Vagus Nerve !Hypothalamic pituitary adrenal (HPA) axis !Central Nervous System (CNS) |- |'''What is it?''' |Consists of parasympathetic, sympathetic, and enteric (ENS) nervous systems. ENS embedded in gut wall. |Nerve extending from the gut, up the spinal cord, to the brain. |HPA axis is the interaction between the hypothalamus, pituitary gland, and adrenal glands. |The brain and spinal cord. |- |'''What does it do?''' |Parasympathetic nervous system tells the gut to digest. Sympathetic nervous system tells the gut to slow and conserve energy. The ENS is the starting point for information from the gut to send to the brain. It receives all communication from the microbiota (Carabotti et al., 2015). |Vagus nerve is the main highway between the gut and brain. |HPA Axis releases cortisol, sent to the gut to slow down digestion (Appleton, 2018). |The brain sends messages to the gut though the CNS (Martin et al., 2018). |} However, there are many more components in this complex system such as hormonal, immune, and metabolic pathways. It is also important to note that this communication system is not linear. but is bidirectional, with multiple feedback loops. Meaning almost every part of the system communicates with each-other through a range of channels (Mayer et al., 2022){{g}}. === The microbiome === [[File:Gut-brain-microbiome axis.png|thumb|489x489px|Figure 2. The gut-brain-microbiome axis. The microbiome has a bidirectional communication system with the gut-brain axis, often described as the gut-brain-microbiome axis. ''Select image to enlarge.'' ]] What factors influence the messages the gut sends to the brain? The [[w:Microbiome|microbiome]] is an ecosystem of bacteria collected in the gut across the lifespan. These bacteria (microbes) help us digest food and assist in the development of our immune system. A more diverse microbiome is associated with better physiological and emotional outcomes.{{f}} There is also a bi-directional communication system between the microbiome and the gut-brain axis, similar to the bi-directional communication between the brain and gut (Carabotti et al., 2015) (Figure 2). Microbes produce many of the neurotransmitters sent to the brain, such as dopamine, norepinephrine, serotonin, and GABA{{f}}. Animal studies show that microbiome interventions can also alter the levels of these neurotransmitters in the brain (Strandwitz, 2018). This means the gut environment can influence emotional state through neurotransmitters{{f}}. Recent research has found the microbiome to be increasingly influential in the gut-brain communication system, with some now referring to the system as the microbiome-gut-brain axis{{f}}. Have a further look [[Motivation and emotion/Book/2015/Digestive system and emotion|here]] about how the microbiome can influence emotions, or below to see how bacteria in the microbiome work. {| cellpadding="10" cellspacing="5" style=": center; width: 50%; background-color: inherit;color:inherit; margin-left: auto; margin-right: auto" | style="width: 40%; background-color: Pink;{{Text color default}}; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {| style="margin-left: auto; margin-right: auto;" |- | [[File:Parodyfilm.png|left|30px]] | '''[https://www.youtube.com/watch?v=VzPD009qTN4 How bacteria rule over your body: the microbiome]''' |} |} {{TOCright}} ==Gut-brain axis, neurotransmitters, hormones, and emotions== In this bidirectional communication system, it is well known the gut can respond to neurotransmitters and hormones produced and sent by the brain (see Table 1){{f}}. Working both ways, research has found gut can affect emotions, and emotions or situation can affect gut{{f}}. === Gut to brain pathways === '''[[wikipedia:Neural_pathway|Neurologic]]:''' Surprisingly to many, the microbiome can produce neurotransmitters. In fact, more than 90% of the body's [[wikipedia:Serotonin|serotonin]] is synthesised in the digestive tract, and over 50% of [[wikipedia:Dopamine|dopamine]] is produced in the gut (Liu et al., 2020). These neurotransmitters travel to the brain through the vagus nerve, causing neural activity which is experienced as different emotional states{{f}}. This process is called the neurologic pathway{{f}}. '''[[wikipedia:Endocrine_system|Endocrine]]:''' Next, the gut affects emotions through the endocrine and humoural/metabolic pathways. In the endocrine pathway, gut bacteria influence the release of peptides. [[wikipedia:Peptide|Peptides]] are chemical messengers travelling to the brain that can affect functions like reward, metabolism, social behaviour, stress, and memory. (Russo, 2017). These peptides also travel to the brain to influence emotion through the vagus nerve (Appleton, 2018). [[File:Gut-Brain Axis.svg|thumb|393x393px|Figure 3: Gut-brain axis communication summary. The gut sends information to the brain via immune, endocrine and neural pathways. The brain sends information to the gut through ANS, ENS, HPA axis, and vagus nerve. These pathways are interconnected and mostly bidirectional. |left]] '''Humoral/ [[wikipedia:Metabolic_pathway|metabolic]] pathways:''' In the humoral/ metabolic pathway, [[wikipedia:Short-chain_fatty_acid|short chain fatty acids]] (SCFA) are produced by the digestion of carbohydrates. They have hormone-like activity, stimulate the sympathetic nervous system, and can affect the production of gut-produced serotonin. This means overactive or underactive SCFA could negatively influence emotion (Appleton, 2018). '''[[wikipedia:Hormone|Hormonal]] pathway:''' The gut can also influence emotion through hormone secretion. A diverse gut microbiome regulates the secretion of leptin, grehlin{{sp}}, and insulin by the gut cells (Ke et. al, 2023). Leptin and ghrelin are important hunger cues, while insulin is important for regulating blood sugar. In fact, fluctuations in insulin can lead to fatigue, irritability, and an inability to regulate emotions{{f}}. This insulin connection was explored in a study by Ke. et, al, (2023), where they found association between emotion regulation processes and gut microbiome in a sample of women. Overall, the gut influences the brain through these neural, endocrine, humoural/metabolic, and hormone pathways. It can affect emotional state, as well as emotion regulation. This communication system is summarised in Figure 3. === Theories of emotion === To better understand how the gut-brain axis influences emotion, the relationship is observed through theories of emotion. The above pathways rely on biological theories of emotion, such as the James-Lange theory or contemporary theories. The James-Lange theory says all emotion arises from a physiological response to a stimulus. In this case, the stimulus (bacteria in the gut), create{{g}} the physiological response (neurotransmitters sent to the brain), to create an emotion (sadness, anger, happiness, etc.) (Cannon, 1927). However, contemporary research shows only some emotions have physiological antecedents. Contemporary theories of emotion have found fear, sadness, happiness, anger and disgust to have distinct physiological patterns{{f}}. These are all the emotions the gut- brain axis has influence on (Mayer, 2011). ==Dysregulation of the gut-brain axis.== Microbiome dysbiosis is a disruption in the normal functioning of the microbiome, resulting in dysfunction in the normal functioning of the gut-brain axis{{f}}. So what happens in the brain when the gut is in dysbiosis? Liu et al, (2020) reviewed current literature, creating a list of microbiota types that regulate neurotransmitters. They found dysbiosis affected the neurotransmitters;{{g}} serotonin, dopamine, [[wikipedia:GABA|GABA]], and [[wikipedia:Norepinephrine|norepinephrine]]. Serotonin balance affects the emotions of disgust and sadness, dopamine affects joy, and norepinephrine affects fear and anger (Jiang et al., 2022). Suggesting dysbiosis in the gut can negatively affect the core emotions disgust, sadness, joy, fear, and anger{{g}}. Looking to long-term implications of dysbiosis, one literature review found associations with anxiety- depressive behaviours. As lower serotonin is seen in those with major depressive disorder (MDD) (Carabotti et al., 2015). Clapp et al., (2017) supported this finding in their literature review, finding depressive and anxiety symptoms were linked to increased intestinal permeability- also known as [[wikipedia:Leaky_gut_syndrome|leaky gut syndrome]]. This means that the gut composition has an association with MDD and anxiety, through extended influence on emotions. Lee. et, al, (2020) also found stress, anxiety, and unfavourable social environments to be significantly associated with reduced microbiome diversity. These findings suggest that people may be able to alter their emotions by altering their microbiome environment. {| style="border: 1px solid #A0A0A0; border-radius: 12px; display: inline-table; background-color: transparent;color:inhert;padding-right: 20px;" |[[File:Crystal Clear app ktip.svg|left|30px|]]'''''Pause to reflect''''': Do you notice a connection between stress and your gut, or between stress and digestion? |} Researchers have even been able to determine the direction of the effects through experiments{{f}}. By transplanting faecal matter from depressed participants into germ-free mice, researchers replicated the microbiome of depressed participants{{f}}. The same procedure was conducted with a group of healthy control patients. This caused depressive and anxiety symptoms in the first group of mice, proving dysbiosis in the microbiome can cause MDD and anxiety (Kelly et al., 2016). {{RoundBoxTop|theme=3}} ;Test yourself: <quiz display="simple"> {The microbiome can produce it's{{g}} own neurotransmitters: |type="()"} + True - False {Microbiome diversity causes stress and anxiety: |type="()"} - True + False {Which emotion is influenced by the gut-brain axis?: |type="()"} - Pride - Jealousy + Fear - Love </quiz> {{RoundBoxBottom}} == Modulating the gut-brain axis == [[File:Tasty Food Abundance in Healthy Europe.png|thumb|Figure 4: Variety of food is important to microbiome diversity. This figure depicts a variety of fruits, vegetables, and grains.|200x200px]] How can the messages the gut sends to the brain be changed? Most interventions focus on increasing the biodiversity of the microbiome- through diet, supplements, birthing and parenting factors, or faecal matter transplants. Whereas some interventions such as vagal stimulation, take place in the communication system{{g}}.{{f}} Firstly, the most accessible solution is a change in the subjects{{g}} diet (See table 2), or commencement on supplements. In gut health, a positive change in diet means feeding a wide variety of bacteria. This variety is what is often missed in the Western diet, with Mediterranean and even plant-based diets gaining more support (Berding et al., 2021). Rather than sticking to the same three meals daily, a healthy diet for the gut is all about variety (Figure 4). {| class="wikitable" |+Table 2. Dietary factors affecting microbiota ! !Dietary Fibre !Fatty Acids !Amino Acids and Protein !Micronutrients !Fermented foods !Fruits and Vegetables !Sweeteners !Emulsifiers |- |'''What it does''' |Promotes growth in beneficial bacteria. Can be prebiotic. |Promotes growth in beneficial bacteria. Lower risk of depression and lower stress sensitivity. |Increases bacterial diversity. |Gut bacteria require minerals for survival or growth. Vitamins are an important nutrient for bacteria. |Contain probiotics, yeast, and microbial metabolites. Increases microbes in the diet over 10,000 fold. Increases diversity. |Promotes growth in beneficial bacteria. |Consumption of non-nutritive sweeteners linked to dysbiosis. Can cause inflammation. |Can cause gut inflammation, colon cancer, and obesity. |- |'''Examples''' |Grains, beans, lentils, vegetables, nuts, oats. |Oily fish (e.g. salmon), flaxseed, chia seed. |Animal or plant-based protein. |Iron Vitamin D B and K group vitamins |Sauerkraut, kimchi, kefir, dry fermented sausage, yogurt, cheese, kombucha. |Variety of fruits and vegetables. |Stevia Aspartame |Additives that improve shelf-life, texture, or flavour. Soy lecithin, carrageenan, mono- and diglycerides, |} <small>''Note:'' Adapted from (Berding et al., 2021).</small> Supplementing this with [[wikipedia:Psychobiotic|psychobiotics]] ([[wikipedia:Prebiotic_(nutrition)|pre]] and [[wikipedia:Probiotic|probiotics]]) can increase biodiversity, however this is a temporary solution compared to diet. A recent literature review found prebiotic consumption through dietary fibre to reduce cortisol (stress) response to acute stressors. Those taking psychobiotics compared to control groups had decreased anxiety and reduced cognitive reactivity to mood change (Barrio et al., 2022). Psychobiotics have also been proven effective as a psychiatric intervention for depressive symptoms (Appleton, 2018). In another study, they induced dysbiosis in mice then treated them with probiotics. The probiotics caused the HPA-axis to return to normal functioning, reducing stress (Clapp, et al., 2017). These studies show healing the gut through psychobiotics may be useful for those experiencing chronic stress. {| style="border: 1px solid #A0A0A0; border-radius: 12px; display: inline-table; background-color: transparent;color:inherit;padding-right: 20px;" |[[File:Crystal Clear app ktip.svg|left|30px|]] '''''Pause to reflect''''': Do you eat a variety of foods that ensure the best health for your gut? How could you improve? How do you think the modern diet with it's highly processed foods affects gut health? |} Next, birthing and parenting factors play a substantial role in the development of a healthy gut, with some painting development as make or break for gut health. For example, birth by Caesarean section or the use of antibiotics in development may negatively impact proper colonisation of the microbiome (Foster et al., 2017). In turn, this may cause imbalance in neurotransmitters, affecting emotions. This illustrates the importance of exposure to different kinds of bacteria from birth. Lastly, a growing intervention to increase microbiome diversity is faecal transplanting. In this method, researchers take bacteria from a healthy gut, and transport it to a gut lacking bacteria- through faecal matter.{{f}} {{RoundBoxTop|theme=1}} [[File:Viable Yellow Mice.png|thumb|300x300px|Figure 5: Germ-free mice are commonly used in microbiome manipulation experiments. This figure shows a group of mice.]] ;Case study - Germ free mice studies Germ-free mice are animals raised in a controlled environment without bacteria or microorganisms. In gut research, they are essentially a blank canvas to put different species of bacteria into (Figure 5). Kelly et al, (2016) used germ free mice for an experiment on faecal transplanting of bacteria. The mice were split into 2 groups- with one group given bacteria from depressed participants, and the other group given bacteria from the control participants. Bacteria was transported orally, through distilled faecal samples from participants. The mice ingested this for 3 days, so the bacteria could colonise their gut. In the depressed participants, their HPA axis was altered, resulting in a greater total cortisol response. The depressed participants were more stressed, more often than the control group. They also had a reduction in microbiota diversity compared to control. Kelly et al, (2016) theorised this stress and sadness would occur in the first group of mice after colonisation of "depressed bacteria". This theory was correct, with the "depressed group" of mice exerting{{huh}} anhedonia like behaviour. The mice had reduced gut microbiota richness and diversity, affecting neurotransmitter production. They also had an altered HPA axis, leading to an increased stress response. This case demonstrated how important microbiome diversity is for normal emotional states and regulation. The next study focused on reversing the effects on this microbiome dysbiosis through psychobiotics. Burokas et al. (2017) aimed to reverse chronic stress in mice through prebiotic treatment. Mice were given prebiotics dissolved in their water daily and tested after 2 to 3 weeks of treatment. They found the mice given prebiotics had decreased cortisol awakening response. Meaning, smaller life events are less likely to induce stress{{g}}. The mice also showed reduced depressive behaviour, and increased prosocial behaviour. {{RoundBoxBottom}} In contrast to these more accessible solutions, vagus nerve stimulation can be used to modulate the gut-brain axis in extreme cases. Johnson & Steenbergen (2022) found stimulation of the vagus nerve reduced emotional reactivity in participants. It has also been used to treat some cases of severe depression. While this solution is not practical for reducing the occurrence of negative emotions, it may be useful for those with disorders such as [[wikipedia:Major_depressive_disorder|MDD]]. == Conclusion == By exploring the influence of the gut-brain axis, this chapter presents a holistic view of emotions. The gut and brain communicate in a bidirectional system, with microbiota creating messages which are sent to the brain via neurologic, endocrine, and humoral/ metabolic pathways. Emotions are then influenced through gut-produced serotonin, dopamine, cortisol (stress) and insulin (emotion regulation). If the gut is not functioning correctly, emotions are affected. This connection is explained through contemporary theories of emotion, theorising the basic emotions- fear, sadness, happiness, anger, and disgust- have distinct physiological antecedents. Overall, microbiome diversity is associated with favourable social environments and emotional wellbeing- suggesting a change in social environment could positively alter emotions through altering the microbiome. Other changes for the gut that influence emotions include diet, supplements, birthing and parenting factors, faecal transplants, and vagal stimulation. {| style="border: 1px solid #A0A0A0; border-radius: 12px; display: inline-table; background-color: transparent;color:inherit;padding-right: 20px;" |[[File:Crystal Clear app ktip.svg|left|30px|]] '''''Pause to reflect''''': Is my gut health affecting my emotions? Could I make any changes that would influence my emotions? |} In the western diet, people are often missing key nutrients for a healthy gut. To cultivate and continue feeding good bacteria, it is beneficial to consume dietary fibre, fatty acids, amino acids, protein, micronutrients, and fermented foods on a regular basis. It is also important to avoid foods with sweeteners and emulsifiers, as these can cause inflammation and be detrimental to good bacteria. Research has also shown supplementation through pre and probiotics to increase diversity of the gut and reduce stress and anxiety. From an earlier stage in life, birthing and parenting factors ensure a child’s future gut health. Lastly, an overuse of antibiotics and antiseptics in childhood may be detrimental to the ability to gain beneficial bacteria in adulthood. Overall, by taking care of the gut—through a whole food diet, probiotics, prebiotics and stress management—people can positively impact their emotions and overall well-being. {{RoundBoxTop|theme=5}} '''What can you do?''' * Focus on a whole food diet. * Avoid preservatives, artificial sugars, and emulsifiers. * Aim for quality and variety of food. * Listen to your gut! {{RoundBoxBottom}} ==See also== * [[Motivation and emotion/Book/2015/Digestive system and emotion|Digestive system and emotion]] (Book chapter, 2015) * [[wikipedia:Emotion|Emotion]] (Wikipedia) * [[wikipedia:Gut–brain_axis|Gut-brain axis]] (Wikipedia) * [[Motivation and emotion/Book/2019/Junk food and psychological distress|Junk food and psychological distress]] (Book chapter, 2019) ==References== {{Hanging indent|1= Appleton, J. (2018). The gut-brain axis: Influence of microbiota on mood and mental health. {{em|Integr Med (Encinitas), 17}} (4), 28–32. Barrio, C., Arias-Sánchez, S., & Martín-Monzón, I. (2022). The gut microbiota-brain axis, psychobiotics and its influence on brain and behaviour: A systematic review. {{em|Psychoneuroendocrinology, 137}}, 105640. https://doi.org/https://doi.org/10.1016/j.psyneuen.2021.105640 Berding, K., Vlckova, K., Marx, W., Schellekens, H., Stanton, C., Clarke, G., Jacka, F., Dinan, T. G., & Cryan, J. F. (2021). Diet and the microbiota-but-brain axis: Sowing the seeds of good mental health. {{em|Adv Nutr, 12}}(4), 1239–1285. https://doi.org/10.1093/advances/nmaa181 Burokas, A., Arboleya, S., Moloney, R. D., Peterson, V. L., Murphy, K., Clarke, G., Stanton, C., Dinan, T. G., & Cryan, J. F. (2017). Targeting the microbiota-gut-brain axis: Prebiotics have anxiolytic and antidepressant-like effects and reverse the impact of chronic stress in mice. {{em|Biological Psychiatry, 82}}(7), 472–487. https://doi.org/https://doi.org/10.1016/j.biopsych.2016.12.031 Cannon, W. B. (1927). The James-Lange theory of emotions: A critical examination and an alternative theory. {{em|The American Journal of Psychology, 39}}(1/4), 106–124. https://doi.org/10.2307/1415404 Carabotti, M., Scirocco, A., Maselli, M. A., & Severi, C. (2015). The gut-brain axis: interactions between enteric microbiota, central and enteric nervous systems. {{em|Ann Gastroenterol, 28}}(2), 203–209. Clapp, M., Aurora, N., Herrera, L., Bhatia, M., Wilen, E., & Wakefield, S. (2017). Gut microbiota's effect on mental health: The gut-brain axis. {{em|Clin Pract, 7}}(4), 987. https://doi.org/10.4081/cp.2017.987 Foster, J. A., Rinaman, L., & Cryan, J. F. (2017). Stress & the gut-brain axis: Regulation by the microbiome. {{em|Neurobiology of Stress, 7}}, 124–136. https://doi.org/https://doi.org/10.1016/j.ynstr.2017.03.001 Jiang, Y., Zou, D., Li, Y., Gu, S., Dong, J., Ma, X., Xu, S., Wang, F., & Huang, J. H. (2022). Monoamine neurotransmitters control basic emotions and affect major depressive disorders. {{em|Pharmaceuticals, 15}}(10), 1203. https://www.mdpi.com/1424-8247/15/10/1203 Johnson, K. V. A., & Steenbergen, L. (2022). Gut feelings: Vagal stimulation reduces emotional biases. {{em|Neuroscience, 494}}, 119–131. https://doi.org/https://doi.org/10.1016/j.neuroscience.2022.04.026 Kelly, J. R., Borre, Y., C, O. B., Patterson, E., El Aidy, S., Deane, J., Kennedy, P. J., Beers, S., Scott, K., Moloney, G., Hoban, A. E., Scott, L., Fitzgerald, P., Ross, P., Stanton, C., Clarke, G., Cryan, J. F., & Dinan, T. G. (2016). Transferring the blues: Depression-associated gut microbiota induces neurobehavioural changes in the rat. {{em|J Psychiatr Res, 82}}, 109–118. https://doi.org/10.1016/j.jpsychires.2016.07.019 Ke, S., Guimond, A. J., Tworoger, S. S., Huang, T., Chan, A. T., Liu, Y. Y., & Kubzansky, L. D. (2023). Gut feelings: associations of emotions and emotion regulation with the gut microbiome in women. {{em|Psychol Med, 53}}(15), 7151–7160. https://doi.org/10.1017/s0033291723000612 Lee, S.-H., Yoon, S.-H., Jung, Y., Kim, N., Min, U., Chun, J., & Choi, I. (2020). Emotional well-being and gut microbiome profiles by enterotype. {{em|Scientific Reports, 10}}(1), 20736. https://doi.org/10.1038/s41598-020-77673-z Liang, S., Wu, X., & Jin, F. (2018). Gut-brain psychology: Rethinking psychology from the microbiota–gut–brain axis [Review]. {{em|Frontiers in Integrative Neuroscience, 12}}. https://doi.org/10.3389/fnint.2018.00033 Liu, T., Feenstra, K. A., Heringa, J., & Huang, Z. (2020). Influence of gut microbiota on mental health via neurotransmitters: A review. {{em|Journal of Artificial Intelligence for Medical Sciences, 1}}(1-2), 1–14. https://doi.org/10.2991/jaims.d.200420.001 Martin, C. R., Osadchiy, V., Kalani, A., & Mayer, E. A. (2018). The brain-gut-microbiome axis. {{em|Cell Mol Gastroenterol Hepatol, 6}}(2), 133–148. https://doi.org/10.1016/j.jcmgh.2018.04.003 Mayer, E. A. (2011). Gut feelings: the emerging biology of gut-brain communication.{{em| Nat Rev Neurosci, 12}}(8), 453–466. https://doi.org/10.1038/nrn3071 Mayer, E. A., Nance, K., & Chen, S. (2022). The gut–brain axis. {{em|Annual review of medicine, 73}}(1), 439–453. https://doi.org/10.1146/annurev-med-042320-014032 Russo, A. F. (2017). Overview of neuropeptides: Awakening the senses? {{em|Headache, 57 Suppl 2(Suppl 2)}}, 37–46. https://doi.org/10.1111/head.13084 Strandwitz, P. (2018). Neurotransmitter modulation by the gut microbiota. {{em|Brain Res, 1693(Pt B)}}, 128–133. https://doi.org/10.1016/j.brainres.2018.03.015 Wang, H.-X., Wang, Y.-P., & Chen, X. (2016). Gut microbiota-brain axis. {{em|Chinese Medical Journal, 129}}(19), 2373–2380. https://doi.org/doi:10.4103/0366-6999.190667 Yano, J. M., Yu, K., Donaldson, G. P., Shastri, G. G., Ann, P., Ma, L., Nagler, C. R., Ismagilov, R. F., Mazmanian, S. K., & Hsiao, E. Y. (2015). Indigenous bacteria from the gut microbiota regulate host serotonin biosynthesis. {{em|Cell, 161}}(2), 264–276. https://doi.org/10.1016/j.cell.2015.02.047 }} ==External links== * [https://www.youtube.com/watch?v=UjGMiChiUFc Do gut microbes control your personality?] (Ted) * [https://longevity.stanford.edu/lifestyle/2024/04/08/more-than-a-gut-feeling-how-your-microbiome-affects-your-mood/ More than a gut feeling: how your microbiome affects your mood] (Stanford Lifestyle Medicine) * [https://www.youtube.com/watch?v=jOgB6QIW18s The gut-brain axis | Aware webinar] (Aware) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotion]] [[Category:Motivation and emotion/Book/Nutrition]] [[Category:Motivation and emotion/Book/Physiological]] bzjukzif7lny3etznmtbclx0w3e4fg9 0 306689 2831707 2728588 2026-09-06T08:48:38Z ShakespeareFan00 6645 2831707 wikitext text/x-wiki {{title|Aha! experience:<br> What are the motivational and emotional characteristics of aha! experiences?}} {{MECR3|1=https://youtu.be/sFTLHH-pz7k}} __TOC__ ==Overview== {{Robelbox|theme=3|title=Case study|iconwidth=48px|icon=detective.svg}}<div style="{{Robelbox/pad}}"> [[File:Zawody w skateboardingu Street of Mediateka, Zagłębiowska Mediateka, ulica Kościelna, Sosnowiec, 22 czerwca 2024 04.jpg|thumb| Figure 1 Skateboarder landing a difficult trick (hardflip)]] {{ic|Use a numbered list as shown in Tutorial 2}} 1. You are sitting at home one evening trying to solve a cryptic crossword. The clue seems too abstract at first, but as you start to give up and get frustrated your brain unconsciously connects the dots and you have an instant realisation of what the answer might be. This is an aha! moment and the answer jumps out at you, these aha! moments can come in many different forms. 2. Imagine a skateboarder (see Figure 1) who is trying to land a new trick, falling over and over again until a movement or thought clicks and the skateboarder can now land this new trick more often than not. This is a combination of motivation and emotion to give a complex insight or aha! moment with a new feeling or movement. This is {{g}} two examples of the aha! moment, motivation is an important part of this process. Without sufficient drive to spend time learning it is unlikely anything new will be revealed. Behaviour, in relation to the aha moment is also important due to the feeling and excitement that can occur from learning something new. </div> {{RoundBoxBottom}} [[w:insight|Insight]] and [[w:learning|learning]] are not new concepts for life on Earth. This process is constantly evolving from generation to generation as knowledge is passed down. Animals and humans alike go through the necessary instinctual learning from birth so they can survive. This continues as humans develop not because they need to survive, but to enhance their knowledge, to learn a new math formula helping with spreadsheeting at work, or increasing their own physical abilities to play sport with friends. When someone is learning a task for the first time, there is a point where they receive clarity on how that new skill or thought process is performed. This may only take a short amount of time, or it could take weeks depending on the complexity of the task. These moments have been labelled the aha! moment, eureka moment, lightbulb moment, revelation, when the penny drops, and there are many other names for this experience. This chapter mainly uses the term, [[w:eureka_moment|aha! moment]], and focuses on the definition, a moment of sudden insight or discovery. There has been extensive research on [[w:Cognitive_development|cognitive development]], and how this occurs; this book chapter focuses on the aha! experience and the motivational and emotional characteristics of these experiences. Popular theories of aha! moments are based on early studies by [[w:Wolfgang_Köhler|Wolfgang Köhler]], {{g}} he described it as a restructuring of a problem rather than an [[w:Analytical_skill|analytical]] approach. Further research using the advancements of technology goes on to explain that an impasse is usually a key of moving towards an aha! moment, when the aha! moment is finally realised the [[w:Dopaminergic_pathways|dopaminergic]] middle brain is activated causing the person to feel excitement. The [[w:Lateralization_of_brain_function|right hemisphere of the brain]] has been linked to these aha! moments and this hemisphere of the brain is more active when relaxed. For this reason, it is not surprising that aha! moments have been reported occurring during times in nature, when meditating, or while in the shower. [[w:Sleep|Sleep]] has also been described as a time that a large amount of aha! moments occur. The aha! moment has been found to be manipulatable just as fake memories can be planted. Researchers have been able to elicit aha! moments causing a higher rate of belief in false facts. An aha! moment causing the user to believe that particular solution is true is the cause for this discrepancy{{g}}. For the previous reasons, it is important for research on the aha! moment to continue, {{g}} it is a unique state that many people have experienced before and find themselves stuck at the impasse stage. Further research could be based on isolating the specific parts of the brain for each stage of the aha! moment. === Focus questions === {{Robelbox|theme=1|title=Focus questions|iconwidth=48px|icon=question.svg}}<div style="{{Robelbox/pad}}"> * What are the theories behind the aha! moment? * Why does it feel good to aha!? * Where do aha! moments usually occur? * What are the disadvantages of an aha! moment? </div> {{RoundBoxBottom}} == What are the theories behind the aha! moment? == {| cellpadding="10" cellspacing="5" style=": center; width: 50%; background-color: inherit;color:inherit; margin-left: auto; margin-right: auto" | style="width: 40%; background-color: Plum;{{Text color default}}; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {| style="margin-left: auto; margin-right: auto;" |- | [[File:Parodyfilm.png|left|30px]] | <div style="text-align: center;">'''[https://www.youtube.com/watch?v=I2Big6V1_eY Aha! Moment - Tangled]''' (2 mins) {{explain}}</div> |} |} [[File:Archimedes bath.jpg|thumb|'''Figure 2''' A 16th century woodcut of [[Archimedes]]' eureka moment]] The aha! moment has been reported as far back as 250 bc {{ic|fix casing}}, when [[w:Archimedes|Archimedes]] was tasked with finding out if the King's crown was pure gold. During a trip to a local bath house Archimedes realised that water displacement could be used to measure the mass of an odd shaped object; it was at this moment he had an aha! moment, he leaped out of the bath shouting "Eureka" (see Figure 2) and was seen running down the street naked. This section, however, aims to describe current and past theories of the aha! moment in more recent psychology. With the emergence of technology, this area of study has evolved dramatically since early studies in the 1920s by [[w:gestalt_psychology|Gestalt psychologists]]. === Early studies === [[File:Wolfgang Köhler.jpg|thumb|220x220px|'''Figure 3''' Wolfgang Köhler, psychologist and phenomenologist]] Gestalt psychologists were coined as the first to begin the study of the aha! moment. [[w:Wolfgang_Köhler|Wolfgang Köhler]]'s (see Figure 3) early work with chimpanzees showed that insight occurred when looking at a problem from a different perspective rather than multiple repeated attempts, in essence restructuring the problem (Kohler, 1925). This research paved the way for current research who used Gestalt principles as a foundation for modern day study into aha! moments. === Current theories === Many modern researchers agree that aha! moments are somewhat unconscious, are different from analytic learning patterns, and are all interested in how aha! moments can be elicited. ==== John Kounios and Mark Beeman ==== Two of the current leading researchers on the aha! moment are John Kounios and Mark Beeman. Their book [https://www.amazon.com.au/Eureka-Factor-Moments-Creative-Insight/dp/1400068541 ''The Eureka Factor: aha! moments, Creative Insight, and the Brain'' (2015)] is considered to be one of the most thorough up-to-date sources on the aha! moment. Using modern technology such as [[w:Neuroimaging|neuroimaging,]] they are able to explore the regions of the brain and the neural activity that occurs at the time of insight (Kounios & Jung-Beeman, 2015). Kounios and Jung-Beeman (2015) explain how the aha! moment is similar to a lightning strike of clarity after some duration of unconscious thought. They suggest that the main process difference between sudden insight and an analytical framework of learning is the step-by-step process. They explain the ideal conditions for an aha! moment as when the brain is emitting [[w:Alpha_waves|alpha waves]], positive emotions and minimal distractions can allow the person to reduce their [[w:Functional_fixedness|functional fixedness]] and increase the chance of an aha! moment. The area of the brain that is most involved in the aha! moment is the anterior superior temporal gyrus in the right hemisphere; during the moment of insight the brain will also show [[w:Gamma_waves|gamma waves]] in a state of heightened awareness{{f}}. ==== Amory H. Danek ==== Research by Amory H. Danek follows similar theories that aha! moments are a large leap in understanding, happen somewhat [[w:Subconscious|subconscious]]ly and consist of a restructuring rather than a step-by-step process. In the book chapter [https://www.taylorfrancis.com/chapters/edit/10.4324/9781003009351-21/phenomenology-insight-amory-danek The phenomenology of insight: The Aha! experience], Danek (2023) expands on this by introducing her theory on the role emotion has in an aha! moment. She believes that the surprise, sense of accomplishment, and enjoyment that accompany the insight moment create an emotional high that acts a {{g|example=acts as a}} reinforcer and a signal that the solution was correct. She goes on to describe that another key component of the aha! moment is a cognitive impasse. The chapter indicates that at this point the person can not see a clear solution to the problem and they turn away from conventional thinking and the unconscious mind can take over. This is strengthening the aha! moment due to the conscious mind suddenly becoming aware of the insight causing a huge shift in perspective, making the whole experience much more memorable than an analytical process of learning. It is important to remember that historically, the theories gave a good description of what the aha! moment was but it didn't describe why these were occuring. The advances in technology have allowed modern researchers to measure the biological origin of this [[w:Phenomenon|phenomenon]] and to gain more knowledge in this area. By learning what sections of the brain activate when someone is having an aha! moment, it gives the ability to to give more practical applications that can be utilised. === Quiz === {{Robelbox|theme=6|title=Topic review 1: Quiz time!|iconwidth=48px|icon=Nuvola_apps_korganizer.svg}}<div style="{{Robelbox/pad}}"> <quiz display=simple> {What type of brain waves were associated with aha! moments? (select all that apply)} + Alpha - Beta - Delta + Gamma {Which of these is a key precursor to an aha! moment? |type="()"} - An emotional high + A cognitive impasse - A warm bath </quiz> </div> {{Robelbox-close}} == Why does it feel good to aha!? == The moment someone reaches that aha! moment is a positive emotion, a feeling of success, and also importantly a feeling of relief. When that same person is at the impasse stage of the problem they are usually feeling frustrated, ready to give up, and that the problem is futile{{f}}. This gives insight into why it feels so good to have an aha! moment the impasse stage and negative emotion act a catalyst to restructure the problem and find a way to the solution. === Hitting an impasse before an aha! moment === Vladimirov and Makarov (2020) asked participants to solve a computer based puzzle where numbers within shapes where shown on the screen, {{g}} the participants needed to move the items around to screen to find the optimal location. After each attempt the puzzle would show which items were in the right place and after three attempts the puzzle would suspend and the user would have to tell the camera how they were feeling and why they made these steps. They found that negative emotions occur more often than positive emotions where the participant was at an impasse, {{g}} this was sometimes signaled by stating the pointlessness of the task. The presence of an impasse and negative emotions caused random attempts at the puzzle instead of the previous premeditated movements. These random attempts were a form of restructuring the problem and led to a deeper understanding and eliciting a positive emotional response, this then led to a further positive emotion when the puzzle was solved. Thus, the impasse and negative emotion were the cause of the random attempts, the user needed to approach the problem from a different angle. This impasse was a confronting stage in the puzzle when they realised the initial solving process wouldn't work. Frustration then turns into happiness, or relief, when progress towards the goal is being made, it also frees up processing power in the brain compared to when the problem was being worked on. This juxtaposition of emotions gives an example of why the aha! experience can feel so good. [[File:Dopaminergic pathways.svg|thumb|241x241px|'''Figure 4''' dopaminergic pathways in the brain]] === Reward centres and aha! moments === Dopamine is commonly referred to as the source of pleasure within the brain; Tik et al. (2018) have linked the [[w:Ventral_tegmental_area|ventral tegmental area]], [[w:Nucleus_accumbens|nucleus accumbens]] (see Figure 4), and [[w:Caudate_nucleus|caudate nucleus]] with aha! moments. These three areas in the dopaminergic midbrain are also related to the release of dopamine, using [[w:FMRI|fMRI]] this study was able to determine that during times of high insight these areas of the brain were activating. Subsequently, this shows that the feeling of an aha! moment can result in a natural excitement or happiness. === Puzzle === {{Robelbox|theme=2|title=Puzzle time!|iconwidth=48px|icon=puzzle.svg}} <div style="{{Robelbox/pad}}"> Can you come up with the answers to these insight puzzles? Each of these require you to think outside the box. Don't get stuck with functional fixedness. [[File:9dots.svg|thumb|right|Figure 5 The nine dot puzzle starting image]] Nine dot puzzle: Draw nine dots on a page (see Figure 5). You must connect the dots by drawing four or less straight lines without lifting your pen off the paper. Riddles: <br /> 1. What has to be broken before you can use it? <br /> 2. What question can you never answer yes to? <br /> 3. Two fathers and two sons are in a car, yet there are only three people in the car. How? <br /> Remote associates test: You are given three words and must find a word that relates to all three. <br /> 1. cottage / swiss / cake (easy) <br /> 2. sense / courtesy / place (medium) <br /> 3. right / cat / carbon (hard) <br /> (Answers below the conclusion) </div> {{RoundBoxBottom}} == Where do aha! moments usually occur? == While there is vast literature on the aha! moment in a research setting there is still a lack of evidence based research in environmental situations. Ovington et al. (2018) sought to find more information where the general public have their aha! moments and what contributed to these situations. They asked 1,114 people and eight main locations were found to be the common places someone would experience the phenomenon, in order of most reported; # At night (in bed, sleeping, or waking up) # At work (at desk, working on problem, or just at work) # In the shower (or bath) # At home (cleaning, or just at home) # Quietness (meditating, relaxing, or away from distractions) # Transport (driving or public transport) # Exercise # In nature [[File:Ostriches-Sleep-like-Platypuses-pone.0023203.s003.ogv|thumb|'''Figure 6''' an example of ostriches going into REM sleep]] The most common place reported for the aha! moments was at night, during sleep, or waking up, this is consistent with research by Stickgold and Walker (2004) showing that those who slept in between attempting to solve a "number reduction task" were more than twice as likely to see a short-cut in the number patterns. Further data by Walker et al. (2002) states that [[w:Rapid_Eye_Movement_sleep|Rapid Eye Movement]] (REM) state sleep (see figure 6) can have a significant improvement on problem solving compared to those who are experiencing Non-Rapid Eye Movement (NREM) sleep. Therefore, the data suggests that the REM sleep is putting the brain into a state conducive to problem solving. All of the reported places of having an aha! moment from two to eight are situations where the person is likely to be more relaxed and allowing their brain activity to be less dominated by conscious thought. While relaxed, the right hemisphere of the brain becomes more active and this could be the reason for the increase of aha! moments (Bowden & Jung-Beeman, 2003). Bowden and Jung-Beeman, (2003) presented semantic problem solving tasks to 44 students at the University of Wisconsin at Parkside, {{g}} half of the students were presented these problems in the left hemisphere visual field and half were presented in the right hemisphere visual field. It was found that the right hemisphere groups had increased ability to solve the problems; this indicates the right hemisphere being heavily involved in aha! moments. These research findings show that good quality sleep and being relaxed can help induce an aha! moment. Those parameters are allowing the brain to move into a state where it is subconsciously working on reframing the parameters of the problem before the conscious mind is aware of the restructure. This is an important realisation because it points towards not all aha! moments needing to be brought upon by the frustration caused by an impasse, rather by putting the mind in a relaxed state. == What are the disadvantages of an aha! moment? == As Danek (2023) explained, the aha! moment usually acts a reinforcer towards a solution being correct or a revelation in the right path toward the answer. This is a useful trait of an aha! moment, and studies have shown that an aha! moment will more likely to be preceded by the correct answer than an analytical moment (Salvi et al., 2016). Salvi et al. (2016) also found that solving puzzles via insight tended to take longer compared to analytical responses, implying insight based problem solving is on an all-or-nothing basis. This could be due to the subconscious activity that brings the sudden aha! moment to the conscious mind when it is complete. An issue with this style of problem solving is not the way it is solved but the overgeneralisation caused by the aha! moment that the solution must be true. In the study by Salvi et al. (2016), they successfully caused a higher level of reported truths to several false facts presented to the participants. This was done by artificially inducing aha! moments causing the feeling of an aha! moment to incorrectly give the sense of a solved problem. This shows that the aha! moment can be used to come up with an answer when the problem solver is not certain, causing an incorrect answer. The subconscious areas of the brain that work on memory storage and retrieval could have some responsibility for this phenomenon, the aha! moment will cause the unfamiliarity of the problem to disappear. In any case, it is worth being mindful that the aha! moment is not always a precursor to a correct answer. === Quiz === {{Robelbox|theme=6|title=Topic review 2: Quiz time!|iconwidth=48px|icon=Nuvola_apps_korganizer.svg}}<div style="{{Robelbox/pad}}"> <quiz display=simple> {Where is the number one reported location of an aha! moment? |type="()"} - At work + At night - In nature - In the shower - While meditating {What is a possible negative of the aha! moment? |type="()"} - An emotional high + A generalisation cause a false truth - Shorter retention of the answer </quiz> </div> {{Robelbox-close}} ==Conclusion== The aha! moment is an invaluable part of everyday life, {{g}} it is a common thing that could occur many times in one day. With the advancement of technology being able to show the right hemisphere and the middle brain dopaminergic areas activating during an aha! moment science is closer to cracking the code on this phenomenon. It is suggested that sleep, or a relaxed mindstate is needed to help the unconscious mind restructure the parameters of a problem that has been in the conscious mind. When this problem has been restructured and functional fixedness removed, the unconscious mind can bring this back into conscious thought giving that aha! moment feeling. While this generally predicts a correct solution to the problem it is prudent to consider fact checking before moving forward as sometimes the aha! moments can be fallible. It is suggested that further research is conducted around the sleep phases and the relaxed mind state so that it would be possible to elicit more aha! moments. Further, research into which brain regions are active when a true memory versus a false memory could allow the aha! moment to be used with more certainty. === Puzzle answers === {{Robelbox|theme=2|title=Puzzle answers!|iconwidth=48px|icon=puzzle.svg}} <div style="{{Robelbox/pad}}"> [[File:Ninedots.svg|thumb|Figure 7 The Nine Dot Problem with solution.]] Nine dot problem: Those that struggle with this puzzle usually do so because they do not realise you can draw outside the perimeter of the dots (see figure 7). Riddles: <br /> 1. What question can you never answer yes to?<br /> Answer: Are you asleep yet?<br /> 2. What has to be broken before you can use it?<br /> Answer: An egg <br /> 3. Two fathers and two sons are in a car, yet there are only three people in the car. How? <br /> Answer: They are a grandfather, father and son. <br /> Remote associates test: <br /> 1. cottage / swiss / cake = cheese <br /> 2. sense / courtesy / place = common <br /> 3. right / cat / carbon = copy <br /> How many did you answer correctly? Did you have your own aha! moment? </div> {{RoundBoxBottom}} ==See also== * [[w:eureka_moment|Aha! moment]] (Wikipedia) * [[wikipedia:Alpha_waves|Alpha waves]] (Wikipedia) * [[w:Analytical_skill|Analytical]] (Wikipedia) * [[wikipedia:Archimedes|Archimedes]] (Wikipedia) * [[w:Caudate_nucleus|Caudate nucleus]] (Wikipedia) * [[w:Cognitive_development|Cognitive development]] (Wikipedia) * [[wikipedia:Dopaminergic_pathways|Dopaminergic]] (Wikipedia) * [[w:FMRI|fMRI]] (Wikipedia) * [[wikipedia:Functional_fixedness|Functional fixedness]] (Wikipedia) * [[Motivation and emotion/Book/2022/Functional fixedness|Functional fixedness]] (Book chapter, 2022) * [[wikipedia:Gamma_waves|Gamma waves]] (Wikipedia) * [[wikipedia:gestalt_psychology|Gestalt psychologists]] (Wikipedia) * [[w:insight|Insight]] (Wikipedia) * [[w:Learning|Learning]] (Wikipedia) * [[wikipedia:Neuroimaging|Neuroimaging]] (Wikipedia) * [[w:Nucleus_accumbens|Nucleus accumbens]] (Wikipedia) * [[w:Phenomenon|Phenomenon]] (Wikipedia) * [[wikipedia:Rapid_Eye_Movement_sleep|Rapid eye movement]] (Wikipedia) * [[w:Lateralization_of_brain_function|Right hemisphere of the brain]] (Wikipedia) * [[w:Sleep|Sleep]] (Wikiversity) * [[Motivation and emotion/Book/2010/Student motivation theories|Student motivation theories]] (Book chapter, 2010) * [[w:Subconscious|Subconscious]] (Wikipedia) * [[w:Ventral_tegmental_area|Ventral tegmental area]] (Wikipedia) * [[wikipedia:Wolfgang_Köhler|Wolfgang Köhler]] (Wikipedia) ==References== {{Hanging indent|1= Bowden, E. M., & Jung-Beeman, M. (2003). Aha! Insight experience correlates with solution activation in the right hemisphere. Psychonomic bulletin & review, 10(3), 730-737. https://doi.org/10.3758/BF03196539 Danek, A. H. (2023). The Phenomenology of Insight The Aha! Experience. In L. J. Ball, & Vallée-Tourangeau, F. (Ed.), The Routledge International Handbook of Creative Cognition (1st Edition ed., pp. 308-331). Routledge. https://doi.org/https://doi.org/10.4324/9781003009351 Kohler, W. (1925). The mentality of apes. Kegan Paul Trench Trubner And Co Ltd. Kounios, J., & Jung-Beeman, M. (2015). The Eureka factor : aha moments, creative insight, and the brain. Random House. Ovington, L. A., Saliba, A. J., Moran, C. C., Goldring, J., & MacDonald, J. B. (2018). Do People Really Have Insights in the Shower? The When, Where and Who of the Aha! Moment. The Journal of Creative Behavior, 52(1), 21-34. https://doi.org/https://doi.org/10.1002/jocb.126 Salvi, C., Bricolo, E., Kounios, J., Bowden, E., & Beeman, M. (2016). Insight solutions are correct more often than analytic solutions. Thinking & Reasoning, 22(4), 443-460. https://doi.org/10.1080/13546783.2016.1141798 Stickgold, R., & Walker, M. (2004). To sleep, perchance to gain creative insight? Trends in cognitive sciences, 8(5), 191-192. https://doi.org/10.1016/j.tics.2004.03.003 Tik, M., Sladky, R., Luft, C. D. B., Willinger, D., Hoffmann, A., Banissy, M. J., Bhattacharya, J., & Windischberger, C. (2018). Ultra-high-field fMRI insights on insight: Neural correlates of the Aha!-moment. Hum Brain Mapp, 39(8), 3241-3252. https://doi.org/10.1002/hbm.24073 Vladimirov, I. Y., & Makarov, I. N. (2020). From "hmmm " to "aha!": Emotional monitoring of representational change. Psychology, Journal of the Higher School of Economics, 17(4), 658-681. https://doi.org/10.17323/1813-8918-2020-4-658-681 Walker, M. P., Liston, C., Hobson, J. A., & Stickgold, R. (2002). Cognitive flexibility across the sleep–wake cycle: REM-sleep enhancement of anagram problem solving. Cognitive Brain Research, 14(3), 317-324. https://doi.org/https://doi.org/10.1016/S0926-6410(02)00134-9 }} ==External links== *[https://www.amazon.com.au/Eureka-Factor-Moments-Creative-Insight/dp/1400068541 ''The Eureka Factor: aha! moments, Creative Insight, and the Brain'' (2015)] (Amazon) *[https://www.taylorfrancis.com/chapters/edit/10.4324/9781003009351-21/phenomenology-insight-amory-danek The phenomenology of insight: The Aha! experience] (Taylor Francis) *[https://www.youtube.com/watch?v=aBMdk2Vpcro The science of aha! moments by Eleanor Shakiba] (YouTube) *[https://www.youtube.com/watch?v=Cucx3OyT8Wo What is an aha! moment? How it works, top examples & how to find yours] (YouTube) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cognitive]] [[Category:Motivation and emotion/Book/Curiosity]] 35pzzctb38yj3574t0sx3lbucypjbgp 1 306727 2831634 2758196 2026-09-06T03:23:21Z Isa Murphy 3105869 /* Social Contribution */ new section 2831634 wikitext text/x-wiki ==Initial suggestions== {{ping|SoSilverLibby}} Thanks for tackling this topic. Some initial suggestions: * Check out related chapters and see how you can build on, link to, and integrate with them e.g., see these categories: ** [[:Category:Motivation and emotion/Book/Domestic violence]] ** [[:Category:Motivation and emotion/Book/Relationships]] * What psychological theory(ies) can help to understand and explain this topic? * What is the main research about this topic? Let me know if I can do anything else to support the development of this chapter. Sincerely, James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:04, 6 August 2024 (UTC) :Hi James :I have accidentally deleted your contributions / links to your initial suggestions at the bottom of my page. :Can you help me with getting them back please? :Thank you :Bronwyn (SoSilverLibby u960569) [[User:SoSilverLibby|SoSilverLibby]] ([[User talk:SoSilverLibby|discuss]] • [[Special:Contributions/SoSilverLibby|contribs]]) 03:20, 13 August 2024 (UTC) ::{{ping|SoSilverLibby}} They still seem to be there. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:20, 2 September 2024 (UTC) == Heading casing == {| style="float: center; background:transparent;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:SoSilverLibby|Hi [[User:SoSilverLibby|SoSilverLibby]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:20, 2 September 2024 (UTC) |} <!-- Official topic development feedback --> {{METF/2024 |1= <!-- Title --> # The title and/or sub-title were not correctly worded and/or formatted (fixed) # User name removed from the page. Authorship is as per [[Special:History/{{PAGENAME}}|the page's edit history]]. |2= <!-- Headings --> # See earlier comment about [[#heading casing|Heading casing]] # Basic, 2-level heading structure – could benefit from further development, perhaps using a 2-level structure <!-- Alignment with focus questions --> # Develop closer alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with up to a similar number of sub-headings for large sections # The Overview and Conclusion should not have sub-headings # Use default heading formatting (i.e., avoid bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary. Provide this information in Overview or move into subsequent sections. # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information. # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections |3= <!-- Overview--> # Basic # Overall, too long <!-- Scenario --> # Move the scenario or case study into a feature box (with an image) to the start of this section to help catch reader interest # Abbreviate the scenario (too long). Could split it and move some aspects into subsequent sections to illustrate key points from psychological science. <!-- Description --> # A brief, evocative description of the problem/topic is planned # Likely to be too long. Move detail into subsequent sections. <!-- Focus questions --> # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> # Basic development of key points # Legislation varies by country and is not necessary to answer the question; write for an international audience. Legislation in a particular country could be used an example. <!-- Citations --> # Use APA style for citations <!-- Theory and research --> # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples <!-- Other --> # For sections which include sub-sections, include the key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Then focus most of the content on ''directly answering the core question(s)'' posed by the chapter sub-title. # Use 3rd person perspective # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression such as checking grammatical and spelling errors <!-- Conclusion --> # Conclusion is underway # What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) |5= <!-- Figure --> # One or more relevant figure(s) presented and captioned <!-- Caption --> # The figure caption(s) could better explain how the image connects to key points being made in the main text <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size from to make it easier to view |6= <!-- Learning feature --> <!-- Interwiki links ---> # Add in-text [[m:Help:Interwiki linking|interwiki links]] for the first mention of key terms to relevant Wikipedia articles and/or to relevant book chapters (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Examples/case studies --> # Promising use of one or more scenarios/examples/case studies <!-- Quiz --> # Consider including one or more quiz question(s) about the take-home messages <!-- Tables --> # Promising use of one or more table(s) # Add table caption # Cite each table at least once in the text |7= <!-- References --> <!-- Overall --> # Good <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses <!-- Suggestions --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation ## make doi hyperlinks active (i.e., clickable) |8= <!-- Resources --> <!-- See also --> # See also ## One of two link types provided ### Also link to relevant Wikipedia pages ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Basic ## Target an international audience; Australians only represent 0.33% of the world population ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]]) ## Include source in brackets after link ## Use alphabetical order |9= <!-- User page --> # Very good <!-- Description about self --> # Excellent description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]]) |10= <!-- Social contribution --> # One out of three types of contributions made with with direct link(s) to evidence. The other types of contribution are making: #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on other platforms such as the {{Motivation and emotion/Canvas}} discussion forum or on [https://x.com X] using the {{Motivation and emotion/Hashtag}} # Note that one of the direct contributions was a comment, so is better placed on the talk page }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:20, 2 September 2024 (UTC) == Hello! == Thank you for tackling such an intense, and important topic that seems so prevalent in our times. For your topic I would recommend (if you have not already) looking intro the book 'Why does he do that?" as it pertains to domestic violence, and I would the book to be a haorriowing and informative read. Look over your chapter, I have noticed a few touches that could be made, for starters, I would recommend increasing the image size so as that would make it more readable. I would say your casestudy, while it is good, is too long anbd/or should be moved somewhere else throughout the chapter. Thank you for your hard work! And good luck [[User:Joan-E-1405|Joan-E-1405]] ([[User talk:Joan-E-1405|discuss]] • [[Special:Contributions/Joan-E-1405|contribs]]) 07:36, 29 September 2024 (UTC) == Coercive control in intimate partner violence == Hi Liz, Great work on the work you have developed ahead of the topic development. The structure and overall presentation of the page looks really good, and the level of detail you've gone into regarding your sub-headings is really clear and concise but provides the reader with the right level of information to understand the point you're trying to articulate. If you haven't already, I would suggest reading previous book chapter; 2024 - [[Motivation and emotion/Book/2024/Abusive relationships and emotional dependency|Abusive relationships and emotional dependency]], and [[Motivation and emotion/Book/2023/Abusive supervision|Abusive supervision]] to provide further insights from previous students regarding abuse in relationships and the on-going effects it has on the victim. I really like the integration of the case studies, including real life instances of coercive control that have occurred in the past to bring to life the problem that coercive control is and how it manifests in different ways. Keep up the good work! - [[User:Taleigrima|U3228474]] [[User:Taleigrima|u3228474]] ([[User talk:Taleigrima|discuss]] • [[Special:Contributions/Taleigrima|contribs]]) 03:14, 14 August 2025 (UTC) <!-- Official topic development feedback --> {{METF/2025 |1= <!-- Title --> # The title and sub-title are correctly worded and formatted |2= <!-- Headings --> <!-- Heading structure --> # Well developed 2-level heading structure. Meaningful headings clearly relate directly to the core topic # Use top-level headings followed by next level headings # Do not include citations in headings <!-- Alignment with focus questions --> # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Put learning outcomes inside the Overview (suggest using focus questions) and remove heading <!-- Other ---> # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) |3= <!-- Overview--> # Scenario, image, evocative description of the problem/topic # learning outcomes -> focus questions <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section <!-- Description --> # A description of the problem/topic is provided <!-- Focus questions --> # Learning outcomes (change to focus questions) are aligned with sub-title and top-level headings |4= <!-- Key points--> # Excellent – key points are well developed for each section # It is unlikely that all planned aspects can be reasonably covered within the final word count, so be selective and concentrate on the important aspects in order to address the question in the sub-title <!-- Citations --> # Excellent use of citations <!-- Theory and research --> # Good balance of theory and research; make sure to include the best psychological research about this topic <!-- Other --> # Embed learning features such as case study in the most relevant section (rather than having their own section) # Learning checkpoint - move down one heading level, so they sit underneath a main heading # Put table caption above table # Move/integrate focus questions into the Overview <!-- Conclusion --> # Conclusion (the most important section) hasn't been developed # What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) |5= <!-- Figure --> # One or more relevant figure(s) are presented and captioned <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) |6= <!-- Learning feature --> <!-- Interwiki links ---> # Add in-text [[m:Help:Interwiki linking|interwiki links]] for the first mention of key terms to relevant Wikipedia articles and/or to relevant book chapters (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Examples/case studies --> # Excellent use of one or more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) <!-- Tables --> # Excellent use of one or more tables <!-- Other --> # Consider including more examples/case studies, quiz question(s), table(s) etc. |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # Are there any systematic reviews about this topic? <!-- Suggestions --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation ## [[Help:Wikitext quick reference|italicisation]]) |8= <!-- Resources --> <!-- See also --> # See also ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] <!-- External links --> # External links ## Basic ## Target an international audience; Australia is only .33% of the population ## Provide the most relevant external resources about this topic ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]]) ## Include source in brackets after link |9= <!-- User page --> # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] <!-- Description about self --> # Very brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # At least three different types of contributions with direct link(s) to evidence # The first edit didn't seem to contribute anything meaningful/useful }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:47, 15 August 2025 (UTC) == Topic similarity == Hello there! I notice that our chapters are both covering similar topics involving coercion. While yours focuses on coercion in intimate personal relationships and mine focuses on coercive mental health practices in mental health contests, it is interesting to see how there are so may overlapping similarities. Ones that stood out most to me were behaviours that strip someone of their autonomy, enforcing isolation, monitoring or threat of consequences. Despite taking place in massively different contexts, these themes are consistent when discussing coercion. [[User:LizbethMV|LizbethMV]] ([[User talk:LizbethMV|discuss]] • [[Special:Contributions/LizbethMV|contribs]]) 14:51, 28 September 2025 (UTC) <!-- Official book chapter feedback --> {{MEBF/2025 |1= <!-- Overall comments... --> # This is an excellent chapter that successfully uses psychological theory and research to address a practical, real-world phenomenon or problem <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|genAI use]] is appropriately acknowledged <!-- Overall – Citations --> # Very good use of academic, peer-reviewed citations to support claims <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCoercive_control_in_intimate_partner_violence&diff=2758195&oldid=2753631 these copyedits] |2= <!-- Overview – Comments... --> # Well developed <!-- Overview – Scenario --> # Engaging scenario or case study in a feature box with a relevant image <!-- Overview – Explains problem --> # Clearly explains the psychological problem or phenomenon <!-- Overview – Focus questions --> # The focus questions are excellent (clear and relevant) |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Excellent—key theories are very well explained and applied <!-- Theory – Builds on --> # Builds effectively on other [[Motivation and emotion/Book|chapters]] and/or [[w:|Wikipedia]] articles <!-- Theory – Depth --> # Insightful depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Excellent use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used <!-- Theory – Examples --> # Consider using more examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent review of relevant research # Excellent emphasis on systematic reviews and/or meta-analyses <!-- Research – Critical thinking --> # Very good [[w:Critical thinking|critical thinking]] about relevant research is evident |5= <!-- Integration comments... --> # Excellent integration between theory and research |6= <!-- Conclusion comments... --> # Good summary and conclusion <!-- Conclusion – Key points --> # Key points are summarised in a basic way <!-- Conclusion – Focus questions --> # Address the focus questions <!-- Conclusion – Take-home messages --> # Add practical, take-home message(s) <!-- Conclusion – Word count --> # Not counted for marking purposes due to being over the maximum word count |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is excellent <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## Use the default heading style (e.g., remove bold) <!-- Written expression – Grammar --> # Grammar ## Check and correct use of [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ possessive apostrophes] (e.g., cats vs cat's vs cats') <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] ## Use [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies sentence casing for disorders, therapies, theories, etc.] <!-- Written expression – Figures --> ## Figures ### Very well captioned <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style <!-- Written expression – Tables --> ## Tables ### Very well captioned <!-- Written expression – Tables - Citations --> ### Each Table is referred to at least once within the main text using APA style <!-- Written expression – Citations --> ## Citations use very good [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]: ### List multiple citations in alphabetical order by first author surname <!-- Written expression – References --> ## References use very good APA style: ### Check and correct use of italicisation ### Include hyperlinked dois |8= <!-- Learning features comments... --> # Overall, the learning features are excellent <!-- Learning features – Wikipedia embedded links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles <!-- Learning features – Wikiversity embedded links --> # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Excellent use of figure(s) # Very good use of table(s) # Excellent use of feature box(es) # Very good use of scenarios, case studies, or examples <!-- Learning features – Quizzes --> # Excellent use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent use of the "See also" section <!-- Learning features – External links --> # Insufficient/No use of the "External links" section ## Target an international audience ## Link to the top 3-6 external resources about this topic |9= <!-- Social contribution comments... --> # ~8+ logged, useful contributions with direct links to evidence # Thanks for the Wiki Commons uploads }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 10:49, 5 October 2025 (UTC) == Social Contribution == Thank you for promoting conversation on such an important topic. It would be interesting to further explore the impact of coercive control on gender roles and stereotypes. Notably, coercive control is viewed as a predominantly male behaviour, which in turn neglects male victims and can inappropriately assign all men as coercive people and women as non-coercive. Alongside this, reviewing the legal system and its systematic set-up on coercive control. Wonderful work!! [[User:Isa Murphy|Isa Murphy]] ([[User talk:Isa Murphy|discuss]] • [[Special:Contributions/Isa Murphy|contribs]]) 03:23, 6 September 2026 (UTC) lszw8b9t2w86n6syzu67hxmlt2emxiy 1 306731 2831728 2680494 2026-09-06T08:59:40Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831728 wikitext text/x-wiki ==Initial suggestions== {{ping|Tatteredwing}} Thanks for tackling this topic. Some initial suggestions: * Check out related chapters and see how you can build on, link to, and integrate with them e.g., see these categories: ** [[:Category:Motivation and emotion/Book/Self]] * Perhaps consider the motivation/emotion benefits and challenges with regard to multiple selves * What psychological theory(ies) can help to understand and explain this topic? * What is the main research about this topic? Let me know if I can do anything else to support the development of this chapter. Sincerely, James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:26, 6 August 2024 (UTC) :@[[User:Jtneill|Jtneill]] Thanks James! Looking forward to learning more about this topic :) [[User:Tatteredwing|Tatteredwing]] ([[User talk:Tatteredwing|discuss]] • [[Special:Contributions/Tatteredwing|contribs]]) 05:37, 6 August 2024 (UTC) == Comment == Hey I saw your comment on my book chapter and I thought I should extend the same courtesy. I think doing a book chapter on multiple selves is super interesting, and I am excited to read your take on it. I would suggest looking into this article called "Multiplicity of Personality theory: How Many Selves Do You Have?' by Iker Urrutia if you have not already read it. For your book chapter I have noticed that your subheadings are very wordy and it may impact of the readability of your book chapter. I would suggest just naming the theories and then crediting the creators in the paragraph itself. @Joan-E-1405 [[User:Joan-E-1405|Joan-E-1405]] ([[User talk:Joan-E-1405|discuss]] • [[Special:Contributions/Joan-E-1405|contribs]]) 05:01, 15 August 2024 (UTC) :Thanks for the comment! I will definitely look into the article, and I will have another look at my subheadings. Cheers :) [[User:Tatteredwing|Tatteredwing]] ([[User talk:Tatteredwing|discuss]] • [[Special:Contributions/Tatteredwing|contribs]]) 10:10, 19 August 2024 (UTC) <!-- Official topic development feedback --> {{METF/2024 |1= <!-- Title --> # The title and sub-title are correctly worded and formatted |2= <!-- Headings --> # Promising 2-level heading structure – could benefit from further development by expanding the structure # Expand/develop the structure for the latter sections # Be careful not to do overdo the history – this aspect is only important to the extent that it helps represent the best psychological science about how MS affect motivation and emotion # Rather than a separate section about each theory, consider providing a synthesised overview which is potentially integrated with research about the motivational and emotional consequences of MSs # Perhaps consider splitting benefits and challenges <!-- Alignment with focus questions --> # Good alignment between focus questions and heading structure <!-- Other ---> # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections |3= <!-- Overview--> # Read and follow the [[Motivation and emotion/Assessment/Using generative AI]] guidelines <!-- Scenario --> # A scenario or case study is presented in a feature box at the start of this section <!-- Description --> # Description of the problem/topic should be brief and evocative. Keep this section user-friendly. Move detail into subsequent section. <!-- Focus questions --> # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # History is not important; reframe e.g., how does psychology theory about multiple selves explain their motivational and emotion impacts? |4= <!-- Key points--> # Key points are well developed for each section, with relevant citations # Theoretically-rich, but make sure to also provide a critical review of relevant research <!-- Theory and research --> # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples <!-- Conclusion --> # Conclusion (the most important section): ## Under developed ## What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) # APA style uses double rather than single quotation marks |5= <!-- Figure --> # A relevant figure is presented, captioned, and cited <!-- Caption --> # Caption could better explain how the image connects to key points being made in the main text <!-- Cite --> # Figure(s) are cited at least once in the main text |6= <!-- Learning feature --> <!-- Interwiki links ---> # Include in-text [[m:Help:Interwiki linking|interwiki links]] for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters <!-- Examples/case studies --> # Promising use of example(s)/case study(ies) <!-- Quiz --> # Promising use of quiz question(s) # Focus the questions on the substantive, take-home messages rather than specific theories <!-- Tables --> # Also consider using one or more tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Follow the [[Motivation and emotion/Assessment/Using generative AI]] guidelines (ChatGPT is not a reliable source; only use academic sources in references) <!-- Systematic reviews --> # Are there any systematic reviews about this topic? <!-- Suggestions --> # For [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style], check and correct: ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) |8= <!-- Resources --> # See also ## Excellent # External links ## Excellent ## Include source in brackets after link |9= <!-- User page --> # Used effectively <!-- Description about self --> # Brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:42, 19 August 2024 (UTC) == Comment == Hey - thank you for adding your thoughts to the UC discussion board! I have read through your chapter and personally think you doing a good job at addressing the topic. One thought I had was to incorporate some neuroscience into the chapter and explore what parts of the brain are involved in processing 'self'. I hope you find this article useful https://www.frontiersin.org/journals/human-neuroscience/articles/10.3389/fnhum.2013.00571/full --[[User:U3235875|U3235875]] ([[User talk:U3235875|discuss]] • [[Special:Contributions/U3235875|contribs]]) 00:11, 26 September 2024 (UTC) :Hi! Thanks so much for your feedback. I'm glad it looks like I am addressing the topic correctly! I have added one neuroscience study in a part of the theory section, but I probably should add some more to cover more of the discipline - thanks for the article, I'll take a look! :) [[User:Tatteredwing|Tatteredwing]] ([[User talk:Tatteredwing|discuss]] • [[Special:Contributions/Tatteredwing|contribs]]) 01:28, 26 September 2024 (UTC) == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:Tatteredwing|Hi [[User:Tatteredwing|Tatteredwing]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 10:12, 26 September 2024 (UTC) |} :Thanks James! I'll change those over now [[User:Tatteredwing|Tatteredwing]] ([[User talk:Tatteredwing|discuss]] • [[Special:Contributions/Tatteredwing|contribs]]) 10:17, 26 September 2024 (UTC) == Comments == Hi Samara, your chapter looks awesome! referring to your questions in the discussion board, I am not sure what do you mean a clear cut question. It appears you have used questions for headings and a bit long. I would probably change "How does psychological theory about multiple selves explain motivational and emotional impacts?" into heading: Impact of multiple selves: psychological perspectives. then subheading: the humanistic perspective; the TA perspective, and I do not know what perspective you have chosen for the possible selves. I would mention impact of multiple selves on motivation and emotion in the first paragraph under the first heading, then referring to them in paragraphs of each subheading. "How does the concept of multiple selves enhance personal growth and adaptability in various life contexts?" I probably would go: heading: utilities of multiple selves; subheading: personal growth//adaptivity. "What are the potential psychological and practical challenges associated with managing multiple selves?" may be changed to heading: optimization of multiple selves: the challenges and solutions. I am not sure if psychological challenges and practical challenges can be differentiated. Maybe you want to talk about the research and practice from psychotherapy to address issues with multiple selves? All the best! [[User:Stluciamolly|Stluciamolly]] ([[User talk:Stluciamolly|discuss]] • [[Special:Contributions/Stluciamolly|contribs]]) 03:34, 30 September 2024 (UTC) == Feedback == Hi @[[User:Tatteredwing|Tatteredwing]]! Great work on your chapter so far. It is clear that you've put a lot of hard work into it and it has paid off! I particularly liked your use of case studies, quiz questions and the way you have integrated research and explained the methodology. One area you could perhaps expand on is critically analysing the research as I noticed this is part of the rubric. Hope this is helpful! :) [[User:U3216883|U3216883]] ([[User talk:U3216883|discuss]] • [[Special:Contributions/U3216883|contribs]]) 00:40, 2 October 2024 (UTC) ==The brain== Hello, I’ve just finished reading your chapter, and it looks great so far! I like that your chapter examines the real vs. ideal self, which we discussed in class, in more detail and includes many different dimensions of the multiple selves theories. Your section that discusses how multiple selves can influence growth in a positive way is very interesting, as you examined how we can close the gap between our real and ideal selves, and also how possessing multiple selves can make us more adaptable in various instances. I also noticed that you briefly mentioned the brain in your discussion of the actual self and the ideal self. I did some research and found various articles that examine how self concept is related to different brain mechanisms, specifically in the prefrontal cortex. I have left the references to three of these articles below if you wish to explore this a bit further - examining how the brain influences our possession of multiple selves could be an interesting addition to your chapter. Feng, C., Yan, X., Huang, W., Han, S., & Ma, Y. (2018). Neural representations of the multidimensional self in the cortical midline structures. NeuroImage, 183, 291–299. https://doi.org/10.1016/j.neuroimage.2018.08.018. Lumma, A-L., Valk, S. L., Böckler, A., Vrtička, P., & Singer, T. (2018). Change in emotional self‐concept following socio‐cognitive training relates to structural plasticity of the prefrontal cortex. Brain and Behavior, 8(4). https://doi.org/10.1002/brb3.940. Chen, X., Huang, Y., Xiao, M., Luo, Y., Liu, Y., Song, S., Gao, X., & Chen, H. (2020). Self and the brain: Self-concept mediates the effect of resting-state brain activity and connectivity on self-esteem in school-aged children. Personality and Individual Differences, 168, 110287–110287. https://doi.org/10.1016/j.paid.2020.110287. Well done so far, and good luck for the final submission! --[[User:U3236447|U3236447]] ([[User talk:U3236447|discuss]] • [[Special:Contributions/U3236447|contribs]]) 02:20, 4 October 2024 (UTC) <!-- Official book chapter feedback --> {{MEBF/2024 |1= <!-- Overall comments... --> # Overall, this is an excellent chapter. It successfully uses psychological theory and research to address a practical, real-world phenomenon or problem. <!-- Overall – Citations --> # Excellent use of academic, peer-reviewed citations to support claims <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FMultiple_selves_theory%2C_motivation%2C_and_emotion&diff=2656001&oldid=2655984 these copyedits] |2= <!-- Overview comments... --> # Well developed # Engages reader via a case study or scenario in a feature box with a relevant image <!-- Overview – Explains problem --> # Clearly explains the problem or phenomenon <!-- Overview – Focus questions --> # Clear focus questions |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # An excellent range of relevant theories are selected, described, and explained <!-- Theory – Builds on --> # Builds effectively on related chapters and Wikipedia articles <!-- Theory – Depth --> # Insightful depth is provided about relevant theory(ies) <!-- Theory – Tables/Lists/Figures --> # Effective use of tables, figures, and/or lists are to help clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used <!-- Theory – Examples --> # Excellent\ use of examples to illustrate theoretical concepts \|4= <!-- Research comments... --> <!-- Research – Key findings --> # Very good review of relevant research # More detail about key studies would be ideal <!-- Research – Critical thinking --> # Good critical thinking about relevant research is evident # Critical thinking about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research # Claims are referenced |5= <!-- Integration comments... --> # Excellent integration between theory and research |6= <!-- Conclusion comments... --> # Excellent summary and conclusion # Clear take-home message(s) |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## Overall, the quality of written expression is excellent <!-- Written expression – Language --> ## Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[https://www.grammarly.com/blog/first-second-and-third-person/] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes ## "People" is often a better term than "individuals" <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections <!-- Written expression – Grammar --> # The grammar for some sentences could be improved (e.g., see the {{grammar}} tags) <!-- Written expression – APA style --> # APA style ## [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies Use sentence casing for the names of disorders, therapies, theories, etc.] ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should]. [https://www.youtube.com/watch?v=gBx8ooDupXY Video] (1 min) ## Use double (not single) quotation marks "to introduce a word or phrase used as an ironic comment, as slang, or as an invented or coined expression" (APA 7th ed., 2020, p. 159) ## "Use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" (APA 7th ed., 2020, p. 159) <!-- Written expression – Figures --> ## Figures ### Figures are very well captioned ### Each Figure is referred to at least once within the main text <!-- Written expression – Tables --> ## Tables ### Table captions use APA style or wiki style ### Each Table is referred to at least once within the main text using APA style <!-- Written expression – Citations --> ## Citations use excellent APA style (7th ed.). For example: <!-- Written expression – References --> ## References use excellent APA style: ### Separate page numbers using an en-dash (–) rather than a hyphen (-) |8= <!-- Learning features comments... --> # Excellent use of learning features <!-- Learning features - Links --> # Excellent use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles <!-- Learning features – Images etc. --> # Excellent use of image(s) # Excellent use of table(s) # Excellent use of feature box(es) # Excellent use of case studies or examples <!-- Learning features – Quizzes --> # Excellent use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also, external links --> # Excellent use of interwiki links in the "See also" section # Excellent use of external links in the "External links" section |9= <!-- Social contribution comments... --> # ~8 logged, useful, moderate social contributions with direct links to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:52, 12 October 2024 (UTC) {{MEMF/2024 |1= <!-- Overall comments ... --> <!-- Overall - Overall --> # Overall, this is an excellent presentation |2= <!-- Overview comments ... --> <!-- Overview - Opening --> # An opening slide with the title and sub-title is displayed and narrated — this helps to clearly convey the purpose of the presentation <!-- Overview - Introduction --> # Engaging introduction to hook audience interest <!-- Overview - Context --> # A context for the presentation is clearly established through an example <!-- Overview - Focus --> # Focus questions and/or an outline of topics are presented (briefly) |3= <!-- Content comments ... --> # Comments about the book chapter may also apply to this section <!-- Content - Addresses topic --> # The presentation addresses the topic <!-- Content - Amount --> # An appropriate amount of content is presented — not too much or too little <!-- Content - Theory --> # The presentation makes excellent use of relevant psychological theory <!-- Content - Research --> # The presentation makes very good use of relevant psychological research <!-- Content - Citations --> # The presentation makes very good use of citations to support claims <!-- Content - Examples --> # The presentation makes excellent use of one or more examples <!-- Content - Practical advice --> # The presentation provides practical advice <!-- Content - Easy to understand --> # The presentation provides easy to understand information |4= <!-- Conclusion comments ... --> <!-- Conclusion - Slide --> # The conclusion provides an excellent summary and take-home message(s) <!-- Conclusion - Time --> # The Conclusion only partly fitted within the time limit # The Conclusion did not fit within the time limit |5= <!-- Audio comments ... --> <!-- Audio - Easy to follow --> # The audio is easy to follow <!-- Audio - Narration --> # The presentation makes very good use of narrated audio <!-- Audio - Pacing --> # Audio communication is well paced <!-- Audio - Voice --> # Very good [[w:Intonation (linguistics)|intonation]] <!-- Audio - Practice --> # The narration is well/reasonably well practiced and/or performed # The narration could benefit from further scripting and/or practice <!-- Audio - Recording quality --> # Audio recording quality was good, but was a bit "tinny" # Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were audible). Consider using an external microphone. <!-- Audio - Topic --> # The narrated [[#Content|content]] is well matched to the target topic |6= <!-- Video comments ... --> <!-- Video - Overall --> # Overall, visual display quality is excellent/very good/good/reasonably good/basic <!-- Video - Video, Image, Text --> # The presentation makes very good use of text and image based slides <!-- Video - Font --> # The font size is sufficiently large to make it easy to read # The amount of text presented per slide makes it easy to read and listen at the same time <!-- Video - Images --> # The visual communication is effectively supplemented by relevant images and/or diagrams <!-- Video - Production --> # The presentation is reasonably well produced using simple tools <!-- Video - Topic --> # The visual [[#Content|content]] is well matched to the target topic |7= <!-- Meta-data comments ... --> <!-- Meta-data - Title/sub-title --> # The chapter title is used, but the sub-title (or a shortened version of it) is not used, as the name of the presentation. The sub-title (or an abbreviation of the sub-title that fits within the 100 character limit) would help to clearly convey the purpose of the presentation. <!-- Meta-data - Description --> # A basic written description of the presentation is provided. Consider expanding. <!-- Meta-data - Links --> # Links to and from the book chapter are provided |8= <!-- Licensing comments ... --> <!-- Licensing - Images --> # Image sources and their copyright status are not clearly indicated <!-- Licensing - Presentation --> # A copyright license for the presentation is clearly indicated }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 20:55, 5 November 2024 (UTC) ng4ej5bz87nmln552jn1jxdfywazeiu 1 306976 2831726 2680590 2026-09-06T08:59:15Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831726 wikitext text/x-wiki ==Initial suggestions== {{ping|U3235875}} Thanks for tackling this topic. Some initial suggestions: * Check out other related chapters and see how you can build on, link to, and integrate with that work: ** [[:Category:Motivation and emotion/Book/Social]] ** [[:Category:Motivation and emotion/Book/Work]] * Also [[Motivation and emotion/Book|search past book chapters for related topics]] * For the [[Motivation and emotion/Assessment/Topic|topic development]], consider: ** What psychological theory(ies) can help to understand and explain this topic? ** What is the main research in this area? * Let me know if I can do anything else to support the development of this chapter. Sincerely, James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 10:57, 10 August 2024 (UTC) <!-- Official topic development feedback --> {{METF/2024 |1= <!-- Title --> # The title is correctly worded and formatted |2= <!-- Headings --> # Excellent – Well developed 2-level heading structure. Meaningful headings clearly relate directly to the core topic. # I think it might help to have a section explaining extrinsic vs. intrinsic motivation and how this related to ER <!-- Alignment with focus questions --> # Consider adopting closer alignment between the sub-title, focus questions, and top-level headings |3= <!-- Overview--> # Excellent - Scenario, image, evocative description of the problem/topic, relevant psychological theory/research, and focus questions <!-- Scenario --> # A scenario or case study is presented in a feature box at the start of this section # Add an image to the scenario or case study to help attract reader interest (I've moved Figure 1 into the scenario for now, but you may want to change) <!-- Description --> # A brief, evocative description of the problem/topic is provided <!-- Focus questions --> # Closer alignment between the sub-title, focus questions, and top-level headings is recommended # Open-ended focus questions are usually better than closed-ended (e.g., yes/no) questions |4= <!-- Key points--> # Excellent – key points are well developed for each section, with relevant citations # Great that you've identified cognitive evaluation theory - that is arguably the lynchpin in determining with ER enhances intrinsic or extrinsic motivation # The Reeve textbook is overused as a citation. Instead, go to original, peer-reviewed, academic sources. # For sections which include sub-sections, include the key points for an overview paragraph prior to branching into the sub-headings <!-- Theory and research --> # Good balance of theory and research <!-- Conclusion --> # Conclusion (the most important section): ## Well developed |5= <!-- Figure --> # Excellent - A relevant figure is presented, captioned, and cited |6= <!-- Learning feature --> <!-- Interwiki links ---> # Include in-text [[m:Help:Interwiki linking|interwiki links]] for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters <!-- Examples/case studies --> # Promising use of example(s)/case study(ies) <!-- Quiz --> # Promising use of quiz question(s) <!-- Tables --> # Also consider using one or more tables to summarise key information |7= <!-- References --> <!-- Overall --> # Very good <!-- Suggestions --> # Move non-academic / non-peer reviewed sources to External links # Are there any systematic reviews about this topic? # For [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style], check and correct: ## capitalisation ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] - use the shortest, simplest doi that works ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) |8= <!-- Resources --> # See also ## Excellent # External links ## Excellent |9= <!-- User page --> # Excellent – used effectively <!-- Description about self --> # Excellent description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # Link provided to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 23:48, 17 August 2024 (UTC) == Some pieces for your research == Hi there! I'm currently doing a chapter on Abusive Supervision and my area is pretty similar to yours int terms of sources, and thought I might just drop off some sources to help out if you needed them :). Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. https://doi.org/10.1037//0003-066x.55.1.68 Tepper, B. J. (2007). Abusive supervision in work organizations: Review, synthesis, and research agenda. ''Journal of Management, 33''(3), 261-289.https://psycnet.apa.org/doi/10.1177/0149206307300812 Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. ''Journal of Applied Psychology, 74''(4), 580-590. https://psycnet.apa.org/doi/10.1037/0021-9010.74.4.580 I would recommend giving these a run through SciHub as some of them are very difficult to access, if not I'd be happy to give you some PDFs with the page numbers I have included. These sources are really good for intrinsic motivation, and I used them to show how my topic greatly effects the SDT, if you want I am happy to give a couple more sources. Hope this helps! TD [[User:TJDuus|TJDuus]] ([[User talk:TJDuus|discuss]] • [[Special:Contributions/TJDuus|contribs]]) 05:45, 23 September 2024 (UTC) == Feedback for book chapter == Hey, The structure for your book chapter is coming along really well. I could easily follow your presentation of ideas and found it interesting to read! I found a systematic review and meta-analysis from 2016 titled [https://digitalcommons.wayne.edu/cgi/viewcontent.cgi?article=2658&context=oa_dissertations "The Relationship Between Organizational Culture, Intrinsic Motivation, And Employee Performance: A Systematic Review and Meta-Analysis"]. I thought this could help you to critically analyse the current field of research for this topic. I found the 'suggestions for further research' and 'summary' particularly interesting! Hope this helps! [[User:U3216883|U3216883]] ([[User talk:U3216883|discuss]] • [[Special:Contributions/U3216883|contribs]]) 02:48, 30 September 2024 (UTC) == Potential theory == Hi @[[User:U3235875|U3235875]], Your book chapter looks like it's coming along great! It looks like you already have a great range of relevant theory, but in reading your chapter I realised I have done an assessment previously on a similar topic, and found that Herzberg's Two-Factor Theory was really useful in explaining the different factors that contribute to motivation in the workplace. This is an article I found pretty useful and you can access it through the UC library, but here is a PDF https://rejournal.eu/sites/rejournal.versatech.ro/files/articole/2023-06-28/3718/4orobosa.pdf [[User:U3236338|U3236338]] ([[User talk:U3236338|discuss]] • [[Special:Contributions/U3236338|contribs]]) 13:44, 2 October 2024 (UTC) == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:|Hi [[User:{{{1}}}|{{{1}}}]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:47, 21 October 2024 (UTC) |} <!-- Official book chapter feedback --> {{MEBF/2024 |1= <!-- Overall comments... --> # Overall, this is an excellent chapter. It successfully uses psychological theory and research to address a practical, real-world phenomenon or problem in a friendly, interactive, informative way. <!-- Overall – Citations --> # Excellent use of academic, peer-reviewed citations to support claims # Move non-peer reviewed links into the [[{{PAGENAME}}#External links|External links]] section <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FEmployee_recognition_and_work_motivation&diff=2674633&oldid=2673891 these copyedits] |2= <!-- Overview comments... --> # Well developed <!-- Overview – Case study --> # Engages reader via a case study or scenario in a feature box with a relevant image <!-- Overview – Explains problem --> # Clearly explains the problem or phenomenon <!-- Overview – Focus questions --> # Basic focus questions # Use [[w:Open-ended question|open-ended]] rather than [[w:Closed-ended question|closed-ended]] focus questions |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # An excellent range of relevant theories are selected, described, and explained <!-- Theory – Builds on --> # Builds reasonably well on related chapters and/or Wikipedia articles <!-- Theory – Depth --> # Insightful depth is provided about relevant theory(ies) <!-- Theory – Tables/Lists/Figures --> # Effective use of tables, figures, and/or lists to help clearly convey key theoretical information <!-- Theory – Citations --> # Key citations are well used <!-- Theory – Examples --> # Excellent use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent review of relevant research # More detail about key studies would be ideal # Any systematic reviews or meta-analyses in this area? <!-- Research – Critical thinking --> # Good critical thinking about relevant research is evident # Critical thinking about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships |5= <!-- Integration comments... --> # Excellent integration between theory and research |6= <!-- Conclusion comments... --> # Excellent summary and conclusion |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## Overall, the quality of written expression is excellent <!-- Written expression – Language --> ## Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[https://www.grammarly.com/blog/first-second-and-third-person/] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes <!-- Written expression – Layout --> # Layout ## Use the default heading style (e.g., remove additional italics and/or bold) (fixed) ## See earlier comments about [[#Heading casing|heading casing]] <!-- Written expression – Tables --> ## Tables ### Table captions use APA style or wiki style ### Each Table is referred to at least once within the main text using APA style <!-- Written expression – Citations --> ## Citations use excellent APA style (7th ed.) <!-- Written expression – References --> ## References use excellent APA style: ### Separate page numbers using an en-dash (–) rather than a hyphen (-) |8= <!-- Learning features comments... --> # Excellent use of learning features <!-- Learning features - Embedded links to Wikipedia --> # Very good use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features - Embedded links to Wikiversity --> # No use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. # Use in-text [[m:Help:Interwiki linking|interwiki links]], rather than external links, per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] <!-- Learning features – Images etc. --> # Good use of image(s) # Excellent use of table(s) # Excellent use of feature box(es) # Excellent use of case studies or examples <!-- Learning features – Quizzes --> # Excellent use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Excellent use of interwiki links in the "See also" section <!-- Learning features – External links --> # Excellent use of external links in the "External links" section |9= <!-- Social contribution comments... --> # ~13 logged, useful, mostly minor social contributions with direct links to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:47, 21 October 2024 (UTC) {{MEMF/2024 |1= <!-- Overall comments ... --> <!-- Overall - Overall --> # Overall, this is a reasonably good presentation |2= <!-- Overview comments ... --> <!-- Overview - Opening --> # An opening slide with the title is displayed but not narrated. Also display and narrate the sub-title — this helps to clearly convey the purpose of the presentation. <!-- Overview - Introduction --> # Engaging introduction to hook audience interest <!-- Overview - Context --> # A context for the presentation is clearly established through an example <!-- Overview - Focus --> # Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation. |3= <!-- Content comments ... --> # Comments about the book chapter may also apply to this section <!-- Content - Addresses topic --> # The presentation addresses the topic <!-- Content - Amount --> # An appropriate amount of content is presented — not too much or too little <!-- Content - Theory --> # The presentation makes excellent use of relevant psychological theory <!-- Content - Research --> # The presentation makes basic use of relevant psychological research # Ideally, make more explicit use of research <!-- Content - Citations --> # The presentation makes excellent/very good/good/reasonably good/basic/insufficient/no use of citations to support claims # Use APA style for citations <!-- Content - Examples --> # The presentation makes good use of one or more examples <!-- Content - Practical advice --> # The presentation provides practical advice <!-- Content - Easy to understand --> # The presentation provides easy to understand information |4= <!-- Conclusion comments ... --> <!-- Conclusion - Slide --> # The conclusion provides a very good summary of the most relevant psychological theory and research about this topic # Add a conclusion slide with the take-home messages |5= <!-- Audio comments ... --> <!-- Audio - Easy to follow --> # The audio is hard to follow because of the music competing with low volume narration <!-- Audio - Narration --> # The presentation makes promising use of narrated audio, but hard to distinguish from music <!-- Audio - Pacing --> # Audio communication is well paced <!-- Audio - Voice --> # Very good [[w:Intonation (linguistics)|intonation]] <!-- Audio - Practice --> # The narration is well practiced and/or performed <!-- Audio - Recording quality --> # Audio recording/mixing volume was problematic # Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were audible). Consider using an external microphone. <!-- Audio - Topic --> # The narrated [[#Content|content]] is well matched to the target topic |6= <!-- Video comments ... --> <!-- Video - Overall --> # Overall, visual display quality is OK, but many parts are difficult to read due to distracting colours/animation <!-- Video - Video, Image, Text --> # The presentation makes reasonably good use of text and image based slides <!-- Video - Text - Font --> # The font size is sufficiently large to make it easy to read <!-- Video - Text - Amount --> # The amount of text presented per slide makes it easy to read and listen at the same time <!-- Video - Images --> # The visual communication could be improved by reducing the background animation <!-- Video - Production --> # The presentation is reasonably well produced using simple tools <!-- Video - Topic --> # The visual [[#Content|content]] is well matched to the target topic |7= <!-- Meta-data comments ... --> <!-- Meta-data - Title/sub-title --> # The chapter title and sub-title (or an abbreviation to fit within the 100 character limit) are used in the name of the presentation — this helps to clearly convey the purpose of the presentation <!-- Meta-data - Description --> # An excellent written description of the presentation is provided # Excellent use of time codes <!-- Meta-data - Links --> # Links to and from the book chapter are provided |8= <!-- Licensing comments ... --> <!-- Licensing - Images --> # Image sources and their copyright status are communicated <!-- Licensing - Presentation --> # A copyright license for the presentation is clearly indicated }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:35, 6 November 2024 (UTC) dqanuumlfwpf37uy3bayu1g5pbz1y49 0 307192 2831671 2829857 2026-09-06T07:40:42Z ShakespeareFan00 6645 2831671 wikitext text/x-wiki {{title|Hygiene motivation:<br>What motivates maintenance of personal hygiene?}} __TOC__ ==Overview== {{RoundBoxTop|theme=5}} ;Scenario [[File:Hand washing man.jpg|right|thumb|150px|'''Figure 1'''. Washing hands became a more frequent hygiene behaviour during the COVID-19 pandemic.]] You became increasingly aware of your own hygiene when the COVID-19 pandemic took over our lives in 2020. In the beginning, you were motivated by the fear of infection and desire to protect your loved ones. You washed your hands more frequently, used hand sanitiser after touching surfaces in public, cleaned your phone, and became more aware of how germs are passed on from person to person. As time passed, these hygiene behaviours became less about COVID-19, and more about feeling clean, easing the anxiety of spreading germs and keeping up with the standards of our society as encouraged during the pandemic. Even though the threat of COVID-19 has decreased immensely, you continue to wash your hands when you arrive home, sanitise after using public transport, and avoid sharing personal items when someone is sick. This displays how emotions and societal expectations can initially motivate our behaviour, while repetition, personal values and habit formations can maintain these behaviours over the course of our lives. {{RoundBoxBottom}} * Societal expectations can influence engagement of hygiene behaviours * Education regarding the purpose of hygiene behaviours is important * Hygiene behaviours can develop into habits over time * Socio-economic factors can impact the maintenance of personal hygiene * Emotions can impact hygiene motivation {{RoundBoxTop|theme=5}} '''Focus questions''' # What are the core motivators for personal hygiene? # How did the COVID-19 pandemic influence motivation to maintain personal hygiene? # How do societal expectations influence one’s motivation to maintain personal hygiene? # Are theoretical perspectives contributing to our understanding of motivation towards personal hygiene? # Do emotions motivate people to maintain hygiene behaviours? {{RoundBoxBottom}} == Core motivators of personal hygiene == Personal hygiene can be motivated by a range of factors. The core motivators for personal hygiene are explored below. === Societal expectations === * Norms, peer pressure, and group identity can shape hygiene behaviours (Laursen & Faur, 2022). * Some hygiene behaviours are engaged with purely due to conformity or fear of judgement from others as opposed to a healthy practice (Pilli et al., 2024). * Example using a family scenario, where one child is encouraged to shower daily, and the other every second day. Are people more motivated to engage in personal hygiene when encouraged by those close to them? === Education and understanding of hygiene practices === [[File:Wash-your-hands-poster-english-508.pdf|thumb|297x297px|'''Figure 2.''' Public health messaging to promote proper hand washing hygiene in schools. ]] * Knowledge of the spread of disease through public health messaging (see Figure 2) or learning can influence motivation and engagement with behaviours (Bloomfield & Ackerley, 2023). * Understanding the reasons behind hygiene practices and their effectiveness can motivate individuals to engage with them, especially to avoid contracting a disease. * During COVID-19, which will be discussed later in this chapter, health messaging provided explanations as to why washing your hands for 20 seconds with warm water and soap was a vital hygiene behaviour to avoid contracting the illness (World Health Organisation, 2025). === Habit formation === * Hygiene practices can become second nature through repetition and reinforcement (Singh et al., 2024). * Brushing teeth, showering, and changing clothes are all personal hygiene behaviours that are second nature to many individuals. * What contributes to formation of habits? === Emotions === * Disgust and fear of illness can be drivers for hygiene behaviour in the same way depression and executive dysfunction can act as barriers (Ghassemi et al., 2023). * Explore levels of fear, including for self and loved ones. * Explore depression and executive dysfunction specific barriers to personal hygiene. === COVID-19 as a catalyst for personal hygiene === COVID-19 was a global pandemic that took over the world in 2020. From lockdowns to masks, hygiene behaviours changed drastically for individuals across the globe (World Health Organisation, 2025). * Increased hygiene engagement ** Handwashing as a more regular practice, sanitiser stations in public spaces, mask hygiene (see Figure 3), disinfecting and cleaning of surfaces after use (World Health Organisation, 2025). [[File:A woman wearing a protective face mask.jpg|thumb|'''Figure 3.''' Woman wearing mask on public transport during COVID-19 pandemic.]] * Risk perception and emotions ** Perceived threat or vulnerability to COVID-19 for self or loved ones increased practicing of hygiene behaviours. Motivational influence of fear and uncertainty (Miller et al., 2020). * Compliance and conformity ** Government mandates (quarantine, isolation, etc.) and collective responsibility of community increased motivation to engage in behaviours. Conforming to the majority, where most people engaged in COVID-19 protocols and influenced others to do the same (Miller et al., 2020). * Normalisation post-pandemic ** In 2026, many hygiene practices that increased in the pandemic have not reduced, and are the new 'normal'. Social distancing has become second nature to the extent where people judge those who stand too close to others. Wearing a mask when sick or feeling vulnerable has become a more common practice, and hand sanitiser is available in more public spaces than before the pandemic (Ali et al., 2023). == Theoretical perspectives == What can assist in understanding the motivation of hygiene from a theoretical perspective? === Health belief model === * People decide whether to engage or perform a health behaviour based on cognitive evaluations, as explored below (Alyafei & Easton-Carr, 2024). ** Perceived susceptibility ** Perceived severity ** Perceived benefits ** Perceived barriers ** Cues to action ** Self-efficacy *How can this relate to maintenance of personal hygiene? *How does this help us to understand why people are motivated to engage with personal hygiene behaviours? === Theory of planned behaviour === * Behaviour is driven by intention, intention is shaped by three core components (see Figure 4): ** Attitude toward the behaviour (is hygiene beneficial or not?) ** Subjective norms (conformity in relation to motivation) ** Perceived behavioural control (will it be performed successfully, involves access to resources etc.) *Provide an example of this model using the scenario of COVID-19 in overview [[File:Theory of planned behaviour.png|thumb|327x327px|'''Figure 4.''' Theory of planned behaviour diagram.]] * These components combine into behavioural intention and can help predict if someone will actually engage in hygiene behaviours (Bosnjak et al., 2020). {{Robelbox|title=Quiz|theme=6}} <div style="{{Robelbox/pad}}"> <quiz display=simple> {'''Which theory involves three core components?''' |type="()"} + Theory of planned behaviour - Health belief model </quiz> </div> {{Robelbox/close}} == Cultural and economic context == Recognising standards of hygiene cross-culturally is important to be able to understand how and why people keep up with personal hygiene. === Cross-cultural norms === * Personal hygiene expectations and standards can differ between cultures. * Hand washing, oral care, and even spitting can be expected at one rate in one culture and a completely different rate in the next. * Understanding the definition or standard of hygiene in certain cultures can assist in the understanding of motivational factors behind the behaviour (Eriksson et al., 2021). === Economic constraints === * Access to water, sanitation, and hygiene products can influence individual's engagement and maintenance of hygiene behaviours. * Individuals in developing countries may be motivated to engage in hygiene behaviours, but are unable to due to a lack of resources such as hot water, clean clothes, or menstruation products (Rossouw & Ross, 2021). [[File:Washing hands kids.jpg|thumb|'''Figure 5.''' School children utilising an outdoor tap to wash their hands. ]] * Figure 5 displays an example hygiene practices in countries without adequate infrastructure. == Conclusion == * There are a variety of motivating factors for personal hygiene, with societal expectations and emotions being highly influential. * COVID-19 allowed individuals to understand the benefits of some hygiene practices, with routines that were popular during the pandemic remaining in 2026. * Personal hygiene can differ across socio-cultural backgrounds, and core motivators may look different cross-culturally. * Theoretical perspectives such as the health belief model and theory of planned behaviour can deepen the understanding behind motivation and maintenance of personal hygiene. == See also == {{ic|Rename links as shown in Tutorial 2}} * [[Motivation and emotion/Book/2024/Disgust and hygiene]] (Book chapter, 2024) * [[Motivation and emotion/Book/2018/Conformity and emotion]] (Book chapter, 2018) * [[wikipedia:Public_health_mitigation_of_COVID-19|Public health mitigation of COVID-19]] (Wikipedia) ==References== {{Hanging indent|1= Ali, A. S., Mekonen, Y., & Tesfahun, T. (2023). Hygiene behavior and COVID-19 pandemic: Opportunities of COVID-19-Imposed changes in hygiene behavior. ''INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 60''(1). https://doi.org/10.1177/00469580231218421 Alyafei, A., & Carr, R. E. (2024). The health belief model of behavior change. StatPearls Publishing. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK606120/ Bloomfield, S. F., & Ackerley, L. (2023). Developing better understanding of hygiene is key to developing hygiene behaviour change in home and everyday life settings. ''Perspect Public Health, 144''(6), 175791392311637–175791392311637. https://doi.org/10.1177/17579139231163734 Bosnjak, M., Ajzen, I., & Schmidt, P. (2020). The theory of planned behavior: Selected recent advances and applications. Europe’s Journal of Psychology, 16(3), 352–356. NCBI. https://doi.org/https://doi.org/10.5964/ejop.v16i3.3107 Eriksson, K., Dickins, T. E., & Strimling, P. (2021). Hygiene norms across 56 nations are predicted by self-control values and disease threat. Current Research in Ecological and Social Psychology, 2(1), 100013. https://doi.org/10.1016/j.cresp.2021.100013 Ghassemi, E., Astrid Hasund Thorseth, Karine Le Roch, Heath, T., & White, S. (2023). Mapping the association between mental health and people’s perceived and actual ability to practice hygiene-related behaviours in humanitarian and pandemic crises: A scoping review. ''PLOS ONE, 18''(12). https://doi.org/10.1371/journal.pone.0286494 Laursen, B., & Faur, S. (2022). What does it mean to be susceptible to influence? A brief primer on peer conformity and developmental changes that affect it. ''International Journal of Behavioral Development, 46''(3), 222–237. https://doi.org/10.1177/01650254221084103 Miller, G. J., Hartman, T. K., Levita, L., Martinez, A. P., Mason, L., McBride, O., McKay, R., Murphy, J., Shevlin, M., Stocks, T. V. A., Bennett, K. M., & Bentall, R. P. (2020). Capability, opportunity, and motivation to enact hygienic practices in the early stages of the COVID‐19 outbreak in the United Kingdom. British Journal of Health Psychology, 25(4), 856–864. https://doi.org/10.1111/bjhp.12426 Pilli, L., Veldwijk, J., Swait, J. D., Donkers, B., & de Bekker-Grob, E. W. (2024). Sources and processes of social influence on health-related choices: A systematic review based on a social-interdependent choice paradigm. ''Social Science & Medicine, 361''(1). https://doi.org/10.1016/j.socscimed.2024.117360 Rossouw, L., & Ross, H. (2021). Understanding period poverty: Socio-economic inequalities in menstrual hygiene management in eight low- and middle-income countries. International Journal of Environmental Research and Public Health, 18(5), 2571. https://doi.org/10.3390/ijerph18052571 Singh, B., Murphy, A., Maher, C., & Smith, A. E. (2024). Time to form a habit: A systematic review and meta-analysis of health behaviour habit formation and its determinants. ''Healthcare, 12''(23), 2488. https://doi.org/10.3390/healthcare12232488 World Health Organization. (2025). ''Coronavirus disease (COVID-19).'' https://www.who.int/health-topics/coronavirus#tab=tab_1 }} ==External links== * [https://www.beyondblue.org.au/ Support if you are experiencing anxiety or depression] (Beyond Blue) * [https://open.spotify.com/show/5HG094bpiecqetNsvz0ELs Tips for good hygiene podcast] (Spotify - Sandra Keyes) * [https://hygieneforhealth.org.au/importance/ Why is hygiene so important?] (Hygiene for Health) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Anxiety]] [[Category:Motivation and emotion/Book/Disgust]] [[Category:Motivation and emotion/Book/Motivation]] 2d0frswbskk5y78gh6xzwz1azbxgs8c 1 307370 2831702 2684780 2026-09-06T08:46:22Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831702 wikitext text/x-wiki ==Referencing adjustments== Hey, I noticed that in your references you are using a dash, rather than an en-dash, which is required for APA 7th ed. referencing. (click [https://apastyle.apa.org/instructional-aids/reference-guide.pdf 'here']) <!-- Official topic development feedback --> {{METF/2024 |1= <!-- Title --> # The title and/or sub-title were not correctly worded and/or formatted. This has been corrected. |2= <!-- Headings --> # Promising 2-level heading structure – could benefit from further development by expanding the structure # Reduce explanation of ACEs and RT as stand-alone concepts (briefly summarise and embed links to other book chapters and/or Wikipedia article for more info) # Concentrate on the relationship between ACEs and RT based on psychological science <!-- Alignment with focus questions --> # Reasonably good alignment between focus questions and heading structure, but consider closer alignment |3= <!-- Overview--> # Excellent - Scenario, image, evocative description of the problem/topic, relevant psychological theory/research, and focus questions <!-- Scenario --> # A scenario or case study is presented in a feature box at the start of this section # Add an image to the scenario or case study to help attract reader interest <!-- Description --> # A brief, evocative description of the problem/topic is provided <!-- Focus questions --> # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # The first two questions are much less important (and could be dropped); the last two questions are much more important |4= <!-- Key points--> # Partial development of key points for some sections, with some relevant citations # Lack of sufficient citations # For sections which include sub-sections, include the key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Briefly summarise general concepts and provide internal wiki links to relevant book chapters and/or Wikipedia pages for further information. Then focus most of the content of this on ''directly answering the core question(s)'' posed by the chapter sub-title. <!-- Theory and research --> # Strive for an integrated balance of theory and research, with practical examples # It is unclear whether the best available psychological theory and research has been consulted in the preparation of this plan <!-- Conclusion --> # Conclusion (the most important section): ## Underway ## Currently reads like a wall of text - is it AI-generated? If so, this hasn't been acknowledged and would be a violation of academic integrity. ## What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) |5= <!-- Figure --> # A relevant figure is presented and captioned # Cite each figure at least once in the main text using APA style # Increase image size so that the text is easier to read |6= <!-- Learning feature --> <!-- Interwiki links ---> # One use of in-text [[m:Help:Interwiki linking|interwiki links]] for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters <!-- Examples/case studies --> # Promising use of example(s)/case study(ies) <!-- Quiz --> # Promising use of quiz question(s) # Focus the quiz question(s) on the take-home messages for each focus question <!-- Other --> # Consider including more examples/case studies, quiz question(s), table(s) etc. |7= <!-- References --> <!-- Overall --> # OK <!-- Systematic reviews --> # Are there any systematic reviews about this topic? <!-- Suggestions --> # For [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style], check and correct: ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## use dois where available instead of other links ## make doi hyperlinks active (i.e., clickable) ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) ## provide full journal titles |8= <!-- Resources --> # See also ## OK ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Also link to relevant Wikipedia pages # External links ## Very good ## Use [[w:Letter case#Sentence casing|sentence casing]] |9= <!-- User page --> # Used effectively <!-- Description about self --> # Description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # Link provided to book chapter |10= <!-- Social contribution --> # Good – two out of three types of contributions made with with direct link(s) to evidence # Please put suggestions on talk/discussion pages rather than as direct edits # Avoid links in headings }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:56, 18 August 2024 (UTC) == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:Krobertsonn|Hi [[User:Krobertsonn|Krobertsonn]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:01, 30 September 2024 (UTC) |} :Good evening @[[User:Jtneill|Jtneill]], :Throughout the content of my headings, if a source I use utilise capitalises every word for a specific thing (e.g. Behavioural Inhibition System) do I follow what they do? Or do I stick to the sentence casing and keep second words as lowercase? (e.g. Behavioural inhibition system). I would like to know this regarding my reference list as well, as some sources capitalise every word in their titles and others do not. [[User:Krobertsonn|Krobertsonn]] ([[User talk:Krobertsonn|discuss]] • [[Special:Contributions/Krobertsonn|contribs]]) 11:24, 30 September 2024 (UTC) ::APA style is a "down" style e.g., see https://apastyle.apa.org/style-grammar-guidelines/capitalization for more info. Note the section about diseases etc. So, the correct capitalisation for your example is "behavioural inhibition system". ::Similarly, for APA style references, the title of the work should be in sentence casing (other than for proper nouns). The journal title uses capitalisation for the main words (e.g., Journal of Personality and Individual Differences). This means that you can't necessarily rely on the capitalisation in the original source. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:45, 30 September 2024 (UTC) == Guidance for further enhancement == Hey Kira! I love this topic! anything to do with childhood experiences and adulthood behaviours is super interesting. You've made great progress so far! Here is some guidance on potential enhancement for your chapter! I think discussing the psychological mechanisms behind risk taking behaviours can enhance your chapter. For example, when speaking on peer pressure and risk-taking, you could back this up with theories like social learning theory or attachment theory. I found an interesting study on social learning theory and promoting honesty amongst young children. This could be used to argue that although antisocial behaviour can be learned from observation, prosocial behaviour can also be observed and actioned. Here is the link: '''https://doi.org/10.1016/j.jecp.2017.11.003''' Consider potentially speaking on ACE combined with other variables? This could be titled "''who is most susceptible to ACE and later risk-taking behaviour?''". This can allow for further exploration into what variables increase the likelihood of damaging future behaviours along with already being exposed to a damaging upbringing. I found a study you could use which focuses on ACE and environmental exposures (such as pollution) and neurocognitive outcomes. Here is the link: doi: 10.3390/toxics11030259 That brings me to my next suggestion of looking into the neurological implications of ACE which could then read to risk-taking behaviours, this would be really interesting! Even factors such as gender and age could influence these results which i think would be useful to touch on. This is also a useful Ted Talk on ACE's which can be an external link for you chapter :) '''https://www.youtube.com/watch?v=i0anFHqIuJc''' Goodluck with your chapter! I'm sure you'll smash it :) [[User:Ashdruett|Ashdruett]] ([[User talk:Ashdruett|discuss]] • [[Special:Contributions/Ashdruett|contribs]]) 04:02, 2 October 2024 (UTC) {{MEMF/2024 |1= <!-- Overall comments ... --> <!-- Overall - Overall --> # Overall, this is a basic presentation <!-- Overall - Time --> # The presentation is under the maximum time limit (3 mins), so there was room for further development |2= <!-- Overview comments ... --> <!-- Overview - Opening --> # An opening slide with the title and sub-title is displayed — this helps to clearly convey the purpose of the presentation. Also narrate title and sub-title. <!-- Overview - Introduction --> # Basic verbal scenario to engage audience. The scenario doesn't, however, depict the connection between ACEs and risk-taking. <!-- Overview - Context --> # A basic context is established <!-- Overview - Focus --> # Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation. |3= <!-- Content comments ... --> # Comments about the book chapter may also apply to this section <!-- Content - Addresses topic --> # The presentation addresses the topic # There is probably too much time (1/3rd) spent on defining ACEs rather than focusing on the connection with RTing <!-- Content - Theory --> # The presentation makes excellent/very good/good/reasonably good/basic/little/insufficient/no use of relevant psychological theory <!-- Content - Research --> # The presentation makes basic use of relevant psychological research # Ideally, make more explicit use of research <!-- Content - Examples --> # The presentation makes basic use of one or more examples # The presentation could be improved by making more use of examples or case studies <!-- Content - Practical advice --> # The presentation provides practical advice # The presentation could be improved by providing practical advice <!-- Content - Easy to understand --> # The presentation provides reasonably easy to understand information |4= <!-- Conclusion comments ... --> <!-- Conclusion - Slide --> # Provide a conclusion slide which summarises the most relevant psychological theory and research about this topic, with practical, take-home messages in response to each focus question |5= <!-- Audio comments ... --> <!-- Audio - Easy to follow --> # The audio is OK to follow but there is a lot of content presented quickly <!-- Audio - Narration --> # The presentation makes basic use of narrated audio <!-- Audio - Pacing --> # Audio communication is reasonably well paced <!-- Audio - Voice --> # Basic [[w:Intonation (linguistics)|intonation]] <!-- Audio - Practice --> # The narration is reasonably well practiced and/or performed <!-- Audio - Recording quality --> # Audio recording quality was basic (quite quiet) # Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were audible). Consider using an external microphone. <!-- Audio - Topic --> # The narrated [[#Content|content]] is well matched to the target topic |6= <!-- Video comments ... --> <!-- Video - Overall --> # Overall, visual display quality is basic <!-- Video - Video, Image, Text --> # The presentation makes basic use of text-based slides <!-- Video - Font --> # The font size is sufficiently large to make it easy to read <!-- Video - Images --> # The visual communication could be improved by including some relevant images and/or diagrams <!-- Video - Production --> # The presentation is basically produced using simple tools <!-- Video - Topic --> # The visual [[#Content|content]] is well/ matched to the target topic |7= <!-- Meta-data comments ... --> <!-- Meta-data - Title/sub-title --> # The chapter title is used, but the sub-title (or a shortened version of it) is not used, as the name of the presentation. The sub-title (or an abbreviation of the sub-title that fits within the 100 character limit) would help to clearly convey the purpose of the presentation. <!-- Meta-data - Description --> # A good written description of the presentation is provided. Consider expanding. <!-- Meta-data - Links --> # An inactive hyperlink to the book chapter is provided (maybe because the YouTube user account does not yet have access to [https://support.google.com/youtube/answer/9890437 advanced features]) # A link from the book chapter is provided |8= <!-- Licensing comments ... --> <!-- Licensing - Presentation --> # A copyright license for the presentation is clearly indicated }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:01, 6 November 2024 (UTC) <!-- Official book chapter feedback --> {{MEBF/2024 |1= <!-- Overall comments... --> # Overall, this is an excellent chapter. It successfully uses psychological theory and research to address a practical, real-world phenomenon or problem. <!-- Overall – Citations --> # Excellent use of academic, peer-reviewed citations to support claims <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FAdverse_childhood_experiences_and_risk-taking_motivation&diff=2684779&oldid=2674612 these copyedits] |2= <!-- Overview comments... --> # Well developed <!-- Overview – Case study --> # Engages reader via a case study or scenario in a feature box with a relevant image <!-- Overview – Explains problem --> # Compellingly explains the psychological problem or phenomenon <!-- Overview – Focus questions --> # The focus questions are clear and relevant |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # An excellent range of relevant theories are selected, described, and explained <!-- Theory – Builds on --> # Builds reasonably well on other [[Motivation and emotion/Book|chapters]] and/or [[w:|Wikipedia]] articles <!-- Theory – Depth --> # Insightful depth is provided about relevant theory(ies) <!-- Theory – Tables/Figures/Lists --> # Basic use of tables, figures, and/or lists to help convey key theoretical information <!-- Theory – Citations --> # Key citations are well used <!-- Theory – Examples --> # Very good use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Excellent review of relevant research <!-- Research – Critical thinking --> # Excellent [[w:Critical thinking|critical thinking]] about relevant research is evident |5= <!-- Integration comments... --> # Excellent integration between theory and research |6= <!-- Conclusion comments... --> # Excellent summary and conclusion # The focus questions are addressed # Clear take-home message(s) |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## Overall, the quality of written expression is excellent <!-- Written expression – Layout --> # Layout ## The chapter is well structured, with major sections using sub-sections ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) <!-- Written expression – Grammar --> # Grammar, spelling, and proofreading are excellent ## Check and correct use of [https://www.google.com.au/search?q=affect+vs.+effect+grammar affect vs. effect] <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should]. [https://www.youtube.com/watch?v=gBx8ooDupXY Video] (1 min) ## Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" (APA Style 7th ed., 2020, p. 159) <!-- Written expression – Figures --> ## Figures ### Reasonably well captioned <!-- Written expression – Citations --> ## Citations use excellent APA style (7th ed.) <!-- Written expression – References --> ## References use excellent APA style: |8= <!-- Learning features comments... --> # Basic good use of learning features <!-- Learning features – Wikipedia embedded links --> # Reasonably good use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # No use of embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Basic use of figure(s) # No use of table(s) # Basic use of feature box(es) # No use of scenarios, case studies, or examples <!-- Learning features – Quizzes --> # No use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Basic use of interwiki links in the "See also" section ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] ## Also include links to related Wikipedia articles ## Add more links <!-- Learning features – External links --> # Basic use of external links in the "External links" section ## Move Wikipedia links to the See also section ## Be more selective ## Use alphabetical order |9= <!-- Social contribution comments... --> # ~6 logged, useful, mostly minor/moderate/major contributions with direct links to evidence (1 link didn't work) }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 07:34, 13 November 2024 (UTC) aqvjczu233yd4uvu938jrxoja617rgb 1 307377 2831703 2681781 2026-09-06T08:46:44Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831703 wikitext text/x-wiki <!-- Official topic development feedback --> {{METF/2024 |1= <!-- Title --> # The title and sub-title are correctly worded and formatted |2= <!-- Headings --> # Basic, 1-level heading structure – could benefit from further development, perhaps using a 2-level structure <!-- Alignment with focus questions --> # Consider adopting closer alignment between the sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with up to a similar number of sub-headings for large sections |3= <!-- Overview--> <!-- Scenario --> # A scenario or case study is presented in a feature box at the start of this section <!-- Description --> # A brief, evocative description of the problem/topic is planned # Description of the problem/topic should be brief and evocative. Keep this section user-friendly. Move detail into subsequent section. <!-- Focus questions --> # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> # Promising development of key points for each section, with relevant citations <!-- Theory and research --> # Strive for an integrated balance of theory and research <!-- Conclusion --> # Conclusion (the most important section): ## Hasn't been developed |5= <!-- Figure --> # A relevant figure is presented and captioned <!-- Caption --> # Caption could better explain how the image connects to key points being made in the main text <!-- Cite --> # Cite each figure at least once in the main text using APA style |6= <!-- Learning feature --> <!-- Interwiki links ---> # One use of in-text [[m:Help:Interwiki linking|interwiki links]] for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters <!-- Examples/case studies --> # Promising use of example(s)/case study(ies) <!-- Other --> # Consider including quiz question(s), table(s) etc. |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # Are there any systematic reviews about this topic? <!-- Suggestions --> # For [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style], check and correct: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] |8= <!-- Resources --> # See also ## Not developed # External links ## Not developed |9= <!-- User page --> # Created – minimal, but sufficient <!-- Description about self --> # Very brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # One out of three types of contributions made with with indirect link(s) to evidence # The three types of contribution are making: ## direct improvements to other book chapters (past or current) ## comments on chapters (past or current) ## posts about the unit or project on other platforms # If adding the second or subsequent link to a page (or a talk/discussion page), create a direct link like / Add direct links to evidence. To do this: View the page history, select the version of the page before and after your contributions, click "compare selected revisions", and then use this website address as a direct link to evidence for listing on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 22:55, 18 August 2024 (UTC) == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:U3243172|Hi [[User:U3243172|U3243172]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:07, 6 October 2024 (UTC) |} :: Also note to use default heading styles (e.g., remove bold) -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:07, 6 October 2024 (UTC) <!-- Official book chapter feedback --> {{MEBF/2024 |1= <!-- Overall comments... --> # Overall, this is a good to very good chapter. It makes excellent use of psychological theory and basic use of research to address a real-world phenomenon or problem. <!-- Overall – Citations --> # Very good use of academic, peer-reviewed citations to support claims <!-- Overall – Word count --> # Under the [[Motivation and emotion/Assessment/Chapter#Word_count|maximum word count]], so there is room to expand <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FMotivation_in_retirement&diff=2674360&oldid=2664134 these copyedits] |2= <!-- Overview comments... --> # Reasonably good <!-- Overview – Case study --> # Engages reader via a case study or scenario in a feature box with a relevant image <!-- Overview – Explains problem --> # Briefly explains the problem or phenomenon <!-- Overview – Focus questions --> # Provide focus questions in a feature box to help guide the reader and structure the chapter |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # An excellent range of relevant theories are selected, described, and explained <!-- Theory – Builds on --> # Builds on one previous, related chapter and/or Wikipedia article # Build more strongly on related chapters and/or Wikipedia articles (e.g., by embedding links to other chapters) <!-- Theory – Depth --> # Excellent depth is provided about relevant theory(ies) <!-- Theory – Tables/Lists/Figures --> # Use tables, figures, and/or lists to help convey key theoretical information <!-- Theory – Citations --> # Key citations are well used <!-- Theory – Examples --> # Excellent use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Basic review of relevant research # More detail about key studies would be ideal # Any more details about systematic reviews or meta-analyses in this area? <!-- Research – Critical thinking --> # Insufficient critical thinking about relevant research is evident # Critical thinking about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## discussing the direction of relationships ## considering the strength of relationships ## acknowledging limitations ## pointing out critiques/counterarguments ## suggesting ''specific'' directions for future research |5= <!-- Integration comments... --> # Basic integration between theory and research # The chapter places more emphasis on theory than on research; strive for an integrated balance |6= <!-- Conclusion comments... --> # Excellent summary and conclusion |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## Overall, the quality of written expression is good <!-- Written expression – Language --> ## "People" is often a better term than "individuals" <!-- Written expression – Layout --> # Layout ## Include an introductory paragraph before branching into the sub-sections (see {{expand}} tags) ## Use the default heading style (e.g., remove additional italics and/or bold) ## See earlier comments about [[#Heading casing|heading casing]] <!-- Written expression – Proofreading --> # Proofreading ## More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard <!-- Written expression – APA style --> # APA style ## [https://apastyle.apa.org/style-grammar-guidelines/capitalization/diseases-disorders-therapies Use sentence casing for the names of disorders, therapies, theories, etc.] <!-- Written expression – Figures --> ## Figures ### Briefly captioned; provide more detail to help connect the figure to the text ### Refer to each Figure at least once within the main text (e.g., see Figure 1) <!-- Written expression – Citations --> ## Citations use very good APA style (7th ed.). To improve: <!-- Written expression – References --> ## References use basic APA style: ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Check and correct use of italicisation # Move non-peer reviewed links into the [[{{PAGENAME}}#External links|External links]] section |8= <!-- Learning features comments... --> # Basic use of learning features <!-- Learning features - Links --> # One use of embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Images etc. --> # Basic use of image(s) <!-- Learning features – Quizzes --> # Basic use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Basic use of interwiki links in the "See also" section ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] ## Rename links per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] ## Use alphabetical order <!-- Learning features – External links --> # No use of external links in the "External links" section |9= <!-- Social contribution comments... --> # ~2 logged social contributions without [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|direct links to evidence]], so unable to easily verify and assess }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 09:37, 20 October 2024 (UTC) Detailed example Detailed example This is the template syntax with some prefilled comments: {{MEMF/2024 |1= <!-- Overall comments ... --> <!-- Overall - Overall --> # Overall, this is a basic presentation |2= <!-- Overview comments ... --> <!-- Overview - Opening --> # The opening slide conveys the purpose of the presentation ## The title and sub-title are displayed and somewhat narrated <!-- Overview - Introduction --> # The presentation has a basic introduction to engage audience interest <!-- Overview - Context --> # A basic context for the presentation is established <!-- Overview - Focus --> # Consider asking focus questions to help focus and discipline the presentation |3= <!-- Content comments ... --> # Comments about the book chapter may also apply to this section <!-- Content - Addresses topic --> # The presentation addresses/somewhat addresses/does not adequately address the topic <!-- Content - Amount --> # An appropriate amount of content is presented — not too much or too little <!-- Content - Theory --> # The presentation makes reasonably good use of relevant psychological theory <!-- Content - Research --> # The presentation makes basic use of relevant psychological research <!-- Content - Citations --> # The presentation makes basic use of citations to support claims <!-- Content - Examples --> # The presentation makes no use of examples <!-- Content - Practical advice --> # The presentation provides practical advice <!-- Content - Easy to understand --> # The presentation provides easy to understand information |4= <!-- Conclusion comments ... --> <!-- Conclusion - Slide --> # The conclusion provides a basic summary of the most relevant psychological theory and research about this topic # The conclusion narration provides very good take-home message(s); also summarise messages visually |5= <!-- Audio comments ... --> <!-- Audio - Narration --> # The presentation makes basic use of narrated audio <!-- Audio - Pacing --> # Audio communication is well-paced <!-- Audio - Voice --> # Basic [[w:Intonation (linguistics)|intonation]] # Consider using greater [[w:Intonation (linguistics)|intonation]] to enhance listener interest and engagement <!-- Audio - Practice --> # The narration is reasonably well practiced and/or performed # Anatomy or autonomy? <!-- Audio - Recording quality --> # Audio recording quality was excellent # Recording volume was low # Review microphone set-up to achieve higher recording quality <!-- Audio - Topic --> # The narrated [[#Content|content]] is well matched to the target topic |6= <!-- Video comments ... --> <!-- Video - Overall --> # Overall, visual display quality is reasonably good/basic <!-- Video - Video, Image, Text --> # The presentation makes basic use of text and image based slides <!-- Video - Text - Font --> # The font size is sufficiently large to make it easy to read <!-- Video - Text - Amount --> # The amount of text presented per slide makes it easy to read and listen at the same time # The presentation could be strengthened by including more text (e.g., take-home messages) <!-- Video - Images --> # The visual communication is supplemented in a reasonably good way by relevant images and/or diagrams <!-- Video - Production --> # The presentation is reasonably well produced using simple tools <!-- Video - Topic --> # The visual [[#Content|content]] is well matched to the target topic |7= <!-- Meta-data comments ... --> <!-- Meta-data - Title/sub-title --> # The video title does not match the chapter title and sub-title. This would help to clearly convey the purpose of the presentation and be consistent. <!-- Meta-data - Description --> # Provide a written description of the presentation to help potential viewers <!-- Meta-data - Links --> # A link to the book chapter is not provided # A link from the book chapter is provided <!-- Meta-data - Kids --> # The presentation is incorrectly categorised as being for kids. This creates limitations, such as being unable to add the presentation to a playlist. [https://support.google.com/youtube/answer/9528076 More info]. |8= <!-- Licensing comments ... --> <!-- Licensing - Images --> # Image sources and their copyright status are not clearly indicated <!-- Licensing - Presentation --> # A copyright license for the presentation is in the description but not in the license field }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:34, 8 November 2024 (UTC) bsk74pwr1te2kh6wgufxqg1sg2sf273 0 307498 2831772 2811163 2026-09-06T11:29:28Z Atcovi 276019 project box(es) 2831772 wikitext text/x-wiki {{psychology}} {{tertiary}} {{course}} [[File:Society for Industrial and Organizational Psychology Office.jpg|thumb|320x320px|The office of the [[w:Society_for_Industrial_and_Organizational_Psychology|Society for Industrial and Organizational Psychology]] (''SIOP'') in Bowling Green, Ohio.]] '''Industrial and organizational psychology''' (abbreviated as ''I/O psych'') relates to the psychology of work. It intersects with related disciplines of psychology such as [[motivation]] and [[social psychology]]. This speciality aims to investigate the actions, behavior, and attitudes of humans in the workforce - usually addressing work-related issues, such as recruitment, satisfaction in work life, work structure, and the overall well-being of workers in an organization. An I/O psychologist would apply their knowledge in psychology to assisting and aiding human and organizational issues in the workforce. For example, an I/O psychologist may assist in recruiting the best candidate for a job position, investigate factors into poor work-life quality, and/or developing rubrics for assessing employee performances. ==Content== * [[/Module 1]] * [[/Module 2]] * [[/Module 3]] * [[/Module 4]] * [[/Module 5]] * [[/Module 7]] * [[/Module 8]] * [[/Module 9]] * [[/Module 10]] * [[/Module 11]] * [[/Module 12]] * <s>/Module 13</s> * [[/Module 14]] == Source == The content in this lesson are either copied/paraphrased from a set of notes provided by Professor Nastassia Savage at ODU for PSYC303. Her contact information is [https://www.odu.edu/directory/nastassia-savage here]. The appropriate project boxes have been added to each page to indicate this. == See also == * [[w:Industrial and organizational psychology|Industrial and organizational psychology]] (Wikipedia) * [https://www.siop.org/ Society for Industrial and Organizational Psychology] (official website) - provides history of I/O psych, membership info, newsletter, job openings, graduate training programs in I/O psych, and a list of SIOP publications. [[Category:Atcovi's Work]] [[Category:Organizational psychology]] bvk6a938olryl00ynt89wre96nh637l 10 309366 2831681 2771369 2026-09-06T08:04:10Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831681 wikitext text/x-wiki {{Documentation subpage}} {{lua|Module:Template test case}} <!-- Please place categories where indicated at the bottom of this page and interwikis at Wikidata (see [[Wikipedia:Wikidata]]) --> This template shows a template invocation together with a demonstration of that template's output. The template arguments are passed in once, inside {{tag|nowiki}} tags, and are used to generate both the template invocation and the template output. The demonstration can be displayed in various different formats. This template is identical to {{tl|test case nowiki}} with the {{para|showtemplate2}} and {{para|showheader}} parameters both set to "no". To see the full range of options available, please see the [[Template:Test case nowiki/doc|test case nowiki documentation]]. == Usage == ===Basic syntax=== <syntaxhighlight lang="wikitext" style="overflow:auto;"> {{nowiki template demo|<nowiki>{{[template name] | [param1] = [value1] | [param2] = [value2] | [param3] = [value3] ... }}</nowiki>}} <!-- Or --> {{nowiki template demo|<nowiki>{{<!-- template name with parameters -->}}</nowiki>}} </syntaxhighlight> ===Common syntax=== The following options will work with all different test case formats. <syntaxhighlight lang="wikitext" style="overflow:auto;"> {{nowiki template demo | format = | collapsible = | resetRefs = | showcode = | showheader = | code = <nowiki>{{[template name] | [param1] = [value1] | [param2] = [value2] | [param3] = [value3] ... }}</nowiki> }} </syntaxhighlight> Some test case formats accept additional parameters as well. See their sections for documentation. == Parameters == {| class="wikitable" |+ Common parameters |- ! Parameter !! Description |- | <code>code</code> or <code>1</code> || The template code, inside {{tag|nowiki}} tags. You must use the magic word "__TEMPLATENAME__" instead of the template name. For example: <code><nowiki>| code = &lt;nowiki&gt;{{__TEMPLATENAME__|first|second|foo=bar}}&lt;/nowiki&gt;</nowiki></code>. <p>Note: due to the way nowiki tags work, the template treats the [[HTML entities]] &amp;lt;, &amp;gt; and &amp;quot; as if they were the literal characters &lt;, &gt; and &quot; when used with this parameter.</p> |- | <code>format</code> || The format to display the test cases in. This can be "default", "inline", "columns" or "rows". The inline format is for templates that can be displayed entirely on one line. If used with templates that display on multiple lines it may produce unexpected results. The "columns" and "rows" formats are intended for displaying multiple templates in a table, so they are not of much use here. See the [[Template:Test case nowiki/doc|test case nowiki documentation]] for more information about them. |- | <code>heading1</code> || A custom heading for the template. |- | <code>showheader</code> || If this is set to "no", then no headers are shown. |- | <code>collapsible</code> || If set to "yes", the demonstration is made collapsible. It is collapsed by default. |- | <code>resetRefs</code> || If set to "yes", any references generated by the templates tested are reset after each template is expanded. |- | <code>showcode</code> || Set this to "no" to disable display of the template invocation. |} You can use {{para|collapsible|yes}} with any format to collapse it. You can set a custom title for collapsible test cases with the {{para|title}} parameter. == Examples == === Default === ====Usage==== <pre style="white-space:pre-wrap; overflow:auto; background-color:#eee;color:var(--color-base-fixed,#202122);"> {{nowiki template demo|code=&lt;nowiki>{{ombox|text=Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat.}}&lt;/nowiki>}} </pre> ====Output==== {{nowiki template demo|code=<nowiki>{{ombox|text=Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. 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Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat.}}</nowiki>}} === Inline === using [[Template:3x]] ====Usage==== <pre style="white-space:pre-wrap; overflow:auto; background-color:#eee;color:var(--color-base-fixed,#202122);"> {{nowiki template demo|format=inline|code=&lt;nowiki>{{3x|Lorem ipsum}}&lt;/nowiki>}} </pre> ====Output==== {{nowiki template demo|format=inline|code=<nowiki>{{3x|Lorem ipsum}}</nowiki>}} Note: As this format starts with a bullet, a newline will always be inserted at the start of the template output due to [[phab:T14974|bug 14974]]. === Inline with nowiki output === using [[Template:URL]] ====Usage==== <pre style="white-space:pre-wrap; overflow:auto; background-color:#eee;color:var(--color-base-fixed,#202122);"> {{nowiki template demo|format=inline|output=nowiki+|code=&lt;nowiki>{{URL | 1= http://www.example.com/path?section=17 }}&lt;/nowiki>}} </pre> ====Output==== {{nowiki template demo|format=inline|output=nowiki+|code=<nowiki>{{URL | 1= http://www.example.com/path?section=17 }}</nowiki>}} == Technical limitations == The template has the following known technical limitations: * An error will be generated if processing the entire page takes more than 10 seconds. This is an intentional limit in the [[mw:Extension:Scribunto|Scribunto]] extension that runs [[Module:Template test case]], on which this template is based. If a test cases page takes more than 10 seconds to load, you may need to split it up into different pages. * The template converts the [[:w:HTML entities|HTML entities]] &amp;lt;, &amp;gt; and &amp;quot; inside template invocations to the literal characters &lt;, &gt; and &quot;. This is due to the way nowiki tags work. == See also == Similar templates: * [[Template:Demo]] and [[Template:Demo-inline]] which use [[Module:Demo]] * [[Template:Automarkup]] which uses [[Module:Automarkup]] Templates invoking [[Module:Template test case]]: * [[Template:Test case]] – a generalised test case template * [[Template:Testcase rows]] – for a table of test cases arranged in rows * [[Template:Testcase table]] – for a table of test cases arranged in columns * [[Template:Inline test case]] – for test cases with small invocations and small output * [[Template:Collapsible test case]] – for test cases collapsed by default if the results are the same <includeonly>{{Sandbox other|| <!-- Categories below this line, please; interwikis at Wikidata --> [[Category:Documentation assistance templates]] [[Category:Programming typing-aid templates]] [[Category:Template test cases| ]] [[Category:Nowiki templates]] [[Category:Wikitext processing templates]] }}</includeonly> 4vsuf5d34b2ilhkbus4bjjpp0npwohp 0 316633 2831545 2831412 2026-09-05T15:02:19Z Alandmanson 1669821 /* Tribe Palarini */ 2831545 wikitext text/x-wiki = Afrotropical Crabronidae = All [[w:Crabronidae|crabronid]] species known in the [[w:Afrotropical realm|Afrotropics]] are of the subfamily Crabroninae. Several species of the subfamily [[w:Dinetinae|Dinetinae]] are found in Egypt, Tunisia and Algeria ([[w:Palearctic realm|Palearctic]]).<ref name=waspweb>van Noort, S. 2024. WaspWeb: Hymenoptera of the World. https://www.waspweb.org/Apoidea/Crabronidae/Classification/index.htm (accessed on 5 February 2025)</ref> == Tribe Crabronini == Genera include ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/378/mode/2up Encopognathus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/380/mode/2up Entomognathus]'', ''[https://archive.org/details/bub%20gb%20FExMjuRhjpIC/page/418/mode/2up Arnoldita]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/396/mode/2up Crossocerus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/418/mode/2up Dasyproctus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/428/mode/2up Lestica]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/418/mode/2up Neodasyproctus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/386/mode/2up Rhopalum]'' <gallery mode=packed heights=200> Crabronina inaturalist 34356268.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Crossocerus|''Crossocerus'' sp.]]) Dasyproctus iN 27385880 a.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Dasyproctus|''Dasyproctus'' sp.]]) Lestica bibundica Jacobs 2025.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Dasyproctus|''Lestica bibundica'']]) </gallery> ==Tribe Larrini== Larrini have: *Compound eyes that converge above (sometimes parallel in ''Parapiagetia'' and ''Gastrosericus''); *Posterior ocelli reduced to scars. For a detailed discussion of the tribe see [https://archive.org/details/bub_gb_FExMjuRhjpIC/page/225/mode/2up Bohart & Menke (1976:226-286)]. Genera include ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/251/mode/2up Gastrosericus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/281/mode/2up Holotachysphex]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/285/mode/2up Kohliella]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/257/mode/2up Larropsis]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/277/mode/2up Parapiagetia]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/281/mode/2up Prosopigastra]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/267/mode/2up Tachysphex]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/255/mode/2up Tachytella]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/259/mode/2up Tachytes]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/249/mode/2up Dicranorhina]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/233/mode/2up Larra]'', and ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/237/mode/2up Liris]''.<br> See also: [[African Arthropods/South African wasp species of Subtribe Larrina|South African wasp species of Subtribe Larrina]] <gallery mode=packed heights=200> Dicranorhina kohli.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps (''[[w:Dicranorhina|Dicranorhina kohli]]'') Liris haemorrhoidalis iN 47526569 04.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Liris (wasp)|''Liris haemorrhoidalis'']]) Liris on Crassula iN 42678436 01.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Liris (wasp)|''Liris haemorrhoidalis'']]) Tachysphex specie edit1.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Tachysphex |''Tachysphex'' sp.]]) Tachysphex iN 250449986 2024 10 09 7305.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Tachysphex |''Tachysphex'' cf ''asinus'']]) Tachytes iN 188902572 1964.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Tachytes |''Tachytes'' sp.]]) </gallery> == Tribe Miscophini== <gallery mode=packed heights=200> Miscophus kriechbaumeri 2026-03-05.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Miscophus |''Miscophus kriechbaumeri'']]) Paranysson iN 199673489 1.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Paranysson|''Paranysson'' sp.]]) </gallery> == Tribe Oxybelini == <gallery mode=packed heights=200> Oxybelus iN 250449990 2024 10 09 - 02.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Oxybelus|''Oxybelus'' sp.]]) Oxybelus iN 250450006 2024-10-09 07.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Oxybelus|''Oxybelus'' sp.]]) </gallery> == Tribe Palarini == <gallery mode=packed heights=200> Palarus inaturalist 11100580 01.jpg|A Banded Beepirate (''Palarus latifrons'', Crabronidae) with a bee Palarus_inaturalist_11100580_02.jpg|A Banded Beepirate (''Palarus latifrons'', Crabronidae) waiting at a bee hive Palarus_Bee_Pirate_iN_144133368_2022-12-01_01.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Palarus|''Palarus pentheri'']]) </gallery> == Tribe Trypoxylini == <gallery mode=packed heights=200> Pison iN 144131685 2022-11-30 03.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Pison|''Pison'' sp.]]) Trypoxylon iN 99063113 a.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Trypoxylon|''Trypoxylon'' sp.]]) </gallery> ==References== {{reflist}} {{BookCat}} 9rmia02nn3q7zsgxh5lej3lem9eynov 2831546 2831545 2026-09-05T15:03:05Z Alandmanson 1669821 /* Tribe Palarini */ 2831546 wikitext text/x-wiki = Afrotropical Crabronidae = All [[w:Crabronidae|crabronid]] species known in the [[w:Afrotropical realm|Afrotropics]] are of the subfamily Crabroninae. Several species of the subfamily [[w:Dinetinae|Dinetinae]] are found in Egypt, Tunisia and Algeria ([[w:Palearctic realm|Palearctic]]).<ref name=waspweb>van Noort, S. 2024. WaspWeb: Hymenoptera of the World. https://www.waspweb.org/Apoidea/Crabronidae/Classification/index.htm (accessed on 5 February 2025)</ref> == Tribe Crabronini == Genera include ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/378/mode/2up Encopognathus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/380/mode/2up Entomognathus]'', ''[https://archive.org/details/bub%20gb%20FExMjuRhjpIC/page/418/mode/2up Arnoldita]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/396/mode/2up Crossocerus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/418/mode/2up Dasyproctus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/428/mode/2up Lestica]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/418/mode/2up Neodasyproctus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/386/mode/2up Rhopalum]'' <gallery mode=packed heights=200> Crabronina inaturalist 34356268.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Crossocerus|''Crossocerus'' sp.]]) Dasyproctus iN 27385880 a.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Dasyproctus|''Dasyproctus'' sp.]]) Lestica bibundica Jacobs 2025.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Dasyproctus|''Lestica bibundica'']]) </gallery> ==Tribe Larrini== Larrini have: *Compound eyes that converge above (sometimes parallel in ''Parapiagetia'' and ''Gastrosericus''); *Posterior ocelli reduced to scars. For a detailed discussion of the tribe see [https://archive.org/details/bub_gb_FExMjuRhjpIC/page/225/mode/2up Bohart & Menke (1976:226-286)]. Genera include ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/251/mode/2up Gastrosericus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/281/mode/2up Holotachysphex]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/285/mode/2up Kohliella]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/257/mode/2up Larropsis]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/277/mode/2up Parapiagetia]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/281/mode/2up Prosopigastra]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/267/mode/2up Tachysphex]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/255/mode/2up Tachytella]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/259/mode/2up Tachytes]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/249/mode/2up Dicranorhina]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/233/mode/2up Larra]'', and ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/237/mode/2up Liris]''.<br> See also: [[African Arthropods/South African wasp species of Subtribe Larrina|South African wasp species of Subtribe Larrina]] <gallery mode=packed heights=200> Dicranorhina kohli.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps (''[[w:Dicranorhina|Dicranorhina kohli]]'') Liris haemorrhoidalis iN 47526569 04.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Liris (wasp)|''Liris haemorrhoidalis'']]) Liris on Crassula iN 42678436 01.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Liris (wasp)|''Liris haemorrhoidalis'']]) Tachysphex specie edit1.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Tachysphex |''Tachysphex'' sp.]]) Tachysphex iN 250449986 2024 10 09 7305.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Tachysphex |''Tachysphex'' cf ''asinus'']]) Tachytes iN 188902572 1964.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Tachytes |''Tachytes'' sp.]]) </gallery> == Tribe Miscophini== <gallery mode=packed heights=200> Miscophus kriechbaumeri 2026-03-05.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Miscophus |''Miscophus kriechbaumeri'']]) Paranysson iN 199673489 1.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Paranysson|''Paranysson'' sp.]]) </gallery> == Tribe Oxybelini == <gallery mode=packed heights=200> Oxybelus iN 250449990 2024 10 09 - 02.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Oxybelus|''Oxybelus'' sp.]]) Oxybelus iN 250450006 2024-10-09 07.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Oxybelus|''Oxybelus'' sp.]]) </gallery> == Tribe Palarini == <gallery mode=packed heights=200> Palarus inaturalist 11100580 01.jpg|A Banded Beepirate (''Palarus latifrons'', Crabronidae) with a bee Palarus_inaturalist_11100580_02.jpg|A Banded Beepirate (''Palarus latifrons'', Crabronidae) at the entrance to a bee hive Palarus_Bee_Pirate_iN_144133368_2022-12-01_01.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Palarus|''Palarus pentheri'']]) </gallery> == Tribe Trypoxylini == <gallery mode=packed heights=200> Pison iN 144131685 2022-11-30 03.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Pison|''Pison'' sp.]]) Trypoxylon iN 99063113 a.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Trypoxylon|''Trypoxylon'' sp.]]) </gallery> ==References== {{reflist}} {{BookCat}} gwx0jnjiyq8n6hc8gozubmfjic6h6dp 2831547 2831546 2026-09-05T15:03:34Z Alandmanson 1669821 /* Tribe Palarini */ 2831547 wikitext text/x-wiki = Afrotropical Crabronidae = All [[w:Crabronidae|crabronid]] species known in the [[w:Afrotropical realm|Afrotropics]] are of the subfamily Crabroninae. Several species of the subfamily [[w:Dinetinae|Dinetinae]] are found in Egypt, Tunisia and Algeria ([[w:Palearctic realm|Palearctic]]).<ref name=waspweb>van Noort, S. 2024. WaspWeb: Hymenoptera of the World. https://www.waspweb.org/Apoidea/Crabronidae/Classification/index.htm (accessed on 5 February 2025)</ref> == Tribe Crabronini == Genera include ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/378/mode/2up Encopognathus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/380/mode/2up Entomognathus]'', ''[https://archive.org/details/bub%20gb%20FExMjuRhjpIC/page/418/mode/2up Arnoldita]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/396/mode/2up Crossocerus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/418/mode/2up Dasyproctus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/428/mode/2up Lestica]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/418/mode/2up Neodasyproctus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/386/mode/2up Rhopalum]'' <gallery mode=packed heights=200> Crabronina inaturalist 34356268.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Crossocerus|''Crossocerus'' sp.]]) Dasyproctus iN 27385880 a.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Dasyproctus|''Dasyproctus'' sp.]]) Lestica bibundica Jacobs 2025.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Dasyproctus|''Lestica bibundica'']]) </gallery> ==Tribe Larrini== Larrini have: *Compound eyes that converge above (sometimes parallel in ''Parapiagetia'' and ''Gastrosericus''); *Posterior ocelli reduced to scars. For a detailed discussion of the tribe see [https://archive.org/details/bub_gb_FExMjuRhjpIC/page/225/mode/2up Bohart & Menke (1976:226-286)]. Genera include ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/251/mode/2up Gastrosericus]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/281/mode/2up Holotachysphex]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/285/mode/2up Kohliella]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/257/mode/2up Larropsis]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/277/mode/2up Parapiagetia]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/281/mode/2up Prosopigastra]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/267/mode/2up Tachysphex]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/255/mode/2up Tachytella]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/259/mode/2up Tachytes]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/249/mode/2up Dicranorhina]'', ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/233/mode/2up Larra]'', and ''[https://archive.org/details/bub_gb_FExMjuRhjpIC/page/237/mode/2up Liris]''.<br> See also: [[African Arthropods/South African wasp species of Subtribe Larrina|South African wasp species of Subtribe Larrina]] <gallery mode=packed heights=200> Dicranorhina kohli.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps (''[[w:Dicranorhina|Dicranorhina kohli]]'') Liris haemorrhoidalis iN 47526569 04.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Liris (wasp)|''Liris haemorrhoidalis'']]) Liris on Crassula iN 42678436 01.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Liris (wasp)|''Liris haemorrhoidalis'']]) Tachysphex specie edit1.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Tachysphex |''Tachysphex'' sp.]]) Tachysphex iN 250449986 2024 10 09 7305.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Tachysphex |''Tachysphex'' cf ''asinus'']]) Tachytes iN 188902572 1964.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Tachytes |''Tachytes'' sp.]]) </gallery> == Tribe Miscophini== <gallery mode=packed heights=200> Miscophus kriechbaumeri 2026-03-05.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Miscophus |''Miscophus kriechbaumeri'']]) Paranysson iN 199673489 1.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Paranysson|''Paranysson'' sp.]]) </gallery> == Tribe Oxybelini == <gallery mode=packed heights=200> Oxybelus iN 250449990 2024 10 09 - 02.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Oxybelus|''Oxybelus'' sp.]]) Oxybelus iN 250450006 2024-10-09 07.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Oxybelus|''Oxybelus'' sp.]]) </gallery> == Tribe Palarini == <gallery mode=packed heights=200> Palarus inaturalist 11100580 01.jpg|A banded beepirate (''Palarus latifrons'', Crabronidae) with a bee Palarus_inaturalist_11100580_02.jpg|A banded beepirate (''Palarus latifrons'', Crabronidae) at the entrance to a bee hive Palarus_Bee_Pirate_iN_144133368_2022-12-01_01.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Palarus|''Palarus pentheri'']]) </gallery> == Tribe Trypoxylini == <gallery mode=packed heights=200> Pison iN 144131685 2022-11-30 03.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Pison|''Pison'' sp.]]) Trypoxylon iN 99063113 a.jpg|[[w:Crabronidae|Crabronidae]] - sand wasps ([[w:Trypoxylon|''Trypoxylon'' sp.]]) </gallery> ==References== {{reflist}} {{BookCat}} qwcye4ixop4ezxcpucbegr1d6y3zy0f 0 321521 2831639 2830068 2026-09-06T04:45:00Z James500 297601 /* Japanese and Japan */ Add 2831639 wikitext text/x-wiki {{Bibliography}} See [[s:Category:Music]] and [[w:Category:Music books]] This part of the [[Universal Bibliography]] is a bibliography of music. Bibliography *[[w:Bibliography of Music Literature|Bibliography of Music Literature]] *Green (ed). Foundations in Music Bibliography. 1993. [https://books.google.co.uk/books?id=rADdpZN9UhAC&pg=PR3#v=onepage&q&f=false] *Krummel. The Literature of Music Bibliography: An Account of the Writings on the History of Music Printing & Publishing. 2nd Ed: 1992. [https://books.google.com/books?id=3AZsiITI-IEC] *Bibliography of Music Bibliographies. 1967. [https://books.google.co.uk/books?id=d6YJAQAAMAAJ] *Bayne. A Guide to Library Research in Music. 2008. [https://books.google.co.uk/books?id=ExGbDqu9gPAC&pg=PP1#v=onepage&q&f=false] *A Selected Bibliography of Music Librarianship [https://books.google.co.uk/books?id=X5AeOl4O-osC] *Bradley. American Music Librarianship: A Research and Information Guide. [https://books.google.co.uk/books?id=VabcAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Music Reference and Research Materials. 3rd Ed: 1974: [https://books.google.com/books?id=5Y1IAAAAMAAJ] *Agruss. Guide to Reference Books on Music. 1948. [https://books.google.co.uk/books?id=wX06AAAAIAAJ] *Haggerty. A Guide to Popular Music Reference Books: An Annotated Bibliography. 1995. [https://books.google.co.uk/books?id=2OnEEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Coover. A Bibliography of Music Dictionaries. 1952: [https://books.google.co.uk/books?id=NH06AAAAIAAJ]. Music Lexicography. 2nd Ed: 1958. Including a Study of Lacunae in Music Lexicography and a Bibliography of Music Dictionaries. 3rd Ed: 1971: [https://books.google.co.uk/books?id=jKMJAQAAMAAJ]. *A Bibliography of Books on Music and Collections of Music. 1948. [https://books.google.co.uk/books?id=vfvpnwWWlZwC] *Deakin. Musical Bibliography: A Catalogue of the Musical Works. 1892. [https://books.google.co.uk/books?id=-UgQAAAAYAAJ&pg=PP7#v=onepage&q&f=false] (England 15th to 18th century) *Matthew. The Literature of Music. 1896. [https://books.google.co.uk/books?id=fTQ6AAAAMAAJ&pg=PR3#v=onepage&q&f=false]. Reviews: [https://books.google.co.uk/books?id=bjdVAAAAYAAJ&pg=RA1-PA56#v=onepage&q&f=false] [https://books.google.co.uk/books?id=dzcZAAAAYAAJ&pg=PA22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=R0gcAQAAMAAJ&pg=PA470#v=onepage&q&f=false] [https://books.google.co.uk/books?id=qK5OAQAAMAAJ&pg=PA55#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1chZAAAAYAAJ&pg=PA155#v=onepage&q&f=false] [https://books.google.co.uk/books?id=ezszAQAAMAAJ] [https://books.google.co.uk/books?id=5h61TMyTmOMC] [https://books.google.co.uk/books?id=8k8wAQAAIAAJ] [https://books.google.co.uk/books?id=i8W8LKTuc0AC]. Author: [https://books.google.co.uk/books?id=awIQAAAAYAAJ&pg=PA275#v=onepage&q&f=false]. *Hoek. Analyses of Nineteenth- and Twentieth-Century Music, 1940-2000. 2007. [https://books.google.co.uk/books?id=CRG4AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *RILM Abstracts of Music Literature. [https://books.google.co.uk/books?id=HxjjAAAAMAAJ] *Forkel. Allgemeine Litteratur der Musik. 1792. [https://books.google.co.uk/books?id=VTRDAAAAcAAJ&pg=PR1#v=onepage&q&f=false] Review: [https://books.google.co.uk/books?id=3N8sAAAAYAAJ&pg=PA33#v=onepage&q&f=false] Bibliography of periodical literature *Elliker. The Periodical Literature of Music: Trends from 1952 to 1987. 1996. [https://books.google.co.uk/books?id=T5ifAAAAMAAJ] *Joan M Meggett. Music Periodical Literature: An Annotated Bibliography of Indexes and Bibliographies. Scarecrow Press. 1978. [https://books.google.co.uk/books?id=HCjBAAAAIAAJ] *Thomas E Warner. Periodical Literature on American Music, 1620-1920. Harmonie Park Press. 1988. [https://books.google.co.uk/books?id=zTlQAQAAIAAJ] History and bibliography *Matthew. A Handbook of Musical History and Bibliography. 1898. [https://books.google.co.uk/books?id=V1g5AAAAIAAJ&pg=PR3#v=onepage&q&f=false] Review: [https://books.google.co.uk/books?id=P1lDAQAAMAAJ&pg=PA229#v=onepage&q&f=false] *Boyden. The History and Literature of Music: 1750 to the Present. 1959. [https://books.google.co.uk/books?id=XcAZAQAAIAAJ] *Brown. An Introduction to the History and Literature of Music in Western Culture. 2nd Ed: 2011. [https://books.google.co.uk/books?id=aKpGAAAACAAJ] Chronology, annuals, year books, years *Eisler. World Chronology of Music History. *Lowe. A Chronological Cyclopædia of Musicians and Musical Events. 1896. *Tokyo Ongaku Gakko. Kinsei Hogaku Nempyo. [Chronology of Japanese Music in Recent Ages.] Rokugatsu-Kan. Volume 1. 1912. Volume 2. 1914. Volume 3. 1927. [https://books.google.co.uk/books?id=drMQAQAAMAAJ] *Cossar. This Day in Music. 2005. 2010. *Glassman. The Year in Music. Columbia House. *[[w:Herman Klein|Hermann Klein]]. Musical Notes. Annual Critical Record of Important Musical Events. *[[w:Joseph Bennett (critic)|Bennett]]. The Musical Year. *Hinrichsen's Musical Year Book *The Musical Year Book of the United States **The Boston Musical Year Book *Billboard. Overview. 1982: [https://books.google.co.uk/books?id=YyQEAAAAMBAJ&pg=PT53#v=onepage&q&f=false]. *Billboard. The Year in Music. 1994: [https://books.google.co.uk/books?id=ZAgEAAAAMBAJ&pg=PA62#v=onepage&q&f=false]. 2003: [https://books.google.co.uk/books?id=bA8EAAAAMBAJ&pg=PA47#v=onepage&q&f=false]. **The Year in Music and Video. 1985: [https://books.google.co.uk/books?id=uyQEAAAAMBAJ&pg=PT50#v=onepage&q&f=false]. 1986: [https://books.google.co.uk/books?id=tiQEAAAAMBAJ&pg=PA49#v=onepage&q&f=false]. *Jackson. 1965: The Most Revolutionary Year in Music. *Porter. A Musical Season: 1972-1973. **Music of Three Seasons: 1974-1977 **Music of Three More Seasons 1977-1980 **Musical Events: A Chronicle, 1980-1983. *[https://news.1242.com/article/tag/大人のmusic-calendar 【大人のMusic Calendar】]. Nippon Broadcasting System. [Articles from 2016 are included in [https://news.1242.com/article/author/toritani/page/42 NEWS ONLINE 編集部の記事一覧].] *[http://music-calendar.jp Music Calendar] History *"Recorded Sound: The First Century: 1877-1977". Billboard. 21 May 1977. pp [https://books.google.co.uk/books?id=XCMEAAAAMBAJ&pg=PT39#v=onepage&q&f=false RS-1] to RS-117. Encyclopedias See also [[w:List of encyclopedias by branch of knowledge/Music]] and [[w:Bibliography of encyclopedias#Music and dance]] *Encyclopedia of Music in the 20th Century [https://books.google.co.uk/books?id=m8W2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Moore. Complete Encyclopædia of Music. 1852. [https://books.google.co.uk/books?id=-QBFAQAAMAAJ&pg=PA1#v=onepage&q&f=false] Dictionaries *Apel. "Dictionaries of music". Harvard Dictionary of Music. 1969. pp [https://books.google.co.uk/books?id=TMdf1SioFk4C&pg=PA232#v=onepage&q&f=false 232] to 234. United Kingdom: *Billboard. Spotlight on the United Kingdom. 1978: [https://books.google.co.uk/books?id=TSQEAAAAMBAJ&pg=PT78#v=onepage&q&f=false]. 1979: [https://books.google.co.uk/books?id=MCUEAAAAMBAJ&pg=PT100#v=onepage&q&f=false]. Australia: *Billboard. Spotlight on Australia/New Zealand. 1982: [https://books.google.co.uk/books?id=GCQEAAAAMBAJ&pg=PT54#v=onepage&q&f=false]. 1985: [https://books.google.co.uk/books?id=hiQEAAAAMBAJ&pg=PT29#v=onepage&q&f=false]. 1986: [https://books.google.co.uk/books?id=UCQEAAAAMBAJ&pg=PA60#v=onepage&q&f=false]. **Live Talent of Australia: [https://books.google.co.uk/books?id=YyQEAAAAMBAJ&pg=PT94#v=onepage&q&f=false] New Zealand: *Harvey. A Bibliography of Writings about New Zealand Music Published to the End of 1983. 1985. [https://books.google.co.uk/books?id=B1ROA_sP-xsC&pg=PP1#v=onepage&q&f=false] *The Complete New Zealand Music Charts, 1966-2006: Singles, Albums, DVDs, Compilations. 2007. [https://books.google.co.uk/books?id=wyU5AQAAIAAJ] *Billboard. New Zealand. 2002: [https://books.google.co.uk/books?id=Rg0EAAAAMBAJ&pg=PA37#v=onepage&q&f=false] Canada: *Billboard. Spotlight on Canada. 1981: [https://books.google.co.uk/books?id=DSQEAAAAMBAJ&pg=PT50#v=onepage&q&f=false]. Scandanavia: *Billboard. Spotlight on Scandanavia. 1981: [https://books.google.co.uk/books?id=GCUEAAAAMBAJ&pg=PT86#v=onepage&q&f=false]. France: *Billboard. Spotlight on France. 1971: [https://books.google.co.uk/books?id=-wgEAAAAMBAJ&pg=PA35#v=onepage&q&f=false]. 1972: [https://books.google.co.uk/books?id=REUEAAAAMBAJ&pg=PA35#v=onepage&q&f=false]. 1982: [https://books.google.co.uk/books?id=AyQEAAAAMBAJ&pg=PT66#v=onepage&q&f=false]. 1986: [https://books.google.co.uk/books?id=ICUEAAAAMBAJ&pg=PA41#v=onepage&q&f=false] Germany: *Billboard. Spotlight on West Germany. 1971: [https://books.google.co.uk/books?id=zQgEAAAAMBAJ&pg=PA45#v=onepage&q&f=false]. 1985: [https://books.google.co.uk/books?id=-iMEAAAAMBAJ&pg=PT12#v=onepage&q&f=false]. **Spotlight on West Germany, Austria and Switzerland. 1986: [https://books.google.co.uk/books?id=CSUEAAAAMBAJ&pg=RA1-PA35#v=onepage&q&f=false] Italy: *Billboard. Spotlight on Italy. 1981: [https://books.google.co.uk/books?id=8iQEAAAAMBAJ&pg=PT3#v=onepage&q&f=false]. 1985: [https://books.google.co.uk/books?id=3yQEAAAAMBAJ&pg=PT36#v=onepage&q&f=false]. 1986: [https://books.google.co.uk/books?id=2SQEAAAAMBAJ&pg=PA38-IA1#v=onepage&q&f=false]. 1994: [https://books.google.co.uk/books?id=XQgEAAAAMBAJ&pg=PA67#v=onepage&q&f=false]. Spain: *Billboard. Spotlight on Spain. 1971: [https://books.google.co.uk/books?id=5Q8EAAAAMBAJ&pg=PA49#v=onepage&q&f=false] Philipines: *[https://billboardphilippines.com/culture/scenes/lost-history-how-filipino-music-was-documented-in-the-40s-to-2010s/ Lost History: How Filipino Music Was Documented In The ’40s To 2010s]. Billboard Philippines. 18 January 2024. *[[w:en:Billboard Philippines|Billboard Philippines]] Brazil: *Billboard. Spotlight on Brazil. 1996: [https://books.google.co.uk/books?id=NA0EAAAAMBAJ&pg=PA51#v=onepage&q&f=false]. United States *Krummel. Bibliographical Handbook of American Music. 1987. [https://books.google.co.uk/books?id=G4wcnkvFZl4C&pg=PP1#v=onepage&q&f=false] *Krummel. Resources of American Music History: A Directory of Source Materials from Colonial Times to World War II. 1981. [https://books.google.co.uk/books?id=bJcYAAAAIAAJ] Soviet *Aschmann. Current Soviet Music Bibliography. 1976. [https://books.google.co.uk/books?id=2i7jAAAAMAAJ] Decline of pop music: *[https://www.smithsonianmag.com/smart-news/science-proves-pop-music-has-actually-gotten-worse-8173368/ Science Proves: Pop Music Has Actually Gotten Worse]. [[w:Smithsonian (magazine)|Smithsonian]]. 27 July 2012. *[https://faroutmagazine.co.uk/new-study-discovers-pop-music-has-suffered-significant-decline-in-one-area/ New study discovers pop music has suffered “significant decline” in one area]. [[w:Far Out (website)|Far Out]]. 5 July 2024. *[https://www.globalnews.ca/news/9001083/why-older-music-more-popular-than-new-music/amp/ There is something very, very wrong with today’s music. It just may not be very good.] [[w:Global News|Global News]]. 24 July 2022. *[https://www.bbc.co.uk/music/articles/fb84bf19-29c9-4ed3-b6b6-953e8a083334 Has pop music lost its fun?]. BBC. 12 January 2018. *[https://www.spectator.co.uk/article/its-official-modern-music-is-bad/ It’s official: modern music is bad]. The Spectator. 13 February 2024. Homogeneity of pop music: *[https://www.theguardian.com/music/2012/jul/27/pop-music-sounds-same-survey-reveals Pop music these days: it all sounds the same, survey reveals]. The Guardian. 27 July 2012. *[https://www.nbcnews.com/id/wbna48356108 Pop Music All Sounds the Same Nowadays]. NBC News. 27 July 2012. *[https://www.independent.co.uk/voices/comment/why-does-today-s-pop-music-sound-the-same-because-the-same-people-make-it-8368714.html Why does today's pop music sound the same? Because the same people make it]. The Independent. 29 November 2012. *[https://www.reuters.com/article/lifestyle/science/pop-music-too-loud-and-all-sounds-the-same-official-idUSBRE86P0R9/ Pop music too loud and all sounds the same: official]. Reuters. 26 July 2012. *[https://theconversation.com/from-art-form-to-asset-our-study-found-popular-songs-are-becoming-more-generic-266097 From art form to asset: our study found popular songs are becoming more generic]. The Conversation. 3 October 2025. Conferences: *International Music Industry Conference. 1971: [https://books.google.co.uk/books?id=tggEAAAAMBAJ&pg=PA29#v=onepage&q&f=false] Laserdisc/Karaoke/CES *Billboard. Karaoke. 1992: [https://books.google.co.uk/books?id=jg8EAAAAMBAJ&pg=PA41-IA1#v=onepage&q&f=false] **CES and Karaoke. 1994. [https://books.google.co.uk/books?id=UggEAAAAMBAJ&pg=PA77#v=onepage&q&f=false] **Laserdisc. 1995. [https://books.google.co.uk/books?id=7AsEAAAAMBAJ&pg=PA67#v=onepage&q&f=false] **Laserdisc/Karaoke. 1996: [https://books.google.co.uk/books?id=iQ8EAAAAMBAJ&pg=PA59#v=onepage&q&f=false] Classical music *Billboard spotlights: 1995 [https://books.google.co.uk/books?id=1g0EAAAAMBAJ&pg=PA39#v=onepage&q&f=false] (9 September 1995) **"Classical Music Recording Market". Billboard. 12 April 1980. pp C-1 to C-12 and p 32. (A Billboard Spotlight). **"Classical Music: Discovering New Dimensions". Billboard. 10 September 1983. pp C-1 to C-18. (A Billboard Spotlight). *"Classical" section, and "Best Selling Classical LPs" chart, in Billboard Jazz *[[w:en:All About Jazz|All About Jazz]] Oldies *"Oldies stations find their place in radio market". Star-News. 13 March 1988. pp 1D & [https://books.google.co.uk/books?id=2OoyAAAAIBAJ&pg=PA16#v=onepage&q&f=false 6D]: "Oldies". *Billboard. 15 April 1972. [https://books.google.co.uk/books?id=a0UEAAAAMBAJ&pg=PT7#v=onepage&q&f=false p 47]. *Billboard. 17 April 1961, [https://books.google.co.uk/books?id=JiIEAAAAMBAJ&pg=PA1#v=onepage&q&f=false p 1]. *Billboard. 4 January 1960, [https://books.google.co.uk/books?id=Ch8EAAAAMBAJ&pg=PA1#v=onepage&q&f=false p 1] Nostalgia See also [[Universal Bibliography/Nostalgia]] *"A Perspective on the Future of Nostalgia". Billboard. 4 May 1974. pp [https://books.google.co.uk/books?id=cgkEAAAAMBAJ&pg=PA37#v=onepage&q&f=false N-1] to N-54 and two more pages. *Carr. Nostalgia, Song and the Quest for Home: Production, Text, Reception. 2025. [https://books.google.co.uk/books?id=xz1jEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Charts *Carroll, " Did Billboard, Cash Box, and Record World Charts Tell the Same Story? Perception and Reality, 1960-1979"(2022) 9 Rock Music Studies [https://www.tandfonline.com/doi/full/10.1080/19401159.2022.2054107 199] Magazines See also [[w:Category:Music magazines]] *Billboard. Google: [https://books.google.co.uk/books/serial/ISSN:00062510?rview=1&lr=&sa=N&start=2770 1942] onwards ==Japanese and Japan== *The Ashgate Research Companion to Japanese Music. 2017. [https://books.google.co.uk/books?id=W2JTgQGc99EC&pg=PP1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=4tINDgAAQBAJ&pg=PA2#v=onepage&q&f=false] *Billboard. Spotlight on Japan. 1970: 19 December 1970 [https://books.google.co.uk/books?id=mSkEAAAAMBAJ&pg=PA37#v=onepage&q&f=false]. 1971: 11 December 1971 [https://books.google.co.uk/books?id=Fg8EAAAAMBAJ&pg=PA39#v=onepage&q&f=false]. 1973: 17 February 1973 [https://books.google.co.uk/books?id=QEUEAAAAMBAJ&pg=PT25#v=onepage&q&f=false]. 1977: 30 April 1977 [https://books.google.co.uk/books?id=USMEAAAAMBAJ&pg=PT46#v=onepage&q&f=false]. 1979: [https://books.google.co.uk/books?id=_iQEAAAAMBAJ&pg=PT48#v=onepage&q&f=false]. 1982:[https://books.google.co.uk/books?id=byQEAAAAMBAJ&pg=PT38#v=onepage&q&f=false]. 1985: [https://books.google.co.uk/books?id=1CQEAAAAMBAJ&pg=PT65#v=onepage&q&f=false]. 1986:[https://books.google.co.uk/books?id=-CMEAAAAMBAJ&pg=RA1-PA79#v=onepage&q&f=false]. 1993: 12 June 1993 [https://books.google.co.uk/books?id=9A8EAAAAMBAJ&pg=PA57#v=onepage&q&f=false]. 1995: 5 August 1995 [https://books.google.co.uk/books?id=xwsEAAAAMBAJ&pg=PA52-IA1#v=onepage&q&f=false]. 1996: 31 August 1996 [https://books.google.co.uk/books?id=vwcEAAAAMBAJ&pg=PA66#v=onepage&q&f=false]. 1997: 30 August 1997 [https://books.google.co.uk/books?id=_gkEAAAAMBAJ&pg=PA61#v=onepage&q&f=false]. 1998: 26 September 1998 [https://books.google.co.uk/books?id=GgoEAAAAMBAJ&pg=PA117#v=onepage&q&f=false]. 2000: 9 September 2000 [https://books.google.co.uk/books?id=aREEAAAAMBAJ&pg=PA65#v=onepage&q&f=false]. 2002: 7 September 2002 [https://books.google.co.uk/books?id=-QwEAAAAMBAJ&pg=PA53#v=onepage&q&f=false]. 2003: 5 July 2003 [https://books.google.co.uk/books?id=3w0EAAAAMBAJ&pg=PA45#v=onepage&q&f=false]. **"Japan in 1974: Business Bristles While Shortages Are Met". Billboard. 23 February 1974. pp J-1 to J-30. (A Billboard Spotlight). **"Made in Japan: A Dynamic Music Industry". Billboard. 1 March 1975. pp J-1 to J-23. (A Billboard Spotlight). **"Japan '76". Billboard. 17 April 1976. pp 36 to 59. (A Billboard Spotlight). **"Japanese Music: The Challenge of Recession". Billboard. 27 May 1978. pp J-1 to J-31. (A Billboard Spotlight). **"Music in Japan: Industry Views 1981 With Quiet Optimism". Billboard. 30 May 1981. pp J-1 to J-18. **"Japan: Where Technology Greets Tradition". (An International Market Profile). Billboard. 21 May 1983. pp J-1 to J-13. Follows p 34. **"Billboard Spotlight on Japan: VCRs and CDs Will Be Pacemakers". Billboard. 26 May 1984. pp J-1 to J-11. Follows p 38. **"Spotlight on Japan". Billboard. 6 June 1987. pp J-1 to J-12. **"Japan '88". Billboard. 9 July 1988. pp J-1 to J-11. (A Billboard International Spotlight). **"Japan". ("Japan '89"/"Spotlight on Japan"). Billboard. 3 June 1989. pp J-1 to J-20. (International Spotlight). **"Japan". ("International Spotlight"/"A Billboard Spotlight"). Billboard. 25 May 1991. pp J-1 to J-26. Follows p 50. Called "Japan '91" on front page. *[[w:The Best Ten|The Best Ten]] (ザ・ベストテン). [Television programme]. [https://www.tbs.co.jp/tbs-ch/special/the_bestten/ Episodes]. *[[w:ja:Music Station|Music Station]]. [Television programme]. Episodes: [https://www.tv-asahi.co.jp/music/contents/m_lineup/0003/index.html episode 1] etc. *Wade. Music in Japan: Experiencing Music, Expressing Culture. 2005. [https://books.google.co.uk/books?id=XXYIAQAAMAAJ] *Malm. Japanese Music & Musical Instruments. 1959. [https://books.google.com/books?id=QkTaAAAAMAAJ] *[[w:Francis Taylor Piggott|Pigott]]. The Music and Musical Instruments of Japan. 1893 [https://books.google.co.uk/books?id=ttKTUwmjzMwC&pg=PR3#v=onepage&q&f=false]. 1909. [https://books.google.co.uk/books?id=MAM5AAAAIAAJ] *Robert C Provine, Yoshiko Tokumaru and J Lawrence Witzleben. "Japan". East Asia: China, Japan, and Korea. The Garland Encyclopedia of World Music, vol 7. Routledge. 2002. ISBN 0-8240-6041-5. Part 4. pp 531 to 800. [https://books.google.co.uk/books?id=-J1ADwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toru Mitsui. "Interactions of Imported and Indigenous Musics in Japan: A Historical Overview of the Music Industry". Fouli T Papageorgiou (ed). Whose Master's Voice?: The Development of Popular Music in Thirteen Cultures. Chapter 9. [https://books.google.co.uk/books?id=xHrDEAAAQBAJ&pg=PA152#v=onepage&q&f=false p 152]. Bibliography *Tsuge. Japanese Music: An Annotated Bibliography. 1986. [https://books.google.com/books?id=YCsKAQAAMAAJ] *[[w:ja:三井徹|Tōru Mitsui]]. Popyurā Ongaku Kankei Tosho Mokuroku: Ryūkōka, Jazu, Rokku, J-poppu no Hyakunen. (Japanese: ポピュラー音楽関係図書目録: 流行歌、ジャズ、ロック、Jポップの百年). Nichigai Associates. 2009. [https://books.google.co.uk/books?id=dSAxAQAAIAAJ]. Catalogues: [https://search.worldcat.org/title/406243182] [https://cir.nii.ac.jp/crid/1970586434933272116] *[https://ndlsearch.ndl.go.jp/rnavi/avmaterials/post_572 音楽に関する文献を探すには（主題書誌）]. NDL. Dictionaries *[[w:ja:下中弥三郎|Shimonaka Yasaburo]] (ed). Ongaku Jiten. Heibonsha. Review: (1959) 18 Journal of Asian Studies 295 [https://www.cambridge.org/core/journals/journal-of-asian-studies/article/abs/ongaku-jiten-dictionary-of-music-ed-shimonaka-yasaburo-tokyo-heibonsha-195557-12-volumes-900-yen-per-volume/F3067B1CE61B5B2C647091E69CE8C8DD] [https://read.dukeupress.edu/journal-of-asian-studies/article-abstract/18/2/295/322980/Ongaku-jiten-Dictionary-of-Music?redirectedFrom=fulltext] History *Eta Harich-Schneider. A History of Japanese Music. 1973. [https://books.google.com/books?id=3AraAAAAMAAJ] *Koh-ichi Hattori. 123 Years of Japanese Music: The Culture of Japan Through a Look at Its Music. 2004. [https://books.google.com/books?id=znzsAAAAMAAJ] **Koh-ichi Hattori. 36,000 Days of Japanese Music: The Culture of Japan Through A Look At Its Music. Pacific Vision. Pierce, Southfield, Michigan. 1996. ISBN 0965364208. *Shinpan Nihon Ryūkōkashi. (Japanese: 新版日本流行歌史). [[w:ja:社会思想社|Shakaishisosha]]. 1994. Review: [https://books.google.co.uk/books?id=XQdIAAAAMAAJ]. Catalogue: [https://ndlsearch.ndl.go.jp/en/books/R100000002-I000002420287] **新版日本流行歌史: 1960-1994. [https://books.google.com/books?id=_b4pAQAAIAAJ] [https://books.google.co.uk/books?id=nb4pAQAAIAAJ]. **新版日本流行歌史: 1938-1959 **1867-1937 *Mehl. Music and the Making of Modern Japan: Joining the Global Concert. 2024. [https://books.google.co.uk/books?id=P3QMEQAAQBAJ&pg=PA2#v=onepage&q&f=false] Annuals, yearbooks *Ongaku-Nenkan (Japanese: 音楽年鑑) (English: "Music Year Book", "Music Yearbook", "Yearbook of Music"). [[w:ja:音楽之友社|Ongaku No Tomo Sha]]. [https://books.google.co.uk/books?id=BhoKAQAAMAAJ 1960] [https://books.google.co.uk/books?id=-bXPAAAAMAAJ 1968] [https://books.google.co.uk/books?id=yNAJAQAAMAAJ 1992]. Catalogues: [https://ci.nii.ac.jp/ncid/BN0029282X] [https://ci.nii.ac.jp/ncid/BN11185209] Modern, contemporary, today *Johnson. Handbook of Japanese Music in the Modern Era. 2024. [https://books.google.co.uk/books?id=KNP7EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Matsue. Focus: Music in Contemporary Japan. 2016. [https://books.google.co.uk/books?id=AQgtCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Music of Japan Today. [https://books.google.co.uk/books?id=YZQYEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular music *Mitsui (ed). Made in Japan: Studies in Popular Music. 2014. [https://books.google.co.uk/books?id=YWQKBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stevens. Japanese Popular Music: Culture, Authenticity and Power. 2008. [https://books.google.co.uk/books?id=OHMkdcL9DAMC&pg=PP1#v=onepage&q&f=false] *Mitsui. Popular Music in Japan: Transformation Inspired by the West. 2020. [https://books.google.co.uk/books?id=FpbqDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Nagahara. Tokyo Boogie-Woogie: Japan’s Pop Era and Its Discontents. 2017. [https://books.google.co.uk/books?id=iTxYDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Patterson. Music and Words: Producing Popular Songs in Modern Japan, 1887–1952. 2019. [https://books.google.co.uk/books?id=P0FvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Stanlaw. "Using English identity markers in Japanese Popular Music". English in East and South Asia. Chapter 14. [https://books.google.co.uk/books?id=88A1EAAAQBAJ&pg=PT109#v=onepage&q&f=false] *"Japanese Popular Music in Singapore". Asian Music. vol 34. No 1: Fall/Winter 2002/2003. p 1. [https://books.google.co.uk/books?id=_D4JAQAAMAAJ] *Steve McClure. Nipponpop. Tuttle Publishing. 1998. ISBN 9780804821070. ISBN 0804821070. [Sometimes called "Nippon Pop"]. Catalogue: [https://search.worldcat.org/title/Nipponpop/oclc/247384040] Review: (1998) [https://books.google.co.uk/books?id=f9egmeZ8YywC 245] The Publishers Weekly 2 From folk to J-pop *[[w:ja:富澤一誠|Issei Tomizawa]]. Ano subarashii kyoku o mō ichido: fōku kara J-poppu made. (Japanese: あの素晴しい曲をもう一度: フォークからJポップまで). [[w:Shinchosha|Shinchosha]]. 2010. [https://books.google.com/books?id=ju9MAQAAIAAJ]. Catalogue: [https://search.worldcat.org/title/501749494]. Commentary on book: [https://www.ytv.co.jp/michiura/time/2010/01/j2010110.html]. Review of the CD: [https://www.cdjournal.com/i/disc/great-agefree-music-forever-and-great-music-are-o/4109110788]. J-pop *Bourdaghs. Sayonara Amerika, Sayonara Nippon: A Geopolitical Prehistory of J-pop. 2012. [https://books.google.co.uk/books?id=K_y88JwibrMC&pg=PP1#v=onepage&q&f=false] *"The Rise of J-Pop in Asia and Its Impact" (2004) Japan Spotlight. vol 23. p 24. [https://books.google.co.uk/books?id=i7C0AAAAIAAJ] *Terence Lancashire. "J-pop's elusive J: Is Japanese popular music Japanese?" (2008) Perfect Beat. vol 9. No 1. p 38. [https://books.google.co.uk/books?id=5No4AQAAIAAJ] *Tetsu Misaki. J-poppu no Nihongo: kashiron. (Japanese: Jポップの日本語: 歌詞論). [[w:ja:彩流社|彩流社 (Sairyusha)]]. 2002. [https://books.google.com/books?id=dsMpAQAAIAAJ] [https://search.worldcat.org/ja/title/J-:/oclc/52005194] *[[w:ja:烏賀陽弘道|Hiromichi Ugaya]]. Jpoppu Towa Nanika: Kyodaikasuru Ongaku Sangyō. (Japanese: Jポップとは何か: 巨大化する音楽産業). 2005. [https://books.google.co.uk/books?id=TLlOAAAAMAAJ] catalogue [https://search.worldcat.org/ja/title/J-:/oclc/676652594] [https://ci.nii.ac.jp/ncid/BA71618018] Japanese rock *Takarajima Special Edition: Encyclopedia of Japanese Rock 1955-1990. Nihon rokku daihyakka: Rokabirī kara bando būmu made. (Japanese: 日本ロック大百科 [年表編] ロカビリーからバンド・ブームまで 1955〜1990). [[w:ja:JICC出版局|JICC Shuppankyoku]]. 1992. ISBN 9784796602907. ISBN 4796602909. Catalogues: [https://ci.nii.ac.jp/ncid/BN07889172] [https://catalogue.nla.gov.au/catalog/2263400]. *Japanese Rock: Standard: 1967-1985. 日本のロック名曲徹底ガイド: 名曲263決定盤846. CDJournal. 2008. ISBN 9784861710469. ISBN 4861710464. [https://www.cdjournal.com/Company/products/mook.php?mno=20081002]. Catalogue: [https://ci.nii.ac.jp/ncid/BA8932668X?l=en]. *Kojima Satoshi (Japanese: 小島智). 検証・80年代日本のロック. アルファベータブックス. 2024. ISBN 9784865981179. ISBN 4865981179. [https://books.google.com/books?id=0gbl0AEACAAJ]. Review: [https://mainichi.jp/articles/20241026/ddm/015/070/005000c]. Jazz *[[w:ja:スイングジャーナル|Swing Journal]] (1947 to 2010) Commentary: [https://www.allaboutjazz.com/news/swing-journal-long-standing-jazz-magazine-to-be-suspended-in-june/] Japanese fusion: *THE DIG presents 日本のフュージョン. Shinko Music Mook. Released 19 April 2013. Commentary: [https://www.cdjournal.com/news/casiopea/50967]. No II. Released 23 October 2014. Commentary: [https://www.cdjournal.com/news/takanaka-masayoshi/62225] Classical *[[w:ja:ぶらあぼ|Bravo]] (Japanese: ぶらあぼ) ebravo.jp *[[w:ja:音楽芸術 (雑誌)|Ongaku Geijutsu]] (Japanese: 音楽芸術) Magazines For Japanese music magazines, see [[w:ja:日本の音楽雑誌]]. *Music Periodicals in Japan — A Comprehensive List (1988) 35 Fontes Artis Musicae 116 [https://www.jstor.org/stable/23507222] [https://books.google.com/books?id=qHYWAAAAIAAJ] **Kishimoto, "Additional Corrections and Alphabetical Title Index" (1989) 36 Fontes Artis Musicae 38 [https://www.jstor.org/stable/23507313] [https://books.google.co.uk/books?id=7XYWAAAAIAAJ] *Special Bibliography: A Bibliography of Japanese Magazines and Music (1959) 3 Ethnomusicology 76 [https://www.jstor.org/stable/924290] *A Historical Survey of Music Periodicals in Japan: 1881—1920 (1989) 36 Fontes Artis Musicae 44 [https://www.jstor.org/stable/23507314] *[[w:ja:篠原章|Akira Shinohara]]. 日本ロック雑誌クロニクル. [[w:en:Ohta Publishing|Ohta Publishing]]. 2005. [https://books.google.co.uk/books?id=L8opAQAAIAAJ] *[[w:Oricon|Oricon]] (オリコン) **[https://web.archive.org/web/19970412131857/http://www.999.com/Oricon/index.html Oricon Music Site]. Commentary: [https://internet.watch.impress.co.jp/www/article/980309/oms.htm]. *[[w:Billboard Japan|Billboard Japan]] (ビルボード・ジャパン) **Music Labo (ミュージック・ラボ) (1970 to 1994) *Music Research (ミュージック・リサーチ) ["Weekly Music Magazine"]. Catalogue: [https://web.archive.org/web/20260319070908/https://ndlsearch.ndl.go.jp/books/R100000002-I000000039804]. *Rolling Stone Japan *新譜ジャーナル (Shinpu Journal). Catalogue: [https://ndlsearch.ndl.go.jp/books/R100000002-I000000012315]. Began 1968 [https://books.google.co.uk/books?id=L8opAQAAIAAJ], later called シンプジャーナル **シンプジャーナル *Myūjikku mansurī [ミュージック・マンスリー]  [https://ci.nii.ac.jp/ncid/AN00396190] *カセットライフ. (Cassette Life). [[w:ja:シンコーミュージック・エンタテイメント|Shinko Music Entertainment]] *[[w:ja:CDジャーナル|CDJournal]] *[[w:ja:Rockin'on Japan|Rockin'on Japan]]. (ロッキング・オン・ジャパン). (1986 onwards) *[[w:ja:Rooftop|Rooftop]] (1976 onwards) *[[w:ja:FOOL'S MATE|Fool's Mate]] *Record Monthly (レコード・マンスリー). From 日本レコード振興株式会社. Catalogues: [https://ci.nii.ac.jp/ncid/AA11433275] [https://ndlsearch.ndl.go.jp/books/R100000002-I000000027924] Columns in periodicals *"Japanese Newsnotes". Billboard. (eg 17 April 1961, [https://books.google.co.uk/books?id=JiIEAAAAMBAJ&pg=PA13#v=onepage&q&f=false p 13].) Websites *[[w:ja:ナタリー (ニュースサイト)|Natalie]] (ナタリー) *[[w:ja:BARKS|Barks]] *OKMusic. Commentary: [https://xtech.nikkei.com/it/article/NEWS/20120626/405442/]. Charts For Japanese music charts, see [[w:ja:日本の音楽チャート]] Chart books *Oricon Chart Book (Japanese: オリコンチャート・ブック) **1987 to 1998 Oricon Chart Book. All Albums. [https://books.google.co.uk/books?id=KvEoNwAACAAJ] **Album Chart Book Complete Edition 1970〜2005. Catalogue:[https://www.tosyokan.pref.shizuoka.jp/licsxp-opac/WOpacMsgNewListToTifTilDetailAction.do?tilcod=1000610247212] *澤山博之. ミュージック・ライフ 東京で1番売れていたレコード 1958~1966. Shinko Music Entertainment. 2019. [Charts published in Music Life from 1958 onwards]. Commentary: [https://mikiki.tokyo.jp/articles/-/20952 Mikiki] Number ones *Oricon No.1 Hits 500. Clubhouse (Japanese: クラブハウス). 1994. 1998. **[https://books.google.com/books?id=GlsnNwAACAAJ vol 1 (1968~1985)]. ISBN 9784906496129. **[https://books.google.com/books?id=icInNwAACAAJ vol 2 (1986~1994)]. ISBN 9784906496136. Awards Japan Record Awards *輝く!日本レコード大賞 公式データブック: 放送60回記念: TBS公認. Shinko Music Entertainment. ISBN 9784401647019. [https://books.google.co.uk/books?id=JcDqvwEACAAJ] [https://ci.nii.ac.jp/ncid/BB2773137X] Traditional, Hogaku *Malm. Traditional Japanese Music and Musical Instruments. [https://books.google.co.uk/books?id=Yn3VQbqywCsC&pg=PP1#v=onepage&q&f=false] *Miyuki Yoshikami. Japan's Musical Tradition: Hogaku from Prehistory to the Present. 2020. [https://books.google.co.uk/books?id=X3XTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hughes. Traditional Folk Song in Modern Japan: Sources, Sentiment and Society. 2008. [https://books.google.co.uk/books?id=yfV5DwAAQBAJ&pg=PR1#v=onepage&q&f=false] Koto: *Tokyo Academy of Music. Collection of Japanese Koto Music. 1888. [https://books.google.co.uk/books?id=RncQAAAAYAAJ&pg=PP13#v=onepage&q&f=false][https://babel.hathitrust.org/cgi/pt?id=hvd.32044040839565&seq=1] Exam guides: For the 音楽CD検定 exam on music CDs: *音楽CD検定公式ガイドブック. 2007. [[w:ja:音楽出版社 (企業)|Ongaku Shuppansha Co Ltd]] (音楽出版社). [https://books.google.co.uk/books?id=sbjdeDJMkQcC&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=AoFgIowII48C&pg=PP1#v=onepage&q&f=false vol 2]. Commentary: [https://www.cdjournal.com/i/news/-/15303] [https://www.oricon.co.jp/news/46065/full/] [https://allabout.co.jp/gm/gc/57723/] [https://www.oricon.co.jp/news/45388/full/]. Film *Tak Shindo. "Japanese Film Music". Film Journal. No 11: October 1958. p 21. [https://books.google.co.uk/books?id=YF9AIcnhKTIC] Children's music *Elizabeth May. The Influence of the Meiji Period on Japanese Children's Music. University of California Press. 1963. [https://books.google.co.uk/books?id=54cHAQAAMAAJ] **Japanese Children's Music Before and After Contact with the West. University of California at Los Angeles. 1958. (doctoral dissertation). DJs *Masahiro Yasuda, "How Japanese DJs cut across Market Boundaries" (1999) [https://books.google.co.uk/books?id=H5QJAQAAMAAJ 4] Perfect Beat 45 Diaspora *Dale Olsen. The Chrysanthemum and the Song: Music, Memory, and Identity in the South American Japanese Diaspora. 2004. [https://books.google.co.uk/books?id=3WloQgAACAAJ] [[Category:Music resources]] 8u2a5nw9p2sn1d3oiamlltbci2ae6tz 0 322580 2831617 2828442 2026-09-06T01:44:31Z Jtneill 10242 Copyediting 2831617 wikitext text/x-wiki {{title|Wisdom, motivation, and emotion:<br>How do motivational and emotional processes contribute to wisdom?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Work-life-balance.webp|thumb|'''Figure 1'''. [Insert caption here]]] Imagine a university student who has an important exam coming up, weekly assessment and other things that should be done outside the university. Balancing life with school responsibilities, personal things and a career job working on. This are the things that a person is dealing with. What strategies can help a person stay motivated while using wisdom to make good decisions and managing their emotions? How can we maintain wisdom, motivation, and emotional balance when facing challenges in life? {{RoundBoxBottom}} Wisdom, motivation, and emotion are three important aspects of human psychology that influence the way people think, feel, and behave. Wisdom involves using knowledge and experience to make thoughtful decisions. Motivation gives people the drive to achieve their goals and overcome challenges. Emotion refers to feelings that affect our thoughts, decisions, and actions. Understanding these three concepts can help us better understand human behaviour and how people respond to different situations. This book chapter will hopefully bring understanding the Wisdom, Motivation and Emotion behind human behaviour. As you can see on [[:File:Work-life-balance.webp|Figure 1]], the chapter will cover relevant theories that attempt to explain the Wisdom, Motivation and Emotion of a person. {{RoundBoxTop|theme=3}} ;Focus questions * How thinking influences behavior?{{g}}{{vague}} * What are the psychological theories for wisdom, motivation and emotion?{{ic|APA style uses serial commas}} {{RoundBoxBottom}} == Introduction to wisdom, motivation and emotion == === Psychological Theories: === ==== 1.Wisdom ==== the ability to combine knowledge, experience, and deep judgment to make sound decisions and navigate complex or uncertain life situations. * The Berlin Definition''':''' Psychologist Paul Baltes defined wisdom as "expert knowledge in the fundamental pragmatics of life" that helps people give good advice on difficult matters.{{fact}} * Robert Sternberg’s View''':''' He defines wisdom as balancing one's own needs with the needs of others to achieve a common good.{{fact}} * Monika Ardelt's View''':''' She views wisdom as an individual trait built through self-reflection, compassion, and a search for truth.{{fact}} ==== 2. Motivation ==== is the internal or external driving force that prompts a person to initiate, direct, and persist in goal-oriented behavior.{{g}} * Maslow's Hierarchy of Needs: Abraham Maslow proposed a pyramid of needs. People must satisfy basic physiological and safety needs before moving on to social, esteem, and self-actualization needs. * Self-Determination Theory (SDT): This theory states that three basic psychological needs drive growth and engagement: autonomy (control), competence (mastery), and relatedness (connection). * Herzberg's Two-Factor Theory: Job satisfaction comes from "motivators" (like achievement and growth), while job dissatisfaction comes from "hygiene factors" (like salary and working conditions). ==== 3. Emotion ==== is a complex mental and physical reaction to an event or situation that involves a subjective feeling, a bodily change, and an outward behavior. * James-Lange Theory: Proposes that physical bodily arousal happens first, and the brain then interprets those physical changes as an emotion (e.g., your heart races before you feel afraid). * Cannon-Bard Theory: Suggests that physical arousal and the emotional experience occur at the exact same time, rather than one causing the other. * Schachter-Singer Two-Factor Theory: Argues that emotion requires two components: general physical arousal and a cognitive label applied to that arousal based on the context. * Cognitive Appraisal Theory: States that a person must first think about and evaluate a situation (appraisal) before experiencing the corresponding emotion. * Facial Feedback Theory: Suggests that facial expressions can actually trigger or influence emotional feelings (e.g., smiling can make you feel happier). * Evolutionary Theory: Views emotions as adaptive responses that evolved to help humans survive and react quickly to environmental dangers. {{RoundBoxTop|theme=3}} ;Case study: The burned-out high achiever Emma is a 24-year-old university student who has always been highly motivated. Throughout school, she received excellent grades and was praised by her parents and teachers for being successful. She now studies law at university and spends most of her time studying, working part-time, and trying to maintain a social life. Initially, Emma was driven by genuine interest in her degree and the desire to become a lawyer. Over time, however, her motivation changed. She became increasingly concerned about disappointing her parents and comparing herself with other high-achieving students. During exam periods, Emma experiences intense anxiety. She has difficulty sleeping, becomes irritable with friends, and feels guilty whenever she takes time away from studying. Even when she performs well, she quickly focuses on what she could have done better. After receiving a disappointing exam result, Emma considers dropping out. A mentor encourages her to reflect on what she actually values and what kind of life she wants beyond academic achievement. Emma begins recognising that success does not have to mean being perfect. She starts setting healthier boundaries, seeking support from friends, and making decisions based more on her long-term values than on other people's expectations. {{RoundBoxBottom}} == Conclusion == * A person’s wisdom usually develops through a combination of life experience, reflection, emotional maturity, knowledge, and the ability to see situations from multiple perspectives. Simply being older or having lots of knowledge doesn't necessarily make someone wise. * A person becomes motivated when they have a reason to act and believe that their action can lead to something they value. Motivation is influenced by both internal factors (what we want, value, or enjoy) and external factors (rewards, expectations, consequences, or social pressure). * Wisdom functions as a cognitive framework. It helps individuals interpret difficulty, regulate emotion, maintain motivation, and make decisions aligned with long-term values rather than short-term impulses. In this sense, wisdom is not simply something people possess — it is something they practice through thinking patterns and behavioral choices. * Emotions are psychological and physiological responses to situations that we perceive as important. They influence how we think, behave, make decisions, and interact with other people. == See also == {{ic|Try again - choose the ''most'' relevant sources}} * [[Motivation and emotion/Book/2021/COVID-19 pandemic impacts on emotion|Motivation and emotion/Assessment/Chapter]] (COVID-19 pandemic impacts on emotion) * https://openbooks.library.baylor.edu/psychscience/chapter/emotion-motivation/ (Ch 10: Emotion and Motivation) == References == {{expand}} == External links == {{expand}} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Wisdom]] 3sz2czciwsd992pyeqz5ifr9azn38fr 0 322586 2831626 2828748 2026-09-06T02:40:21Z Jtneill 10242 Copyediting 2831626 wikitext text/x-wiki {{title|Power motivation in leadership:<br>How does power motivation influence leadership styles and effectiveness?}} __TOC__ ==Overview== {{RoundBoxTop|theme=11}} [[File:Donald Trump takes the oath of office (2025).jpg|thumb|President-elect Donald Trump takes the oath of office |'''Figure 1'''. Donald Trump's 2025 Inauguration surrounded by some of the world's wealthiest and most powerful individuals]] Imagine a leader standing for their inauguration, surrounded by a concentration of wealthy and influential individuals. At first glance, this may reflect a preference for resources and influence. But a closer look raises a psychological question: what motivates a leader to seek and exercise power, and how might this shape the way they lead? The scenario is not hypothetical. It reflects the current leadership of United States President Donald Trump {{ic|Embed link to Wikipedia article}}, whose 2025 administration included an unusually large concentration of wealthy and influential individuals. This concentration of political and economic power is illustrated by the individuals present at Trump's inauguration (see Figure 1). This provides a contemporary example for examining the relationship between power motivation and leadership. But power is reflected not only in who a leader surrounds themselves with, but also in how they exercise their influence. For example, using a social media platform as a political megaphone and bypassing traditional bureaucratic communication channels. Donald Trump's leadership style is highly self-focused and centred on power and image. This raises the question: does the desire for power necessarily make someone an effective leader? Individuals seek leadership for a variety of reasons, and how they use their influence affects how they interact with followers, make decisions, and pursue goals. Psychology can explain these differences by examining power motivation and how individual motives influence leadership behaviour. {{RoundBoxBottom}} This chapter will explore [https://pmc.ncbi.nlm.nih.gov/articles/PMC10355387/ power motivation] {{ic|Provide APA style citation; move link to References}} and how it influences leadership styles, behaviour and effectiveness. Exploring the duality of its expression and how that interplays into a leader being successful (Friederichs et al., 2023). * Power motivation is the desire to influence, control, and have the ability to impact others; it is very relevant to leadership as leaders consistently have the ability to influence decisions (McClelland, 1970). * Power motivation can be expressed via socialised or personalised power. The type of expression determines the leader's behaviour and effectiveness, either producing positive outcomes for effective decision-making or negative, self-serving outcomes (Reeve, 2018; McClelland, 1970; Carvalho & Conde, 2024). * Being able to understand and tell the distinction between the type of power motivation being expressed is crucial to see how leaders exercise authority and how followers respond. Psychological science can help explain why some power-motivated leaders use influence to control, while others use it to empower (Reeve, 2018). {{RoundBoxTop|theme=11}} [[File:P psychology.png|right]] '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} 1. What psychological theories account for power motivation in leadership style? 2. How does a leader's orientation towards power influence their specific leadership style? 3. What is implicit motivation, and how does it differ from explicit power motivation in leaders? 4. What is the relationship between power motivation and overall leadership effectiveness? {{RoundBoxBottom}} ==Understanding Power Motivation== * '''Focus question:''' ''What psychological theories account for power motivation in leadership style?'' * What are your thoughts when you hear motivation and power, separately and together? Motivation, a term used to describe the push to act, and power, often associated with aggression, together they hold a heavy definition. * [[Motivation and emotion/Lectures/Introduction|Motivation]] is the driving force that guides human behaviour; it is the use of will-power and self-discipline - channelling effort to achieve a goal. Certain individuals have predominant motive of power, being motivated by the internal urge to dominate, influence, or control (Kurt, 2021). * Power motivation has three characteristics: strong action, emotional impact, and concern for status, frame, and reputation. It is influenced by cultural values and socialised experiences (McClelland,1970). * The need for power, [[wikipedia:Need_for_power|nPower]], can be expressed in two manners: dominant or prosocial. There is a contrasting nature between how power is expressed for leadership, affecting how leaders behave. Dominant power is associated with antisocial behaviour and guides individuals to achieve personal benefit and status, using aggression and assertive manners. This contrasts with prosocial power, which motivates leaders to be benevolent and supportive (Friederichs et al., 2023). * Power seekers can be effective, well-adjusted, and highly motivated. Power is a source of human control; only the mentally healthy can wield it successfully. Those with this form of nPower struggle to feel satisfied unless they are in a position that fulfils their power-hungry needs, such as making decisions, influencing an audience, or obtaining information to become influential. Such occupations are teachers, journalists, clergy, psychologists, diplomats, business executives, political leaders and advisors (Reeve, 2018). * [[wikipedia:David_McClelland|David McClelland's]] is popular within the psychology community for his thoughts on power motivation, with the most well-known theories, the Three Need Theory and the Two Faces of Power theory. In studies done by McClelland, it was discovered that those with high nPower tended to drink more heavily, making a comment that nPower can either manifest through drinking or 'hold office.' === McClelland's Three Need Theory === [[File:DavidMcClelland.jpg|thumb|Figure 2. David McClelland]] * McClelland (seen in Figure 2.) proposed [[wikipedia:Need_theory|Three Need Theory]], describes that every individual is driven by three dominant, unconscious needs: The need for power, affiliation, or achievement (one is more dominant than the others), definition can be seen in Table 1, (Kurt, 2021). * The Three Need Theory can also be looked at along with [[Motivation and emotion/Book/2019/Two-factor motivation theory|Herzberg's Two-Factor theory]] and [[Motivation and emotion/Book/2011/Maslow's hierarchy of needs|Maslow's theory of Hierarchy of Needs]]. Looking into how motivation affects health, as success impacts stress, blood pressure, and hormone levels (McClelland,1970). * Individuals develop motivation at different degrees, influenced by personal experiences and exposure. When an experience causes a positive emotional response, the individual is more likely to seek that feeling out again through a similar experience (Reeve, 2018). * Explained through the McClelland Acquired Needs Theory, positive emotional experiences develop acquired needs through the reinforcement of the behaviour (Kurt, 2021). {| class="wikitable" |+Table 1: Three Need Theory !Need !Definition !High Behaviour !Low Behaviour |- |Need for Achievement |Situations that challenge individuals with explicit standards. |Individual exhibits a need to win and receive recognition. |Constant fear of failure, typically avoids responsibilities. |- |Need for Affiliation |Situations that afford warm relationship opportunities. |A desire within for control, typically exaggerates own position. |A heavily dependent individual, tries to minimise own position and importance. |- |Need for Power |Situations that enable others to exert influence over others. |Individual demands and expects loyalty and harmony. |Individual remains 'aloof' and keeps social distance from influence over others. |} ==== Two Faces of Power ==== * The [https://www.jstor.org/stable/pdf/24356663.pdf Two Faces of Power theory], is a subgroup with the three needs of power theory propised by McClelland which introdiced the two faces of power, splitting the nPower into two manner's, personalised power or socialised power, also referred to as ''p''Power, and ''s''Power (McClelland, 1970). ''p''Power is seen as socially unacceptable way of expression, is is closely linked to control, in a way it is the definition that power is sometimes thought as, aggressive, and self-desired, those with this form of power see like as a me-against-the-world. ''s''Power, is more socially acceptable form of expression, leaders are motivated through inspiring others (Bargh & Lee-Chai, 2002). * Leaders can take on both forms of power; McClelland believes that a true leader can balance both. They can exercise personal dominance and socialised leadership (Bargh & Lee-Chai, 2002). * ''p''Power can become problematic when leaders become too absorbed by the maintenance of their position and influence, the ability to dominate, manipulate, and disagree. However, the issue isn't high-power motivation; it's how it is expressed (McClelland, 1970). === Recap === {{RoundBoxTop|theme=8}} <quiz display=simple> {&nbsp; |type="{}"} What is the driving force that guides human behaviour? { Motivation } {What is the key difference between personalised power and socialised power?} - Personalised power focuses on achievement, and socialised power focuses on affiliation + Personalised power focuses on personal dominance and control, and socialised power focuses on benefiting others - Personalised power is consistently associated with an effective leadership style, whereas socialised power is associated with an ineffective leadership style. {Which behaviour best fits an individual with a high need for power?} - Avoiding situations where they might influence others + Seek opportunities to influence, control, or have an impact on others - Avoid challenging tasks for fear of failure </quiz> {{RoundBoxBottom}} == Power Orientation and Leadership Style == * Focus question: ''How does a leader's orientation towards power influence their specific leadership style?'' * Power motivation is the drive; power orientation is the how; it is the framework of how a leader will manage to become influential. There is a negative stereotype around having a high power motivation, with theories that it automatically relates to undesired behaviour, unlike prosocial power motivation, which is regularly associated with generosity. However, those with high power motivation can have different power orientations. Ego-power orientation is associated with pursuing goals to satisfy the self and achieve a sense of self-fulfilment; this doesn't automatically mean they are using it for harm, as it depends on their position of influence and work. Social-power orientation is linked to directing power toward collective outcomes (Carvalho & Conde, 2024). ''Author note: add more information into this section - do more research/potentially move it around.'' * Effective leadership involves more than holding a position of authority; it is about how leaders behave and interact. There are five essential characteristics to leadership: self-image, socialised power, sustained dialogue, and strategic intent, providing a practical framework for a successful leader (Power, 2026). Power motivation and leadership are relevant across different contexts, from political leaders to supervisors, building a relationship with employees and an environment of trust (Power, 2026; Friederichs et al., 2023) * Leadership styles refer to the way a leader behaves when directing, influencing and interacting. Although leadership styles reflect theoretical models, they can also be shaped by individual characteristics and techniques (Khajeh et al., 2018; "What Are the Different Leadership Styles?", 2024). Different styles place varying emphasis on factors seen in Table 2 (Deakin University, 2024; Bwalya, 2023). Research suggests that [https://leadership.deakin.edu.au/blog/what-is-transformational-leadership transformational leadership] can produce positive outcomes by motivating and inspiring followers, benefiting the group rather then for personal interests, rather than focusing on personal interest, (Peyton et al., 2019) {| class="wikitable" |+Table 2. Leadership Styles ! colspan="3" |Leadership styles |- |Style |Description |Example Leaders |- |Autocratic |Leader holds complete control over decision-making with no input from followers. Consistently exercises control over the decision-making process. Expects strict compliance with policies and procedures, and does not take input from followers. They micromanage and control subordinate work. They make quick decisions because they do not have to consult. There is a lack of creative innovation (Bwalya, 2023). |Adolf Hitler and Kim Jong-un |- |Democratic |Leader is involved in team members' decision-making process, continuously encourages communication, and seeks feedback on matters, valuing input and ideas, wanting followers to participate in shaping strategies and goals (Bwalya, 2023). |Former President of South Africa, Nelson Mandela and Former Prime Minister of New Zealand Jacinda Ardern |- |Laissex-faire | The leader is distant and has minimal involvement in decisions, unlike autocratic leadership, as laissez-faire lets followers make decisions with little guidance or supervision, trusting their ability to manage responsibilities. They are comfortable with mistakes and take accountability for followers' mistakes. This empowers employees and enables faster decision-making. However, the lack of guidance can cause confusion and lack of coordination (Bwalya, 2023). |Former President Herbert Hoover and Mahatma Ghandi |- |Servant |Leader is prosocial and motivated by power, focusing on the needs and well-being of others. Aiming to support and empower followers, in hopes they reach their full potential (Bwalya, 2023). |Pope Francis |- |Transformational |Based on inspiration and motivation to achieve performance, with high expectations and focus on challenging others to exceed self-interest. Focuses on transforming followers through inspiration, motivation, and effective communication. They rely on the leader's influence; if the leader fails to provide proper guidance, it can impact followers (Bwalya, 2023). |Former President of South Africa Nelson Mandela and Former President of the United States Barack Obama |- |Transactional |Focuses on the exchange relationship between the leader and their followers. The leader maintains stability and achieves goals by providing rewards and punishments based on performance. Very goal-oriented, with clear expectations, and quick decision-making (Bwalya, 2023). |Bill Gates and Former Chancellor of Germany Angela Merkel |} == Implicit Motivation == [[File:Implicit_Motives_associations.png|thumb| Figure 3. Mind map of implicit motives]]Focus question: ''What is implicit motivation, and how does it differ from explicit power motivation in leaders?'' * Implicit motives are unconscious needs that influence how people respond emotionally to particular situations. They form early on through preverbal experiences and interactions, lying dormant until potential incentives set them off. They are revealed through patterns of thought, emotion, and behaviour (Reeve, 2018) * Implicit motives differ from explicit motives, which are a conscious goal or value that people can describe and self-report (Slabbinck & Van Witteloostuijn, 2020). They can predict long-term behaviour, especially when the situation provides a way to satisfy the motive. * According to McClelland, implicit motives are unconscious and therefore can't be accurately measured through self-reporting. They are assessed via indirect methods, ie., analysing imaginative stories (Reeve, 2018). The Dual-Motive System. === Leadership Motive Pattern === * [[Motivation and emotion/Book/2015/Leadership motivation#Leadership Motive Pattern|Leadership Motive Pattern (LMP)]] developed from McClelland's work on motivation, describes a profile associated with effective leadership. It is consistent with three elements: high implicit power, low implicit affiliation, and high activity inhibition. Together, these elements help explain how a leader can balance self-control and a drive for nPower while also prioritising social benefits (Reeve, 2018). * Leaders who are motivated to influence are usually less dependent on being personally liked or accepted. Their high npower encourages them to seek influence, while their low need for affiliation reduces their reliance on close relationships, and their high inhibition allows them to regulate their impulses. In contrast, individuals with high need for power, low affiliation, and low inhibition are often unsuccessful and rated poorly, as they struggle to regulate their desire for influence, lack self-discipline, and can be seen as narcissistic or aggrandising (Reeve, 2018). * ''Author note: add more information into this section - a case study on a public figure...'' ==== Need for Power ==== * Individuals with a high nPower, are motivated by their desire to impact, control, or influence others or their environment. They want to establish, maintain, and expand their power. High-power-striving individuals therefore seek dominance, reputation, status, or positions of authority (Reeve, 2018). * Individuals like this enjoy the ability to demonstrate influence and be able to reinforce their power. They are motivated to attain and maintain leadership positions because these roles provide opportunities to exercise authority and influence over others. Successfully obtaining power can provide a sense of satisfaction and accomplishment, reinforcing their motivation (Reeve, 2018). ''Look into the chemical reaction potentially (comment made after tutorial three).'' * These individuals tend to thrive off inspirational speeches, and they feel more energetic and their physiological arousal increases (Reeve, 2018). == Power Motivation and Leadership Effectiveness == * Focus question: ''What is the relationship between power motivation and overall leadership effectiveness?'' * Power motivation can influence leadership effectiveness depending on how the motive is expressed and regulated. A high nPower can motivate individuals to seek leadership distinction; the shape power motivation takes will enable one to understand its effect on leadership effectiveness. * The expression of the power motivation can develop through social and environmental experiences. Individuals who develop power-strivings may have experienced childhood environments in which the parents established demanding standards, potentially contributing to a desire for recognition and admiration. nPower has been associated with aggressive tendencies, although high power motivation doesn't automatically result in overt aggression. Social norms, laws, and consequences can constrain this expression, causing that desire to control to remain internal rather than manifest as overt aggression (Reeve, 2018). * Individuals high in the need for power may be attracted to occupations that provide career-wise; individuals with high rates in need for power are drawn to professions with influential opportunities (Reeve, 2018). === Destructive Power Dynamics and Power Abuse === * A relationship between aggression and the need for power has been identified, with studies finding men being more argumentative. However, a high need for power doesn't necessarily result in aggression. Social norms, laws, and consequences can constrain this expression, causing that desire to control to remain internally rather than through overt aggression. * Tend to harbour inclinations that are both benevolent and malevolent towards others, strive to improve the world, whilst also influencing everyone. * Dark side of implicit motive is the combination of opportunity to use power for personal benefit, which is the 'abuse of power.' Additionally, there is a link to sexual misconduct and excessive drinking (Spanler et al., 2014). * Unrestrained '''affiliation''' can lead to favouritism and corruption in political and bureaucratic organisations. '''Achievement''', ignore political/interpersonal issues. High need for '''achievement''', find it difficult working in groups, making decisions, ad enforcing authority, ignoring interpersonal relationships (Spanler et al., 2014). === '''Key Predictors of Effective Leadership''' === *[[Motivation and emotion/Book/2018/Emotional intelligence and leadership effectiveness|Effective leader,]] is a combination of power strivings which are complemented with self-discipline inhibition, ie., power under control, which gives rise to charismatic leadership, and high morale. *High affliction motivation will motivate followers by communication concern, respect, appreciation, and support, developing high-quality leader followers interactions. *Leaders with weak moral identify act in self-interest ways. *Leaders benefit from a prosocial enactment strategy, action orientation through prosocial power motivation leads to reduced power related anxiety, greater well-being. *Achievement strivings were associated with ineffective presidential, because achievement-oriented individuals were highly active but also frustrated. *Successful presidents would have effective communication and combative skills, and a sense of humour. Additionally five variables that define a presidential effectiveness are, direct presidential action, perceived greatness, performance on social and economic issue, and international relations. *Leadership motive pattern can determine when a leader will engage in war and when a leader will pursue peace. {{RoundBoxTop|theme=3}}[[File:John F. Kennedy speaks at Rice University.jpg|thumb|President John F. Kennedy speaking at Rice University | Figure 4. John F. Kennedy speaking at Rice University]] Case Study: John F. Kennedy - Kennedy, also referred to as JFK, was commended for his optimistic and ambitious presidency; though his term was short, he achieved success across the board (Reeve, 2018; McCann & Mollan, 2023). - Created a modern framework for future presidents to follow; he blended political office with pop-culture celebrity. He was open-minded and engaged with the government and public (Reeve, 2018; McCann & Mollan, 2023). - Historians consider Kennedy a strong example of effective leadership because of his charismatic communication and calm management, seen in Figure 4. Kennedy is found to have a high need for power and low affiliation needs, fitting McClelland's framework of leadership motives (McCann & Mollan, 2023). - Leadership theorist James MacGregor Burns has written about JFK's presidency as a 'transformational leadership' style (McCann & Mollan, 2023). - McClelland's experiment on business school students, exposing them to a JFK inaugural speech, found that after the speech, the students demonstrated more strengthened and uplifted experiences. This showed that JFK, as a leader, influenced his audience through inspiration (McClelland, 1970).{{RoundBoxBottom}} === Quiz Yourself === {{RoundBoxTop|theme=6}}<quiz display=simple> {Which combination of implicit motives is associated with effective leadership according to McClelland's leadership motive pattern? |type="()"} - High power, high affiliation, and low inhibition + High power, low affiliation, and high inhibition - Low power, high affiliation, and high inhibition - High power, low affiliation, and low inhibition {Does a high need for power necessarily result in aggressive behaviour? |type="()"} - True + False </quiz> {{RoundBoxBottom}} ==Conclusion== * Psychological theory and research consistently suggest that power motivation influences leadership through the way individuals obtain, maintain, and regulate power. A high nPower can motivate individuals to pursue positions that provide ongoing opportunities for impact, control, and influence (Reeve, 2018). There is a question around whether power motivation is positive or negative, when it is inherently neither. There is a difference between personalised power (pPower), the motivation for personal control and self-interest, and socialised power (sPower), the opportunity to influence and benefit others; this distinction helps explain why power motivation can produce drastically different leadership outcomes (McClelland, 1970; Carvalho & Conde, 2024). * The focus questions can be answered through McClelland's Three Need Theory, which explains why there are individual differences in their nPower, nAchievement, and nAffiliation, while the Two Faces of Power distinguishes between personalised and socialised expressions of power. The Leadership Motive Pattern further suggests that high power, low affiliation, and high activity inhibition can contribute to effective leadership, as the leader can balance pursuing influence with self-control (Reeve, 2018). * Effective leadership is not determined by how much power a person wants, but how they use it. Leaders who regulate their power motivation and direct their influence towards collective goals, fostering development and outcomes, are more likely to be well received by the public or their subordinates (Peyton et al., 2019; Friederichs et al., 2023). * Understanding power motivation can help identify both the strengths and risks of leadership, highlighting the importance of self-discipline and ethical use of authority. ==See also== * [[Motivation and emotion/Book/2018/Emotional intelligence and leadership effectiveness|Emotional intelligence and leadership effectiveness]] (Book chapter, 2018) * [[Motivation and emotion/Book/2015/Leadership motivation#Leadership Motive Pattern|Leadership motivation]] (Book chapter, 2015) * [[Motivation and emotion/Book/2011/Maslow's hierarchy of needs|Maslow's hierarchy of needs]] (Book chapter, 2011) * [[Motivation and emotion/Book/2019/Two-factor motivation theory|Two-factor motivation theory]] (Book chapter, 2019) ==References== {{Hanging indent|1= Bargh, J. A., & Lee-Chai, A. Y. (2002). The use and abuse of power : Multiple perspectives in the causes of corruption. Psychology. Bwalya, A. (2023). Leadership styles. Article in Journal of Entrepreneurship, Management and Innovation, 11(8), 181–193. https://doi.org/10.6084/m9.figshare.23932113 Carvalho, J. M. S., & Conde, A. (2024). Individual power in human motivation – review and theoretical perspective. Acta Psychologica, 249, 104452–104452. https://doi.org/10.1016/j.actpsy.2024.104452 Deakin University. (2024, December 5). What are the different leadership styles? Deakin.Edu.Au. https://leadership.deakin.edu.au/blog/different-leadership-styles Friederichs, K. M., Waldenmeier, K., & Baumann, N. (2023). The benefits of prosocial power motivation in leadership: Action orientation fosters a win-win. Plos One, 18(7), e0287394–e0287394. https://doi.org/10.1371/journal.pone.0287394 Khajeh, A., Abu, M., & Asaari, H. (2018). Impact of leadership styles on organizational performance. Journal of Human Resources Management Research, 2018(2166–0018), 2166–2184. https://ibimapublishing.com/articles/JHRMR/2018/687849/687849-1.pdf Kurt, D. S. (2021, May 23). McClelland’s Three Needs Theory: Power, Achievement, and Affiliation. Education Library. https://educationlibrary.org/mcclellands-three-needs-theory-power-achievement-and-affiliation/#1 McCann, L., & Mollan, S. (2023, November 20). JFK 60 years on: His leadership style and the reality behind the myths. The Conversation. https://theconversation.com/jfk-60-years-on-his-leadership-style-and-the-reality-behind-the-myths-216477 McClelland, D. C. (1970). The two faces of power. Journal of International Affairs, 24(1), 29–47. JSTOR. https://www.jstor.org/stable/24356663 Peyton, T., Zigarmi, D., & Fowler, S. N. (2019). Examining the relationship between leaders’ power use, followers’ motivational outlooks, and followers’ work intentions. Frontiers in Psychology, 9(2620). https://doi.org/10.3389/fpsyg.2018.02620 Power , D. P. G. (2026). The five essentials of leadership {{!}} APS. Psychology.Org.Au. https://psychology.org.au/inpsych/2017/august/power Reeve, J. (2018). Understanding motivation and emotion (7th edn, pp. 152–176). John Wiley & Sons, Inc. Slabbinck, H., & Van Witteloostuijn, A. (2020). Explicit and implicit basic human motives, and public service motivation. Frontiers in Psychology, 11(1542). https://doi.org/10.3389/fpsyg.2020.01542 Spanler, W. D., Tikhomirov, A., Lee Sotak, K., & Palrecha, R. (2014). Leader motive profiles in eight types of organizations. ScienceDirect, 25(6). https://www-sciencedirect-com.ezproxy.canberra.edu.au/science/article/pii/S1048984314001040 }} ==External links== * [https://leadership.deakin.edu.au/blog/what-is-transformational-leadership Article on Transformational leadership style] (Deakin University, 2024) * [[wikipedia:David_McClelland|Article on David Clelland]] (Wikipedia Contributors, 2025) * [https://pmc.ncbi.nlm.nih.gov/articles/PMC10355387/ Power motivation, the benefits of prosocial power] (Friederichs et al., 2023) * [https://www.jstor.org/stable/pdf/24356663.pdf The Two Faces of Power Journal] (McClelland, 1970) * [[wikipedia:Need_theory|Three Need Theory]] (Wikipedia Contributors, 2025) * [[wikipedia:Need_for_power|Need for Power]] (Wikipedia Contributors, 2025) ==See also== * [[Motivation and emotion/Book/2024/Power motivation and leadership|Power motivation and leadership]] (Book chapter, 2024) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Leadership]] [[Category:Motivation and emotion/Book/Power motivation]] 2a4vay9e3afb4yoq5mt8t6zewabnj0t 2831628 2831626 2026-09-06T02:43:07Z Jtneill 10242 Move some external links to see also 2831628 wikitext text/x-wiki {{title|Power motivation in leadership:<br>How does power motivation influence leadership styles and effectiveness?}} __TOC__ ==Overview== {{RoundBoxTop|theme=11}} [[File:Donald Trump takes the oath of office (2025).jpg|thumb|President-elect Donald Trump takes the oath of office |'''Figure 1'''. Donald Trump's 2025 Inauguration surrounded by some of the world's wealthiest and most powerful individuals]] Imagine a leader standing for their inauguration, surrounded by a concentration of wealthy and influential individuals. At first glance, this may reflect a preference for resources and influence. But a closer look raises a psychological question: what motivates a leader to seek and exercise power, and how might this shape the way they lead? The scenario is not hypothetical. It reflects the current leadership of United States President Donald Trump {{ic|Embed link to Wikipedia article}}, whose 2025 administration included an unusually large concentration of wealthy and influential individuals. This concentration of political and economic power is illustrated by the individuals present at Trump's inauguration (see Figure 1). This provides a contemporary example for examining the relationship between power motivation and leadership. But power is reflected not only in who a leader surrounds themselves with, but also in how they exercise their influence. For example, using a social media platform as a political megaphone and bypassing traditional bureaucratic communication channels. Donald Trump's leadership style is highly self-focused and centred on power and image. This raises the question: does the desire for power necessarily make someone an effective leader? Individuals seek leadership for a variety of reasons, and how they use their influence affects how they interact with followers, make decisions, and pursue goals. Psychology can explain these differences by examining power motivation and how individual motives influence leadership behaviour. {{RoundBoxBottom}} This chapter will explore [https://pmc.ncbi.nlm.nih.gov/articles/PMC10355387/ power motivation] {{ic|Provide APA style citation; move link to References}} and how it influences leadership styles, behaviour and effectiveness. Exploring the duality of its expression and how that interplays into a leader being successful (Friederichs et al., 2023). * Power motivation is the desire to influence, control, and have the ability to impact others; it is very relevant to leadership as leaders consistently have the ability to influence decisions (McClelland, 1970). * Power motivation can be expressed via socialised or personalised power. The type of expression determines the leader's behaviour and effectiveness, either producing positive outcomes for effective decision-making or negative, self-serving outcomes (Reeve, 2018; McClelland, 1970; Carvalho & Conde, 2024). * Being able to understand and tell the distinction between the type of power motivation being expressed is crucial to see how leaders exercise authority and how followers respond. Psychological science can help explain why some power-motivated leaders use influence to control, while others use it to empower (Reeve, 2018). {{RoundBoxTop|theme=11}} [[File:P psychology.png|right]] '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} 1. What psychological theories account for power motivation in leadership style? 2. How does a leader's orientation towards power influence their specific leadership style? 3. What is implicit motivation, and how does it differ from explicit power motivation in leaders? 4. What is the relationship between power motivation and overall leadership effectiveness? {{RoundBoxBottom}} ==Understanding Power Motivation== * '''Focus question:''' ''What psychological theories account for power motivation in leadership style?'' * What are your thoughts when you hear motivation and power, separately and together? Motivation, a term used to describe the push to act, and power, often associated with aggression, together they hold a heavy definition. * [[Motivation and emotion/Lectures/Introduction|Motivation]] is the driving force that guides human behaviour; it is the use of will-power and self-discipline - channelling effort to achieve a goal. Certain individuals have predominant motive of power, being motivated by the internal urge to dominate, influence, or control (Kurt, 2021). * Power motivation has three characteristics: strong action, emotional impact, and concern for status, frame, and reputation. It is influenced by cultural values and socialised experiences (McClelland,1970). * The need for power, [[wikipedia:Need_for_power|nPower]], can be expressed in two manners: dominant or prosocial. There is a contrasting nature between how power is expressed for leadership, affecting how leaders behave. Dominant power is associated with antisocial behaviour and guides individuals to achieve personal benefit and status, using aggression and assertive manners. This contrasts with prosocial power, which motivates leaders to be benevolent and supportive (Friederichs et al., 2023). * Power seekers can be effective, well-adjusted, and highly motivated. Power is a source of human control; only the mentally healthy can wield it successfully. Those with this form of nPower struggle to feel satisfied unless they are in a position that fulfils their power-hungry needs, such as making decisions, influencing an audience, or obtaining information to become influential. Such occupations are teachers, journalists, clergy, psychologists, diplomats, business executives, political leaders and advisors (Reeve, 2018). * [[wikipedia:David_McClelland|David McClelland's]] is popular within the psychology community for his thoughts on power motivation, with the most well-known theories, the Three Need Theory and the Two Faces of Power theory. In studies done by McClelland, it was discovered that those with high nPower tended to drink more heavily, making a comment that nPower can either manifest through drinking or 'hold office.' === McClelland's Three Need Theory === [[File:DavidMcClelland.jpg|thumb|Figure 2. David McClelland]] * McClelland (seen in Figure 2.) proposed [[wikipedia:Need_theory|Three Need Theory]], describes that every individual is driven by three dominant, unconscious needs: The need for power, affiliation, or achievement (one is more dominant than the others), definition can be seen in Table 1, (Kurt, 2021). * The Three Need Theory can also be looked at along with [[Motivation and emotion/Book/2019/Two-factor motivation theory|Herzberg's Two-Factor theory]] and [[Motivation and emotion/Book/2011/Maslow's hierarchy of needs|Maslow's theory of Hierarchy of Needs]]. Looking into how motivation affects health, as success impacts stress, blood pressure, and hormone levels (McClelland,1970). * Individuals develop motivation at different degrees, influenced by personal experiences and exposure. When an experience causes a positive emotional response, the individual is more likely to seek that feeling out again through a similar experience (Reeve, 2018). * Explained through the McClelland Acquired Needs Theory, positive emotional experiences develop acquired needs through the reinforcement of the behaviour (Kurt, 2021). {| class="wikitable" |+Table 1: Three Need Theory !Need !Definition !High Behaviour !Low Behaviour |- |Need for Achievement |Situations that challenge individuals with explicit standards. |Individual exhibits a need to win and receive recognition. |Constant fear of failure, typically avoids responsibilities. |- |Need for Affiliation |Situations that afford warm relationship opportunities. |A desire within for control, typically exaggerates own position. |A heavily dependent individual, tries to minimise own position and importance. |- |Need for Power |Situations that enable others to exert influence over others. |Individual demands and expects loyalty and harmony. |Individual remains 'aloof' and keeps social distance from influence over others. |} ==== Two Faces of Power ==== * The [https://www.jstor.org/stable/pdf/24356663.pdf Two Faces of Power theory], is a subgroup with the three needs of power theory propised by McClelland which introdiced the two faces of power, splitting the nPower into two manner's, personalised power or socialised power, also referred to as ''p''Power, and ''s''Power (McClelland, 1970). ''p''Power is seen as socially unacceptable way of expression, is is closely linked to control, in a way it is the definition that power is sometimes thought as, aggressive, and self-desired, those with this form of power see like as a me-against-the-world. ''s''Power, is more socially acceptable form of expression, leaders are motivated through inspiring others (Bargh & Lee-Chai, 2002). * Leaders can take on both forms of power; McClelland believes that a true leader can balance both. They can exercise personal dominance and socialised leadership (Bargh & Lee-Chai, 2002). * ''p''Power can become problematic when leaders become too absorbed by the maintenance of their position and influence, the ability to dominate, manipulate, and disagree. However, the issue isn't high-power motivation; it's how it is expressed (McClelland, 1970). === Recap === {{RoundBoxTop|theme=8}} <quiz display=simple> {&nbsp; |type="{}"} What is the driving force that guides human behaviour? { Motivation } {What is the key difference between personalised power and socialised power?} - Personalised power focuses on achievement, and socialised power focuses on affiliation + Personalised power focuses on personal dominance and control, and socialised power focuses on benefiting others - Personalised power is consistently associated with an effective leadership style, whereas socialised power is associated with an ineffective leadership style. {Which behaviour best fits an individual with a high need for power?} - Avoiding situations where they might influence others + Seek opportunities to influence, control, or have an impact on others - Avoid challenging tasks for fear of failure </quiz> {{RoundBoxBottom}} == Power Orientation and Leadership Style == * Focus question: ''How does a leader's orientation towards power influence their specific leadership style?'' * Power motivation is the drive; power orientation is the how; it is the framework of how a leader will manage to become influential. There is a negative stereotype around having a high power motivation, with theories that it automatically relates to undesired behaviour, unlike prosocial power motivation, which is regularly associated with generosity. However, those with high power motivation can have different power orientations. Ego-power orientation is associated with pursuing goals to satisfy the self and achieve a sense of self-fulfilment; this doesn't automatically mean they are using it for harm, as it depends on their position of influence and work. Social-power orientation is linked to directing power toward collective outcomes (Carvalho & Conde, 2024). ''Author note: add more information into this section - do more research/potentially move it around.'' * Effective leadership involves more than holding a position of authority; it is about how leaders behave and interact. There are five essential characteristics to leadership: self-image, socialised power, sustained dialogue, and strategic intent, providing a practical framework for a successful leader (Power, 2026). Power motivation and leadership are relevant across different contexts, from political leaders to supervisors, building a relationship with employees and an environment of trust (Power, 2026; Friederichs et al., 2023) * Leadership styles refer to the way a leader behaves when directing, influencing and interacting. Although leadership styles reflect theoretical models, they can also be shaped by individual characteristics and techniques (Khajeh et al., 2018; "What Are the Different Leadership Styles?", 2024). Different styles place varying emphasis on factors seen in Table 2 (Deakin University, 2024; Bwalya, 2023). Research suggests that [https://leadership.deakin.edu.au/blog/what-is-transformational-leadership transformational leadership] can produce positive outcomes by motivating and inspiring followers, benefiting the group rather then for personal interests, rather than focusing on personal interest, (Peyton et al., 2019) {| class="wikitable" |+Table 2. Leadership Styles ! colspan="3" |Leadership styles |- |Style |Description |Example Leaders |- |Autocratic |Leader holds complete control over decision-making with no input from followers. Consistently exercises control over the decision-making process. Expects strict compliance with policies and procedures, and does not take input from followers. They micromanage and control subordinate work. They make quick decisions because they do not have to consult. There is a lack of creative innovation (Bwalya, 2023). |Adolf Hitler and Kim Jong-un |- |Democratic |Leader is involved in team members' decision-making process, continuously encourages communication, and seeks feedback on matters, valuing input and ideas, wanting followers to participate in shaping strategies and goals (Bwalya, 2023). |Former President of South Africa, Nelson Mandela and Former Prime Minister of New Zealand Jacinda Ardern |- |Laissex-faire | The leader is distant and has minimal involvement in decisions, unlike autocratic leadership, as laissez-faire lets followers make decisions with little guidance or supervision, trusting their ability to manage responsibilities. They are comfortable with mistakes and take accountability for followers' mistakes. This empowers employees and enables faster decision-making. However, the lack of guidance can cause confusion and lack of coordination (Bwalya, 2023). |Former President Herbert Hoover and Mahatma Ghandi |- |Servant |Leader is prosocial and motivated by power, focusing on the needs and well-being of others. Aiming to support and empower followers, in hopes they reach their full potential (Bwalya, 2023). |Pope Francis |- |Transformational |Based on inspiration and motivation to achieve performance, with high expectations and focus on challenging others to exceed self-interest. Focuses on transforming followers through inspiration, motivation, and effective communication. They rely on the leader's influence; if the leader fails to provide proper guidance, it can impact followers (Bwalya, 2023). |Former President of South Africa Nelson Mandela and Former President of the United States Barack Obama |- |Transactional |Focuses on the exchange relationship between the leader and their followers. The leader maintains stability and achieves goals by providing rewards and punishments based on performance. Very goal-oriented, with clear expectations, and quick decision-making (Bwalya, 2023). |Bill Gates and Former Chancellor of Germany Angela Merkel |} == Implicit Motivation == [[File:Implicit_Motives_associations.png|thumb| Figure 3. Mind map of implicit motives]]Focus question: ''What is implicit motivation, and how does it differ from explicit power motivation in leaders?'' * Implicit motives are unconscious needs that influence how people respond emotionally to particular situations. They form early on through preverbal experiences and interactions, lying dormant until potential incentives set them off. They are revealed through patterns of thought, emotion, and behaviour (Reeve, 2018) * Implicit motives differ from explicit motives, which are a conscious goal or value that people can describe and self-report (Slabbinck & Van Witteloostuijn, 2020). They can predict long-term behaviour, especially when the situation provides a way to satisfy the motive. * According to McClelland, implicit motives are unconscious and therefore can't be accurately measured through self-reporting. They are assessed via indirect methods, ie., analysing imaginative stories (Reeve, 2018). The Dual-Motive System. === Leadership Motive Pattern === * [[Motivation and emotion/Book/2015/Leadership motivation#Leadership Motive Pattern|Leadership Motive Pattern (LMP)]] developed from McClelland's work on motivation, describes a profile associated with effective leadership. It is consistent with three elements: high implicit power, low implicit affiliation, and high activity inhibition. Together, these elements help explain how a leader can balance self-control and a drive for nPower while also prioritising social benefits (Reeve, 2018). * Leaders who are motivated to influence are usually less dependent on being personally liked or accepted. Their high npower encourages them to seek influence, while their low need for affiliation reduces their reliance on close relationships, and their high inhibition allows them to regulate their impulses. In contrast, individuals with high need for power, low affiliation, and low inhibition are often unsuccessful and rated poorly, as they struggle to regulate their desire for influence, lack self-discipline, and can be seen as narcissistic or aggrandising (Reeve, 2018). * ''Author note: add more information into this section - a case study on a public figure...'' ==== Need for Power ==== * Individuals with a high nPower, are motivated by their desire to impact, control, or influence others or their environment. They want to establish, maintain, and expand their power. High-power-striving individuals therefore seek dominance, reputation, status, or positions of authority (Reeve, 2018). * Individuals like this enjoy the ability to demonstrate influence and be able to reinforce their power. They are motivated to attain and maintain leadership positions because these roles provide opportunities to exercise authority and influence over others. Successfully obtaining power can provide a sense of satisfaction and accomplishment, reinforcing their motivation (Reeve, 2018). ''Look into the chemical reaction potentially (comment made after tutorial three).'' * These individuals tend to thrive off inspirational speeches, and they feel more energetic and their physiological arousal increases (Reeve, 2018). == Power Motivation and Leadership Effectiveness == * Focus question: ''What is the relationship between power motivation and overall leadership effectiveness?'' * Power motivation can influence leadership effectiveness depending on how the motive is expressed and regulated. A high nPower can motivate individuals to seek leadership distinction; the shape power motivation takes will enable one to understand its effect on leadership effectiveness. * The expression of the power motivation can develop through social and environmental experiences. Individuals who develop power-strivings may have experienced childhood environments in which the parents established demanding standards, potentially contributing to a desire for recognition and admiration. nPower has been associated with aggressive tendencies, although high power motivation doesn't automatically result in overt aggression. Social norms, laws, and consequences can constrain this expression, causing that desire to control to remain internal rather than manifest as overt aggression (Reeve, 2018). * Individuals high in the need for power may be attracted to occupations that provide career-wise; individuals with high rates in need for power are drawn to professions with influential opportunities (Reeve, 2018). === Destructive Power Dynamics and Power Abuse === * A relationship between aggression and the need for power has been identified, with studies finding men being more argumentative. However, a high need for power doesn't necessarily result in aggression. Social norms, laws, and consequences can constrain this expression, causing that desire to control to remain internally rather than through overt aggression. * Tend to harbour inclinations that are both benevolent and malevolent towards others, strive to improve the world, whilst also influencing everyone. * Dark side of implicit motive is the combination of opportunity to use power for personal benefit, which is the 'abuse of power.' Additionally, there is a link to sexual misconduct and excessive drinking (Spanler et al., 2014). * Unrestrained '''affiliation''' can lead to favouritism and corruption in political and bureaucratic organisations. '''Achievement''', ignore political/interpersonal issues. High need for '''achievement''', find it difficult working in groups, making decisions, ad enforcing authority, ignoring interpersonal relationships (Spanler et al., 2014). === '''Key Predictors of Effective Leadership''' === *[[Motivation and emotion/Book/2018/Emotional intelligence and leadership effectiveness|Effective leader,]] is a combination of power strivings which are complemented with self-discipline inhibition, ie., power under control, which gives rise to charismatic leadership, and high morale. *High affliction motivation will motivate followers by communication concern, respect, appreciation, and support, developing high-quality leader followers interactions. *Leaders with weak moral identify act in self-interest ways. *Leaders benefit from a prosocial enactment strategy, action orientation through prosocial power motivation leads to reduced power related anxiety, greater well-being. *Achievement strivings were associated with ineffective presidential, because achievement-oriented individuals were highly active but also frustrated. *Successful presidents would have effective communication and combative skills, and a sense of humour. Additionally five variables that define a presidential effectiveness are, direct presidential action, perceived greatness, performance on social and economic issue, and international relations. *Leadership motive pattern can determine when a leader will engage in war and when a leader will pursue peace. {{RoundBoxTop|theme=3}}[[File:John F. Kennedy speaks at Rice University.jpg|thumb|President John F. Kennedy speaking at Rice University | Figure 4. John F. Kennedy speaking at Rice University]] Case Study: John F. Kennedy - Kennedy, also referred to as JFK, was commended for his optimistic and ambitious presidency; though his term was short, he achieved success across the board (Reeve, 2018; McCann & Mollan, 2023). - Created a modern framework for future presidents to follow; he blended political office with pop-culture celebrity. He was open-minded and engaged with the government and public (Reeve, 2018; McCann & Mollan, 2023). - Historians consider Kennedy a strong example of effective leadership because of his charismatic communication and calm management, seen in Figure 4. Kennedy is found to have a high need for power and low affiliation needs, fitting McClelland's framework of leadership motives (McCann & Mollan, 2023). - Leadership theorist James MacGregor Burns has written about JFK's presidency as a 'transformational leadership' style (McCann & Mollan, 2023). - McClelland's experiment on business school students, exposing them to a JFK inaugural speech, found that after the speech, the students demonstrated more strengthened and uplifted experiences. This showed that JFK, as a leader, influenced his audience through inspiration (McClelland, 1970).{{RoundBoxBottom}} === Quiz Yourself === {{RoundBoxTop|theme=6}}<quiz display=simple> {Which combination of implicit motives is associated with effective leadership according to McClelland's leadership motive pattern? |type="()"} - High power, high affiliation, and low inhibition + High power, low affiliation, and high inhibition - Low power, high affiliation, and high inhibition - High power, low affiliation, and low inhibition {Does a high need for power necessarily result in aggressive behaviour? |type="()"} - True + False </quiz> {{RoundBoxBottom}} ==Conclusion== * Psychological theory and research consistently suggest that power motivation influences leadership through the way individuals obtain, maintain, and regulate power. A high nPower can motivate individuals to pursue positions that provide ongoing opportunities for impact, control, and influence (Reeve, 2018). There is a question around whether power motivation is positive or negative, when it is inherently neither. There is a difference between personalised power (pPower), the motivation for personal control and self-interest, and socialised power (sPower), the opportunity to influence and benefit others; this distinction helps explain why power motivation can produce drastically different leadership outcomes (McClelland, 1970; Carvalho & Conde, 2024). * The focus questions can be answered through McClelland's Three Need Theory, which explains why there are individual differences in their nPower, nAchievement, and nAffiliation, while the Two Faces of Power distinguishes between personalised and socialised expressions of power. The Leadership Motive Pattern further suggests that high power, low affiliation, and high activity inhibition can contribute to effective leadership, as the leader can balance pursuing influence with self-control (Reeve, 2018). * Effective leadership is not determined by how much power a person wants, but how they use it. Leaders who regulate their power motivation and direct their influence towards collective goals, fostering development and outcomes, are more likely to be well received by the public or their subordinates (Peyton et al., 2019; Friederichs et al., 2023). * Understanding power motivation can help identify both the strengths and risks of leadership, highlighting the importance of self-discipline and ethical use of authority. ==See also== * [[Motivation and emotion/Book/2018/Emotional intelligence and leadership effectiveness|Emotional intelligence and leadership effectiveness]] (Book chapter, 2018) * [[Motivation and emotion/Book/2015/Leadership motivation#Leadership Motive Pattern|Leadership motivation]] (Book chapter, 2015) * [[Motivation and emotion/Book/2011/Maslow's hierarchy of needs|Maslow's hierarchy of needs]] (Book chapter, 2011) * [[Motivation and emotion/Book/2019/Two-factor motivation theory|Two-factor motivation theory]] (Book chapter, 2019) {{ic|Integrate these links; use alphabetical order}} * [[wikipedia:Need_theory|Need theory]] (Wikipedia) * [[wikipedia:Need_for_power|Need for power]] (Wikipedia) * [[wikipedia:David_McClelland|David Clelland]] (Wikipedia) ==References== {{Hanging indent|1= Bargh, J. A., & Lee-Chai, A. Y. (2002). The use and abuse of power : Multiple perspectives in the causes of corruption. Psychology. Bwalya, A. (2023). Leadership styles. Article in Journal of Entrepreneurship, Management and Innovation, 11(8), 181–193. https://doi.org/10.6084/m9.figshare.23932113 Carvalho, J. M. S., & Conde, A. (2024). Individual power in human motivation – review and theoretical perspective. Acta Psychologica, 249, 104452–104452. https://doi.org/10.1016/j.actpsy.2024.104452 Deakin University. (2024, December 5). What are the different leadership styles? Deakin.Edu.Au. https://leadership.deakin.edu.au/blog/different-leadership-styles Friederichs, K. M., Waldenmeier, K., & Baumann, N. (2023). The benefits of prosocial power motivation in leadership: Action orientation fosters a win-win. Plos One, 18(7), e0287394–e0287394. https://doi.org/10.1371/journal.pone.0287394 Khajeh, A., Abu, M., & Asaari, H. (2018). Impact of leadership styles on organizational performance. Journal of Human Resources Management Research, 2018(2166–0018), 2166–2184. https://ibimapublishing.com/articles/JHRMR/2018/687849/687849-1.pdf Kurt, D. S. (2021, May 23). McClelland’s Three Needs Theory: Power, Achievement, and Affiliation. Education Library. https://educationlibrary.org/mcclellands-three-needs-theory-power-achievement-and-affiliation/#1 McCann, L., & Mollan, S. (2023, November 20). JFK 60 years on: His leadership style and the reality behind the myths. The Conversation. https://theconversation.com/jfk-60-years-on-his-leadership-style-and-the-reality-behind-the-myths-216477 McClelland, D. C. (1970). The two faces of power. Journal of International Affairs, 24(1), 29–47. JSTOR. https://www.jstor.org/stable/24356663 Peyton, T., Zigarmi, D., & Fowler, S. N. (2019). Examining the relationship between leaders’ power use, followers’ motivational outlooks, and followers’ work intentions. Frontiers in Psychology, 9(2620). https://doi.org/10.3389/fpsyg.2018.02620 Power , D. P. G. (2026). The five essentials of leadership {{!}} APS. Psychology.Org.Au. https://psychology.org.au/inpsych/2017/august/power Reeve, J. (2018). Understanding motivation and emotion (7th edn, pp. 152–176). John Wiley & Sons, Inc. Slabbinck, H., & Van Witteloostuijn, A. (2020). Explicit and implicit basic human motives, and public service motivation. Frontiers in Psychology, 11(1542). https://doi.org/10.3389/fpsyg.2020.01542 Spanler, W. D., Tikhomirov, A., Lee Sotak, K., & Palrecha, R. (2014). Leader motive profiles in eight types of organizations. ScienceDirect, 25(6). https://www-sciencedirect-com.ezproxy.canberra.edu.au/science/article/pii/S1048984314001040 }} ==External links== {{ic|Move these links into References and cite; replace with links to the most relevant external non-academic resources}} * [https://leadership.deakin.edu.au/blog/what-is-transformational-leadership Article on Transformational leadership style] (Deakin University, 2024) * [https://pmc.ncbi.nlm.nih.gov/articles/PMC10355387/ Power motivation, the benefits of prosocial power] (Friederichs et al., 2023) * [https://www.jstor.org/stable/pdf/24356663.pdf The Two Faces of Power Journal] (McClelland, 1970) ==See also== * [[Motivation and emotion/Book/2024/Power motivation and leadership|Power motivation and leadership]] (Book chapter, 2024) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Leadership]] [[Category:Motivation and emotion/Book/Power motivation]] 0md9doo55hipaa5vkbx2uqah68nzrvh 0 322620 2831705 2826739 2026-09-06T08:47:59Z ShakespeareFan00 6645 2831705 wikitext text/x-wiki {{title|Adenosine and sleep motivation:<br>How does adenosine affect the motivation to sleep??}} __TOC__ == Overview == {{RoundBoxTop|theme=3}} [[File:Example en.svg|150px|thumb|'''Figure 1'''. ...caption goes here...]] ;Scenario Imagine Emily, a graduate student, who has been up since daybreak and now, at 2 a.m., is struggling with her thesis. She tries her best not to, but the words get a little fuzzy and her focus wanes—a weightless, magnetic slide into sleep. It’s not merely fatigue—this is a potent biochemical drive called “sleep pressure,” and it’s driven by the molecule adenosine, which has been quietly building up in Emily’s brain all day. {{RoundBoxBottom}} In the stillness of the dark brain, a sleep-regulating structure called the circadian clock ticks away—while, apparently, adenosine, a waste product of energy consumption in the brain, accumulates in the synapses “like coffee grounds in the bottom of the pot,” as one of the study’s authors, Benington, put it literally nudging the brain very gently away from sleep and toward wakefulness{{f}}. This unseen tide generates what psychologists refer to as “sleep motivation”—a visceral urge as potent as hunger or thirst—that, if thwarted, makes its denial increasingly unbearable to mind and body the longer a person is awake. That grasping something of this biological force is more than academic{{g}}. It also helps us tease out why people yawn, lose concentration, or easily succumb to sleep when they have to remain as wide awake as possible. In this chapter, we’ll {{ic|Use 3rd person perspective}} take a closer look at what it means to be sleep motivated—that is, what that looks like, why it’s important, and how researchers assess it. This chapter discusses how adenosine builds up in the brain when a person is awake and stimulates particular subtypes of receptors that tell the brain it’s time for sleep. The chapter links these neurochemical substrates to the real-world experiences: how a person's afternoon coffee, evening sport or irregular patterns of sleep can push the scales of sleep desire. Translated into clinical and pharmacological opportunities, this approach may ultimately inform strategies to modulate sleep drive through the promotion of habits, pharmacological intervention, and more. In general, this primmer{{sp}} emphasizes{{ic|use Australian spelling}} the vital connections tying the chemistry of the brain, behaviour, and our search for restorative sleep. {{RoundBoxTop|theme=5}} '''Focus questions''' * What role does adenosine play in regulating the motivation to sleep? * How does adenosine interact with other neurotransmitters and brain regions involved in sleep regulation? * Why does caffeine reduce feelings of sleepiness, and what does this reveal about adenosine’s function? * How does the build-up and clearance of adenosine influence daily rhythms of alertness and fatigue? {{RoundBoxBottom}} == 2. Understanding Sleep Motivation == {{ic|Remove heading numbers}} {{ic|Provide an introductory paragraph before branching into sub-headings}} === 2.1 Definition and Importance === Sleep motivation — also known as sleep pressure — is the biological drive that builds the longer a person is awake. It is as if the 'urge' is a compulsion, such as hunger or thirst, to ensure a vital need is met. Deprive sleep and attention wanes, recall declines, emotion regulation deteriorates ([https://researchnow.flinders.edu.au/ws/portalfiles/portal/137288446/Phillips_Modeling_P2017.pdf Phillips & Robinson, 2017]). Understanding what motivates sleep is a fundamental puzzle not just for the neuroscientist but also for anyone who is concerned about health and performance. {{Box|title=💡 Key insight|background=#E6FFE6|width=80%| Adenosine is something like a biological sleep gauge — the longer you’re awake, the more adenosine you accrue — until sleep toxicity resets the system. }} ==== 2.2 Measurement Approaches ==== To evaluate sleep propensity, investigators rely on subjective instruments (e.g., Karolinska Sleepiness Scale), cognitive measures (e.g., reaction time tasks), and physiological indices (e.g., EEG slow-wave activity). Modeling studies have also generated models for estimating sleep pressure and the level of alertness ([https://researchnow.flinders.edu.au/ws/portalfiles/portal/137288446/Phillips_Modeling_P2017.pdf Phillips & Robinson, 2017]; [[doi:10.1046/j.1365-2869.2000.00225.x|Thomas et al., 2000]]). Such tools enable the invisible accumulation of sleep drive to be connected to visible changes in behaviour and brain function. == 3. The Role of Adenosine in Sleep == {{ic|Use sentence casing for headings}} {{ic|Include an introductory paragraph before branching into sub-sections}} === 3.1 Biological Mechanisms === The brain's homeostatic sleep-wake regulating system adenosine, a neuromodulator is accumulated in the brain with wakefulness, due to energy demands of the cells ([[doi:10.3109/07853899908998788|Radulovacki, 1999]]). With high levels, adenosine binds to receptors that inhibit arousal-promoting neurons, pushing the equilibrium further toward sleep ([[doi:10.1126/science.276.5316.1265|Porkka-Heiskanen et al., 1997]]). Adenosine levels drop during sleep, resetting the cycle for the next day. ([https://www.sleepfoundation.org/how-sleep-works/adenosine-and-sleep Sleep Foundation, 2024]). ==== 3.2 Adenosine Receptors ==== Adenosine mainly exerts its actions through A₁ and A₂A receptors. A1 receptors, which inhibit excitatory neurotransmission, induce sleepiness, whereas A2A receptors in the basal forebrain and striatum mediate the transition into slow-wave sleep ([[doi:10.1016/j.coph.2011.02.007|Huang et al., 2011; Lazarus et al., 2019]]). The unique but interlocking jobs of these receptors are yet another example of how exquisitely the sleep machinery of our brain is tuned. ===== 3.3 Interaction with Circadian Rhythms ===== Though adenosine gradually accumulates sleep pressure over the day, it is not the only system that determines when people sleep. The internal body clock that governs when people sleep and wake, known as the circadian rhythm, is driven by the suprachiasmatic nucleus (SCN) of the hypothalamus and acts together with adenosine to control when we sleep. Together, these constitute the two-process model of sleep regulation (Borbély, 1982). * '''Process S (Sleep Pressure)''': It is mainly adenosine dependent; increases with wakefulness and decreases during sleep. * '''Process C (Circadian Rhythm)''': A 24-hour oscillation which drives wakefulness during daylight hours and sleep at night and is driven primarily by light exposure. The interplay of these two processes is what causes people to get sleepy in the afternoon even as they're driving to and from work with the circadian signal still going strong against drowsiness, and why people can get a late-night “second wind” in the absence of lots of adenosine. Learning in such systems is also a source of functional flexibility and adaptation, through which the learning system mediates the relations between the biological systems and the cognitive context in which demands are confronted. {{RoundBoxTop|theme=8}} 🎉 Fun facts about adenosine and sleep{{f}} * ☕ '''Caffeine’s trick''': Coffee doesn’t remove adenosine – it just blocks its receptors. * 🧬 '''Night owls vs. early birds''': Genes in adenosine receptors influence sleep timing. * 🧹 '''Brain cleaning crew''': Deep sleep clears adenosine and brain waste. * 🏃 '''Exercise effect''': Intense workouts speed up adenosine build-up. * 😴 '''Nap reset''': Even a 20-minute nap lowers adenosine and restores alertness. {{RoundBoxBottom}} == 4. Adenosine and Sleep Motivation == {{ic|Include an introductory paragraph before branching into sub-sections}} === 4.1 Neurochemical Pathways === The build-up of adenosine is known to raise the inhibitory 'stock' in waking networks (such as cholinergic and dopaminergic pathways) and to lower the 'asset value' in sleep promoting circuits ([[doi:10.1016/j.neuron.2008.11.024|Halassa et al., 2009]]). It is this neurochemical flip, they say [<small>''who?''</small>] , that accounts for the mounting desire to sleep with increased hours of wakefulness and the refreshing reset that occurs with a night’s sleep. ==== 4.2 Empirical Evidence ==== Animal research has played a fundamental role in showing what adenosine does. Microdialysis studies have demonstrated that extracellular adenosine levels increase in the basal forebrain during long wake and decrease during sleep ([[doi:10.1126/science.276.5316.1265|Porkka-Heiskanen et al., 1997]]; [[doi:10.3109/07853899908998788|Radulovacki, 1999]]). Human studies provide further evidence that the sleep architecture and subjectively reported sleepiness can be altered by targeting adenosine signalling ([[doi:10.1016/j.bcp.2007.08.018|Landolt, 2008]]; [[doi:10.1016/j.tins.2019.05.001|Lazarus et al., 2019]]). == 5. Influence of Lifestyle Factors == {{ic|Include an introductory paragraph before branching into sub-sections}} === 5.1 Caffeine Consumption === Caffeine acts by blockading adenosine receptors, particularly A 2A, from signalling fatigue ([https://www.tandfonline.com/doi/pdf/10.3109/07853899908998788 Fredholm et al., 1999]). That is why coffee and tea wake people up and helps concentration. Blocking adenosine, however, has its drawbacks: It diminishes slow-wave sleep, disturbs sleep and can cause a crash when the drug subsequently wears off ([[doi:10.1016/0893-133X(94)00156-L|Landolt et al., 1995]]; MDPI, 2016). The timing is important: caffeine consumed too late can disturb sleep. {| class="wikitable" style="background-color:#f0f8ff;{{Text color default}}; border-left:5px solid #1e90ff;" |- | '''🌟 Fun Fact 1''' The reality is, Caffeine doesn't just get rid of your sleepiness! Caffeine makes you feel less tired because it actually temporarily blocks adenosine receptors in your brain. Caffeine can actually help you maintain alertness! perfect for late night study sessions — but the adenosine remains and continues to build, prolonging the inevitable sleep crash (Reichert et al. 2022). |} ==== 5.2 Exercise and Sleep ==== Even better?{{g}} Working out may increase your body’s adenosine amount, which means even deeper, more restorative sleep. Animal research indicates that extracellular adenosine in sleep-controlling brain areas is elevated after physical exercise ([[doi:10.1152/japplphysiol.00514.2007|Dworak et al., 2007]]). In humans, regular moderate intensity exercise is associated with enhanced sleep ó with the precise contribution of adenosine to this process requiring further investigation ([[doi:10.1111/jsr.13825|Salvadori et al., 2024]]). {{RoundBoxTop|theme=4}} {| class="wikitable" style="background-color:#fffacd;{{Text color default}}; border-left:5px solid #ff8c00;" |- | '''❓ Fun Question 2''' Why do you think pulling an '''all-nighter''' makes you feel especially groggy the next morning — even if you drink coffee? (Hint: adenosine keeps piling up, and caffeine can’t erase it!) |} {{RoundBoxBottom}} ===== 5.3 Individual Differences in Sleep Motivation ===== Sleep pressure isn’t the same for everyone. Genetic variations, behavior and even age could affect how adenosine mediates sleep motivation.{{Source|example=Source?}} * '''Genetic variability''': Polymorphism in genes encoding adenosine receptor (e.g., ADORA2A) influence sensitivity to both adenosine and caffeine. While some individuals can consume coffee in the evening with little interference, others show a marked alerting effect and poorer sleep (Rétey et al., 2007). * '''Chronotype''' : Morning larks” and night owls” vary in the degree to which their circadian rhythm is timed to go to sleep and wake up in conjunction with adenosine-fueled sleep pressure, making the times at which they feel most alert or sleepy different.. * '''Age differences''': Elderly people frequently display decreased slow-wave sleep and impaired adenosine functioning, which might result in shallow and fragmented sleep (Münch et al., 2005). Acknowledgment of these distinctions underscores that there is no one-size-fits-all in all matters of sleep. What wakes one person up and causes another to fall asleep is like the routine that works at the family gym; in other words, the key is individualized{{ic|Use Australian spelling}} sleep strategies == 6. Practical Applications == [[File:Adenosine Sleep Two Process Model.png|thumb|'''Figure 1.''' Adenosine build-up in the brain increases sleep pressure over the day. The two-process model of sleep regulation. Process S (blue line) represents the build-up of sleep pressure due to adenosine accumulation during wakefulness, which decreases during sleep. Process C (orange line) represents the circadian rhythm of alertness controlled by the suprachiasmatic nucleus (SCN). Together, these processes explain fluctuations in sleep motivation, such as morning alertness, the afternoon slump, the evening “second wind,” and the strong drive for sleep at night. (Adapted from Borbély’s two-process model, 1982.)]] === 6.1 Improving Sleep Hygiene === * Cut down on caffeine in the afternoon: By blocking adenosine in the hours before bed, you can delay sleep while you lessen sleep quality ([[doi:10.1016/j.bcp.2007.08.018|Landolt, 2008]]). * Keep a routine sleep-wake cycle: Regularity helps endogenous adenosine oscillations to become synchronized with circadian rhythmicity ([https://researchnow.flinders.edu.au/ws/portalfiles/portal/137288446/Phillips_Modeling_P2017.pdf Phillips & Robinson, 2017]). * Use exercise judiciously: A moderate amount of physical activity during the day may build up sleep pressure, but late-night, strenuous workouts might delay sleep onset. {| class="wikitable" style="background-color:#e6ffe6;{{Text color default}}; border-left:5px solid #2e8b57;" |- | '''🌟 Fun Fact 3''' Other individuals carry a gene variant (in ADORA2A) that gives them a heightened response to caffeine. For them, a single espresso in the afternoon is enough to wreck their sleep that night.{{f}} |} ==== 6.2 Clinical Implications ==== Pharmacological modulation of adenosine is being investigated as a treatment for sleep and neuropsychiatric disorders. For instance, A2A receptor selective antagonists are being investigated for Parkinson’s disease and excessive daytime sleepiness ([[doi:10.1007/s00213-016-4212-2|Ferré, 2016]]; [[doi:10.1016/j.coph.2011.02.007|Huang et al., 2011]]). Conversely, adenosine-elevating interventions are possibilities in insomnia or in shift-work related disorder ([[doi:10.3389/fnins.2023.1077597|Lazarus et al., 2023]]). ==Conclusion== {{ic|Remove headings from this section}} === Summary of Findings === Adenosine is the chemical motor of the sleep drive, slowly building up during wakefulness and hitting receptors that damp down arousal. Its effects are why, when we’ve {{ic|Use 3rd person perspective}} been awake for a while, sleep becomes irresistible, and why restorative rest can reset the system. Lifestyle considerations, particularly caffeine and exercise, have a lot of influence on this process for better or worse. ==== Future Directions ==== Future research should explore: * How genetic variation in adenosine receptors plays a role in determining bedtime. * How best to harness adenosine’s natural cadence with lifestyle interventions (exercise timing, timing of caffeine). * The safe use of adenosine-targeting drugs in the clinic. In linking molecules to motivation, adenosine is a reminder that sleep is not just idle time — it is a regulated biological drive, a signal to the body that it needs to regroup, recover and restore, a process that may affect everything from mental clarity and emotional stability to the long-term health of organs and systems. {{RoundBoxTop|theme=3}} {{Box|title=✅ Key takeaway|background=#E6FFE6|border=#66CC66|width=80%| Adenosine works like a biological sleep meter – the longer you’re awake, the more it builds up, creating sleep pressure. Sleep then clears adenosine, resetting the system. }} {{RoundBoxBottom}} == See also == * [[wikipedia:Adenosine|Adenosine]] (Wikipedia) * [[wikipedia:Sleep|Sleep]] (Wikipedia) ==References== {{Hanging indent|1= ChatGPT. (2025, August 14). Conversation with user on adenosine and sleep motivation chapter guidelines and resources. OpenAI. Personal communication. https://chatgpt.com/c/689ca37a-ecbc-8332-ac58-01d86b94de44 {{ic|Unable to load conversation; remove this reference because it is not a peer-reviewed source and instead acknowledge genAI use in edit summaries with working links to relevant conversations}} Dworak, M., Diel, P., Voss, S., Hollmann, W., & Strüder, H. K. (2007). Intense exercise increases adenosine concentrations in the rat brain: Implications for a sleep-promoting function of exercise? Journal of Applied Physiology, 103(5), 1964–1968. https://doi.org/10.1152/japplphysiol.00514.2007 Ferré, S. (2016). Mechanisms of the psychostimulant effects of caffeine: Implications for substance use disorders. Psychopharmacology, 233(10), 1963–1979. https://doi.org/10.1007/s00213-016-4212-2 Fredholm, B. B., Bättig, K., Holmén, J., Nehlig, A., & Zvartau, E. E. (1999). Actions of caffeine in the brain with special reference to factors that contribute to its widespread use. Pharmacological Reviews, 51(1), 83–133. https://www.tandfonline.com/doi/pdf/10.3109/07853899908998788 Halassa, M. M., Florian, C., Fellin, T., Munoz, J. R., Lee, S. Y., Abel, T., ... & Haydon, P. G. (2009). Astrocytic modulation of sleep homeostasis and cognitive consequences of sleep loss. Neuron, 61(2), 213–219. https://doi.org/10.1016/j.neuron.2008.11.024 Huang, Z. L., Urade, Y., & Hayaishi, O. (2011). Prostaglandins and adenosine in sleep–wake regulation. Current Opinion in Pharmacology, 11(1), 52–57. https://doi.org/10.1016/j.coph.2011.02.007 Landolt, H. P. (2008). Sleep homeostasis: A role for adenosine in humans? Biochemical Pharmacology, 75(11), 2070–2079. https://doi.org/10.1016/j.bcp.2007.08.018 Landolt, H. P., Dijk, D. J., Gaus, S. E., & Borbély, A. A. (1995). Caffeine reduces low-frequency delta activity in the human sleep EEG. Neuropsychopharmacology, 12(3), 229–238. https://doi.org/10.1016/0893-133X(94)00156-L Lazarus, M., Huang, Z. L., Lu, J., Urade, Y., & Chen, J. F. (2019). How do the basal ganglia regulate sleep–wake behavior? Trends in Neurosciences, 42(7), 546–559. https://doi.org/10.1016/j.tins.2019.05.001 Lazarus, M., Oishi, Y., Bjorness, T. E., & Greene, R. W. (2019). Gating and the need for sleep: Dissociable effects of adenosine A₁ and A₂A receptors. Frontiers in Neuroscience, 13, 740. https://doi.org/10.3389/fnins.2019.00740 Lazarus, M., Urade, Y., & Chen, J. F. (2023). Adenosine and sleep. Frontiers in Neuroscience, 17, 1077597. https://doi.org/10.3389/fnins.2023.1077597 Li, C., Kroll, T., Matusch, A., Aeschbach, D., Bauer, A., Elmenhorst, E.-M., & Elmenhorst, D. (2023). Associations between resting state brain activity and A₁ adenosine receptor availability in the healthy brain: Effects of acute sleep deprivation. Frontiers in Neuroscience, 17, 1077597. https://doi.org/10.3389/fnins.2023.1077597 Phillips, A. J. K., & Robinson, P. A. (2017). Modeling sleep pressure and circadian influences on sleep. Progress in Brain Research, 230, 109–126. https://researchnow.flinders.edu.au/ws/portalfiles/portal/137288446/Phillips_Modeling_P2017.pdf Porkka-Heiskanen, T., Strecker, R. E., Thakkar, M., Bjorkum, A. A., Greene, R. W., & McCarley, R. W. (1997). Adenosine: A mediator of the sleep-inducing effects of prolonged wakefulness. Science, 276(5316), 1265–1268. https://doi.org/10.1126/science.276.5316.1265 Porkka-Heiskanen, T., Strecker, R. E., Thakkar, M., Bjorness, T., Greene, R. W., & McCarley, R. W. (2000). Adenosine: A mediator of the sleep-inducing effects of prolonged wakefulness. Science, 276(5316), 1265–1268. https://doi.org/10.1126/science.276.5316.1265 Radulovacki, M. (1999). Adenosine sleep theory. Neuropsychopharmacology, 21(6), 455–468. https://doi.org/10.3109/07853899908998788 Reichert, C. F., Maire, M., Schmidt, C., & Cajochen, C. (2016). Sleep-Wake Regulation and Its Impact on Working Memory Performance: The Role of Adenosine. Biology, 5(1), 11. https://doi.org/10.3390/biology5010011 Salvadori, E., & Santoro, A. (2024). Exercise, adenosine and sleep: Emerging evidence. Journal of Sleep Research, 33(1), e13825. https://doi.org/10.1111/jsr.13825 Sleep Foundation. (2024). Adenosine and sleep. Sleep Foundation. https://www.sleepfoundation.org/how-sleep-works/adenosine-and-sleep Sleep Foundation. (2025, July). Adenosine and sleep: Understanding your sleep drive. Sleep Foundation. https://www.sleepfoundation.org/how-sleep-works/adenosine-and-sleep Thomas, M., Sing, H., Belenky, G., Holcomb, H., Mayberg, H., Dannals, R., ... & Redmond, D. (2000). Neural basis of alertness and cognitive performance impairments during sleepiness. Journal of Sleep Research, 9(4), 335–352. https://doi.org/10.1046/j.1365-2869.2000.00225.x }} ==External links== * [https://www.sleepfoundation.org National sleep foundation] * [https://www.sleepfoundation.org/how-sleep-works/adenosine-and-sleep Sleep foundation: adenosine and sleep] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neurotransmitters/Adenosine]] [[Category:Motivation and emotion/Book/Sleep]] ag1tzzjls6rks1yb645uuqeq8nfiff8 0 322782 2831701 2755749 2026-09-06T08:45:53Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831701 wikitext text/x-wiki {{title|Working from home and mental health:<br>How does working from home influence worker psychological well-being?}} __TOC__ ==Overview== {{RoundBoxTop|theme=13}} [[File:Business woman at home in her bedroom working on her laptop. (51236863108).jpg|thumb|right|150px|alt=Analyst working on a laptop at home with coffee nearby.|'''Figure 1'''. Working from home in a domestic space, illustrating blurred boundaries and “always-on” pressures described in the case study.]] '''Case study: Green-dot pressure in a hybrid role''' Mira is a policy analyst at a public agency. Since 2023 she works from home three days a week. She shares a two-bedroom apartment; the “office” is a small desk with minimal space which encourages poor posture (see Figure 1). Her manager is supportive, but the team culture prizes being “green” on chat apps. Pings after 6 pm are common during peak deadlines. Work from home saves Mira 80 minutes of commuting daily and lets her take a midday walk and care for her mother on Thursdays. She reports fewer “Sunday scaries”{{explain}} and better focus in the morning. However, she often stretches work into the evening to appear responsive. Informal mentoring has dwindled; she feels less visible for promotions and hesitates to ask for help on video calls. After a month of budget sprints, she notices tight shoulders, eye strain, and poorer sleep. She rates her mood as “flat” and begins skipping her walk to keep status lights active. A new policy introduces keystroke-based activity metrics. Mira becomes anxious about breaks and keeps Teams open on her phone during dinner. After a candid 1:1, her manager suggests core hours, meeting-free blocks, and scheduled check-ins. Two weeks later, Mira’s sleep improves and she reports feeling more in control, though she still worries about career progression while remote. {{RoundBoxBottom}} [[w:remote_working|Working from home]] (WFH) is not just a change of location; it shifts the balance between what jobs demand and the resources people can draw on. For many, losing the commute, gaining control over when and how they work, and carving out quiet time for focused tasks, lift mood and satisfaction and make room for the devlopment of healthy [[w:Psychological_well-being|psychological well-being]]. For others, thin social contact, pressure to appear constantly online, and intrusive work spaces, stretch the day, disturb sleep, and exacerbate stress. Outcomes differ because people, jobs, and homes differ: boundary preferences and self-regulation, clarity of goals and feedback, task interdependence, the quality of equipment and space, and family responsibilities all shape whether remote days help or harm. Remote arrangements can also support inclusion for people with disability or chronic illness, yet gaps in technology and space can widen inequities (for example, cramped living conditions can make a poor work space). The same forces that influence mental health often show up in performance. This includes miscommunication, procrastination, [[w:Presenteeism|presenteeism]] and loneliness when connection and clarity are weak; engagement, [[Motivation and emotion/Book/2024/Employee recognition and work motivation|motivation]] and focus when autonomy and support are strong. This chapter explains the psychological pathways linking working from home to well-being. Examples include aut onomy and control, social connection, boundary management, digital load, and [[w:Ergonomics|ergonomics]]. We {{ic|Use 3rd person point of view}} then apply them to practical choices to avoid risk such as [[w:Occupational_burnout|burnout]], muscuoskeletal strain and isolation. We {{ic|Use 3rd person point of view}}ask how often remote days should occur, who benefits most, and which team norms and setups keep people healthy. The aim is a clear set of evidence-based practices that protect energy and recovery, sustain belonging and mentoring, and make hybrid work actually work. {{RoundBoxTop|theme=7}} ;Focus questions * What is working from home and how can it affect psychological well-being? * How do social connection and boundary management shape well-being when working from home? * Who benefits from working from home and who is at risk? * What practices in job design and ergonomics support healthy, sustainable working from home? * How can we {{ic|Use 3rd person point of view}} track whether working from home is helping or harming well-being? {{RoundBoxBottom}} == Definitions and scope == Working from home (WFH) is more than a change of venue; it alters the mix of '''[[w:Job_demands-resources_model|job demands and resources]]''' people experience day to day (Gajendran & Harrison, 2007). Losing the commute and gaining discretion over when and how to work can lift mood and focus, but reduced informal contact, ambiguous expectations, and makeshift workspaces can push stress up and sleep down. The net effect depends on frequency (occasional, hybrid, or full-time), voluntariness (chosen vs. mandated), and the level of organisational support (core hours, equipment, and fair norms for responsiveness) (Allen et al., 2015; Bakker & Demerouti, 2007;Gajendran & Harrison, 2007). === Componenets of psychological well-being within a working environment === Psychological well-being at work spans three complementary facets: affect (moment-to-moment feelings such as stress or calm), evaluative well-being (judgements such as job satisfaction), and eudaimonic well-being (a sense of meaning, growth, and competence). In WFH contexts, useful proximal indicators include end-of-day energy and recovery, role clarity versus conflict, and a felt sense of belonging and visibility within one’s team. These signals help explain why two workers with similar roles can report very different experiences of remote days (Warr, 2007). === Common mental health outcomes and indicators === Research links WFH to shifts in both health and performance outcomes. On the health side, changes are often observed in [[w:Work–family_conflict|'''work–family conflict''']], burnout, perceived '''[[w:psychological_stress|stress]]''', and '''[[w:depression_(mood)|depressive symptoms]]''', alongside physical risks such as '''[[w:_Musculoskeletal_disorder|musculoskeletal strain]]''' when ergonomics are poor (Allen et al., 2015; Oakman et al., 2020). On the performance side, fragile collaboration and unclear expectations can manifest as work–home interference, ineffective communication, '''[[w:Procrastination|procrastination]]''', and '''[[w:loneliness|loneliness]]''' (Charalampous, Grant, Tramontano, & Michailidis, 2019 {{ic|Use APA style 7th ed. for citations}}). This is especially evident when teams rely heavily on digital messaging without deliberate connection rituals (Wang et al., 2021; Charalampous et al., 2019) {{ic|Use APA style 7th ed. - alphabetical order}}. Tracking a small set of indicators, such as energy/recovery, role clarity, and belonging/visibility, can providea a simple way to monitor whether WFH arrangements are helping or harming. {{RoundBoxTop|theme=13}} ;Case study: Voluntary vs. mandated WFH and well-being [[File:Working from home laptop and notepad.jpg|thumb|right|320px|alt=Hands typing on a laptop on a low table with a notepad and mug nearby|'''Figure 2'''. Improvised home workspace at a low table, typical of dining-table desks when home space is shared.]] Aiden is a data analyst. In 2023 he negotiated two voluntary WFH days (Tues/Thurs). On these days he sets his own start time, takes a midday run, and finishes by 5:30 pm. He reports better mood and focus (affect), steady job satisfaction (evaluative well-being), and time to learn SQL {{ic|Spell out abbreviation}} (eudaimonic growth). Proximal signals are positive: high energy at day’s end, clear goals from his lead, and regular visibility via a brief stand-up and mentoring call. Six months later, policy shifts to mandated full-time WFH during a budget sprint. His WFH times clash with his wife; meaning their space is now noisy and the dining table has to become his desk half the time (see Figure 2). Messages arrive late into the evening. Proximal indicators flip: lower end-of-day energy, role ambiguity as priorities change rapidly, and worry about being “out of sight.” Within weeks he notes rising work, family conflict and stress, stiff shoulders and eye strain, and occasional low mood. Work efficiency slips, more miscommunication in chat, task switching, and procrastination, alongside a creeping sense of loneliness. When core hours and equipment support are reintroduced, his energy and satisfaction begin to recover. {{RoundBoxBottom}} <div style="background:#fff3cd;{{Text color default}}; border:1px solid #f0ad4e; padding:12px 14px; border-radius:8px; margin:1em 0;"> [[File:OOjs UI icon helpNotice-ltr.svg|24px|frameless|alt=Question icon]]&nbsp;'''Quick check''' <quiz display=simple> {Under which conditions is WFH most likely to improve well-being? |type="()"} - Mandated full-time WFH with keystroke monitoring - Ad-hoc WFH outside normal hours to “catch up” - 100% remote with minimal manager contact + Voluntary 1–3 days/week with equipment support and clear norms </quiz> </div> == Pathways between working from home and well-being == Working from home changes how demands and resources are experienced, so the pathways to psychological well-being are largely social and boundary-based. From a job demands–resources perspective, autonomy and focus time can boost motivation, yet isolation, ambiguity, and constant digital contact can drain energy and impede recovery (Bakker & Demerouti, 2007). Boundary management adds that 'fit' matters: practices that suit one person or team can strain another, depending on preferences and context (Kossek, Ruderman, Braddy, & Hannum, 2012). === Social connection and isolation === Office life supplies unplanned conversations, quick sense-checks, and “weak ties” that support learning and belonging. At home, these are easy to lose, which can reduce perceived support and make collaboration feel brittle. Studies of remote work during and after the pandemic show more meetings and messages but fewer cross-team ties and slower onboarding, with knock-on effects for satisfaction and visibility (Yang et al., 2022; Wang, Liu, Qian, & Parker, 2021). These risks are not inevitable: simple rituals, such as regular check-ins, deliberate mentoring, and '''[[w:timeboxing|time-boxed collaboration windows]]''', can recreate social support and help keep teams cohesive (Wang et al., 2021). The core idea is to replace chance encounters with light-touch, predictable contact so people feel seen and can ask for help early (Allen, Golden, & Shockley, 2015). In addition, the rise of [[w:Hybrid_work|hybrid]] teams mitigate many of these common issues, combining the comfort of working from home whilst losing few of the benefits of being in person (Choudhury, Khanna, Makridis, & Schirmann, 2022; Bloom, Han, & Liang, 2024). === Work/home boundary management === Boundaries determine whether remote days feel empowering or exhausting. When a person who prefers clear separation is asked to stay “always on,” role conflict and strain rise; conversely, those who like integration may do well with flexible schedules as long as expectations are explicit (Kossek et al., 2012). Persistent availability norms create “telepressure”, or the presumed need to respond quickly to digital messages, which often undermines psychological detachment and sleep, extending work into evenings and weekends (Barber & Santuzzi, 2015). Clear core hours, shutdown rituals, and agreement on response times protect recovery and reduce overload, improving mood and sustaining attention over time (Wang et al., 2021; Bakker & Demerouti, 2007). In short, boundary clarity, not 24/7 connectivity, is what keeps remote arrangements healthy. {{RoundBoxTop|theme=13}} ;Case study: Two designs, two outcomes Samira is a UX {{ic|Explain abbreviation}} designer who works from home three days a week. On “quiet” weeks, she skips the team’s online catch-up's as she views them as "optional" and "unimportant", keeps chat open to stay responsive, and answers late-evening pings to “be helpful.” By Thursday, she feels flat and disconnected; small uncertainties (Who owns this task? Is my draft on track?) linger, and she stays online after dinner to prove she’s present in order to combat feelings of inadequacy. [[File:Video Conference Using Laptop.jpg|thumb|right|260px|alt=Person on a laptop in a video call at home|'''Figure 3'''. Regular micro-check-ins sustain connection and unblock work in hybrid teams.]] The team experiments with two simple changes (see Figure 3). First, a 12-minute morning group call and a weekly mentor half-hour. The morning group call sets up “who needs eyes on what”, and the mentor meeting allows quick personal check ins to test how things are pacing. Second, clear core hours (7:30–16:00) with agreed response times and a quiet-hours window after 18:00. Within two weeks Samira reports steadier energy at day’s end, fewer “just checking” messages, and faster feedback on early drafts. She closes the laptop on time because expectations are explicit, and uses the huddle to ask for help before problems snowball.{{RoundBoxBottom}} <div style="background:#fff3cd;{{Text color default}}; border:1px solid #f0ad4e; padding:12px 14px; border-radius:8px; margin:1em 0;"> [[File:OOjs UI icon helpNotice-ltr.svg|24px|frameless|alt=Question icon]]&nbsp;'''Quick question''' <quiz display=simple> {Which option best supports the two concepts of social connection and boundary management, to improve well-being in a WFH environment? |type="()"} - Make optional catch-ups truly optional and remove the requirement for “quick replies” + Run a 5-minute morning catchup, and set clear core hours with agreed response times - Add real-time status monitoring and extend meeting lengths for more detailed oversight - Encourage ad-hoc pings throughout the day with an “always available” expectation </quiz> </div> == Who benefits and who is at risk? == The effects of working from home are uneven by design. The same policy can feel liberating for one person and depleting for another because outcomes depend on '''[[w:Personality–job_fit_theory|person–job–home fit]]''': traits and skills, the kind of work being done, and the quality of the home setup and support. In short, context, not just preference, decides whether remote days boost or burden psychological well-being (Wang et al., 2021). === Individual differences and the home environment === People with strong '''[[w:Emotional_self-regulation|self-regulation]]''', clear boundary habits, and a dedicated, quiet workspace tend to report better mood, focus, and energy on remote days. By contrast, crowded or noisy homes, unreliable technology, or inadequate equipment (e.g., no external monitor or chair) increase strain and reduce recovery, which can spill into poorer sleep and irritability (Wang et al., 2021; Oakman et al., 2020). These home-context factors often matter as much as job design. === Responsibilities inside and outside the home === WFH can free time and make caregiving more manageable, but it can also convert flexibility into time-based strain if domestic and work roles collide. Care tasks, interruptions, and the expectation to stay available can lengthen the workday and erode satisfaction unless core hours and clear goals contain the load, and allow for a clear seperation of '''[[w:Work–life_balance|work/life expectations]]''' (Allen et al., 2015; Wang et al., 2021). === Equity, accessibility, and inclusion considerations === Remote arrangements can broaden participation for people with disability or chronic illness by reducing commuting barriers and enabling tailored schedules. Yet inequities in equipment, space, and support can widen gaps, and remote workers may face “out of sight, out of mind” risks to visibility and development without intentional inclusion practices (Schur, Ameri, & Kruse, 2020; Yang et al., 2022). Providing accessible tools and predictable contact points helps ensure the benefits of WFH are shared rather than concentrated on those with privilege of space or technology. {{RoundBoxTop|theme=13}} ;Case study: Same policy, different outcomes ''The agency rolls out a two-days-from-home policy.'' [[File:Man working from home on a coffee table making notes.jpg|thumb|right|300px|alt=Man working from a low coffee table with papers and laptop|'''Figure 4'''. Improvised setups can increase strain and distraction, amplifying risk.]] '''Jonah''' lives alone and has a quiet home-office and an adjustable second monitor. He uses the saved commute for a morning run and blocks two hours of his work to be done whilst standing-up. His energy rises and he reports fewer errors and better sleep. '''Mele''' shares a small unit with two preschoolers and her mother. Even with childcare being managed by her mother, periods of pickups, meal prep, and general noise constantly bleed into her workspace (see Figure 4). She pushes work into the evening to "catch up," feels guilty about slow replies, and notices headaches and short sleep by Friday. '''Arman''' has a chronic pain condition and lives with a quiet roomate, but has to use the kitchen table for his work. Skipping the commute and pacing his day significantly reduce flares of pain, but the kitchen chair worsens symptoms. After he buys a proper desk, and his team supplies an ergonomic chair, a laptop stand, and flexible core hours, his pain stabilises and he participates more in mentoring calls. ''Same policy, three realities:'' home environment and equipment, caring responsibilities, and accessibility support determine whether working from home boosts well-being or compounds strain. {{RoundBoxBottom}} <div style="background:#fff3cd;{{Text color default}}; border:1px solid #f0ad4e; padding:12px 14px; border-radius:8px; margin:1em 0;"> [[File:OOjs UI icon helpNotice-ltr.svg|24px|frameless|alt=Question icon]]&nbsp;'''Quick question''' <quiz display=simple> {Who is most likely to benefit from working from home, based on person–job–home fit? |type="()"} + Alex: has a quiet, dedicated workspace, strong self-regulation habits, clear goals, and a weekly mentor check-in - Ben: shares a small unit with toddlers; frequent interruptions and an expectation to respond after hours - Cara: has a chronic pain condition but no ergonomic equipment support and a rigid 9–5 schedule - Diego: works in a highly interdependent role with several people from the same local area </quiz> </div> == Interventions and effective practices == Getting WFH right can often be less about location and more about design. The goal is to tip the balance toward resources (autonomy, clarity, support, recovery) and away from unnecessary demands (isolation, ambiguity, digital overload). Small, explicit choices in how work is structured make the biggest difference (Wang et al., 2021; Bakker & Demerouti, 2007). === Job design === Clear outcomes and a predictable rhythm are the backbone of healthy remote days. Clarifying goals, then protect '''[[w:Flextime|core hours]]''' for real-time collaboration and keep the rest of the day available for focused work. Trim synchronous meetings, batch messages, and use short agenda-led check-ins to replace “always on” availability with reliable contact points. Visibility comes from shared goals and regular feedback; emphasising outputs over activity also reduces telepressure and preserves recovery (Allen et al., 2015; Wang et al., 2021; Bloom, Liang, Roberts, & Ying, 2015). Where tasks are interdependent, create time-boxed collaboration windows and light mentoring rituals so support and learning continue without fragmenting attention. Framed this way, autonomy and clarity move together rather than pulling in opposite directions (Bakker & Demerouti, 2007; Wang et al., 2021; Bloom et al., 2015). In addition, most countries have workplace health and safety laws that are often expected to be followed whilst working from home (here is an example of [https://www.safeworkaustralia.gov.au/safety-topic/managing-health-and-safety/working-home legal expectations] in Australia[Safe work Australia]) === Ergonomics === Most home discomfort comes from poor setup and long, unbroken sitting (Davis et al., 2020; Oakman et al., 2020). A [https://www.osha.gov/etools/computer-workstations workable baseline] is simple: adjust monitor height so the top of the screen is at or slightly below eye level; keep keyboard and mouse close with forearms roughly horizontal; use a chair that supports the lower back (or add a small cushion); and keep feet flat or use a footrest (see Figure 5). Vary posture across the day, such as alternating between sitting and standing if possible, and build in brief movement micro-breaks (such as standing up for a short walk or going to the bathroom) to reset eyes, neck, and shoulders. Good lighting (side-lit to reduce glare) and camera placement at eye level also reduce strain during video calls. Short checklists and quick-fit guides from an organisations tech or HR people can help get to “good enough” status, with follow-up adjustments as needed (Davis et al., 2020; Oakman et al., 2020). The ergonomic aim is not perfection but comfortable variety, so energy is conserved for the work itself. Another example of some appropriate support the workplace can include [https://www.worksafe.qld.gov.au/safety-and-prevention/hazards/hazardous-manual-tasks/working-with-computers/setting-up-your-workstation online resources] (Worksafe). {{RoundBoxTop|theme=13}} ;Case study: Designing for recovery and results After a run of late nights and rising complaints of neck/shoulder pain, Priya (the project lead) pilots a small bundle of changes for her seven-person team. [[File:Computer Workstation Variables cleanup.png|thumb|right|320px|alt=Annotated diagram of computer workstation components and adjustments|'''Figure 5'''. A simple checklist helps translate ergonomic guidance into action.]] '''Job design.''' Outcomes are made explicit in a shared tracker; meetings are trimmed to essentials; two 90-minute focus blocks are protected each day. The team agrees on core hours of 10:00–6:00 for real-time collaboration. '''Team norms.''' Inside core hours, expected response time is within two hours; outside core hours, replies can wait until the next day. A brief 12-minute stand-up and a weekly mentor check-in replace ad-hoc pings. “Quiet hours” start at 18:00. '''Ergonomics.''' Everyone receives a quick setup checklist and access to loan equipment (chair, laptop stand, external keyboard/mouse)(see Figure 5). Everyone sets up hourly reminders to get up and move about. '''Light measurement.''' A three-item weekly pulse tracks end-of-day energy, role clarity, and sense of belonging. Filling in the information is voluntary, and can be provided anonymously. '''Six weeks on.''' After-hours messages have dropped noticeably; meeting times are not lower but are more focused; self-rated end-of-day energy is up; and reports of neck/shoulder discomfort are less frequent. Turnaround on draft reviews improves because feedback windows are predictable. The same work, with clearer design and basic ergonomics, now feels sustainable rather than draining. {{RoundBoxBottom}} <div style="background:#fff3cd;{{Text color default}}; border:1px solid #f0ad4e; padding:12px 14px; border-radius:8px; margin:1em 0;"> [[File:OOjs UI icon helpNotice-ltr.svg|24px|frameless|alt=Question icon]]&nbsp;'''Quick question''' <quiz display=simple> {Which bundle of changes best reflects effective WFH interventions across job design and ergonomics? |type="()"} - Add real-time activity monitoring, lengthen meetings for oversight, and keep desks as-is to avoid disruption and ensure equal comfort - Make all meetings optional, encourage ad-hoc pings for fast answers, and let people select what equipment they want from online sellers, then have the workplace reimburse them + Set core hours with agreed response times, track outputs and preset expectations, and provide a basic ergonomic setup. - Rotate collaboration windows daily, reply to messages within 20 minutes at all times, and prioritise standing desks over any other adjustments to improve gneral fitness. </quiz> </div> == Conclusion == Working from home influences psychological well-being by shifting the balance of demands and resources. When autonomy, role clarity, social connection, and recovery are protected, mood and motivation tend to rise; when isolation, ambiguity, and digital overload dominate, stress and fatigue follow (Bakker & Demerouti, 2007; Wang et al., 2021). The same arrangement will not suit everyone: outcomes depend on person–job–home fit (skills and preferences, task interdependence, and the quality of the home setup and support), so variability is the norm rather than the exception. The practical path forward is design, not endurance. Make outputs and expectations explicit, replace “always on” with core hours and predictable check-ins, and rebuild everyday connection through brief rituals and mentoring. Support a “good enough” home setup and regular movement so energy is conserved for the work itself (Davis et al., 2020). Remote and hybrid models can also broaden participation for people with disability or chronic illness when equipment and inclusion practices close access gaps (Schur et al., 2020). Use WFH deliberately. Tune frequency to the work and the person, set clear norms for responsiveness and collaboration, and track a small set of signals, such as end-of-day energy, role clarity, and belonging. Done this way, hybrid work can sustain well-being and performance rather than trading one off against the other. == See also == {{ic|Add bullet points}} [[w:Occupational_burnout|Burnout]] (Wikipedia) [[w:_Depression_(mood)|Depression]] (Wikipedia) [[w:Emotional_self-regulation|Emotional self-regulation]] (Wikipedia) [[Motivation and emotion/Book/2024/Employee recognition and work motivation|Employee Recognition and Work Motivation]] (Book chapter, 2024) [[w:Ergonomics|Ergonomics]] (Wikipedia) [[w:Flextime|Flextime]] (Wikipedia) [[w:Job_Demands-Resources_model|Job Demands-Resources model]] (Wikipedia) [[w:Loneliness|Loneliness]] (Wikipedia) [[w:Musculoskeletal_disorder|Musculoskeletal disorder]] (Wikipedia) [[w:Personality–job_fit_theory|Personality–job fit theory]] (Wikipedia) [[w:Presenteeism|Presenteeism]] (Wikipedia) [[w:Procrastination|Procrastination]] (Wikipedia) [[w:Psychological_well-being|Psychological well-being]] (Wikipedia) [[w:Psychological_stress|Psychological stress]] (Wikipedia) [[w:Hybrid_work|Remote Work]] (Wikipedia) [[w:Timeboxing|Timeboxing]] (Wikipedia) [[w:Work–family_conflict|Work–family conflict]] (Wikipedia) [[w:Work–life_balance|Work–life balance]] (Wikipedia) [[w:remote_working|Working from home]] (Wikipedia) == References == {{Hanging indent|1= Allen, T. D., Golden, T. D., & Shockley, K. M. (2015). How effective is telecommuting? Assessing the status of our scientific findings. ''Psychological Science in the Public Interest'', 16(2), 40–68. https://doi.org/10.1177/1529100615593273 Bakker, A. B., & Demerouti, E. (2007). The Job Demands–Resources model: State of the art. ''Journal of Managerial Psychology'', 22(3), 309–328. https://doi.org/10.1108/02683940710733115 Barber, L. K., & Santuzzi, A. M. (2015). Please respond ASAP: Workplace telepressure and employee recovery. ''Journal of Occupational Health Psychology'', 20(2), 172–189. https://doi.org/10.1037/a0038278 Bloom, N., Han, R., & Liang, J. (2024). Hybrid working from home improves retention without damaging performance. ''Nature'', 630(8017), 920–925. https://doi.org/10.1038/s41586-024-07500-2 Bloom, N., Liang, J., Roberts, J., & Ying, Z. J. (2015). Does working from home work? Evidence from a Chinese experiment. ''The Quarterly Journal of Economics'', 130(1), 165–218. https://doi.org/10.1093/qje/qju032 Charalampous, M., Grant, C. A., Tramontano, C., & Michailidis, E. (2019). Systematically reviewing remote e-workers’ well-being at work: A multidimensional approach. ''European Journal of Work and Organizational Psychology'', 28(1), 51–73. https://doi.org/10.1080/1359432X.2018.1541886 Choudhury, P., Khanna, T., Makridis, C. A., & Schirmann, K. (2022). Is hybrid work the best of both worlds? Evidence from a field experiment (HBS Working Paper 22-063), 1-24. ''Harvard Business School''. https://doi.org/10.1162/rest_a_01428 Davis, K. G., Kotowski, S. E., Daniel, D., Gerding, T., Naylor, J., & Syck, M. (2020). The home office: Ergonomic lessons from the “new normal”. ''Ergonomics in Design'', 28(4). https://doi.org/10.1177/1064804620937907 Gajendran, R. S., & Harrison, D. A. (2007). The good, the bad, and the unknown about telecommuting: Meta-analysis of psychological mediators and individual consequences. ''Journal of Applied Psychology'', 92(6), 1524–1541. https://doi.org/10.1037/0021-9010.92.6.1524 Kossek, E. E., Ruderman, M. N., Braddy, P. W., & Hannum, K. M. (2012). Work–nonwork boundary management profiles: A person-centered approach. ''Journal of Vocational Behavior'', 81(1). https://doi.org/10.1016/j.jvb.2012.04.003 Oakman, J., Kinsman, N., Stuckey, R., Graham, M., & Weale, V. (2020). A rapid review of mental and physical health effects of working at home during COVID-19. ''BMC Public Health'', 20, 1825. https://doi.org/10.1186/s12889-020-09875-z Schur, L. A., Ameri, M., & Kruse, D. (2020). Telework after COVID: A “silver lining” for workers with disabilities? ''Journal of Occupational Rehabilitation'', 30(4), 521–536. https://doi.org/10.1007/s10926-020-09936-5 Wang, B., Liu, Y., Qian, J., & Parker, S. K. (2021). Achieving effective remote working during the COVID-19 pandemic: A work design perspective. ''Applied Psychology'', 70(1), 16–59. https://doi.org/10.1111/apps.12290 Warr, P. (2007). Work, happiness, and unhappiness. ''Lawrence Erlbaum Associates''. https://doi.org/10.4324/9780203936856 Yang, L., Holtz, D., Jaffe, S., Suri, S., Sinha, S., Weston, J., … Teevan, J. (2021). The effects of remote work on collaboration among information workers. ''Nature Human Behaviour'', 6(10), 43-54. https://doi.org/10.1038/s41562-021-01196-4 }} * [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mental health]] [[Category:Motivation and emotion/Book/Work]] gic8w3hwkgopfk9oz6zsy9r2vbc8ycm 0 322987 2831662 2831401 2026-09-06T07:32:39Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831662 wikitext text/x-wiki {{title|Occupational violence, emotion, and coping:<br>What are the emotional impacts of occupational violence and how can employees cope?}} __TOC__ == Overview == {{RoundBoxTop|theme=3}} [[File:NounProject Abuse (38107).svg|thumb|'''Figure 1:''' an example of someone being verbally abused.]] ;Scenario Emma is a 21-year-old person of colour who works in aged care. She has been working at a residential facility for the last six month. During a busy evening shift, a resident becomes frustrated about delay in care and begins shouting at Emma in front of other stuff and residents. The resident calls Emma names, incompetent, racial slurs, points fingers at her, and threatens to make s formal complaint to have her fired. Although the situation is eventually de-escalated by her supervisor, Emma feels shaken for the rest of her shift. {{RoundBoxBottom}} * What is the definition of occupational violence (OV), why is it an important workplace and psychological issue. * The relationship between OV and: # emotional wellbeing # psychological distress # motivation # job satisfaction # coping * This chapter looks at both the employee experience and the organisational responses. {{RoundBoxTop}} ;Focus questions {{ic|Add bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} What is OV, what form can it take and what are the risk factors? {{ic|This is too many questions in one; revise}} what are the emotional and and psychological impacts of OV? how can employee cope with experiences of OV.{{g}} How can organisations prefect{{g}} OV and support employees who are affected? {{RoundBoxBottom}} == Understanding Occupational Violence == {{ic|Embed links to related Wikipedia articles or book chapters}} * What is occupational violence{{g}} # Defining OV according to search such as... # Difference between very obvious OV and micro OV (e.g. micro violence) # OV can be a single incident or repeated behaviour * Forms of occupational violence # verbal violence: threats, verbal abuse and intimidation # Bullying and harassment: repeated harmful behaviour, such as physical assaults, aggression an intimidating behaviour # Discrimination and exclusion: unfair treatment, favouritism, and social isolation # Sexual violence/harassment: unwanted touches or advances, non-consensual sexual behaviour or conduct. * What are the risks of occupational violence{{g}} # OV can result from multiple individual, social and organisational factors{{vague}}. # Workplace culture can either increase or reduce risks. # Some employees can be more vulnerable to discrimination and harassment because of race, sick colour, cultural background, sexual orientation, gender and poor management. == Emotional and Psychological Impacts of OV == {{ic|citations needed to theory and research}} * Emotional impacts: employees who are victims of OV may experience emotional responses such as: # Fear and anxiety, # Anger and frustration # Sadness # Humiliation # Shame # Emotional exhaustion * Mental well-being: victims of OV may also experience: # Increased psychological distress # Increased stress # Feeling of helplessness and reduces psychological safety # Long-term psychological effects following repeated exposure. * Motivation and job satisfaction: # Reduced motivation # Reduced workplace engagement # Lower job satisfaction # Reduced sense of belonging == Coping With Occupations Violence == {{ic|citations needed to theory and research}} * Individual coping strategies and [[social support]] # Problem-focused coping # Emotional-focused coping such as seeking professional help outside of work. # Seeking support from friends, family and trusted colleagues # Developing strategies to manage workplace stress # If available, accessing an employee assistance program * Reporting and organisation support * Reporting incidents to supervisors/management * Workplace counselling and support services == Preventing OV and Supporting Employees == {{ic|citations needed to theory and research}} * Preventions # Clear workplace policies and procedures # Staff straining # Risk assessment # Appropriate supervision and staffing # Clear expectations around acceptable behaviour and explicitly outlined punishment for unacceptable behaviour. # Effective reporting systems. * Supporting employees # immediate support following an incident and preventing repeated exposure # counselling or employee assistance program for those affected. # Follow-up with effected employees and provide appropriate workplace adjustments == Conclusion == * Summering{{sp}} the relationship between: # Occupational violence # Emotional violence # Psychological wellbeing # Motivation # Job satisfaction # Coping * The importance of organisational responsibility. * There is need for prevention, support and effective coping strategies. == See also == # [[Motivation and emotion/Book/2024/Occupational violence, emotion, and coping for educators|Occupational Violence]] (Book chapter, 2024) # [[wikipedia:Workplace_violence|Workplace Violence]] (Wikipedia) # [[Motivation and emotion/Book/2019/Social support and emotion|Social support and emotion]] (Book chapter, 2019) == References == {{Hanging indent|1= Alameddine, M., Mourad, Y., & Dimassi, H. (2015). A national study on nurses’ exposure to occupational violence in lebanon: Prevalence, consequences and associated factors. ''PLOS ONE'', ''10''(9), e0137105. https://doi.org/10.1371/journal.pone.0137105 Bakes‐Denman, L., Mansfield, Y., & Meehan, T. (2020). Supporting mental health staff following exposure to occupational violence – staff perceptions of ‘peer’ support. ''International Journal of Mental Health Nursing'', ''30''(1). https://doi.org/10.1111/inm.12767 Greys González-González, Darling Rebolledo-Ríos, Ximena Osorio-Spuler, Rudner, N., & Constanza Peña-Barra. (2025). Violence against nurses: Personal and institutional coping strategies—A scoping review. ''Behavioral Sciences'', ''15''(9), 1166–1166. https://doi.org/10.3390/bs15091166 Pariona-Cabrera, P., Bartram, T., Cavanagh, J., Halvorsen, B., Shao, B., & Yang, F. (2023). The effects of workplace violence on the job stress of health care workers: Buffering effects of wellbeing HRM practices. ''International Journal of Human Resource Management'', ''35''(9), 1–27. https://doi.org/10.1080/09585192.2023.2237876 Pihl-Thingvad, J., Elklit, A., Brandt, L. L. P., & Andersen, L. L. (2019). Occupational violence and PTSD-symptoms. ''Journal of Occupational & Environmental Medicine'', ''61''(7), 572–583. [https://www-jstor-org.ezproxy.canberra.edu.au/stable/48510401 https://doi.org/10.1097/jom.0000000000001612] Zhou, B., Marchand, A., & Guay, S. (2017). I see so i feel: Coping with workplace violence among victims and witnesses. ''Work'', ''57''(1), 125–135. [[doi:10.3233/WOR-172538|https://doi.org/10.3233/wor-172538]] }} == External links == * [https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC4565636/ A National Study on Nurses’ Exposure to Occupational Violence in Lebanon: Prevalence, Consequences and Associated Factors] (2015) * [https://www-jstor-org.ezproxy.canberra.edu.au/stable/48510401?seq=1 Occupational Violence and PTSD-Symptoms: A Prospective Study on the Indirect Effects of Violence Through Time Pressure and Nontraumatic Strains in the Occupational Context] (2019) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Coping]] [[Category:Motivation and emotion/Book/Emotion]] [[Category:Motivation and emotion/Book/Violence]] [[Category:Motivation and emotion/Book/Work]] 24hs173qjs2695e5kr8onhoa5nxvb8q 0 323153 2831536 2831368 2026-09-05T13:43:36Z U3280122 3110471 u3280122 2831536 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? 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{{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|U3297598}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|Jshottt}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? {{ME-By|U3261236}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarceration on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|Anne-Lyse Iran}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|BellaJohnson1}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|Gracelp}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|U3284308}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|PsychstudentUniversity!}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|U3203283}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|U3261207}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|U3274291}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|Ella Kay244}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|U3275908}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|U3262868}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|U3261376}} # [[/Sleep deprivation, motivation, and academic performance/|Sleep deprivation, motivation, and academic performance]] - How does sleep deprivation affect motivation, attention, and academic performance in university students? {{ME-By|RileyRuckus}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|U3281503}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|Chloebateup}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|Ella234567}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|U3275775}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|J.M.A Watson}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|SJPiper}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] - When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|Charlie.henderson1}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|JessJ117}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|Amirrorslens}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|U3269915}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|Amyuniversity}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|E3297976}} # [[/Cognitive hardiness and stress resilience/]] - How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|U3068253}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|U3280159}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|U3243776}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|Lilfish215}} # [[/Emotional expressivity/]] - What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|U3283812}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|U3239236}} # [[/Emotion dysregulation/]] - What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Empathy and jury decision-making/]] - How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions? {{ME-By|U3254168}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|Diaz Chas}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|U3292769}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|ChillPsychGuy0607}} # [[/Growth mindset and psychological wellbeing/]] - How does a growth mindset influence psychological wellbeing? {{ME-By|Avj.06}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? U3280122 # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|Katelyn Rod}} # [[/Mood and cognitive performance/]] - How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|U3239251}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|Honeybelle11}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User:U3275873}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|U3243961}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychedelic treatment of eating disorders/]] - How might psychedelic-assisted therapy influence psychological mechanisms involved in eating eating disorders? {{ME-By|Leilab23}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|U3282586}} # [[/Romantic entertainment and love beliefs/]] - How do romantic entertainment influence beliefs and expectations about love and romantic relationships? {{ME-By|U3247927}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|Greg Philips}} # [[/Self-blame and emotion/]] - How does self-blame influence emotional responses to negative events? {{ME-By|GU3281277}} # [[/Self-disclosure and emotional intimacy/]] - How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|Pinkk47}} # [[/Social connection and emotion regulation/]] - How do social relationships help regulate people's emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|U3253354}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|Safiaah}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|U3284437}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteers' subjective wellbeing? {{ME-By|U3216851}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|Mort006}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|U3286962}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|U3263365}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|U3306498}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|U3348724}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|Karabi Tasneem}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|Med.011387}} [[Category:Motivation and emotion/Book/2026]] kwmfoelh3htdx9i14fdqtbwtnzuidsa 0 324858 2831765 2830586 2026-09-06T10:45:20Z IanVG 2918363 /* Chapters */ 2831765 wikitext text/x-wiki This is the introduction course for thermodynamics, which is located in the [[Thermodynamics|topic of thermodynamics]]. Thermodynamics is the study of energy, energy transformation and their interactions with matter. The application of thermodynamics enables analysis of a wide range of technologies such as steam engines, refrigerators and turbines. "Thermodynamics" comes from the Greek words "therme" which means heat and "dynamikos" which means force, or power. So, "Thermodynamics" is the study of forces due to heat or heat due to forces. It deals with the conversion of energies through various forms and to various systems, as well as energies' relationships with the properties of a system, process and cycles. == Chapters == # Basic concepts and definitions ## [[Introduction to thermodynamics/Introduction|Introduction]] ## [[Introduction to thermodynamics/What is thermodynamics?|What is thermodynamics?]] ## [[Introduction to thermodynamics/System and surroundings|System and surroundings]] ## [[Introduction to thermodynamics/Extensive and intensive properties|Extensive and intensive properties]] ## [[Introduction to thermodynamics/State postulate|State postulate]] ## [[Introduction to thermodynamics/State, process, and cycle|State, process, and cycle]] ## [[Introduction to thermodynamics/Temperature and heat|Temperature and heat]] ## [[Introduction to thermodynamics/Chapter one review|Chapter one review]] # Thermodynamic properties of a pure substance ## [[Introduction to thermodynamics/Chapter introduction and learning objectives|Chapter introduction and learning objectives]] ## [[Introduction to thermodynamics/Pure substances|Pure substances]] ## Thermodynamic properties ## [[Introduction to thermodynamics/Phase diagrams|Phase diagrams]] ## [[Introduction to thermodynamics/Thermodynamic tables|Thermodynamic tables]] ## Chapter review ## Key Equations # Real and ideal gases ## [[Introduction to thermodynamics/Introduction to real and ideal gases|Introduction to real and ideal gases]] ## Ideal gas and ideal gas equation of state ## Real gas and compressibility factor ## Chapter review ## Key equations # First law of thermodynamics for closed systems ## Chapter introduction and learning objectives ## Internal energy in a system ## Heat transfer across a boundary ## Work ## [[Introduction to thermodynamics/The first law of thermodynamics for closed systems|The first law of thermodynamics for closed systems]] ## [[Introduction to thermodynamics/Chapter four review|Chapter four review]] ##Key equations # The first law of thermodynamics for a control volume ## Chapter introduction and learning objectives ## Enthalpy ## Mass and energy conservation equations in a control volume ## Applications of a the mass and energy conservation equations in steady flow devices ## Chapter review ## Key equations # Entropy and the second law of thermodynamics ## [[Introduction to thermodynamics/Chapter introduction and learning objectives|Chapter introduction and learning objectives]] ## Heat engine ## [[Introduction to thermodynamics/Refrigerator and heat pump|Refrigerator and heat pump]] ## [[Introduction to thermodynamics/The second law of thermodynamics: Kelvin-Planck and Clausius statements|The second law of thermodynamics: Kelvin-Planck and Clausius statements]] ## [[Introduction to thermodynamics/Carnot cycles|Carnot cycles]] ## [[Introduction to thermodynamics/Entropy and entropy generation|Entropy and entropy generation]] ## The second law of thermodynamics for closed systems ## Specific entropy of a state ## Applications of the second law of thermodynamics in closed systems ## The second law of thermodynamics for open systems ## [[Introduction to thermodynamics/Applications of the second law of thermodynamics in open systems|Applications of the second law of thermodynamics in open systems]] ## Chapter reivew ## Key equations #Absolute zero and the third law of thermodynamics ## Chapter introduction and learning objectives ## [[Introduction to thermodynamics/The third law of thermodynamics: Nernst principle|The third law of thermodynamics: Nernst principle]] ## [[Introduction to thermodynamics/Applications of the third law of dynamics|Applications of the third law of dynamics]] == Attribution == Parts of this course incorporate material from the [https://pressbooks.bccampus.ca/thermo1 Introduction to Engineering Thermodynamics] course published by Pressbooks.<ref> Yu Yan, C. (2022). Introduction to Engineering Thermodynamics. BCcampus. https://pressbooks.bccampus.ca/thermo1/</ref> == References == [[Category:Courses]] [[Category:Science]] [[Category:Thermodynamics]] 117fl7emu14suxa44bifj7pgajb7gud 0 324938 2831496 2830502 2026-09-05T12:03:35Z Andy?yes 3006471 2831496 wikitext text/x-wiki See also [[OpenStax Astronomy]] and [[OpenStax]] '''<big>OpenStax Astronomy 2e</big>''' * [https://openstax.org/details/books/astronomy-2e OpenStax Astronomy 2e] (original content) * [https://audileo.com/audiobooks/openstax/astronomy-2e/ OpenStax Astronomy 2e audiobook] (full audiobook) * [https://www.youtube.com/watch?v=jYvKXcXIz-g OpenStax Astronomy 2e audiobook] (chapter 1) * [https://www.youtube.com/watch?v=caCQf5o9mpI&list=PLwoTa9G34hiOY7iOAGjURgOT86OPLlNRA Lecture videos] fo Astronomy 2e [[Category:Astronomy]] [[Category:OpenStax]] [[Category:Openstax textbook]] 1okoos1shqvt3jodh6g7gpzxwhg1m0y 0 324972 2831497 2830503 2026-09-05T12:03:48Z Andy?yes 3006471 2831497 wikitext text/x-wiki See also [[OpenStax]] '''<big>OpenStax A</big><big>natomy & Physiology 2e</big>''' ''Anatomy and Physiology 2e'' is developed to meet the scope and sequence for a two-semester human anatomy and physiology course for life science and allied health majors. The book is organized by body systems. The revision focuses on inclusive and equitable instruction and includes new student support. Illustrations have been extensively revised to be clearer and more inclusive. The web-based version of ''Anatomy and Physiology 2e'' also features links to surgical videos, histology, and interactive diagrams. Please learn more about the changes by previewing the preface. * [https://openstax.org/details/books/anatomy-and-physiology-2e OpenStax Anatomy & Physiology 2e] (original content) * [https://audileo.com/audiobooks/openstax/anatomy-physiology-2e/ OpenStax Anatomy & Physiology 2e audiobook] (official audiobook) * [https://www.youtube.com/watch?v=rjQ5WS8XeBU OpenStax Anatomy & Physiology 2e audio textbook] (chapter 1 on YouTube) * [https://www.youtube.com/watch?v=BhmhqyNzLls Lecture videos] for A&P 2e [[Category:Anatomy]] [[Category:Physiology]] [[Category:OpenStax]] [[Category:Openstax textbook]] fqf9md3wvqi15y3q76w9mcg6y14mvw0 0 325027 2831525 2830531 2026-09-05T12:10:21Z Andy?yes 3006471 2831525 wikitext text/x-wiki See also [[OpenStax]] '''<big>OpenStax Psychology 2e</big>''' * [https://openstax.org/details/books/psychology-2e OpenStax Psychology 2e] (original content) * [https://audileo.com/audiobooks/openstax/psychology-2e/ OpenStax Psychology 2e audiobook] (full audiobook) * Lecture videos of Psychology 2e on [https://www.youtube.com/watch?v=vzeI4foXX2M&list=PLK3eIt61XPo36cXXo_JjSFLPztiDTdhk5&index=1 YouTube] * [https://www.youtube.com/watch?v=X2sg48CSF2g Psychology 2e audiobook] (chapter 1) [[Category:Psychology]] [[Category:OpenStax]] [[Category:Openstax textbook]] stdj8nbz4w8mbvz0doxipa0bf9oh9s7 2831533 2831525 2026-09-05T12:24:55Z Andy?yes 3006471 2831533 wikitext text/x-wiki See also [[OpenStax]] '''<big>OpenStax Psychology 2e</big>''' * [https://openstax.org/details/books/psychology-2e OpenStax Psychology 2e] (original content) * [https://audileo.com/audiobooks/openstax/psychology-2e/ OpenStax Psychology 2e audiobook] (full audiobook) * Lecture videos of Psychology 2e on [https://www.youtube.com/watch?v=vzeI4foXX2M&list=PLK3eIt61XPo36cXXo_JjSFLPztiDTdhk5&index=1 YouTube] * [https://www.youtube.com/watch?v=X2sg48CSF2g Psychology 2e audiobook] (chapter 1) [[Category:Psychology]] [[Category:OpenStax]] [[Category:Openstax textbook]] [[Category:Psychology/Resources]] qfqkljnvp6sv3v63dfn5lq5d3jainnh 0 325282 2831494 2830498 2026-09-05T12:02:56Z Andy?yes 3006471 2831494 wikitext text/x-wiki See also [[OpenStax American Government 4e|OpenStax American Government]] [[OpenStax American Government 4e|4e]] (2025 edition) See also [[OpenStax]] '''<big>OpenStax American Government 3e</big>''' * [https://openstax.org/details/books/american-government-3e OpenStax American Government 3e] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/american-government-3e/ OpenStax American Government 3e audiobook] Available as audio textbook. * Lecture videos for American Government 3e [[Category:United States Government]] [[Category:OpenStax]] [[Category:Openstax textbook]] 38vjl1ggr38dka1le9p0n2v4g2carvw 0 325283 2831495 2830499 2026-09-05T12:03:22Z Andy?yes 3006471 2831495 wikitext text/x-wiki See also [[OpenStax American Government 3e]] See also [[OpenStax]] '''<big>OpenStax American Government</big>''' '''<big>4e</big>''' This publiscation was released in July 2025 and includes updated information on the 2024 election results, recent court decisions and legal actions, and new opportunities for civic engagement. * [https://openstax.org/details/books/american-government-4e OpenStax American Government 4e] (original content) * [https://audileo.com/audiobooks/openstax/american-government-4e/ OpenStax American Government 4e audiobook] (full audiobook) * [https://www.youtube.com/watch?v=4udvBo3C-qM American Government 4e audiobook] (chapter 1 on YouTube) [[Category:United States Government]] [[Category:OpenStax]] [[Category:Openstax textbook]] 6zweuyy4nhavihadqjdvy805wpx63ad 0 326182 2831572 2829436 2026-09-05T18:26:27Z Regliste 3029369 added a reference and removed useless convexity assumption 2831572 wikitext text/x-wiki {{Article info | last1 = Stiegler | orcid1 = 0009-0001-5789-6923 | first1 = Jean-Baptiste | affiliation1 = Université Paris-Saclay | correspondence1 = jean-baptiste.stiegler@universite-paris-saclay.fr | journal = WikiJournal of Science | et_al = true | w1 = Pentagram map | from w1 = true | keywords = Pentagram map, Dynamical system, Projective geometry, Moduli space, Integrable systems | license = CC-BY-SA 4.0 | submitted = 2025-12-08 | abstract = In [[w:mathematics|mathematics]], the '''pentagram map''' is a [[w:Dynamical system#Discrete dynamical system|discrete dynamical system]] acting on [[w:polygons|polygons]] in the [[w:projective plane|projective plane]]. It defines a new polygon whose vertices are obtained as the intersection points of the shortest [[w:Diagonal|diagonals]] of the initial polygon. This is a [[w:Projective linear group|projectively]] [[w:Equivariant map|equivariant]] procedure, hence it [[w:Quotient space (topology)|descends]] to the [[w:moduli space|moduli space]] of polygons and defines another dynamical system (which is also referred to as the pentagram map). It was first introduced by [[w:Richard Schwartz (mathematician)|Richard Schwartz]] in 1992.{{Sfn|Schwartz|1992}} The pentagram map on the moduli space is famous for its [[w:Completely integrable|complete integrability]] and its link with [[w:cluster algebra|cluster algebras]].{{sfn|Gekhtman|Izosimov|2025|p=14}} It admits many generalizations in [[w:Projective space|projective spaces]] and other settings. }} == Introduction == === Informal definition === ==== On polygons ==== [[File:Pentagram pentagon nolabel big.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Convex set|convex]] [[w:pentagon|pentagon]].]] Initially, the pentagram map was defined for [[w:convex polygon|convex polygon]]s (with at least five sides) on the [[w:euclidean plane|Euclidean plane]]. Given such a polygon <math>P</math> with <math>n</math> sides, one can draw the "shortest [[w:diagonal|diagonal]]s", meaning the [[w:Line segment|segments]] whose endpoints are a [[w:Vertex (geometry)|vertex]] and one of its second neighbors (as in Figure 1). The intersections of the shortest diagonals are then taken as the vertices of a new <math>n</math>-gon <math>T(P)</math>; this new polygon is the output of the pentagram map.{{Sfn|Berger|2005}} The same construction can be done on [[w:Concave polygon|non-convex polygons]], but there are several complications. First, some consecutive short diagonals may not intersect, so one must extend the segments to [[w:Line (geometry)|lines]]. Second, the image <math>T(P)</math> can fail to be a new <math>n</math>-gon because some consecutive vertices could coincide. However, this [[w:Generic property|generically]] doesn't happen.{{Sfn|Ovsienko|Schwartz|Tabachnikov|p=411|2009}} Finally, it is possible that two diagonals are [[w:Parallel (geometry)|parallel]] and don't intersect on the [[w:euclidean plane|Euclidean plane]]. This is resolved by extending the Euclidean plane to the [[w:real projective plane|real projective plane]] by the addition of a [[w:line at infinity|line at infinity]], where the [[w:Vanishing point|intersection point]] lies (see Figure 3). Hence, the pentagram map is defined for generic polygons in the real projective plane.{{Sfn|Berger|2005|p=25}} More generally, the construction of the pentagram map is well defined whenever the concepts of lines and their intersections make sense. This is encompassed by the notion of a general [[w:projective plane|projective plane]], of which the real projective plane is one example; but the pentagram map can also be considered over other [[w:Field (mathematics)|fields]], for instance the [[w:complex number|complex number]]s, which give the [[w:complex projective plane|complex projective plane]].{{Sfn|Weinreich|2022|loc=§3.1.1}} ==== On the moduli space of polygons ==== Since the pentagram map is constructed by drawing lines and marking their intersections, it [[w:Commutative property|commutes]] with any transformation that sends lines to lines. Such maps are called [[w:projective transformations|projective transformations]]. Hence, polygons can be identified [[w:up to|up to]] [[w:Perspectivity#Projectivity|projective transformations]]. This identification gives the [[w:Quotient space (topology)|quotient space]] (technically called a [[w:moduli space|moduli space]]) of [[w:Equivalence class|classes]] of polygons. The pentagram map on polygons induces another dynamical system on the moduli space,{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} whose behavior differs quite a lot from the initial one.{{Efn|Compare the paragraph about the [[w:Pentagram map#Collapsing of convex polygons|collapsing of convex polygons]] and the one about [[w:Pentagram map#Complete integrability|complete integrability]].}} The dynamic is trivial for the classes of pentagons and hexagons, but this is no longer the case for polygons with more vertices.{{Efn|See the paragraph about [[w:Pentagram_map#Pentagons_and_hexagons|pentagons and hexagons]].}} === Historical elements === The pentagram map for general polygons was introduced in {{Harvard citation|Schwartz|1992}}, but the simplest case is the one of [[w:pentagons|pentagons]], hence the name "[[w:pentagram|pentagram]]".{{Sfn|Marí-Beffa|2014|p=1}} Their study goes back to {{Harvard citation|Clebsch|1871}},{{Sfn|Izosimov|2022a|p=1085}} {{Harvard citation|Kasner|1928}}{{Sfn|Tabachnikov|2019}} and {{Harvard citation|Motzkin|1945}}.{{Sfn|Schwartz|2013|p=1}} The pentagram map interacts with some classical configuration theorems of [[w:projective geometry|projective geometry]]. It provides results analogous to the ones of [[w:Pascal's theorem|Pascal's theorem]] and [[wikipedia:Brianchon's_theorem|Brianchon's theorem]].{{Sfn|Schwartz|Tabachnikov|2010}} Some specific configurations make [[w:Desargues' theorem|Desargues's theorem]] and [[w:Poncelet's porism|Poncelet's porism]] appear.{{Sfn|Berger|2005|loc=§4 and §5}}{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} ==Definitions and first properties== === Definition of the map === [[File:Pentagram pentagon label big.svg|alt=|thumb|300x300px|The pentagram map on a convex pentagon, with vertices labeled.]] [[File:Pentagram on nonconvex pentagon.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Self-intersecting polygon|self-intersecting]] (in particular, non-convex) pentagon. The vertex <math>w_2</math> is on the [[w:line at infinity|line at infinity]], because it is the [[w:Vanishing point|intersection of two parallel lines]].]] Let <math>n\geq 5</math> be an integer. A polygon <math>P</math> with <math>n</math> sides, or <math>n</math>-gon, is a tuple of [[w:Vertex (geometry)|vertices]] <math>(v_1,\dots,v_n)</math> lying in some [[w:projective plane|projective plane]] <math>\mathbb P ^2</math>,{{Efn|In the following, the figures represent polygons on the real plane, where the intuition is easier to grasp.}} where the indices are understood [[w:Modular arithmetic|modulo]] <math>n</math>. The [[w:Dimension of an algebraic variety|dimension]] of the space of <math>n</math>-gons is <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.1}} Suppose that the vertices are in sufficiently [[w:general position|general position]], meaning that no consecutive triple of points are [[w:Collinearity|collinear]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=1}} Taking the intersection of two consecutive "shortest" [[w:diagonal|diagonal]]s{{Efn|Meaning the line between a vertex <math>v_k</math> and a "second neighbour" <math>v_{k\pm 2}</math>.}} defines a new point<math display="block"> w_k := \overline{v_{k-1} v_{k+1}} \cap \overline{v_{k} v_{k+2}}. </math>This procedure defines a new <math>n</math>-gon <math>T(P)=(w_1,\dots,w_n)</math>, as in Figure 2.{{Sfn|Schwartz|1992|p=71}} The labeling of the indices of <math>T(P)</math> is not [[w:canonical|canonical]]. In most papers, a choice is made at the beginning of the paper and the formulas are tuned accordingly.{{Sfn|Izosimov|2016|loc=remark 1.5}} The pentagram map on polygons is a [[w:birational map|birational map]] <math>T:(\mathbb P^2)^n</math>{{nowrap|{{font|size=145%|⇢}}}}<math>(\mathbb P^2)^n</math>. Indeed, each [[w:Homogeneous coordinates|coordinate]] of <math>w_k</math> is given as a [[w:rational function|rational function]] of the coordinates of <math>v_{k-1},\dots,v_{k+2}</math>, since it is defined as the intersection of lines passing by them. Moreover, the [[w:inverse map|inverse map]] is given by taking the intersections <math>\overline{w_{k-2} w_{k-1}} \cap \overline{w_{k} w_{k+1}} </math>, which is rational for the same reason.{{Sfnp|Weinreich|2022|loc=definition 1.2}} === Moduli space === The pentagram map is defined by taking [[w:Line (geometry)|lines]] and intersections of them. The biggest [[w:Group (mathematics)|group]] which maps lines to lines is the one of [[w:projective transformations|projective transformations]], denoted by <math>\mathbb P \mathrm{GL}_{3}</math>. Such a transformation <math>M</math> [[w:Group action|acts]] on a polygon <math>P</math> by sending it to <math>M \cdot P:=(Mv_1,\dots,Mv_n)</math>. The pentagram map [[w:Commutative property|commutes]] with this action, and thereby induces another [[w:dynamical system|dynamical system]] on the [[w:moduli space|moduli space]] of projective [[w:equivalence classes|equivalence classes]] of polygons, whose [[w:Dimension of an algebraic variety|dimension]] is <math>2n-8</math>.{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} ===Twisted polygons=== [[File:Twisted heptagon.svg|alt=|thumb|300x300px|An example of twisted [[w:heptagon|heptagon]] on the real plane.]] The pentagram map naturally generalizes to the larger space of twisted polygons (see example in Figure 4). For any integer <math>n\geq5</math>, a twisted <math>n</math>-gon <math>P</math> is the data of: * a [[w:Sequence#Indexing|bi-infinite sequence]] of points <math>(v_k)_{k\in\mathbb Z}</math> in the projective plane (called the vertices), * a [[w:projective transformation|projective transformation]] <math>M \in \mathbb P \mathrm{GL}_3</math> (called the [[w:monodromy|monodromy]]), such that for any <math>k \in \mathbb Z</math>, the property <math>v_{k+n}=Mv_k</math> is satisfied. The dimension of the space of twisted <math>n</math>-gons is <math>2n+8</math>.{{Sfn|Schwartz|2008}} When <math>M</math> is the [[w:Identity_element|identity]], this gives back the initial definition of polygons (which are said to be closed). The space of closed <math>n</math>-gons is of [[w:codimension|codimension]] <math>8</math> in the space of twisted ones.{{Sfn|Soloviev|2013|p=2816}} The action of projective transformations over the space of closed polygons generalizes to the space of twisted ones (the monodromy is changed by [[w:Matrix similarity|conjugation]]). This provides again a moduli space, of dimension <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.3}} == Collapsing of convex polygons == === Exponential shrinking === [[File:Pentagram map convex heptagon iterate.svg|alt=|thumb|300x300px|The pentagram map iterated on a convex [[w:heptagon|heptagon]], exhibiting the convergence.]] Let <math>P</math> be a closed [[w:Convex polygon#Strictly convex polygon|strictly convex polygon]] lying on the real plane. One of the first results proved by Richard Schwartz it that its iterates under the pentagram map shrink [[w:Exponential growth|exponentially fast]] to a point, as illustrated in Figure 5. This follows from two facts. # The image of a strictly convex polygon is contained in its [[w:Interior (topology)|interior]], and is also strictly convex.{{Sfn|Glick|2020|p=2818}} # There exists a constant <math>0< \eta_P<1</math>, depending on <math>P</math>, such that for any <math>N \in \mathbb N</math>, the diameters of the iterates verify the inequality <math display="inline">\operatorname{diam}(T^N(P))\leq\eta_P^N \operatorname{diam}(P). </math>{{Sfn|Schwartz|1992|loc=theorem 3.1}} Hence, by [[w:Cantor's intersection theorem#Variant in complete metric spaces|Cantor's intersection theorem]], the sequence of polygons collapses toward a point.{{Sfn|Schwartz|1992|loc=§3 Convex polygons}} The behavior on the moduli space is very different, since the dynamics is [[w:Recurrent point|recurrent]].{{Sfn|Schwartz|2001|loc=theorem 1.1}} It is even a [[w:quasiperiodic motion|quasiperiodic motion]],{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} as discussed in [[w:Pentagram map#Complete integrability|the section about integrability]]. === Coordinates of the limit point === The limit point coordinates were given in {{Harvard citation|Glick|2020}}. They satisfy some [[w:Degree of a polynomial|degree]] 3 [[w:polynomial equation|polynomial equations]], whose coefficients are [[w:rational function|rational function]]s in the coordinates of the vertices of the starting polygon. The proof relies on the fact that the limit point must be an [[w:eigenline|eigenline]] of a certain [[w:linear operator|linear operator]] of <math>\mathbb R^3</math>.{{sfn|Glick|2020}} This operator was reinterpreted in {{Harvard citation|Aboud|Izosimov|2022}} as the infinitesimal monodromy of the polygon. The [[w:Pentagram map#The scaling symmetry|scaling symmetry]] is used to [[w:Deformation (mathematics)|deform]] a closed polygon <math>P</math> into a family of twisted ones '''<math>(P_z)_{z\in \mathbb C^*}</math>''' with monodromy <math>M_z</math>. The infinitesimal monodromy is defined to be:{{sfn|Aboud|Izosimov|2022}} <math display="block">\left.\frac{dM_z}{dz}\right|_{z=1}.</math> === Generalization === The collapsing of polygons may also happen in some [[w:Pentagram map#Generalizations|generalization of the pentagram map]], when considering some specific configurations of polygons in the real plane. The coordinates of the collapse point are given by a formula analogous to the one for the original pentagram map.{{Sfn|Schwartz|2026a}}{{Sfn|Schwartz|2026b}} == Periodic orbits on the moduli space == For some configurations of closed polygons, the iterate of the pentagram map will send <math>P</math> to a projectively equivalent polygon (up to some shift of the indices). This means that, on the moduli space, the orbit of the class of <math>P</math> is [[w:Periodic orbit|periodic]]. ===Pentagons and hexagons=== [[File:penta hexagon.svg|300px|thumb|The outward hexagon is projectively equivalent to the inward one, with respect to their labeling.]]The following two facts are proved by checking [[w:cross-ratio|cross-ratio]] equalities, so they are true for polygons in any [[w:projective plane|projective plane]] (not just the [[w:Real projective plane|real one]]).{{Sfn|Schwartz|1992|loc=§2 Pentagons and hexagons}} The pentagram map <math>T</math> is the identity on the moduli space of [[w:pentagon|pentagon]]s.{{Sfn|Schwartz|1992|loc=theorem 2.1}}{{Sfn|Clebsch|1871}}{{Sfn|Motzkin|1945}} The second iterate <math>T^2</math> is the identity on the space of labeled [[w:hexagon|hexagon]]s, up to a shift of labeling (see Figure 6).{{Sfn|Schwartz|1992|loc=theorem 2.3}} This phenomenon doesn't generalize to generic polygons with at least seven sides, for which the motion is [[w:Quasiperiodic motion|quasiperiodic]].{{Sfn|Tupan|2022}} ==== Generalization ==== The result about pentagons and hexagons generalizes to some [[w:Pentagram map#Generalizations|higher pentagram maps]] in <math>\mathbb P ^k</math>, for polygons with <math>k+3</math> or <math>2k+2</math> sides. The proof uses a generalization of the [[w:Gale transform|Gale transform]].{{Sfn|Dirdak|2024}} === Poncelet polygons === A polygon is said to be Poncelet{{Efn|The name comes from [[w:Jean-Victor Poncelet|Jean-Victor Poncelet]] and [[w:Poncelet porism|his porism]].{{Sfn|Izosimov|2022a|p=1085}}}} if it is [[w:Inscribed figure|inscribed]] in a [[w:Conic section|conic]] and circumscribed about another one.{{Sfn|Schwartz|2015|loc=|p=433}}{{Efn|In particular, pentagons are Poncelet since [[w:five points determine a conic|five points determine a conic]].{{Sfn|Schwartz|2015|loc=|p=433}}}} For a convex Poncelet <math>n</math>-gon <math>P</math> lying on the [[w:real projective plane|real projective plane]], the polygon <math>T^2(P)</math> is projectively equivalent to <math>P</math>.{{Sfn|Schwartz|2015|loc=theorem 1.1}} In fact, when <math>n</math> is odd, the converse is also true.{{Sfn|Izosimov|2022a|loc=corollary 1.1}} However, this converse statement is no longer true when the polygons are considered over the [[w:complex projective plane|complex projective plane]] since there are explicit counterexamples.{{Sfn|Izosimov|2022a|loc=remark 1.3}} ==Coordinates for the moduli space== The moduli space can be described by different [[w:Coordinate_system|coordinate systems]]. The following ones give simple expressions for the dynamics, as presented in the next section. === Corner coordinates === [[File:Corner coordinates big.svg|thumb|300x300px|The geometric construction of the points defining the corner invariants.]] Define the [[w:cross-ratio|cross-ratio]] of four [[w:Collinearity|collinear]] points to be : <math> [a,b,c,d]=\frac{(a-b)(c-d)}{(a-c)(b-d)}. </math> The corner invariants are a system of coordinates on the space of twisted polygons, constructed by taking intersections as in Figure 7.{{Sfn|Schwartz|2001|loc=figure 2}} The left and right invariants are respectively defined{{Efn|The ordering of the vertices in the cross-ratios can differ from a paper to another one, which slightly changes the formulas in the following sections.}} as the following cross-ratios: : <math>x_k:=[v_{k-2},v_{k-1},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k}v_{k+1}},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k+1}v_{k+2}}],</math> : <math>y_k:=[\overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-2}v_{k-1}}, \overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-1}v_{k}},v_{k+1},v_{k+2}].</math> Since the cross-ratio is [[w:Cross-ratio#Projective geometry|projective invariant]], the sequences <math>(x_k)_{k \in \mathbb Z}</math> and <math>(y_k)_{k \in \mathbb Z}</math> associated to a twisted <math>n</math>-gon are <math>n</math>-periodic.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=415}} The corner invariants are elements of <math>\mathbb{P}^1\smallsetminus\{0,1,\infty\}</math>, and they realize an [[w:Isomorphism_of_varieties|isomorphism of varieties]] between the moduli space of twisted <math>n</math>-gons and <math>(\mathbb{P}^1\smallsetminus\{0,1,\infty\})^{2n}</math>.{{Sfn|Weinreich|2022|loc=theorem 3.6}} ===ab-coordinates=== There is a second set of coordinates for the moduli space of twisted <math>n</math>-gons defined over any [[w:Field (mathematics)|field]] <math>F</math> satisfying <math>\mathrm{SL}_3(F)\cong \mathbb P\mathrm{GL}_3(F)</math>,{{Sfn|Weinreich|2022|loc=remark 3.8}} and such that <math>n</math> is not divisible by <math>3</math>.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=section 4.1}} The vertices <math>v_k</math> in the [[w:projective plane|projective plane]] <math>\mathbb P^2(F)</math> can be [[w:Lift (mathematics)|lifted]] to [[w:Vector space|vectors]] <math>V_k</math> in the [[w:affine space|affine space]] <math>F^3</math> so that each consecutive triple of vectors spans a [[w:parallelepiped|parallelepiped]] having [[w:determinant|determinant]] equal to <math>1</math>. This leads to the relation defining the <math>ab</math>-coordinates:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 4.1}} : <math>V_{k+3} = a_k V_{k+2} + b_k V_{k+1} + V_k.</math> This bring out an analogy between twisted polygons and solutions of third order linear [[w:ordinary differential equations|ordinary differential equations]], normalized to have unit [[w:Wronskian|Wronskian]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=remark 6.6}} They are linked to the corner coordinates by:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=lemma 4.5}} : <math>x_k=\frac{a_{k-2}}{b_{k-2}b_{k-1}},</math> : <math>y_k=-\frac{b_{k-1}}{a_{k-2}a_{k-1}}.</math> ==Formulas on the moduli space== ===As a birational map === The pentagram map is a [[w:birational map|birational map]] on the moduli space, because it can be decomposed as the [[w:Function composition|composition]] of two [[w:Birational geometry|birational]] [[w:Involution (mathematics)|involutions]].{{Sfn|Schwartz|2008|loc=§1.2 The Pentagram Map}} The corner invariants change in the following way:{{Sfn|Ovsienko|Schwartz|loc=lemma 2.4|Tabachnikov|2010}} : <math>x_k'=x_k\frac{1-x_{k-1} y_{k-1}}{1-x_{k+1}y_{k+1}},</math> : <math>y_k'=y_{k+1}\frac{1-x_{k+2} y_{k+2}}{1-x_k y_k}.</math> === The scaling symmetry === The [[w:multiplicative group|multiplicative group]] <math>F\smallsetminus\{0\}</math> [[w:One-parameter group|acts]] on the moduli space in the following way: : <math>R_s\cdot(x_1,\dots,x_n,y_1,\dots,y_n)=(sx_1,\dots,sx_n,s^{-1}y_1,\dots,s^{-1}y_n),</math> where <math>R</math> is called the scaling action and <math>s</math> is the scaling parameter. This action commutes with the pentagram map on the moduli space (as presented in the previous formulas). This property is called the scaling symmetry, and is instrumental in proving the [[w:Pentagram map#Complete integrability|complete integrability]] of the dynamics.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.5}} ==Invariant structures== ===Monodromy invariants=== The monodromy invariants, introduced in {{Harvard citation|Schwartz|2008}}, are a collection of [[w:Function (mathematics)|functions]] on the [[w:moduli space|moduli space]] that are invariant under the pentagram map.{{Sfn|Schwartz|2008|loc=theorem 1.2}} The simplest examples of them are :<math> O_n= x_1x_2\cdots x_{n}, \quad E_n = y_1y_2\cdots y_n. </math> The other monodromy invariants can be retrieved through different points of view: through the [[w:Pentagram map#The scaling symmetry|scaling symmetry]], as [[w:Combinatorics|combinatorial]] objects, or as some [[w:determinant|determinant]]s.{{Sfn|Schwartz|Tabachnikov|2011|loc=§2 The Monodromy Invariants}} The one involving scaling symmetry is presented here. Let <math>M\in \mathrm{GL}_3</math> be a [[w:Lift (mathematics)|lift]] of the monodromy of a twisted <math>n</math>-gon. The quantities : <math>\Omega_1=\frac{\operatorname{trace}^3(M)}{\det(M)}, \quad \Omega_2=\frac{\operatorname{trace}^3(M^{-1})}{\det(M^{-1})},</math> are independent of the choice of lift and are invariant under [[w:Matrix similarity|conjugation]], so they are well defined for the projective class of the polygon. They are invariant under the pentagram map, since the monodromy matrix doesn't change.{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} Now, the quantities : <math>\tilde{\Omega}_1=O_n^2E_n\Omega_1, \quad \tilde{\Omega}_2=O_nE_n^2\Omega_2,</math> have the same properties, but turn out to be polynomials in the corner invariants.{{Efn|Some papers consider the cube roots of this functions, but it doesn't change the following definitions of the monodromy invariants.}} They can be written as{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} : <math> \tilde{\Omega}_1=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}O_k\biggr)^3, \quad \tilde{\Omega}_2=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}E_k\biggr)^3, </math> where each <math>O_k</math> and <math>E_k</math> are [[w:homogeneous polynomial|homogeneous polynomial]]s respectively of weight <math>k</math> and <math>-k</math>,{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=11}} meaning they change under the [[w:Pentagram map#The scaling symmetry|rescaling action]] on variables by{{Sfn|Schwartz|Tabachnikov|2011|p=5}} : <math> R_s(O_k)= s^k O_k, \quad R_s(E_k)= s^{-k} E_k. </math> The quantities <math>O_1,\dots,O_{\lfloor n/2 \rfloor},O_n, E_1,\dots,E_{\lfloor n/2 \rfloor},E_n,</math> are unchanged by the dynamics, and are called the monodromy invariants. Moreover, they are [[w:algebraically independent|algebraically independent]].{{Sfn|Schwartz|2008|loc=theorem 1.2}} ==== Polygons on conics ==== Whenever <math>P</math> is [[w:Inscribed figure|inscribed]] in a [[w:conic section|conic section]], one has <math>O_k(P)=E_k(P)</math> for all <math>k</math>.{{Sfn|Schwartz|Tabachnikov|2011|loc=theorem 1.1}} Moreover, if <math>P</math> is circumscribed about another conic,{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} then its monodromy invariants are characterized by the pair of conics.{{Sfn|Schwartz|2015|loc=theorem 1.2}} For such odd-gons, the translation on the [[w:Jacobian variety|Jacobian variety]]{{Efn|See the paragraph about [[w:Pentagram map#Algebro-geometric integrability|algebraic integrability]].}} is restricted to the [[w:Prym variety|Prym variety]] (which is a half-dimensional torus in the Jacobian).{{Sfn|Izosimov|2016|loc=theorem 1.3}} ===Poisson bracket=== An invariant [[w:Poisson bracket|Poisson bracket]] on the space of twisted polygons was found in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. The monodromy invariants [[w:Poisson bracket#Constants of motion|commute]] with respect to it: <math display="block"> \{O_i,O_j\}=\{O_i,E_j\}=\{E_i,E_j\}=0 </math>for all <math>i,j</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} The Poisson bracket is defined in terms of the corner coordinates by: <math display="block"> \begin{align} \{x_i,x_{i\pm1}\} &= \mp x_i x_{i+1}, \\ \{y_i,y_{i\pm 1}\} &= \mp y_i y_{i+1}, \\ \end{align}</math>and <math display="block"> \{x_i,x_j\} = \{y_i,y_j\} = \{x_i,y_j\} = 0</math>for all other <math> i,j.</math>{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 2.16}} === The spectral curve === Let <math>\zeta</math> be an element of the [[w:multiplicative group|multiplicative group]] and <math>P_\zeta</math> be the polygon obtained by applying the [[w:Pentagram map#The scaling symmetry|rescaling action]] <math>R_\zeta</math> on <math>P</math>. A [[w:Lax matrix|Lax matrix]] <math>\hat{T}(\zeta) \in \mathrm{GL}_3</math> is a lift of the monodromy of <math>P_\zeta</math> satisfying a [[w:Lax pair#Zero-curvature equation|zero-curvature equation]].{{Sfn|Weinreich|2022|loc=§5 The Lax representation}} Then, the spectral function is the [[w:Bivariate polynomial|bivariate]] [[w:characteristic polynomial|characteristic polynomial]]<math display="block"> Q(\lambda,\zeta) := \det(\lambda\operatorname{Id}-\hat{T}(\zeta)),</math>or some renormalization of it. The [[w:spectral curve|spectral curve]] is the [[w:Projective variety#projective completion|projective completion]] of the [[w:Algebraic curve|affine curve]] defined by the equation <math>Q(\lambda,\zeta)=0</math>.{{Sfn|Weinreich|2022|loc=§6. The geometry of the spectral curve}} It is invariant under the pentagram map, and the monodromy invariants appear as the [[w:coefficient|coefficient]]s of <math>Q</math>.{{Sfn|Soloviev|2013|loc=theorem 6.4}} Its [[w:geometric genus|geometric genus]] is <math>n-1</math> if <math>n</math> is odd, and <math>n-2</math> if <math>n</math> is even.{{Sfn|Weinreich|2022|p=|loc=theorem 6.4}} It was first introduced in {{Harv|Soloviev|2013|ps=|p=}} for his proof of [[w:Pentagram map#Algebro-geometric integrability|algebro-geometric integrability]].{{sfn|Soloviev|2013}} ==Complete integrability== The pentagram map on the moduli space has been proved to be a [[w:completely integrable|completely integrable]] [[w:discrete dynamical system|discrete dynamical system]], both in the [[w:Integrable system#Hamiltonian systems and Liouville integrability|Arnold-Liouville]]{{Efn|Over the [[w:real number|real number]]s.}} and the [[w:Integrable system#Complete integrability over the complex numbers|algebro-geometric]]{{Efn|Over [[w:algebraically closed field|algebraically closed field]]s of [[w:Characteristic (algebra)|characteristic]] different from 2.}} senses. In any case, this means that the moduli space is [[w:almost everywhere|almost everywhere]] [[w:Foliation|foliated]] by [[w:Torus#Flat torus|flat tori]] (or in the algebraic setting, [[w:Abelian variety|Abelian varieties]]), where the motion is a [[w:Translation (geometry)|translation]]. This [[w:Generic property|generically]] induces a [[w:quasiperiodic motion|quasiperiodic motion]] on the corresponding torus.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} ===Arnold–Liouville integrability=== The proof of the integrability of the pentagram map on a real twisted polygon was achieved in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. This is done by noticing that the monodromy invariants <math>O_n</math> and <math>E_n</math> are [[w:Casimir invariant|Casimir invariant]]s for the Poisson bracket, meaning (in this context) that<math display="block"> \{O_n,f\}=\{E_n,f\} = 0 </math>for every smooth function <math>f</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} When <math>n</math> is even, this is also true for the monodromy invariants <math>O_{\lfloor n/2 \rfloor }</math> and <math>E_{\lfloor n/2 \rfloor }</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} This allows to consider the Casimir [[w:level set|level set]], where each Casimir invariant has a specified value. Because of [[w:Sard's theorem|Sard's theorem]], any generic level set is a [[w:smooth manifold|smooth manifold]].{{Sfn|Schwartz|2017|p=44}} This family of level sets forms a [[w:foliation|foliation]] in [[w:Poisson manifold#Symplectic leaves|symplectic leaves]], on which the Poisson bracket gives rise to a [[w:symplectic form|symplectic form]].{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.13}} Each of these symplectic leaves has an iso-monodromy [[w:foliation|foliation]], namely, a decomposition into the common level sets of the remaining monodromy functions. By using again [[w:Sard's theorem|Sard's theorem]], they are generically [[w:Symplectic manifold#Lagrangian submanifolds|Lagrangian manifolds]].{{Sfn|Schwartz|2017|p=45}} Moreover, they are compact.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§3.3. Compactness of the level sets}} Since the monodromy invariants Poisson-commute and there are enough of them, the discrete [[w:Liouville–Arnold theorem|Liouville–Arnold theorem]] can be applied to prove that the level sets are [[w:Torus#Flat torus|flat tori]] over which the dynamics is a translation.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=412}}{{sfn|Kato|2017|loc=§5.6 Complete integrability of pentagram map}} ===Algebro-geometric integrability=== In {{Harvard citation|Soloviev|2013}}, it was shown that the pentagram map admits a [[w:Lax representation|Lax representation]] with a spectral parameter, which allows to prove its algebro-geometric integrability. This means that the space of polygons (either twisted or closed) is parametrized by its spectral data, consisting of [[w:Pentagram map#The spectral curve|its spectral curve]], with marked points and a [[w:Divisor (algebraic geometry)|divisor]] given by a [[w:Floquet theory|Floquet]]–[[w:Bloch's theorem|Bloch]] equation. This gives an embedding to the [[w:Jacobian variety|Jacobian variety]] through the [[w:Abel–Jacobi map|Abel–Jacobi map]], where the motion is expressed in terms of translation.{{sfn|Soloviev|2013|loc=theorems A, B and C}} The previously defined Poisson bracket is also retrieved.{{sfn|Soloviev|2013|loc=theorem D}} This integrability was generalized in {{Harvard citation|Weinreich|2022}} from the field of [[w:complex number|complex number]]s to any [[w:algebraically closed field|algebraically closed field]] of [[w:Characteristic (algebra)|characteristic]] different from 2. The translation on a torus is replaced by a translation on an [[w:Abelian variety|Abelian variety]] (in fact, a Jacobian variety again).{{sfn|Weinreich|2022|loc=theorem 1.4}} === Dimension of the invariant manifold === For twisted <math>n</math>-gons, the [[w:dimension|dimension]] of the invariant manifolds (tori or Jacobian varieties) is{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=421}} : <math>\begin{cases} n-1 & \text{when }n \text{ is odd,}\\ n-2 & \text{when }n \text{ is even.} \end{cases}</math> Moreover, when <math>n</math> is even, there are two isomorphic manifolds on which the iterates of the pentagram map alternate. But on each of them, the second iterate is a translation.{{Sfn|Weinreich|2022|loc=theorem 1.4}} === For closed polygons === There is no Poisson structure on the space of closed polygons.{{Sfn|Soloviev|2013|loc=corollary 4.1}} Nevertheless, the one from twisted polygons can be used to prove integrability.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=2153}} Algebro-geometric integrability holds for closed polygons in a same manner as for the twisted ones.{{Sfn|Soloviev|2013|loc=theorem C}} However, Arnold-Liouville integrability is proved for real closed polygons only when they are convex. This is done by restricting the [[w:Hamiltonian vector field|Hamiltonian vector field]]s of monodromy functions to smaller dimensional tori, and showing that enough of them are still independent.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=corollary 1.1}} In both situation, the dimension of the invariant manifolds decreases by <math>3</math> for closed <math>n</math>-gons (compared to the twisted case), and is equal to{{Sfn|Soloviev|2013|loc=theorem C}}{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=theorem 1}} :<math>\begin{cases} n-4 & \text{when }n \text{ is odd,}\\ n-5 & \text{when }n \text{ is even.} \end{cases}</math> ==Connections to other topics== ===The Boussinesq equation=== The [[w:Discretization|continuous limit]] of a polygon is a parametrized curve in the plane. When the time parameter is suitably chosen, the continuous limit of the pentagram map is the [[w:Boussinesq approximation (water waves)|Boussinesq equation]]. This [[w:partial differential equation|partial differential equation]] models water waves under some conditions, which is a classical example of [[w:integrable|integrable system]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 5}} Here is a description of the geometric action of the Boussinesq equation. Given a [[w:locally convex|locally convex]] curve <math> C:\mathbb R\to \mathbb R^2 </math> and real numbers <math>x</math> and <math>t</math>, consider the [[w:chord (geometry)|chord]] connecting <math> C(x-t) </math> to <math> C(x+t) </math>. The [[w:Envelope (mathematics)|envelope]] of all these chords is a new curve <math> C_t(x) </math>. When <math>t</math> is extremely small, the curve <math> C_t(x) </math> is a good model for the time <math>t</math> evolution of the original curve <math> C_0(x) </math> under the Boussinesq equation. This construction is also similar to the pentagram map. Moreover, the pentagram invariant bracket is a discretization of an invariant Poisson bracket associated to the Boussinesq equation.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§6.4 Discretization}} ===Cluster algebras=== The pentagram map{{Sfn|Glick|2011}} and some of its generalizations{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012}}{{Sfn|Glick|Pylyavskyy|2016}} are identified as special cases of discrete dynamical systems powered by [[w:cluster algebra|cluster algebras]]. Using the results from {{Harvard citation|Goncharov|Kenyon|2013}}, this provides a link with the [[w:Poisson–Lie group|Poisson–Lie group]]s, [[w:dimer model|dimer model]]s and other so-called cluster-integrable systems.{{Sfn|Fock|Marshakov|2016}}{{Sfn|Izosimov|2022c}} These methods allow to retrieve the Poisson bracket and Hamiltonians used to prove complete integrability{{Sfn|Affolter|George|Ramassamy|2025|loc=§5 The pentagram map}} and provide [[w:Lax representation|Lax representation]]s.{{Sfn|Izosimov|2022b}} === Octahedron recurrence === Using a method to compute [[w:Determinant|determinants]] called [[w:Dodgson_condensation|Dodgson condensation]], {{Harvard citation|Schwartz|2008}} proves that the pentagram map satisfies a property called the "octahedron recurrence".{{Sfn|Schwartz|2008|loc=§5 The Method of Condensation}} It is also shared by higher dimensional pentagram maps defined through cluster algebras mutations, referred as "<math>T</math>-systems".{{Sfn|Kedem|Vichitkunakorn|2015||loc=}} Furthermore, the pentagram map (together with other dynamical systems defined through geometric constructions) verifies a generalization of the octahedron recurrence.{{Sfn|Affolter|de Tilière|Melotti|2025|loc=§9 The Pentagram Map}} === Singularity theory === The pentagram map exhibits a property called singularity confinement, which is a typical phenomenon in [[w:integrable system|integrable system]]s.{{Sfn|Grammaticos|Ramani|Papageorgiou|1991}} It states that if a polygon <math>P</math> is [[w:Singular point of an algebraic variety|singular]] for the pentagram map <math>T</math>, then there exists an integer <math>m</math> such that <math>P</math> not singular for the iterate map <math>T^m</math>.{{Sfn|Glick|2012}} Moreover, the pentagram map (along with some of its generalizations and other discrete dynamical systems) exhibit the Devron property.{{Efn|The name comes from an episode of [[w:Star Trek|Star Trek]].{{Sfn|Glick|2015|loc=§1 Introduction}}}} This means that if a polygon <math>P</math> is singular for some iterate of the pentagram map <math>T^m</math>, then it will also be singular for some iterate of the inverse map <math>T^{-m'}</math>.{{Sfn|Glick|2015}} == Generalizations == The definition of polygons still makes sense in any [[w:projective space|projective space]] <math>\mathbb P^d</math> under the action of the [[w:Projective linear group|projective group]] <math>\mathbb P \mathrm{GL}_{d+1}</math>, and even in other spaces with their associated groups. The pentagram map can be generalized in many ways, and some of them are presented here. Not all of them are integrable.{{Sfn|Khesin|Soloviev|2015a|}} Some are [[w:discretization|discretization]]s of [[w:PDEs|PDEs]] from the [[w:KdV hierarchy|KdV hierarchy]], seen as higher dimensional version of [[w:Boussinesq approximation (water waves)|Boussinesq]] or [[w:Kadomtsev–Petviashvili equation|KP]] equations.{{Sfn|Marí-Beffa|2012}}{{Sfn|Wang|2023}} The description of all generalized pentagram maps in terms of [[w:cluster algebra|cluster algebra]]s is still an open question.{{Sfn|Gekhtman|Izosimov|2025|p=14}} === Polygons in general positions === Let <math>d \geq 2</math> and <math>P</math> be a twisted polygon of <math>\mathbb P^d</math> in [[w:general position|general position]]. ==== Short diagonal pentagram maps ==== The <math>k</math>-th short diagonal hyperplane <math>H_k^{sh}</math> is uniquely defined by passing through the vertices <math>v_k,v_{k+2},\dots,v_{k+2d-2}</math>. [[w:Generic property#In algebraic geometry|Generically]], the intersection of <math>d</math> consecutive [[w:Hyperplane|hyperplanes]] uniquely defines a new point : <math>T_{sh}v_k:=H_k^{sh}\cap H_{k+1}^{sh}\cap \dots \cap H_{k+d-1}^{sh}.</math> Doing this for every vertex defines a new twisted polygon. This map, denoted by <math>T_{sh}</math>, is again projectively equivariant.{{Sfn|Khesin|Soloviev|2013}} ==== Generalized pentagram maps ==== The previous procedure can be generalized. Let <math>I=(i_1,\dots,i_{d-1}),~J=(j_1,\dots,j_{d-1})</math> be two sets of integers, respectively called the jump tuple and the intersection tuple. Define <math>H_k^I</math> to be the unique hyperplane passing through the vertices <math>v_k,v_{k+i_1},\dots,v_{k+i_1+\dots+i_{d-1}}</math>. A new point is given by the intersection : <math>T_{I,J}v_k:=H_k^I \cap H_{k+j_1}^I \cap \dots \cap H_{k+j_1+\dots +j_{d-1}}^I.</math> The map <math>T_{I,J}</math> is called a generalized pentagram map.{{Sfn|Khesin|Soloviev|2015a}} The original pentagram map is recovered by considering<math>d=2,~I=(2),~J=(1)</math>. Integrability can be numerically tested by picking a random polygon <math>P</math> with [[wikipedia:Rational_point|rational coordinates]] and studying the growth rate of the [[wikipedia:Height_function|height]] of its iterates. This is called the [[wikipedia:Integrable_system#Diophantine_integrability|diophantine integrability]] test, and some generalized pentagram maps don't seem to pass it.{{Sfn|Khesin|Soloviev|2015a|loc=§5 and §6}} However, it is conjectured that the maps <math>T_{I,I}</math> are integrable for any <math>I</math>.{{Sfn|Bolsinov|Matveev|Miranda|Tabachnikov|2018|loc=conjecture 4.13 (B. Khesin, F. Soloviev)}} Some of these maps are [[w:discretization|discretization]]s of higher dimensional counterpart of the [[w:Boussinesq approximation (water waves)|Boussinesq equation]] in the [[w:KdV hierarchy|KdV hierarchy]].{{Sfn|Khesin|Soloviev|2015b|loc=theorem 4.1}}{{Sfn|Izosimov|2022b|loc=theorem 4.1}} ==== Dented pentagram maps ==== Fix an integer <math>m\in \{1,\dots ,d-1\}</math>. Consider the jump tuple <math>I_m:=(1,\dots,1,2,1,\dots,1)</math>, where the <math>2</math> is at the <math>m</math>-th place, and the intersection tuple <math>J:=(1,\dots,1)</math>. The dented pentagram map is <math>T_m :=T_{I_m,J}</math>. They are proved to be integrable.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 2.14}} For an integer <math>p \geq 2</math>, the deep dented pentagram map (of depth <math>p</math>) <math>T_m^p</math> is the same map as before, but the number <math>2</math> in the definition of <math>I_m</math> is replaced by <math>p</math>. This kind of pentagram maps are integrable too.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 6.2}} === Corrugated polygons === A twisted polygon <math>P</math> lying in <math>\mathbb P^d</math> is said to be corrugated if for any <math>k\in \mathbb Z</math>, the vertices <math>v_k,v_{k+1},v_{k+d},v_{k+d+1}</math> span a projective two-dimensional plane. Such polygons are not in [[w:general position|general position]]. A new point is defined by : <math>T_\text{cor}v_k:=\overline{v_k v_{k+d}}\cap \overline{v_{k+1} v_{k+d+1}}.</math> The map <math>T_\text{cor}</math> yields a new corrugated polygon. This dynamics is [[w:Integrable system#Hamiltonian systems and Liouville integrability|completely Liouville-integrable]].{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012|loc=theorem 4.4}} In fact, they can be retrieved as some dented pentagram map applied on corrugated polygons.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 5.3}} === Grassmannian polygons === Let <math>d \geq 3, m \geq 1</math> be integers. The pentagram map can also be generalized to the [[w:Grassmannian|Grassmannian]] space <math>\mathrm{Gr}(m,md)</math>, which consists of <math>m</math>-[[w:Dimension (vector space)|dimensional]] [[w:linear subspace|linear subspace]]s of an <math>md</math>-dimensional [[w:vector space|vector space]]. When <math>m=1</math>, the linear subspaces are [[w:Vector space#vector line|lines]], which retrieves the definition of [[w:projective space|projective space]]s <math>\mathbb P^d</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} A point <math>v\in\operatorname{Gr}(m,md)</math> is represented by an <math>md \times m</math> matrix <math>X_v</math> such that its columns form a [[w:Basis (linear algebra)|basis]] of <math>v</math>. Consider the [[w:Group action|action]] of the [[w:general linear group|general linear group]] <math>\mathrm{GL}_{md}</math> by multiplication on the left of <math>X_v</math>. This defines an action on the Grassmannian, even though it is not [[w:Faithful action|faithful]].{{Efn|Because there can be many lifts for <math>v</math>, and because some matrices act trivially.}} Hence, the polygons of <math>\mathrm{Gr}(m,md)</math> and their moduli spaces are defined as before, after the change of underlying group.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} Depending on the parity of <math>d</math>, one can define linear subspaces spanned by some <math>X_{v_k}</math>'s such that taking their intersection generically defines a new point <math>v\in\mathrm{Gr}(m,md)</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=sections 4 and 5}} This generalization of the pentagram map is integrable in a [[w:noncommutative|noncommutative]] sense.{{Sfn|Ovenhouse|2020}} === Over rings === The pentagram map admits a generalization by considering [[w:Projective space#Generalizations|projective planes]] over [[w:stably finite ring|stably finite ring]]s, instead of [[w:Field (mathematics)|field]]s. In particular, this retrieves the pentagram map over Grassmannians. 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|date=2022-07-03 |title=Pentagram Configurations for Pentagons and Hexagons |url=https://www.tandfonline.com/doi/full/10.1080/00029890.2022.2060695 |journal=The American Mathematical Monthly |language=en |volume=129 |issue=6 |pages=554–565 |doi=10.1080/00029890.2022.2060695 |issn=0002-9890}} *{{Cite journal|ref=harv |title=Pentagram-Type Maps and the Discrete KP Equation|url=https://link.springer.com/10.1007/s00332-023-09961-7|journal=Journal of Nonlinear Science|date=2023|issn=0938-8974|volume=33|issue=6|doi=10.1007/s00332-023-09961-7|language=en|first=Bao|last=Wang |article-number=101 |bibcode=2023JNS....33..101W }} *{{Cite journal |ref=harv |title=The algebraic dynamics of the pentagram map |journal=Ergodic Theory and Dynamical Systems |date=2022-11-25 |issn=0143-3857 |pages=3460–3505 |volume=43 |issue=10 |doi=10.1017/etds.2022.82 |first=Max H. |last=Weinreich}} t6q9wcee0tfohdec5g8fd6pkm09zut0 2831575 2831572 2026-09-05T18:28:51Z Regliste 3029369 /* Generalized pentagram maps */ typo (space missing) 2831575 wikitext text/x-wiki {{Article info | last1 = Stiegler | orcid1 = 0009-0001-5789-6923 | first1 = Jean-Baptiste | affiliation1 = Université Paris-Saclay | correspondence1 = jean-baptiste.stiegler@universite-paris-saclay.fr | journal = WikiJournal of Science | et_al = true | w1 = Pentagram map | from w1 = true | keywords = Pentagram map, Dynamical system, Projective geometry, Moduli space, Integrable systems | license = CC-BY-SA 4.0 | submitted = 2025-12-08 | abstract = In [[w:mathematics|mathematics]], the '''pentagram map''' is a [[w:Dynamical system#Discrete dynamical system|discrete dynamical system]] acting on [[w:polygons|polygons]] in the [[w:projective plane|projective plane]]. It defines a new polygon whose vertices are obtained as the intersection points of the shortest [[w:Diagonal|diagonals]] of the initial polygon. This is a [[w:Projective linear group|projectively]] [[w:Equivariant map|equivariant]] procedure, hence it [[w:Quotient space (topology)|descends]] to the [[w:moduli space|moduli space]] of polygons and defines another dynamical system (which is also referred to as the pentagram map). It was first introduced by [[w:Richard Schwartz (mathematician)|Richard Schwartz]] in 1992.{{Sfn|Schwartz|1992}} The pentagram map on the moduli space is famous for its [[w:Completely integrable|complete integrability]] and its link with [[w:cluster algebra|cluster algebras]].{{sfn|Gekhtman|Izosimov|2025|p=14}} It admits many generalizations in [[w:Projective space|projective spaces]] and other settings. }} == Introduction == === Informal definition === ==== On polygons ==== [[File:Pentagram pentagon nolabel big.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Convex set|convex]] [[w:pentagon|pentagon]].]] Initially, the pentagram map was defined for [[w:convex polygon|convex polygon]]s (with at least five sides) on the [[w:euclidean plane|Euclidean plane]]. Given such a polygon <math>P</math> with <math>n</math> sides, one can draw the "shortest [[w:diagonal|diagonal]]s", meaning the [[w:Line segment|segments]] whose endpoints are a [[w:Vertex (geometry)|vertex]] and one of its second neighbors (as in Figure 1). The intersections of the shortest diagonals are then taken as the vertices of a new <math>n</math>-gon <math>T(P)</math>; this new polygon is the output of the pentagram map.{{Sfn|Berger|2005}} The same construction can be done on [[w:Concave polygon|non-convex polygons]], but there are several complications. First, some consecutive short diagonals may not intersect, so one must extend the segments to [[w:Line (geometry)|lines]]. Second, the image <math>T(P)</math> can fail to be a new <math>n</math>-gon because some consecutive vertices could coincide. However, this [[w:Generic property|generically]] doesn't happen.{{Sfn|Ovsienko|Schwartz|Tabachnikov|p=411|2009}} Finally, it is possible that two diagonals are [[w:Parallel (geometry)|parallel]] and don't intersect on the [[w:euclidean plane|Euclidean plane]]. This is resolved by extending the Euclidean plane to the [[w:real projective plane|real projective plane]] by the addition of a [[w:line at infinity|line at infinity]], where the [[w:Vanishing point|intersection point]] lies (see Figure 3). Hence, the pentagram map is defined for generic polygons in the real projective plane.{{Sfn|Berger|2005|p=25}} More generally, the construction of the pentagram map is well defined whenever the concepts of lines and their intersections make sense. This is encompassed by the notion of a general [[w:projective plane|projective plane]], of which the real projective plane is one example; but the pentagram map can also be considered over other [[w:Field (mathematics)|fields]], for instance the [[w:complex number|complex number]]s, which give the [[w:complex projective plane|complex projective plane]].{{Sfn|Weinreich|2022|loc=§3.1.1}} ==== On the moduli space of polygons ==== Since the pentagram map is constructed by drawing lines and marking their intersections, it [[w:Commutative property|commutes]] with any transformation that sends lines to lines. Such maps are called [[w:projective transformations|projective transformations]]. Hence, polygons can be identified [[w:up to|up to]] [[w:Perspectivity#Projectivity|projective transformations]]. This identification gives the [[w:Quotient space (topology)|quotient space]] (technically called a [[w:moduli space|moduli space]]) of [[w:Equivalence class|classes]] of polygons. The pentagram map on polygons induces another dynamical system on the moduli space,{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} whose behavior differs quite a lot from the initial one.{{Efn|Compare the paragraph about the [[w:Pentagram map#Collapsing of convex polygons|collapsing of convex polygons]] and the one about [[w:Pentagram map#Complete integrability|complete integrability]].}} The dynamic is trivial for the classes of pentagons and hexagons, but this is no longer the case for polygons with more vertices.{{Efn|See the paragraph about [[w:Pentagram_map#Pentagons_and_hexagons|pentagons and hexagons]].}} === Historical elements === The pentagram map for general polygons was introduced in {{Harvard citation|Schwartz|1992}}, but the simplest case is the one of [[w:pentagons|pentagons]], hence the name "[[w:pentagram|pentagram]]".{{Sfn|Marí-Beffa|2014|p=1}} Their study goes back to {{Harvard citation|Clebsch|1871}},{{Sfn|Izosimov|2022a|p=1085}} {{Harvard citation|Kasner|1928}}{{Sfn|Tabachnikov|2019}} and {{Harvard citation|Motzkin|1945}}.{{Sfn|Schwartz|2013|p=1}} The pentagram map interacts with some classical configuration theorems of [[w:projective geometry|projective geometry]]. It provides results analogous to the ones of [[w:Pascal's theorem|Pascal's theorem]] and [[wikipedia:Brianchon's_theorem|Brianchon's theorem]].{{Sfn|Schwartz|Tabachnikov|2010}} Some specific configurations make [[w:Desargues' theorem|Desargues's theorem]] and [[w:Poncelet's porism|Poncelet's porism]] appear.{{Sfn|Berger|2005|loc=§4 and §5}}{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} ==Definitions and first properties== === Definition of the map === [[File:Pentagram pentagon label big.svg|alt=|thumb|300x300px|The pentagram map on a convex pentagon, with vertices labeled.]] [[File:Pentagram on nonconvex pentagon.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Self-intersecting polygon|self-intersecting]] (in particular, non-convex) pentagon. The vertex <math>w_2</math> is on the [[w:line at infinity|line at infinity]], because it is the [[w:Vanishing point|intersection of two parallel lines]].]] Let <math>n\geq 5</math> be an integer. A polygon <math>P</math> with <math>n</math> sides, or <math>n</math>-gon, is a tuple of [[w:Vertex (geometry)|vertices]] <math>(v_1,\dots,v_n)</math> lying in some [[w:projective plane|projective plane]] <math>\mathbb P ^2</math>,{{Efn|In the following, the figures represent polygons on the real plane, where the intuition is easier to grasp.}} where the indices are understood [[w:Modular arithmetic|modulo]] <math>n</math>. The [[w:Dimension of an algebraic variety|dimension]] of the space of <math>n</math>-gons is <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.1}} Suppose that the vertices are in sufficiently [[w:general position|general position]], meaning that no consecutive triple of points are [[w:Collinearity|collinear]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=1}} Taking the intersection of two consecutive "shortest" [[w:diagonal|diagonal]]s{{Efn|Meaning the line between a vertex <math>v_k</math> and a "second neighbour" <math>v_{k\pm 2}</math>.}} defines a new point<math display="block"> w_k := \overline{v_{k-1} v_{k+1}} \cap \overline{v_{k} v_{k+2}}. </math>This procedure defines a new <math>n</math>-gon <math>T(P)=(w_1,\dots,w_n)</math>, as in Figure 2.{{Sfn|Schwartz|1992|p=71}} The labeling of the indices of <math>T(P)</math> is not [[w:canonical|canonical]]. In most papers, a choice is made at the beginning of the paper and the formulas are tuned accordingly.{{Sfn|Izosimov|2016|loc=remark 1.5}} The pentagram map on polygons is a [[w:birational map|birational map]] <math>T:(\mathbb P^2)^n</math>{{nowrap|{{font|size=145%|⇢}}}}<math>(\mathbb P^2)^n</math>. Indeed, each [[w:Homogeneous coordinates|coordinate]] of <math>w_k</math> is given as a [[w:rational function|rational function]] of the coordinates of <math>v_{k-1},\dots,v_{k+2}</math>, since it is defined as the intersection of lines passing by them. Moreover, the [[w:inverse map|inverse map]] is given by taking the intersections <math>\overline{w_{k-2} w_{k-1}} \cap \overline{w_{k} w_{k+1}} </math>, which is rational for the same reason.{{Sfnp|Weinreich|2022|loc=definition 1.2}} === Moduli space === The pentagram map is defined by taking [[w:Line (geometry)|lines]] and intersections of them. The biggest [[w:Group (mathematics)|group]] which maps lines to lines is the one of [[w:projective transformations|projective transformations]], denoted by <math>\mathbb P \mathrm{GL}_{3}</math>. Such a transformation <math>M</math> [[w:Group action|acts]] on a polygon <math>P</math> by sending it to <math>M \cdot P:=(Mv_1,\dots,Mv_n)</math>. The pentagram map [[w:Commutative property|commutes]] with this action, and thereby induces another [[w:dynamical system|dynamical system]] on the [[w:moduli space|moduli space]] of projective [[w:equivalence classes|equivalence classes]] of polygons, whose [[w:Dimension of an algebraic variety|dimension]] is <math>2n-8</math>.{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} ===Twisted polygons=== [[File:Twisted heptagon.svg|alt=|thumb|300x300px|An example of twisted [[w:heptagon|heptagon]] on the real plane.]] The pentagram map naturally generalizes to the larger space of twisted polygons (see example in Figure 4). For any integer <math>n\geq5</math>, a twisted <math>n</math>-gon <math>P</math> is the data of: * a [[w:Sequence#Indexing|bi-infinite sequence]] of points <math>(v_k)_{k\in\mathbb Z}</math> in the projective plane (called the vertices), * a [[w:projective transformation|projective transformation]] <math>M \in \mathbb P \mathrm{GL}_3</math> (called the [[w:monodromy|monodromy]]), such that for any <math>k \in \mathbb Z</math>, the property <math>v_{k+n}=Mv_k</math> is satisfied. The dimension of the space of twisted <math>n</math>-gons is <math>2n+8</math>.{{Sfn|Schwartz|2008}} When <math>M</math> is the [[w:Identity_element|identity]], this gives back the initial definition of polygons (which are said to be closed). The space of closed <math>n</math>-gons is of [[w:codimension|codimension]] <math>8</math> in the space of twisted ones.{{Sfn|Soloviev|2013|p=2816}} The action of projective transformations over the space of closed polygons generalizes to the space of twisted ones (the monodromy is changed by [[w:Matrix similarity|conjugation]]). This provides again a moduli space, of dimension <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.3}} == Collapsing of convex polygons == === Exponential shrinking === [[File:Pentagram map convex heptagon iterate.svg|alt=|thumb|300x300px|The pentagram map iterated on a convex [[w:heptagon|heptagon]], exhibiting the convergence.]] Let <math>P</math> be a closed [[w:Convex polygon#Strictly convex polygon|strictly convex polygon]] lying on the real plane. One of the first results proved by Richard Schwartz it that its iterates under the pentagram map shrink [[w:Exponential growth|exponentially fast]] to a point, as illustrated in Figure 5. This follows from two facts. # The image of a strictly convex polygon is contained in its [[w:Interior (topology)|interior]], and is also strictly convex.{{Sfn|Glick|2020|p=2818}} # There exists a constant <math>0< \eta_P<1</math>, depending on <math>P</math>, such that for any <math>N \in \mathbb N</math>, the diameters of the iterates verify the inequality <math display="inline">\operatorname{diam}(T^N(P))\leq\eta_P^N \operatorname{diam}(P). </math>{{Sfn|Schwartz|1992|loc=theorem 3.1}} Hence, by [[w:Cantor's intersection theorem#Variant in complete metric spaces|Cantor's intersection theorem]], the sequence of polygons collapses toward a point.{{Sfn|Schwartz|1992|loc=§3 Convex polygons}} The behavior on the moduli space is very different, since the dynamics is [[w:Recurrent point|recurrent]].{{Sfn|Schwartz|2001|loc=theorem 1.1}} It is even a [[w:quasiperiodic motion|quasiperiodic motion]],{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} as discussed in [[w:Pentagram map#Complete integrability|the section about integrability]]. === Coordinates of the limit point === The limit point coordinates were given in {{Harvard citation|Glick|2020}}. They satisfy some [[w:Degree of a polynomial|degree]] 3 [[w:polynomial equation|polynomial equations]], whose coefficients are [[w:rational function|rational function]]s in the coordinates of the vertices of the starting polygon. The proof relies on the fact that the limit point must be an [[w:eigenline|eigenline]] of a certain [[w:linear operator|linear operator]] of <math>\mathbb R^3</math>.{{sfn|Glick|2020}} This operator was reinterpreted in {{Harvard citation|Aboud|Izosimov|2022}} as the infinitesimal monodromy of the polygon. The [[w:Pentagram map#The scaling symmetry|scaling symmetry]] is used to [[w:Deformation (mathematics)|deform]] a closed polygon <math>P</math> into a family of twisted ones '''<math>(P_z)_{z\in \mathbb C^*}</math>''' with monodromy <math>M_z</math>. The infinitesimal monodromy is defined to be:{{sfn|Aboud|Izosimov|2022}} <math display="block">\left.\frac{dM_z}{dz}\right|_{z=1}.</math> === Generalization === The collapsing of polygons may also happen in some [[w:Pentagram map#Generalizations|generalization of the pentagram map]], when considering some specific configurations of polygons in the real plane. The coordinates of the collapse point are given by a formula analogous to the one for the original pentagram map.{{Sfn|Schwartz|2026a}}{{Sfn|Schwartz|2026b}} == Periodic orbits on the moduli space == For some configurations of closed polygons, the iterate of the pentagram map will send <math>P</math> to a projectively equivalent polygon (up to some shift of the indices). This means that, on the moduli space, the orbit of the class of <math>P</math> is [[w:Periodic orbit|periodic]]. ===Pentagons and hexagons=== [[File:penta hexagon.svg|300px|thumb|The outward hexagon is projectively equivalent to the inward one, with respect to their labeling.]]The following two facts are proved by checking [[w:cross-ratio|cross-ratio]] equalities, so they are true for polygons in any [[w:projective plane|projective plane]] (not just the [[w:Real projective plane|real one]]).{{Sfn|Schwartz|1992|loc=§2 Pentagons and hexagons}} The pentagram map <math>T</math> is the identity on the moduli space of [[w:pentagon|pentagon]]s.{{Sfn|Schwartz|1992|loc=theorem 2.1}}{{Sfn|Clebsch|1871}}{{Sfn|Motzkin|1945}} The second iterate <math>T^2</math> is the identity on the space of labeled [[w:hexagon|hexagon]]s, up to a shift of labeling (see Figure 6).{{Sfn|Schwartz|1992|loc=theorem 2.3}} This phenomenon doesn't generalize to generic polygons with at least seven sides, for which the motion is [[w:Quasiperiodic motion|quasiperiodic]].{{Sfn|Tupan|2022}} ==== Generalization ==== The result about pentagons and hexagons generalizes to some [[w:Pentagram map#Generalizations|higher pentagram maps]] in <math>\mathbb P ^k</math>, for polygons with <math>k+3</math> or <math>2k+2</math> sides. The proof uses a generalization of the [[w:Gale transform|Gale transform]].{{Sfn|Dirdak|2024}} === Poncelet polygons === A polygon is said to be Poncelet{{Efn|The name comes from [[w:Jean-Victor Poncelet|Jean-Victor Poncelet]] and [[w:Poncelet porism|his porism]].{{Sfn|Izosimov|2022a|p=1085}}}} if it is [[w:Inscribed figure|inscribed]] in a [[w:Conic section|conic]] and circumscribed about another one.{{Sfn|Schwartz|2015|loc=|p=433}}{{Efn|In particular, pentagons are Poncelet since [[w:five points determine a conic|five points determine a conic]].{{Sfn|Schwartz|2015|loc=|p=433}}}} For a convex Poncelet <math>n</math>-gon <math>P</math> lying on the [[w:real projective plane|real projective plane]], the polygon <math>T^2(P)</math> is projectively equivalent to <math>P</math>.{{Sfn|Schwartz|2015|loc=theorem 1.1}} In fact, when <math>n</math> is odd, the converse is also true.{{Sfn|Izosimov|2022a|loc=corollary 1.1}} However, this converse statement is no longer true when the polygons are considered over the [[w:complex projective plane|complex projective plane]] since there are explicit counterexamples.{{Sfn|Izosimov|2022a|loc=remark 1.3}} ==Coordinates for the moduli space== The moduli space can be described by different [[w:Coordinate_system|coordinate systems]]. The following ones give simple expressions for the dynamics, as presented in the next section. === Corner coordinates === [[File:Corner coordinates big.svg|thumb|300x300px|The geometric construction of the points defining the corner invariants.]] Define the [[w:cross-ratio|cross-ratio]] of four [[w:Collinearity|collinear]] points to be : <math> [a,b,c,d]=\frac{(a-b)(c-d)}{(a-c)(b-d)}. </math> The corner invariants are a system of coordinates on the space of twisted polygons, constructed by taking intersections as in Figure 7.{{Sfn|Schwartz|2001|loc=figure 2}} The left and right invariants are respectively defined{{Efn|The ordering of the vertices in the cross-ratios can differ from a paper to another one, which slightly changes the formulas in the following sections.}} as the following cross-ratios: : <math>x_k:=[v_{k-2},v_{k-1},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k}v_{k+1}},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k+1}v_{k+2}}],</math> : <math>y_k:=[\overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-2}v_{k-1}}, \overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-1}v_{k}},v_{k+1},v_{k+2}].</math> Since the cross-ratio is [[w:Cross-ratio#Projective geometry|projective invariant]], the sequences <math>(x_k)_{k \in \mathbb Z}</math> and <math>(y_k)_{k \in \mathbb Z}</math> associated to a twisted <math>n</math>-gon are <math>n</math>-periodic.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=415}} The corner invariants are elements of <math>\mathbb{P}^1\smallsetminus\{0,1,\infty\}</math>, and they realize an [[w:Isomorphism_of_varieties|isomorphism of varieties]] between the moduli space of twisted <math>n</math>-gons and <math>(\mathbb{P}^1\smallsetminus\{0,1,\infty\})^{2n}</math>.{{Sfn|Weinreich|2022|loc=theorem 3.6}} ===ab-coordinates=== There is a second set of coordinates for the moduli space of twisted <math>n</math>-gons defined over any [[w:Field (mathematics)|field]] <math>F</math> satisfying <math>\mathrm{SL}_3(F)\cong \mathbb P\mathrm{GL}_3(F)</math>,{{Sfn|Weinreich|2022|loc=remark 3.8}} and such that <math>n</math> is not divisible by <math>3</math>.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=section 4.1}} The vertices <math>v_k</math> in the [[w:projective plane|projective plane]] <math>\mathbb P^2(F)</math> can be [[w:Lift (mathematics)|lifted]] to [[w:Vector space|vectors]] <math>V_k</math> in the [[w:affine space|affine space]] <math>F^3</math> so that each consecutive triple of vectors spans a [[w:parallelepiped|parallelepiped]] having [[w:determinant|determinant]] equal to <math>1</math>. This leads to the relation defining the <math>ab</math>-coordinates:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 4.1}} : <math>V_{k+3} = a_k V_{k+2} + b_k V_{k+1} + V_k.</math> This bring out an analogy between twisted polygons and solutions of third order linear [[w:ordinary differential equations|ordinary differential equations]], normalized to have unit [[w:Wronskian|Wronskian]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=remark 6.6}} They are linked to the corner coordinates by:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=lemma 4.5}} : <math>x_k=\frac{a_{k-2}}{b_{k-2}b_{k-1}},</math> : <math>y_k=-\frac{b_{k-1}}{a_{k-2}a_{k-1}}.</math> ==Formulas on the moduli space== ===As a birational map === The pentagram map is a [[w:birational map|birational map]] on the moduli space, because it can be decomposed as the [[w:Function composition|composition]] of two [[w:Birational geometry|birational]] [[w:Involution (mathematics)|involutions]].{{Sfn|Schwartz|2008|loc=§1.2 The Pentagram Map}} The corner invariants change in the following way:{{Sfn|Ovsienko|Schwartz|loc=lemma 2.4|Tabachnikov|2010}} : <math>x_k'=x_k\frac{1-x_{k-1} y_{k-1}}{1-x_{k+1}y_{k+1}},</math> : <math>y_k'=y_{k+1}\frac{1-x_{k+2} y_{k+2}}{1-x_k y_k}.</math> === The scaling symmetry === The [[w:multiplicative group|multiplicative group]] <math>F\smallsetminus\{0\}</math> [[w:One-parameter group|acts]] on the moduli space in the following way: : <math>R_s\cdot(x_1,\dots,x_n,y_1,\dots,y_n)=(sx_1,\dots,sx_n,s^{-1}y_1,\dots,s^{-1}y_n),</math> where <math>R</math> is called the scaling action and <math>s</math> is the scaling parameter. This action commutes with the pentagram map on the moduli space (as presented in the previous formulas). This property is called the scaling symmetry, and is instrumental in proving the [[w:Pentagram map#Complete integrability|complete integrability]] of the dynamics.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.5}} ==Invariant structures== ===Monodromy invariants=== The monodromy invariants, introduced in {{Harvard citation|Schwartz|2008}}, are a collection of [[w:Function (mathematics)|functions]] on the [[w:moduli space|moduli space]] that are invariant under the pentagram map.{{Sfn|Schwartz|2008|loc=theorem 1.2}} The simplest examples of them are :<math> O_n= x_1x_2\cdots x_{n}, \quad E_n = y_1y_2\cdots y_n. </math> The other monodromy invariants can be retrieved through different points of view: through the [[w:Pentagram map#The scaling symmetry|scaling symmetry]], as [[w:Combinatorics|combinatorial]] objects, or as some [[w:determinant|determinant]]s.{{Sfn|Schwartz|Tabachnikov|2011|loc=§2 The Monodromy Invariants}} The one involving scaling symmetry is presented here. Let <math>M\in \mathrm{GL}_3</math> be a [[w:Lift (mathematics)|lift]] of the monodromy of a twisted <math>n</math>-gon. The quantities : <math>\Omega_1=\frac{\operatorname{trace}^3(M)}{\det(M)}, \quad \Omega_2=\frac{\operatorname{trace}^3(M^{-1})}{\det(M^{-1})},</math> are independent of the choice of lift and are invariant under [[w:Matrix similarity|conjugation]], so they are well defined for the projective class of the polygon. They are invariant under the pentagram map, since the monodromy matrix doesn't change.{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} Now, the quantities : <math>\tilde{\Omega}_1=O_n^2E_n\Omega_1, \quad \tilde{\Omega}_2=O_nE_n^2\Omega_2,</math> have the same properties, but turn out to be polynomials in the corner invariants.{{Efn|Some papers consider the cube roots of this functions, but it doesn't change the following definitions of the monodromy invariants.}} They can be written as{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} : <math> \tilde{\Omega}_1=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}O_k\biggr)^3, \quad \tilde{\Omega}_2=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}E_k\biggr)^3, </math> where each <math>O_k</math> and <math>E_k</math> are [[w:homogeneous polynomial|homogeneous polynomial]]s respectively of weight <math>k</math> and <math>-k</math>,{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=11}} meaning they change under the [[w:Pentagram map#The scaling symmetry|rescaling action]] on variables by{{Sfn|Schwartz|Tabachnikov|2011|p=5}} : <math> R_s(O_k)= s^k O_k, \quad R_s(E_k)= s^{-k} E_k. </math> The quantities <math>O_1,\dots,O_{\lfloor n/2 \rfloor},O_n, E_1,\dots,E_{\lfloor n/2 \rfloor},E_n,</math> are unchanged by the dynamics, and are called the monodromy invariants. Moreover, they are [[w:algebraically independent|algebraically independent]].{{Sfn|Schwartz|2008|loc=theorem 1.2}} ==== Polygons on conics ==== Whenever <math>P</math> is [[w:Inscribed figure|inscribed]] in a [[w:conic section|conic section]], one has <math>O_k(P)=E_k(P)</math> for all <math>k</math>.{{Sfn|Schwartz|Tabachnikov|2011|loc=theorem 1.1}} Moreover, if <math>P</math> is circumscribed about another conic,{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} then its monodromy invariants are characterized by the pair of conics.{{Sfn|Schwartz|2015|loc=theorem 1.2}} For such odd-gons, the translation on the [[w:Jacobian variety|Jacobian variety]]{{Efn|See the paragraph about [[w:Pentagram map#Algebro-geometric integrability|algebraic integrability]].}} is restricted to the [[w:Prym variety|Prym variety]] (which is a half-dimensional torus in the Jacobian).{{Sfn|Izosimov|2016|loc=theorem 1.3}} ===Poisson bracket=== An invariant [[w:Poisson bracket|Poisson bracket]] on the space of twisted polygons was found in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. The monodromy invariants [[w:Poisson bracket#Constants of motion|commute]] with respect to it: <math display="block"> \{O_i,O_j\}=\{O_i,E_j\}=\{E_i,E_j\}=0 </math>for all <math>i,j</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} The Poisson bracket is defined in terms of the corner coordinates by: <math display="block"> \begin{align} \{x_i,x_{i\pm1}\} &= \mp x_i x_{i+1}, \\ \{y_i,y_{i\pm 1}\} &= \mp y_i y_{i+1}, \\ \end{align}</math>and <math display="block"> \{x_i,x_j\} = \{y_i,y_j\} = \{x_i,y_j\} = 0</math>for all other <math> i,j.</math>{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 2.16}} === The spectral curve === Let <math>\zeta</math> be an element of the [[w:multiplicative group|multiplicative group]] and <math>P_\zeta</math> be the polygon obtained by applying the [[w:Pentagram map#The scaling symmetry|rescaling action]] <math>R_\zeta</math> on <math>P</math>. A [[w:Lax matrix|Lax matrix]] <math>\hat{T}(\zeta) \in \mathrm{GL}_3</math> is a lift of the monodromy of <math>P_\zeta</math> satisfying a [[w:Lax pair#Zero-curvature equation|zero-curvature equation]].{{Sfn|Weinreich|2022|loc=§5 The Lax representation}} Then, the spectral function is the [[w:Bivariate polynomial|bivariate]] [[w:characteristic polynomial|characteristic polynomial]]<math display="block"> Q(\lambda,\zeta) := \det(\lambda\operatorname{Id}-\hat{T}(\zeta)),</math>or some renormalization of it. The [[w:spectral curve|spectral curve]] is the [[w:Projective variety#projective completion|projective completion]] of the [[w:Algebraic curve|affine curve]] defined by the equation <math>Q(\lambda,\zeta)=0</math>.{{Sfn|Weinreich|2022|loc=§6. The geometry of the spectral curve}} It is invariant under the pentagram map, and the monodromy invariants appear as the [[w:coefficient|coefficient]]s of <math>Q</math>.{{Sfn|Soloviev|2013|loc=theorem 6.4}} Its [[w:geometric genus|geometric genus]] is <math>n-1</math> if <math>n</math> is odd, and <math>n-2</math> if <math>n</math> is even.{{Sfn|Weinreich|2022|p=|loc=theorem 6.4}} It was first introduced in {{Harv|Soloviev|2013|ps=|p=}} for his proof of [[w:Pentagram map#Algebro-geometric integrability|algebro-geometric integrability]].{{sfn|Soloviev|2013}} ==Complete integrability== The pentagram map on the moduli space has been proved to be a [[w:completely integrable|completely integrable]] [[w:discrete dynamical system|discrete dynamical system]], both in the [[w:Integrable system#Hamiltonian systems and Liouville integrability|Arnold-Liouville]]{{Efn|Over the [[w:real number|real number]]s.}} and the [[w:Integrable system#Complete integrability over the complex numbers|algebro-geometric]]{{Efn|Over [[w:algebraically closed field|algebraically closed field]]s of [[w:Characteristic (algebra)|characteristic]] different from 2.}} senses. In any case, this means that the moduli space is [[w:almost everywhere|almost everywhere]] [[w:Foliation|foliated]] by [[w:Torus#Flat torus|flat tori]] (or in the algebraic setting, [[w:Abelian variety|Abelian varieties]]), where the motion is a [[w:Translation (geometry)|translation]]. This [[w:Generic property|generically]] induces a [[w:quasiperiodic motion|quasiperiodic motion]] on the corresponding torus.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} ===Arnold–Liouville integrability=== The proof of the integrability of the pentagram map on a real twisted polygon was achieved in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. This is done by noticing that the monodromy invariants <math>O_n</math> and <math>E_n</math> are [[w:Casimir invariant|Casimir invariant]]s for the Poisson bracket, meaning (in this context) that<math display="block"> \{O_n,f\}=\{E_n,f\} = 0 </math>for every smooth function <math>f</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} When <math>n</math> is even, this is also true for the monodromy invariants <math>O_{\lfloor n/2 \rfloor }</math> and <math>E_{\lfloor n/2 \rfloor }</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} This allows to consider the Casimir [[w:level set|level set]], where each Casimir invariant has a specified value. Because of [[w:Sard's theorem|Sard's theorem]], any generic level set is a [[w:smooth manifold|smooth manifold]].{{Sfn|Schwartz|2017|p=44}} This family of level sets forms a [[w:foliation|foliation]] in [[w:Poisson manifold#Symplectic leaves|symplectic leaves]], on which the Poisson bracket gives rise to a [[w:symplectic form|symplectic form]].{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.13}} Each of these symplectic leaves has an iso-monodromy [[w:foliation|foliation]], namely, a decomposition into the common level sets of the remaining monodromy functions. By using again [[w:Sard's theorem|Sard's theorem]], they are generically [[w:Symplectic manifold#Lagrangian submanifolds|Lagrangian manifolds]].{{Sfn|Schwartz|2017|p=45}} Moreover, they are compact.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§3.3. Compactness of the level sets}} Since the monodromy invariants Poisson-commute and there are enough of them, the discrete [[w:Liouville–Arnold theorem|Liouville–Arnold theorem]] can be applied to prove that the level sets are [[w:Torus#Flat torus|flat tori]] over which the dynamics is a translation.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=412}}{{sfn|Kato|2017|loc=§5.6 Complete integrability of pentagram map}} ===Algebro-geometric integrability=== In {{Harvard citation|Soloviev|2013}}, it was shown that the pentagram map admits a [[w:Lax representation|Lax representation]] with a spectral parameter, which allows to prove its algebro-geometric integrability. This means that the space of polygons (either twisted or closed) is parametrized by its spectral data, consisting of [[w:Pentagram map#The spectral curve|its spectral curve]], with marked points and a [[w:Divisor (algebraic geometry)|divisor]] given by a [[w:Floquet theory|Floquet]]–[[w:Bloch's theorem|Bloch]] equation. This gives an embedding to the [[w:Jacobian variety|Jacobian variety]] through the [[w:Abel–Jacobi map|Abel–Jacobi map]], where the motion is expressed in terms of translation.{{sfn|Soloviev|2013|loc=theorems A, B and C}} The previously defined Poisson bracket is also retrieved.{{sfn|Soloviev|2013|loc=theorem D}} This integrability was generalized in {{Harvard citation|Weinreich|2022}} from the field of [[w:complex number|complex number]]s to any [[w:algebraically closed field|algebraically closed field]] of [[w:Characteristic (algebra)|characteristic]] different from 2. The translation on a torus is replaced by a translation on an [[w:Abelian variety|Abelian variety]] (in fact, a Jacobian variety again).{{sfn|Weinreich|2022|loc=theorem 1.4}} === Dimension of the invariant manifold === For twisted <math>n</math>-gons, the [[w:dimension|dimension]] of the invariant manifolds (tori or Jacobian varieties) is{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=421}} : <math>\begin{cases} n-1 & \text{when }n \text{ is odd,}\\ n-2 & \text{when }n \text{ is even.} \end{cases}</math> Moreover, when <math>n</math> is even, there are two isomorphic manifolds on which the iterates of the pentagram map alternate. But on each of them, the second iterate is a translation.{{Sfn|Weinreich|2022|loc=theorem 1.4}} === For closed polygons === There is no Poisson structure on the space of closed polygons.{{Sfn|Soloviev|2013|loc=corollary 4.1}} Nevertheless, the one from twisted polygons can be used to prove integrability.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=2153}} Algebro-geometric integrability holds for closed polygons in a same manner as for the twisted ones.{{Sfn|Soloviev|2013|loc=theorem C}} However, Arnold-Liouville integrability is proved for real closed polygons only when they are convex. This is done by restricting the [[w:Hamiltonian vector field|Hamiltonian vector field]]s of monodromy functions to smaller dimensional tori, and showing that enough of them are still independent.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=corollary 1.1}} In both situation, the dimension of the invariant manifolds decreases by <math>3</math> for closed <math>n</math>-gons (compared to the twisted case), and is equal to{{Sfn|Soloviev|2013|loc=theorem C}}{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=theorem 1}} :<math>\begin{cases} n-4 & \text{when }n \text{ is odd,}\\ n-5 & \text{when }n \text{ is even.} \end{cases}</math> ==Connections to other topics== ===The Boussinesq equation=== The [[w:Discretization|continuous limit]] of a polygon is a parametrized curve in the plane. When the time parameter is suitably chosen, the continuous limit of the pentagram map is the [[w:Boussinesq approximation (water waves)|Boussinesq equation]]. This [[w:partial differential equation|partial differential equation]] models water waves under some conditions, which is a classical example of [[w:integrable|integrable system]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 5}} Here is a description of the geometric action of the Boussinesq equation. Given a [[w:locally convex|locally convex]] curve <math> C:\mathbb R\to \mathbb R^2 </math> and real numbers <math>x</math> and <math>t</math>, consider the [[w:chord (geometry)|chord]] connecting <math> C(x-t) </math> to <math> C(x+t) </math>. The [[w:Envelope (mathematics)|envelope]] of all these chords is a new curve <math> C_t(x) </math>. When <math>t</math> is extremely small, the curve <math> C_t(x) </math> is a good model for the time <math>t</math> evolution of the original curve <math> C_0(x) </math> under the Boussinesq equation. This construction is also similar to the pentagram map. Moreover, the pentagram invariant bracket is a discretization of an invariant Poisson bracket associated to the Boussinesq equation.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§6.4 Discretization}} ===Cluster algebras=== The pentagram map{{Sfn|Glick|2011}} and some of its generalizations{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012}}{{Sfn|Glick|Pylyavskyy|2016}} are identified as special cases of discrete dynamical systems powered by [[w:cluster algebra|cluster algebras]]. Using the results from {{Harvard citation|Goncharov|Kenyon|2013}}, this provides a link with the [[w:Poisson–Lie group|Poisson–Lie group]]s, [[w:dimer model|dimer model]]s and other so-called cluster-integrable systems.{{Sfn|Fock|Marshakov|2016}}{{Sfn|Izosimov|2022c}} These methods allow to retrieve the Poisson bracket and Hamiltonians used to prove complete integrability{{Sfn|Affolter|George|Ramassamy|2025|loc=§5 The pentagram map}} and provide [[w:Lax representation|Lax representation]]s.{{Sfn|Izosimov|2022b}} === Octahedron recurrence === Using a method to compute [[w:Determinant|determinants]] called [[w:Dodgson_condensation|Dodgson condensation]], {{Harvard citation|Schwartz|2008}} proves that the pentagram map satisfies a property called the "octahedron recurrence".{{Sfn|Schwartz|2008|loc=§5 The Method of Condensation}} It is also shared by higher dimensional pentagram maps defined through cluster algebras mutations, referred as "<math>T</math>-systems".{{Sfn|Kedem|Vichitkunakorn|2015||loc=}} Furthermore, the pentagram map (together with other dynamical systems defined through geometric constructions) verifies a generalization of the octahedron recurrence.{{Sfn|Affolter|de Tilière|Melotti|2025|loc=§9 The Pentagram Map}} === Singularity theory === The pentagram map exhibits a property called singularity confinement, which is a typical phenomenon in [[w:integrable system|integrable system]]s.{{Sfn|Grammaticos|Ramani|Papageorgiou|1991}} It states that if a polygon <math>P</math> is [[w:Singular point of an algebraic variety|singular]] for the pentagram map <math>T</math>, then there exists an integer <math>m</math> such that <math>P</math> not singular for the iterate map <math>T^m</math>.{{Sfn|Glick|2012}} Moreover, the pentagram map (along with some of its generalizations and other discrete dynamical systems) exhibit the Devron property.{{Efn|The name comes from an episode of [[w:Star Trek|Star Trek]].{{Sfn|Glick|2015|loc=§1 Introduction}}}} This means that if a polygon <math>P</math> is singular for some iterate of the pentagram map <math>T^m</math>, then it will also be singular for some iterate of the inverse map <math>T^{-m'}</math>.{{Sfn|Glick|2015}} == Generalizations == The definition of polygons still makes sense in any [[w:projective space|projective space]] <math>\mathbb P^d</math> under the action of the [[w:Projective linear group|projective group]] <math>\mathbb P \mathrm{GL}_{d+1}</math>, and even in other spaces with their associated groups. The pentagram map can be generalized in many ways, and some of them are presented here. Not all of them are integrable.{{Sfn|Khesin|Soloviev|2015a|}} Some are [[w:discretization|discretization]]s of [[w:PDEs|PDEs]] from the [[w:KdV hierarchy|KdV hierarchy]], seen as higher dimensional version of [[w:Boussinesq approximation (water waves)|Boussinesq]] or [[w:Kadomtsev–Petviashvili equation|KP]] equations.{{Sfn|Marí-Beffa|2012}}{{Sfn|Wang|2023}} The description of all generalized pentagram maps in terms of [[w:cluster algebra|cluster algebra]]s is still an open question.{{Sfn|Gekhtman|Izosimov|2025|p=14}} === Polygons in general positions === Let <math>d \geq 2</math> and <math>P</math> be a twisted polygon of <math>\mathbb P^d</math> in [[w:general position|general position]]. ==== Short diagonal pentagram maps ==== The <math>k</math>-th short diagonal hyperplane <math>H_k^{sh}</math> is uniquely defined by passing through the vertices <math>v_k,v_{k+2},\dots,v_{k+2d-2}</math>. [[w:Generic property#In algebraic geometry|Generically]], the intersection of <math>d</math> consecutive [[w:Hyperplane|hyperplanes]] uniquely defines a new point : <math>T_{sh}v_k:=H_k^{sh}\cap H_{k+1}^{sh}\cap \dots \cap H_{k+d-1}^{sh}.</math> Doing this for every vertex defines a new twisted polygon. This map, denoted by <math>T_{sh}</math>, is again projectively equivariant.{{Sfn|Khesin|Soloviev|2013}} ==== Generalized pentagram maps ==== The previous procedure can be generalized. Let <math>I=(i_1,\dots,i_{d-1}),~J=(j_1,\dots,j_{d-1})</math> be two sets of integers, respectively called the jump tuple and the intersection tuple. Define <math>H_k^I</math> to be the unique hyperplane passing through the vertices <math>v_k,v_{k+i_1},\dots,v_{k+i_1+\dots+i_{d-1}}</math>. A new point is given by the intersection : <math>T_{I,J}v_k:=H_k^I \cap H_{k+j_1}^I \cap \dots \cap H_{k+j_1+\dots +j_{d-1}}^I.</math> The map <math>T_{I,J}</math> is called a generalized pentagram map.{{Sfn|Khesin|Soloviev|2015a}} The original pentagram map is recovered by considering <math>d=2,~I=(2),~J=(1)</math>. Integrability can be numerically tested by picking a random polygon <math>P</math> with [[wikipedia:Rational_point|rational coordinates]] and studying the growth rate of the [[wikipedia:Height_function|height]] of its iterates. This is called the [[wikipedia:Integrable_system#Diophantine_integrability|diophantine integrability]] test, and some generalized pentagram maps don't seem to pass it.{{Sfn|Khesin|Soloviev|2015a|loc=§5 and §6}} However, it is conjectured that the maps <math>T_{I,I}</math> are integrable for any <math>I</math>.{{Sfn|Bolsinov|Matveev|Miranda|Tabachnikov|2018|loc=conjecture 4.13 (B. Khesin, F. Soloviev)}} Some of these maps are [[w:discretization|discretization]]s of higher dimensional counterpart of the [[w:Boussinesq approximation (water waves)|Boussinesq equation]] in the [[w:KdV hierarchy|KdV hierarchy]].{{Sfn|Khesin|Soloviev|2015b|loc=theorem 4.1}}{{Sfn|Izosimov|2022b|loc=theorem 4.1}} ==== Dented pentagram maps ==== Fix an integer <math>m\in \{1,\dots ,d-1\}</math>. Consider the jump tuple <math>I_m:=(1,\dots,1,2,1,\dots,1)</math>, where the <math>2</math> is at the <math>m</math>-th place, and the intersection tuple <math>J:=(1,\dots,1)</math>. The dented pentagram map is <math>T_m :=T_{I_m,J}</math>. They are proved to be integrable.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 2.14}} For an integer <math>p \geq 2</math>, the deep dented pentagram map (of depth <math>p</math>) <math>T_m^p</math> is the same map as before, but the number <math>2</math> in the definition of <math>I_m</math> is replaced by <math>p</math>. This kind of pentagram maps are integrable too.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 6.2}} === Corrugated polygons === A twisted polygon <math>P</math> lying in <math>\mathbb P^d</math> is said to be corrugated if for any <math>k\in \mathbb Z</math>, the vertices <math>v_k,v_{k+1},v_{k+d},v_{k+d+1}</math> span a projective two-dimensional plane. Such polygons are not in [[w:general position|general position]]. A new point is defined by : <math>T_\text{cor}v_k:=\overline{v_k v_{k+d}}\cap \overline{v_{k+1} v_{k+d+1}}.</math> The map <math>T_\text{cor}</math> yields a new corrugated polygon. This dynamics is [[w:Integrable system#Hamiltonian systems and Liouville integrability|completely Liouville-integrable]].{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012|loc=theorem 4.4}} In fact, they can be retrieved as some dented pentagram map applied on corrugated polygons.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 5.3}} === Grassmannian polygons === Let <math>d \geq 3, m \geq 1</math> be integers. The pentagram map can also be generalized to the [[w:Grassmannian|Grassmannian]] space <math>\mathrm{Gr}(m,md)</math>, which consists of <math>m</math>-[[w:Dimension (vector space)|dimensional]] [[w:linear subspace|linear subspace]]s of an <math>md</math>-dimensional [[w:vector space|vector space]]. When <math>m=1</math>, the linear subspaces are [[w:Vector space#vector line|lines]], which retrieves the definition of [[w:projective space|projective space]]s <math>\mathbb P^d</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} A point <math>v\in\operatorname{Gr}(m,md)</math> is represented by an <math>md \times m</math> matrix <math>X_v</math> such that its columns form a [[w:Basis (linear algebra)|basis]] of <math>v</math>. Consider the [[w:Group action|action]] of the [[w:general linear group|general linear group]] <math>\mathrm{GL}_{md}</math> by multiplication on the left of <math>X_v</math>. This defines an action on the Grassmannian, even though it is not [[w:Faithful action|faithful]].{{Efn|Because there can be many lifts for <math>v</math>, and because some matrices act trivially.}} Hence, the polygons of <math>\mathrm{Gr}(m,md)</math> and their moduli spaces are defined as before, after the change of underlying group.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} Depending on the parity of <math>d</math>, one can define linear subspaces spanned by some <math>X_{v_k}</math>'s such that taking their intersection generically defines a new point <math>v\in\mathrm{Gr}(m,md)</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=sections 4 and 5}} This generalization of the pentagram map is integrable in a [[w:noncommutative|noncommutative]] sense.{{Sfn|Ovenhouse|2020}} === Over rings === The pentagram map admits a generalization by considering [[w:Projective space#Generalizations|projective planes]] over [[w:stably finite ring|stably finite ring]]s, instead of [[w:Field (mathematics)|field]]s. In particular, this retrieves the pentagram map over Grassmannians. 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|date=2022-07-03 |title=Pentagram Configurations for Pentagons and Hexagons |url=https://www.tandfonline.com/doi/full/10.1080/00029890.2022.2060695 |journal=The American Mathematical Monthly |language=en |volume=129 |issue=6 |pages=554–565 |doi=10.1080/00029890.2022.2060695 |issn=0002-9890}} *{{Cite journal|ref=harv |title=Pentagram-Type Maps and the Discrete KP Equation|url=https://link.springer.com/10.1007/s00332-023-09961-7|journal=Journal of Nonlinear Science|date=2023|issn=0938-8974|volume=33|issue=6|doi=10.1007/s00332-023-09961-7|language=en|first=Bao|last=Wang |article-number=101 |bibcode=2023JNS....33..101W }} *{{Cite journal |ref=harv |title=The algebraic dynamics of the pentagram map |journal=Ergodic Theory and Dynamical Systems |date=2022-11-25 |issn=0143-3857 |pages=3460–3505 |volume=43 |issue=10 |doi=10.1017/etds.2022.82 |first=Max H. |last=Weinreich}} tlezdrihvhpzb98yqq19oec0cta89d6 2831576 2831575 2026-09-05T18:29:56Z Regliste 3029369 /* Generalized pentagram maps */ typo (too much ~ in latex) 2831576 wikitext text/x-wiki {{Article info | last1 = Stiegler | orcid1 = 0009-0001-5789-6923 | first1 = Jean-Baptiste | affiliation1 = Université Paris-Saclay | correspondence1 = jean-baptiste.stiegler@universite-paris-saclay.fr | journal = WikiJournal of Science | et_al = true | w1 = Pentagram map | from w1 = true | keywords = Pentagram map, Dynamical system, Projective geometry, Moduli space, Integrable systems | license = CC-BY-SA 4.0 | submitted = 2025-12-08 | abstract = In [[w:mathematics|mathematics]], the '''pentagram map''' is a [[w:Dynamical system#Discrete dynamical system|discrete dynamical system]] acting on [[w:polygons|polygons]] in the [[w:projective plane|projective plane]]. It defines a new polygon whose vertices are obtained as the intersection points of the shortest [[w:Diagonal|diagonals]] of the initial polygon. This is a [[w:Projective linear group|projectively]] [[w:Equivariant map|equivariant]] procedure, hence it [[w:Quotient space (topology)|descends]] to the [[w:moduli space|moduli space]] of polygons and defines another dynamical system (which is also referred to as the pentagram map). It was first introduced by [[w:Richard Schwartz (mathematician)|Richard Schwartz]] in 1992.{{Sfn|Schwartz|1992}} The pentagram map on the moduli space is famous for its [[w:Completely integrable|complete integrability]] and its link with [[w:cluster algebra|cluster algebras]].{{sfn|Gekhtman|Izosimov|2025|p=14}} It admits many generalizations in [[w:Projective space|projective spaces]] and other settings. }} == Introduction == === Informal definition === ==== On polygons ==== [[File:Pentagram pentagon nolabel big.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Convex set|convex]] [[w:pentagon|pentagon]].]] Initially, the pentagram map was defined for [[w:convex polygon|convex polygon]]s (with at least five sides) on the [[w:euclidean plane|Euclidean plane]]. Given such a polygon <math>P</math> with <math>n</math> sides, one can draw the "shortest [[w:diagonal|diagonal]]s", meaning the [[w:Line segment|segments]] whose endpoints are a [[w:Vertex (geometry)|vertex]] and one of its second neighbors (as in Figure 1). The intersections of the shortest diagonals are then taken as the vertices of a new <math>n</math>-gon <math>T(P)</math>; this new polygon is the output of the pentagram map.{{Sfn|Berger|2005}} The same construction can be done on [[w:Concave polygon|non-convex polygons]], but there are several complications. First, some consecutive short diagonals may not intersect, so one must extend the segments to [[w:Line (geometry)|lines]]. Second, the image <math>T(P)</math> can fail to be a new <math>n</math>-gon because some consecutive vertices could coincide. However, this [[w:Generic property|generically]] doesn't happen.{{Sfn|Ovsienko|Schwartz|Tabachnikov|p=411|2009}} Finally, it is possible that two diagonals are [[w:Parallel (geometry)|parallel]] and don't intersect on the [[w:euclidean plane|Euclidean plane]]. This is resolved by extending the Euclidean plane to the [[w:real projective plane|real projective plane]] by the addition of a [[w:line at infinity|line at infinity]], where the [[w:Vanishing point|intersection point]] lies (see Figure 3). Hence, the pentagram map is defined for generic polygons in the real projective plane.{{Sfn|Berger|2005|p=25}} More generally, the construction of the pentagram map is well defined whenever the concepts of lines and their intersections make sense. This is encompassed by the notion of a general [[w:projective plane|projective plane]], of which the real projective plane is one example; but the pentagram map can also be considered over other [[w:Field (mathematics)|fields]], for instance the [[w:complex number|complex number]]s, which give the [[w:complex projective plane|complex projective plane]].{{Sfn|Weinreich|2022|loc=§3.1.1}} ==== On the moduli space of polygons ==== Since the pentagram map is constructed by drawing lines and marking their intersections, it [[w:Commutative property|commutes]] with any transformation that sends lines to lines. Such maps are called [[w:projective transformations|projective transformations]]. Hence, polygons can be identified [[w:up to|up to]] [[w:Perspectivity#Projectivity|projective transformations]]. This identification gives the [[w:Quotient space (topology)|quotient space]] (technically called a [[w:moduli space|moduli space]]) of [[w:Equivalence class|classes]] of polygons. The pentagram map on polygons induces another dynamical system on the moduli space,{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} whose behavior differs quite a lot from the initial one.{{Efn|Compare the paragraph about the [[w:Pentagram map#Collapsing of convex polygons|collapsing of convex polygons]] and the one about [[w:Pentagram map#Complete integrability|complete integrability]].}} The dynamic is trivial for the classes of pentagons and hexagons, but this is no longer the case for polygons with more vertices.{{Efn|See the paragraph about [[w:Pentagram_map#Pentagons_and_hexagons|pentagons and hexagons]].}} === Historical elements === The pentagram map for general polygons was introduced in {{Harvard citation|Schwartz|1992}}, but the simplest case is the one of [[w:pentagons|pentagons]], hence the name "[[w:pentagram|pentagram]]".{{Sfn|Marí-Beffa|2014|p=1}} Their study goes back to {{Harvard citation|Clebsch|1871}},{{Sfn|Izosimov|2022a|p=1085}} {{Harvard citation|Kasner|1928}}{{Sfn|Tabachnikov|2019}} and {{Harvard citation|Motzkin|1945}}.{{Sfn|Schwartz|2013|p=1}} The pentagram map interacts with some classical configuration theorems of [[w:projective geometry|projective geometry]]. It provides results analogous to the ones of [[w:Pascal's theorem|Pascal's theorem]] and [[wikipedia:Brianchon's_theorem|Brianchon's theorem]].{{Sfn|Schwartz|Tabachnikov|2010}} Some specific configurations make [[w:Desargues' theorem|Desargues's theorem]] and [[w:Poncelet's porism|Poncelet's porism]] appear.{{Sfn|Berger|2005|loc=§4 and §5}}{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} ==Definitions and first properties== === Definition of the map === [[File:Pentagram pentagon label big.svg|alt=|thumb|300x300px|The pentagram map on a convex pentagon, with vertices labeled.]] [[File:Pentagram on nonconvex pentagon.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Self-intersecting polygon|self-intersecting]] (in particular, non-convex) pentagon. The vertex <math>w_2</math> is on the [[w:line at infinity|line at infinity]], because it is the [[w:Vanishing point|intersection of two parallel lines]].]] Let <math>n\geq 5</math> be an integer. A polygon <math>P</math> with <math>n</math> sides, or <math>n</math>-gon, is a tuple of [[w:Vertex (geometry)|vertices]] <math>(v_1,\dots,v_n)</math> lying in some [[w:projective plane|projective plane]] <math>\mathbb P ^2</math>,{{Efn|In the following, the figures represent polygons on the real plane, where the intuition is easier to grasp.}} where the indices are understood [[w:Modular arithmetic|modulo]] <math>n</math>. The [[w:Dimension of an algebraic variety|dimension]] of the space of <math>n</math>-gons is <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.1}} Suppose that the vertices are in sufficiently [[w:general position|general position]], meaning that no consecutive triple of points are [[w:Collinearity|collinear]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=1}} Taking the intersection of two consecutive "shortest" [[w:diagonal|diagonal]]s{{Efn|Meaning the line between a vertex <math>v_k</math> and a "second neighbour" <math>v_{k\pm 2}</math>.}} defines a new point<math display="block"> w_k := \overline{v_{k-1} v_{k+1}} \cap \overline{v_{k} v_{k+2}}. </math>This procedure defines a new <math>n</math>-gon <math>T(P)=(w_1,\dots,w_n)</math>, as in Figure 2.{{Sfn|Schwartz|1992|p=71}} The labeling of the indices of <math>T(P)</math> is not [[w:canonical|canonical]]. In most papers, a choice is made at the beginning of the paper and the formulas are tuned accordingly.{{Sfn|Izosimov|2016|loc=remark 1.5}} The pentagram map on polygons is a [[w:birational map|birational map]] <math>T:(\mathbb P^2)^n</math>{{nowrap|{{font|size=145%|⇢}}}}<math>(\mathbb P^2)^n</math>. Indeed, each [[w:Homogeneous coordinates|coordinate]] of <math>w_k</math> is given as a [[w:rational function|rational function]] of the coordinates of <math>v_{k-1},\dots,v_{k+2}</math>, since it is defined as the intersection of lines passing by them. Moreover, the [[w:inverse map|inverse map]] is given by taking the intersections <math>\overline{w_{k-2} w_{k-1}} \cap \overline{w_{k} w_{k+1}} </math>, which is rational for the same reason.{{Sfnp|Weinreich|2022|loc=definition 1.2}} === Moduli space === The pentagram map is defined by taking [[w:Line (geometry)|lines]] and intersections of them. The biggest [[w:Group (mathematics)|group]] which maps lines to lines is the one of [[w:projective transformations|projective transformations]], denoted by <math>\mathbb P \mathrm{GL}_{3}</math>. Such a transformation <math>M</math> [[w:Group action|acts]] on a polygon <math>P</math> by sending it to <math>M \cdot P:=(Mv_1,\dots,Mv_n)</math>. The pentagram map [[w:Commutative property|commutes]] with this action, and thereby induces another [[w:dynamical system|dynamical system]] on the [[w:moduli space|moduli space]] of projective [[w:equivalence classes|equivalence classes]] of polygons, whose [[w:Dimension of an algebraic variety|dimension]] is <math>2n-8</math>.{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} ===Twisted polygons=== [[File:Twisted heptagon.svg|alt=|thumb|300x300px|An example of twisted [[w:heptagon|heptagon]] on the real plane.]] The pentagram map naturally generalizes to the larger space of twisted polygons (see example in Figure 4). For any integer <math>n\geq5</math>, a twisted <math>n</math>-gon <math>P</math> is the data of: * a [[w:Sequence#Indexing|bi-infinite sequence]] of points <math>(v_k)_{k\in\mathbb Z}</math> in the projective plane (called the vertices), * a [[w:projective transformation|projective transformation]] <math>M \in \mathbb P \mathrm{GL}_3</math> (called the [[w:monodromy|monodromy]]), such that for any <math>k \in \mathbb Z</math>, the property <math>v_{k+n}=Mv_k</math> is satisfied. The dimension of the space of twisted <math>n</math>-gons is <math>2n+8</math>.{{Sfn|Schwartz|2008}} When <math>M</math> is the [[w:Identity_element|identity]], this gives back the initial definition of polygons (which are said to be closed). The space of closed <math>n</math>-gons is of [[w:codimension|codimension]] <math>8</math> in the space of twisted ones.{{Sfn|Soloviev|2013|p=2816}} The action of projective transformations over the space of closed polygons generalizes to the space of twisted ones (the monodromy is changed by [[w:Matrix similarity|conjugation]]). This provides again a moduli space, of dimension <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.3}} == Collapsing of convex polygons == === Exponential shrinking === [[File:Pentagram map convex heptagon iterate.svg|alt=|thumb|300x300px|The pentagram map iterated on a convex [[w:heptagon|heptagon]], exhibiting the convergence.]] Let <math>P</math> be a closed [[w:Convex polygon#Strictly convex polygon|strictly convex polygon]] lying on the real plane. One of the first results proved by Richard Schwartz it that its iterates under the pentagram map shrink [[w:Exponential growth|exponentially fast]] to a point, as illustrated in Figure 5. This follows from two facts. # The image of a strictly convex polygon is contained in its [[w:Interior (topology)|interior]], and is also strictly convex.{{Sfn|Glick|2020|p=2818}} # There exists a constant <math>0< \eta_P<1</math>, depending on <math>P</math>, such that for any <math>N \in \mathbb N</math>, the diameters of the iterates verify the inequality <math display="inline">\operatorname{diam}(T^N(P))\leq\eta_P^N \operatorname{diam}(P). </math>{{Sfn|Schwartz|1992|loc=theorem 3.1}} Hence, by [[w:Cantor's intersection theorem#Variant in complete metric spaces|Cantor's intersection theorem]], the sequence of polygons collapses toward a point.{{Sfn|Schwartz|1992|loc=§3 Convex polygons}} The behavior on the moduli space is very different, since the dynamics is [[w:Recurrent point|recurrent]].{{Sfn|Schwartz|2001|loc=theorem 1.1}} It is even a [[w:quasiperiodic motion|quasiperiodic motion]],{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} as discussed in [[w:Pentagram map#Complete integrability|the section about integrability]]. === Coordinates of the limit point === The limit point coordinates were given in {{Harvard citation|Glick|2020}}. They satisfy some [[w:Degree of a polynomial|degree]] 3 [[w:polynomial equation|polynomial equations]], whose coefficients are [[w:rational function|rational function]]s in the coordinates of the vertices of the starting polygon. The proof relies on the fact that the limit point must be an [[w:eigenline|eigenline]] of a certain [[w:linear operator|linear operator]] of <math>\mathbb R^3</math>.{{sfn|Glick|2020}} This operator was reinterpreted in {{Harvard citation|Aboud|Izosimov|2022}} as the infinitesimal monodromy of the polygon. The [[w:Pentagram map#The scaling symmetry|scaling symmetry]] is used to [[w:Deformation (mathematics)|deform]] a closed polygon <math>P</math> into a family of twisted ones '''<math>(P_z)_{z\in \mathbb C^*}</math>''' with monodromy <math>M_z</math>. The infinitesimal monodromy is defined to be:{{sfn|Aboud|Izosimov|2022}} <math display="block">\left.\frac{dM_z}{dz}\right|_{z=1}.</math> === Generalization === The collapsing of polygons may also happen in some [[w:Pentagram map#Generalizations|generalization of the pentagram map]], when considering some specific configurations of polygons in the real plane. The coordinates of the collapse point are given by a formula analogous to the one for the original pentagram map.{{Sfn|Schwartz|2026a}}{{Sfn|Schwartz|2026b}} == Periodic orbits on the moduli space == For some configurations of closed polygons, the iterate of the pentagram map will send <math>P</math> to a projectively equivalent polygon (up to some shift of the indices). This means that, on the moduli space, the orbit of the class of <math>P</math> is [[w:Periodic orbit|periodic]]. ===Pentagons and hexagons=== [[File:penta hexagon.svg|300px|thumb|The outward hexagon is projectively equivalent to the inward one, with respect to their labeling.]]The following two facts are proved by checking [[w:cross-ratio|cross-ratio]] equalities, so they are true for polygons in any [[w:projective plane|projective plane]] (not just the [[w:Real projective plane|real one]]).{{Sfn|Schwartz|1992|loc=§2 Pentagons and hexagons}} The pentagram map <math>T</math> is the identity on the moduli space of [[w:pentagon|pentagon]]s.{{Sfn|Schwartz|1992|loc=theorem 2.1}}{{Sfn|Clebsch|1871}}{{Sfn|Motzkin|1945}} The second iterate <math>T^2</math> is the identity on the space of labeled [[w:hexagon|hexagon]]s, up to a shift of labeling (see Figure 6).{{Sfn|Schwartz|1992|loc=theorem 2.3}} This phenomenon doesn't generalize to generic polygons with at least seven sides, for which the motion is [[w:Quasiperiodic motion|quasiperiodic]].{{Sfn|Tupan|2022}} ==== Generalization ==== The result about pentagons and hexagons generalizes to some [[w:Pentagram map#Generalizations|higher pentagram maps]] in <math>\mathbb P ^k</math>, for polygons with <math>k+3</math> or <math>2k+2</math> sides. The proof uses a generalization of the [[w:Gale transform|Gale transform]].{{Sfn|Dirdak|2024}} === Poncelet polygons === A polygon is said to be Poncelet{{Efn|The name comes from [[w:Jean-Victor Poncelet|Jean-Victor Poncelet]] and [[w:Poncelet porism|his porism]].{{Sfn|Izosimov|2022a|p=1085}}}} if it is [[w:Inscribed figure|inscribed]] in a [[w:Conic section|conic]] and circumscribed about another one.{{Sfn|Schwartz|2015|loc=|p=433}}{{Efn|In particular, pentagons are Poncelet since [[w:five points determine a conic|five points determine a conic]].{{Sfn|Schwartz|2015|loc=|p=433}}}} For a convex Poncelet <math>n</math>-gon <math>P</math> lying on the [[w:real projective plane|real projective plane]], the polygon <math>T^2(P)</math> is projectively equivalent to <math>P</math>.{{Sfn|Schwartz|2015|loc=theorem 1.1}} In fact, when <math>n</math> is odd, the converse is also true.{{Sfn|Izosimov|2022a|loc=corollary 1.1}} However, this converse statement is no longer true when the polygons are considered over the [[w:complex projective plane|complex projective plane]] since there are explicit counterexamples.{{Sfn|Izosimov|2022a|loc=remark 1.3}} ==Coordinates for the moduli space== The moduli space can be described by different [[w:Coordinate_system|coordinate systems]]. The following ones give simple expressions for the dynamics, as presented in the next section. === Corner coordinates === [[File:Corner coordinates big.svg|thumb|300x300px|The geometric construction of the points defining the corner invariants.]] Define the [[w:cross-ratio|cross-ratio]] of four [[w:Collinearity|collinear]] points to be : <math> [a,b,c,d]=\frac{(a-b)(c-d)}{(a-c)(b-d)}. </math> The corner invariants are a system of coordinates on the space of twisted polygons, constructed by taking intersections as in Figure 7.{{Sfn|Schwartz|2001|loc=figure 2}} The left and right invariants are respectively defined{{Efn|The ordering of the vertices in the cross-ratios can differ from a paper to another one, which slightly changes the formulas in the following sections.}} as the following cross-ratios: : <math>x_k:=[v_{k-2},v_{k-1},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k}v_{k+1}},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k+1}v_{k+2}}],</math> : <math>y_k:=[\overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-2}v_{k-1}}, \overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-1}v_{k}},v_{k+1},v_{k+2}].</math> Since the cross-ratio is [[w:Cross-ratio#Projective geometry|projective invariant]], the sequences <math>(x_k)_{k \in \mathbb Z}</math> and <math>(y_k)_{k \in \mathbb Z}</math> associated to a twisted <math>n</math>-gon are <math>n</math>-periodic.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=415}} The corner invariants are elements of <math>\mathbb{P}^1\smallsetminus\{0,1,\infty\}</math>, and they realize an [[w:Isomorphism_of_varieties|isomorphism of varieties]] between the moduli space of twisted <math>n</math>-gons and <math>(\mathbb{P}^1\smallsetminus\{0,1,\infty\})^{2n}</math>.{{Sfn|Weinreich|2022|loc=theorem 3.6}} ===ab-coordinates=== There is a second set of coordinates for the moduli space of twisted <math>n</math>-gons defined over any [[w:Field (mathematics)|field]] <math>F</math> satisfying <math>\mathrm{SL}_3(F)\cong \mathbb P\mathrm{GL}_3(F)</math>,{{Sfn|Weinreich|2022|loc=remark 3.8}} and such that <math>n</math> is not divisible by <math>3</math>.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=section 4.1}} The vertices <math>v_k</math> in the [[w:projective plane|projective plane]] <math>\mathbb P^2(F)</math> can be [[w:Lift (mathematics)|lifted]] to [[w:Vector space|vectors]] <math>V_k</math> in the [[w:affine space|affine space]] <math>F^3</math> so that each consecutive triple of vectors spans a [[w:parallelepiped|parallelepiped]] having [[w:determinant|determinant]] equal to <math>1</math>. This leads to the relation defining the <math>ab</math>-coordinates:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 4.1}} : <math>V_{k+3} = a_k V_{k+2} + b_k V_{k+1} + V_k.</math> This bring out an analogy between twisted polygons and solutions of third order linear [[w:ordinary differential equations|ordinary differential equations]], normalized to have unit [[w:Wronskian|Wronskian]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=remark 6.6}} They are linked to the corner coordinates by:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=lemma 4.5}} : <math>x_k=\frac{a_{k-2}}{b_{k-2}b_{k-1}},</math> : <math>y_k=-\frac{b_{k-1}}{a_{k-2}a_{k-1}}.</math> ==Formulas on the moduli space== ===As a birational map === The pentagram map is a [[w:birational map|birational map]] on the moduli space, because it can be decomposed as the [[w:Function composition|composition]] of two [[w:Birational geometry|birational]] [[w:Involution (mathematics)|involutions]].{{Sfn|Schwartz|2008|loc=§1.2 The Pentagram Map}} The corner invariants change in the following way:{{Sfn|Ovsienko|Schwartz|loc=lemma 2.4|Tabachnikov|2010}} : <math>x_k'=x_k\frac{1-x_{k-1} y_{k-1}}{1-x_{k+1}y_{k+1}},</math> : <math>y_k'=y_{k+1}\frac{1-x_{k+2} y_{k+2}}{1-x_k y_k}.</math> === The scaling symmetry === The [[w:multiplicative group|multiplicative group]] <math>F\smallsetminus\{0\}</math> [[w:One-parameter group|acts]] on the moduli space in the following way: : <math>R_s\cdot(x_1,\dots,x_n,y_1,\dots,y_n)=(sx_1,\dots,sx_n,s^{-1}y_1,\dots,s^{-1}y_n),</math> where <math>R</math> is called the scaling action and <math>s</math> is the scaling parameter. This action commutes with the pentagram map on the moduli space (as presented in the previous formulas). This property is called the scaling symmetry, and is instrumental in proving the [[w:Pentagram map#Complete integrability|complete integrability]] of the dynamics.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.5}} ==Invariant structures== ===Monodromy invariants=== The monodromy invariants, introduced in {{Harvard citation|Schwartz|2008}}, are a collection of [[w:Function (mathematics)|functions]] on the [[w:moduli space|moduli space]] that are invariant under the pentagram map.{{Sfn|Schwartz|2008|loc=theorem 1.2}} The simplest examples of them are :<math> O_n= x_1x_2\cdots x_{n}, \quad E_n = y_1y_2\cdots y_n. </math> The other monodromy invariants can be retrieved through different points of view: through the [[w:Pentagram map#The scaling symmetry|scaling symmetry]], as [[w:Combinatorics|combinatorial]] objects, or as some [[w:determinant|determinant]]s.{{Sfn|Schwartz|Tabachnikov|2011|loc=§2 The Monodromy Invariants}} The one involving scaling symmetry is presented here. Let <math>M\in \mathrm{GL}_3</math> be a [[w:Lift (mathematics)|lift]] of the monodromy of a twisted <math>n</math>-gon. The quantities : <math>\Omega_1=\frac{\operatorname{trace}^3(M)}{\det(M)}, \quad \Omega_2=\frac{\operatorname{trace}^3(M^{-1})}{\det(M^{-1})},</math> are independent of the choice of lift and are invariant under [[w:Matrix similarity|conjugation]], so they are well defined for the projective class of the polygon. They are invariant under the pentagram map, since the monodromy matrix doesn't change.{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} Now, the quantities : <math>\tilde{\Omega}_1=O_n^2E_n\Omega_1, \quad \tilde{\Omega}_2=O_nE_n^2\Omega_2,</math> have the same properties, but turn out to be polynomials in the corner invariants.{{Efn|Some papers consider the cube roots of this functions, but it doesn't change the following definitions of the monodromy invariants.}} They can be written as{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} : <math> \tilde{\Omega}_1=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}O_k\biggr)^3, \quad \tilde{\Omega}_2=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}E_k\biggr)^3, </math> where each <math>O_k</math> and <math>E_k</math> are [[w:homogeneous polynomial|homogeneous polynomial]]s respectively of weight <math>k</math> and <math>-k</math>,{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=11}} meaning they change under the [[w:Pentagram map#The scaling symmetry|rescaling action]] on variables by{{Sfn|Schwartz|Tabachnikov|2011|p=5}} : <math> R_s(O_k)= s^k O_k, \quad R_s(E_k)= s^{-k} E_k. </math> The quantities <math>O_1,\dots,O_{\lfloor n/2 \rfloor},O_n, E_1,\dots,E_{\lfloor n/2 \rfloor},E_n,</math> are unchanged by the dynamics, and are called the monodromy invariants. Moreover, they are [[w:algebraically independent|algebraically independent]].{{Sfn|Schwartz|2008|loc=theorem 1.2}} ==== Polygons on conics ==== Whenever <math>P</math> is [[w:Inscribed figure|inscribed]] in a [[w:conic section|conic section]], one has <math>O_k(P)=E_k(P)</math> for all <math>k</math>.{{Sfn|Schwartz|Tabachnikov|2011|loc=theorem 1.1}} Moreover, if <math>P</math> is circumscribed about another conic,{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} then its monodromy invariants are characterized by the pair of conics.{{Sfn|Schwartz|2015|loc=theorem 1.2}} For such odd-gons, the translation on the [[w:Jacobian variety|Jacobian variety]]{{Efn|See the paragraph about [[w:Pentagram map#Algebro-geometric integrability|algebraic integrability]].}} is restricted to the [[w:Prym variety|Prym variety]] (which is a half-dimensional torus in the Jacobian).{{Sfn|Izosimov|2016|loc=theorem 1.3}} ===Poisson bracket=== An invariant [[w:Poisson bracket|Poisson bracket]] on the space of twisted polygons was found in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. The monodromy invariants [[w:Poisson bracket#Constants of motion|commute]] with respect to it: <math display="block"> \{O_i,O_j\}=\{O_i,E_j\}=\{E_i,E_j\}=0 </math>for all <math>i,j</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} The Poisson bracket is defined in terms of the corner coordinates by: <math display="block"> \begin{align} \{x_i,x_{i\pm1}\} &= \mp x_i x_{i+1}, \\ \{y_i,y_{i\pm 1}\} &= \mp y_i y_{i+1}, \\ \end{align}</math>and <math display="block"> \{x_i,x_j\} = \{y_i,y_j\} = \{x_i,y_j\} = 0</math>for all other <math> i,j.</math>{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 2.16}} === The spectral curve === Let <math>\zeta</math> be an element of the [[w:multiplicative group|multiplicative group]] and <math>P_\zeta</math> be the polygon obtained by applying the [[w:Pentagram map#The scaling symmetry|rescaling action]] <math>R_\zeta</math> on <math>P</math>. A [[w:Lax matrix|Lax matrix]] <math>\hat{T}(\zeta) \in \mathrm{GL}_3</math> is a lift of the monodromy of <math>P_\zeta</math> satisfying a [[w:Lax pair#Zero-curvature equation|zero-curvature equation]].{{Sfn|Weinreich|2022|loc=§5 The Lax representation}} Then, the spectral function is the [[w:Bivariate polynomial|bivariate]] [[w:characteristic polynomial|characteristic polynomial]]<math display="block"> Q(\lambda,\zeta) := \det(\lambda\operatorname{Id}-\hat{T}(\zeta)),</math>or some renormalization of it. The [[w:spectral curve|spectral curve]] is the [[w:Projective variety#projective completion|projective completion]] of the [[w:Algebraic curve|affine curve]] defined by the equation <math>Q(\lambda,\zeta)=0</math>.{{Sfn|Weinreich|2022|loc=§6. The geometry of the spectral curve}} It is invariant under the pentagram map, and the monodromy invariants appear as the [[w:coefficient|coefficient]]s of <math>Q</math>.{{Sfn|Soloviev|2013|loc=theorem 6.4}} Its [[w:geometric genus|geometric genus]] is <math>n-1</math> if <math>n</math> is odd, and <math>n-2</math> if <math>n</math> is even.{{Sfn|Weinreich|2022|p=|loc=theorem 6.4}} It was first introduced in {{Harv|Soloviev|2013|ps=|p=}} for his proof of [[w:Pentagram map#Algebro-geometric integrability|algebro-geometric integrability]].{{sfn|Soloviev|2013}} ==Complete integrability== The pentagram map on the moduli space has been proved to be a [[w:completely integrable|completely integrable]] [[w:discrete dynamical system|discrete dynamical system]], both in the [[w:Integrable system#Hamiltonian systems and Liouville integrability|Arnold-Liouville]]{{Efn|Over the [[w:real number|real number]]s.}} and the [[w:Integrable system#Complete integrability over the complex numbers|algebro-geometric]]{{Efn|Over [[w:algebraically closed field|algebraically closed field]]s of [[w:Characteristic (algebra)|characteristic]] different from 2.}} senses. In any case, this means that the moduli space is [[w:almost everywhere|almost everywhere]] [[w:Foliation|foliated]] by [[w:Torus#Flat torus|flat tori]] (or in the algebraic setting, [[w:Abelian variety|Abelian varieties]]), where the motion is a [[w:Translation (geometry)|translation]]. This [[w:Generic property|generically]] induces a [[w:quasiperiodic motion|quasiperiodic motion]] on the corresponding torus.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} ===Arnold–Liouville integrability=== The proof of the integrability of the pentagram map on a real twisted polygon was achieved in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. This is done by noticing that the monodromy invariants <math>O_n</math> and <math>E_n</math> are [[w:Casimir invariant|Casimir invariant]]s for the Poisson bracket, meaning (in this context) that<math display="block"> \{O_n,f\}=\{E_n,f\} = 0 </math>for every smooth function <math>f</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} When <math>n</math> is even, this is also true for the monodromy invariants <math>O_{\lfloor n/2 \rfloor }</math> and <math>E_{\lfloor n/2 \rfloor }</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} This allows to consider the Casimir [[w:level set|level set]], where each Casimir invariant has a specified value. Because of [[w:Sard's theorem|Sard's theorem]], any generic level set is a [[w:smooth manifold|smooth manifold]].{{Sfn|Schwartz|2017|p=44}} This family of level sets forms a [[w:foliation|foliation]] in [[w:Poisson manifold#Symplectic leaves|symplectic leaves]], on which the Poisson bracket gives rise to a [[w:symplectic form|symplectic form]].{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.13}} Each of these symplectic leaves has an iso-monodromy [[w:foliation|foliation]], namely, a decomposition into the common level sets of the remaining monodromy functions. By using again [[w:Sard's theorem|Sard's theorem]], they are generically [[w:Symplectic manifold#Lagrangian submanifolds|Lagrangian manifolds]].{{Sfn|Schwartz|2017|p=45}} Moreover, they are compact.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§3.3. Compactness of the level sets}} Since the monodromy invariants Poisson-commute and there are enough of them, the discrete [[w:Liouville–Arnold theorem|Liouville–Arnold theorem]] can be applied to prove that the level sets are [[w:Torus#Flat torus|flat tori]] over which the dynamics is a translation.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=412}}{{sfn|Kato|2017|loc=§5.6 Complete integrability of pentagram map}} ===Algebro-geometric integrability=== In {{Harvard citation|Soloviev|2013}}, it was shown that the pentagram map admits a [[w:Lax representation|Lax representation]] with a spectral parameter, which allows to prove its algebro-geometric integrability. This means that the space of polygons (either twisted or closed) is parametrized by its spectral data, consisting of [[w:Pentagram map#The spectral curve|its spectral curve]], with marked points and a [[w:Divisor (algebraic geometry)|divisor]] given by a [[w:Floquet theory|Floquet]]–[[w:Bloch's theorem|Bloch]] equation. This gives an embedding to the [[w:Jacobian variety|Jacobian variety]] through the [[w:Abel–Jacobi map|Abel–Jacobi map]], where the motion is expressed in terms of translation.{{sfn|Soloviev|2013|loc=theorems A, B and C}} The previously defined Poisson bracket is also retrieved.{{sfn|Soloviev|2013|loc=theorem D}} This integrability was generalized in {{Harvard citation|Weinreich|2022}} from the field of [[w:complex number|complex number]]s to any [[w:algebraically closed field|algebraically closed field]] of [[w:Characteristic (algebra)|characteristic]] different from 2. The translation on a torus is replaced by a translation on an [[w:Abelian variety|Abelian variety]] (in fact, a Jacobian variety again).{{sfn|Weinreich|2022|loc=theorem 1.4}} === Dimension of the invariant manifold === For twisted <math>n</math>-gons, the [[w:dimension|dimension]] of the invariant manifolds (tori or Jacobian varieties) is{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=421}} : <math>\begin{cases} n-1 & \text{when }n \text{ is odd,}\\ n-2 & \text{when }n \text{ is even.} \end{cases}</math> Moreover, when <math>n</math> is even, there are two isomorphic manifolds on which the iterates of the pentagram map alternate. But on each of them, the second iterate is a translation.{{Sfn|Weinreich|2022|loc=theorem 1.4}} === For closed polygons === There is no Poisson structure on the space of closed polygons.{{Sfn|Soloviev|2013|loc=corollary 4.1}} Nevertheless, the one from twisted polygons can be used to prove integrability.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=2153}} Algebro-geometric integrability holds for closed polygons in a same manner as for the twisted ones.{{Sfn|Soloviev|2013|loc=theorem C}} However, Arnold-Liouville integrability is proved for real closed polygons only when they are convex. This is done by restricting the [[w:Hamiltonian vector field|Hamiltonian vector field]]s of monodromy functions to smaller dimensional tori, and showing that enough of them are still independent.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=corollary 1.1}} In both situation, the dimension of the invariant manifolds decreases by <math>3</math> for closed <math>n</math>-gons (compared to the twisted case), and is equal to{{Sfn|Soloviev|2013|loc=theorem C}}{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=theorem 1}} :<math>\begin{cases} n-4 & \text{when }n \text{ is odd,}\\ n-5 & \text{when }n \text{ is even.} \end{cases}</math> ==Connections to other topics== ===The Boussinesq equation=== The [[w:Discretization|continuous limit]] of a polygon is a parametrized curve in the plane. When the time parameter is suitably chosen, the continuous limit of the pentagram map is the [[w:Boussinesq approximation (water waves)|Boussinesq equation]]. This [[w:partial differential equation|partial differential equation]] models water waves under some conditions, which is a classical example of [[w:integrable|integrable system]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 5}} Here is a description of the geometric action of the Boussinesq equation. Given a [[w:locally convex|locally convex]] curve <math> C:\mathbb R\to \mathbb R^2 </math> and real numbers <math>x</math> and <math>t</math>, consider the [[w:chord (geometry)|chord]] connecting <math> C(x-t) </math> to <math> C(x+t) </math>. The [[w:Envelope (mathematics)|envelope]] of all these chords is a new curve <math> C_t(x) </math>. When <math>t</math> is extremely small, the curve <math> C_t(x) </math> is a good model for the time <math>t</math> evolution of the original curve <math> C_0(x) </math> under the Boussinesq equation. This construction is also similar to the pentagram map. Moreover, the pentagram invariant bracket is a discretization of an invariant Poisson bracket associated to the Boussinesq equation.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§6.4 Discretization}} ===Cluster algebras=== The pentagram map{{Sfn|Glick|2011}} and some of its generalizations{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012}}{{Sfn|Glick|Pylyavskyy|2016}} are identified as special cases of discrete dynamical systems powered by [[w:cluster algebra|cluster algebras]]. Using the results from {{Harvard citation|Goncharov|Kenyon|2013}}, this provides a link with the [[w:Poisson–Lie group|Poisson–Lie group]]s, [[w:dimer model|dimer model]]s and other so-called cluster-integrable systems.{{Sfn|Fock|Marshakov|2016}}{{Sfn|Izosimov|2022c}} These methods allow to retrieve the Poisson bracket and Hamiltonians used to prove complete integrability{{Sfn|Affolter|George|Ramassamy|2025|loc=§5 The pentagram map}} and provide [[w:Lax representation|Lax representation]]s.{{Sfn|Izosimov|2022b}} === Octahedron recurrence === Using a method to compute [[w:Determinant|determinants]] called [[w:Dodgson_condensation|Dodgson condensation]], {{Harvard citation|Schwartz|2008}} proves that the pentagram map satisfies a property called the "octahedron recurrence".{{Sfn|Schwartz|2008|loc=§5 The Method of Condensation}} It is also shared by higher dimensional pentagram maps defined through cluster algebras mutations, referred as "<math>T</math>-systems".{{Sfn|Kedem|Vichitkunakorn|2015||loc=}} Furthermore, the pentagram map (together with other dynamical systems defined through geometric constructions) verifies a generalization of the octahedron recurrence.{{Sfn|Affolter|de Tilière|Melotti|2025|loc=§9 The Pentagram Map}} === Singularity theory === The pentagram map exhibits a property called singularity confinement, which is a typical phenomenon in [[w:integrable system|integrable system]]s.{{Sfn|Grammaticos|Ramani|Papageorgiou|1991}} It states that if a polygon <math>P</math> is [[w:Singular point of an algebraic variety|singular]] for the pentagram map <math>T</math>, then there exists an integer <math>m</math> such that <math>P</math> not singular for the iterate map <math>T^m</math>.{{Sfn|Glick|2012}} Moreover, the pentagram map (along with some of its generalizations and other discrete dynamical systems) exhibit the Devron property.{{Efn|The name comes from an episode of [[w:Star Trek|Star Trek]].{{Sfn|Glick|2015|loc=§1 Introduction}}}} This means that if a polygon <math>P</math> is singular for some iterate of the pentagram map <math>T^m</math>, then it will also be singular for some iterate of the inverse map <math>T^{-m'}</math>.{{Sfn|Glick|2015}} == Generalizations == The definition of polygons still makes sense in any [[w:projective space|projective space]] <math>\mathbb P^d</math> under the action of the [[w:Projective linear group|projective group]] <math>\mathbb P \mathrm{GL}_{d+1}</math>, and even in other spaces with their associated groups. The pentagram map can be generalized in many ways, and some of them are presented here. Not all of them are integrable.{{Sfn|Khesin|Soloviev|2015a|}} Some are [[w:discretization|discretization]]s of [[w:PDEs|PDEs]] from the [[w:KdV hierarchy|KdV hierarchy]], seen as higher dimensional version of [[w:Boussinesq approximation (water waves)|Boussinesq]] or [[w:Kadomtsev–Petviashvili equation|KP]] equations.{{Sfn|Marí-Beffa|2012}}{{Sfn|Wang|2023}} The description of all generalized pentagram maps in terms of [[w:cluster algebra|cluster algebra]]s is still an open question.{{Sfn|Gekhtman|Izosimov|2025|p=14}} === Polygons in general positions === Let <math>d \geq 2</math> and <math>P</math> be a twisted polygon of <math>\mathbb P^d</math> in [[w:general position|general position]]. ==== Short diagonal pentagram maps ==== The <math>k</math>-th short diagonal hyperplane <math>H_k^{sh}</math> is uniquely defined by passing through the vertices <math>v_k,v_{k+2},\dots,v_{k+2d-2}</math>. [[w:Generic property#In algebraic geometry|Generically]], the intersection of <math>d</math> consecutive [[w:Hyperplane|hyperplanes]] uniquely defines a new point : <math>T_{sh}v_k:=H_k^{sh}\cap H_{k+1}^{sh}\cap \dots \cap H_{k+d-1}^{sh}.</math> Doing this for every vertex defines a new twisted polygon. This map, denoted by <math>T_{sh}</math>, is again projectively equivariant.{{Sfn|Khesin|Soloviev|2013}} ==== Generalized pentagram maps ==== The previous procedure can be generalized. Let <math>I=(i_1,\dots,i_{d-1}),J=(j_1,\dots,j_{d-1})</math> be two sets of integers, respectively called the jump tuple and the intersection tuple. Define <math>H_k^I</math> to be the unique hyperplane passing through the vertices <math>v_k,v_{k+i_1},\dots,v_{k+i_1+\dots+i_{d-1}}</math>. A new point is given by the intersection : <math>T_{I,J}v_k:=H_k^I \cap H_{k+j_1}^I \cap \dots \cap H_{k+j_1+\dots +j_{d-1}}^I.</math> The map <math>T_{I,J}</math> is called a generalized pentagram map.{{Sfn|Khesin|Soloviev|2015a}} The original pentagram map is recovered by considering <math>d=2,I=(2),J=(1)</math>. Integrability can be numerically tested by picking a random polygon <math>P</math> with [[wikipedia:Rational_point|rational coordinates]] and studying the growth rate of the [[wikipedia:Height_function|height]] of its iterates. This is called the [[wikipedia:Integrable_system#Diophantine_integrability|diophantine integrability]] test, and some generalized pentagram maps don't seem to pass it.{{Sfn|Khesin|Soloviev|2015a|loc=§5 and §6}} However, it is conjectured that the maps <math>T_{I,I}</math> are integrable for any <math>I</math>.{{Sfn|Bolsinov|Matveev|Miranda|Tabachnikov|2018|loc=conjecture 4.13 (B. Khesin, F. Soloviev)}} Some of these maps are [[w:discretization|discretization]]s of higher dimensional counterpart of the [[w:Boussinesq approximation (water waves)|Boussinesq equation]] in the [[w:KdV hierarchy|KdV hierarchy]].{{Sfn|Khesin|Soloviev|2015b|loc=theorem 4.1}}{{Sfn|Izosimov|2022b|loc=theorem 4.1}} ==== Dented pentagram maps ==== Fix an integer <math>m\in \{1,\dots ,d-1\}</math>. Consider the jump tuple <math>I_m:=(1,\dots,1,2,1,\dots,1)</math>, where the <math>2</math> is at the <math>m</math>-th place, and the intersection tuple <math>J:=(1,\dots,1)</math>. The dented pentagram map is <math>T_m :=T_{I_m,J}</math>. They are proved to be integrable.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 2.14}} For an integer <math>p \geq 2</math>, the deep dented pentagram map (of depth <math>p</math>) <math>T_m^p</math> is the same map as before, but the number <math>2</math> in the definition of <math>I_m</math> is replaced by <math>p</math>. This kind of pentagram maps are integrable too.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 6.2}} === Corrugated polygons === A twisted polygon <math>P</math> lying in <math>\mathbb P^d</math> is said to be corrugated if for any <math>k\in \mathbb Z</math>, the vertices <math>v_k,v_{k+1},v_{k+d},v_{k+d+1}</math> span a projective two-dimensional plane. Such polygons are not in [[w:general position|general position]]. A new point is defined by : <math>T_\text{cor}v_k:=\overline{v_k v_{k+d}}\cap \overline{v_{k+1} v_{k+d+1}}.</math> The map <math>T_\text{cor}</math> yields a new corrugated polygon. This dynamics is [[w:Integrable system#Hamiltonian systems and Liouville integrability|completely Liouville-integrable]].{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012|loc=theorem 4.4}} In fact, they can be retrieved as some dented pentagram map applied on corrugated polygons.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 5.3}} === Grassmannian polygons === Let <math>d \geq 3, m \geq 1</math> be integers. The pentagram map can also be generalized to the [[w:Grassmannian|Grassmannian]] space <math>\mathrm{Gr}(m,md)</math>, which consists of <math>m</math>-[[w:Dimension (vector space)|dimensional]] [[w:linear subspace|linear subspace]]s of an <math>md</math>-dimensional [[w:vector space|vector space]]. When <math>m=1</math>, the linear subspaces are [[w:Vector space#vector line|lines]], which retrieves the definition of [[w:projective space|projective space]]s <math>\mathbb P^d</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} A point <math>v\in\operatorname{Gr}(m,md)</math> is represented by an <math>md \times m</math> matrix <math>X_v</math> such that its columns form a [[w:Basis (linear algebra)|basis]] of <math>v</math>. Consider the [[w:Group action|action]] of the [[w:general linear group|general linear group]] <math>\mathrm{GL}_{md}</math> by multiplication on the left of <math>X_v</math>. This defines an action on the Grassmannian, even though it is not [[w:Faithful action|faithful]].{{Efn|Because there can be many lifts for <math>v</math>, and because some matrices act trivially.}} Hence, the polygons of <math>\mathrm{Gr}(m,md)</math> and their moduli spaces are defined as before, after the change of underlying group.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} Depending on the parity of <math>d</math>, one can define linear subspaces spanned by some <math>X_{v_k}</math>'s such that taking their intersection generically defines a new point <math>v\in\mathrm{Gr}(m,md)</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=sections 4 and 5}} This generalization of the pentagram map is integrable in a [[w:noncommutative|noncommutative]] sense.{{Sfn|Ovenhouse|2020}} === Over rings === The pentagram map admits a generalization by considering [[w:Projective space#Generalizations|projective planes]] over [[w:stably finite ring|stably finite ring]]s, instead of [[w:Field (mathematics)|field]]s. In particular, this retrieves the pentagram map over Grassmannians. 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|date=2022-07-03 |title=Pentagram Configurations for Pentagons and Hexagons |url=https://www.tandfonline.com/doi/full/10.1080/00029890.2022.2060695 |journal=The American Mathematical Monthly |language=en |volume=129 |issue=6 |pages=554–565 |doi=10.1080/00029890.2022.2060695 |issn=0002-9890}} *{{Cite journal|ref=harv |title=Pentagram-Type Maps and the Discrete KP Equation|url=https://link.springer.com/10.1007/s00332-023-09961-7|journal=Journal of Nonlinear Science|date=2023|issn=0938-8974|volume=33|issue=6|doi=10.1007/s00332-023-09961-7|language=en|first=Bao|last=Wang |article-number=101 |bibcode=2023JNS....33..101W }} *{{Cite journal |ref=harv |title=The algebraic dynamics of the pentagram map |journal=Ergodic Theory and Dynamical Systems |date=2022-11-25 |issn=0143-3857 |pages=3460–3505 |volume=43 |issue=10 |doi=10.1017/etds.2022.82 |first=Max H. |last=Weinreich}} choehxx21d77ey5iw5htchmdj5jly0m 2831577 2831576 2026-09-05T18:31:27Z Regliste 3029369 /* Poisson bracket */ typo (unecessary \\ in latex) 2831577 wikitext text/x-wiki {{Article info | last1 = Stiegler | orcid1 = 0009-0001-5789-6923 | first1 = Jean-Baptiste | affiliation1 = Université Paris-Saclay | correspondence1 = jean-baptiste.stiegler@universite-paris-saclay.fr | journal = WikiJournal of Science | et_al = true | w1 = Pentagram map | from w1 = true | keywords = Pentagram map, Dynamical system, Projective geometry, Moduli space, Integrable systems | license = CC-BY-SA 4.0 | submitted = 2025-12-08 | abstract = In [[w:mathematics|mathematics]], the '''pentagram map''' is a [[w:Dynamical system#Discrete dynamical system|discrete dynamical system]] acting on [[w:polygons|polygons]] in the [[w:projective plane|projective plane]]. It defines a new polygon whose vertices are obtained as the intersection points of the shortest [[w:Diagonal|diagonals]] of the initial polygon. This is a [[w:Projective linear group|projectively]] [[w:Equivariant map|equivariant]] procedure, hence it [[w:Quotient space (topology)|descends]] to the [[w:moduli space|moduli space]] of polygons and defines another dynamical system (which is also referred to as the pentagram map). It was first introduced by [[w:Richard Schwartz (mathematician)|Richard Schwartz]] in 1992.{{Sfn|Schwartz|1992}} The pentagram map on the moduli space is famous for its [[w:Completely integrable|complete integrability]] and its link with [[w:cluster algebra|cluster algebras]].{{sfn|Gekhtman|Izosimov|2025|p=14}} It admits many generalizations in [[w:Projective space|projective spaces]] and other settings. }} == Introduction == === Informal definition === ==== On polygons ==== [[File:Pentagram pentagon nolabel big.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Convex set|convex]] [[w:pentagon|pentagon]].]] Initially, the pentagram map was defined for [[w:convex polygon|convex polygon]]s (with at least five sides) on the [[w:euclidean plane|Euclidean plane]]. Given such a polygon <math>P</math> with <math>n</math> sides, one can draw the "shortest [[w:diagonal|diagonal]]s", meaning the [[w:Line segment|segments]] whose endpoints are a [[w:Vertex (geometry)|vertex]] and one of its second neighbors (as in Figure 1). The intersections of the shortest diagonals are then taken as the vertices of a new <math>n</math>-gon <math>T(P)</math>; this new polygon is the output of the pentagram map.{{Sfn|Berger|2005}} The same construction can be done on [[w:Concave polygon|non-convex polygons]], but there are several complications. First, some consecutive short diagonals may not intersect, so one must extend the segments to [[w:Line (geometry)|lines]]. Second, the image <math>T(P)</math> can fail to be a new <math>n</math>-gon because some consecutive vertices could coincide. However, this [[w:Generic property|generically]] doesn't happen.{{Sfn|Ovsienko|Schwartz|Tabachnikov|p=411|2009}} Finally, it is possible that two diagonals are [[w:Parallel (geometry)|parallel]] and don't intersect on the [[w:euclidean plane|Euclidean plane]]. This is resolved by extending the Euclidean plane to the [[w:real projective plane|real projective plane]] by the addition of a [[w:line at infinity|line at infinity]], where the [[w:Vanishing point|intersection point]] lies (see Figure 3). Hence, the pentagram map is defined for generic polygons in the real projective plane.{{Sfn|Berger|2005|p=25}} More generally, the construction of the pentagram map is well defined whenever the concepts of lines and their intersections make sense. This is encompassed by the notion of a general [[w:projective plane|projective plane]], of which the real projective plane is one example; but the pentagram map can also be considered over other [[w:Field (mathematics)|fields]], for instance the [[w:complex number|complex number]]s, which give the [[w:complex projective plane|complex projective plane]].{{Sfn|Weinreich|2022|loc=§3.1.1}} ==== On the moduli space of polygons ==== Since the pentagram map is constructed by drawing lines and marking their intersections, it [[w:Commutative property|commutes]] with any transformation that sends lines to lines. Such maps are called [[w:projective transformations|projective transformations]]. Hence, polygons can be identified [[w:up to|up to]] [[w:Perspectivity#Projectivity|projective transformations]]. This identification gives the [[w:Quotient space (topology)|quotient space]] (technically called a [[w:moduli space|moduli space]]) of [[w:Equivalence class|classes]] of polygons. The pentagram map on polygons induces another dynamical system on the moduli space,{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} whose behavior differs quite a lot from the initial one.{{Efn|Compare the paragraph about the [[w:Pentagram map#Collapsing of convex polygons|collapsing of convex polygons]] and the one about [[w:Pentagram map#Complete integrability|complete integrability]].}} The dynamic is trivial for the classes of pentagons and hexagons, but this is no longer the case for polygons with more vertices.{{Efn|See the paragraph about [[w:Pentagram_map#Pentagons_and_hexagons|pentagons and hexagons]].}} === Historical elements === The pentagram map for general polygons was introduced in {{Harvard citation|Schwartz|1992}}, but the simplest case is the one of [[w:pentagons|pentagons]], hence the name "[[w:pentagram|pentagram]]".{{Sfn|Marí-Beffa|2014|p=1}} Their study goes back to {{Harvard citation|Clebsch|1871}},{{Sfn|Izosimov|2022a|p=1085}} {{Harvard citation|Kasner|1928}}{{Sfn|Tabachnikov|2019}} and {{Harvard citation|Motzkin|1945}}.{{Sfn|Schwartz|2013|p=1}} The pentagram map interacts with some classical configuration theorems of [[w:projective geometry|projective geometry]]. It provides results analogous to the ones of [[w:Pascal's theorem|Pascal's theorem]] and [[wikipedia:Brianchon's_theorem|Brianchon's theorem]].{{Sfn|Schwartz|Tabachnikov|2010}} Some specific configurations make [[w:Desargues' theorem|Desargues's theorem]] and [[w:Poncelet's porism|Poncelet's porism]] appear.{{Sfn|Berger|2005|loc=§4 and §5}}{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} ==Definitions and first properties== === Definition of the map === [[File:Pentagram pentagon label big.svg|alt=|thumb|300x300px|The pentagram map on a convex pentagon, with vertices labeled.]] [[File:Pentagram on nonconvex pentagon.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Self-intersecting polygon|self-intersecting]] (in particular, non-convex) pentagon. The vertex <math>w_2</math> is on the [[w:line at infinity|line at infinity]], because it is the [[w:Vanishing point|intersection of two parallel lines]].]] Let <math>n\geq 5</math> be an integer. A polygon <math>P</math> with <math>n</math> sides, or <math>n</math>-gon, is a tuple of [[w:Vertex (geometry)|vertices]] <math>(v_1,\dots,v_n)</math> lying in some [[w:projective plane|projective plane]] <math>\mathbb P ^2</math>,{{Efn|In the following, the figures represent polygons on the real plane, where the intuition is easier to grasp.}} where the indices are understood [[w:Modular arithmetic|modulo]] <math>n</math>. The [[w:Dimension of an algebraic variety|dimension]] of the space of <math>n</math>-gons is <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.1}} Suppose that the vertices are in sufficiently [[w:general position|general position]], meaning that no consecutive triple of points are [[w:Collinearity|collinear]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=1}} Taking the intersection of two consecutive "shortest" [[w:diagonal|diagonal]]s{{Efn|Meaning the line between a vertex <math>v_k</math> and a "second neighbour" <math>v_{k\pm 2}</math>.}} defines a new point<math display="block"> w_k := \overline{v_{k-1} v_{k+1}} \cap \overline{v_{k} v_{k+2}}. </math>This procedure defines a new <math>n</math>-gon <math>T(P)=(w_1,\dots,w_n)</math>, as in Figure 2.{{Sfn|Schwartz|1992|p=71}} The labeling of the indices of <math>T(P)</math> is not [[w:canonical|canonical]]. In most papers, a choice is made at the beginning of the paper and the formulas are tuned accordingly.{{Sfn|Izosimov|2016|loc=remark 1.5}} The pentagram map on polygons is a [[w:birational map|birational map]] <math>T:(\mathbb P^2)^n</math>{{nowrap|{{font|size=145%|⇢}}}}<math>(\mathbb P^2)^n</math>. Indeed, each [[w:Homogeneous coordinates|coordinate]] of <math>w_k</math> is given as a [[w:rational function|rational function]] of the coordinates of <math>v_{k-1},\dots,v_{k+2}</math>, since it is defined as the intersection of lines passing by them. Moreover, the [[w:inverse map|inverse map]] is given by taking the intersections <math>\overline{w_{k-2} w_{k-1}} \cap \overline{w_{k} w_{k+1}} </math>, which is rational for the same reason.{{Sfnp|Weinreich|2022|loc=definition 1.2}} === Moduli space === The pentagram map is defined by taking [[w:Line (geometry)|lines]] and intersections of them. The biggest [[w:Group (mathematics)|group]] which maps lines to lines is the one of [[w:projective transformations|projective transformations]], denoted by <math>\mathbb P \mathrm{GL}_{3}</math>. Such a transformation <math>M</math> [[w:Group action|acts]] on a polygon <math>P</math> by sending it to <math>M \cdot P:=(Mv_1,\dots,Mv_n)</math>. The pentagram map [[w:Commutative property|commutes]] with this action, and thereby induces another [[w:dynamical system|dynamical system]] on the [[w:moduli space|moduli space]] of projective [[w:equivalence classes|equivalence classes]] of polygons, whose [[w:Dimension of an algebraic variety|dimension]] is <math>2n-8</math>.{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} ===Twisted polygons=== [[File:Twisted heptagon.svg|alt=|thumb|300x300px|An example of twisted [[w:heptagon|heptagon]] on the real plane.]] The pentagram map naturally generalizes to the larger space of twisted polygons (see example in Figure 4). For any integer <math>n\geq5</math>, a twisted <math>n</math>-gon <math>P</math> is the data of: * a [[w:Sequence#Indexing|bi-infinite sequence]] of points <math>(v_k)_{k\in\mathbb Z}</math> in the projective plane (called the vertices), * a [[w:projective transformation|projective transformation]] <math>M \in \mathbb P \mathrm{GL}_3</math> (called the [[w:monodromy|monodromy]]), such that for any <math>k \in \mathbb Z</math>, the property <math>v_{k+n}=Mv_k</math> is satisfied. The dimension of the space of twisted <math>n</math>-gons is <math>2n+8</math>.{{Sfn|Schwartz|2008}} When <math>M</math> is the [[w:Identity_element|identity]], this gives back the initial definition of polygons (which are said to be closed). The space of closed <math>n</math>-gons is of [[w:codimension|codimension]] <math>8</math> in the space of twisted ones.{{Sfn|Soloviev|2013|p=2816}} The action of projective transformations over the space of closed polygons generalizes to the space of twisted ones (the monodromy is changed by [[w:Matrix similarity|conjugation]]). This provides again a moduli space, of dimension <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.3}} == Collapsing of convex polygons == === Exponential shrinking === [[File:Pentagram map convex heptagon iterate.svg|alt=|thumb|300x300px|The pentagram map iterated on a convex [[w:heptagon|heptagon]], exhibiting the convergence.]] Let <math>P</math> be a closed [[w:Convex polygon#Strictly convex polygon|strictly convex polygon]] lying on the real plane. One of the first results proved by Richard Schwartz it that its iterates under the pentagram map shrink [[w:Exponential growth|exponentially fast]] to a point, as illustrated in Figure 5. This follows from two facts. # The image of a strictly convex polygon is contained in its [[w:Interior (topology)|interior]], and is also strictly convex.{{Sfn|Glick|2020|p=2818}} # There exists a constant <math>0< \eta_P<1</math>, depending on <math>P</math>, such that for any <math>N \in \mathbb N</math>, the diameters of the iterates verify the inequality <math display="inline">\operatorname{diam}(T^N(P))\leq\eta_P^N \operatorname{diam}(P). </math>{{Sfn|Schwartz|1992|loc=theorem 3.1}} Hence, by [[w:Cantor's intersection theorem#Variant in complete metric spaces|Cantor's intersection theorem]], the sequence of polygons collapses toward a point.{{Sfn|Schwartz|1992|loc=§3 Convex polygons}} The behavior on the moduli space is very different, since the dynamics is [[w:Recurrent point|recurrent]].{{Sfn|Schwartz|2001|loc=theorem 1.1}} It is even a [[w:quasiperiodic motion|quasiperiodic motion]],{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} as discussed in [[w:Pentagram map#Complete integrability|the section about integrability]]. === Coordinates of the limit point === The limit point coordinates were given in {{Harvard citation|Glick|2020}}. They satisfy some [[w:Degree of a polynomial|degree]] 3 [[w:polynomial equation|polynomial equations]], whose coefficients are [[w:rational function|rational function]]s in the coordinates of the vertices of the starting polygon. The proof relies on the fact that the limit point must be an [[w:eigenline|eigenline]] of a certain [[w:linear operator|linear operator]] of <math>\mathbb R^3</math>.{{sfn|Glick|2020}} This operator was reinterpreted in {{Harvard citation|Aboud|Izosimov|2022}} as the infinitesimal monodromy of the polygon. The [[w:Pentagram map#The scaling symmetry|scaling symmetry]] is used to [[w:Deformation (mathematics)|deform]] a closed polygon <math>P</math> into a family of twisted ones '''<math>(P_z)_{z\in \mathbb C^*}</math>''' with monodromy <math>M_z</math>. The infinitesimal monodromy is defined to be:{{sfn|Aboud|Izosimov|2022}} <math display="block">\left.\frac{dM_z}{dz}\right|_{z=1}.</math> === Generalization === The collapsing of polygons may also happen in some [[w:Pentagram map#Generalizations|generalization of the pentagram map]], when considering some specific configurations of polygons in the real plane. The coordinates of the collapse point are given by a formula analogous to the one for the original pentagram map.{{Sfn|Schwartz|2026a}}{{Sfn|Schwartz|2026b}} == Periodic orbits on the moduli space == For some configurations of closed polygons, the iterate of the pentagram map will send <math>P</math> to a projectively equivalent polygon (up to some shift of the indices). This means that, on the moduli space, the orbit of the class of <math>P</math> is [[w:Periodic orbit|periodic]]. ===Pentagons and hexagons=== [[File:penta hexagon.svg|300px|thumb|The outward hexagon is projectively equivalent to the inward one, with respect to their labeling.]]The following two facts are proved by checking [[w:cross-ratio|cross-ratio]] equalities, so they are true for polygons in any [[w:projective plane|projective plane]] (not just the [[w:Real projective plane|real one]]).{{Sfn|Schwartz|1992|loc=§2 Pentagons and hexagons}} The pentagram map <math>T</math> is the identity on the moduli space of [[w:pentagon|pentagon]]s.{{Sfn|Schwartz|1992|loc=theorem 2.1}}{{Sfn|Clebsch|1871}}{{Sfn|Motzkin|1945}} The second iterate <math>T^2</math> is the identity on the space of labeled [[w:hexagon|hexagon]]s, up to a shift of labeling (see Figure 6).{{Sfn|Schwartz|1992|loc=theorem 2.3}} This phenomenon doesn't generalize to generic polygons with at least seven sides, for which the motion is [[w:Quasiperiodic motion|quasiperiodic]].{{Sfn|Tupan|2022}} ==== Generalization ==== The result about pentagons and hexagons generalizes to some [[w:Pentagram map#Generalizations|higher pentagram maps]] in <math>\mathbb P ^k</math>, for polygons with <math>k+3</math> or <math>2k+2</math> sides. The proof uses a generalization of the [[w:Gale transform|Gale transform]].{{Sfn|Dirdak|2024}} === Poncelet polygons === A polygon is said to be Poncelet{{Efn|The name comes from [[w:Jean-Victor Poncelet|Jean-Victor Poncelet]] and [[w:Poncelet porism|his porism]].{{Sfn|Izosimov|2022a|p=1085}}}} if it is [[w:Inscribed figure|inscribed]] in a [[w:Conic section|conic]] and circumscribed about another one.{{Sfn|Schwartz|2015|loc=|p=433}}{{Efn|In particular, pentagons are Poncelet since [[w:five points determine a conic|five points determine a conic]].{{Sfn|Schwartz|2015|loc=|p=433}}}} For a convex Poncelet <math>n</math>-gon <math>P</math> lying on the [[w:real projective plane|real projective plane]], the polygon <math>T^2(P)</math> is projectively equivalent to <math>P</math>.{{Sfn|Schwartz|2015|loc=theorem 1.1}} In fact, when <math>n</math> is odd, the converse is also true.{{Sfn|Izosimov|2022a|loc=corollary 1.1}} However, this converse statement is no longer true when the polygons are considered over the [[w:complex projective plane|complex projective plane]] since there are explicit counterexamples.{{Sfn|Izosimov|2022a|loc=remark 1.3}} ==Coordinates for the moduli space== The moduli space can be described by different [[w:Coordinate_system|coordinate systems]]. The following ones give simple expressions for the dynamics, as presented in the next section. === Corner coordinates === [[File:Corner coordinates big.svg|thumb|300x300px|The geometric construction of the points defining the corner invariants.]] Define the [[w:cross-ratio|cross-ratio]] of four [[w:Collinearity|collinear]] points to be : <math> [a,b,c,d]=\frac{(a-b)(c-d)}{(a-c)(b-d)}. </math> The corner invariants are a system of coordinates on the space of twisted polygons, constructed by taking intersections as in Figure 7.{{Sfn|Schwartz|2001|loc=figure 2}} The left and right invariants are respectively defined{{Efn|The ordering of the vertices in the cross-ratios can differ from a paper to another one, which slightly changes the formulas in the following sections.}} as the following cross-ratios: : <math>x_k:=[v_{k-2},v_{k-1},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k}v_{k+1}},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k+1}v_{k+2}}],</math> : <math>y_k:=[\overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-2}v_{k-1}}, \overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-1}v_{k}},v_{k+1},v_{k+2}].</math> Since the cross-ratio is [[w:Cross-ratio#Projective geometry|projective invariant]], the sequences <math>(x_k)_{k \in \mathbb Z}</math> and <math>(y_k)_{k \in \mathbb Z}</math> associated to a twisted <math>n</math>-gon are <math>n</math>-periodic.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=415}} The corner invariants are elements of <math>\mathbb{P}^1\smallsetminus\{0,1,\infty\}</math>, and they realize an [[w:Isomorphism_of_varieties|isomorphism of varieties]] between the moduli space of twisted <math>n</math>-gons and <math>(\mathbb{P}^1\smallsetminus\{0,1,\infty\})^{2n}</math>.{{Sfn|Weinreich|2022|loc=theorem 3.6}} ===ab-coordinates=== There is a second set of coordinates for the moduli space of twisted <math>n</math>-gons defined over any [[w:Field (mathematics)|field]] <math>F</math> satisfying <math>\mathrm{SL}_3(F)\cong \mathbb P\mathrm{GL}_3(F)</math>,{{Sfn|Weinreich|2022|loc=remark 3.8}} and such that <math>n</math> is not divisible by <math>3</math>.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=section 4.1}} The vertices <math>v_k</math> in the [[w:projective plane|projective plane]] <math>\mathbb P^2(F)</math> can be [[w:Lift (mathematics)|lifted]] to [[w:Vector space|vectors]] <math>V_k</math> in the [[w:affine space|affine space]] <math>F^3</math> so that each consecutive triple of vectors spans a [[w:parallelepiped|parallelepiped]] having [[w:determinant|determinant]] equal to <math>1</math>. This leads to the relation defining the <math>ab</math>-coordinates:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 4.1}} : <math>V_{k+3} = a_k V_{k+2} + b_k V_{k+1} + V_k.</math> This bring out an analogy between twisted polygons and solutions of third order linear [[w:ordinary differential equations|ordinary differential equations]], normalized to have unit [[w:Wronskian|Wronskian]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=remark 6.6}} They are linked to the corner coordinates by:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=lemma 4.5}} : <math>x_k=\frac{a_{k-2}}{b_{k-2}b_{k-1}},</math> : <math>y_k=-\frac{b_{k-1}}{a_{k-2}a_{k-1}}.</math> ==Formulas on the moduli space== ===As a birational map === The pentagram map is a [[w:birational map|birational map]] on the moduli space, because it can be decomposed as the [[w:Function composition|composition]] of two [[w:Birational geometry|birational]] [[w:Involution (mathematics)|involutions]].{{Sfn|Schwartz|2008|loc=§1.2 The Pentagram Map}} The corner invariants change in the following way:{{Sfn|Ovsienko|Schwartz|loc=lemma 2.4|Tabachnikov|2010}} : <math>x_k'=x_k\frac{1-x_{k-1} y_{k-1}}{1-x_{k+1}y_{k+1}},</math> : <math>y_k'=y_{k+1}\frac{1-x_{k+2} y_{k+2}}{1-x_k y_k}.</math> === The scaling symmetry === The [[w:multiplicative group|multiplicative group]] <math>F\smallsetminus\{0\}</math> [[w:One-parameter group|acts]] on the moduli space in the following way: : <math>R_s\cdot(x_1,\dots,x_n,y_1,\dots,y_n)=(sx_1,\dots,sx_n,s^{-1}y_1,\dots,s^{-1}y_n),</math> where <math>R</math> is called the scaling action and <math>s</math> is the scaling parameter. This action commutes with the pentagram map on the moduli space (as presented in the previous formulas). This property is called the scaling symmetry, and is instrumental in proving the [[w:Pentagram map#Complete integrability|complete integrability]] of the dynamics.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.5}} ==Invariant structures== ===Monodromy invariants=== The monodromy invariants, introduced in {{Harvard citation|Schwartz|2008}}, are a collection of [[w:Function (mathematics)|functions]] on the [[w:moduli space|moduli space]] that are invariant under the pentagram map.{{Sfn|Schwartz|2008|loc=theorem 1.2}} The simplest examples of them are :<math> O_n= x_1x_2\cdots x_{n}, \quad E_n = y_1y_2\cdots y_n. </math> The other monodromy invariants can be retrieved through different points of view: through the [[w:Pentagram map#The scaling symmetry|scaling symmetry]], as [[w:Combinatorics|combinatorial]] objects, or as some [[w:determinant|determinant]]s.{{Sfn|Schwartz|Tabachnikov|2011|loc=§2 The Monodromy Invariants}} The one involving scaling symmetry is presented here. Let <math>M\in \mathrm{GL}_3</math> be a [[w:Lift (mathematics)|lift]] of the monodromy of a twisted <math>n</math>-gon. The quantities : <math>\Omega_1=\frac{\operatorname{trace}^3(M)}{\det(M)}, \quad \Omega_2=\frac{\operatorname{trace}^3(M^{-1})}{\det(M^{-1})},</math> are independent of the choice of lift and are invariant under [[w:Matrix similarity|conjugation]], so they are well defined for the projective class of the polygon. They are invariant under the pentagram map, since the monodromy matrix doesn't change.{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} Now, the quantities : <math>\tilde{\Omega}_1=O_n^2E_n\Omega_1, \quad \tilde{\Omega}_2=O_nE_n^2\Omega_2,</math> have the same properties, but turn out to be polynomials in the corner invariants.{{Efn|Some papers consider the cube roots of this functions, but it doesn't change the following definitions of the monodromy invariants.}} They can be written as{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} : <math> \tilde{\Omega}_1=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}O_k\biggr)^3, \quad \tilde{\Omega}_2=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}E_k\biggr)^3, </math> where each <math>O_k</math> and <math>E_k</math> are [[w:homogeneous polynomial|homogeneous polynomial]]s respectively of weight <math>k</math> and <math>-k</math>,{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=11}} meaning they change under the [[w:Pentagram map#The scaling symmetry|rescaling action]] on variables by{{Sfn|Schwartz|Tabachnikov|2011|p=5}} : <math> R_s(O_k)= s^k O_k, \quad R_s(E_k)= s^{-k} E_k. </math> The quantities <math>O_1,\dots,O_{\lfloor n/2 \rfloor},O_n, E_1,\dots,E_{\lfloor n/2 \rfloor},E_n,</math> are unchanged by the dynamics, and are called the monodromy invariants. Moreover, they are [[w:algebraically independent|algebraically independent]].{{Sfn|Schwartz|2008|loc=theorem 1.2}} ==== Polygons on conics ==== Whenever <math>P</math> is [[w:Inscribed figure|inscribed]] in a [[w:conic section|conic section]], one has <math>O_k(P)=E_k(P)</math> for all <math>k</math>.{{Sfn|Schwartz|Tabachnikov|2011|loc=theorem 1.1}} Moreover, if <math>P</math> is circumscribed about another conic,{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} then its monodromy invariants are characterized by the pair of conics.{{Sfn|Schwartz|2015|loc=theorem 1.2}} For such odd-gons, the translation on the [[w:Jacobian variety|Jacobian variety]]{{Efn|See the paragraph about [[w:Pentagram map#Algebro-geometric integrability|algebraic integrability]].}} is restricted to the [[w:Prym variety|Prym variety]] (which is a half-dimensional torus in the Jacobian).{{Sfn|Izosimov|2016|loc=theorem 1.3}} ===Poisson bracket=== An invariant [[w:Poisson bracket|Poisson bracket]] on the space of twisted polygons was found in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. The monodromy invariants [[w:Poisson bracket#Constants of motion|commute]] with respect to it: <math display="block"> \{O_i,O_j\}=\{O_i,E_j\}=\{E_i,E_j\}=0 </math>for all <math>i,j</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} The Poisson bracket is defined in terms of the corner coordinates by: <math display="block"> \begin{align} \{x_i,x_{i\pm1}\} &= \mp x_i x_{i+1}, \\ \{y_i,y_{i\pm 1}\} &= \mp y_i y_{i+1}, \end{align}</math>and <math display="block"> \{x_i,x_j\} = \{y_i,y_j\} = \{x_i,y_j\} = 0</math>for all other <math> i,j.</math>{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 2.16}} === The spectral curve === Let <math>\zeta</math> be an element of the [[w:multiplicative group|multiplicative group]] and <math>P_\zeta</math> be the polygon obtained by applying the [[w:Pentagram map#The scaling symmetry|rescaling action]] <math>R_\zeta</math> on <math>P</math>. A [[w:Lax matrix|Lax matrix]] <math>\hat{T}(\zeta) \in \mathrm{GL}_3</math> is a lift of the monodromy of <math>P_\zeta</math> satisfying a [[w:Lax pair#Zero-curvature equation|zero-curvature equation]].{{Sfn|Weinreich|2022|loc=§5 The Lax representation}} Then, the spectral function is the [[w:Bivariate polynomial|bivariate]] [[w:characteristic polynomial|characteristic polynomial]]<math display="block"> Q(\lambda,\zeta) := \det(\lambda\operatorname{Id}-\hat{T}(\zeta)),</math>or some renormalization of it. The [[w:spectral curve|spectral curve]] is the [[w:Projective variety#projective completion|projective completion]] of the [[w:Algebraic curve|affine curve]] defined by the equation <math>Q(\lambda,\zeta)=0</math>.{{Sfn|Weinreich|2022|loc=§6. The geometry of the spectral curve}} It is invariant under the pentagram map, and the monodromy invariants appear as the [[w:coefficient|coefficient]]s of <math>Q</math>.{{Sfn|Soloviev|2013|loc=theorem 6.4}} Its [[w:geometric genus|geometric genus]] is <math>n-1</math> if <math>n</math> is odd, and <math>n-2</math> if <math>n</math> is even.{{Sfn|Weinreich|2022|p=|loc=theorem 6.4}} It was first introduced in {{Harv|Soloviev|2013|ps=|p=}} for his proof of [[w:Pentagram map#Algebro-geometric integrability|algebro-geometric integrability]].{{sfn|Soloviev|2013}} ==Complete integrability== The pentagram map on the moduli space has been proved to be a [[w:completely integrable|completely integrable]] [[w:discrete dynamical system|discrete dynamical system]], both in the [[w:Integrable system#Hamiltonian systems and Liouville integrability|Arnold-Liouville]]{{Efn|Over the [[w:real number|real number]]s.}} and the [[w:Integrable system#Complete integrability over the complex numbers|algebro-geometric]]{{Efn|Over [[w:algebraically closed field|algebraically closed field]]s of [[w:Characteristic (algebra)|characteristic]] different from 2.}} senses. In any case, this means that the moduli space is [[w:almost everywhere|almost everywhere]] [[w:Foliation|foliated]] by [[w:Torus#Flat torus|flat tori]] (or in the algebraic setting, [[w:Abelian variety|Abelian varieties]]), where the motion is a [[w:Translation (geometry)|translation]]. This [[w:Generic property|generically]] induces a [[w:quasiperiodic motion|quasiperiodic motion]] on the corresponding torus.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} ===Arnold–Liouville integrability=== The proof of the integrability of the pentagram map on a real twisted polygon was achieved in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. This is done by noticing that the monodromy invariants <math>O_n</math> and <math>E_n</math> are [[w:Casimir invariant|Casimir invariant]]s for the Poisson bracket, meaning (in this context) that<math display="block"> \{O_n,f\}=\{E_n,f\} = 0 </math>for every smooth function <math>f</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} When <math>n</math> is even, this is also true for the monodromy invariants <math>O_{\lfloor n/2 \rfloor }</math> and <math>E_{\lfloor n/2 \rfloor }</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} This allows to consider the Casimir [[w:level set|level set]], where each Casimir invariant has a specified value. Because of [[w:Sard's theorem|Sard's theorem]], any generic level set is a [[w:smooth manifold|smooth manifold]].{{Sfn|Schwartz|2017|p=44}} This family of level sets forms a [[w:foliation|foliation]] in [[w:Poisson manifold#Symplectic leaves|symplectic leaves]], on which the Poisson bracket gives rise to a [[w:symplectic form|symplectic form]].{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.13}} Each of these symplectic leaves has an iso-monodromy [[w:foliation|foliation]], namely, a decomposition into the common level sets of the remaining monodromy functions. By using again [[w:Sard's theorem|Sard's theorem]], they are generically [[w:Symplectic manifold#Lagrangian submanifolds|Lagrangian manifolds]].{{Sfn|Schwartz|2017|p=45}} Moreover, they are compact.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§3.3. Compactness of the level sets}} Since the monodromy invariants Poisson-commute and there are enough of them, the discrete [[w:Liouville–Arnold theorem|Liouville–Arnold theorem]] can be applied to prove that the level sets are [[w:Torus#Flat torus|flat tori]] over which the dynamics is a translation.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=412}}{{sfn|Kato|2017|loc=§5.6 Complete integrability of pentagram map}} ===Algebro-geometric integrability=== In {{Harvard citation|Soloviev|2013}}, it was shown that the pentagram map admits a [[w:Lax representation|Lax representation]] with a spectral parameter, which allows to prove its algebro-geometric integrability. This means that the space of polygons (either twisted or closed) is parametrized by its spectral data, consisting of [[w:Pentagram map#The spectral curve|its spectral curve]], with marked points and a [[w:Divisor (algebraic geometry)|divisor]] given by a [[w:Floquet theory|Floquet]]–[[w:Bloch's theorem|Bloch]] equation. This gives an embedding to the [[w:Jacobian variety|Jacobian variety]] through the [[w:Abel–Jacobi map|Abel–Jacobi map]], where the motion is expressed in terms of translation.{{sfn|Soloviev|2013|loc=theorems A, B and C}} The previously defined Poisson bracket is also retrieved.{{sfn|Soloviev|2013|loc=theorem D}} This integrability was generalized in {{Harvard citation|Weinreich|2022}} from the field of [[w:complex number|complex number]]s to any [[w:algebraically closed field|algebraically closed field]] of [[w:Characteristic (algebra)|characteristic]] different from 2. The translation on a torus is replaced by a translation on an [[w:Abelian variety|Abelian variety]] (in fact, a Jacobian variety again).{{sfn|Weinreich|2022|loc=theorem 1.4}} === Dimension of the invariant manifold === For twisted <math>n</math>-gons, the [[w:dimension|dimension]] of the invariant manifolds (tori or Jacobian varieties) is{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=421}} : <math>\begin{cases} n-1 & \text{when }n \text{ is odd,}\\ n-2 & \text{when }n \text{ is even.} \end{cases}</math> Moreover, when <math>n</math> is even, there are two isomorphic manifolds on which the iterates of the pentagram map alternate. But on each of them, the second iterate is a translation.{{Sfn|Weinreich|2022|loc=theorem 1.4}} === For closed polygons === There is no Poisson structure on the space of closed polygons.{{Sfn|Soloviev|2013|loc=corollary 4.1}} Nevertheless, the one from twisted polygons can be used to prove integrability.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=2153}} Algebro-geometric integrability holds for closed polygons in a same manner as for the twisted ones.{{Sfn|Soloviev|2013|loc=theorem C}} However, Arnold-Liouville integrability is proved for real closed polygons only when they are convex. This is done by restricting the [[w:Hamiltonian vector field|Hamiltonian vector field]]s of monodromy functions to smaller dimensional tori, and showing that enough of them are still independent.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=corollary 1.1}} In both situation, the dimension of the invariant manifolds decreases by <math>3</math> for closed <math>n</math>-gons (compared to the twisted case), and is equal to{{Sfn|Soloviev|2013|loc=theorem C}}{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=theorem 1}} :<math>\begin{cases} n-4 & \text{when }n \text{ is odd,}\\ n-5 & \text{when }n \text{ is even.} \end{cases}</math> ==Connections to other topics== ===The Boussinesq equation=== The [[w:Discretization|continuous limit]] of a polygon is a parametrized curve in the plane. When the time parameter is suitably chosen, the continuous limit of the pentagram map is the [[w:Boussinesq approximation (water waves)|Boussinesq equation]]. This [[w:partial differential equation|partial differential equation]] models water waves under some conditions, which is a classical example of [[w:integrable|integrable system]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 5}} Here is a description of the geometric action of the Boussinesq equation. Given a [[w:locally convex|locally convex]] curve <math> C:\mathbb R\to \mathbb R^2 </math> and real numbers <math>x</math> and <math>t</math>, consider the [[w:chord (geometry)|chord]] connecting <math> C(x-t) </math> to <math> C(x+t) </math>. The [[w:Envelope (mathematics)|envelope]] of all these chords is a new curve <math> C_t(x) </math>. When <math>t</math> is extremely small, the curve <math> C_t(x) </math> is a good model for the time <math>t</math> evolution of the original curve <math> C_0(x) </math> under the Boussinesq equation. This construction is also similar to the pentagram map. Moreover, the pentagram invariant bracket is a discretization of an invariant Poisson bracket associated to the Boussinesq equation.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§6.4 Discretization}} ===Cluster algebras=== The pentagram map{{Sfn|Glick|2011}} and some of its generalizations{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012}}{{Sfn|Glick|Pylyavskyy|2016}} are identified as special cases of discrete dynamical systems powered by [[w:cluster algebra|cluster algebras]]. Using the results from {{Harvard citation|Goncharov|Kenyon|2013}}, this provides a link with the [[w:Poisson–Lie group|Poisson–Lie group]]s, [[w:dimer model|dimer model]]s and other so-called cluster-integrable systems.{{Sfn|Fock|Marshakov|2016}}{{Sfn|Izosimov|2022c}} These methods allow to retrieve the Poisson bracket and Hamiltonians used to prove complete integrability{{Sfn|Affolter|George|Ramassamy|2025|loc=§5 The pentagram map}} and provide [[w:Lax representation|Lax representation]]s.{{Sfn|Izosimov|2022b}} === Octahedron recurrence === Using a method to compute [[w:Determinant|determinants]] called [[w:Dodgson_condensation|Dodgson condensation]], {{Harvard citation|Schwartz|2008}} proves that the pentagram map satisfies a property called the "octahedron recurrence".{{Sfn|Schwartz|2008|loc=§5 The Method of Condensation}} It is also shared by higher dimensional pentagram maps defined through cluster algebras mutations, referred as "<math>T</math>-systems".{{Sfn|Kedem|Vichitkunakorn|2015||loc=}} Furthermore, the pentagram map (together with other dynamical systems defined through geometric constructions) verifies a generalization of the octahedron recurrence.{{Sfn|Affolter|de Tilière|Melotti|2025|loc=§9 The Pentagram Map}} === Singularity theory === The pentagram map exhibits a property called singularity confinement, which is a typical phenomenon in [[w:integrable system|integrable system]]s.{{Sfn|Grammaticos|Ramani|Papageorgiou|1991}} It states that if a polygon <math>P</math> is [[w:Singular point of an algebraic variety|singular]] for the pentagram map <math>T</math>, then there exists an integer <math>m</math> such that <math>P</math> not singular for the iterate map <math>T^m</math>.{{Sfn|Glick|2012}} Moreover, the pentagram map (along with some of its generalizations and other discrete dynamical systems) exhibit the Devron property.{{Efn|The name comes from an episode of [[w:Star Trek|Star Trek]].{{Sfn|Glick|2015|loc=§1 Introduction}}}} This means that if a polygon <math>P</math> is singular for some iterate of the pentagram map <math>T^m</math>, then it will also be singular for some iterate of the inverse map <math>T^{-m'}</math>.{{Sfn|Glick|2015}} == Generalizations == The definition of polygons still makes sense in any [[w:projective space|projective space]] <math>\mathbb P^d</math> under the action of the [[w:Projective linear group|projective group]] <math>\mathbb P \mathrm{GL}_{d+1}</math>, and even in other spaces with their associated groups. The pentagram map can be generalized in many ways, and some of them are presented here. Not all of them are integrable.{{Sfn|Khesin|Soloviev|2015a|}} Some are [[w:discretization|discretization]]s of [[w:PDEs|PDEs]] from the [[w:KdV hierarchy|KdV hierarchy]], seen as higher dimensional version of [[w:Boussinesq approximation (water waves)|Boussinesq]] or [[w:Kadomtsev–Petviashvili equation|KP]] equations.{{Sfn|Marí-Beffa|2012}}{{Sfn|Wang|2023}} The description of all generalized pentagram maps in terms of [[w:cluster algebra|cluster algebra]]s is still an open question.{{Sfn|Gekhtman|Izosimov|2025|p=14}} === Polygons in general positions === Let <math>d \geq 2</math> and <math>P</math> be a twisted polygon of <math>\mathbb P^d</math> in [[w:general position|general position]]. ==== Short diagonal pentagram maps ==== The <math>k</math>-th short diagonal hyperplane <math>H_k^{sh}</math> is uniquely defined by passing through the vertices <math>v_k,v_{k+2},\dots,v_{k+2d-2}</math>. [[w:Generic property#In algebraic geometry|Generically]], the intersection of <math>d</math> consecutive [[w:Hyperplane|hyperplanes]] uniquely defines a new point : <math>T_{sh}v_k:=H_k^{sh}\cap H_{k+1}^{sh}\cap \dots \cap H_{k+d-1}^{sh}.</math> Doing this for every vertex defines a new twisted polygon. This map, denoted by <math>T_{sh}</math>, is again projectively equivariant.{{Sfn|Khesin|Soloviev|2013}} ==== Generalized pentagram maps ==== The previous procedure can be generalized. Let <math>I=(i_1,\dots,i_{d-1}),J=(j_1,\dots,j_{d-1})</math> be two sets of integers, respectively called the jump tuple and the intersection tuple. Define <math>H_k^I</math> to be the unique hyperplane passing through the vertices <math>v_k,v_{k+i_1},\dots,v_{k+i_1+\dots+i_{d-1}}</math>. A new point is given by the intersection : <math>T_{I,J}v_k:=H_k^I \cap H_{k+j_1}^I \cap \dots \cap H_{k+j_1+\dots +j_{d-1}}^I.</math> The map <math>T_{I,J}</math> is called a generalized pentagram map.{{Sfn|Khesin|Soloviev|2015a}} The original pentagram map is recovered by considering <math>d=2,I=(2),J=(1)</math>. Integrability can be numerically tested by picking a random polygon <math>P</math> with [[wikipedia:Rational_point|rational coordinates]] and studying the growth rate of the [[wikipedia:Height_function|height]] of its iterates. This is called the [[wikipedia:Integrable_system#Diophantine_integrability|diophantine integrability]] test, and some generalized pentagram maps don't seem to pass it.{{Sfn|Khesin|Soloviev|2015a|loc=§5 and §6}} However, it is conjectured that the maps <math>T_{I,I}</math> are integrable for any <math>I</math>.{{Sfn|Bolsinov|Matveev|Miranda|Tabachnikov|2018|loc=conjecture 4.13 (B. Khesin, F. Soloviev)}} Some of these maps are [[w:discretization|discretization]]s of higher dimensional counterpart of the [[w:Boussinesq approximation (water waves)|Boussinesq equation]] in the [[w:KdV hierarchy|KdV hierarchy]].{{Sfn|Khesin|Soloviev|2015b|loc=theorem 4.1}}{{Sfn|Izosimov|2022b|loc=theorem 4.1}} ==== Dented pentagram maps ==== Fix an integer <math>m\in \{1,\dots ,d-1\}</math>. Consider the jump tuple <math>I_m:=(1,\dots,1,2,1,\dots,1)</math>, where the <math>2</math> is at the <math>m</math>-th place, and the intersection tuple <math>J:=(1,\dots,1)</math>. The dented pentagram map is <math>T_m :=T_{I_m,J}</math>. They are proved to be integrable.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 2.14}} For an integer <math>p \geq 2</math>, the deep dented pentagram map (of depth <math>p</math>) <math>T_m^p</math> is the same map as before, but the number <math>2</math> in the definition of <math>I_m</math> is replaced by <math>p</math>. This kind of pentagram maps are integrable too.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 6.2}} === Corrugated polygons === A twisted polygon <math>P</math> lying in <math>\mathbb P^d</math> is said to be corrugated if for any <math>k\in \mathbb Z</math>, the vertices <math>v_k,v_{k+1},v_{k+d},v_{k+d+1}</math> span a projective two-dimensional plane. Such polygons are not in [[w:general position|general position]]. A new point is defined by : <math>T_\text{cor}v_k:=\overline{v_k v_{k+d}}\cap \overline{v_{k+1} v_{k+d+1}}.</math> The map <math>T_\text{cor}</math> yields a new corrugated polygon. This dynamics is [[w:Integrable system#Hamiltonian systems and Liouville integrability|completely Liouville-integrable]].{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012|loc=theorem 4.4}} In fact, they can be retrieved as some dented pentagram map applied on corrugated polygons.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 5.3}} === Grassmannian polygons === Let <math>d \geq 3, m \geq 1</math> be integers. The pentagram map can also be generalized to the [[w:Grassmannian|Grassmannian]] space <math>\mathrm{Gr}(m,md)</math>, which consists of <math>m</math>-[[w:Dimension (vector space)|dimensional]] [[w:linear subspace|linear subspace]]s of an <math>md</math>-dimensional [[w:vector space|vector space]]. When <math>m=1</math>, the linear subspaces are [[w:Vector space#vector line|lines]], which retrieves the definition of [[w:projective space|projective space]]s <math>\mathbb P^d</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} A point <math>v\in\operatorname{Gr}(m,md)</math> is represented by an <math>md \times m</math> matrix <math>X_v</math> such that its columns form a [[w:Basis (linear algebra)|basis]] of <math>v</math>. Consider the [[w:Group action|action]] of the [[w:general linear group|general linear group]] <math>\mathrm{GL}_{md}</math> by multiplication on the left of <math>X_v</math>. This defines an action on the Grassmannian, even though it is not [[w:Faithful action|faithful]].{{Efn|Because there can be many lifts for <math>v</math>, and because some matrices act trivially.}} Hence, the polygons of <math>\mathrm{Gr}(m,md)</math> and their moduli spaces are defined as before, after the change of underlying group.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} Depending on the parity of <math>d</math>, one can define linear subspaces spanned by some <math>X_{v_k}</math>'s such that taking their intersection generically defines a new point <math>v\in\mathrm{Gr}(m,md)</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=sections 4 and 5}} This generalization of the pentagram map is integrable in a [[w:noncommutative|noncommutative]] sense.{{Sfn|Ovenhouse|2020}} === Over rings === The pentagram map admits a generalization by considering [[w:Projective space#Generalizations|projective planes]] over [[w:stably finite ring|stably finite ring]]s, instead of [[w:Field (mathematics)|field]]s. In particular, this retrieves the pentagram map over Grassmannians. Again, it admits a [[w:Lax representation|Lax representation]].{{Sfn|Hand|Izosimov|2025}} == References == {{reflist|25em}} ===Notes=== {{notelist}} ==Works cited== *{{Cite journal |ref=harv |title=The Limit Point of the Pentagram Map and Infinitesimal Monodromy |url=https://academic.oup.com/imrn/article/2022/7/5383/5911460 |journal=International Mathematics Research Notices |date=2022-03-23 |issn=1073-7928 |pages=5383–5397 |volume=2022 |issue=7 |doi=10.1093/imrn/rnaa258 |language=en |first1=Quinton |last1=Aboud |first2=Anton |last2=Izosimov}} *{{Cite journal|ref=harv |title=Integrable Dynamics in Projective Geometry via Dimers and Triple Crossing Diagram Maps on the Cylinder|journal=Symmetry, Integrability and Geometry: Methods and Applications|date=2025-06-03|issn=1815-0659|doi=10.3842/sigma.2025.040|first1=Niklas Christoph|last1=Affolter|first2=Terrence|last2=George|first3=Sanjay|last3=Ramassamy}} *{{Cite journal|last=Affolter|first=Niklas Christoph|last2=de 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|date=2022-07-03 |title=Pentagram Configurations for Pentagons and Hexagons |url=https://www.tandfonline.com/doi/full/10.1080/00029890.2022.2060695 |journal=The American Mathematical Monthly |language=en |volume=129 |issue=6 |pages=554–565 |doi=10.1080/00029890.2022.2060695 |issn=0002-9890}} *{{Cite journal|ref=harv |title=Pentagram-Type Maps and the Discrete KP Equation|url=https://link.springer.com/10.1007/s00332-023-09961-7|journal=Journal of Nonlinear Science|date=2023|issn=0938-8974|volume=33|issue=6|doi=10.1007/s00332-023-09961-7|language=en|first=Bao|last=Wang |article-number=101 |bibcode=2023JNS....33..101W }} *{{Cite journal |ref=harv |title=The algebraic dynamics of the pentagram map |journal=Ergodic Theory and Dynamical Systems |date=2022-11-25 |issn=0143-3857 |pages=3460–3505 |volume=43 |issue=10 |doi=10.1017/etds.2022.82 |first=Max H. |last=Weinreich}} e1hlq6po73hmuh4lkudwiad492bk02c 2831755 2831577 2026-09-06T10:16:00Z Regliste 3029369 more about Glick's operator and convexity 2831755 wikitext text/x-wiki {{Article info | last1 = Stiegler | orcid1 = 0009-0001-5789-6923 | first1 = Jean-Baptiste | affiliation1 = Université Paris-Saclay | correspondence1 = jean-baptiste.stiegler@universite-paris-saclay.fr | journal = WikiJournal of Science | et_al = true | w1 = Pentagram map | from w1 = true | keywords = Pentagram map, Dynamical system, Projective geometry, Moduli space, Integrable systems | license = CC-BY-SA 4.0 | submitted = 2025-12-08 | abstract = In [[w:mathematics|mathematics]], the '''pentagram map''' is a [[w:Dynamical system#Discrete dynamical system|discrete dynamical system]] acting on [[w:polygons|polygons]] in the [[w:projective plane|projective plane]]. It defines a new polygon whose vertices are obtained as the intersection points of the shortest [[w:Diagonal|diagonals]] of the initial polygon. This is a [[w:Projective linear group|projectively]] [[w:Equivariant map|equivariant]] procedure, hence it [[w:Quotient space (topology)|descends]] to the [[w:moduli space|moduli space]] of polygons and defines another dynamical system (which is also referred to as the pentagram map). It was first introduced by [[w:Richard Schwartz (mathematician)|Richard Schwartz]] in 1992.{{Sfn|Schwartz|1992}} The pentagram map on the moduli space is famous for its [[w:Completely integrable|complete integrability]] and its link with [[w:cluster algebra|cluster algebras]].{{sfn|Gekhtman|Izosimov|2025|p=14}} It admits many generalizations in [[w:Projective space|projective spaces]] and other settings. }} == Introduction == === Informal definition === ==== On polygons ==== [[File:Pentagram pentagon nolabel big.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Convex set|convex]] [[w:pentagon|pentagon]].]] Initially, the pentagram map was defined for [[w:convex polygon|convex polygon]]s (with at least five sides) on the [[w:euclidean plane|Euclidean plane]]. Given such a polygon <math>P</math> with <math>n</math> sides, one can draw the "shortest [[w:diagonal|diagonal]]s", meaning the [[w:Line segment|segments]] whose endpoints are a [[w:Vertex (geometry)|vertex]] and one of its second neighbors (as in Figure 1). The intersections of the shortest diagonals are then taken as the vertices of a new <math>n</math>-gon <math>T(P)</math>; this new polygon is the output of the pentagram map.{{Sfn|Berger|2005}} The same construction can be done on [[w:Concave polygon|non-convex polygons]], but there are several complications. First, some consecutive short diagonals may not intersect, so one must extend the segments to [[w:Line (geometry)|lines]]. Second, the image <math>T(P)</math> can fail to be a new <math>n</math>-gon because some consecutive vertices could coincide. However, this [[w:Generic property|generically]] doesn't happen.{{Sfn|Ovsienko|Schwartz|Tabachnikov|p=411|2009}} Finally, it is possible that two diagonals are [[w:Parallel (geometry)|parallel]] and don't intersect on the [[w:euclidean plane|Euclidean plane]]. This is resolved by extending the Euclidean plane to the [[w:real projective plane|real projective plane]] by the addition of a [[w:line at infinity|line at infinity]], where the [[w:Vanishing point|intersection point]] lies (see Figure 3). Hence, the pentagram map is defined for generic polygons in the real projective plane.{{Sfn|Berger|2005|p=25}} More generally, the construction of the pentagram map is well defined whenever the concepts of lines and their intersections make sense. This is encompassed by the notion of a general [[w:projective plane|projective plane]], of which the real projective plane is one example; but the pentagram map can also be considered over other [[w:Field (mathematics)|fields]], for instance the [[w:complex number|complex number]]s, which give the [[w:complex projective plane|complex projective plane]].{{Sfn|Weinreich|2022|loc=§3.1.1}} ==== On the moduli space of polygons ==== Since the pentagram map is constructed by drawing lines and marking their intersections, it [[w:Commutative property|commutes]] with any transformation that sends lines to lines. Such maps are called [[w:projective transformations|projective transformations]]. Hence, polygons can be identified [[w:up to|up to]] [[w:Perspectivity#Projectivity|projective transformations]]. This identification gives the [[w:Quotient space (topology)|quotient space]] (technically called a [[w:moduli space|moduli space]]) of [[w:Equivalence class|classes]] of polygons. The pentagram map on polygons induces another dynamical system on the moduli space,{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} whose behavior differs quite a lot from the initial one.{{Efn|Compare the paragraph about the [[w:Pentagram map#Collapsing of convex polygons|collapsing of convex polygons]] and the one about [[w:Pentagram map#Complete integrability|complete integrability]].}} The dynamic is trivial for the classes of pentagons and hexagons, but this is no longer the case for polygons with more vertices.{{Efn|See the paragraph about [[w:Pentagram_map#Pentagons_and_hexagons|pentagons and hexagons]].}} === Historical elements === The pentagram map for general polygons was introduced in {{Harvard citation|Schwartz|1992}}, but the simplest case is the one of [[w:pentagons|pentagons]], hence the name "[[w:pentagram|pentagram]]".{{Sfn|Marí-Beffa|2014|p=1}} Their study goes back to {{Harvard citation|Clebsch|1871}},{{Sfn|Izosimov|2022a|p=1085}} {{Harvard citation|Kasner|1928}}{{Sfn|Tabachnikov|2019}} and {{Harvard citation|Motzkin|1945}}.{{Sfn|Schwartz|2013|p=1}} The pentagram map interacts with some classical configuration theorems of [[w:projective geometry|projective geometry]]. It provides results analogous to the ones of [[w:Pascal's theorem|Pascal's theorem]] and [[wikipedia:Brianchon's_theorem|Brianchon's theorem]].{{Sfn|Schwartz|Tabachnikov|2010}} Some specific configurations make [[w:Desargues' theorem|Desargues's theorem]] and [[w:Poncelet's porism|Poncelet's porism]] appear.{{Sfn|Berger|2005|loc=§4 and §5}}{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} ==Definitions and first properties== === Definition of the map === [[File:Pentagram pentagon label big.svg|alt=|thumb|300x300px|The pentagram map on a convex pentagon, with vertices labeled.]] [[File:Pentagram on nonconvex pentagon.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Self-intersecting polygon|self-intersecting]] (in particular, non-convex) pentagon. The vertex <math>w_2</math> is on the [[w:line at infinity|line at infinity]], because it is the [[w:Vanishing point|intersection of two parallel lines]].]] Let <math>n\geq 5</math> be an integer. A polygon <math>P</math> with <math>n</math> sides, or <math>n</math>-gon, is a tuple of [[w:Vertex (geometry)|vertices]] <math>(v_1,\dots,v_n)</math> lying in some [[w:projective plane|projective plane]] <math>\mathbb P ^2</math>,{{Efn|In the following, the figures represent polygons on the real plane, where the intuition is easier to grasp.}} where the indices are understood [[w:Modular arithmetic|modulo]] <math>n</math>. The [[w:Dimension of an algebraic variety|dimension]] of the space of <math>n</math>-gons is <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.1}} Suppose that the vertices are in sufficiently [[w:general position|general position]], meaning that no consecutive triple of points are [[w:Collinearity|collinear]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=1}} Taking the intersection of two consecutive "shortest" [[w:diagonal|diagonal]]s{{Efn|Meaning the line between a vertex <math>v_k</math> and a "second neighbour" <math>v_{k\pm 2}</math>.}} defines a new point<math display="block"> w_k := \overline{v_{k-1} v_{k+1}} \cap \overline{v_{k} v_{k+2}}. </math>This procedure defines a new <math>n</math>-gon <math>T(P)=(w_1,\dots,w_n)</math>, as in Figure 2.{{Sfn|Schwartz|1992|p=71}} The labeling of the indices of <math>T(P)</math> is not [[w:canonical|canonical]]. In most papers, a choice is made at the beginning of the paper and the formulas are tuned accordingly.{{Sfn|Izosimov|2016|loc=remark 1.5}} The pentagram map on polygons is a [[w:birational map|birational map]] <math>T:(\mathbb P^2)^n</math>{{nowrap|{{font|size=145%|⇢}}}}<math>(\mathbb P^2)^n</math>. Indeed, each [[w:Homogeneous coordinates|coordinate]] of <math>w_k</math> is given as a [[w:rational function|rational function]] of the coordinates of <math>v_{k-1},\dots,v_{k+2}</math>, since it is defined as the intersection of lines passing by them. Moreover, the [[w:inverse map|inverse map]] is given by taking the intersections <math>\overline{w_{k-2} w_{k-1}} \cap \overline{w_{k} w_{k+1}} </math>, which is rational for the same reason.{{Sfnp|Weinreich|2022|loc=definition 1.2}} === Moduli space === The pentagram map is defined by taking [[w:Line (geometry)|lines]] and intersections of them. The biggest [[w:Group (mathematics)|group]] which maps lines to lines is the one of [[w:projective transformations|projective transformations]], denoted by <math>\mathbb P \mathrm{GL}_{3}</math>. Such a transformation <math>M</math> [[w:Group action|acts]] on a polygon <math>P</math> by sending it to <math>M \cdot P:=(Mv_1,\dots,Mv_n)</math>. The pentagram map [[w:Commutative property|commutes]] with this action, and thereby induces another [[w:dynamical system|dynamical system]] on the [[w:moduli space|moduli space]] of projective [[w:equivalence classes|equivalence classes]] of polygons, whose [[w:Dimension of an algebraic variety|dimension]] is <math>2n-8</math>.{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} ===Twisted polygons=== [[File:Twisted heptagon.svg|alt=|thumb|300x300px|An example of twisted [[w:heptagon|heptagon]] on the real plane.]] The pentagram map naturally generalizes to the larger space of twisted polygons (see example in Figure 4). For any integer <math>n\geq5</math>, a twisted <math>n</math>-gon <math>P</math> is the data of: * a [[w:Sequence#Indexing|bi-infinite sequence]] of points <math>(v_k)_{k\in\mathbb Z}</math> in the projective plane (called the vertices), * a [[w:projective transformation|projective transformation]] <math>M \in \mathbb P \mathrm{GL}_3</math> (called the [[w:monodromy|monodromy]]), such that for any <math>k \in \mathbb Z</math>, the property <math>v_{k+n}=Mv_k</math> is satisfied. The dimension of the space of twisted <math>n</math>-gons is <math>2n+8</math>.{{Sfn|Schwartz|2008}} When <math>M</math> is the [[w:Identity_element|identity]], this gives back the initial definition of polygons (which are said to be closed). The space of closed <math>n</math>-gons is of [[w:codimension|codimension]] <math>8</math> in the space of twisted ones.{{Sfn|Soloviev|2013|p=2816}} The action of projective transformations over the space of closed polygons generalizes to the space of twisted ones (the monodromy is changed by [[w:Matrix similarity|conjugation]]). This provides again a moduli space, of dimension <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.3}} == Collapsing of convex polygons == === Exponential shrinking === [[File:Pentagram map convex heptagon iterate.svg|alt=|thumb|300x300px|The pentagram map iterated on a convex [[w:heptagon|heptagon]], exhibiting the convergence.]] Let <math>P</math> be a closed [[w:Convex polygon#Strictly convex polygon|strictly convex polygon]] lying on the real plane. One of the first results proved by Richard Schwartz it that its iterates under the pentagram map shrink [[w:Exponential growth|exponentially fast]] to a point, as illustrated in Figure 5. This follows from two facts. # The image of a strictly convex polygon is contained in its [[w:Interior (topology)|interior]], and is also strictly convex.{{Sfn|Glick|2020|p=2818}} # There exists a constant <math>0< \eta_P<1</math>, depending on <math>P</math>, such that for any <math>N \in \mathbb N</math>, the diameters of the iterates verify the inequality <math display="inline">\operatorname{diam}(T^N(P))\leq\eta_P^N \operatorname{diam}(P). </math>{{Sfn|Schwartz|1992|loc=theorem 3.1}} Hence, by [[w:Cantor's intersection theorem#Variant in complete metric spaces|Cantor's intersection theorem]], the sequence of polygons collapses toward a point.{{Sfn|Schwartz|1992|loc=§3 Convex polygons}} The behavior on the moduli space is very different, since the dynamics is [[w:Recurrent point|recurrent]].{{Sfn|Schwartz|2001|loc=theorem 1.1}} It is even a [[w:quasiperiodic motion|quasiperiodic motion]],{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} as discussed in [[w:Pentagram map#Complete integrability|the section about integrability]]. === Coordinates of the limit point === The limit point coordinates were given in {{Harvard citation|Glick|2020}}. They satisfy some [[w:Degree of a polynomial|degree]] 3 [[w:polynomial equation|polynomial equations]], whose coefficients are [[w:rational function|rational function]]s in the coordinates of the vertices of the starting polygon. The proof relies on the fact that the limit point must be an [[w:eigenline|eigenline]] of a certain [[w:linear operator|linear operator]] of <math>\mathbb R^3</math>, named Glick's operator.{{sfn|Glick|2020}} Moreover, the polygon stays convex under iteration of the inverse pentagram map [[w:If_and_only_if|if and only if]] Glick's operator (seen as a projective mapping) is affine. The set formed by such polygons is an algebraic subvariety of [[w:Codimension|codimension]] 2.{{sfn|Izosimov|2021}} Glick's operator was reinterpreted in {{Harvard citation|Aboud|Izosimov|2022}} as the infinitesimal monodromy of the polygon. The [[w:Pentagram map#The scaling symmetry|scaling symmetry]] is used to [[w:Deformation (mathematics)|deform]] a closed polygon <math>P</math> into a family of twisted ones '''<math>(P_z)_{z\in \mathbb C^*}</math>''' with monodromy <math>M_z</math>. The infinitesimal monodromy is defined to be:{{sfn|Aboud|Izosimov|2022}} <math display="block">\left.\frac{dM_z}{dz}\right|_{z=1}.</math> === Generalization === The collapsing of polygons may also happen in some [[w:Pentagram map#Generalizations|generalization of the pentagram map]], when considering some specific configurations of polygons in the real plane. The coordinates of the collapse point are given by a formula analogous to the one for the original pentagram map.{{Sfn|Schwartz|2026a}}{{Sfn|Schwartz|2026b}} == Periodic orbits on the moduli space == For some configurations of closed polygons, the iterate of the pentagram map will send <math>P</math> to a projectively equivalent polygon (up to some shift of the indices). This means that, on the moduli space, the orbit of the class of <math>P</math> is [[w:Periodic orbit|periodic]]. ===Pentagons and hexagons=== [[File:penta hexagon.svg|300px|thumb|The outward hexagon is projectively equivalent to the inward one, with respect to their labeling.]]The following two facts are proved by checking [[w:cross-ratio|cross-ratio]] equalities, so they are true for polygons in any [[w:projective plane|projective plane]] (not just the [[w:Real projective plane|real one]]).{{Sfn|Schwartz|1992|loc=§2 Pentagons and hexagons}} The pentagram map <math>T</math> is the identity on the moduli space of [[w:pentagon|pentagon]]s.{{Sfn|Schwartz|1992|loc=theorem 2.1}}{{Sfn|Clebsch|1871}}{{Sfn|Motzkin|1945}} The second iterate <math>T^2</math> is the identity on the space of labeled [[w:hexagon|hexagon]]s, up to a shift of labeling (see Figure 6).{{Sfn|Schwartz|1992|loc=theorem 2.3}} This phenomenon doesn't generalize to generic polygons with at least seven sides, for which the motion is [[w:Quasiperiodic motion|quasiperiodic]].{{Sfn|Tupan|2022}} ==== Generalization ==== The result about pentagons and hexagons generalizes to some [[w:Pentagram map#Generalizations|higher pentagram maps]] in <math>\mathbb P ^k</math>, for polygons with <math>k+3</math> or <math>2k+2</math> sides. The proof uses a generalization of the [[w:Gale transform|Gale transform]].{{Sfn|Dirdak|2024}} === Poncelet polygons === A polygon is said to be Poncelet{{Efn|The name comes from [[w:Jean-Victor Poncelet|Jean-Victor Poncelet]] and [[w:Poncelet porism|his porism]].{{Sfn|Izosimov|2022a|p=1085}}}} if it is [[w:Inscribed figure|inscribed]] in a [[w:Conic section|conic]] and circumscribed about another one.{{Sfn|Schwartz|2015|loc=|p=433}}{{Efn|In particular, pentagons are Poncelet since [[w:five points determine a conic|five points determine a conic]].{{Sfn|Schwartz|2015|loc=|p=433}}}} For a convex Poncelet <math>n</math>-gon <math>P</math> lying on the [[w:real projective plane|real projective plane]], the polygon <math>T^2(P)</math> is projectively equivalent to <math>P</math>.{{Sfn|Schwartz|2015|loc=theorem 1.1}} In fact, when <math>n</math> is odd, the converse is also true.{{Sfn|Izosimov|2022a|loc=corollary 1.1}} However, this converse statement is no longer true when the polygons are considered over the [[w:complex projective plane|complex projective plane]] since there are explicit counterexamples.{{Sfn|Izosimov|2022a|loc=remark 1.3}} ==Coordinates for the moduli space== The moduli space can be described by different [[w:Coordinate_system|coordinate systems]]. The following ones give simple expressions for the dynamics, as presented in the next section. === Corner coordinates === [[File:Corner coordinates big.svg|thumb|300x300px|The geometric construction of the points defining the corner invariants.]] Define the [[w:cross-ratio|cross-ratio]] of four [[w:Collinearity|collinear]] points to be : <math> [a,b,c,d]=\frac{(a-b)(c-d)}{(a-c)(b-d)}. </math> The corner invariants are a system of coordinates on the space of twisted polygons, constructed by taking intersections as in Figure 7.{{Sfn|Schwartz|2001|loc=figure 2}} The left and right invariants are respectively defined{{Efn|The ordering of the vertices in the cross-ratios can differ from a paper to another one, which slightly changes the formulas in the following sections.}} as the following cross-ratios: : <math>x_k:=[v_{k-2},v_{k-1},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k}v_{k+1}},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k+1}v_{k+2}}],</math> : <math>y_k:=[\overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-2}v_{k-1}}, \overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-1}v_{k}},v_{k+1},v_{k+2}].</math> Since the cross-ratio is [[w:Cross-ratio#Projective geometry|projective invariant]], the sequences <math>(x_k)_{k \in \mathbb Z}</math> and <math>(y_k)_{k \in \mathbb Z}</math> associated to a twisted <math>n</math>-gon are <math>n</math>-periodic.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=415}} The corner invariants are elements of <math>\mathbb{P}^1\smallsetminus\{0,1,\infty\}</math>, and they realize an [[w:Isomorphism_of_varieties|isomorphism of varieties]] between the moduli space of twisted <math>n</math>-gons and <math>(\mathbb{P}^1\smallsetminus\{0,1,\infty\})^{2n}</math>.{{Sfn|Weinreich|2022|loc=theorem 3.6}} ===ab-coordinates=== There is a second set of coordinates for the moduli space of twisted <math>n</math>-gons defined over any [[w:Field (mathematics)|field]] <math>F</math> satisfying <math>\mathrm{SL}_3(F)\cong \mathbb P\mathrm{GL}_3(F)</math>,{{Sfn|Weinreich|2022|loc=remark 3.8}} and such that <math>n</math> is not divisible by <math>3</math>.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=section 4.1}} The vertices <math>v_k</math> in the [[w:projective plane|projective plane]] <math>\mathbb P^2(F)</math> can be [[w:Lift (mathematics)|lifted]] to [[w:Vector space|vectors]] <math>V_k</math> in the [[w:affine space|affine space]] <math>F^3</math> so that each consecutive triple of vectors spans a [[w:parallelepiped|parallelepiped]] having [[w:determinant|determinant]] equal to <math>1</math>. This leads to the relation defining the <math>ab</math>-coordinates:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 4.1}} : <math>V_{k+3} = a_k V_{k+2} + b_k V_{k+1} + V_k.</math> This bring out an analogy between twisted polygons and solutions of third order linear [[w:ordinary differential equations|ordinary differential equations]], normalized to have unit [[w:Wronskian|Wronskian]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=remark 6.6}} They are linked to the corner coordinates by:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=lemma 4.5}} : <math>x_k=\frac{a_{k-2}}{b_{k-2}b_{k-1}},</math> : <math>y_k=-\frac{b_{k-1}}{a_{k-2}a_{k-1}}.</math> ==Formulas on the moduli space== ===As a birational map === The pentagram map is a [[w:birational map|birational map]] on the moduli space, because it can be decomposed as the [[w:Function composition|composition]] of two [[w:Birational geometry|birational]] [[w:Involution (mathematics)|involutions]].{{Sfn|Schwartz|2008|loc=§1.2 The Pentagram Map}} The corner invariants change in the following way:{{Sfn|Ovsienko|Schwartz|loc=lemma 2.4|Tabachnikov|2010}} : <math>x_k'=x_k\frac{1-x_{k-1} y_{k-1}}{1-x_{k+1}y_{k+1}},</math> : <math>y_k'=y_{k+1}\frac{1-x_{k+2} y_{k+2}}{1-x_k y_k}.</math> === The scaling symmetry === The [[w:multiplicative group|multiplicative group]] <math>F\smallsetminus\{0\}</math> [[w:One-parameter group|acts]] on the moduli space in the following way: : <math>R_s\cdot(x_1,\dots,x_n,y_1,\dots,y_n)=(sx_1,\dots,sx_n,s^{-1}y_1,\dots,s^{-1}y_n),</math> where <math>R</math> is called the scaling action and <math>s</math> is the scaling parameter. This action commutes with the pentagram map on the moduli space (as presented in the previous formulas). This property is called the scaling symmetry, and is instrumental in proving the [[w:Pentagram map#Complete integrability|complete integrability]] of the dynamics.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.5}} ==Invariant structures== ===Monodromy invariants=== The monodromy invariants, introduced in {{Harvard citation|Schwartz|2008}}, are a collection of [[w:Function (mathematics)|functions]] on the [[w:moduli space|moduli space]] that are invariant under the pentagram map.{{Sfn|Schwartz|2008|loc=theorem 1.2}} The simplest examples of them are :<math> O_n= x_1x_2\cdots x_{n}, \quad E_n = y_1y_2\cdots y_n. </math> The other monodromy invariants can be retrieved through different points of view: through the [[w:Pentagram map#The scaling symmetry|scaling symmetry]], as [[w:Combinatorics|combinatorial]] objects, or as some [[w:determinant|determinant]]s.{{Sfn|Schwartz|Tabachnikov|2011|loc=§2 The Monodromy Invariants}} The one involving scaling symmetry is presented here. Let <math>M\in \mathrm{GL}_3</math> be a [[w:Lift (mathematics)|lift]] of the monodromy of a twisted <math>n</math>-gon. The quantities : <math>\Omega_1=\frac{\operatorname{trace}^3(M)}{\det(M)}, \quad \Omega_2=\frac{\operatorname{trace}^3(M^{-1})}{\det(M^{-1})},</math> are independent of the choice of lift and are invariant under [[w:Matrix similarity|conjugation]], so they are well defined for the projective class of the polygon. They are invariant under the pentagram map, since the monodromy matrix doesn't change.{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} Now, the quantities : <math>\tilde{\Omega}_1=O_n^2E_n\Omega_1, \quad \tilde{\Omega}_2=O_nE_n^2\Omega_2,</math> have the same properties, but turn out to be polynomials in the corner invariants.{{Efn|Some papers consider the cube roots of this functions, but it doesn't change the following definitions of the monodromy invariants.}} They can be written as{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} : <math> \tilde{\Omega}_1=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}O_k\biggr)^3, \quad \tilde{\Omega}_2=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}E_k\biggr)^3, </math> where each <math>O_k</math> and <math>E_k</math> are [[w:homogeneous polynomial|homogeneous polynomial]]s respectively of weight <math>k</math> and <math>-k</math>,{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=11}} meaning they change under the [[w:Pentagram map#The scaling symmetry|rescaling action]] on variables by{{Sfn|Schwartz|Tabachnikov|2011|p=5}} : <math> R_s(O_k)= s^k O_k, \quad R_s(E_k)= s^{-k} E_k. </math> The quantities <math>O_1,\dots,O_{\lfloor n/2 \rfloor},O_n, E_1,\dots,E_{\lfloor n/2 \rfloor},E_n,</math> are unchanged by the dynamics, and are called the monodromy invariants. Moreover, they are [[w:algebraically independent|algebraically independent]].{{Sfn|Schwartz|2008|loc=theorem 1.2}} ==== Polygons on conics ==== Whenever <math>P</math> is [[w:Inscribed figure|inscribed]] in a [[w:conic section|conic section]], one has <math>O_k(P)=E_k(P)</math> for all <math>k</math>.{{Sfn|Schwartz|Tabachnikov|2011|loc=theorem 1.1}} Moreover, if <math>P</math> is circumscribed about another conic,{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} then its monodromy invariants are characterized by the pair of conics.{{Sfn|Schwartz|2015|loc=theorem 1.2}} For such odd-gons, the translation on the [[w:Jacobian variety|Jacobian variety]]{{Efn|See the paragraph about [[w:Pentagram map#Algebro-geometric integrability|algebraic integrability]].}} is restricted to the [[w:Prym variety|Prym variety]] (which is a half-dimensional torus in the Jacobian).{{Sfn|Izosimov|2016|loc=theorem 1.3}} ===Poisson bracket=== An invariant [[w:Poisson bracket|Poisson bracket]] on the space of twisted polygons was found in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. The monodromy invariants [[w:Poisson bracket#Constants of motion|commute]] with respect to it: <math display="block"> \{O_i,O_j\}=\{O_i,E_j\}=\{E_i,E_j\}=0 </math>for all <math>i,j</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} The Poisson bracket is defined in terms of the corner coordinates by: <math display="block"> \begin{align} \{x_i,x_{i\pm1}\} &= \mp x_i x_{i+1}, \\ \{y_i,y_{i\pm 1}\} &= \mp y_i y_{i+1}, \end{align}</math>and <math display="block"> \{x_i,x_j\} = \{y_i,y_j\} = \{x_i,y_j\} = 0</math>for all other <math> i,j.</math>{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 2.16}} === The spectral curve === Let <math>\zeta</math> be an element of the [[w:multiplicative group|multiplicative group]] and <math>P_\zeta</math> be the polygon obtained by applying the [[w:Pentagram map#The scaling symmetry|rescaling action]] <math>R_\zeta</math> on <math>P</math>. A [[w:Lax matrix|Lax matrix]] <math>\hat{T}(\zeta) \in \mathrm{GL}_3</math> is a lift of the monodromy of <math>P_\zeta</math> satisfying a [[w:Lax pair#Zero-curvature equation|zero-curvature equation]].{{Sfn|Weinreich|2022|loc=§5 The Lax representation}} Then, the spectral function is the [[w:Bivariate polynomial|bivariate]] [[w:characteristic polynomial|characteristic polynomial]]<math display="block"> Q(\lambda,\zeta) := \det(\lambda\operatorname{Id}-\hat{T}(\zeta)),</math>or some renormalization of it. The [[w:spectral curve|spectral curve]] is the [[w:Projective variety#projective completion|projective completion]] of the [[w:Algebraic curve|affine curve]] defined by the equation <math>Q(\lambda,\zeta)=0</math>.{{Sfn|Weinreich|2022|loc=§6. The geometry of the spectral curve}} It is invariant under the pentagram map, and the monodromy invariants appear as the [[w:coefficient|coefficient]]s of <math>Q</math>.{{Sfn|Soloviev|2013|loc=theorem 6.4}} Its [[w:geometric genus|geometric genus]] is <math>n-1</math> if <math>n</math> is odd, and <math>n-2</math> if <math>n</math> is even.{{Sfn|Weinreich|2022|p=|loc=theorem 6.4}} It was first introduced in {{Harv|Soloviev|2013|ps=|p=}} for his proof of [[w:Pentagram map#Algebro-geometric integrability|algebro-geometric integrability]].{{sfn|Soloviev|2013}} ==Complete integrability== The pentagram map on the moduli space has been proved to be a [[w:completely integrable|completely integrable]] [[w:discrete dynamical system|discrete dynamical system]], both in the [[w:Integrable system#Hamiltonian systems and Liouville integrability|Arnold-Liouville]]{{Efn|Over the [[w:real number|real number]]s.}} and the [[w:Integrable system#Complete integrability over the complex numbers|algebro-geometric]]{{Efn|Over [[w:algebraically closed field|algebraically closed field]]s of [[w:Characteristic (algebra)|characteristic]] different from 2.}} senses. In any case, this means that the moduli space is [[w:almost everywhere|almost everywhere]] [[w:Foliation|foliated]] by [[w:Torus#Flat torus|flat tori]] (or in the algebraic setting, [[w:Abelian variety|Abelian varieties]]), where the motion is a [[w:Translation (geometry)|translation]]. This [[w:Generic property|generically]] induces a [[w:quasiperiodic motion|quasiperiodic motion]] on the corresponding torus.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} ===Arnold–Liouville integrability=== The proof of the integrability of the pentagram map on a real twisted polygon was achieved in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. This is done by noticing that the monodromy invariants <math>O_n</math> and <math>E_n</math> are [[w:Casimir invariant|Casimir invariant]]s for the Poisson bracket, meaning (in this context) that<math display="block"> \{O_n,f\}=\{E_n,f\} = 0 </math>for every smooth function <math>f</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} When <math>n</math> is even, this is also true for the monodromy invariants <math>O_{\lfloor n/2 \rfloor }</math> and <math>E_{\lfloor n/2 \rfloor }</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} This allows to consider the Casimir [[w:level set|level set]], where each Casimir invariant has a specified value. Because of [[w:Sard's theorem|Sard's theorem]], any generic level set is a [[w:smooth manifold|smooth manifold]].{{Sfn|Schwartz|2017|p=44}} This family of level sets forms a [[w:foliation|foliation]] in [[w:Poisson manifold#Symplectic leaves|symplectic leaves]], on which the Poisson bracket gives rise to a [[w:symplectic form|symplectic form]].{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.13}} Each of these symplectic leaves has an iso-monodromy [[w:foliation|foliation]], namely, a decomposition into the common level sets of the remaining monodromy functions. By using again [[w:Sard's theorem|Sard's theorem]], they are generically [[w:Symplectic manifold#Lagrangian submanifolds|Lagrangian manifolds]].{{Sfn|Schwartz|2017|p=45}} Moreover, they are compact.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§3.3. Compactness of the level sets}} Since the monodromy invariants Poisson-commute and there are enough of them, the discrete [[w:Liouville–Arnold theorem|Liouville–Arnold theorem]] can be applied to prove that the level sets are [[w:Torus#Flat torus|flat tori]] over which the dynamics is a translation.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=412}}{{sfn|Kato|2017|loc=§5.6 Complete integrability of pentagram map}} ===Algebro-geometric integrability=== In {{Harvard citation|Soloviev|2013}}, it was shown that the pentagram map admits a [[w:Lax representation|Lax representation]] with a spectral parameter, which allows to prove its algebro-geometric integrability. This means that the space of polygons (either twisted or closed) is parametrized by its spectral data, consisting of [[w:Pentagram map#The spectral curve|its spectral curve]], with marked points and a [[w:Divisor (algebraic geometry)|divisor]] given by a [[w:Floquet theory|Floquet]]–[[w:Bloch's theorem|Bloch]] equation. This gives an embedding to the [[w:Jacobian variety|Jacobian variety]] through the [[w:Abel–Jacobi map|Abel–Jacobi map]], where the motion is expressed in terms of translation.{{sfn|Soloviev|2013|loc=theorems A, B and C}} The previously defined Poisson bracket is also retrieved.{{sfn|Soloviev|2013|loc=theorem D}} This integrability was generalized in {{Harvard citation|Weinreich|2022}} from the field of [[w:complex number|complex number]]s to any [[w:algebraically closed field|algebraically closed field]] of [[w:Characteristic (algebra)|characteristic]] different from 2. The translation on a torus is replaced by a translation on an [[w:Abelian variety|Abelian variety]] (in fact, a Jacobian variety again).{{sfn|Weinreich|2022|loc=theorem 1.4}} === Dimension of the invariant manifold === For twisted <math>n</math>-gons, the [[w:dimension|dimension]] of the invariant manifolds (tori or Jacobian varieties) is{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=421}} : <math>\begin{cases} n-1 & \text{when }n \text{ is odd,}\\ n-2 & \text{when }n \text{ is even.} \end{cases}</math> Moreover, when <math>n</math> is even, there are two isomorphic manifolds on which the iterates of the pentagram map alternate. But on each of them, the second iterate is a translation.{{Sfn|Weinreich|2022|loc=theorem 1.4}} === For closed polygons === There is no Poisson structure on the space of closed polygons.{{Sfn|Soloviev|2013|loc=corollary 4.1}} Nevertheless, the one from twisted polygons can be used to prove integrability.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=2153}} Algebro-geometric integrability holds for closed polygons in a same manner as for the twisted ones.{{Sfn|Soloviev|2013|loc=theorem C}} However, Arnold-Liouville integrability is proved for real closed polygons only when they are convex. This is done by restricting the [[w:Hamiltonian vector field|Hamiltonian vector field]]s of monodromy functions to smaller dimensional tori, and showing that enough of them are still independent.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=corollary 1.1}} In both situation, the dimension of the invariant manifolds decreases by <math>3</math> for closed <math>n</math>-gons (compared to the twisted case), and is equal to{{Sfn|Soloviev|2013|loc=theorem C}}{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=theorem 1}} :<math>\begin{cases} n-4 & \text{when }n \text{ is odd,}\\ n-5 & \text{when }n \text{ is even.} \end{cases}</math> ==Connections to other topics== ===The Boussinesq equation=== The [[w:Discretization|continuous limit]] of a polygon is a parametrized curve in the plane. When the time parameter is suitably chosen, the continuous limit of the pentagram map is the [[w:Boussinesq approximation (water waves)|Boussinesq equation]]. This [[w:partial differential equation|partial differential equation]] models water waves under some conditions, which is a classical example of [[w:integrable|integrable system]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 5}} Here is a description of the geometric action of the Boussinesq equation. Given a [[w:locally convex|locally convex]] curve <math> C:\mathbb R\to \mathbb R^2 </math> and real numbers <math>x</math> and <math>t</math>, consider the [[w:chord (geometry)|chord]] connecting <math> C(x-t) </math> to <math> C(x+t) </math>. The [[w:Envelope (mathematics)|envelope]] of all these chords is a new curve <math> C_t(x) </math>. When <math>t</math> is extremely small, the curve <math> C_t(x) </math> is a good model for the time <math>t</math> evolution of the original curve <math> C_0(x) </math> under the Boussinesq equation. This construction is also similar to the pentagram map. Moreover, the pentagram invariant bracket is a discretization of an invariant Poisson bracket associated to the Boussinesq equation.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§6.4 Discretization}} ===Cluster algebras=== The pentagram map{{Sfn|Glick|2011}} and some of its generalizations{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012}}{{Sfn|Glick|Pylyavskyy|2016}} are identified as special cases of discrete dynamical systems powered by [[w:cluster algebra|cluster algebras]]. Using the results from {{Harvard citation|Goncharov|Kenyon|2013}}, this provides a link with the [[w:Poisson–Lie group|Poisson–Lie group]]s, [[w:dimer model|dimer model]]s and other so-called cluster-integrable systems.{{Sfn|Fock|Marshakov|2016}}{{Sfn|Izosimov|2022c}} These methods allow to retrieve the Poisson bracket and Hamiltonians used to prove complete integrability{{Sfn|Affolter|George|Ramassamy|2025|loc=§5 The pentagram map}} and provide [[w:Lax representation|Lax representation]]s.{{Sfn|Izosimov|2022b}} === Octahedron recurrence === Using a method to compute [[w:Determinant|determinants]] called [[w:Dodgson_condensation|Dodgson condensation]], {{Harvard citation|Schwartz|2008}} proves that the pentagram map satisfies a property called the "octahedron recurrence".{{Sfn|Schwartz|2008|loc=§5 The Method of Condensation}} It is also shared by higher dimensional pentagram maps defined through cluster algebras mutations, referred as "<math>T</math>-systems".{{Sfn|Kedem|Vichitkunakorn|2015||loc=}} Furthermore, the pentagram map (together with other dynamical systems defined through geometric constructions) verifies a generalization of the octahedron recurrence.{{Sfn|Affolter|de Tilière|Melotti|2025|loc=§9 The Pentagram Map}} === Singularity theory === The pentagram map exhibits a property called singularity confinement, which is a typical phenomenon in [[w:integrable system|integrable system]]s.{{Sfn|Grammaticos|Ramani|Papageorgiou|1991}} It states that if a polygon <math>P</math> is [[w:Singular point of an algebraic variety|singular]] for the pentagram map <math>T</math>, then there exists an integer <math>m</math> such that <math>P</math> not singular for the iterate map <math>T^m</math>.{{Sfn|Glick|2012}} Moreover, the pentagram map (along with some of its generalizations and other discrete dynamical systems) exhibit the Devron property.{{Efn|The name comes from an episode of [[w:Star Trek|Star Trek]].{{Sfn|Glick|2015|loc=§1 Introduction}}}} This means that if a polygon <math>P</math> is singular for some iterate of the pentagram map <math>T^m</math>, then it will also be singular for some iterate of the inverse map <math>T^{-m'}</math>.{{Sfn|Glick|2015}} == Generalizations == The definition of polygons still makes sense in any [[w:projective space|projective space]] <math>\mathbb P^d</math> under the action of the [[w:Projective linear group|projective group]] <math>\mathbb P \mathrm{GL}_{d+1}</math>, and even in other spaces with their associated groups. The pentagram map can be generalized in many ways, and some of them are presented here. Not all of them are integrable.{{Sfn|Khesin|Soloviev|2015a|}} Some are [[w:discretization|discretization]]s of [[w:PDEs|PDEs]] from the [[w:KdV hierarchy|KdV hierarchy]], seen as higher dimensional version of [[w:Boussinesq approximation (water waves)|Boussinesq]] or [[w:Kadomtsev–Petviashvili equation|KP]] equations.{{Sfn|Marí-Beffa|2012}}{{Sfn|Wang|2023}} The description of all generalized pentagram maps in terms of [[w:cluster algebra|cluster algebra]]s is still an open question.{{Sfn|Gekhtman|Izosimov|2025|p=14}} === Polygons in general positions === Let <math>d \geq 2</math> and <math>P</math> be a twisted polygon of <math>\mathbb P^d</math> in [[w:general position|general position]]. ==== Short diagonal pentagram maps ==== The <math>k</math>-th short diagonal hyperplane <math>H_k^{sh}</math> is uniquely defined by passing through the vertices <math>v_k,v_{k+2},\dots,v_{k+2d-2}</math>. [[w:Generic property#In algebraic geometry|Generically]], the intersection of <math>d</math> consecutive [[w:Hyperplane|hyperplanes]] uniquely defines a new point : <math>T_{sh}v_k:=H_k^{sh}\cap H_{k+1}^{sh}\cap \dots \cap H_{k+d-1}^{sh}.</math> Doing this for every vertex defines a new twisted polygon. This map, denoted by <math>T_{sh}</math>, is again projectively equivariant.{{Sfn|Khesin|Soloviev|2013}} ==== Generalized pentagram maps ==== The previous procedure can be generalized. Let <math>I=(i_1,\dots,i_{d-1}),J=(j_1,\dots,j_{d-1})</math> be two sets of integers, respectively called the jump tuple and the intersection tuple. Define <math>H_k^I</math> to be the unique hyperplane passing through the vertices <math>v_k,v_{k+i_1},\dots,v_{k+i_1+\dots+i_{d-1}}</math>. A new point is given by the intersection : <math>T_{I,J}v_k:=H_k^I \cap H_{k+j_1}^I \cap \dots \cap H_{k+j_1+\dots +j_{d-1}}^I.</math> The map <math>T_{I,J}</math> is called a generalized pentagram map.{{Sfn|Khesin|Soloviev|2015a}} The original pentagram map is recovered by considering <math>d=2,I=(2),J=(1)</math>. Integrability can be numerically tested by picking a random polygon <math>P</math> with [[wikipedia:Rational_point|rational coordinates]] and studying the growth rate of the [[wikipedia:Height_function|height]] of its iterates. This is called the [[wikipedia:Integrable_system#Diophantine_integrability|diophantine integrability]] test, and some generalized pentagram maps don't seem to pass it.{{Sfn|Khesin|Soloviev|2015a|loc=§5 and §6}} However, it is conjectured that the maps <math>T_{I,I}</math> are integrable for any <math>I</math>.{{Sfn|Bolsinov|Matveev|Miranda|Tabachnikov|2018|loc=conjecture 4.13 (B. Khesin, F. Soloviev)}} Some of these maps are [[w:discretization|discretization]]s of higher dimensional counterpart of the [[w:Boussinesq approximation (water waves)|Boussinesq equation]] in the [[w:KdV hierarchy|KdV hierarchy]].{{Sfn|Khesin|Soloviev|2015b|loc=theorem 4.1}}{{Sfn|Izosimov|2022b|loc=theorem 4.1}} ==== Dented pentagram maps ==== Fix an integer <math>m\in \{1,\dots ,d-1\}</math>. Consider the jump tuple <math>I_m:=(1,\dots,1,2,1,\dots,1)</math>, where the <math>2</math> is at the <math>m</math>-th place, and the intersection tuple <math>J:=(1,\dots,1)</math>. The dented pentagram map is <math>T_m :=T_{I_m,J}</math>. They are proved to be integrable.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 2.14}} For an integer <math>p \geq 2</math>, the deep dented pentagram map (of depth <math>p</math>) <math>T_m^p</math> is the same map as before, but the number <math>2</math> in the definition of <math>I_m</math> is replaced by <math>p</math>. This kind of pentagram maps are integrable too.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 6.2}} === Corrugated polygons === A twisted polygon <math>P</math> lying in <math>\mathbb P^d</math> is said to be corrugated if for any <math>k\in \mathbb Z</math>, the vertices <math>v_k,v_{k+1},v_{k+d},v_{k+d+1}</math> span a projective two-dimensional plane. Such polygons are not in [[w:general position|general position]]. A new point is defined by : <math>T_\text{cor}v_k:=\overline{v_k v_{k+d}}\cap \overline{v_{k+1} v_{k+d+1}}.</math> The map <math>T_\text{cor}</math> yields a new corrugated polygon. This dynamics is [[w:Integrable system#Hamiltonian systems and Liouville integrability|completely Liouville-integrable]].{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012|loc=theorem 4.4}} In fact, they can be retrieved as some dented pentagram map applied on corrugated polygons.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 5.3}} === Grassmannian polygons === Let <math>d \geq 3, m \geq 1</math> be integers. The pentagram map can also be generalized to the [[w:Grassmannian|Grassmannian]] space <math>\mathrm{Gr}(m,md)</math>, which consists of <math>m</math>-[[w:Dimension (vector space)|dimensional]] [[w:linear subspace|linear subspace]]s of an <math>md</math>-dimensional [[w:vector space|vector space]]. When <math>m=1</math>, the linear subspaces are [[w:Vector space#vector line|lines]], which retrieves the definition of [[w:projective space|projective space]]s <math>\mathbb P^d</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} A point <math>v\in\operatorname{Gr}(m,md)</math> is represented by an <math>md \times m</math> matrix <math>X_v</math> such that its columns form a [[w:Basis (linear algebra)|basis]] of <math>v</math>. Consider the [[w:Group action|action]] of the [[w:general linear group|general linear group]] <math>\mathrm{GL}_{md}</math> by multiplication on the left of <math>X_v</math>. This defines an action on the Grassmannian, even though it is not [[w:Faithful action|faithful]].{{Efn|Because there can be many lifts for <math>v</math>, and because some matrices act trivially.}} Hence, the polygons of <math>\mathrm{Gr}(m,md)</math> and their moduli spaces are defined as before, after the change of underlying group.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} Depending on the parity of <math>d</math>, one can define linear subspaces spanned by some <math>X_{v_k}</math>'s such that taking their intersection generically defines a new point <math>v\in\mathrm{Gr}(m,md)</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=sections 4 and 5}} This generalization of the pentagram map is integrable in a [[w:noncommutative|noncommutative]] sense.{{Sfn|Ovenhouse|2020}} === Over rings === The pentagram map admits a generalization by considering [[w:Projective space#Generalizations|projective planes]] over [[w:stably finite ring|stably finite ring]]s, instead of [[w:Field (mathematics)|field]]s. In particular, this retrieves the pentagram map over Grassmannians. 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kh0noat3c389tjyvloh7prsa8d5n5pz 0 327555 2831587 2823882 2026-09-05T21:33:25Z DavidMCEddy 218607 /* Part II. The media and war */ delete Poseiden unmanned nuc torpedo 2831587 wikitext text/x-wiki [[File:Pharoah - James VI and I - Trump.png|thumb|Religious and media leaders from the time of the Pharaohs convinced common folk to give increasing shares of what they produced to elites.]] :''This book uses dates in [[:w:ISO 8601|ISO 8601]], YYYY-MM-DD, when convenient.'' == Invitation to edit this book == You, dear reader, are invited to contribute questions, ideas and citations to support or refute claims made in this book possibly adding chapters. Wikiversity like other Wikimedia Foundation Projects invites humans to [[w:Wikipedia:Be bold|“be bold but not reckless,”]] while writing from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]]. Others are invited to change or revert what you wrote. What stays tends to be written from a neutral point of view citing credible sources. If someone reverts your edit or you have a question, take it to the ''[[Wikiversity:FAQ|''''“Discuss”'''' page]]'' associated with the specific Wikiversity page most related to your concerns. Those who teach media literacy are encouraged to invite their students to debate and revise the contents of this book. Doing so would build on a tradition of [[:w:Wikipedia:Student assignments|instructors requiring students to edit wikipedia article(s).]] Editing [[:w:Wikipedia|Wikipedia]] and other [[:w:Wikimedia Foundation|Wikimedia Foundation]] projects like this book is itself an exercise in media literacy: :''Central tenets of media literacy might include writing from a neutral point of view citing credible sources and engaging others, some of whom may disagree, in civil, supportive conversations about what can and cannot be said based on a reasonable evaluation of the available evidence. Wikimedia rules invite contributors to do just that, encouraging them to “be bold but not reckless,” contributing revisions written from a neutral point of view, citing credible sources -- and raising other questions and concerns on the ''''“Discuss”'''' page associated with the specific Wikiversity page most related to your concerns, as mentioned above.''<ref>For more on this, see Graves (2024).</ref> == Text and self-help book and point of discuss == This book is intended both as a text and self-help book and as a point of discussion considering four levels of media literacy: :1. '''Think before you share''': [[Facebook whistleblower Frances Haugen says|Facebook whistleblower Frances Haugen said]], "The shortest path to a click is anger or hate." The social psychology behind this phenomenon exploited also by legacy media has contributed to [[Media Literacy and You/Media consolidation, social media, and political polarization|the dramatic increase in political polarization and violence worldwide]], especially since the end of the [[w:Fairness doctrine|Fairness doctrine]] in 1987. To counter this, DiResta (2024, p. 335) recommends, "Think before you share." :2. '''Look for information to contradict preconceptions''' (Disconfirmation bias): [[w:Information is a public good: Designing experiments to improve government#Previous research|Virtually everyone]] (a) thinks they know more than they do ([[w:Overconfidence effect|overconfidence effect]]), and (b) prefers information and sources consistent with preconceptions ([[w:Confirmation bias|confirmation bias]]). The major media everywhere exploit this to please those who control most of the money for the media. Humans can counter this by searching for sources to help us understand our designated enemies. If we cannot explain circumstances under which we could see ourselves doing what we see our designated enemies doing, we haven't looked hard enough. :3. '''Talk''': Push ourselves to have friendly supportive conversations with others with whom we may vehemently disagree with the goals of agreeing to disagree agreeably and building collaboration on areas of common concern.<ref>Graves and Bailey (2025).</ref> :4. '''Teach''': Humans who develop skills in the first three levels can leverage that knowledge in helping others acquire those skills. If each one teaches two<ref>"[[:w:Each one teach one|Each one teach one]]" is an African-American proverb from the time of legalized slavery. However, if each one teaches only one, the growth in literacy will only be linear. Having "each one teaching two", on average, unleashes the power of doubling and [[:w:exponential growth|exponential growth]], which has the potential of educating the entirety of humanity in a reasonable period of time -- namely after 33 doublings starting from one.</ref> in a certain period of time, that time period becomes a [[:w:Doubling time|doubling time]]. Ten doublings is a thousand -- actually 1,024 to be precise.<ref>2 time 2 = 4 times 2 = 8 times 2 = 16 times 2 = 32 times 2 = 64 times 2 = 128 times 2 = 256 times 2 = 512 times 2 = 1024: That's 10 doublings, as anyone with a modest understanding of modern digital [[:w:computer|computer]]s will tell you.</ref> Twenty doublings become a million. Thirty doublings become a billion. Three more doublings become 8 billion, the [[:w:World population|world population]] as of approximately 2022-11-15.<ref>This book uses dates in [[:w:ISO 8601|ISO 8601]], YYYY-MM-DD, when convenient.</ref> Many organizations, including several United Nations agencies, already have active [[w:media literacy|media literacy]] programs that have already trained many.<ref>''[[Wikibooks:Antiracist Activism for Teachers and Students]]'' includes a chapter on [[Wikibooks:Antiracist Activism for Teachers and Students/Points to Consider for Teaching Anti-racism/Media Literacy In Schools|Media Literacy In Schools]].</ref> This book is being written hoping to increase the effectiveness and accelerate the rate of growth in media literacy and thereby accelerate progress against many of the most pressing issues facing humanity today. Much of this book is a [[w:Monograph|research monograph]] summarizing research that seems to have been underreported by the major media to avoid offending people who control most of the money for the media. These research results seem to be central to major political divisions. Each chapter ends in exercises to help the reader practice media literacy skills and have fun doing it. Remember: :''I am entitled to my [[Wiktionary:cockamamie|cockamamie]] ideas, and you are entitled to yours.'' Humor is important but must be offered in a way that does not offend others. If others are offended, they may be less interested in dialogue. The term "cockamamie" is used here, hoping that this style of [[w:Self-deprecation|self-deprecation]] might be more inviting for dialogue. ''Never say, "You're wrong, and I'm right!" instead, ask, "May I offer a contrary perspective?" Or "May I share with you another view that I've heard?" '' Much of the information in this book seems to have been largely overlooked and perhaps suppressed, apparently because it would increase the cost of producing news, some of which would clearly offend people who control much of the money for the media; see the brief discussion of conflicts of interest by the major media in the next "Key claims" section. ==Key claims== * ''Primary drivers of every major conflict include differences between the media or difference in interpretation that the different parties find credible''. :-- This works, because everything we think we know is coded in systems of connections between neurons in our brains. These systems are more unique than fingerprints and evolve over time. The words we use do not mean the same to two different humans nor even to the same human at different points in time. In many cases these differences are inconsequential. ''Sometimes they are fatal.''<ref>Graves and Bailey (2026).</ref> :-- ''[[w:Social constructionism|Show me someone who knows the truth]], and I will show you someone who is dangerous'' -- especially during war or any other situation where humans may be moved to violence mandated by their belief system.<ref>[[w:Collateral damage|Collateral damage]] that "they" commit proves to "us" that "they" are subhuman or at best criminally misled and must be resisted by any means necessary. By contrast, collateral damage that "we" commit is unfortunate but necessary.</ref> * The major media everywhere have [[w:Conflict of interest|conflicts of interest ]] in honestly reporting on [[v:Information is a public good per communications prof Pickard|anything that might offend anyone who controls large portions of the money for the media]].<ref>Pickard and Graves (2025), accessed 2026-02-08; Pickard (2020).</ref> [[v:Media Reform Coalition challenges anti-democratic media bias in the UK|British journalist and media reform advocate Dan Hind]] said that the content produced by the [[w:BBC|BBC]] was frivolous, soap opera stuff, because leading media personalities know very little about issues of substance and believe "they might get in trouble if" they produced anything serious. Similar analyses seem to apply to the major media everywhere<ref>Hind and Graves (2025), accessed 2026-02-09.</ref> but may not apply to non-profit and local media, which seem more likely to produce [[w:Investigative journalism|investigative]] / [[v:Dean Starkman and the watchdog that didn't bark|accountability journalism]]:<ref>Usher and Kim-Leffingwell (2022); see also Starkman and Graves (2025), accessed 2026-02-09.</ref> [[w:Watchdog journalism|Watchdogs]] tend to protect the people who feed them. Argentine journalist [[w:Horacio Verbitsky|Horacio Verbitsky]] said, "Journalism is disseminating information that someone does not want known; the rest is [[w:propaganda|propaganda]]."<ref>p. 16 in Verbitsky (1997); English translation from [[Wikiquote:Horacio Verbitsky]], accessed 2026-02-09.</ref> * The major media everywhere create the stage upon which politicians read their lines. :-- Their selection of acceptable topics for news and entertainment create and maintain the "[[w:Overton window|Overton window]]", which is the range of acceptable political discourse. For example, in early 1964, US President [[w:Lyndon B. Johnson|Lyndon Johnson]] understood that he could lose the 1964 presidential election that year if he were seen to be soft on communism. His response was to clandestinely provoke an attack on US naval vessels in the Gulf of Tonkin, which he could then denounce as "unprovoked". During a dark and stormy night 1964-08-04 the [[w:USS Maddox (DD-731)|USS ''Maddox'']] and [[w:USS Turner Joy|''Turner Joy'']] spent a couple of hours "defending themselves" against radar snow, then [[w:Gulf of Tonkin incident|reported that they had sunk two attacking North Vietnamese torpedo boats]]; subsequent investigations found no evidence of the reported attacks. That incident was used to justify the [[w:Gulf of Tonkin Resolution|Gulf of Tonkin Resolution]], with only two dissenting votes in the US Congress: Those two dissenters were defeated in their next reelection campaigns, illustrating the point that the major media create the environment in which many politicians cannot get elected without betraying the nation. * The development of technology is never neutral in its impact on inequality but is driven to benefit people with power.<ref>Acemoglu and Johnson (2023)</ref>. :-- [[Media Literacy and You/The impact of the media on political economy since the time of the Pharaohs|Improvements in agricultural technology from pre-history to the time of King James of the King James bible were managed to benefit elites.]] Then pamphlets and newspapers began to appear, the head of state stopped granting as many monopolies, and commoners began getting permission to become entrepreneurs. That led to increasing inequality until organized labor got enough political power to demand and get a bigger share of the fruits of their labors. :--[[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future|In the US those benefits peaked during the Great Depression]], when the standard conservative mantra that blames the poor for their poverty did not sell newspapers. US President Franklin Roosevelt taxed the ultra-wealthy like they had never been taxed before or since, and dramatically reduced inequality, which continued to decline until increasing concentration of ownership of the media ushered in a new era of increasing inequality starting with the presidency of Ronald Reagan. :-- [[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future#Role of the media|Acemoglu and Johnson insist that technology, including artificial intelligence, can be developed to benefit all. However, but it will not happen without action by the poor and middle class as follows]]: :# Alter the narrative, :# Build countervailing powers [like organized labor], and :# Develop technical, regulatory, and policy solutions to tackle specific aspects of technology’s social bias.<ref>Acemoglu and Johnson (2023, ch. 11).</ref> :-- For more on this, see, e.g., the chapter on [[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future|Fox, the Great Depression, the Great Recession, and our future]]. === The value of noncommercial news outlets === Some of the problems with the media and their contributions to increasing political polarization and violence are documented in the research summary on "[[Information is a public good: Designing experiments to improve government]]" and in the podcast series available on Wikiversity under "[[:Category:Media reform to improve democracy]]" with leading experts discussing their recommendations. One of the most compelling of the references discussed in that podcast series is Usher and Kim-Leffingwell (2022), who tallied all the federal prosecutions for political corruption in each of the 94 [[w:United States federal judicial district|US federal court district]]s between 2003 and 2019. During that period, the number of journalists in the US fell by a factor of roughly 3 -- between 60 and 70 percent. They found no statistically significant impact on federal prosecutions for political corruption of that decline in the number of journalists. However, each member of the [[w:Institute for Nonprofit News|Institute for Nonprofit News]] (INN) in a federal court district in one year was associated with on average 1.4 additional prosecutions for political corruption the following year. This suggests that the major media outlets that had so dramatically reduced their staffs had not substantively reduced the amount of investigative journalism they did. If we assume that the people prosecuted for political corruption also control substantive advertising budgets, then the major media outlets have conflicts of interest in honestly reporting on such. They may report on it if some other organization like a member of INN does the research and they are threatened with a loss of audience from not reporting on it. :'''''Major point''''': You and I benefit, the vast majority of humans on earth benefit, from news reports presumably published by members if INN that contributed to those on average 1.4 additional prosecutions for political corruption estimated by Usher and Kim-Leffingwell (2022). We benefit even if we never heard about the news reports that contributed to those prosecutions. We benefit even if we have never heard of the news outlets that presumably did the investigative journalism behind those additional prosecutions. Why? Because on average those news reports likely deterred other incidents of political corruption, which likely contributed to broadly shared economic growth and the development of new technology that ultimately benefit the vast majority of humanity. Other aspects of this are documented in the research on the impact of [[w:news desert|news desert]]s, which we summarize next. === Costs increase in news deserts=== There's a growing body of research describing what happens when local newspapers die. Perhaps most important, a 2018 research report by Gao et al. reported that the death of a local newspaper was followed by … increases in local tax revenue, averaging $85 per human per year.<ref name = Gao2018>Gao et al. (2018).</ref> That $85 was roughly 13 hundredths of a percent of the 2019 US GDP. That's mentioned in the 2025-07-17 interview with [[Democratic delusions: Fix the media to fix democracy|Natalie Fenton about her new book, ''Democratic Delusions, How the Media Hollows out democracy and What We Can Do About It'']]. One of the most spectacular example of the cost of a news desert is the [[w:City of Bell scandal|Scandal of Bell, California]]. Their local newspaper died around 1999. Roughly a decade later the city was nearly bankrupt in spite of having property tax rates among the highest in the nation. An investigation by the ''[[w:Los Angeles Times|Los Angeles Times]]'' documented that the city manager had a compensation package worth $1.5 million a year, well over double that of the President of the United States. Other senior city officials were similarly well-remunerated. Some of the city officials went to jail over that. Did the city manager decide after 1999, "Wow: The watchdog is dead. Let's have a party"? Malfeasance also increases in business as pollution and workplace accidents increase as does the cost of capital, because investors know their money is not as secure without a local newspaper. That leads to a reduction in investments in new products, services and processes -- slowing economic growth. See "[[Local newspapers limit malfeasance]]", esp. Kim et al. (2021). And executive compensation in increases in nonprofits, so less of what people donate goes to the charitable purpose for which they donated, according to Felix et al. (2024). Also, voter participation and split-ticket voting decline, per Benton (2019) and other references discussed in "[[Information is a public good: Designing experiments to improve government]]". And the ultra-right does better, as noted in [[News from Germany 1900-1945 and implications for today]] and the section on "[[Information is a public good: Designing experiments to improve government#Previous research|Previous research]]" in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]".<ref>Flößer (2024).</ref> The 0.13 percent of GDP savings estimated by Gao et al. (2018) is roughly $120 per human per year. With over 300 million humans in the U.S, that is roughly $40 billion nationwide. {| class="wikitable" |+ Table 1. Costs increase in news deserts |- ! Entity !! What !!Source |- | local government || costs incr. 0.13% of GDP || Gao et al. (2018) |- | local businesses || pollution & workplace accidents incr., innovation & econ growth decr. || Kim et al. (2021) |- | nonprofits || exec. compensation incr. || Felix et al. (2024) |- | rowspan=2 | elections | voter participation & split-ticket voting decl. || Benton (2019) |- | Ultra-right does better || Flößer (2024) |} === Government subsidies for news === John (1995) documented how in the first half of the nineteenth century the US had more independent newspaper publishers per million population than at any other time or place in human history.<ref>This is discussed in the 2025-06-08 [[Media concentration per Columbia History Professor Richard John|interview with him]], available on Wikiversity under [[:Category:Media reform to improve democracy]], accessed 2026-04-30.</ref> This encouraged literacy and limited political corruption, both of which helped [[The Great American Paradox|the early United States stay together and grow]] while contemporary [[w:New Spain|New Spain]] / [[w:Mexico|Mexico]], fractured, shrank, and stagnated economically. As documented with Figure 1 in the chapter below on [[/The impact of the media on political economy since the time of the Pharaohs/]], that growth catapulted the young United States into its current position of dominance in the international political economy, a position it has been losing since at least 1990 -- or since the Reagan Revolution began in 1981, according to the analysis in the chapter below on [[/Fox, the Great Depression, the Great Recession, and our future/]]. Other countries now have stronger democracies due in part to government subsidies for media in the range of 0.05 and 0.25 percent of GDP with a firewall that limits political interference in the content, according to Neff and Pickard (2024). Table 1 in "[[Information is a public good: Designing experiments to improve government]] compares media subsidies in various places with "other points of reference". McChesney and Nichols (2010, pp. 310-311, note 88) suggested that the relatively high rate of economic growth of the economy in the early US was due in part to postal subsidies under the US [[w:Postal Service Act|Postal Service Act]] of 1792.<ref>See also the Wikiversity article on "[[The Great American Paradox]]", accessed 2026-04-30.</ref> They estimated those subsidies at 0.21 percent of GDP. To improve the current political economy of the US, they recommended subsidies of 0.15 percent of GDP distributed to local news nonprofits on the basis of local elections.<ref>McChesney and Nichols (2021, 2022).</ref> The Wikipedia article on "[[Information is a public good: Designing experiments to improve government]]" documents how some jurisdictions can devote that much money to local news nonprofits by matching what they spend on accounting, advertising, and public relations.<ref>See the section on "[[Information is a public good: Designing experiments to improve government#Sampling units / experimental polities|Sampling units / experimental polities]]" in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]", accessed 2026-04-30.</ref> Pickard (2023) describes three basic strategies for confronting concentrated commercial media power: (1) break them up, (2) regulate them, and (3) create non-commercial, public alternatives. A fourth possibility might be [[w:externality|a graduated tax on income and wealth]] in proportion to the threat that major corporations pose to democracy. One class of noncommercial alternatives that Pickard mentions is local multimedia / Public Media Centers (PMCs) with management split between local journalists and boards, e.g., selected at random from registered voters. A key here is to have the boards selected in a way that cannot be influenced by people with power, whether business or political elites. Picard recommends considering '''six discrete layers''' when discussing PMCs, each of which, he says, must be radically democratised: # funding, # governance, # ascertainment (to determine a community’s ''critical information needs''), # infrastructure (including universal broadband service), # algorithmic (e.g., not allowing companies like Google and Facebook to suppress indexing information the might challenge their hegemony of those markets, [[w:Deep web|treating them like pedophilia and the Islamic State]]), # engagement, involving local communities in making their own news and in communicating their own stories; this is paramount to building trust and the grassroots-level support that this new local journalistic model requires. All this needs to be managed in ways that provide substantive support to news deserts and underserved communities that have long been subjected to various kinds of informational redlining. This might be done by including the proposed PMCs within local libraries staffed by professional journalists, who provide training in media literacy in local schools for children and supervise students producing school newspapers. PMCs could host regular, e.g., monthly events, where local residents could share their concerns with journalist, who would use that input to help prioritize different issues for news coverage. Journalist could also coach local residents in how to research issues and collaborate with journalists in producing news reports that may be better researched and more relevant to local concerns than could be produced without such collaboration. Management of such PMCs might be split between journalists on staff and boards of, e.g., six members selected at random from voter registration rolls serving staggered terms of one year with a new member rotated in every 2 months. Another alternative that could be done in parallel with local PMCs calls for 200 journalists in each US Congressional district funded at $10 billion annually in 2022 dollars, which is just a little under 4 hundredths of one percent of GDP; if such allocations are expressed as fractions of a percent of GDP, they would grow naturally with the economy. (The nominal GDP for the US was roughly $26.1 trillion in 2022.<ref>Johnston and Williamson (2026).</ref> For 2026 it is estimated at $32.4 trillion.<ref>[[w:United States|United States]], accessed 2026-04-30.</ref>) A similar model is the [[w:BBC|BBC]]’s Local Democracy Reporting Service (LDRS), in which the BBC funds journalists to cover the work of local councils and other local public bodies, funded at £8 million per year, which is a little under 2 hundredths of a percent of the [[w:United Kingdom|UK]]'s GDP of £7.27 trillion.<ref>[[w:United Kingdom|United Kingdom]], accessed 2026-04-30.</ref> Pickard (2023) ended by saying, "Today we face a crossroads: technocracy and oligarchy from above or radical democracy and structural reform from below. ... [T]his is not just a journalism crisis: it is a democracy crisis." ==Table of Contents== *[[/Introduction/]] including an exercise, asking all to discuss perceptions of the settlement of ''[[w:Dominion Voting Systems v. Fox News Network|Dominion Voting Systems v. Fox News Network]]'' in a friendly supportive manner with humans with whom they may vehemently disagree, because the alternative could be killing humans over misunderstandings. ===Part I. The media and political economy=== # [[/The impact of the media on political economy since the time of the Pharaohs/]] describes how religious leaders in hierarchical societies prior to [[w:James VI and I|King James of the King James bible]] convinced commoners to live in poverty while giving increasing shares of what they produced so religious and secular elites could live in opulence. During the reign of King James, pamphlets and newspapers began to compete with the church for helping commoners understand their roles in society. This produced the Industrial Revolution and modern democracies. Media consolidation since World War II slowed, then reversed this trend. # [[/Fox, the Great Depression, the Great Recession, and our future/]] describes the unprecedented performance of the US political economy during the presidency of Franklin Roosevelt (FDR), insisting that much of what FDR achieved can be replicated, giving a media system that supports honest discussion of the available evidence. # [[/Media consolidation, social media, and political polarization/]] (Combine from McChesney and Nichols discussing the [[w:Postal Service Act|US Postal Service Act]] of 1792 with [[Media concentration per Columbia History Professor Richard John]], the section on "[[v:Information is a public good: Designing experiments to improve government#Threats from social media|Threats from social media]]" in "[[Information is a public good: Designing experiments to improve government]], and the comments by [[v:Facebook whistleblower Frances Haugen says|Facebook whistleblower Frances Haugen that, "the shortest path to a click is anger or hate."]]. ===Part II. The media and war=== # [[/Deterrence without threat/]]: The historical record is clear: Nations that have prepared for war often got war, not peace. This happens for at least two reasons: First, some leaders cannot resist the temptation to use force inappropriately, sometimes clandestinely provoking others to do things that are then denounced as "unprovoked"; sometimes the media environment pushes them to do such. Alternatively, potential adversaries may believe -- or claim -- that you are actually preparing a first strike, and they must move preemptively or lose their ability to retaliate adequately. We can avoid these possibilities with three supportive policies: [a] Legislation that ''prohibits'' projecting force beyond our own borders. [b] Civilian-based defense training in nonviolent noncooperation like what helped Denmark survive Nazi occupation with minimal damage. And [c] a media system that penalizes rather than encourages a bellicose foreign policy. # [[/Responding to a nuclear attack/]]: The ''worst'' response to a nuclear attack would be a nuclear response: The death toll from the 1945 [[w:Atomic bombings of Hiroshima and Nagasaki|Atomic bombings of Hiroshima and Nagasaki]] was estimated at between 150,000 and a quarter of a million. By contrast, simulations of nuclear wars of different magnitudes estimated that between 4 and 95 percent of humanity around the world would starve to death if they did not die of something else sooner. The range depends on whether the war was "limited", e.g., between India and Pakistan, and massive between the US and Russia. (Also add material from [[Nuclear weapons and effective defense]]). # [[/Threats from excessive government secrecy/]] (draft in [https://sanjosepeace.org/restrict-secrecy-more-than-data-collection/ "Restrict secrecy more than data collection"], adding material from [https://kkfi.org/program-episodes/does-us-government-secrecy-threaten-national-security/ Connelly (2023) ''The Declassification Engine: What History Reveals About America's Top Secrets''], [[Wikipedia:Moynihan Commission on Government Secrecy]] and [[1998 Embassy bombings and September 11]]. # [[/Shouting fire in a crowded theater/|Shouting ''fire'' in a crowded theater]]: Legal concerns about "[[w:Shouting fire in a crowded theater|Shouting ''fire'' in a crowded theater]]" date, at least in large part, from the [[w:Supreme Court of the United States|US Supreme Court]] decisions in ''[[w:Schenck v. United States|Schenck v. United States]]'' (1919) and ''[[w: Brandenburg v. Ohio| Brandenburg v. Ohio]]'' (1969). In ''Schenck'' the Court ruled that the government had a right to imprison Schenck and others, because their distribution of fliers encouraging draft resistance presented a [[w:clear and present danger|clear and present danger]] to the efficacy of ongoing military activities during [[w:World War I|World War I]], then in progress. The Court in ''Brandenburg'' held that the government cannot punish inflammatory speech ''unless that speech is "directed to inciting or producing imminent lawless action and is likely to incite or produce such action".'' Some could argue that many uses of military force by the US and Israel since 1948 have violated international law, encouraged by biases in the major US media "directed to inciting or producing imminent lawless action", though it may not be feasible to convince a court of that. Still, it might be useful to simulate such a case in a mock trial like the 1966 [[w:Russell Tribunal|Russell Tribunal]].<ref>Andersen (2006) provides such documentation for several such uses of force. Johnson (2026) ''How to Sell a Genocide: The Media's Complicity in the Destruction of Gaza'' organizes evidence supporting such claims for the current [[w:Gaza war|Gaza war]], which began with [[w:October 7 attacks|Palestinian attacks 2023-10-07]]. See also Andersen (2026). Might, e.g., Palestinians -- or at least Palestinian Americans -- be able to sue the [[w:Anti-Defamation League|Anti-Defamation League]] (ADL), the [[w:AIPAC|American Israel Public Affairs Committee]] (AIPAC), and all the major media outlets in the US for inciting genocide in the current [[w:Gaza war|Gaza war]]? That history includes routine suppression of coverage by the major media especially in the US of routine denial of equal protection of Israeli laws to non-Jews in Israel and under Israeli occupation, including suppression of Israeli violence against nonviolent protestors peaceably assembling and petitioning for a redress of grievances combined with over reporting of Palestinian violence and unquestioning coverage of fraudulent claims of Palestinian violence by Israel and supporters. The suppressions included underreporting of Palestinian nonviolence such as the [[w:2018–2019 Gaza border protests|(2018-2019) Great March of Return]], and suppression of the grievances inspiring such nonviolence such as indefinite detention without charges of thousands of Palestinians, including children, routine destruction of Palestinian property by settlers, confiscation of Palestinian property at gunpoint, closing [[w:Gaza Strip|Gaza]] to international trade, and maintaining Gaza on starvation rations. These routine biases in reporting have been encouraged by charges that more honest reporting would be "[[w:Antisemitism|antisemetic]], according to the ADL and AIPAC. This denial of coverage thereby encouraged Israel to increase the rate of such violations until the [[w:October 7 attacks|2023-10-07 attacks on Israel from Gaza]] unleashed Israeli "retaliations" way out of proportion to the alleged provocation. Sucharov (2022) reported that 69% of American Jews opposed privileging Jews over non-Jews in Israel. Their support of Israel in the current Gaza war is consistent with the media biases documented by Johnson (2026) and others including Andersen (2006, 2026). Regarding whether Israel could achieve anything positive from this war, Samuelson (2025) is skeptical. He summarized quantitative analyses of 60 previous insurgencies. The results including the observation that it is exceedingly difficult to defeat an insurgency without responding to the grievances that support it without force ratios far beyond Israel's resources.</ref> ===Part III. Climate, immigrants, education, public health, and criminal justice=== # [[/Global warming/]] [Summarize research especially on conflicts of interest of major media in honestly reporting on this issue and the research on global warming itself and activities of groups concerned about this issue. Decompose into global population times CO2 equivalents per human.] # [[/Immigrants/]] [Summarize research documenting that [[w:Sanctuary city|sanctuary cities tend to have higher median incomes and no more crime than non-sanctuary jurisdictions]], and some studies report less crime. Moreover economists have documented that immigrants tend to be more entrepreneurial, overrepresented in patent applications, and generally increasing the rate of economic growth. See, e.g., Aghion et al. (2022) ''The power of creative destruction''; Aghion shared the 2025 Nobel Memorial Prize in Economics with two others.] # [[/Education/]] (draft in [[Invest in children]].) # [[/Public health/]] [Draft in [[UN public health data]] to be revised to be consistent with Bezruchka (2023, 2025).] # [[/Substance abuse and addictive behavior/]] (Research cited in "[[Wikipedia:War on drugs]]" insists that the US and the world would have fewer problems with substance abuse and addiction problems with 100 percent public funding for treatment programs and complete decriminalization of possession and use of retail quantities of addictive substances. We would also likely have fewer problems with immigrants, as that would make it harder for the US to intervene in the internal affairs of foreign countries funded off the books, as exposed in the [[w:Iran–Contra affair|Iran–Contra affair]]. See [[w:Alfred W. McCoy|Alfred W. McCoy]] (1972; 3rd ed. 2003) ''The politics of heroin''. Journalist [[w:Gary Webb|Gary Webb]] published similar claims that the US intervention in Nicaragua in the Iran-Contra Affair was funded in part by drug money. The story was officially retracted by the ''San José Mercury News'', and Webb allegedly killed himself with 2 bullets to the head. # [[/Criminal justice/]] (The section on "[[w:United States incarceration rate#Editorial policies of major media|Editorial policies of major media]]" in "[[Wikipedia:United States incarceration rate]]" cites research claiming that within the range range of experience in the US political economy since 1925, the incarceration rate is uncorrelated with crime: It's a function of the public's perception of crime, and that's a function of the media. That suggest that the US would be safer and more prosperous if incarceration policies were driving more by research than by editorial policies of the media. For example, there is also research that says that incarcerees who receive visits are less likely to recidivate, but that evidence is overlooked when convicts are incarcerated substantial distance from their family and friends and when the cost of phone services is substantially higher for incarcerees than among the general pubic. Also, it's known that better educated incarcerees are less likely to recidivate, but it's difficult and maybe impossible for many incarcerees to obtain education in prison.) # [[/Empower women and girls/]] [Cite research claiming that a primary restraint on population growth is empowering women and girls. Empowering women and girls is not just a matter of equity: It is also a means to reduce the threats of global warming, of increasing exposure to animal diseases and other problems that come with unrestrained population growth.] === Continuation === * [[/The evolving media literacy movement/]] to invite others to keep this book current with the evolving understanding of media literacy, how to encourage and promote it and the benefits of doing so. ==See also== * [[Wikibooks:Antiracist Activism for Teachers and Students/Points to Consider for Teaching Anti-racism/Media Literacy In Schools]] ==Notes== {{reflist}} ==Bibliography== * <!--Daron Acemoğlu and Simon Johnson (2023) Power and Progress-->{{cite Q|Q125292212}} * <!--Robin Andersen (2006) A century of media, a century of war-->{{cite Q|Q138795568}} * <!--Robin Andersen (2026-06-02) The Complicit Lens: US Media Coverage of Israel’s Genocide in Gaza-->{{cite Q|Q138796307}} * <!--Perry Bacon Jr. (2022-10-17) "America Should Spend Billions to Revive Local News"-->{{cite Q|Q139594786}} * <!-- Joshua Benton (9 April 2019). "When local newspapers shrink, fewer people bother to run for mayor". Nieman Foundation for Journalism -->{{cite Q|Q63127216}} * <!--Stephen Bezruchka (2023) Inequality Kills Us All-->{{cite Q|Q136047815}} * <!--Stephen Bezruchka (2025) ''Born Sick in the USA''-->{{cite Q|Q138749292}} * <!--Renée DiResta (2024) Invisible Rulers: The People Who Turn Lies into Reality-->{{cite Q|Q135107164}} * <!--Robert Felix, Joshua A. Khavis, and Mikhail Pevzner (2024) "The effects of local newspaper closures on nonprofits’ executive compensation"-->{{cite Q|Q132730972}} * <!--Maxim Flößer (2024-03-06) "Keine Lokalzeitung -- mehr AfD", Kontext-->{{cite Q|Q125287792}} * <!--Pengjie Gao, Chang Lee, and Dermot Murphy (2018) "Financing Dies in Darkness? The Impact of Newspaper Closures on Public Finance"-->{{cite Q|Q55670016}} * <!--Spencer Graves (2024) "Wikipedia: The most democratic force on earth-->{{cite Q|Q137796922}} * <!--Spencer Graves and Bryan Bailey (2025) "We have to talk", blog at PeaceWorksKC.org-->{{cite Q|Q136126262}} * [[d:Q138038060|Dan Hind and Spencer Graves (2025) "Media Reform Coalition challenges anti-democratic media bias in the UK" on Wikiversity]]. * <!--Richard R. John (1995) Spreading the News: The American Postal System from Franklin to Morse-->{{cite Q|Q54641943}} * <!--Adam H. Johnson (2026-04-21) How to Sell a Genocide: The Media's Complicity in the Destruction of Gaza-->{{cite Q|Q140073447}} * <!--Louis Johnston and Samuel H. Williamson, "What Was the U.S. GDP Then?" MeasuringWorth, 2026-->{{cite Q|Q56881105}} * <!-- Min Kim, Derrald Stice, Han Stice, and Roger M. White (2021) "Stop the presses! Or wait, we might need them: Firm responses to local newspaper closures and layoffs"-->{{cite Q|Q132459373}} * <!-- Robert W. McChesney; John Nichols (2010). The Death and Life of American Journalism (Bold Type Books) -->{{cite Q|Q104888067}}. * <!-- Robert W. McChesney; John Nichols (2021). "The Local Journalism Initiative: a proposal to protect and extend democracy". Columbia Journalism Review, 30 November 2021 -->{{cite Q|Q109978060}} * <!-- Robert W. McChesney; John Nichols (2022), To Protect and Extend Democracy, Recreate Local News Media (PDF), FreePress.net (updated 25 January 2022) -->{{cite Q|Q109978337|access-date=2024-06-23}} * <!--Neff and Pickard (2024) "Funding Democracy: Public Media and Democratic Health in 33 Countries"-->{{cite Q|Q131468289}} * [[d:Q131398359|Victor Pickard (2020) ''Democracy without journalism? : confronting the misinformation society'' (Oxford U. Pr.)]]. * <!-- Victor Pickard (2023-05-12) "Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting"-->{{cite Q|Q131398460}} * <!--Doug Samuelson (2025) Assessing Israel’s Approach in Gaza-->{{cite Q|Q138843324}} * [[d:Q138037937|Dean Starkman and Spencer Graves (2025) "Dean Starkman and the watchdog that didn't bark anglais" on Wikiversity]]. * <!--Mira Sucharov (2022) Do American Jews Really Know What 'Zionist' Means?-->{{cite Q|Q125903777}} * [[d:Q134715465|Nikki Usher and Sanghoon Kim-Leffingwell (2022) "How Loud Does the Watchdog Bark? A Reconsideration of Local Journalism, News Non-profits, and Political Corruption", ''SSRN Electronic Journal'']]. * [[d:Q61013892|Horacio Verbitsky (1997) ''Un mundo sin periodistas'' (in Spanish: A world without journalists; Editorial Sudamericana)]]. [[Category:Communication]] [[Category:Political science]] [[Category:Law]] [[Category:Psychology]] [[Category:Sociology]] [[Category:Education]] [[Category:Economics]] [[Category:Media Literacy and You]] [[Category:Freedom and abundance]] <!-- https://en.wikiversity.org/wiki/Category_Review --> guxr48ut5lnmpnxsnvzq5c0yjg0b1wz 2831627 2831587 2026-09-06T02:41:57Z DavidMCEddy 218607 /* Text and self-help book and point of discuss */ wdsmth 2831627 wikitext text/x-wiki [[File:Pharoah - James VI and I - Trump.png|thumb|Religious and media leaders from the time of the Pharaohs convinced common folk to give increasing shares of what they produced to elites.]] :''This book uses dates in [[:w:ISO 8601|ISO 8601]], YYYY-MM-DD, when convenient.'' == Invitation to edit this book == You, dear reader, are invited to contribute questions, ideas and citations to support or refute claims made in this book possibly adding chapters. Wikiversity like other Wikimedia Foundation Projects invites humans to [[w:Wikipedia:Be bold|“be bold but not reckless,”]] while writing from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]]. Others are invited to change or revert what you wrote. What stays tends to be written from a neutral point of view citing credible sources. If someone reverts your edit or you have a question, take it to the ''[[Wikiversity:FAQ|''''“Discuss”'''' page]]'' associated with the specific Wikiversity page most related to your concerns. Those who teach media literacy are encouraged to invite their students to debate and revise the contents of this book. Doing so would build on a tradition of [[:w:Wikipedia:Student assignments|instructors requiring students to edit wikipedia article(s).]] Editing [[:w:Wikipedia|Wikipedia]] and other [[:w:Wikimedia Foundation|Wikimedia Foundation]] projects like this book is itself an exercise in media literacy: :''Central tenets of media literacy might include writing from a neutral point of view citing credible sources and engaging others, some of whom may disagree, in civil, supportive conversations about what can and cannot be said based on a reasonable evaluation of the available evidence. Wikimedia rules invite contributors to do just that, encouraging them to “be bold but not reckless,” contributing revisions written from a neutral point of view, citing credible sources -- and raising other questions and concerns on the ''''“Discuss”'''' page associated with the specific Wikiversity page most related to your concerns, as mentioned above.''<ref>For more on this, see Graves (2024).</ref> == Text and self-help book and point of discuss == This book is intended both as a text and self-help book and as a point of discussion considering four levels of media literacy: :1. '''Think before you share''': [[Facebook whistleblower Frances Haugen says|Facebook whistleblower Frances Haugen said]], "The shortest path to a click is anger or hate." The social psychology behind this phenomenon exploited also by legacy media has contributed to [[Media Literacy and You/Media consolidation, social media, and political polarization|the dramatic increase in political polarization and violence worldwide]], especially since the end of the [[w:Fairness doctrine|Fairness doctrine]] in 1987. To counter this, DiResta (2024, p. 335) recommends, "Think before you share." :2. '''Look for information to contradict preconceptions''' (Disconfirmation bias): [[w:Information is a public good: Designing experiments to improve government#Previous research|Virtually everyone]] (a) thinks they know more than they do ([[w:Overconfidence effect|overconfidence effect]]), and (b) prefers information and sources consistent with preconceptions ([[w:Confirmation bias|confirmation bias]]). The major media everywhere exploit this to please those who control most of the money for the media. Humans can counter this by searching for sources to help us understand our designated enemies. If we cannot explain circumstances under which we could see ourselves doing what we see our designated enemies doing, we haven't looked hard enough. :3. '''Talk''': Push ourselves to have friendly supportive conversations with others with whom we may vehemently disagree with the goals of agreeing to disagree agreeably and building collaboration on areas of common concern.<ref>Graves and Bailey (2025).</ref> :4. '''Teach''': Humans who develop skills in the first three levels can leverage that knowledge in helping others acquire those skills. If each one teaches two<ref>"[[:w:Each one teach one|Each one teach one]]" is an African-American proverb from the time of legalized slavery. However, if each one teaches only one, the growth in literacy will only be linear. Having "each one teaching two", on average, unleashes the power of doubling and [[:w:exponential growth|exponential growth]], which has the potential of educating the entirety of humanity in a reasonable period of time -- namely after 33 doublings starting from one.</ref> in a certain period of time, that time period becomes a [[:w:Doubling time|doubling time]]. Ten doublings is a thousand -- actually 1,024 to be precise.<ref>2 time 2 = 4 times 2 = 8 times 2 = 16 times 2 = 32 times 2 = 64 times 2 = 128 times 2 = 256 times 2 = 512 times 2 = 1024: That's 10 doublings, as anyone with a modest understanding of modern digital [[:w:computer|computer]]s will tell you.</ref> Twenty doublings become a million. Thirty doublings become a billion. Three more doublings become 8 billion, the [[:w:World population|world population]] as of approximately 2022-11-15.<ref>This book uses dates in [[:w:ISO 8601|ISO 8601]], YYYY-MM-DD, when convenient.</ref> Many organizations, including several United Nations agencies, already have active [[w:media literacy|media literacy]] programs that have already trained many.<ref>''[[Wikibooks:Antiracist Activism for Teachers and Students]]'' includes a chapter on [[Wikibooks:Antiracist Activism for Teachers and Students/Points to Consider for Teaching Anti-racism/Media Literacy In Schools|Media Literacy In Schools]].</ref> This book is being written hoping to increase the effectiveness and accelerate the rate of growth in media literacy and thereby accelerate progress against many of the most pressing issues facing humanity today. Much of this book is a [[w:Monograph|research monograph]] summarizing research that seems to have been underreported by the major media to avoid offending people who control most of the money for the media. These research results seem to be central to major political divisions. Each chapter ends in exercises to help the reader practice media literacy skills and have fun doing it. Remember: :''I am entitled to my [[Wiktionary:cockamamie|cockamamie]] ideas, and you are entitled to yours.'' Humor is important but must be offered in a way that does not offend others. If others are offended, they may be less interested in dialogue. The term "cockamamie" is used here, hoping that this style of [[w:Self-deprecation|self-deprecation]] might be more inviting for dialogue. ''Never say, "You're wrong." Instead, ask, "May I offer a contrary perspective?" Or "May I share with you another view that I've heard?"'' Much of the information in this book seems to have been largely overlooked and perhaps suppressed, apparently because it would either offend people who control substantial portions of the money for the media our would increase the cost of producing news; see the brief discussion of conflicts of interest by the major media in the next "Key claims" section. ==Key claims== * ''Primary drivers of every major conflict include differences between the media or difference in interpretation that the different parties find credible''. :-- This works, because everything we think we know is coded in systems of connections between neurons in our brains. These systems are more unique than fingerprints and evolve over time. The words we use do not mean the same to two different humans nor even to the same human at different points in time. In many cases these differences are inconsequential. ''Sometimes they are fatal.''<ref>Graves and Bailey (2026).</ref> :-- ''[[w:Social constructionism|Show me someone who knows the truth]], and I will show you someone who is dangerous'' -- especially during war or any other situation where humans may be moved to violence mandated by their belief system.<ref>[[w:Collateral damage|Collateral damage]] that "they" commit proves to "us" that "they" are subhuman or at best criminally misled and must be resisted by any means necessary. By contrast, collateral damage that "we" commit is unfortunate but necessary.</ref> * The major media everywhere have [[w:Conflict of interest|conflicts of interest ]] in honestly reporting on [[v:Information is a public good per communications prof Pickard|anything that might offend anyone who controls large portions of the money for the media]].<ref>Pickard and Graves (2025), accessed 2026-02-08; Pickard (2020).</ref> [[v:Media Reform Coalition challenges anti-democratic media bias in the UK|British journalist and media reform advocate Dan Hind]] said that the content produced by the [[w:BBC|BBC]] was frivolous, soap opera stuff, because leading media personalities know very little about issues of substance and believe "they might get in trouble if" they produced anything serious. Similar analyses seem to apply to the major media everywhere<ref>Hind and Graves (2025), accessed 2026-02-09.</ref> but may not apply to non-profit and local media, which seem more likely to produce [[w:Investigative journalism|investigative]] / [[v:Dean Starkman and the watchdog that didn't bark|accountability journalism]]:<ref>Usher and Kim-Leffingwell (2022); see also Starkman and Graves (2025), accessed 2026-02-09.</ref> [[w:Watchdog journalism|Watchdogs]] tend to protect the people who feed them. Argentine journalist [[w:Horacio Verbitsky|Horacio Verbitsky]] said, "Journalism is disseminating information that someone does not want known; the rest is [[w:propaganda|propaganda]]."<ref>p. 16 in Verbitsky (1997); English translation from [[Wikiquote:Horacio Verbitsky]], accessed 2026-02-09.</ref> * The major media everywhere create the stage upon which politicians read their lines. :-- Their selection of acceptable topics for news and entertainment create and maintain the "[[w:Overton window|Overton window]]", which is the range of acceptable political discourse. For example, in early 1964, US President [[w:Lyndon B. Johnson|Lyndon Johnson]] understood that he could lose the 1964 presidential election that year if he were seen to be soft on communism. His response was to clandestinely provoke an attack on US naval vessels in the Gulf of Tonkin, which he could then denounce as "unprovoked". During a dark and stormy night 1964-08-04 the [[w:USS Maddox (DD-731)|USS ''Maddox'']] and [[w:USS Turner Joy|''Turner Joy'']] spent a couple of hours "defending themselves" against radar snow, then [[w:Gulf of Tonkin incident|reported that they had sunk two attacking North Vietnamese torpedo boats]]; subsequent investigations found no evidence of the reported attacks. That incident was used to justify the [[w:Gulf of Tonkin Resolution|Gulf of Tonkin Resolution]], with only two dissenting votes in the US Congress: Those two dissenters were defeated in their next reelection campaigns, illustrating the point that the major media create the environment in which many politicians cannot get elected without betraying the nation. * The development of technology is never neutral in its impact on inequality but is driven to benefit people with power.<ref>Acemoglu and Johnson (2023)</ref>. :-- [[Media Literacy and You/The impact of the media on political economy since the time of the Pharaohs|Improvements in agricultural technology from pre-history to the time of King James of the King James bible were managed to benefit elites.]] Then pamphlets and newspapers began to appear, the head of state stopped granting as many monopolies, and commoners began getting permission to become entrepreneurs. That led to increasing inequality until organized labor got enough political power to demand and get a bigger share of the fruits of their labors. :--[[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future|In the US those benefits peaked during the Great Depression]], when the standard conservative mantra that blames the poor for their poverty did not sell newspapers. US President Franklin Roosevelt taxed the ultra-wealthy like they had never been taxed before or since, and dramatically reduced inequality, which continued to decline until increasing concentration of ownership of the media ushered in a new era of increasing inequality starting with the presidency of Ronald Reagan. :-- [[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future#Role of the media|Acemoglu and Johnson insist that technology, including artificial intelligence, can be developed to benefit all. However, but it will not happen without action by the poor and middle class as follows]]: :# Alter the narrative, :# Build countervailing powers [like organized labor], and :# Develop technical, regulatory, and policy solutions to tackle specific aspects of technology’s social bias.<ref>Acemoglu and Johnson (2023, ch. 11).</ref> :-- For more on this, see, e.g., the chapter on [[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future|Fox, the Great Depression, the Great Recession, and our future]]. === The value of noncommercial news outlets === Some of the problems with the media and their contributions to increasing political polarization and violence are documented in the research summary on "[[Information is a public good: Designing experiments to improve government]]" and in the podcast series available on Wikiversity under "[[:Category:Media reform to improve democracy]]" with leading experts discussing their recommendations. One of the most compelling of the references discussed in that podcast series is Usher and Kim-Leffingwell (2022), who tallied all the federal prosecutions for political corruption in each of the 94 [[w:United States federal judicial district|US federal court district]]s between 2003 and 2019. During that period, the number of journalists in the US fell by a factor of roughly 3 -- between 60 and 70 percent. They found no statistically significant impact on federal prosecutions for political corruption of that decline in the number of journalists. However, each member of the [[w:Institute for Nonprofit News|Institute for Nonprofit News]] (INN) in a federal court district in one year was associated with on average 1.4 additional prosecutions for political corruption the following year. This suggests that the major media outlets that had so dramatically reduced their staffs had not substantively reduced the amount of investigative journalism they did. If we assume that the people prosecuted for political corruption also control substantive advertising budgets, then the major media outlets have conflicts of interest in honestly reporting on such. They may report on it if some other organization like a member of INN does the research and they are threatened with a loss of audience from not reporting on it. :'''''Major point''''': You and I benefit, the vast majority of humans on earth benefit, from news reports presumably published by members if INN that contributed to those on average 1.4 additional prosecutions for political corruption estimated by Usher and Kim-Leffingwell (2022). We benefit even if we never heard about the news reports that contributed to those prosecutions. We benefit even if we have never heard of the news outlets that presumably did the investigative journalism behind those additional prosecutions. Why? Because on average those news reports likely deterred other incidents of political corruption, which likely contributed to broadly shared economic growth and the development of new technology that ultimately benefit the vast majority of humanity. Other aspects of this are documented in the research on the impact of [[w:news desert|news desert]]s, which we summarize next. === Costs increase in news deserts=== There's a growing body of research describing what happens when local newspapers die. Perhaps most important, a 2018 research report by Gao et al. reported that the death of a local newspaper was followed by … increases in local tax revenue, averaging $85 per human per year.<ref name = Gao2018>Gao et al. (2018).</ref> That $85 was roughly 13 hundredths of a percent of the 2019 US GDP. That's mentioned in the 2025-07-17 interview with [[Democratic delusions: Fix the media to fix democracy|Natalie Fenton about her new book, ''Democratic Delusions, How the Media Hollows out democracy and What We Can Do About It'']]. One of the most spectacular example of the cost of a news desert is the [[w:City of Bell scandal|Scandal of Bell, California]]. Their local newspaper died around 1999. Roughly a decade later the city was nearly bankrupt in spite of having property tax rates among the highest in the nation. An investigation by the ''[[w:Los Angeles Times|Los Angeles Times]]'' documented that the city manager had a compensation package worth $1.5 million a year, well over double that of the President of the United States. Other senior city officials were similarly well-remunerated. Some of the city officials went to jail over that. Did the city manager decide after 1999, "Wow: The watchdog is dead. Let's have a party"? Malfeasance also increases in business as pollution and workplace accidents increase as does the cost of capital, because investors know their money is not as secure without a local newspaper. That leads to a reduction in investments in new products, services and processes -- slowing economic growth. See "[[Local newspapers limit malfeasance]]", esp. Kim et al. (2021). And executive compensation in increases in nonprofits, so less of what people donate goes to the charitable purpose for which they donated, according to Felix et al. (2024). Also, voter participation and split-ticket voting decline, per Benton (2019) and other references discussed in "[[Information is a public good: Designing experiments to improve government]]". And the ultra-right does better, as noted in [[News from Germany 1900-1945 and implications for today]] and the section on "[[Information is a public good: Designing experiments to improve government#Previous research|Previous research]]" in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]".<ref>Flößer (2024).</ref> The 0.13 percent of GDP savings estimated by Gao et al. (2018) is roughly $120 per human per year. With over 300 million humans in the U.S, that is roughly $40 billion nationwide. {| class="wikitable" |+ Table 1. Costs increase in news deserts |- ! Entity !! What !!Source |- | local government || costs incr. 0.13% of GDP || Gao et al. (2018) |- | local businesses || pollution & workplace accidents incr., innovation & econ growth decr. || Kim et al. (2021) |- | nonprofits || exec. compensation incr. || Felix et al. (2024) |- | rowspan=2 | elections | voter participation & split-ticket voting decl. || Benton (2019) |- | Ultra-right does better || Flößer (2024) |} === Government subsidies for news === John (1995) documented how in the first half of the nineteenth century the US had more independent newspaper publishers per million population than at any other time or place in human history.<ref>This is discussed in the 2025-06-08 [[Media concentration per Columbia History Professor Richard John|interview with him]], available on Wikiversity under [[:Category:Media reform to improve democracy]], accessed 2026-04-30.</ref> This encouraged literacy and limited political corruption, both of which helped [[The Great American Paradox|the early United States stay together and grow]] while contemporary [[w:New Spain|New Spain]] / [[w:Mexico|Mexico]], fractured, shrank, and stagnated economically. As documented with Figure 1 in the chapter below on [[/The impact of the media on political economy since the time of the Pharaohs/]], that growth catapulted the young United States into its current position of dominance in the international political economy, a position it has been losing since at least 1990 -- or since the Reagan Revolution began in 1981, according to the analysis in the chapter below on [[/Fox, the Great Depression, the Great Recession, and our future/]]. Other countries now have stronger democracies due in part to government subsidies for media in the range of 0.05 and 0.25 percent of GDP with a firewall that limits political interference in the content, according to Neff and Pickard (2024). Table 1 in "[[Information is a public good: Designing experiments to improve government]] compares media subsidies in various places with "other points of reference". McChesney and Nichols (2010, pp. 310-311, note 88) suggested that the relatively high rate of economic growth of the economy in the early US was due in part to postal subsidies under the US [[w:Postal Service Act|Postal Service Act]] of 1792.<ref>See also the Wikiversity article on "[[The Great American Paradox]]", accessed 2026-04-30.</ref> They estimated those subsidies at 0.21 percent of GDP. To improve the current political economy of the US, they recommended subsidies of 0.15 percent of GDP distributed to local news nonprofits on the basis of local elections.<ref>McChesney and Nichols (2021, 2022).</ref> The Wikipedia article on "[[Information is a public good: Designing experiments to improve government]]" documents how some jurisdictions can devote that much money to local news nonprofits by matching what they spend on accounting, advertising, and public relations.<ref>See the section on "[[Information is a public good: Designing experiments to improve government#Sampling units / experimental polities|Sampling units / experimental polities]]" in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]", accessed 2026-04-30.</ref> Pickard (2023) describes three basic strategies for confronting concentrated commercial media power: (1) break them up, (2) regulate them, and (3) create non-commercial, public alternatives. A fourth possibility might be [[w:externality|a graduated tax on income and wealth]] in proportion to the threat that major corporations pose to democracy. One class of noncommercial alternatives that Pickard mentions is local multimedia / Public Media Centers (PMCs) with management split between local journalists and boards, e.g., selected at random from registered voters. A key here is to have the boards selected in a way that cannot be influenced by people with power, whether business or political elites. Picard recommends considering '''six discrete layers''' when discussing PMCs, each of which, he says, must be radically democratised: # funding, # governance, # ascertainment (to determine a community’s ''critical information needs''), # infrastructure (including universal broadband service), # algorithmic (e.g., not allowing companies like Google and Facebook to suppress indexing information the might challenge their hegemony of those markets, [[w:Deep web|treating them like pedophilia and the Islamic State]]), # engagement, involving local communities in making their own news and in communicating their own stories; this is paramount to building trust and the grassroots-level support that this new local journalistic model requires. All this needs to be managed in ways that provide substantive support to news deserts and underserved communities that have long been subjected to various kinds of informational redlining. This might be done by including the proposed PMCs within local libraries staffed by professional journalists, who provide training in media literacy in local schools for children and supervise students producing school newspapers. PMCs could host regular, e.g., monthly events, where local residents could share their concerns with journalist, who would use that input to help prioritize different issues for news coverage. Journalist could also coach local residents in how to research issues and collaborate with journalists in producing news reports that may be better researched and more relevant to local concerns than could be produced without such collaboration. Management of such PMCs might be split between journalists on staff and boards of, e.g., six members selected at random from voter registration rolls serving staggered terms of one year with a new member rotated in every 2 months. Another alternative that could be done in parallel with local PMCs calls for 200 journalists in each US Congressional district funded at $10 billion annually in 2022 dollars, which is just a little under 4 hundredths of one percent of GDP; if such allocations are expressed as fractions of a percent of GDP, they would grow naturally with the economy. (The nominal GDP for the US was roughly $26.1 trillion in 2022.<ref>Johnston and Williamson (2026).</ref> For 2026 it is estimated at $32.4 trillion.<ref>[[w:United States|United States]], accessed 2026-04-30.</ref>) A similar model is the [[w:BBC|BBC]]’s Local Democracy Reporting Service (LDRS), in which the BBC funds journalists to cover the work of local councils and other local public bodies, funded at £8 million per year, which is a little under 2 hundredths of a percent of the [[w:United Kingdom|UK]]'s GDP of £7.27 trillion.<ref>[[w:United Kingdom|United Kingdom]], accessed 2026-04-30.</ref> Pickard (2023) ended by saying, "Today we face a crossroads: technocracy and oligarchy from above or radical democracy and structural reform from below. ... [T]his is not just a journalism crisis: it is a democracy crisis." ==Table of Contents== *[[/Introduction/]] including an exercise, asking all to discuss perceptions of the settlement of ''[[w:Dominion Voting Systems v. Fox News Network|Dominion Voting Systems v. Fox News Network]]'' in a friendly supportive manner with humans with whom they may vehemently disagree, because the alternative could be killing humans over misunderstandings. ===Part I. The media and political economy=== # [[/The impact of the media on political economy since the time of the Pharaohs/]] describes how religious leaders in hierarchical societies prior to [[w:James VI and I|King James of the King James bible]] convinced commoners to live in poverty while giving increasing shares of what they produced so religious and secular elites could live in opulence. During the reign of King James, pamphlets and newspapers began to compete with the church for helping commoners understand their roles in society. This produced the Industrial Revolution and modern democracies. Media consolidation since World War II slowed, then reversed this trend. # [[/Fox, the Great Depression, the Great Recession, and our future/]] describes the unprecedented performance of the US political economy during the presidency of Franklin Roosevelt (FDR), insisting that much of what FDR achieved can be replicated, giving a media system that supports honest discussion of the available evidence. # [[/Media consolidation, social media, and political polarization/]] (Combine from McChesney and Nichols discussing the [[w:Postal Service Act|US Postal Service Act]] of 1792 with [[Media concentration per Columbia History Professor Richard John]], the section on "[[v:Information is a public good: Designing experiments to improve government#Threats from social media|Threats from social media]]" in "[[Information is a public good: Designing experiments to improve government]], and the comments by [[v:Facebook whistleblower Frances Haugen says|Facebook whistleblower Frances Haugen that, "the shortest path to a click is anger or hate."]]. ===Part II. The media and war=== # [[/Deterrence without threat/]]: The historical record is clear: Nations that have prepared for war often got war, not peace. This happens for at least two reasons: First, some leaders cannot resist the temptation to use force inappropriately, sometimes clandestinely provoking others to do things that are then denounced as "unprovoked"; sometimes the media environment pushes them to do such. Alternatively, potential adversaries may believe -- or claim -- that you are actually preparing a first strike, and they must move preemptively or lose their ability to retaliate adequately. We can avoid these possibilities with three supportive policies: [a] Legislation that ''prohibits'' projecting force beyond our own borders. [b] Civilian-based defense training in nonviolent noncooperation like what helped Denmark survive Nazi occupation with minimal damage. And [c] a media system that penalizes rather than encourages a bellicose foreign policy. # [[/Responding to a nuclear attack/]]: The ''worst'' response to a nuclear attack would be a nuclear response: The death toll from the 1945 [[w:Atomic bombings of Hiroshima and Nagasaki|Atomic bombings of Hiroshima and Nagasaki]] was estimated at between 150,000 and a quarter of a million. By contrast, simulations of nuclear wars of different magnitudes estimated that between 4 and 95 percent of humanity around the world would starve to death if they did not die of something else sooner. The range depends on whether the war was "limited", e.g., between India and Pakistan, and massive between the US and Russia. (Also add material from [[Nuclear weapons and effective defense]]). # [[/Threats from excessive government secrecy/]] (draft in [https://sanjosepeace.org/restrict-secrecy-more-than-data-collection/ "Restrict secrecy more than data collection"], adding material from [https://kkfi.org/program-episodes/does-us-government-secrecy-threaten-national-security/ Connelly (2023) ''The Declassification Engine: What History Reveals About America's Top Secrets''], [[Wikipedia:Moynihan Commission on Government Secrecy]] and [[1998 Embassy bombings and September 11]]. # [[/Shouting fire in a crowded theater/|Shouting ''fire'' in a crowded theater]]: Legal concerns about "[[w:Shouting fire in a crowded theater|Shouting ''fire'' in a crowded theater]]" date, at least in large part, from the [[w:Supreme Court of the United States|US Supreme Court]] decisions in ''[[w:Schenck v. United States|Schenck v. United States]]'' (1919) and ''[[w: Brandenburg v. Ohio| Brandenburg v. Ohio]]'' (1969). In ''Schenck'' the Court ruled that the government had a right to imprison Schenck and others, because their distribution of fliers encouraging draft resistance presented a [[w:clear and present danger|clear and present danger]] to the efficacy of ongoing military activities during [[w:World War I|World War I]], then in progress. The Court in ''Brandenburg'' held that the government cannot punish inflammatory speech ''unless that speech is "directed to inciting or producing imminent lawless action and is likely to incite or produce such action".'' Some could argue that many uses of military force by the US and Israel since 1948 have violated international law, encouraged by biases in the major US media "directed to inciting or producing imminent lawless action", though it may not be feasible to convince a court of that. Still, it might be useful to simulate such a case in a mock trial like the 1966 [[w:Russell Tribunal|Russell Tribunal]].<ref>Andersen (2006) provides such documentation for several such uses of force. Johnson (2026) ''How to Sell a Genocide: The Media's Complicity in the Destruction of Gaza'' organizes evidence supporting such claims for the current [[w:Gaza war|Gaza war]], which began with [[w:October 7 attacks|Palestinian attacks 2023-10-07]]. See also Andersen (2026). Might, e.g., Palestinians -- or at least Palestinian Americans -- be able to sue the [[w:Anti-Defamation League|Anti-Defamation League]] (ADL), the [[w:AIPAC|American Israel Public Affairs Committee]] (AIPAC), and all the major media outlets in the US for inciting genocide in the current [[w:Gaza war|Gaza war]]? That history includes routine suppression of coverage by the major media especially in the US of routine denial of equal protection of Israeli laws to non-Jews in Israel and under Israeli occupation, including suppression of Israeli violence against nonviolent protestors peaceably assembling and petitioning for a redress of grievances combined with over reporting of Palestinian violence and unquestioning coverage of fraudulent claims of Palestinian violence by Israel and supporters. The suppressions included underreporting of Palestinian nonviolence such as the [[w:2018–2019 Gaza border protests|(2018-2019) Great March of Return]], and suppression of the grievances inspiring such nonviolence such as indefinite detention without charges of thousands of Palestinians, including children, routine destruction of Palestinian property by settlers, confiscation of Palestinian property at gunpoint, closing [[w:Gaza Strip|Gaza]] to international trade, and maintaining Gaza on starvation rations. These routine biases in reporting have been encouraged by charges that more honest reporting would be "[[w:Antisemitism|antisemetic]], according to the ADL and AIPAC. This denial of coverage thereby encouraged Israel to increase the rate of such violations until the [[w:October 7 attacks|2023-10-07 attacks on Israel from Gaza]] unleashed Israeli "retaliations" way out of proportion to the alleged provocation. Sucharov (2022) reported that 69% of American Jews opposed privileging Jews over non-Jews in Israel. Their support of Israel in the current Gaza war is consistent with the media biases documented by Johnson (2026) and others including Andersen (2006, 2026). Regarding whether Israel could achieve anything positive from this war, Samuelson (2025) is skeptical. He summarized quantitative analyses of 60 previous insurgencies. The results including the observation that it is exceedingly difficult to defeat an insurgency without responding to the grievances that support it without force ratios far beyond Israel's resources.</ref> ===Part III. Climate, immigrants, education, public health, and criminal justice=== # [[/Global warming/]] [Summarize research especially on conflicts of interest of major media in honestly reporting on this issue and the research on global warming itself and activities of groups concerned about this issue. Decompose into global population times CO2 equivalents per human.] # [[/Immigrants/]] [Summarize research documenting that [[w:Sanctuary city|sanctuary cities tend to have higher median incomes and no more crime than non-sanctuary jurisdictions]], and some studies report less crime. Moreover economists have documented that immigrants tend to be more entrepreneurial, overrepresented in patent applications, and generally increasing the rate of economic growth. See, e.g., Aghion et al. (2022) ''The power of creative destruction''; Aghion shared the 2025 Nobel Memorial Prize in Economics with two others.] # [[/Education/]] (draft in [[Invest in children]].) # [[/Public health/]] [Draft in [[UN public health data]] to be revised to be consistent with Bezruchka (2023, 2025).] # [[/Substance abuse and addictive behavior/]] (Research cited in "[[Wikipedia:War on drugs]]" insists that the US and the world would have fewer problems with substance abuse and addiction problems with 100 percent public funding for treatment programs and complete decriminalization of possession and use of retail quantities of addictive substances. We would also likely have fewer problems with immigrants, as that would make it harder for the US to intervene in the internal affairs of foreign countries funded off the books, as exposed in the [[w:Iran–Contra affair|Iran–Contra affair]]. See [[w:Alfred W. McCoy|Alfred W. McCoy]] (1972; 3rd ed. 2003) ''The politics of heroin''. Journalist [[w:Gary Webb|Gary Webb]] published similar claims that the US intervention in Nicaragua in the Iran-Contra Affair was funded in part by drug money. The story was officially retracted by the ''San José Mercury News'', and Webb allegedly killed himself with 2 bullets to the head. # [[/Criminal justice/]] (The section on "[[w:United States incarceration rate#Editorial policies of major media|Editorial policies of major media]]" in "[[Wikipedia:United States incarceration rate]]" cites research claiming that within the range range of experience in the US political economy since 1925, the incarceration rate is uncorrelated with crime: It's a function of the public's perception of crime, and that's a function of the media. That suggest that the US would be safer and more prosperous if incarceration policies were driving more by research than by editorial policies of the media. For example, there is also research that says that incarcerees who receive visits are less likely to recidivate, but that evidence is overlooked when convicts are incarcerated substantial distance from their family and friends and when the cost of phone services is substantially higher for incarcerees than among the general pubic. Also, it's known that better educated incarcerees are less likely to recidivate, but it's difficult and maybe impossible for many incarcerees to obtain education in prison.) # [[/Empower women and girls/]] [Cite research claiming that a primary restraint on population growth is empowering women and girls. Empowering women and girls is not just a matter of equity: It is also a means to reduce the threats of global warming, of increasing exposure to animal diseases and other problems that come with unrestrained population growth.] === Continuation === * [[/The evolving media literacy movement/]] to invite others to keep this book current with the evolving understanding of media literacy, how to encourage and promote it and the benefits of doing so. ==See also== * [[Wikibooks:Antiracist Activism for Teachers and Students/Points to Consider for Teaching Anti-racism/Media Literacy In Schools]] ==Notes== {{reflist}} ==Bibliography== * <!--Daron Acemoğlu and Simon Johnson (2023) Power and Progress-->{{cite Q|Q125292212}} * <!--Robin Andersen (2006) A century of media, a century of war-->{{cite Q|Q138795568}} * <!--Robin Andersen (2026-06-02) The Complicit Lens: US Media Coverage of Israel’s Genocide in Gaza-->{{cite Q|Q138796307}} * <!--Perry Bacon Jr. (2022-10-17) "America Should Spend Billions to Revive Local News"-->{{cite Q|Q139594786}} * <!-- Joshua Benton (9 April 2019). "When local newspapers shrink, fewer people bother to run for mayor". Nieman Foundation for Journalism -->{{cite Q|Q63127216}} * <!--Stephen Bezruchka (2023) Inequality Kills Us All-->{{cite Q|Q136047815}} * <!--Stephen Bezruchka (2025) ''Born Sick in the USA''-->{{cite Q|Q138749292}} * <!--Renée DiResta (2024) Invisible Rulers: The People Who Turn Lies into Reality-->{{cite Q|Q135107164}} * <!--Robert Felix, Joshua A. Khavis, and Mikhail Pevzner (2024) "The effects of local newspaper closures on nonprofits’ executive compensation"-->{{cite Q|Q132730972}} * <!--Maxim Flößer (2024-03-06) "Keine Lokalzeitung -- mehr AfD", Kontext-->{{cite Q|Q125287792}} * <!--Pengjie Gao, Chang Lee, and Dermot Murphy (2018) "Financing Dies in Darkness? The Impact of Newspaper Closures on Public Finance"-->{{cite Q|Q55670016}} * <!--Spencer Graves (2024) "Wikipedia: The most democratic force on earth-->{{cite Q|Q137796922}} * <!--Spencer Graves and Bryan Bailey (2025) "We have to talk", blog at PeaceWorksKC.org-->{{cite Q|Q136126262}} * [[d:Q138038060|Dan Hind and Spencer Graves (2025) "Media Reform Coalition challenges anti-democratic media bias in the UK" on Wikiversity]]. * <!--Richard R. John (1995) Spreading the News: The American Postal System from Franklin to Morse-->{{cite Q|Q54641943}} * <!--Adam H. Johnson (2026-04-21) How to Sell a Genocide: The Media's Complicity in the Destruction of Gaza-->{{cite Q|Q140073447}} * <!--Louis Johnston and Samuel H. Williamson, "What Was the U.S. GDP Then?" MeasuringWorth, 2026-->{{cite Q|Q56881105}} * <!-- Min Kim, Derrald Stice, Han Stice, and Roger M. White (2021) "Stop the presses! Or wait, we might need them: Firm responses to local newspaper closures and layoffs"-->{{cite Q|Q132459373}} * <!-- Robert W. McChesney; John Nichols (2010). The Death and Life of American Journalism (Bold Type Books) -->{{cite Q|Q104888067}}. * <!-- Robert W. McChesney; John Nichols (2021). "The Local Journalism Initiative: a proposal to protect and extend democracy". Columbia Journalism Review, 30 November 2021 -->{{cite Q|Q109978060}} * <!-- Robert W. McChesney; John Nichols (2022), To Protect and Extend Democracy, Recreate Local News Media (PDF), FreePress.net (updated 25 January 2022) -->{{cite Q|Q109978337|access-date=2024-06-23}} * <!--Neff and Pickard (2024) "Funding Democracy: Public Media and Democratic Health in 33 Countries"-->{{cite Q|Q131468289}} * [[d:Q131398359|Victor Pickard (2020) ''Democracy without journalism? : confronting the misinformation society'' (Oxford U. Pr.)]]. * <!-- Victor Pickard (2023-05-12) "Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting"-->{{cite Q|Q131398460}} * <!--Doug Samuelson (2025) Assessing Israel’s Approach in Gaza-->{{cite Q|Q138843324}} * [[d:Q138037937|Dean Starkman and Spencer Graves (2025) "Dean Starkman and the watchdog that didn't bark anglais" on Wikiversity]]. * <!--Mira Sucharov (2022) Do American Jews Really Know What 'Zionist' Means?-->{{cite Q|Q125903777}} * [[d:Q134715465|Nikki Usher and Sanghoon Kim-Leffingwell (2022) "How Loud Does the Watchdog Bark? A Reconsideration of Local Journalism, News Non-profits, and Political Corruption", ''SSRN Electronic Journal'']]. * [[d:Q61013892|Horacio Verbitsky (1997) ''Un mundo sin periodistas'' (in Spanish: A world without journalists; Editorial Sudamericana)]]. [[Category:Communication]] [[Category:Political science]] [[Category:Law]] [[Category:Psychology]] [[Category:Sociology]] [[Category:Education]] [[Category:Economics]] [[Category:Media Literacy and You]] [[Category:Freedom and abundance]] <!-- https://en.wikiversity.org/wiki/Category_Review --> i3n36qff0kwdmf3slpfviny5pt4l4n4 2831630 2831627 2026-09-06T02:47:56Z DavidMCEddy 218607 /* Key claims */ wdsmth 2831630 wikitext text/x-wiki [[File:Pharoah - James VI and I - Trump.png|thumb|Religious and media leaders from the time of the Pharaohs convinced common folk to give increasing shares of what they produced to elites.]] :''This book uses dates in [[:w:ISO 8601|ISO 8601]], YYYY-MM-DD, when convenient.'' == Invitation to edit this book == You, dear reader, are invited to contribute questions, ideas and citations to support or refute claims made in this book possibly adding chapters. Wikiversity like other Wikimedia Foundation Projects invites humans to [[w:Wikipedia:Be bold|“be bold but not reckless,”]] while writing from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]]. Others are invited to change or revert what you wrote. What stays tends to be written from a neutral point of view citing credible sources. If someone reverts your edit or you have a question, take it to the ''[[Wikiversity:FAQ|''''“Discuss”'''' page]]'' associated with the specific Wikiversity page most related to your concerns. Those who teach media literacy are encouraged to invite their students to debate and revise the contents of this book. Doing so would build on a tradition of [[:w:Wikipedia:Student assignments|instructors requiring students to edit wikipedia article(s).]] Editing [[:w:Wikipedia|Wikipedia]] and other [[:w:Wikimedia Foundation|Wikimedia Foundation]] projects like this book is itself an exercise in media literacy: :''Central tenets of media literacy might include writing from a neutral point of view citing credible sources and engaging others, some of whom may disagree, in civil, supportive conversations about what can and cannot be said based on a reasonable evaluation of the available evidence. Wikimedia rules invite contributors to do just that, encouraging them to “be bold but not reckless,” contributing revisions written from a neutral point of view, citing credible sources -- and raising other questions and concerns on the ''''“Discuss”'''' page associated with the specific Wikiversity page most related to your concerns, as mentioned above.''<ref>For more on this, see Graves (2024).</ref> == Text and self-help book and point of discuss == This book is intended both as a text and self-help book and as a point of discussion considering four levels of media literacy: :1. '''Think before you share''': [[Facebook whistleblower Frances Haugen says|Facebook whistleblower Frances Haugen said]], "The shortest path to a click is anger or hate." The social psychology behind this phenomenon exploited also by legacy media has contributed to [[Media Literacy and You/Media consolidation, social media, and political polarization|the dramatic increase in political polarization and violence worldwide]], especially since the end of the [[w:Fairness doctrine|Fairness doctrine]] in 1987. To counter this, DiResta (2024, p. 335) recommends, "Think before you share." :2. '''Look for information to contradict preconceptions''' (Disconfirmation bias): [[w:Information is a public good: Designing experiments to improve government#Previous research|Virtually everyone]] (a) thinks they know more than they do ([[w:Overconfidence effect|overconfidence effect]]), and (b) prefers information and sources consistent with preconceptions ([[w:Confirmation bias|confirmation bias]]). The major media everywhere exploit this to please those who control most of the money for the media. Humans can counter this by searching for sources to help us understand our designated enemies. If we cannot explain circumstances under which we could see ourselves doing what we see our designated enemies doing, we haven't looked hard enough. :3. '''Talk''': Push ourselves to have friendly supportive conversations with others with whom we may vehemently disagree with the goals of agreeing to disagree agreeably and building collaboration on areas of common concern.<ref>Graves and Bailey (2025).</ref> :4. '''Teach''': Humans who develop skills in the first three levels can leverage that knowledge in helping others acquire those skills. If each one teaches two<ref>"[[:w:Each one teach one|Each one teach one]]" is an African-American proverb from the time of legalized slavery. However, if each one teaches only one, the growth in literacy will only be linear. Having "each one teaching two", on average, unleashes the power of doubling and [[:w:exponential growth|exponential growth]], which has the potential of educating the entirety of humanity in a reasonable period of time -- namely after 33 doublings starting from one.</ref> in a certain period of time, that time period becomes a [[:w:Doubling time|doubling time]]. Ten doublings is a thousand -- actually 1,024 to be precise.<ref>2 time 2 = 4 times 2 = 8 times 2 = 16 times 2 = 32 times 2 = 64 times 2 = 128 times 2 = 256 times 2 = 512 times 2 = 1024: That's 10 doublings, as anyone with a modest understanding of modern digital [[:w:computer|computer]]s will tell you.</ref> Twenty doublings become a million. Thirty doublings become a billion. Three more doublings become 8 billion, the [[:w:World population|world population]] as of approximately 2022-11-15.<ref>This book uses dates in [[:w:ISO 8601|ISO 8601]], YYYY-MM-DD, when convenient.</ref> Many organizations, including several United Nations agencies, already have active [[w:media literacy|media literacy]] programs that have already trained many.<ref>''[[Wikibooks:Antiracist Activism for Teachers and Students]]'' includes a chapter on [[Wikibooks:Antiracist Activism for Teachers and Students/Points to Consider for Teaching Anti-racism/Media Literacy In Schools|Media Literacy In Schools]].</ref> This book is being written hoping to increase the effectiveness and accelerate the rate of growth in media literacy and thereby accelerate progress against many of the most pressing issues facing humanity today. Much of this book is a [[w:Monograph|research monograph]] summarizing research that seems to have been underreported by the major media to avoid offending people who control most of the money for the media. These research results seem to be central to major political divisions. Each chapter ends in exercises to help the reader practice media literacy skills and have fun doing it. Remember: :''I am entitled to my [[Wiktionary:cockamamie|cockamamie]] ideas, and you are entitled to yours.'' Humor is important but must be offered in a way that does not offend others. If others are offended, they may be less interested in dialogue. The term "cockamamie" is used here, hoping that this style of [[w:Self-deprecation|self-deprecation]] might be more inviting for dialogue. ''Never say, "You're wrong." Instead, ask, "May I offer a contrary perspective?" Or "May I share with you another view that I've heard?"'' Much of the information in this book seems to have been largely overlooked and perhaps suppressed, apparently because it would either offend people who control substantial portions of the money for the media our would increase the cost of producing news; see the brief discussion of conflicts of interest by the major media in the next "Key claims" section. ==Key claims== * ''Primary drivers of every major conflict include differences between the media or difference in interpretation that the different parties find credible''. :-- This works, because everything we think we know is coded in systems of connections between neurons in our brains. These systems are more unique than fingerprints and evolve over time. The words we use do not mean the same to two different humans nor even to the same human at different points in time. In many cases these differences are inconsequential. ''Sometimes they are fatal.''<ref>Graves and Bailey (2026).</ref> :-- ''[[w:Social constructionism|Show me someone who knows the truth]], and I will show you someone who is dangerous'' -- especially during war or any other situation where humans may be moved to violence mandated by their belief system.<ref>[[w:Collateral damage|Collateral damage]] that "they" commit proves to "us" that "they" are subhuman or at best criminally misled and must be resisted by any means necessary. By contrast, collateral damage that "we" commit is unfortunate but necessary.</ref> * The major media everywhere have [[w:Conflict of interest|conflicts of interest ]] in honestly reporting on [[v:Information is a public good per communications prof Pickard|anything that might offend anyone who controls large portions of the money for the media]].<ref>Pickard and Graves (2025), accessed 2026-02-08; Pickard (2020).</ref> [[v:Media Reform Coalition challenges anti-democratic media bias in the UK|British journalist and media reform advocate Dan Hind]] said that the content produced by the [[w:BBC|BBC]] was frivolous, soap opera stuff, because leading media personalities know very little about issues of substance and believe "they might get in trouble if" they produced anything serious. Similar analyses seem to apply to the major media everywhere<ref>Hind and Graves (2025), accessed 2026-02-09.</ref> but may not apply to non-profit and local media, which seem more likely to produce [[w:Investigative journalism|investigative]] / [[v:Dean Starkman and the watchdog that didn't bark|accountability journalism]]:<ref>Usher and Kim-Leffingwell (2022); see also Starkman and Graves (2025), accessed 2026-02-09.</ref> [[w:Watchdog journalism|Watchdogs]] tend to protect the people who feed them. Argentine journalist [[w:Horacio Verbitsky|Horacio Verbitsky]] said, "Journalism is disseminating information that someone does not want known; the rest is [[w:propaganda|propaganda]]."<ref>p. 16 in Verbitsky (1997); English translation from [[Wikiquote:Horacio Verbitsky]], accessed 2026-02-09.</ref> * The major media everywhere create the stage upon which politicians read their lines. :-- Their selection of acceptable topics for news and entertainment create and maintain the "[[w:Overton window|Overton window]]", which is the range of acceptable political discourse. For example, in early 1964, US President [[w:Lyndon B. Johnson|Lyndon Johnson]] understood that he could lose the 1964 presidential election that year if he were seen to be soft on communism. His response was to clandestinely provoke an attack on US naval vessels in the Gulf of Tonkin, which he could then denounce as "unprovoked". During a dark and stormy night 1964-08-04 the [[w:USS Maddox (DD-731)|USS ''Maddox'']] and [[w:USS Turner Joy|''Turner Joy'']] spent a couple of hours "defending themselves" against radar snow, then [[w:Gulf of Tonkin incident|reported that they had sunk two attacking North Vietnamese torpedo boats]]; subsequent investigations found no evidence of the reported attacks. That incident was used to justify the [[w:Gulf of Tonkin Resolution|Gulf of Tonkin Resolution]], with only two dissenting votes in the US Congress: Those two dissenters were defeated in their next reelection campaigns, illustrating the point that the major media create the environment in which many politicians cannot get elected without betraying the nation. * The development of technology is never neutral in its impact on inequality but is driven to benefit people with power.<ref>Acemoglu and Johnson (2023)</ref>. :-- [[Media Literacy and You/The impact of the media on political economy since the time of the Pharaohs|Improvements in agricultural technology from pre-history to the time of King James of the King James bible were managed to benefit elites.]] Then pamphlets and newspapers began to appear, the head of state stopped granting as many monopolies, and commoners began getting permission to become entrepreneurs. That transformed economic stagnation into growth in GDP per capita adjusted for inflation, initiating the [[w:Industrial Revolution|Industrial Revolution]], as documented in the chapter below on [[/The impact of the media on political economy since the time of the Pharaohs/]]. It also led to increasing inequality until organized labor got enough political power to demand and get a bigger share of the fruits of their labors. :--[[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future|In the US those benefits peaked during the Great Depression]], when the standard conservative mantra that blames the poor for their poverty did not sell newspapers. US President Franklin Roosevelt taxed the ultra-wealthy like they had never been taxed before or since, and dramatically reduced inequality, which continued to decline until increasing concentration of ownership of the media ushered in a new era of increasing inequality starting with the presidency of Ronald Reagan. :-- [[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future#Role of the media|Acemoglu and Johnson insist that technology, including artificial intelligence, can be developed to benefit all. However, but it will not happen without action by the poor and middle class as follows]]: :# Alter the narrative, :# Build countervailing powers [like organized labor], and :# Develop technical, regulatory, and policy solutions to tackle specific aspects of technology’s social bias.<ref>Acemoglu and Johnson (2023, ch. 11).</ref> :-- For more on this, see, e.g., the chapter on [[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future|Fox, the Great Depression, the Great Recession, and our future]]. === The value of noncommercial news outlets === Some of the problems with the media and their contributions to increasing political polarization and violence are documented in the research summary on "[[Information is a public good: Designing experiments to improve government]]" and in the podcast series available on Wikiversity under "[[:Category:Media reform to improve democracy]]" with leading experts discussing their recommendations. One of the most compelling of the references discussed in that podcast series is Usher and Kim-Leffingwell (2022), who tallied all the federal prosecutions for political corruption in each of the 94 [[w:United States federal judicial district|US federal court district]]s between 2003 and 2019. During that period, the number of journalists in the US fell by a factor of roughly 3 -- between 60 and 70 percent. They found no statistically significant impact on federal prosecutions for political corruption of that decline in the number of journalists. However, each member of the [[w:Institute for Nonprofit News|Institute for Nonprofit News]] (INN) in a federal court district in one year was associated with on average 1.4 additional prosecutions for political corruption the following year. This suggests that the major media outlets that had so dramatically reduced their staffs had not substantively reduced the amount of investigative journalism they did. If we assume that the people prosecuted for political corruption also control substantive advertising budgets, then the major media outlets have conflicts of interest in honestly reporting on such. They may report on it if some other organization like a member of INN does the research and they are threatened with a loss of audience from not reporting on it. :'''''Major point''''': You and I benefit, the vast majority of humans on earth benefit, from news reports presumably published by members if INN that contributed to those on average 1.4 additional prosecutions for political corruption estimated by Usher and Kim-Leffingwell (2022). We benefit even if we never heard about the news reports that contributed to those prosecutions. We benefit even if we have never heard of the news outlets that presumably did the investigative journalism behind those additional prosecutions. Why? Because on average those news reports likely deterred other incidents of political corruption, which likely contributed to broadly shared economic growth and the development of new technology that ultimately benefit the vast majority of humanity. Other aspects of this are documented in the research on the impact of [[w:news desert|news desert]]s, which we summarize next. === Costs increase in news deserts=== There's a growing body of research describing what happens when local newspapers die. Perhaps most important, a 2018 research report by Gao et al. reported that the death of a local newspaper was followed by … increases in local tax revenue, averaging $85 per human per year.<ref name = Gao2018>Gao et al. (2018).</ref> That $85 was roughly 13 hundredths of a percent of the 2019 US GDP. That's mentioned in the 2025-07-17 interview with [[Democratic delusions: Fix the media to fix democracy|Natalie Fenton about her new book, ''Democratic Delusions, How the Media Hollows out democracy and What We Can Do About It'']]. One of the most spectacular example of the cost of a news desert is the [[w:City of Bell scandal|Scandal of Bell, California]]. Their local newspaper died around 1999. Roughly a decade later the city was nearly bankrupt in spite of having property tax rates among the highest in the nation. An investigation by the ''[[w:Los Angeles Times|Los Angeles Times]]'' documented that the city manager had a compensation package worth $1.5 million a year, well over double that of the President of the United States. Other senior city officials were similarly well-remunerated. Some of the city officials went to jail over that. Did the city manager decide after 1999, "Wow: The watchdog is dead. Let's have a party"? Malfeasance also increases in business as pollution and workplace accidents increase as does the cost of capital, because investors know their money is not as secure without a local newspaper. That leads to a reduction in investments in new products, services and processes -- slowing economic growth. See "[[Local newspapers limit malfeasance]]", esp. Kim et al. (2021). And executive compensation in increases in nonprofits, so less of what people donate goes to the charitable purpose for which they donated, according to Felix et al. (2024). Also, voter participation and split-ticket voting decline, per Benton (2019) and other references discussed in "[[Information is a public good: Designing experiments to improve government]]". And the ultra-right does better, as noted in [[News from Germany 1900-1945 and implications for today]] and the section on "[[Information is a public good: Designing experiments to improve government#Previous research|Previous research]]" in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]".<ref>Flößer (2024).</ref> The 0.13 percent of GDP savings estimated by Gao et al. (2018) is roughly $120 per human per year. With over 300 million humans in the U.S, that is roughly $40 billion nationwide. {| class="wikitable" |+ Table 1. Costs increase in news deserts |- ! Entity !! What !!Source |- | local government || costs incr. 0.13% of GDP || Gao et al. (2018) |- | local businesses || pollution & workplace accidents incr., innovation & econ growth decr. || Kim et al. (2021) |- | nonprofits || exec. compensation incr. || Felix et al. (2024) |- | rowspan=2 | elections | voter participation & split-ticket voting decl. || Benton (2019) |- | Ultra-right does better || Flößer (2024) |} === Government subsidies for news === John (1995) documented how in the first half of the nineteenth century the US had more independent newspaper publishers per million population than at any other time or place in human history.<ref>This is discussed in the 2025-06-08 [[Media concentration per Columbia History Professor Richard John|interview with him]], available on Wikiversity under [[:Category:Media reform to improve democracy]], accessed 2026-04-30.</ref> This encouraged literacy and limited political corruption, both of which helped [[The Great American Paradox|the early United States stay together and grow]] while contemporary [[w:New Spain|New Spain]] / [[w:Mexico|Mexico]], fractured, shrank, and stagnated economically. As documented with Figure 1 in the chapter below on [[/The impact of the media on political economy since the time of the Pharaohs/]], that growth catapulted the young United States into its current position of dominance in the international political economy, a position it has been losing since at least 1990 -- or since the Reagan Revolution began in 1981, according to the analysis in the chapter below on [[/Fox, the Great Depression, the Great Recession, and our future/]]. Other countries now have stronger democracies due in part to government subsidies for media in the range of 0.05 and 0.25 percent of GDP with a firewall that limits political interference in the content, according to Neff and Pickard (2024). Table 1 in "[[Information is a public good: Designing experiments to improve government]] compares media subsidies in various places with "other points of reference". McChesney and Nichols (2010, pp. 310-311, note 88) suggested that the relatively high rate of economic growth of the economy in the early US was due in part to postal subsidies under the US [[w:Postal Service Act|Postal Service Act]] of 1792.<ref>See also the Wikiversity article on "[[The Great American Paradox]]", accessed 2026-04-30.</ref> They estimated those subsidies at 0.21 percent of GDP. To improve the current political economy of the US, they recommended subsidies of 0.15 percent of GDP distributed to local news nonprofits on the basis of local elections.<ref>McChesney and Nichols (2021, 2022).</ref> The Wikipedia article on "[[Information is a public good: Designing experiments to improve government]]" documents how some jurisdictions can devote that much money to local news nonprofits by matching what they spend on accounting, advertising, and public relations.<ref>See the section on "[[Information is a public good: Designing experiments to improve government#Sampling units / experimental polities|Sampling units / experimental polities]]" in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]", accessed 2026-04-30.</ref> Pickard (2023) describes three basic strategies for confronting concentrated commercial media power: (1) break them up, (2) regulate them, and (3) create non-commercial, public alternatives. A fourth possibility might be [[w:externality|a graduated tax on income and wealth]] in proportion to the threat that major corporations pose to democracy. One class of noncommercial alternatives that Pickard mentions is local multimedia / Public Media Centers (PMCs) with management split between local journalists and boards, e.g., selected at random from registered voters. A key here is to have the boards selected in a way that cannot be influenced by people with power, whether business or political elites. Picard recommends considering '''six discrete layers''' when discussing PMCs, each of which, he says, must be radically democratised: # funding, # governance, # ascertainment (to determine a community’s ''critical information needs''), # infrastructure (including universal broadband service), # algorithmic (e.g., not allowing companies like Google and Facebook to suppress indexing information the might challenge their hegemony of those markets, [[w:Deep web|treating them like pedophilia and the Islamic State]]), # engagement, involving local communities in making their own news and in communicating their own stories; this is paramount to building trust and the grassroots-level support that this new local journalistic model requires. All this needs to be managed in ways that provide substantive support to news deserts and underserved communities that have long been subjected to various kinds of informational redlining. This might be done by including the proposed PMCs within local libraries staffed by professional journalists, who provide training in media literacy in local schools for children and supervise students producing school newspapers. PMCs could host regular, e.g., monthly events, where local residents could share their concerns with journalist, who would use that input to help prioritize different issues for news coverage. Journalist could also coach local residents in how to research issues and collaborate with journalists in producing news reports that may be better researched and more relevant to local concerns than could be produced without such collaboration. Management of such PMCs might be split between journalists on staff and boards of, e.g., six members selected at random from voter registration rolls serving staggered terms of one year with a new member rotated in every 2 months. Another alternative that could be done in parallel with local PMCs calls for 200 journalists in each US Congressional district funded at $10 billion annually in 2022 dollars, which is just a little under 4 hundredths of one percent of GDP; if such allocations are expressed as fractions of a percent of GDP, they would grow naturally with the economy. (The nominal GDP for the US was roughly $26.1 trillion in 2022.<ref>Johnston and Williamson (2026).</ref> For 2026 it is estimated at $32.4 trillion.<ref>[[w:United States|United States]], accessed 2026-04-30.</ref>) A similar model is the [[w:BBC|BBC]]’s Local Democracy Reporting Service (LDRS), in which the BBC funds journalists to cover the work of local councils and other local public bodies, funded at £8 million per year, which is a little under 2 hundredths of a percent of the [[w:United Kingdom|UK]]'s GDP of £7.27 trillion.<ref>[[w:United Kingdom|United Kingdom]], accessed 2026-04-30.</ref> Pickard (2023) ended by saying, "Today we face a crossroads: technocracy and oligarchy from above or radical democracy and structural reform from below. ... [T]his is not just a journalism crisis: it is a democracy crisis." ==Table of Contents== *[[/Introduction/]] including an exercise, asking all to discuss perceptions of the settlement of ''[[w:Dominion Voting Systems v. Fox News Network|Dominion Voting Systems v. Fox News Network]]'' in a friendly supportive manner with humans with whom they may vehemently disagree, because the alternative could be killing humans over misunderstandings. ===Part I. The media and political economy=== # [[/The impact of the media on political economy since the time of the Pharaohs/]] describes how religious leaders in hierarchical societies prior to [[w:James VI and I|King James of the King James bible]] convinced commoners to live in poverty while giving increasing shares of what they produced so religious and secular elites could live in opulence. During the reign of King James, pamphlets and newspapers began to compete with the church for helping commoners understand their roles in society. This produced the Industrial Revolution and modern democracies. Media consolidation since World War II slowed, then reversed this trend. # [[/Fox, the Great Depression, the Great Recession, and our future/]] describes the unprecedented performance of the US political economy during the presidency of Franklin Roosevelt (FDR), insisting that much of what FDR achieved can be replicated, giving a media system that supports honest discussion of the available evidence. # [[/Media consolidation, social media, and political polarization/]] (Combine from McChesney and Nichols discussing the [[w:Postal Service Act|US Postal Service Act]] of 1792 with [[Media concentration per Columbia History Professor Richard John]], the section on "[[v:Information is a public good: Designing experiments to improve government#Threats from social media|Threats from social media]]" in "[[Information is a public good: Designing experiments to improve government]], and the comments by [[v:Facebook whistleblower Frances Haugen says|Facebook whistleblower Frances Haugen that, "the shortest path to a click is anger or hate."]]. ===Part II. The media and war=== # [[/Deterrence without threat/]]: The historical record is clear: Nations that have prepared for war often got war, not peace. This happens for at least two reasons: First, some leaders cannot resist the temptation to use force inappropriately, sometimes clandestinely provoking others to do things that are then denounced as "unprovoked"; sometimes the media environment pushes them to do such. Alternatively, potential adversaries may believe -- or claim -- that you are actually preparing a first strike, and they must move preemptively or lose their ability to retaliate adequately. We can avoid these possibilities with three supportive policies: [a] Legislation that ''prohibits'' projecting force beyond our own borders. [b] Civilian-based defense training in nonviolent noncooperation like what helped Denmark survive Nazi occupation with minimal damage. And [c] a media system that penalizes rather than encourages a bellicose foreign policy. # [[/Responding to a nuclear attack/]]: The ''worst'' response to a nuclear attack would be a nuclear response: The death toll from the 1945 [[w:Atomic bombings of Hiroshima and Nagasaki|Atomic bombings of Hiroshima and Nagasaki]] was estimated at between 150,000 and a quarter of a million. By contrast, simulations of nuclear wars of different magnitudes estimated that between 4 and 95 percent of humanity around the world would starve to death if they did not die of something else sooner. The range depends on whether the war was "limited", e.g., between India and Pakistan, and massive between the US and Russia. (Also add material from [[Nuclear weapons and effective defense]]). # [[/Threats from excessive government secrecy/]] (draft in [https://sanjosepeace.org/restrict-secrecy-more-than-data-collection/ "Restrict secrecy more than data collection"], adding material from [https://kkfi.org/program-episodes/does-us-government-secrecy-threaten-national-security/ Connelly (2023) ''The Declassification Engine: What History Reveals About America's Top Secrets''], [[Wikipedia:Moynihan Commission on Government Secrecy]] and [[1998 Embassy bombings and September 11]]. # [[/Shouting fire in a crowded theater/|Shouting ''fire'' in a crowded theater]]: Legal concerns about "[[w:Shouting fire in a crowded theater|Shouting ''fire'' in a crowded theater]]" date, at least in large part, from the [[w:Supreme Court of the United States|US Supreme Court]] decisions in ''[[w:Schenck v. United States|Schenck v. United States]]'' (1919) and ''[[w: Brandenburg v. Ohio| Brandenburg v. Ohio]]'' (1969). In ''Schenck'' the Court ruled that the government had a right to imprison Schenck and others, because their distribution of fliers encouraging draft resistance presented a [[w:clear and present danger|clear and present danger]] to the efficacy of ongoing military activities during [[w:World War I|World War I]], then in progress. The Court in ''Brandenburg'' held that the government cannot punish inflammatory speech ''unless that speech is "directed to inciting or producing imminent lawless action and is likely to incite or produce such action".'' Some could argue that many uses of military force by the US and Israel since 1948 have violated international law, encouraged by biases in the major US media "directed to inciting or producing imminent lawless action", though it may not be feasible to convince a court of that. Still, it might be useful to simulate such a case in a mock trial like the 1966 [[w:Russell Tribunal|Russell Tribunal]].<ref>Andersen (2006) provides such documentation for several such uses of force. Johnson (2026) ''How to Sell a Genocide: The Media's Complicity in the Destruction of Gaza'' organizes evidence supporting such claims for the current [[w:Gaza war|Gaza war]], which began with [[w:October 7 attacks|Palestinian attacks 2023-10-07]]. See also Andersen (2026). Might, e.g., Palestinians -- or at least Palestinian Americans -- be able to sue the [[w:Anti-Defamation League|Anti-Defamation League]] (ADL), the [[w:AIPAC|American Israel Public Affairs Committee]] (AIPAC), and all the major media outlets in the US for inciting genocide in the current [[w:Gaza war|Gaza war]]? That history includes routine suppression of coverage by the major media especially in the US of routine denial of equal protection of Israeli laws to non-Jews in Israel and under Israeli occupation, including suppression of Israeli violence against nonviolent protestors peaceably assembling and petitioning for a redress of grievances combined with over reporting of Palestinian violence and unquestioning coverage of fraudulent claims of Palestinian violence by Israel and supporters. The suppressions included underreporting of Palestinian nonviolence such as the [[w:2018–2019 Gaza border protests|(2018-2019) Great March of Return]], and suppression of the grievances inspiring such nonviolence such as indefinite detention without charges of thousands of Palestinians, including children, routine destruction of Palestinian property by settlers, confiscation of Palestinian property at gunpoint, closing [[w:Gaza Strip|Gaza]] to international trade, and maintaining Gaza on starvation rations. These routine biases in reporting have been encouraged by charges that more honest reporting would be "[[w:Antisemitism|antisemetic]], according to the ADL and AIPAC. This denial of coverage thereby encouraged Israel to increase the rate of such violations until the [[w:October 7 attacks|2023-10-07 attacks on Israel from Gaza]] unleashed Israeli "retaliations" way out of proportion to the alleged provocation. Sucharov (2022) reported that 69% of American Jews opposed privileging Jews over non-Jews in Israel. Their support of Israel in the current Gaza war is consistent with the media biases documented by Johnson (2026) and others including Andersen (2006, 2026). Regarding whether Israel could achieve anything positive from this war, Samuelson (2025) is skeptical. He summarized quantitative analyses of 60 previous insurgencies. The results including the observation that it is exceedingly difficult to defeat an insurgency without responding to the grievances that support it without force ratios far beyond Israel's resources.</ref> ===Part III. Climate, immigrants, education, public health, and criminal justice=== # [[/Global warming/]] [Summarize research especially on conflicts of interest of major media in honestly reporting on this issue and the research on global warming itself and activities of groups concerned about this issue. Decompose into global population times CO2 equivalents per human.] # [[/Immigrants/]] [Summarize research documenting that [[w:Sanctuary city|sanctuary cities tend to have higher median incomes and no more crime than non-sanctuary jurisdictions]], and some studies report less crime. Moreover economists have documented that immigrants tend to be more entrepreneurial, overrepresented in patent applications, and generally increasing the rate of economic growth. See, e.g., Aghion et al. (2022) ''The power of creative destruction''; Aghion shared the 2025 Nobel Memorial Prize in Economics with two others.] # [[/Education/]] (draft in [[Invest in children]].) # [[/Public health/]] [Draft in [[UN public health data]] to be revised to be consistent with Bezruchka (2023, 2025).] # [[/Substance abuse and addictive behavior/]] (Research cited in "[[Wikipedia:War on drugs]]" insists that the US and the world would have fewer problems with substance abuse and addiction problems with 100 percent public funding for treatment programs and complete decriminalization of possession and use of retail quantities of addictive substances. We would also likely have fewer problems with immigrants, as that would make it harder for the US to intervene in the internal affairs of foreign countries funded off the books, as exposed in the [[w:Iran–Contra affair|Iran–Contra affair]]. See [[w:Alfred W. McCoy|Alfred W. McCoy]] (1972; 3rd ed. 2003) ''The politics of heroin''. Journalist [[w:Gary Webb|Gary Webb]] published similar claims that the US intervention in Nicaragua in the Iran-Contra Affair was funded in part by drug money. The story was officially retracted by the ''San José Mercury News'', and Webb allegedly killed himself with 2 bullets to the head. # [[/Criminal justice/]] (The section on "[[w:United States incarceration rate#Editorial policies of major media|Editorial policies of major media]]" in "[[Wikipedia:United States incarceration rate]]" cites research claiming that within the range range of experience in the US political economy since 1925, the incarceration rate is uncorrelated with crime: It's a function of the public's perception of crime, and that's a function of the media. That suggest that the US would be safer and more prosperous if incarceration policies were driving more by research than by editorial policies of the media. For example, there is also research that says that incarcerees who receive visits are less likely to recidivate, but that evidence is overlooked when convicts are incarcerated substantial distance from their family and friends and when the cost of phone services is substantially higher for incarcerees than among the general pubic. Also, it's known that better educated incarcerees are less likely to recidivate, but it's difficult and maybe impossible for many incarcerees to obtain education in prison.) # [[/Empower women and girls/]] [Cite research claiming that a primary restraint on population growth is empowering women and girls. Empowering women and girls is not just a matter of equity: It is also a means to reduce the threats of global warming, of increasing exposure to animal diseases and other problems that come with unrestrained population growth.] === Continuation === * [[/The evolving media literacy movement/]] to invite others to keep this book current with the evolving understanding of media literacy, how to encourage and promote it and the benefits of doing so. ==See also== * [[Wikibooks:Antiracist Activism for Teachers and Students/Points to Consider for Teaching Anti-racism/Media Literacy In Schools]] ==Notes== {{reflist}} ==Bibliography== * <!--Daron Acemoğlu and Simon Johnson (2023) Power and Progress-->{{cite Q|Q125292212}} * <!--Robin Andersen (2006) A century of media, a century of war-->{{cite Q|Q138795568}} * <!--Robin Andersen (2026-06-02) The Complicit Lens: US Media Coverage of Israel’s Genocide in Gaza-->{{cite Q|Q138796307}} * <!--Perry Bacon Jr. (2022-10-17) "America Should Spend Billions to Revive Local News"-->{{cite Q|Q139594786}} * <!-- Joshua Benton (9 April 2019). "When local newspapers shrink, fewer people bother to run for mayor". Nieman Foundation for Journalism -->{{cite Q|Q63127216}} * <!--Stephen Bezruchka (2023) Inequality Kills Us All-->{{cite Q|Q136047815}} * <!--Stephen Bezruchka (2025) ''Born Sick in the USA''-->{{cite Q|Q138749292}} * <!--Renée DiResta (2024) Invisible Rulers: The People Who Turn Lies into Reality-->{{cite Q|Q135107164}} * <!--Robert Felix, Joshua A. Khavis, and Mikhail Pevzner (2024) "The effects of local newspaper closures on nonprofits’ executive compensation"-->{{cite Q|Q132730972}} * <!--Maxim Flößer (2024-03-06) "Keine Lokalzeitung -- mehr AfD", Kontext-->{{cite Q|Q125287792}} * <!--Pengjie Gao, Chang Lee, and Dermot Murphy (2018) "Financing Dies in Darkness? The Impact of Newspaper Closures on Public Finance"-->{{cite Q|Q55670016}} * <!--Spencer Graves (2024) "Wikipedia: The most democratic force on earth-->{{cite Q|Q137796922}} * <!--Spencer Graves and Bryan Bailey (2025) "We have to talk", blog at PeaceWorksKC.org-->{{cite Q|Q136126262}} * [[d:Q138038060|Dan Hind and Spencer Graves (2025) "Media Reform Coalition challenges anti-democratic media bias in the UK" on Wikiversity]]. * <!--Richard R. John (1995) Spreading the News: The American Postal System from Franklin to Morse-->{{cite Q|Q54641943}} * <!--Adam H. Johnson (2026-04-21) How to Sell a Genocide: The Media's Complicity in the Destruction of Gaza-->{{cite Q|Q140073447}} * <!--Louis Johnston and Samuel H. Williamson, "What Was the U.S. GDP Then?" MeasuringWorth, 2026-->{{cite Q|Q56881105}} * <!-- Min Kim, Derrald Stice, Han Stice, and Roger M. White (2021) "Stop the presses! Or wait, we might need them: Firm responses to local newspaper closures and layoffs"-->{{cite Q|Q132459373}} * <!-- Robert W. McChesney; John Nichols (2010). The Death and Life of American Journalism (Bold Type Books) -->{{cite Q|Q104888067}}. * <!-- Robert W. McChesney; John Nichols (2021). "The Local Journalism Initiative: a proposal to protect and extend democracy". Columbia Journalism Review, 30 November 2021 -->{{cite Q|Q109978060}} * <!-- Robert W. McChesney; John Nichols (2022), To Protect and Extend Democracy, Recreate Local News Media (PDF), FreePress.net (updated 25 January 2022) -->{{cite Q|Q109978337|access-date=2024-06-23}} * <!--Neff and Pickard (2024) "Funding Democracy: Public Media and Democratic Health in 33 Countries"-->{{cite Q|Q131468289}} * [[d:Q131398359|Victor Pickard (2020) ''Democracy without journalism? : confronting the misinformation society'' (Oxford U. Pr.)]]. * <!-- Victor Pickard (2023-05-12) "Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting"-->{{cite Q|Q131398460}} * <!--Doug Samuelson (2025) Assessing Israel’s Approach in Gaza-->{{cite Q|Q138843324}} * [[d:Q138037937|Dean Starkman and Spencer Graves (2025) "Dean Starkman and the watchdog that didn't bark anglais" on Wikiversity]]. * <!--Mira Sucharov (2022) Do American Jews Really Know What 'Zionist' Means?-->{{cite Q|Q125903777}} * [[d:Q134715465|Nikki Usher and Sanghoon Kim-Leffingwell (2022) "How Loud Does the Watchdog Bark? A Reconsideration of Local Journalism, News Non-profits, and Political Corruption", ''SSRN Electronic Journal'']]. * [[d:Q61013892|Horacio Verbitsky (1997) ''Un mundo sin periodistas'' (in Spanish: A world without journalists; Editorial Sudamericana)]]. [[Category:Communication]] [[Category:Political science]] [[Category:Law]] [[Category:Psychology]] [[Category:Sociology]] [[Category:Education]] [[Category:Economics]] [[Category:Media Literacy and You]] [[Category:Freedom and abundance]] <!-- https://en.wikiversity.org/wiki/Category_Review --> 3bwhe2eezuybd1kc5v9ugmn89zifo9v 2831633 2831630 2026-09-06T03:11:31Z DavidMCEddy 218607 add McCoy to bib 2831633 wikitext text/x-wiki [[File:Pharoah - James VI and I - Trump.png|thumb|Religious and media leaders from the time of the Pharaohs convinced common folk to give increasing shares of what they produced to elites.]] :''This book uses dates in [[:w:ISO 8601|ISO 8601]], YYYY-MM-DD, when convenient.'' == Invitation to edit this book == You, dear reader, are invited to contribute questions, ideas and citations to support or refute claims made in this book possibly adding chapters. Wikiversity like other Wikimedia Foundation Projects invites humans to [[w:Wikipedia:Be bold|“be bold but not reckless,”]] while writing from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]]. Others are invited to change or revert what you wrote. What stays tends to be written from a neutral point of view citing credible sources. If someone reverts your edit or you have a question, take it to the ''[[Wikiversity:FAQ|''''“Discuss”'''' page]]'' associated with the specific Wikiversity page most related to your concerns. Those who teach media literacy are encouraged to invite their students to debate and revise the contents of this book. Doing so would build on a tradition of [[:w:Wikipedia:Student assignments|instructors requiring students to edit wikipedia article(s).]] Editing [[:w:Wikipedia|Wikipedia]] and other [[:w:Wikimedia Foundation|Wikimedia Foundation]] projects like this book is itself an exercise in media literacy: :''Central tenets of media literacy might include writing from a neutral point of view citing credible sources and engaging others, some of whom may disagree, in civil, supportive conversations about what can and cannot be said based on a reasonable evaluation of the available evidence. Wikimedia rules invite contributors to do just that, encouraging them to “be bold but not reckless,” contributing revisions written from a neutral point of view, citing credible sources -- and raising other questions and concerns on the ''''“Discuss”'''' page associated with the specific Wikiversity page most related to your concerns, as mentioned above.''<ref>For more on this, see Graves (2024).</ref> == Text and self-help book and point of discuss == This book is intended both as a text and self-help book and as a point of discussion considering four levels of media literacy: :1. '''Think before you share''': [[Facebook whistleblower Frances Haugen says|Facebook whistleblower Frances Haugen said]], "The shortest path to a click is anger or hate." The social psychology behind this phenomenon exploited also by legacy media has contributed to [[Media Literacy and You/Media consolidation, social media, and political polarization|the dramatic increase in political polarization and violence worldwide]], especially since the end of the [[w:Fairness doctrine|Fairness doctrine]] in 1987. To counter this, DiResta (2024, p. 335) recommends, "Think before you share." :2. '''Look for information to contradict preconceptions''' (Disconfirmation bias): [[w:Information is a public good: Designing experiments to improve government#Previous research|Virtually everyone]] (a) thinks they know more than they do ([[w:Overconfidence effect|overconfidence effect]]), and (b) prefers information and sources consistent with preconceptions ([[w:Confirmation bias|confirmation bias]]). The major media everywhere exploit this to please those who control most of the money for the media. Humans can counter this by searching for sources to help us understand our designated enemies. If we cannot explain circumstances under which we could see ourselves doing what we see our designated enemies doing, we haven't looked hard enough. :3. '''Talk''': Push ourselves to have friendly supportive conversations with others with whom we may vehemently disagree with the goals of agreeing to disagree agreeably and building collaboration on areas of common concern.<ref>Graves and Bailey (2025).</ref> :4. '''Teach''': Humans who develop skills in the first three levels can leverage that knowledge in helping others acquire those skills. If each one teaches two<ref>"[[:w:Each one teach one|Each one teach one]]" is an African-American proverb from the time of legalized slavery. However, if each one teaches only one, the growth in literacy will only be linear. Having "each one teaching two", on average, unleashes the power of doubling and [[:w:exponential growth|exponential growth]], which has the potential of educating the entirety of humanity in a reasonable period of time -- namely after 33 doublings starting from one.</ref> in a certain period of time, that time period becomes a [[:w:Doubling time|doubling time]]. Ten doublings is a thousand -- actually 1,024 to be precise.<ref>2 time 2 = 4 times 2 = 8 times 2 = 16 times 2 = 32 times 2 = 64 times 2 = 128 times 2 = 256 times 2 = 512 times 2 = 1024: That's 10 doublings, as anyone with a modest understanding of modern digital [[:w:computer|computer]]s will tell you.</ref> Twenty doublings become a million. Thirty doublings become a billion. Three more doublings become 8 billion, the [[:w:World population|world population]] as of approximately 2022-11-15.<ref>This book uses dates in [[:w:ISO 8601|ISO 8601]], YYYY-MM-DD, when convenient.</ref> Many organizations, including several United Nations agencies, already have active [[w:media literacy|media literacy]] programs that have already trained many.<ref>''[[Wikibooks:Antiracist Activism for Teachers and Students]]'' includes a chapter on [[Wikibooks:Antiracist Activism for Teachers and Students/Points to Consider for Teaching Anti-racism/Media Literacy In Schools|Media Literacy In Schools]].</ref> This book is being written hoping to increase the effectiveness and accelerate the rate of growth in media literacy and thereby accelerate progress against many of the most pressing issues facing humanity today. Much of this book is a [[w:Monograph|research monograph]] summarizing research that seems to have been underreported by the major media to avoid offending people who control most of the money for the media. These research results seem to be central to major political divisions. Each chapter ends in exercises to help the reader practice media literacy skills and have fun doing it. Remember: :''I am entitled to my [[Wiktionary:cockamamie|cockamamie]] ideas, and you are entitled to yours.'' Humor is important but must be offered in a way that does not offend others. If others are offended, they may be less interested in dialogue. The term "cockamamie" is used here, hoping that this style of [[w:Self-deprecation|self-deprecation]] might be more inviting for dialogue. ''Never say, "You're wrong." Instead, ask, "May I offer a contrary perspective?" Or "May I share with you another view that I've heard?"'' Much of the information in this book seems to have been largely overlooked and perhaps suppressed, apparently because it would either offend people who control substantial portions of the money for the media our would increase the cost of producing news; see the brief discussion of conflicts of interest by the major media in the next "Key claims" section. ==Key claims== * ''Primary drivers of every major conflict include differences between the media or difference in interpretation that the different parties find credible''. :-- This works, because everything we think we know is coded in systems of connections between neurons in our brains. These systems are more unique than fingerprints and evolve over time. The words we use do not mean the same to two different humans nor even to the same human at different points in time. In many cases these differences are inconsequential. ''Sometimes they are fatal.''<ref>Graves and Bailey (2026).</ref> :-- ''[[w:Social constructionism|Show me someone who knows the truth]], and I will show you someone who is dangerous'' -- especially during war or any other situation where humans may be moved to violence mandated by their belief system.<ref>[[w:Collateral damage|Collateral damage]] that "they" commit proves to "us" that "they" are subhuman or at best criminally misled and must be resisted by any means necessary. By contrast, collateral damage that "we" commit is unfortunate but necessary.</ref> * The major media everywhere have [[w:Conflict of interest|conflicts of interest ]] in honestly reporting on [[v:Information is a public good per communications prof Pickard|anything that might offend anyone who controls large portions of the money for the media]].<ref>Pickard and Graves (2025), accessed 2026-02-08; Pickard (2020).</ref> [[v:Media Reform Coalition challenges anti-democratic media bias in the UK|British journalist and media reform advocate Dan Hind]] said that the content produced by the [[w:BBC|BBC]] was frivolous, soap opera stuff, because leading media personalities know very little about issues of substance and believe "they might get in trouble if" they produced anything serious. Similar analyses seem to apply to the major media everywhere<ref>Hind and Graves (2025), accessed 2026-02-09.</ref> but may not apply to non-profit and local media, which seem more likely to produce [[w:Investigative journalism|investigative]] / [[v:Dean Starkman and the watchdog that didn't bark|accountability journalism]]:<ref>Usher and Kim-Leffingwell (2022); see also Starkman and Graves (2025), accessed 2026-02-09.</ref> [[w:Watchdog journalism|Watchdogs]] tend to protect the people who feed them. Argentine journalist [[w:Horacio Verbitsky|Horacio Verbitsky]] said, "Journalism is disseminating information that someone does not want known; the rest is [[w:propaganda|propaganda]]."<ref>p. 16 in Verbitsky (1997); English translation from [[Wikiquote:Horacio Verbitsky]], accessed 2026-02-09.</ref> * The major media everywhere create the stage upon which politicians read their lines. :-- Their selection of acceptable topics for news and entertainment create and maintain the "[[w:Overton window|Overton window]]", which is the range of acceptable political discourse. For example, in early 1964, US President [[w:Lyndon B. Johnson|Lyndon Johnson]] understood that he could lose the 1964 presidential election that year if he were seen to be soft on communism. His response was to clandestinely provoke an attack on US naval vessels in the Gulf of Tonkin, which he could then denounce as "unprovoked". During a dark and stormy night 1964-08-04 the [[w:USS Maddox (DD-731)|USS ''Maddox'']] and [[w:USS Turner Joy|''Turner Joy'']] spent a couple of hours "defending themselves" against radar snow, then [[w:Gulf of Tonkin incident|reported that they had sunk two attacking North Vietnamese torpedo boats]]; subsequent investigations found no evidence of the reported attacks. That incident was used to justify the [[w:Gulf of Tonkin Resolution|Gulf of Tonkin Resolution]], with only two dissenting votes in the US Congress: Those two dissenters were defeated in their next reelection campaigns, illustrating the point that the major media create the environment in which many politicians cannot get elected without betraying the nation. * The development of technology is never neutral in its impact on inequality but is driven to benefit people with power.<ref>Acemoglu and Johnson (2023)</ref>. :-- [[Media Literacy and You/The impact of the media on political economy since the time of the Pharaohs|Improvements in agricultural technology from pre-history to the time of King James of the King James bible were managed to benefit elites.]] Then pamphlets and newspapers began to appear, the head of state stopped granting as many monopolies, and commoners began getting permission to become entrepreneurs. That transformed economic stagnation into growth in GDP per capita adjusted for inflation, initiating the [[w:Industrial Revolution|Industrial Revolution]], as documented in the chapter below on [[/The impact of the media on political economy since the time of the Pharaohs/]]. It also led to increasing inequality until organized labor got enough political power to demand and get a bigger share of the fruits of their labors. :--[[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future|In the US those benefits peaked during the Great Depression]], when the standard conservative mantra that blames the poor for their poverty did not sell newspapers. US President Franklin Roosevelt taxed the ultra-wealthy like they had never been taxed before or since, and dramatically reduced inequality, which continued to decline until increasing concentration of ownership of the media ushered in a new era of increasing inequality starting with the presidency of Ronald Reagan. :-- [[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future#Role of the media|Acemoglu and Johnson insist that technology, including artificial intelligence, can be developed to benefit all. However, but it will not happen without action by the poor and middle class as follows]]: :# Alter the narrative, :# Build countervailing powers [like organized labor], and :# Develop technical, regulatory, and policy solutions to tackle specific aspects of technology’s social bias.<ref>Acemoglu and Johnson (2023, ch. 11).</ref> :-- For more on this, see, e.g., the chapter on [[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future|Fox, the Great Depression, the Great Recession, and our future]]. === The value of noncommercial news outlets === Some of the problems with the media and their contributions to increasing political polarization and violence are documented in the research summary on "[[Information is a public good: Designing experiments to improve government]]" and in the podcast series available on Wikiversity under "[[:Category:Media reform to improve democracy]]" with leading experts discussing their recommendations. One of the most compelling of the references discussed in that podcast series is Usher and Kim-Leffingwell (2022), who tallied all the federal prosecutions for political corruption in each of the 94 [[w:United States federal judicial district|US federal court district]]s between 2003 and 2019. During that period, the number of journalists in the US fell by a factor of roughly 3 -- between 60 and 70 percent. They found no statistically significant impact on federal prosecutions for political corruption of that decline in the number of journalists. However, each member of the [[w:Institute for Nonprofit News|Institute for Nonprofit News]] (INN) in a federal court district in one year was associated with on average 1.4 additional prosecutions for political corruption the following year. This suggests that the major media outlets that had so dramatically reduced their staffs had not substantively reduced the amount of investigative journalism they did. If we assume that the people prosecuted for political corruption also control substantive advertising budgets, then the major media outlets have conflicts of interest in honestly reporting on such. They may report on it if some other organization like a member of INN does the research and they are threatened with a loss of audience from not reporting on it. :'''''Major point''''': You and I benefit, the vast majority of humans on earth benefit, from news reports presumably published by members if INN that contributed to those on average 1.4 additional prosecutions for political corruption estimated by Usher and Kim-Leffingwell (2022). We benefit even if we never heard about the news reports that contributed to those prosecutions. We benefit even if we have never heard of the news outlets that presumably did the investigative journalism behind those additional prosecutions. Why? Because on average those news reports likely deterred other incidents of political corruption, which likely contributed to broadly shared economic growth and the development of new technology that ultimately benefit the vast majority of humanity. Other aspects of this are documented in the research on the impact of [[w:news desert|news desert]]s, which we summarize next. === Costs increase in news deserts=== There's a growing body of research describing what happens when local newspapers die. Perhaps most important, a 2018 research report by Gao et al. reported that the death of a local newspaper was followed by … increases in local tax revenue, averaging $85 per human per year.<ref name = Gao2018>Gao et al. (2018).</ref> That $85 was roughly 13 hundredths of a percent of the 2019 US GDP. That's mentioned in the 2025-07-17 interview with [[Democratic delusions: Fix the media to fix democracy|Natalie Fenton about her new book, ''Democratic Delusions, How the Media Hollows out democracy and What We Can Do About It'']]. One of the most spectacular example of the cost of a news desert is the [[w:City of Bell scandal|Scandal of Bell, California]]. Their local newspaper died around 1999. Roughly a decade later the city was nearly bankrupt in spite of having property tax rates among the highest in the nation. An investigation by the ''[[w:Los Angeles Times|Los Angeles Times]]'' documented that the city manager had a compensation package worth $1.5 million a year, well over double that of the President of the United States. Other senior city officials were similarly well-remunerated. Some of the city officials went to jail over that. Did the city manager decide after 1999, "Wow: The watchdog is dead. Let's have a party"? Malfeasance also increases in business as pollution and workplace accidents increase as does the cost of capital, because investors know their money is not as secure without a local newspaper. That leads to a reduction in investments in new products, services and processes -- slowing economic growth. See "[[Local newspapers limit malfeasance]]", esp. Kim et al. (2021). And executive compensation in increases in nonprofits, so less of what people donate goes to the charitable purpose for which they donated, according to Felix et al. (2024). Also, voter participation and split-ticket voting decline, per Benton (2019) and other references discussed in "[[Information is a public good: Designing experiments to improve government]]". And the ultra-right does better, as noted in [[News from Germany 1900-1945 and implications for today]] and the section on "[[Information is a public good: Designing experiments to improve government#Previous research|Previous research]]" in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]".<ref>Flößer (2024).</ref> The 0.13 percent of GDP savings estimated by Gao et al. (2018) is roughly $120 per human per year. With over 300 million humans in the U.S, that is roughly $40 billion nationwide. {| class="wikitable" |+ Table 1. Costs increase in news deserts |- ! Entity !! What !!Source |- | local government || costs incr. 0.13% of GDP || Gao et al. (2018) |- | local businesses || pollution & workplace accidents incr., innovation & econ growth decr. || Kim et al. (2021) |- | nonprofits || exec. compensation incr. || Felix et al. (2024) |- | rowspan=2 | elections | voter participation & split-ticket voting decl. || Benton (2019) |- | Ultra-right does better || Flößer (2024) |} === Government subsidies for news === John (1995) documented how in the first half of the nineteenth century the US had more independent newspaper publishers per million population than at any other time or place in human history.<ref>This is discussed in the 2025-06-08 [[Media concentration per Columbia History Professor Richard John|interview with him]], available on Wikiversity under [[:Category:Media reform to improve democracy]], accessed 2026-04-30.</ref> This encouraged literacy and limited political corruption, both of which helped [[The Great American Paradox|the early United States stay together and grow]] while contemporary [[w:New Spain|New Spain]] / [[w:Mexico|Mexico]], fractured, shrank, and stagnated economically. As documented with Figure 1 in the chapter below on [[/The impact of the media on political economy since the time of the Pharaohs/]], that growth catapulted the young United States into its current position of dominance in the international political economy, a position it has been losing since at least 1990 -- or since the Reagan Revolution began in 1981, according to the analysis in the chapter below on [[/Fox, the Great Depression, the Great Recession, and our future/]]. Other countries now have stronger democracies due in part to government subsidies for media in the range of 0.05 and 0.25 percent of GDP with a firewall that limits political interference in the content, according to Neff and Pickard (2024). Table 1 in "[[Information is a public good: Designing experiments to improve government]] compares media subsidies in various places with "other points of reference". McChesney and Nichols (2010, pp. 310-311, note 88) suggested that the relatively high rate of economic growth of the economy in the early US was due in part to postal subsidies under the US [[w:Postal Service Act|Postal Service Act]] of 1792.<ref>See also the Wikiversity article on "[[The Great American Paradox]]", accessed 2026-04-30.</ref> They estimated those subsidies at 0.21 percent of GDP. To improve the current political economy of the US, they recommended subsidies of 0.15 percent of GDP distributed to local news nonprofits on the basis of local elections.<ref>McChesney and Nichols (2021, 2022).</ref> The Wikipedia article on "[[Information is a public good: Designing experiments to improve government]]" documents how some jurisdictions can devote that much money to local news nonprofits by matching what they spend on accounting, advertising, and public relations.<ref>See the section on "[[Information is a public good: Designing experiments to improve government#Sampling units / experimental polities|Sampling units / experimental polities]]" in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]", accessed 2026-04-30.</ref> Pickard (2023) describes three basic strategies for confronting concentrated commercial media power: (1) break them up, (2) regulate them, and (3) create non-commercial, public alternatives. A fourth possibility might be [[w:externality|a graduated tax on income and wealth]] in proportion to the threat that major corporations pose to democracy. One class of noncommercial alternatives that Pickard mentions is local multimedia / Public Media Centers (PMCs) with management split between local journalists and boards, e.g., selected at random from registered voters. A key here is to have the boards selected in a way that cannot be influenced by people with power, whether business or political elites. Picard recommends considering '''six discrete layers''' when discussing PMCs, each of which, he says, must be radically democratised: # funding, # governance, # ascertainment (to determine a community’s ''critical information needs''), # infrastructure (including universal broadband service), # algorithmic (e.g., not allowing companies like Google and Facebook to suppress indexing information the might challenge their hegemony of those markets, [[w:Deep web|treating them like pedophilia and the Islamic State]]), # engagement, involving local communities in making their own news and in communicating their own stories; this is paramount to building trust and the grassroots-level support that this new local journalistic model requires. All this needs to be managed in ways that provide substantive support to news deserts and underserved communities that have long been subjected to various kinds of informational redlining. This might be done by including the proposed PMCs within local libraries staffed by professional journalists, who provide training in media literacy in local schools for children and supervise students producing school newspapers. PMCs could host regular, e.g., monthly events, where local residents could share their concerns with journalist, who would use that input to help prioritize different issues for news coverage. Journalist could also coach local residents in how to research issues and collaborate with journalists in producing news reports that may be better researched and more relevant to local concerns than could be produced without such collaboration. Management of such PMCs might be split between journalists on staff and boards of, e.g., six members selected at random from voter registration rolls serving staggered terms of one year with a new member rotated in every 2 months. Another alternative that could be done in parallel with local PMCs calls for 200 journalists in each US Congressional district funded at $10 billion annually in 2022 dollars, which is just a little under 4 hundredths of one percent of GDP; if such allocations are expressed as fractions of a percent of GDP, they would grow naturally with the economy. (The nominal GDP for the US was roughly $26.1 trillion in 2022.<ref>Johnston and Williamson (2026).</ref> For 2026 it is estimated at $32.4 trillion.<ref>[[w:United States|United States]], accessed 2026-04-30.</ref>) A similar model is the [[w:BBC|BBC]]’s Local Democracy Reporting Service (LDRS), in which the BBC funds journalists to cover the work of local councils and other local public bodies, funded at £8 million per year, which is a little under 2 hundredths of a percent of the [[w:United Kingdom|UK]]'s GDP of £7.27 trillion.<ref>[[w:United Kingdom|United Kingdom]], accessed 2026-04-30.</ref> Pickard (2023) ended by saying, "Today we face a crossroads: technocracy and oligarchy from above or radical democracy and structural reform from below. ... [T]his is not just a journalism crisis: it is a democracy crisis." ==Table of Contents== *[[/Introduction/]] including an exercise, asking all to discuss perceptions of the settlement of ''[[w:Dominion Voting Systems v. Fox News Network|Dominion Voting Systems v. Fox News Network]]'' in a friendly supportive manner with humans with whom they may vehemently disagree, because the alternative could be killing humans over misunderstandings. ===Part I. The media and political economy=== # [[/The impact of the media on political economy since the time of the Pharaohs/]] describes how religious leaders in hierarchical societies prior to [[w:James VI and I|King James of the King James bible]] convinced commoners to live in poverty while giving increasing shares of what they produced so religious and secular elites could live in opulence. During the reign of King James, pamphlets and newspapers began to compete with the church for helping commoners understand their roles in society. This produced the Industrial Revolution and modern democracies. Media consolidation since World War II slowed, then reversed this trend. # [[/Fox, the Great Depression, the Great Recession, and our future/]] describes the unprecedented performance of the US political economy during the presidency of Franklin Roosevelt (FDR), insisting that much of what FDR achieved can be replicated, giving a media system that supports honest discussion of the available evidence. # [[/Media consolidation, social media, and political polarization/]] (Combine from McChesney and Nichols discussing the [[w:Postal Service Act|US Postal Service Act]] of 1792 with [[Media concentration per Columbia History Professor Richard John]], the section on "[[v:Information is a public good: Designing experiments to improve government#Threats from social media|Threats from social media]]" in "[[Information is a public good: Designing experiments to improve government]], and the comments by [[v:Facebook whistleblower Frances Haugen says|Facebook whistleblower Frances Haugen that, "the shortest path to a click is anger or hate."]]. ===Part II. The media and war=== # [[/Deterrence without threat/]]: The historical record is clear: Nations that have prepared for war often got war, not peace. This happens for at least two reasons: First, some leaders cannot resist the temptation to use force inappropriately, sometimes clandestinely provoking others to do things that are then denounced as "unprovoked"; sometimes the media environment pushes them to do such. Alternatively, potential adversaries may believe -- or claim -- that you are actually preparing a first strike, and they must move preemptively or lose their ability to retaliate adequately. We can avoid these possibilities with three supportive policies: [a] Legislation that ''prohibits'' projecting force beyond our own borders. [b] Civilian-based defense training in nonviolent noncooperation like what helped Denmark survive Nazi occupation with minimal damage. And [c] a media system that penalizes rather than encourages a bellicose foreign policy. # [[/Responding to a nuclear attack/]]: The ''worst'' response to a nuclear attack would be a nuclear response: The death toll from the 1945 [[w:Atomic bombings of Hiroshima and Nagasaki|Atomic bombings of Hiroshima and Nagasaki]] was estimated at between 150,000 and a quarter of a million. By contrast, simulations of nuclear wars of different magnitudes estimated that between 4 and 95 percent of humanity around the world would starve to death if they did not die of something else sooner. The range depends on whether the war was "limited", e.g., between India and Pakistan, and massive between the US and Russia. (Also add material from [[Nuclear weapons and effective defense]]). # [[/Threats from excessive government secrecy/]] (draft in [https://sanjosepeace.org/restrict-secrecy-more-than-data-collection/ "Restrict secrecy more than data collection"], adding material from [https://kkfi.org/program-episodes/does-us-government-secrecy-threaten-national-security/ Connelly (2023) ''The Declassification Engine: What History Reveals About America's Top Secrets''], [[Wikipedia:Moynihan Commission on Government Secrecy]] and [[1998 Embassy bombings and September 11]]. # [[/Shouting fire in a crowded theater/|Shouting ''fire'' in a crowded theater]]: Legal concerns about "[[w:Shouting fire in a crowded theater|Shouting ''fire'' in a crowded theater]]" date, at least in large part, from the [[w:Supreme Court of the United States|US Supreme Court]] decisions in ''[[w:Schenck v. United States|Schenck v. United States]]'' (1919) and ''[[w: Brandenburg v. Ohio| Brandenburg v. Ohio]]'' (1969). In ''Schenck'' the Court ruled that the government had a right to imprison Schenck and others, because their distribution of fliers encouraging draft resistance presented a [[w:clear and present danger|clear and present danger]] to the efficacy of ongoing military activities during [[w:World War I|World War I]], then in progress. The Court in ''Brandenburg'' held that the government cannot punish inflammatory speech ''unless that speech is "directed to inciting or producing imminent lawless action and is likely to incite or produce such action".'' Some could argue that many uses of military force by the US and Israel since 1948 have violated international law, encouraged by biases in the major US media "directed to inciting or producing imminent lawless action", though it may not be feasible to convince a court of that. Still, it might be useful to simulate such a case in a mock trial like the 1966 [[w:Russell Tribunal|Russell Tribunal]].<ref>Andersen (2006) provides such documentation for several such uses of force. Johnson (2026) ''How to Sell a Genocide: The Media's Complicity in the Destruction of Gaza'' organizes evidence supporting such claims for the current [[w:Gaza war|Gaza war]], which began with [[w:October 7 attacks|Palestinian attacks 2023-10-07]]. See also Andersen (2026). Might, e.g., Palestinians -- or at least Palestinian Americans -- be able to sue the [[w:Anti-Defamation League|Anti-Defamation League]] (ADL), the [[w:AIPAC|American Israel Public Affairs Committee]] (AIPAC), and all the major media outlets in the US for inciting genocide in the current [[w:Gaza war|Gaza war]]? That history includes routine suppression of coverage by the major media especially in the US of routine denial of equal protection of Israeli laws to non-Jews in Israel and under Israeli occupation, including suppression of Israeli violence against nonviolent protestors peaceably assembling and petitioning for a redress of grievances combined with over reporting of Palestinian violence and unquestioning coverage of fraudulent claims of Palestinian violence by Israel and supporters. The suppressions included underreporting of Palestinian nonviolence such as the [[w:2018–2019 Gaza border protests|(2018-2019) Great March of Return]], and suppression of the grievances inspiring such nonviolence such as indefinite detention without charges of thousands of Palestinians, including children, routine destruction of Palestinian property by settlers, confiscation of Palestinian property at gunpoint, closing [[w:Gaza Strip|Gaza]] to international trade, and maintaining Gaza on starvation rations. These routine biases in reporting have been encouraged by charges that more honest reporting would be "[[w:Antisemitism|antisemetic]], according to the ADL and AIPAC. This denial of coverage thereby encouraged Israel to increase the rate of such violations until the [[w:October 7 attacks|2023-10-07 attacks on Israel from Gaza]] unleashed Israeli "retaliations" way out of proportion to the alleged provocation. Sucharov (2022) reported that 69% of American Jews opposed privileging Jews over non-Jews in Israel. Their support of Israel in the current Gaza war is consistent with the media biases documented by Johnson (2026) and others including Andersen (2006, 2026). Regarding whether Israel could achieve anything positive from this war, Samuelson (2025) is skeptical. He summarized quantitative analyses of 60 previous insurgencies. The results including the observation that it is exceedingly difficult to defeat an insurgency without responding to the grievances that support it without force ratios far beyond Israel's resources.</ref> ===Part III. Climate, immigrants, education, public health, and criminal justice=== # [[/Global warming/]] [Summarize research especially on conflicts of interest of major media in honestly reporting on this issue and the research on global warming itself and activities of groups concerned about this issue. Decompose into global population times CO2 equivalents per human.] # [[/Immigrants/]] [Summarize research documenting that [[w:Sanctuary city|sanctuary cities tend to have higher median incomes and no more crime than non-sanctuary jurisdictions]], and some studies report less crime. Moreover economists have documented that immigrants tend to be more entrepreneurial, overrepresented in patent applications, and generally increasing the rate of economic growth. See, e.g., Aghion et al. (2022) ''The power of creative destruction''; Aghion shared the 2025 Nobel Memorial Prize in Economics with two others.] # [[/Education/]] (draft in [[Invest in children]].) # [[/Public health/]] [Draft in [[UN public health data]] to be revised to be consistent with Bezruchka (2023, 2025).] # [[/Substance abuse and addictive behavior/]] (Research cited in "[[Wikipedia:War on drugs]]" insists that the US and the world would have fewer problems with substance abuse and addiction problems with 100 percent public funding for treatment programs and complete decriminalization of possession and use of retail quantities of addictive substances. We would also likely have fewer problems with immigrants, as that would make it harder for the US to intervene in the internal affairs of foreign countries funded off the books, as exposed in the [[w:Iran–Contra affair|Iran–Contra affair]]. See [[w:Alfred W. McCoy|Alfred W. McCoy]] (1972; 3rd ed. 2003) ''The politics of heroin''. Journalist [[w:Gary Webb|Gary Webb]] published similar claims that the US intervention in Nicaragua in the Iran-Contra Affair was funded in part by drug money. The story was officially retracted by the ''San José Mercury News'', and Webb allegedly killed himself with 2 bullets to the head. # [[/Criminal justice/]] (The section on "[[w:United States incarceration rate#Editorial policies of major media|Editorial policies of major media]]" in "[[Wikipedia:United States incarceration rate]]" cites research claiming that within the range range of experience in the US political economy since 1925, the incarceration rate is uncorrelated with crime: It's a function of the public's perception of crime, and that's a function of the media. That suggest that the US would be safer and more prosperous if incarceration policies were driving more by research than by editorial policies of the media. For example, there is also research that says that incarcerees who receive visits are less likely to recidivate, but that evidence is overlooked when convicts are incarcerated substantial distance from their family and friends and when the cost of phone services is substantially higher for incarcerees than among the general pubic. Also, it's known that better educated incarcerees are less likely to recidivate, but it's difficult and maybe impossible for many incarcerees to obtain education in prison.) # [[/Empower women and girls/]] [Cite research claiming that a primary restraint on population growth is empowering women and girls. Empowering women and girls is not just a matter of equity: It is also a means to reduce the threats of global warming, of increasing exposure to animal diseases and other problems that come with unrestrained population growth.] === Continuation === * [[/The evolving media literacy movement/]] to invite others to keep this book current with the evolving understanding of media literacy, how to encourage and promote it and the benefits of doing so. ==See also== * [[Wikibooks:Antiracist Activism for Teachers and Students/Points to Consider for Teaching Anti-racism/Media Literacy In Schools]] ==Notes== {{reflist}} ==Bibliography== * <!--Daron Acemoğlu and Simon Johnson (2023) Power and Progress-->{{cite Q|Q125292212}} * <!--Robin Andersen (2006) A century of media, a century of war-->{{cite Q|Q138795568}} * <!--Robin Andersen (2026-06-02) The Complicit Lens: US Media Coverage of Israel’s Genocide in Gaza-->{{cite Q|Q138796307}} * <!--Perry Bacon Jr. (2022-10-17) "America Should Spend Billions to Revive Local News"-->{{cite Q|Q139594786}} * <!-- Joshua Benton (9 April 2019). "When local newspapers shrink, fewer people bother to run for mayor". Nieman Foundation for Journalism -->{{cite Q|Q63127216}} * <!--Stephen Bezruchka (2023) Inequality Kills Us All-->{{cite Q|Q136047815}} * <!--Stephen Bezruchka (2025) ''Born Sick in the USA''-->{{cite Q|Q138749292}} * <!--Renée DiResta (2024) Invisible Rulers: The People Who Turn Lies into Reality-->{{cite Q|Q135107164}} * <!--Robert Felix, Joshua A. Khavis, and Mikhail Pevzner (2024) "The effects of local newspaper closures on nonprofits’ executive compensation"-->{{cite Q|Q132730972}} * <!--Maxim Flößer (2024-03-06) "Keine Lokalzeitung -- mehr AfD", Kontext-->{{cite Q|Q125287792}} * <!--Pengjie Gao, Chang Lee, and Dermot Murphy (2018) "Financing Dies in Darkness? The Impact of Newspaper Closures on Public Finance"-->{{cite Q|Q55670016}} * <!--Spencer Graves (2024) "Wikipedia: The most democratic force on earth-->{{cite Q|Q137796922}} * <!--Spencer Graves and Bryan Bailey (2025) "We have to talk", blog at PeaceWorksKC.org-->{{cite Q|Q136126262}} * [[d:Q138038060|Dan Hind and Spencer Graves (2025) "Media Reform Coalition challenges anti-democratic media bias in the UK" on Wikiversity]]. * <!--Richard R. John (1995) Spreading the News: The American Postal System from Franklin to Morse-->{{cite Q|Q54641943}} * <!--Adam H. Johnson (2026-04-21) How to Sell a Genocide: The Media's Complicity in the Destruction of Gaza-->{{cite Q|Q140073447}} * <!--Louis Johnston and Samuel H. Williamson, "What Was the U.S. GDP Then?" MeasuringWorth, 2026-->{{cite Q|Q56881105}} * <!-- Min Kim, Derrald Stice, Han Stice, and Roger M. White (2021) "Stop the presses! Or wait, we might need them: Firm responses to local newspaper closures and layoffs"-->{{cite Q|Q132459373}} * <!-- Robert W. McChesney; John Nichols (2010). The Death and Life of American Journalism (Bold Type Books) -->{{cite Q|Q104888067}}. * <!-- Robert W. McChesney; John Nichols (2021). "The Local Journalism Initiative: a proposal to protect and extend democracy". Columbia Journalism Review, 30 November 2021 -->{{cite Q|Q109978060}} * <!-- Robert W. McChesney; John Nichols (2022), To Protect and Extend Democracy, Recreate Local News Media (PDF), FreePress.net (updated 25 January 2022) -->{{cite Q|Q109978337|access-date=2024-06-23}} * <!--Alfred W. McCoy (2003-05-01) The politics of heroin : CIA complicity in the global drug trade : Afghanistan, Southeast Asia, Central America, Colombia-->{{cite Q|Q141317509}} * <!--Neff and Pickard (2024) "Funding Democracy: Public Media and Democratic Health in 33 Countries"-->{{cite Q|Q131468289}} * [[d:Q131398359|Victor Pickard (2020) ''Democracy without journalism? : confronting the misinformation society'' (Oxford U. Pr.)]]. * <!-- Victor Pickard (2023-05-12) "Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting"-->{{cite Q|Q131398460}} * <!--Doug Samuelson (2025) Assessing Israel’s Approach in Gaza-->{{cite Q|Q138843324}} * [[d:Q138037937|Dean Starkman and Spencer Graves (2025) "Dean Starkman and the watchdog that didn't bark anglais" on Wikiversity]]. * <!--Mira Sucharov (2022) Do American Jews Really Know What 'Zionist' Means?-->{{cite Q|Q125903777}} * [[d:Q134715465|Nikki Usher and Sanghoon Kim-Leffingwell (2022) "How Loud Does the Watchdog Bark? A Reconsideration of Local Journalism, News Non-profits, and Political Corruption", ''SSRN Electronic Journal'']]. * [[d:Q61013892|Horacio Verbitsky (1997) ''Un mundo sin periodistas'' (in Spanish: A world without journalists; Editorial Sudamericana)]]. [[Category:Communication]] [[Category:Political science]] [[Category:Law]] [[Category:Psychology]] [[Category:Sociology]] [[Category:Education]] [[Category:Economics]] [[Category:Media Literacy and You]] [[Category:Freedom and abundance]] <!-- https://en.wikiversity.org/wiki/Category_Review --> 20rj48sq90qw73ii2rjmjrxvtaw60ay 2831636 2831633 2026-09-06T03:43:30Z DavidMCEddy 218607 add cite deficiencies w evidence-based public policy 2831636 wikitext text/x-wiki [[File:Pharoah - James VI and I - Trump.png|thumb|Religious and media leaders from the time of the Pharaohs convinced common folk to give increasing shares of what they produced to elites.]] :''This book uses dates in [[:w:ISO 8601|ISO 8601]], YYYY-MM-DD, when convenient.'' == Invitation to edit this book == You, dear reader, are invited to contribute questions, ideas and citations to support or refute claims made in this book possibly adding chapters. Wikiversity like other Wikimedia Foundation Projects invites humans to [[w:Wikipedia:Be bold|“be bold but not reckless,”]] while writing from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]]. Others are invited to change or revert what you wrote. What stays tends to be written from a neutral point of view citing credible sources. If someone reverts your edit or you have a question, take it to the ''[[Wikiversity:FAQ|''''“Discuss”'''' page]]'' associated with the specific Wikiversity page most related to your concerns. Those who teach media literacy are encouraged to invite their students to debate and revise the contents of this book. Doing so would build on a tradition of [[:w:Wikipedia:Student assignments|instructors requiring students to edit wikipedia article(s).]] Editing [[:w:Wikipedia|Wikipedia]] and other [[:w:Wikimedia Foundation|Wikimedia Foundation]] projects like this book is itself an exercise in media literacy: :''Central tenets of media literacy might include writing from a neutral point of view citing credible sources and engaging others, some of whom may disagree, in civil, supportive conversations about what can and cannot be said based on a reasonable evaluation of the available evidence. Wikimedia rules invite contributors to do just that, encouraging them to “be bold but not reckless,” contributing revisions written from a neutral point of view, citing credible sources -- and raising other questions and concerns on the ''''“Discuss”'''' page associated with the specific Wikiversity page most related to your concerns, as mentioned above.''<ref>For more on this, see Graves (2024).</ref> == Text and self-help book and point of discuss == This book is intended both as a text and self-help book and as a point of discussion considering four levels of media literacy: :1. '''Think before you share''': [[Facebook whistleblower Frances Haugen says|Facebook whistleblower Frances Haugen said]], "The shortest path to a click is anger or hate." The social psychology behind this phenomenon exploited also by legacy media has contributed to [[Media Literacy and You/Media consolidation, social media, and political polarization|the dramatic increase in political polarization and violence worldwide]], especially since the end of the [[w:Fairness doctrine|Fairness doctrine]] in 1987. To counter this, DiResta (2024, p. 335) recommends, "Think before you share." :2. '''Look for information to contradict preconceptions''' (Disconfirmation bias): [[w:Information is a public good: Designing experiments to improve government#Previous research|Virtually everyone]] (a) thinks they know more than they do ([[w:Overconfidence effect|overconfidence effect]]), and (b) prefers information and sources consistent with preconceptions ([[w:Confirmation bias|confirmation bias]]). The major media everywhere exploit this to please those who control most of the money for the media. Humans can counter this by searching for sources to help us understand our designated enemies. If we cannot explain circumstances under which we could see ourselves doing what we see our designated enemies doing, we haven't looked hard enough. :3. '''Talk''': Push ourselves to have friendly supportive conversations with others with whom we may vehemently disagree with the goals of agreeing to disagree agreeably and building collaboration on areas of common concern.<ref>Graves and Bailey (2025).</ref> :4. '''Teach''': Humans who develop skills in the first three levels can leverage that knowledge in helping others acquire those skills. If each one teaches two<ref>"[[:w:Each one teach one|Each one teach one]]" is an African-American proverb from the time of legalized slavery. However, if each one teaches only one, the growth in literacy will only be linear. Having "each one teaching two", on average, unleashes the power of doubling and [[:w:exponential growth|exponential growth]], which has the potential of educating the entirety of humanity in a reasonable period of time -- namely after 33 doublings starting from one.</ref> in a certain period of time, that time period becomes a [[:w:Doubling time|doubling time]]. Ten doublings is a thousand -- actually 1,024 to be precise.<ref>2 time 2 = 4 times 2 = 8 times 2 = 16 times 2 = 32 times 2 = 64 times 2 = 128 times 2 = 256 times 2 = 512 times 2 = 1024: That's 10 doublings, as anyone with a modest understanding of modern digital [[:w:computer|computer]]s will tell you.</ref> Twenty doublings become a million. Thirty doublings become a billion. Three more doublings become 8 billion, the [[:w:World population|world population]] as of approximately 2022-11-15.<ref>This book uses dates in [[:w:ISO 8601|ISO 8601]], YYYY-MM-DD, when convenient.</ref> Many organizations, including several United Nations agencies, already have active [[w:media literacy|media literacy]] programs that have already trained many.<ref>''[[Wikibooks:Antiracist Activism for Teachers and Students]]'' includes a chapter on [[Wikibooks:Antiracist Activism for Teachers and Students/Points to Consider for Teaching Anti-racism/Media Literacy In Schools|Media Literacy In Schools]].</ref> This book is being written hoping to increase the effectiveness and accelerate the rate of growth in media literacy and thereby accelerate progress against many of the most pressing issues facing humanity today. Much of this book is a [[w:Monograph|research monograph]] summarizing research that seems to have been underreported by the major media to avoid offending people who control most of the money for the media. These research results seem to be central to major political divisions. Each chapter ends in exercises to help the reader practice media literacy skills and have fun doing it. Remember: :''I am entitled to my [[Wiktionary:cockamamie|cockamamie]] ideas, and you are entitled to yours.'' Humor is important but must be offered in a way that does not offend others. If others are offended, they may be less interested in dialogue. The term "cockamamie" is used here, hoping that this style of [[w:Self-deprecation|self-deprecation]] might be more inviting for dialogue. ''Never say, "You're wrong." Instead, ask, "May I offer a contrary perspective?" Or "May I share with you another view that I've heard?"'' Much of the information in this book seems to have been largely overlooked and perhaps suppressed, apparently because it would either offend people who control substantial portions of the money for the media our would increase the cost of producing news; see the brief discussion of conflicts of interest by the major media in the next "Key claims" section. ==Key claims== * ''Primary drivers of every major conflict include differences between the media or difference in interpretation that the different parties find credible''. :-- This works, because everything we think we know is coded in systems of connections between neurons in our brains. These systems are more unique than fingerprints and evolve over time. The words we use do not mean the same to two different humans nor even to the same human at different points in time. In many cases these differences are inconsequential. ''Sometimes they are fatal.''<ref>Graves and Bailey (2026).</ref> :-- ''[[w:Social constructionism|Show me someone who knows the truth]], and I will show you someone who is dangerous'' -- especially during war or any other situation where humans may be moved to violence mandated by their belief system.<ref>[[w:Collateral damage|Collateral damage]] that "they" commit proves to "us" that "they" are subhuman or at best criminally misled and must be resisted by any means necessary. By contrast, collateral damage that "we" commit is unfortunate but necessary.</ref> * The major media everywhere have [[w:Conflict of interest|conflicts of interest ]] in honestly reporting on [[v:Information is a public good per communications prof Pickard|anything that might offend anyone who controls large portions of the money for the media]].<ref>Pickard and Graves (2025), accessed 2026-02-08; Pickard (2020).</ref> [[v:Media Reform Coalition challenges anti-democratic media bias in the UK|British journalist and media reform advocate Dan Hind]] said that the content produced by the [[w:BBC|BBC]] was frivolous, soap opera stuff, because leading media personalities know very little about issues of substance and believe "they might get in trouble if" they produced anything serious. Similar analyses seem to apply to the major media everywhere<ref>Hind and Graves (2025), accessed 2026-02-09.</ref> but may not apply to non-profit and local media, which seem more likely to produce [[w:Investigative journalism|investigative]] / [[v:Dean Starkman and the watchdog that didn't bark|accountability journalism]]:<ref>Usher and Kim-Leffingwell (2022); see also Starkman and Graves (2025), accessed 2026-02-09.</ref> [[w:Watchdog journalism|Watchdogs]] tend to protect the people who feed them. Argentine journalist [[w:Horacio Verbitsky|Horacio Verbitsky]] said, "Journalism is disseminating information that someone does not want known; the rest is [[w:propaganda|propaganda]]."<ref>p. 16 in Verbitsky (1997); English translation from [[Wikiquote:Horacio Verbitsky]], accessed 2026-02-09.</ref> * The major media everywhere create the stage upon which politicians read their lines. :-- Their selection of acceptable topics for news and entertainment create and maintain the "[[w:Overton window|Overton window]]", which is the range of acceptable political discourse. For example, in early 1964, US President [[w:Lyndon B. Johnson|Lyndon Johnson]] understood that he could lose the 1964 presidential election that year if he were seen to be soft on communism. His response was to clandestinely provoke an attack on US naval vessels in the Gulf of Tonkin, which he could then denounce as "unprovoked". During a dark and stormy night 1964-08-04 the [[w:USS Maddox (DD-731)|USS ''Maddox'']] and [[w:USS Turner Joy|''Turner Joy'']] spent a couple of hours "defending themselves" against radar snow, then [[w:Gulf of Tonkin incident|reported that they had sunk two attacking North Vietnamese torpedo boats]]; subsequent investigations found no evidence of the reported attacks. That incident was used to justify the [[w:Gulf of Tonkin Resolution|Gulf of Tonkin Resolution]], with only two dissenting votes in the US Congress: Those two dissenters were defeated in their next reelection campaigns, illustrating the point that the major media create the environment in which many politicians cannot get elected without betraying the nation. :-- Nick Hart,<ref name=Hart><!--Nick Hart-->{{cite Q|Q135663983}}</ref> President and CEO of the Data Foundation,<ref><!--Data Foundation-->{{cite Q|Q134705118}}</ref> noted that President Trump in his first term signed the [[w:Foundations for Evidence-Based Policymaking Act|Foundations for Evidence-Based Policymaking Act]], which was bipartisan legislation ostensibly mandating evidence-informed public policy.<ref>Hart mentioned the [[w:Foundations for Evidence-Based Policymaking Act|Foundations for Evidence-Based Policymaking Act]] when he was interviewed for [[Evidence-informed public policy|"Media & Democracy" 2025-07-31]].</ref> The evidence is clear: ::''The US Congress is effectively not allowed to consider solid research suppressed by the major media.'' * The development of technology is never neutral in its impact on inequality but is driven to benefit people with power.<ref>Acemoglu and Johnson (2023)</ref>. :-- [[Media Literacy and You/The impact of the media on political economy since the time of the Pharaohs|Improvements in agricultural technology from pre-history to the time of King James of the King James bible were managed to benefit elites.]] Then pamphlets and newspapers began to appear, the head of state stopped granting as many monopolies, and commoners began getting permission to become entrepreneurs. That transformed economic stagnation into growth in GDP per capita adjusted for inflation, initiating the [[w:Industrial Revolution|Industrial Revolution]], as documented in the chapter below on [[/The impact of the media on political economy since the time of the Pharaohs/]]. It also led to increasing inequality until organized labor got enough political power to demand and get a bigger share of the fruits of their labors. :--[[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future|In the US those benefits peaked during the Great Depression]], when the standard conservative mantra that blames the poor for their poverty did not sell newspapers. US President Franklin Roosevelt taxed the ultra-wealthy like they had never been taxed before or since, and dramatically reduced inequality, which continued to decline until increasing concentration of ownership of the media ushered in a new era of increasing inequality starting with the presidency of Ronald Reagan. :-- [[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future#Role of the media|Acemoglu and Johnson insist that technology, including artificial intelligence, can be developed to benefit all. However, but it will not happen without action by the poor and middle class as follows]]: :# Alter the narrative, :# Build countervailing powers [like organized labor], and :# Develop technical, regulatory, and policy solutions to tackle specific aspects of technology’s social bias.<ref>Acemoglu and Johnson (2023, ch. 11).</ref> :-- For more on this, see, e.g., the chapter on [[Media Literacy and You/Fox, the Great Depression, the Great Recession, and our future|Fox, the Great Depression, the Great Recession, and our future]]. === The value of noncommercial news outlets === Some of the problems with the media and their contributions to increasing political polarization and violence are documented in the research summary on "[[Information is a public good: Designing experiments to improve government]]" and in the podcast series available on Wikiversity under "[[:Category:Media reform to improve democracy]]" with leading experts discussing their recommendations. One of the most compelling of the references discussed in that podcast series is Usher and Kim-Leffingwell (2022), who tallied all the federal prosecutions for political corruption in each of the 94 [[w:United States federal judicial district|US federal court district]]s between 2003 and 2019. During that period, the number of journalists in the US fell by a factor of roughly 3 -- between 60 and 70 percent. They found no statistically significant impact on federal prosecutions for political corruption of that decline in the number of journalists. However, each member of the [[w:Institute for Nonprofit News|Institute for Nonprofit News]] (INN) in a federal court district in one year was associated with on average 1.4 additional prosecutions for political corruption the following year. This suggests that the major media outlets that had so dramatically reduced their staffs had not substantively reduced the amount of investigative journalism they did. If we assume that the people prosecuted for political corruption also control substantive advertising budgets, then the major media outlets have conflicts of interest in honestly reporting on such. They may report on it if some other organization like a member of INN does the research and they are threatened with a loss of audience from not reporting on it. :'''''Major point''''': You and I benefit, the vast majority of humans on earth benefit, from news reports presumably published by members if INN that contributed to those on average 1.4 additional prosecutions for political corruption estimated by Usher and Kim-Leffingwell (2022). We benefit even if we never heard about the news reports that contributed to those prosecutions. We benefit even if we have never heard of the news outlets that presumably did the investigative journalism behind those additional prosecutions. Why? Because on average those news reports likely deterred other incidents of political corruption, which likely contributed to broadly shared economic growth and the development of new technology that ultimately benefit the vast majority of humanity. Other aspects of this are documented in the research on the impact of [[w:news desert|news desert]]s, which we summarize next. === Costs increase in news deserts=== There's a growing body of research describing what happens when local newspapers die. Perhaps most important, a 2018 research report by Gao et al. reported that the death of a local newspaper was followed by … increases in local tax revenue, averaging $85 per human per year.<ref name = Gao2018>Gao et al. (2018).</ref> That $85 was roughly 13 hundredths of a percent of the 2019 US GDP. That's mentioned in the 2025-07-17 interview with [[Democratic delusions: Fix the media to fix democracy|Natalie Fenton about her new book, ''Democratic Delusions, How the Media Hollows out democracy and What We Can Do About It'']]. One of the most spectacular example of the cost of a news desert is the [[w:City of Bell scandal|Scandal of Bell, California]]. Their local newspaper died around 1999. Roughly a decade later the city was nearly bankrupt in spite of having property tax rates among the highest in the nation. An investigation by the ''[[w:Los Angeles Times|Los Angeles Times]]'' documented that the city manager had a compensation package worth $1.5 million a year, well over double that of the President of the United States. Other senior city officials were similarly well-remunerated. Some of the city officials went to jail over that. Did the city manager decide after 1999, "Wow: The watchdog is dead. Let's have a party"? Malfeasance also increases in business as pollution and workplace accidents increase as does the cost of capital, because investors know their money is not as secure without a local newspaper. That leads to a reduction in investments in new products, services and processes -- slowing economic growth. See "[[Local newspapers limit malfeasance]]", esp. Kim et al. (2021). And executive compensation in increases in nonprofits, so less of what people donate goes to the charitable purpose for which they donated, according to Felix et al. (2024). Also, voter participation and split-ticket voting decline, per Benton (2019) and other references discussed in "[[Information is a public good: Designing experiments to improve government]]". And the ultra-right does better, as noted in [[News from Germany 1900-1945 and implications for today]] and the section on "[[Information is a public good: Designing experiments to improve government#Previous research|Previous research]]" in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]".<ref>Flößer (2024).</ref> The 0.13 percent of GDP savings estimated by Gao et al. (2018) is roughly $120 per human per year. With over 300 million humans in the U.S, that is roughly $40 billion nationwide. {| class="wikitable" |+ Table 1. Costs increase in news deserts |- ! Entity !! What !!Source |- | local government || costs incr. 0.13% of GDP || Gao et al. (2018) |- | local businesses || pollution & workplace accidents incr., innovation & econ growth decr. || Kim et al. (2021) |- | nonprofits || exec. compensation incr. || Felix et al. (2024) |- | rowspan=2 | elections | voter participation & split-ticket voting decl. || Benton (2019) |- | Ultra-right does better || Flößer (2024) |} === Government subsidies for news === John (1995) documented how in the first half of the nineteenth century the US had more independent newspaper publishers per million population than at any other time or place in human history.<ref>This is discussed in the 2025-06-08 [[Media concentration per Columbia History Professor Richard John|interview with him]], available on Wikiversity under [[:Category:Media reform to improve democracy]], accessed 2026-04-30.</ref> This encouraged literacy and limited political corruption, both of which helped [[The Great American Paradox|the early United States stay together and grow]] while contemporary [[w:New Spain|New Spain]] / [[w:Mexico|Mexico]], fractured, shrank, and stagnated economically. As documented with Figure 1 in the chapter below on [[/The impact of the media on political economy since the time of the Pharaohs/]], that growth catapulted the young United States into its current position of dominance in the international political economy, a position it has been losing since at least 1990 -- or since the Reagan Revolution began in 1981, according to the analysis in the chapter below on [[/Fox, the Great Depression, the Great Recession, and our future/]]. Other countries now have stronger democracies due in part to government subsidies for media in the range of 0.05 and 0.25 percent of GDP with a firewall that limits political interference in the content, according to Neff and Pickard (2024). Table 1 in "[[Information is a public good: Designing experiments to improve government]] compares media subsidies in various places with "other points of reference". McChesney and Nichols (2010, pp. 310-311, note 88) suggested that the relatively high rate of economic growth of the economy in the early US was due in part to postal subsidies under the US [[w:Postal Service Act|Postal Service Act]] of 1792.<ref>See also the Wikiversity article on "[[The Great American Paradox]]", accessed 2026-04-30.</ref> They estimated those subsidies at 0.21 percent of GDP. To improve the current political economy of the US, they recommended subsidies of 0.15 percent of GDP distributed to local news nonprofits on the basis of local elections.<ref>McChesney and Nichols (2021, 2022).</ref> The Wikipedia article on "[[Information is a public good: Designing experiments to improve government]]" documents how some jurisdictions can devote that much money to local news nonprofits by matching what they spend on accounting, advertising, and public relations.<ref>See the section on "[[Information is a public good: Designing experiments to improve government#Sampling units / experimental polities|Sampling units / experimental polities]]" in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]", accessed 2026-04-30.</ref> Pickard (2023) describes three basic strategies for confronting concentrated commercial media power: (1) break them up, (2) regulate them, and (3) create non-commercial, public alternatives. A fourth possibility might be [[w:externality|a graduated tax on income and wealth]] in proportion to the threat that major corporations pose to democracy. One class of noncommercial alternatives that Pickard mentions is local multimedia / Public Media Centers (PMCs) with management split between local journalists and boards, e.g., selected at random from registered voters. A key here is to have the boards selected in a way that cannot be influenced by people with power, whether business or political elites. Picard recommends considering '''six discrete layers''' when discussing PMCs, each of which, he says, must be radically democratised: # funding, # governance, # ascertainment (to determine a community’s ''critical information needs''), # infrastructure (including universal broadband service), # algorithmic (e.g., not allowing companies like Google and Facebook to suppress indexing information the might challenge their hegemony of those markets, [[w:Deep web|treating them like pedophilia and the Islamic State]]), # engagement, involving local communities in making their own news and in communicating their own stories; this is paramount to building trust and the grassroots-level support that this new local journalistic model requires. All this needs to be managed in ways that provide substantive support to news deserts and underserved communities that have long been subjected to various kinds of informational redlining. This might be done by including the proposed PMCs within local libraries staffed by professional journalists, who provide training in media literacy in local schools for children and supervise students producing school newspapers. PMCs could host regular, e.g., monthly events, where local residents could share their concerns with journalist, who would use that input to help prioritize different issues for news coverage. Journalist could also coach local residents in how to research issues and collaborate with journalists in producing news reports that may be better researched and more relevant to local concerns than could be produced without such collaboration. Management of such PMCs might be split between journalists on staff and boards of, e.g., six members selected at random from voter registration rolls serving staggered terms of one year with a new member rotated in every 2 months. Another alternative that could be done in parallel with local PMCs calls for 200 journalists in each US Congressional district funded at $10 billion annually in 2022 dollars, which is just a little under 4 hundredths of one percent of GDP; if such allocations are expressed as fractions of a percent of GDP, they would grow naturally with the economy. (The nominal GDP for the US was roughly $26.1 trillion in 2022.<ref>Johnston and Williamson (2026).</ref> For 2026 it is estimated at $32.4 trillion.<ref>[[w:United States|United States]], accessed 2026-04-30.</ref>) A similar model is the [[w:BBC|BBC]]’s Local Democracy Reporting Service (LDRS), in which the BBC funds journalists to cover the work of local councils and other local public bodies, funded at £8 million per year, which is a little under 2 hundredths of a percent of the [[w:United Kingdom|UK]]'s GDP of £7.27 trillion.<ref>[[w:United Kingdom|United Kingdom]], accessed 2026-04-30.</ref> Pickard (2023) ended by saying, "Today we face a crossroads: technocracy and oligarchy from above or radical democracy and structural reform from below. ... [T]his is not just a journalism crisis: it is a democracy crisis." ==Table of Contents== *[[/Introduction/]] including an exercise, asking all to discuss perceptions of the settlement of ''[[w:Dominion Voting Systems v. Fox News Network|Dominion Voting Systems v. Fox News Network]]'' in a friendly supportive manner with humans with whom they may vehemently disagree, because the alternative could be killing humans over misunderstandings. ===Part I. The media and political economy=== # [[/The impact of the media on political economy since the time of the Pharaohs/]] describes how religious leaders in hierarchical societies prior to [[w:James VI and I|King James of the King James bible]] convinced commoners to live in poverty while giving increasing shares of what they produced so religious and secular elites could live in opulence. During the reign of King James, pamphlets and newspapers began to compete with the church for helping commoners understand their roles in society. This produced the Industrial Revolution and modern democracies. Media consolidation since World War II slowed, then reversed this trend. # [[/Fox, the Great Depression, the Great Recession, and our future/]] describes the unprecedented performance of the US political economy during the presidency of Franklin Roosevelt (FDR), insisting that much of what FDR achieved can be replicated, giving a media system that supports honest discussion of the available evidence. # [[/Media consolidation, social media, and political polarization/]] (Combine from McChesney and Nichols discussing the [[w:Postal Service Act|US Postal Service Act]] of 1792 with [[Media concentration per Columbia History Professor Richard John]], the section on "[[v:Information is a public good: Designing experiments to improve government#Threats from social media|Threats from social media]]" in "[[Information is a public good: Designing experiments to improve government]], and the comments by [[v:Facebook whistleblower Frances Haugen says|Facebook whistleblower Frances Haugen that, "the shortest path to a click is anger or hate."]]. ===Part II. The media and war=== # [[/Deterrence without threat/]]: The historical record is clear: Nations that have prepared for war often got war, not peace. This happens for at least two reasons: First, some leaders cannot resist the temptation to use force inappropriately, sometimes clandestinely provoking others to do things that are then denounced as "unprovoked"; sometimes the media environment pushes them to do such. Alternatively, potential adversaries may believe -- or claim -- that you are actually preparing a first strike, and they must move preemptively or lose their ability to retaliate adequately. We can avoid these possibilities with three supportive policies: [a] Legislation that ''prohibits'' projecting force beyond our own borders. [b] Civilian-based defense training in nonviolent noncooperation like what helped Denmark survive Nazi occupation with minimal damage. And [c] a media system that penalizes rather than encourages a bellicose foreign policy. # [[/Responding to a nuclear attack/]]: The ''worst'' response to a nuclear attack would be a nuclear response: The death toll from the 1945 [[w:Atomic bombings of Hiroshima and Nagasaki|Atomic bombings of Hiroshima and Nagasaki]] was estimated at between 150,000 and a quarter of a million. By contrast, simulations of nuclear wars of different magnitudes estimated that between 4 and 95 percent of humanity around the world would starve to death if they did not die of something else sooner. The range depends on whether the war was "limited", e.g., between India and Pakistan, and massive between the US and Russia. (Also add material from [[Nuclear weapons and effective defense]]). # [[/Threats from excessive government secrecy/]] (draft in [https://sanjosepeace.org/restrict-secrecy-more-than-data-collection/ "Restrict secrecy more than data collection"], adding material from [https://kkfi.org/program-episodes/does-us-government-secrecy-threaten-national-security/ Connelly (2023) ''The Declassification Engine: What History Reveals About America's Top Secrets''], [[Wikipedia:Moynihan Commission on Government Secrecy]] and [[1998 Embassy bombings and September 11]]. # [[/Shouting fire in a crowded theater/|Shouting ''fire'' in a crowded theater]]: Legal concerns about "[[w:Shouting fire in a crowded theater|Shouting ''fire'' in a crowded theater]]" date, at least in large part, from the [[w:Supreme Court of the United States|US Supreme Court]] decisions in ''[[w:Schenck v. United States|Schenck v. United States]]'' (1919) and ''[[w: Brandenburg v. Ohio| Brandenburg v. Ohio]]'' (1969). In ''Schenck'' the Court ruled that the government had a right to imprison Schenck and others, because their distribution of fliers encouraging draft resistance presented a [[w:clear and present danger|clear and present danger]] to the efficacy of ongoing military activities during [[w:World War I|World War I]], then in progress. The Court in ''Brandenburg'' held that the government cannot punish inflammatory speech ''unless that speech is "directed to inciting or producing imminent lawless action and is likely to incite or produce such action".'' Some could argue that many uses of military force by the US and Israel since 1948 have violated international law, encouraged by biases in the major US media "directed to inciting or producing imminent lawless action", though it may not be feasible to convince a court of that. Still, it might be useful to simulate such a case in a mock trial like the 1966 [[w:Russell Tribunal|Russell Tribunal]].<ref>Andersen (2006) provides such documentation for several such uses of force. Johnson (2026) ''How to Sell a Genocide: The Media's Complicity in the Destruction of Gaza'' organizes evidence supporting such claims for the current [[w:Gaza war|Gaza war]], which began with [[w:October 7 attacks|Palestinian attacks 2023-10-07]]. See also Andersen (2026). Might, e.g., Palestinians -- or at least Palestinian Americans -- be able to sue the [[w:Anti-Defamation League|Anti-Defamation League]] (ADL), the [[w:AIPAC|American Israel Public Affairs Committee]] (AIPAC), and all the major media outlets in the US for inciting genocide in the current [[w:Gaza war|Gaza war]]? That history includes routine suppression of coverage by the major media especially in the US of routine denial of equal protection of Israeli laws to non-Jews in Israel and under Israeli occupation, including suppression of Israeli violence against nonviolent protestors peaceably assembling and petitioning for a redress of grievances combined with over reporting of Palestinian violence and unquestioning coverage of fraudulent claims of Palestinian violence by Israel and supporters. The suppressions included underreporting of Palestinian nonviolence such as the [[w:2018–2019 Gaza border protests|(2018-2019) Great March of Return]], and suppression of the grievances inspiring such nonviolence such as indefinite detention without charges of thousands of Palestinians, including children, routine destruction of Palestinian property by settlers, confiscation of Palestinian property at gunpoint, closing [[w:Gaza Strip|Gaza]] to international trade, and maintaining Gaza on starvation rations. These routine biases in reporting have been encouraged by charges that more honest reporting would be "[[w:Antisemitism|antisemetic]], according to the ADL and AIPAC. This denial of coverage thereby encouraged Israel to increase the rate of such violations until the [[w:October 7 attacks|2023-10-07 attacks on Israel from Gaza]] unleashed Israeli "retaliations" way out of proportion to the alleged provocation. Sucharov (2022) reported that 69% of American Jews opposed privileging Jews over non-Jews in Israel. Their support of Israel in the current Gaza war is consistent with the media biases documented by Johnson (2026) and others including Andersen (2006, 2026). Regarding whether Israel could achieve anything positive from this war, Samuelson (2025) is skeptical. He summarized quantitative analyses of 60 previous insurgencies. The results including the observation that it is exceedingly difficult to defeat an insurgency without responding to the grievances that support it without force ratios far beyond Israel's resources.</ref> ===Part III. Climate, immigrants, education, public health, and criminal justice=== # [[/Global warming/]] [Summarize research especially on conflicts of interest of major media in honestly reporting on this issue and the research on global warming itself and activities of groups concerned about this issue. Decompose into global population times CO2 equivalents per human.] # [[/Immigrants/]] [Summarize research documenting that [[w:Sanctuary city|sanctuary cities tend to have higher median incomes and no more crime than non-sanctuary jurisdictions]], and some studies report less crime. Moreover economists have documented that immigrants tend to be more entrepreneurial, overrepresented in patent applications, and generally increasing the rate of economic growth. See, e.g., Aghion et al. (2022) ''The power of creative destruction''; Aghion shared the 2025 Nobel Memorial Prize in Economics with two others.] # [[/Education/]] (draft in [[Invest in children]].) # [[/Public health/]] [Draft in [[UN public health data]] to be revised to be consistent with Bezruchka (2023, 2025).] # [[/Substance abuse and addictive behavior/]] (Research cited in "[[Wikipedia:War on drugs]]" insists that the US and the world would have fewer problems with substance abuse and addiction problems with 100 percent public funding for treatment programs and complete decriminalization of possession and use of retail quantities of addictive substances. We would also likely have fewer problems with immigrants, as that would make it harder for the US to intervene in the internal affairs of foreign countries funded off the books, as exposed in the [[w:Iran–Contra affair|Iran–Contra affair]]. See [[w:Alfred W. McCoy|Alfred W. McCoy]] (1972; 3rd ed. 2003) ''The politics of heroin''. Journalist [[w:Gary Webb|Gary Webb]] published similar claims that the US intervention in Nicaragua in the Iran-Contra Affair was funded in part by drug money. The story was officially retracted by the ''San José Mercury News'', and Webb allegedly killed himself with 2 bullets to the head. # [[/Criminal justice/]] (The section on "[[w:United States incarceration rate#Editorial policies of major media|Editorial policies of major media]]" in "[[Wikipedia:United States incarceration rate]]" cites research claiming that within the range range of experience in the US political economy since 1925, the incarceration rate is uncorrelated with crime: It's a function of the public's perception of crime, and that's a function of the media. That suggest that the US would be safer and more prosperous if incarceration policies were driving more by research than by editorial policies of the media. For example, there is also research that says that incarcerees who receive visits are less likely to recidivate, but that evidence is overlooked when convicts are incarcerated substantial distance from their family and friends and when the cost of phone services is substantially higher for incarcerees than among the general pubic. Also, it's known that better educated incarcerees are less likely to recidivate, but it's difficult and maybe impossible for many incarcerees to obtain education in prison.) # [[/Empower women and girls/]] [Cite research claiming that a primary restraint on population growth is empowering women and girls. Empowering women and girls is not just a matter of equity: It is also a means to reduce the threats of global warming, of increasing exposure to animal diseases and other problems that come with unrestrained population growth.] === Continuation === * [[/The evolving media literacy movement/]] to invite others to keep this book current with the evolving understanding of media literacy, how to encourage and promote it and the benefits of doing so. ==See also== * [[Wikibooks:Antiracist Activism for Teachers and Students/Points to Consider for Teaching Anti-racism/Media Literacy In Schools]] ==Notes== {{reflist}} ==Bibliography== * <!--Daron Acemoğlu and Simon Johnson (2023) Power and Progress-->{{cite Q|Q125292212}} * <!--Robin Andersen (2006) A century of media, a century of war-->{{cite Q|Q138795568}} * <!--Robin Andersen (2026-06-02) The Complicit Lens: US Media Coverage of Israel’s Genocide in Gaza-->{{cite Q|Q138796307}} * <!--Perry Bacon Jr. (2022-10-17) "America Should Spend Billions to Revive Local News"-->{{cite Q|Q139594786}} * <!-- Joshua Benton (9 April 2019). "When local newspapers shrink, fewer people bother to run for mayor". Nieman Foundation for Journalism -->{{cite Q|Q63127216}} * <!--Stephen Bezruchka (2023) Inequality Kills Us All-->{{cite Q|Q136047815}} * <!--Stephen Bezruchka (2025) ''Born Sick in the USA''-->{{cite Q|Q138749292}} * <!--Renée DiResta (2024) Invisible Rulers: The People Who Turn Lies into Reality-->{{cite Q|Q135107164}} * <!--Robert Felix, Joshua A. Khavis, and Mikhail Pevzner (2024) "The effects of local newspaper closures on nonprofits’ executive compensation"-->{{cite Q|Q132730972}} * <!--Maxim Flößer (2024-03-06) "Keine Lokalzeitung -- mehr AfD", Kontext-->{{cite Q|Q125287792}} * <!--Pengjie Gao, Chang Lee, and Dermot Murphy (2018) "Financing Dies in Darkness? The Impact of Newspaper Closures on Public Finance"-->{{cite Q|Q55670016}} * <!--Spencer Graves (2024) "Wikipedia: The most democratic force on earth-->{{cite Q|Q137796922}} * <!--Spencer Graves and Bryan Bailey (2025) "We have to talk", blog at PeaceWorksKC.org-->{{cite Q|Q136126262}} * [[d:Q138038060|Dan Hind and Spencer Graves (2025) "Media Reform Coalition challenges anti-democratic media bias in the UK" on Wikiversity]]. * <!--Richard R. John (1995) Spreading the News: The American Postal System from Franklin to Morse-->{{cite Q|Q54641943}} * <!--Adam H. Johnson (2026-04-21) How to Sell a Genocide: The Media's Complicity in the Destruction of Gaza-->{{cite Q|Q140073447}} * <!--Louis Johnston and Samuel H. Williamson, "What Was the U.S. GDP Then?" MeasuringWorth, 2026-->{{cite Q|Q56881105}} * <!-- Min Kim, Derrald Stice, Han Stice, and Roger M. White (2021) "Stop the presses! Or wait, we might need them: Firm responses to local newspaper closures and layoffs"-->{{cite Q|Q132459373}} * <!-- Robert W. McChesney; John Nichols (2010). The Death and Life of American Journalism (Bold Type Books) -->{{cite Q|Q104888067}}. * <!-- Robert W. McChesney; John Nichols (2021). "The Local Journalism Initiative: a proposal to protect and extend democracy". Columbia Journalism Review, 30 November 2021 -->{{cite Q|Q109978060}} * <!-- Robert W. McChesney; John Nichols (2022), To Protect and Extend Democracy, Recreate Local News Media (PDF), FreePress.net (updated 25 January 2022) -->{{cite Q|Q109978337|access-date=2024-06-23}} * <!--Alfred W. McCoy (2003-05-01) The politics of heroin : CIA complicity in the global drug trade : Afghanistan, Southeast Asia, Central America, Colombia-->{{cite Q|Q141317509}} * <!--Neff and Pickard (2024) "Funding Democracy: Public Media and Democratic Health in 33 Countries"-->{{cite Q|Q131468289}} * [[d:Q131398359|Victor Pickard (2020) ''Democracy without journalism? : confronting the misinformation society'' (Oxford U. Pr.)]]. * <!-- Victor Pickard (2023-05-12) "Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting"-->{{cite Q|Q131398460}} * <!--Doug Samuelson (2025) Assessing Israel’s Approach in Gaza-->{{cite Q|Q138843324}} * [[d:Q138037937|Dean Starkman and Spencer Graves (2025) "Dean Starkman and the watchdog that didn't bark anglais" on Wikiversity]]. * <!--Mira Sucharov (2022) Do American Jews Really Know What 'Zionist' Means?-->{{cite Q|Q125903777}} * [[d:Q134715465|Nikki Usher and Sanghoon Kim-Leffingwell (2022) "How Loud Does the Watchdog Bark? A Reconsideration of Local Journalism, News Non-profits, and Political Corruption", ''SSRN Electronic Journal'']]. * [[d:Q61013892|Horacio Verbitsky (1997) ''Un mundo sin periodistas'' (in Spanish: A world without journalists; Editorial Sudamericana)]]. [[Category:Communication]] [[Category:Political science]] [[Category:Law]] [[Category:Psychology]] [[Category:Sociology]] [[Category:Education]] [[Category:Economics]] [[Category:Media Literacy and You]] [[Category:Freedom and abundance]] <!-- https://en.wikiversity.org/wiki/Category_Review --> iy56wd0np6yvzjk952dywamhzj1d0yv 0 327585 2831498 2830504 2026-09-05T12:04:02Z Andy?yes 3006471 2831498 wikitext text/x-wiki See also [[OpenStax]] == OpenStax Biology 2e == * [https://openstax.org/details/books/biology-2e OpenStax Biology 2e] (original content) * [https://audileo.com/audiobooks/openstax/biology-2e/ OpenStax Biology 2e audiobook] * Lecture videos for Biology 2e [[Category:Biology]] [[Category:OpenStax]] [[Category:Openstax textbook]] emai5pdj1qzta5qwx2nd038neqn2u2m 0 327586 2831526 2830532 2026-09-05T12:10:34Z Andy?yes 3006471 2831526 wikitext text/x-wiki See also [[OpenStax]] == OpenStax U.S. History == ''U.S. History'' is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). ''U.S. History'' covers key forces that form the American experience, with particular attention to issues of race, class, and gender. * [https://openstax.org/details/books/us-history OpenStax U.S. History] (original content) * [https://audileo.com/audiobooks/openstax/us-history/ OpenStax U.S. History audiobook] * [https://www.youtube.com/watch?v=v7B8Gn17qk8&list=PLPvvRbQA5ODMB4vDRdRF66I9m43TMVyx3&index=1 Lecture videos] for U.S. History [[Category:History of the United States]] [[Category:OpenStax]] [[Category:Openstax textbook]] oglt0km1e5ogyglohngqaabm7nh15cf 0 328032 2831510 2830517 2026-09-05T12:06:43Z Andy?yes 3006471 2831510 wikitext text/x-wiki See also [[OpenStax]] == OpenStax Introduction to Political Science == Designed to meet the scope and sequence of your course, OpenStax ''Introduction to Political Science'' provides a strong foundation in global political systems, exploring ''how'' and ''why'' political realities unfold. Rich with examples of individual and national social action, this text emphasizes students’ role in the political sphere and equips them to be active and informed participants in civil society. * [https://openstax.org/details/books/introduction-political-science OpenStax Introduction to Political Science] (original content) * [https://audileo.com/audiobooks/openstax/introduction-to-political-science/ OpenStax Introduction to Political Science Audiobook] [[Category:Political science]] [[Category:OpenStax]] [[Category:Openstax textbook]] rnxu9qu1ndlvswa7t3vtpzcjgh9azp2 0 328184 2831493 2830526 2026-09-05T12:01:17Z Andy?yes 3006471 2831493 wikitext text/x-wiki See also [[OpenStax]] '''<big>OpenStax</big>''' '''<big>OpenStax World History, Volume 1: to 1500</big>''' * [https://openstax.org/details/books/world-history-volume-1 OpenStax OpenStax World History, Volume 1: to 1500] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/world-history-volume-1-to-1500/ OpenStax OpenStax World History, Volume 1: to 1500 audiobook] Available as audio textbook. [[Category:History]] [[Category:OpenStax]] [[Category:World History]] [[Category:Openstax textbook]] 551b3mf2orn5pdphtz9xocbmjsurhl3 0 328185 2831503 2830510 2026-09-05T12:05:08Z Andy?yes 3006471 2831503 wikitext text/x-wiki See also [[OpenStax]] '''<big>OpenStax</big>''' '''<big>Concepts of Biology</big>''' * [https://openstax.org/details/books/concepts-biology OpenStax Concepts of Biology] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/concepts-of-biology/ OpenStax Concepts of Biology audiobook] Available as audio textbook. [[Category:Biology]] [[Category:OpenStax]] [[Category:Openstax textbook]] 1t7da7sqeqazqzrzwt5bl1hnk0gk7zv 0 328328 2831512 2830521 2026-09-05T12:07:07Z Andy?yes 3006471 2831512 wikitext text/x-wiki See also [[OpenStax]] == '''<big>OpenStax</big>''' '''<big>Lifespan Development</big>''' == == Summary == ''Lifespan Development'' aligns to the topics and objectives of most introductory developmental psychology courses taught across departments. Grounded in foundational theories and scientific research, the text teaches students about core aspects of human development—physical, cognitive, social, emotional—across the lifespan. A primary goal of the book is to incorporate content, scholarship, and activities that explore a variety of perspectives that encourage all students to feel seen and included. ''Lifespan Development'' strives to openly address complex topics with scholarly responsibility and an effort to increase equity and inclusion in the research presented, as well as to foster student engagement in the classroom through relevant examples and applications. Focused on driving meaningful and memorable learning experiences, the narrative places concepts in contexts that give students the means to understand human development and how that knowledge can be applied to and improve their own lives and the lives of others. * [https://openstax.org/details/books/lifespan-development OpenStax Lifespan Development] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/lifespan-development/ OpenStax Lifespan Development audiobook] Available as audio textbook. [[Category:OpenStax]] [[Category:Developmental psychology]] [[Category:Openstax textbook]] jyr2358gwcc07ilzit9z1qzoco95tbf 0 328329 2831522 2796863 2026-09-05T12:09:11Z Andy?yes 3006471 2831522 wikitext text/x-wiki See also [[OpenStax]] == '''<big>OpenStax</big>''' '''<big>Principles of Macroeconomics 3e</big>''' == == Summary == ''Principles of Macroeconomics 3e'' covers the scope and sequence of most one semester introductory macroeconomics courses. The third edition takes a balanced approach to the theory and application of macroeconomics concepts. The text uses conversational language and ample illustrations to explore economic theories, and provides a wide array of examples using both fictional and real-world scenarios. The third edition has been carefully and thoroughly updated to reflect current data and understanding, as well as to provide a deeper background in diverse contributors and their impacts on economic thought and analysis. For example, the third edition highlights the research and views of a broader group of economists. Brief references and deeply explored socio-political examples have also been updated to showcase the critical – and sometimes unnoticed – ties between economic developments and topics relevant to students. A fuller list of changes made in ''Principles of Macroeconomics 3e'' are described in the preface and the transition guide to help instructors transition to the third edition. * [https://openstax.org/details/books/principles-macroeconomics-3e OpenStax Principles of Macroeconomics 3e] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/principles-of-macroeconomics-3e/ OpenStax Principles of Macroeconomics 3e audiobook] Available as audio textbook. [[Category:Macroeconomics]] [[Category:Openstax textbook]] plvlvbvzwsazxn864i9m9i5mkl8fzyp 3 329060 2831761 2822003 2026-09-06T10:22:18Z Regliste 3029369 /* Email bounced */ Reply 2831761 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Regliste!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. 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See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 10:27, 14 April 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} :Thanks @[[User:Jtneill|Jtneill]] :) [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 17:14, 3 May 2026 (UTC) == Email bounced == Hi, I tried to email you several times regarding your [[WikiJournal Preprints/Pentagram map|pentagram map]] to see if you have finished your revisions (as well as on [[WikiJournal Preprints/Kinematics of the cuboctahedron|Kinematics of the cuboctahedron]]) but your email bounced. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 17:15, 10 August 2026 (UTC) :Hi @[[User:OhanaUnited|OhanaUnited]], I'm sorry to hear about that, I don't know what happened with my email address. I'll try to write you an email, if it doesn't work well we can continue the discussion here? :I'm over for the pentagram map article. I'd just want to add an "acknowledgment" section, should I do it now? [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 22:24, 13 August 2026 (UTC) ::Hello @[[User:OhanaUnited|OhanaUnited]], ::I don't know if you received my email from the 20 of August, but I haven't receive a reply from you. I'm done with the pentagram map article, just need to add the acknowledgment section. Should I do it before or after publishing ? ::Sorry for hurrying you, but I have a conference soon and I would prefer the paper to be officially published soon, if possible... ::Best regards, [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 10:22, 6 September 2026 (UTC) 3efeq52izof0tets3uwznv85gdynxt6 0 329233 2831499 2830505 2026-09-05T12:04:15Z Andy?yes 3006471 2831499 wikitext text/x-wiki See also [[OpenStax]] == OpenStax Business Ethics == ''Business Ethics'' is designed to meet the scope and sequence requirements of the single-semester business ethics course. This title includes innovative features designed to enhance student learning, including case studies, application scenarios, and links to video interviews with executives, all of which help instill in students a sense of ethical awareness and responsibility. [https://openstax.org/details/books/business-ethics OpenStax Business Ethics] (original content) [https://audileo.com/audiobooks/openstax/business-ethics/ OpenStax Business Ethics audiobook] [[Category:Ethics]] [[Category:OpenStax]] [[Category:Openstax textbook]] 9gprwkj875dwlzm3ubk6q7tpabd61cu 0 329234 2831508 2830515 2026-09-05T12:06:15Z Andy?yes 3006471 2831508 wikitext text/x-wiki See also [[OpenStax]] See also [[OpenStax Introduction to Business 2e]] == OpenStax Introduction to Business == Introduction to Business covers the scope and sequence of most introductory business courses. The book provides detailed explanations in the context of core themes such as customer satisfaction, ethics, entrepreneurship, global business, and managing change. Introduction to Business includes hundreds of current business examples from a range of industries and geographic locations, which feature a variety of individuals. The outcome is a balanced approach to the theory and application of business concepts, with attention to the knowledge and skills necessary for student success in this course and beyond. [https://openstax.org/details/books/introduction-business OpenStax Introduction to Business] (original content) [https://audileo.com/audiobooks/openstax/introduction-to-business/ OpenStax Introduction to Business audiobook] (official audiobook, [https://www.youtube.com/watch?v=owZJXiKbNFQ chapter 1 on YouTube]) [[Category:Business]] [[Category:OpenStax]] [[Category:Openstax textbook]] cutspfhvssztgiyhb1fi50see9x8evt 0 329235 2831509 2830516 2026-09-05T12:06:30Z Andy?yes 3006471 2831509 wikitext text/x-wiki See also [[OpenStax]] See also [[OpenStax Introduction to Business]] == OpenStax Introduction to Business 2e == Introduction to Business 2e provides a strong, multidimensional foundation in the concepts, skills, and real-world examples of contemporary business. Welcoming and relevant narratives support students as they engage in core themes such as decision making, ethics, customer satisfaction, entrepreneurship, global business, and managing technological and societal changes. The material includes hundreds of current business examples from a range of industries and geographic locations. Extensive illustrations, case studies, review materials, and assessments offer instructors and learners the tools needed to develop a deep, practical understanding. The outcome is a balanced approach to the theory and application of business concepts, with attention to the knowledge and skills necessary for success in further studies and careers. The Second Edition was written with extensive input from faculty, industry experts, and students. Revisions focus on currency, emerging technologies, changing business practices, and evolving legal and ethical dynamics. The authors emphasize course-wide themes, including the impacts and implications of artificial intelligence, the changing nature of the workplace, and new approaches to team dynamics. A detailed transition guide is available in the instructor resources. [https://openstax.org/details/books/introduction-business-2e OpenStax Introduction to Business 2e] (original content) [https://audileo.com/audiobooks/openstax/introduction-to-business-2e/ OpenStax Introduction to Business 2e audiobook] (official audiobook) [https://www.youtube.com/watch?v=ylt-Wc3UD7A OpenStax Introduction to Business 2e] (chapter 1 on YouTube) [[Category:Business]] [[Category:OpenStax]] [[Category:Openstax textbook]] 0e9eoaakh3mwzs2opiiqeyok0w5p5jc 0 329236 2831511 2830518 2026-09-05T12:06:56Z Andy?yes 3006471 2831511 wikitext text/x-wiki See also [[OpenStax]] == OpenStax Introduction to Sociology 3e == Introduction to Sociology 3e aligns to the topics and objectives of many introductory sociology courses. It is arranged in a manner that provides foundational sociological theories and contexts, then progresses through various aspects of human and societal interactions. The new edition is focused on driving meaningful and memorable learning experiences related to critical thinking about society and culture. The text includes comprehensive coverage of core concepts, discussions and data relevant to a diverse audience, and features that draw learners into the discipline in powerful and personal ways. Overall, Introduction to Sociology 3e aims to center the course and discipline as crucial elements for understanding relationships, society, and civic engagement; the authors seek to lay the foundation for students to apply what they learn throughout their lives and careers. [https://openstax.org/details/books/introduction-sociology-3e OpenStax Introduction to Sociology 3e] (original content) [https://audileo.com/audiobooks/openstax/introduction-to-sociology-3e/ OpenStax Introduction to Sociology 3e Audiobook] (full audiobook) [[Category:Sociology]] [[Category:OpenStax]] [[Category:Openstax textbook]] ifeh54cbyqd3srnszddmogaje8cr4ta 0 329550 2831506 2830513 2026-09-05T12:05:50Z Andy?yes 3006471 2831506 wikitext text/x-wiki See also [[OpenStax]] == OpenStax Introduction to Anthropology == Designed to meet the scope and sequence of your course, OpenStax ''Introduction to Anthropology'' is a four-field text integrating diverse voices, engaging field activities, and meaningful themes like Indigenous experiences and social inequality to engage students and enrich learning. The text showcases the historical context of the discipline, with a strong focus on anthropology as a living and evolving field.  There is significant discussion of recent efforts to make the field more diverse—in its practitioners, in the questions it asks, and in the applications of anthropological research to address contemporary challenges.  In addressing social inequality, the text drives readers to consider the rise and impact of social inequalities based on forms of identity and difference (such as gender, ethnicity, race, and class) as well as oppression and discrimination. The contributors to and dangers of socioeconomic inequality are fully addressed, and the role of inequality in social dysfunction, disruption, and change is noted. [https://openstax.org/details/books/introduction-anthropology OpenStax Introduction to Anthropology] (original content) [https://audileo.com/audiobooks/openstax/introduction-to-anthropology/ OpenStax Introduction to Anthropology audiobook] (official audiobook) [https://www.youtube.com/watch?v=JhYpOZD1Kyo OpenStax Introduction to Anthropology] (chapter 1 on YouTube) [[Category:Anthropology]] [[Category:OpenStax]] [[Category:Openstax textbook]] 6qiwgvdvngm1622mzy66mem5g4cf568 0 329638 2831613 2821061 2026-09-06T01:19:49Z DavidMCEddy 218607 /* Was the Vietnam War lost in Washington or by media biases? */ syntax 2831613 wikitext text/x-wiki [[File:Nukes or nonviolence.png|thumb|Nuclear war or nonviolent noncooperation?]] :''Humanity is one misunderstanding, one miscalculation away from nuclear annihilation. ... This is madness. We must reverse course.'' : -- [[w:António Guterres|UN Secretary General António Guterres]] (2022)<ref>Jacobsen (2024), BBC (2022).</ref> :This book is a combination instruction manual on [[w:Media literacy|media literacy]] and an invitation to you to support collaborative / crowd-sourced research on how to improve the world's understanding of media literacy and how to accelerate its understanding and use globally for the betterment of humanity. Part I of this book on ''[[Media Literacy and You]]'' discusses "The media and political economy". Except in times of terror, massive lawlessness or war, most humans place a high priority on their financial situation, the primary focus of Part I. Part II on "The media and war" focuses on security concerns starting with this chapter on "Deterrence without threat". == Introduction == Every individual and group has a right and an obligation to defend itself. Unfortunately, when most humans<ref>We distinguish here between "humans" and "people" or "persons", because under current US law, corporations are "people" and money is speech, per the US Supreme Court decision in ''[[w:Citizens United v. FEC|Citizens United v. FEC]]'' (2010) and many other judicial rulings and US law such as the [[w:Patriot Act|Patriot Act]] of 2001.</ref> think of defense, they often think of violent responses to provocations. However, there is a growing body of research documenting :(a) how most uses of violence are counterproductive, and :(b) there are usually nonviolent options to violence that would more effectively promote broadly shared peace and prosperity for the long term. This research is rarely discussed by major media outlets, because it would offend the "people"<ref>We put "people" in quotes in this essay, because that term includes corporations under current US law.</ref> who control most of the money for the media: Nonviolence threatens their ability to get compliance from security forces. As a result, many elites prefer to use force to the detriment of the bottom 99 percent of humanity. As discussed below, a military posture that supports projecting force beyond one’s own borders may be as likely to ''provoke'' as ''prevent'' an attack.<ref>For example, Lebow (2025) cites some of his previous work with others to support the claim that large militaries have been "more provocative than preventative in" their effects. And Lebow (2024) insists that, "Policymakers respond more instinctively than analytically in deciding that some policy is or is not in the national interest." See also Lebow et al. (2023).</ref> This chapter outlines a 3-part strategy that research suggests would more likely lead to better outcomes for the vast majority of humans: # Citizen-directed subsidies for local news nonprofits with firewall(s) to prevent political interference in the content. # Training in nonviolent noncooperation for anyone willing to listen. # Forbid uses of force beyond one’s own borders and covert interference in foreign countries. We now discuss each of these briefly. == 1. Citizen-directed subsidies for local news nonprofits with firewall(s) to prevent political interference in the content. == It seems that :''Primary drivers of every major conflict include differences between the media that the different parties find crecible.'' In a recent interview with [[w:Fordham University|Fordham University]] Professor Emerita of Communications Robin Andersen,<ref name=Andersen><!--Robin Andersen-->{{cite Q|Q132982358}}</ref> she agreed with this claim and added: :''We only have enemies of our very own making.'' The media are involved in this, because: :''The major media create the stage upon which politicians read their lines.''<ref>In 1791 James Madison, who represented part of Virginia in the US House of Representatives 1789-1801 and later became the 4th President of the US (1809-1819), said, "Public opinion sets bounds to every government, and is the real sovereign in every free one." Quoted from the ''[[w:National Gazette|National Gazette]]'' (published 1791-1793) by Schmeller (2009, p. 36) and Sauer (2016, p. 5). Sauer described how the American Revolutionaries, especially the first four US presidents, planted stories in newspapers to build support for how they dealt with the [[w:Barbary corsairs|Barbary pirates]], who were seizing merchant ships, raiding European coastal towns and villages, and selling European captives into slavery. The first two US presidents, [[w:George Washington|Washington]] and [[w:John Adams|Adams]], used that support for protecting US shipping and citizens by paying tribute to government leaders in Morocco, Algeria, Tunisia, and Libya. The next two presidents, [[w:Thomas Jefferson|Jefferson]] and [[w:James Madison|Madison]], convinced Congress to fund a navy and marines to fight the [[w:Barbary Wars|Barbary Wars]]. This included the [[w:Battle of Derna (1805)|Battle of Derna]] (April-May 1805), memorialized in the [[w:Marines' Hymn|Marines' Hymn]], which mentions actions "to the shores of Tripoli". Sauer described how the policies were sold to the public via planted stories in the different partisan newspapers.</ref> This works because (a) virtually everyone thinks they know more than they do ([[w:Overconfidence effect|overconfidence effect]]), and (b) virtually everyone prefers information and sources consistent with preconceptions ([[w:confirmation bias|confirmation bias]]). Also, in many, perhaps all, countries, the primary constituency for foreign and military policy is the people with foreign business interests. Many of these people also control substantial portions of the money for the media, which have too often encourage questionable and counterproductive uses of military force.<ref>If we [[w:follow the money|follow the money]], we might find that "watchdogs generally protect the people who feed them", as discussed in the 2025-09-25 interview with British journalist and media reform activist Dan Hind discussing how the British [[Media Reform Coalition challenges anti-democratic media bias in the UK]].</ref> === Examples === A leader in documenting the role of the media in armed conflict is Robin Andersen,<ref>e.g., Andersen (2006, 2026).</ref> but she is not alone. For example, [[w:University of Denver|University of Denver]] journalism professor Kareem El Damanhoury<ref name=Daman><!--Kareem El Damanhoury-->{{cite Q|Q113752441}}</ref> has compared how [[w:Gaza Strip|Gaza]] has been framed differently by [[w:Al Jazeera Media Network|Al Jazeera]], the [[w:BBC|BBC]]<ref>El Damanhoury et al. (2025).</ref> and [[w:Fox News|Fox]].<ref>El Damanhoury and Saleh (2024).</ref><ref>Some of El Damanhoury's work in this regard [[Differences between media outlets including coverage of Gaza|is reviewed in a 2025-11-20 interview with him]].</ref> ==== World War I ==== Andersen's (2006) ''A Century of Media, A Century of War'' begins with a discussion of "The birth of war propaganda" in "The Great War and the Fight between Good and Evil".<ref>Andersen (2006, ch. 1)</ref> A more detailed but compatible discussion of the media and [[w:World War I|World War I]] is given by [[w:John Maxwell Hamilton|John Maxwell Hamilton]]. Among other things, he said: {{quote| The first iron law of propaganda is that only the enemy does it.<ref>Hamilton (2020, p. 642). See also the [[John Maxwell Hamilton on American propaganda|2025-12-11 interview with Hamilton]].</ref>}} [[File:MB Walker - German bayoneting children - Life - July 25, 1915.png|thumb|left|Figure 1. Stories of German soldiers impaling children on their bayonets were widely reported during the war. However, no credible evidence was found to support these claims when questions were raised after the war.<ref>{{cite web|title=Alleged German atrocities: Bryce report|url=http://www.nationalarchives.gov.uk/pathways/firstworldwar/spotlights/p_alleged_german.htm|publisher=The National Archives|access-date=13 July 2014}}</ref>]] Andersen (2006, pp. 8-9) said, {{quote| James Bryce, the former British ambassador to the United States, ... helped prepare a sixty-one page ''Report on the Committee on alleged German Outrages'', which was translated into thirty languages and was said to be based on twelve hundred depositions ... included gruesome and titillating details of how German soldiers publicly raped Belgian girls in the marketplace at Liege and bayonetted a two-year-old child. ... [A]fter the war a Belgian commission of inquiry found no evidence for any major accusation in the report. ...}} {{quote| German propagandists, on the other hand, ... "bungled, because they were naïve: they thought the success of the war depended almost solely on military strategy and therefore they tended to neglect propaganda." ... Thus, when German soldiers shot some Allied nurses who had carried weapons, they admitted it openly. The Allies reported the incident as an atrocity and featured it in press propaganda. When French troops shot German nurses under similar circumstances, the Germans failed to exploit it.}} ==== Jonathan Swift 1710 ==== This is not limited to World War I. In 1710, [[w:Jonathan Swift|Jonathan Swift]] reportedly said, "Falsehood flies, and truth comes limping after ... like a physician, who hath found out an infallible medicine, after the patient is dead."<ref name=Swift>Excerpted from a line in [[Wikiquote:Jonathan Swift]] consulted 2026-04-13.</ref> ==== The Marines' Hymn ==== The [[w:Marines' Hymn|Marine Corps Hymn]] begins, {{quote| From the Halls of Montezuma To the shores of Tripoli; We fight our country's battles In the air, on land, and sea.}} The "[[w:Battle of Chapultepec|Halls of Montezuma]]" refer to the [[w:Mexican–American War|Mexican–American War]], which was fought to expand slavery first into [[w:Texas|Texas]] -- and supporters of slavery hoped that would help expand slavery further west. The "[[w:Battle of Derna (1805)|shores of Tripoli]]" were part of the [[w:Barbary Wars|Barbary Wars]], which were fought to reduce the need to pay (a) tribute to the [[w:Barbary Coast|Barbary or Berber]] states of [[w:Morocco|Morocco]], [[w:Algeria|Algeria]], [[w:Tunisia|Tunisia]], and [[w:Libya|Libya]] or (b) ransom to [[w:Barbary corsairs|Barbary pirates]], who were otherwise capturing Christians and selling them into slavery. Did the bottom 99 percent of the US population of that time benefit? Or did these wars (and any tribute and ransom paid by the US government before the Barbary wars) constitute a hidden transfer of wealth from the poor to the wealthy? A partial answer to this question is that [[w:tariff|tariff]]s on imported goods covered between 80 and 95 percent of all federal revenue up to 1860, and [[w:excise|excise taxes]] on only a few goods, such as whiskey, rum, tobacco, snuff and refined sugar, made up nearly all the rest.<ref>See the section on "[[w:Excise tax in the United States#Historical background|Historical background]]" in the Wikipedia article on "[[w:Excise tax in the United States|Excise tax in the United States]]", accessed 2026-05-26.</ref> The money raised from taxes on income during the Civil War, visible in Figure 3 above, were apparently negligible as a portion of federal revenue during the Barbary Wars and the Mexican-American War. ==== Gulf of Tonkin Resolution: "Betray the nation or do not get elected." ==== Regarding the [[w:Vietnam War|Vietnam War]], former president [[w:Dwight D. Eisenhower|Eisenhower]] wrote in his autobiography, which appeared in 1963 (he left the presidency 1961-01-20), that he had never communicated {{quote| with a person knowledgeable in Indochinese affairs [including Vietnam] who did not agree that had elections been held as of the time of the fighting [leading to the defeat of the French in 1954], possibly 80 per cent of the population would have voted for the Communist [[w:Ho Chi Minh|Ho Chi Minh]].<ref>Eisenhower (1963, p. 372).</ref>}} [[w:Joseph McCarthy|Joseph McCarthy]], who had been elected to the US Senate in 1946 and "experienced a meteoric rise in national profile beginning on February 9, 1950, when he gave a" speech during which he said something like, "The [[w:United States Secretary of State|State Department]] is infested with communists. I have here in my hand a list of 205—a list of names that were made known to the Secretary of State as being members of the Communist Party and who nevertheless are still working and shaping policy in the State Department." McCarthy's mostly baseless claims went largely unchallenged in the media, including accusing the Democrats of "twenty years of treason" for having been allied with the Soviet Union, which took the bulk of casualties during World War II. By the end of 1953 with (Republican) Eisenhower as president roughly 11 months, McCarthy was complaining about "''21'' years of treason", complaining that Eisenhower was not sufficiently aggressive in rooting out the communists who McCarthy claimed were in the government.<ref>Fried (1997, p. 179).</ref> Then the French were defeated by Vietnamese communists 1954-05-07 in the [[w:Battle of Dien Bien Phu|Battle of Dien Bien Phu]]. The [[w:1954 Geneva Conference|1954 Geneva Conference]], which had begun eleven days earlier, 1954-04-26, concluded 1954-07-21 with the "Geneva Accords of 1954".<ref>The [[w:Battle of Dien Bien Phu|Battle of Dien Bien Phu]], 1954-05-07, effectively ended the [[w:First Indochina War|French Indochina War]]. This led to the [[w:1954 Geneva Conference|Geneva accords of 1954]], officially dated 1954-07-20 but actually signed the following morning. Those accords took effect on three different dates, July 27 and August 1 and 11 in three different sectors of Vietnam. See <!--Agreement on the Cessation of Hostilities in Vietnam-->{{cite Q|Q139676410}}</ref> Those accords called for UN-supervised elections for July of 1956, when Eisenhower would presumably be campaigning for reelection. Eisenhower doubtless knew that he might lose his bid for re-election in 1956, if the Communist Ho Chi Minh won elections in July of that year. :''The consistent suppression of honest portrayal in the major media of that day of the perspective of anyone whom Eisenhower considered "knowledgeable in Indochinese affairs" gave him -- and his successors [[w:John F. Kennedy|Kennedy]], [[w:Lyndon B. Johnson|Johnson]], and [[w:Richard Nixon|Nixon]] -- the choice between betraying the nation or not getting elected.'' In this environment, the [[w:Operation 34A|US initiated a series of clandestine operations against North Vietnam]] including infiltrating CIA-recruited spies and supporting attacks against North Vietnam by South Vietnamese commandos.<ref>Paterson (2008).</ref> This included a raid 1964-07-30 by South Vietnamese commandos on the island of Hòn Mê, roughly 300 km (180 miles) north of the [[w:Vietnamese Demilitarized Zone|Vietnamese Demilitarized Zone]] in the [[w:Gulf of Tonkin|Gulf of Tonkin]], covered by [[w:DESOTO patrol|US naval vessels]] patrolling in that area. Then during a dark and stormy night six days later, US naval vessels opened fire on radar snow, and President Johnson requested and received Congressional approval of the [[w:Gulf of Tonkin Resolution|Gulf of Tonkin Resolution]]; then-[[w:United States Secretary of Defense|US Secretary of Defense]] [[w:Robert McNamara|McNamara]] claimed those attacks were "unprovoked".<ref>Karnow (1983, p. 375). See also the section on [[w:Gulf of Tonkin Resolution#Congress votes|Congress votes]]" in the Wikipedia article on [[w:Gulf of Tonkin Resolution|Gulf of Tonkin Resolution]], accessed 2026-05-14.</ref> In this media environment, only two officials in the US Congress voted against the Gulf of Tonkin Resolution: [[w:Ernest Gruening|Ernest Gruening]] (D-AK) and [[w:Wayne Morse|Wayne Morse]] (D-OR). Gruening lost in his next primary campaign to [[w:Mike Gravel|Mike Gravel]], and Morse lost in his next general election campaign to [[w:Bob Packwood|Bob Packwood]]. These results support the previous claim that the major media give politicians the choice: :''Betray the nation, or do not get elected.'' That resolution became the primary authorization for the US war in Vietnam until Congress ended the funding. ==== Was the Vietnam War lost in Washington or by media biases? ==== [[w:John Mueller|John Mueller]], prolific author, Professor Emeritus of international relations at [[w:Ohio State University|Ohio State University]] and Senior Fellow at the [[w:Cato Institute|Cato Institute]], said that the most effective thing the US did to win the [[w:Cold War|Cold War]] was — :''nothing'': Between the [[w:Fall of Saigon|Fall of Saigon]] in 1975 and the inauguration of [[w:Ronald Reagan|Ronald Reagan]] as President of the US, the US "went into a sort of containment funk: it effectively adopted a policy of complacency (or perhaps of appeasement) as it watched from the sidelines as the Soviet Union … opportunistically gathered a set of Third World countries into its imperial embrace: Angola in 1976, Mozambique and Ethiopia in 1977, South Yemen and Afghanistan in 1978, Grenada and Nicaragua in 1979."<ref>Mueller (2021, p. 59).</ref> Nearly all became major economic and political drains on the Soviets with Afghanistan being the worst. And their Warsaw Pact allies in Eastern Europe became a severe economic drain and psychic problem.<ref>Mueller and Graves (2023).</ref> President Reagan, inaugurated 1981-01-20, had a very different vision of the role of the US in foreign relations from his predecessor, [[w:Jimmy Carter|Jimmy Carter]]. In 1983-06-21 Reagan insisted, "We cannot permit the Soviet-Cuban-Nicaraguan axis to take over Central America", because the consequences would include "a tidal wave of refugees ... 'feet people' ... swarming into our country."<ref>Clines (1983).</ref> Other sources<ref>e.g., Andersen (2006, Part II).</ref> insist the opposite, that the vast majority of deaths in Central America during the Reagan years were poor humans petitioning nonviolently for a redress of grievances, suppressed by terrorist / death squads supported by the Reagan administration largely in violation of laws passed by Congress and signed by President Reagan. On 1986-10-05 [[w:Corporate Air Services HPF821|a Nicaraguan soldier with a surface to air missile shot down a C-123]] cargo aircraft carrying supplies to the Contra roughly 35 miles (56 km) north of Costa Rica. Documents found in the wreckage and a confession by the sole survivor led to the [[w:Iran–Contra affair|Iran-Contra hearings]] the following year, during which Lt. Col. [[w:Oliver North|Oliver North]] insisted, "We didn't lose the war in Vietnam ..., we lost it in this city."<ref>Andersen (2006, p. 137). See also, Wikipedia, "[[w:Stab-in-the-back myth|Stab-in-the-back myth]]", accessed 2026-05-13.</ref> The previous section on the "Gulf of Tonkin Resolution" provides an alternative narrative of the Vietnam War: If as Eisenhower claimed, "possibly 80 per cent of the [Vietnamese] population would have voted for the Communist [[w:Ho Chi Minh|Ho Chi Minh]]" if elections had been held there, it's hard to imagine how anyone else could have won without aggressive action that actually ''improved'' the lives of Vietnamese peasants in the South. US-led efforts there were officially designed to win "[[w:Hearts and Minds (Vietnam War)|Hearts and Minds]]" but were implemented with such coercion that the result was the opposite. A cynic might say that :''It is hard to win people's hearts and minds by killing them.'' ====Richard Barlow and nuclear proliferation==== There is also documentation that the US helped Pakistan get nuclear weapons and destroyed the career of an intelligence analyst, [[w:Richard Barlow (intelligence analyst)|Richard Barlow]], for telling his managers they should not lie to Congress about it. Barlow has insisted that neither Pakistan nor North Korea would have nuclear weapons and Iran would not have a nuclear weapons program today, if the US had followed its own laws. Barlow’s claims, including his punishment by administration officials, have been reported in major media outlets<ref>e.g., Stein (2013). See also Wikipedia, "[[w:Richard Barlow (intelligence analyst)|Richard Barlow (intelligence analyst)]]", accessed 2026-05-06.</ref> but not in a way that would seriously limit the ability — and need — for administration officials to lie to Congress. If Barlow's claims are accurate, it suggests that US government officials violated US obligations under the [[w:Treaty on the Non-Proliferation of Nuclear Weapons|Non-Proliferation Treaty]] (NPT).<ref>Per the [[w:Treaty Clause|Treaty Clause]] of the US Constitution, a treaty negotiated by the President and approved by the Senate has "the force of federal law."</ref> ==== Nayirah testimony and the 1990-1991 Gulf War ==== A more recent example is the 1990-10-10 testimony by [[w:Nayirah testimony|Nayirah al-Ṣabaḥ to the US Congressional Human Rights Caucus]], two months after the Iraqi invasion of Kuwait. She claimed to have seen Iraqi soldiers taking premature babies out of incubators in a maternity ward before looting the incubators and leaving the babies to die on the floor after the Iraqi invasion of Kuwait; she said she had been a volunteer nurse in the hospital at that time. The failure of journalists, including with the ''[[w:NBC Nightly News|NBC Nightly News]]'', to adequate check facts behind this and other atrocity stories helped convince the US public to support the US-led invasion of Iraq in 1990-1991. Nayirah's statements were widely publicized and cited numerous times in the United States Senate and by American president George H. W. Bush to contribute to the rationale for pursuing military action against Iraq. It was later revealed that she was the daughter of Kuwaiti ambassador to the US, [[w:Saud Nasser Al-Saud Al-Sabah|Saud Nasser Al-Saud Al-Sabah]], "Reps. [[w:Tom Lantos|Tom Lantos]] and [[w:John Porter (Illinois politician)|John Edward Porter]], who sponsored the congressional hearings, had started a group called the Congressional Human Rights Foundation that had received $50,000 from Citizens for a Free Kuwait, as well as free office space in [[w:Hill & Knowlton|Hill and Knowlton]]'s Washington headquarters",<ref>Rowse (1992).</ref> and the public relations firm Hill and Knowlton had made a video while coaching her rehearsing her perjury and used that to prepare a video press release "that eventually reached a total audience of about thirty-five million", 14 percent of the [[w:Demographic history of the United States|US population of 249 million per the census then in process]], with portions aired on the ''[[w:NBC Nightly News|NBC Nightly News]]'' the night after the testimony.<ref>Andersen (2006, pp. 170-171).</ref> ==== 1998 Embassy bombings and September 11 ==== As another example, there is substantial documentation available today that [[1998 Embassy bombings and September 11|the suicide mass murders of September 11, 2001]], likely would not have occurred if the US had treated the 1998 bombings of the US embassies in Kenya and Tanzania as law enforcement issues. Muslim clerics all over the world initially condemned those acts. Al-Qaeda was dead. Their funding had largely dried up. And bin Laden was scheduled to be extradited the following month to Saudi Arabia to be prosecuted for treason, where he would likely have been convicted and executed. Mayer (2008, p. 114) claimed those embassy bombings were motivated as retaliation for US support for torture.<ref>For more on torture, see the the section on [[#Make media responsible for harms|Make media responsible for harms]] below.</ref> But it seemed questionable at best whether major media executives in the US would have given favorable coverage to such a diplomatic solution. Instead, the US bombed a pharmaceutical plant in Sudan and al-Qaeda training camps in Afghanistan. Then Muslim public opinion turned 180 degrees to conclude, "Bin Laden is right: The US ''is'' an evil empire." The US became bin Laden’s only indispensable ally, according to the CIA agent responsible for tracking bin Laden at that time.<ref>Scheuer (2004, p. xv).</ref> Leading Saudis started supporting al-Qaeda, including some working for the Saudi embassy and consulates in the US. Only one country seems to have been involved in the preparations for the September 11 attacks, and that was Saudi Arabia. But Saudis were friends of the Bush family, and a crisis is a terrible thing to waste.<ref>Romer (2009).</ref> :''Did the US invade Afghanistan and Iraq on grounds that senior journalists and leading media executives should have known at the time were questionable and likely fraudulent — to the detriment of nearly everyone except the "people" who control most of the money for the media?'' :In particular, was Iraqi president [[w:Saddam Hussein|Saddam Hussein]] really a bigger threat to the US after he invaded Kuwait in 1990 or after the [[w:September 11 attacks|suicide mass murders of September 11, 2001]] than he was during the 1980s, when the US supported him [[w:Iran-Iraq War|killing Iranians]] or [[w:Anfal campaign|his own native Kurds]]? On 2003-05-29 [[w:BBC|BBC]] journalist [[w:Andrew Gilligan|Andrew Gilligan]] reported that the [[w:Tony Blaire|Blair government]] had "sexed up" [[w:September Dossier|intelligence reports]] issued the previous September to justify supporting the 2003-03-20 [[w:Iraq War|US-led invasion of Iraq]], two months before Gilligan's report. This led to the [[w:Hutton Inquiry|Hutton Inquiry]], which led to the resignations of Gilligan and the BBC's chairman and the firing of the BBC's director-general. However, the British public expressed so many reservations about the Hutton Inquiry that a follow-up investigation was ordered in 2009. This became the "[[w:Iraq Inquiry|Iraq Inquiry]]", whose 2016-07-06 report essentially validated what Gilligan had said just over 13 years earlier. This provides one more example of the 1710 maxim of Jonathan Swift that, "Falsehood flies, and truth comes limping after ... like a physician, who hath found out an infallible medicine, after the patient is dead."<ref name=Swift/> ====Ukraine war==== Page 1 of the 2023-05-04 edition of ''[[w:Le Monde Diplomatique|Le Monde Diplomatique]]'' carried a headline: :One year after the invasion of Ukraine: The media, vanguard of the war party,<ref>Halimi and Rimbert (2023) in the French-language original.</ref> consistent with Andersen (2006). === Make media responsible for harms === How might the world be different if injured parties could successfully sue major media for harms that result from government policies contradicted by evidence reasonably available to the major media outlets? For example, how might the world be different if: * combat veterans or their families could successfully sue major media outlets for biased reporting that stampede the nation into ill advised and counterproductive uses of military force on grounds that leading media personalities should have known at the time were questionable and likely fraudulent? * Vietnamese or Afghanis or Iraqis or Palestinians or victims in other countries could win similar lawsuits? * immigrants could sue major media outlets for failing to publish reasonable summaries of the available research that says that immigrants on average are more entrepreneurial<ref>Aghion et al. (2022, pp. 266-270).</ref> and no more likely to engage in criminal activities than native born, benefitting both the sending and receiving countries?<ref>The Wikipedia article on "[[w:Immigration|Immigration]] cites research saying, "that migration can be beneficial both to the receiving and sending countries. The academic literature provides mixed findings for the relationship between immigration and crime worldwide. ... [P]ublic perception often exaggerates the connection between immigration and crime, influenced by sensationalised media coverage and political rhetoric." The Wikipedia article on [[w:Immigration and crime|Immigration and crime]] notes that in some countries immigrants are over-represented in prison populations due to violations of immigration law or anti-immigrant biases in criminal justice. The Wikipedia article on "[[w:Sanctuary city|Sanctuary city]]" says that, "Some studies on the relationship between sanctuary status and crime have found that sanctuary policies either have no effect on crime or that sanctuary cities have lower crime rates and stronger economies than comparable non-sanctuary cities." All references 2026-05-26.</ref> * humans tortured by the US could sue the major media for suppressing honest discussion of the research that documents that torture is more likely counterproductive? An important report of the efficacy of torture was published in 1631 by [[w:Friedrich Spee|Friedrich Spee]], a German Jesuit priest and professor. A few years earlier, the Duke of Brunswick had invited Spee and another famous Jesuit scholar to supervise a continuation of the torture of a confessed witch. The Jesuits had previously told the Duke, "The Inquisitors are doing their duty. They are arresting only people who have been implicated by the confession of other witches." The Duke then led the Jesuits to a woman being stretched on the rack and asked her, "You are a confessed witch. I suspect these two men of being warlocks. What do you say? Another turn of the rack, executioners." "No, no!" screamed the woman. "You are quite right. I have often seen .. . They can turn themselves into goats, wolves ... Several witches have had children by them. ... The children had heads like toads and legs like spiders."<ref>Pinker (2011, pp. 138-139). Mannix (1964, pp. 134-135). Mackay ( 2009, p. 320).</ref> Crudely similar comments about the counterproductive nature of torture were made by Generals [[w:Stanley McChrystal|Stanley McChrystal]] (2013) and [[w:David Petraeus|David Petraeus]],<ref>DePaulo (2008).</ref> who held command positions in Iraq and Afghanistan. The major media in the US has provided ample coverage of, e.g., comments by Donald Trump supporting torture (McCarthy 2016), while largely suppressing honest discussion of the research on it. Might the world be safer and more prosperous if major media outlets and their executives and journalists could be successfully sued when their biased reporting have substantive negative consequences? Might [[w:Freedom of information|the public's right to receive diverse information]] be advanced in this way, recognizing that false information disseminated by major media outlets can lead to substantive harms, similar to "[[w:Shouting fire in a crowded theater|shouting ''fire'' in a crowded theater]]", while the same information disseminated by minor outlets would ''not'' produce such harms? Lawsuits of this nature could be facilitated by "group libel" laws. Activists were working to pass such laws in the 1940s. By 1950 those campaigns had been abandoned, according to Barbas (2023).<ref>See also Calvert et al. (2023, pp. 178ff).</ref> [[w:Yael Eisenstat|Yaël Eisenstat]] agrees that under [[w:Section 230|Section 230]] of Title 47 of the US Code, "No provider or user of an interactive computer service shall be treated as the publisher or speaker of any information provided by another information content provider." However, Eisenstat insists that [[Online platforms' effects on public health, safety and democracy|"an interactive computer service" ''can'' be held liable when their algorithms have substantive negative consequences]], as in the jury verdicts against Meta in New Mexico<ref>Allyn (2026).</ref> and against Meta and Google in Los Angeles.<ref>McQue (2026).</ref> She said, "those technologies, if they are, in the end, contributing to an illegal activity or to harm, that's what we should be addressing. ... The ultimate goal is not to shut down every social media company. The ultimate goal is to figure out what a safer online experience looks like and what accountability looks like when something unsafe happens." === in sum === You, dear reader, can help overcome these problems by talking, as suggested in the exercises below and the rest of this book. If you can help others become less angry and more willing to agree to disagree agreeably with others, that should reduce the risk of war and improve the prospects for progress on other major problems facing humanity today. ==2. Training in nonviolent noncooperation for anyone willing to listen == A major driver of the current conflict between India and Pakistan is mistreatment of Muslims in India. Simulations of a nuclear war between India and Pakistan suggest that such a war would likely produce a nuclear autumn lasting years during which 40 percent of humanity would starve to death if they did not die of something else sooner. Over 90 percent of those would be in countries not involved in the nuclear exchange.<ref>Xia et al. (2022). See also Wikiversity, "[[Responding to a nuclear attack]]", accessed 2026-05-05.</ref> The recent "[[w:2025 India–Pakistan conflict|2025 India–Pakistan conflict]]" was a response by India to violence in Indian-administered [[w:Kashmir|Kashmir]] by terrorists allegedly supported by Pakistan. India would have had much more difficulty justifying violent repression of ''nonviolent'' protests, especially if a more diverse media ecology gave such protests more and more sympathetic coverage. During the [[w:Great Depression|Great Depression]], ethnic Germans in the [[w:Sudetenland|Sudetenland]] region of [[w:Czechoslovakia|Czechoslovakia]] were harder hit by increasing trade barriers than their non-German neighbors. They were therefore more open to populist and extremist movements such as fascism, communism and German irredentism.<ref>Wikipedia, "[[w:Sudetenland|Sudetenland]]", esp. the section on "[[w: Sudetenland#Within the Czechoslovak Republic (1918–1938)|Within the Czechoslovak Republic (1918–1938)]]", accessed 2026-05-05.</ref> If those ethnic Germans had used nonviolent noncooperation to highlight their grievances, and if Czechoslovakia at that time had had a substantially more diverse media system, it seems likely that they could have gotten reasonable redress of grievances. If so, it would have been harder for Hitler to use that as an excuse to invade Czechoslovakia, as he did in 1938.<ref>Wikipedia, "[[w:Occupation of Czechoslovakia (1938–1945)|Occupation of Czechoslovakia (1938–1945)]]", accessed 2026-05-05.</ref> In 1940, during [[w:World War II|World War II]], Germany invade Denmark, which had previously declared neutrality. The Germans allowed [[w:1943 Danish Folketing election|Danish parliamentary elections in 1943]]; the Danish Nazi party won only 2.1% of the votes.<ref>{{cite web|title=Rigsdagsvalgene i Marts og April 1943|url=http://www.dst.dk/pukora/epub/upload/20217/valg1943.pdf|date=|publisher=Danmarks Statistic|accessdate=11 February 2021}}</ref> When the Nazis ordered the Danes [[w:Rescue of the Danish Jews|to ship their Jews to the death camps, the Danes ignored those orders.]] When the Germans decided to do it themselves, a German diplomat leaked that decision, and nearly all Danish Jews escaped to neutral Sweden; 99% of Denmark's Jewish population survived the Holocaust. An ideal settlement of the current Russo-Ukraine war might include training in nonviolent noncooperation made more effective through a more diverse media culture as suggested above. A substantial portion of the Ukrainian population, especially the Ukrainian military, are reported to be vicious anti-Russian Nazis, and the Ukrainian government has outlawed many uses of non-Ukrainian languages, especially Russian.<ref>Horton (2024).</ref> A campaign of nonviolent noncooperation with a vigorous, diverse adversarial press would likely make it harder for Ukraine to continue any persecution of Russian speakers. It would also make it harder for major media in the US and Western Europe to suppress honest discussion of anti-Russian racism in Ukraine. Swanson (2022) said that the [[w:Baltic states|Baltic states]] have implemented such training in preparations for a possible Russian invasion; they might be asked to support such training in Ukraine (and elsewhere).<ref>Swanson (2022).</ref> Organizations offering training in [[w:Nonviolent resistance|nonviolent noncooperation]] include [[w:Nonviolence International|Nonviolence International]] and the [[w:Highlander Research and Education Center|Highlander Research and Education Center]]. === Civil resistance deters fracking === Duhamel (2013) claimed that well-advertised planning and training in nonviolent noncooperation helped deter oil companies from attempting hydraulic fracturing in [[w:Quebec|Quebec Province]] in [[w:Canada|Canada]]. Deterring a foreign invasion is different, but the same principle should apply: It's clear from many sources that elites consider nonviolence a threat; it's a felony to teach nonviolence to someone whom the US State Department claims supports a "foreign terrorist organization", discussed in the next section. === Life in prison for teaching nonviolence === Per the US Supreme Court decision in ''[[w:Holder v. Humanitarian Law Project|Holder v. Humanitarian Law Project]]'' (2010), teaching nonviolence to anyone whom the US State Department claims supports a foreign terrorist organization is "[[w:Providing material support for terrorism|providing material support for terrorism]]", which is a felony under the USA [[w:Patriot Act|Patriot Act]] of 2001. Moreover, if the State Department claims that the death of any "person" resulted from the activities of the designated foreign terrorist organization, the penalty can be life in prison, where "person" is defined in the Patriot Act as "any individual or entity capable of holding a legal or beneficial interest in property".<ref>The treatment of [[w:Sami Al-Arian|Sami Al-Arian]] is worth noting in discussing the Patriot Act. Al-Arian is a Kuwaiti-born political activist of Palestinian origin, who earned a doctorate in Electrical Sciences and Systems Engineering at [[w:North Carolina State University|North Carolina State]] in 1985 and taught computer engineering at [[w:University of South Florida|University of South Florida]] (USF) beginning in 1986. He was granted permanent resident status in 1989. In 1993 he earned a Distinguished Teacher Award as a tenured associate professor at USF. He was an [[w:imam|imam]] in a local [[w:mosque|mosque]] and led in other initiatives to promote dialogue and public policy initiatives between the West and Middle East. On September 26, 2001, he appeared on ''[[w:The O'Reilly Factor|The O'Reilly Factor]]'' where he was confronted with a 1988 recording of him shouting "death to Israel". Al-Arian replied that "Death to Israel" meant "death to occupation, ... apartheid, ...oppression," whereupon O'Reilly cut him off and called for the [[w:Central Intelligence Agency|Central Intelligence Agency]] to investigate him. Al-Arian spent most of the next 14 years between that 2001 interview and 2015 in detention, much of it in solitary confinement. This period included a 2005 trial that ended with acquittal on 8 counts and a hung jury on another 9. In 2015 he was deported to Turkey. In 2017, he founded the Center for Islam and Global Affairs at [[w:Istanbul Sabahattin Zaim University|Istanbul Sabahattin Zaim University]] in Istanbul, Turkey, which he directs. What has been the impact of treatment of Al-Arian on the well-being of the bottom 99 percent of the US and world population?</ref> How did these provisions get written into the Patriot Act? That's a question that deserves research, perhaps by asking elected officials in the US Congress and lobbying for their repeal. A speculation consistent with the thesis of this book is that nonviolence terrifies those who control most of they money for the media, because it threatens their ability to get their security forces to follow orders. ==3. Forbid uses of force beyond one’s own borders and covert interference in foreign countries == :''[[w:Si vis pacem, para bellum|If you want peace, prepare for war.]]'' : -- ''[[w:De Re Militari|De Re Militari]]'' by [[w:Vegetius|Vegetius]] (fourth or fifth century AD) The record of history is now clear: Those who prepared for war often got war initiated when one party claimed they were being attacked or about to be attacked and believed they would fare better by attacking. Sometimes this occurred when the media environment convinced leaders that their political futures required them to clandestinely provoke foreign entities to do things that could then be denounced as unprovoked to justify military escalation, as mentioned in the previous section. Samuelson (2025) summarized quantitative analyses of 60 insurgencies since World War II, whose findings included the complete absence of success with counterinsurgencies without large force ratios (at least four, and most often more than ten, times the force of the insurgents) and without "providing a path toward peaceful addressing of grievances". He also noted that, "Brutality toward the civilian population ... tends to inflame the insurgency."<ref>Samuelson (2025) summarized Lawrence (2015).</ref> His analysis gave a pessimistic prognosis for the [[w:Gaza war|Gaza war]] that began 2023-10-07. His conclusions are consistent with the history of the current [[w:Russo-Ukrainian war|Russo-Ukrainian war]], the [[w:Vietnam War|Vietnam War]], the [[w:Graveyard of empires|First, Second, and Third Anglo-Afghan Wars (1839-1919), the Soviet-Afghan War (1979–1989), the US-led War in Afghanistan (2001–2021)]], the 2001-2011 [[w:Iraq War|Iraq War]], and others. A key point is that invaders often to lose unless they enter with overwhelming force like Germany in the early stages of World War II: The [[w:Occupation of Czechoslovakia (1938–1945)|Czechoslovaks]], [[w:Invasion of Poland|Poles]], [[w:France during World War II|French]], and others were not prepared to fight the Germans, but the [[w:Soviet Union in World War II|Soviets]] were. [[w:Adolf Hitler|Hitler]] doubtless knew that the [[w:Switzerland during World War I and World War II|Swiss]] were prepared to fight, so he attacked other countries first. While fighting the [[w:Russo-Ukrainian war#Full-scale Russian invasion of Ukraine (2022)|Russian invasion]] that began 2022-02-24, [[w:Defense industry of Ukraine|Ukraine has developed]] military drones that are highly effective relative to the cost, as witnessed by sales of such to Gulf Arab states,<ref>Sharawi and Shapiro (2026).</ref> illustrating the point that foreign invaders often encounter vastly more resistance than they expect -- and should expect highly effective resistance if they invade a country prepared to fight on their own territory. The rest of this section discusses weaknesses with standard deterrence theory. ===Deterrence theory and nuclear Armageddon=== Standard [[w:Deterrence theory|deterrence theory]] assumes that one's opponents are rational and do not want [[w:Armageddon|Armageddon]]. The record of history summarized above raises questions about this assumption: In World War I, even the "winners" arguably lost more than they gained -- doubtless excepting a few merchants, who made fortunes from what they sold. Many of the other military decisions discussed above seem to have been driven more by the media than military necessity. Beyond that, at least some portions of the [[w:Islamic State|Islamic State]] reportedly violates this assumption, because it "not only believes in the literal meaning of the coming Armageddon – it sees itself as its chief protagonist."<ref>Misra (2015).</ref> Some [[w:Christian nationalism|Christian nationalists]] promoted to command positions by [[w:United States Secretary of Defense|US Secretary of Defense]] [[w:Pete Hegseth|Hegseth]] and President Trump also seem to believe that Armageddon might be desirable. On 2026-03-03 the [[w:Military Religious Freedom Foundation|Military Religious Freedom Foundation]] said they had received over 200 complaints from over 50 different US military installations with comments like, "President Trump has been anointed by Jesus to light the signal fire in Iran to cause Armageddon and mark his return to Earth", per an email from one [[w:Non-commissioned officer|NCO]].<ref>Nick Mordowanec (2026).</ref> With Hegseth holding monthly Christian worship services in the Pentagon during business hours,<ref>Black (2025), Mayes-Osterman (2025). See also the section on "[[w:Pete Hegseth#Pentagon Christian worship services and "biblically sanctioned war"|Pentagon Christian worship services and "biblically sanctioned war"]] in the Wikipedia article on [[w:Pete Hegseth|Pete Hegseth]], accessed 2026-05-14.</ref> this suggests that Hegseth could have appointed enough Christian nationalists to key positions to initiate nuclear attacks on Iran or Russia, claiming that President Trump had ordered such whether he had or not.<ref>The [[w:Gold Codes|Gold Codes]] carried in the "[[w:nuclear football|nuclear football]]" required by the [[w:Permissive action link|permissive action link]]s would ''not'' prevent Hegseth and a few others appointed by him from initiating nuclear Armageddon, according to Ellsberg, who had been a nuclear war planner for presidents Eisenhower, Kennedy, Johnson, and Nixon, before releasing the ''[[w:Pentagon Papers|Pentagon Papers]]''. Ellsberg (2017, p. 69) insisted that the security provided by those Gold Codes were a hoax, because otherwise a single nuclear detonation on Washington, DC, when both the president and vice president were in town "would would definitively block any authorized, coordinated nuclear response to that or any subsequent nuclear attack."</ref> The biggest risk today may be the risk of [[w:Nuclear holocaust|nuclear Armageddon]], which seems on average to grow over time consistent with experience with "[[w:system accidents|system accidents]]" in other fields: It is naive to assume that any system as complex as military command, control and communications systems never fail. And managers of complex systems subject to rare, catastrophic failures "learn" from experience that they can take ever greater risks, because they have "safely" done so in the past — until there is a catastrophe:<ref>Kahneman and Klein (2009) found that expert intuition, when it exists, is learned from frequent, rapid, high quality feedback. With anything nuclear, mishaps are so rare that managers develop "expert intuition" that they can "safely" ignore safety concerns -- until there is a catastrophe. See also Sagan (1993).</ref> Veterans for Peace (2022) recommend global reduction and rapid elimination of nuclear weapons "to reduce the real risk of nuclear confrontation through accidental launch or miscalculated escalation". ==== National security tariffs ==== Free trade agreements supported by the [[w:World Trade Organization|World Trade Organization]] allow exemptions for national security and other objectives. [[Responding to a nuclear attack|Even a minor nuclear war between India and Pakistan would have a negative impact on the entirety of humanity]]. It might therefore be sensible for parties to the [[w:Treaty on the Prohibition of Nuclear Weapons|Treaty on the Prohibition of Nuclear Weapons]] (TPNW) to institute gradually increasing tariffs on nuclear weapon states, not so great as to seriously impact the economy of the nation applying such tariffs but aggressive enough to gradually wean their economy from reliance on trade with nuclear-weapon states that refuse to support the TPNW. See also the chapter below on [[/Media Literacy and You/Responding to a nuclear attack/|Responding to a nuclear attack]]. ===Research on the effectiveness of deterrence and implications=== Lebow and others have provided substantial documentation of case studies claiming that leaders are often not rational, and deterrence based on threatening use of military force beyond one’s own borders has been ''as likely to provoke as prevent'' undesired behavior.<ref>Lebow (2025, 2024), Lebow et al. (2023).</ref> The most obvious portions of this threat can be entirely eliminated by policies clearly and effectively forbidding use of force beyond one’s own borders. This can be signaled in at least three ways: * Eliminate all weapon systems like missiles and aircraft with a range of more than, e.g., a hundred miles or 200 kilometers with the possible exception of surveillance only aircraft that cannot be easily configured to carry [[w:Materiel#Military|ordnance]], e.g., explosives. Similarly eliminate nuclear weapons, which few if any countries would want to use for military defense inside their own borders. * Supply a national guard and reserves with weapons, training, and rules of engagement that prohibit projecting force beyond one’s own borders. Train them also in development and use of improvised explosive devices and other tactics and devices like low cost military drones. :Afghanistan is said to be the "[[w:Graveyard of empires|Graveyard of empires]]". They defeated the British three times (1839–1842, 1878–1880, 1919), the Soviet Union (1979–1989), and the US (2001–2021). Each victory came with foreign supplies, but any foreign troops helping Afghanis were primarily under the command of local leaders. :The [[w:2003 invasion of Iraq|2003 invasion of Iraq]] might have produced [[w:Nation-building|nation-building]] more like the experience of [[w:Nation-building#Germany and Japan after World War II|Germany and Japan after World War II]] if the US had mandated a vigorous adversarial press instead of strict censorship, according to McChesney and Nichols.<ref>McChesney and Nichols (2010, Appendix II. Ike, MacArthur and the Forging of Free and Independent Press, pp. 241-254).</ref> This claim by McChesney and Nichols was not endorsed by [[News from Germany 1900-1945 and implications for today#After the war in Germany vs. Iraq|University of British Columbia History professor Heidi Tworek]], who said the democratization efforts in Germany and Japan after World War II were more complicated than that implied by that brief discussion by McChesney and Nichols.<ref>The 2025-07-03 interview with Tworek is available at "[[News from Germany 1900-1945 and implications for today]]", accessed 2026-05-14.</ref> However, the research by Usher and Kim-Leffingwell (2022) and the related research on news deserts summarized in the preface to this ''[[Media Literacy and You]]'' book largely supports those claims by McChesney and Nichols. :[[w:Defense industry of Ukraine|Ukraine has become a world leader in military drones]], many of which are dramatically cheaper than alternatives. Most of those have limited range but have been useful for reconnaissance and delivery of ordnance and improving targeting of, e.g., surface to air missiles. :[[w:Eliot A. Cohen|Eliot Cohen]], who served as a special advisor to [[w:United States Secretary of State|US Secretary of State]] [[w:Condoleezza Rice|Condoleezza Rice]] from 2007 to 2009, wrote, "As the United States discovered in Iraq and Afghanistan, no matter how large, technologically advanced, and proficient an army is, motivated insurgents can still inflict casualties in the tens of thousands."<ref>Cohen (2022), cited from Horton (2024, p. 1026).</ref> Cohen recommended we "Arm the Ukranians now". Horton said that the neoconservatives learned from Iraq War II and Afghanistan that the US "should fight like those who defeated them."<ref>Horton (2024, p. 1026).</ref> :Leading economist [[w:Jeffrey Sachs|Jeffrey Sachs]] addressed the European Parliament 2025-02-19, claiming that the tragedy that befell Serbia in 1999 and subsequent US uses of force in Iraq and Syria, plus wars in Africa including Syria, Somalia and Libya and the current wars in Ukraine and the Israel-Hamas war, "are to a very significant extent the result of deeply misguided US policies."<ref>Sachs (2025-02).</ref> He said that Europe should craft its own foreign and military policies, independent of the US. ''[[w:Le Monde Diplomatique|Le Monde Diplomatique]]'' noted that Sachs' speech has circulated among social media since ''but has yet to be seriously discussed by major European media.''<ref>Sachs (2025-04; emphasis added).</ref> * Change the laws of government secrecy so government officials cannot secretly interfere in the internal affairs of foreign countries or otherwise project force outside their own borders. This might be achieved in the US in part by requiring anyone with information about questionable actions by government officials to provide such documentation to one or more congressional oversight bodies while also allowing any current or former government employee or contractor to file suit in any US federal jurisdiction if they feel they have been punished for refusing to support questionable activities. In addition, federal judges should be authorized to subpoena classified government documents that may be relevant to any case in their jurisdiction and declassify them subject to appellate review if they believe the national interest would be better served by declassification. :If the law is changed without a substantive [[#1. Citizen-directed subsidies for local news nonprofits with firewall(s) to prevent political interference in the content.|citizen-directed subsidies for local news nonprofits with firewall(s) to prevent political interference]], as discussed above, the change could be merely cosmetic and unconvincing to local public officials and potential adversaries. :Connelly (2023) noted that US government secrecy has in the past encouraged administration officials to do things to provoke actions by foreign entities that can then be denounced as “unprovoked” to stampede the US Congress and the public into supporting counterproductive uses of military force, as discussed above.<ref>See also Connelly et al. (2023).</ref> A more diverse media culture should make it harder for administration officials to lie to the public and to Congress — and harder to punish government employees who tell their managers that they should not lie to Congress, as they reportedly did to [[#Richard Barlow and nuclear proliferation|Richard Barlow]], mentioned above. :The Barlow case and many others explain why the US should, e.g., give federal judges the authority to subpoena classified documents and declassify them if they believe the public good is better served from declassification than continued secrecy.<ref>See, e.g., the 2025-05-08 interview with Seth Stern and Lauren Harper discussing what the "[[Freedom of the Press Foundation says...]]", Graves (2014), and [[w:Moynihan Commission on Government Secrecy|Moynihan Commission on Government Secrecy]], accessed 2026-05-06. Graves (2021) recommends "Congressional Gold Medals for" Barlow and whistleblowers.</ref> These policies would make it hard for any foreign leader to justify an attack for multiple reasons: First, it would be difficult to convince their supporters that such an attack is necessary. Second, a rational foreign leader might be hesitant to invade a country that is prepared to fight a guerrilla war. Germany reportedly considered invading [[w:Switzerland during World War I and World War II|Switzerland during both World Wars I and II]] and decided against it in part because Switzerland had large, well-trained ready reserves, who were ready to fight. Belgium seemed to be an easier route.<ref>Documented in Wikipedia, "[[w:Switzerland during World War I and World War II|Switzerland during World War I and World War II]]", accessed 2026-05-06. Switzerland also has many mountains, which make it easier to defend, but the capabilities of the Swiss military also influenced the German decision to avoid Switzerland.</ref> Third, even if foreign invaders defeat the guerrillas, they should not assume that their invading forces would continue to follow orders. [[w:Rescue of the Danish Jews|Ninety-nine percent of Danish Jews reportedly survived World War II]] because of Danish noncooperation ''supported by a German diplomat''.<ref>Wikipedia, "[[w:Rescue of the Danish Jews|Rescue of the Danish Jews]]", accessed 2026-05-06.</ref> With policies like these in place, it would be hard for foreign leaders to convince their supporters of a need to attack, as [[w:2022 Russian invasion of Ukraine|Putin did when invading Ukraine in 2022]],<ref>The Wikipedia article on "[[w:2022 Russian invasion of Ukraine|2022 Russian invasion of Ukraine]]", accessed 2026-05-06, includes a paragraph saying, 'In July 2021, Putin published an essay "On the Historical Unity of Russians and Ukrainians", in which he called Ukraine "historically Russian lands" and claimed there is "no historical basis" for the "idea of Ukrainian people as a nation separate from the Russians"'. Putin was accused of promoting Russian imperialism, historical revisionism and disinformation. Writing in 2024, Michael McFaul and Robert Person described this essay as representing not only "cynical propaganda" but also Putin's "deeply held and internalized beliefs". See the Wikipedia article for references supporting those claims.</ref> as [[w:2025 India–Pakistan crisis|India did when attacking Pakistan in 2025]], and as [[w:Invasion of Poland|Hitler did when invading Poland in 1939]], to name only three examples. === If we continue to base deterrence on threats === There are now calls for Europe to get their own nuclear weapons,<ref>Burgard (2025).</ref> while Iran, Saudi Arabia, Turkey, South Korea and Taiwan have been suggested as other candidates for acquiring nuclear weapons should they feel a sufficient need.<ref>Ruehl (2024).</ref> It is difficult to imagine how the number of nuclear weapon states could be increased without increasing the risks of a nuclear war, consistent with the discussion of "[[w:system accident|system accident]]s" earlier in this chapter. Secondarily, intelligence services with information on political corruption including attempts to intimidate and murder journalists should not be allowed to keep that information secret: They should be required to find ways to leak that information to journalists. Such attacks on journalists in their own country should be exposed and prosecuted if the evidence seems likely to obtain a conviction. Intelligence services with information about such attacks in other countries should be required to find ways to leak it to competent journalists without identifying their sources and methods: Doing so would likely reduce political corruption worldwide and with that the risks of war. == Collateral damage == The research cited above supports the claim that, :''[[w:Collateral damage|Collateral damage]] that our designated enemies commit prove to us that they are subhuman or criminally misled.'' :''Meanwhile, collateral damage that we commit is unfortunate but necessary -- from our perspective. However, it proves to our designated enemies that we are subhuman or criminally misled.'' This observation supports this entire program of deterrence without threat: * Forbidding use of force beyond one’s own borders and covert interference in foreign countries would automatically reduce collateral damage. It would also avoid uses of force that seem not to contribute to broadly shared peace and prosperity, according to research cited above. * The effectiveness of nonviolent noncooperation rests in part on its near universal avoidance of collateral damage. * Citizen-directed subsidies for local news nonprofits with firewall(s) to prevent political interference in the content should make it much harder for major media to convince the public to do things contrary to their best interests, like invading or interfering covertly in foreign countries. == Call for help == Do you, dear reader, know other serious research not cited herein that might improve this analysis? If yes, you can help improve this discussion by adding comments with citations -- or by adding such citation(s) to the "Discuss" page associated with this chapter, suggesting someone else revise the chapter appropriately. There are plenty of contrary claims in the major media, but the lead author of this chapter is not aware of any that are based on serious research. In the absence of such research, the current author finds it difficult to imagine any national defense policies that carry a greater risk of nuclear Armageddon than our current policies, as discussed in the next chapter of this book on ''[[Media Literacy and You]]'' on "[[Media Literacy and You/Responding to a nuclear attack|Responding to a nuclear attack]]". That chapter, in sum, claims that the ''worst'' response to a nuclear attack would be nuclear response, because it would escalate a catastrophe killing millions of humans to one killing ''billions'', possibly 80 percent of humanity in a war between the US and Russia that lofts so much smoke from burning cities to the stratosphere where it covers the globe depressing crop yields for years during with 99 percent of the humans in the US, Europe and Russia would starve to death if they did not die of something else sooner. Moreover, the record of "[[w:System accident|system accident]]s" suggests that the chances of such a war before the end of this century is substantially greater than the 40 percent median estimate based on history mentioned in a presentation on "[[Time to nuclear Armageddon]]" delivered to the 2019 Joint Statistical Meetings. This chapter is being written in the hopes of inspiring action to improve the prospects for broadly shared peace and prosperity for the long term. == Exercises == 1. Disconfirmation bias: Brainstorm your biggest concerns about a current or possible future war. :1.1. Select the one that is of greatest concern to you currently. ::One issue that may not be a major concern for many but might elicit a broad consensus for action would be a campaign to ask elected officials in the US Congress to explain how we benefit from the provisions of the USA Patriot Act of 2001 that authorize [[#life in prison for teaching nonviolence|life in prison for teaching nonviolence]]. :1.2. Who are your designated enemies? :1.3. Research what your designated enemies are saying about your biggest concern. :1.4. Under what circumstances would you support what you see your designated enemies advocating or doing? ::If you cannot see such circumstances, expand your research: Look for more sources that support your designated enemies. 2. Interacting: Ask others if you can share what you've learned about that conflict. If they say, "No", don't push it. If they agree, share what you've learned in a friendly supportive manner without saying that anything is "true". ::''Show me someone who knows the truth, and I will show you someone who is dangerous.'' :2.1. The primary goal in this is ''not'' to convince anyone that you are right and they are wrong but to lower the level of anger and increase the level of tolerance for dissenting views. :2.2. Another goal is to comfortably enjoy civil conversations of this nature, agreeing to disagree agreeably and building trusting relationships that support collaboration on issues of common concern. :2.3. After becoming adept at building collaborations on issues of common concern, you might consider teaching this important skill and approach to issues. 3. Teaching: Each one teach two, as discussed in the section on "[[Media Literacy and You#Text and self-help book and point of discuss|Text and self-help book and point of discuss]]" in the preface to this book. <!--== See also ==--> == Notes == {{reflist}} == Bibliography == * <!--Philippe Aghion, Céline Antonin, and Simon Bunel (2022) The Power of Creative Destruction: Economic Upheaval and the Wealth of Nations-->{{cite Q|Q139874218}} * <!--Bobby Allyn (2026-03-25) "Jury finds Meta and Google negligent in social media harms trial-->{{cite Q|Q139572103}} * <!--BBC (2022-08-01) "Nuclear annihilation just one miscalculation away, UN chief warns"-->{{cite Q|Q139596165|author=BBC}} * <!--Elizabeth Black (2026-05-22) "Hegseth hosts first monthly Christian service in Pentagon"-->{{cite Q|Q139791642}} * <!--Hans Günter Brauch, ed, Towards Rethinking Politics, Policy and Polity in the Anthropocene: Multidisciplinary Perspectives (Springer, pp. 225-234).-->{{cite Q|Q134488491|author= Hans Günter Brauch, ed.}} * <!--Jan Philipp Burgard (2025-04-08) “Opinion | Europe Needs Its Own Nukes”, Politico-->{{cite Q|Q134465922}} * <!--Clay Calvert, Dan V. Kozlowski, and Derigan Silver (2023) Mass Media Law, 22nd ed.-->{{cite Q|Q135455067}} * <!--Francis X. Clines (1983-06-21) "Reagan says his opponents risk Central American influx"-->{{cite Q|Q139790146}} * <!--Eliot Cohen (2022-02-23) “Arm the Ukrainians Now”, The Atlantic-->{{cite Q|Q139679796}} * <!--Philippe Duhamel (2013-09-26) Civil resistance as deterrent to fracking: Part One, They shale not pass-->{{cite Q|Q140833946}} * <!--Albert Fried (1997) McCarthyism: the great American Red scare: a documentary history-->{{cite Q|Q106659308}} * <!--Matthew Connelly (2023) The Declassification Engine: What History Reveals About America’s Top Secrets (Pantheon).->{{cite Q|Q116786691}} * <!--Matthew Connelly, Douglas A. Samuelson, and Spencer Graves (2023-03-14) “Does US government secrecy threaten national security?”, Radio Active Magazine on KKFI-->{{cite Q|Q125582094}} * <!--Lisa DePaulo (2008-10-31) "Leader of the Year: Right Man, Right Time"-->{{cite Q|Q114039844}} * <!--Dwight D. Eisenhower (1063) Mandate for Change-->{{cite Q|Q61945939}} * <!--Daniel Ellsberg (2017) The Doomsday Machine: Confessions of a nuclear war planner (Bloomsbury)-->{{cite Q|Q64226035}} * <!--Spencer Graves (2021-10-28) " Congressional Gold Medals for Assange, Hale, Barlow, Winner, Manning, Edmonds, Sterling, Drake, Snowden, Ellsberg"-->{{cite Q|Q125570226}} * <!--Spencer Graves (2014-07-18) “Restrict secrecy more than data collection”, San José Peace & Justice Center-->{{cite Q|Q106512569}} * <!-- Serge Halimi and Serge Halimi (2023-03) "Un an après l'invasion de l'Ukraine, une débâcle du journalisme: Les médias, avant-guarde du parti de la guerre"-->{{cite Q|Q118225389}} * <!--John Maxwell Hamilton (2020) Manipulating the Masses: Woodrow Wilson and the Birth of American Propaganda-->{{cite Q|Q137342282}} * <!--Scott Horton (2024) Provoked: How Washington Started the New Cold War with Russia and the Catastrophe in Ukraine (Libertarian Inst.)00>{{cite Q|Q139565338}} * <!--Annie Jacobsen (2024-04-10) "'Nuclear war happens in seconds and minutes, not days and weeks': How I researched the end of the world"-->{{cite Q|Q139596142}} * <!-- Kahneman and Klein (2009) Conditions for intuitive expertise: a failure to disagree-->{{cite Q|Q35001791}} * <!--Stanley Karnow (1983) Vietnam: A History-->{{cite Q|Q108903453}} * <!--Christopher A. Lawrence (2015) America's Modern Wars: Understanding Iraq, Afghanistan, and Vietnam-->{{cite Q|Q136130919}} * <!--Richard Ned Lebow (2024) “Are Leaders Rational?”, Critical Review, 36:4, 465-482.-->{{cite Q|Q134487607}} * <!--Richard Ned Lebow (2025) “Thinking Politically About the Anthropocene”, ch. 5 in Hans Günter Brauch, ed, Towards Rethinking Politics, Policy and Polity in the Anthropocene: Multidisciplinary Perspectives (Springer, pp. 225-234).-->{{cite Q|Q134488569|Author=Richard Ned Lebow}} * <!--Richard Ned Lebow, Douglas A. Samuelson, and Spencer Graves (2023-11-28), “Richard Ned Lebow on national defense including deterrence”, Radio Active Magazine-->{{cite Q|Q124351846}} * <!-- Charles Mackay (1841/2009) Memoirs of extraordinary popular delusions and the madness of crowds-->{{cite Q|Q116897625}} * <!-- Daniel P. Mannix (1964) The history of torture-->{{cite Q|Q116896896}} * <!--Jane Mayer (2008) Dark side : the inside story of how the war on terror turned into a war on American ideals (Doubleday)-->{{cite Q|Q1681286}} * <!--Cybele Mayes-Osterman (2025-12-18) Pete Hegseth pushes his Christian faith in Pentagon prayer services-->{{cite Q|Q139791710}} * <!--Tom McCarthy (2016-02-07) “Donald Trump: I’d bring back ‘a hell of a lot worse than waterboarding'”, The Guardian-->{{cite Q|Q134462630}} * <!-- McChesney and Nichols (2010) The Death and Life of American Journalism-->{{cite Q|Q104888067}} * <!--Stanley A. McChrystal (2013). My share of the task: A memoir (Penguin)-->{{cite Q|Q135406522}} * <!--Katie McQue (2026-04-24) " Meta ordered to pay $375m after being found liable in child exploitation case-->{{cite Q|Q139572337}} * <!--Amalendu Misra (2015-11-19) “What does Islamic State actually want?”, The Conversation-->{{cite Q|Q134487571}} * <!--Nick Mordowanec (2026-03-03) " Commanders Accused of Framing Iran War as Biblical Mandate, Jesus' 'Return'"-->{{cite Q|Q138840951}} * <!--John Mueller (2021) The Stupidity of War: American Foreign Policy and the Case for Complacency (Cambridge U. Pr.,)-->{{cite Q|Q113702723}} * <!--Mueller and Graves (2023-04-06) "The Stupidity of War and the Exaggeration of Threat"-->{{cite Q|Q139789709}} * <!--Pat Paterson (2008-02) "The Truth About Tonkin"-->{{cite Q|Q133449570}} * <!--Steven Pinker (2011) The Better Angels of Our Nature: Why Violence Has Declined (Viking Press, pp. 138-139)-->{{cite Q|Q60412312}} * <!--Paul Romer (2009-07-31) "A Terrible Thing to Waste"-->{{cite Q|Q139676537}} * <!--Arthur E. (Ted) Rowse (1992-09) "Kuwaitgate - killing of Kuwaiti babies by Iraqi soldiers exaggerated-->{{cite Q|Q123698876}} * <!--John P. Ruehl (2025-11-01) “Which Countries Are on the Brink of Going Nuclear?”, Peninsula Peace & Justice Center-->{{cite Q|Q134465827}} * <!--Jeffrey Sachs (2025-04) “File: The trap of major rearmament: Geopolitics of peace (in French: “Dossier : Le piège du grand réarmement: Géopolitique de la paix”), Le Monde Diplomatique (https://www.monde-diplomatique.fr/2025/04/SACHS/68242).-->{{cite Q|Q134463099}} * <!--Jeffrey Sachs (2025-02) “Jeffrey Sachs: Speech at European Parliament on February 19, 2025”: Edited transcript and YouTube video (https://newkontinent.org/jeffrey-sachs-speech-at-european-parliament-on-february-19-2025/)-->{{cite Q|Q134463038}} * <!--Scott Sagan (1993) The limits of safety: Organizations, Accidents, and Nuclear Weapons (Princeton U. Pr.)-->{{cite Q|Q136765429}} * <!--Douglas A. Samuelson (2025-09-26) " Assessing Israel’s Approach in Gaza"-->{{cite Q|Q138843324}} * <!--Amanda Sauer (2016-05-09) "Political Agenda Setting in Early America: The Barbary Wars"-->{{cite Q|Q139589295}} * <!--Michael Scheuer (2004) Imperial Hubris: Why the West is Losing the War on Terror (Brassey’s).-->{{cite Q|Q6006645}} * <!--Mark Schmeller (2009) "The Political Economy of Opinion: Public Credit and Concepts of Public Opinion in the Age of Federalism"-->{{cite Q|Q139589348}} * <!--Ahmad Sharawi and Dimitriy Shapiro (2026-04-01) "Ukraine Agrees to Mutually Beneficial Defense Deals With Gulf Arab States"-->{{cite Q|Q139948808}} * <!--Jeff Stein (2013-12-04) “The Perils of Whistle-Blowing”, Newsweek-->{{cite Q|Q63257553}} * <!--David Swanson (2022-03-15) " 30 Nonviolent Things Russia Could Have Done and 30 Nonviolent Things Ukraine Could Do"-->{{cite Q|Q134465808}} * <!--Veterans For Peace Nuclear Posture Review-->{{cite Q|Q111141993|author=Veterans for Peace}} * <!-- Xia et al. (2022) Global food insecurity and famine ... from a nuclear war ...-->{{cite Q| Q113732668}} [[Category:Media literacy]] [[Category:Communication]] [[Category:Political science]] [[Category:Law]] [[Category:Psychology]] [[Category:Sociology]] [[Category:War History]] [[Category:Media Literacy and You]] <!-- https://en.wikiversity.org/wiki/Wikiversity:Category_Review --> 5utiyuynhqamnfo05cn3o6fb8ebmax7 0 330049 2831523 2814632 2026-09-05T12:09:55Z Andy?yes 3006471 2831523 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Principles of M</big><big>icroeconomics 3e</big> == == Summary == ''Principles of Microeconomics 3e'' covers the scope and sequence of most one semester introductory microeconomics courses. The third edition takes a balanced approach to the theory and application of microeconomics concepts. The text uses conversational language and ample illustrations to explore economic theories, and provides a wide array of examples using both fictional and real-world applications. The third edition has been carefully and thoroughly updated to reflect recent developments, as well as to provide a deeper background in diverse contributors and their impacts on economic thought and analysis. For example, the third edition highlights the research and views of a broader group of economists. * [https://openstax.org/details/books/principles-microeconomics-3e OpenStax Principles of Microeconomics 3e] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/principles-of-microeconomics-3e/ OpenStax Principles of Microeconomics 3e audiobook] Available as audio textbook. * [https://www.youtube.com/watch?v=TXpkcRGeAQ0 OpenStax Principles of Microeconomics 3e] (Chapter 1 on YouTube) [[Category:Openstax textbook]] [[Category:OpenStax]] [[Category:Economics]] [[Category:Business]] n4ag9pz42mqenx5167lzijtqfq14upj 0 330050 2831520 2830530 2026-09-05T12:08:46Z Andy?yes 3006471 2831520 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Principles of</big> <big>Economics 3e</big> == == Summary == ''Principles of Economics 3e'' covers the scope and sequence of most introductory economics courses. The third edition takes a balanced approach to the theory and application of economics concepts. The text uses conversational language and ample illustrations to explore economic theories, and provides a wide array of examples using both fictional and real-world scenarios. The third edition has been carefully and thoroughly updated to reflect current data and understanding, as well as to provide a deeper background in diverse contributors and their impacts on economic thought and analysis. For example, the third edition highlights the research and views of a broader group of economists. Brief references and deeply explored socio-political examples have been updated to showcase the critical – and sometimes unnoticed – ties between economic developments and topics relevant to students. * [https://openstax.org/details/books/principles-economics-3e OpenStax Principles of Economics 3e] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/principles-of-economics-3e/ OpenStax Principles of Economics 3e audiobook] Available as audio textbook. [[Category:Economics]] [[Category:OpenStax]] [[Category:Openstax textbook]] 2mzrecsrab9cvl55elf54yo2q69xue0 0 330051 2831502 2830509 2026-09-05T12:04:56Z Andy?yes 3006471 2831502 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>College Success Concise</big> == == Summary == OpenStax ''College Success'' ''Concise'' serves First Year Experience, Student Success, and College Transition courses, and can also be used as a supplementary resource in courses across the curriculum. With the input of hundreds of instructors and academic success experts, the authors carefully prioritized the most critical topics to align to briefer courses. The offering covers material such as college culture, time management, mindset, study skills, test preparation, financial literacy, health, and planning for the future. While much of the material is very similar to the original ''College Success'' book, this version was holistically edited and updated. Users will see additions such as a new section on group work and greatly expanded coverage of stress management and wellbeing. * [https://openstax.org/details/books/college-success-concise OpenStax College Success Concise] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/college-success-concise/ OpenStax College Success Concise audiobook] Available as audio textbook. [[Category:OpenStax]] [[Category:Life skills]] [[Category:Openstax textbook]] ti5fbs83a7c20zh7nfpexsfla61hs8a 0 330052 2831517 2830529 2026-09-05T12:08:10Z Andy?yes 3006471 2831517 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Organizational Behavior</big> == == Summary == This OpenStax resource aligns to introductory courses in Organizational Behavior. The text presents the theory, concepts, and applications with particular emphasis on the impact that individuals and groups can have on organizational performance and culture. An array of recurring features engages students in entrepreneurial thinking, managing change, using tools/technology, and responsible management. * [https://openstax.org/details/books/organizational-behavior OpenStax Organizational Behavior] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/organizational-behavior/ OpenStax Organizational Behavior audiobook] Available as audio textbook. [[Category:OpenStax]] [[Category:Organizational psychology]] [[Category:Openstax textbook]] 78t4av095div0mwi8gwia2i9cmbyda9 0 330073 2831674 2830088 2026-09-06T07:50:13Z ShakespeareFan00 6645 2831674 wikitext text/x-wiki {{title|Emotion regulation through exercise:<br>How do people use exercise to regulate their emotional states?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}}'''Case study''' [[File:Laptop and girl biting pencil-pixabay.jpg|thumb|200px|'''Figure 1'''. Sarah feeling very unregulated with too much going on in her life.]] Sarah stayed up late last night studying as she has three assignments due in the same week. When her alarm goes off at 6am for work she feels exhausted so crawls to the shower to wake herself up. Sarahs house mate bangs on the door yelling to hurry up as they need to use the bathroom. Sarah is already sick of this day but gets dressed and rushes off to her part-time work at a before school care center. Her boss grumbles at her for being 10 minutes late and the children are complaining and fighting about the breakfast they served today. Sarah pushes though her shift, and when it's over, she gets back to her car and sits in it for a moment, She feels tired, grumpy and so frustrated with so many people right now she feels like she might explode. Sarah knows she should go for a run because she hasn't exercised all week, but she is just too tired. Maybe she will get Macca's on the way home and go to her couch to scroll on her phone while she is peacefully at home by herself. What should Sarah do to help regulate her rising emotions: Go for a run or home to scroll? {{RoundBoxBottom}} [[Emotion|Emotions]] are a part of what makes us human and affect us all differently (Izard, 2013). Emotions effect the entirety of a person including their body, perception, cognition, their actions, personality and even their relationships (Izard, 2013). Emotions alert us to sensory information that needs our attention to keep us safe and healthy mentally and physically and steers our actions in these times. Although emotions are very helpful and necessary, they can also have negative impact when they become maladaptive or last too long. This is when we need to regulate our emotions. Emotion regulation is a helpful and important process for humans to function effectively day to day (''Emotion regulation: Conceptual foundations'', 2007). [https://www.paulekman.com/universal-emotions/ Universal emotions] {{ic|Move external links to the External links section at the end}} were identified by Paul Ekman, that we ''all'' feel, despite we speak different languages, live in different place regional, have different cultural, and ethnic differences (Ekman et al., 1999). He included happiness/enjoyment, anger, fear, disgust, sadness, surprise and then later added contempt. Plutchik went on to create a wheel of emotions to help visually explain these different emotions and show further breakdown ("The emotions," 1991). [[File:Plutchik-wheel.svg|thumb|'''Figure 2'''. Plutchik's wheel of emotions {{ic|Explain relevance to the topic}}]] Emotions can also become dysregulated. [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional dysregulation] is when your emotions feel too big and too strong and a person loses the ability to control their behaviour. Emotional dysregulation is the inability to be aware of, accept, regulate, and modify emotional reactions and subsequent behaviours (Gratz & Roemer, 2004). It can look and feel like irritability, anger, mood swings, outbursts, feeling numb or detached, shutting down. Or in more extreme cases aggressive behaviors, stained relationships and connections and verbals shouting and crying<ref>{{Cite web|url=https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation|title=Cleveland Clinic: Emotional-dysregulation}}</ref>. Emotions can be negative or positive to a person and can be triggered by a range of situations in our lives, some we can't control, but some we can. So what <u>can</u> we do to keep our emotions from becoming too much?{{RoundBoxTop|theme=3}}'''Focus questions''' * What is emotion regulation? * How can exercise help regulate emotions? * What exercise is best to help regulate emotions? {{RoundBoxBottom}} == What is Emotion Regulation? == The goal of emotion regulation is often explained as down-regulating (reducing) the sensation and/or duration of negative emotions such as feeling sad, angry or anxious (Gross et al., 2006). People can also try to up-regulate and increase the intensity or duration of positive emotions (Quoidbach et al., 2010). Emotion regulation is a very important skill of which children typically struggle with and some this can follow into adolescents and adulthood for some. == How can exercise help to regulate emotions? == === Physiological Effects === Exercise positively attributes to well emotional regulation by changing brain chemistry, strengthening brain networks, and reducing stress hormones. Exercise has been proven to reduce cortisol levels and increase dopamine and other endorphins which are hormones responsible for the feelings of calm and comfort. Simply said, exercise puts the brain in a state where it is better able to regulate emotions! (reference) Less cortisol and more dopamine mean emotional regulation is much easier. (reference)<br /> === Psychological Effects === === Psychological Theories === == What exercise is best to help regulate emotions? == Any movement is beneficial to individuals but to regulate your emotions the most ideal exercise looks like this: Resistance training..... Aerobic exercise promotes emotion regulation (Wang et al., 2024). {| class="wikitable" |+'''Table 1:''' Optimal exercise for each age category, with supporting studies. !Age !Exercise !Intensity/ Frequency !Study |- |Children |A variety of exercise such as running, soccer, dancing, tips, games and anything else that sustains interest and fun of the child. |Moderate–vigorous/ (x hours) Daily |Salvan et al., 2021 |- |Adolescence | | | |- |Adults |Walking, riding, swimming, running, zumba Begin with short, low-intensity walking and gradually increase duration and intensity | |Ligeza et al., 2023, Mizzi et al., 2022 |- |Older Adults |Walking, exercise bike or water aerobics |Set depending on exercise ability and history |Erickson et al., 2011 |} '''Scenarios''' * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] ;Test yourself<quiz display="simple"> {High intensity running is best for older adults to help manager their emotions: |type="()"} + True - False {Children should take part in more frequent exercise than adults and it should be more varied: |type="()"} - True + False </quiz> ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") ==Conclusion== * In conclusion: * Draft clear take-home message(s), even at the topic development stage[[File:Old man exercise on the seashore.jpg|thumb|'''Figure 3.''' Move for your mind {{ic|Explain relevance to topic}}]] * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., Kim, J. S., Heo, S., Alves, H., White, S. M., Wojcicki, T. R., Mailey, E., Vieira, V. J., Martin, S. A., Pence, B. D., Woods, J. A., McAuley, E., & Kramer, A. F. (2011). Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences, 108(7), 3017-3022. https://doi.org/10.1073/pnas.1015950108 Gratz, K. L., & Roemer, L. (2004). Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94 Izard, C. E. (2013). Human emotions. Springer Science & Business Media. Ligeza, T. S., Maciejczyk, M., Wyczesany, M., & Junghofer, M. (2023). The effects of a single aerobic exercise session on mood and neural emotional reactivity in depressed and healthy young adults: A late positive potential study. Psychophysiology, 60(1), e14137. https://doi.org/https://doi.org/10.1111/psyp.14137 Salvan, P., Wassenaar, T., Wheatley, C., Beale, N., Cottaar, M., Papp, D., Bastiani, M., Fitzgibbon, S., Duff, E., Andersson, J., Winkler, A. M., Douaud, G., Nichols, T. E., Smith, S., Dawes, H., & Johansen-Berg, H. (2021). Multimodal Imaging Brain Markers in Early Adolescence Are Linked with a Physically Active Lifestyle. The Journal of Neuroscience, 41(5), 1092. https://doi.org/10.1523/JNEUROSCI.1260-20.2020 Wang, X., Liu, T., Jin, X., & Zhou, C. (2024). Aerobic exercise promotes emotion regulation: a narrative review. Experimental Brain Research, 242(4), 783-796. https://doi.org/https://doi.org/10.1007/s00221-024-06791-1 }} ==External links== External relevant resources: * [https://www.paulekman.com/universal-emotions/ Universal Emotions | What are Emotions? | Paul Ekman Group] * [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional Dysregulation: What It Is, Causes & Treatment] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] [[Category:Motivation and emotion/Book/Exercise]] <noinclude> <hr> __TOC__ [[Category:Motivation and emotion/Book]] m5lxhvupcepflmml06o9jz0erbxjpoz 0 330075 2831535 2831348 2026-09-05T12:45:05Z Isa Murphy 3105869 2831535 wikitext text/x-wiki {{title|Future orientation and criminal behaviour:<br>How does future orientation influence the risk of criminal activity?}} ==Overview== {{RoundBoxTop|theme=7}} ; Acar and Kaya (2024) Study Amongst 23 adolescent participants, psychological drivers, social and environmental influences, and cognitive and planning capacities were identified as primary categories influencing adolescent future orientation, alongside family, peers, educational access, and cultural norms contributing to the facilitation or hindering of future aspirations (Acar & Kaya, 2024). '''Psychological drivers''': 'hope and optimism, fear of failure, self-identity, motivation and ambition, and emotional regulation' (Acar & Kaya, 2024). '''Social and environmental''': 'parental support, peer influence, school environment, socioeconomic constraints, and community expectations' (Acar & Kaya, 2024). '''Cognitive and planning capacities''': 'goal-setting skills, time perspective, decision-making ability, problem-solving skills, information-seeking behavior [''sic''], and academic self-efficacy' (Acar & Kaya, 2024). [[File:Exams during Covid-19 - France (50651621763).jpg|Exams_during_Covid-19_-_France_(50651621763)|400px]] '''Figure 1'''. Exams during Covid-19. {{RoundBoxBottom}} ===The Problem with Future Orientation=== When focusing on adolescents, future orientation is a vital component of their education (Johnson et al., 2014). Conversely, adolescent crime rates have been steadily decreasing (Australian Bureau of Statistics [ABS], 2026), yet are widely considered a cause of primary concern (Hinchcliff et al., 2026; Australian Human Rights Commission [AHRC], 2024; World Health Organisation [WHO], 2026). {{RoundBoxTop|theme=2}} '''Focus questions''' '''1.''' Why is Future Orientation Important? '''2.''' Can Future Orientation Mitigate Criminal Behaviour? '''3.''' Are Adolescents More Susceptible to Aversive Effects of Low Future Orientation? '''4.''' Does Criminal Behaviour Depend Upon Future-Oriented Cognition? {{RoundBoxBottom}} = Future Orientation = {{RoundBoxTop|theme=7}} ===What is Future Orientation=== According to House et al. (2004) future orientation is the tendency for a person to engage in thoughts, actions, and the delaying of immediate gratification in favour of future goals. Referring to adolescents, many disciplines have ratified the importance of future-oriented behaviour in promoting positive health and development (Johnson et al., 2016). Trommsdorff (9179) proposed that future orientation included eight dimensions: extension, detail, domain, affect, motivation, control, sequence of events, and number of cognitions. A study by Beal (2011) revealed that Trommsdorff (1979) conceptualisation indicates that different influences can be indicators of future orientation and the eight dimensions. {{RoundBoxBottom}} ==Influences on Future Orientation== Multidisciplinary findings have indicated that a variety of influences contribute to future orientation. It is important to note that much of the psychological research has targeted adolescents and young adults, and therefore findings are skewed, yet extensive and reliable. ===Psychological Influences=== McCue et al. (2019) researched and measured the effects of future-orientation on adolescent decision-making. Previously, connectedness to future-self and episodic future thinking demonstrate future-oriented cognition, and while their correlation is undetermined, individual measures have shown significant effects in minimising hazardous decision-making in both adolescents and adults (Grekin et al., 2025; Goger et al., 2024; Arora, 2023). Future-connectedness is defined by behaviours and cognition involving the active imagination, verbal and physical communication, and other related engagements towards a person’s future in all forms. Disconnect from the future self has been shown to increase irrational, short-sighted, and risky behaviours deemed beneficial in the present (Hershfield, 2011). Episodic future thinking is defined as the mental stimulation experienced towards possible future occurrences, and supports future-orientation and highlighting the importance of delaying rewards and countering impulsive behaviours (Gilbert & Wilson, 2007; Benoit et al., 2011; Bar, 2009). This is particularly important as future-oriented thinking has historically shown its profound necessity amongst adolescents (Nurmi, 1991), and a lower predilection for impulsive and risky behaviour in favour of future rewards (Steinberg, 2004; Madden & Bickel, 2012). McCue et al. (2019) found a significant positive correlation between future-connectedness and episodic future thinking, claiming to be one of, if not the first, study to identify a beneficial relationship and independent effects within adolescents. Giollabhui et al. (2018) found that increased future-oriented behaviours and cognition contribute to reduced adolescent hopelessness. During adolescence, hopelessness is categorised by adamant negative future expectations and vulnerability (Casey et al., 2008; Lester, 2015). The severity of hopelessness in adolescence, and its relation to increased engagement in violent and/or high-risk behaviours, severe depression and anxiety, and unsafe sexual conduct (Becker-Weidman et al., 2009; Bolland, 2003; James et al., 2017; Giollabhui et al., 2018), indicates the importance of minimising adolescent hopelessness. Suicide has been a primary cause of death amongst adolescents for many years, skyrocketing after COVID-19 (Kim et al., 2024), and highlighting the worrisome trend. Considering the relationship between hopelessness, future-orientation, and adolescent depression and suicidal behaviours, increasing positive cognitions actively declines time-limited rates of hopelessness across confounds, including socio-economic status and stressors (Giollabhui et al., 2018). === Future Orientation and Criminal Activity === Relevant to criminal behaviour, higher levels of future-oriented cognition indicate further consideration of long-term consequences of offending (Kwon et al., 2025); in contrast, limited future orientation correlates with increased criminal behaviour by encouraging immediate gratification and reducing consideration of delayed consequences (Kübel et al., 2023). Clinkinbeard (2014) found that high future orientation and self-control predict adolescent criminal behaviour; particularly, higher future-oriented cognition mitigates negative effects of low self-control and lessens impulsivity, risky behaviour engagement, criminal cognition, and adolescent crime rates (Khetarpal et al., 2021; Squillaro & Bixter, 2025; Simmons et al., 2019). Importantly, Walters (2019) identified a gradual decrease in criminal behaviour with maturation, associated with increased future orientation and decreased adolescent hopelessness. Similarly, Wood et al. (2017) recognised that cognitive immaturity relates to engagement in aversive behaviours, and thereby suffering future negative life effects; promoting future orientation and positive childhood effects can mitigate these negative life effects and promote sustainability (Kübel et al., 2023; Cauffman et al., 2023; Mueller et al., 2023). ;Future Orientation Pop Quiz Choose your answers and click "Submit": <quiz display=simple> {A variety of influences contribute to future orientation: |type="(+)"} + True - False {Future-connectedness is defined by behaviours and cognition involving the engagement towards a person’s future: |type="(+)"} + True - False {Disconnect from the future self has been shown to have no aversive risks: |type="(+)"} + True - False {Hopelessness is a persistent and serious outcome of adolescence: |type="(+)"} + True - False {Future orientation is ''the'' primary indicator for engagement with criminal behaviour: |type="(-)"} + True - False </quiz> ==Key Points== * Future orientation is the tendency for a person to engage in thoughts and actions in favour of future goals. *Future-connectedness is defined by behaviours and cognition involving engagement towards a person’s future in all forms. *The severity of hopelessness in adolescence, and its high relation to adverse behaviours, indicates the importance of minimising adolescent hopelessness. * Higher levels of future-oriented cognition indicate further consideration of long-term consequences of offending. * Limited future orientation correlates with increased criminal behaviour. =Criminal Behaviour= Dent and Ward (2022) conceptualised criminal behaviour as ‘an action or set of actions... understood by the actor to be adaptive in relation to their functional needs, but...make it more difficult to function adaptively...to other sociocultural needs.’ Criminal behaviour can include minor crimes, such as ‘theft or traffic violations’, and major crimes, such as ‘physical abuse, sexual offense [sic], or murder’ (Prent et al., 2023), and is considered a ‘major social problem with complex causes... [and involves] a myriad of environmental, social, and psychological factors are associated with increased risk of convictions for this type of criminality’ (Prent et al., 2023; Levitt, 2012; Swaab & Meynen, 2023). ==Influences on Criminal Behaviour== Reiterating findings from Prent et al. (2023), criminal behaviour is affected by many complex and interconnected facets, including social, psychological, biological, and environmental, each of which has its own influential components, such as geographical location and socio-economic status. Importantly, future orientation has demonstrated its positive effects on minimising negative behaviour across different contributing factors (Giollabhui et al., 2018). ==Psychological Influences== Taking a look at media and history, psychology has often obtained the status of primary reasoning for criminal acts; however, crime is not limited to a single discipline (South Australia News, 2026). While this is a well-established fact, it is often a misconception that one factor is more influential than the other. A longstanding theory on the explanation of human beings’ behaviour, cognition, and reasoning is that of Nature v Nurture. Nurture, the psychological construct, argues that the reason for a person’s circumstances stems from their upbringing and environment rather than other justifications. Hadsell (2026) stated that the ‘connection between parents and children has two pathways: biological, covering both genes and hormones, and environmental.’ ==Biological Influences== When referring to the Nature concept, it is theorised that the biological makeup of an individual is a sole predictor of behaviour (Alper, 1995). Baschetti (2008) argued that genetic evidence proved Nature over Nurture. Utilising Charles Darwin’s theories on evolution and biology, current and overwhelming research indicates the heritability of criminality is vigilant, yet persistent (Baschetti, 2008; Pizzi, 2004). It should be noted that Nature can refer to the genetic contribution within mental illness. Rao (2007) argued that all humans have a ‘dark side that loves crime and violence... [while] we may all deny it, but the contrary is true...regardless of our age, caste, social status, region, religion or education.’ Relevant to crime rates, it can be reasoned that modern-day society is the ‘most violent culture in history in the number of crimes and...the nature of brutality.’ Ling et al. (2019) explored how psychophysiology, brain mechanisms, and genetics stimulate criminal behaviour. Particularly, disrupted prefrontal cortex-amygdala connectivity and changes in autonomic functioning damaging the hypothalamic-pituitary-adrenal axis correlate with increased criminal and anti-social tendencies (Gillespie et al., 2018; Critchley, 2005; Brzozowski & Mitchell, 2018). Baschetti (2008) signifies the importance of systematic changes acknowledging the existence of a biological influence to encourage appropriate reforms and minimise negative outcomes. =Relationship Between Criminal Behaviour and Future Orientation= ==Does Future Orientation Influence the Risk of Criminal Activity?== Repeating previous statements, future orientation is an incredibly important skill, particularly for adolescents or those experiencing hopelessness. A lack of future-oriented cognition can exacerbate impulsive and risky behaviour and can result in engagement in criminal behaviour (Squillaro & Bixter, 2025; Mueller et al., 2023). Given adolescent vulnerability to criminal behaviours (Bui & Deakin, 2021) and hopelessness (Bolland, 2003; Tonkus et al., 2022), it is incredibly relevant to encourage future orientation. Reiterating how future orientation has a positive relationship in curbing adolescent criminal activity and juvenile incarceration (Walters, 2019; Simmons et al., 2019) reinforces future orientation as an imperative protective factor across life (Yang et al., 2026; Clinkinbeard, 2014). ==Book Chapter Direction== * Environmental influences in criminal activity. *Social influences in criminal activity. *Understanding the relationship between future orientation and criminal activity. *Protective factors within future orientation *Risk factors within future orientation *Future research directions ==Conclusion== {{RoundBoxTop|theme=4}} ''''' Include key sentence on the importance of understanding future orientation in criminal behaviour''.''' Currently, there is substantial research into the effects and relationships of future orientation and adolescent criminal activity. However, there are limited conclusive findings on the relevance of mitigating criminal behaviour through the use of future orientation. Given the significant positive correlations between future-oriented thinking and mitigating similar disturbances in life quality, it would be inopportune to ignore how future orientation can prevent increasing crime rates in adolescents ''and'' adults. {{RoundBoxBottom}} ==References== {{Hanging indent|1= Alper, J. S. (1995). Biological influences on criminal behaviour: How good is the evidence? *BMJ, 310*(6975), 272–273. https://doi.org/10.1136/bmj.310.6975.272 Arora, S. (2023). *“It’s a future-me problem”: How future-self continuity and message framing affect climate change risk perceptions* [Doctoral dissertation, University of Guelph]. 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Negative cognitive style interacts with negative life events to predict first onset of a major depressive episode in adolescence via hopelessness. *Journal of Abnormal Psychology, 127*(1), 1–11. https://doi.org/10.1037/abn0000301 McCue, R., McCormack, T., McElnay, J., Alto, A., & Feeney, A. (2019). The future and me: Imagining the future and the future self in adolescent decision making. *Cognitive Development, 50*, 142–156. https://doi.org/10.1016/j.cogdev.2019.04.001 Mueller, K. C., Cavitt, J., & Carey, M. T. (2023). Future orientation in justice-involved youth: The effects of adverse and positive childhood experiences, and being dual-status. *Child Abuse & Neglect, 141*, 106230. https://doi.org/10.1016/j.chiabu.2023.106230 Nurmi, E. J. (1991). How do adolescents see their future? A review of the development of future orientation and planning. *Developmental Review, 11*(1), 1–59. https://doi.org/10.1016/0273-2297(91)90002-6 Peterson, M. F. (2004). [Review of the book *Culture, leadership and organizations: The GLOBE study of 62 societies*, by R. J. House, M. Javidan, P. W. Dorfman, V. Gupta, & P. J. Hanges]. *Administrative Science Quarterly, 49*(4), 641–647. https://www.jstor.org/stable/4131493 Pizzi, W. J. (2004). Nature via nurture: Genes, experience, and what makes us human. *Journal of Undergraduate Neuroscience Education, 2*(2), R10–R11. Prent, N., Jonker, A. F., Schouws, N. T. M. S., & Jonker, C. (2023). The risk of criminal behavior in the elderly and patients with neurodegenerative disease. In H. Swaab & G. Meynen (Eds.), *Handbook of clinical neurology* (Vol. 197, pp. 181–196). Elsevier. https://doi.org/10.1016/B978-0-12-821375-9.00004-9 Sathyanarayana Rao, T. S. (2007). Psychiatrist and the science of criminology: Sociological, psychological and psychiatric analysis of the dark side. *Indian Journal of Psychiatry, 49*(1), 3–5. https://doi.org/10.4103/0019-5545.31511 Simmons, C., Rowan, Z., Knowles, A., Steinberg, L., Frick, P. J., & Cauffman, E. (2019). A life history approach to understanding juvenile offending and aggression. *Aggression and Violent Behavior, 49*, 101317. https://doi.org/10.1016/j.avb.2019.07.012 South Australia News. (2026, April 25). *Psychology of a criminal: Why do people commit crimes?* https://sanews.in/psychology-of-a-criminal/ Squillaro, D., & Bixter, M. T. (2025). The relationship between four indicators of future time orientation, criminal thinking style, and illegal behaviors. *Journal of Forensic Sciences, 70*(1), 200–214. https://doi.org/10.1111/1556-4029.15640 Steinberg, L. (2004). Risk taking in adolescence: What changes, and why? *Annals of the New York Academy of Sciences, 1021*, 51–58. https://doi.org/10.1196/annals.1308.005 Swaab, H., & Meynen, G. (2023). Introduction: On brain and crime. In H. Swaab & G. Meynen (Eds.), *Handbook of clinical neurology* (Vol. 197, pp. 3–9). Elsevier. https://doi.org/10.1016/B978-0-12-821375-9.00018-9 Turton, H., Berry, K., Danquah, A., & Pratt, D. (2021). The relationship between emotion dysregulation and suicide ideation and behaviour: A systematic review. *Journal of Affective Disorders Reports, 5*, 100136. https://doi.org/10.1016/j.jadr.2021.100136 Walters, G. D. (2019). Maturing out of delinquency: Unpacking the effects of identity achievement and future orientation on crime desistance. *Self and Identity, 18*(3), 267–283. https://doi.org/10.1080/15298868.2018.1439848 Wager, T. D., Waugh, C. E., Lindquist, M., Noll, D. C., Fredrickson, B. L., & Taylor, S. F. (2009). Brain mediators of cardiovascular responses to social threat: Part I: Reciprocal dorsal and ventral sub-regions of the medial prefrontal cortex and heart-rate reactivity. *NeuroImage, 47*(3), 821–835. https://doi.org/10.1016/j.neuroimage.2009.05.043 Wood, D., Crapnell, T., Lau, L., et al. (2017). Emerging adulthood as a critical stage in the life course. In N. Halfon, C. B. Forrest, R. M. Lerner, et al. (Eds.), *Handbook of life course health development*. Springer. https://www.ncbi.nlm.nih.gov/books/NBK543712/ Yang, E. S., Kim, S., Oh, S.-K., Kang, H., & Chung, I.-J. (2026). Disrupting the link between exposure to violence and adolescent delinquency: The protective role of expectations about the future. *Journal of Child and Family Studies*. https://doi.org/10.1007/s10826-026-03311-3 }} a7vqq78o1c3babsioxnjeo89husuoyg 2 330158 2831556 2830589 2026-09-05T16:37:01Z Mitchal Dichter 2824330 /* Creating New Pages */ 2831556 wikitext text/x-wiki {{mathematics}} The goal of this Wikiversity course is to provide educational materials for pre-university mathematics. What is considered pre-university mathematics is not the same in every country, so some topics may be missing and some topics may be considered university level mathematics depending on where you live. The reader will have to use their best judgement on what content is relevant to their studies. Please see [[User:Mitchal Dichter/Pre-University Mathematics#Contributing|Contributing]] below for compatible content rules and creating accessible content. ===Arithmetic=== ===Pre-Algebra=== *[[User:Mitchal Dichter/Pre-University Mathematics/Exponents/|Exponents]] ===Algebra=== *[[User:Mitchal Dichter/Pre-University Mathematics/Solving a Linear Equation/|Solving a Linear Equation]] *[[User:Mitchal Dichter/Pre-University Mathematics/Algebra Functions|Functions]] ===Geometry=== ===Statistics=== == Contributing == As with almost everything on Wikiversity, contributions to this course will be licensed by both the [https://creativecommons.org/licenses/by-sa/4.0/ CC-BY-SA 4.0 License] and the [https://www.gnu.org/copyleft/fdl.html GFDL]. A common exception is media stored on [https://commons.wikimedia.org Wikimedia Commons] and displayed on Wikiversity, which accepts more licenses. See [https://commons.wikimedia.org/wiki/Commons:Licensing#Well-known_licenses Commons:Licensing] for more details. Contributing text that is considered your own original work is not too difficult in mathematics, but creating original graphics is both more difficult and time consuming. Please ensure all contributions are compatible if you choose to contribute. === Write for English learners === The text is intentionally simple both to make language translation easier and to be more easily understood by readers not fluent in English. Please use short sentences, [https://en.wikipedia.org/wiki/Active_voice active voice], and simple vocabulary. Please avoid [https://en.wikipedia.org/wiki/Idiom idioms], [https://en.wikipedia.org/wiki/Slang slang], [https://en.wikipedia.org/wiki/Passive_voice passive voice], long sentences, complex sentences, [https://en.wikipedia.org/wiki/English_phrasal_verbs phrasal verbs], culture-specific references, ambiguous [https://en.wikipedia.org/wiki/Pronoun pronouns], and [https://en.wikipedia.org/wiki/Double_negative double negatives]. Use your best judgement on what is considered complex English based on the difficulty of the maths topic, such as simpler for a page on addition and more complex for a page on trigonometry. === Write for an International Audience === Examples * SI units instead of the imperial system. * Aluminium instead of aluminum. * Yellow instead of amber. * Maths instead of math. * Exercises instead of problems. === Write for the Student but also for the Educator === Educational text often has an underlying pattern that guides the student but is not explicitly written. An example would be students learning how to solve a linear equation in one variable. * Students first use the idea of a two-pan balance scale with identical but unknown weights <math>x</math> and known weights, finding the weight of an <math>x</math> by adding and removing weights from the scale so that the scale remains balanced. (Provides an accessible analogy to students before transitioning to equations.) * Students redo the same two-pan balance scale exercises in the form of equations. * The first set of exercises require only addition and subtraction, will have small and positive integers in every step to solve the equation, and the solution is a positive integer. (These problems are intentionally simple and students may try to guess the solution.) * Multiplication and division are required to solve the next set of exercises and the solution is still a positive integer. * The next set of exercises will have positive fractions as the solution, fractions when solving, or both. (Students can no longer reliably guess the solution.) * The next set of exercises will have positive and negative integers and fractions as the solution. (Helpful analogies, like an equation as a two-pan balance scale with unknown weights <math>x</math> and known weights, do not work well when the unknown weights <math>x</math> have negative mass and the solution process become more abstract.) * Equations that have zero solutions and infinite solutions are introduced. (A linear equation can have <math>0</math>, <math>1</math>, or infinite solutions. In the case of <math>0</math> solutions, the equation simplifies to something like <math>4 = 9</math>, which is not possible and no value of <math>x</math> will solve the equation. In the case of infinite solutions, the equation starts out with identical left and right hand sides, such as <math>4x-3 = 4x-3</math>, which will work no mater what <math>x</math> is.) The text in parentheses is for the educator and explicitly states why the exercises are in the order they are. The educator could be a classroom teacher or a family member of the student. The classroom educator will likely understand the reasoning of the exercises and their ordering without the text in parentheses. A family member may have learned to solve a linear equation many years ago or never learned. The text in parentheses is extremely helpful to this less qualified educator. Please include notes to the educator like in the above example. The notes explicitly state the design decisions, how understanding is evolving in the mind of the student, and any other information that the educator can use to better teach the student. === Write Mathematical Symbols and Equations in TeX === TeX renders maths symbols in a much nicer format than regular text using <code><nowiki><math> ... </math></nowiki></code> in the page source. Wikiversity has a page on [[Help:Formula|writing in TeX]] with many examples. The source, <code><nowiki> <div class="center"> <math>x_{1,2}=\frac{-b\pm\sqrt{b^2-4ac}}{2a}</math> </div> </nowiki></code> is rendered as, <div class="center"> <math>x_{1,2}=\frac{-b\pm\sqrt{b^2-4ac}}{2a}</math> </div> The enclosing <code><nowiki><div class="center"> ... </div></nowiki></code> is for centering the rendered equation. The <code><nowiki><math> ... </math></nowiki></code> encloses the TeX markup language. === Creating New Pages === If you are so generous as to add a page for a fully explained topic with exercises, and real-world examples if possible, then please use the drafting features of your Wikiversity profile, or iteratively edit and save the draft locally, before posting the page. Please '''do not add empty pages''' nor '''links to pages that do not exist''' nor '''add empty sections to existing pages''' and expect someone else to finish them. Having incomplete pages makes the entire course look incomplete. There is a [[User:Mitchal Dichter/Pre-University Mathematics/Wishlist/|Wishlist]] page where you can politely request topics, subtopics, and additions to existing pages using '''plain text'''. An example would be wishlisting an irrational exponents subsection in the existing [[User:Mitchal Dichter/Pre-University Mathematics/Exponents/|Exponents]] page. (This is just an example because the [[User:Mitchal Dichter/Pre-University Mathematics/Exponents/|Exponents]] page already has a section on irrational exponents.) 6zwd0d1sdx6005gjmx2nbvxbqcy3chi 2831560 2831556 2026-09-05T16:40:00Z Mitchal Dichter 2824330 2831560 wikitext text/x-wiki {{mathematics}} The goal of this Wikiversity course is to provide educational materials for pre-university mathematics. What is considered pre-university mathematics is not the same in every country, so some topics may be missing and some topics may be considered university level mathematics depending on where you live. The reader will have to use their best judgement on what content is relevant to their studies. Please see [[User:Mitchal Dichter/Pre-University Mathematics#Contributing|Contributing]] below for compatible content rules and creating accessible content. ===Pre-Algebra=== *[[User:Mitchal Dichter/Pre-University Mathematics/Exponents/|Exponents]] == Contributing == As with almost everything on Wikiversity, contributions to this course will be licensed by both the [https://creativecommons.org/licenses/by-sa/4.0/ CC-BY-SA 4.0 License] and the [https://www.gnu.org/copyleft/fdl.html GFDL]. A common exception is media stored on [https://commons.wikimedia.org Wikimedia Commons] and displayed on Wikiversity, which accepts more licenses. See [https://commons.wikimedia.org/wiki/Commons:Licensing#Well-known_licenses Commons:Licensing] for more details. Contributing text that is considered your own original work is not too difficult in mathematics, but creating original graphics is both more difficult and time consuming. Please ensure all contributions are compatible if you choose to contribute. === Write for English learners === The text is intentionally simple both to make language translation easier and to be more easily understood by readers not fluent in English. Please use short sentences, [https://en.wikipedia.org/wiki/Active_voice active voice], and simple vocabulary. Please avoid [https://en.wikipedia.org/wiki/Idiom idioms], [https://en.wikipedia.org/wiki/Slang slang], [https://en.wikipedia.org/wiki/Passive_voice passive voice], long sentences, complex sentences, [https://en.wikipedia.org/wiki/English_phrasal_verbs phrasal verbs], culture-specific references, ambiguous [https://en.wikipedia.org/wiki/Pronoun pronouns], and [https://en.wikipedia.org/wiki/Double_negative double negatives]. Use your best judgement on what is considered complex English based on the difficulty of the maths topic, such as simpler for a page on addition and more complex for a page on trigonometry. === Write for an International Audience === Examples * SI units instead of the imperial system. * Aluminium instead of aluminum. * Yellow instead of amber. * Maths instead of math. * Exercises instead of problems. === Write for the Student but also for the Educator === Educational text often has an underlying pattern that guides the student but is not explicitly written. An example would be students learning how to solve a linear equation in one variable. * Students first use the idea of a two-pan balance scale with identical but unknown weights <math>x</math> and known weights, finding the weight of an <math>x</math> by adding and removing weights from the scale so that the scale remains balanced. (Provides an accessible analogy to students before transitioning to equations.) * Students redo the same two-pan balance scale exercises in the form of equations. * The first set of exercises require only addition and subtraction, will have small and positive integers in every step to solve the equation, and the solution is a positive integer. (These problems are intentionally simple and students may try to guess the solution.) * Multiplication and division are required to solve the next set of exercises and the solution is still a positive integer. * The next set of exercises will have positive fractions as the solution, fractions when solving, or both. (Students can no longer reliably guess the solution.) * The next set of exercises will have positive and negative integers and fractions as the solution. (Helpful analogies, like an equation as a two-pan balance scale with unknown weights <math>x</math> and known weights, do not work well when the unknown weights <math>x</math> have negative mass and the solution process become more abstract.) * Equations that have zero solutions and infinite solutions are introduced. (A linear equation can have <math>0</math>, <math>1</math>, or infinite solutions. In the case of <math>0</math> solutions, the equation simplifies to something like <math>4 = 9</math>, which is not possible and no value of <math>x</math> will solve the equation. In the case of infinite solutions, the equation starts out with identical left and right hand sides, such as <math>4x-3 = 4x-3</math>, which will work no mater what <math>x</math> is.) The text in parentheses is for the educator and explicitly states why the exercises are in the order they are. The educator could be a classroom teacher or a family member of the student. The classroom educator will likely understand the reasoning of the exercises and their ordering without the text in parentheses. A family member may have learned to solve a linear equation many years ago or never learned. The text in parentheses is extremely helpful to this less qualified educator. Please include notes to the educator like in the above example. The notes explicitly state the design decisions, how understanding is evolving in the mind of the student, and any other information that the educator can use to better teach the student. === Write Mathematical Symbols and Equations in TeX === TeX renders maths symbols in a much nicer format than regular text using <code><nowiki><math> ... </math></nowiki></code> in the page source. Wikiversity has a page on [[Help:Formula|writing in TeX]] with many examples. The source, <code><nowiki> <div class="center"> <math>x_{1,2}=\frac{-b\pm\sqrt{b^2-4ac}}{2a}</math> </div> </nowiki></code> is rendered as, <div class="center"> <math>x_{1,2}=\frac{-b\pm\sqrt{b^2-4ac}}{2a}</math> </div> The enclosing <code><nowiki><div class="center"> ... </div></nowiki></code> is for centering the rendered equation. The <code><nowiki><math> ... </math></nowiki></code> encloses the TeX markup language. === Creating New Pages === If you are so generous as to add a page for a fully explained topic with exercises, and real-world examples if possible, then please use the drafting features of your Wikiversity profile, or iteratively edit and save the draft locally, before posting the page. Please '''do not add empty pages''' nor '''links to pages that do not exist''' nor '''add empty sections to existing pages''' and expect someone else to finish them. Having incomplete pages makes the entire course look incomplete. There is a [[User:Mitchal Dichter/Pre-University Mathematics/Wishlist/|Wishlist]] page where you can politely request topics, subtopics, and additions to existing pages using '''plain text'''. An example would be wishlisting an irrational exponents subsection in the existing [[User:Mitchal Dichter/Pre-University Mathematics/Exponents/|Exponents]] page. (This is just an example because the [[User:Mitchal Dichter/Pre-University Mathematics/Exponents/|Exponents]] page already has a section on irrational exponents.) pwnzo05du6hxm91tsm5y6qgtf2u5w7z 10 330233 2831605 2831361 2026-09-06T00:45:26Z Jtneill 10242 2831605 wikitext text/x-wiki <noinclude>{{note|Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise for [[motivation and emotion]].<br><br>[[Help:Transclusion|Transclude]] on a chapter [[Help:Talk page|talk page]].}} __NOTOC__</noinclude><includeonly> ==Topic development feedback== {{RoundBoxTop|theme=8}} The [[Motivation and emotion/Assessment/Topic|topic development]] has been reviewed according to the [[Motivation and emotion/Assessment/Topic#Marking criteria|marking criteria]]. Written feedback is provided below, plus see the [[Motivation and emotion/Assessment/Topic/Feedback|general feedback]] page. Also check the [[Special:History/{{PAGENAME}}|page history]] for changes made whilst reviewing the plan. If you don't understand the feedback or would like further information, [[Motivation and emotion/Staff|get in touch]] to discuss. Marks are available via {{Motivation and emotion/Canvas}}. Marks are based on the latest version before the due date. {{RoundBoxBottom}} {{RoundBoxTop|theme=9}} [[File:Autoroute icone.svg|right|85px]] ===1. [[Motivation and emotion/Assessment/Topic#Title|Title]]=== {{{1|No comment}}} ===2. [[Motivation and emotion/Assessment/Topic#Headings|Headings]]=== {{{2|No comment}}} ===3. [[Motivation and emotion/Assessment/Topic#Headings|Overview]]=== {{{3|No comment}}} ===4. [[Motivation and emotion/Assessment/Topic#Key points|Key points]]=== {{{4|No comment}}} ===5. [[Motivation and emotion/Assessment/Topic#Figure|Figure]]=== {{{5|No comment}}} ===6. [[Motivation and emotion/Assessment/Topic#Learning feature|Learning feature]]=== {{{6|No comment}}} ===7. [[Motivation and emotion/Assessment/Topic#References|References]]=== {{{7|No comment}}} ===8. [[Motivation and emotion/Assessment/Topic#Resources|Resources]]=== {{{8|No comment}}} ===9. [[Motivation and emotion/Assessment/Topic#User page|User page]]=== {{{9|No comment}}} ===10. [[Motivation and emotion/Assessment/Topic#Social contribution|Social contribution]]=== {{{10|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> # |3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> #|3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:42, 17 August 2025 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template which includes commonly used feedback comments: <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated[[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section # I moved an image into the feature box to help attract reader interest # Add an image to the scenario to help attract reader interest # Put the scenario or case study into a feature box at the start of this section (fixed) # Make the scenario more practical or down-to-earth; it is currently too abstract # Make the relevance of the scenario to the topic more clear. It should be obvious to a reader how the scenario illustrates the topic (i.e., the sub-title question). Revise the scenario to make this connection more explicit. # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Introduce topic using plain English; most citations can be moved into subsequent setions # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Highlight the most relevant theories and synthesise the best research on the topic # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # The scope is about right, but it may be that all planned aspects cannot be reasonably covered within the book chapter word count; in that case, be selective and concentrate on key aspects that address the question in the sub-title # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Balance theoretical content with critical synthesis of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Make the relevance of the scenario to the topic more clear # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Place each quiz question in the most relevant section # Focus the quiz question(s) on the take-home messages # Placeholder use of quiz question(s) # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic but effective # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section # I moved an image into the feature box to help attract reader interest # Add an image to the scenario to help attract reader interest # Put the scenario or case study into a feature box at the start of this section (fixed) # Make the scenario more practical or down-to-earth; it is currently too abstract # Make the relevance of the scenario to the topic more clear. It should be obvious to a reader how the scenario illustrates the topic (i.e., the sub-title question). Revise the scenario to make this connection more explicit. # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Introduce topic using plain English; most citations can be moved into subsequent setions # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Highlight the most relevant theories and synthesise the best research on the topic # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # The scope is about right, but it may be that all planned aspects cannot be reasonably covered within the book chapter word count; in that case, be selective and concentrate on key aspects that address the question in the sub-title # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Balance theoretical content with critical synthesis of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Place each quiz question in the most relevant section # Focus the quiz question(s) on the take-home messages # Placeholder use of quiz question(s) # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Include citations for sources of information presented in the table # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic but effective # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:58, 26 August 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Template:MEBF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Topic]] </noinclude> nu49q8t9n0kx5bcrdl3srkacx3ghjbm 2831624 2831605 2026-09-06T02:34:00Z Jtneill 10242 2831624 wikitext text/x-wiki <noinclude>{{note|Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise for [[motivation and emotion]].<br><br>[[Help:Transclusion|Transclude]] on a chapter [[Help:Talk page|talk page]].}} __NOTOC__</noinclude><includeonly> ==Topic development feedback== {{RoundBoxTop|theme=8}} The [[Motivation and emotion/Assessment/Topic|topic development]] has been reviewed according to the [[Motivation and emotion/Assessment/Topic#Marking criteria|marking criteria]]. Written feedback is provided below, plus see the [[Motivation and emotion/Assessment/Topic/Feedback|general feedback]] page. Also check the [[Special:History/{{PAGENAME}}|page history]] for changes made whilst reviewing the plan. If you don't understand the feedback or would like further information, [[Motivation and emotion/Staff|get in touch]] to discuss. Marks are available via {{Motivation and emotion/Canvas}}. Marks are based on the latest version before the due date. {{RoundBoxBottom}} {{RoundBoxTop|theme=9}} [[File:Autoroute icone.svg|right|85px]] ===1. [[Motivation and emotion/Assessment/Topic#Title|Title]]=== {{{1|No comment}}} ===2. [[Motivation and emotion/Assessment/Topic#Headings|Headings]]=== {{{2|No comment}}} ===3. [[Motivation and emotion/Assessment/Topic#Headings|Overview]]=== {{{3|No comment}}} ===4. [[Motivation and emotion/Assessment/Topic#Key points|Key points]]=== {{{4|No comment}}} ===5. [[Motivation and emotion/Assessment/Topic#Figure|Figure]]=== {{{5|No comment}}} ===6. [[Motivation and emotion/Assessment/Topic#Learning feature|Learning feature]]=== {{{6|No comment}}} ===7. [[Motivation and emotion/Assessment/Topic#References|References]]=== {{{7|No comment}}} ===8. [[Motivation and emotion/Assessment/Topic#Resources|Resources]]=== {{{8|No comment}}} ===9. [[Motivation and emotion/Assessment/Topic#User page|User page]]=== {{{9|No comment}}} ===10. [[Motivation and emotion/Assessment/Topic#Social contribution|Social contribution]]=== {{{10|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> # |3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> #|3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:42, 17 August 2025 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template which includes commonly used feedback comments: <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated[[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section # I moved an image into the feature box to help attract reader interest # Add an image to the scenario to help attract reader interest # Put the scenario or case study into a feature box at the start of this section (fixed) # Make the scenario more practical or down-to-earth; it is currently too abstract # Make the relevance of the scenario to the topic more clear. It should be obvious to a reader how the scenario illustrates the topic (i.e., the sub-title question). Revise the scenario to make this connection more explicit. # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Introduce topic using plain English; most citations can be moved into subsequent setions # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Highlight the most relevant theories and synthesise the best research on the topic # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # The scope is about right, but it may be that all planned aspects cannot be reasonably covered within the book chapter word count; in that case, be selective and concentrate on key aspects that address the question in the sub-title # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Balance theoretical content with critical synthesis of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Make the relevance of the scenario to the topic more clear # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Place each quiz question in the most relevant section # Focus the quiz question(s) on the take-home messages # Placeholder use of quiz question(s) # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Include acknowledgement (e.g., citation(s)) for sources of information presented in the table # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic but effective # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section # I moved an image into the feature box to help attract reader interest # Add an image to the scenario to help attract reader interest # Put the scenario or case study into a feature box at the start of this section (fixed) # Make the scenario more practical or down-to-earth; it is currently too abstract # Make the relevance of the scenario to the topic more clear. It should be obvious to a reader how the scenario illustrates the topic (i.e., the sub-title question). Revise the scenario to make this connection more explicit. # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Introduce topic using plain English; most citations can be moved into subsequent setions # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Highlight the most relevant theories and synthesise the best research on the topic # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # The scope is about right, but it may be that all planned aspects cannot be reasonably covered within the book chapter word count; in that case, be selective and concentrate on key aspects that address the question in the sub-title # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Balance theoretical content with critical synthesis of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Place each quiz question in the most relevant section # Focus the quiz question(s) on the take-home messages # Placeholder use of quiz question(s) # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Include acknowledgement (e.g., citation(s)) for sources of information presented in the table # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic but effective # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:58, 26 August 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Template:MEBF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Topic]] </noinclude> s9b1e6n03czh6ofq4lwobxm8vlqvu9n 2831637 2831624 2026-09-06T04:42:24Z Jtneill 10242 # Focus on providing an integrative review of the most relevant theories and research on the topic 2831637 wikitext text/x-wiki <noinclude>{{note|Feedback [[wikiversity:FAQ/Template|template]] for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise for [[motivation and emotion]].<br><br>[[Help:Transclusion|Transclude]] on a chapter [[Help:Talk page|talk page]].}} __NOTOC__</noinclude><includeonly> ==Topic development feedback== {{RoundBoxTop|theme=8}} The [[Motivation and emotion/Assessment/Topic|topic development]] has been reviewed according to the [[Motivation and emotion/Assessment/Topic#Marking criteria|marking criteria]]. Written feedback is provided below, plus see the [[Motivation and emotion/Assessment/Topic/Feedback|general feedback]] page. Also check the [[Special:History/{{PAGENAME}}|page history]] for changes made whilst reviewing the plan. If you don't understand the feedback or would like further information, [[Motivation and emotion/Staff|get in touch]] to discuss. Marks are available via {{Motivation and emotion/Canvas}}. Marks are based on the latest version before the due date. {{RoundBoxBottom}} {{RoundBoxTop|theme=9}} [[File:Autoroute icone.svg|right|85px]] ===1. [[Motivation and emotion/Assessment/Topic#Title|Title]]=== {{{1|No comment}}} ===2. [[Motivation and emotion/Assessment/Topic#Headings|Headings]]=== {{{2|No comment}}} ===3. [[Motivation and emotion/Assessment/Topic#Headings|Overview]]=== {{{3|No comment}}} ===4. [[Motivation and emotion/Assessment/Topic#Key points|Key points]]=== {{{4|No comment}}} ===5. [[Motivation and emotion/Assessment/Topic#Figure|Figure]]=== {{{5|No comment}}} ===6. [[Motivation and emotion/Assessment/Topic#Learning feature|Learning feature]]=== {{{6|No comment}}} ===7. [[Motivation and emotion/Assessment/Topic#References|References]]=== {{{7|No comment}}} ===8. [[Motivation and emotion/Assessment/Topic#Resources|Resources]]=== {{{8|No comment}}} ===9. [[Motivation and emotion/Assessment/Topic#User page|User page]]=== {{{9|No comment}}} ===10. [[Motivation and emotion/Assessment/Topic#Social contribution|Social contribution]]=== {{{10|No comment}}} {{RoundBoxBottom}}</includeonly><noinclude>{{collapse top|Simple example}} ==Simple example== See also [[#Detailed example|detailed example]] <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> # |3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # |2= <!-- Headings --> #|3= <!-- Overview --> # |4= <!-- Key points--> # |5= <!-- Figure --> # |6= <!-- Learning feature --> # |7= <!-- References --> # |8= <!-- Resources --> # |9= <!-- User page --> # |10= <!-- Social contribution --> # }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:42, 17 August 2025 (UTC) {{Collapse bottom}} ==Detailed example== Example use of the template which includes commonly used feedback comments: <pre> <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated[[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section # I moved an image into the feature box to help attract reader interest # Add an image to the scenario to help attract reader interest # Put the scenario or case study into a feature box at the start of this section (fixed) # Make the scenario more practical or down-to-earth; it is currently too abstract # Make the relevance of the scenario to the topic more clear. It should be obvious to a reader how the scenario illustrates the topic (i.e., the sub-title question). Revise the scenario to make this connection more explicit. # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Introduce topic using plain English; most citations can be moved into subsequent setions # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Highlight the most relevant theories and synthesise the best research on the topic # Focus on providing an integrative review of the most relevant theories and research on the topic # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # The scope is about right, but it may be that all planned aspects cannot be reasonably covered within the book chapter word count; in that case, be selective and concentrate on key aspects that address the question in the sub-title # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Balance theoretical content with critical synthesis of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Make the relevance of the scenario to the topic more clear # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Place each quiz question in the most relevant section # Focus the quiz question(s) on the take-home messages # Placeholder use of quiz question(s) # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Include acknowledgement (e.g., citation(s)) for sources of information presented in the table # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic but effective # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. }} ~~~~ </pre> gives <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) # User name removed from the page; for authorship see [[Special:History/{{PAGENAME}}|the page's edit history]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # Basic [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development (expand) <!-- 1-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development (e.g., consider using subheadings) # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- 3-level --> # Overly complicated [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying <!-- Conceptual --> # Messy heading structure – needs work (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # The headings lack sufficient incision into, and exposition of, the topic # Revise heading structure to place less emphasis on background concepts and more emphasis on the target topic (i.e., address the sub-title). The draft headings place too much emphasis on background concepts and too little on the relationship between the concepts. <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections # Cover definition(s) in the Overview and/or subsequent sections with embedded inter-wiki link(s) to further information # Case study doesn't need a separate heading; instead embed case study within relevant sections # Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections # Check grammar (e.g,. missing question mark) # Remove [[wikt:acronym#Noun|acronym]]s from headings # Remove citations from headings <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement # Good alignment between sub-title, focus questions, and heading structure, but there is room for improvement # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment # Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. # Develop closer alignment between sub-title, focus questions, and top-level headings # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section # A scenario or case study is presented in a feature box at the start of this section # I moved an image into the feature box to help attract reader interest # Add an image to the scenario to help attract reader interest # Put the scenario or case study into a feature box at the start of this section (fixed) # Make the scenario more practical or down-to-earth; it is currently too abstract # Make the relevance of the scenario to the topic more clear. It should be obvious to a reader how the scenario illustrates the topic (i.e., the sub-title question). Revise the scenario to make this connection more explicit. # Add a scenario or case study in a feature box (with an image) at the start of this section to help engage reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented # A promising description of the problem/topic is planned or presented # A basic description of the problem/topic is planned or presented # Introduce topic using plain English; most citations can be moved into subsequent setions # Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # Add a brief, evocative description of the problem/topic <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Reasonably good alignment between focus questions and heading structure, but consider closer alignment # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use open- rather then close-ended focus questions # Use single- rather than double-barrelled focus questions # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Present focus questions in a feature box at the end of this section |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Solid development # Promising development # Highlight the most relevant theories and synthesise the best research on the topic # Focus on providing an integrative review of the most relevant theories and research on the topic # Overly broad/comprehensive; not sufficiently focused/targetted on the topic; this often occurs when genAI content is used by a prompter with insufficient background reading and understanding of the topic and/or insufficient revising and rewriting of genAI content # Basic development # Partial development # Insufficient development # No development # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # The scope is about right, but it may be that all planned aspects cannot be reasonably covered within the book chapter word count; in that case, be selective and concentrate on key aspects that address the question in the sub-title # It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title # It is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title # All planned aspects cannot reasonably be covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title <!-- Writing style --> # The writing style is clear and easy to follow # The writing style is generally clear but could be simplified or made more concise # The writing style is difficult to follow (e.g., due to vagueness, complex wording, long sentences, long paragraphs, repetition, etc.) <!-- Theory and research --> # Good balance of theory and research # Promising balance of theory and research # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research # Balance theoretical content with critical synthesis of relevant research # Too much theory. Not enough research. Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Excellent use of citations # Very good use of citations # Good use of citations # Promising use of citations # Basic use of citations # Insufficient use of citations # Non-peer-reviewed sources should be moved to the "External links" section # Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not include author initials) # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] with three or more authors (i.e., FirstAuthor et al., year) # [https://apastyle.apa.org/style-grammar-guidelines/punctuation/serial-comma APA style uses serial commas][[w:Serial comma|1]][https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should 2][https://www.youtube.com/watch?v=gBx8ooDupXY 3] (1 min) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Direct quotes need page numbers (APA style) – even better, express the idea in your own words # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.aresearchguide.com/write-in-third-person.html 3rd person perspective], although a case study or feature box could use 1st or 2nd person perspective # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) # Move references into the References section. Keep citations in the main body. # Consider using the [https://unicanberra.instructure.com/courses/15707/external_tools/262?display=borderless Studiosity] service and/or a service like [https://www.grammarly.com/ Grammarly] to help improve the quality of written expression and to check grammatical and spelling errors <!-- GenAI ---> # Well done on acknowledging genAI use in the edit summary. Also share link(s) to the conversation, as per the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]]. # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well developed # Conclusion is well underway # Conclusion is underway # Conclusion is underdeveloped # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited # Relevant figure(s) are presented and captioned # Relevant figure(s) are presented # The relevance of the figure to the topic is unclear # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Figure(s) are cited at least once in the main text # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] # Two in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies # Promising use of scenarios/examples/case studies # Keep scenarios brief # Basic use of scenario/example/case study # Placeholder use of scenarios/examples/case studies # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Excellent use of quiz question(s) # Promising use of quiz question(s) # Place each quiz question in the most relevant section # Focus the quiz question(s) on the take-home messages # Placeholder use of quiz question(s) # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Excellent use of table(s) # Promising use of table(s) # Include acknowledgement (e.g., citation(s)) for sources of information presented in the table # Use APA style for table captions # Add table caption # Cite each table at least once in the text # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent # Very good # Good # Basic # Insufficient # To be developed <!-- Systematic reviews --> # Well done on identifying relevant systematic reviews and/or meta-analyses # At least one relevant systematic review and/or meta-analysis has been identified # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> # All references need in-text citation # All citations need to be in the References # Only include references which have been accessed and read <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## alphabetical order ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links ## include hyperlinked dois ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) # A more thorough literature search is recommended. The goal is to identify and use the best academic theory and research about this topic # Use APA style or wiki referencing style, but not both (currently, a mixture of referencing styles is used # Don't cite AI-generated content because it is unreliable and not peer-reviewed. Instead, follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]] which include acknowledging and linking to genAI use in edit summaries, otherwise it is a violation of academic integrity. |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- External links --> # External links ## Excellent ## Very good ## Good ## Basic ## One of two required external links provided ## Move Wikipedia link(s) to the "See also" section ## Move academic sources into the "References" sections and provide in-text citation ## Only include links directly related to the sub-title ## Target an international audience; Australians only represent 0.33% of the world population ## Good choice of links, but poorly formatted (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link ## Use alphabetical order ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic but effective # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Excellent description about self provided # Description about self provided # Brief description about self – consider expanding # Very brief description about self – consider expanding # Add description about self <!-- Links to profile(s) --> # Link(s) provided to professional profile(s) # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Add link to book chapter |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. # Are these contributions based on AI-generated content? If so, please follow the [[Motivation and emotion/Assessment/Using generative AI|using genAI guidelines]], otherwise it is a violation of academic integrity. # Well done on creating and uploading your own image! # Use a numbered list (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Descriptions of contributions could be more precise/accurate/detailed # Add a brief summary of each contribution # Remember to sign comments on talk pages # None summarised on user page with direct link(s) to evidence (see [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]). Looking ahead to the book chapter, see [[Motivation and emotion/Assessment/Chapter#Socialcontribution|social contributions]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:58, 26 August 2026 (UTC) ==See also== * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Template:MEBF]] * [[Template:MEMF]] [[Category:Motivation and emotion/Admin/2026]] [[Category:Motivation and emotion/Assessment/Topic]] </noinclude> i5vsagosfq4cc4s2cgyt5ipkw4pplsr 0 330390 2831774 2818813 2026-09-06T11:58:17Z Jtneill 10242 /* Recording */ 2831774 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 05: Goals and mindsets|fifth}} {{Notice|The 2026 lecture is in development.}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Cycling_Time_Trial_effort.jpg|thumb|right|200px|Goals drive effort and perseverance.]] This lecture discusses: * goal-setting and goal striving * mindsets Key questions: * What are the key elements for successful goal setting and goal pursuit? * What are mindsets and how do they influence motivated behaviour? Take-home messages: * People perform best when they have a specific plan of action to pursue a difficult, specific, and self-congruent goal. * Different mindsets lead to different goal striving strategies ==Outline== Goal setting and goal striving * Corrective motivation * Goal setting * Goal striving Mindsets * What are mindsets? * Deliberative – Implemental * Prevention – Promotion * Fixed – Growth * Dissonance – Consistency ==Multimedia== * [https://www.youtube.com/embed/dWOt2HyjCno?start=6&end=95 Locke and Latham's Goal Setting Theory] (MindTools, YouTube; 1:29 mins): Contemporary goal setting advice is largely derived from Locke and Latham's (1990) goal setting theory which this video explains as involving clarity, challenge, commitment, feedback, and complexity. ==Readings== * Chapter 07: Goal setting and goal striving ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) * Chapter 08: Mindsets ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) ==Slides== * [https://docs.google.com/presentation/d/1GIH5THeUZ_fozpCqJjqXZTASpVB0eww_EHpgQGy1OOA/edit?usp=sharing Goal setting and goal striving] (Google Slides) * [https://docs.google.com/presentation/d/1910B6x2TYlnIxoTU1Iz6LT6_cgPOf2JXnOgF3OMv0g8 Mindsets] (Google Slides) ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Extrinsic motivation and psychological needs|Extrinsic motivation and psychological needs]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Mindsets, control, and the self|Mindsets, control, and self]] (Next lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Unconscious motivation|Unconscious motivation]] (Related lecture) ;Tutorial * [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking|Functionalist theory and self-tracking]] ;Wikiversity * [[:Category:Motivation and emotion/Book/Goal pursuit|Goal pursuit]] (Book chapters) * [[:Category:Motivation and emotion/Book/Goal setting|Goal setting]] (Book chapters) * [[:Category:Motivation and emotion/Book/Mindset|Mindset]] (Book chapters) ;Wikipedia * [[w:Goal setting|Goal setting]] * [[w:John William Atkinson|John Atkinson]] * [[w:Mindset|Mindset]] * [[w:Need theory|Need theory]] ==Recording== * Lecture 5 (2026) TBA ==References== {{Hanging indent|1= Crum, A. J., Salovey, P., & Achor, S. (2013). Rethinking stress: The role of mindsets in determining the stress response. ''Journal of Personality and Social Psychology'', ''104''(4), 716–733. https://doi.org/10.1037/a0031201 Locke, E. A., & Latham, G. P. (1990). ''A theory of goal setting & task performance''. Prentice-Hall. }} <!-- Hattie, J., & Timperley, H. (2007). [https://insightplatform-public.sharepoint.com/SiteAssets/feedback-and-reporting/characteristics-of-effective-feedback/power_feedback.pdf The power of feedback]. ''Review of Educational Research'', ''77'', 81–112. https://doi.org/10.3102/003465430298 }} --> ==External links== * [http://www.ted.com/talks/lang/en/derek_sivers_keep_your_goals_to_yourself.html Keep your goals to yourself] (Derek Sivers, TED talk, 2010) (3 min) – Conventional wisdom is to make our goals public to hold us accountable – but going public gives a (false) sense of satisfaction that can undermine future effort * [http://www.youtube.com/watch?v=Q6GdnQm0gSE If you could achieve one goal in 24 hours] (Brian Tracy) (2 min) – A "motivational guru" argues for putting everything aside to achieve one goal in 24 hours * [http://bigthink.com/videos/adam-alter-want-to-succeed-dont-set-goals-set-systems Want to succeed? Don't set goals, set systems] (Adam Alter, Big Think) (3:50 mins) – Goal setting and goal striving can be a motivational double-edged sword {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Goals and mindsets]] 87etd40dq09b5nxlucu9okt8pxyc6w1 2831775 2831774 2026-09-06T11:58:38Z Jtneill 10242 /* Readings */ 2831775 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 05: Goals and mindsets|fifth}} {{Notice|The 2026 lecture is in development.}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Cycling_Time_Trial_effort.jpg|thumb|right|200px|Goals drive effort and perseverance.]] This lecture discusses: * goal-setting and goal striving * mindsets Key questions: * What are the key elements for successful goal setting and goal pursuit? * What are mindsets and how do they influence motivated behaviour? Take-home messages: * People perform best when they have a specific plan of action to pursue a difficult, specific, and self-congruent goal. * Different mindsets lead to different goal striving strategies ==Outline== Goal setting and goal striving * Corrective motivation * Goal setting * Goal striving Mindsets * What are mindsets? * Deliberative – Implemental * Prevention – Promotion * Fixed – Growth * Dissonance – Consistency ==Multimedia== * [https://www.youtube.com/embed/dWOt2HyjCno?start=6&end=95 Locke and Latham's Goal Setting Theory] (MindTools, YouTube; 1:29 mins): Contemporary goal setting advice is largely derived from Locke and Latham's (1990) goal setting theory which this video explains as involving clarity, challenge, commitment, feedback, and complexity. ==Readings== * Chapter 7: Goal setting and goal striving ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) * Chapter 8: Mindsets ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) ==Slides== * [https://docs.google.com/presentation/d/1GIH5THeUZ_fozpCqJjqXZTASpVB0eww_EHpgQGy1OOA/edit?usp=sharing Goal setting and goal striving] (Google Slides) * [https://docs.google.com/presentation/d/1910B6x2TYlnIxoTU1Iz6LT6_cgPOf2JXnOgF3OMv0g8 Mindsets] (Google Slides) ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Extrinsic motivation and psychological needs|Extrinsic motivation and psychological needs]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Mindsets, control, and the self|Mindsets, control, and self]] (Next lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Unconscious motivation|Unconscious motivation]] (Related lecture) ;Tutorial * [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking|Functionalist theory and self-tracking]] ;Wikiversity * [[:Category:Motivation and emotion/Book/Goal pursuit|Goal pursuit]] (Book chapters) * [[:Category:Motivation and emotion/Book/Goal setting|Goal setting]] (Book chapters) * [[:Category:Motivation and emotion/Book/Mindset|Mindset]] (Book chapters) ;Wikipedia * [[w:Goal setting|Goal setting]] * [[w:John William Atkinson|John Atkinson]] * [[w:Mindset|Mindset]] * [[w:Need theory|Need theory]] ==Recording== * Lecture 5 (2026) TBA ==References== {{Hanging indent|1= Crum, A. J., Salovey, P., & Achor, S. (2013). Rethinking stress: The role of mindsets in determining the stress response. ''Journal of Personality and Social Psychology'', ''104''(4), 716–733. https://doi.org/10.1037/a0031201 Locke, E. A., & Latham, G. P. (1990). ''A theory of goal setting & task performance''. Prentice-Hall. }} <!-- Hattie, J., & Timperley, H. (2007). [https://insightplatform-public.sharepoint.com/SiteAssets/feedback-and-reporting/characteristics-of-effective-feedback/power_feedback.pdf The power of feedback]. ''Review of Educational Research'', ''77'', 81–112. https://doi.org/10.3102/003465430298 }} --> ==External links== * [http://www.ted.com/talks/lang/en/derek_sivers_keep_your_goals_to_yourself.html Keep your goals to yourself] (Derek Sivers, TED talk, 2010) (3 min) – Conventional wisdom is to make our goals public to hold us accountable – but going public gives a (false) sense of satisfaction that can undermine future effort * [http://www.youtube.com/watch?v=Q6GdnQm0gSE If you could achieve one goal in 24 hours] (Brian Tracy) (2 min) – A "motivational guru" argues for putting everything aside to achieve one goal in 24 hours * [http://bigthink.com/videos/adam-alter-want-to-succeed-dont-set-goals-set-systems Want to succeed? Don't set goals, set systems] (Adam Alter, Big Think) (3:50 mins) – Goal setting and goal striving can be a motivational double-edged sword {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Goals and mindsets]] 3uqppa1zlui1oyi4ac3gcfxi6qw4gou 0 330494 2831539 2831416 2026-09-05T14:10:04Z JSINST 3110286 2831539 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission, early risk identification, and metabolic health education. (https://w.wiki/Skm7). '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight (General Research Draft). <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. The arteriosclerosis starts in the prediabetes stage. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Educational materials come from the international diabetes organisations e.g the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Health Promoting Schools.<ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] ===== <big>'''Prevalence studies''' </big> ===== [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''Personal prevention''' Personal reversal of prediabetes relies on targeted lifestyle changes like eating a healthy diet, exercising regularly, and losing a modest amount of excess weight. (Contact your local Diabetes Association) '''Core Institutional Strategies''' Health authorities and organizations implement group-based or digital programs (such as the Centers for Disease Control and Prevention framework) <big><br /> '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications''' <ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''The John Snow Prediabetes Institute Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, New Jersey US, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, MPH, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Bruno Nørdam, Randers; Maritime Dr. Erik Haarløv, Assens, Denmark; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> lcm4v8r6vn4y4lduxzafdb0ni75xysw 2831580 2831539 2026-09-05T19:18:52Z JSINST 3110286 2831580 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission, early risk identification, and metabolic health education. (https://w.wiki/Skm7). '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight (General Research Draft). <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. The arteriosclerosis starts in the prediabetes stage. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Other intervention studies to be tested and developed include Digital lifestyle programs and more. Educational materials come from the international diabetes organisations e.g the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Health Promoting Schools.<ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] ===== <big>'''Prevalence studies''' </big> ===== [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''Personal prevention''' Personal reversal of prediabetes relies on targeted lifestyle changes like eating a healthy diet, exercising regularly, and losing a modest amount of excess weight. (Contact your local Diabetes Association) '''Core Institutional Strategies''' Health authorities and organizations implement group-based or digital programs (such as the Centers for Disease Control and Prevention framework) <big><br /> '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications''' <ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''The John Snow Prediabetes Institute Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, New Jersey US, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, MPH, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Bruno Nørdam, Randers; Maritime Dr. Erik Haarløv, Assens, Denmark; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> o35obyh8qd46k98ank8o67b06swx4n4 2831583 2831580 2026-09-05T19:24:10Z JSINST 3110286 2831583 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission, early risk identification, and metabolic health education. (https://w.wiki/Skm7). '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight (General Research Draft). <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. The arteriosclerosis starts in the prediabetes stage. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention study''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Other intervention studies to be tested and developed include Digital lifestyle programs <ref> «Digital Lifestyle Program Cuts Diabetes Risk by 46% in Prediabetics, Study of 130k+ Adults Reveals». News-Medical, 14 de abril de 2025. https://www.news-medical.net/news/20250414/Digital-lifestyle-program-cuts-diabetes-risk-by-4625-in-prediabetics-study-of-130k2b-adults-reveals.aspx.</ref> Educational materials come from the international diabetes organisations e.g the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Health Promoting Schools.<ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] ===== <big>'''Prevalence studies''' </big> ===== [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''Personal prevention''' Personal reversal of prediabetes relies on targeted lifestyle changes like eating a healthy diet, exercising regularly, and losing a modest amount of excess weight. (Contact your local Diabetes Association) '''Core Institutional Strategies''' Health authorities and organizations implement group-based or digital programs (such as the Centers for Disease Control and Prevention framework) <big><br /> '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> '''Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications''' <ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''The John Snow Prediabetes Institute Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, New Jersey US, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, MPH, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Bruno Nørdam, Randers; Maritime Dr. Erik Haarløv, Assens, Denmark; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> sqsci0mmmto64omvd7g0giumpxn2y8m 2831661 2831583 2026-09-06T07:31:44Z ShakespeareFan00 6645 2831661 wikitext text/x-wiki The John Snow prediabetes Institute is an international research network focused on prediabetes remission, early risk identification, and metabolic health education. (https://w.wiki/Skm7). '''Background:''' Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight (General Research Draft). <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. The arteriosclerosis starts in the prediabetes stage. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention study''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer <ref>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 </ref> and self-evaluation of diet and physical activity. Other intervention studies to be tested and developed include Digital lifestyle programs <ref> «Digital Lifestyle Program Cuts Diabetes Risk by 46% in Prediabetics, Study of 130k+ Adults Reveals». News-Medical, 14 de abril de 2025. https://www.news-medical.net/news/20250414/Digital-lifestyle-program-cuts-diabetes-risk-by-4625-in-prediabetics-study-of-130k2b-adults-reveals.aspx.</ref> Educational materials come from the international diabetes organisations e.g the ADA:<ref>https://professional.diabetes.org/diabetes-support-resources</ref> and the Health Promoting Schools.<ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars</big> ]] ===== <big>'''Prevalence studies''' </big> ===== [[/The Maritime Health database design // |1.1 The Maritime Health database design]] 1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref> 1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref> 1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref> 1.5 Excel recoding (pre diabetes, hypertension etc) <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> '''Personal prevention''' Personal reversal of prediabetes relies on targeted lifestyle changes like eating a healthy diet, exercising regularly, and losing a modest amount of excess weight. (Contact your local Diabetes Association) '''Core Institutional Strategies''' Health authorities and organizations implement group-based or digital programs (such as the Centers for Disease Control and Prevention framework) <big><br /> '''Intervention studies''' English <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref> </big> '''Organisation''' - [[/The John Snow Institute bylaws /]] - [[/|Manila conference Oct. 2026]] - General research pr[[Category:Prediabetes ]]otoco[[Category:Prediabetes ]]l draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref> - Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref> '''Publications''' <ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref> '''The John Snow Prediabetes Institute Research Network:''' <small>Cordinator and Director MBA Christian Acheampong, New Jersey US, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, MPH, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Bruno Nørdam, Randers; Maritime Dr. Erik Haarløv, Assens, Denmark; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> ==References== <references /> Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> sjw40ldexskphwd9o85fnah0sec9b2k 0 330717 2831516 2830840 2026-09-05T12:07:58Z Andy?yes 3006471 2831516 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> Nutrition for Nurses == == Summary == ''Nutrition for Nurses'' is structured to support the flexible integration of nutrition content across both system-based and nursing competency-based curricula. It can be used whether nutrition is taught as a standalone course or part of another nursing course. The table of contents for ''Nutrition for Nurses'' presents content in 20 chapters, organized into 9 thematic units. The text emphasizes evidence-based practice and holistic assessment to facilitate the integration of nutritional awareness for pre-licensure nursing students in the provision of client-centered care. ''Nutrition for Nurses'' helps students develop sound clinical judgment as well as a deep understanding of the impact of nutrition on body systems across the lifespan. Written and reviewed by highly experienced faculty, ''Nutrition for Nurses'' includes a detailed narrative, extensive features and learning resources, and ample student support. The presentation utilizes concepts promoting the development of clinical judgment by building upon the systematic model developed by the National Council of State Boards of Nursing (NCSBN). * [https://openstax.org/details/books/nutrition OpenStax Nutrition for Nurses] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/nutrition-for-nurses/ OpenStax Nutrition for Nurses audiobook]. Available as audio textbook. [[Category:Nutrition]] [[Category:OpenStax]] [[Category:Nursing specialties]] [[Category:Openstax textbook]] 29odq9ha00a4j3tjg3ff6pla4wsu4pt 0 330718 2831500 2830506 2026-09-05T12:04:28Z Andy?yes 3006471 2831500 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Clinical Nursing Skills</big> == == Summary == ''Clinical Nursing Skills'' is designed to equip nursing students with the practical knowledge and hands-on skills necessary to provide comprehensive patient care. The material emphasizes the application of clinical judgment in a variety of settings, ensuring that students are prepared to deliver high-quality care across different patient populations and clinical scenarios. The content utilizes concepts promoting the development of clinical judgment by building upon the systematic model developed by the National Council of State Boards of Nursing (NCSBN). ''Clinical Nursing Skills'' provides detailed instructions on basic procedures such as hygiene, mobility, vital signs assessment, medication administration, and wound care. It also guides students through more complex skills, including intravenous therapy, catheterization, tracheostomy care, and emergency interventions. By integrating the Clinical Judgment Measurement Model, the material helps students recognize, analyze, prioritize, create, act, and evaluate outcomes in various clinical situations, fostering critical thinking and clinical decision making. By studying ''Clinical Nursing Skills'', students will gain the confidence and competence needed to perform essential nursing tasks, make informed clinical decisions, and provide compassionate, patient-centered care, which will prepare students for success in their clinical rotations and future professional practice. * [https://openstax.org/details/books/clinical-nursing-skills OpenStax ''Clinical Nursing Skills''] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/clinical-nursing-skills/ OpenStax ''Clinical Nursing Skills'' audiobook] Available as audio textbook. [[Category:Nursing]] [[Category:OpenStax]] [[Category:Openstax textbook]] bxur9cso4xj45x17dl5efvtf3nspc5i 10 330803 2831689 2819671 2026-09-06T08:40:05Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831689 wikitext text/x-wiki <div style="float: left; border: 1px solid #0077b6; margin: 1px; width: 238px; font-family: sans-serif; font-size: 8pt; background: #f0f9ff; border-radius: 6px; overflow: hidden; box-shadow: 0 2px 4px rgba(0,0,0,0.1);{{Text color default}};"> <div style="float: left; width: 45px; height: 45px; background: #0077b6; text-align: center; font-size: 20pt; line-height: 45px; color: white;"> 🌍 </div> <div style="padding: 4px 8px; margin-left: 45px; color: #0f172a; line-height: 1.25em;"> <b>Earthinators Circular Action Graduate</b><br/> This user completed the 5-week <b style="color:#0284c7;">Plastic Systems & Circular Solutions</b> project. </div> </div> <noinclude> [[Category:Userbox templates|Earthinators]] </noinclude> qybzwgbul7wfbgdve733s47zmby8scb 118 330811 2831680 2819726 2026-09-06T08:01:33Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831680 wikitext text/x-wiki <!--A pronunciation guide has been added, but may be to complicated. If someone could organize it so that it lists the pronunciations by letter it would be greatly appreciated.--> {{:Introduction to Swedish/Navbar}} ---- [[File:Ca-alphabet.ogg|The Catalan alphabet.|right|thumb]] The Catalan alphabet contains 27 letters: Aa Bb Cc Çç Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz The only letter that doesn't exist in the [[English alphabet]] is the [[w:Cedilla|cedilla]] (ç), which in Catalan is called ''ce trencada'' (i.e. "broken C").<ref>{{Cite book|title=[[:w:IEC Dictionary of the Catalan Language|Diccionari de la llengua catalana]]|publisher=[[:w:Institute for Catalan Studies|Institut d'Estudis Catalans]]|chapter=ce|access-date=29 July 2026|chapter-url=https://dlc.iec.cat/Results?DecEntradaText=ce&AllInfoMorf=False&OperEntrada=0&OperDef=0&OperEx=0&OperSubEntrada=0&OperAreaTematica=0&InfoMorfType=0&OperCatGram=False&AccentSen=False&CurrentPage=0&refineSearch=0&Actualitzacions=False}}</ref> It's also used in other Romance languages, such as French and Portuguese. For example, English rarely features it in loanwords from French and Portuguese such as ''façade'', ''limaçon'' and ''cachaça'' (often typed ''facade'', ''limacon'' and ''cachaca'', respectively, because of lack of ç keys on English-language keyboards). ==Vowels== There are 8 vowels in Catalan and other semivowels. Vowels are divided into short and long vowels, similarly to English. Just as in English, the short and long versions of vowels are pronounced differently. When reading new words you should pay attention to whether the vowels are short or long. The basic rule is that a vowel is short if it is followed by more than one consonant, similar to English. Much like English, though, there will be exceptions to the rule. ===Vowels=== {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9;{{Text color default}}; border: 1px #aaa solid; border-collapse: collapse; font-family: Arial Unicode MS, Lucida Sans Unicode" |- !Letter ! style="text-align:center;"| [[w:phoneme|Phoneme]]<br>([[w:International Phonetic Alphabet|IPA]]) ! style="text-align:center;"| Pronunciation sample, phonemic transcription and translation !English equivalent |- |A | {{IPA|ɑː}} || {{Audio|sv-mat.ogg|listen}} ''mat'', {{IPA|/mɑːt/}}, "food" |''ar'' in ''start'' (British English) |- |E | {{IPA|eː}} || {{Audio|sv-hel.ogg|listen}} ''hel'', {{IPA|/heːl/}}, "whole" |Like ''ea'' in ''yeah,'' but with wide lips |- |E | | | |- |I | {{IPA|iː}} || {{Audio|sv-sil.ogg|listen}} ''sil'', {{IPA|/siːl/}}, "sieve" |''ee'' in ''sheet'' (British English) |- |O | {{IPA|uː}} || {{Audio|sv-bot.ogg|listen}} ''bot'', {{IPA|/buːt/}}, "penance" |''oo'' in ''pool'' (British English) |- |U | {{IPA|ʉ̟ː}} || {{Audio|sv-ful.ogg|listen}} ''ful'', {{IPA|/fʉ̟ːl/}}, "ugly" |''oo'' in ''pool'' (Australian English) |- |Y | {{IPA|yː}} || {{Audio|sv-syl.ogg|listen}} ''syl'', {{IPA|/syːl/}}, "[[wikt:awl|awl]]" |Like ''ee'' in ''sheet'', but with circular lips (British English) |- |Å | {{IPA|oː}} || {{Audio|sv-mål.ogg|listen}} ''mål'', {{IPA|/moːl/}}, "goal" |''aw'' in ''law'' (British English) |- |Ä | {{IPA|ɛː}} || {{Audio|sv-häl.ogg|listen}} ''häl'', {{IPA|/hɛːl/}}, "heel" |''ea'' in ''yeah'' |- |Ö | {{IPA|øː}} || {{Audio|sv-nöt.ogg|listen}} ''nöt,'' {{IPA|/nøːt/}}, "nut" |''or'' in ''work'' (British English) |} ===Semivowels=== {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9;{{Text color default}}; border: 1px #aaa solid; border-collapse: collapse; font-family: Arial Unicode MS, Lucida Sans Unicode" |- !Letter ! style="text-align:center;"| [[w:phoneme|Phoneme]]<br>([[w:International Phonetic Alphabet|IPA]]) ! style="text-align:center;"| Pronunciation sample, phonemic transcription and translation !English equivalent |- |A | {{IPA|a}} || {{Audio|sv-matt.ogg|listen}} ''matt'', {{IPA|/mat/}}, "listless; matte" |None |- |E, Ä | {{IPA|ɛ}}|| {{Audio|sv-häll.ogg|listen}} ''häll'', {{IPA|/hɛl/}}, "flat rock" |''e'' in ''bed'' |- |I | {{IPA|ɪ}}|| {{Audio|sv-sill.ogg|listen}} ''sill'', {{IPA|/sɪl/}}, "herring" |''i'' in ''sit'' |- |O | {{IPA|ɔ}} || {{Audio|sv-moll.ogg|listen}} ''moll'', {{IPA|/mɔl/}}, "minor" (music) |''o'' in ''toll'' (British English) |- |O | {{IPA|ʊ}} || {{Audio|sv-bott.ogg|listen}} ''bott'', {{IPA|/bʊt/}}, "lived" ([[w:perfect tense|perfect tense]]) |''oo'' in ''look'' |- |U | {{IPA|ɵ}} || {{Audio|sv-full.ogg|listen}} ''full'', {{IPA|/fɵl/}}, "full" |Similar to ''Nevad'''<u>a</u>''''' |- |Y | {{IPA|ʏ}} || {{Audio|sv-syll.ogg|listen}} ''syll'', {{IPA|/sʏl/}}, "[[w:railroad tie|sleeper]]" (railroad) |Like ''i'' in ''sit'', but with circular lips |- |Ö | {{IPA|œ}} || {{Audio|sv-nött.ogg|listen}} ''nött'', {{IPA|/nœt/}}, "worn" |Like ''or'' in ''work,'' but shorter |} === Influence of R === ''e'' and ''ä'' are pronounced like the ''a'' in English ''tr'''a'''p'' if before an r. This means ''ärt'' is pronounced similarly to English ''at''. ==Consonants== The consonants are mostly similar to English. Most Swedes do not roll the ''r'', which makes Swedish more comfortable for English speakers compared to other European languages. The letters ''z'', ''q'', and ''w'' are very uncommon but are used in family and company names. The most obvious differences for English speakers will be that ''y'' is never a consonant, and ''j'' is pronounced like English's consonantal ''y''. '''Long Consonants''' As in English, and as demonstrated in the previous section, consonants may be doubled. However, if this happens in the middle of the word (such as ''erkänna''), then the doubled consonant is pronounced with double the length. This is similar to how the word ''night-time'' in English is spoken with a doubly long ''t''. '''Initial ''g'' and ''k'' ''' There is a similar concept to how ''g'' is pronounced differently in the English words ''general'' and ''game'', only with slightly different rules and a different pronunciation. The letter ''k'' also changes pronunciation in Swedish based on the following vowel. Generally, if the first letter in a word is ''g'' and if the next letter is an ''e'', ''i'', ''ä'', ''ö'', or ''y'', then the ''g'' is pronounced as an English ''y''.<br> Generally, if the first letter in a word is ''k'' and if the next letter is an e, ''i'', ''ä'', ''ö'', or ''y'', then the ''k'' is pronounced as an English ''sh''. '''Digraphs''' Digraphs are multiple letters which are used together in writing to represent a single spoken sound. This also occurs in English (consider ''sh''). {| class="wikitable" |+ !Digraph !English equivalent |- |gu |g |- |qu |c |- |ny | |- |tx |ch |- |ix |sh |- |ll | |- |l·l |ll |} ===Plosives=== {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9{{Text color default}}; border: 1px #aaa solid; border-collapse: collapse; font-family: Arial Unicode MS, Lucida Sans Unicode" |- ! style="text-align:left;" | [[w:phoneme|Phoneme]]<br>([[w:International Phonetic Alphabet|IPA]]) ! style="text-align:left;" | Pronunciation sample, phonemic transcription and translation |- | {{IPA|p}} || {{Audio|sv-pol.ogg|listen}} ''pol'', {{IPA|/puːl/}}, "pole" (of axis) |- | {{IPA|b}} || {{Audio|sv-bok.ogg|listen}} ''bok'', {{IPA|/buːk/}}, "book" |- | {{IPA|t}} || {{Audio|sv-tok.ogg|listen}} ''tok'', {{IPA|/tuːk/}}, "fool" |- | {{IPA|d}} || {{Audio|sv-dop.ogg|listen}} ''dop'', {{IPA|/duːp/}}, "christening" |- | {{IPA|k}} || {{Audio|sv-kon.ogg|listen}} ''kon'', {{IPA|/kuːn/}}, "cone" |- | {{IPA|ɡ}} || {{Audio|sv-god.ogg|listen}} ''god'', {{IPA|/ɡuːd/}}, "good" |} ===Fricative=== {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9;{{Text color default}}; border: 1px #aaa solid; border-collapse: collapse; font-family: Arial Unicode MS, Lucida Sans Unicode" |- ! style="text-align:left;" | [[w:phoneme|Phoneme]]<br>([[w:International Phonetic Alphabet|IPA]]) ! style="text-align:left;" | Pronunciation sample, phonemic transcription and translation |- | {{IPA|f}} || {{Audio|sv-fot.ogg|listen}} ''fot'', {{IPA|/fuːt/}}, "foot" |- | {{IPA|v}} || {{Audio|Sv-våt.ogg|listen}} ''våt'', {{IPA|/voːt/}}, "wet" |- | {{IPA|s}} || {{Audio|sv-sot.ogg|listen}} ''sot'', {{IPA|/suːt/}}, "soot" |- | {{IPA|ɧ}} || {{Audio|sv-sjok.ogg|listen}} ''sjok'', {{IPA|/ɧuːk/}}, "chunk" |- | {{IPA|ɕ}} || {{Audio|sv-kjol.ogg|listen}} ''kjol'', {{IPA|/ɕuːl/}}, "skirt" |- | {{IPA|j}} || {{Audio|sv-jord.ogg|listen}} ''jord'', {{IPA|/juːrd/}}, "soil, earth" |- | {{IPA|h}} || {{Audio|sv-hot.ogg|listen}} ''hot'', {{IPA|/huːt/}}, "threat" |} ===/r/ and Retroflex Assimilations=== {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9;{{Text color default}}; border: 1px #aaa solid; border-collapse: collapse; font-family: Arial Unicode MS, Lucida Sans Unicode" |- ! style="text-align:left;" | [[w:phoneme|Phoneme]]<br>([[w:International Phonetic Alphabet|IPA]]) ! style="text-align:left;" | Pronunciation sample, phonemic transcription and translation |- | {{IPA|r}} || {{Audio|sv-rov.ogg|listen}} ''rov'', {{IPA|/ruːv/}}, "prey; loot" |- |} ===Laterals=== {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9;{{Text color default}}; border: 1px #aaa solid; border-collapse: collapse; font-family: Arial Unicode MS, Lucida Sans Unicode" |- ! style="text-align:left;" | [[w:phoneme|Phoneme]]<br>([[w:International Phonetic Alphabet|IPA]]) ! style="text-align:left;" | Pronunciation sample, phonemic transcription and translation |- | {{IPA|l}} || {{Audio|sv-lov.ogg|listen}} ''lov'', {{IPA|/luːv/}}, "[[w:Tack (sailing)|tack (sailing maneuver)]]" |- |} ===Nasals=== {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9;{{Text color default}}; border: 1px #aaa solid; border-collapse: collapse; font-family: Arial Unicode MS, Lucida Sans Unicode" |- ! style="text-align:left;" | [[w:phoneme|Phoneme]]<br>([[w:International Phonetic Alphabet|IPA]]) ! style="text-align:left;" | Pronunciation sample, phonemic transcription and translation |- | {{IPA|m}} || {{Audio|sv-mod.ogg|listen}} ''mod'', {{IPA|/muːd/}}, "courage" |- | {{IPA|n}} || {{Audio|sv-nod.ogg|listen}} ''nod'', {{IPA|/nuːd/}}, "node" |- | {{IPA|ŋ}} || {{Audio|sv-lång.ogg|listen}} ''lång'', {{IPA|/lɔŋ/}}, "long" |} ==Stress== Normally the stress is put on the first vowel. The tonality/pitch is more important in some Swedish dialects. ==Tonality== Both ''nita'' and ''niten'' have the stress on the vowel ''i''. However, in some accents the tonality/pitch differs. This is often a situational difference that varies from one word to the next. For more information on tone you can try the Wikipedia article on [[w:tone (linguistics)|tone]]. ==Typing Special Characters== [[Image:Lange Jan.jpg|The light house "Långe Jan" at the south end of Öland island.|thumb]] '''On a PC:''' Alt+0229 = å<br> Alt+0197 = Å<br> Alt+0228 = ä<br> Alt+0196 = Ä<br> Alt+0246 = ö<br> Alt+0214 = Ö '''On a Mac:''' Option+a = å<br> Option+A = Å<br> Option+u to get ¨ then type a = ä<br> Option+u to get ¨ then type A = Ä<br> Option+u to get ¨ then type o = ö<br> Option+u to get ¨ then type O = Ö<br> If you don't manage to get these characters, the standard way is to substitute '''å''' with '''aa''', '''ä''' with '''ae''', and '''ö''' with '''oe'''. ==More Information on Pronunciation== For more detailed information on Swedish pronunciations read the Wikipedia article on [[w:swedish phonology|Swedish phonology]]. ==Exercise== Pronounce the following Swedish words. 1. ''skal, sno, tur, kår, ven, mil, syl, när, bör'' 2. ''stall, stopp, lupp, sådd, ett, stins, skyll, ärr, börs'' 3. ''vara, bliva, heta, kallas, äta, dricka, festa, leka'' 4. ''bilen, vägen, äpplet, trädet, smaken, tiken'' 5. ''kal, kotte, kul, kål, gam, gott, gurka, gås'' 6. ''ge, gick, gylf, Gävle, gök, kedja, kil, kyl, käk, kök'' ==References== {{References}} [[Category:Catalan]] [[Category:Alphabets]] jyt8zraqr5ffoco4bw60mb7ft5x2rjj 0 330941 2831734 2829710 2026-09-06T09:10:43Z U3269672 3105208 /* Overview */ 2831734 wikitext text/x-wiki {{title|Akrasia:<br>Why do people act against their better judgement?}} __TOC__ ==Overview== {{RoundBoxTop|theme=5}}'''Consider this scenario''' Jordan signed up for a gym membership at the start of the year, determined to improve his physical and mental health. He bought new workout clothes, saved a list of routines and even told his friends he was committed to exercising. But when his alarm goes off at 6:30am, he hits snooze, telling himself he will simply go after work instead. By 5:00pm, he's too tired to go. The idea of lifting weights is too emotionally heavy and stress inducing for him, so Jordan chooses to stay home and watch a TV show. Each time Jordan's alarm goes off, he ignores it, even though he knows that going to the gym is a healthy option and helps him gain confidence although the short-term comfort of staying at home outweighs those feelings. Jordan isn't lazy, he's experiencing akrasia, a predictable motivational and emotional conflict between long term goals and short-term impulses. {{RoundBoxBottom}} [[File:Woman Stressed At Work Illustration.jpg|thumb|Figure 1. A women experiencing stressful situation with conflicting priorities. ]] This Chapter explains and explore why people act against their better judgement. This will be described though psychological explanations of self-control and regulation, motivational deficits, and emotional avoidance. This phenomenon has been named Akrasia.   '''The problem''': Akrasia is a phenomenon many people experience. The problem with this is that it affects many areas of an individual's life such as academics, health choices, financial decisions, and relationships. This is because many people will intend to make choices that align with their values and goals yet often make choices that move them further away from them. This gap between intention and action can lead to issues with wellbeing and a sense of success in life.   Understanding akrasia is important because it undermines goal achievement, wellbeing, and personal goals.  It reflects the tension between reflective, value-based intentions and impulsive. Understanding the psychological science that undermines this concept is important because it provides tools for understanding the conflict by examining self-regulation and cognitive bias. This will also provide you some techiques to help reduce akrasia so you can reach the goals you have set. {{RoundBoxTop|theme=5}}'''Focus questions''' [[File:Crystal Clear app ktip.svg|left|20px|]] * What is akrasia? * What psychological processes contribute to akrasia and the conflict between long term and short term impulses? * How do motivation and emotion interact to influence why people act against their better judgement ? * What evidence based strategies can help people reduce akrasia and act more consistently in line with their goals ? {{RoundBoxBottom}} == Akrasia == ==== what is Akrasia ==== The term Akrasia refers to a psychological phenomenon of acting against one's better judgement, and psychological research explains it as a product of predictable conflicts within the human self-regulation systems. Rather than moral weakness, akrasia reflects a tension between reflective long-term intentions and immediate emotionally driven short term impulses. Studies in self-regulation highlight how failures in goal monitoring, susceptibility to short term rewards and recued sensitivity to long term consequences make an individual more likely to behave in ways that contradict their own considered goals. Motivation research further shows that hedonic impulses- such as seeking comfort or avoiding discomfort can overpower reflective decision making, producing patterns of self-indulgence or avoidance. Dialogical self-theory adds that akrasia can emerge from competing internal "voices" such as the disciplined self and the comfort seeking self, each shaped by social and cultural influences. Cognitive, emotional, and motivational processes are involved in this phenomenon. Together they contribute to the gap between intention and action that leads to what is described as Akasia.  [[File:Aristotle Altemps Inv8575.jpg|thumb|Figure 2. An image of Aristotle ]] ==== Historical background: where did the term Akrasia come from? ==== Akrasia originates from ancient Greek philosophy. particularly Aristotle, who used the term akrasia to describe " weakness of will" ect.. Describe what he argued about failure to understand emotions and impulses Historically, Akrasia has been recognized for thousands of years. The concept originates in ancient Greek philosophy, patricianly in the work of Aristotle, who used the term akrasia to describe "weakness of will" aristae argued that people sometimes fail to act in accordance with their rational understanding because emotions, desires, or impulses temporarily overpower reason.  in his view akrasia occurs when the rational part of the mind identifies the best course of action, but the non rational part disrupts this judgment and pulls behavior toward shot term gratification. This failure is not due to ignorance but to momentary inability to manage or correctly interpret ones emotional and motivation states. Earlier, Socrates debated whether akrasia was even possible, suggesting that if someone acted wrongly, it must be because they misunderstood what was truly good. Aristotle disagreed, emphasizing that people can genuinely know the right action yet still fail to follow it. He suggested that individuals often misjudge the force of their impulses, treating them as rational justifications in the moment.  This historical debate helped lay the foundation for modern psychological explanations. As contemporary theories echo Aristotle's insight showing the people frequently experience a conflict between reflective, long-term reasoning and immediate affect driven impulses and behavior often follows whichever system is the strongest in the moment.   (Bobonich & Destree, 2007). == Akrasia as a motivational and emotional conflict == '''Focus question''': what psychological processes contribute to akrasia and the conflict between long term and short term impulses? '''introduction to argument''' * Explain how akrasia arises from competing internal processes * Discuss the tension between long‑term goals and short‑term impulses. * describe long term and short term impulses/ goals are: ( I want to finish my degree vs I want to just relax right now) * immediate emotional or motivational states vs reflective value-based reasoning. * prioritisation of short term effective rewards even when they consciously prefer long term outcomes. this is especially true when tasks evoke discomfort. (reference) * Duel- proccess models: == Self‑regulation and self‑control == Explain all in relation to behaviours of akrasia * '''Failures in self‑regulation contribute to akrasia''': Conflict of internal systems (Reference/ Edit: Bella, A. F. (2023). Psychological underpinnings of akrasia: A new integrative framework based on self-regulation vulnerabilities and failures. ''New Ideas in Psychology'', ''70'', Article 101027. https://doi.org/10.1016/j.newideapsych.2023.101027) * '''Discuss ego depletion''': self control is a limited resource. ego depletion is the action of drawing on self control and will power from a limited source. (Reference: Baumeister, R. F., Bratslavsky, E., Muraven, M., & Tice, D. M. (1998). Ego Depletion: Is the Active Self a Limited Resource? ''Journal of Personality and Social Psychology'', ''74''(5), 1252–1265. https://doi.org/10.1037/0022-3514.74.5.12520. Inzlicht, M., & Schmeichel, B. J. (2012). What Is Ego Depletion? Toward a Mechanistic Revision of the Resource Model of Self-Control. ''Perspectives on Psychological Science'', ''7''(5), 450–463.)https://doi.org/10.1177/1745691612454134) * Provide examples of how these processes play out in everyday life. add figure / model {{Robelbox|theme=5|width=60%|title=1.1 - Module overview|iconwidth=47px|icon=Nuvola_apps_korganizer.svg}}<div style="{{Robelbox/pad}}"> <quiz display=simple> { Which subject best explains how failures in self regulation contribute to akrasia? } |type="()"} - Ego Depletion - Temporal discounting + Internal system conflict </quiz> </div> {{Robelbox-close}} == Motivational theories == * Explain how motivational deficits or conflicts lead to akrasia. [[File:Self-Determination-Theory-Visual 1.png|thumb|Figure 3: Self-Determination Theory visual diagram ]] ===== Discuss self‑determination theory: ===== * what is SDT? - autonomous motivation vs controlled motivation, akrasia is more likely when motivation is controlled.(reference: Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. ''Psychological Inquiry'', ''11''(4), 227–268. https://doi.org/10.1207/S15327965PLI1104-01 Ng, J. Y. Y., Ntoumanis, N., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Duda, J. L., & Williams, G. C. (2012). Self-Determination Theory Applied to Health Contexts: A Meta-Analysis. ''Perspectives on Psychological Science'', ''7''(4), 325–340. https://doi.org/10.1177/1745691612447309 ) {{RoundBoxTop|theme=5}} ''' Example scenario''' Annie really wants to get her psychology degree, but she finds studying difficult however she continues to engage and attend class to achieve her goal. She is pushing through a desire to disengage, procrastinate, and stop in order to feel a sense of achievement that she did herself. {{RoundBoxBottom}} *expectancy‑value theory: actions based an appraisal of successes (reference: Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81.https://doi.org/10.1006/ceps.1999.1015) *Show how motivation quality affects the likelihood of acting in line with long‑term goal * emotional avoidance: tasks that evoke frustration are avoided this is a form of regulation ( reference : De Castella, K., Platow, M. J., Tamir, M., & Gross, J. J. (2018). Beliefs about emotion: implications for avoidance-based emotion regulation and psychological health. ''Cognition and Emotion'', ''32''(4), 773–795. https://doi.org/10.1080/02699931.2017.1353485) <quiz display="simple"> {SDT is primarly concerned with ? :} - How rewards increase performance + How basic psychological needs influence motivation - How motivation shapes decision making {SDT views motivation as ?:} - A simple intrinsic/extinsic split - A set of unrelated catagories + A continuum from controlled to autonomous </quiz> == Reduction Techniques == Present practical, research‑supported strategies for reducing akrasia, Explain why each strategy works and how individuals can apply it: *Reducing cognitive load: working memory has a limited capacity so when this is reached tasks can become a source of impairment, techniques such as task chunking can help reduce the load. ( reference: Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. ''Cognitive Science'', ''12''(2), 257–285. https://doi.org/10.1207/s15516709cog1202_40 ) * Enhancing autonomous motivation : Autonomy supportive techniques that help enegemnt with tasks. (Reference: Reeve, J., & Jang, H. (2006). What Teachers Say and Do to Support Students’ Autonomy During a Learning Activity. ''Journal of Educational Psychology'', ''98''(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209 ) * goal‑setting theory: challenging akrasia ( reference: Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. ''The American Psychologist'', ''57''(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705) <quiz display="simple"> {Which technique would you use? :} - Reduction of cognitive load - Autonomous motivation - Goal Setting </quiz> == The Understanding of Psychological Science Of Akarsia and Support == '''Focus question''': what strategies are there to reduce to act of akrasia and act more consciously in line with their goals? * Explain how empirical findings support, challenge, or refine theoretical models * Show how integrated knowledge helps explain akrasia more accurately- akrasia isn't just simply putting off work it is a combination of many internal and external conflicts. . * Discuss implications for improving motivational and emotional lives. * {{RoundBoxTop|theme=5}} ADD scenario that follows up on jordans problem with a solutions based on principles discussed {{RoundBoxBottom}} ==Conclusion== * summarise the most important points in 3–5 sentences. * Align with subtitle and focus questions. * Highlight implications for personal growth and psychological wellbeing. * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2011/Self-determination theory|Self-determination theory]] (Book chapter, 2011) * [[wikipedia:Goal_setting|Goal setting]] (Wikipedia) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Bobonich C., & Destrée, P. (2007). Akrasia in Greek Philosophy: From Socrates to Plotinus. BRILL .106, 1-11. https://books.google.com.au/books?id=so097j_jPBsC&dq=akrasia+historical+background&lr=&source=gbs_navlinks_s Bella, A. F. (2023). Psychological underpinnings of akrasia: A new integrative framework based on self-regulation vulnerabilities and failures. New Ideas in Psychology, 70, Article 101027. https://doi.org/10.1016/j.newideapsych.2023.101027) Baumeister, R. F., et al. (1998). Ego depletion: Is the active self a limited resource? Journal of Personality and Social Psychology. DOI: https://doi.org/10.1037/0022-3514.74.5.1252 (doi.org in Bing) Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104-01 De Castella, K., Platow, M. J., Tamir, M., & Gross, J. J. (2018). Beliefs about emotion: implications for avoidance-based emotion regulation and psychological health. Cognition and Emotion, 32(4), 773–795. https://doi.org/10.1080/02699931.2017.1353485 Inzlicht, M., & Schmeichel, B. J. (2012). What Is Ego Depletion? Toward a Mechanistic Revision of the Resource Model of Self-Control. Perspectives on Psychological Science, 7(5), 450–463. https://doi.org/10.1177/1745691612454134 Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. The American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705) Reeve, J., & Jang, H. (2006). What Teachers Say and Do to Support Students’ Autonomy During a Learning Activity. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.20 Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015}} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://pmc.ncbi.nlm.nih.gov/articles/PMC3062191/ Cognitive neuroscience of self regulation failure] (National library of medicine) {{ic|This should be in references and cited}} * [https://www.youtube.com/watch?v=jHGFlyHnhFQ Self control and Akrasia] (YouTube) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-control]] hbpzae1hum835wh03ksoszpnf4r0kuv 2831751 2831734 2026-09-06T09:51:55Z U3269672 3105208 /* Akrasia as a motivational and emotional conflict */ 2831751 wikitext text/x-wiki {{title|Akrasia:<br>Why do people act against their better judgement?}} __TOC__ ==Overview== {{RoundBoxTop|theme=5}}'''Consider this scenario''' Jordan signed up for a gym membership at the start of the year, determined to improve his physical and mental health. He bought new workout clothes, saved a list of routines and even told his friends he was committed to exercising. But when his alarm goes off at 6:30am, he hits snooze, telling himself he will simply go after work instead. By 5:00pm, he's too tired to go. The idea of lifting weights is too emotionally heavy and stress inducing for him, so Jordan chooses to stay home and watch a TV show. Each time Jordan's alarm goes off, he ignores it, even though he knows that going to the gym is a healthy option and helps him gain confidence although the short-term comfort of staying at home outweighs those feelings. Jordan isn't lazy, he's experiencing akrasia, a predictable motivational and emotional conflict between long term goals and short-term impulses. {{RoundBoxBottom}} [[File:Woman Stressed At Work Illustration.jpg|thumb|Figure 1. A women experiencing stressful situation with conflicting priorities. ]] This Chapter explains and explore why people act against their better judgement. This will be described though psychological explanations of self-control and regulation, motivational deficits, and emotional avoidance. This phenomenon has been named Akrasia.   '''The problem''': Akrasia is a phenomenon many people experience. The problem with this is that it affects many areas of an individual's life such as academics, health choices, financial decisions, and relationships. This is because many people will intend to make choices that align with their values and goals yet often make choices that move them further away from them. This gap between intention and action can lead to issues with wellbeing and a sense of success in life.   Understanding akrasia is important because it undermines goal achievement, wellbeing, and personal goals.  It reflects the tension between reflective, value-based intentions and impulsive. Understanding the psychological science that undermines this concept is important because it provides tools for understanding the conflict by examining self-regulation and cognitive bias. This will also provide you some techiques to help reduce akrasia so you can reach the goals you have set. {{RoundBoxTop|theme=5}}'''Focus questions''' [[File:Crystal Clear app ktip.svg|left|20px|]] * What is akrasia? * What psychological processes contribute to akrasia and the conflict between long term and short term impulses? * How do motivation and emotion interact to influence why people act against their better judgement ? * What evidence based strategies can help people reduce akrasia and act more consistently in line with their goals ? {{RoundBoxBottom}} == Akrasia == ==== what is Akrasia ==== The term Akrasia refers to a psychological phenomenon of acting against one's better judgement, and psychological research explains it as a product of predictable conflicts within the human self-regulation systems. Rather than moral weakness, akrasia reflects a tension between reflective long-term intentions and immediate emotionally driven short term impulses. Studies in self-regulation highlight how failures in goal monitoring, susceptibility to short term rewards and recued sensitivity to long term consequences make an individual more likely to behave in ways that contradict their own considered goals. Motivation research further shows that hedonic impulses- such as seeking comfort or avoiding discomfort can overpower reflective decision making, producing patterns of self-indulgence or avoidance. Dialogical self-theory adds that akrasia can emerge from competing internal "voices" such as the disciplined self and the comfort seeking self, each shaped by social and cultural influences. Cognitive, emotional, and motivational processes are involved in this phenomenon. Together they contribute to the gap between intention and action that leads to what is described as Akasia.  [[File:Aristotle Altemps Inv8575.jpg|thumb|Figure 2. An image of Aristotle ]] ==== Historical background: where did the term Akrasia come from? ==== Akrasia originates from ancient Greek philosophy. particularly Aristotle, who used the term akrasia to describe " weakness of will" ect.. Describe what he argued about failure to understand emotions and impulses Historically, Akrasia has been recognized for thousands of years. The concept originates in ancient Greek philosophy, patricianly in the work of Aristotle, who used the term akrasia to describe "weakness of will" aristae argued that people sometimes fail to act in accordance with their rational understanding because emotions, desires, or impulses temporarily overpower reason.  in his view akrasia occurs when the rational part of the mind identifies the best course of action, but the non rational part disrupts this judgment and pulls behavior toward shot term gratification. This failure is not due to ignorance but to momentary inability to manage or correctly interpret ones emotional and motivation states. Earlier, Socrates debated whether akrasia was even possible, suggesting that if someone acted wrongly, it must be because they misunderstood what was truly good. Aristotle disagreed, emphasizing that people can genuinely know the right action yet still fail to follow it. He suggested that individuals often misjudge the force of their impulses, treating them as rational justifications in the moment.  This historical debate helped lay the foundation for modern psychological explanations. As contemporary theories echo Aristotle's insight showing the people frequently experience a conflict between reflective, long-term reasoning and immediate affect driven impulses and behavior often follows whichever system is the strongest in the moment.   (Bobonich & Destree, 2007). == Akrasia as a motivational and emotional conflict == '''Focus question''': what psychological processes contribute to akrasia and the conflict between long term and short term impulses? Akasia is easier to understand when it is framed as a psychological conflict between internal systems that operate according to different rules, time scales, and motivational priorities (Frederick, Loewenstein, & O’Donoghue, 2002). From a psychological perspective, long term goals are maintained by reflective value-based processes that rely on executive functioning, future planning and a coherent sense of identity- the part of the mind that says "finishing my degree matters for my future". These goals are cognitively effortful, meaning they require working memory, sustained attention, and the ability  to tolerate discomfort in the service of a future outcome. In constats short term impulses arise from fast, effect driven systems that priorates immediate emotional states. When someone feels tired, stressed or bored, the short-term system generates urges like " i just want to relax now". These impulses are not irrational; they are grounded in the brains reward circuitry, which is highly sensitive to immediate relief and comfort (Sirois & Pychyl,  (2013).   Psychology research shows that akrasia often occurs when tasks evoke negative affect, so states of anxiety, frustration, or uncertainty. Under these conditions people tend to priories short term affective rewards, such as relief from discomfort, even when they consciously prefer the long-term outcomes. This means that akrasia can serve as a mood repair strategy, where avoidance temporarily improves emotional states at the cost of long-term goals (Steel, P. (2007).   Dual process models explain this dynamic by distinguishing between two interacting systems: a fast automatic emotionally reactive system called system 1 and a slower, reflective and future oriented system called system 2. akrasia is when system 1 dominates behavior in the moment, overpowering the deliberate reasoning of system 2.  Factors such as cognitive load, stress, and emotional discomfort weaken reflective control, making impulsive choices more likely.  All this to say, akrasia is the outcome of how human motivational and emotional systems compete for behavioral control (Hofmann, Friese, & Strack, (2009).   == Self‑regulation and self‑control == Explain all in relation to behaviours of akrasia * '''Failures in self‑regulation contribute to akrasia''': Conflict of internal systems (Reference/ Edit: Bella, A. F. (2023). Psychological underpinnings of akrasia: A new integrative framework based on self-regulation vulnerabilities and failures. ''New Ideas in Psychology'', ''70'', Article 101027. https://doi.org/10.1016/j.newideapsych.2023.101027) * '''Discuss ego depletion''': self control is a limited resource. ego depletion is the action of drawing on self control and will power from a limited source. (Reference: Baumeister, R. F., Bratslavsky, E., Muraven, M., & Tice, D. M. (1998). Ego Depletion: Is the Active Self a Limited Resource? ''Journal of Personality and Social Psychology'', ''74''(5), 1252–1265. https://doi.org/10.1037/0022-3514.74.5.12520. Inzlicht, M., & Schmeichel, B. J. (2012). What Is Ego Depletion? Toward a Mechanistic Revision of the Resource Model of Self-Control. ''Perspectives on Psychological Science'', ''7''(5), 450–463.)https://doi.org/10.1177/1745691612454134) * Provide examples of how these processes play out in everyday life. add figure / model {{Robelbox|theme=5|width=60%|title=1.1 - Module overview|iconwidth=47px|icon=Nuvola_apps_korganizer.svg}}<div style="{{Robelbox/pad}}"> <quiz display=simple> { Which subject best explains how failures in self regulation contribute to akrasia? } |type="()"} - Ego Depletion - Temporal discounting + Internal system conflict </quiz> </div> {{Robelbox-close}} == Motivational theories == * Explain how motivational deficits or conflicts lead to akrasia. [[File:Self-Determination-Theory-Visual 1.png|thumb|Figure 3: Self-Determination Theory visual diagram ]] ===== Discuss self‑determination theory: ===== * what is SDT? - autonomous motivation vs controlled motivation, akrasia is more likely when motivation is controlled.(reference: Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. ''Psychological Inquiry'', ''11''(4), 227–268. https://doi.org/10.1207/S15327965PLI1104-01 Ng, J. Y. Y., Ntoumanis, N., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Duda, J. L., & Williams, G. C. (2012). Self-Determination Theory Applied to Health Contexts: A Meta-Analysis. ''Perspectives on Psychological Science'', ''7''(4), 325–340. https://doi.org/10.1177/1745691612447309 ) {{RoundBoxTop|theme=5}} ''' Example scenario''' Annie really wants to get her psychology degree, but she finds studying difficult however she continues to engage and attend class to achieve her goal. She is pushing through a desire to disengage, procrastinate, and stop in order to feel a sense of achievement that she did herself. {{RoundBoxBottom}} *expectancy‑value theory: actions based an appraisal of successes (reference: Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81.https://doi.org/10.1006/ceps.1999.1015) *Show how motivation quality affects the likelihood of acting in line with long‑term goal * emotional avoidance: tasks that evoke frustration are avoided this is a form of regulation ( reference : De Castella, K., Platow, M. J., Tamir, M., & Gross, J. J. (2018). Beliefs about emotion: implications for avoidance-based emotion regulation and psychological health. ''Cognition and Emotion'', ''32''(4), 773–795. https://doi.org/10.1080/02699931.2017.1353485) <quiz display="simple"> {SDT is primarly concerned with ? :} - How rewards increase performance + How basic psychological needs influence motivation - How motivation shapes decision making {SDT views motivation as ?:} - A simple intrinsic/extinsic split - A set of unrelated catagories + A continuum from controlled to autonomous </quiz> == Reduction Techniques == Present practical, research‑supported strategies for reducing akrasia, Explain why each strategy works and how individuals can apply it: *Reducing cognitive load: working memory has a limited capacity so when this is reached tasks can become a source of impairment, techniques such as task chunking can help reduce the load. ( reference: Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. ''Cognitive Science'', ''12''(2), 257–285. https://doi.org/10.1207/s15516709cog1202_40 ) * Enhancing autonomous motivation : Autonomy supportive techniques that help enegemnt with tasks. (Reference: Reeve, J., & Jang, H. (2006). What Teachers Say and Do to Support Students’ Autonomy During a Learning Activity. ''Journal of Educational Psychology'', ''98''(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209 ) * goal‑setting theory: challenging akrasia ( reference: Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. ''The American Psychologist'', ''57''(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705) <quiz display="simple"> {Which technique would you use? :} - Reduction of cognitive load - Autonomous motivation - Goal Setting </quiz> == The Understanding of Psychological Science Of Akarsia and Support == '''Focus question''': what strategies are there to reduce to act of akrasia and act more consciously in line with their goals? * Explain how empirical findings support, challenge, or refine theoretical models * Show how integrated knowledge helps explain akrasia more accurately- akrasia isn't just simply putting off work it is a combination of many internal and external conflicts. . * Discuss implications for improving motivational and emotional lives. * {{RoundBoxTop|theme=5}} ADD scenario that follows up on jordans problem with a solutions based on principles discussed {{RoundBoxBottom}} ==Conclusion== * summarise the most important points in 3–5 sentences. * Align with subtitle and focus questions. * Highlight implications for personal growth and psychological wellbeing. * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2011/Self-determination theory|Self-determination theory]] (Book chapter, 2011) * [[wikipedia:Goal_setting|Goal setting]] (Wikipedia) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Bobonich C., & Destrée, P. (2007). Akrasia in Greek Philosophy: From Socrates to Plotinus. BRILL .106, 1-11. https://books.google.com.au/books?id=so097j_jPBsC&dq=akrasia+historical+background&lr=&source=gbs_navlinks_s Bella, A. F. (2023). Psychological underpinnings of akrasia: A new integrative framework based on self-regulation vulnerabilities and failures. New Ideas in Psychology, 70, Article 101027. https://doi.org/10.1016/j.newideapsych.2023.101027) Baumeister, R. F., et al. (1998). Ego depletion: Is the active self a limited resource? Journal of Personality and Social Psychology. DOI: https://doi.org/10.1037/0022-3514.74.5.1252 (doi.org in Bing) Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104-01 De Castella, K., Platow, M. J., Tamir, M., & Gross, J. J. (2018). Beliefs about emotion: implications for avoidance-based emotion regulation and psychological health. Cognition and Emotion, 32(4), 773–795. https://doi.org/10.1080/02699931.2017.1353485 Inzlicht, M., & Schmeichel, B. J. (2012). What Is Ego Depletion? Toward a Mechanistic Revision of the Resource Model of Self-Control. Perspectives on Psychological Science, 7(5), 450–463. https://doi.org/10.1177/1745691612454134 Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. The American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705) Reeve, J., & Jang, H. (2006). What Teachers Say and Do to Support Students’ Autonomy During a Learning Activity. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.20 Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015}} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://pmc.ncbi.nlm.nih.gov/articles/PMC3062191/ Cognitive neuroscience of self regulation failure] (National library of medicine) {{ic|This should be in references and cited}} * [https://www.youtube.com/watch?v=jHGFlyHnhFQ Self control and Akrasia] (YouTube) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-control]] td74bk8yb14gs66dcg0fnf51ywndsi8 2831752 2831751 2026-09-06T09:57:16Z U3269672 3105208 /* References */ 2831752 wikitext text/x-wiki {{title|Akrasia:<br>Why do people act against their better judgement?}} __TOC__ ==Overview== {{RoundBoxTop|theme=5}}'''Consider this scenario''' Jordan signed up for a gym membership at the start of the year, determined to improve his physical and mental health. He bought new workout clothes, saved a list of routines and even told his friends he was committed to exercising. But when his alarm goes off at 6:30am, he hits snooze, telling himself he will simply go after work instead. By 5:00pm, he's too tired to go. The idea of lifting weights is too emotionally heavy and stress inducing for him, so Jordan chooses to stay home and watch a TV show. Each time Jordan's alarm goes off, he ignores it, even though he knows that going to the gym is a healthy option and helps him gain confidence although the short-term comfort of staying at home outweighs those feelings. Jordan isn't lazy, he's experiencing akrasia, a predictable motivational and emotional conflict between long term goals and short-term impulses. {{RoundBoxBottom}} [[File:Woman Stressed At Work Illustration.jpg|thumb|Figure 1. A women experiencing stressful situation with conflicting priorities. ]] This Chapter explains and explore why people act against their better judgement. This will be described though psychological explanations of self-control and regulation, motivational deficits, and emotional avoidance. This phenomenon has been named Akrasia.   '''The problem''': Akrasia is a phenomenon many people experience. The problem with this is that it affects many areas of an individual's life such as academics, health choices, financial decisions, and relationships. This is because many people will intend to make choices that align with their values and goals yet often make choices that move them further away from them. This gap between intention and action can lead to issues with wellbeing and a sense of success in life.   Understanding akrasia is important because it undermines goal achievement, wellbeing, and personal goals.  It reflects the tension between reflective, value-based intentions and impulsive. Understanding the psychological science that undermines this concept is important because it provides tools for understanding the conflict by examining self-regulation and cognitive bias. This will also provide you some techiques to help reduce akrasia so you can reach the goals you have set. {{RoundBoxTop|theme=5}}'''Focus questions''' [[File:Crystal Clear app ktip.svg|left|20px|]] * What is akrasia? * What psychological processes contribute to akrasia and the conflict between long term and short term impulses? * How do motivation and emotion interact to influence why people act against their better judgement ? * What evidence based strategies can help people reduce akrasia and act more consistently in line with their goals ? {{RoundBoxBottom}} == Akrasia == ==== what is Akrasia ==== The term Akrasia refers to a psychological phenomenon of acting against one's better judgement, and psychological research explains it as a product of predictable conflicts within the human self-regulation systems. Rather than moral weakness, akrasia reflects a tension between reflective long-term intentions and immediate emotionally driven short term impulses. Studies in self-regulation highlight how failures in goal monitoring, susceptibility to short term rewards and recued sensitivity to long term consequences make an individual more likely to behave in ways that contradict their own considered goals. Motivation research further shows that hedonic impulses- such as seeking comfort or avoiding discomfort can overpower reflective decision making, producing patterns of self-indulgence or avoidance. Dialogical self-theory adds that akrasia can emerge from competing internal "voices" such as the disciplined self and the comfort seeking self, each shaped by social and cultural influences. Cognitive, emotional, and motivational processes are involved in this phenomenon. Together they contribute to the gap between intention and action that leads to what is described as Akasia.  [[File:Aristotle Altemps Inv8575.jpg|thumb|Figure 2. An image of Aristotle ]] ==== Historical background: where did the term Akrasia come from? ==== Akrasia originates from ancient Greek philosophy. particularly Aristotle, who used the term akrasia to describe " weakness of will" ect.. Describe what he argued about failure to understand emotions and impulses Historically, Akrasia has been recognized for thousands of years. The concept originates in ancient Greek philosophy, patricianly in the work of Aristotle, who used the term akrasia to describe "weakness of will" aristae argued that people sometimes fail to act in accordance with their rational understanding because emotions, desires, or impulses temporarily overpower reason.  in his view akrasia occurs when the rational part of the mind identifies the best course of action, but the non rational part disrupts this judgment and pulls behavior toward shot term gratification. This failure is not due to ignorance but to momentary inability to manage or correctly interpret ones emotional and motivation states. Earlier, Socrates debated whether akrasia was even possible, suggesting that if someone acted wrongly, it must be because they misunderstood what was truly good. Aristotle disagreed, emphasizing that people can genuinely know the right action yet still fail to follow it. He suggested that individuals often misjudge the force of their impulses, treating them as rational justifications in the moment.  This historical debate helped lay the foundation for modern psychological explanations. As contemporary theories echo Aristotle's insight showing the people frequently experience a conflict between reflective, long-term reasoning and immediate affect driven impulses and behavior often follows whichever system is the strongest in the moment.   (Bobonich & Destree, 2007). == Akrasia as a motivational and emotional conflict == '''Focus question''': what psychological processes contribute to akrasia and the conflict between long term and short term impulses? Akasia is easier to understand when it is framed as a psychological conflict between internal systems that operate according to different rules, time scales, and motivational priorities (Frederick, Loewenstein, & O’Donoghue, 2002). From a psychological perspective, long term goals are maintained by reflective value-based processes that rely on executive functioning, future planning and a coherent sense of identity- the part of the mind that says "finishing my degree matters for my future". These goals are cognitively effortful, meaning they require working memory, sustained attention, and the ability  to tolerate discomfort in the service of a future outcome. In constats short term impulses arise from fast, effect driven systems that priorates immediate emotional states. When someone feels tired, stressed or bored, the short-term system generates urges like " i just want to relax now". These impulses are not irrational; they are grounded in the brains reward circuitry, which is highly sensitive to immediate relief and comfort (Sirois & Pychyl,  (2013).   Psychology research shows that akrasia often occurs when tasks evoke negative affect, so states of anxiety, frustration, or uncertainty. Under these conditions people tend to priories short term affective rewards, such as relief from discomfort, even when they consciously prefer the long-term outcomes. This means that akrasia can serve as a mood repair strategy, where avoidance temporarily improves emotional states at the cost of long-term goals (Steel, P. (2007).   Dual process models explain this dynamic by distinguishing between two interacting systems: a fast automatic emotionally reactive system called system 1 and a slower, reflective and future oriented system called system 2. akrasia is when system 1 dominates behavior in the moment, overpowering the deliberate reasoning of system 2.  Factors such as cognitive load, stress, and emotional discomfort weaken reflective control, making impulsive choices more likely.  All this to say, akrasia is the outcome of how human motivational and emotional systems compete for behavioral control (Hofmann, Friese, & Strack, (2009).   == Self‑regulation and self‑control == Explain all in relation to behaviours of akrasia * '''Failures in self‑regulation contribute to akrasia''': Conflict of internal systems (Reference/ Edit: Bella, A. F. (2023). Psychological underpinnings of akrasia: A new integrative framework based on self-regulation vulnerabilities and failures. ''New Ideas in Psychology'', ''70'', Article 101027. https://doi.org/10.1016/j.newideapsych.2023.101027) * '''Discuss ego depletion''': self control is a limited resource. ego depletion is the action of drawing on self control and will power from a limited source. (Reference: Baumeister, R. F., Bratslavsky, E., Muraven, M., & Tice, D. M. (1998). Ego Depletion: Is the Active Self a Limited Resource? ''Journal of Personality and Social Psychology'', ''74''(5), 1252–1265. https://doi.org/10.1037/0022-3514.74.5.12520. Inzlicht, M., & Schmeichel, B. J. (2012). What Is Ego Depletion? Toward a Mechanistic Revision of the Resource Model of Self-Control. ''Perspectives on Psychological Science'', ''7''(5), 450–463.)https://doi.org/10.1177/1745691612454134) * Provide examples of how these processes play out in everyday life. add figure / model {{Robelbox|theme=5|width=60%|title=1.1 - Module overview|iconwidth=47px|icon=Nuvola_apps_korganizer.svg}}<div style="{{Robelbox/pad}}"> <quiz display=simple> { Which subject best explains how failures in self regulation contribute to akrasia? } |type="()"} - Ego Depletion - Temporal discounting + Internal system conflict </quiz> </div> {{Robelbox-close}} == Motivational theories == * Explain how motivational deficits or conflicts lead to akrasia. [[File:Self-Determination-Theory-Visual 1.png|thumb|Figure 3: Self-Determination Theory visual diagram ]] ===== Discuss self‑determination theory: ===== * what is SDT? - autonomous motivation vs controlled motivation, akrasia is more likely when motivation is controlled.(reference: Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. ''Psychological Inquiry'', ''11''(4), 227–268. https://doi.org/10.1207/S15327965PLI1104-01 Ng, J. Y. Y., Ntoumanis, N., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Duda, J. L., & Williams, G. C. (2012). Self-Determination Theory Applied to Health Contexts: A Meta-Analysis. ''Perspectives on Psychological Science'', ''7''(4), 325–340. https://doi.org/10.1177/1745691612447309 ) {{RoundBoxTop|theme=5}} ''' Example scenario''' Annie really wants to get her psychology degree, but she finds studying difficult however she continues to engage and attend class to achieve her goal. She is pushing through a desire to disengage, procrastinate, and stop in order to feel a sense of achievement that she did herself. {{RoundBoxBottom}} *expectancy‑value theory: actions based an appraisal of successes (reference: Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81.https://doi.org/10.1006/ceps.1999.1015) *Show how motivation quality affects the likelihood of acting in line with long‑term goal * emotional avoidance: tasks that evoke frustration are avoided this is a form of regulation ( reference : De Castella, K., Platow, M. J., Tamir, M., & Gross, J. J. (2018). Beliefs about emotion: implications for avoidance-based emotion regulation and psychological health. ''Cognition and Emotion'', ''32''(4), 773–795. https://doi.org/10.1080/02699931.2017.1353485) <quiz display="simple"> {SDT is primarly concerned with ? :} - How rewards increase performance + How basic psychological needs influence motivation - How motivation shapes decision making {SDT views motivation as ?:} - A simple intrinsic/extinsic split - A set of unrelated catagories + A continuum from controlled to autonomous </quiz> == Reduction Techniques == Present practical, research‑supported strategies for reducing akrasia, Explain why each strategy works and how individuals can apply it: *Reducing cognitive load: working memory has a limited capacity so when this is reached tasks can become a source of impairment, techniques such as task chunking can help reduce the load. ( reference: Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. ''Cognitive Science'', ''12''(2), 257–285. https://doi.org/10.1207/s15516709cog1202_40 ) * Enhancing autonomous motivation : Autonomy supportive techniques that help enegemnt with tasks. (Reference: Reeve, J., & Jang, H. (2006). What Teachers Say and Do to Support Students’ Autonomy During a Learning Activity. ''Journal of Educational Psychology'', ''98''(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209 ) * goal‑setting theory: challenging akrasia ( reference: Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. ''The American Psychologist'', ''57''(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705) <quiz display="simple"> {Which technique would you use? :} - Reduction of cognitive load - Autonomous motivation - Goal Setting </quiz> == The Understanding of Psychological Science Of Akarsia and Support == '''Focus question''': what strategies are there to reduce to act of akrasia and act more consciously in line with their goals? * Explain how empirical findings support, challenge, or refine theoretical models * Show how integrated knowledge helps explain akrasia more accurately- akrasia isn't just simply putting off work it is a combination of many internal and external conflicts. . * Discuss implications for improving motivational and emotional lives. * {{RoundBoxTop|theme=5}} ADD scenario that follows up on jordans problem with a solutions based on principles discussed {{RoundBoxBottom}} ==Conclusion== * summarise the most important points in 3–5 sentences. * Align with subtitle and focus questions. * Highlight implications for personal growth and psychological wellbeing. * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2011/Self-determination theory|Self-determination theory]] (Book chapter, 2011) * [[wikipedia:Goal_setting|Goal setting]] (Wikipedia) * [[wikipedia:Motivation|Motivation]] (Wikipedia) ==References== {{Hanging indent|1= Bobonich C., & Destrée, P. (2007). Akrasia in Greek Philosophy: From Socrates to Plotinus. BRILL .106, 1-11. https://books.google.com.au/books?id=so097j_jPBsC&dq=akrasia+historical+background&lr=&source=gbs_navlinks_s Bella, A. F. (2023). Psychological underpinnings of akrasia: A new integrative framework based on self-regulation vulnerabilities and failures. New Ideas in Psychology, 70, Article 101027. https://doi.org/10.1016/j.newideapsych.2023.101027) Baumeister, R. F., et al. (1998). Ego depletion: Is the active self a limited resource? Journal of Personality and Social Psychology. DOI: https://doi.org/10.1037/0022-3514.74.5.1252 (doi.org in Bing) Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104-01 De Castella, K., Platow, M. J., Tamir, M., & Gross, J. J. (2018). Beliefs about emotion: implications for avoidance-based emotion regulation and psychological health. Cognition and Emotion, 32(4), 773–795. https://doi.org/10.1080/02699931.2017.1353485 Frederick, S., Loewenstein, G., & O’Donoghue, T. (2002). Time discounting and time preference: A critical review. Journal of Economic Literature, 40(2), 351–401. https://doi.org/10.1257/002205102320161311 Hofmann, W., Friese, M., & Strack, F. (2009). Impulse and self-control from a dual-systems perspective. Perspectives on Psychological Science, 4(2), 162–176. https://doi.org/10.1111/j.1745-6924.2009.01116.x Inzlicht, M., & Schmeichel, B. J. (2012). What Is Ego Depletion? Toward a Mechanistic Revision of the Resource Model of Self-Control. Perspectives on Psychological Science, 7(5), 450–463. https://doi.org/10.1177/1745691612454134 Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. The American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705) Reeve, J., & Jang, H. (2006). What Teachers Say and Do to Support Students’ Autonomy During a Learning Activity. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.20 Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4 Sirois, F. M., & Pychyl, T. A. (2013). Procrastination and the priority of short-term mood regulation: Consequences for future self. Personality and Individual Differences, 55(6), 653–658. https://doi.org/10.1016/j.paid.2013.06.011 Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015}} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://pmc.ncbi.nlm.nih.gov/articles/PMC3062191/ Cognitive neuroscience of self regulation failure] (National library of medicine) {{ic|This should be in references and cited}} * [https://www.youtube.com/watch?v=jHGFlyHnhFQ Self control and Akrasia] (YouTube) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-control]] q49otlq7vycns1668wh8pajveybiwvt 0 331021 2831673 2829263 2026-09-06T07:48:26Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831673 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}}[[Image:Crystal Clear app help index.svg|left|50px]] ''' Post-Traumatic Stress Disorder (PTSD) {{ic|APA style uses lower case for names of disorders}}: What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] <br> * PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). * PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). * In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). * Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). Figure 1 caption highlights the 2024 global impact of PTSD, with the Wikimedia Commons picture also displaying some, albeit dated (2004) but informative distribution data.{{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} [[w:Post-traumatic_stress_disorder|Post-Traumatic Stress Disorder]] (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is largely shaped by [[w:Emotional_dysregulation|emotional dysregulation]], in which individuals struggle to manage intense adverse feelings such as guilt, fear, or shame (Westphal et al., 2017). These can trigger a destructive cycle of [[Cognitive psychology|cognitive]] and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[w:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[w:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How can immersive therapies influence the emotional processes underlying PTSD? * How do immersive programs translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == Why is emotional processing important in PTSD? == PTSD frequently develops after exposure to severe or life-threatening trauma and it is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria. Sufferers experience chronic hyper-vigilance, mental hyper arousal and a disruption to executive and emotional processing systems (Kukharuk et al., 2025; Osman et al., 2016). {{RoundBoxTop|theme=3}} ;Predict the outcome Andriy*, a soldier with PTSD encounters a violent, trauma-related image. Andriy expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ </div> {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;">''Keep your thoughts in mind as you read the chapter below and explore the evidence for these mechanisms, and their role in immersive PTSD treatment''. * A fictional name assigned for the learning scenario. </div> {{RoundBoxBottom}} === Understanding PTSD and emotions === PTSD is characterised by difficulty in adaptively processing traumatic events. This disruption contributes to symptoms such as intrusive memories, flashbacks and nightmares, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 2 (Felemban et al., 2026; López-Ojeda & Hurley, 2022). [[File:PTSD.png|left|thumb|'''Figure 2.''' PTSD can have a deep and lasting impact on our emotions.]] To manage this intense physiological and emotional stress, many individuals will adopt cognitive and behavioural avoidance as a primary defence mechanism (López-Ojeda & Hurley, 2022). While this avoidance approach may produce short-term relief from acute anxiety, it prevents the cognitive and emotional exposure to the trauma event, something that psychologists believe is important to help integrate the trauma. (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Instead of helping to resolve the distress, the act of avoidance helps to freeze the traumatic memory network, in turn ensuring that intrusive trauma reminders such as flashbacks, continue to trigger extreme levels of distress and fear (Vermetten, Burback, et al., 2025b). López-Ojeda and Hurley (2022) This suggests that effective adaptive emotional processing is essential because, without it, the underlying fear conditions remain, trapping the individual in a state of chronic stress. Empirical evidence supports this relationship. In a 2025 study of Danish military veterans (''n''=142), regression analysis demonstrated that emotional regulation difficulties explained an additional 28% of the variance in perceived PTSD symptoms, including the non-acceptance of emotional responses, the lack of access to treatment strategies, and impulse control difficulties. When combined with [[w:Comorbidity|comorbid]] symptoms, these emotional factors accounted for 52% of the variance in PTSD severity (''F''(13,92) = 9.58, ''p'' <0.001). Impulse control difficulties (ß = 0.32'', p'' = 0.005) and non-acceptance of emotional responses (ß = 0.20'', p'' = 0.05) were among the strongest predictors (Elklit & Dahl, 2025). === Why treatment can be difficult === Facilitating emotional processing in clinical settings can be challenging. Traditional trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) or [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) require PTSD patients to actively engage with highly traumatic and distressing memories in order to generate and promote fear extinction (van Toorenburg et al., 2020). However, because trauma memories are often distressing, many patients find themselves unable to tolerate the emotional exposure and memory activation required for this therapeutic change. (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This difficulty then contributes to treatment resistance, non-response and attrition. Research reports that 39.2% of patients fail to respond to standard trauma-focused therapy, while dropout rates range between 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). This avoidance will be context dependent, however contemporary literature involving military veterans with PTSD suggests that it is compounded by some age dependent factors and comorbid behaviours; younger patients facing heightened symptom severity when the trauma is central to their personal identity, while others turn to poor diet or coping orientated substance abuse to suppress negative emotions, which in turn leads to a further decline in emotional regulation ability (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] further complicates clinical engagement. Historically, psychological theory views baseline emotional [[File:UC PhD VR study.png|right|thumb|'''Figure 3.''' PhD work by R. Selvakumaran at the University of Canberra explores cultural and linguistic factors using the US ''Braveheart'' system and Australian veterans and first responders.]] regulation difficulties as a major barrier to effective trauma processing, requiring a lengthy stabilisation phase before treatment (van Toorenburg et al., 2020). However, van Toorenburg et al. (2020) suggest that recent research indicates that emotion regulation is not a fixed limitation, but has a degree of dynamic capacity. Instead, standard trauma-focused treatments may directly improve emotion regulation as a natural consequence of successful memory processing. This suggests that the primary difficulty in PTSD treatment is not patients lacking emotional regulatory skills. Instead, it is more about the therapy mechanism of helping the patient safely approach and process the traumatic memory itself (van Toorenburg et al., 2020). Cultural context is also an important factor in why treatment can be difficult. Doctoral work is underway at the [[University of Canberra]], exploring and addressing cultural localisation and integrating cognitive rehabilitation into immersive therapy. As depicted in Figure 3, this includes future clinical trials based on the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> VRET platform, using Australian military veterans with different operational backgrounds and rules of engagement than their United States counterparts (Selvakumaran, 2025). This helps advance a new frontier in precision mental health by integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation. This supports motor acuity and improved physical and emotional regulation (Selvakumaran, 2025). === Why avoidance matters === Avoidance is a central psychological mechanism that maintains PTSD. Trauma reminders can trigger powerful emotional activations, leading individuals to avoid thoughts, feelings, places or situations associated with the traumatic event (López-Ojeda & Hurley, 2022). While this immediate avoidance behaviour can create short-term relief, it reinforces an avoidance cycle and corresponding avoidance behaviour (López-Ojeda & Hurley, 2022). The treatment effect of this behaviour is that the avoidance cycle blocks opportunities for corrective learning. As the individual cannot confront the trauma trigger in a safe environment, the brain cannot experience a prediction error and learn that a threat is no longer present. Consequently, the threat perception and threat response remain persistent within the PTSD patient, perpetuating the PTSD symptoms indefinitely. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). Immersive therapies theory seeks to disrupt the self-reinforcing avoidance cycle by establishing a controlled, supportive therapy and digital environment. By helping patients safely confront trauma cues, the immersive approach is theorised to encourage active coping behaviour and facilitate precise emotional confrontation and memory reconsolidation (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b).    == How can immersive therapies influence emotional processes? == Developments in immersive PTSD treatments represent a notable shift from traditional approaches to psychological trauma care. Rather than relying on sedentary, largely passive therapeutic environments, these interventions shift clinical practice toward active, embodied, highly interactive, and engaging contexts (van Gelderen et al., 2018). To understand how these emerging interventions alter emotional responses and behaviours, it is necessary to examine three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, it begins to capture the participant’s visceral and cognitive focus by limiting distractions and developing a state of physical and mental engagement (Macey et al., 2026). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). In active immersive therapies such as 3MDR, physically walking toward a virtual trauma reminder can alter the patient’s appraisal of safety, promoting associative memory access and facilitating open-ended divergent thinking patterns that disrupt previously learned rigid, repetitive trauma loops (van Gelderen et al., 2018). === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === Immersive therapy methodologies can now leverage the latest advances in technology, including artificial intelligence and processing power reflected in [[w:Extended_reality|extended reality]] (XR) platforms. These platforms encompass [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), which allow customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). [[File:XR and Human Senses.png|right|thumb|'''Figure 4.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]] This XR digital ecosystem, as depicted above in Figure 4, now supports two primary clinical therapy applications: Virtual Reality Exposure Therapy (VRET) and Multi-Modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) (de Haart et al., 2026; Felemban et al., 2026). VRET allows therapists to reconstruct traumatic scenarios in safe, graded and controlled environments. At the same time, 3MDR expands this framework by introducing side-by-side, active partnership, where a patient walks on a treadmill facing a panoramic virtual display rather than sitting with a clinician. This sensory activation creates a profound prediction error, a mismatch between the anticipated, catastrophic, life-threatening event and the actual reality of a safe clinical environment. This destabilises the traumatic memory, allowing successful memory reconsolidation work to occur (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Emotional processing and PTSD === From a clinical perspective, PTSD can be characterised by [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], where, amongst broader symptoms, individuals lose the capacity to modulate intense feelings of guilt, fear and shame(Elklit & Dahl, 2025). Westphal et al. (2017)This suggests the regulatory deficit forces individuals to adopt narrow, highly avoidant coping strategies, leaving what military veterans might describe as being trapped in persistent states of ‘''[[w:Combat_readiness|combat readiness]]’''. This state of chronic sensory and emotional arousal is maintained because traumatic memories remain isolated from the brain’s executive networks (Westphal et al., 2017).  Successful therapeutic emotional recovery requires activating the Traumatic Memory Network (TMN), engaging the brain’s [[w:Salience_network|salience]] and central executive networks (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). The immersive therapies outlined above achieve this TMN activation by delivering highly personalised cues, including patient-selected images and music. These cues help safely activate and retrieve trauma memory and initiate positive emotional processing (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). === Avoidance and emotional confrontation === Behavioural and cognitive avoidance are the primary barriers to trauma recovery as they prevent corrective, safe information from being incorporated into the trauma network (van Gelderen et al., 2018). Immersive therapies attempt to bypass this self-reinforcing avoidance cycle by establishing activating, side-by-side coaching partnerships with the clinician and patient (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b).  Figure 5, below, contrasts the avoidance cycle with new processing outcomes. In 3MDR therapy, patients harnessed to a treadmill and walking towards a visual scene functions as a literal Fear Antagonistic Action (FAA) (de Haart et al., 2026). By physically walking towards the trauma stimulus rather than pulling away, patients engage in active approach behaviour. This helps dilute the natural tendency to avoid distress and serves to convert a state of passive helplessness into one of active, empowered participation (de Haart et al., 2026; van Gelderen et al., 2018).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 5'''. Highlights the typical flow of an avoidance cycle and the anticipated positive responses generated via immersive therapies. Based on concepts introduced in journal articles by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] {{RoundBoxTop|theme=2}}'''Moving from emotional avoidance to emotional processing.''' People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === Immersive therapy builds on traditional exposure therapy theory by facilitating inhibitory learning, a process in which the patient develops a new, safe association that actively suppresses the original conditioned fear response (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). To optimise fear extinction, clinical sessions use extended reality environments to maximise the prediction errors generated for the patient by disconfirming the patient’s catastrophic expectations (de Haart et al., 2026). As evidence that it is the psychological mechanism involved that is driving fear extinction, discuss traditional exercise-augmentation literature, which suggests moderate-to-high-intensity physical activity is required to consolidate extinction learning by stimulating [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); however, low-intensity walking in 3MDR therapy (< 4 km/h) is ineffective for generating BDNF secretion. This suggests that different mechanisms of action may be involved, with benefits primarily driven by the behavioural approach of Fear Augmenting Actions and the cognitive restructuring that occurs. === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === Traumatic memories retrieved in a safe, highly immersive context can enter a [[wikipedia:Lability|labile]] '','' or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory, during which introducing safe, supportive contextual information allows the memory to be reconsolidated in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed during retrieval, 3MDR will use dual-attention tasks such as tracking an oscillating ball (see example in Figure 6). This dual task intentionally taxes the patient’s limited working memory resources and can help reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). As memory processing occurs, some emerging research suggests that linguistic shifts also become observable (Vermetten, Barcaro, et al., 2025a). Through [[wikipedia:Affect_labeling|affective labelling]] visceral feelings such as GUILT are projected into text, patients display substantive cognitive reorganisation. Across successive 3MDR sessions, objective [[wikipedia:Marker_(linguistics)|linguistic markers]] indicated a shift from past-tense trauma narratives to present-tense verb use. This was also accompanied by a steady increase in sentence word counts, demonstrating a renewed ability to articulate emotional states and integrate traumatic moments into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == How do immersive programs translate psychological mechanisms into treatment? == Immersive therapies help translate or facilitate psychological change by serving as a medium for Emotional Processing Theory and inhibitory learning (López-Ojeda & Hurley, 2022; Vermetten, Burback, et al., 2025b). Within these highly controlled clinical environments, patients can be systematically exposed to trauma cues that provide specific discomfort to the individual undergoing treatment. This exposure helps disconfirm existing threat expectations and overcome cognitive and behavioural barriers such as active resistance or amnesia, which have been associated with barriers in traditional therapies (Macey et al., 2026; Wiederhold & Wiederhold, 2025). Addressing these treatment barriers is important for any PTSD population, but in the literature concerning military populations, it appears particularly critical, as they suffer high psychotherapy failure rates. van Gelderen et al. (2018) cite two-thirds of veterans retaining a PTSD diagnosis after standard treatments and clinical dropout rates of up to 78%. Immersive therapies such as the virtual reality ones discussed above can tailor increasingly specific, patient-selected trauma cues to enhance memory accessibility by enabling precise retrieval of traumatic memory networks (Vermetten, Burback, et al., 2025b). === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === The virtual reality exposure therapy (VRET) reconstructs traumatic events within a safe, structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). By delivering the tailored trauma stimulus, VRET can bypass imagination challenges such as emotional numbing or amnesia that would typically prevent a PTSD patient from successfully engaging in traditional image exposure therapy (Macey et al., 2026). Meta-analysis of the clinical efficacy of VRET points to substantial within-group PTSD symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD]] Scale (CAPS) and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). In practical terms, these scales typically view score changes of +/-10-20 points as clinically significant and could mean the difference between a patient suffering severe functional impairment and one with mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  While comparative effects against active PTSD treatments remain modest, VRET appears to present a highly engaging alternative to conventional treatment options (Felemban et al., 2026) === Presence and emotional activation === VR's distinguishing therapeutic power is its ability to use a virtual environment to generate a presence effect, or the psychological illusion of being there. Multisensory technology can then amplify this state, as shown in Figure 3, by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This multisensory immersion triggers controlled emotional activation, which is theorised to allow patients to achieve psychological habituation by virtually transferring the avoided traumatic emotions into a safe space (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022). Accordingly, improved emotion regulation can then act as a precursor to optimism. This, according to the positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]], creates a positive dynamic spiral of emotional states that expands an individual’s cognitive flexibility and actively reinforces the recovery process (Fredrickson, (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). === 3MDR === Multi-modal Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) takes elements of the established VR construct and introduces a highly activating context. It is designed to transform treatment from a sedentary, face-to-face environment into a side-by-side, mobile partnership in which the PTSD patient and the clinical therapist face the virtual display and events together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). The intervention therapy is based around a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). Recent research suggesting the approach may have some breakthrough potential for treatment-resistant PTSD; 3MDR demonstrating non-inferiority with large effect sizes from pre-treatment to six months (''n''=134, ''d''=1.0) and high acceptability reflected in a dropout rate 7-20% which in military populations is low in comparison to drop out rates up to 48% (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b) === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === Emotional activation is the psychological outcome of embodied cognition, where mind-body interactions with the environment can modify cognitive states. Treadmill walking towards a trauma stimulus serves as the fear-antagonistic action, which in turn converts passive avoidance into an active approach behaviour (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). This movement towards the active approach generates immediate neurocognitive stress responses that include bypassing severe avoidance behaviours and boosting divergent thinking approaches, which can disrupt rigid and repetitive trauma narratives (Boska et al., 2025; Osman et al., 2016; van Gelderen et al., 2018). Behaviour change in recovery is also reflected in positive linguistic shifts, as discussed previously. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} == What are the effects of immersive therapy? == Immersive therapies show cognitive and empirical gains by systematically reducing symptom severity, enhancing emotional engagement, and disrupting [[w:Maladaptation|maladaptive]], self-reinforcing avoidance cycles (Lopes et al., 2025). By fostering a powerful sense of presence, these immersion technologies help facilitate fear extinction and memory reconsolidation (Lopes et al., 2025). On a cognitive level, treadmill-assisted therapy helps creative divergent thinking and break free of negative and repetitive trauma narratives. At the same time, multisensory virtual environments (particularly audio, visual, and haptic) can produce notable and sustained clinical improvements (Lopes et al., 2025). Table 1, below, summarises the main effects and psychological mechanisms referenced in this wiki page. '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable" | style="vertical-align:top" |'''Clinical Dimension''' | style="vertical-align:top" |'''Traditional Trauma-Focused Exposure''' | style="vertical-align:top" |'''Immersive and Motion Assisted Approaches''' | style="vertical-align:top" |'''Psychological Mechanism''' |- | style="vertical-align:top" |'''Therapeutic Context''' | style="vertical-align:top" |'''''Sedentary'''''. Face to face, seated, verbally describes trauma. | style="vertical-align:top" |'''''Activating.''''' Dynamic, multi-sensory environment. | style="vertical-align:top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' '''''Fear Extinction'''''. |- | style="vertical-align:top" |'''Imagery & sensory delivery''' | style="vertical-align:top" |'''''Imaginary Retrieval''''' Patient capacity to recall and describe event | style="vertical-align:top" |'''''Multisensory Immersion''''' Cues can be highly tailored to individual scenario. Clinician is aware. | style="vertical-align:top" |'''''External Scaffolding.''''' Bypasses internal barriers by using sensory cues to activate memory networks. |- | style="vertical-align:top" |'''Narrative and Cognitive Processing''' | style="vertical-align:top" |'''''Convergent processing.''''' Repeated narration, fear habituation and cognitive restructuring. | style="vertical-align:top" |'''''Active Narrative Processing.''''' Interactive, real-time approach using affective labelling and dual attention tasks. | style="vertical-align:top" |'''''Working Memory Tax.''''' High sensory overload and dual attention tasks tax working memory, reducing vividness and emotional intensity. |- | style="vertical-align:top" |'''Targeting Complex Trauma''' | style="vertical-align:top" |'''''Fear Centric.''''' Standard treatments targets fear extinction, which can be less effective for non-fear-based trauma. | style="vertical-align:top" |'''''Symbolic.''''' Uses customised scenarios and stimuli adapted to the individual. | style="vertical-align:top" |'''''Value Based Integration.''''' Both use therapist-patient approach, however immersive environments such as 3MDR allow clinician to be side by side. |- | style="vertical-align:top" |'''Clinical Engagement and Adherence''' | style="vertical-align:top" |'''''Attrition.''''' Sedentary imaginal exposure can have high dropout rates ranging from 16-48%. | style="vertical-align:top" |'''''Acceptability.''''' The tailored, digital environments appear to have some success in resistant PTSD. Are attractive and generated lower dropout rates 7-20%. | style="vertical-align:top" |'''''Sustained Motivation.''''' Combination of controllable, immersive environment that increases the sense of presence and safety. |- | style="vertical-align:top" |'''Efficacy''' | style="vertical-align:top" |'''''Subjective Monitoring.''''' Progress measured through clinician observation and patient self-reports. | style="vertical-align:top" |'''''Multi-Modal Verification.''''' Ability to integrate real time physiological indicators and add to traditional metrics. | style="vertical-align:top" |'''''Autonomic Habituation''''' |} === What are the costs and limitations? === The ability to translate small immersion trials into mainstream PTSD treatment options remains limited by high degrees of methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, a lack of long-term data and generalisability issues (Felemban et al., 2026). In addition, practical disruptions such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Extended reality structural obstacles such as workforce training and the costs of equipment acquisition and technology sustainment must also be considered. Basic VR systems had estimated annual costs of around US$3,500 per provider headset per year, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). For example, in the [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]], VR testing was limited to five localised medical centres in 2017 but has since scaled to over 154 centres and 2,300 trained staff. While early spending on these environments was targeted at PTSD treatments, current funding cycles include over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). These growing treatment interventions and trends have also been the subject of financial analysis, with market research suggesting the global market for PTSD virtual reality therapy was approximately US$1.59 billion in 2025 and is forecast to reach US$5.94 billion by 2032 (Stratistics MRC, 2025). The main factors driving this increase are growing awareness of mental health issues (Driver), the absence of standard clinical protocols (Restraint), and regional differences (Threat). The exposure therapy segment is expected to be the largest growth segment, with the civilian trauma segment predicted to be the fastest-growing (Stratistics MRC, 2025). Ultimately, these limitations, challenges and forecasts all point to a paradigm shift, one that is moving away from a narrow, disease model of symptom reduction, towards one of holistic wellness. One that prioritises post-traumatic growth, positive emotional values and regaining optimism as benchmarks of trauma recovery (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). {{RoundBoxTop|theme=2}} '''Scenario: The Hotspots of War; Ukraine War: an applied 3MDR example''' Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you '''SEE''' in the picture? 2. What does the picture '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 6.''' Andriy, alongside his therapist, moves through his 3MDR treatment, integrating multi-sensory input and motion while harnessed to a treadmill. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *''Andriy is a fictional name used for this Wiki scenario and given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == PTSD can have devastating effects on individuals and their wider family and social networks. Trauma can be caused by a range of factors in both civilian and military contexts. PTSD disrupts the ability for effective emotional processing, trapping individuals in self-reinforcing cycles of avoidance. Immersive therapies such as VR and 3MDR help break this cycle by shifting clinical therapy approaches from passive, sedentary activities to active, embodied behaviours. Immersive technologies are only therapy delivery tools; they are not the psychological mechanisms that drive emotional and physical change. The core psychological mechanisms include inhibitory learning, which disconfirms threat appraisals and expectations and thereby maximises prediction error.  Working memory taxation, involving dual-attention tasks that compete for limited cognitive resources, serves as a mechanism to reduce the vividness of trauma memories. Memory reconsolidation mechanisms, driven by prediction error and memory taxation, then allow memories to be retrieved in a more labile, malleable state. These emotional mechanisms are also enabled by embodied cognition, which leverages physical movement on treadmills towards a threat to alter the internal threat assessments and generate divergent thinking.   While the empirical evidence appears to show positive and substantial symptom reduction as reflected above in traditional PTSD scores (CAPS and PCL-5) and the lower therapy attrition rates, there are limitations and challenges. The ability to transfer these immersive therapies into mainstream PTSD treatment remains challenged by small sample sizes, procedural heterogeneity, and a lack of long-term data. However, the increasing deployment of immersive capabilities by large government departments such as the US Department of Veterans Affairs, and their anticipated growth to 2032, as shown above, demonstrate confidence and willingness to invest in the capability. Demonstrating in a rigorous, scientific manner why these immersive therapies work will be an important piece of work if PTSD therapies are to ensure they are not applying false generalisations and wasting resources on unproven outcomes. The shift away from a disease model to one of holistic wellness is positive. By prioritising a focus on post-traumatic growth and helping people living with PTSD regain that vital sense of optimism, immersive therapies such as VR and 3MDR can help PTSD patients actively re-write their trauma networks, transitioning from passive victims to active participants in their recovery journey. This brings human, financial, and productivity benefits for the individual, their families, and the broader community. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == {{ic|Add bullet points and rename links; add Wikipedia links}} [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Book Chapter) == References == {{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., & Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. NEJM Catalyst Innovations in Care Delivery, 5(4). https://doi.org/10.1056/cat.23.0356 Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. Military Psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7 Elklit, A., & Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. Scandinavian Journal of Military Studies, 8(1), 308-326. https://doi.org/10.31374/sjms.264 Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., & Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. Frontiers in Psychiatry, 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109 Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218 Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., & Sun, C. (2018). Virtual reality clinical research: Promises and challenges. JMIR Serious Games, 6(4), e10839. https://doi.org/10.2196/10839 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Lewis, C., Roberts, N. P., Andrew, M., Starling, E., & Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. European Journal of Psychotraumatology, 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633 Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., & Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In Proceedings of the 17th International Conference on Quality of Multimedia Experience (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244 Macey, A.-L., Macey, J., & Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. Interacting with Computers, 29, 1-20. https://doi.org/10.1093/iwc/iwag029 Niles, B., Lang, A., & Olff, M. (2023). Complementary and integrative interventions for PTSD. European Journal of Psychotraumatology, 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military Psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In Proceedings of the 27th International Conference on Multimodal Interaction (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826 Stratistics MRC. (2025). Virtual reality therapy for PTSD market forecasts to 2032: Global analysis by component (hardware, software and service), therapy type, application, end user and by geography. https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military Psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and Clinical Psychopharmacology, 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == {{ic|Add bullet points, hyperlink name of link, including source in parentheses}} '''Web:''' National Center for PTSD (USA) https://www.ptsd.va.gov/index.asp '''Web:''' VA Immersive Pilot Programs & Collaborations<nowiki/>https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html '''Web:''' Australian Government Health advice - PTSD https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd '''Web:''' Australian Royal Commission into Defence and Veteran Suicide: Final Report<nowiki/>https://defenceveteransuicide.royalcommission.gov.au/publications/final-report '''Podcast:''' Post-traumatic stress disorder (PTSD)https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c '''Video:''' 3MDR: Virtual reality treatment for veterans with PTSD https://www.youtube.com/watch?v=bD43R_oa6qo '''Video:''' VR Exposure for Combat PTSD with EMDR Integration https://www.youtube.com/watch?v=jL2bKmniMTc '''Final Report:''' Randomised control trial of 3MDR for treatment of resistant PTSD in military veterans<nowiki/>https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy]] [[Category:Motivation and emotion/Book/Trauma]] mxki11q4qf3hcea2zi6nrbday8rj0ht 0 331023 2831672 2824285 2026-09-06T07:46:43Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831672 wikitext text/x-wiki {{title|Sex differences in sexual arousal patterns:<br>How do patterns of sexual arousal differ between males and females? }} == Overview == {{RoundBoxTop|theme=4}} [[File:ChatGPT Image Aug 18, 2026, 10 10 45 PM.png|left|thumb|150px|'''Figure 1'''. Image depicting sexual arousal between a female and male]] Think, Emma and Daniel have been dating for several months. They are attracted to each other, but their sexual desire emerge differently. Daniel is often aroused by Emma at the simple sight of her. Early in the relationship, Daniel was finding that it was taking longer for Emma to be sexually interested in him and thought that Emma was less attracted to him. Emma explains that she is attracted to him, but her arousal tends to build in response to how he treats her. One question you may ask yourself to better understand your partner: Do females and males experience sexual arousal differently and if so, how? {{RoundBoxBottom}} __TOC__ ''Explanation of the problem, issue, or topic: Briefly explain the problem, why it is important, and outline how psychological science can help.'' *Summarise what is sexual arousal and the purpose researchers believe it serves *Explain why studying sexual arousal patterns is important, then explain the issues that have arisen that warrant such understanding. *Explain the purpose this chapter will serve for readers - what the takeaway message is, and summarise my response to patterns of sexual arousal between men and women. Proposed start for overview: * Between 1938 to 1954, Alfred Kinsey produced two reports detailing how biological and social factors influence variations in human sexual desire and activity. The reports were designed to establish an empirical foundation to assist future clinicians, educators, and legal authorities concerning what humans actually experience during sexual activities, which was lacking before and during Kinsey's time. * Suggestions for why understanding sexual arousal in males and females is important: ** understand causes of real world problems: *** Sexual Dysfunction, High Risk Sexual Behaviour (Benson, 2003). ** Means to explore basic questions about the nature of sexual arousal and how its different components are related to each other (Benson, 2003). ** Develop more accurate and inclusive models of human motivation and behaviour. ** Informing and guiding therapies for various sexual disorders, answering theoretical and physiological questions about huamn sexual response patterns, providing diagnostic information regarding legally and clinically significant sexual attractions (e.g. attraction to minors and sexual disorders) (Katz et al., 2023). {{RoundBoxTop|theme=4}} '''Focus questions''' * What is sexual arousal? * Why do males and females need to be sexually aroused? * What factors influence sexual arousal in males and females? * Why is understanding sexual arousal important? {{RoundBoxBottom}} == Concept of sex == * Sex, in the context of human biology, generally refers to the fundamental categories of human species that are, in the broad sense, concerned with a combination of various biological traits that are unique to a subcategory of human species. * There are currently two recognised sexes in humans which are assigned at birth, males and females. * Females refer to humans which are biologically organised for the production and function of an ova, whereas males refer to humans organised for the production and function of sperm (Stévant et al., 2018; Ivan et al., 2022). [[File:Girl with a Pearl Earring.jpg|thumb|Figure 2. Painting of a Female - Some people have found that it radiates an intense and captivating intimacy.]] == Concept of sexual arousal == * Sexual arousal refers to the mental and physical response cultivated by subjective stimulation that prepares the body for reproductive behaviour and supports subjective feelings of desire (Calabrò et al., 2019, p. 1). *Sexual arousal is believed to serve as a motivational system for sexual behaviour which are likely to be shaped by learned associations, language, and social meanings rather than being determined solely by biological reproductive mechanisms (Roche & Barnes-Holmes, 2002). *2 fundamental sources of sexual arousal: Mental and physical elements. - Mental aspect is not believed to be overly dependent on physical elements. **physical - physiological traits that can cause arousal **mental - thoughts that can cause arousal. *Human adults can learn new sexual arousal cues by conditioning (T. Klucken ''et al.''Neural activations of the acquisition of conditioned sexual arousal: effects of contingency awareness and sex) - software and hardware develop through many years of personal experiences. == Significance of sexual arousal in humans == * * * == Sexual arousal in males == [[File:Tor-Arne Moen Natural selection.jpg|thumb|Figure 3. Male veiwing visual stimulus]] *In males, greater solitary desire predicted stronger genital sensations, whereas higher masturbation frequency was associated with lower reported genital sensations (Sánchez-Pérez et al., 2026). *Bisexual-identified men are not a uniform group. On average, bisexual men showed arousal to both male and female stimuli, supporting the existence of bisexual arousal but many tend to show stronger arousal to one sex than the other especially when they knowingly lean towards one sex than the other. *Bisexual men display significantly greater variation in arousal patterns than heterosexual or homosexual men (Slettevold et al., 2019). *Male sexual behaviour is governed by multifaceted hormonal and neural framework, where both androgenic and estrogenic signals are essential (Park & Rissman, 2007). == Sexual arousal in females == [[File:Potrait painting.jpg|thumb|Figure 4. Shy female|250x250px]] *Arousal in females can be caused by a combination of psychological stimulation and physical stimulation (Lambert, 2023). **discuss erogenous zones; **discuss psychological stimulation in females. **discuss physical arousal does not necessarily mean a female is psychologically aroused - can experience physiological responses without actually being consciously sexually aroused. *Sexual arousal in females serves as a coordinated psychophysiological response that prepares the body for sexual activity. Important component of human sexual functioning and reproductive processes (Lake Polan et al., 2003; Adebisi & Carlson, 2024). *More frequent masturbation was linked to stronger genital responses and higher subjective sexual arousal and the rewarding quality of orgasm was associated with stronger genital sensations (Sánchez-Pérez et al., 2026). *Heterosexual women showed greater genital arousal to images of erect penises than to images of aroused vulvas - demonstrates that sexual arousal is strongly influenced by both the gender of a sexual stimulus and visible signs of sexual readiness (Spape et al., 2014). *Sexual desire fluctuates substantially in both men and women. Men and women experience remarkably similar short term fluctuations and similarly influenced by emotional and relationship factors (Harris et al., 2023). {{Robelbox|title=Test Yourself!|theme=12}} <div style="{{Robelbox/pad}}"> <quiz display=simple> {Which of the following best describes the labia minora in the context of the fundamental sources of sexual arousal?: |type="()"} + A physical source, representing a physiological trait capable of causing arousal through tactile and sensory patterns. - An independent motivational system that is entirely unliked from both physical and mental elements. - A conditioned mental source, relies on software and hardware changes via personal experience. {According to research examining how visual stimuli and vible signs of sexual readiness affect psychophysiological responses, which of the following fings was demonstrated regarding heterosexual females: |type="()"} - They exhibit no measurable change in genital response when viewing cisual sexual cues. - The experience identical short-term fluctuations in sexual desire exclusively driven by biological reproductive mechanisms. + They show greater genital arousal to images of erect penises than to images of aroused vulvas. - They display higher subjective sexual arousal only when sexual desire remians entirely constant over time. </quiz> </div> {{Robelbox/close}} == Conclusion == *Summarise the topics discussed in this chapter *Conclude findings in 2-3 sentences. *Provide a takeaway message. ==See also== * [[wikipedia:Sexual_arousal|Sexual arousal]] (Wikipedia). * [[Motivation and emotion/Book/2016/Sexual motivation and hormones|Sexual motivation and hormones: What role do hormones play in sexual motivation and sexual arousal]] (Book Chapter, 2016). == References == Adebisi, O. Y., & Carlson, K. (2024). Female sexual interest and arousal disorder. In ''StatPearls''. StatPearls Publishing. BENSON, E. (2003, April). Sex: The science of sexual arousal. ''<nowiki>Https://Www.Apa.Org</nowiki>''. <nowiki>https://www.apa.org/monitor/apr03/arousal</nowiki> Calabrò, R. S., Cacciola, A., Bruschetta, D., Milardi, D., Quattrini, F., Sciarrone, F., Rosa, G., Bramanti, P., & Anastasi, G. (2019). Neuroanatomy and function of human sexual behavior: A neglected or unknown issue? ''Brain and Behavior'', ''9''(12). <nowiki>https://doi.org/10.1002/brb3.1389</nowiki> Harris, E. A., Hornsey, M. J., Hofmann, W., Jern, P., Murphy, S. C., Hedenborg, F., & Barlow, F. K. (2023). Does sexual desire fluctuate more among women than men? ''Archives of Sexual Behavior'', ''52''(4). <nowiki>https://doi.org/10.1007/s10508-022-02525-y</nowiki> Ivan, S., Daniela, O., & Jaroslava, B. D. (2022). Sex differences matter: Males and females are equal but not the same. ''Physiology & Behavior'', ''259''(Volume 259), 114038. <nowiki>https://doi.org/10.1016/j.physbeh.2022.114038</nowiki> Katz, M., Penniston, T. L., Barry, C., Micanovic, N., Seto, M. C., & Chivers, M. L. (2023). Use of sexual stimuli in research and clinical settings: Expert opinion and recommendations. ''Sexual Medicine'', ''11''(2). <nowiki>https://doi.org/10.1093/sexmed/qfad012</nowiki> Lake Polan, M., Desmond, J. E., Banner, L. L., Pryor, M. R., McCallum, S. W., Atlas, S. W., Glover, G. H., & Arnow, B. A. (2003). Female sexual arousal: A behavioral analysis. ''Fertility and Sterility'', ''80''(6), 1480–1487. <nowiki>https://doi.org/10.1016/s0015-0282(03)02210-6</nowiki> Lambert, D. (2023). ''Female Arousal and Orgasm: Anatomy, Physiology, Behaviour and Evolution'' (pp. 802–960). Bentham Science Publishers. Park, J. H., & Rissman, E. F. (2007). The male sexual revolution: Independence from testosterone. ''Annual Review of Sex Research'', ''18''(1), 23–59. <nowiki>https://doi.org/10.1080/10532528.2007.10559846</nowiki> Roche, B., & Barnes-Holmes, D. (2002). Human sexual arousal: A modern behavioral approach. ''The Behavior Analyst Today'', ''3''(2), 145–154. <nowiki>https://doi.org/10.1037/h0099973</nowiki> Slettevold, E., Holmes, L., Gruia, D., Nyssen, C. P., Watts-Overall, T. M., & Rieger, G. (2019). Bisexual men with bisexual and monosexual genital arousal patterns. ''Biological Psychology'', ''148'', 107763. <nowiki>https://doi.org/10.1016/j.biopsycho.2019.107763</nowiki> Spape, J., Timmers, A. D., Yoon, S., Ponseti, J., & Chivers, M. L. (2014). Gender-specific genital and subjective sexual arousal to prepotent sexual features in heterosexual women and men. ''Biological Psychology'', ''102'', 1–9. <nowiki>https://doi.org/10.1016/j.biopsycho.2014.07.008</nowiki> Stévant, I., Papaioannou, M. D., & Nef, S. (2018). A brief history of sex determination. ''Molecular and Cellular Endocrinology'', ''468'', 3–10. <nowiki>https://doi.org/10.1016/j.mce.2018.04.004</nowiki> Sánchez-Pérez, G. M., Granados, R., Mangas, P., Cervilla, O., & Sierra, J. C. (2026). Validation of masturbation parameters: A laboratory study measuring psychophysiological and subjective sexual arousal. ''International Journal of Clinical and Health Psychology'', ''26''(1), 100662. <nowiki>https://doi.org/10.1016/j.ijchp.2025.100662</nowiki> ==External links== * [https://www.webmd.com/sex/features/sex-drive-how-do-men-women-compare Sex Drive: How do Men and Women Compare?] (Webmd.com). * [https://open.spotify.com/episode/41K95dG0MnHux15rtwywMl?si=A4zCgSxSS9KB10REgbA_dg Women's sexual health: desire, arousal, and orgasms, navigating pre-menopause, and enhancing satisfaction] (Spotify.com). * [https://open.spotify.com/episode/2plfCfD98Now1GMjadaKKq?si=XnkE8OvuSrSfJ-v-NQ9K-w Episode 16: What we get wrong about men's sexual desire] (Spotify.com). [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Sexual motivation]] [[Category:Motivation and emotion/Book/Gender]] ds99acd1p9lqkdvayilf2bbchki187t 0 331037 2831656 2828725 2026-09-06T07:27:13Z Jtneill 10242 Copyediting 2831656 wikitext text/x-wiki {{title|Machiavellian motivation:<br>What is the motivational role of Machiavellianism?}} __TOC__ ==Overview== {{RoundBoxTop|theme=5}} '''Imagine this...''' [[File:The death of Niccolò Machiavelli (1848), by Cesare Dell'Acqua.jpg|thumb|'''Figure 1'''. The death of Niccolo Machiavelli{{ic|Explain how this image is relevant to the scenario}}]] You are placed in a group project with a fellow psychology student, Darren, and two others, where marks are allocated individually based on contribution. Darren volunteers to "coordinate" the group, giving him total control over task distribution. You have noticed that he assigns easy, visible tasks to himself while giving complex, time-consuming tasks to the more reserved group members. When presenting the project, he emphasises his organisational role and subtly frames others' contributions, including yours, as less significant. The lecturer perceives him as the group leader. How would you feel? Would you think of this as a conscious or subconscious act? ''author note: I believe the target audience for this chapter are Uni students (?) which is why I wanted to situate the readers in something they may be able to relate to. If not this scenario is very basic that most individuals are able to relate to it.'' {{ic|The target audience is a global audience, so consider making the example more applicable in that context.}} {{RoundBoxBottom}} ''author note: this overview is terribly cluttered at the moment, just jotting down notes/info I want to mention at the start then re-structuring it when I find it flows well from one point to the next'' * It is important to understand dark-side traits in organisational and academic performance * '''Fig. 1:''' the death of Niccolo Machiavelli coincided with a profound moment of crisis in Italy, and immediately preceded the widespread dissemination of his work; he died having never seen his most famous work (The Prince), his realism, institutional thinking, and trust in the people further reveal a philosophy oriented toward popular participation, civic liberty and resistance to elite domination (Wills, 2021) {{ic|probably better off linking out to this detail in a Wikipedia article}} * The concept of Machiavellian Motivation {{ic|use lower case for motivation}}, the core definition, machiavellianism as a personality trait - defined as using manipulation against other people's interests to achieve one's own personal goal (Aldousari & Ickes, 2021) * the central argument, what does the chapter say/prove about machiavellianism {{ic|use upper case for Machiavellianism}} : Sprangler & Tikhomirov (2025) argue that Machiavellian leaders embody "personal power"; self-focused, dominance-oriented motive that drives strategic manipulation and short-term effectiveness, and in contrast, "socialised power" leaders channel influence toward collective benefit, producing ethical sustainable organisational outcomes * drawing on the Dark Triad framework, self-determination theory, human motivation theory * motivational mechanisms, contextual application - refer back to scenario????, evidence, chapter structure Recommended length: 180 to 330 words. * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=5}} '''Focus questions''' * What are the origins and evolving conceptualisation of Machiavellianism? * What are the motivational characteristics of Machiavellianism? * What drives Machiavellian individuals to act the way they do? * What behavioural strategies do Machiavellians use? {{RoundBoxBottom}} == Origins and Conceptualisation == '''FQ: What are the origins and evolving conceptualisation of Machiavellianism?''' ''author note: I am aware some of these sources are not peer-reviewed sources, these are just preliminary.'' * "Men are driven by necessity, and he who seeks to deceive will always find someone who will allow himself to be deceived" (Machiavelli, 1532/2017) {{ic|APA style - direct quotes need page numbers.}} * "Men are driven by two principal impulses, either by love or by fear" (Machiavelli, 1532/2017) - Machiavelli believed a ruler should ideally be both, but since human beings are unreliable, love is a weak foundation for authority. === Philosophical Roots === * Philosophies for Life. (2024): Niccolo Machiavelli - referred to as the "father of modern political philosophy", wrote the novel 'The Prince' ** separated politics from ethics ** he believed people are naturally self-interested and unreliable ** 'virtu' = skill, cleverness (courage, wisdom, decisiveness) / 'fortuna' = luck, chance ** "perception is everything" * Machiavellianism became a negative concept because readers (public & religious reactions) misinterpreted Niccolo Machiavelli's 16th century political manual, The Prince, as an endorsement of deceit rather than a realistic portrayal of how power worked (MR. BRAIN, 2025) - Machiavelli's treatment of mortality is one of the most controversial aspects of his thought, 'the ends justify the means' * He rejected the view of state existing to cultivate virtue and the good life, insisting that politics had to be considered/understood on its own terms guided by history and human psychology rather than religious doctrine or idealised notions of justice - he is often credited as an early voice of [https://www.britannica.com/topic/secularism Secularism] (Britannica) in Western political thought (Kumar, 2025) * Core pillars on his political thought = Power, manipulation and strategic pragmatism (Kumar, 2025) * "This is to be asserted in general of men, that they are ungrateful, fickle, false, cowardly, covetous" (Machiavelli, 1532/2017) * "The lion cannot defend itself against snares and the fox cannot defend itself against wolves" (Machiavelli, 1532/2017) * Connell (2022) blended intellectual history with biographical reconstruction to show how Machiavelli's end-of-life circumstances refract his lifelong preoccupation with power, fortune, and human nature === Transition to Modern Psychology === * Machiavellianism as a Spectrum Trait - Persson & Kajonius (2017) provide definitive evidence that Machiavellianism is a spectrum trait; it varies continuously across individuals, with graded differences in cynicism, manipulation, and emotional detachment. It is dimensional and measurable, not categorical. * Integration into the [[wikipedia:Dark_triad|dark triad]] framework ** Paulhus & Williams (2002) establish the Dark Triad as a unified but differentiated framework of socially aversive personality; Machiavellianism, [[Narcissistic personality disorder|Narcissism personality disorder]] (Wikiversity), and [[wikipedia:Psychopathy|Psychopathy]] (Wikipedia) share a manipulative, callous interpersonal cure but diverge sharply in impulsivity, self-presentation, and strategic orientation ** Rauthmann (2012) identified stable behavioural signatures of Machiavellianism (manipulation, strategic planning, etc.) and provided structural evidence that Machiavellianism is a coherent trait, not a behavioural tendency === Empirical Foundations === * Christie & Geis (1970) reached their conclusions by observing real manipulative behaviour, identifying the attitudes that predicted it, and using factor analysis to build a coherent trait scale. ** They developed the [https://openpsychometrics.org/tests/MACH-IV/ Mach-IV Scale] (MACH-IV: Machiavellianism Test), foundational self-report instrument for measuring Machiavellianism in non-clinical population, operationalising Machiavellianism as a strategic and cynical interpersonal orientation, capturing both beliefs about human nature and preferred interpersonal tactics * Establishing Machiavellianism as a Measurable Trait ** Dahling et al. (2009) demonstrated that Machiavellianism is a measurable, multidimensional trait in workplace setting through their Workplace Machiavellianism Scale; which provides strong psychometric evidence that Machiavellianism is a stable dispositional construct, not merely a situational tactic == Trait Profile == '''FQ: What trait characteristics define Machiavellianism in current research?''' ''author note: this section, at most, is only at a fundamental level and I am still planning on breaking down into further subsections. the information/cites provided are only preliminary.'' Wilson et al. (1997) stated that Machiavellianism became a term of interest in evolutionary psychology * it has been argued that manipulative behaviour is not a single trait but rather a complex set of traits that cannot be captured by a single scale * the article argues that Machiavellianism is an adaptive, context-sensitive strategy shaped by evolutionary pressures and expressed through psychological mechanisms that favour manipulation; its effectiveness may depend on environmental context and population dynamics * Evolutionary theory explains why the trait exists Dark Triad Framework * Veselka et al. (2012) show that the Dark Triad is best understood through the HEXACO model (see Fig. 2), where low Honesty-Humility forms the common foundation and additional trait combinations differentiate machiavellianism, psychopathy, and narcissism [[File:HEXACO 1.png|thumb|'''Fig. 2''' Ashton & Lee's HEXACO Model]] === Core Personality Characteristics (Nature of Personality) === * Machiavellianism strongly reflects low H-H in Ashton & Lee's (2007) HEXACO model; characterised by exploitation, entitlement, and manipulation * Christie & Geis (1970) stated machiavellians demonstrated strategic, calculating pragmatism, or the preference for instrumental, goal-focused reasoning over moral or relational considerations * High cognitive empathy and low affective empathy, or the ability to understand others' perspectives without emotional resonance (Wai & Tiliopoulos, 2012) === Affective and Cognitive Style (Feeling & Thoughts) === * Blunted moral emotions facilitate manipulation; low guilt, remorse and affective responsiveness (Ali & Chamorro-Premuzic, 2010) * Machiavellians relies on controlled processing rather than intuitive empathy; analytical social cognition (Jones & Paulhus, 2011) * Grieve & Mahar (2010) found they suppressed or modulated emotional displays to maintain influence; emotion regulation for strategi ends === Interpersonal Orientation (In relation to others) === * Dahling et al. (2008) discussed machiavellians to be skilled in navigating organisational politics and coalition building * Exploitative, transactional relational approach; wherein they only engage in relationships when instrumental returns are high (Kiazad et al., 2010) * They use charm, deception, and impression management to achieve goals revealing a manipulative interpersonal style (Christie & Geis, 1970; Jones & Paulhus, 2009) * White et al. (2024) found that machiavellianism is a meaningful predictor of intimate partner violence, particularly psychological and coercive forms * Blötner & Bergold (2023) show that cyberbullying is particularly appealing to Machiavellians because it allows them to harm other strategically while avoiding detection == Motivational Drivers == '''FQ: What drives Machiavellian individuals to act the way they do?''' David McClelland's (1965) Human Motivation Theory and Deci and Ryan's (2000) Self-Determination Theory together show that Machiavellians act the way they do because: * they are power-motivated (Human Motivation Theory) and extrinsically driven (SDT) * they pursue goals that increase control, status, and advantage, not intrinsic satisfaction * they avoid emotional closeness because affiliation and relatedness undermine strategic autonomy * they invest in competence and achievement only when it enhances influence * their motivational system is instrumental and contex-sensitive, not prosocial or self-expressive === Human Motivation Theory === McClelland's (1965) Human Motivation Theory: Achievement, Affiliation, Power ==== Power and Control – power motivation? - Power (nPow) ==== * Machiavellianism is positively associated with self-efficacy and job performance when individuals believe they can control outcomes, suggesting that feeling capable amplifies their motivation to pursue self-interested goals (Hafeez et al., 2024) * Closely linked to [[Motivation and emotion/Book/2013/Power motivation|Power motivation]] (Power motivation, 2013) - people who are high machs view dominance and control as core personal objectives (Christie & Geis, 1970) * Szabo et al. (2023) identify power motivation as a central driver of Machiavellian work behaviour, part of their broader pattern of controlled, extrinsic, strategic motivation, which distinguishes Machiavellianism from the other Dark Triad traits. * Aldousari & Ickes (2021) found a positive correlation between machiavellianism and an external locus of control, which reflects a worldview where powerful others and situational forces dictate outcomes. This fuels the belief system that Machiavellians' relies on manipulation and strategic behaviour as compensatory mechanisms for perceive lack of personal control ==== Reward Sensitivity - Achievement (nAch) ==== * Buravlova (2026) demonstrates that Machiavellianism is neurally characterised by string reward sensitivity and high execute control, enabling calculated manipulation and strategic social behaviours * Mercadante et al. (2026) show that managers sometimes evaluate dark-trait subordinates positively because these individuals facilitate agentic, performance-oriented goals; machiavellianism being especially rewarded due to its reward-sensitive, achievement-oriented profile * Birkás et al. (2016) demonstrate that Machiavellianism is characterised by high reward sensitivity, low punishment sensitivity, and strategic risk-taking, aligning closely with achievement motivation (nAch) and explains Machiavellians' opportunistic, reward-driven behaviour === Self-Determination Theory === Three basic psychological needs: Autonomy, relatedness, competence (Deci & Ryan, 2000). * McHoskey (1999) shows that Machiavellianism reflects a motivation profile dominated by extrinsic goals, low social interest, and controlled regulation ==== Extrinsic Orientation (Relatedness) ==== * Instrumental Motivation; Blötner & Bergold (2022b) demonstrated that Machiavellianism contains both approach-oriented manipulation and avoidance-oriented distrust. These facets jointly determine whether Machiavellians choose to deceive, defend, or strategically oscillate between both behaviours * External Self-concept motivation * Moss & Barbuto Jr. (2004) demonstrated that Machiavellians seek control and status using coercive, indirect and strategic tactics to influence others rather than rational or inspirational methods ==== Autonomy and Low Affiliation (and Competence) ==== * Rauthmann (2012) found that Machiavellians prefer autonomy, independence, and emotional distance ** showing low affiliative motivation and avoiding relational dependence *Wilson et al. (1996) demonstrated that Machiavellians show low need for closeness and exhibits high competence-related self-efficacy *Similarly, McHoskey (1995) reported low affiliation needs and high agentic motives such as power, control, and competence == Behavioural Strategies and Outcomes == '''FQ: What behavioural strategies do Machiavellians use?''' ''author note: this section, at most, is only at a fundamental level and I am still planning on breaking down into further subsections. the information/cites provided are only preliminary.'' * Personality psychology through organisational behaviours to decision-making research underpins how machiavellian tendencies scale upward. * Jahangir et al. (2024) show that Machiavellianism is supported by a coherent psychological and neural profile" emotionally detached, strategically cognitive, clinically antagonistic, and nerually biased toward executive control over emotional processing === Strategic Calculation === * Long-term Planning; This multidimensional evidence from Jahangir et al. (2024) reinforces the view of Machiavellianism as a cold, calculated social strategt rather than an impulsive or purely antisocial trait * Strategic Opacity - machiavellianism shapes decision-making not only through individual traits but through team dynamics and organisational structures as well, it is a systemic force that influences how information flows, how power is distributed and how strategic decisions are made within organisations (Matthews et al., 2022) * Calculated Manipulation; Gao et al. (2025) show that antagonistic Machiavellians achieve greater promotability not because their antagonism is inherently valued, but because certain organisational contexts reward political behaviour and misinterpret strategic self-presentation as leadership potential === Instrumental Sociability === * Social Acuity; Jones (2016) shows that machiavellians misbehave in ways that are planned, covert and opportunistic. Their antisocial behaviour is a strategic tool for achieving personal gain, not an impulsive or emotional reaction * Transactional Relationships * Utilitarian Focus; Genau et al. (2021) found that machiavellian leaders are effective only when they possess high political skill, acting as 'social lubricant' allowing machiavellian tendencies to be expressed in socially acceptable and effective ways. Without it, machiavellianism leads to dysfunctional and distrust-based leadership. === Deception and Leverage === * Geis & Moon (1981) show that Machiavellian individuals deceive because it is instrumentally useful, emotionally easy, and cognitively manageable. Their deception is deliberate and aimed at securing advantage rather that driven by impulse or malice. * Furthermore, Blötner & Bergold's (2022a) central finding is that Machiavellian individuals are skilled "bullshit (persuasive statements made without regard for truth) producers", but not reliably more resistant to bullshit themselves * Emotional Detachment; Gao & Fang (2025) found that Machiavellianism harms adolescent wellbeing not through direct emotional distress, but through its interpersonal consequences: reduced prosocial behaviour, increased loneliness, and heightened suicidal risk * Delayed Gratification; Bratu et al. (2025) show that machiavellianism undermines academic performance because it promotes extrinsic motivation strategic lying, and low genuine engagement with learning. Machiavellian students pursue grades instrumentally rather than through mastery, which makes deception a functional (though academically harmful) strategy ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Machiavellianism is a measurable, multidimensional spectrum trait supported by decades of psychometric work, from the Mach-IV to modern taxometric analyses confirming its continuous latent structure * Across behavioural, motivational, and neural evidence, Machiavellianism consistently aligns with high autonomy, low affiliation, and instrumental competence. ** This forms a cold, agentic, interpersonal strategy oriented toward control and reward acquisition * Empirical studies show that Machiavellians' reward sensitivity, strategic cognition, and emotional detachment hointly produce stable patterns of manipulation and opportunism, reinforcing the trait;s coherence across contexts. ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses ==References== {{Hanging indent|1= Aldousari, S. S., & Ickes, W. (2021). How is Machiavellianism related to locus of control?: A meta-analytic review. Personality and Individual Differences, 174, 110677. https://doi.org/10.1016/j.paid.2021.110677 Aldousari, S. S., & Ickes, W. (2021). How is Machiavellianism related to locus of control?: A meta-analytic review. Personality and Individual Differences, 174, 110677. https://doi.org/10.1016/j.paid.2021.110677 Ali, F., & Chamorro-Premuzic, T. (2010). Investigating Theory of Mind deficits in nonclinical psychopathy and Machiavellianism. Personality and Individual Differences, 49(3), 169–174. https://doi.org/10.1016/j.paid.2010.03.027 Ashton, M. C., & Lee, K. (2007). Empirical, Theoretical, and Practical Advantages of the HEXACO Model of Personality Structure. Personality and Social Psychology Review, 11(2), 150–166. https://doi.org/10.1177/1088868306294907 Beller, J., & Bosse, S. (2017). Machiavellianism has a dimensional latent structure: Results from taxometric analyses. Personality and Individual Differences, 113, 57–62. https://doi.org/10.1016/j.paid.2017.03.014 Birkás, B., Csathó, Á., Gács, B., & Bereczkei, T. (2015). Nothing ventured nothing gained: Strong associations between reward sensitivity and two measures of Machiavellianism. Personality and Individual Differences, 74, 112–115. https://doi.org/10.1016/j.paid.2014.09.046 Blötner, C., & Bergold, S. (2022a). It is double pleasure to deceive the deceiver: Machiavellianism is associated with producing but not necessarily with falling for bullshit. British Journal of Social Psychology, 62(1), 467–485. https://doi.org/10.1111/bjso.12559 Blötner, C., & Bergold, S. (2022b). To be fooled or not to be fooled: Approach and avoidance facets of Machiavellianism. Psychological Assessment, 34(2), 147–158. https://doi.org/10.1037/pas0001069 Blötner, C., & Bergold, S. (2023). The Machiavellian bully revisited: A closer look at differences and processes of Machiavellian bullying and cyberbullying perpetration. Aggressive Behavior, 49(6), 568–579. https://doi.org/10.1002/ab.22095 Bratu, M. L., Rosca, L. I., & Rosca, N. A. (2025). Machiavellianism, Lying, and Motivation as Predictors of Academic Performance in Romanian Engineering Students. Education Sciences, 15(8), 1028. https://doi.org/10.3390/educsci15081028 Buravlova, A. (2026). The manipulation map: How the Dark Triad shapes the brain. Psychiatry Research: Neuroimaging, 360, 112227. https://doi.org/10.1016/j.pscychresns.2026.112227 Christie, R., & Geis, F. L. (1970). Studies in Machiavellianism. Academic Press. Connell, W. (2022). The Secretary’s Last Rites: Machiavelli On His Deathbed. Machiavelliana, 1, Pp. 61-80 . https://doi.org/10.19272/202216101003 Dahling, J. J., Whitaker, B. G., & Levy, P. E. (2008). The Development and Validation of a New Machiavellianism Scale. Journal of Management, 35(2), 219–257. https://doi.org/10.1177/0149206308318618 Gao, K., & Fang, F. (2025). Longitudinal impact of machiavellianism on adolescent prosocial behavior and suicidal risk: the role of hope and loneliness. BMC psychology, 13(1), 493. https://doi.org/10.1186/s40359-025-02796-9 Gao, R., Liu, B., Zhao, M., & Zhao, Y. (2025). When and how do antagonistic Machiavellians achieve greater promotability. Personality and Individual Differences, 241, 113180. https://doi.org/10.1016/j.paid.2025.113180 Geis, F. L., & Moon, T. H. (1981). Machiavellianism and deception. Journal of Personality and Social Psychology, 41(4), 766–775. https://doi.org/10.1037/0022-3514.41.4.766 Genau, H. A., Blickle, G., Schütte, N., & Meurs, J. A. (2021). Machiavellian Leader Effectiveness. Journal of Personnel Psychology, 21(1), 1–10. https://doi.org/10.1027/1866-5888/a000284 Grieve, R., & Mahar, D. (2010). The emotional manipulation–psychopathy nexus: Relationships with emotional intelligence, alexithymia and ethical position. Personality and Individual Differences, 48(8), 945–950. https://doi.org/10.1016/j.paid.2010.02.028 Hafeez, S., Qadeer, F., John, A., Iqbal, A., & Sarmad, I. (2024). Mach Mechanics: How Self-Efficacy Drives Machiavelli's Job Performance. Journal of Xi'an Shiyou University, Natural Science Edition, 20(7). http://xisdxjxsu.asia/ISSN:1673-064X Jahangir, M., Shah, S. M., Zhou, J. S., Lang, B., & Wang, X. P. (2025). Machiavellianism: Psychological, Clinical, and Neural Correlations. 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American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Spangler, W., & Tikhomirov, A. (2025). Personal power v. socialized power: What Machiavelli and St. Francis can tell us about modern CEOs. https://doi.org/10.64628/aai.h3apd3ujx Szabó, Z. P., Diller, S. J., Czibor, A., Restás, P., Jonas, E., & Frey, D. (2023). “One of these things is not like the others”: The associations between dark triad personality traits, work attitudes, and work-related motivation. Personality and Individual Differences, 205, 112098. https://doi.org/10.1016/j.paid.2023.112098 Veselka, L., Schermer, J. A., & Vernon, P. A. (2012). The Dark Triad and an expanded framework of personality. Personality and Individual Differences, 53(4), 417–425. https://doi.org/10.1016/j.paid.2012.01.002 Wai, M., & Tiliopoulos, N. (2012). The affective and cognitive empathic nature of the dark triad of personality. Personality and Individual Differences, 52(7), 794–799. https://doi.org/10.1016/j.paid.2012.01.008 White, L. K., Valos, N., Xochitl, & Willis, M. L. (2024). Machiavellianism and Intimate Partner Violence Perpetration: A Systematic Review and Meta-Analysis. Trauma Violence & Abuse, 25(5). https://doi.org/10.1177/15248380241270027 Wills, M. (2021, November). ''Machiavelli, Prince of…Democracy?'' JSTOR Daily. https://daily.jstor.org/machiavelli-prince-of-democracy/ Wilson, D. S., Near, D., & Miller, R. R. (1996). Machiavellianism: A synthesis of the evolutionary and psychological literatures. Psychological Bulletin, 119(2), 285–299. https://doi.org/10.1037/0033-2909.119.2.285 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Machiavellianism]] 9258sz1kqnlt3jgdvcmnhxt4fok38tg 0 331046 2831598 2831238 2026-09-05T23:44:38Z U3253363 3106362 2831598 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept influence motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|Identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. Identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as close or distant. In the first study, those in the adult-self-is-near group performed significantly better on a geometry task than the control and far group. The second study used a longer-term measure of final grades. Students in the adult-self is near group again performed significantly better than the far group. This longer-term effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted.   === What is the role of perceived competence in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). These results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   Frade and Viega's (2017) study of navy trainees corroborated these results with non-domain specific measures and a Portuguese adult population, indicating results are generalisable beyond Seaton et al.'s (2014) Australian high school participants and the domain of mathematics. However, Seaton et al.'s (2014) study did not incorporate avoidance (goals motivated to prevent failure) orientations of mastery and performance goals in their analyses, limiting the deductive power of these findings and possibly understating the strength of the identified correlation. Nevertheless, results support that perceived self-competence influences goal engagement.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically discuss how self-concept motivates one to meet their ideal self. However, there are circumstances under which self-concept undermines motivation. Contingent self-evaluations and self-handicapping help us understand how self-concept can undermine motivation. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation. For individuals who have highly contingent self-worth, achieving goals is closely tied to their self-concept, meaning failure is threatening to one's self-concept. Accordingly, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. This is consistent with Oyserman and Rogers' theories that individuals tend to set self-consistent goals, and that these goals are highly valued and thus highly motivated. Lietz et al. (2026) corroborates that this motivating guide provided by self-concept resulted in participants' negative and severe emotional responses to failure. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept, which resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and a feeling of a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). Creating a handicap generates an equally plausible and external explanation for one's outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 1992).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s image undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. However, repeatedly self-handicapping as motivated by threats to the self-concept, may itself threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on how behaviour is motivated as well as emotional wellbeing (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Foster identity-based motivation === As Rogers (1959) and Oyserman (2018) explain, our identities drive goal pursuit; individuals are motivated to behave in ways that align with their current or desired self-concept. This framework indicates interventions should not focus on outcomes as goals, but identities as motivators. For example, Ash may have greater motivation to train for her competition when her goal is identity focused, rather than if her goal is to achieve a specific time. This is supported by Lohbeck et al.'s (2021) study of children's physical self-concept, motivation and activity. They found that improving physical activity and motivation by improving physical self-concept may be more effective than interventions which focus exclusively on external motivators, or increased activity. While these findings cannot definitively establish causation, paired with pertinent theories, results reinforce that idea that behaviour change and outcome goals may not be as effective motivators as self-concept-aligned goals. Together, identity-aligned goals make behaviour and effort meaningful, and therefore sustainable, which is especially important to maintain persistence when progress is slow.   === Reduce self-threat === A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Boldero, J., & Francis, J. (2002). 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] tf5hf7lv2axp14p4t7g7w3k4g6wvb8e 2831599 2831598 2026-09-05T23:48:19Z U3253363 3106362 Reducing word count. 2831599 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept influence motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted.   === What is the role of perceived competence in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). These results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   Frade and Viega's (2017) study of navy trainees corroborated these results with non-domain specific measures and a Portuguese adult population, indicating results are generalisable beyond Seaton et al.'s (2014) Australian high school participants and the domain of mathematics. However, Seaton et al.'s (2014) study did not incorporate avoidance (goals motivated to prevent failure) orientations of mastery and performance goals in their analyses, limiting the deductive power of these findings and possibly understating the strength of the identified correlation. Nevertheless, results support that perceived self-competence influences goal engagement.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically discuss how self-concept motivates one to meet their ideal self. However, there are circumstances under which self-concept undermines motivation. Contingent self-evaluations and self-handicapping help us understand how self-concept can undermine motivation. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation. For individuals who have highly contingent self-worth, achieving goals is closely tied to their self-concept, meaning failure is threatening to one's self-concept. Accordingly, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. This is consistent with Oyserman and Rogers' theories that individuals tend to set self-consistent goals, and that these goals are highly valued and thus highly motivated. Lietz et al. (2026) corroborates that this motivating guide provided by self-concept resulted in participants' negative and severe emotional responses to failure. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept, which resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and a feeling of a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). Creating a handicap generates an equally plausible and external explanation for one's outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 1992).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s image undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. However, repeatedly self-handicapping as motivated by threats to the self-concept, may itself threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on how behaviour is motivated as well as emotional wellbeing (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Foster identity-based motivation === As Rogers (1959) and Oyserman (2018) explain, our identities drive goal pursuit; individuals are motivated to behave in ways that align with their current or desired self-concept. This framework indicates interventions should not focus on outcomes as goals, but identities as motivators. For example, Ash may have greater motivation to train for her competition when her goal is identity focused, rather than if her goal is to achieve a specific time. This is supported by Lohbeck et al.'s (2021) study of children's physical self-concept, motivation and activity. They found that improving physical activity and motivation by improving physical self-concept may be more effective than interventions which focus exclusively on external motivators, or increased activity. While these findings cannot definitively establish causation, paired with pertinent theories, results reinforce that idea that behaviour change and outcome goals may not be as effective motivators as self-concept-aligned goals. Together, identity-aligned goals make behaviour and effort meaningful, and therefore sustainable, which is especially important to maintain persistence when progress is slow.   === Reduce self-threat === A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Boldero, J., & Francis, J. (2002). 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] 2oxea0xuyl94dthhax1t17j5h7j6ffo 2831600 2831599 2026-09-06T00:00:59Z U3253363 3106362 Add intervention application box 2831600 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application:''' This framework indicates interventions should not focus on outcomes as goals, but identities as motivators. For example, Ash may have greater motivation to train for her competition when her goal is identity focused, rather than if her goal is to achieve a specific time. This is supported by Lohbeck et al.'s (2021) study of children's physical self-concept, motivation and activity. They found that improving physical activity and motivation by improving physical self-concept may be more effective than interventions which focus exclusively on external motivators, or increased activity. While these findings cannot definitively establish causation, paired with pertinent theories, results reinforce that idea that behaviour change and outcome goals may not be as effective motivators as self-concept-aligned goals. Together, identity-aligned goals make behaviour and effort meaningful, and therefore sustainable, which is especially important to maintain persistence when progress is slow.{{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). These results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   Frade and Viega's (2017) study of navy trainees corroborated these results with non-domain specific measures and a Portuguese adult population, indicating results are generalisable beyond Seaton et al.'s (2014) Australian high school participants and the domain of mathematics. However, Seaton et al.'s (2014) study did not incorporate avoidance (goals motivated to prevent failure) orientations of mastery and performance goals in their analyses, limiting the deductive power of these findings and possibly understating the strength of the identified correlation. Nevertheless, results support that perceived self-competence influences goal engagement.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically discuss how self-concept motivates one to meet their ideal self. However, there are circumstances under which self-concept undermines motivation. Contingent self-evaluations and self-handicapping help us understand how self-concept can undermine motivation. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation. For individuals who have highly contingent self-worth, achieving goals is closely tied to their self-concept, meaning failure is threatening to one's self-concept. Accordingly, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. This is consistent with Oyserman and Rogers' theories that individuals tend to set self-consistent goals, and that these goals are highly valued and thus highly motivated. Lietz et al. (2026) corroborates that this motivating guide provided by self-concept resulted in participants' negative and severe emotional responses to failure. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept, which resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and a feeling of a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). Creating a handicap generates an equally plausible and external explanation for one's outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 1992).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s image undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. However, repeatedly self-handicapping as motivated by threats to the self-concept, may itself threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on how behaviour is motivated as well as emotional wellbeing (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Foster identity-based motivation === As Rogers (1959) and Oyserman (2018) explain, our identities drive goal pursuit; individuals are motivated to behave in ways that align with their current or desired self-concept. This framework indicates interventions should not focus on outcomes as goals, but identities as motivators. For example, Ash may have greater motivation to train for her competition when her goal is identity focused, rather than if her goal is to achieve a specific time. This is supported by Lohbeck et al.'s (2021) study of children's physical self-concept, motivation and activity. They found that improving physical activity and motivation by improving physical self-concept may be more effective than interventions which focus exclusively on external motivators, or increased activity. While these findings cannot definitively establish causation, paired with pertinent theories, results reinforce that idea that behaviour change and outcome goals may not be as effective motivators as self-concept-aligned goals. Together, identity-aligned goals make behaviour and effort meaningful, and therefore sustainable, which is especially important to maintain persistence when progress is slow.   === Reduce self-threat === A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Boldero, J., & Francis, J. (2002). 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] lvv6sso26c72np4pn5vxkeap4xeqy7y 2831601 2831600 2026-09-06T00:11:32Z U3253363 3106362 Moving around text about interventions to reduce words 2831601 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application:''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). These results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   Frade and Viega's (2017) study of navy trainees corroborated these results with non-domain specific measures and a Portuguese adult population, indicating results are generalisable beyond Seaton et al.'s (2014) Australian high school participants and the domain of mathematics. However, Seaton et al.'s (2014) study did not incorporate avoidance (goals motivated to prevent failure) orientations of mastery and performance goals in their analyses, limiting the deductive power of these findings and possibly understating the strength of the identified correlation. Nevertheless, results support that perceived self-competence influences goal engagement.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically discuss how self-concept motivates one to meet their ideal self. However, there are circumstances under which self-concept undermines motivation. Contingent self-evaluations and self-handicapping help us understand how self-concept can undermine motivation. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation. For individuals who have highly contingent self-worth, achieving goals is closely tied to their self-concept, meaning failure is threatening to one's self-concept. Accordingly, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. This is consistent with Oyserman and Rogers' theories that individuals tend to set self-consistent goals, and that these goals are highly valued and thus highly motivated. Lietz et al. (2026) corroborates that this motivating guide provided by self-concept resulted in participants' negative and severe emotional responses to failure. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept, which resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and a feeling of a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). Creating a handicap generates an equally plausible and external explanation for one's outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 1992).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s image undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. However, repeatedly self-handicapping as motivated by threats to the self-concept, may itself threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on how behaviour is motivated as well as emotional wellbeing (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Reduce self-threat === A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Boldero, J., & Francis, J. (2002). Goals, standards, and the self: Reference values serving different functions. 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] blwpyz9ddfaeyp7u9aj0em0pppqqthk 2831602 2831601 2026-09-06T00:13:00Z U3253363 3106362 2831602 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application:''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). These results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   Frade and Viega's (2017) study of navy trainees corroborated these results with non-domain specific measures and a Portuguese adult population, indicating results are generalisable beyond Seaton et al.'s (2014) Australian high school participants and the domain of mathematics. However, Seaton et al.'s (2014) study did not incorporate avoidance (goals motivated to prevent failure) orientations of mastery and performance goals in their analyses, limiting the deductive power of these findings and possibly understating the strength of the identified correlation. Nevertheless, results support that perceived self-competence influences goal engagement.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically discuss how self-concept motivates one to meet their ideal self. However, there are circumstances under which self-concept undermines motivation. Contingent self-evaluations and self-handicapping help us understand how self-concept can undermine motivation. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). Holding contingent beliefs about one's value can undermine motivation. For individuals who have highly contingent self-worth, achieving goals is closely tied to their self-concept, meaning failure is threatening to one's self-concept. Accordingly, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. This is consistent with Oyserman and Rogers' theories that individuals tend to set self-consistent goals, and that these goals are highly valued and thus highly motivated. Lietz et al. (2026) corroborates that this motivating guide provided by self-concept resulted in participants' negative and severe emotional responses to failure. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept, which resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and a feeling of a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). Creating a handicap generates an equally plausible and external explanation for one's outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 1992).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s image undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. However, repeatedly self-handicapping as motivated by threats to the self-concept, may itself threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on how behaviour is motivated as well as emotional wellbeing (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Reduce self-threat === A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] p85pskrpuawiyg6lf98mht6tuujjewn 2831603 2831602 2026-09-06T00:34:52Z U3253363 3106362 Reconfiguring self concept undermines motiv section 2831603 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application:''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can also result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) studied ___ and found that this motivating guide provided by self-concept resulted in participants' negative and severe emotional responses to failure. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept, which resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and a feeling of a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). Creating a handicap generates an equally plausible and external explanation for one's outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 1992).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s image undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. However, repeatedly self-handicapping as motivated by threats to the self-concept, may itself threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on how behaviour is motivated as well as emotional wellbeing (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Reduce self-threat === A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Boldero, J., & Francis, J. (2002). Goals, standards, and the self: Reference values serving different functions. 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] 3sk3ewofayh9749jn7duyctqaae0s17 2831604 2831603 2026-09-06T00:45:11Z U3253363 3106362 Trying to reduce word count 2831604 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application:''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can also result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 1992).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Reduce self-threat === A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Boldero, J., & Francis, J. (2002). Goals, standards, and the self: Reference values serving different functions. 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] 5wjnpn0wbl2c4ur2412tda88sbxpsxm 2831606 2831604 2026-09-06T00:49:22Z U3253363 3106362 /* References */ removing references I no longer cite due to reducing word count 2831606 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application:''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can also result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 1992).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Reduce self-threat === A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8 Coudevylle, G. 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] kshwbs2gnx1fxb9y99z6d2ml9cciu6r 2831609 2831606 2026-09-06T00:54:44Z U3253363 3106362 /* How can self-concept undermine motivation? */ continuing to remove references I no longer cite 2831609 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application:''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can also result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. === Reduce self-threat === A growing body of research indicates that fostering a coherent sense of self is core to wellbeing (Sirgy, 2021). For example, Li et al. (2025) found that self-concept positively predicted wellbeing, mediated by gratitude and prosocial behaviour interventions. As illustrated, however, by the human tendency to self-handicap to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Wellbeing-focused interventions should assist in deemphasising the extent to which self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8 Coudevylle, G. 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''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi/10.1177/01461672221148396 Zhang, J., Zhang, Y., Song, Y., & Gong, Z. (2016). The different relations of extrinsic, introjected, identified regulation and intrinsic motivation on employees’ performance. ''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] 12eo9t5feiwn34bckttxmdrxc92lckp 2831610 2831609 2026-09-06T01:07:50Z U3253363 3106362 Moved self-worth contingencies intervention to an intervention highlight box 2831610 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application:''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can also result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. {{RoundBoxTop|theme=9}}'''Intervention application:''' As illustrated by self-handicapping, performed to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by assisting in deemphasising the extent self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. == Self-concept-based interventions == The relationship between self-concept and motivation detailed thus far is useful for establishing motivational interventions. This section explores how self-concept and motivation theory can inform effective interventions to improve motivation and outcomes. === Foster domain-specific self-concept === As the multidimensional model posits, self-concept is multidimensional and hierarchical (Marsh et al., 2019). Research supports that behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). Nevertheless, academic self-concept plays a role, and its motivational properties should not be overlooked. This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself. Across academic, physical, and wellbeing domains, effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Self-concept-based interventions for improving motivation should focus on domain-specific and identity-based motives, which deemphasise contingencies of self-worth. 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''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi/10.1177/01461672221148396 Zhang, J., Zhang, Y., Song, Y., & Gong, Z. (2016). The different relations of extrinsic, introjected, identified regulation and intrinsic motivation on employees’ performance. ''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] 83uybcwjjnj0zznxqvulf2xm14wygui 2831611 2831610 2026-09-06T01:14:54Z U3253363 3106362 /* How does the reciprocal effects model explain the influence of motivation on self-concept? */ Deleted interventions section, has been replaced with feature boxes throughout. 2831611 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application:''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can also result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. {{RoundBoxTop|theme=9}}'''Intervention application:''' As illustrated by self-handicapping, performed to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by assisting in deemphasising the extent self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] schwjur4y1uup9tqdxv6ga1re0vpboh 2831612 2831611 2026-09-06T01:16:31Z U3253363 3106362 /* How does motivation influence self-concept? */ 2831612 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivaton''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can also result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which posits that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This temporary nature is illustrated by Lawrence and Gonzales' (2022) results from 466 university students, wherein self-report measures of motivation and self-worth showed a correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. They also showed a correlation between academically contingent self-worth and amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic regulation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure causes motivation from contingent self-worth to decrease, and maladaptive behaviours emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-esteem and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. Self-esteem mirrors the evaluative property of self-concept; fear of failure reflects concern about the implications of failure for one's self-concept. This highlights self-concept as an antecedent to self-handicapping and related motivational and performance outcomes. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, the more specific the self-concept facet, the more closely related to actual behaviour it is (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Under some circumstances, protecting self-worth becomes more important than succeeding at the task itself. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. Whereas Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals may become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, performed to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by assisting in deemphasising the extent self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] m8byzf3k0e9anr74htdqhllklz4l2fa 2831615 2831612 2026-09-06T01:38:00Z U3253363 3106362 Reducing word count in handicapping section 2831615 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivaton''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles effect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This is illustrated by Lawrence and Gonzales' (2022) results from 466 university students. Self-report measures of motivation and self-worth showed a positive correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. Academically contingent self-worth was also positively correlated with amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic motivation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure is unmotivating, and causes maladaptive behaviours to emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, more specific self-concept branches are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. As Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation (Greve & Wentura, 2003). Together, this research suggests that self-concept can act both as a motivational resource, and motivational vulnerability. When self-concept is threatened by evidence evaluated to suggest one is not who they think they are, motivation decreases. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, performed to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by assisting in deemphasising the extent self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8 Coudevylle, G. 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] fr1e5o9573rwfx8y4ci04xhy0w1gu88 2831616 2831615 2026-09-06T01:39:10Z U3253363 3106362 2831616 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivaton''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles effect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This is illustrated by Lawrence and Gonzales' (2022) results from 466 university students. Self-report measures of motivation and self-worth showed a positive correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. Academically contingent self-worth was also positively correlated with amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic motivation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure is unmotivating, and causes maladaptive behaviours to emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, more specific self-concept branches are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. As Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, performed to defensively protect self-concept, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by assisting in deemphasising the extent self-worth depends on actual or expected outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes can influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally regulated behaviour to increasingly internalised regulation. The motivations proposed on the self-determination continuum, in order of increasingly self-determined motivations are: external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid a negative result (Morris et al., 2022). The degree of how self-determined one's motivations are depends on the extent to which they have internalised the values, beliefs and perceptions of their behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised (Chiu, 2023). Extrinsic motivation and associated values and behaviours become increasingly integrated with the self and increasingly self-endorsed. This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van Den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash's parents signed her up to swim. After swimming lessons she would receive a lollipop.   |Non-self-determined drive.   |- |Introjected regulation |Ash starts to want her parents to think she is dedicated.   |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she begins to feel competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8 Coudevylle, G. 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''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi/10.1177/01461672221148396 Zhang, J., Zhang, Y., Song, Y., & Gong, Z. (2016). The different relations of extrinsic, introjected, identified regulation and intrinsic motivation on employees’ performance. ''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] 2c1zyj7oqcracamumjzx4tcajhaz0e2 2831620 2831616 2026-09-06T01:55:05Z U3253363 3106362 2831620 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivaton''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles effect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This is illustrated by Lawrence and Gonzales' (2022) results from 466 university students. Self-report measures of motivation and self-worth showed a positive correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. Academically contingent self-worth was also positively correlated with amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic motivation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure is unmotivating, and causes maladaptive behaviours to emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, more specific self-concept branches are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. As Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. This includes external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash received a lollipop after swimming lessons.   |Non-self-determined drive.   |- |Introjected regulation |Ash wants her parents to think she is dedicated to swimming. |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she starts feeling competent and can drive herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept, highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a regular teaching approach (non-self-determination theory) or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed the activity into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This theory indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positive predictor of mathematics achievement and vice versa. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen (2015) using a longitudinal model with 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of study; Garn and Shen (2015) suggest initial exercise engagement helps one feel good and motivated, thus immediately influencing self-concept, but as novelty wears off, so does motivation and any effects on self-concept. Another possible explanation for why no reciprocal effect was identified here but there was in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not necessarily generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation as measured by achievement influenced self-concept. Hübner et al. (2023) similarly support for the reciprocal effects model was inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model.   Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] 308gc5aa7a6tw1czlp204ibtndoz0b3 2831621 2831620 2026-09-06T02:08:16Z U3253363 3106362 /* How does internalising motivation shape self-concept? */ Refining writing in the how does motivation shape SC section 2831621 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept influence motivation? *How does motivation influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivaton''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles effect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This is illustrated by Lawrence and Gonzales' (2022) results from 466 university students. Self-report measures of motivation and self-worth showed a positive correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. Academically contingent self-worth was also positively correlated with amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic motivation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure is unmotivating, and causes maladaptive behaviours to emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, more specific self-concept branches are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. As Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how this relationship works in reverse, illustrating the bidirectional relationship between self-concept and motivation.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. This includes external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash received a lollipop after swimming lessons.   |Non-self-determined drive.   |- |Introjected regulation |Ash wants her parents to think she is dedicated to swimming. |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation for enjoyment. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation.   However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation measured by achievement influenced self-concept. Hübner et al. (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] k5fk5lo07hfo4g7x4ia0ps9r6uc3vl6 2831622 2831621 2026-09-06T02:11:18Z U3253363 3106362 /* How does the reciprocal effects model explain the influence of motivation on self-concept? */ 2831622 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond answering that question. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept shape motivation? *How do motivational processes influence self-concept? *How can understanding self-concept be used to improve motivation and wellbeing?{{RoundBoxBottom}} == Understanding self-concept == The self is central to humanhood and the scientific understanding of human behaviour. Thus, the question of “what makes me, me?” has been theorised about throughout history and is important to understand. Although each theory approaches self-concept differently, several common properties emerge. Self-concept appears to be a multifaceted, hierarchical, socially developed, and dynamic system of self-knowledge (see Table 1). These properties provide the foundation for understanding the motivational effects of self-concept. Self-concept is a cognitive framework which is unique to, but encompasses, many of the popular “self-” constructs – [[self-esteem]] (perceived value of yourself), [[w:Self-efficacy|self-efficacy]] (perceived task capability) and [[w:Self-image|self-image]] (description of yourself). See the linked pages for details on each of these separate constructs. '''Table 1''' Self-Concept Properties and Their Significance for Motivation. {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multifaceted''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour and navigating the environment. This section explores how self-concept influences motivation.   === How does self-concept direct goals? === Individuals pursue and evaluate goals in ways that align with their self-concept. This is driven by the human tendency to strive for alignment between self-concept and behaviour.   '''[[wikipedia:Self-concept#:~:text=According%20to%20Rogers%2C%20everyone%20strives%20to%20reach%20an%20%22ideal%20self.%22|Rogers’ (1959) theory]]''' suggests the self is comprised of the real self and the ideal self. The alignment of these is known as congruence, a state where one has the capacity to pursue self-improving goals. When the ideal and real self do not align (incongruence), an individual experiences poorer mental health and acts defensively. This incongruence generates a psychological tension which acts as a motivating force, pushing the individual to either modify their behaviour to align with their self-concept, or modify their self-concept (Stephen, 2023).   Supporting this concept, Howard and Dhillon (2022) found that using Rogers’ Q-sort, a measure of self-concept and congruency, can be an effective method of reflection to help individuals consciously choose goals that help achieve a congruent, ideal self. However, direct support for the foundational concept of congruence is sparse (Phillips et al., 1965). Rogers’ Q-sort was used to empirically test congruence. Phillips et al. (1965) found that incongruent participants, as indicated by Q-sort results, did not become more congruent over a 6-month measurement period, thus indicating a lack of movement motivated by incongruency. One explanation is that Rogers conceptualised self-concept as relatively stable. In response to the poor empirical support for congruence, contemporary research adopts a dynamic and context-dependent approach to self-concept. For example, Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' suggests situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like Rogers’ theory, it suggests individuals behave and interpret situations in ways that align with their identity. However, Oyserman (2015) expands Roger’s simplistic differentiation between real and ideal selves. The theory suggests a temporal flexibility of self-concept. A future self can be an active identity and thus individuals may act congruently to future selves. This may explain why future identities motivate present behaviour. Unlike Rogers' relatively stable model of the ideal self, identity-based motivation theory suggests future identities can become situationally salient and influence immediate behavioural decisions. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children and subsequent achievement increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. The effect of connecting to one’s future self lasted six months. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   '''''[Is this too abstracted/disconnected??]''''' Demonstrating the practical utility of this approach, Lohbeck et al.'s (2021) study of children's physical self-concept, found that improving physical self-concept was more effective in increasing physical activity than interventions focusing on external motivators. This shows that identity-aligned goals make behaviour and effort meaningful, and therefore sustainable. Together, these theories suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivaton''' Identity-based motivation and Rogers' self theories suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". She may be less motivated if her goal is directed by an external reward: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals will help her feel motivated. {{RoundBoxBottom}} === What role does perceived competence play in the effect of self-concept on motivation? === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === How can self-concept undermine motivation? === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles effect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This is illustrated by Lawrence and Gonzales' (2022) results from 466 university students. Self-report measures of motivation and self-worth showed a positive correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. Academically contingent self-worth was also positively correlated with amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic motivation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure is unmotivating, and causes maladaptive behaviours to emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, more specific self-concept branches are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. As Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How do motivational processes influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.   === How does internalising motivation shape self-concept? === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. This includes external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash received a lollipop after swimming lessons.   |Non-self-determined drive.   |- |Introjected regulation |Ash wants her parents to think she is dedicated to swimming. |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation for enjoyment. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This indicates self-concept and motivation are inherently intertwined.   === How does the reciprocal effects model explain the influence of motivation on self-concept? === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was a positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation measured by achievement influenced self-concept. Hübner et al. (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Chiu, T.K. (2023). 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''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi/10.1177/01461672221148396 Zhang, J., Zhang, Y., Song, Y., & Gong, Z. (2016). The different relations of extrinsic, introjected, identified regulation and intrinsic motivation on employees’ performance. ''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] nlv804gucnxrh7f64gvq4p0gu1wboed 2 331051 2831596 2831242 2026-09-05T23:27:59Z U3253363 3106362 2831596 wikitext text/x-wiki == About me == Hi, my name is [https://www.linkedin.com/in/pepper-white/ Pepper]. I am a third-year Bachelor of Science in Psychology student at the [https://www.canberra.edu.au/ University of Canberra]. I am passionate about preventative mental health care and supporting those in need. This passion motivates me in my studies and at work. === Work experience === * '''Mental Health Educator''' with [https://mieact.org.au/ Mental Illness Education ACT]. In this role, I facilitate discussions about [[Stress (psychological)|stress]], [https://www.beyondblue.org.au/mental-health/depression?gad_source=1&gad_campaignid=21934835275&gbraid=0AAAAADuibRbKbycJc05RErZ8UMCld1aGB&gclid=Cj0KCQjwkOvTBhDgARIsAKUNyRuK4CGO5WdRCpr1RDshuiDIlyi_ZwRe8ZFfvAygSGrvK0TbjFm7VtYaAkf8EALw_wcB depression], and [[wikipedia:Help-seeking|help-seeking]] with ACT school students. * '''Student Advocate''' in the [https://www.canberra.edu.au/content/myuc/home/support/student-advocacy-and-src/student-advocacy.html Student Advocacy Office] at the University of Canberra. In this role, I help my peer university students navigate university policies and procedures. === Hobbies === * [[wikipedia:Oil_painting|Oil painting]] * Figure drawing * Running * Playing water polo with the [https://www.revolutionise.com.au/dragonswp/home/ Gungahlin Dragons Water Polo Club] * Travelling == Book chapter == The book chapter I am writing is [[Motivation and emotion/Book/2026/Self-concept and motivation|Self-concept and motivation]]. The chapter navigates the question "How does self-concept relate to motivation?" I chose this topic to explore due to my fascination with how the perception of oneself can influence one's behaviour. == Social contributions == # I engaged with conversations in a [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=804001 discussion post] on Canvas about topics of interest within motivation and emotion. My goal with this post was to take inititative by being an early contributor to help build a sense of comfort and normality amongst the group. I also hope by posting some topics of interest, others may feel inspired by these focus areas, thus helping them choose their book chapter topic. # In familiarising myself with Wikiversity, I read the Spirituality and resilience 2025 book chapter. I noticed the writing required edits for readability, so I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FSpirituality_and_resilience&diff=2824208&oldid=2774009 edited the first two paragraphs] of the overview. I fixed spelling, grammar, and wording issues. This is an important fix to help capture the reader’s attention and demonstrate credibility when the audience begins reading. # I went through the topics others have chosen and the topic “Empathy and jury decision-making" caught my attention. I [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FEmpathy_and_jury_decision-making#Exploring_empathy_within_similar_contexts commented] on this book chapter with some additional ideas from my own passion about researching empathy to support this students’ topic development. # To better illustrate the multidimensional model of self-concept Marsh et al. (1992), which I refer to in my book chapter, I [https://commons.wikimedia.org/w/index.php?title=File%3AMultidimensional_model_of_self-concept_diagram.png&diff=1265404333&oldid=1265404322 created a diagram and uploaded it to Wikimedia]. # I looked through the book chapter "Empathy and jury decision-making" and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FEmpathy_and_jury_decision-making&diff=2826959&oldid=2824982 made edits] to the ordering of citations within a bracket in the conclusion to ensure they were alphabetical. # I read the book chapter "Falling in love" and [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FFalling_in_love#Interesting_theories_to_incorporate suggested a few theories and angles to explore] within this fascinating topic. # I read the book chapter "Charismatic leadership and follower motivation" and [[Talk:Motivation and emotion/Book/2026/Charismatic leadership and follower motivation#Interesting real-life case study to consider incorporating|suggested exploring the Jonestown cult]] as a real life case study to give insight into the extreme side of charismatic leadership and follower motivation. sjd65h6zesh6rlvno6g94gv99gmmq7l 0 331097 2831670 2831129 2026-09-06T07:40:12Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831670 wikitext text/x-wiki {{title|Hypothalamus and homeostatic motivation:<br>How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} ;Picture this You wake up late and sprint to university. There is no time for breakfast. You also skip water. For a short while, you can still sit in class and try to follow the lecture. Then the hours pass. Your body starts to push back. Your mouth feels rough and dry. Your stomach is upset and empty. You look at the slides, but your mind keeps drifting to where you might get something to eat or drink. At first it is just a small problem. Soon it feels like a strong pull. It changes how you think, where your focus goes, and what you end up doing. These small body signals show that basic needs can drive your choices. When your inner balance slips, your brain notices it. Neural activity then turns on so you are more likely to act in a way that helps you get back to normal. Feeling hungry pushes you to look for food. Feeling thirsty pushes you to find water. The hypothalamus is a key part of this. It takes in info about how your body is doing. It also helps set up the body responses and the actions that match the situation. Special neural pathways in this area help run hunger and thirst. They also support other survival urges, which helps the body stay stable. {{RoundBoxBottom}} The hypothalamus is a small region of the brain that plays an important role in maintaining hypothalamus, which is the body's ability to keep its internal conditions relatively stable. Biological needs such as hunger and thirst can become powerful sources of motivation when the body's internal conditions move away from balance. Hypothalamic and related neural circuits detect and integrate physiological information and contribute to behaviours such as eating and drinking that help restore energy and fluid balance (Timper & Brüning, 2017; Zimmerman et al., 2017). Understanding these processes is important because hunger and thirst are fundamental survival-related motivations that can strongly influence behaviour. Neuroscience research indicates that these motivations involve specialised and interconnected neural circuits that respond to physiological need and help generate appropriate consumption behaviours (Augustine et al., 2020). {{RoundBoxTop|theme=3}} '''Focus questions''' {{ic|Add bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} What is homeostasis and how does the hypothalamus contribute to its regulation? How do hypothalamic circuits regulate hunger and eating behaviour? How do neural circuits regulate thirst and drinking behaviour? How do hormones and physiological signals communicate biological needs to the hypothalamus? How do hypothalamic systems transform biological needs into motivated survival behaviour? {{RoundBoxBottom}} == Homeostasis and the hypothalamus == Homeostasis is how the body keeps its internal conditions within limits that work for daily life. It is not a fixed state. The body makes adjustments so the range stays workable. A key brain area here is the hypothalamus. It takes in signals about what is happening inside the body. Then it helps line up the needed responses, both physical and behavioural. If the internal conditions drift too far from the set range, the body reacts. Those reactions can create strong urges. That is when drives like eating or drinking can show up. * Even when the body or the surroundings change, homeostasis aims to hold things steady. * The hypothalamus also gathers input from more than one source. It uses signals from nerves, hormones, and metabolic processes. * Not all parts of the hypothalamus do the same job. Different nuclei and groups of neurons link to different functions. Some shifts affect bodily regulation, while others shape motivation * When balance is disrupted, motivation can rise. Those urges steer actions that help bring the body back toward the right conditions. [[File:Hypothalamus in coronal view.jpg|thumb|140x140px|'''Figure 2'''. Sagittal diagram of the hypothalamus showing major nuclei involved in regulating physiological and survival-related processes, including the arcuate, ventromedial, paraventricular, supraoptic, anterior, posterior, and dorsomedial nuclei.]] == Homeostasis and the hypothalamus == Homeostasis means your body keeps its internal conditions within a safe range. This helps you work the way you should. The hypothalamus is key here. It takes in data about what is going on inside the body. Then it helps set off the right body actions. Those actions can include shifts in body functions and changes in behaviour. If things drift too far from the normal range, the body does not just “notice” it. Homeostatic systems can also push you toward certain urges. Those urges can lead to actions like eating or drinking. * Homeostasis helps maintain relatively stable internal conditions despite changes within the body or environment. * The hypothalamus integrates neural, hormonal, and metabolic information involved in homeostatic regulation (Timper & Brüning, 2017). * The hypothalamus contains several specialised nuclei that contribute to different aspects of physiological and homeostatic regulation (see Figure 2). * Homeostatic disturbances can produce motivational states that encourage behaviours capable of restoring biological balance (Augustine et al., 2020). ;''Hypothalamic regulation of hunger'' Hunger is a biological motivational state that encourages food-seeking and eating behaviour when the body requires energy. Rather than being controlled by a single "hunger centre", feeding behaviour involves interacting neural populations that receive information about the body's energy state and contribute to appropriate behavioural responses '''''Hunger and energy balance''''' * Your central nervous system gets signals about how much energy is available. It does this using nutrients, nerve messages, and hormones in the blood. * Part of the hypothalamus helps steer both eating and how fast the body uses energy. This work supports a stable energy balance, as described by Timper and Brüning in 2017. * When you feel hunger, food may start to feel more valuable. That feeling can push you toward actions like looking for food, moving toward it, and eating it. * Biology matters, but it is not the only thing. Food choice and eating can also shift with reward, past experiences, learning, and cues from the food around you. Liu and Kanoski discuss this in 2018. ;''The arcuate nucleus'' * The arcuate nucleus of the hypothalamus contains important neuronal populations involved in the regulation of appetite and energy balance (Timper & Brüning, 2017). * AgRP/NPY-related {{ic|explain technical terms}} neurons are associated with hunger and can promote feeding when energy availability is low. * POMC-related neurons contribute to signalling involved in reduced food intake and energy regulation. * These neuronal populations interact with other hypothalamic and extra-hypothalamic regions, showing that feeding is * regulated by an interconnected neural network rather than one isolated brain structure. ;Ghrelin and leptin * Hormones allow peripheral organs and tissues to communicate information about energy availability to the brain {{ic|hypothalamus?}}. * Ghrelin is associated with hunger signalling and can influence neural systems involved in food intake. * Leptin is produced primarily by adipose tissue and provides the brain with information related to stored energy. * Metabolic and hormonal signals such as leptin act on hypothalamic neuronal populations involved in appetite and energy homeostasis (Timper & Brüning, 2017). ;Quiz <quiz display="simple"> {The hypothalamus contains specialised neural circuits that help regulate homeostatic processes such as hunger and thirst: |type="()"} + True - False {Hunger and thirst are each controlled by a single hypothalamic “switch” that turns the motivation on or off: |type="()"} - True + False </quiz> ''Hypothalamic regulation of thirst'' Thirst is a powerful homeostatic motivation that encourages drinking when the body's fluid balance is disturbed. Neural circuits continuously monitor physiological signals related to hydration and generate behavioural and hormonal responses that help restore fluid balance (Zimmerman et al., 2017). '''Detecting fluid imbalance''' * Your body’s hydration status shows up in several blood measurements. Blood osmolality, sodium levels, blood volume, and blood pressure all shift when you are getting more or less fluid. * The brain also has special sensory areas. Two of them are the subfornical organ, or SFO, and the organum vasculosum of the lamina terminalis, the OVLT. These regions help pick up changes linked to fluid balance (Zimmerman et al., 2017). * After that, these cues reach the hypothalamus and nearby pathways. Those networks help drive thirst. They also push you toward finding and drinking water. * Thirst therefore demonstrates how a physiological imbalance can be transformed into a powerful motivational state. '''Drinking and anticipatory regulation''' * Thirst can begin decreasing before consumed water has been fully absorbed and restored the body's fluid balance. * Sensory information associated with drinking provides rapid feedback to neural circuits involved in thirst (Zimmerman & Knight, 2020). * This anticipatory regulation allows the brain to predict how ongoing drinking will affect the body's future physiological state. * These mechanisms help prevent excessive water consumption while still allowing fluid balance to be restored. ''Other Survival-Related Motivations'' Although hunger and thirst provide clear examples of homeostatic motivation, the hypothalamus contributes to several other processes necessary for survival. Different hypothalamic nuclei and neural populations participate in coordinating physiological and behavioural responses according to the body's current needs. * The hypothalamus helps control body temperature, sleep, daily cycles, mating patterns, hormone balance, and reactions to stress. * Not every part of the hypothalamus does the same job. Each nucleus has its own role, and they link up with each other. So it is not one single “motivation hub” that drives everything. * When something goes wrong in the body, the priorities can shift. A person may feel a strong, short-term need, and that need can override other aims. * That is what hunger and thirst show. Signals from inside the body can create drive states. Those drives then shape actions that keep a person alive. {| class="wikitable" |+Table 1: Comparison of hunger and thirst as homeostatic motivations !Biological need !Example signals !Key neural systems !Motivated behaviour |- |Hunger |Energy availability, ghrelin, leptin |Arcuate and interconnected hypothalamic circuits |Food seeking and eating |- |Thirst |Osmolality, sodium and blood-volume signals |SFO, OVLT, MnPO {{ic|explain abbreviations}} and hypothalamic circuits |Water seeking and drinking |} As shown in Table 1, hunger and thirst involve different physiological signals and specialised neural systems, but both demonstrate how disturbances in homeostasis can generate motivated behaviour (Augustine et al., 2020; Zimmerman et al., 2017). ==Conclusion== The hypothalamus is key for keeping the body stable. It merges signals from the body and then helps drive brain and body actions. These actions can be neural, hormonal, automatic, and even behavioural. If energy levels or fluid levels shift out of range, the brain does not just react once. Instead, specific neural pathways help create a motivation to act. The goal of that motivation is to bring the body back toward balance. Studies show that hunger depends on linked hypothalamic pathways. One part of this involves neuron groups in the arcuate nucleus. These neurons react to signals tied to metabolism and hormones. They then help shape appetite and control of energy use (Timper & Brüning, 2017). Thirst seems to work in a related way. Other neural circuits pick up changes in body-fluid balance and push the body toward drinking (Zimmerman et al., 2017). Motivation here is not just a light switch. The neural systems bring together what is happening inside the body. They also pull in cues from senses, what the body expects, what is in the surroundings, and what feels rewarding (Augustine et al., 2020; Liu & Kanoski, 2018). Taken together, these hypothalamic and connected circuits turn body needs into actions that help survival and restore homeostasis ;Key take-home points * The hypothalamus helps connect physiological needs with motivated behaviour. * Specialised neural circuits contribute differently to hunger, thirst, and other homeostatic processes. * Hormonal, metabolic, sensory, and neural signals work together to communicate the body's needs. * Homeostatic motivation is flexible and interacts with learning, reward, cognition, and environmental information. * Hunger and thirst demonstrate how changes inside the body can become powerful psychological motivations. {{tip|Take-home message:The hypothalamus helps maintain homeostasis by detecting biological needs and motivating behaviours that restore balance. Specialised neural circuits regulate hunger, thirst, and other survival-related processes, showing how changes within the body can strongly influence motivation and behaviour. }} ==See also== * [[Motivation and emotion/Brain structures|Brain structures]] (Wikiversity) * [[Motivation and emotion/Book/2025/Homeostasis and basic drives|Homeostasis and basic drives]] (Book chapter, 2025) * [[Motivation and emotion/Book/2017/Hypothalamus and motivation|Hypothalamus and motivation]] (Book chapter, 2017) * [[w:Homeostasis|Homeostasis]] (Wikipedia) * [[w:Hypothalamus|Hypothalamus]] (Wikipedia) ==References== {{Hanging indent|1= Augustine, V., Lee, S., & Oka, Y. (2020). Neural control and modulation of thirst, sodium appetite, and hunger. Cell, 180(1), 25–32. https://doi.org/10.1016/j.cell.2019.11.040 Liu, C. M., & Kanoski, S. E. (2018). Homeostatic and non-homeostatic controls of feeding behavior: Distinct vs. common neural systems. Physiology & Behavior, 193, 223–231. https://doi.org/10.1016/j.physbeh.2018.02.011 Timper, K., & Brüning, J. C. (2017). Hypothalamic circuits regulating appetite and energy homeostasis: Pathways to obesity. Disease Models & Mechanisms, 10(6), 679–689. https://doi.org/10.1242/dmm.026609 Williams, G., Bing, C., Cai, X. J., Harrold, J. A., King, P. J., & Liu, X. H. (2001). The hypothalamus and the control of energy homeostasis: Different circuits, different purposes. Physiology & Behavior, 74(4–5), 683–701. https://doi.org/10.1016/S0031-9384(01)00612-6 Zimmerman, C. A., Leib, D. E., & Knight, Z. A. (2017). Neural circuits underlying thirst and fluid homeostasis. Nature Reviews Neuroscience, 18(8), 459–469. https://doi.org/10.1038/nrn.2017.71 Zimmerman, C. A., & Knight, Z. A. (2020). Layers of signals that regulate appetite. Current Opinion in Neurobiology, 64, 79–88. https://doi.org/10.1016/j.conb.2020.03.007 }} ==External links== * [https://www.brainfacts.org/3d-brain 3D Brain] (BrainFacts) * [https://my.clevelandclinic.org/health/body/22566-hypothalamus Hypothalamus] (Cleveland Clinic) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Hypothalamus]] 3ep0l3tukgh7y8tuzezvsqem1f5b7ie 0 331144 2831608 2828420 2026-09-06T00:50:17Z Jtneill 10242 Copyediting 2831608 wikitext text/x-wiki {{title|Self-determination theory and military veteran reintegration:<br>How do autonomy, competence, and relatedness shape psychological adjustment after military service?}} __TOC__ ==Overview== {{RoundBoxTop|theme=5}} ;Scenario [[File:Military-to-civilian reintegration.png|thumb|'''Figure 1'''. Transition from military service to civilian life]] What happens when the thing that gave your life structure suddenly vanishes? For many military veterans, leaving the service gains them freedom, but freedom can also bring uncertainty. After 15 years of military service including posting and deployments, a veteran returns home expecting civilian life to feel like freedom (see Figure 1) . Instead, freedom feels disorientating. For over a decade, their days were shaped by established routines, explicit expectations, clear responsibilities, a sense of belonging and being part of a team. Roles were understood. Decisions had purposes. Belonging was built into day-to-day life. The team was your support. Then, almost, overnight, the rules had changed. There are no longer orders telling them what needs to be done, no team waiting or relying on them, and no familiar structure defining what it means to be successful. Decisions that were once straightforward, now require navigating through uncertainty and often with little guidance or support. The confidence they had developed through military service may not cleanly translate into civilian life, whilst the relationships that brought connection and belonging may suddenly be hundreds or thousands of kilometres away. Disconnection is real. What was supposed to be liberation has now become a profound psychological adjustment. Self-determination theory provides an understanding of why. If military life has shaped how a veteran experiences autonomy, relatedness and competence {{ic|APA style uses serial commas}} , what happens when the life that once supported or constrained these needs is removed? {{RoundBoxBottom}} * '''Military to civilian transition [introduction to difficulties they experience and challenges they may face]''': * Military-to-civilian transition is a major period of adjustment that brings an increased likelihood of psychosocial risk. This transition involves simultaneous changes to daily structure, social relationships, occupational roles, their identity and sources of purpose. * Findings by Romanik, et al. 2024 showed 78% of Australian defence members experienced a difficult transition, and 50% were still struggling after 10 years, highlighting that this transition can have long-term implications to their wellbeing (Carra, et al. 2022) * Veterans may experience feelings of cultural dislocation, emotional distress and identity disorientation which can be linked to the loss of structured military roles and routines. They may also experience social alienation when attempting to rebuild relationships, re-establish belongings, and adapt to unfamiliar social norms beyond the military sphere. The current known challenges that ADF members experience are cumulative effects of trauma and stress, moral injury to beliefs and expectations, stigma, and impaired help seeking (Kerr, et al 2022) along with the loss of relationships. * For those that may have left involuntarily often tend to experience difficulties in translating military skills into employment, and have a perceived lack of competence (Kerr, et al 2022). These challenges and difficulties may influence veterans' motivation and psychological wellbeing. * '''SDT as the theoretical framework [introducing main theory that will be discussed throughout chapter]''': * SDT is a useful framework and provides a key blueprint for understanding the motivational basis of personality and social behaviour, along with the relation of basic psychological needs for wellbeing, psychological flourishing and positive quality of life (Deci, Ryan 2022). * SDT proposes that autonomy, competence, and relatedness are basic psychological needs that contribute to individuals' wellbeing and adaptive functioning. Satisfaction of these needs will contribute to positive wellbeing, whereas, frustration can contribute to negative psychological outcomes (Ryan, et al. 2022). * This chapter will therefore utilise SDT to examine how changes associated with military to civilian reintegration may influence these three psychological needs. * '''Reintegration and psychological adjustment [what do these three needs affect]:''' Following discharge (or voluntary leaving) veterans may need to reconstruct these psychological needs within unfamiliar civilian environments. * Employment difficulties may then challenge competence, whilst their loss of military relationships and identity may undermine their belonging and relatedness. Greater freedom may support their autonomy, but can also create uncertainty without their consistent military structure (Carra, et al. 2022). * This book chapter will therefore examine how these changes may shape veterans' psychological adjustment during reintegration and consider how understanding veterans' psychological needs can inform approaches/implementations to supporting successful transitions. Author note: depending on how book chapter flows along with word count, the following 'sections' may be included in the overview and structured accordingly. * '''Military service and psychological needs (Carra et al. 2022):''' transitions can have a significant adverse effect on veterans' wellbeing. The transitions usually involve simultaneous changes across multiple aspects of their life, this includes, their identity, finances, occupation, residences, routines, relationships and social support. These changes may accumulate to an increase in vulnerability to psychological distress and mental health difficulties. Research has highlighted the importance of providing suitable transition support to effectively assist veterans in navigating these changes and adapting comfortably in civilian life. {{RoundBoxTop|theme=5}} ;Focus questions {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} 1. How does Self Determination Theory {{ic|Use APA style for capitalisation of theories (lower case)}} explain psychological adjustment during military-to-civilian transition? 2. How does satisfaction or frustration of autonomy, competence, and relatedness shape veterans' motivation and emotional wellbeing? 3. How military experiences and reintegration shape autonomy, competence, and relatedness? 4. How can Self Determination Theory informed interventions support psychological need satisfaction and successful reintegration? {{RoundBoxBottom}} == How does Self Determination Theory explain psychological adjustment during military-to-civilian transition? == {{ic|The first two bullet points could make for an effective Overview}} * Military-to-civilian transition involves a substantial change to veterans' occupational roles, relationships, routines, identity and their overall sense of purpose. * These changes challenge veterans' wellbeing, motivation, wellbeing and psychological adjustment as they adapt to a new environment. * Therefore understanding the psychological processes underlying this transition is essential and Self Determination Theory (SDT) provides a framework to examine how changes in the environment shape veterans' psychological needs and adjustment. === What is Self Determination Theory (SDT)? === {{ic|Embed links to further info}} *Self determination theory (SDT) focuses on three basic psychological needs and varied forms of motivation (autonomous to controlled). Provides a blueprint for understanding the motivational basis of personality and social behaviour, along with the relation of basic psychological needs for psychological flourishing, positive well-being and positive quality of life (Ryan et al. 2022). *Autonomy is the core psychological need to feel like the author of your own life, those that are autonomous want their actions to match their true values and choices rather than being forced or controlled by external pressures. Competence refers to feeling effective and satisfactory in their capacity, is not an attained skill or capability but is instead a felt sense of confidence. Relatedness refers to feeling connected to others and caring for and by others, along with having a sense of belongingness in both with other individuals and with their community (Ryan et al. 2022). *Need satisfaction vs. need frustration. Need satisfaction drives psychological growth and well-being whilst need frustration (active blocking of these needs), can cause distress, maladaptive behaviours and ill-being (Olafsen, et al. 2021). See Table 1 below for a more in-depth explanation of these needs. {| class="wikitable" |+Table 1. Need Satisfaction vs Need Frustration (Olafasen, et al. 2021) ! !Autonomy !Competence !Relatedness |- |Need satisfaction |experiencing choice, self-direction, freedom in ones' actions |experiencing mastery, capability and effectiveness in skills. |feeling a warm, secure and mutual care with others. |- |Need frustration |feeling controlled, pressured or compelled to act in an unwanted way |feeling incompetent, facing frequent failure and doubting abilities. |experiencing loneliness, alienation, and social exclusion. |} * SDT also focuses on different forms of motivation which range from autonomous to controlled motivation and how the outcome relates to vitality, engagement, performance and psychological health (Loverre, et al. 2024). Autonomous motivation includes intrinsic motivation and fully internalised extrinsic motivation whilst controlled motivation involves external demands or internal pressures (Rybakovaite, et al. 2021). * SDT offers a unique explanatory value by connecting environmental changes to motivation, wellbeing, and psychological need satisfaction. Many theories try to explain identity, resource loss or group motivation as a primary motivator, SDT helps explain why changes influence veterans' psychological adjustment. === The Military Environment === * Characterised by routines, clearly defined roles, hierarchy, rules, expectations, collective goals and a sense of purpose, thus, creating a highly structured social environment. * The structured roles, occupation and training responsibilities may support competence, purpose and effectiveness, whilst, {{g}} their teamwork and unit cohesion along with shared military identity may support their relatedness and belonging. * However, their hierarchy, externally imposed responsibilities and rules may create tensions with autonomy, and could influence the extent to which motivation is either autonomous or controlled. * Therefore, military experiences may simultaneously constrain and support psychological needs rather than being universally positive or negative. == How does satisfaction or frustration of autonomy, competence and relatedness shape veterans' motivation and emotional wellbeing? == * Psychology need satisfaction provides a mechanism with social environments may either positively or negatively alter their wellbeing, motivation, and psychological adjustment during their transition. * SDT conceptualises motivation along a continuum of self-determination, it ranges from intrinsic motivation and forms of autonomous extrinsic motivation to then controlled forms of extrinsic motivation and amotivation. === Autonomy and the experience of choice === * SDT identifies autonomy as a psychological need that concerns psychological self-direction, freedom, and experiencing one's actions as congruent and self-endorsed with their values and interests. * Autonomy refers to the feeling of psychological freedom and self-directions of one's thoughts, actions and feelings. * Military hierarchy does not inherently undermine or satisfy autonomy. Anatomy can be experienced within structured environments, by endorsing externally induced requests by clearly understanding the meaning and purpose behind the demanded activity. Autonomy satisfaction is critical human growth and has been linked to strong levels of individual wellbeing, life satisfaction and vitality (Grimell, 2024). * Autonomy frustration can occur when military personnel sense of volition is actively undermined, this could be due to micromanagement or heavy restrictions which can correlate to internal conflicts and/or a passive/resistant mindset. This contributes to a negative psychological outcomes with links to controlled motivation, mental health issues and higher discharge rates. Further, autonomy frustration can lead to reduced trust, unit cohesion and initiative (Grimell, 2024). * Whilst transition from military to civilian life, veterans may move from an environment strongly characterised by externally prescribed relationships and structured expectations/routines, therefore, they will have a greater responsibility when it comes to employment, relationships and future goals. * Notably, greater choice does not equate to greater autonomy as whilst choices may create opportunities, choice alone does not guarantee autonomy. Especially, if veterans feel pressure, lack meaningful alternatives and have a level of uncertainty when it comes to navigating civilian life. === Competence and the sense of capability === * Competence satisfaction refers to experiencing 'mastery', growth and effectiveness in skills. In the military this could translate to feeling effective and capable of mastering tactical, physical and technical demands. Frustration involves feeling ineffective, unable to succeed and incapable (Tillberg, et al. 2026). *Military training and their clearly defined roles may provide opportunities for feedback and achievement, which would help support competence. *However, transition may challenge these experiences when veterans encounter unfamiliar workplaces and/or struggle to communicate and translate their skills effectively. Study highlighted that a significant challenge for veterans' perceived competence was translating their military skills into civilian employment. However, successful job-search experiences, or discharging straight into a job may help restore/improve competence. Therefore, successful employment may have psychological influence beyond just financial security and could provide purpose, competence and structure (Tillberg, et al. 2026). === Relatedness and the need to belong === * Relatedness satisfaction involves mutual care, belonging and connections, whilst frustration can bring rejection, loneliness, alienation or exclusion. * Military service is known for providing strong sources of relatedness through unit cohesion, teamwork, shared military identity and experiences. Leaving the military has been found to disrupt established social networks and require veterans to develop new sources of connection within civilian communities (Barnett, et al. 2021). * Maintaining military connections may support some veterans in the transition, however, developing civilian social identities may be important for long-term adjustment. === Motivation and wellbeing === * The satisfaction of autonomy, competence and relatedness are essential for optimal functioning and wellbeing. The satisfaction of these needs provide positive organisational outcomes with a more positive attitude and less turnover intentions, stronger psychological understanding, and more positive health and overall well-being. Satisfaction of these needs also create a higher likelihood of intrinsic motivation (Linden, et al. 2026). * Autonomous motivation includes intrinsic motivation and positive internalised forms of extrinsic motivation, controlled motivation comprises of internal contingencies or external pressure. This distinction may be significant to veterans establishing new employment, social, educational and personal goals following discharge (Linden, et al. 2026). * ''Author note: maybe incorporate the 'why' behind their behaviour and how that is either positive or detrimental to motivation'' === Interacting needs === * Importantly, these three needs should not be considered completely independent as SDT conceptualises them as interrelated that collective contribute to optimal function and positive psychological wellbeing (Mobbs, et al. 2018). * Frustration in one area may also coincide with difficulties/challenges in another. * ''Author note: focus on research/studies examining the combinations and interactions between satisfaction/frustration rather than just an isolated predictor.'' == How does military experiences and reintegration shape autonomy, competence and relatedness? == * The psychological impact of military service can be shaped by the environment in which personnel operate, including the way that structure, occupational roles, leadership and social relationships are experienced (Barnett, et al. 2022). * The military service shouldn't be viewed as uniformly supportive or restrictive, it's important to factor which environmental conditions frustrate or facilitate psychological needs. * Reintegration changes these conditions irrespective of whether they were positive or negative environments, thus, requiring veterans to navigate new experiences, expectations, relationships and roles whilst renegotiating sources of autonomy, belonging and competence, see figure 2.[[File:Military to civilian transition.png|thumb|Figure 2: Environmental changes experienced during military-to-civilian reintegration]] * SDT therefore can be used to examine the conditions to which military experiences either support or undermine psychological need satisfaction, rather than assuming that military service is inherently beneficial or harmful. === Structure, hierarchy, and autonomy === * Military organisations rely heavily on rules, hierarchy, orders and clear responsibilities, shaping a high level of structure that is not often seen in civilian environments. * Structure is not inherently autonomy-thwarting as dependent as, structure can provide guidance, predictability, autonomy and clear expectations, especially, when personnel understand and endorse the purpose behind their responsibilities (Barnett, et al. 2021). * Leadership plays an integral role in satisfying autonomy (Knevelsrud, et al. 2023). In particular, autonomy-supportive leadership style is where leaders empower employees to make choices, share rationales, take perspectives and minimise unnecessary pressure. An autonomy-supportive leadership brings benefits of an higher engagement, positive wellbeing and enhanced performance (Knevelsrud, et al. 2023). * However, highly controlling environments may impede autonomy when their behaviour is experienced as pressured or coerced. This might be done through actions of micromanagement and excessive pressure, these may contribute to controlled motivation and poor psychological outcomes (Barnett, et al. 2021). * This creates an important distinction between control and structure, and that leadership style and individual interpretation. * Following either voluntary or involuntary discharge, veterans may experience substantially greater choice over relationships, future goals and employment, however, greater freedom does not necessarily equate to greater autonomy when personnel experience pressure, uncertainty or lack of meaningful alternatives. <quiz display=simple> {'''When can military structure support autonomy?''' |type="()"} + When personnel understand and value their purpose - When all choices are removed - When personnel experience coercion and external pressure - When responsibilities are increased {'''Which psychological need may be most affected when a veteran loses their military unit after discharge?''' |type="()"} - Competence + Relatedness - Belonging - Autonomy </quiz> === Training, occupational roles, and competence === * Military training can provide repeated opportunities and clearly defined occupation roles that enable feedback, skill development and achievement which supports competence. * Veterans may leave the service with diverse interpersonal and technical skills with a primary focus on leadership, management, communication, adaptability and teamwork. However, even though these skills can be transferable skills, it doesn't necessarily mean that veterans will experience or have their competence recognised within civilian employment and environments (Tillberg, et al. 2026). * A recurring challenge that veterans experience, is translating military-specific experience into skills that civilians will understand, this makes it challenging for veterans to confidently communicate the relevance of the capabilities. Difficulty translating skills can contribute to unsuitable employment, unemployment, despite veterans possessing valuable capabilities (Tillberg, et al. 2026). * This further highlights the important distinction between actual competence and perceived competence. Veterans may be highly capable whilst simultaneously experiencing uncertainty about their effectiveness in civilian environments. * Research from Becker, et al. 2022 involved 31 Aus Defence Force Members who had transitioned into civilian employment had identified challenges with career integration and adaptation, which further highlights the significance of organisational practices in helping veterans navigate employment and supporting longer-term retention. * From an SDT perspective, civilian employment may restore or strengthen competence through meaningful work and recognition, but could frustrate competence when their skills are overlooked or poorly aligned to available roles. * Successful vocational reintegration involves more that just securing employment, it about creating opportunities for veterans to recognise, demonstrate and develop their capabilities within their new occupational environment. === Relatedness: from military cohesion to civilian belonging === * Military service provides strong opportunities for relatedness through teamwork, unit cohesion, camaraderie, shared identity and goals. Consequently, belonging can become deeply embedded within the military environment which makes the loss of these social connections during the transition incredibly significant for their psychological adjustment (Barnett, et al. 2021). * SDT has demonstrated that shared experience and collective goals can shape a strong sense of social support and belonging. * Discharge can disrupt these established networks, which requires veterans to reconstruct social connection within civilian communities. * The relationship between belonging and military identity is incredibly complex, research from Flake and Kite 2021, used data from 358 Australian Defence Members and identified that identity change during the transition process can involve themes of loss, poor wellbeing, social isolation along with psychosocial transition challenges. This is in conjunction with sometimes an unwillingness to relinquish a dominant military identity can contribute to social disconnectedness which is seen through withdrawal or antisocial behaviour and while reinforcing a divide between military and civilian life. Subsequently, a disconnectedness from both the military and civilian environments increases the likelihood of a decreased effort to re-connect psychosocially which would support personal growth. Although, some aspects of military identity were associated with stronger connectedness and belonging (Barnett, et al. 2021). * A positive, protective trait that was found in research is that veterans with personal agency, pushing beyond existing boundaries and a willingness to evolve were identified as themes/traits that are associated with an effective transition (Barnett, et al. 2021). * This continues to reinforce the idea that successful reintegration may involve a veteran's source of belonging rather that just replacing their military community with a civilian one. * ''Key Point: the challenge is not just simply losing relationships, but losing an environment that embedded belonging into everyday life.'' === Identity and purpose === * The military structure is not inherently need-thwarting or need-supportive, the psychological impact depends on how rules, expectations and authority are experienced and communicated. * Structure can provide clear expectations and guidance, whereas, controlling practices may pressure individuals to behave in certain ways which consequently may undermine their sense of autonomy. * Military service is an important source of status, identity, purpose and social connection, especially, when an individual's role is clearly defined. * Leaving the military may involve loss of more than just employment and may experience uncertainty about their identity when their previous role is no longer a part of their everyday life. Research has revealed that loss of military identity, status and purpose as recurring aspects and challenges during the transition. * Veterans can go through identity renegotiation as they determine what aspects of military identity are meaningful and whether they would be useful in civilian settings. * Therefore, this complexity is important when considering the transition that military personnel experience as they leave an environment that was simultaneously structured and psychologically supportive but also restrictive in other ways. * ''Key highlight is whether military structure supports internalisation and psychological need satisfaction or becomes experienced as need thwarting and controlling.'' <br /> == How can Self Determination Theory informed interventions support psychological need satisfaction and successful integration? == * Understanding how psychological challenges of military-to-civilian transition provides a key basis for considering how transition support can promote rather than undermine psychological need satisfaction. * An SDT-informed approach reorients the focus from simply helping veterans cope with change to instead, creating social environments that support autonomy, competence and relatedness. * Therefore, existing transition support should be considered in terms of whether it provides opportunities for mastery, choice and meaningful social connection. === Creating supportive transition environments === * Reintegration support should address psychological as well as practical aspects of transition * SDT has suggested that environments can support adjustment when they support autonomy, competence and relatedness. * Transition planning has been found to support autonomy through meaningful choice, veteran-led goals, and collaborative decision-making. * Support should provide structure and guidance without becoming unnecessarily controlling, however, it's important to note that providing choices does not automatically satisfy autonomy. === Supporting competence and connection === * Vocational support can help veterans be able to translate military skills into civilian employment and also develop confidence in unfamiliar occupational environments and civilian environments. * Career counselling, feedback, recognition and retraining can strengthen perceived competence. * Services such as peer support, mentoring, family and community involvement can provide opportunities to develop and restore relatedness and belonging. * Effective support should enable veterans to develop new connections whilst allowing them to maintain meaningful military relationships, however, interventions should support multiple psychological needs simultaneously rather than separately. === Implications and limitations === * SDT can provide a framework for evaluating whether reintegration services create conditions that support rather than frustrate needs. * Psychological need satisfaction cannot explain reintegration of broader factors such as housing, finances and access to services. * Therefore, a important research gap is still evidence testing SDT-informed veteran interventions. More longitudinal studies and Australian-specific research should be conducted to determine whether supporting autonomy, competence and relatedness produces a sustained improve in wellbeing and reintegration. ;Embedded links (keeping for reference) * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") ==Conclusion== * Military-to-civilian reintegration is a highly complex psychological adjustment that involves changes to identity, daily structure, competence, purpose, relationships and roles. * SDT provides a useful framework to understand how these changes influence autonomy, competence and relatedness, along with the impact upon different types of motivation (autonomous and controlled motivation). * The key finding is that military experiences are not necessarily need-supportive or need-thwarting. Instead, dependent on how leadership, structure, responsibilities and relationships are experienced and understood. * Briefly discuss that identity and purpose are interlinked with the three psychological needs (autonomy, competence and relatedness). * SDT can inform practical interventions by creating transition environments that support identity, choice, competence, connection and meaningful goals. * Important take home message: success reintegration is not solely based on getting veterans into civilian life, instead, it should support veterans in developing self-directed, meaningful and socially connected lives beyond the military service. ==See also== * [[Social connection and emotion regulation|Social Connection]] (Book chapter, 2026)) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Barnett, A., Savic, M., Lubman, D. (2021). Transitioning to civilian life: The importance of social group engagement and identity among Australian Defence Force veterans. ''Australian and New Zealand Journal of Psychiatry, 56''(8). https://doi.org/10.1177/00048674211046894 Becker, K., Bish, A., Abell, D., McCormack, M., Smidt, M. (2022). Supporting Australian veteran transition: career construction through a person-environment fit perspective. ''The International Journal of Human Resource Management, 36''(5), 799-823. https://doi.org/10.1080/09585192.2022.2077127 Carra, K., Curtin, M., Fortune, T., Gordon, B. (2022). Service and demographic factors, health, trauma exposure, and participation are associated with adjustment for former Australian Defence Force members. ''Military Psychology, 35''(5), 480-492. https://doi.org/10.1080/08995605.2022.2120312 Flack, M., Kite, L. (2021). Transition from military service to civilian: identity, social connectedness, and veteran wellbeing. ''PLoS ONE, 16''(12). https://doi.org/10.1371/journal.pone.0261634 Grimell, J. (2024). You can take a person out of the military, but you can't take the military out of the person: findings from a ten-year identity study on transition from military to civilian life. ''Frontiers in Sociology, 9.'' https://doi.org/10.3389/fsoc.2024.1406710 Kerr, N., Lane, S., Plotnikoff, R., Ashby, S. (2023). The "Transition" to civilian life from the perspective of former serving Australian Defence Force members. ''Journal of Veteran Studies, 9''(1), 129-142. https://10.21061/jvs.v9i1.407 {{ic|fix link}} Knevelsrud, H.C., Sorlie, H., Valaker, S. (2023). Mission command: A self determination theory perspective. ''Military Psychology, 36''(6), 672-688. https://doi.org/10.1080/08995605.2023.2252718 Linden, A., Borjesson, M. (2026). Motivation in physically demanding military roles: a qualitative study using self-determination theory. ''Military Psychology,'' 1-14. https://doi.org/10.1080/08995605.2026.2671587 Loverre, M., Chirico, A., Cinque, L., Palombi, T., Alivernini, F., Lucidi, F., Alessandri, G., Livi, S. (2024). A systematic review of self-determination theory's application in military and police organisations. ''Journal of Police and Criminal Psychology, 40''(5), 685-707. https://doi.org/10.1007/s11896-024-09718-2 Mobbs, M., Bonanno, G. (2018). Beyond war and PTSD: The crucial role of transition stress in the lives of military veterans. ''Clinical Psychology Review, 59,'' 137-144. https://doi.org/10.1016/j.cpr.2017.11.007 Olafsen, A., Halvari, H., Frolound, C. (2021). The basic psychological need satisfaction and need frustration at work scale: A validation study. ''Organisational Psychology, 12.'' https://doi.org/10.3389/fpsyg.2021.697306 Romaniuk, M., Saunders-Dow, E., Brown, K., Batterham, P. (2024). Feasibility, acceptability, and initial outcomes of a psychological adjustment and reintegration program for transitioned military veterans. ''BMC Psychology, 12''(1). https://doi.org/10.1186/s40359-024-02097-7 Ryan, R., Deci, E. (2022). Self determination theory. ''Encyclopedia of quality of life and well-being research.'' https://doi.org/10.1007/978-3-319-69909-7_2630-2 Rybakovaite. J., Poskus, M., Blue, S. (2021). Forced or free choice: Hardiness, need satisfaction, and engagement among military conscripts. ''Current Psychology, 42''(1), 7909-7919. https://doi.org/10.1007/s12144-021-02123-6 Tillberg, L., Truusa, T.T, Tillberg, P. (2026). The skillful veteran: Transforming overseas experience into competence, from the military to civilian working life domain. ''Vocations and Learning, 19''(5). https://doi.org/10.1007/s12186-026-09385-w }} APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://defenceveteransuicide.royalcommission.gov.au/publications/final-report Military-to-civilian Transition Final Report] (Royal Commission) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-determination theory]] [[Category:Motivation and emotion/Book/Veterans]] 6t68ontftrfxlt93cv0zoup3q95oxgz 1 331171 2831589 2822186 2026-09-05T21:52:57Z Jtneill 10242 Topic development feedback 2831589 wikitext text/x-wiki <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> # Remove heading numbering <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. 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This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:52, 5 September 2026 (UTC) b37fuqw612z8qeaubk1wocn1128gzbt 0 331172 2831590 2828276 2026-09-05T21:53:39Z Jtneill 10242 Copyediting 2831590 wikitext text/x-wiki {{title|Indigenous Australian role models and motivation:<br>How do Indigenous Australian role models influence motivation?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} ;Imagine this... alia is a 15-year-old student in far north Queensland, Australia {{ic|Add link to Wikipedia article about this location - write for an international audience}}. She is capable in science but has never met a scientist, and no one in her family has finished Year 12. In Term 2, an Aboriginal marine biologist visits her school, talks about her own patchy schooling, and runs a session on reef monitoring. Talia does not suddenly love biology. But for the first time, "scientist" registers as something a person like her could actually be. By Term 4 she has enrolled in Year 11 chemistry. Nothing about Talia's ability changed. What changed was what she could ''picture'' (see Figure 1). {{RoundBoxBottom}} Aboriginal and Torres Strait Islander students report ''stronger'' cultural identity than their peers, yet lower future aspirations and less adaptive [[wikipedia:Motivation|motivational]] patterns - a gap driven by structural and interpersonal barriers, including racism, rather than by capability (Bodkin-Andrews et al., 2017). This matters because because aspiration and [[wikipedia:Self-efficacy|self-efficacy]] predict effort, persistence {{ic|APA style uses serial commas}} and goal choice independently of ability (Bandura, 1997), so a gap in what young people believe is possible becomes a gap in what they attempt. Psychological science offers a precise account of how role models close that gap: role models supply behavioural information, evidence of attainability, and inspiration, and their effect depends on whether the observer sees the goal as relevant and reachable (Morgenroth et al., 2015). {{RoundBoxTop|theme=3}} '''Focus questions''' * What is a role model, and what functions do role models serve? * How do role models influence motivation? * What types of Indigenous Australian role models do young people identify with, and why? * How effective are Indigenous role model and mentoring programs? * What are the limitations and risks of relying on role models? {{RoundBoxBottom}} ==1. What is a role model?== Role modelling is often treated as self-explanatory, but psychological definitions distinguish it sharply from related constructs and identify what a role model actually supplies to an observer. === 1.1 Defining the construct === * A [[wikipedia:Role model|role model]] is a person whose behaviour, attributes or achievements an observer attends to, learns from, and orients their own goals toward (Morgenroth et al., 2015). * Role modelling can operate entirely at a distance and without the model's awareness or consent, which distinguishes it from mentoring (Morgenroth et al., 2015). * Mentoring involves a sustained, reciprocal relationship; heroes and influencers are admired but may supply no usable behavioural information. The three overlap but are not interchangeable. === 1.2 Three functions of role models === * Behavioural model: demonstrates ''how'' to perform a behaviour, supporting skill acquisition and raising self-efficacy through vicarious experience (Bandura, 1997; Morgenroth et al., 2015). * Representation of the possible: demonstrates ''that'' a goal is attainable by someone like the observer, expanding the observer's set of realistic [[wikipedia:Self-concept|possible selves]] (Markus & Nurius, 1986; Morgenroth et al., 2015). * Inspiration: makes a goal ''desirable'' rather than merely feasible, increasing goal commitment and effort (Morgenroth et al., 2015). * A single role model may serve one function and not the others, which explains why the same person motivates one observer and leaves another unmoved (see Table 1). === 1.3 When role models motivate and when they backfire === [[File:Australian Aboriginal and Torres Strait Islander flags, Longreach, September 2020.jpg|thumb|'''Figure 2.''' Aboriginal and Torres Strait Islander flags.]] * Two moderators determine the effect: '''goal relevance''' (does the model's domain matter to me?) and '''perceived attainability''' (could I realistically get there?) (Morgenroth et al., 2015). * When attainability is low, upward social comparison produces contrast rather than assimilation, and self-efficacy can ''decrease'' (Morgenroth et al., 2015). * This makes proximal, "one-step-ahead" models often more motivating than spectacular ones - a prediction with direct implications for program design. {{RoundBoxTop|theme=5}} <quiz display=simple> {According to Morgenroth et al. (2015), a highly successful role model is most likely to ''discourage'' an observer when: |type="()"} - The model works in a different field + The observer sees the model's success as unattainable - The observer has never met the model - The model is not famous </quiz> {{RoundBoxBottom}} == 2. How do role models influence motivation? == Three complementary theories explain the mechanism, and each makes a different prediction about why cultural matching between model and observer might matter. === 2.1 Social cognitive theory and self-efficacy === * [[wikipedia:Social cognitive theory|Social cognitive theory]] identifies vicarious experience - observing others succeed - as one of four sources of self-efficacy beliefs (Bandura, 1997). * Similarity between model and observer amplifies the effect: the more the observer perceives the model as "like me", the more diagnostic the model's success is of the observer's own capability (Bandura, 1997). * Self-efficacy in turn predicts goal choice, effort and persistence in the face of setbacks, making it the proximal mechanism through which role models change behaviour. === 2.2 Possible selves and identity-based motivation === * [[wikipedia:Self-concept|Possible selves]] are cognitive representations of what one might become, and they translate abstract aspiration into behavioural guides (Markus & Nurius, 1986). * [[wikipedia:Identity|Identity]]-based motivation holds that people prefer identity-congruent actions and interpret difficulty through the lens of the active identity (Oyserman & Destin, 2010). * Critically, when a task feels identity-''incongruent'', difficulty is read as evidence the task is "pointless and not for people like me"; when it feels congruent, the same difficulty signals importance (Oyserman & Destin, 2010). * This is the strongest theoretical reason cultural matching matters: a culturally matched role model makes an achievement-related possible self identity-congruent, changing how obstacles are interpreted. === 2.3 Relatedness and autonomous motivation === * [[wikipedia:Self-determination theory|Self-determination theory]] proposes that motivation is more autonomous and better sustained when needs for competence, autonomy and relatedness are met. * Role models embedded in relationships - family, community, mentors - can satisfy relatedness in a way that distant celebrity models cannot. * Martin (2006) situates role models within a broader motivational ecology for Indigenous education that includes self-concept, resilience, fear of failure and shame, family socialisation, and the roles of peers, teachers and community. {| class="wikitable" |+''Table 1''. The three functions of role models, their motivational outcomes, and the conditions under which each operates !Function !What the model supplies !Primary motivational outcome !Key moderator |- |Behavioural model |A demonstration of ''how'' to perform the behaviour |Skill acquisition; raised self-efficacy |Perceived similarity to the observer |- |Representation of the possible |Evidence that the goal ''can'' be reached by someone like me |Expanded possible selves; goal adoption |Perceived attainability |- |Inspiration |A vision of a goal worth wanting |Increased goal desirability and effort |Goal relevance. |} ''Note''. Adapted from Morgenroth et al. (2015). {{RoundBoxTop|theme=5}} <quiz display=simple> {Identity-based motivation (Oyserman & Destin, 2010) predicts that when a task feels identity-''incongruent'', experienced difficulty is interpreted as: |type="()"} - A signal that the task is important + A signal that the task is pointless and not for people like me - Irrelevant to motivation - Evidence that others are less able </quiz> {{RoundBoxBottom}} == 3. Which Indigenous Australian role models do young people identify with? == [[File:Cathy400 mediafrenzy.jpg|thumb|'''Figure 1''' Cathy Freeman celebrates winning the women's 400 m final at the Sydney 2000 Olympic Games, carrying the Aboriginal and Australian flags during her lap of honour before receiving her gold medal.]] Who actually gets nominated as a role model is an empirical question, and the Australian answer is narrower than the achievement record would suggest. === 3.1 Cultural identity as a motivational asset === * Bodkin-Andrews et al. (2017) compared Aboriginal, non-Aboriginal and first-generation migrant students in Years 7-10 using an Indigenous quantitative methodological framework. * Aboriginal students reported stronger [[wikipedia:Cultural identity|cultural identity]] but consistently lower future aspirations and less adaptive motivational tendencies than both comparison groups. * The authors argue cultural identity should be treated as a motivational ''asset'' to be built upon, not a variable to be statistically controlled away - a direct challenge to deficit framing. === 3.2 Who gets nominated === * Guerzoni et al. (2024) found role model selection among Aboriginal and Torres Strait Islander youths is strongly gendered and racialised, with family members - particularly mothers - and male sportspeople dominating nominations. * The practical consequence is that the ''visible'' role model pool is far narrower than the actual Indigenous achievement pool across professions, arts, science, law and public life. * Because goal relevance moderates role model effects (Morgenroth et al., 2015), a pool concentrated in sport will be motivationally irrelevant to many young people. === 3.3 Visibility and the burden of representation === * Stronach et al. (2023) analysed media coverage of three elite Indigenous Australian sportswomen from 2017 to 2021 and found they were constructed simultaneously as athletes, advocates, activists and ambassadors. * Visibility is genuinely powerful - the authors take their title from the maxim "you can't be what you can't see" - but it is accompanied by scrutiny and expectations well beyond sporting performance. * Indigenous role models therefore carry a representational load that non-Indigenous counterparts do not, which is a cost borne by the model rather than the observer. {{RoundBoxTop|theme=5}} <quiz display=simple> {Bodkin-Andrews et al. (2017) found that Aboriginal secondary students reported: |type="()"} - Weaker cultural identity and higher aspirations + Stronger cultural identity but lower future aspirations - Weaker cultural identity and lower aspirations - No differences from non-Aboriginal peers </quiz> {{RoundBoxBottom}} == 4. How effective are Indigenous role models and mentoring programs? == Some Australian programs offer the closest thing to a test of whether role modelling changes motivational outcomes at scale. === 4.1 Mentoring: the AIME model === * The Australian Indigenous Mentoring Experience pairs Indigenous secondary students with university-student mentors, and is explicitly asset-based - designed to "inspire individuals rather than remediate them" (Harwood et al., 2015) {{ic|APA style - direct quotes need page numbers}}. * Harwood et al. (2015) combined survey data and fieldwork and reported positive effects on school engagement and on pathways into further education, training and employment. * A distinctive program principle, "No Shame at AIME", directly targets the shame and fear-of-failure dynamic which Martin (2006) identifies as a central motivational barrier. * Near-peer mentors also satisfy the attainability moderator better than elite models do, appreciating a university student is close enough to be credible. === 4.2 Sport as a motivational pathway === * Sport is the most visible and best-resourced Indigenous role modelling channel in Australia, and participation is associated with educational engagement and positive youth development. * Sporting role models are effective on the ''inspiration'' function but weak on the ''behavioural model'' function, because the behaviour being modelled is not always replicable for many people. * Coram (2007) argues AFL-based role model programs perform a "mythic function" which creates the desire to be like the hero can obscure how improbable elite sporting success actually is. === 4.3 What the evidence can and cannot show === * Most Australian role model research is cross-sectional, self-report and quasi-experimental, so causal claims should be made cautiously. * Program evaluations frequently lack randomised comparison groups, making selection effects difficult to rule out. * Qualitative and Indigenous-standpoint methods add explanatory depth that effect sizes alone cannot (Bodkin-Andrews et al., 2017), which is an argument for mixed methods rather than for discounting the evidence. {{RoundBoxTop|theme=5}}<quiz display=simple> {Harwood et al. (2015) describe AIME as "asset-based". This means the program is designed to: |type="()"} - Correct deficits in Indigenous students' skills + Build on students' existing strengths and aspirations rather than remediate them - Provide financial assistance to students - Replace classroom teaching </quiz> {{RoundBoxBottom}} == 5. What are the limitations of role modelling? == A balanced chapter has to take seriously the possibility that role modelling is oversold, and in some forms actively harmful. === 5.1 The narrow pathway problem === * When the visible role model pool is concentrated in sport, the implicit message to young people is that sport is ''the'' pathway (Coram, 2007; Guerzoni et al., 2024). * Coram (2007) contends this can divert Indigenous youth away from educational development toward statistically improbable sporting careers. * The remedy implied by theory is not fewer role models but more ''kinds'' - diverse across domains, so that goal relevance is satisfied for more observers (Morgenroth et al., 2015). === 5.2 Individualising structural problems === * Role model interventions target aspiration, which is an individual-level variable; racism, funding, geography and intergenerational disadvantage are not. * Bodkin-Andrews et al. (2017) caution that framing the issue as an aspiration deficit risks reproducing the deficit discourse it claims to counter. * If aspiration rises but structural barriers remain, the likely result is increased effort meeting unchanged obstacles - a plausible pathway to disengagement rather than achievement. === 5.3 Costs to the role models themselves === * Elevated Indigenous individuals absorb scrutiny, racialised commentary and advocacy expectations that are not part of the equivalent non-Indigenous role (Stronach et al., 2023). * The role model framing places responsibility for collective outcomes on individuals who did not choose it. * Ethical program design therefore has to consider consent, remuneration and support for the people being held up, not only the benefit to observers. {{RoundBoxTop|theme=5}} <quiz display=simple> {Coram's (2007) main criticism of athlete role model programs for Indigenous youth is that they: |type="()"} - Are too expensive to run + May divert young people toward improbable sporting pathways and away from education - Do not use enough Indigenous athletes - Are unpopular with students </quiz> {{RoundBoxBottom}} ==Conclusion== Role models work through three separable functions - modelling behaviour, representing what is possible, and inspiring desire for a goal - and their effect is conditional on the observer perceiving the goal as both relevant and attainable (Morgenroth et al., 2015). This explains why the same role model can motivate one young person and demotivate another. Cultural matching matters for a specific theoretical reason.<nowiki>'''</nowiki> A culturally matched model makes an achievement-related possible self identity-congruent, which changes how the observer interprets difficulty: as a signal of importance rather than of futility (Markus & Nurius, 1986; Oyserman & Destin, 2010). Cultural identity is therefore a motivational asset, not a deficit to be managed (Bodkin-Andrews et al., 2017). The Australian evidence supports a real but bounded effect. Asset-based mentoring produces gains in engagement and post-school pathways (Harwood et al., 2015), but the visible role model pool is narrow and skewed toward sport and family (Guerzoni et al., 2024), individual models carry a disproportionate representational burden (Stronach et al., 2023), and over-reliance on sporting heroes can direct young people toward improbable pathways while leaving structural barriers untouched (Coram, 2007). {{RoundBoxTop|theme=1}} '''Take-home messages''' {{ic|These take-home messages don't mention Indigenous Australians}} * Role models change motivation by changing what feels ''possible'', not by changing ability. * Attainability beats spectacle: a near-peer mentor is often more motivating than an elite achiever. * Diversify the pool. One visible pathway serves only the young people whose goals already point that way. * Raising aspiration without removing structural barriers is not enough - and can make things worse. {{RoundBoxBottom}} ==See also== * [[wikipedia:Cultural identity|Cultural identity]] (Wikipedia) * [[wikipedia:Indigenous Australians|Indigenous Australians]] (Wikipedia) * [[wikipedia:Self-determination theory|Self-determination theory]] (Wikipedia) * [[wikipedia:Social cognitive theory|Social cognitive theory]] (Wikipedia) ==References== {{Hanging indent|1= Bandura, A. (1997). ''Self-efficacy: The exercise of control''. W. H. Freeman. Bodkin-Andrews, G., Whittaker, A., Harrison, N., Craven, R., Parker, P., Trudgett, M., & Page, S. (2017). Exposing the patterns of statistical blindness: Centring Indigenous standpoints on student identity, motivation, and future aspirations. ''Australian Journal of Education, 61''(3), 225–249. https://doi.org/10.1177/0004944117731360 Coram, S. (2007). Performative pedagogy and the creation of desire: The Indigenous athlete/role model and implications for learning. ''The Australian Journal of Indigenous Education, 36''(1), 56–64. https://doi.org/10.1017/S1326011100004427 Guerzoni, M. A., Prehn, J., & Peacock, H. (2024). Mothers and sportsmen: The gendered and racialised nature of role model selection for Aboriginal and/or Torres Strait Islander youths. ''Australian Journal of Social Issues, 59''(2), 281–296. https://doi.org/10.1002/ajs4.311 Harwood, V., McMahon, S., O'Shea, S., Bodkin-Andrews, G., & Priestly, A. (2015). Recognising aspiration: The AIME program's effectiveness in inspiring Indigenous young people's participation in schooling and opportunities for further education and employment. ''The Australian Educational Researcher, 42''(2), 217–236. https://doi.org/10.1007/s13384-015-0174-3 Markus, H., & Nurius, P. (1986). Possible selves. ''American Psychologist, 41''(9), 954–969. https://doi.org/10.1037/0003-066X.41.9.954 Martin, A. J. (2006). A motivational psychology for the education of Indigenous Australian students. ''The Australian Journal of Indigenous Education, 35'', 30–43. https://doi.org/10.1017/S1326011100004142 Morgenroth, T., Ryan, M. K., & Peters, K. (2015). The motivational theory of role modeling: How role models influence role aspirants' goals. ''Review of General Psychology, 19''(4), 465–483. https://doi.org/10.1037/gpr0000059 Oyserman, D., & Destin, M. (2010). Identity-based motivation: Implications for intervention. ''The Counseling Psychologist, 38''(7), 1001–1043. https://doi.org/10.1177/0011000010374775 Stronach, M., O'Shea, M., & Maxwell, H. (2023). 'You can't be what you can't see': Indigenous Australian sportswomen as powerful role models. ''Sport in Society, 26''(6), 970–984. https://doi.org/10.1080/17430437.2022.2088356}} ==External links== * [https://aimementoring.com/ AIME mentoring] (aimementoring.com) * [https://www.closingthegap.gov.au/ Closing the Gap] (Australian Government) * [https://www.ausport.gov.au/clearinghouse/evidence/first-nations-peoples-and-sport First Nations peoples and sport] (Australian Sports Commission) * [https://www.aihw.gov.au/reports-data/australias-welfare/indigenous-australians/overview Indigenous Australians overview] (Australian Institute of Health and Welfare) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Indigenous/Australian]] [[Category:Motivation and emotion/Book/Social]] 6lex9t1fnijvokyh6i82johic1t7q97 0 331201 2831722 2829407 2026-09-06T08:56:43Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831722 wikitext text/x-wiki {{title|Expectancy-value theory of educational motivation:<br>What is expectancy-value theory and how can it be applied to understand and enhance educational motivation?}} __TOC__ ==Overview == {| style="width:100%; background:#FFE1F4; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#F9C3E5; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Imagine this scenario |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | <div style="background-color:#F6F4E7;{{Text color default}}; padding:8px; width:150px; float:right; text-align:center;"> [[File:Motivation Laptop.svg|150px|alt=A student reflecting on their motivation to learn]] <br> <span style="line-height:1.2; display:block; margin-top:2px;"> '''Figure 1'''. A student reflecting on their motivation to learn. </span> </div> You're sitting at your desk, working through a short maths quiz before dinner. The first question looks familiar, yet you pause, unsure whether you can solve it. You read it again, feeling a small wave of hesitation and mild frustration as you try to work out where to begin (see figure 1). After a moment, you recall solving a similar problem last week, and your teacher mentioned you were on the right track. This memory gives you a small boost of confidence, enough to try the first step. As you work through the question, you start thinking about why you’re even doing this quiz. You remind yourself that completing these tasks helps you prepare for the upcoming test and supports your longer‑term academic goals. This shift in mindset increases your confidence and clarifies the importance of the task. The quiz feels more manageable, and you start working through the first question. With this renewed sense of direction, you continue working through the quiz. This scenario demonstrates how expectancy and task value shape a learner’s motivation during routine academic activities. Expectancy-value theory provides a clear framework for understanding how changes in confidence and task value affect a learner’s motivation. This theory proposes that motivation increases when learners feel capable of succeeding and when they view a task as important, useful, or aligned with their goals. |} The scenario above shows how small adjustments in confidence and perceived value can influence engagement, making everyday learning tasks feel either overwhelming or manageable. Many students experience fluctuating motivation during routine academic tasks, which can make learning feel overwhelming or discouraging. Expectancy-value theory helps explain this pattern by showing how confidence (expectancy beliefs) and perceived importance or usefulness (task values) shape a learner’s motivation. This theory provides a [[wikipedia:Social_cognition|social-cognitive]] explanation of why students choose to engage in learning activities and offers evidence-based strategies to strengthen both expectancy beliefs and task values. The following sections outline these core components and show how they can be applied in educational settings to support more adaptive learning behaviours. {| style="width:100%; background:#CBF2D3; color:black; border-radius:12px; border:0;" |- ! style="background:#96E25B; color:black; border-radius:12px 12px 0 0; border:0;" | Focus questions |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * What is expectancy-value theory? * How do social‑cognitive models explain educational motivation? * How do expectancy beliefs influence educational motivation? * How do task values influence educational motivation? * How can expectancy-value theory be used to enhance motivation in educational settings? |} == Expectancy-value theory == [[File:Situated Expectancy-Value Theory SEVT Diagram.png|thumb|right|450px|Figure 2. Conceptual diagram illustrating expectancy‑value theory (EVT). Diagram created by author.]] * Introduce Eccles & Wigfield (2002) and explain that expectancy-value theory (EVT) was developed within achievement motivation research, focusing on how students’ expectations for success and the value they place on tasks influence their motivation and choices (see Figure 2). * Eccles and Wigfield (2000, 2002) describe expectancy-value theory as a major explanation of achievement motivation. The theory proposes that people are motivated when they believe they can succeed at a task and when they see the task as worthwhile. For example, a student is more likely to study for a maths test if they feel confident in their ability and if the test seems important, enjoyable, or useful. * Outline the key components of expectancy-value theory by explaining that motivation is shaped by two main factors: a person’s expectations for success and the value they attach to the task. Expectations reflect beliefs about one’s ability to perform well, while task value captures how important, enjoyable, or useful the activity feels. Together, these factors influence the choices students make and the effort they invest. * Although EVT is widely used in educational motivation research, scholars have noted several limitations. Pintrich (2003) argues that the theory places too much emphasis on rational decision-making and does not fully account for the emotional and social factors that influence student motivation. Other researchers highlight that EVT provides limited explanation of how expectancies and values develop over time or why they differ between students (Flake et al., 2015). These critiques suggest that EVT may not fully capture the complexity of real-world motivation. As shown in Table 1, expectancy-value theory consists of five core components that influence students’ motivation. '''Table 1.''' Key components of expectancy-value theory and their relevance to educational motivation. {| class="wikitable" style="margin: auto;" |- ! style="background:#B3BBE4;{{Text color default}};" | Component ! style="background:#B3BBE4;{{Text color default}};" | Definition ! style="background:#B3BBE4;{{Text color default}};" | Example in education |- | style="background:#CEEEF4;{{Text color default}};" | '''Expectancy''' | style="background:#CEEEF4;{{Text color default}};" | Belief about ability to succeed | style="background:#CEEEF4;{{Text color default}};" | "I can pass this exam if I study." |- | style="background:#CEEEF4;;{{Text color default}};" | '''Intrinsic value''' | style="background:#CEEEF4;{{Text color default}};" | Enjoyment or interest in the task | style="background:#CEEEF4;{{Text color default}};" | "I enjoy learning psychology." |- | style="background:#CEEEF4;{{Text color default}};" | '''Utility value''' | style="background:#CEEEF4;{{Text color default}};" | Usefulness for future goals | style="background:#CEEEF4;{{Text color default}};" | "This unit is required for my degree." |- | style="background:#CEEEF4;{{Text color default}};" | '''Attainment value''' | style="background:#CEEEF4;{{Text color default}};" | Importance to identity | style="background:#CEEEF4;{{Text color default}};" | "Being good at maths matters to me." |- | style="background:#CEEEF4;{{Text color default}};" | '''Cost''' | style="background:#CEEEF4;{{Text color default}};" | Negative aspects of engagement | style="background:#CEEEF4;{{Text color default}};" | "This assignment is stressful and time-consuming." |} ==How do social-cognitive models explain educational motivation?== {{expand}} === Expectancy beliefs === * Expectancy beliefs refer to students’ judgments about how capable they are of successfully performing a task. In social cognitive models, these beliefs are central because they strongly predict academic choices, effort, and persistence. Eccles and Wigfield (2002) emphasise that expectancies for success are shaped by students’ prior achievement, self-concept, and perceptions of task difficulty. When students believe they can succeed, they are more likely to engage with learning activities and persist through challenges. * Introduce Bandura (1997), Pajares (1996), and Schunk and Pajares (2009) as key social cognitive researchers who demonstrate that expectancy beliefs strongly predict students’ effort, persistence, and academic performance. * Expectancy beliefs help explain educational motivation because students who believe they can succeed are more likely to engage with learning tasks, persist through challenges, and choose activities that support academic growth. This shows how social cognitive models account for differences in motivation across students with similar abilities. * Expectancy beliefs have been critiqued for focusing heavily on cognitive judgements and underestimating emotional and contextual influences on motivation. Research shows that confidence alone does not fully explain student engagement, particularly when anxiety, stress, or classroom climate reduce their willingness to participate (Pajares, 1996; Bandura, 1997). === Task value === * Introduce Eccles and Wigfield (2000, 2002) by explaining that task values describe how important, enjoyable, or useful students perceive a learning activity to be. * Eccles and Wigfield (2000, 2002) explain that task values include intrinsic value (enjoyment), utility value (usefulness), attainment value (importance), and cost, which refers to the perceived negative aspects of engaging in a task. These values shape how worthwhile students believe a learning activity is. * Research shows that students are more motivated when they find a task enjoyable or personally meaningful (Eccles & Wigfield, 2000). Utility value also increases motivation, with studies demonstrating that students work harder when they believe a task will support their future goals (Hulleman & Harackiewicz, 2009). * More recent work highlights the importance of cost, showing that high perceived effort, anxiety, or time demands can reduce motivation even when other values are high (Flake et al., 2015). This demonstrates that negative perceptions can undermine engagement despite strong intrinsic or utility value. * Task values help explain educational motivation because students are more likely to engage with learning activities, they find enjoyable, important, or useful. This shows how social cognitive models account for differences in motivation by focusing on how students evaluate the worth of academic tasks. * Task value research has been critiqued for focusing mainly on cognitive evaluations and overlooking how emotions, social pressures, and classroom climate shape students’ perceptions of value. Researchers also note that the different types of value can blur together in real learning situations, which makes it challenging to distinguish them clearly (Flake et al., 2015; Eccles, 2005{{ic|Use alphabetical order}}). Table #. Table caption goes here {| style="width:100%; background:#DBEAFA; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#B2E4FF; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | Whats happening in this space? |- | style="border-radius:0 0 12px 12px; padding:8px; border:0;" | '''The renaissance of cost'''<br> While early EVT research focused heavily on confidence and utility, contemporary studies increasingly emphasise the cost component. Recent work shows that psychological strain, performance anxiety, and time investment, captured across multidimensional cost categories such as effort, emotional strain, and opportunity costs, can meaningfully undermine high task values in demanding subjects like mathematics (Flake et al., 2015; Perez et al., 2014; Gaspard et al., 2015).<br> '''Real time and dynamic motivation'''<br> Motivation is now often viewed as a shifting, context-sensitive process rather than a static mindset. Recent studies show that students’ values and expectancies vary across lessons and classroom environments, influenced by factors such as perceived support, peer interactions, and task characteristics, which aligns with EVT’s emphasis on how beliefs and values develop within specific learning contexts (Eccles & Wigfield, 2020; Lazarides & Raufelder, 2017; Dietrich et al., 2017).<br> '''Utility value interventions'''<br> Rather than a static mindset, academic motivation is increasingly understood as a dynamic, context-sensitive process. Grounded in contemporary situated expectancy-value theory (SEVT), empirical evidence demonstrates that students’ expectancies for success and task values show meaningful micro-fluctuations across days, lessons, and distinct learning spaces (Eccles & Wigfield, 2020; Dietrich et al., 2017). These real-time shifts are shaped by immediate environmental inputs, including classroom climate, peer dynamics, and specific task designs (Lazarides & Raufelder, 2017).<br> '''The move towards situated expectancy-value theory'''<br> Early EVT (Eccles et al., 1983) focused on stable beliefs about competence and task value. Later refinements clarified how social influences (teachers, parents, and peers) shape these beliefs. SEVT (2020) reframes motivation as dynamic and situated, showing that expectancies and values shift in response to classroom context, feedback, identity, and social interactions. |} == How can expectancy-value theory be used to enhance motivation in educational settings? == * Strengthening expectancy beliefs: EVT can enhance motivation by increasing students’ expectancy beliefs through clear feedback, modelling effective strategies, and providing structured support that builds confidence in their ability to succeed (Bandura, 1997; Schunk & Pajares, 2009). * Enhancing task values: Teachers can increase task values by emphasising the relevance, usefulness, and personal meaning of learning activities, helping students connect academic tasks to future goals and real‑world applications (Eccles & Wigfield, 2002; Hulleman & Harackiewicz, 2009). * Reducing perceived cost: EVT can be applied by reducing perceived cost, such as anxiety, workload pressure, or time demands, through supportive classroom climates, manageable task structures, and opportunities for autonomy (Flake et al., 2015). * A practical example of EVT in educational settings is the utility‑value intervention, where students reflect on how a learning task connects to their personal goals or future plans. This approach has been shown to boost motivation and academic performance, particularly for students with lower initial expectancy beliefs (Hulleman & Harackiewicz, 2009). * A critique of applying EVT in classrooms is that increasing task values or expectancy beliefs may not be effective if students face structural barriers such as poor teaching quality, limited resources, or high stress. EVT interventions can also be difficult to sustain over time without consistent support (Eccles & Wigfield, 2002). == Knowledge checkpoint == {| style="width:50%; background:#F4CECE; color:black; border-radius:12px; border:0; padding:2px;" |- ! style="background:#E07F87; color:black; border-radius:12px 12px 0 0; border:0; padding:2px;" | <big>Quiz</big> |- | style="border-radius:0 0 12px 12px; padding:2px; border:0;" | <div style="margin-top:-15px;"> <quiz display=simple> {Which component of expectancy-value theory refers to a student's belief about their ability to succeed? |type="()"} + Expectancy - Intrinsic value - Utility value - Cost {Which value component {{ic|of what?}} reflects how enjoyable or interesting a task is? |type="()"} - Attainment value + Intrinsic value - Utility value - Cost </quiz> </div> |} ==Conclusion== • Expectancy beliefs play a central role in educational motivation by shaping students’ confidence in their ability to succeed, influencing effort, persistence, and engagement (Eccles & Wigfield, 2002). • Task values determine how important, interesting, or useful a learning activity feels, guiding students’ willingness to invest time and energy in academic tasks (Wigfield & Eccles, 2000). • Expectancy-value theory shows that motivation increases when students believe they can succeed and when they view tasks as meaningful, relevant, or aligned with personal goals (Eccles & Wigfield, 2020). • Applying EVT in educational settings involves strengthening both expectancy beliefs and task values through supportive feedback, meaningful learning activities, and reduced perceived cost (Hulleman & Harackiewicz, 2009; Flake et al., 2015). • Together, these components provide a practical framework for understanding and improving student motivation in everyday classroom contexts (Eccles & Wigfield, 2002). {| style="width:100%; background:#FEFB9F; color:black; border-radius:12px; border:0;" |- ! style="background:#FFD208; color:black; border-radius:12px 12px 0 0; border:0;" | Take home messages |- | style="border-radius:0 0 12px 12px; padding:10px; border:0;" | * Further take home messages to be added to this feature box as the book chapter develops |} == See also == {{ic|Use bullet-points per Tutorial 2}} [[Achievement motivation]] (Book chapter 2011) [[wikipedia:Educational_psychology|Educational psychology]] (Wikipedia) [[wikipedia:Expectancy-value_theory|Expectancy-value theory]] (Wikipedia) [[wikipedia:Motivation|Motivation]] (Wikipedia) == External links == {{ic|Use bullet-points per Tutorial 2}} {{ic|Use alphabetical order}} [https://education.okstate.edu/site-files/documents/motivation-classrooms/motivation-minute-expectancy-value-theory.pdf Motivation minute: Expectancy-value theory] (Oklahoma State University, professional teaching resource) [https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html Extrinsic vs. Intrinsic Motivation: What’s the Difference?] (Verywell Mind article) ==References== {{Hanging indent|1= Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244 Dietrich, J., Viljaranta, J., Moeller, J., & Kracke, B. (2017). Situational expectancies and task values: Associations with students' effort. Learning and Instruction, 47, 53–64. https://doi.org/10.1016/j.learninstruc.2016.10.009 Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, Article 101859. https://doi.org/10.1016/j.cedpsych.2020.101859 Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. https://doi.org/10.1016/j.cedpsych.2015.03.002 Gaspard, H., Dicke, A. L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663–677. https://doi.org/10.1037/edu0000003 Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725 Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067 Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315–329. Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 S00246164. (2025). Motivation Laptop.svg [SVG image]. Wikiversity. https://en.wikiversity.org/wiki/File:Motivation_Laptop.svg Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35. https://doi.org/10.1016/j.dr.2009.12.001 Wigfield, A., & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. ''Contemporary Educational Psychology'', ''25''(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 }} ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' Key components of expectancy-value theory and their relevance to educational motivation. {| class="wikitable" style="margin: auto;" |- ! Component !! Definition !! Example in education |- | '''Expectancy''' || Belief about ability to succeed || "I can pass this exam if I study." |- | '''Intrinsic value''' || Enjoyment or interest in the task || "I enjoy learning psychology." |- | '''Utility value''' || Usefulness for future goals || "This unit is required for my degree." |- | '''Attainment value''' || Importance to identity || "Being good at maths matters to me." |- | '''Cost''' || Negative aspects of engagement || "This assignment is stressful and time-consuming." |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == *Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Education]] [[Category:Motivation and emotion/Book/Motivation]] bly3k2ny4g5q65qr5vgb7mu3hsespyo 0 331204 2831594 2828280 2026-09-05T23:04:19Z Jtneill 10242 Copyediting 2831594 wikitext text/x-wiki {{title|Life purpose and well-being:<br>How does a sense of purpose contribute to well-being and how can it be cultivated?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Cold_morning,_Marjolaine_Abaléa.jpg|right|240x240px|thumb|'''Figure 1'''. A person looking for his purpose in life]] ;Scenario Daniel is a 20-year-old university student in his third year. He is doing well in his studies, and his life looks normal from the outside, like doing assignments, listening to lectures, having a part-time job and friends. But lately Daniel has started feeling restrained by all of it. He watches other students studying, socialising, and planning careers, and wonders, "What is everyone doing this for?" Occasionally, it drifts into bigger questions about why anything matters at all. Daniel is not in crisis. He attends his class and completes his work. But somehow there is a feeling that nothing of this is tied to something meaningful to him personally. Alongside this disconnection, Daniel realised that he has become quite a passive and unmotivated person, doing everything out of routine rather than engagement. {{RoundBoxBottom}} While psychology is not able to resolve all of the questions brought up by Daniel from a philosophical perspective, it is able to tackle another question that is closely related and more realistic: Why do some individuals feel that they have meaning in their lives and other individuals, such as Daniel, feel that they lack direction in life? This chapter explores life purpose as one psychological answer to that question, and how it might be cultivated. * Purpose in life entails having personally meaningful goals oriented towards the future that offer direction; otherwise, the individual's daily tasks might appear arbitrary or random, even when they are performing normally externally (McKnight & Kashdan, 2009). * [[Existentialism|Existential]] questioning of the sort implies the individual is involved in psychological "search for meaning"; although different from clinical problems, persistent unrelieved search is associated with poor wellbeing. * This kind of drifting happens commonly among young adults, an age group characterized by active creation and exploration of one's identity and direction in life (Hill et al., 2016). * Purpose doesn't mean finding answers to the metaphysical questions; it is about finding personally meaningful and self-endorsed direction in one's life (Damon, Menon, & Bronk, 2003). * Purpose and identity are interrelated but separate resources at this phase of development; both of them independently are predictors of subjective well-being in university students, thus it could be assumed that the drifting that Daniel faces relates to the lack of purpose but not identity (Sumner, Burrow, & Hill, 2015). * A greater sense of purpose might make one more energized, connected, and happy about his or her everyday life, whereas a lesser sense of purpose might cause one’s everyday experiences to seem dull and uninteresting, despite the lack of anything being wrong. * This chapter uses Ryff's (1989) model of psychological well-being and self-determination theory (Ryan & Deci, 2000) to explain how a sense of purpose can develop even amid existential uncertainty, and how it may support well-being. {{RoundBoxTop|theme=3}} '''Focus questions''' {{ic|Use a numbered list as shown in Tutorial 2}} What is life purpose, and how does it differ from simply having short-term goals or feeling generally content? How does having a strong sense of life purpose affect a person's psychological well-being? Why do some people develop a clear sense of purpose while others experience drift or disconnection? How do Ryff's model of psychological well-being and self-determination theory explain the relationship between life purpose and well-being? Does cultivating purpose reliably improve well-being, or are there limits to how much it can help? {{RoundBoxBottom}} ==What is life purpose?== * Purpose is described as "a central, self-organizing life aim that organizes and inspires goals, directs behavior, and gives a feeling of purposefulness" (McKnight & Kashdan, 2009, p. 242). * Purpose is central, which means that it becomes the major theme of one's identity, and self-organizing, which means that it serves as an organizational framework for smaller goals. * As opposed to short-term goals, such as completing an assignment, purpose is long-lasting and future-directed, helping organize numerous smaller goals (McKnight & Kashdan, 2009). * At the same time, it does not mean that one has to have the sense of direction at any given moment. One can be happy or calm but not know where one's life is going, as Daniel was. === Purpose vs Meaning === * The concept of [[Motivation and emotion/Book/2021/Meaning in life|meaning]] of life is broader: "the way the world is perceived or understood in its nature and existence" (Steger et al., 2006, p. 81). * A purpose is more specific than meaning and presupposes an intent that aims at something and is driven by the desire to have an impact on others (Damon, Menon, & Bronk, 2003). * While Daniel’s questions about meaning in his life are associated with a search for the meaning of life on the general level, the purpose concept is focused on a more tangible direction of life. === Purpose vs identity and short-term goals === * Purpose and identity are linked concepts, but they are not the same thing because identity is a wider concept about who one is, whereas purpose is an individual objective that directs one’s identity. * A short-term goal like achieving a degree is not necessarily a purpose in itself unless it carries some personal significance and transcends oneself (Damon et al., 2003). * This is particularly relevant to the situation of Daniel because achieving his degree would not solve his problem of feeling directionless unless it holds personal significance for him. == How does having a strong sense of life purpose affect a person's psychological well-being? == * Purpose is more than just a nice sensation; it is proposed to act as a psychological resource to facilitate continuous involvement and goal-directed behavior. * Higher levels of purpose have been found to be correlated with increased positive affect and decreased depressive symptoms, which implies that purpose plays an instrumental role in emotional aspects of well-being and is not merely a manifestation of those. * Purpose is also related to various other measures of well-being, including decreased psychological distress and increased social well-being throughout adulthood (Kim et al., 2022). === Emotional and psychological benefits === * People with a greater purpose in life are more likely to have high levels of life satisfaction, [[Motivation and emotion/Book/2017/Meaning and happiness|happiness]] and experience positive moods in their daily lives because they know what they are doing is meaningful to the goal they want to achieve, rather than being something they just do (Hill et al., 2016). * Purpose may help people navigate tough times by motivating them when they hit obstacles, rather than stopping them from experiencing adversity in the first place. In the case of Daniel, this means that purpose will not necessarily make Daniel's life certain, but can make it less boring for him. === Social and behavioural benefits === * Purpose has also been linked to higher social well-being, such as positive social connections and an increased feeling of connection to other people due to the fact that the goals that individuals set for themselves through their purpose can be quite community-oriented (Kim et al., 2022). * In terms of behavior, being able to define oneself by a sense of purpose increases persistence when it comes to achieving goals in the long run since all actions taken every day have more meaning. * Most of the research has been conducted using either correlational or short-term longitudinal designs, which does not provide enough evidence for claiming the direct impact of purpose on well-being (Hill et al., 2016). == Why do some people develop a clear sense of purpose while others experience drift or disconnection? == * Not all individuals have a purpose at the same pace or manner: while some individuals discover their direction in life sooner, others, such as Daniel, continue feeling confused despite having a stable environment in which they find themselves. * Differences in individual [[personality]] seem to affect the results: it was found that the correlation between the presence of purpose and a more adaptive type of personality is rather high, implying higher conscientiousness, agreeableness, extraversion, openness to experience, and emotional stability (Hill & Burrow, 2012). === Antecedents linked to purpose development === * In a big longitudinal study conducted on more than 13,000 adults during a period of four years, it was seen that antecedents for having an increase in purpose include physical health, positive emotions, optimism, few emotional problems, and social relations including contact with friends and doing volunteer work (Nakamura et al., 2022). * Those individuals who do not have a purpose in life are psychologically vulnerable; studies have shown that people who do not have a clear purpose in their lives suffer from depression, boredom, loneliness, and anxiety more than those who have purpose in their lives (Bigler, Neimeyer, & Brown, 2001). * This can possibly be one reason why Daniel seems to be drifting since, lacking in social connection and clear self-endorsed purpose, he might not have had all the necessary elements which lead to development of purpose. === The search process itself can be difficult === * The quest for purpose is never a simple or an easy process as a study about "purpose anxiety" indicates, whereby most people desire to have a sense of purpose but suffer psychologically in the process of seeking it. * It indicates that the process of seeking purpose adversely affects the well-being of individuals, whereby it makes people suffer psychologically even when they have not been able to attain it. * To Daniel, this means that his current uneasiness can be as a result of the challenge he is facing in the search process itself. This normalizes Daniel's feelings but points towards the importance of cultivation strategies discussed later in this chapter. == Linking theory to purpose and well-being == {{ic|Include an introductory paragraph before branching into sub-sections}} === Ryff's model of psychological well-being === * According to the theory developed by Ryff (1989), purpose in life is among the six basic psychological dimensions of psychological well-being that include autonomy, environmental mastery, personal growth, positive relations with others, and self-acceptance. * According to this theory, a person having high purpose in life will have clear goals and will feel that his/her present and past lives have meaning. Also, he/she will have beliefs that can provide direction in life. * It should be noted that according to the theory developed by Ryff (1989), these six psychological dimensions are relatively independent in the sense that a person might have good relationships or self-acceptance but lack purpose in life. === Self-determination theory === * According to [[self-determination theory]] (SDT), humans have three essential psychological needs; that is, autonomy, competence, and relatedness (Ryan & Deci, 2000). * By autonomy, we refer to the sense of self-endorsed actions as opposed to actions being externally controlled. Competence implies feeling able and efficacious while relatedness implies feeling a real connection with other people. * When these needs are fulfilled, it is more likely that individuals will incorporate goals into their lives as internally important goals as opposed to extrinsically motivated goals (Deci & Ryan, 2000). === How the two frameworks explain purpose and well-being together === * In Ryff’s model, purpose represents one of the outcomes; one component of a larger picture of well-being whereas, in the case of SDT, the preconditions necessary for purpose to become possible are provided. * There is an area of direct overlap between the two models in the concept of autonomy; autonomy is viewed by Ryff as one of the dimensions of well-being whereas, in the case of SDT, autonomy is one of the basic human needs allowing one to pursue self-endorsed goals thus representing a common link of the two models. * According to SDT, the satisfaction of autonomy, competence, and relatedness allows people to internalize their goals and make them personally significant, which creates the basis for developing a purpose (Deci & Ryan, 2000). * Self-endorsed purpose thus becomes one of the factors that reinforce other dimensions of well-being. * Regarding Daniel, his lack of direction can be considered a reflection of psychological needs that have not been satisfied, especially autonomy and/or relatedness. == Does cultivating purpose reliably improve well-being, or are there limits to how much it can help? == * However, interventions are not created equal; one intervention conducted via an online platform for six weeks found that participants did not show any improvements in meaning in life compared to the control group. * In a review of 33 randomized controlled studies, researchers have shown that increasing meaning in life is indeed possible through interventions, but with some variance in the type of effect based on the methods used; in particular, mindfulness-based interventions led to the greatest increase in meaning in life compared to passive controls, and narrative writing interventions performed best when compared to active controls (Manco & Hamby, 2021). === Why benefits are inconsistent === * However, since most of the empirical evidence utilizes self-report measures and correlational designs, even though the relationship between purpose and well-being is constant, it does not fully support that having a sense of purpose is the causative agent for long-term well-being (Hill et al., 2016). * The search for meaning and purpose can also lead to distress instead of benefitting people directly; studies on "purpose anxiety" revealed that although the majority of individuals seek meaning and purpose in life, they undergo psychological distress in the process, which in turn decreases well-being (Rainey, 2014). === A more realistic view of cultivation === * Purpose will not be "discovered" by a method or achieved for good by a single solution; rather, a mixture of approaches aimed at supporting autonomy, competence development, and relatedness seems to be more in line with the empirical data currently available than any one specific approach. * For a person such as Daniel, this implies that cultivation strategies can actually assist in reducing drift and increasing engagement, but this needs to be seen as a long and gradual process, not a surefire one. ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Bigler, M., Neimeyer, G. J., & Brown, E. (2001). The divided self revisited: Effects of self-concept clarity and self-concept differentiation on psychological adjustment. Journal of Social and Clinical Psychology, 20(3), 396–415. [https://guilfordjournals.com/doi/10.1521/jscp.20.3.396.22302 https://doi.org/10.1521/jscp.20.3.396.22302] Damon, W., Menon, J., & Bronk, K. C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7(3), 119–128. [https://www.tandfonline.com/doi/abs/10.1207/S1532480XADS0703_2 https://doi.org/10.1207/S1532480XADS0703_2] Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. [https://www.tandfonline.com/doi/abs/10.1207/S15327965PLI1104_01 https://doi.org/10.1207/S15327965PLI1104_01] Hill, P. L., & Burrow, A. L. (2012). Viewing purpose through an Eriksonian lens. ''Identity: An International Journal of Theory and Research, 12''(1), 74–91. [https://www.tandfonline.com/doi/full/10.1080/15283488.2012.632394 https://doi.org/10.1080/15283488.2012.632394] Hill, P. L., Edmonds, G. W., Peterson, M., Luyckx, K., & Andrews, J. A. (2016). Purpose in life in emerging adulthood: Development and validation of a new brief measure. The Journal of Positive Psychology, 11(3), 237–245. [https://www.tandfonline.com/doi/full/10.1080/17439760.2015.1048817 https://doi.org/10.1080/17439760.2015.1048817] Kim, E. S., Chen, Y., Nakamura, J. S., Ryff, C. D., & VanderWeele, T. J. (2022). Sense of purpose in life and subsequent physical, behavioral, and psychosocial health: An outcome-wide approach. American Journal of Health Promotion, 36(1), 137–147. [https://journals.sagepub.com/doi/10.1177/08901171211038545 https://doi.org/10.1177/08901171211038545] Manco, N., & Hamby, S. (2021). A meta-analytic review of interventions that promote meaning in life. American Journal of Health Promotion, 35(6), 866–873. [https://journals.sagepub.com/doi/10.1177/0890117121995736 https://doi.org/10.1177/0890117121995736] McKnight, P. E., & Kashdan, T. B. (2009). Purpose in life as a system that creates and sustains health and well-being: An integrative, testable theory. Review of General Psychology, 13(3), 242–251. [https://journals.sagepub.com/doi/10.1037/a0017152 https://doi.org/10.1037/a0017152] Nakamura, J. S., Chen, Y., VanderWeele, T. J., & Kim, E. S. (2022). What makes life purposeful? Identifying the antecedents of a sense of purpose in life using a lagged exposure-wide approach. SSM - Mental Health, 2, Article 100097. [https://www.researchgate.net/publication/363679811_What_makes_life_purposeful_Identifying_the_antecedents_of_a_sense_of_purpose_in_life_using_a_lagged_exposure-wide_approach https://doi.org/10.1016/j.ssmmh.2022.100097] Rainey, C. (2014). The search for purpose in life: An exploration of purpose, the search process, and purpose anxiety [Master's thesis, University of Pennsylvania]. ScholarlyCommons. https://repository.upenn.edu/entities/publication/ab91e367-b853-4835-8afe-63df0e2958d6 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. [https://psycnet.apa.org/doiLanding?doi=10.1037%2F0003-066X.55.1.68 https://doi.org/10.1037/0003-066X.55.1.68] Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081. [https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-3514.57.6. https://doi.org/10.1037/0022-3514.57.6.1069] Steger, M. F., Frazier, P., Oishi, S., & Kaler, M. (2006). The meaning in life questionnaire: Assessing the presence of and search for meaning in life. Journal of Counseling Psychology, 53(1), 80–93. [https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0167.53.1.80 https://doi.org/10.1037/0022-0167.53.1.80] Sumner, R., Burrow, A. L., & Hill, P. L. (2015). Identity and purpose as predictors of subjective well-being in emerging adulthood. Emerging Adulthood, 3(1), 46–54. [https://journals.sagepub.com/doi/10.1177/2167696814532796 https://doi.org/10.1177/2167696814532796] }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://greatergood.berkeley.edu/ Finding purpose] * [https://www.ted.com/talks/emily_esfahani_smith_there_s_more_to_life_than_being_happy There's more to life than being happy] * [https://publichealth.jhu.edu/2025/finding-meaning-and-purpose-to-achieve-well-being Purpose for well being] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Meaning]] [[Category:Motivation and emotion/Book/Well-being]] 1tn4g1rlcm5u48wgkiwke4s1j0d7vlv 0 331231 2831585 2828339 2026-09-05T21:29:27Z Jtneill 10242 Copyediting 2831585 wikitext text/x-wiki {{title|Artificial Intelligence and academic motivation:<br>How does artificial intelligence influence students’ motivation to learn, engage, and achieve?}} __TOC__ ==Overview== {{RoundBoxTop|theme=5}} [[File:Artificial intelligence in education.jpg|thumb|'''Figure 1'''. An image of an AI robot teaching a young student]] Imagine this: You're sitting at your desk. On your desk is your open laptop with an empty blank page which is for an assignment that is due tomorrow night. You've been putting it off for weeks now, knowing you will have to do severall hours to research, plan and write it out. You just felt too unmotivated to write it, thinking you would do it the next day which happened to become a regular occurance. You're just not sure what to do. You only have tonight and not many hours left. You then think about your friends, they had recently gotten into using AI to help write a lot of their work. They had always recommended you to use it, but you were never that interested in it, prefering to use your own work. However, the situation was dire, and the sound of AI seemed very good right now. You get onto ChatGPT and start to enter in the assignment questions. After a few hours you're done. You finished your assignment on time. AI had significantly helped write and perfect a lot of the material. You find that it was so much easier to just do this than to bother to research for days on end. Maybe you'd do this next time too. {{RoundBoxBottom}} * [[w:Artificial_intelligence|Artifical Intelligence]] (AI) is often defined as technology that stimulates human intelligent behaviours, and is trained to learn human behaviours such as learning, judgement, and decision-making (Zhan & Lu, 2021). AI is rapidly developing and creating new advancements regularly in recent years, particularly in various aspects in the education systems (Pertiwi et al., 2024). AI has been making its way into classrooms to help further aid learning in everyday student learning habits to help with overall student achievement and motivation to learn. * It is important to understand the recent emerging involvement of AI in academic settings as it while there are positive effects of using AI platforms, there are still issues to be addressed such as over reliance of the platforms. Being too over reliant on generative AI can lead to the habitual avoidance of using ones cognitive and critical thinking skills, particulary in the development of children (Fan et al., 2024). * It is also important for us all to understand what motivates students to learn in the first place, and by doing that undertand how we can ethically keep utilising the use of AI in everyday academic settings. By doing so, it is possible to promote students motivation to learn, and be able to raise their overall learning achievement (Hmoud et al., 2024). {{RoundBoxTop|theme=5}} '''Focus questions''' * What factors influence students' motivation to learn? * What are the positive and negative effects of AI on students' motivation? * How has AI changed the way students approach learning? * How does reliance on AI influence students' learning habits? {{RoundBoxBottom}} == What motivates students? == === Understanding motivation === * [[Motivation]] is split into two main sub-categories (Legault, 2016). * Entrinsic motivation is often defined as when people perform a task in order to attain an outcome that is separable from the action itself, like getting a reward (Legault, 2016). * Intrinsic motivation is defined as when people are curious and interested, while seeking out challenges and developing their skills and knowlege without the presence of a reward (Domenico & Ryan, 2017; Legault, 2016). === Known factors influencing motivation to learn === * School management has been found to be highly influential on students learning in school, showing that encouragement to be diligent and loving to do what you are doing is beneficial in motivation in shcool settings (Hodis & Hodis, 2022.) * Another motivation is having good social support around people encourages them to motivate not only themselves, but also each other (Hodis & Hodis, 2022). Having negative influences around you decreases motivation. * One of the most important factors that can increase motivation is simply having a well educated teacher that encourage students in a positive manner. When students are young, it is also beneficial to have educated parents who try to ecourage learning in children in settings out of school (Hodis & Hodis, 2022). <quiz display="simple"> {Quiz: 'A desire to engage in an activity because it is personally interesting, enjoyable, or satisfying, rather than because of external rewards or pressures'. Which type of motivation is this? |type="()"} - Achievement Motivation - Extrinsic Motivation + Intrinsic Motivation - Affiliation Motivation </quiz> == Effects of AI on student motivation == === Positive effects of using AI === * Research had shown that generative AI powered systems that are acting as effective agents can support and and help improve learning and regulation processes in students (Fan et al., 2025) * AI has been found to engage students in meaningful ways by fostering curiosity, autonomy, and instrinsic motivation in their learning journies (Pertiwi et al., 2024). * Can reduce overall learner anxiety (Hmoud et al., 2024). === Negative effects of using AI === * Reinforces state of metacognitive laziness and adds to the lack of development in the use of critical thinking skills, making students become over-reliant using AI (Fan et al., 2025). * Though can generate content from existing data and providing people with high-quality materials, it cannot provide contextualised in person explanations that a teachr can provide, so it cannot fully replace teachers. (Fan et al., 2025). * Potential privacy and security issues (Oseni, 2021). == Impact of AI on student learning == === Students approach to learning === *Students currently prioritise learning that is increasingly fast and optimaly (Zhai et al., 2024). *Students have instant support for understanding any question through AI chatbots (Hmoud et al., 2024). *Students are becoming more engaged since AI started to become implemented (Vieriu & Petra, 2025). === Change of approach to learning due to AI === * Students have the ability to access most information online with the click of a finge due to AI, unlike before where most information is told trough textbooks and teachers (Parhanuddin et al., 2025). * Learning is more personalised and suited to each individual (Parhanuddin e al., 2025). * Ideas can be brainstormed through AI (Vieriu & Petra, 2025). == AI reliance on student learning habits == === Are students becoming too reliant? === * A study found that there is overreliance in using AI, and that this overreliance tends to impact cognitive abilities as individuals increasingly choose fast and optimal solutions over solutions that are slower from practicality (Zhai et al., 2024). * By using AI too much, students can gain an overdependance on specific abilities such as decision-making, critical thinking, and analytical reasoning (Zhai et al., 2024). * Through this trend which continues to develop and transform as AI is becoming more prelavent, potential erosion of critical cognitive skills may happen an worsen (Zhai et al., 2024). === What do learning habits look like today? === * More personalised learning due to the implementation of AI, targeting each inidviduals students specific needs to help acheive higher achievements (Parhanuddin et al., 2025). * Studying with more digital tools that integrate AI, rather than just focusing on paper text books (Parhanuddin et al., 2025). * Collaboration with peers and online chat (Hmoud et al., 2024). == Conclusion == * AI has shown both positive and negative effects on students and the entire academic setting. * Learning ways have changed and developed to involve AI, which contiues to change as AI does. * Further study should be conducted to better help each academic setting understand how they can ethically involve the use of AI to be beneficial for learning so that students are still using critical thinking skills. == See also == * [[w:Artificial_intelligence|Artifical Intelligence]] (Wikipedia) * [[Motivation]] (Wikiversity) * [[wikipedia:Intrinsic_motivation_(artificial_intelligence)|Intrinsic motivation in artificial intelligence]] (Wikipedia) == References == {{Hanging indent|1= Di Domenico, S. I., & Ryan, R. M. (2017). The emerging neuroscience of intrinsic motivation: A new frontier in self-determination research. Frontiers in human neuroscience, 11, 145. https://doi.org/10.3389/fnhum.2017.00145 Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., ... & Gašević, D. (2025). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. British Journal of Educational Technology, 56(2), 489-530. https://doi.org/10.1111/bjet.13544 Hmoud, M., Swaity, H., Hamad, N., Karram, O., & Daher, W. (2024). Higher education students’ task motivation in the generative artificial intelligence context: The case of ChatGPT. Information, 15(1), 33. https://doi.org/10.3390/info15010033 Hodis, F. A., & Hodis, G. M. (2022). Key factors that influence students’ motivation to learn: Implications for teaching. Set: Research Information for Teachers, 2, 37-41. https://doi.org/10.18296/set.1509 Legault, L. (2016). Intrinsic and extrinsic motivation. Encyclopedia of personality and individual differences, 10, 978-3. https://doi.org/10.1007/978-3-319-28099-8_1139-1 Oseni, A., Moustafa, N., Janicke, H., Liu, P., Tari, Z., & Vasilakos, A. (2021). Security and privacy for artificial intelligence: Opportunities and challenges. arXiv preprint arXiv:2102.04661. https://doi.org/10.1145/1122445.1122456 Parhanuddin, L., Tohri, A., & Suhardi, M. (2025). The Effect of AI (Artificial Intelligence) in Education on Student Motivation: A Systematic Literature Review. Journal for Lesson and Learning Studies, 8(1), 1-10. https://doi.org/10.23887/jlls.v8i1.91141 Pertiwi, R. W. L., Kulsum, L. U., & Hanifah, I. A. (2024). Evaluating the impact of artificial intelligence-based learning methods on students' motivation and academic achievement. International Journal of Post Axial: Futuristic Teaching and Learning, 49-58. https://doi.org/10.59944/postaxial.v2i1.279 Vieriu, A. M., & Petrea, G. (2025). The impact of artificial intelligence (AI) on students’ academic development. Education Sciences, 15(3), 343. https://doi.org/10.3390/educsci15030343 Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students' cognitive abilities: a systematic review. Smart learning environments, 11(1), 28. https://doi.org/10.1186/s40561-024-00316-7 Zhang, C., & Lu, Y. (2021). Study on artificial intelligence: The state of the art and future prospects. Journal of industrial information integration, 23, 100224. https://doi.org/10.1016/j.jii.2021.100224 }} == External links == * [https://www.ted.com/talks/sal_khan_how_ai_could_save_not_destroy_education How AI could save (not destroy) education] (TED talk) * [https://www.abc.net.au/religion/ai-has-accelerated-demise-of-critical-thinking-in-universities/106867608 How AI has accelerated the demise of critical thinking in universities] (ABC News) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Artificial intelligence]] [[Category:Motivation and emotion/Book/Academic]] 3vwkdjvx1obc4tg259mbcj9y891eiod 0 331243 2831669 2831346 2026-09-06T07:39:44Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831669 wikitext text/x-wiki The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: '''Steering Committee ('''to be adjusted''') :''' Members to be elected .........; Director Nailet Delgado Mujica, Ing. M.Sc ; Vice director Dr. Olaf Jensen, PhD, MD. ; Dr. Joseph Abesamis, MD, Vice director and overall data custodian; clinical data responsible Margarita Huerte, MD, Chair IMHA 1. Clinical and maritime-health input into the study design 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. ------------- '''Design of the project''' (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1)References 1. Health of the Danes https://www.danskernessundhed.dk/ '''Strengths of the design''' • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers• The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics, • The International Maritime Health Associtation (IMHA), • the Filippine Maritime Health Association '''Objectives''' • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. '''Data content''' Random samples of data extracted from the routine maritime health examinations in specified calendar periods. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese '''Blood-sugar-Measurements''' Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. '''Use of the data for prevention''' To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Personal prevention, '''Type of study •''' International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. '''Populations sources''' The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers '''Data collection''' Retrospectively, the study uses secondary data obtained from existing routine medical examinations but can also collect new research-specific measurements prospectively. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program '''Ethics and data governance Need for ethics review.''' This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. '''Ethical framework and legal compliance.''' The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. '''Consent and participant rights.''' Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. '''Long-term follow-up and record linking.''' Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. '''Where will data be stored.''' Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. '''Who can access the data.''' Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. '''Data sharing, retention, and destruction.''' Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. '''Risk management and oversight.''' The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. '''Exclusion Criteria''' • Inability to provide informed consent • Expressed no-interest to participate '''The primary outcomes include''' • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. '''Statistical analysis plan''' ''1. Data preparation'' Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. ''2. Descriptive statistics'' Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. These data is presented in the standard -29, 30-49. 50+ age- and gender groups. ''3. Prevalence estimates in the main age-groups.'' Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension in the Report each prevalence as a percentage with a 95% confidence interval ''n the main age-groups -29, 30-49, 50+'' ''4. Group comparisons'' Compare prevalence by the 3 age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. ''5. Trend analysis over time'' f data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. ''6. Prediabetes remission program analysis'' Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. ''7. Missing data'' Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. ''8. Statistical significance'' Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario '''Prevention plan''' '''Personal prevention''' reversal of prediabetes relies on targeted lifestyle changes like eating a healthy diet, exercising regularly, and losing a modest amount of excess weight. (Contact your local Diabetes Association) '''Core Institutional Strategies''' Health authorities and organizations implement group-based or digital programs (such as the Centers for Disease Control and Prevention framework) '''INFORMED CONSENT FORM''' International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ krltjwyv6s545jgt3gsjvwop3nqh6ji 0 331262 2831658 2830342 2026-09-06T07:30:15Z ShakespeareFan00 6645 2831658 wikitext text/x-wiki {{title|Dark empathy:<br>What is dark empathy, what are its consequences, and what can be done to address it?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} ==Case study== *A friend discussing their concerns about their friend's long term relationship *They are concerned about the relationship and the person having too much control *The relationship has over taken their life and their partner is slowly diminishing their confidence and self worth {{RoundBoxBottom}} * Dark empathy is a developed skill that uses the understanding of emotion and people's vulnerabilities against them to control and manipulate for their advantage * Understanding why and how people use dark empathy is important to preventing and addressing the the concern * Research indicates understanding emotional intelligence, the dark triad, theory of mind and the schemas could assist with understanding the motivation behind dark empathy == Dark empathy == * [[Empathy]] is a shared experience of feelings and thoughts while dark empathy is understanding those feelings and harnessing against others * Development of dark empathy '''i'''s when an individual has high levels of dark traits and alongside retained or high cognitive and affective empathy capacity (Gojković et al., 2022) === Types of empathy === Empathy is a large element of emotional intelligence in an understanding and sharing feeling with others There are two types of empathy: * Cognitive empathy - the intellectual understanding of another’s emotions and thoughts without feeling their pain * Affective empathy - physical and emotional sharing of feelings [[File:The Dark Triad Traits.svg|thumb|'''Figure 1.''' The dark triad and subsets of the three elements ]] === The dark triad === * There are three elements to the dark triad: ** Narcissism ** Machiavellianism ** Psychopathy === Making of a dark empath === * Dark empath isn't a psychological diagnosis, yet a term how an individual differences from other diagnosis from the dark triad * Dark empathy is found in individuals with high dark triad traits and cognitive empathy. Cognitive empathy rather than affective empathy allows the individual to understanding emotions and thoughts without having to feel the emotions which in turn makes it easier to manipulate others * It is '''affective dissonance'''—having twisted or contradictory emotional reactions, such as feeling happy when someone else is suffering that is present in those with high dark traits (Gojković et al., 2022) that is a potential indicator of dark empathy *Research demonstrates experiencing trauma as a child where you had to predict and understand other's emotion to keep safe may lead to the develop of dark empathy == Consequences of dark empathy == *The person using dark empathy and those they are manipulating are both impacted by the behaviour and will harm their wellbeing *While the use of empathy may bring people together through a shared emotion and experience, dark empathy isolates from community === Effects on victims of dark empathy === *it will impact their mental health causing chronic anxiety, lower self-esteem and emotional dependency === Outcome for dark empaths === *the control and manipulation is exhausting. It will impact their mental health potentially leading to depression, mood instability, difficulty maintaining long-term relationships and identity confusion == Address dark empathy == *Dark empathy is not easily recognised in others *A narcissist or sociopath may use understanding of schemas to influence others while a dark empath uses their empathy to control and most likely enjoy other's vulnerable emotions === Regaining themselves: recovering from a dark empathy === *Recognise the patterns used by the dark empath *Prioritise your self and trust your instincts *Set healthy emotional boundaries in this relationship *Seek therapy particularly CBT *Seperation from the dark empath === Unravelling from dark empathy === *Recognising and acknowledging the pattern of behaviour of controlling those around them and the impacts on theirs and other’s wellbeing *Attending therapy is the best way to address and understand the behaviours. Some therapies that would be appropriate and effective for dark empaths are: **Trauma-informed therapy **[[w:Cognitive_behavioral_therapy|Cognitive Behaviour Therapy]] (CBT) **[[w:Schema_therapy|Schema therapy]] **Emotional regulation and accountability training == Conclusion == * Emotional intelligence does not come with morality * The dark triad is an indicator of dark empathy if individual have high dark traits and affective cognitive empathy * Cognitive empathy and trauma patterns can develop the drive for using dark empathy * Effective identification and therapy will assist with managing an individual using empathy against others ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== *[[Motivation and emotion/Book/2020/Dark triad personality and emotion|Dark triad personality and emotion]] (Book chapter, 2020) *[[Motivation and emotion/Book/2019/Emotional intelligence and anti-social behaviour|Emotional intelligence and antisocial behaviour]] (Book chapter, 2019) *[[Motivation and emotion/Book/2021/Emotional intelligence and the dark triad|Emotional intelligence and the dark triad]] (Book chapter, 2021) *[[wikipedia:Machiavellianism_(psychology)|Machiavellianism]] (Wikipedia) *[[wikipedia:Narcissism|Narcissism]] (Wikipedia) *[[wikipedia:Psychopathy|Psychopathy]] (Wikipedia) *[[wikipedia:Dark_triad|The Dark Triad]] (Wikipedia) ==References== {{Hanging indent|1= Gojković, V., Dostanić, J. S., & Đurić, V. (2022). Structure of darkness: The Dark Triad, the ‘Dark’ Empathy and the ‘Dark’ Narcissism. Primenjena psihologija (Online), 15(2), 237-268. https://doi.org/10.19090/pp.v15i2.2380 Heym, N., Firth, J., Kibowski, F., Sumich, A., Egan, V., & Bloxsom, C. A. (2019). Empathy at the heart of darkness: Empathy deficits that bind the dark triad and those that mediate indirect relational aggression. Frontiers in psychiatry, 10, 95. Heym, N., Kibowski, F., Bloxsom, C. A. J., Blanchard, A., Harper, A., Wallace, L., Firth, J., & Sumich, A. (2021). The Dark Empath: Characterising dark traits in the presence of empathy. Personality and Individual Differences, 169, 110172-110172. https://doi.org/10.1016/j.paid.2020.110172 Huang, C., Wu, Z., Sha, S., Liu, C., Yang, L., Jiang, P., Zhang, H., & Yang, C. (2025). The Dark Side of Empathy: The Role of Excessive Affective Empathy in Mental Health Disorders. Biological psychiatry (1969), 98(5), 404-415. https://doi.org/10.1016/j.biopsych.2024.12.020 Kaufman, S. B., Yaden, D. B., Hyde, E., & Tsukayama, E. (2019). The Light vs. Dark Triad of Personality: Contrasting Two Very Different Profiles of Human Nature [Original Research]. Frontiers in psychology, Volume 10 - 2019. https://doi.org/10.3389/fpsyg.2019.00467 Mikkelsen, E. N., Geraldi, J., & Clegg, S. (2026). The Dark Side of Empathy and Organization Studies. Organization studies. https://doi.org/10.1177/01708406261459079 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.sciencefocus.com/wellbeing/dark-empaths Dark Empaths] (Science Focus) * [https://www.psychologytoday.com/au/basics/dark-triad Dark Triad] (Psychology Today) * [https://www.theguardian.com/science/2024/nov/10/narcissists-only-more-devious-the-truth-about-dark-empaths 'Narcissists - only more devious': the truth about dark empaths] (the Guardian) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Empathy]] 40hxvz517rsr2lrgf3htkaf673zzrn7 2831659 2831658 2026-09-06T07:30:30Z ShakespeareFan00 6645 2831659 wikitext text/x-wiki {{title|Dark empathy:<br>What is dark empathy, what are its consequences, and what can be done to address it?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} ==Case study== *A friend discussing their concerns about their friend's long term relationship *They are concerned about the relationship and the person having too much control *The relationship has over taken their life and their partner is slowly diminishing their confidence and self worth {{RoundBoxBottom}} * Dark empathy is a developed skill that uses the understanding of emotion and people's vulnerabilities against them to control and manipulate for their advantage * Understanding why and how people use dark empathy is important to preventing and addressing the the concern * Research indicates understanding emotional intelligence, the dark triad, theory of mind and the schemas could assist with understanding the motivation behind dark empathy == Dark empathy == * [[Empathy]] is a shared experience of feelings and thoughts while dark empathy is understanding those feelings and harnessing against others * Development of dark empathy '''i'''s when an individual has high levels of dark traits and alongside retained or high cognitive and affective empathy capacity (Gojković et al., 2022) === Types of empathy === Empathy is a large element of emotional intelligence in an understanding and sharing feeling with others There are two types of empathy: * Cognitive empathy - the intellectual understanding of another’s emotions and thoughts without feeling their pain * Affective empathy - physical and emotional sharing of feelings [[File:The Dark Triad Traits.svg|thumb|'''Figure 1.''' The dark triad and subsets of the three elements ]] === The dark triad === * There are three elements to the dark triad: ** Narcissism ** Machiavellianism ** Psychopathy === Making of a dark empath === * Dark empath isn't a psychological diagnosis, yet a term how an individual differences from other diagnosis from the dark triad * Dark empathy is found in individuals with high dark triad traits and cognitive empathy. Cognitive empathy rather than affective empathy allows the individual to understanding emotions and thoughts without having to feel the emotions which in turn makes it easier to manipulate others * It is '''affective dissonance'''—having twisted or contradictory emotional reactions, such as feeling happy when someone else is suffering that is present in those with high dark traits (Gojković et al., 2022) that is a potential indicator of dark empathy *Research demonstrates experiencing trauma as a child where you had to predict and understand other's emotion to keep safe may lead to the develop of dark empathy == Consequences of dark empathy == *The person using dark empathy and those they are manipulating are both impacted by the behaviour and will harm their wellbeing *While the use of empathy may bring people together through a shared emotion and experience, dark empathy isolates from community === Effects on victims of dark empathy === *it will impact their mental health causing chronic anxiety, lower self-esteem and emotional dependency === Outcome for dark empaths === *the control and manipulation is exhausting. It will impact their mental health potentially leading to depression, mood instability, difficulty maintaining long-term relationships and identity confusion == Address dark empathy == *Dark empathy is not easily recognised in others *A narcissist or sociopath may use understanding of schemas to influence others while a dark empath uses their empathy to control and most likely enjoy other's vulnerable emotions === Regaining themselves: recovering from a dark empathy === *Recognise the patterns used by the dark empath *Prioritise your self and trust your instincts *Set healthy emotional boundaries in this relationship *Seek therapy particularly CBT *Seperation from the dark empath === Unravelling from dark empathy === *Recognising and acknowledging the pattern of behaviour of controlling those around them and the impacts on theirs and other’s wellbeing *Attending therapy is the best way to address and understand the behaviours. Some therapies that would be appropriate and effective for dark empaths are: **Trauma-informed therapy **[[w:Cognitive_behavioral_therapy|Cognitive Behaviour Therapy]] (CBT) **[[w:Schema_therapy|Schema therapy]] **Emotional regulation and accountability training == Conclusion == * Emotional intelligence does not come with morality * The dark triad is an indicator of dark empathy if individual have high dark traits and affective cognitive empathy * Cognitive empathy and trauma patterns can develop the drive for using dark empathy * Effective identification and therapy will assist with managing an individual using empathy against others ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto;" |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== *[[Motivation and emotion/Book/2020/Dark triad personality and emotion|Dark triad personality and emotion]] (Book chapter, 2020) *[[Motivation and emotion/Book/2019/Emotional intelligence and anti-social behaviour|Emotional intelligence and antisocial behaviour]] (Book chapter, 2019) *[[Motivation and emotion/Book/2021/Emotional intelligence and the dark triad|Emotional intelligence and the dark triad]] (Book chapter, 2021) *[[wikipedia:Machiavellianism_(psychology)|Machiavellianism]] (Wikipedia) *[[wikipedia:Narcissism|Narcissism]] (Wikipedia) *[[wikipedia:Psychopathy|Psychopathy]] (Wikipedia) *[[wikipedia:Dark_triad|The Dark Triad]] (Wikipedia) ==References== {{Hanging indent|1= Gojković, V., Dostanić, J. S., & Đurić, V. (2022). Structure of darkness: The Dark Triad, the ‘Dark’ Empathy and the ‘Dark’ Narcissism. Primenjena psihologija (Online), 15(2), 237-268. https://doi.org/10.19090/pp.v15i2.2380 Heym, N., Firth, J., Kibowski, F., Sumich, A., Egan, V., & Bloxsom, C. A. (2019). Empathy at the heart of darkness: Empathy deficits that bind the dark triad and those that mediate indirect relational aggression. Frontiers in psychiatry, 10, 95. Heym, N., Kibowski, F., Bloxsom, C. A. J., Blanchard, A., Harper, A., Wallace, L., Firth, J., & Sumich, A. (2021). The Dark Empath: Characterising dark traits in the presence of empathy. Personality and Individual Differences, 169, 110172-110172. https://doi.org/10.1016/j.paid.2020.110172 Huang, C., Wu, Z., Sha, S., Liu, C., Yang, L., Jiang, P., Zhang, H., & Yang, C. (2025). The Dark Side of Empathy: The Role of Excessive Affective Empathy in Mental Health Disorders. Biological psychiatry (1969), 98(5), 404-415. https://doi.org/10.1016/j.biopsych.2024.12.020 Kaufman, S. B., Yaden, D. B., Hyde, E., & Tsukayama, E. (2019). The Light vs. Dark Triad of Personality: Contrasting Two Very Different Profiles of Human Nature [Original Research]. Frontiers in psychology, Volume 10 - 2019. https://doi.org/10.3389/fpsyg.2019.00467 Mikkelsen, E. N., Geraldi, J., & Clegg, S. (2026). The Dark Side of Empathy and Organization Studies. Organization studies. https://doi.org/10.1177/01708406261459079 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * [https://www.sciencefocus.com/wellbeing/dark-empaths Dark Empaths] (Science Focus) * [https://www.psychologytoday.com/au/basics/dark-triad Dark Triad] (Psychology Today) * [https://www.theguardian.com/science/2024/nov/10/narcissists-only-more-devious-the-truth-about-dark-empaths 'Narcissists - only more devious': the truth about dark empaths] (the Guardian) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Empathy]] sm0fp9wzc77ml5m60889j9jjnyrodvu 10 331438 2831692 2829504 2026-09-06T08:41:36Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831692 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="2"| ! diagonal ! triangle ! <abbr title="row sums">Σ</abbr> ! <abbr title="sums of entries (n, k) with even k">even Σ</abbr> ! <abbr title="sums of entries (n, k) with odd k">odd Σ</abbr> ! <abbr title="differences between sums of entries (n, k) with even and odd k">parity Σ Δ</abbr> |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! [[File:Counting single and paired; S P2.svg|30px]] ! all | <!--diagonal--> {{oeis|A003239}} | <!--triangle--> {{oeis|A047996}} | <!--Σ--> {{oeis|A000031}} | <!--even Σ--> {{oeis|A000013}} | <!--odd Σ--> {{oeis|A000016}} | <!--parity Σ Δ--> {{oeis|A000013}} |- style="background-color: #ffaea8;{{Text color default}};" <!---------------------------- RED ----------------------------> ! [[File:Counting single and paired; S.svg|30px]] ! sym. | <!--diagonal--> <small>rep. {{w|Central binomial coefficient|CBC}}</small> | <!--triangle--> {{oeis|A119963}} | <!--Σ--> {{oeis|A029744}} | <!--even Σ--> <small><abbr title="repeated powers of two">rep. PoT</abbr></small> | <!--odd Σ--> <small><abbr title="0 followed by repeated powers of two">0 + rep. PoT</abbr></small> | <!--parity Σ Δ--> <small><abbr title="1 followed by powers of two">1 + PoT</abbr></small> |- style="background-color: #d5c0a0;{{Text color default}};" <!---------------------------- BROWN ----------------------------> ! [[File:Counting single and paired; P1.svg|30px]] ! chiral <abbr title="up to reversal">u.t.r.</abbr> | <!--diagonal--> ? | <!--triangle--> {{oeis|A180472}} | <!--Σ--> {{oeis|A059076}} | <!--even Σ--> {{oeis|A059053}} | <!--odd Σ--> {{oeis|A256216}} | <!--parity Σ Δ--> {{oeis|A059078}} |- style="background-color: #9fe09a;{{Text color default}};" <!---------------------------- GREEN ----------------------------> ! [[File:Counting single and paired; S P1.svg|30px]] ! all <abbr title="up to reversal">u.t.r.</abbr> | <!--diagonal--> {{oeis|A005648}} | <!--triangle--> {{oeis|A052307}} | <!--Σ--> {{oeis|A000029}} | <!--even Σ--> {{oeis|A000011}} | <!--odd Σ--> {{oeis|A007147}} | <!--parity Σ Δ--> {{oeis|A007148}} |}<noinclude> [[Category:Binary necklaces up to symmetry]] </noinclude> hrg34m1f3vvrzjdoaqb9bwqkotk5632 10 331439 2831691 2829531 2026-09-06T08:41:05Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831691 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="4" style="border-right: 2px solid #333;"| ''n''<br><small style="color: gray;">2·''n''</small> ! 0<br><small style="color: gray;">0</small> !! 1<br><small style="color: gray;">2</small> !! 2<br><small style="color: gray;">4</small> !! 3<br><small style="color: gray;">6</small> !! 4<br><small style="color: gray;">8</small> !! 5<br><small style="color: gray;">10</small> !! 6<br><small style="color: gray;">12</small> !! 7<br><small style="color: gray;">14</small> !! 8<br><small style="color: gray;">16</small> !! 9<br><small style="color: gray;">18</small> !! 10<br><small style="color: gray;">20</small> !! 11<br><small style="color: gray;">22</small> !! 12<br><small style="color: gray;">24</small> !! 13<br><small style="color: gray;">26</small> !! 14<br><small style="color: gray;">28</small> !! 15<br><small style="color: gray;">30</small> !! 16<br><small style="color: gray;">32</small> |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! [[File:Counting single and paired; S P2.svg|30px]] ! all | {{oeis|A003239}} |style="border-right: 2px solid #333;"| | 1 || 1 || 2 || 4 || 10 || 26 || 80 || 246 || 810 || 2704 || 9252 || 32066 || 112720 || 400024 || 1432860 || 5170604 || 18784170 |- style="background-color: #ffaea8;{{Text color default}};" <!---------------------------- RED ----------------------------> ! [[File:Counting single and paired; S.svg|30px]] ! sym. | <small>{{oeis|A128014}}</small> |style="border-right: 2px solid #333;"| <small>rep. {{w|Central binomial coefficient|CBC}}</small> | 1 || 1 || 2 || 2 || 6 || 6 || 20 || 20 || 70 || 70 || 252 || 252 || 924 || 924 || 3432 || 3432 || 12870 |- style="background-color: #d5c0a0;{{Text color default}};" <!---------------------------- BROWN ----------------------------> ! [[File:Counting single and paired; P1.svg|30px]] ! chiral <abbr title="up to reversal">u.t.r.</abbr> | ? |style="border-right: 2px solid #333;"| | 0 || 0 || 0 || 1 || 2 || 10 || 30 || 113 || 370 || 1317 || 4500 || 15907 || 55898 || 199550 || 714714 || 2583586 || 9385650 |- style="background-color: #9fe09a;{{Text color default}};" <!---------------------------- GREEN ----------------------------> ! [[File:Counting single and paired; S P1.svg|30px]] ! all <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A005648}} |style="border-right: 2px solid #333;"| | 1 || 1 || 2 || 3 || 8 || 16 || 50 || 133 || 440 || 1387 || 4752 || 16159 || 56822 || 200474 || 718146 || 2587018 || 9398520 |}<noinclude> {{separator}} essentially the same as {{tl|Balanced binary necklaces up to symmetry/sequences R}} [[Category:Binary necklaces up to symmetry]] </noinclude> 7rikxoo99z6vp2heounsbl9tcomtwm7 10 331440 2831693 2829507 2026-09-06T08:42:09Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831693 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="4" style="border-right: 2px solid #333;"| ''n'' ! 0 !! 1 !! 2 !! 3 !! 4 !! 5 !! 6 !! 7 !! 8 !! 9 !! 10 !! 11 !! 12 !! 13 !! 14 !! 15 !! 16 |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! [[File:Counting single and paired; S P2.svg|30px]] ! all | {{oeis|A000031}} |style="border-right: 2px solid #333;"| | 1 || 2 || 3 || 4 || 6 || 8 || 14 || 20 || 36 || 60 || 108 || 188 || 352 || 632 || 1182 || 2192 || 4116 |- style="background-color: #ffaea8;{{Text color default}};" <!---------------------------- RED ----------------------------> ! [[File:Counting single and paired; S.svg|30px]] ! sym. | {{oeis|A029744}} |style="border-right: 2px solid #333;"| | 1 || 2 || 3 || 4 || 6 || 8 || 12 || 16 || 24 || 32 || 48 || 64 || 96 || 128 || 192 || 256 || 384 |- style="background-color: #d5c0a0;{{Text color default}};" <!---------------------------- BROWN ----------------------------> ! [[File:Counting single and paired; P1.svg|30px]] ! chiral <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A059076}} |style="border-right: 2px solid #333;"| | 0 || 0 || 0 || 0 || 0 || 0 || 1 || 2 || 6 || 14 || 30 || 62 || 128 || 252 || 495 || 968 || 1866 |- style="background-color: #9fe09a;{{Text color default}};" <!---------------------------- GREEN ----------------------------> ! [[File:Counting single and paired; S P1.svg|30px]] ! all <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A000029}} |style="border-right: 2px solid #333;"| | 1 || 2 || 3 || 4 || 6 || 8 || 13 || 18 || 30 || 46 || 78 || 126 || 224 || 380 || 687 || 1224 || 2250 |}<noinclude> [[Category:Binary necklaces up to symmetry]] </noinclude> hx90y0nuaitvjb0c86d2il9c85bhvgg 10 331441 2831694 2829502 2026-09-06T08:42:37Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831694 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="4" style="border-right: 2px solid #333;"| ''n'' ! 0 !! 1 !! 2 !! 3 !! 4 !! 5 !! 6 !! 7 !! 8 !! 9 !! 10 !! 11 !! 12 !! 13 !! 14 !! 15 !! 16 |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! [[File:Counting single and paired; S P2.svg|30px]] ! all | {{oeis|A000013}} |style="border-right: 2px solid #333;"| | 1 || 1 || 2 || 2 || 4 || 4 || 8 || 10 || 20 || 30 || 56 || 94 || 180 || 316 || 596 || 1096 || 2068 |- style="background-color: #ffaea8;{{Text color default}};" <!---------------------------- RED ----------------------------> ! [[File:Counting single and paired; S.svg|30px]] ! sym. | <small>{{oeis|A016116}}</small> |style="border-right: 2px solid #333;"| <small><abbr title="repeated powers of two">rep. PoT</abbr></small> | 1 || 1 || 2 || 2 || 4 || 4 || 8 || 8 || 16 || 16 || 32 || 32 || 64 || 64 || 128 || 128 || 256 |- style="background-color: #d5c0a0;{{Text color default}};" <!---------------------------- BROWN ----------------------------> ! [[File:Counting single and paired; P1.svg|30px]] ! chiral <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A059053}} |style="border-right: 2px solid #333;"| | 0 || 0 || 0 || 0 || 0 || 0 || 0 || 1 || 2 || 7 || 12 || 31 || 58 || 126 || 234 || 484 || 906 |- style="background-color: #9fe09a;{{Text color default}};" <!---------------------------- GREEN ----------------------------> ! [[File:Counting single and paired; S P1.svg|30px]] ! all <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A000011}} |style="border-right: 2px solid #333;"| | 1 || 1 || 2 || 2 || 4 || 4 || 8 || 9 || 18 || 23 || 44 || 63 || 122 || 190 || 362 || 612 || 1162 |}<noinclude> [[Category:Binary necklaces up to symmetry]] </noinclude> rxvq5nrmo4h65qp6ioqmirmdsmsrbgz 10 331442 2831721 2829503 2026-09-06T08:55:04Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831721 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="4" style="border-right: 2px solid #333;"| ''n'' ! 0 !! 1 !! 2 !! 3 !! 4 !! 5 !! 6 !! 7 !! 8 !! 9 !! 10 !! 11 !! 12 !! 13 !! 14 !! 15 !! 16 |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! [[File:Counting single and paired; S P2.svg|30px]] ! all | {{oeis|A000016}} |style="border-right: 2px solid #333;"| | 0 || 1 || 1 || 2 || 2 || 4 || 6 || 10 || 16 || 30 || 52 || 94 || 172 || 316 || 586 || 1096 || 2048 |- style="background-color: #ffaea8;{{Text color default}};" <!---------------------------- RED ----------------------------> ! [[File:Counting single and paired; S.svg|30px]] ! sym. |colspan="2" style="border-right: 2px solid #333;"| <small><abbr title="0 followed by repeated powers of two">0 + rep. PoT</abbr></small> | 0 || 1 || 1 || 2 || 2 || 4 || 4 || 8 || 8 || 16 || 16 || 32 || 32 || 64 || 64 || 128 || 128 |- style="background-color: #d5c0a0;{{Text color default}};" <!---------------------------- BROWN ----------------------------> ! [[File:Counting single and paired; P1.svg|30px]] ! chiral <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A256216}} |style="border-right: 2px solid #333;"| <small>{{oeis|A053656}} &minus; {{oeis|A000011}}</small> | 0 || 0 || 0 || 0 || 0 || 0 || 1 || 1 || 4 || 7 || 18 || 31 || 70 || 126 || 261 || 484 || 960 |- style="background-color: #9fe09a;{{Text color default}};" <!---------------------------- GREEN ----------------------------> ! [[File:Counting single and paired; S P1.svg|30px]] ! all <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A007147}} |style="border-right: 2px solid #333;"| | 0 || 1 || 1 || 2 || 2 || 4 || 5 || 9 || 12 || 23 || 34 || 63 || 102 || 190 || 325 || 612 || 1088 |}<noinclude> [[Category:Binary necklaces up to symmetry]] </noinclude> bhdmwzbursdmi7eqid9iysbyw0w8iew 10 331443 2831718 2829506 2026-09-06T08:53:29Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831718 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="4" style="border-right: 2px solid #333;"| ''n''<br><small style="color: gray;">2·''n''</small> ! 0<br><small style="color: gray;">0</small> !! 1<br><small style="color: gray;">2</small> !! 2<br><small style="color: gray;">4</small> !! 3<br><small style="color: gray;">6</small> !! 4<br><small style="color: gray;">8</small> !! 5<br><small style="color: gray;">10</small> !! 6<br><small style="color: gray;">12</small> !! 7<br><small style="color: gray;">14</small> !! 8<br><small style="color: gray;">16</small> !! 9<br><small style="color: gray;">18</small> !! 10<br><small style="color: gray;">20</small> !! 11<br><small style="color: gray;">22</small> !! 12<br><small style="color: gray;">24</small> !! 13<br><small style="color: gray;">26</small> !! 14<br><small style="color: gray;">28</small> !! 15<br><small style="color: gray;">30</small> !! 16<br><small style="color: gray;">32</small> |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! [[File:Counting single and paired; S P2.svg|30px]] ! all | {{oeis|A000013}} |style="border-right: 2px solid #333;"| <small><abbr title="same as number of necklaces with even weight">= even Σ</abbr></small> | 1 || 1 || 2 || 2 || 4 || 4 || 8 || 10 || 20 || 30 || 56 || 94 || 180 || 316 || 596 || 1096 || 2068 |- style="background-color: #ffaea8;{{Text color default}};" <!---------------------------- RED ----------------------------> ! [[File:Counting single and paired; S.svg|30px]] ! sym. | <small>{{oeis|A011782}}</small> |style="border-right: 2px solid #333;"| <small><abbr title="1 followed by powers of two">1 + PoT</abbr></small> | 1 || 1 || 2 || 4 || 8 || 16 || 32 || 64 || 128 || 256 || 512 || 1024 || 2048 || 4096 || 8192 || 16384 || 32768 |- style="background-color: #d5c0a0;{{Text color default}};" <!---------------------------- BROWN ----------------------------> ! [[File:Counting single and paired; P1.svg|30px]] ! chiral <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A059078}} |style="border-right: 2px solid #333;"| | 0 || 0 || 0 || 1 || 2 || 6 || 12 || 27 || 54 || 113 || 228 || 465 || 934 || 1890 || 3798 || 7644 || 15350 |- style="background-color: #9fe09a;{{Text color default}};" <!---------------------------- GREEN ----------------------------> ! [[File:Counting single and paired; S P1.svg|30px]] ! all <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A007148}} |style="border-right: 2px solid #333;"| | 1 || 1 || 2 || 3 || 6 || 10 || 20 || 37 || 74 || 143 || 284 || 559 || 1114 || 2206 || 4394 || 8740 || 17418 |}<noinclude> [[Category:Binary necklaces up to symmetry]] </noinclude> a5okzbpirq7mstmo38z6wdduyzl9ipo 0 331444 2831685 2829533 2026-09-06T08:37:54Z ShakespeareFan00 6645 2831685 wikitext text/x-wiki {| style="float: right; border: 1px solid gray; background-color: #f0f0f0;{{Text color default}};" |style="padding: 10px;"| {{Counting single and paired (symmetric and chiral)}} |- |style="padding: 0 15px 5px 15px;"| Sequence entries on this page are often arranged in this pattern. |} This page shows (and sometimes illustrates) the numbers of binary strings up to various symmetries.<br> {{w|Circular shift}}s are one type of symmetry, resulting in binary {{w|necklace (combinatorics)|necklaces}}. __TOC__ {{clear}} ==strings== {{Binary strings up to symmetry/images}} {{Binary strings up to symmetry/sequences}} ==necklaces== {{Binary necklaces up to symmetry/images}} {{Binary necklaces up to symmetry/sequences}} ===balanced necklaces=== Balanced binary necklaces can be equal to their reverse ('''R'''), their complement ('''C'''), or their reversed complement ('''RC''').<br> From the perspective of these properties there are only five kinds of necklaces: Those with none, those with one only, and those with all three. {{Balanced binary necklaces up to symmetry/sequences 1}} {{Collapsible START|self-R and pairs of R|collapsed wide followed}} These sequences are already shown above as triangle diagonals. {{Balanced binary necklaces up to symmetry/sequences R}} {{Collapsible END}} {{Collapsible START|self-C and pairs of C|open wide followed}} {{Balanced binary necklaces up to symmetry/sequences C}} {{Collapsible END}} {{Collapsible START|self-RC and pairs of RC|collapsed wide}} {{Balanced binary necklaces up to symmetry/sequences RC}} {{Collapsible END}} ==Lyndon words== The lexicographically smallest representation of an aperiodic necklace is a {{w|Lyndon word}}. {| class="wikitable collapsible collapsed" style="text-align: center;" !colspan="5"| sequences and linked examples |- !colspan="2"| !! length !! weight !! complement |- !rowspan="2"| {{oeis|A051841}} |rowspan="2"| [https://oeis.org/wiki/Necklace_examples_for_A051841 examples] |<!--length--> ''n'' |<!--weight--> even |<!--complement--> |- |<!--length--> ''n'' |<!--weight--> |<!--complement--> complement-pairs |- !rowspan="3"| {{oeis|A000048}} |rowspan="3"| [https://oeis.org/wiki/Necklace_examples_for_A000048 examples] |<!--length--> ''n'' |<!--weight--> |<!--complement--> complements equivalent |- |<!--length--> ''n'' |<!--weight--> odd |<!--complement--> |- |<!--length--> 2·''n'' |<!--weight--> balanced |<!--complement--> self-complementary |- ! {{oeis|A001037}} | [https://oeis.org/wiki/Necklace_examples_for_A001037 examples] |<!--length--> ''n'' |<!--weight--> |<!--complement--> |- ! {{oeis|A060172}} | [https://oeis.org/wiki/Necklace_examples_for_A060172 examples] |<!--length--> ''n'' |<!--weight--> ≤ n/2 |<!--complement--> |- ! {{oeis|A383904}} | [https://oeis.org/wiki/Necklace_examples_for_A383904 examples] |<!--length--> 2·''n'' |<!--weight--> balanced |<!--complement--> complement-pairs |- ! {{oeis|A022553}} | [https://oeis.org/wiki/Necklace_examples_for_A022553 examples] |<!--length--> 2·''n'' |<!--weight--> balanced |<!--complement--> |} [[Category:Binary strings and necklaces up to symmetry]] mgx0nwn925r7ges1uv1bunj4msa498u 0 331447 2831667 2828449 2026-09-06T07:38:26Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831667 wikitext text/x-wiki {{title|Gender and achievement motivation:<br>How does gender shape where, how, and under what conditions achievement motivation is expressed?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}}Imagine this, a young girls goes to school every day and when its time to pack up the class room the boys are instructed to move the heavy chairs on top of the tables, and the girls are told to tidy up the smaller messes around the classroom, putting books and pencils away, and picking up toys off the floor. As the years go on this physical strength is continually rewarded in boys, while organisation and cleaning up others' messes is praised in girls. As these girls grow older they tend to be hesitant when improving stereotypical male traits, because these traits have never been encouraged or praised when exhibited, thus the motivation is lower. Overview This idea applies to a number of scenarios, where attributes and skills that are highly regarded are praised and pushed in boys, while girls are not encouraged, and are often punished for engaging in. This difference in socialisation can lead to a clear split in how and where each gender is motivated to perform well within the attributes that society establishes as valuable. Understanding how gender begins to affect people's achievement motivation is important for minimising the obstacles that hold people back from working towards goals. Focus question - What differences can we see in Achievement Motivation - How does gender accocunt for these differences - Where do we see these differences most often exhibited {{RoundBoxBottom}} == Differentiating Achievement Motivations == Achievement motivations is the focus of motivation on performance in tasks with a clear measurement of success and failure (Eccles et al. 1983) * David McClelland initially developed three key needs that drive motivation, and in 1975 John Atkinson further developed the understanding of achievement motivation and how it shaped behaviour (Atkinson, 1964) * Need for achievement * Need for power * Need for affiliation == How Gender Shapes Motivation Theory == === Attribution theory === The way in which people determine cause for their success or failure, and how these explanations influence motivations (Weiner, 1985) * Internal vs external [[wikipedia:Locus_of_control|locus of control,]] * Stable or unstable * Extrinsic motivation, driven by external rewards or pressures, can provide initial incentives for academic performance. However, for sustained success and genuine learning, fostering intrinsic motivation is key Female students exhibit significantly higher levels of intrinsic motivation, while male students display slightly higher levels of extrinsic motivation. (Khalid, 2024) === Expectancy-Value Theory === * Achievement-related choices and actions are motivated by people's expectations for success, and how they value the task/goal. (Leaper, 2011) * Academic outcomes are determined by the perceived value of the service they would provide with their degrees (Moely & Ilustre, 2016), and the differing levels of empathy found between the genders (Rochat, 2022) result in differing perceived values in the importance of services in the context of community benefit == What contexts cultivate achievement motivations == === Motivation development in educational setting === [[File:A Hayesville High School classroom in Clay County, N.C., in 2004.jpg|thumb|225x225px|Figure 1: Motivation Development within academic context]] * When do girls most lose their achievement motivation for non stereotypical female goals * Studies in Norway found that while there was no significant difference in mathematical achievement between genders at ages 12 to 15, but that boys had a higher perceived math skill and stronger math oriented motivation than girls (Skaalvik & Rankin, 1994) * If students believe that current educational activities are useful to them in the long run, they are more likely to be motivated to achieve highly in them. === Gender performance and achievement motivation === * Males conforming to certain expected masculine traits show lower academic performance, as these traits are achieved through risky behaviour and a reluctance to ask for help (Leaper et al., 2019) * Women that exhibit more traditionally male are more likely to hold executive jobs than feminine conforming women (Hare et al., 1997) * Expected outcomes pre determine likelihood of promotions and work load expectancies == References == Atkinson, J. W. (1964). ''An Introduction to Motivation''. Van Nostrand Reinhold Company, Cop. Damon, W., & Lerner, R. M. (2008). ''Child and adolescent development : an advanced course''. (pp. 406–413) John Wiley & Sons. Eccles-Parsons JS, Adler TF, Futterman R, Goff SB, Kaczala CM, et al. '''1983'''.. Expectancies, values, and academic behaviors. . In ''Achievement and Achievement Motivation'', ed. JT Spence , pp. 75–146. San Francisco:: W.H. Freeman Hare, A. P., Koenigs, R. J., & Hare, S. E. (1997). Perceptions of observed and model values of male and female managers. ''Journal of Organizational Behavior'', ''18''(5), 437–447. <nowiki>https://doi.org/10.1002/(sici)1099-1379(199709)18:5</nowiki><437::aid-job806>3.0.co;2-0 Khalid, B. (2024). Gender-Based Analysis of Intrinsic and Extrinsic Motivation Among University-Level Students in Pakistan. ''2Nd International İzmi̇R Congress on Humanities and Social Sciences''. <nowiki>https://www.researchgate.net/publication/379112372_Gender-Based_Analysis_of_Intrinsic_and_Extrinsic_Motivation_Among_University-Level_Students_in_Pakistan</nowiki> Leaper, C. (2011). ''Expectancy-Value Theory''. Sciencedirect.Com. <nowiki>https://www.sciencedirect.com/topics/psychology/expectancy-value-theory</nowiki> Leaper, C., Farkas, T., & Starr, C. R. (2019). Traditional masculinity, help avoidance, and intrinsic interest in relation to high school students’ English and math performance. ''Psychology of Men & Masculinities'', ''20''(4), 603–611. <nowiki>https://doi.org/10.1037/men0000188</nowiki> Moely, B. E., & Ilustre, V. (2016). Pre-college Factors Influencing College Students’ Civic Attitudes: The Importance of Familial and Community Service Experiences. ''International Journal of Research on Service-Learning and Community Engagement'', ''4''(1). <nowiki>https://doi.org/10.37333/001c.29625</nowiki> Rochat, M. J. (2022). Sex and gender differences in the development of empathy. ''Journal of Neuroscience Research'', ''101''(5). <nowiki>https://doi.org/10.1002/jnr.25009</nowiki> Skaalvik, E. M., & Rankin, R. J. (1994). Gender differences in mathematics and verbal achievement, self-perception and motivation. ''British Journal of Educational Psychology'', ''64''(3), 419–428. <nowiki>https://doi.org/10.1111/j.2044-8279.1994.tb01113.x</nowiki> Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review'', ''92''(4), 548–573. <nowiki>https://doi.org/10.1037/0033-295x.92.4.548</nowiki> == Resource == [[wikipedia:Gender|Gender]] (Wikipedia) [[iarchive:introductiontomo0000john|An Introduction To Motivation]] (Atkinson, 1964) [[Motivation and emotion/Book/2024/Gender differences in sexual motivation]] (Book Chapter 2024) [[Motivation and emotion/Book/2023/Grit and achievement]] (Book Chapter 2023) ath180kt2lh8zcqxw9thwgbp1bqjwtr 10 331448 2831700 2829511 2026-09-06T08:45:08Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831700 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="2"| ! diagonal ! triangle ! <abbr title="row sums">Σ</abbr> ! <abbr title="sums of entries (n, k) with even k">even Σ</abbr> ! <abbr title="sums of entries (n, k) with odd k">odd Σ</abbr> ! <abbr title="differences between sums of entries (n, k) with even and odd k">parity Σ Δ</abbr> |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! [[File:Counting single and paired; S P2.svg|30px]] ! all | <!--diagonal--> <small>{{oeis|A000984}}<br>{{w|Central binomial coefficient|CBC}}</small> | <!--triangle--> <small>{{oeis|A007318}}<br>{{w|Pascal's triangle|Pascal}}</small> | <!--Σ--> <small>{{oeis|A000079}}<br>{{w|Power of two|PoT}}</small> | <!--even Σ--> <small><abbr title="1 followed by powers of two">1 + PoT</abbr></small> | <!--odd Σ--> <small><abbr title="0 followed by powers of two">0 + PoT</abbr></small> | <!--parity Σ Δ--> <small><abbr title="1 followed by zeros">1 + 0s</abbr></small> |- style="background-color: #ffaea8;{{Text color default}};" <!---------------------------- RED ----------------------------> ! [[File:Counting single and paired; S.svg|30px]] ! sym. | <!--diagonal--> <small><abbr title="central binomial coefficients alternating with zeros">CBC alt. 0</abbr></small> | <!--triangle--> {{oeis|A051159}} | <!--Σ--> <small><abbr title="truncated repeated powers of two, i.e. starting with single 1">tr. rep. PoT</abbr></small> | <!--even Σ--> <small><abbr title="repeated powers of two">rep. PoT</abbr></small> | <!--odd Σ--> <small><abbr title="zeros alternating with powers of two">0s alt. PoT</abbr></small> | <!--parity Σ Δ--> <small><abbr title="powers of two">PoT</abbr></small> |- style="background-color: #d5c0a0;{{Text color default}};" <!---------------------------- BROWN ----------------------------> ! [[File:Counting single and paired; P1.svg|30px]] ! chiral <abbr title="up to reversal">u.t.r.</abbr> | <!--diagonal--> {{oeis|A032095}} | <!--triangle--> {{oeis|A034852}} | <!--Σ--> {{oeis|A122746}} | <!--even Σ--> <small>0 + {{oeis|A122746}}</small> <abbr title="same as row sum for n−1">*</abbr> | <!--odd Σ--> {{oeis|A007179}} | <!--parity Σ Δ--> <small><abbr title="0 followed by powers of two">0 + PoT</abbr></small> |- style="background-color: #9fe09a;{{Text color default}};" <!---------------------------- GREEN ----------------------------> ! [[File:Counting single and paired; S P1.svg|30px]] ! all <abbr title="up to reversal">u.t.r.</abbr> | <!--diagonal--> {{oeis|A032123}} | <!--triangle--> {{oeis|A034851}} | <!--Σ--> {{oeis|A005418}} | <!--even Σ--> <small>1 + {{oeis|A005418}}</small> <abbr title="same as row sum for n−1">*</abbr> | <!--odd Σ--> {{oeis|A051437}} | <!--parity Σ Δ--> <small><abbr title="1 followed by powers of two">1 + PoT</abbr></small> |}<noinclude> [[Category:Binary strings up to symmetry]] </noinclude> gbu4lwrirgmjwdifj7pj0dvtxk6l16y 10 331449 2831716 2829508 2026-09-06T08:52:57Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831716 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="4" style="border-right: 2px solid #333;"| ''n''<br><small style="color: gray;">2·''n''</small> ! 0<br><small style="color: gray;">0</small> !! 1<br><small style="color: gray;">2</small> !! 2<br><small style="color: gray;">4</small> !! 3<br><small style="color: gray;">6</small> !! 4<br><small style="color: gray;">8</small> !! 5<br><small style="color: gray;">10</small> !! 6<br><small style="color: gray;">12</small> !! 7<br><small style="color: gray;">14</small> !! 8<br><small style="color: gray;">16</small> !! 9<br><small style="color: gray;">18</small> !! 10<br><small style="color: gray;">20</small> !! 11<br><small style="color: gray;">22</small> !! 12<br><small style="color: gray;">24</small> !! 13<br><small style="color: gray;">26</small> !! 14<br><small style="color: gray;">28</small> !! 15<br><small style="color: gray;">30</small> !! 16<br><small style="color: gray;">32</small> |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! [[File:Counting single and paired; S P2.svg|30px]] ! all | {{oeis|A000984}} |style="border-right: 2px solid #333;"| <small>{{w|Central binomial coefficient|CBC}}</small> | 1 || 2 || 6 || 20 || 70 || 252 || 924 || 3432 || 12870 || 48620 || 184756 || 705432 || 2704156 || 10400600 || 40116600 || 155117520 || 601080390 |- style="background-color: #ffaea8;{{Text color default}};" <!---------------------------- RED ----------------------------> ! [[File:Counting single and paired; S.svg|30px]] ! sym. | <small>{{oeis|A126869}}</small> |style="border-right: 2px solid #333;"| <small><abbr title="central binomial coefficients alternating with zeros">CBC alt. 0</abbr></small> | 1 || 0 || 2 || 0 || 6 || 0 || 20 || 0 || 70 || 0 || 252 || 0 || 924 || 0 || 3432 || 0 || 12870 |- style="background-color: #d5c0a0;{{Text color default}};" <!---------------------------- BROWN ----------------------------> ! [[File:Counting single and paired; P1.svg|30px]] ! chiral <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A032095}} |style="border-right: 2px solid #333;"| <abbr title="First entry and offset in OEIS should be changed from 1 to 0. Referenced triangle is wrong.">!</abbr> | 0 || 1 || 2 || 10 || 32 || 126 || 452 || 1716 || 6400 || 24310 || 92252 || 352716 || 1351616 || 5200300 || 20056584 || 77558760 || 300533760 |- style="background-color: #9fe09a;{{Text color default}};" <!---------------------------- GREEN ----------------------------> ! [[File:Counting single and paired; S P1.svg|30px]] ! all <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A032123}} |style="border-right: 2px solid #333;"| | 1 || 1 || 4 || 10 || 38 || 126 || 472 || 1716 || 6470 || 24310 || 92504 || 352716 || 1352540 || 5200300 || 20060016 || 77558760 || 300546630 |}<noinclude> [[Category:Binary strings up to symmetry]] </noinclude> hetq2fzfffh2y7470mv5azcdzmge3bf 0 331450 2831642 2828468 2026-09-06T04:52:32Z Jtneill 10242 Copyediting 2831642 wikitext text/x-wiki {{title|Enjoyment and learning:<br>How does enjoyment influence learning?}} ==Overview== {{Robelbox|theme=10|title=Scenario|iconwidth=55px}}<div style="{{Robelbox/pad}}"> [[File:Students studying 005.jpg|thumb|210x210px|'''Figure 1'''. Students studying in a learning environment.]] Two students have an upcoming chemistry exam. Sarah enjoys chemistry and finds the content interesting and fun, while Lily finds the subject boring and has difficulty focusing. Although they spend the same amount of time studying and prepping for the exam, Sarah may be more motivated to engage and learn more about the material. Could Sarah's enjoyment of learning ultimately contribute to a higher exam mark than Lily's? </div>  {{Robelbox/close}} * '''Define enjoyment in learning''': briefly define enjoyment and how it relates to learning. * '''Why is it important''': explore whether enjoyment may influence students motivation, engagement, and learning results. * '''How can psychology help''': Use psychological theories and research journal articles or book chapters on motivation, and learning to understand how and why enjoyment may affect learning. {{Robelbox|theme=5|title=Focus questions}} * What is enjoyment in the context of learning? * What factors contribute to enjoyment during learning? * How does enjoyment influence motivation and engagement? * How does enjoyment influence learning and academic outcomes? {{Robelbox/close}} == Enjoyment in learning == * What enjoyment means when it comes to [[learning]]. * How enjoyment can be a positive emotion during learning. * The difference between actually enjoying learning and just having fun. * What psychological theory can explain enjoyment in learning - (Mansfield, 2025) == Factors that influence enjoyment in learning == * How can feeling confident or capable of doing something affect enjoyment. * How can being interested in what you are learning make it more enjoyable - (Hernik & Jaworska, 2018) * How can finding something useful or important affect enjoyment. * How teachers, activities, or the learning environment make learning more or less enjoyable - (Closs et al., 2021) * Find research about what can affect '''how much students enjoy learning.''' == Enjoyment, motivation, and engagement == * How enjoyment can affect student's motivation to learn. * How can enjoyment affect how engaged or involved students are in learning. * How enjoyment can affect the amount of effort students put into their work - (Zheng et al., 2026) * Whether enjoying learning can make students more likely to push through difficult or challenging content. * Find research about relationship between '''enjoyment, motivation, and engagement.''' {{Robelbox|theme=5|title=Test yourself!}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> 1. How might enjoyment influence a student's engagement in learning? |type="()"} - It may encourage them to become more involved in learning activities. - It always guarantees higher marks. + It removes the need to put effort into learning. - It prevents students from finding tasks difficult. </div> </quiz> {{Robelbox/close}} == Enjoyment and learning outcomes == {{ic|Include an introductory paragraph before branching into sub-sections}} === Cognitive processes === * How enjoyment can affect [[w:Attention|attention]] and focus while learning - (Liu et al., 2025) * How enjoyment can affect memory and remembering information - (Tyng et al., 2017) * How enjoyment can affect the way students process or understand information. * Find research about '''enjoyment and cognitive processes during learning'''. === Academic achievement === * Whether enjoyment is related to better grades or academic performance - (Kang & Wu, 2022). * Whether students who enjoy learning are more likely to do well academically. * Whether enjoyment can lead to better results, or if doing well can also make learning more enjoyable. * Find research about the relationship between '''enjoyment and academic achievement.''' == Conclusion == * Enjoyment may play an important role in how students experience and approach learning. * Enjoyment may influence different parts of learning such as motivation, engagement, coginitve processes, and academic achievement. * Different factors may affect how much students enjoy learning such as their confidence, interest, and learning environment. * Overall, understanding enjoyment could help how positive emotions can support learning. {{Robelbox|theme=10|title=Take home message}} <div style="{{Robelbox/pad}}"> Finding ways to make learning more enjoyable could help students stay motivated and engaged with what they are learning. </div>  {{Robelbox/close}} == See also == * [[w:Psychology_of_learning|Psychology of learning]] (Wikipedia) * [[Motivation and emotion/Book/2021/Student engagement and learning|Student engagement and learning]] (Book chapter, 2021) == References == Provide 6 APA style citations and references to key peer-reviewed source. {{Hanging indent|1= Closs, L., Mahat, M., & Imms, W. (2021). Learning environments’ influence on students’ learning experience in an Australian Faculty of Business and Economics. Learning Environments Research, 25(1). https://link.springer.com/article/10.1007/s10984-021-09361-2 Hernik, J., & Jaworska, E. (2018). The effect of enjoyment on learning. INTED2018 Proceedings. https://doi.org/10.21125/inted.2018.1087 Kang, X., & Wu, Y. (2022). Academic enjoyment, behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis. PLOS ONE, 17(4), e0267405. https://doi.org/10.1371/journal.pone.0267405 Liu, H., Jiang, Y., Nie, H., & Zhou, X. (2025). Unveiling the effects of enjoyment and hope on students’ English learning effort. Scientific Reports, 15(1). https://doi.org/10.1038/s41598-025-11904-z Mansfield, C. (2025). ‘We have learning objectives, not enjoyment objectives’: The role of enjoyment in life sciences teaching and learning. Journal of Learning Development in Higher Education, (35). https://doi.org/10.47408/jldhe.vi35.1318 Tyng, C. M., Amin, H. U., Saad, M. N. M., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 1454. PubMed Central. https://doi.org/10.3389/fpsyg.2017.01454 Zheng, H., Ye, Z., Bai, X., Shen, Y., & Cui, G. (2026). The effect of enjoyment on the achievement of learning goals in college students’ online classes: A moderated mediation model. Humanities and Social Sciences Communications, 13(1). https://doi.org/10.1057/s41599-026-06563-y }} == External links == * [https://www.academy.vic.gov.au/resource-collection/student-engagement Student engagement] (Victorian Academy of Teaching and Leadership) * [https://www.hunschool.org/admission/resources/blog/the-impact-of-enjoyment-on-learning-retention The impact of enjoyment on learning retention] (The Hun School of Princeton) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Joy]] [[Category:Motivation and emotion/Book/Learning]] 4psrpo8fzs7bq8m5s4zl4pv13yhald7 2831657 2831642 2026-09-06T07:29:45Z ShakespeareFan00 6645 2831657 wikitext text/x-wiki {{title|Enjoyment and learning:<br>How does enjoyment influence learning?}} ==Overview== {{Robelbox|theme=10|title=Scenario|iconwidth=55px}}<div style="{{Robelbox/pad}}"> [[File:Students studying 005.jpg|thumb|210x210px|'''Figure 1'''. Students studying in a learning environment.]] Two students have an upcoming chemistry exam. Sarah enjoys chemistry and finds the content interesting and fun, while Lily finds the subject boring and has difficulty focusing. Although they spend the same amount of time studying and prepping for the exam, Sarah may be more motivated to engage and learn more about the material. Could Sarah's enjoyment of learning ultimately contribute to a higher exam mark than Lily's? </div>  {{Robelbox/close}} * '''Define enjoyment in learning''': briefly define enjoyment and how it relates to learning. * '''Why is it important''': explore whether enjoyment may influence students motivation, engagement, and learning results. * '''How can psychology help''': Use psychological theories and research journal articles or book chapters on motivation, and learning to understand how and why enjoyment may affect learning. {{Robelbox|theme=5|title=Focus questions}} * What is enjoyment in the context of learning? * What factors contribute to enjoyment during learning? * How does enjoyment influence motivation and engagement? * How does enjoyment influence learning and academic outcomes? {{Robelbox/close}} == Enjoyment in learning == * What enjoyment means when it comes to [[learning]]. * How enjoyment can be a positive emotion during learning. * The difference between actually enjoying learning and just having fun. * What psychological theory can explain enjoyment in learning - (Mansfield, 2025) == Factors that influence enjoyment in learning == * How can feeling confident or capable of doing something affect enjoyment. * How can being interested in what you are learning make it more enjoyable - (Hernik & Jaworska, 2018) * How can finding something useful or important affect enjoyment. * How teachers, activities, or the learning environment make learning more or less enjoyable - (Closs et al., 2021) * Find research about what can affect '''how much students enjoy learning.''' == Enjoyment, motivation, and engagement == * How enjoyment can affect student's motivation to learn. * How can enjoyment affect how engaged or involved students are in learning. * How enjoyment can affect the amount of effort students put into their work - (Zheng et al., 2026) * Whether enjoying learning can make students more likely to push through difficult or challenging content. * Find research about relationship between '''enjoyment, motivation, and engagement.''' {{Robelbox|theme=5|title=Test yourself!}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> 1. How might enjoyment influence a student's engagement in learning? |type="()"} - It may encourage them to become more involved in learning activities. - It always guarantees higher marks. + It removes the need to put effort into learning. - It prevents students from finding tasks difficult. </div> </quiz> </div> {{Robelbox/close}} == Enjoyment and learning outcomes == {{ic|Include an introductory paragraph before branching into sub-sections}} === Cognitive processes === * How enjoyment can affect [[w:Attention|attention]] and focus while learning - (Liu et al., 2025) * How enjoyment can affect memory and remembering information - (Tyng et al., 2017) * How enjoyment can affect the way students process or understand information. * Find research about '''enjoyment and cognitive processes during learning'''. === Academic achievement === * Whether enjoyment is related to better grades or academic performance - (Kang & Wu, 2022). * Whether students who enjoy learning are more likely to do well academically. * Whether enjoyment can lead to better results, or if doing well can also make learning more enjoyable. * Find research about the relationship between '''enjoyment and academic achievement.''' == Conclusion == * Enjoyment may play an important role in how students experience and approach learning. * Enjoyment may influence different parts of learning such as motivation, engagement, coginitve processes, and academic achievement. * Different factors may affect how much students enjoy learning such as their confidence, interest, and learning environment. * Overall, understanding enjoyment could help how positive emotions can support learning. {{Robelbox|theme=10|title=Take home message}} <div style="{{Robelbox/pad}}"> Finding ways to make learning more enjoyable could help students stay motivated and engaged with what they are learning. </div>  {{Robelbox/close}} == See also == * [[w:Psychology_of_learning|Psychology of learning]] (Wikipedia) * [[Motivation and emotion/Book/2021/Student engagement and learning|Student engagement and learning]] (Book chapter, 2021) == References == Provide 6 APA style citations and references to key peer-reviewed source. {{Hanging indent|1= Closs, L., Mahat, M., & Imms, W. (2021). Learning environments’ influence on students’ learning experience in an Australian Faculty of Business and Economics. Learning Environments Research, 25(1). https://link.springer.com/article/10.1007/s10984-021-09361-2 Hernik, J., & Jaworska, E. (2018). The effect of enjoyment on learning. INTED2018 Proceedings. https://doi.org/10.21125/inted.2018.1087 Kang, X., & Wu, Y. (2022). Academic enjoyment, behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis. PLOS ONE, 17(4), e0267405. https://doi.org/10.1371/journal.pone.0267405 Liu, H., Jiang, Y., Nie, H., & Zhou, X. (2025). Unveiling the effects of enjoyment and hope on students’ English learning effort. Scientific Reports, 15(1). https://doi.org/10.1038/s41598-025-11904-z Mansfield, C. (2025). ‘We have learning objectives, not enjoyment objectives’: The role of enjoyment in life sciences teaching and learning. Journal of Learning Development in Higher Education, (35). https://doi.org/10.47408/jldhe.vi35.1318 Tyng, C. M., Amin, H. U., Saad, M. N. M., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 1454. PubMed Central. https://doi.org/10.3389/fpsyg.2017.01454 Zheng, H., Ye, Z., Bai, X., Shen, Y., & Cui, G. (2026). The effect of enjoyment on the achievement of learning goals in college students’ online classes: A moderated mediation model. Humanities and Social Sciences Communications, 13(1). https://doi.org/10.1057/s41599-026-06563-y }} == External links == * [https://www.academy.vic.gov.au/resource-collection/student-engagement Student engagement] (Victorian Academy of Teaching and Leadership) * [https://www.hunschool.org/admission/resources/blog/the-impact-of-enjoyment-on-learning-retention The impact of enjoyment on learning retention] (The Hun School of Princeton) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Joy]] [[Category:Motivation and emotion/Book/Learning]] c711neh7war6vudabyly1sxlfzncefd 10 331451 2831686 2829513 2026-09-06T08:38:37Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831686 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="4" style="border-right: 2px solid #333;"| ''n'' ! 0 !! 1 !! 2 !! 3 !! 4 !! 5 !! 6 !! 7 !! 8 !! 9 !! 10 !! 11 !! 12 !! 13 !! 14 !! 15 !! 16 |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! [[File:Counting single and paired; S P2.svg|30px]] ! all | <small>{{oeis|A000079}}</small> |style="border-right: 2px solid #333;"| <small><abbr title="powers of two">PoT</abbr></small> | 1 || 2 || 4 || 8 || 16 || 32 || 64 || 128 || 256 || 512 || 1024 || 2048 || 4096 || 8192 || 16384 || 32768 || 65536 |- style="background-color: #ffaea8;{{Text color default}};" <!---------------------------- RED ----------------------------> ! [[File:Counting single and paired; S.svg|30px]] ! sym. |colspan="2" style="border-right: 2px solid #333;"| <small><abbr title="truncated repeated powers of two, i.e. starting with single 1">tr. rep. PoT</abbr></small> | 1 || 2 || 2 || 4 || 4 || 8 || 8 || 16 || 16 || 32 || 32 || 64 || 64 || 128 || 128 || 256 || 256 |- style="background-color: #d5c0a0;{{Text color default}};" <!---------------------------- BROWN ----------------------------> ! [[File:Counting single and paired; P1.svg|30px]] ! chiral <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A122746}} |style="border-right: 2px solid #333;"| | 0 || 0 || 1 || 2 || 6 || 12 || 28 || 56 || 120 || 240 || 496 || 992 || 2016 || 4032 || 8128 || 16256 || 32640 |- style="background-color: #9fe09a;{{Text color default}};" <!---------------------------- GREEN ----------------------------> ! [[File:Counting single and paired; S P1.svg|30px]] ! all <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A005418}} |style="border-right: 2px solid #333;"| | 1 || 2 || 3 || 6 || 10 || 20 || 36 || 72 || 136 || 272 || 528 || 1056 || 2080 || 4160 || 8256 || 16512 || 32896 |}<noinclude> [[Category:Binary strings up to symmetry]] </noinclude> 76na1q83gvxjfio8lmvs624dqdq8imm 10 331453 2831713 2829509 2026-09-06T08:51:50Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831713 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="4" style="border-right: 2px solid #333;"| ''n'' ! 0 !! 1 !! 2 !! 3 !! 4 !! 5 !! 6 !! 7 !! 8 !! 9 !! 10 !! 11 !! 12 !! 13 !! 14 !! 15 !! 16 |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! [[File:Counting single and paired; S P2.svg|30px]] ! all | <small>{{oeis|A011782}}</small> |style="border-right: 2px solid #333;"| <small><abbr title="1 followed by powers of two">1 + PoT</abbr></small> | 1 || 1 || 2 || 4 || 8 || 16 || 32 || 64 || 128 || 256 || 512 || 1024 || 2048 || 4096 || 8192 || 16384 || 32768 |- style="background-color: #ffaea8;{{Text color default}};" <!---------------------------- RED ----------------------------> ! [[File:Counting single and paired; S.svg|30px]] ! sym. | <small>{{oeis|A016116}}</small> |style="border-right: 2px solid #333;"| <small><abbr title="repeated powers of two">rep. PoT</abbr></small> | 1 || 1 || 2 || 2 || 4 || 4 || 8 || 8 || 16 || 16 || 32 || 32 || 64 || 64 || 128 || 128 || 256 |- style="background-color: #d5c0a0;{{Text color default}};" <!---------------------------- BROWN ----------------------------> ! [[File:Counting single and paired; P1.svg|30px]] ! chiral <abbr title="up to reversal">u.t.r.</abbr> |colspan="2" style="border-right: 2px solid #333;"| <small>0 + {{oeis|A122746}}</small> <abbr title="same as row sum for n−1">*</abbr> | 0 || 0 || 0 || 1 || 2 || 6 || 12 || 28 || 56 || 120 || 240 || 496 || 992 || 2016 || 4032 || 8128 || 16256 |- style="background-color: #9fe09a;{{Text color default}};" <!---------------------------- GREEN ----------------------------> ! [[File:Counting single and paired; S P1.svg|30px]] ! all <abbr title="up to reversal">u.t.r.</abbr> |colspan="2" style="border-right: 2px solid #333;"| <small>1 + {{oeis|A005418}}</small> <abbr title="same as row sum for n−1">*</abbr> | 1 || 1 || 2 || 3 || 6 || 10 || 20 || 36 || 72 || 136 || 272 || 528 || 1056 || 2080 || 4160 || 8256 || 16512 |}<noinclude> [[Category:Binary strings up to symmetry]] </noinclude> 3l6g2vudsbucykinwp3wk3n7m51ibbl 10 331456 2831709 2829510 2026-09-06T08:49:09Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831709 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="4" style="border-right: 2px solid #333;"| ''n'' ! 0 !! 1 !! 2 !! 3 !! 4 !! 5 !! 6 !! 7 !! 8 !! 9 !! 10 !! 11 !! 12 !! 13 !! 14 !! 15 !! 16 |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! [[File:Counting single and paired; S P2.svg|30px]] ! all | <small>{{oeis|A131577}}</small> |style="border-right: 2px solid #333;"| <small><abbr title="0 followed by powers of two">0 + PoT</abbr></small> | 0 || 1 || 2 || 4 || 8 || 16 || 32 || 64 || 128 || 256 || 512 || 1024 || 2048 || 4096 || 8192 || 16384 || 32768 |- style="background-color: #ffaea8;{{Text color default}};" <!---------------------------- RED ----------------------------> ! [[File:Counting single and paired; S.svg|30px]] ! sym. |colspan="2" style="border-right: 2px solid #333;"| <small><abbr title="zeros alternating with powers of two">0s alt. PoT</abbr></small> | 0 || 1 || 0 || 2 || 0 || 4 || 0 || 8 || 0 || 16 || 0 || 32 || 0 || 64 || 0 || 128 || 0 |- style="background-color: #d5c0a0;{{Text color default}};" <!---------------------------- BROWN ----------------------------> ! [[File:Counting single and paired; P1.svg|30px]] ! chiral <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A007179}} |style="border-right: 2px solid #333;"| | 0 || 0 || 1 || 1 || 4 || 6 || 16 || 28 || 64 || 120 || 256 || 496 || 1024 || 2016 || 4096 || 8128 || 16384 |- style="background-color: #9fe09a;{{Text color default}};" <!---------------------------- GREEN ----------------------------> ! [[File:Counting single and paired; S P1.svg|30px]] ! all <abbr title="up to reversal">u.t.r.</abbr> | {{oeis|A051437}} |style="border-right: 2px solid #333;"| | 0 || 1 || 1 || 3 || 4 || 10 || 16 || 36 || 64 || 136 || 256 || 528 || 1024 || 2080 || 4096 || 8256 || 16384 |}<noinclude> [[Category:Binary strings up to symmetry]] </noinclude> taroi3gz7ipcktzmkpvjdr0ezzcijwz 10 331457 2831687 2829512 2026-09-06T08:39:04Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831687 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="4" style="border-right: 2px solid #333;"| ''n''<br><small style="color: gray;">2·''n''</small> ! 0<br><small style="color: gray;">0</small> !! 1<br><small style="color: gray;">2</small> !! 2<br><small style="color: gray;">4</small> !! 3<br><small style="color: gray;">6</small> !! 4<br><small style="color: gray;">8</small> !! 5<br><small style="color: gray;">10</small> !! 6<br><small style="color: gray;">12</small> !! 7<br><small style="color: gray;">14</small> !! 8<br><small style="color: gray;">16</small> !! 9<br><small style="color: gray;">18</small> !! 10<br><small style="color: gray;">20</small> !! 11<br><small style="color: gray;">22</small> !! 12<br><small style="color: gray;">24</small> !! 13<br><small style="color: gray;">26</small> !! 14<br><small style="color: gray;">28</small> !! 15<br><small style="color: gray;">30</small> !! 16<br><small style="color: gray;">32</small> |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! [[File:Counting single and paired; S P2.svg|30px]] ! all |colspan="2" style="border-right: 2px solid #333;"| <small><abbr title="1 followed by zeros">1 + 0s</abbr></small> | 1 || 0 || 0 || 0 || 0 || 0 || 0 || 0 || 0 || 0 || 0 || 0 || 0 || 0 || 0 || 0 || 0 |- style="background-color: #ffaea8;{{Text color default}};" <!---------------------------- RED ----------------------------> ! [[File:Counting single and paired; S.svg|30px]] ! sym. | <small>{{oeis|A000079}}</small> |style="border-right: 2px solid #333;"| <small><abbr title="powers of two">PoT</abbr></small> | 1 || 2 || 4 || 8 || 16 || 32 || 64 || 128 || 256 || 512 || 1024 || 2048 || 4096 || 8192 || 16384 || 32768 || 65536 |- style="background-color: #d5c0a0;{{Text color default}};" <!---------------------------- BROWN ----------------------------> ! [[File:Counting single and paired; P1.svg|30px]] ! chiral <abbr title="up to reversal">u.t.r.</abbr> |colspan="2" style="border-right: 2px solid #333;"| <small><abbr title="0 followed by powers of two">0 + PoT</abbr></small> | 0 || 1 || 2 || 4 || 8 || 16 || 32 || 64 || 128 || 256 || 512 || 1024 || 2048 || 4096 || 8192 || 16384 || 32768 |- style="background-color: #9fe09a;{{Text color default}};" <!---------------------------- GREEN ----------------------------> ! [[File:Counting single and paired; S P1.svg|30px]] ! all <abbr title="up to reversal">u.t.r.</abbr> | <small>{{oeis|A011782}}</small> |style="border-right: 2px solid #333;"| <small><abbr title="1 followed by powers of two">1 + PoT</abbr></small> | 1 || 1 || 2 || 4 || 8 || 16 || 32 || 64 || 128 || 256 || 512 || 1024 || 2048 || 4096 || 8192 || 16384 || 32768 |}<noinclude> [[Category:Binary strings up to symmetry]] </noinclude> 6wtdm5vw1dspug6tll9l3331p2n1gv4 1 331490 2831593 2828375 2026-09-05T23:04:12Z Jtneill 10242 Topic development feedback 2831593 wikitext text/x-wiki == Feedback on structure and content == Hi, great topic choice with such a central construct in well-being research. Your subtitle is clear and your headings map well to it and the overview scenario draws the reader in effectively. A little suggestion would be that it could help to explicitly define purpose against related constructs early on such as McKnight and Kashdan describe purpose as a self-organising life aim that gives direction and organises goals, which is a useful anchor to distinguish it from simple "meaning" or short-term goals. For the "how can it be cultivated" section, Steger's work on meaning in life (and the Meaning in Life Questionnaire) has practical, evidence-based angles, such as reflective writing exercises, values clarification that could give readers concrete take-homes rather than just theory. Nice work!looking forward to seeing it develop further! [[User:Aivy.uc.cbr|Aivy.uc.cbr]] ([[User talk:Aivy.uc.cbr|discuss]] • [[Special:Contributions/Aivy.uc.cbr|contribs]]) 14:22, 27 August 2026 (UTC) == Overview Suggestion == Hi! I love the example you have used for your overview, don't forget to add a figure for your example that directly relates to the topic. I have found the information from Tutorial 2 really useful! I would suggest using [[c:Main_Page|Wiki Commons]] to find an image although it is just as beneficial to find the exact image you need and embedding the link externally! [[User:U3261376|U3261376]] ([[User talk:U3261376|discuss]] • [[Special:Contributions/U3261376|contribs]]) 10:09, 25 August 2026 (UTC) <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> <!-- Heading structure --> <!-- 2-level --> # Excellent – Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic. <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box at the start of this section # I moved an image into the feature box to help attract reader interest <!-- Description --> # A clear description of the problem/topic is planned or presented <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Use a numbered list as shown in Tutorial 2 |4= <!-- Key points--> <!-- Overall --> # Solid development # Provide more detailed edit summaries <!-- Scope --> # The scope is about right, but it may be that all planned aspects cannot be reasonably covered within the book chapter word count; in that case, be selective and concentrate on key aspects that address the question in the sub-title <!-- Theory and research --> # Promising balance of theory and research <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # The relevance of the figure to the topic is unclear; add an explanatory caption (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) |6= <!-- Learning feature --> <!-- Interwiki links ---> # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[Motivation and emotion/Book|book chapters]]. Also embed links to [[w:|Wikipedia]] articles. <!-- Scenarios/examples/case studies --> # Promising use of scenarios/examples/case studies <!-- Quiz --> # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Very good <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## [[Help:Wikitext quick reference|italicisation]] |8= <!-- Resources --> <!-- See also --> # See also ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- External links --> # External links ## Excellent ## Use alphabetical order |9= <!-- User page --> <!-- Description about self --> # Brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # Add link to book chapter |10= <!-- Social contribution --> # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] # [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FYouth_environmental_activism_motivation&diff=2828341&oldid=2827757 Avoid embedding external links - these should be added to the external links section] - please fix }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 23:04, 5 September 2026 (UTC) n47ersxysyujlgfbdqmj3b14czv1i7i 10 331517 2831683 2829538 2026-09-06T08:35:37Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831683 wikitext text/x-wiki {| class="wikitable collapsible open" style="text-align: center;" !colspan="21"| initial sequences |- !colspan="4" style="border-right: 2px solid #333;"| ''n''<br><small style="color: gray;">2·''n''</small> ! 0<br><small style="color: gray;">0</small> !! 1<br><small style="color: gray;">2</small> !! 2<br><small style="color: gray;">4</small> !! 3<br><small style="color: gray;">6</small> !! 4<br><small style="color: gray;">8</small> !! 5<br><small style="color: gray;">10</small> !! 6<br><small style="color: gray;">12</small> !! 7<br><small style="color: gray;">14</small> !! 8<br><small style="color: gray;">16</small> !! 9<br><small style="color: gray;">18</small> !! 10<br><small style="color: gray;">20</small> !! 11<br><small style="color: gray;">22</small> !! 12<br><small style="color: gray;">24</small> !! 13<br><small style="color: gray;">26</small> !! 14<br><small style="color: gray;">28</small> !! 15<br><small style="color: gray;">30</small> !! 16<br><small style="color: gray;">32</small> |- !colspan="2"| <abbr title="(¬ self-R) ∧ (¬ self-C) ∧ (¬ self-RC)">none</abbr> | {{oeis|A045675}} |style="border-right: 2px solid #333;"| | 0 || 0 || 0 || 0 || 0 || 8 || 32 || 168 || 616 || 2380 || 8472 || 30760 || 109644 || 394816 || 1420784 || 5149948 || 18736744 |- style="background-color: white;{{Text color default}};" !colspan="2" style="color: gray;"| self-<span style="color: black;">R</span> only | {{oeis|A045676}} |style="border-right: 2px solid #333;"| | 0 || 0 || 0 || 0 || 2 || 2 || 14 || 12 || 58 || 54 || 232 || 220 || 886 || 860 || 3360 || 3304 || 12730 |- style="background-color: white;{{Text color default}};" !colspan="2" style="color: gray;"| self-<span style="color: black;">C</span> only | {{oeis|A045677}} |style="border-right: 2px solid #333;"| | 0 || 0 || 0 || 0 || 0 || 0 || 2 || 2 || 8 || 14 || 36 || 62 || 142 || 252 || 524 || 968 || 1928 |- style="background-color: white;{{Text color default}};" !colspan="2" style="color: gray;"| self-<span style="color: black;">RC</span> only | {{oeis|A045678}} |style="border-right: 2px solid #333;"| | 0 || 0 || 0 || 2 || 4 || 12 || 26 || 56 || 116 || 240 || 492 || 992 || 2010 || 4032 || 8120 || 16256 || 32628 |- style="border-bottom: 2px solid gray;" <!----------------------------------------------------------------------------------------------------> !colspan="2"| <abbr title="self-R ∧ self-C ∧ self-RC">three</abbr> | {{oeis|A045674}} |style="border-right: 2px solid #333;"| | 1 || 1 || 2 || 2 || 4 || 4 || 6 || 8 || 12 || 16 || 20 || 32 || 38 || 64 || 72 || 128 || 140 |- style="border-bottom: 2px solid gray; font-weight: bold;" <!----------------------------------------------------------------------------------------------------> !colspan="2"| total |style="font-weight: normal;"| {{oeis|A003239}} |style="border-right: 2px solid #333;"| | 1 || 1 || 2 || 4 || 10 || 26 || 80 || 246 || 810 || 2704 || 9252 || 32066 || 112720 || 400024 || 1432860 || 5170604 || 18784170 |- !rowspan="3"| [[File:Counting single and paired; S.svg|30px]] !style="color: gray;"| self-<span style="color: black;">R</span> | <small>{{oeis|A128014}}</small> |style="border-right: 2px solid #333;"| <small>rep. {{w|Central binomial coefficient|CBC}}</small> | 1 || 1 || 2 || 2 || 6 || 6 || 20 || 20 || 70 || 70 || 252 || 252 || 924 || 924 || 3432 || 3432 || 12870 |- !style="color: gray;"| self-<span style="color: black;">C</span> | {{oeis|A000013}} |style="border-right: 2px solid #333;"| | 1 || 1 || 2 || 2 || 4 || 4 || 8 || 10 || 20 || 30 || 56 || 94 || 180 || 316 || 596 || 1096 || 2068 |- style="border-bottom: 2px solid gray;" <!----------------------------------------------------------------------------------------------------> !style="color: gray;"| self-<span style="color: black;">RC</span> | <small>{{oeis|A011782}}</small> |style="border-right: 2px solid #333;"| <small><abbr title="1 followed by powers of two">1 + PoT</abbr></small> | 1 || 1 || 2 || 4 || 8 || 16 || 32 || 64 || 128 || 256 || 512 || 1024 || 2048 || 4096 || 8192 || 16384 || 32768 |- style="font-size: 85%;" !rowspan="3"| [[File:Counting single and paired; P2.svg|30px]] !style="color: gray;"| not self-<span style="color: black;">R</span> | |style="border-right: 2px solid #333;"| | 0 || 0 || 0 || 2 || 4 || 20 || 60 || 226 || 740 || 2634 || 9000 || 31814 || 111796 || 399100 || 1429428 || 5167172 || 18771300 |- style="font-size: 85%;" !style="color: gray;"| not self-<span style="color: black;">C</span> |colspan="2" style="border-right: 2px solid #333;"| 2 * {{oeis|A386388}} | 0 || 0 || 0 || 2 || 6 || 22 || 72 || 236 || 790 || 2674 || 9196 || 31972 || 112540 || 399708 || 1432264 || 5169508 || 18782102 |- style="font-size: 85%;" !style="color: gray;"| not self-<span style="color: black;">RC</span> | |style="border-right: 2px solid #333;"| | 0 || 0 || 0 || 0 || 2 || 10 || 48 || 182 || 682 || 2448 || 8740 || 31042 || 110672 || 395928 || 1424668 || 5154220 || 18751402 |}<noinclude> [[Category:Balanced binary necklaces up to symmetry]] </noinclude> f4mqowu5i2jbqxckibqzqr3f972bhqp 10 331549 2831684 2826499 2026-09-06T08:37:09Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831684 wikitext text/x-wiki {| style="border-collapse: collapse; float: right;" |- | &nbsp; ||rowspan="2" style="border: 1px solid #ddd; background-color: white;{{Text color default}}; padding: 3px 7px;"| [[File:Counting single and paired; S P2.svg|100px]] <span style="color: #0069d5;">all</span> |- | &nbsp; || rowspan="2" style="border: 1px solid #ddd; background-color: white;{{Text color default}}; padding: 3px 7px;"| [[File:Counting single and paired; P2.svg|100px]] <span style="color: #cab088;">chiral</span> |- | &nbsp; || rowspan="2" style="border: 1px solid #ddd; background-color: white;{{Text color default}}; padding: 3px 7px;"| [[File:Counting single and paired; S.svg|100px]] <span style="color: #ff3526;">symmetric</span> |- | &nbsp; || rowspan="2" style="border: 1px solid #ddd; background-color: white;{{Text color default}}; padding: 3px 7px;"| [[File:Counting single and paired; P1.svg|100px]] <span style="color: #956212;">chiral up to reversal</span> |- | &nbsp; || rowspan="2" style="border: 1px solid #ddd; background-color: white;{{Text color default}}; padding: 3px 7px;"| [[File:Counting single and paired; S P1.svg|100px]] <span style="color: #10b202;">all up to reversal</span> |- | &nbsp; || &nbsp; |}<noinclude> [[Category:Binary strings and necklaces up to symmetry]] </noinclude> gm3e458fsakx5n11xg5ca219cq3i4qj 0 331552 2831699 2830220 2026-09-06T08:44:31Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831699 wikitext text/x-wiki {{title|Warm-glow giving - Why does giving feel good and how does this influence prosocial behaviour?}} __TOC__ ==Overview== [[File:Charity donation box, Hong Kong International Airport (2018).jpg|thumb|Figure 1]] === Scenario === '''Imagine this ...''' You are buying groceries when the checkout screen asks whether you would like to add $2 to support a charity. You had not planned to donate and you briefly hesitate. Two dollars will not make a noticeable difference to your own finances, so you select '''yes'''. As you leave the supermarket, you feel unexpectedly pleased about having helped someone else. A week later, you encounter another request for a small donation. You remember the positive feeling from the previous experience and again consider giving. Why can giving money away make a person feel good, and could this pleasant emotional response encourage them to behave generously again? '''Figure 1.''' A public donation box illustrates an everyday opportunity to engage in charitable giving. Such situations can benefit recipients while also generating emotional responses in donors. === Key points === * '''Warm-glow giving''' describes the internal satisfaction or emotional reward that people can experience from helping others. Andreoni's (1990) theory proposes that people can be motivated simultaneously by concern for beneficiaries and by the personal satisfaction they receive from giving. * Research suggests that giving is associated with positive emotional experiences and psychological well-being. For example, charitable donation and volunteering have been positively associated with psychological well-being among university students (Geng et al., 2022). * However, giving does not always produce purely positive emotions. Charitable requests can also produce anxiety, guilt, anger, pressure, or mixed emotional reactions (Coleman & Peasley, 2023; Hepworth et al., 2021). * Understanding these processes is important because emotional experiences may influence not only an immediate decision to donate but also whether people continue engaging in prosocial behaviour in the future (Shlefer & Kogut, 2021). {{RoundBoxTop|theme=3}} '''Focus questions''' What is warm-glow giving and how does it explain people's motivation to help others? Why can giving produce positive emotional and rewarding experiences? How do positive and negative emotions influence charitable giving decisions? How can the emotional consequences of giving influence future and wider prosocial behaviour? {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] *Understanding warm-glow giving *Why does giving feel good? *How do emotions influence charitable giving? *How does warm glow encourage future prosocial behaviour? * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==What is warm-glow giving?== Warm-glow giving was formally developed through Andreoni's (1990) theory of impure altruism. Pure altruism assumes that a person gives because they value improvements in another person's welfare, whereas impure altruism proposes that donors can also obtain utility from the act of giving itself. Warm glow therefore provides a way of understanding why apparently selfless behaviour may also contain a personally rewarding component. Experiencing satisfaction from helping does not necessarily mean that genuine concern for others is absent; self-oriented and other-oriented motives can coexist (Andreoni, 1990). The theory is particularly useful for this chapter because it connects motivation and emotion: the expectation or experience of a positive internal reward can provide motivation for prosocial behaviour. Evidence shows that warm-glow processes extend beyond conventional charitable donations. Xing et al. (2024) found that consumers' feelings of warm glow helped explain the greater success of poverty-alleviation crowdfunding campaigns compared with ordinary crowdfunding campaigns. Chen (2025) extended warm-glow theory to pro-environmental gamification. Among 525 Ant Forest users, perceived warm glow was one of the positive predictors of continued engagement, alongside altruistic, egoistic, and pragmatic motivational factors. These findings suggest that warm glow can help explain multiple forms of prosocial participation, including donating, crowdfunding, and sustained environmentally beneficial behaviour. '''Key points:''' * Warm-glow giving is explained by Andreoni's (1990) theory of '''impure altruism''', in which concern for others and personal satisfaction from giving can coexist. * The emotional reward associated with helping can provide motivation for prosocial behaviour. * Warm-glow processes can extend beyond charitable donations to other forms of prosocial participation, including crowdfunding and environmentally beneficial behaviour (Xing et al., 2024; Chen, 2025). ==Why does giving feel good?== One explanation is that giving generates positive affect. Genevsky et al. (2025) found across behavioural and neuroimaging experiments that charitable appeals containing affectively congruent features generated greater donations than incongruent appeals. Importantly, the relationship between affective congruence and giving was mediated by positive aroused affect. This suggests that positive emotional experience was not simply associated with donation—it helped explain why particular appeals increased giving (Genevsky et al., 2025). Genevsky et al. (2025) also found greater activity in the nucleus accumbens, a brain region associated with positive affect and reward processing, in response to affectively congruent charitable requests. Increased activity subsequently predicted donation decisions. These findings provide a useful psychological and neuroaffective extension of warm-glow theory: charitable giving can engage emotional and reward processes that make helping psychologically reinforcing. Psychological benefits are also evident outside laboratory donation tasks. Geng et al. (2022), using data from 1,871 Chinese university students, found that both volunteering time and the amount donated to charity were positively associated with psychological well-being. However, Geng et al. (2022) used observational data, so the association should not automatically be interpreted as proof that charitable giving directly causes greater well-being. People with greater psychological well-being may also be more inclined or able to participate in prosocial activities. Chen's (2025) findings similarly demonstrate that perceived warm glow can contribute to continued prosocial engagement. Participants in the Ant Forest platform were motivated by a combination of altruistic, self-related, and practical motives rather than a single source of motivation. '''Key points:''' * Positive emotional arousal can contribute to charitable donation decisions (Genevsky et al., 2025). * Giving can engage positive affect and reward-related processes, helping to explain why prosocial behaviour may feel psychologically rewarding (Genevsky et al., 2025). * Charitable giving and volunteering are associated with psychological well-being, although correlational findings should not be interpreted as proof of causation (Geng et al., 2022). Planned Figure 2 for the final book chapter A simple original diagram could illustrate the proposed motivational cycle: Opportunity to help → Giving → Positive affect/warm glow → Emotional reward → Greater motivation for future prosocial behaviour. As illustrated in '''Figure 2''', an opportunity to help may lead to giving, positive affect or warm glow, emotional reward, and greater motivation for future prosocial behaviour. {| style="margin:15px auto; border-collapse:separate; border-spacing:4px; text-align:center;" | style="border:1px solid #4f81bd;{{Text color default}}; border-radius:5px; padding:8px; background:#eef5fc; width:110px;" | '''Opportunity to help''' | style="border:none; font-size:20px;" | → | style="border:1px solid #548235;{{Text color default}}; border-radius:5px; padding:8px; background:#f0f7ed; width:70px;" | '''Giving''' | style="border:none; font-size:20px;" | → | style="border:1px solid #d6a000;{{Text color default}}; border-radius:5px; padding:8px; background:#fff7dc; width:135px;" | '''Positive affect / warm glow''' | style="border:none; font-size:20px;" | → | style="border:1px solid #8064a2;{{Text color default}}; border-radius:5px; padding:8px; background:#f5f0fa; width:110px;" | '''Emotional reward''' | style="border:none; font-size:20px;" | → | style="border:1px solid #31859b;{{Text color default}}; border-radius:5px; padding:8px; background:#edf8fa; width:175px;" | '''Greater motivation for future prosocial behaviour''' |} <div style="text-align:center; font-size:90%;"> '''''Figure 2.'' Proposed motivational cycle of warm-glow giving.''' </div> ==How do emotions influence charitable giving?== Emotions can affect how people evaluate charitable need, not merely whether they feel good afterwards. Hasford et al. (2015) found that consumers were more insensitive to the scope of a charitable problem when their donations were based on emotional rather than calculative valuation. This finding provides an important limitation to a simple "emotion improves giving" explanation. Emotional motivation may stimulate generosity while simultaneously making donors less responsive to information such as the number of beneficiaries (Hasford et al., 2015). Genevsky et al. (2025) showed that the emotional construction of a charitable appeal also matters. Affectively congruent combinations of appeal features increased positive affect and donations, regardless of whether the matched features themselves were positively or negatively valenced. Emotional responses to charitable requests are not necessarily pleasant. Hepworth et al. (2021), across four studies, found that checkout-charity solicitations could create customer anxiety, which subsequently reduced evaluations of the service encounter. Interestingly, Hepworth et al. (2021) also found that anxiety could decrease when customers agreed to donate in employee-led solicitation situations. Therefore, some giving may potentially involve reducing an uncomfortable emotional state rather than simply seeking positive warm glow. Coleman and Peasley (2023) similarly found that checkout charity can produce ambivalent emotional experiences. Consumers may experience positive emotions such as pride and joy alongside negative emotions such as guilt and anger. Their findings suggest that high positive and high negative affect can occur simultaneously, and this emotional incongruence may actually reduce donation intentions (Coleman & Peasley, 2023). Together, these studies demonstrate that emotion has a complex role in charitable behaviour. Warm glow, pride, positive arousal, anxiety, guilt, and anger can each influence donation decisions under different circumstances. '''Key points:''' * Emotional responses can encourage charitable giving, but emotional decision-making may also reduce sensitivity to the scope of need (Hasford et al., 2015). * Charitable requests can generate negative emotional reactions such as anxiety, and donating may sometimes reduce this discomfort (Hepworth et al., 2021). * Positive and negative emotions can occur simultaneously during charitable requests, and emotional ambivalence may reduce donation intentions (Coleman & Peasley, 2023). ==Learning Feature - Table 1== {| class="wikitable" |+ '''Table 1. Emotional processes associated with giving and their possible influence on prosocial behaviour''' |- ! Process ! Emotional or motivational experience ! Possible behavioural effect ! Key evidence |- | '''Warm glow''' | Satisfaction from personally helping | Increases motivation to give or participate | Andreoni (1990); Xing et al. (2024) |- | '''Positive aroused affect''' | Positive emotional arousal during an appeal | Greater charitable donations | Genevsky et al. (2025) |- | '''Psychological well-being''' | Positive functioning associated with helping | May reinforce participation in prosocial activity | Geng et al. (2022) |- | '''Emotional valuation''' | Giving based mainly on feelings | Can promote donations but reduce sensitivity to scope | Hasford et al. (2015) |- | '''Checkout anxiety''' | Anxiety following a donation request | May reduce service evaluations and can sometimes encourage donating to reduce discomfort | Hepworth et al. (2021) |- | '''Emotional ambivalence''' | Simultaneous pride/joy and guilt/anger | Mixed affect can complicate or reduce donation intentions | Coleman & Peasley (2023) |- | '''Perceived warm glow''' | Personal satisfaction from environmental contribution | Encourages continued engagement | Chen (2025) |- | '''Moral elevation''' | Feeling inspired by another person's generosity | Encourages prosocial contagion | Yin et al. (2026) |} As summarised in Table 1, charitable behaviour cannot be explained by one emotion alone. Giving involves interacting positive and negative emotional processes, and these processes can either encourage or inhibit prosocial action. ==How can warm glow influence future and wider prosocial behaviour?== If giving produces an emotional reward, that feeling may act as feedback which shapes later choices. Shlefer and Kogut (2021) examined how feelings following previous donation decisions predicted subsequent decisions. They found that feeling good about a previous decision whether that decision was to give or not give—predicted a tendency to make a similar choice later. In contrast, feeling bad about the previous decision increased the likelihood of changing the next decision (Shlefer & Kogut, 2021). This provides an important mechanism for explaining repeated prosocial behaviour. If donating creates a warm-glow response, people may learn from this positive emotional feedback and become more motivated to donate again. Chen (2025) provides complementary evidence about sustained engagement in a different prosocial context. Perceived warm glow positively contributed to users' intentions to continue engaging with Ant Forest, suggesting that emotional benefits can support persistence over time. Warm-glow processes may also influence behaviour between people, not just within a single donor. Yin et al. (2026) examined prosocial contagion across nine experiments and investigated responses to observing generosity from benefactors with different income levels. Observing generosity from lower-income benefactors produced stronger perceptions of altruistic motivation and greater moral elevation, which subsequently encouraged prosocial responses among observers (Yin et al., 2026). The finding demonstrates how emotional responses to another person's generosity can spread prosocial behaviour. People do not necessarily need to experience the initial act of giving themselves; witnessing meaningful generosity can also motivate helping. Xing et al. (2024) further illustrates the social and practical application of warm glow. In poverty-alleviation crowdfunding, consumer warm glow helped account for the greater success of poverty-focused campaigns, demonstrating that the emotional reward attached to helping can influence marketplace behaviour. Thus, emotional rewards may create two reinforcing pathways: personal reinforcement, where feeling good after giving encourages future giving, and social contagion, where observing generosity inspires prosocial behaviour in other people.{{anchor|Scenarios}} '''Key points:''' * Emotional reactions to previous donation decisions can act as feedback that influences later giving behaviour (Shlefer & Kogut, 2021). * Perceived warm glow can support continued engagement in prosocial activities over time (Chen, 2025). * Prosocial behaviour can spread socially because observing another person's generosity may produce moral elevation and encourage further helping behaviour (Yin et al., 2026). {{anchor|Feature box}} {{anchor|}} Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Warm-glow giving suggests that people can care about helping others while also experiencing personal emotional satisfaction from the act of giving.: |type="()"} + True - False {Charitable requests always make people feel positive emotions.: |type="()"} - True + False </quiz> ==Conclusion== Warm-glow giving helps explain why giving can feel personally rewarding. Andreoni's (1990) theory of impure altruism proposes that people can value another person's welfare while simultaneously receiving internal satisfaction from their own act of giving. Research provides psychological support for this idea. Positive affect and reward-related processes can contribute to charitable decisions, and affectively congruent appeals can increase giving through positive aroused affect (Genevsky et al., 2025). Giving and volunteering are also associated with greater psychological well-being, although correlational evidence should be interpreted cautiously when considering causal conclusions (Geng et al., 2022). The emotional consequences of giving can shape future behaviour. Positive or negative reactions to previous donation decisions provide feedback that helps guide later choices (Shlefer & Kogut, 2021), while perceived warm glow can contribute to continued prosocial engagement (Chen, 2025). Prosocial emotion can also spread socially. Observing generosity can create moral elevation and encourage prosocial contagion (Yin et al., 2026), while warm glow can contribute to support for poverty-alleviation crowdfunding (Xing et al., 2024). However, giving does not always feel good. Donation requests can generate anxiety, guilt, anger, pride, joy, and ambivalent emotional states (Coleman & Peasley, 2023; Hepworth et al., 2021). Emotional decision-making may also make donors less sensitive to the actual scope of need (Hasford et al., 2015). Overall, giving can feel good because prosocial behaviour can generate positive affect and internal reward. These emotional benefits can motivate repeated and socially contagious prosocial behaviour, but whether emotion promotes effective and sustainable generosity depends on the donor, context, nature of the appeal, and emotional experience. == See also == [[Motivation and emotion/Book/2014/Altruism and empathy|Altruism and empathy]] (Wikiversity) [[Motivation and emotion/Book/2021/Empathy-altruism hypothesis|Empathy-altruism hypothesis]] (Wikiversity) [[w|Altruism]] (Wikipedia) [[w behavior|Prosocial behaviour]] (Wikipedia) ==References== {{Hanging indent|1= }}{{tip|Andreoni, J. (1990). Impure altruism and donations to public goods: A theory of warm-glow giving. The Economic Journal, 100(401), 464–477. https://doi.org/10.2307/2234133 Chen, Y. (2025). Gaining in giving: Unveiling continuous engagement intentions with the Chinese pro-environmental gamification Ant Forest. International Journal of Human-Computer Interaction, 41(13), 8447–8463. https://doi.org/10.1080/10447318.2024.2410053 Coleman, J. T., & Peasley, M. C. (2023). Wounding pride and infusing affect: The ambivalent emotional experience of checkout charity. Journal of Consumer Marketing, 40(6), 785–797. https://doi.org/10.1108/JCM-07-2021-4750 Genevsky, A., Yoon, C., Lin, T.-Y., Shaw, S. D., & Knutson, B. (2025). The impact of affective congruence on charitable giving. Social Cognitive and Affective Neuroscience, 20(1), nsaf086. https://doi.org/10.1093/scan/nsaf086 Geng, Y., Chen, Y., Huang, C., Tan, Y., Zhang, C., & Zhu, S. (2022). Volunteering, charitable donation, and psychological well-being of college students in China. Frontiers in Psychology, 12, 790528. https://doi.org/10.3389/fpsyg.2021.790528 Hasford, J., Farmer, A., & Waites, S. F. (2015). Thinking, feeling, and giving: The effects of scope and valuation on consumer donations. International Journal of Research in Marketing, 32(4), 435–438. https://doi.org/10.1016/j.ijresmar.2015.05.006 Hepworth, A., Lee, N. Y., & Zablah, A. R. (2021). Feeling anxious: The dark side of checkout charity solicitations. Journal of Business Research, 136, 330–342. https://doi.org/10.1016/j.jbusres.2021.07.050 Shlefer, S., & Kogut, T. (2021). How did it feel? Affect as a feedback system in repeated donation decisions. Journal of Experimental Social Psychology, 97, 104203. https://doi.org/10.1016/j.jesp.2021.104203 Xing, C., Zhang, Y., & Tripe, D. (2024). Ethical consumers and low-income sellers on China's reward-based crowdfunding platforms: Are poverty alleviation campaigns more successful? Journal of Business Ethics, 191(4), 793–810. https://doi.org/10.1007/s10551-024-05666-3 Yin, B. M., Olson, J. G., & Li, Y. J. (2026). When having less elevates more: Benefactor income, moral elevation, and prosocial contagion among observers. Journal of Personality and Social Psychology. Advance online publication. https://doi.org/10.1037/pspa0000493 }} ==External links== * [https://greatergood.berkeley.edu/article/item/how_to_make_giving_feel_good How to make giving feel good] (Greater Good Science Center) * [https://www.psychologicalscience.org/publications/observer/obsonline/the-warm-glow-of-giving-may-overshadow-doing-the-greatest-good.html The “Warm Glow” of Giving May Overshadow Doing the Greatest Good] (Association for Psychological Science) == AI use acknowledgement == OpenAI. (2026). ''ChatGPT'' (GPT-5.6 Sol) [Large language model]. [https://chatgpt.com/ https://chatgpt.com/] '''AI use acknowledgement:''' ChatGPT (OpenAI, 2026) was used to assist with structuring the chapter, improving clarity and academic expression, and organising information from the references selected by the author. The final content and references were reviewed and edited by the author. ss5982opvlli2bzzd9ze837vh44ilut 2 331553 2831665 2829583 2026-09-06T07:37:03Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831665 wikitext text/x-wiki ==About me== Hi i'm Riley I am currently a 21 years old and studying at UC. I am a new Wikiversity editor, ;'''a great one at that.''' ;I enjoy *gaming *hanging out with friends *being an academic weapon *writing on my wikiversity page about myself, although I don't get a lot of time to do it. ==Book chapter im{{gr}} working on== [[https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2026/Sleep_deprivation,_motivation,_and_academic_performance]] ==Social contributions== As for right now, I have not made any contributions on any page other than the book chapter i'm working on. # h4d5fjzkk0uh0uzj0l2i0sc3tqlfdab 0 331568 2831668 2831034 2026-09-06T07:39:14Z ShakespeareFan00 6645 2831668 wikitext text/x-wiki {{title|Prevention versus promotion mindset:<br>What are the motivational differences between prevention and promotion mindsets?}} __TOC__ ==Overview== [[File:New York City Streetscapes - Skateboarding on Lower East Side 11.jpg|thumb|231x231px|Figure 1. A person skateboardin]] {{RoundBoxTop|theme=5}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] Do these ways of finding success sound familiar to you? Jack is an artistic, and active high-school student, who has been enrolled in classical piano classes since he could say the word 'Mozart'. The day he won his first piano competition, he recalled the ecstatic and proud faces of his parent, who bragged to his school teacher, friend's parents, and the neighbours about his success. Whilst he had learned a complicated new piece from scratch at the start of the season, he felt as though his musical flow was entirely rehearsed, requiring intense focus to maintain perfect accuracy when delivering the piece. His heart pounded with anxiety thinking about each page of notation to play, and he relied on his hours of endless repetition to deliver the musical rendition. However, the feeling of satisfying his parent's expectations with a near-perfect score - and month-long break of strict daily practice as a reward - took a weight off of Jack's shoulders, allowing him to rest mentally. During his post-success break, Jack spent his newly gained free-time with friends at the skate park, carving up risky new tricks on his skateboard, spending time riding around the local shops, and perfecting the playlist he would play in his headphones to skate to. Whilst Jack finds success in his piano playing, he requires intense focus, and long, repetitive practice sessions to be his best. Jack also has many worries about his parent's expectations, and worries his cell phone will be confiscated again for skipping practice to spend time at the skatepark. Sometimes he picks less challenging, and even boring songs to prepare for competitions, if it means he will deliver a mistake-free program. If Jack's parents did not push him to play piano, he would probably give up on his lessons. Jack finds a deeper creative outlet when he skateboards with friends, away from competitions and expectations. Often when he gets time with his skateboard, he gets stuck for hours perfecting a new trick, and vividly remembers the first time he landed a kick-flip on his own at the park after endless attempts. Jack loves pushing the limits of his skills, and feels a deep sense of pride and accomplishment when he lands something difficult. Jack jokingly describes the pressure of piano competition preparation as 'dodging landmines', fearful of making a single mistake. Whereas skating feels as though he is 'reaching for the sky'. {{RoundBoxBottom}} * {{RoundBoxTop|theme=5}} '''Focus questions''' What is a prevention mindset? What is a promotion mindset? What is the role of mindset in different contexts? How does our mindset influence educational success? How does our mindset influence mental health? Are mindsets malleable or fixed? {{RoundBoxBottom}} ==What are mindsets?== * Theoretical history * Current conceptualisations * Are mindsets fixed or malleable == Defining Prevention Mindset == == Defining Promotion Mindset == == Motivational Differences Between Promotion and Prevention Mindsets == === Promotion Mindset in Various Contexts === * Education * Mental Health * Hobbies and Passions * Humanistic Approach === Prevention Mindset in Various Contexts === * Education * Mental Health * Workplace * Sports == Influences and Development of Prevention Mindset == == Influences and Development of Promotion Mindset == * ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto;" |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mindset]] eu3ggrzcayxstrodj41vsm3whpznned 0 331573 2831666 2829864 2026-09-06T07:37:37Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831666 wikitext text/x-wiki {{title|Oxytocin as a neuromodulator:<br>What are the motivational and emotional effects of oxytocin as a neuromodulator?}} __TOC__ === Overview === {{RoundBoxTop|theme=4}} [[File:Oxytocin.svg|alt=Calvero|thumb|'''Figure 1'''. Chemical structure of oxytocin. ]] '''Case study: Sarah and the power of connection''' Sarah recently moved away from home to begin university in a new city. During her first few weeks, she feels nervous and isolated and often avoids social situations. Eventually, she forms a friendship with another student who makes her feel comfortable and supported. Over time, Sarah notices that she feels calmer around her new friend and begins looking forward to spending time with them. She also becomes more motivated to attend social events, meet other students, and form new relationships. Sarah's experience raises an interesting question: why can positive social connections influence both how we feel and how motivated we are to interact with others? {{RoundBoxBottom}} Oxytocin is a chemical messenger that acts as both a hormone in the body and a neuromodulator in the brain. Although it is commonly associated with bonding and affection, its role is more complex. Oxytocin can influence brain systems involved in social behaviour, emotional processing, stress, reward, and motivation. Understanding these effects is important because social relationships can have a powerful influence on human behaviour and emotional experiences. Psychological and neuroscience research can help explain how oxytocin contributes to behaviours such as seeking social connection, forming attachments, responding to social rewards, and experiencing emotions such as trust, anxiety, and fear. Examining oxytocin as a neuromodulator can therefore provide insight into the biological processes that contribute to motivation and emotion. {{RoundBoxTop|theme=2}} ;Focus questions {{ic|Use bullet points as shown in Tutorial 2}} 1. How does oxytocin function as a neuromodulator in the brain? 2. How does oxytocin influence social motivation and reward? 3. How does oxytocin influence emotional processes such as trust, anxiety, and fear? 4. What factors influence the motivational and emotional effects of oxytocin? {{RoundBoxBottom}} ==Headings == * [[#Overview|Overview]] * Oxytocin as a neuromodulator ** What is oxytocin? ** How does oxytocin act in the brain? ** Brain regions and neural systems involved * Oxytocin and motivation ** Social motivation and affiliation ** Reward and approach behaviour ** Bonding and attachment *Oxytocin and emotion ** Stress and anxiety ** Fear and emotional processing ** Trust, empathy, and social emotions '''4. Context and individual differences''' ** Social context ** Individual differences ** Limitations and mixed findings * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points == '''Overview''' * Introduce oxytocin as a neuropeptide that can function as both a hormone and a neuromodulator in the brain (Jurek & Neumann, 2018). * Introduce how oxytocin is associated with motivational and emotional processes, particularly social behaviour, bonding, reward, stress, and emotional processing (Gordon et al., 2011). * Use the opening scenario to demonstrate how social connection may influence both emotional experiences and motivation to seek social interaction. * Introduce the focus questions that will guide the chapter. '''Oxytocin as a neuromodulator''' * Oxytocin is produced primarily by neurons in the hypothalamus and can act both peripherally and within the central nervous system (Jurek & Neumann, 2018). * As a neuromodulator, oxytocin can alter neural activity rather than producing one simple behavioural response. * Oxytocin receptors are found in neural systems involved in social behaviour, emotion, motivation, and reward (Donaldson & Young, 2008). '''What is oxytocin?''' * Oxytocin is a nine-amino-acid neuropeptide with both hormonal and neuromodulatory functions (Jurek & Neumann, 2018). * Peripheral oxytocin is well known for its involvement in childbirth and lactation. * Central oxytocin has broader functions involving social behaviour, bonding, stress, and emotional processes (Donaldson & Young, 2008). '''How does oxytocin act in the brain?''' * Oxytocin binds to oxytocin receptors and modifies the activity of neurons and neural circuits. * Its neuromodulatory effects can change how socially and emotionally relevant information is processed. * Oxytocin interacts with other signalling systems, including dopamine pathways involved in motivation and reward (Love, 2014). '''Brain regions and neural systems involved''' * The hypothalamus contains important oxytocin-producing neurons and plays a central role in the oxytocin system (Jurek & Neumann, 2018). * Oxytocin can influence the amygdala, which is involved in processing emotionally and socially significant information. * Oxytocin interacts with reward-related neural systems, including dopamine pathways associated with social motivation (Love, 2014). ----'''Oxytocin and motivation''' * Oxytocin has been linked with social motivation and people's tendency to seek and maintain social relationships (Gordon et al., 2011). * Oxytocin may influence how rewarding or important social stimuli are perceived. * Its motivational effects depend on social context rather than universally increasing social approach (Shamay-Tsoory & Abu-Akel, 2016). '''Social motivation and affiliation''' * Oxytocin may contribute to motivation to approach and interact with other people (Gordon et al., 2011). * Oxytocin can increase the salience of social information, potentially influencing attention and subsequent behaviour (Shamay-Tsoory & Abu-Akel, 2016). * Social context and individual characteristics can determine whether increased social salience encourages approach or avoidance. '''Reward and approach behaviour''' * Oxytocin interacts with dopamine systems involved in motivation and reward (Love, 2014). * Oxytocin may contribute to the rewarding nature of positive social interactions. * Social reward may motivate individuals to repeat behaviours that promote social connection and affiliation. '''Bonding and attachment''' * Oxytocin has an established role in neural processes associated with social bonding and attachment (Donaldson & Young, 2008). * Interactions between oxytocin and reward pathways are important for the formation of social preferences and bonds (Young & Wang, 2004). * These processes may motivate people to seek proximity to and maintain relationships with significant social partners. ----'''Oxytocin and emotion''' * Oxytocin can modulate neural systems involved in emotional processing, stress, and responses to social information. * Research has examined its relationship with fear, anxiety, empathy, trust, and recognition of emotional information (Hurlemann et al., 2010). * Oxytocin does not universally produce positive emotions; its emotional effects can depend on context and individual characteristics (Shamay-Tsoory & Abu-Akel, 2016). '''Stress and anxiety''' * Oxytocin is involved in neural processes associated with regulation of stress and anxiety. * Social support may interact with the oxytocin system and influence physiological and emotional responses to stressful experiences. * The relationship between oxytocin and anxiety is complex and may depend on characteristics of both the person and the situation. '''Fear and emotional processing''' * Oxytocin can influence activity within the amygdala and related emotional-processing networks. * It may alter how individuals respond to socially relevant emotional cues. * These effects may contribute to differences in how threatening, safe, or emotionally important social situations are perceived. '''Trust, empathy, and social emotions''' * Oxytocin has been studied in relation to trust, empathy, and other social-emotional processes. * Hurlemann et al. (2010) found that intranasal oxytocin enhanced emotional empathy and socially reinforced learning in healthy men. * These findings suggest that oxytocin can influence the processing and significance of socially relevant emotional information. ----'''Context and individual differences''' * Oxytocin's effects cannot be explained simply as increasing positive or prosocial behaviour. * The social salience hypothesis proposes that oxytocin increases the importance of social cues, with behavioural outcomes depending on the situation (Shamay-Tsoory & Abu-Akel, 2016). * Individual characteristics can also contribute to differences in responses to oxytocin. '''Social context''' * The effects of oxytocin may differ between supportive, threatening, familiar, and unfamiliar social situations. * Increasing the salience of social cues does not necessarily produce a positive behavioural response (Shamay-Tsoory & Abu-Akel, 2016). * Social context therefore needs to be considered when interpreting research about oxytocin and behaviour. '''Individual differences''' * Responses to oxytocin may vary according to biological and psychological characteristics. * Previous social experiences and sensitivity to social information may influence responses. * These differences may partly explain inconsistent findings across oxytocin studies. '''Limitations and mixed findings''' * Describing oxytocin as the '''"love hormone"''' oversimplifies its complex neuromodulatory effects. * Findings from intranasal oxytocin studies should be interpreted carefully because administered oxytocin does not necessarily represent naturally occurring central oxytocin activity. * Further research is needed to understand how dose, context, individual differences, and research methodology influence observed effects. ----'''Conclusion''' * Oxytocin functions as a neuromodulator that can influence neural systems involved in both '''motivation and emotion'''. * Its motivational effects include social affiliation, reward, approach behaviour, bonding, and attachment, while its emotional effects include modulation of stress, fear, anxiety, empathy, and other social emotions. * Overall, oxytocin's effects are '''context-dependent and complex''', meaning it should not simply be understood as a chemical that produces love, trust, or positive social behaviour (Shamay-Tsoory & Abu-Akel, 2016). * Return to the opening scenario to demonstrate how oxytocin's neuromodulatory role may help explain connections between social experiences, emotional responses, and motivation. ==Figures== [[File:Photographer taking a group photograph of smiling students in front of the Tokyo station, Marunouchi, Japan.jpg|thumb|'''Figure 2'''. Positive Social Interaction. {{ic|Explain in more detail; connect to text}}]] Positive social interactions can influence feelings of connection and motivation to engage with others (see Figure 2). * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|For the final book chapter, I will include embedded Wiki links throughout the chapter to help readers understand important concepts and access further information. Key terms such as oxytocin, neuromodulation, dopamine, amygdala, motivation, emotion, social bonding, and reward will be linked to relevant Wikipedia and Wikiversity pages. These links will provide additional background information for readers who may be unfamiliar with the biological and psychological concepts discussed in the chapter.}} ;Embedded links For the final book chapter, I will include embedded Wiki links throughout the chapter to help readers understand important concepts and access further information. Key terms such as '''oxytocin, neuromodulation, dopamine, amygdala, motivation, emotion, social bonding, and reward''' will be linked to relevant Wikipedia and Wikiversity pages. These links will provide additional background information for readers who may be unfamiliar with the biological and psychological concepts discussed in the chapter. {{anchor|Tables}} ;'''Table 1''' * '''Motivational and emotional effects of oxytocin'''. * Motivational effects could include social approach, affiliation, bonding, attachment, and social reward. * Emotional effects could include stress, anxiety, fear, trust, empathy, and emotional processing. {| class="wikitable" style="margin: auto;" |- ! Motivational effects !! Emotional effects |- | Social Approach || Stress and anxiety |- | Affiliation || Fear Processing |- |Social Reward |Trust |- |Bonding and attachment |Empathy |- |Maintaining social relationships |Emotional Processing |} ''Table 1'' ==Conclusion== ** Oxytocin acts as a neuromodulator by influencing brain systems involved in '''social behaviour, reward, motivation, and emotional processing'''. Its interactions with neural systems, including dopamine and reward pathways, may help explain how social experiences influence motivated behaviour (Love, 2014). ** The motivational effects of oxytocin include its involvement in '''social approach, affiliation, bonding, attachment, and social reward'''. Oxytocin may increase the importance and rewarding value of social information, which can influence motivation to seek and maintain social relationships (Gordon et al., 2011). ** Oxytocin can also influence '''emotional processes''', including stress, anxiety, fear, empathy, trust, and responses to socially relevant emotional information. However, oxytocin should not simply be considered a “love hormone”, as it does not always produce positive emotional or social outcomes (Shamay-Tsoory & Abu-Akel, 2016). ** Overall, the motivational and emotional effects of oxytocin are '''complex and context-dependent'''. Individual differences and the social environment can influence its effects, highlighting the importance of considering both biological and psychological factors when understanding oxytocin's role in human behaviour (Shamay-Tsoory & Abu-Akel, 2016). ==See also== * [[wikipedia:Emotion|Emotion]] (Wikipedia) * [[wikipedia:Motivation|Motivation]] (Wikipedia) * [[wikipedia:Neuromodulation|Neuromodulation]] (Wikipedia) * [[wikipedia:Oxytocin|Oxytocin]] (Wikipedia) * [[Motivation and emotion/Book/2024/Oxytocin and motivation|Oxytocin and motivation]] (Book chapter, 2024) ==References== {{Hanging indent|1= Donaldson, Z. R., & Young, L. J. (2008). Oxytocin, vasopressin, and the neurogenetics of sociality. ''Science, 322''(5903), 900–904. https://doi.org/10.1126/science.1158668 Gordon, I., Martin, C., Feldman, R., & Leckman, J. F. (2011). Oxytocin and social motivation. ''Developmental Cognitive Neuroscience, 1''(4), 471–493. https://doi.org/10.1016/j.dcn.2011.07.007 Hurlemann, R., Patin, A., Onur, O. A., Cohen, M. X., Baumgartner, T., Metzler, S., Dziobek, I., Gallinat, J., Wagner, M., Maier, W., & Kendrick, K. M. (2010). Oxytocin enhances amygdala-dependent, socially reinforced learning and emotional empathy in humans. ''The Journal of Neuroscience, 30''(14), 4999–5007. https://doi.org/10.1523/JNEUROSCI.5538-09.2010 Jurek, B., & Neumann, I. D. (2018). The oxytocin receptor: From intracellular signaling to behavior. ''Physiological Reviews, 98''(3), 1805–1908. https://doi.org/10.1152/physrev.00031.2017 Love, T. M. (2014). Oxytocin, motivation and the role of dopamine. ''Pharmacology, Biochemistry and Behavior, 119'', 49–60. https://doi.org/10.1016/j.pbb.2013.06.011 Shamay-Tsoory, S. G., & Abu-Akel, A. (2016). The social salience hypothesis of oxytocin. ''Biological Psychiatry, 79''(3), 194–202. https://doi.org/10.1016/j.biopsych.2015.07.020 Young, L. J., & Wang, Z. (2004). The neurobiology of pair bonding. ''Nature Neuroscience, 7''(10), 1048–1054. https://doi.org/10.1038/nn1327 }} ==External links== * [https://www.ncbi.nlm.nih.gov/books/NBK507848/ Oxytocin] (National Library of Medicine) * [https://www.yourhormones.info/hormones/oxytocin/ Oxytocin] (Society for Endocrinology) * [https://www.health.harvard.edu/mind-and-mood/oxytocin-the-love-hormone Oxytocin: The love hormone?] (Harvard Health Publishing) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Hormones/Oxytocin]] [[Category:Motivation and emotion/Book/Neuromodulators/Cortisol]] i19tmoqh3jz96grykp4kshioibgg4d6 1 331605 2831595 2831390 2026-09-05T23:25:39Z U3253363 3106362 /* Interesting real-life case study to consider incorporating */ new section 2831595 wikitext text/x-wiki == feedback/social contribution == Hi, [[User:U3275984|U3275984]], you are doing great. this looks amazing and you have done so well. [[User:Anne-Lyse Iran|Anne-Lyse Iran]] ([[User talk:Anne-Lyse Iran|discuss]] • [[Special:Contributions/Anne-Lyse Iran|contribs]]) 13:19, 27 August 2026 (UTC) <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 1-level --> # Basic, [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) <!-- 3-level --> # Overly complicated[[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – consider simplifying # The headings focus on FL but not follower motivation <!-- Alignment with focus questions --> # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement (e.g., to better address follower motivation) |3= <!-- Overview--> # Scenario, image, evocative description of the problem/topic, and focus questions <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section <!-- Description --> # A clear description of the problem/topic is planned or presented <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings # Focus question 2 is awkwardly worded and doesn't directly address the topic; consider rewriting this question |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Excellent edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) # This topic lends itself to providing practical examples of the pros and cons of CL for employee motivation, as well as recommendations for leadership training and practices #<!-- Theory and research --> # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. <!-- Conclusion --> # Conclusion is well developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Relevant figure(s) presented, captioned, and cited <!-- Caption --> # Figure caption(s) provide(s) a clear, appropriately detailed description that is meaningfully connected with the main text <!-- Cite --> # Figure(s) are cited at least once in the main text <!-- Size --> # Consider increasing image size(s) to make them easier to view |6= <!-- Learning feature --> <!-- Interwiki links ---> # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) # Place each quiz question in the most relevant section <!-- Tables --> # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Excellent <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## [[Help:Wikitext quick reference|italicisation]] |8= <!-- Resources --> <!-- See also --> # See also ## Excellent <!-- External links --> # External links ## Excellent |9= <!-- User page --> # Very good <!-- Description about self --> # Description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:28, 5 September 2026 (UTC) == Interesting real-life case study to consider incorporating == Hi there, This chapter is starting to look really interesting! An fascinating (and horrific) real case study of charismatic leadership and follower devotion is the story of the Jonestown cult. The cult leader, Jones, was a charismatic leader who exploited the vulnerabilities of hundreds of followers, which ultimately resulted in a mass suicide of Jones and his followers. I wonder what insight this case could provide into follower motivations? My understanding is that Jones motivated followers to follow him by appealing to their status as minorities and claiming he had the answers to their problems; this was then pushed to the extreme when he moved his followers to an isolated social utopia, where he was in total control of fulfilling his followers needs and remaining loyal became motivating as it was required to survive. Here are some interesting resources you may like to review to explore this topic. Rex, S. (2025). One woman’s path to Jonestown. ''JSTOR.'' https://daily.jstor.org/one-womans-path-to-jonestown/ Tourish, D. (2025). How a “socialist utopia” became the death cult of Jonestown. ''Case studies in political leadership''. Edward Elgar Publishing. https://doi.org/10.4337/9781035328918.00031 [[User:U3253363|U3253363]] ([[User talk:U3253363|discuss]] • [[Special:Contributions/U3253363|contribs]]) 23:25, 5 September 2026 (UTC) 2ahecnkho6fo3b8o1mqbl710mj44rs1 0 331606 2831505 2830512 2026-09-05T12:05:36Z Andy?yes 3006471 2831505 wikitext text/x-wiki See also [[OpenStax]] == Summary == ''Fundamentals of Nursing'' aligns with the outcomes and competencies of a nursing fundamentals course. It is designed to provide students with the foundational knowledge and practical expertise essential for delivering holistic and patient-centered care. The authors emphasize the application of clinical judgment across diverse healthcare environments, ensuring readiness to deliver high-quality, compassionate care in an inclusive and supportive manner. Composed of 43 chapters, ''Fundamentals of Nursing'' offers an in-depth exploration of the roles and responsibilities of the nursing profession, the healthcare environment, and the application of critical thinking and evidence-based practice. *[https://openstax.org/details/books/fundamentals-nursing OpenStax Fundamentals of Nursing] (original content). Available as pdf or web view. *[https://audileo.com/audiobooks/openstax/fundamentals-of-nursing/ OpenStax Fundamentals of Nursing audiobook] Available as audio textbook. [[Category:OpenStax]] [[Category:Nursing]] [[Category:Openstax textbook]] 2fadlu0s60zh1qicaiol6muyth5iu6l 2 331607 2831586 2828377 2026-09-05T21:31:50Z Jtneill 10242 /* Social contributions */ {{ic|Use a numbered list as shown in Tutorial 2}} 2831586 wikitext text/x-wiki I am a Bachelor of Science (Psychology) student at the [[wikipedia:University of Canberra|University of Canberra]], enrolled in the 2026 offering of [[Motivation and emotion]]. I work in youth work and facilitation, including contracting with Canteen Australia's YARN (Young Adult Reconciliation Network) program, and I am based in Cairns, Far North Queensland. My interests are motivation, cultural identity, and how young people build a sense of what is possible for themselves, which is why I chose my book chapter topic. === Book chapter === * [[Motivation and emotion/Book/2026/Indigenous Australian role models and motivation|Indigenous Australian role models and motivation: How do Indigenous Australian role models influence motivation?]] (2026) == Social contributions == {{ic|Use a numbered list as shown in Tutorial 2}} * '''Feedback to another author.''' Posted structural and referencing suggestions on a peer's chapter talk page - [https://en.wikiversity.org/w/index.php?title=Talk:Motivation_and_emotion/Book/2026/Possible_selves_and_goal_pursuit&action=history Talk:Motivation and emotion/Book/2026/Possible selves and goal pursuit: Revision history - Wikiversity] * '''Feedback to another author.''' Posted structural and referencing suggestions on a peer's chapter talk page - [https://en.wikiversity.org/w/index.php?title=Talk:Motivation_and_emotion/Book/2026/Motivational_effects_of_incarceration_on_Indigenous_Australians&action=history Talk:Motivation and emotion/Book/2026/Motivational effects of incarceration on Indigenous Australians: Revision history - Wikiversity] * '''Feedback to another author.''' Posted structural and referencing suggestions on a peer's chapter talk page - [https://en.wikiversity.org/w/index.php?title=Talk:Motivation_and_emotion/Book/2026/Gender_and_achievement_motivation&action=history Talk:Motivation and emotion/Book/2026/Gender and achievement motivation: Revision history - Wikiversity] * '''Copyedit of the unit convenors 2026 list of topics to choose from.''' Corrected multiple typos on main page: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2026&diff=prev&oldid=2828359 Motivation and emotion/Book/2026: Difference between revisions - Wikiversity] 4nu181wd4sb1cv0oyvb3jenh90u63nk 2831588 2831586 2026-09-05T21:51:42Z Jtneill 10242 /* Social contributions */ {{ic|Use a more direct link e.g., [[Talk:Motivation and emotion/Book/2026/Possible selves and goal pursuit#Identity-based motivation as a companion to possible selves]]}} 2831588 wikitext text/x-wiki I am a Bachelor of Science (Psychology) student at the [[wikipedia:University of Canberra|University of Canberra]], enrolled in the 2026 offering of [[Motivation and emotion]]. I work in youth work and facilitation, including contracting with Canteen Australia's YARN (Young Adult Reconciliation Network) program, and I am based in Cairns, Far North Queensland. My interests are motivation, cultural identity, and how young people build a sense of what is possible for themselves, which is why I chose my book chapter topic. === Book chapter === * [[Motivation and emotion/Book/2026/Indigenous Australian role models and motivation|Indigenous Australian role models and motivation: How do Indigenous Australian role models influence motivation?]] (2026) == Social contributions == {{ic|Use a numbered list as shown in Tutorial 2}} * '''Feedback to another author.''' Posted structural and referencing suggestions on a peer's chapter talk page - [https://en.wikiversity.org/w/index.php?title=Talk:Motivation_and_emotion/Book/2026/Possible_selves_and_goal_pursuit&action=history Talk:Motivation and emotion/Book/2026/Possible selves and goal pursuit: Revision history - Wikiversity] - {{ic|Use a more direct link e.g., [[Talk:Motivation and emotion/Book/2026/Possible selves and goal pursuit#Identity-based motivation as a companion to possible selves]]}} * '''Feedback to another author.''' Posted structural and referencing suggestions on a peer's chapter talk page - [https://en.wikiversity.org/w/index.php?title=Talk:Motivation_and_emotion/Book/2026/Motivational_effects_of_incarceration_on_Indigenous_Australians&action=history Talk:Motivation and emotion/Book/2026/Motivational effects of incarceration on Indigenous Australians: Revision history - Wikiversity] * '''Feedback to another author.''' Posted structural and referencing suggestions on a peer's chapter talk page - [https://en.wikiversity.org/w/index.php?title=Talk:Motivation_and_emotion/Book/2026/Gender_and_achievement_motivation&action=history Talk:Motivation and emotion/Book/2026/Gender and achievement motivation: Revision history - Wikiversity] * '''Copyedit of the unit convenors 2026 list of topics to choose from.''' Corrected multiple typos on main page: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2026&diff=prev&oldid=2828359 Motivation and emotion/Book/2026: Difference between revisions - Wikiversity] jvfr7kjd9h5xlf41pberfllkyy0991z 0 331608 2831513 2830523 2026-09-05T12:07:21Z Andy?yes 3006471 2831513 wikitext text/x-wiki See also [[OpenStax]] == Summary == ''Maternal-Newborn Nursing'' introduces students to the concepts and skills related to pregnancy, birth, postpartum, newborn care, reproductive health, and social determinants related to those topics. Written and thoroughly reviewed by experienced nurse educators, the material focuses on patient safety, mental health, and inclusive care, and offers robust real-world scenarios and situational patient education experiences to apply concepts to practice. * [https://openstax.org/details/books/maternal-newborn-nursing OpenStax Maternal Newborn Nursing] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/maternal-newborn-nursing/ OpenStax Maternal Newborn Nursing audiobook] Available as audio textbook. [[Category:OpenStax]] [[Category:Nursing]] [[Category:Openstax textbook]] 98iw0p66wtaldhhdm0opby53u6ty35m 1 331619 2831625 2828452 2026-09-06T02:39:20Z Jtneill 10242 Topic development feedback 2831625 wikitext text/x-wiki == Closely Related Chapter Topics == Reading through your chapter clarified that the construct I'm examining (Machiavellian Motivation) aligns far more closely with power motivation than I initially anticipated. This led me to a section in my chapter pointed toward a personalised power orientation rather than a purely achievement-based one, which also reshaped how I interpreted Machiavellian motivational concepts. This insight has strengthened the conceptual direction of my draft, and I genuinely appreciate how your chapter sharpened my thinking! I wish you luck on the rest of your chapter. [[User:Mim0502|Mim0502]] ([[User talk:Mim0502|discuss]] • [[Special:Contributions/Mim0502|contribs]]) 15:15, 27 August 2026 (UTC) == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:PsychstudentUniversity!|Hi [[User:PsychstudentUniversity!|PsychstudentUniversity!]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:39, 6 September 2026 (UTC) |} <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – could benefit from further development and/or refinement # Tidy up heading structure (remove "Recap" and "Quiz Yourself" (put them in feature boxes instead)) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # Remove citations from headings <!-- Alignment with focus questions --> # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section <!-- Description --> # A clear description of the problem/topic is planned or presented <!-- Style --> # Use present, rather than future, tense <!-- Focus questions --> # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) <!-- Theory and research --> # Promising balance of theory and research <!-- Conclusion --> # Conclusion is well underway # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited <!-- Caption --> # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text; explain how it relates power motivation # Figure caption(s) should include '''Figure X'''. ... [i.e., bold] (fixed) <!-- Cite --> # Figure(s) are cited at least once in the main text |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) # Place each quiz question in the most relevant section # Focus the quiz question(s) on the take-home messages <!-- Tables --> # Excellent use of table(s) # Include acknowledgement (e.g., citation(s)) for sources of information presented in the table |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] |8= <!-- Resources --> <!-- See also --> # See also ## One of two link types provided ### Also link to relevant [[w:|Wikipedia]] pages <!-- External links --> # External links ## Very good ## Move academic sources into the "References" sections and provide in-text citation |9= <!-- User page --> # Used effectively <!-- Description about self --> # Excellent description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # Use an internal link to the book chapter (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:39, 6 September 2026 (UTC) 9gnjzie05zhsqkx1so7tzqeoioletgz 2831629 2831625 2026-09-06T02:44:23Z Jtneill 10242 2831629 wikitext text/x-wiki == Closely Related Chapter Topics == Reading through your chapter clarified that the construct I'm examining (Machiavellian Motivation) aligns far more closely with power motivation than I initially anticipated. This led me to a section in my chapter pointed toward a personalised power orientation rather than a purely achievement-based one, which also reshaped how I interpreted Machiavellian motivational concepts. This insight has strengthened the conceptual direction of my draft, and I genuinely appreciate how your chapter sharpened my thinking! I wish you luck on the rest of your chapter. [[User:Mim0502|Mim0502]] ([[User talk:Mim0502|discuss]] • [[Special:Contributions/Mim0502|contribs]]) 15:15, 27 August 2026 (UTC) == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:PsychstudentUniversity!|Hi [[User:PsychstudentUniversity!|PsychstudentUniversity!]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:39, 6 September 2026 (UTC) |} <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] – could benefit from further development and/or refinement # Tidy up heading structure (remove "Recap" and "Quiz Yourself" (put them in feature boxes instead)) # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # Remove citations from headings <!-- Alignment with focus questions --> # Reasonably good alignment between focus questions and heading structure, but aim for closer alignment |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section <!-- Description --> # A clear description of the problem/topic is planned or presented <!-- Style --> # Use present, rather than future, tense <!-- Focus questions --> # Develop closer alignment between the sub-title, focus questions, and top-level headings # Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) <!-- Theory and research --> # Promising balance of theory and research <!-- Conclusion --> # Conclusion is well underway # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited <!-- Caption --> # Figure caption(s) provide(s) a reasonably clear description that is connected with the main text; explain how it relates power motivation # Figure caption(s) should include '''Figure X'''. ... [i.e., bold] (fixed) <!-- Cite --> # Figure(s) are cited at least once in the main text |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] <!-- Scenarios/examples/case studies --> # Excellent use of scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) # Place each quiz question in the most relevant section # Focus the quiz question(s) on the take-home messages <!-- Tables --> # Excellent use of table(s) # Include acknowledgement (e.g., citation(s)) for sources of information presented in the table |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move non-academic / non-peer reviewed sources to the "External links" section <!-- Citations --> <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## [[Help:Wikitext quick reference|italicisation]] ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] |8= <!-- Resources --> <!-- See also --> # See also ## One of two link types provided ### Also link to relevant [[w:|Wikipedia]] pages <!-- External links --> # External links ## Insufficient. Link to the most relevant external resources that are not academic or Wikipedia articles. ## Move Wikipedia links into the "See also" section (fixed) ## Move academic sources into the "References" sections and provide in-text citation |9= <!-- User page --> # Used effectively <!-- Description about self --> # Excellent description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # Use an internal link to the book chapter (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:39, 6 September 2026 (UTC) 8hlyevhgvn99bv7ionnv1tcqd4pizoc 0 331620 2831675 2831068 2026-09-06T07:53:11Z ShakespeareFan00 6645 2831675 wikitext text/x-wiki {{title|Self-blame and Emotion:<br> How does self-blame influence emotional responses to negative events? }} <div class="center"> ==Overview== {{RoundBoxTop|theme=12}} [[File:Workplace Stress.jpg|alt=Workplace_Stress jpg|thumb|right|200px|'''Figure 1'''. Student experiencing high levels of stress due to poor grades ]] '''Imagine this...''' You are a university student who has just received a disappointing grade on an assignment you worked hard on. Your first thought is, "I should have started earlier. I didn't prepare well enough." As you continue thinking about the result, your thoughts become more personal, "maybe I'm just not smart enough to do well at university." You begin to feel guilty about how you prepared, ashamed of your performance, and anxious about your next assignment. Both reactions involve blaming yourself for the same negative event, but are they psychologically the same? Blaming a specific behaviour may have different emotional consequences from blaming an enduring characteristic of yourself. How might these different forms of self-blame influence your emotions and how you respond to future setbacks? As illustrated in Figure 1, negative events can prompt self-evaluation and self-blame, potentially shaping the emotions that follow including high levels of stress when in a similar environment. This chapter explores self-blame and how it can influence emotional responses following negative events. Self-blame is a common way of making sense of difficult experiences, particularly when individuals perceive themselves as responsible for what has happened. However, self-blame does not always affect emotions in the same way. The way responsibility is attributed to oneself can shape emotional experiences such as guilt, shame, sadness, and anxiety, and may influence how an individual responds to future challenges. By examining different forms of self-blame and the psychological theories that explain them, tis chapter considers why self-blame may contribute to both adaptive and maladaptive emotional responses. * Understanding factors that influence emotional responses to negative experiences may be particularly relevant for young adults. In Australia, 38.8% of people aged 16–24 experienced a mental disorder in the previous 12 months, while 13.5% experienced an affective disorder (Australian Bureau of Statistics [ABS], 2023). {{RoundBoxBottom}} {{RoundBoxTop|theme=12}} '''Focus questions''' * What is self-blame and how does it develop following negative events? * Why does self-blame influence emotional responses? * How are different forms of self-blame associated with emotions such as guilt, shame, sadness and anxiety? * When might self-blame be adaptive or maladaptive? {{RoundBoxBottom}} </div> <div style="text-align: left"> ==What is Self-blame?== ==== Focus Question: What is self-blame and how does it develop following negative events? ==== * Self-blame occurs when an individual attributes responsibility or causation for a negative event or outcome to themselves. * Janoff-Bulman (1979) distinguishes between behavioural self-blame and characterological self-blame, demonstrating that self-blame can involve different explanations for why a negative event occurred. * Behavioural self-blame focuses on specific and potentially modifiable actions, such as “I didn't study enough”, whereas characterological self-blame focuses on relatively stable characteristics of the self, such as “I'm not intelligent enough” (Janoff-Bulman, 1979). * Behavioural self-blame may provide a greater sense of control because the perceived cause can potentially be changed, whereas characterological self-blame may reduce perceived control because the cause is viewed as relatively stable (Janoff-Bulman, 1979). * Research suggests these different attributional styles have different relationships with psychological adjustment, highlighting the importance of distinguishing between forms of self-blame (Anderson et al., 1994; Peterson et al., 1981). ==Why does self-blame influence emotional responses?== ====Focus question 2: Why does self-blame influence emotional responses?==== * Emotional responses are influenced not only by what happens but also by how an individual interprets the cause and meaning of the event. * Attribution theory proposes that causal explanations can differ according to dimensions such as locus, stability, and controllability, which can influence subsequent emotional responses (Weiner, 1985). * Self-blame represents an internal attribution, but whether the attributed cause is viewed as stable, unstable, controllable, or uncontrollable can influence the emotion experienced. * Appraisal models similarly propose that different evaluations of the same negative event can produce different emotional responses. * Supporting this, Tracy and Robins (2006) found that internal, stable, uncontrollable attributions following failure were associated with shame, whereas internal, unstable, controllable attributions were associated with guilt. ==How does self-blame influence different emotions?== ====Focus question 3: How does self-blame influence different emotions?==== * Self-blame can contribute to different emotional responses depending on whether negative evaluation is directed toward a particular behaviour or more broadly toward the self. * Guilt and shame are especially relevant, research indicates that internal attributions can contribute to both emotions, while differences in perceived stability and controllability help determine which response occurs (Tracy & Robins, 2006). * Internal, unstable, controllable explanations are more strongly associated with guilt, whereas internal, stable, uncontrollable explanations are more strongly associated with shame. * Characterological self-blame has also been associated with depressive symptoms, whereas Peterson et al. (1981) found behavioural self-blame was associated with a lack of depressive symptoms in their undergraduate sample. * This relationship is not entirely straightforward. Anderson et al. (1994) found that both behavioural and characterological self-blame uniquely contributed to depression and loneliness, highlighting the importance of context and measurement. ==When is self-blame adaptive or maladaptive?== ====Focus question 4: When is self-blame adaptive or maladaptive?==== *Whether self-blame is adaptive or maladaptive may depend on what an individual blames, whether the cause is perceived as changeable, and the emotional response that follows. * Behavioural self-blame may sometimes be adaptive because attributing a negative outcome to a modifiable behaviour can preserve perceived control and the belief that similar outcomes can be avoided in the future (Janoff-Bulman, 1979). * Characterological self-blame may be more maladaptive because it attributes negative outcomes to relatively enduring and less changeable aspects of the self; it has been associated with depressive symptoms (Janoff-Bulman, 1979). * However, behavioural self-blame should not automatically be considered adaptive. Anderson et al. (1994) found that both behavioural and characterological attributional styles could contribute to depression and loneliness. * Therefore, the psychological consequences of self-blame depend on the form, context, and meaning of the attribution, rather than self-blame being inherently helpful or harmful. ==Learning features== Authors Notes: Edit all of this out, keep for topic development so you can come back to add in case study, table and edit quiz Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto;" |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Characterological self-blame focuses on specific behaviours that can be changed to prevent similar negative outcomes in the future: |type="()"} - True + False </quiz> ==Conclusion== * Self-blame is not a single process; distinguishing between behavioural and characterological self-blame helps explain why individuals can respond differently to similar negative events * Attribution and appraisal processes help explain how perceptions of responsibility, stability, and controllability influence emotional responses, particularly guilt and shame (Tracy & Robins, 2006). Characterological self-blame appears particularly relevant to depressive symptoms, while the consequences of behavioural self-blame are more complex and should not automatically be considered adaptive (Peterson et al., 1981; Anderson et al., 1994). * Overall, the emotional consequences of self-blame depend not simply on whether an individual blames themselves, but how they blame themselves. Author Note: Expand the distinction between guilt and shame, including why behaviour-focused and self-focused appraisals may produce different emotional consequences (Tracy & Robins, 2006). Discuss the evidence linking characterological self-blame and depressive symptoms, while acknowledging that behavioural self-blame is not always adaptive * Include a brief critical evaluation of the research, noting that findings about behavioural self-blame are mixed and may depend on context and how self-blame is measured. * Link the conclusion back to the broader theme of using psychological science to understand and improve emotional experiences. * Return to the opening university scenario and explain how “I didn't prepare enough” and “I'm not smart enough” represent different forms of self-blame and may lead to different emotional responses. ==See also== https://en.wikipedia.org/wiki/Self-blame_(psychology) Self-blame ==References== {{Hanging indent|1= Anderson, C. A., et al. ''“Behavioral and Characterological Attributional Styles as Predictors of Depression and Loneliness:'' Review, Refinement, and Test.” Journal of Personality and Social Psychology, vol. 66, no. 3, 1 Mar. 1994, pp. 549–558, https://pubmed.ncbi.nlm.nih.gov/8169764/ }} {{Hanging indent|1= ''National Study of Mental Health and Wellbeing, 2020-21.'' (2022, July 22). Australian Bureau of Statistics. https://www.abs.gov.au/statistics/health/mental-health/national-study-mental-health-and-wellbeing/2020-21?utm_ }} {{Hanging indent|1= Janoff-Bulman, R. (1979). ''Characterological versus behavioral self-blame: Inquiries into depression and rape. Journal of Personality and Social Psychology,'' 37(10), 1798–1809. https://doi.org/10.1037/0022-3514.37.10.1798 }} {{Hanging indent|1= Peterson, C., Schwartz, S. M., & Seligman, M. E. P. (1981). ''Self-blame and depressive symptoms. Journal of Personality and Social Psychology,'' 41(2), 253–259. https://doi.org/10.1037/0022-3514.41.2.253 }} {{Hanging indent|1= Tilghman-Osborne, C., Cole, D. A., Felton, J. W., & Ciesla, J. A. (2008). ''Relation of guilt, shame, behavioral and characterological self-blame to depressive symptoms in adolescents over time. Journal of Social and Clinical Psychology'', 27(8), 809–842. https://doi.org/10.1521/jscp.2008.27.8.809 }} {{Hanging indent|1= Tracy, J. L., & Robins, R. W. (2006). Appraisal antecedents of shame and guilt: Support for a theoretical model. Personality and Social Psychology Bulletin, 32(10), 1339–1351. https://doi.org/10.1177/0146167206290212 }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} </div> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-blame]] 7pl2u6g2tlx6g5wj6v82vxs6vmlw90e 1 331662 2831619 2829066 2026-09-06T01:47:23Z Jtneill 10242 Topic development feedback 2831619 wikitext text/x-wiki == Response to discussion question for feedback == Hi Marie! I really enjoyed reading your case study of Emma, I think it’s engaging and gives a really clear example of how wisdom, motivation and emotion can interact, especially with the change from being motivated by her own interests to feeling pressure from others. One thing you could maybe consider is making your focus questions a little more specific and open ended, as the current ones are quite broad, I also think to improve your presentation you could put your case study into the sandbox displays with different colours to make them stand out. Other than that I really enjoyed reading your page! [[User:Tofu05|Tofu05]] ([[User talk:Tofu05|discuss]] • [[Special:Contributions/Tofu05|contribs]]) 12:49, 28 August 2026 (UTC) == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:Med.011387|Hi [[User:Med.011387|Med.011387]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:47, 6 September 2026 (UTC) |} <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> # Under-developed, [[Motivation and emotion/Assessment/Major project/Structure|3-level heading structure]] # The headings are too general; they do not suggest an indepth understanding of the topic # Remove numbers from headings # Case study doesn't need a separate heading; instead embed case study within relevant sections # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # "Introduction" heading isn't necessary – provide this information in Overview or move into subsequent sections <!-- Alignment with focus questions --> # Develop closer alignment between sub-title, focus questions, and top-level headings |3= <!-- Overview--> # Basic <!-- Scenario --> # Put the scenario or case study into a feature box at the start of this section (fixed) # Make the scenario more relatable to a wider audience who are not all (or have not been) university students <!-- Description --> # A basic description of the problem/topic is planned or presented <!-- Style --> # Use present, rather than future, tense # Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios) <!-- Focus questions --> # Focus questions lack sufficient development to allow unpacking of the most relevant psychological science about this topic. # Present focus questions in a feature box at the end of this section (fixed) |4= <!-- Key points--> <!-- Overall --> # Insufficient development # Provide more detailed edit summaries <!-- Scope --> # The planned scope is too limited excellent (i.e., not too little/narrow or too big/broad) <!-- Writing style --> <!-- Theory and research --> # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. # Select the best theories about this topic # Select the best research about this topic <!-- Citations --> # Insufficient use of citations <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is underway # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # A figure is presented # The relevance of the figure to the topic is unclear <!-- Caption --> # Figure caption(s) should include '''Figure X'''. ... and provide an explanatory caption that communicates the relevance of the image to the main text <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) |6= <!-- Learning feature --> <!-- Interwiki links ---> # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Promising use of scenarios/examples/case studies # Consider using a broader scenario that a wider range of readers can relate to (instead of two university student scenarios which reflect a specific sub-population) <!-- Quiz --> # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # To be developed <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? |8= <!-- Resources --> <!-- See also --> # See also ## Poorly selected; lack sufficient relevance ## Link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ## Link to relevant [[w:|Wikipedia]] pages <!-- External links --> # External links ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Basic but effective <!-- Description about self --> # Very brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # The first contribution has been rolled back because it removed useful clarification tags to request the addition of citations. # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:47, 6 September 2026 (UTC) smzsmkp9dazzfmntlfoa3mvzd1v6kob 10 331704 2831682 2829532 2026-09-06T08:05:03Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831682 wikitext text/x-wiki {| class="wikitable" style="text-align: center;" !colspan="4" style="border-right: 2px solid #333;"| ''n''<br><small style="color: gray;">2·''n''</small> ! 0<br><small style="color: gray;">0</small> !! 1<br><small style="color: gray;">2</small> !! 2<br><small style="color: gray;">4</small> !! 3<br><small style="color: gray;">6</small> !! 4<br><small style="color: gray;">8</small> !! 5<br><small style="color: gray;">10</small> !! 6<br><small style="color: gray;">12</small> !! 7<br><small style="color: gray;">14</small> !! 8<br><small style="color: gray;">16</small> !! 9<br><small style="color: gray;">18</small> !! 10<br><small style="color: gray;">20</small> !! 11<br><small style="color: gray;">22</small> !! 12<br><small style="color: gray;">24</small> !! 13<br><small style="color: gray;">26</small> !! 14<br><small style="color: gray;">28</small> !! 15<br><small style="color: gray;">30</small> !! 16<br><small style="color: gray;">32</small> |- style="background-color: #99c3ee;{{Text color default}};" <!---------------------------- BLUE ----------------------------> ! 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Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. **Film Study: A Resource Guide. Fairleigh Dickinson University Press. 1973. [https://books.google.com/books?id=yzrgAAAAMAAJ] *The Film Index: A Bibliography. [https://books.google.co.uk/books?id=UM4SAQAAMAAJ] *Richard Dyer MacCann and Edward S Perry. The New Film Index: A Bibliography of Magazine Articles in English, 1930-1970. E P Dutton and Company. 1975. [https://books.google.com/books?id=FksOAQAAMAAJ] *Brian Reis. Australian Film: A Bibliography. Mansell. London and Washington. [https://books.google.co.uk/books?id=IP8PAQAAMAAJ] *Carl Vincent, Riccardo Redi and Franco Venturini (eds). Bibliografia Generale Del Cinema. [[w:it:Edizioni dell'Ateneo|Edizioni dell'Ateneo]]. Rome. 1953. **General Bibliography of Motion Pictures. Arno Press. [https://books.google.co.uk/books?id=qv1TAAAAMAAJ] General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) *World Cinema. Flicks Books. [https://books.google.co.uk/books?id=Im9ZAAAAMAAJ vol 1]. [https://books.google.co.uk/books?id=7TxNAQAAIAAJ vol 2]. [https://books.google.co.uk/books?id=pS9AAQAAIAAJ vol 4]. [https://books.google.co.uk/books?id=AvjoDrhajOcC&pg=PP1#v=onepage&q&f=false vol 5]. [https://books.google.co.uk/books?id=yAInAQAAIAAJ] Periodicals See also [[w:List of film periodicals]] *International Index to Film Periodicals. [https://books.google.co.uk/books?id=0axkAAAAMAAJ 1974]. *Linda Batty. Retrospective Index to Film Periodicals, 1930-1971. R R Bowker Company. [https://books.google.co.uk/books?id=kcsUAQAAIAAJ] *East-West Film Journal [https://books.google.co.uk/books?id=3T8bAQAAIAAJ] (began December 1986) Annuals *Magill's Cinema Annual. [https://books.google.co.uk/books?id=LXAsctC3wasC 1983] (1982 films). [https://books.google.co.uk/books?id=V5XSO0pJmUUC 1986] (1985 films). *Picturegoer Film Annual. [https://books.google.co.uk/books?id=yhM6AQAAIAAJ for 1950-1951]. *The Motion Picture Annual. [https://books.google.co.uk/books?id=UhUIAQAAMAAJ 1989]. *Boy's Cinema Annual. Amalgamated Press. [https://books.google.co.uk/books?id=QVfych4dj54C 1939]. *International Film Annual [https://books.google.co.uk/books?id=D4I3AAAAIAAJ No 3] *The British Film Annual. Winchester Publications. [https://books.google.co.uk/books?id=QSMPAQAAMAAJ 1949]. *The Western Film Annual [https://books.google.co.uk/books?id=_kwoXXrpJU4C] Yearbooks *Film Daily Year Book of Motion Pictures. [https://books.google.co.uk/books?id=qJMHAQAAIAAJ 1969]. Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". History *Arthur F McClure. Research Guide to Film History. R & E Publishers. 1983. [https://books.google.co.uk/books?id=iYcjAQAAIAAJ] Film reviews *Film Review Index. Oryx Press. **Volume 1: 1882-1949 [https://books.google.co.uk/books?id=EDngAAAAMAAJ] *Index to Critical Film Reviews in British and American Film Periodicals. Burt Franklin & Co. [https://books.google.co.uk/books?id=fM0UAQAAIAAJ] *The New York Times Film Reviews [https://books.google.co.uk/books?id=_E350jJ-Ui4C&pg=PP1#v=onepage&q&f=false] *[[w:Variety Film Reviews|Variety's Film Reviews]] [https://books.google.co.uk/books?id=62xZAAAAMAAJ] *Landers Film Reviews [https://books.google.co.uk/books?id=7d3jAAAAMAAJ] *[[w:Harrison's Reports and Film Reviews|Harrison's Reports and Film Reviews]] [https://books.google.co.uk/books?id=FFSDzDveXHgC] Writing *Timothy Corrigan. A Short Guide to Writing about Film. 2004. [https://books.google.co.uk/books?id=er8qAQAAIAAJ] Reading *James Monaco. How to Read a Film: The Art, Technology, Language, History, and Theory of Film and Media. 1981. [https://books.google.co.uk/books?id=inRZAAAAMAAJ&pg=PP1#v=onepage&q&f=false] World and national *Kevin Rockett and John Hill. National Cinemas and World Cinema. 2006. [https://books.google.co.uk/books?id=pudkAAAAMAAJ] World *Elkan Allan (comp). A Guide to World Cinema. Whittet Books. 1985. [https://books.google.co.uk/books?id=nb8dAAAAMAAJ] *Rob Stone, Paul Cooke, Stephanie Dennison and Alex Marlow-Mann (eds). The Routledge Companion to World Cinema. [https://books.google.co.uk/books?id=DnE3DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Geoffrey Nowell-Smith. The Oxford History of World Cinema. 1996. Paperback. 1997. [https://books.google.co.uk/books?id=MZwVDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Robinson. World Cinema: A Short History. Eyre Methuen. 1973. [https://books.google.co.uk/books?id=EH9ZAAAAMAAJ] *William Luhr (ed). World Cinema Since 1945. Ungar. New York. 1987. [https://books.google.co.uk/books?id=6gAqAAAAYAAJ] *James Chapman. Cinemas of the World: Film and Society from 1895 to the Present. 2003. [https://books.google.co.uk/books?id=SMYo4Abel2EC&pg=PP1#v=onepage&q&f=false] *Linda Badley (ed). Traditions in World Cinema. 2006. [https://books.google.co.uk/books?id=tpYkDQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kate Gamm. Teaching World Cinema. British Film Institute. 2004. [https://books.google.co.uk/books?id=PmJZAAAAMAAJ] *Shekhar Deshpande and Meta Mazaj. World Cinema: A Critical Introduction. 2018. [https://books.google.co.uk/books?id=qFFHDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *John Hill and Pamela Church Gibson. World Cinema: Critical Approaches. 2000. [https://books.google.co.uk/books?id=SUKcAQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Lúcia Nagib, Chris Perriam and Rajinder Dudrah (eds). Theorizing World Cinema. 2012. [https://books.google.co.uk/books?id=cgNQEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Bibliography of Asian cinema *John A Lent. "Asian Cinema: A Selected International Bibliography". [https://books.google.co.uk/books?id=05RIAQAAIAAJ] **"Part I: East Asia, Featuring Japan"(1984) 36 Journal of Film and Video 75 (No 3: Summer 1984). "Japan" is at p 81. **"Part II: Southeast and South Asia, plus Taiwan and Korea" (1985) 37 Journal of Film and Video 76 (No 3: Spring 1985) Asian *Tom Vick. Asian Cinema: A Field Guide. HarperCollins. [https://books.google.co.uk/books?id=YpIaAQAAIAAJ] *Aaron Han Joon Magnan-Park, Gina Marchetti and See Kam Tan (eds). The Palgrave Handbook of Asian Cinema. 2018. [https://books.google.co.uk/books?id=MQ92DwAAQBAJ&pg=PR1#v=onepage&q&f=false] *Zhen Zhang, Sangjoon Lee, Debashree Mukherjee and Intan Paramaditha (eds). The Routledge Companion to Asian Cinemas. 2024. [https://books.google.co.uk/books?id=bwYDEQAAQBAJ&pg=PA1995#v=onepage&q&f=false] *Dimitris Eleftheriotis and Gary Needham. Asian Cinemas: A Reader and Guide. 2006. [https://books.google.co.uk/books?id=tPqgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Olivia Khoo. Asian Cinema: A Regional View. 2021. [https://books.google.co.uk/books?id=vvCgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stephen Teo. The Asian Cinema Experience: Styles, spaces, theory. Routledge. 2013. [https://books.google.co.uk/books?id=2sHZz-XUR2oC#v=onepage&q&f=false] *John A Lent. The Asian Film Industry. University of Texas Press. 1990. [https://books.google.co.uk/books?id=JkkqAAAAYAAJ] *Yau Shuk-ting and Kinnia (eds). East Asian Cinema and Cultural Heritage: From China, Hong Kong, Taiwan to Japan and South Korea. 2011. [https://books.google.co.uk/books?id=UeLHAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Routledge Handbook of South Asian Cinemas. 2026. [https://books.google.co.uk/books?id=QEyWEQAAQBAJ&pg=PA6#v=onepage&q&f=false] *Jose F Lacaba (ed). The Films of ASEAN. 2000. [https://books.google.co.uk/books?id=DI6dq64VNDkC] Periodicals, Asian cinema *Asian Cinema [https://books.google.co.uk/books?id=W4saAQAAIAAJ] *[[w:Cinemaya|Cinemaya]] [https://books.google.co.uk/books?id=3pMHAQAAIAAJ] *South Asian Cinema [https://books.google.co.uk/books?id=0eVkAAAAMAAJ] (began February 2001) Annuals, Asian cinema *Asian Film Directory & Who's Who. [https://books.google.co.uk/books?id=0wY6AQAAIAAJ 1952] India Hindi See [[w:Bibliography of Hindi cinema]] Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ==Japanese== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] *Darrell William Davis. Picturing Japaneseness: Monumental Style, National Identity, Japanese Film. Columbia University Press. 1996. ISBN 0-231-10231-3. Review: [https://www.cambridge.org/core/journals/journal-of-asian-studies/article/abs/picturing-japaneseness-monumental-style-national-identity-japanese-film-by-darrell-william-davis-new-york-columbia-university-press-1996-viii-304-pp-1750/7CC73AD51C9A06CA40DF3463CC9D3E7D] *Barbara Wolf. The Japanese Film. Audio Brandon Films. Mount Vernon, NY. 1976. [https://books.google.co.uk/books?id=qo3SAAAAMAAJ] Bibliography *Nornes and Gerow. "Annotated Bibliography for Bibliographic Studies". Research Guide to Japanese Film Studies. Chapter 4. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PA72#v=onepage&q&f=false p 72]. Reference *[https://guides.library.yale.edu/c.php?g=295932&p=1973050 Japanese Reference Materials for Studying Japanese Cinema at Yale University]. Yale Library. Periodicals See also [[w:ja:Category:日本の映画雑誌]]. [映画雑誌 = film magazine] [映画機関誌 = film journal] *Honchi Haruhiko (Japanese: 本地陽彦). Nihon Eiga Zasshi Taitoru Soran (Japanese: 日本映画雑誌タイトル総覧). [[w:ja:ワイズ出版|Waizu Shuppan]]. Tokyo. 2003. [https://books.google.co.uk/books?id=kskvAQAAIAAJ]. Commentary: Research Guide to Japanese Film Studies, [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PA83#v=onepage&q&f=false p 83]. *[https://www.nfaj.go.jp/exhibition/filmmagazines/ 映画雑誌の秘かな愉しみ The Discreet Charm of Film Magazines]. National Film Archive of Japan (NFAJ). *[https://guides.library.yale.edu/c.php?g=295932&p=1973061 Japanese Reference Materials for Studying Japanese Cinema at Yale University: Film Periodicals]. Yale Library. *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Aaron Gerow. "From Misemono to Zigomar: A Discursive History of Early Japanese Cinema". Bean, Kapse and Horak (eds). Silent Cinema and the Politics of Space. 2014. Chapter 6. [https://books.google.co.uk/books?id=7poiAwAAQBAJ&pg=PA157#v=onepage&q&f=false p 157]. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Outlaw Masters of Japanese Film. 2005. [https://books.google.co.uk/books?id=MbaKDwAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1950s to 1970s] *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Alain Silver. The Samurai Film. 1977: [https://books.google.co.uk/books?id=R4BZAAAAMAAJ]. The Overlook Press. 1983: [https://books.google.co.uk/books?id=AH1ZAAAAMAAJ] *David Desser. The Samurai Films of Akira Kurosawa. UMI Research Press. [https://books.google.com/books?id=AaJZAAAAMAAJ] *Silver Screen Samurai: The Best of Japan's Samurai Movie Posters. 2004. [https://books.google.co.uk/books?id=tdsuoae7X68C&pg=PA2#v=onepage&q&f=false] *Stuart Galbraith IV. Japanese Science Fiction, Fantasy and Horror Films. Macfarland. 1994. [https://books.google.co.uk/books?id=2XZREQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Cult *Patrick Macias. Tokyoscope: The Japanese Cult Film Companion. 2001. [https://books.google.co.uk/books?id=g-0HAQAAMAAJ] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] *Mitsuhiro Yoshimoto. Kurosawa: Film Studies and Japanese Cinema. 2000. [https://books.google.co.uk/books?id=QizaCOjKs-IC&pg=PP1#v=onepage&q&f=false] Stars *Hideaki Fujiki. Making Personas: Transnational Film Stardom in Modern Japan. 2013. [https://books.google.co.uk/books?id=A_gFEAAAQBAJ&pg=PR1#v=onepage&q&f=false] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] [[Category:Film]] bcqyo4y9glj9yjvo88p9bbmvd7sxakp 2831569 2831566 2026-09-05T17:38:17Z James500 297601 /* */ Add 2831569 wikitext text/x-wiki {{Bibliography}} See also [[w:Bibliography of film by genre]], [[w:List of books on films]], [[w:Category:Books about film]] and [[s:Category:Works about film]] This part of the [[Universal Bibliography]] is a bibliography of cinema. Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. **Film Study: A Resource Guide. Fairleigh Dickinson University Press. 1973. [https://books.google.com/books?id=yzrgAAAAMAAJ] *The Film Index: A Bibliography. [https://books.google.co.uk/books?id=UM4SAQAAMAAJ] *Richard Dyer MacCann and Edward S Perry. The New Film Index: A Bibliography of Magazine Articles in English, 1930-1970. E P Dutton and Company. 1975. [https://books.google.com/books?id=FksOAQAAMAAJ] *Brian Reis. Australian Film: A Bibliography. Mansell. London and Washington. [https://books.google.co.uk/books?id=IP8PAQAAMAAJ] *Carl Vincent, Riccardo Redi and Franco Venturini (eds). Bibliografia Generale Del Cinema. [[w:it:Edizioni dell'Ateneo|Edizioni dell'Ateneo]]. Rome. 1953. **General Bibliography of Motion Pictures. Arno Press. [https://books.google.co.uk/books?id=qv1TAAAAMAAJ] General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) *World Cinema. Flicks Books. [https://books.google.co.uk/books?id=Im9ZAAAAMAAJ vol 1]. [https://books.google.co.uk/books?id=7TxNAQAAIAAJ vol 2]. [https://books.google.co.uk/books?id=pS9AAQAAIAAJ vol 4]. [https://books.google.co.uk/books?id=AvjoDrhajOcC&pg=PP1#v=onepage&q&f=false vol 5]. [https://books.google.co.uk/books?id=yAInAQAAIAAJ] Periodicals See also [[w:List of film periodicals]] *International Index to Film Periodicals. [https://books.google.co.uk/books?id=0axkAAAAMAAJ 1974]. *Linda Batty. Retrospective Index to Film Periodicals, 1930-1971. R R Bowker Company. [https://books.google.co.uk/books?id=kcsUAQAAIAAJ] *East-West Film Journal [https://books.google.co.uk/books?id=3T8bAQAAIAAJ] (began December 1986) Annuals *Magill's Cinema Annual. [https://books.google.co.uk/books?id=LXAsctC3wasC 1983] (1982 films). [https://books.google.co.uk/books?id=V5XSO0pJmUUC 1986] (1985 films). *Picturegoer Film Annual. [https://books.google.co.uk/books?id=yhM6AQAAIAAJ for 1950-1951]. *The Motion Picture Annual. [https://books.google.co.uk/books?id=UhUIAQAAMAAJ 1989]. *Boy's Cinema Annual. Amalgamated Press. [https://books.google.co.uk/books?id=QVfych4dj54C 1939]. *International Film Annual [https://books.google.co.uk/books?id=D4I3AAAAIAAJ No 3] *The British Film Annual. Winchester Publications. [https://books.google.co.uk/books?id=QSMPAQAAMAAJ 1949]. *The Western Film Annual [https://books.google.co.uk/books?id=_kwoXXrpJU4C] Yearbooks *Film Daily Year Book of Motion Pictures. [https://books.google.co.uk/books?id=qJMHAQAAIAAJ 1969]. Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". History *Arthur F McClure. Research Guide to Film History. R & E Publishers. 1983. [https://books.google.co.uk/books?id=iYcjAQAAIAAJ] Film reviews *Film Review Index. Oryx Press. **Volume 1: 1882-1949 [https://books.google.co.uk/books?id=EDngAAAAMAAJ] *Index to Critical Film Reviews in British and American Film Periodicals. Burt Franklin & Co. [https://books.google.co.uk/books?id=fM0UAQAAIAAJ] *The New York Times Film Reviews [https://books.google.co.uk/books?id=_E350jJ-Ui4C&pg=PP1#v=onepage&q&f=false] *[[w:Variety Film Reviews|Variety's Film Reviews]] [https://books.google.co.uk/books?id=62xZAAAAMAAJ] *Landers Film Reviews [https://books.google.co.uk/books?id=7d3jAAAAMAAJ] *[[w:Harrison's Reports and Film Reviews|Harrison's Reports and Film Reviews]] [https://books.google.co.uk/books?id=FFSDzDveXHgC] Writing *Timothy Corrigan. A Short Guide to Writing about Film. 2004. [https://books.google.co.uk/books?id=er8qAQAAIAAJ] Reading *James Monaco. How to Read a Film: The Art, Technology, Language, History, and Theory of Film and Media. 1981. [https://books.google.co.uk/books?id=inRZAAAAMAAJ&pg=PP1#v=onepage&q&f=false] World and national *Kevin Rockett and John Hill. National Cinemas and World Cinema. 2006. [https://books.google.co.uk/books?id=pudkAAAAMAAJ] World *Elkan Allan (comp). A Guide to World Cinema. Whittet Books. 1985. [https://books.google.co.uk/books?id=nb8dAAAAMAAJ] *Rob Stone, Paul Cooke, Stephanie Dennison and Alex Marlow-Mann (eds). The Routledge Companion to World Cinema. [https://books.google.co.uk/books?id=DnE3DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Geoffrey Nowell-Smith. The Oxford History of World Cinema. 1996. Paperback. 1997. [https://books.google.co.uk/books?id=MZwVDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Robinson. World Cinema: A Short History. Eyre Methuen. 1973. [https://books.google.co.uk/books?id=EH9ZAAAAMAAJ] *William Luhr (ed). World Cinema Since 1945. Ungar. New York. 1987. [https://books.google.co.uk/books?id=6gAqAAAAYAAJ] *James Chapman. Cinemas of the World: Film and Society from 1895 to the Present. 2003. [https://books.google.co.uk/books?id=SMYo4Abel2EC&pg=PP1#v=onepage&q&f=false] *Linda Badley (ed). Traditions in World Cinema. 2006. [https://books.google.co.uk/books?id=tpYkDQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kate Gamm. Teaching World Cinema. British Film Institute. 2004. [https://books.google.co.uk/books?id=PmJZAAAAMAAJ] *Shekhar Deshpande and Meta Mazaj. World Cinema: A Critical Introduction. 2018. [https://books.google.co.uk/books?id=qFFHDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *John Hill and Pamela Church Gibson. World Cinema: Critical Approaches. 2000. [https://books.google.co.uk/books?id=SUKcAQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Lúcia Nagib, Chris Perriam and Rajinder Dudrah (eds). Theorizing World Cinema. 2012. [https://books.google.co.uk/books?id=cgNQEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Bibliography of Asian cinema *John A Lent. "Asian Cinema: A Selected International Bibliography". [https://books.google.co.uk/books?id=05RIAQAAIAAJ] **"Part I: East Asia, Featuring Japan" (1984) 36 Journal of Film and Video 75 (No 3: Summer 1984). "Japan" is at p 81. **"Part II: Southeast and South Asia, plus Taiwan and Korea" (1985) 37 Journal of Film and Video 76 (No 3: Spring 1985) Asian *Tom Vick. Asian Cinema: A Field Guide. HarperCollins. [https://books.google.co.uk/books?id=YpIaAQAAIAAJ] *Aaron Han Joon Magnan-Park, Gina Marchetti and See Kam Tan (eds). The Palgrave Handbook of Asian Cinema. 2018. [https://books.google.co.uk/books?id=MQ92DwAAQBAJ&pg=PR1#v=onepage&q&f=false] *Zhen Zhang, Sangjoon Lee, Debashree Mukherjee and Intan Paramaditha (eds). The Routledge Companion to Asian Cinemas. 2024. [https://books.google.co.uk/books?id=bwYDEQAAQBAJ&pg=PA1995#v=onepage&q&f=false] *Dimitris Eleftheriotis and Gary Needham. Asian Cinemas: A Reader and Guide. 2006. [https://books.google.co.uk/books?id=tPqgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Olivia Khoo. Asian Cinema: A Regional View. 2021. [https://books.google.co.uk/books?id=vvCgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stephen Teo. The Asian Cinema Experience: Styles, spaces, theory. Routledge. 2013. [https://books.google.co.uk/books?id=2sHZz-XUR2oC#v=onepage&q&f=false] *John A Lent. The Asian Film Industry. University of Texas Press. 1990. [https://books.google.co.uk/books?id=JkkqAAAAYAAJ] *Yau Shuk-ting and Kinnia (eds). East Asian Cinema and Cultural Heritage: From China, Hong Kong, Taiwan to Japan and South Korea. 2011. [https://books.google.co.uk/books?id=UeLHAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Routledge Handbook of South Asian Cinemas. 2026. [https://books.google.co.uk/books?id=QEyWEQAAQBAJ&pg=PA6#v=onepage&q&f=false] *Jose F Lacaba (ed). The Films of ASEAN. 2000. [https://books.google.co.uk/books?id=DI6dq64VNDkC] Periodicals, Asian cinema *Asian Cinema [https://books.google.co.uk/books?id=W4saAQAAIAAJ] *[[w:Cinemaya|Cinemaya]] [https://books.google.co.uk/books?id=3pMHAQAAIAAJ] *South Asian Cinema [https://books.google.co.uk/books?id=0eVkAAAAMAAJ] (began February 2001) Annuals, Asian cinema *Asian Film Directory & Who's Who. [https://books.google.co.uk/books?id=0wY6AQAAIAAJ 1952] India Hindi See [[w:Bibliography of Hindi cinema]] Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ==Japanese== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] *Darrell William Davis. Picturing Japaneseness: Monumental Style, National Identity, Japanese Film. Columbia University Press. 1996. ISBN 0-231-10231-3. Review: [https://www.cambridge.org/core/journals/journal-of-asian-studies/article/abs/picturing-japaneseness-monumental-style-national-identity-japanese-film-by-darrell-william-davis-new-york-columbia-university-press-1996-viii-304-pp-1750/7CC73AD51C9A06CA40DF3463CC9D3E7D] *Barbara Wolf. The Japanese Film. Audio Brandon Films. Mount Vernon, NY. 1976. [https://books.google.co.uk/books?id=qo3SAAAAMAAJ] Bibliography *Nornes and Gerow. "Annotated Bibliography for Bibliographic Studies". Research Guide to Japanese Film Studies. Chapter 4. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PA72#v=onepage&q&f=false p 72]. Reference *[https://guides.library.yale.edu/c.php?g=295932&p=1973050 Japanese Reference Materials for Studying Japanese Cinema at Yale University]. Yale Library. Periodicals See also [[w:ja:Category:日本の映画雑誌]]. [映画雑誌 = film magazine] [映画機関誌 = film journal] *Honchi Haruhiko (Japanese: 本地陽彦). Nihon Eiga Zasshi Taitoru Soran (Japanese: 日本映画雑誌タイトル総覧). [[w:ja:ワイズ出版|Waizu Shuppan]]. Tokyo. 2003. [https://books.google.co.uk/books?id=kskvAQAAIAAJ]. Commentary: Research Guide to Japanese Film Studies, [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PA83#v=onepage&q&f=false p 83]. *[https://www.nfaj.go.jp/exhibition/filmmagazines/ 映画雑誌の秘かな愉しみ The Discreet Charm of Film Magazines]. National Film Archive of Japan (NFAJ). *[https://guides.library.yale.edu/c.php?g=295932&p=1973061 Japanese Reference Materials for Studying Japanese Cinema at Yale University: Film Periodicals]. Yale Library. *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Aaron Gerow. "From Misemono to Zigomar: A Discursive History of Early Japanese Cinema". Bean, Kapse and Horak (eds). Silent Cinema and the Politics of Space. 2014. Chapter 6. [https://books.google.co.uk/books?id=7poiAwAAQBAJ&pg=PA157#v=onepage&q&f=false p 157]. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Outlaw Masters of Japanese Film. 2005. [https://books.google.co.uk/books?id=MbaKDwAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1950s to 1970s] *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Alain Silver. The Samurai Film. 1977: [https://books.google.co.uk/books?id=R4BZAAAAMAAJ]. The Overlook Press. 1983: [https://books.google.co.uk/books?id=AH1ZAAAAMAAJ] *David Desser. The Samurai Films of Akira Kurosawa. UMI Research Press. [https://books.google.com/books?id=AaJZAAAAMAAJ] *Silver Screen Samurai: The Best of Japan's Samurai Movie Posters. 2004. [https://books.google.co.uk/books?id=tdsuoae7X68C&pg=PA2#v=onepage&q&f=false] *Stuart Galbraith IV. Japanese Science Fiction, Fantasy and Horror Films. Macfarland. 1994. [https://books.google.co.uk/books?id=2XZREQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Cult *Patrick Macias. Tokyoscope: The Japanese Cult Film Companion. 2001. [https://books.google.co.uk/books?id=g-0HAQAAMAAJ] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] *Mitsuhiro Yoshimoto. Kurosawa: Film Studies and Japanese Cinema. 2000. [https://books.google.co.uk/books?id=QizaCOjKs-IC&pg=PP1#v=onepage&q&f=false] Stars *Hideaki Fujiki. Making Personas: Transnational Film Stardom in Modern Japan. 2013. [https://books.google.co.uk/books?id=A_gFEAAAQBAJ&pg=PR1#v=onepage&q&f=false] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] [[Category:Film]] fo1vq4cp4h31yoc8aoz943q8ga7dxmf 2831653 2831569 2026-09-06T07:16:47Z James500 297601 /* */ Add 2831653 wikitext text/x-wiki {{Bibliography}} See also [[w:Bibliography of film by genre]], [[w:List of books on films]], [[w:Category:Books about film]] and [[s:Category:Works about film]] This part of the [[Universal Bibliography]] is a bibliography of cinema. Bibliography *George Rehrauer. The Macmillan Film Bibliography. [https://books.google.com/books?id=DmcoAAAAMAAJ] *Malte Hagener and Michael Töteberg. Film – An International Bibliography. Verlag JB Metzler. 2002. [https://books.google.co.uk/books?id=4r28DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Monaco and Susan Schenker. Books about Film: A Bibliographical Checklist. New York Zoetrope. 1976. [https://books.google.com/books?id=-xzgAAAAMAAJ] *Jack C Ellis, Charles Derry and Sharon Kern. The Film Book Bibliography, 1940-1975. Scarecrow Press. 1979. [https://books.google.com/books?id=BnWuAAAAIAAJ] *Robert A Armour. Film: A Reference Guide. 1980. [https://books.google.co.uk/books?id=8X5ZAAAAMAAJ] *Frank Manchel. Film Study: An Analytical Bibliography. 1990. [https://books.google.co.uk/books?id=BebEAji_wH4C&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=ID4E3Lm8TsgC&pg=PA953#v=onepage&q&f=false vol 2]. **Film Study: A Resource Guide. Fairleigh Dickinson University Press. 1973. [https://books.google.com/books?id=yzrgAAAAMAAJ] *The Film Index: A Bibliography. [https://books.google.co.uk/books?id=UM4SAQAAMAAJ] *Richard Dyer MacCann and Edward S Perry. The New Film Index: A Bibliography of Magazine Articles in English, 1930-1970. E P Dutton and Company. 1975. [https://books.google.com/books?id=FksOAQAAMAAJ] *Brian Reis. Australian Film: A Bibliography. Mansell. London and Washington. [https://books.google.co.uk/books?id=IP8PAQAAMAAJ] *Carl Vincent, Riccardo Redi and Franco Venturini (eds). Bibliografia Generale Del Cinema. [[w:it:Edizioni dell'Ateneo|Edizioni dell'Ateneo]]. Rome. 1953. **General Bibliography of Motion Pictures. Arno Press. [https://books.google.co.uk/books?id=qv1TAAAAMAAJ] General *Magill's Survey of Cinema Series *Screen Series. A Zwemmer Limited, London. A S Barnes & Co. New York. (eg Arne Svensson. Japan. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ]) *World Cinema. Flicks Books. [https://books.google.co.uk/books?id=Im9ZAAAAMAAJ vol 1]. [https://books.google.co.uk/books?id=7TxNAQAAIAAJ vol 2]. [https://books.google.co.uk/books?id=pS9AAQAAIAAJ vol 4]. [https://books.google.co.uk/books?id=AvjoDrhajOcC&pg=PP1#v=onepage&q&f=false vol 5]. [https://books.google.co.uk/books?id=yAInAQAAIAAJ] Periodicals See also [[w:List of film periodicals]] *International Index to Film Periodicals. [https://books.google.co.uk/books?id=0axkAAAAMAAJ 1974]. *Linda Batty. Retrospective Index to Film Periodicals, 1930-1971. R R Bowker Company. [https://books.google.co.uk/books?id=kcsUAQAAIAAJ] *East-West Film Journal [https://books.google.co.uk/books?id=3T8bAQAAIAAJ] (began December 1986) Annuals *Magill's Cinema Annual. [https://books.google.co.uk/books?id=LXAsctC3wasC 1983] (1982 films). [https://books.google.co.uk/books?id=V5XSO0pJmUUC 1986] (1985 films). *Picturegoer Film Annual. [https://books.google.co.uk/books?id=yhM6AQAAIAAJ for 1950-1951]. *The Motion Picture Annual. [https://books.google.co.uk/books?id=UhUIAQAAMAAJ 1989]. *Boy's Cinema Annual. Amalgamated Press. [https://books.google.co.uk/books?id=QVfych4dj54C 1939]. *International Film Annual [https://books.google.co.uk/books?id=D4I3AAAAIAAJ No 3] *The British Film Annual. Winchester Publications. [https://books.google.co.uk/books?id=QSMPAQAAMAAJ 1949]. *The Western Film Annual [https://books.google.co.uk/books?id=_kwoXXrpJU4C] Yearbooks *Film Daily Year Book of Motion Pictures. [https://books.google.co.uk/books?id=qJMHAQAAIAAJ 1969]. Years *Edgar Anstey, "The Cinema" (1944) 172 The Spectator 10 (No 6028: 7 January 1944). Includes "Review of the Year". History *Arthur F McClure. Research Guide to Film History. R & E Publishers. 1983. [https://books.google.co.uk/books?id=iYcjAQAAIAAJ] Film reviews *Film Review Index. Oryx Press. **Volume 1: 1882-1949 [https://books.google.co.uk/books?id=EDngAAAAMAAJ] *Index to Critical Film Reviews in British and American Film Periodicals. Burt Franklin & Co. [https://books.google.co.uk/books?id=fM0UAQAAIAAJ] *The New York Times Film Reviews [https://books.google.co.uk/books?id=_E350jJ-Ui4C&pg=PP1#v=onepage&q&f=false] *[[w:Variety Film Reviews|Variety's Film Reviews]] [https://books.google.co.uk/books?id=62xZAAAAMAAJ] *Landers Film Reviews [https://books.google.co.uk/books?id=7d3jAAAAMAAJ] *[[w:Harrison's Reports and Film Reviews|Harrison's Reports and Film Reviews]] [https://books.google.co.uk/books?id=FFSDzDveXHgC] Writing *Timothy Corrigan. A Short Guide to Writing about Film. 2004. [https://books.google.co.uk/books?id=er8qAQAAIAAJ] Reading *James Monaco. How to Read a Film: The Art, Technology, Language, History, and Theory of Film and Media. 1981. [https://books.google.co.uk/books?id=inRZAAAAMAAJ&pg=PP1#v=onepage&q&f=false] World and national *Kevin Rockett and John Hill. National Cinemas and World Cinema. 2006. [https://books.google.co.uk/books?id=pudkAAAAMAAJ] World *Elkan Allan (comp). A Guide to World Cinema. Whittet Books. 1985. [https://books.google.co.uk/books?id=nb8dAAAAMAAJ] *Rob Stone, Paul Cooke, Stephanie Dennison and Alex Marlow-Mann (eds). The Routledge Companion to World Cinema. [https://books.google.co.uk/books?id=DnE3DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Geoffrey Nowell-Smith. The Oxford History of World Cinema. 1996. Paperback. 1997. [https://books.google.co.uk/books?id=MZwVDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *David Robinson. World Cinema: A Short History. Eyre Methuen. 1973. [https://books.google.co.uk/books?id=EH9ZAAAAMAAJ] *William Luhr (ed). World Cinema Since 1945. Ungar. New York. 1987. [https://books.google.co.uk/books?id=6gAqAAAAYAAJ] *James Chapman. Cinemas of the World: Film and Society from 1895 to the Present. 2003. [https://books.google.co.uk/books?id=SMYo4Abel2EC&pg=PP1#v=onepage&q&f=false] *Linda Badley (ed). Traditions in World Cinema. 2006. [https://books.google.co.uk/books?id=tpYkDQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kate Gamm. Teaching World Cinema. British Film Institute. 2004. [https://books.google.co.uk/books?id=PmJZAAAAMAAJ] *Shekhar Deshpande and Meta Mazaj. World Cinema: A Critical Introduction. 2018. [https://books.google.co.uk/books?id=qFFHDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *John Hill and Pamela Church Gibson. World Cinema: Critical Approaches. 2000. [https://books.google.co.uk/books?id=SUKcAQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Lúcia Nagib, Chris Perriam and Rajinder Dudrah (eds). Theorizing World Cinema. 2012. [https://books.google.co.uk/books?id=cgNQEAAAQBAJ&pg=PP1#v=onepage&q&f=false] British and foreign *Jerry Vermilye (ed). 500 Best British and Foreign Films to Buy, Rent, Or Videotape. William Morrow. New York. 1988. [https://books.google.co.uk/books?id=91NZAAAAMAAJ] Foreign *Foreign Films: A Guide to Nearly 500 Films on Videocassette by Foreign Directors. CineBooks. 1989. [https://books.google.co.uk/books?id=NrtZAAAAYAAJ] *James Reid Paris. Classic Foreign Films: From 1960 to Today. Carol Publishing Group. 1993. [https://books.google.co.uk/books?id=PAQIAQAAMAAJ] *Michael F Mayer. Foreign Films on American Screens. Arco. 1965. [https://books.google.co.uk/books?id=-2ZZAAAAMAAJ] *Kerry Segrave. Foreign Films in America: A History. 2004. [https://books.google.co.uk/books?id=LVVp0omSDBIC&pg=PP1#v=onepage&q&f=false] Foreign language *Foreign Language Films. (Magill's Survey of Cinema). [https://books.google.co.uk/books?id=33xZAAAAMAAJ vol 1]. *Foreign Language Films. Visual Aids Service. Division of University Extension. University of Illinois. [https://books.google.co.uk/books?id=T_5PAQAAMAAJ 1964-1966]. [https://books.google.co.uk/books?id=Tv5PAQAAMAAJ 1970-1973]. *Michael S Barrett. Foreign Language Films and the Oscar: The Nominees and Winners, 1948-2017. McFarland & Company. 2018. [https://books.google.co.uk/books?id=P5NoDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Bibliography of Asian cinema *John A Lent. "Asian Cinema: A Selected International Bibliography". [https://books.google.co.uk/books?id=05RIAQAAIAAJ] **"Part I: East Asia, Featuring Japan" (1984) 36 Journal of Film and Video 75 (No 3: Summer 1984). "Japan" is at p 81. **"Part II: Southeast and South Asia, plus Taiwan and Korea" (1985) 37 Journal of Film and Video 76 (No 3: Spring 1985) Asian *Tom Vick. Asian Cinema: A Field Guide. HarperCollins. [https://books.google.co.uk/books?id=YpIaAQAAIAAJ] *Aaron Han Joon Magnan-Park, Gina Marchetti and See Kam Tan (eds). The Palgrave Handbook of Asian Cinema. 2018. [https://books.google.co.uk/books?id=MQ92DwAAQBAJ&pg=PR1#v=onepage&q&f=false] *Zhen Zhang, Sangjoon Lee, Debashree Mukherjee and Intan Paramaditha (eds). The Routledge Companion to Asian Cinemas. 2024. [https://books.google.co.uk/books?id=bwYDEQAAQBAJ&pg=PA1995#v=onepage&q&f=false] *Dimitris Eleftheriotis and Gary Needham. Asian Cinemas: A Reader and Guide. 2006. [https://books.google.co.uk/books?id=tPqgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Olivia Khoo. Asian Cinema: A Regional View. 2021. [https://books.google.co.uk/books?id=vvCgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stephen Teo. The Asian Cinema Experience: Styles, spaces, theory. Routledge. 2013. [https://books.google.co.uk/books?id=2sHZz-XUR2oC#v=onepage&q&f=false] *John A Lent. The Asian Film Industry. University of Texas Press. 1990. [https://books.google.co.uk/books?id=JkkqAAAAYAAJ] *Yau Shuk-ting and Kinnia (eds). East Asian Cinema and Cultural Heritage: From China, Hong Kong, Taiwan to Japan and South Korea. 2011. [https://books.google.co.uk/books?id=UeLHAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Routledge Handbook of South Asian Cinemas. 2026. [https://books.google.co.uk/books?id=QEyWEQAAQBAJ&pg=PA6#v=onepage&q&f=false] *Jose F Lacaba (ed). The Films of ASEAN. 2000. [https://books.google.co.uk/books?id=DI6dq64VNDkC] Periodicals, Asian cinema *Asian Cinema [https://books.google.co.uk/books?id=W4saAQAAIAAJ] *[[w:Cinemaya|Cinemaya]] [https://books.google.co.uk/books?id=3pMHAQAAIAAJ] *South Asian Cinema [https://books.google.co.uk/books?id=0eVkAAAAMAAJ] (began February 2001) Annuals, Asian cinema *Asian Film Directory & Who's Who. [https://books.google.co.uk/books?id=0wY6AQAAIAAJ 1952] India Hindi See [[w:Bibliography of Hindi cinema]] Japanese and Korean *Justin Bowyer. The Cinema of Japan & Korea. 2004. [https://books.google.co.uk/books?id=FtqUAxsisk0C&pg=PP1#v=onepage&q&f=false] *Kate E Taylor-Jones. Rising Sun, Divided Land: Japanese and South Korean Filmmakers. 2013. [https://books.google.co.uk/books?id=SfaEAAAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals, Japanese and Korean *Journal of Japanese and Korean Cinema [https://www.tandfonline.com/journals/rjkc20] ==Japanese== *Arne Svensson. Japan. (Screen Series). A Zwemmer Limited, London. A S Barnes & Co. New York. 1971. [https://books.google.co.uk/books?id=W4RZAAAAMAAJ] *Daisuke Miyao (ed). The Oxford Handbook of Japanese Cinema. 2014. [https://books.google.co.uk/books?id=XXD1AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Joanne Bernardi, Shota T Ogawa (eds). Routledge Handbook of Japanese Cinema. 2021. [https://books.google.co.uk/books?id=xkX1DwAAQBAJ&pg=PA1931#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema: The Essential Handbook. [https://books.google.com/books?id=IrZcSAAACAAJ] *David Desser. A Companion to Japanese Cinema. 2022. [https://books.google.co.uk/books?id=YWl6EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hideaki Fujiki and Alastair Phillips (eds). The Japanese Cinema Book. Bloomsbury, for British Film Institute. 2020. [https://books.google.co.uk/books?id=Zu3cDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith and Paul Duncan. Japanese Cinema. Taschen. 2009. ISBN 9783822831564. [https://books.google.co.uk/books?id=rDkFKAAACAAJ]. Catalogue: [https://catalogue.nla.gov.au/catalog/4701384] *"Japanese Cinema". Pam Cook (ed). The Cinema Book. British Film Institute. 1985. 3rd Ed: 2007. [https://books.google.co.uk/books?id=TTr8DwAAQBAJ&pg=PA238#v=onepage&q&f=false p 238]. *Martha P Nochimson. "Japan: Screening Feudalism and Modernism". World on Film: An Introduction. Chapter 5. [https://books.google.co.uk/books?id=DXK5gkQwAs8C&pg=PA195#v=onepage&q&f=false p 195]. *Donald Richie. Japanese Cinema: An Introduction. Oxford University Press. Oxford and New York. 1990. [https://books.google.co.uk/books?id=k4lZAAAAMAAJ]. Review: Cinemaya [https://books.google.co.uk/books?id=7ZEHAQAAIAAJ] *Marie Seton, "Japanese Cinema" (1958) [https://books.google.co.uk/books?id=Y5WQS46o0a4C 1] The Living Cinema 189 (No 4: Spring 1958) *Donald Richie. Japanese Cinema: Film Style and National Character. 1971. [https://books.google.com/books?id=0YlZAAAAMAAJ] *Joan Mellen. The Waves at Genji's Door: Japan Through Its Cinema. Pantheon Books. 1976. [https://books.google.co.uk/books?id=alC0AAAAIAAJ] *Joseph L Anderson and Donald Richie. The Japanese Film: Art and Industry. Tuttle. 1959. Evergreen. 1960. Expanded Edition. Princeton University Press. 1982. [https://books.google.co.uk/books?id=C2z3otM-y5kC&pg=PP1#v=onepage&q&f=false] *Stuart Galbraith IV. The Japanese Filmography: A Complete Reference to 209 Filmmakers and the Over 1250 Films Released in the United States, 1900 through 1994. 1996. [https://books.google.co.uk/books?id=GLxlEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Berra (ed). Directory of World Cinema: Japan. 2010. [https://books.google.co.uk/books?id=tQHsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Directory of World Cinema: Japan 3. 2015. [https://books.google.co.uk/books?id=9QLsEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Abé Markus Nornes and Aaron Gerow. Research Guide to Japanese Film Studies. 2009. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Reading a Japanese Film: Cinema in Context. 2006. [https://books.google.co.uk/books?id=ICqSfjUqIpMC&pg=PP1#v=onepage&q&f=false] *David Bordwell, "Our Dream Cinema: Western Historiography and the Japanese Film" (1979) Film Reader, [https://books.google.co.uk/books?id=bp-RAAAAIAAJ No 4], p 45. *Mitsuyo Wada-Marciano. Japanese Cinema in the Digital Age. 2012. [https://books.google.co.uk/books?id=3F4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Nolletti and David Desser. Reframing Japanese Cinema: Authorship, Genre, History. Indiana University Press. 1992. [https://books.google.co.uk/books?id=6Q1jAAAAMAAJ] *Laura Lee. Japanese Cinema Between Frames. 2017. [https://books.google.co.uk/books?id=c8I9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Noel Burch. To the Distant Observer: Form and Meaning in the Japanese Cinema. 1979. [https://books.google.co.uk/books?id=lLtyz275-GYC&pg=PP1#v=onepage&q&f=false] *Dennis Washburn and Carole Cavanaugh (eds). Word and Image in Japanese Cinema. 2001. [https://books.google.co.uk/books?id=CwZ6SPpmJwQC&pg=PP1#v=onepage&q&f=false] *Daisuke Miyao. The Aesthetics of Shadow: Lighting and Japanese Cinema. 2013. [https://books.google.co.uk/books?id=80K2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Justin Vicari. Japanese Film and the Floating Mind: Cinematic Contemplations of Being. 2016. [https://books.google.co.uk/books?id=CYuwDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Keiko I McDonald. Cinema East: A Critical Study of Major Japanese Films. Fairleigh Dickinson University Press. Associated University Presses. 1983. [https://books.google.co.uk/books?id=ywxjAAAAMAAJ] *Alastair Phillips and Julian Stringer. Japanese Cinema: Texts and Contexts. 2007. [https://books.google.co.uk/books?id=53xRa5dwUOUC&pg=PP1#v=onepage&q&f=false] *Darrell William Davis. Picturing Japaneseness: Monumental Style, National Identity, Japanese Film. Columbia University Press. 1996. ISBN 0-231-10231-3. Review: [https://www.cambridge.org/core/journals/journal-of-asian-studies/article/abs/picturing-japaneseness-monumental-style-national-identity-japanese-film-by-darrell-william-davis-new-york-columbia-university-press-1996-viii-304-pp-1750/7CC73AD51C9A06CA40DF3463CC9D3E7D] *Barbara Wolf. The Japanese Film. Audio Brandon Films. Mount Vernon, NY. 1976. [https://books.google.co.uk/books?id=qo3SAAAAMAAJ] Bibliography *Nornes and Gerow. "Annotated Bibliography for Bibliographic Studies". Research Guide to Japanese Film Studies. Chapter 4. [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PA72#v=onepage&q&f=false p 72]. Reference *[https://guides.library.yale.edu/c.php?g=295932&p=1973050 Japanese Reference Materials for Studying Japanese Cinema at Yale University]. Yale Library. Periodicals See also [[w:ja:Category:日本の映画雑誌]]. [映画雑誌 = film magazine] [映画機関誌 = film journal] *Honchi Haruhiko (Japanese: 本地陽彦). Nihon Eiga Zasshi Taitoru Soran (Japanese: 日本映画雑誌タイトル総覧). [[w:ja:ワイズ出版|Waizu Shuppan]]. Tokyo. 2003. [https://books.google.co.uk/books?id=kskvAQAAIAAJ]. Commentary: Research Guide to Japanese Film Studies, [https://books.google.co.uk/books?id=5UONCwAAQBAJ&pg=PA83#v=onepage&q&f=false p 83]. *[https://www.nfaj.go.jp/exhibition/filmmagazines/ 映画雑誌の秘かな愉しみ The Discreet Charm of Film Magazines]. National Film Archive of Japan (NFAJ). *[https://guides.library.yale.edu/c.php?g=295932&p=1973061 Japanese Reference Materials for Studying Japanese Cinema at Yale University: Film Periodicals]. Yale Library. *[[w:en:Kinema Junpo|Kinema Junpo]] (Japanese: キネマ旬報) (The Movie Times) [https://books.google.co.uk/books?id=UFKtYBwc5ioC] *[[w:en:UniJapan Film Quarterly|UniJapan Film Quarterly]] [https://books.google.co.uk/books?id=QIY3AAAAIAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/AA12490478] Annuals and year books *Japanese Films. UniJapan Film. [https://books.google.co.uk/books?id=4LAaAQAAIAAJ 1960] **Japanese Film [https://books.google.co.uk/books?id=iJUHAQAAIAAJ 1983] [https://books.google.co.uk/books?id=fpYHAQAAIAAJ] *Cinema Year Book of Japan. [https://books.google.co.uk/books?id=r7W9DZnBbBwC 1938]. History *Jasper Sharp. Historical Dictionary of Japanese Cinema. 2011. [https://books.google.co.uk/books?id=YQR4EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Isolde Standish. A New History of Japanese Cinema: A Century of Narrative Film. 2006. [https://books.google.co.uk/books?id=GZxUv4g_icQC&pg=PP1#v=onepage&q&f=false] *Donald Ritchie. A Hundred Years of Japanese Film: A Concise History, with a Selective Guide to DVDs and Videos. 2001. 2005. [https://books.google.co.uk/books?id=s7-_Gon5-a0C&pg=PP1#v=onepage&q&f=false] *Yomota Inuhiko. What Is Japanese Cinema? A History. 2014. 2019. [https://books.google.co.uk/books?id=8Il-DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Gerald Mast and Bruce F Kawin. "Japan" in "Cinemas East". A Short History of the Movies. Allyn and Bacon. 7th Ed: 2000: [https://books.google.co.uk/books?id=AC0IAQAAMAAJ]. pp 403 to 417. *Aaron Gerow. "From Misemono to Zigomar: A Discursive History of Early Japanese Cinema". Bean, Kapse and Horak (eds). Silent Cinema and the Politics of Space. 2014. Chapter 6. [https://books.google.co.uk/books?id=7poiAwAAQBAJ&pg=PA157#v=onepage&q&f=false p 157]. 20th century *Beverley Bare Buehrer. Japanese Films: A Filmography and Commentary, 1921-1989. McFarland & Company. 1990. [https://books.google.co.uk/books?id=N6RZAAAAMAAJ] *Aristides Gazetas. "Post-War Japanese Cinema: 1950-1990". An Introduction to World Cinema. 2nd Ed. 2008. Chapter 13. [https://books.google.co.uk/books?id=CPuZ-2UtVRwC&pg=PA169#v=onepage&q&f=false p 169]. *Japanese Experimental Film, 1960-1980. American Federation of Arts. [https://books.google.co.uk/books?id=XGUbAQAAIAAJ] *Yuriko Furuhata. Cinema of Actuality: Japanese Avant-Garde Filmmaking in the Season of Image Politics. 2013. [https://books.google.co.uk/books?id=sDi2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1960s and 1970s]. *Outlaw Masters of Japanese Film. 2005. [https://books.google.co.uk/books?id=MbaKDwAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers 1950s to 1970s] *Japanese Cinema: From Kurosawa To Tora-San" (1986) Information Bulletin, February 1986, p 15 [https://books.google.co.uk/books?id=Sw5PAQAAIAAJ] *Catherine Russell. Classical Japanese Cinema Revisited. 2011. [https://books.google.co.uk/books?id=uv9GAQAAQBAJ&pg=PR4#v=onepage&q&f=false] [covers roughly 1930 to 1960] *Kyoko Hirano. Mr. Smith Goes to Tokyo: Japanese Cinema Under the American Occupation, 1945-1952. 1992. [https://books.google.co.uk/books?id=6OsKAQAAMAAJ] *Peter B High. The Imperial Screen: Japanese Film Culture in the Fifteen Years' War, 1931-1945. 2003. [https://books.google.co.uk/books?id=6XiA9DOuvjAC&pg=PP1#v=onepage&q&f=false] *Naoki Yamamoto. Dialectics without Synthesis: Japanese Film Theory and Realism in a Global Frame. 2020. [https://books.google.co.uk/books?id=lEnrDwAAQBAJ&pg=PR1#v=onepage&q&f=false] [Covers 1910s to 1950s]. *Sean O'Reilly (ed). The Advent of Sound in Japanese Cinema: A Handbook. 2025. [https://books.google.co.uk/books?id=vAKbEQAAQBAJ&pg=PP1#v=onepage&q&f=false] [covers the 1930s] *Mitsuyo Wada-Marciano. Nippon Modern: Japanese Cinema of the 1920s and 1930s. 2008. [https://books.google.co.uk/books?id=dIc0RBYMs9kC&pg=PP1#v=onepage&q&f=false] *Iwamoto Kenji, "Japanese Cinema Until 1930: A Consideration of its Formal Aspects". Iris: A Journal of Theory on Image and Sound. No 16, p 9 [https://books.google.co.uk/books?id=zXFhCc7ENAEC] *David Bordwell, "Visual Style in Japanese Cinema, 1925-1945" (1995) [https://books.google.co.uk/books?id=YqIqAQAAIAAJ 7] Film History 5 to 31 (No 1: Spring 1995) *Sean D O'Reilly. Re-Viewing the Past: The Uses of History in the Cinema of Imperial Japan. 2018. Paperback Ed: 2020. [https://books.google.co.uk/books?id=fqFiDwAAQBAJ&pg=PP1#v=onepage&q&f=false] New, contemporary *Mark Schilling. Contemporary Japanese Film. 1999. [https://books.google.co.uk/books?id=LNQ4EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kawamoto Saburo. New Trends in Japanese Cinema. (Orientation Seminars on Japan, No 21). The Japan Foundation, Office for the Japanese Studies Center. [https://books.google.co.uk/books?id=R5IqAQAAIAAJ] *Tadao Sato. Currents in Japanese Cinema. Kodansha International. 1982. [https://books.google.com/books?id=p-9kAAAAMAAJ] Genres *Abe Mark Nornes. Japanese Documentary Film: The Meiji Era Through Hiroshima. 2003. [https://books.google.co.uk/books?id=2JFrwF2LMw4C&pg=PP1#v=onepage&q&f=false] *S A Thornton. The Japanese Period Film: A Critical Analysis. 2008. [https://books.google.co.uk/books?id=yhPo95wPz8QC&pg=PP1#v=onepage&q&f=false] *Alain Silver. The Samurai Film. 1977: [https://books.google.co.uk/books?id=R4BZAAAAMAAJ]. The Overlook Press. 1983: [https://books.google.co.uk/books?id=AH1ZAAAAMAAJ] *David Desser. The Samurai Films of Akira Kurosawa. UMI Research Press. [https://books.google.com/books?id=AaJZAAAAMAAJ] *Silver Screen Samurai: The Best of Japan's Samurai Movie Posters. 2004. [https://books.google.co.uk/books?id=tdsuoae7X68C&pg=PA2#v=onepage&q&f=false] *Stuart Galbraith IV. Japanese Science Fiction, Fantasy and Horror Films. Macfarland. 1994. [https://books.google.co.uk/books?id=2XZREQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Thomas Weisser and Yuko Mihara Weisser. Japanese Cinema Encyclopedia: The Horror, Fantasy, and SciFi films. Vital Books. 1997. [https://books.google.com/books?id=HGSybwAACAAJ] *Jay McRoy. Japanese Horror Cinema. University of Hawaii Press. Edinburgh University Press. 2005. [https://books.google.co.uk/books?id=XvOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: Timothy Iles (2007) [https://books.google.co.uk/books?id=rt9KAQAAIAAJ 33] The Journal of Japanese Studies 264 *Colette Balmain. Introduction to Japanese Horror Film. 2008. [https://books.google.co.uk/books?id=POWqBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Michael Crandol. Ghost in the Well: The Hidden History of Horror Films in Japan. 2021. [https://books.google.co.uk/books?id=mDgfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Japanese High School Films: Iconography, Nostalgia and Discipline. 2022. [https://books.google.co.uk/books?id=jPOgEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Peter C Pugsley. Beyond the High School Film: Reaching Adulthood in Everyday Japanese Cinema. 2026. [https://books.google.co.uk/books?id=7boEEgAAQBAJ&pg=PP1#v=onepage&q&f=false] Cult *Patrick Macias. Tokyoscope: The Japanese Cult Film Companion. 2001. [https://books.google.co.uk/books?id=g-0HAQAAMAAJ] Directors *Alexander Jacoby. A Critical Handbook of Japanese Film Directors: From the Silent Era to the Present Day. 2008. [https://books.google.co.uk/books?id=RhWNAgAAQBAJ&pg=PA1870#v=onepage&q&f=false] *Audie Bock. Japanese Film Directors. 1978. Paperback Ed. Kodansha International. 1985. [https://books.google.co.uk/books?id=A6EqAAAAYAAJ] *Mitsuhiro Yoshimoto. Kurosawa: Film Studies and Japanese Cinema. 2000. [https://books.google.co.uk/books?id=QizaCOjKs-IC&pg=PP1#v=onepage&q&f=false] Stars *Hideaki Fujiki. Making Personas: Transnational Film Stardom in Modern Japan. 2013. [https://books.google.co.uk/books?id=A_gFEAAAQBAJ&pg=PR1#v=onepage&q&f=false] Studios *Stuart Galbraith IV. The Toho Studios Story: A History and Complete Filmography. 2008. [https://books.google.co.uk/books?id=f7o8pq6G_dYC&pg=PP1#v=onepage&q&f=false] Interviews *Joan Mellen. Voices from the Japanese Cinema. Liveright. New York. 1975. ISBN 0871406047. V-Cinema *Tom Mes. Japanese Film and the Challenge of Video. 2023. [https://books.google.co.uk/books?id=70i7EAAAQBAJ&pg=PA1921#v=onepage&q&f=false] Film criticism *Scott Nygren. Time Frames: Japanese Cinema And the Unfolding of History. [https://books.google.co.uk/books?id=PvlgQgAACAAJ] [[Category:Film]] 3nm8ek1f8i1ao5af03ga5lun3t3cjcq 2 331715 2831676 2829653 2026-09-06T07:53:41Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831676 wikitext text/x-wiki <div style="width: 100%; overflow-x: auto; overflow-y: hidden;"> {| class="wikitable" style="text-align: center; align-items: center;" ! × !! 1 !! 2 !! 3 !! 4 !! 5 !! 6 !! 7 !! 8 !! 9 !! 10 !! 11 !! 12 !! 13 !! 14 !! 15 !! 16 !! 17 !! 18 !! 19 !! 20 |- ! 1 | style="background-color: #ff0; color: #000; width: 1em;" | '''1''' || style="width: 2em;" | 2 || style="width: 2em;" | 3 || style="width: 2em;" | 4 || style="width: 2em;" | 5 || style="width: 2em;" | 6 || style="width: 2em;" | 7 || style="width: 2em;" | 8 || style="width: 2em;" | 9 || style="width: 2em;" | 10 || style="width: 2em;" | 11 || style="width: 2em;" | 12 || style="width: 2em;" | 13 || style="width: 2em;" | 14 || style="width: 2em;" | 15 || style="width: 2em;" | 16 || style="width: 2em;" | 17 || style="width: 2em;" | 18 || style="width: 2em;" | 19 || style="width: 2em;" | 20 |- ! 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16 | style="width: 2em;" | 16 || style="width: 2em;" | 32 || style="width: 2em;" | 48 || style="width: 2em;" | 64 || style="width: 2em;" | 80 || style="width: 2em;" | 96 || style="width: 2em;" | 112 || style="width: 2em;" | 128 || style="width: 2em;" | 144 || style="width: 2em;" | 160 || style="width: 2em;" | 176 || style="width: 2em;" | 192 || style="width: 2em;" | 208 || style="width: 2em;" | 224 || style="width: 2em;" | 240 || style="background-color: #ff0; color: #000; width: 1em;" | '''256'''|| style="width: 2em;" | 272 || style="width: 2em;" | 288 || style="width: 2em;" | 304 || style="width: 2em;" | 320 |- ! 17 | style="width: 2em;" | 17 || style="width: 2em;" | 34 || style="width: 2em;" | 51 || style="width: 2em;" | 68 || style="width: 2em;" | 85 || style="width: 2em;" | 102 || style="width: 2em;" | 119 || style="width: 2em;" | 136 || style="width: 2em;" | 153 || style="width: 2em;" | 170 || style="width: 2em;" | 187 || style="width: 2em;" | 204 || style="width: 2em;" | 221 || style="width: 2em;" | 238 || style="width: 2em;" | 255 || style="width: 2em;" | 272 || style="background-color: #ff0; color: #000; width: 1em;" | '''289'''|| style="width: 2em;" | 306 || style="width: 2em;" | 323 || style="width: 2em;" | 340 |- ! 18 | style="width: 2em;" | 18 || style="width: 2em;" | 36 || style="width: 2em;" | 54 || style="width: 2em;" | 72 || style="width: 2em;" | 90 || style="width: 2em;" | 108 || style="width: 2em;" | 126 || style="width: 2em;" | 144 || style="width: 2em;" | 162 || style="width: 2em;" | 180 || style="width: 2em;" | 198 || style="width: 2em;" | 216 || style="width: 2em;" | 234 || style="width: 2em;" | 252 || style="width: 2em;" | 270 || style="width: 2em;" | 288 || style="width: 2em;" | 306 || style="background-color: #ff0; color: #000; width: 1em;" | '''324'''|| style="width: 2em;" | 342 || style="width: 2em;" | 360 |- ! 19 | style="width: 2em;" | 19 || style="width: 2em;" | 38 || style="width: 2em;" | 57 || style="width: 2em;" | 76 || style="width: 2em;" | 95 || style="width: 2em;" | 114 || style="width: 2em;" | 133 || style="width: 2em;" | 152 || style="width: 2em;" | 171 || style="width: 2em;" | 190 || style="width: 2em;" | 209 || style="width: 2em;" | 228 || style="width: 2em;" | 247 || style="width: 2em;" | 266 || style="width: 2em;" | 285 || style="width: 2em;" | 304 || style="width: 2em;" | 323 || style="width: 2em;" | 342 || style="background-color: #ff0; color: #000; width: 1em;" | '''361'''|| style="width: 2em;" | 380 |- ! 20 | style="width: 2em;" | 20 || style="width: 2em;" | 40 || style="width: 2em;" | 60 || style="width: 2em;" | 80 || style="width: 2em;" | 100 || style="width: 2em;" | 120 || style="width: 2em;" | 140 || style="width: 2em;" | 160 || style="width: 2em;" | 180 || style="width: 2em;" | 200 || style="width: 2em;" | 220 || style="width: 2em;" | 240 || style="width: 2em;" | 260 || style="width: 2em;" | 280 || style="width: 2em;" | 300 || style="width: 2em;" | 320 || style="width: 2em;" | 340 || style="width: 2em;" | 360 || style="width: 2em;" | 380 || style="background-color: #ff0; color: #000; width: 1em;" | '''400''' |} </div> 9xgh262cm9j5v0fb0xtowa18w8zx1bm 0 331729 2831501 2830508 2026-09-05T12:04:42Z Andy?yes 3006471 2831501 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>College Success</big> == == Summary == OpenStax ''College Success'' is a comprehensive and contemporary resource that serves First Year Experience, Student Success, and College Transition courses. Developed with the support of hundreds of faculty and coordinators, the book addresses the evolving challenges and opportunities of today’s diverse students. Engagement, self-analysis, personal responsibility, and student support are reflected throughout the material. ''College Success'' also includes an array of student surveys and opinion polls, and OpenStax will regularly provide the results to adopting faculty.   * [https://openstax.org/details/books/college-success OpenStax College Success] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/college-success/ OpenStax College Success audiobook] Available as audio textbook. [[Category:OpenStax]] [[Category:Life skills]] [[Category:Openstax textbook]] nbflyfc1d47yrc534qtvv798k8qrafj 0 331730 2831504 2830511 2026-09-05T12:05:23Z Andy?yes 3006471 2831504 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Entrepreneurship</big> == == Summary == This textbook is intended for use in introductory Entrepreneurship classes at the undergraduate level. Due to the wide range of audiences and course approaches, the book is designed to be as flexible as possible. Theoretical and practical aspects are presented in a balanced manner, and specific components such as the business plan are provided in multiple formats. ''Entrepreneurship'' aims to drive students toward active participation in entrepreneurial roles, and exposes them to a wide range of companies and scenarios. * [https://openstax.org/details/books/entrepreneurship OpenStax Entrepreneurship] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/entrepreneurship/ OpenStax Entrepreneurship audiobook] Available as audio textbook. [[Category:Entrepreneurship]] [[Category:OpenStax]] [[Category:Openstax textbook]] qzshxjsea1v53nmkj9yh8gl84zgpfuc 0 331756 2831507 2830514 2026-09-05T12:06:03Z Andy?yes 3006471 2831507 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Introduction to Behavioral Neuroscience</big> == == Summary == ''Introduction to Behavioral Neuroscience'' aligns to the topics and objectives of introductory behavioral neuroscience courses taught in psychology, biology, neuroscience, and similar departments. This offering is intended for undergraduates with no presumed college-level science coursework, and presents the foundational principles of brain-behavior-environment interactions. * [https://openstax.org/details/books/introduction-behavioral-neuroscience OpenStax Introduction to Behavioral Neuroscience] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/introduction-to-behavioral-neuroscience/ OpenStax Introduction to Behavioral Neuroscience audiobook] Available as audio textbook. [[Category:Neuroscience]] [[Category:OpenStax]] [[Category:Openstax textbook]] az272702ipw3zta3vn1tlfub41dxdrn 0 331757 2831515 2830524 2026-09-05T12:07:45Z Andy?yes 3006471 2831515 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Microbiology</big> == == Summary == ''Microbiology'' covers the scope and sequence requirements for a single-semester microbiology course for non-majors. The book presents the core concepts of microbiology with a focus on applications for careers in allied health. The pedagogical features of the text make the material interesting and accessible while maintaining the career-application focus and scientific rigor inherent in the subject matter. ''Microbiology''’s art program enhances students’ understanding of concepts through clear and effective illustrations, diagrams, and photographs. * [https://openstax.org/details/books/microbiology OpenStax Microbiology] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/microbiology/ OpenStax Microbiology audiobook] Available as audio textbook. [[Category:Microbiology]] [[Category:OpenStax]] [[Category:Openstax textbook]] 65eux9y9szije7ksv2h90qs386q3inn 0 331779 2831514 2830478 2026-09-05T12:07:33Z Andy?yes 3006471 2831514 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Medical Surgical Nursing</big> == == Summary == ''Medical-Surgical Nursing'' is a comprehensive and engaging resource for nursing students, equipping them with the essential knowledge and skills required to provide high-quality care. Building on the foundational knowledge and skills acquired in previous nursing courses, this textbook expands students’ learning with concepts in medical-surgical nursing. The offering provides the background to ensure that nursing students are well-versed in both the science and art of nursing, capable of critical thinking, clinical judgment, and compassionate care. * [https://openstax.org/details/books/medical-surgical-nursing OpenStax Medical-Surgical Nursing] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/medical-surgical-nursing/ OpenStax Medical-Surgical Nursing audiobook] Available as audio textbook. [[Category:Nursing]] [[Category:Openstax textbook]] lbdn2la1sqovktjd0dqee8u86xtcuuv 0 331780 2831518 2830838 2026-09-05T12:08:22Z Andy?yes 3006471 2831518 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Pharmacology for Nurses</big> == == Summary == ''Pharmacology for Nurses'' is intended for nursing students in an introductory program. It provides a fundamental understanding of the therapeutic use of drugs, so the nurse can provide safe and effective care to the client. Along with a discussion of each body system, the text also reviews the pathophysiology of various disease processes and medications used in treatment. The table of contents presents 40 chapter topics, organized into 11 units. The first unit, consisting of 3 chapters, provides a broad overview of pharmacology, with the following 10 units focused on specific body systems. * [https://openstax.org/details/books/pharmacology OpenStax Pharmacology for Nurses] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/pharmacology-for-nurses/ OpenStax Pharmacology for Nurses audiobook] Available as audio textbook. [[Category:Pharmacology]] [[Category:OpenStax]] [[Category:Nursing specialties]] [[Category:Openstax textbook]] jk76eknnetdug2upve557btjxe62hl8 0 331784 2831652 2831259 2026-09-06T07:14:36Z James500 297601 /* Japanese */ Add 2831652 wikitext text/x-wiki {{Bibliography}} See [[s:Category:Culture]]. This part of the [[Universal Bibliography]] is a bibliography of culture. *Terry Eagleton. Culture. Yale University Press. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Ben Highmore. Culture. Routledge. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Chris Jenks. Culture. Routledge. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=VcGHAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Chris Jenks (ed). Culture: Critical Concepts in Sociology. 2003. [https://books.google.co.uk/books?id=VIEbAQAAMAAJ vol 1]. [https://books.google.co.uk/books?id=iIvSvY7HWv8C&pg=PP1#v=onepage&q&f=false vol 2]. [https://books.google.co.uk/books?id=ZF1Hk2HytAoC&pg=PP1#v=onepage&q&f=false vol 3]. *Craig Calhoun (ed). Culture. (Comparative Social Research: A Research Annual, Volume 11: 1989). JAI Press. 1989. [https://books.google.co.uk/books?id=qvpWAAAAYAAJ] *Crane. The Production of Culture: Media and the Urban Arts. (Foundations of Popular Culture, vol 1). SAGE Publications. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Richard A Peterson. The Production of Culture. (SAGE Contemporary Social Science Issues 33). SAGE Publications. 1976. [https://books.google.co.uk/books?id=DILWAAAAMAAJ]. *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. Columbia University Press. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zygmunt Bauman. Culture as Praxis. 1973. Sage. 1999. [https://books.google.co.uk/books?id=7yqa0-s6N24C&pg=PP1#v=onepage&q&f=false] Material culture *Thomas J Schlereth (ed). Material Culture: A Research Guide. University Press of Kansas. 1985. [https://books.google.co.uk/books?id=Ig9PAAAAMAAJ&pg=PP1#v=onepage&q&f=false] *Robert DuPlessis. Material Culture. (Oxford Bibliographies Online Research Guide). 2010. [https://books.google.co.uk/books?id=Y-p4acTurWQC&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). Asian *Carolyn Brown Heinz. Asian Cultural Traditions. 1999: [https://books.google.co.uk/books?id=Ix0XAQAAIAAJ]. Carolyn Brown Heinz and Jeremy A Murray. 2nd Ed: 2019: [https://books.google.co.uk/books?id=n9tdDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Periodicals, Asian *Asian Culture Quarterly. Asian Cultural Center, Taipei [https://books.google.co.uk/books?id=4PYtAQAAIAAJ] *Asian Culture: A Quarterly Review. Vietnamese Association for Asian Cultural Relations (Hội Việt Nam Nghiên Cứu Liên Lạc Văn Hoá Á Châu). [https://books.google.co.uk/books?id=g9YbAAAAMAAJ] *Journal of Asian Culture. Graduate Students in Asian Studies at UCLA. [https://books.google.co.uk/books?id=-HBtAAAAMAAJ] Asian popular culture *Anthony YH Fung (ed). Asian Popular Culture: The Global (Dis)continuity. 2013. [https://books.google.co.uk/books?id=Htqw-BHJlnwC&pg=PP1#v=onepage&q&f=false] *Lorna Fitzsimmons and John A Lent (eds). Asian Popular Culture in Transition. (Routledge Contemporary Asia Series). 2013. [https://books.google.co.uk/books?id=UMZ7eH6dDxkC&pg=PP1#v=onepage&q&f=false] *John A Lent and Lorna Fitzsimmons (eds). Asian Popular Culture: New, Hybrid, and Alternate Media. Lexington Books. 2013. [https://books.google.co.uk/books?id=tG6AEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeojin Kim, Dharshani Lakmali Jayasinghe, Hiba Aleem and Karen A Ritzenhoff (eds). Contemporary Asian Popular Culture. Palgrave Macmillan. [https://books.google.co.uk/books?id=G0g9EQAAQBAJ&pg=PR1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=fZo3EQAAQBAJ&pg=PR1#v=onepage&q&f=false vol 2]. East Asian *Xiaobing Tang and Stephen Snyder (eds). In Pursuit Of Contemporary East Asian Culture. [https://books.google.co.uk/books?id=dXekDwAAQBAJ&pg=PA1#v=onepage&q&f=false] Popular culture *Koichi Iwabuchi, Eva Tsai and Chris Berry (eds). Routledge Handbook of East Asian Popular Culture. 2017. [https://books.google.co.uk/books?id=lCMlDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Seok-Kyeong Hong and Dal Yong Jin (eds). Transnational Convergence of East Asian Pop Culture. 2021. [https://books.google.co.uk/books?id=hbsTEAAAQBAJ&pg=PA2000#v=onepage&q&f=false] Periodicals *East Asian Cultural Studies. The Centre for East Asian Cultural Studies, Tokyo. [https://books.google.co.uk/books?id=4OTUAAAAMAAJ] ==Japanese== *Paul Varley. Japanese Culture. 1984. 4th Ed: 2000: [https://books.google.co.uk/books?id=BvUEzBin61AC&pg=PP1#v=onepage&q&f=false]. **Japanese Culture: A Short History. 1973. 1977. [https://books.google.co.uk/books?id=bas6AAAAMAAJ] *Ruth Benedict. The Chrysanthemum and the Sword: Patterns of Japanese Culture. 1946. A Mariner Book. 2005. [https://books.google.co.uk/books?id=R7NpvfYsmU0C&pg=PP1#v=onepage&q&f=false] *Robert J Smith and Richard K Beardsley (eds). Japanese Culture: Its Development and Characteristics. 1963. [https://books.google.co.uk/books?id=gZFkfPrNErEC&pg=PP1#v=onepage&q&f=false] *Eiichiro Ishida. Japanese Culture: A Study of Origins and Characteristics. (Translated by Teruko Kachi). 1974. [https://books.google.com/books?id=gztxAAAAMAAJ] *Pictorial Encyclopedia of Japanese Culture: The Soul and Heritage of Japan. Gakken. 1987. [https://books.google.com/books?id=cNomAQAAMAAJ] *Setsuko Kojima and Gene A Crane. A Dictionary of Japanese Culture. Chopmen Publishers. [https://books.google.co.uk/books?id=ms_rAAAAMAAJ] *Joseph Roggendorf (ed). Studies in Japanese Culture. Sophia University. Tokyo. 1963. [https://books.google.co.uk/books?id=VnBwAAAAMAAJ] **Joseph Roggendorf (ed). Studies in Japanese Culture: Tradition and Experiment. Sophia University. Tokyo. 2nd Ed. 2nd printing. 1965. [https://books.google.co.uk/books?id=GHJwAAAAMAAJ] *Studies in Japanese Culture. University of Michigan Press. [https://books.google.co.uk/books?id=kxAOAQAAMAAJ] *Murakami Hyôe and Edward G Seidensticker (eds). Guides to Japanese Culture. Japan Culture Institute. 1977. ISBN 0-87040-403-2 [https://books.google.co.uk/books?id=xiQhhOvtVJEC] *Chikio Hayashi and Yasumasa Kuroda. Japanese Culture in Comparative Perspective. Praeger. Westport, Connecticut. 1997. [https://books.google.com/books?id=tTzDEAAAQBAJ] *Donald H Shively (ed). Tradition and Modernization in Japanese Culture. Princeton University Press. 1971. Paperback. 1976. [https://books.google.co.uk/books?id=MnN9BgAAQBAJ&pg=PP1#v=onepage&q&f=false] Introduction *Daniel Sosnoski. Introduction to Japanese Culture. Tuttle. 1996. [https://books.google.co.uk/books?id=kJ3TAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *T Smibert and C Burns. Art, Nature and Life: An Introduction to Japanese Culture. Educational Media Australia. Melbourne. 1979. Bibliography: [https://books.google.co.uk/books?id=tbYlAQAAIAAJ]. Cultural history *Shunsuke Tsurumi. A Cultural History of Postwar Japan 1945-1980. Iwanami Shoten. Tokyo. 1984.  Kegan Paul International. 1987. Routledge. 2009. [https://books.google.co.uk/books?id=6HYsBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *GB Sansom. Japan: A Short Cultural History. 1931. Revised Ed. [https://books.google.co.uk/books?id=ZOpkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Dougill. Kyoto: A Cultural History. (Cityscapes). Oxford University Press. 2006. [https://books.google.co.uk/books?id=rhMTDAAAQBAJ&pg=PP1#v=onepage&q&f=false] Nippon No Bunka [日本の文化 = Nippon No Bunka = Nihon No Bunka = Japanese culture] *Genshoku Nihon No Bunka (Japanese: 原色日本の文化). Shogakukan (小学館). 1968. [https://books.google.co.uk/books?id=FKwdAQAAMAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/BN15289454]. *日本文化提要 - Guides to Japanese Culture. 日本文化研究所編集局. 1977. [https://books.google.co.uk/books?id=8noNAQAAMAAJ] [https://books.google.co.uk/books?id=hXcEAAAAMAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/BN02209055]. Contemporary *Sandra Buckley. The Encyclopedia of Contemporary Japanese Culture. Routledge. 2002. [https://books.google.co.uk/books?id=3ZKFAgAAQBAJ&pg=PP1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=Wtkm3O3nWXkC&pg=PP1#v=onepage&q&f=false] *Roger J Davies and Osamu Ikeno (eds). Japanese Mind: Understanding Contemporary Japanese Culture. Tuttle Publishing. 2002. [https://books.google.co.uk/books?id=rADRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Modern *Yoshio Sugimoto. The Cambridge Companion to Modern Japanese Culture. (Cambridge Companions to Culture). 2009. ISBN 9780521880473. [https://books.google.co.uk/books?id=s80AAwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Leith Morton. Modern Japanese Culture: The Insider View. Oxford University Press. 2003. ISBN 0195540891. [https://books.google.com/books?id=1XZgQgAACAAJ] Popular culture *Hidetoshi Kato (ed). Japanese Popular Culture. Charles E Tuttle Company. Rutland, Vermont. Tokyo. 1959. [https://books.google.com/books?id=HkVxAAAAMAAJ] **Richard Gid Powers, Hidetoshi Kato and Bruce Stronach (eds). Handbook of Japanese Popular Culture. Greenwood Press. Westport, Connecticut. 1989. [https://books.google.co.uk/books?id=tuRwAAAAMAAJ] *Alisa Freedman and Toby Slade (eds). Introducing Japanese Popular Culture. [https://books.google.co.uk/books?id=UBFFDwAAQBAJ&pg=PA1963#v=onepage&q&f=false]. Alisa Freedman (ed). 2nd Ed: 2023: [https://books.google.co.uk/books?id=WuC0EAAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Timothy J Craig (ed). Japan Pop! Inside the World of Japanese Popular Culture. ME Sharpe. 2000. [https://books.google.co.uk/books?id=Vvw5WQ0crLoC&pg=PP1#v=onepage&q&f=false] *E Taylor Atkins. A History of Popular Culture in Japan: From the Seventeenth Century to the Present. Bloomsbury Academic. 2017: [https://books.google.co.uk/books?id=DK41DwAAQBAJ&pg=PP1#v=onepage&q&f=false]. 2nd Ed: 2023: [https://books.google.co.uk/books?id=hGuHEAAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Douglas Slaymaker. A Century of Popular Culture in Japan. [https://books.google.co.uk/books?id=H_dxAAAAMAAJ] *John Whittier Treat. Contemporary Japan and Popular Culture. University of Hawaii Press. 1996. [https://books.google.co.uk/books?id=iuYwAQAAIAAJ] *D P Martinez (ed). The Worlds of Japanese Popular Culture: Gender, Shifting Boundaries and Global Cultures. Cambridge University Press. 1998. [https://books.google.co.uk/books?id=6mqM8m-sJY4C&pg=PP1#v=onepage&q&f=false] *Nissim Kadosh Otmazgin. Regionalizing Culture: The Political Economy of Japanese Popular Culture in Asia. University of Hawaii Press. 2014. [https://books.google.co.uk/books?id=vVgEEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *William W Kelly (ed). Fanning the Flames: Fans and Consumer Culture in Contemporary Japan. 2004. [https://books.google.co.uk/books?id=Y_LmaLo4190C&pg=PP1#v=onepage&q&f=false] *Forum Mithani and Griseldis Kirsch (eds). Handbook of Japanese Media and Popular Culture in Transition. 2022. 2025. [https://books.google.co.uk/books?id=IECMEQAAQBAJ&pg=PA2005#v=onepage&q&f=false] *Matthew Allen and Rumi Sakamoto (eds). Popular Culture, Globalization and Japan. 2006. [https://books.google.co.uk/books?id=IVxBHv1olywC&pg=PP1#v=onepage&q&f=false] Arts and culture *Nelly Delay. Art and Culture of Japan. (Discoveries). Harry N Abrams. 1999. [https://books.google.co.uk/books?id=VlyAILUBFLYC] *Stephen Addiss, Gerald Groemer and J Thomas Rimer (eds). Traditional Japanese Arts and Culture: An Illustrated Sourcebook. University of Hawaii Press. 2006. [https://books.google.co.uk/books?id=TZcBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Leisure *Sepp Linhart and Sabine Fruhstuck (eds). The Culture of Japan as Seen through Its Leisure. State University of New York Press. 1998. [https://books.google.co.uk/books?id=Ev_n7VaEpUoC&pg=PP1#v=onepage&q&f=false] Culture and customs *Noriko Kamachi. Culture and Customs of Japan. (Culture and Customs of Asia: ISSN 1097-0738). 1999. [https://books.google.co.uk/books?id=2cvWAAAAMAAJ] Series *Japanese Culture in the Meiji Era ==Korean== *John H Koo and Andrew C Nahm (eds). An Introduction to Korean Culture. Hollym. [https://books.google.co.uk/books?id=975xAAAAMAAJ] *Joanne Miyang Cho and Lee M Roberts (eds). Korean Culture in the Global Age: K-Pop, K-Drama, K-Film, and K-Literature. 2025. [https://books.google.co.uk/books?id=2ftgEQAAQBAJ&pg=PA1#v=onepage&q&f=false] *Richard Saccone. The Business of Korean Culture. Hollym. 1994. [https://books.google.co.uk/books?id=7ji2AAAAIAAJ] Periodicals *Korean Culture. Korean Cultural Service. ISSN 0270-1618. ==Latin American== History *Pedro Henríquez Ureña. A Concise History of Latin American Culture. Frederick A Praeger. 1966. [https://books.google.co.uk/books?id=yZxoAAAAMAAJ] Contemporary *C Gail Guntermann (ed). Contemporary Latin American Culture: Unity and Diversity. 1984. [https://books.google.co.uk/books?id=FjUcAQAAIAAJ] *George M Foster (ed). Readings in Contemporary Latin American Culture: An Anthropological Sourcebook. Selected Academic Readings. [https://books.google.co.uk/books?id=a89AAAAAIAAJ] Modern *John King (ed). The Cambridge Companion to Modern Latin American Culture. 2004. [https://books.google.co.uk/books?id=BE30cHBvjM8C&pg=PP1#v=onepage&q&f=false] Anthropology *Emilio Willems. Latin American Culture: An Anthropological Synthesis. Harper & Row. [https://books.google.co.uk/books?id=mn8WAAAAYAAJ] Teaching *Gloria Contreras. Latin American Culture Studies: Information and Materials for Teaching about Latin America. Institute of Latin American Studies, University of Texas at Austin. [https://books.google.co.uk/books?id=kn9qAAAAMAAJ] Cultural studies *Ana del Sarto, Alicia Ríos and Abril Trigo (eds). The Latin American Cultural Studies Reader. 2004.[https://books.google.co.uk/books?id=NW1CXsOKRc8C&pg=PP7#v=onepage&q&f=false] *Stephen Hart and Richard Young. Contemporary Latin American Cultural Studies. Hodder Arnold. 2003. Routledge. 2014. [https://books.google.co.uk/books?id=o7TpAgAAQBAJ&pg=PP1#v=onepage&q&f=false] [[Category:Culture]] hx64ey4x3ervvarxw9nmjk81gq8a6pn 2831654 2831652 2026-09-06T07:24:46Z James500 297601 /* Latin American */ Add 2831654 wikitext text/x-wiki {{Bibliography}} See [[s:Category:Culture]]. This part of the [[Universal Bibliography]] is a bibliography of culture. *Terry Eagleton. Culture. Yale University Press. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Ben Highmore. Culture. Routledge. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Chris Jenks. Culture. Routledge. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=VcGHAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Chris Jenks (ed). Culture: Critical Concepts in Sociology. 2003. [https://books.google.co.uk/books?id=VIEbAQAAMAAJ vol 1]. [https://books.google.co.uk/books?id=iIvSvY7HWv8C&pg=PP1#v=onepage&q&f=false vol 2]. [https://books.google.co.uk/books?id=ZF1Hk2HytAoC&pg=PP1#v=onepage&q&f=false vol 3]. *Craig Calhoun (ed). Culture. (Comparative Social Research: A Research Annual, Volume 11: 1989). JAI Press. 1989. [https://books.google.co.uk/books?id=qvpWAAAAYAAJ] *Crane. The Production of Culture: Media and the Urban Arts. (Foundations of Popular Culture, vol 1). SAGE Publications. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Richard A Peterson. The Production of Culture. (SAGE Contemporary Social Science Issues 33). SAGE Publications. 1976. [https://books.google.co.uk/books?id=DILWAAAAMAAJ]. *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. Columbia University Press. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zygmunt Bauman. Culture as Praxis. 1973. Sage. 1999. [https://books.google.co.uk/books?id=7yqa0-s6N24C&pg=PP1#v=onepage&q&f=false] Material culture *Thomas J Schlereth (ed). Material Culture: A Research Guide. University Press of Kansas. 1985. [https://books.google.co.uk/books?id=Ig9PAAAAMAAJ&pg=PP1#v=onepage&q&f=false] *Robert DuPlessis. Material Culture. (Oxford Bibliographies Online Research Guide). 2010. [https://books.google.co.uk/books?id=Y-p4acTurWQC&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). Asian *Carolyn Brown Heinz. Asian Cultural Traditions. 1999: [https://books.google.co.uk/books?id=Ix0XAQAAIAAJ]. Carolyn Brown Heinz and Jeremy A Murray. 2nd Ed: 2019: [https://books.google.co.uk/books?id=n9tdDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Periodicals, Asian *Asian Culture Quarterly. Asian Cultural Center, Taipei [https://books.google.co.uk/books?id=4PYtAQAAIAAJ] *Asian Culture: A Quarterly Review. Vietnamese Association for Asian Cultural Relations (Hội Việt Nam Nghiên Cứu Liên Lạc Văn Hoá Á Châu). [https://books.google.co.uk/books?id=g9YbAAAAMAAJ] *Journal of Asian Culture. Graduate Students in Asian Studies at UCLA. [https://books.google.co.uk/books?id=-HBtAAAAMAAJ] Asian popular culture *Anthony YH Fung (ed). Asian Popular Culture: The Global (Dis)continuity. 2013. [https://books.google.co.uk/books?id=Htqw-BHJlnwC&pg=PP1#v=onepage&q&f=false] *Lorna Fitzsimmons and John A Lent (eds). Asian Popular Culture in Transition. (Routledge Contemporary Asia Series). 2013. [https://books.google.co.uk/books?id=UMZ7eH6dDxkC&pg=PP1#v=onepage&q&f=false] *John A Lent and Lorna Fitzsimmons (eds). Asian Popular Culture: New, Hybrid, and Alternate Media. Lexington Books. 2013. [https://books.google.co.uk/books?id=tG6AEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeojin Kim, Dharshani Lakmali Jayasinghe, Hiba Aleem and Karen A Ritzenhoff (eds). Contemporary Asian Popular Culture. Palgrave Macmillan. [https://books.google.co.uk/books?id=G0g9EQAAQBAJ&pg=PR1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=fZo3EQAAQBAJ&pg=PR1#v=onepage&q&f=false vol 2]. East Asian *Xiaobing Tang and Stephen Snyder (eds). In Pursuit Of Contemporary East Asian Culture. [https://books.google.co.uk/books?id=dXekDwAAQBAJ&pg=PA1#v=onepage&q&f=false] Popular culture *Koichi Iwabuchi, Eva Tsai and Chris Berry (eds). Routledge Handbook of East Asian Popular Culture. 2017. [https://books.google.co.uk/books?id=lCMlDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Seok-Kyeong Hong and Dal Yong Jin (eds). Transnational Convergence of East Asian Pop Culture. 2021. [https://books.google.co.uk/books?id=hbsTEAAAQBAJ&pg=PA2000#v=onepage&q&f=false] Periodicals *East Asian Cultural Studies. The Centre for East Asian Cultural Studies, Tokyo. [https://books.google.co.uk/books?id=4OTUAAAAMAAJ] ==Japanese== *Paul Varley. Japanese Culture. 1984. 4th Ed: 2000: [https://books.google.co.uk/books?id=BvUEzBin61AC&pg=PP1#v=onepage&q&f=false]. **Japanese Culture: A Short History. 1973. 1977. [https://books.google.co.uk/books?id=bas6AAAAMAAJ] *Ruth Benedict. The Chrysanthemum and the Sword: Patterns of Japanese Culture. 1946. A Mariner Book. 2005. [https://books.google.co.uk/books?id=R7NpvfYsmU0C&pg=PP1#v=onepage&q&f=false] *Robert J Smith and Richard K Beardsley (eds). Japanese Culture: Its Development and Characteristics. 1963. [https://books.google.co.uk/books?id=gZFkfPrNErEC&pg=PP1#v=onepage&q&f=false] *Eiichiro Ishida. Japanese Culture: A Study of Origins and Characteristics. (Translated by Teruko Kachi). 1974. [https://books.google.com/books?id=gztxAAAAMAAJ] *Pictorial Encyclopedia of Japanese Culture: The Soul and Heritage of Japan. Gakken. 1987. [https://books.google.com/books?id=cNomAQAAMAAJ] *Setsuko Kojima and Gene A Crane. A Dictionary of Japanese Culture. Chopmen Publishers. [https://books.google.co.uk/books?id=ms_rAAAAMAAJ] *Joseph Roggendorf (ed). Studies in Japanese Culture. Sophia University. Tokyo. 1963. [https://books.google.co.uk/books?id=VnBwAAAAMAAJ] **Joseph Roggendorf (ed). Studies in Japanese Culture: Tradition and Experiment. Sophia University. Tokyo. 2nd Ed. 2nd printing. 1965. [https://books.google.co.uk/books?id=GHJwAAAAMAAJ] *Studies in Japanese Culture. University of Michigan Press. [https://books.google.co.uk/books?id=kxAOAQAAMAAJ] *Murakami Hyôe and Edward G Seidensticker (eds). Guides to Japanese Culture. Japan Culture Institute. 1977. ISBN 0-87040-403-2 [https://books.google.co.uk/books?id=xiQhhOvtVJEC] *Chikio Hayashi and Yasumasa Kuroda. Japanese Culture in Comparative Perspective. Praeger. Westport, Connecticut. 1997. [https://books.google.com/books?id=tTzDEAAAQBAJ] *Donald H Shively (ed). Tradition and Modernization in Japanese Culture. Princeton University Press. 1971. Paperback. 1976. [https://books.google.co.uk/books?id=MnN9BgAAQBAJ&pg=PP1#v=onepage&q&f=false] Introduction *Daniel Sosnoski. Introduction to Japanese Culture. Tuttle. 1996. [https://books.google.co.uk/books?id=kJ3TAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *T Smibert and C Burns. Art, Nature and Life: An Introduction to Japanese Culture. Educational Media Australia. Melbourne. 1979. Bibliography: [https://books.google.co.uk/books?id=tbYlAQAAIAAJ]. Cultural history *Shunsuke Tsurumi. A Cultural History of Postwar Japan 1945-1980. Iwanami Shoten. Tokyo. 1984.  Kegan Paul International. 1987. Routledge. 2009. [https://books.google.co.uk/books?id=6HYsBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *GB Sansom. Japan: A Short Cultural History. 1931. Revised Ed. [https://books.google.co.uk/books?id=ZOpkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Dougill. Kyoto: A Cultural History. (Cityscapes). Oxford University Press. 2006. [https://books.google.co.uk/books?id=rhMTDAAAQBAJ&pg=PP1#v=onepage&q&f=false] Nippon No Bunka [日本の文化 = Nippon No Bunka = Nihon No Bunka = Japanese culture] *Genshoku Nihon No Bunka (Japanese: 原色日本の文化). Shogakukan (小学館). 1968. [https://books.google.co.uk/books?id=FKwdAQAAMAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/BN15289454]. *日本文化提要 - Guides to Japanese Culture. 日本文化研究所編集局. 1977. [https://books.google.co.uk/books?id=8noNAQAAMAAJ] [https://books.google.co.uk/books?id=hXcEAAAAMAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/BN02209055]. Contemporary *Sandra Buckley. The Encyclopedia of Contemporary Japanese Culture. Routledge. 2002. [https://books.google.co.uk/books?id=3ZKFAgAAQBAJ&pg=PP1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=Wtkm3O3nWXkC&pg=PP1#v=onepage&q&f=false] *Roger J Davies and Osamu Ikeno (eds). Japanese Mind: Understanding Contemporary Japanese Culture. Tuttle Publishing. 2002. [https://books.google.co.uk/books?id=rADRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Modern *Yoshio Sugimoto. The Cambridge Companion to Modern Japanese Culture. (Cambridge Companions to Culture). 2009. ISBN 9780521880473. [https://books.google.co.uk/books?id=s80AAwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Leith Morton. Modern Japanese Culture: The Insider View. Oxford University Press. 2003. ISBN 0195540891. [https://books.google.com/books?id=1XZgQgAACAAJ] Popular culture *Hidetoshi Kato (ed). Japanese Popular Culture. Charles E Tuttle Company. Rutland, Vermont. Tokyo. 1959. [https://books.google.com/books?id=HkVxAAAAMAAJ] **Richard Gid Powers, Hidetoshi Kato and Bruce Stronach (eds). Handbook of Japanese Popular Culture. Greenwood Press. Westport, Connecticut. 1989. [https://books.google.co.uk/books?id=tuRwAAAAMAAJ] *Alisa Freedman and Toby Slade (eds). Introducing Japanese Popular Culture. [https://books.google.co.uk/books?id=UBFFDwAAQBAJ&pg=PA1963#v=onepage&q&f=false]. Alisa Freedman (ed). 2nd Ed: 2023: [https://books.google.co.uk/books?id=WuC0EAAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Timothy J Craig (ed). Japan Pop! Inside the World of Japanese Popular Culture. ME Sharpe. 2000. [https://books.google.co.uk/books?id=Vvw5WQ0crLoC&pg=PP1#v=onepage&q&f=false] *E Taylor Atkins. A History of Popular Culture in Japan: From the Seventeenth Century to the Present. Bloomsbury Academic. 2017: [https://books.google.co.uk/books?id=DK41DwAAQBAJ&pg=PP1#v=onepage&q&f=false]. 2nd Ed: 2023: [https://books.google.co.uk/books?id=hGuHEAAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Douglas Slaymaker. A Century of Popular Culture in Japan. [https://books.google.co.uk/books?id=H_dxAAAAMAAJ] *John Whittier Treat. Contemporary Japan and Popular Culture. University of Hawaii Press. 1996. [https://books.google.co.uk/books?id=iuYwAQAAIAAJ] *D P Martinez (ed). The Worlds of Japanese Popular Culture: Gender, Shifting Boundaries and Global Cultures. Cambridge University Press. 1998. [https://books.google.co.uk/books?id=6mqM8m-sJY4C&pg=PP1#v=onepage&q&f=false] *Nissim Kadosh Otmazgin. Regionalizing Culture: The Political Economy of Japanese Popular Culture in Asia. University of Hawaii Press. 2014. [https://books.google.co.uk/books?id=vVgEEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *William W Kelly (ed). Fanning the Flames: Fans and Consumer Culture in Contemporary Japan. 2004. [https://books.google.co.uk/books?id=Y_LmaLo4190C&pg=PP1#v=onepage&q&f=false] *Forum Mithani and Griseldis Kirsch (eds). Handbook of Japanese Media and Popular Culture in Transition. 2022. 2025. [https://books.google.co.uk/books?id=IECMEQAAQBAJ&pg=PA2005#v=onepage&q&f=false] *Matthew Allen and Rumi Sakamoto (eds). Popular Culture, Globalization and Japan. 2006. [https://books.google.co.uk/books?id=IVxBHv1olywC&pg=PP1#v=onepage&q&f=false] Arts and culture *Nelly Delay. Art and Culture of Japan. (Discoveries). Harry N Abrams. 1999. [https://books.google.co.uk/books?id=VlyAILUBFLYC] *Stephen Addiss, Gerald Groemer and J Thomas Rimer (eds). Traditional Japanese Arts and Culture: An Illustrated Sourcebook. University of Hawaii Press. 2006. [https://books.google.co.uk/books?id=TZcBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Leisure *Sepp Linhart and Sabine Fruhstuck (eds). The Culture of Japan as Seen through Its Leisure. State University of New York Press. 1998. [https://books.google.co.uk/books?id=Ev_n7VaEpUoC&pg=PP1#v=onepage&q&f=false] Culture and customs *Noriko Kamachi. Culture and Customs of Japan. (Culture and Customs of Asia: ISSN 1097-0738). 1999. [https://books.google.co.uk/books?id=2cvWAAAAMAAJ] Series *Japanese Culture in the Meiji Era ==Korean== *John H Koo and Andrew C Nahm (eds). An Introduction to Korean Culture. Hollym. [https://books.google.co.uk/books?id=975xAAAAMAAJ] *Joanne Miyang Cho and Lee M Roberts (eds). Korean Culture in the Global Age: K-Pop, K-Drama, K-Film, and K-Literature. 2025. [https://books.google.co.uk/books?id=2ftgEQAAQBAJ&pg=PA1#v=onepage&q&f=false] *Richard Saccone. The Business of Korean Culture. Hollym. 1994. [https://books.google.co.uk/books?id=7ji2AAAAIAAJ] Periodicals *Korean Culture. Korean Cultural Service. ISSN 0270-1618. ==Latin American== History *Pedro Henríquez Ureña. A Concise History of Latin American Culture. Frederick A Praeger. 1966. [https://books.google.co.uk/books?id=yZxoAAAAMAAJ] Contemporary *C Gail Guntermann (ed). Contemporary Latin American Culture: Unity and Diversity. 1984. [https://books.google.co.uk/books?id=FjUcAQAAIAAJ] *George M Foster (ed). Readings in Contemporary Latin American Culture: An Anthropological Sourcebook. Selected Academic Readings. [https://books.google.co.uk/books?id=a89AAAAAIAAJ] *Contemporary Latin American Culture. (Middle American Research Institute, Publication No 25). Tulane University. 1968. [https://books.google.co.uk/books?id=YNNpAAAAMAAJ] Modern *John King (ed). The Cambridge Companion to Modern Latin American Culture. 2004. [https://books.google.co.uk/books?id=BE30cHBvjM8C&pg=PP1#v=onepage&q&f=false] Anthropology *Emilio Willems. Latin American Culture: An Anthropological Synthesis. Harper & Row. [https://books.google.co.uk/books?id=mn8WAAAAYAAJ] Teaching *Gloria Contreras. Latin American Culture Studies: Information and Materials for Teaching about Latin America. Institute of Latin American Studies, University of Texas at Austin. [https://books.google.co.uk/books?id=kn9qAAAAMAAJ] Cultural studies *Ana del Sarto, Alicia Ríos and Abril Trigo (eds). The Latin American Cultural Studies Reader. 2004.[https://books.google.co.uk/books?id=NW1CXsOKRc8C&pg=PP7#v=onepage&q&f=false] *Stephen Hart and Richard Young. Contemporary Latin American Cultural Studies. Hodder Arnold. 2003. Routledge. 2014. [https://books.google.co.uk/books?id=o7TpAgAAQBAJ&pg=PP1#v=onepage&q&f=false] [[Category:Culture]] 5kn4bwck8eh75fl0her8efej54pys5p 2831754 2831654 2026-09-06T10:12:18Z James500 297601 /* Japanese */ Add 2831754 wikitext text/x-wiki {{Bibliography}} See [[s:Category:Culture]]. This part of the [[Universal Bibliography]] is a bibliography of culture. *Terry Eagleton. Culture. Yale University Press. 2016. [https://books.google.co.uk/books?id=z2EdDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Ben Highmore. Culture. Routledge. 2016. [https://books.google.co.uk/books?id=2teoCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Chris Jenks. Culture. Routledge. 1993. [https://books.google.co.uk/books?id=6Litru5-ImAC&pg=PP1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=VcGHAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Chris Jenks (ed). Culture: Critical Concepts in Sociology. 2003. [https://books.google.co.uk/books?id=VIEbAQAAMAAJ vol 1]. [https://books.google.co.uk/books?id=iIvSvY7HWv8C&pg=PP1#v=onepage&q&f=false vol 2]. [https://books.google.co.uk/books?id=ZF1Hk2HytAoC&pg=PP1#v=onepage&q&f=false vol 3]. *Craig Calhoun (ed). Culture. (Comparative Social Research: A Research Annual, Volume 11: 1989). JAI Press. 1989. [https://books.google.co.uk/books?id=qvpWAAAAYAAJ] *Crane. The Production of Culture: Media and the Urban Arts. (Foundations of Popular Culture, vol 1). SAGE Publications. 1992. [https://books.google.co.uk/books?id=DGs5DQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Richard A Peterson. The Production of Culture. (SAGE Contemporary Social Science Issues 33). SAGE Publications. 1976. [https://books.google.co.uk/books?id=DILWAAAAMAAJ]. *Calhoun and Sennett. Practicing Culture. 2007. [https://books.google.co.uk/books?id=NbO4CDIWhn4C&pg=PP1#v=onepage&q&f=false] *Mead. The Study of Culture at a Distance. 1953. 2000. [https://books.google.co.uk/books?id=5Upv9RZfPe8C&pg=PP1#v=onepage&q&f=false] *Measuring Culture. Columbia University Press. 2020. [https://books.google.co.uk/books?id=0se_DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zygmunt Bauman. Culture as Praxis. 1973. Sage. 1999. [https://books.google.co.uk/books?id=7yqa0-s6N24C&pg=PP1#v=onepage&q&f=false] Material culture *Thomas J Schlereth (ed). Material Culture: A Research Guide. University Press of Kansas. 1985. [https://books.google.co.uk/books?id=Ig9PAAAAMAAJ&pg=PP1#v=onepage&q&f=false] *Robert DuPlessis. Material Culture. (Oxford Bibliographies Online Research Guide). 2010. [https://books.google.co.uk/books?id=Y-p4acTurWQC&pg=PP1#v=onepage&q&f=false] Popular culture *Kornhaber. [https://www.theatlantic.com/magazine/archive/2025/06/american-pop-culture-decline/682578/ Is This the Worst-Ever Era of American Pop Culture?]. The Atlantic. 5 May 2025. (June 2025 issue). Asian *Carolyn Brown Heinz. Asian Cultural Traditions. 1999: [https://books.google.co.uk/books?id=Ix0XAQAAIAAJ]. Carolyn Brown Heinz and Jeremy A Murray. 2nd Ed: 2019: [https://books.google.co.uk/books?id=n9tdDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Periodicals, Asian *Asian Culture Quarterly. Asian Cultural Center, Taipei [https://books.google.co.uk/books?id=4PYtAQAAIAAJ] *Asian Culture: A Quarterly Review. Vietnamese Association for Asian Cultural Relations (Hội Việt Nam Nghiên Cứu Liên Lạc Văn Hoá Á Châu). [https://books.google.co.uk/books?id=g9YbAAAAMAAJ] *Journal of Asian Culture. Graduate Students in Asian Studies at UCLA. [https://books.google.co.uk/books?id=-HBtAAAAMAAJ] Asian popular culture *Anthony YH Fung (ed). Asian Popular Culture: The Global (Dis)continuity. 2013. [https://books.google.co.uk/books?id=Htqw-BHJlnwC&pg=PP1#v=onepage&q&f=false] *Lorna Fitzsimmons and John A Lent (eds). Asian Popular Culture in Transition. (Routledge Contemporary Asia Series). 2013. [https://books.google.co.uk/books?id=UMZ7eH6dDxkC&pg=PP1#v=onepage&q&f=false] *John A Lent and Lorna Fitzsimmons (eds). Asian Popular Culture: New, Hybrid, and Alternate Media. Lexington Books. 2013. [https://books.google.co.uk/books?id=tG6AEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeojin Kim, Dharshani Lakmali Jayasinghe, Hiba Aleem and Karen A Ritzenhoff (eds). Contemporary Asian Popular Culture. Palgrave Macmillan. [https://books.google.co.uk/books?id=G0g9EQAAQBAJ&pg=PR1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=fZo3EQAAQBAJ&pg=PR1#v=onepage&q&f=false vol 2]. East Asian *Xiaobing Tang and Stephen Snyder (eds). In Pursuit Of Contemporary East Asian Culture. [https://books.google.co.uk/books?id=dXekDwAAQBAJ&pg=PA1#v=onepage&q&f=false] Popular culture *Koichi Iwabuchi, Eva Tsai and Chris Berry (eds). Routledge Handbook of East Asian Popular Culture. 2017. [https://books.google.co.uk/books?id=lCMlDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Seok-Kyeong Hong and Dal Yong Jin (eds). Transnational Convergence of East Asian Pop Culture. 2021. [https://books.google.co.uk/books?id=hbsTEAAAQBAJ&pg=PA2000#v=onepage&q&f=false] Periodicals *East Asian Cultural Studies. The Centre for East Asian Cultural Studies, Tokyo. [https://books.google.co.uk/books?id=4OTUAAAAMAAJ] ==Japanese== *Paul Varley. Japanese Culture. 1984. 4th Ed: 2000: [https://books.google.co.uk/books?id=BvUEzBin61AC&pg=PP1#v=onepage&q&f=false]. **Japanese Culture: A Short History. 1973. 1977. [https://books.google.co.uk/books?id=bas6AAAAMAAJ] *Ruth Benedict. The Chrysanthemum and the Sword: Patterns of Japanese Culture. 1946. A Mariner Book. 2005. [https://books.google.co.uk/books?id=R7NpvfYsmU0C&pg=PP1#v=onepage&q&f=false] *Robert J Smith and Richard K Beardsley (eds). Japanese Culture: Its Development and Characteristics. 1963. [https://books.google.co.uk/books?id=gZFkfPrNErEC&pg=PP1#v=onepage&q&f=false] *Eiichiro Ishida. Japanese Culture: A Study of Origins and Characteristics. (Translated by Teruko Kachi). 1974. [https://books.google.com/books?id=gztxAAAAMAAJ] *Pictorial Encyclopedia of Japanese Culture: The Soul and Heritage of Japan. Gakken. 1987. [https://books.google.com/books?id=cNomAQAAMAAJ] *Setsuko Kojima and Gene A Crane. A Dictionary of Japanese Culture. Chopmen Publishers. [https://books.google.co.uk/books?id=ms_rAAAAMAAJ] *Joseph Roggendorf (ed). Studies in Japanese Culture. Sophia University. Tokyo. 1963. [https://books.google.co.uk/books?id=VnBwAAAAMAAJ] **Joseph Roggendorf (ed). Studies in Japanese Culture: Tradition and Experiment. Sophia University. Tokyo. 2nd Ed. 2nd printing. 1965. [https://books.google.co.uk/books?id=GHJwAAAAMAAJ] *Studies in Japanese Culture. University of Michigan Press. [https://books.google.co.uk/books?id=kxAOAQAAMAAJ] *Murakami Hyôe and Edward G Seidensticker (eds). Guides to Japanese Culture. Japan Culture Institute. 1977. ISBN 0-87040-403-2 [https://books.google.co.uk/books?id=xiQhhOvtVJEC] *Chikio Hayashi and Yasumasa Kuroda. Japanese Culture in Comparative Perspective. Praeger. Westport, Connecticut. 1997. [https://books.google.com/books?id=tTzDEAAAQBAJ] *Donald H Shively (ed). Tradition and Modernization in Japanese Culture. Princeton University Press. 1971. Paperback. 1976. [https://books.google.co.uk/books?id=MnN9BgAAQBAJ&pg=PP1#v=onepage&q&f=false] Introduction *Daniel Sosnoski. Introduction to Japanese Culture. Tuttle. 1996. [https://books.google.co.uk/books?id=kJ3TAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *T Smibert and C Burns. Art, Nature and Life: An Introduction to Japanese Culture. Educational Media Australia. Melbourne. 1979. Bibliography: [https://books.google.co.uk/books?id=tbYlAQAAIAAJ]. Cultural history *Shunsuke Tsurumi. A Cultural History of Postwar Japan 1945-1980. Iwanami Shoten. Tokyo. 1984.  Kegan Paul International. 1987. Routledge. 2009. [https://books.google.co.uk/books?id=6HYsBgAAQBAJ&pg=PP1#v=onepage&q&f=false] *GB Sansom. Japan: A Short Cultural History. 1931. Revised Ed. [https://books.google.co.uk/books?id=ZOpkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Dougill. Kyoto: A Cultural History. (Cityscapes). Oxford University Press. 2006. [https://books.google.co.uk/books?id=rhMTDAAAQBAJ&pg=PP1#v=onepage&q&f=false] Nippon No Bunka [日本の文化 = Nippon No Bunka = Nihon No Bunka = Japanese culture] *Genshoku Nihon No Bunka (Japanese: 原色日本の文化). Shogakukan (小学館). 1968. [https://books.google.co.uk/books?id=FKwdAQAAMAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/BN15289454]. *日本文化提要 - Guides to Japanese Culture. 日本文化研究所編集局. 1977. [https://books.google.co.uk/books?id=8noNAQAAMAAJ] [https://books.google.co.uk/books?id=hXcEAAAAMAAJ]. Catalogue: [https://ci.nii.ac.jp/ncid/BN02209055]. Contemporary *Sandra Buckley. The Encyclopedia of Contemporary Japanese Culture. Routledge. 2002. [https://books.google.co.uk/books?id=3ZKFAgAAQBAJ&pg=PP1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=Wtkm3O3nWXkC&pg=PP1#v=onepage&q&f=false] *Roger J Davies and Osamu Ikeno (eds). Japanese Mind: Understanding Contemporary Japanese Culture. Tuttle Publishing. 2002. [https://books.google.co.uk/books?id=rADRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Modern *Yoshio Sugimoto. The Cambridge Companion to Modern Japanese Culture. (Cambridge Companions to Culture). 2009. ISBN 9780521880473. [https://books.google.co.uk/books?id=s80AAwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Leith Morton. Modern Japanese Culture: The Insider View. Oxford University Press. 2003. ISBN 0195540891. [https://books.google.com/books?id=1XZgQgAACAAJ] Popular culture *Hidetoshi Kato (ed). Japanese Popular Culture. Charles E Tuttle Company. Rutland, Vermont. Tokyo. 1959. [https://books.google.com/books?id=HkVxAAAAMAAJ] **Richard Gid Powers, Hidetoshi Kato and Bruce Stronach (eds). Handbook of Japanese Popular Culture. Greenwood Press. Westport, Connecticut. 1989. [https://books.google.co.uk/books?id=tuRwAAAAMAAJ] *Alisa Freedman and Toby Slade (eds). Introducing Japanese Popular Culture. [https://books.google.co.uk/books?id=UBFFDwAAQBAJ&pg=PA1963#v=onepage&q&f=false]. Alisa Freedman (ed). 2nd Ed: 2023: [https://books.google.co.uk/books?id=WuC0EAAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Timothy J Craig (ed). Japan Pop! Inside the World of Japanese Popular Culture. ME Sharpe. 2000. [https://books.google.co.uk/books?id=Vvw5WQ0crLoC&pg=PP1#v=onepage&q&f=false] *E Taylor Atkins. A History of Popular Culture in Japan: From the Seventeenth Century to the Present. Bloomsbury Academic. 2017: [https://books.google.co.uk/books?id=DK41DwAAQBAJ&pg=PP1#v=onepage&q&f=false]. 2nd Ed: 2023: [https://books.google.co.uk/books?id=hGuHEAAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Douglas Slaymaker. A Century of Popular Culture in Japan. [https://books.google.co.uk/books?id=H_dxAAAAMAAJ] *John Whittier Treat. Contemporary Japan and Popular Culture. University of Hawaii Press. 1996. [https://books.google.co.uk/books?id=iuYwAQAAIAAJ] *D P Martinez (ed). The Worlds of Japanese Popular Culture: Gender, Shifting Boundaries and Global Cultures. Cambridge University Press. 1998. [https://books.google.co.uk/books?id=6mqM8m-sJY4C&pg=PP1#v=onepage&q&f=false] *Nissim Kadosh Otmazgin. Regionalizing Culture: The Political Economy of Japanese Popular Culture in Asia. University of Hawaii Press. 2014. [https://books.google.co.uk/books?id=vVgEEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *William W Kelly (ed). Fanning the Flames: Fans and Consumer Culture in Contemporary Japan. 2004. [https://books.google.co.uk/books?id=Y_LmaLo4190C&pg=PP1#v=onepage&q&f=false] *Forum Mithani and Griseldis Kirsch (eds). Handbook of Japanese Media and Popular Culture in Transition. 2022. 2025. [https://books.google.co.uk/books?id=IECMEQAAQBAJ&pg=PA2005#v=onepage&q&f=false] *Matthew Allen and Rumi Sakamoto (eds). Popular Culture, Globalization and Japan. 2006. [https://books.google.co.uk/books?id=IVxBHv1olywC&pg=PP1#v=onepage&q&f=false] Arts and culture *Nelly Delay. Art and Culture of Japan. (Discoveries). Harry N Abrams. 1999. [https://books.google.co.uk/books?id=VlyAILUBFLYC] *Stephen Addiss, Gerald Groemer and J Thomas Rimer (eds). Traditional Japanese Arts and Culture: An Illustrated Sourcebook. University of Hawaii Press. 2006. [https://books.google.co.uk/books?id=TZcBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Leisure *Sepp Linhart and Sabine Fruhstuck (eds). The Culture of Japan as Seen through Its Leisure. State University of New York Press. 1998. [https://books.google.co.uk/books?id=Ev_n7VaEpUoC&pg=PP1#v=onepage&q&f=false] Culture and customs *Noriko Kamachi. Culture and Customs of Japan. (Culture and Customs of Asia: ISSN 1097-0738). 1999. [https://books.google.co.uk/books?id=2cvWAAAAMAAJ] Series *Japanese Culture in the Meiji Era Culture and behaviour *Takie Sugiyama Lebra and William P. Lebra (eds). Japanese Culture and Behavior: Selected Readings. 1974. Revised Ed: 1986: [https://books.google.co.uk/books?id=g8-BGRKwWXoC&pg=PP1#v=onepage&q&f=false] ==Korean== *John H Koo and Andrew C Nahm (eds). An Introduction to Korean Culture. Hollym. [https://books.google.co.uk/books?id=975xAAAAMAAJ] *Joanne Miyang Cho and Lee M Roberts (eds). Korean Culture in the Global Age: K-Pop, K-Drama, K-Film, and K-Literature. 2025. [https://books.google.co.uk/books?id=2ftgEQAAQBAJ&pg=PA1#v=onepage&q&f=false] *Richard Saccone. The Business of Korean Culture. Hollym. 1994. [https://books.google.co.uk/books?id=7ji2AAAAIAAJ] Periodicals *Korean Culture. Korean Cultural Service. ISSN 0270-1618. ==Latin American== History *Pedro Henríquez Ureña. A Concise History of Latin American Culture. Frederick A Praeger. 1966. [https://books.google.co.uk/books?id=yZxoAAAAMAAJ] Contemporary *C Gail Guntermann (ed). Contemporary Latin American Culture: Unity and Diversity. 1984. [https://books.google.co.uk/books?id=FjUcAQAAIAAJ] *George M Foster (ed). Readings in Contemporary Latin American Culture: An Anthropological Sourcebook. Selected Academic Readings. [https://books.google.co.uk/books?id=a89AAAAAIAAJ] *Contemporary Latin American Culture. (Middle American Research Institute, Publication No 25). Tulane University. 1968. [https://books.google.co.uk/books?id=YNNpAAAAMAAJ] Modern *John King (ed). The Cambridge Companion to Modern Latin American Culture. 2004. [https://books.google.co.uk/books?id=BE30cHBvjM8C&pg=PP1#v=onepage&q&f=false] Anthropology *Emilio Willems. Latin American Culture: An Anthropological Synthesis. Harper & Row. [https://books.google.co.uk/books?id=mn8WAAAAYAAJ] Teaching *Gloria Contreras. Latin American Culture Studies: Information and Materials for Teaching about Latin America. Institute of Latin American Studies, University of Texas at Austin. [https://books.google.co.uk/books?id=kn9qAAAAMAAJ] Cultural studies *Ana del Sarto, Alicia Ríos and Abril Trigo (eds). The Latin American Cultural Studies Reader. 2004.[https://books.google.co.uk/books?id=NW1CXsOKRc8C&pg=PP7#v=onepage&q&f=false] *Stephen Hart and Richard Young. Contemporary Latin American Cultural Studies. Hodder Arnold. 2003. Routledge. 2014. [https://books.google.co.uk/books?id=o7TpAgAAQBAJ&pg=PP1#v=onepage&q&f=false] [[Category:Culture]] 6hv3fl5b8snk1ugp6rp90260z9zyr65 2 331789 2831548 2830642 2026-09-05T15:09:15Z Mitchal Dichter 2824330 /* Real-World Example: Split-List Prediction Scams */ 2831548 wikitext text/x-wiki The exponent operation, also known as exponentiation, is a mathematical operation. In the simplest case, exponents are a shorter way to write repeated multiplication. In the example of <math>7</math> multiplied by itself <math>5</math> times, <math>7 \cdot 7 \cdot 7 \cdot 7 \cdot 7 = 7^{5}</math> where <math>7</math> is called the '''base''' of the exponent and <math>5</math> is called the '''power'''. The common ways to write in words and say <math>7^{5}</math> are "seven to the power 5" and "seven to the fifth power". Unfortunately, the word word '''exponent''' is also a name for the '''power''', as in <math>{5}</math> is the '''exponent''' in <math>7^{5}</math>. ==Relationship to Units of Measurement== A common situation people first see exponents is for length, area, and volume. Using meters as the unit of measurement, * meters <math>m = m^{1}</math> * meters squared <math>m \cdot m = m^{2}</math> * meters cubed <math>m \cdot m \cdot m = m^{3}</math> Writing <math>m^{1}</math> is uncommon but is useful for describing exponents in the context of maths. The <math>2</math> and <math>3</math> go with a square in two dimensions and a cube in three dimensions. All the common ways to write in words and say <math>m^{1}</math>, <math>m^{2}</math>, and <math>m^{3}</math> are: * "meters to the first power" or "meters to the power 1" * "meters to the second power" or "meters to the power 2" or "meters squared" * "meters to the third power" or "meters to the power 3" or "meters cubed" Another situation people first see exponents is speed. Speed can be written as a fraction <math>\frac{m}{s}</math>, and sometimes <math>m s^{-1}</math> using a negative exponent on the seconds. ==Positive Exponents== We saw how positive exponents are used for length, area, and volume above with the unit of length meters <math>m</math>, and the same rules apply when meters <math>m</math> is replaced with a number like 7. * <math>7 = 7^{1}</math> * 7 squared <math>= 7 \cdot 7 = 7^{2}</math> * "7 to the third power" and "7 to the power 3" and "7 cubed" all equal <math>7^{3}</math> ==How to Type an Exponent on a Computer Keyboard== caret symbol ^ ==Practice with Positive Exponents== Write all these expressions as a base number to the power of an exponent. <math>b^{p}</math> # <math>4 \cdot 4 \cdot 4</math> # <math>5</math> # <math>7 \cdot 7 \cdot 7 \cdot 7 \cdot 7</math> # 13 to the fourth power # 99 to the power 78 # 9 squared # 57 to the power 8 # 33 cubed # 2 to the 17th power The solutions are at the bottom of the page. ==Real-World Example: Uh-Oh! You're part of a [https://en.wikipedia.org/wiki/Pyramid_scheme Pyramid Scheme]!== This example is to show how large a number can become from from increasing the exponent just a little. ==Real-World Example: Split-List Prediction Scams== This type of scam, which has been around for decades, can be successful with just <math>2^{10} = 1024</math> or fewer people. Another name for this type of scam is the [https://en.wikipedia.org/wiki/List_of_scams#Baltimore_Stockbroker_/_Psychic_Sports_Picks Baltimore Stockbroker] Scam, dating back to at least the 1950s. If any of you are thinking criminal thoughts, you should know this type of scam has become much more difficult with the digital paper trails everyone creates in the age of computers, especially when transferring money. Do not commit crimes! ==Parentheses and Positive Exponents== The rule for applying an exponent to numbers in a parentheses is best explained with an example. Here we have 6 to the power 7. <math>6 \cdot 6 \cdot 6 \cdot 6 \cdot 6 \cdot 6 \cdot 6 = 6^{7} = 279936</math> Another way to write this is by writing each <math>6</math> as <math>(2 \cdot 3)</math>. Just because we wrote <math>6</math> as <math>(2 \cdot 3)</math> does not change the final number when multiplying everything in a calculator. <math>(2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) = 279936</math> <math>(2 \cdot 3)^{7} = 279936</math> We can change the order and multiply all the <math>2</math>s in the front and all the <math>3</math>s in the back and write them as exponents. <math>2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 = 279936</math> <math> 2^{7} \cdot 3^{7} = 279936</math> Since both expressions have to be equal no matter what order the <math>2</math>s and <math>3</math>s are multiplied, that means the rule for an exponent on a parentheses is to apply the exponent to all '''multiplied''' numbers in the parentheses. <math>(2 \cdot 3)^{7} = 279936 = 2^{7} \cdot 3^{7}</math> The general rule for an exponent on a parentheses is <math>(x \cdot y)^{p} = x^{p} \cdot y^{p}</math> <math>(a \cdot b \cdot c)^{p} = a^{p} \cdot b^{p} \cdot c^{p}</math> ===Only Works for Number Multiplied in Parentheses=== This rule only applies when the numbers in the parentheses are '''multiplied''' together. It does not work when numbers are added in the parentheses. Here's an example. <math>(3 + 5)^{2} = 8^{2} = 64</math> <math>\begin{aligned} (3 + 5)^{2} &= (3 + 5) \cdot (3 + 5) \\ &= 3 \cdot 3 + 3 \cdot 5 + 5 \cdot 3 + 5 \cdot 5 \\ &= 3^{2} + 15 + 15 + 5^{2} \\ &= 64 \end{aligned}</math> There is a <math>3^{2}</math> and a <math>5^{2}</math> term, but they are not being '''multiplied''' together, and there are two <math>15</math> terms being added as well. If we just change the <math>3</math> and <math>5</math> in the parentheses to <math>3^{2}</math> and <math>5^{2}</math>, the final number is not correct. <math>(3^{2} + 5^{2}) = (9 + 25) = 34 \neq 64 = 8^{2} = (3 + 5)^{2}</math> The rearranging from before needed everything to be '''multiplied''' together, and <math>(3 + 5)^{2} = 3 \cdot 3 + 3 \cdot 5 + 5 \cdot 3 + 5 \cdot 5</math> is not the same as <math>(3 \cdot 5)^{2} = 3 \cdot 3 \cdot 5 \cdot 5</math> '''Rearranging is not possible''' because there is also addition going on, so the rule only applies when everything in the parentheses is multiplied together. ==Practice with Exponents and Parentheses== You have to simplify any additions in the parentheses first. The solutions are at the bottom of the page. ==Positive Exponents with Negative Bases== The same rules apply, but you have to be careful about the final sign. ==Negative Exponents== ==A Zero Exponent with a Non-zero Base== ===Zero to the Zero Power 0^0 is Not Defined=== <math>0^{0}</math> ==Exponents that are Fractions== requires first learning about square roots, cube roots, and nth roots ==Practice with Unusual Bases and Powers== # <math>1^{1}</math> # <math>1^{2}</math> # <math>1^{3}</math> # <math>1^{100}</math> ==Solutions to Exercises== ===Practice with Positive Exponents=== # <math>4 \cdot 4 \cdot 4 = 4^{3}</math> # <math>5 = 5^{1}</math> # <math>7 \cdot 7 \cdot 7 \cdot 7 \cdot 7= 7^{5}</math> # 13 to the fourth power <math>= 13^{4}</math> # 99 to the power 78 <math>= 99^{78}</math> # 9 squared <math>= 9^{2}</math> # 57 to the power 8 <math>= 57^{8}</math> # 33 cubed <math>= 33^{3}</math> # 2 to the 17th power <math>= 2^{17}</math> leave off the 1 <math>2^{1} \cdot 2^{1} \cdot 2^{1}</math> <math>5^{3} \cdot 5^{0}</math> <math>2^{3^{4}}</math> d5enili4suspkvqczm5sdc3cem6arwn 2831549 2831548 2026-09-05T15:10:26Z Mitchal Dichter 2824330 moved How to Type an Exponent on a Computer Keyboard 2831549 wikitext text/x-wiki The exponent operation, also known as exponentiation, is a mathematical operation. In the simplest case, exponents are a shorter way to write repeated multiplication. In the example of <math>7</math> multiplied by itself <math>5</math> times, <math>7 \cdot 7 \cdot 7 \cdot 7 \cdot 7 = 7^{5}</math> where <math>7</math> is called the '''base''' of the exponent and <math>5</math> is called the '''power'''. The common ways to write in words and say <math>7^{5}</math> are "seven to the power 5" and "seven to the fifth power". Unfortunately, the word word '''exponent''' is also a name for the '''power''', as in <math>{5}</math> is the '''exponent''' in <math>7^{5}</math>. ==How to Type an Exponent on a Computer Keyboard== caret symbol ^ ==Relationship to Units of Measurement== A common situation people first see exponents is for length, area, and volume. Using meters as the unit of measurement, * meters <math>m = m^{1}</math> * meters squared <math>m \cdot m = m^{2}</math> * meters cubed <math>m \cdot m \cdot m = m^{3}</math> Writing <math>m^{1}</math> is uncommon but is useful for describing exponents in the context of maths. The <math>2</math> and <math>3</math> go with a square in two dimensions and a cube in three dimensions. All the common ways to write in words and say <math>m^{1}</math>, <math>m^{2}</math>, and <math>m^{3}</math> are: * "meters to the first power" or "meters to the power 1" * "meters to the second power" or "meters to the power 2" or "meters squared" * "meters to the third power" or "meters to the power 3" or "meters cubed" Another situation people first see exponents is speed. Speed can be written as a fraction <math>\frac{m}{s}</math>, and sometimes <math>m s^{-1}</math> using a negative exponent on the seconds. ==Positive Exponents== We saw how positive exponents are used for length, area, and volume above with the unit of length meters <math>m</math>, and the same rules apply when meters <math>m</math> is replaced with a number like 7. * <math>7 = 7^{1}</math> * 7 squared <math>= 7 \cdot 7 = 7^{2}</math> * "7 to the third power" and "7 to the power 3" and "7 cubed" all equal <math>7^{3}</math> ==Practice with Positive Exponents== Write all these expressions as a base number to the power of an exponent. <math>b^{p}</math> # <math>4 \cdot 4 \cdot 4</math> # <math>5</math> # <math>7 \cdot 7 \cdot 7 \cdot 7 \cdot 7</math> # 13 to the fourth power # 99 to the power 78 # 9 squared # 57 to the power 8 # 33 cubed # 2 to the 17th power The solutions are at the bottom of the page. ==Real-World Example: Uh-Oh! You're part of a [https://en.wikipedia.org/wiki/Pyramid_scheme Pyramid Scheme]!== This example is to show how large a number can become from from increasing the exponent just a little. ==Real-World Example: Split-List Prediction Scams== This type of scam, which has been around for decades, can be successful with just <math>2^{10} = 1024</math> or fewer people. Another name for this type of scam is the [https://en.wikipedia.org/wiki/List_of_scams#Baltimore_Stockbroker_/_Psychic_Sports_Picks Baltimore Stockbroker] Scam, dating back to at least the 1950s. If any of you are thinking criminal thoughts, you should know this type of scam has become much more difficult with the digital paper trails everyone creates in the age of computers, especially when transferring money. Do not commit crimes! ==Parentheses and Positive Exponents== The rule for applying an exponent to numbers in a parentheses is best explained with an example. Here we have 6 to the power 7. <math>6 \cdot 6 \cdot 6 \cdot 6 \cdot 6 \cdot 6 \cdot 6 = 6^{7} = 279936</math> Another way to write this is by writing each <math>6</math> as <math>(2 \cdot 3)</math>. Just because we wrote <math>6</math> as <math>(2 \cdot 3)</math> does not change the final number when multiplying everything in a calculator. <math>(2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) = 279936</math> <math>(2 \cdot 3)^{7} = 279936</math> We can change the order and multiply all the <math>2</math>s in the front and all the <math>3</math>s in the back and write them as exponents. <math>2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 = 279936</math> <math> 2^{7} \cdot 3^{7} = 279936</math> Since both expressions have to be equal no matter what order the <math>2</math>s and <math>3</math>s are multiplied, that means the rule for an exponent on a parentheses is to apply the exponent to all '''multiplied''' numbers in the parentheses. <math>(2 \cdot 3)^{7} = 279936 = 2^{7} \cdot 3^{7}</math> The general rule for an exponent on a parentheses is <math>(x \cdot y)^{p} = x^{p} \cdot y^{p}</math> <math>(a \cdot b \cdot c)^{p} = a^{p} \cdot b^{p} \cdot c^{p}</math> ===Only Works for Number Multiplied in Parentheses=== This rule only applies when the numbers in the parentheses are '''multiplied''' together. It does not work when numbers are added in the parentheses. Here's an example. <math>(3 + 5)^{2} = 8^{2} = 64</math> <math>\begin{aligned} (3 + 5)^{2} &= (3 + 5) \cdot (3 + 5) \\ &= 3 \cdot 3 + 3 \cdot 5 + 5 \cdot 3 + 5 \cdot 5 \\ &= 3^{2} + 15 + 15 + 5^{2} \\ &= 64 \end{aligned}</math> There is a <math>3^{2}</math> and a <math>5^{2}</math> term, but they are not being '''multiplied''' together, and there are two <math>15</math> terms being added as well. If we just change the <math>3</math> and <math>5</math> in the parentheses to <math>3^{2}</math> and <math>5^{2}</math>, the final number is not correct. <math>(3^{2} + 5^{2}) = (9 + 25) = 34 \neq 64 = 8^{2} = (3 + 5)^{2}</math> The rearranging from before needed everything to be '''multiplied''' together, and <math>(3 + 5)^{2} = 3 \cdot 3 + 3 \cdot 5 + 5 \cdot 3 + 5 \cdot 5</math> is not the same as <math>(3 \cdot 5)^{2} = 3 \cdot 3 \cdot 5 \cdot 5</math> '''Rearranging is not possible''' because there is also addition going on, so the rule only applies when everything in the parentheses is multiplied together. ==Practice with Exponents and Parentheses== You have to simplify any additions in the parentheses first. The solutions are at the bottom of the page. ==Positive Exponents with Negative Bases== The same rules apply, but you have to be careful about the final sign. ==Negative Exponents== ==A Zero Exponent with a Non-zero Base== ===Zero to the Zero Power 0^0 is Not Defined=== <math>0^{0}</math> ==Exponents that are Fractions== requires first learning about square roots, cube roots, and nth roots ==Practice with Unusual Bases and Powers== # <math>1^{1}</math> # <math>1^{2}</math> # <math>1^{3}</math> # <math>1^{100}</math> ==Solutions to Exercises== ===Practice with Positive Exponents=== # <math>4 \cdot 4 \cdot 4 = 4^{3}</math> # <math>5 = 5^{1}</math> # <math>7 \cdot 7 \cdot 7 \cdot 7 \cdot 7= 7^{5}</math> # 13 to the fourth power <math>= 13^{4}</math> # 99 to the power 78 <math>= 99^{78}</math> # 9 squared <math>= 9^{2}</math> # 57 to the power 8 <math>= 57^{8}</math> # 33 cubed <math>= 33^{3}</math> # 2 to the 17th power <math>= 2^{17}</math> leave off the 1 <math>2^{1} \cdot 2^{1} \cdot 2^{1}</math> <math>5^{3} \cdot 5^{0}</math> <math>2^{3^{4}}</math> hai73xi0bxy8hjoe3ltce42472dlljl 2831550 2831549 2026-09-05T16:02:26Z Mitchal Dichter 2824330 added and rearranged sections 2831550 wikitext text/x-wiki The exponent operation, also known as exponentiation, is a mathematical operation. In the simplest case, exponents are a shorter way to write repeated multiplication. In the example of <math>7</math> multiplied by itself <math>5</math> times, <math>7 \cdot 7 \cdot 7 \cdot 7 \cdot 7 = 7^{5}</math> where <math>7</math> is called the '''base''' of the exponent and <math>5</math> is called the '''power'''. The common ways to write in words and say <math>7^{5}</math> are "seven to the power 5" and "seven to the fifth power". Unfortunately, the word word '''exponent''' is also a name for the '''power''', as in <math>{5}</math> is the '''exponent''' in <math>7^{5}</math>. ==How to Type an Exponent on a Computer Keyboard== caret symbol ^ ==Relationship to Units of Measurement== A common situation people first see exponents is for length, area, and volume. Using meters as the unit of measurement, * meters <math>m = m^{1}</math> * meters squared <math>m \cdot m = m^{2}</math> * meters cubed <math>m \cdot m \cdot m = m^{3}</math> Writing <math>m^{1}</math> is uncommon but is useful for describing exponents in the context of maths. The <math>2</math> and <math>3</math> go with a square in two dimensions and a cube in three dimensions. All the common ways to write in words and say <math>m^{1}</math>, <math>m^{2}</math>, and <math>m^{3}</math> are: * "meters to the first power" or "meters to the power 1" * "meters to the second power" or "meters to the power 2" or "meters squared" * "meters to the third power" or "meters to the power 3" or "meters cubed" Another situation people first see exponents is speed. Speed can be written as a fraction <math>\frac{m}{s}</math>, and sometimes <math>m s^{-1}</math> using a negative exponent on the seconds. ==Positive Exponents== We saw how positive exponents are used for length, area, and volume above with the unit of length meters <math>m</math>, and the same rules apply when meters <math>m</math> is replaced with a number like 7. * <math>7 = 7^{1}</math> * 7 squared <math>= 7 \cdot 7 = 7^{2}</math> * "7 to the third power" and "7 to the power 3" and "7 cubed" all equal <math>7^{3}</math> ==Special Case when the Exponent is 1== usually left off ==Adding Exponents When Multiplying== <math>= 7^{2} \cdot 7^{3} = 7^{2 + 3} = 7^{5}</math> ==Practice with Positive Exponents== Write all these expressions as a base number to the power of an exponent. <math>b^{p}</math> # <math>4 \cdot 4 \cdot 4</math> # <math>5</math> # <math>7 \cdot 7 \cdot 7 \cdot 7 \cdot 7</math> # 13 to the fourth power # 99 to the power 78 # 9 squared # 57 to the power 8 # 33 cubed # 2 to the 17th power The solutions are at the bottom of the page. ==Real-World Example: Uh-Oh! You're part of a [https://en.wikipedia.org/wiki/Pyramid_scheme Pyramid Scheme]!== This example is to show how large a number can become from from increasing the exponent just a little. ==Real-World Example: Split-List Prediction Scams== This type of scam, which has been around for decades, can be successful with just <math>2^{10} = 1024</math> or fewer people. Another name for this type of scam is the [https://en.wikipedia.org/wiki/List_of_scams#Baltimore_Stockbroker_/_Psychic_Sports_Picks Baltimore Stockbroker] Scam, dating back to at least the 1950s. If any of you are thinking criminal thoughts, you should know this type of scam has become much more difficult with the digital paper trails everyone creates in the age of computers, especially when transferring money. Do not commit crimes! ==Parentheses and Positive Exponents== The rule for applying an exponent to numbers in a parentheses is best explained with an example. Here we have 6 to the power 7. <math>6 \cdot 6 \cdot 6 \cdot 6 \cdot 6 \cdot 6 \cdot 6 = 6^{7} = 279936</math> Another way to write this is by writing each <math>6</math> as <math>(2 \cdot 3)</math>. Just because we wrote <math>6</math> as <math>(2 \cdot 3)</math> does not change the final number when multiplying everything using a calculator. <math>(2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) = 279936</math> <math>(2 \cdot 3)^{7} = 279936</math> We can change the order and multiply all the <math>2</math>s in the front and all the <math>3</math>s in the back and write them as exponents. <math>2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 = 279936</math> <math> 2^{7} \cdot 3^{7} = 279936</math> Since both expressions have to be equal no matter what order the <math>2</math>s and <math>3</math>s are multiplied, that means the rule for an exponent on a parentheses is to apply the exponent to all '''multiplied''' numbers in the parentheses. <math>(2 \cdot 3)^{7} = 279936 = 2^{7} \cdot 3^{7}</math> The general rule for an exponent on a parentheses is <math>(x \cdot y)^{p} = x^{p} \cdot y^{p}</math> <math>(a \cdot b \cdot c)^{p} = a^{p} \cdot b^{p} \cdot c^{p}</math> ===Only Works for Number Multiplied in Parentheses=== This rule only applies when the numbers in the parentheses are '''multiplied''' together. It does not work when numbers are added in the parentheses. Here's an example. <math>(3 + 5)^{2} = 8^{2} = 64</math> <math>\begin{aligned} (3 + 5)^{2} &= (3 + 5) \cdot (3 + 5) \\ &= 3 \cdot 3 + 3 \cdot 5 + 5 \cdot 3 + 5 \cdot 5 \\ &= 3^{2} + 15 + 15 + 5^{2} \\ &= 64 \end{aligned}</math> There is a <math>3^{2}</math> and a <math>5^{2}</math> term, but they are not being '''multiplied''' together, and there are two <math>15</math> terms being added as well. If we just change the <math>3</math> and <math>5</math> in the parentheses to <math>3^{2}</math> and <math>5^{2}</math>, the final number is not correct. <math>(3^{2} + 5^{2}) = (9 + 25) = 34 \neq 64 = 8^{2} = (3 + 5)^{2}</math> The rearranging from before needed everything to be '''multiplied''' together, and <math>(3 + 5)^{2} = 3 \cdot 3 + 3 \cdot 5 + 5 \cdot 3 + 5 \cdot 5</math> is not the same as <math>(3 \cdot 5)^{2} = 3 \cdot 3 \cdot 5 \cdot 5</math> '''Rearranging is not possible''' because there is also addition going on, so the rule only applies when everything in the parentheses is multiplied together. ==Practice with Exponents and Parentheses== You have to simplify any additions in the parentheses first. The solutions are at the bottom of the page. ==Positive Exponents with Negative Bases== The same rules apply, but you have to be careful about the final sign. ==Confusing Case: Iterated Exponentiation== 2^3^4 2^(3^4) = 2417851639229258349412352 (2^3)^4 = 4096 ===Common Case of Iterated Exponents=== <math>(a^{3}b^{5}c{^7})^{2} = </math> ==Negative Exponents== ==Real-World Example: The pH Scale in Chemistry== [https://en.wikipedia.org/wiki/PH pH] [https://en.wikipedia.org/wiki/Iron%20Mountain%20Mine Iron Mountain Mine] some samples collected in 1990 and 1991 have been measured to have a pH value of -3.6. ==A Zero Exponent with a Non-zero Base== ===Zero to the Zero Power 0^0 is Not Defined=== <math>0^{0}</math> ==Exponents that are Fractions== requires first learning about square roots, cube roots, and nth roots ==Practice with Unusual Bases and Powers== # <math>1^{1}</math> # <math>1^{2}</math> # <math>1^{3}</math> # <math>1^{100}</math> ==Solutions to Exercises== ===Practice with Positive Exponents=== # <math>4 \cdot 4 \cdot 4 = 4^{3}</math> # <math>5 = 5^{1}</math> # <math>7 \cdot 7 \cdot 7 \cdot 7 \cdot 7= 7^{5}</math> # 13 to the fourth power <math>= 13^{4}</math> # 99 to the power 78 <math>= 99^{78}</math> # 9 squared <math>= 9^{2}</math> # 57 to the power 8 <math>= 57^{8}</math> # 33 cubed <math>= 33^{3}</math> # 2 to the 17th power <math>= 2^{17}</math> <math>2^{1} \cdot 2^{1} \cdot 2^{1}</math> <math>5^{3} \cdot 5^{0}</math> <math>2^{3^{4}}</math> blah k6kbsakowu45q4n2go4lm8xnkdhbe3z 2831557 2831550 2026-09-05T16:38:31Z Mitchal Dichter 2824330 2831557 wikitext text/x-wiki The exponent operation, also known as exponentiation, is a mathematical operation. In the simplest case, exponents are a shorter way to write repeated multiplication. In the example of <math>7</math> multiplied by itself <math>5</math> times, <math>7 \cdot 7 \cdot 7 \cdot 7 \cdot 7 = 7^{5}</math> where <math>7</math> is called the '''base''' of the exponent and <math>5</math> is called the '''power'''. The common ways to write in words and say <math>7^{5}</math> are "seven to the power 5" and "seven to the fifth power". Unfortunately, the word word '''exponent''' is also a name for the '''power''', as in <math>{5}</math> is the '''exponent''' in <math>7^{5}</math>. ==How to Type an Exponent on a Computer Keyboard== caret symbol ^ ==Relationship to Units of Measurement== A common situation people first see exponents is for length, area, and volume. Using meters as the unit of measurement, * meters <math>m = m^{1}</math> * meters squared <math>m \cdot m = m^{2}</math> * meters cubed <math>m \cdot m \cdot m = m^{3}</math> Writing <math>m^{1}</math> is uncommon but is useful for describing exponents in the context of maths. The <math>2</math> and <math>3</math> go with a square in two dimensions and a cube in three dimensions. All the common ways to write in words and say <math>m^{1}</math>, <math>m^{2}</math>, and <math>m^{3}</math> are: * "meters to the first power" or "meters to the power 1" * "meters to the second power" or "meters to the power 2" or "meters squared" * "meters to the third power" or "meters to the power 3" or "meters cubed" Another situation people first see exponents is speed. Speed can be written as a fraction <math>\frac{m}{s}</math>, and sometimes <math>m s^{-1}</math> using a negative exponent on the seconds. ==Positive Exponents== We saw how positive exponents are used for length, area, and volume above with the unit of length meters <math>m</math>, and the same rules apply when meters <math>m</math> is replaced with a number like 7. * <math>7 = 7^{1}</math> * 7 squared <math>= 7 \cdot 7 = 7^{2}</math> * "7 to the third power" and "7 to the power 3" and "7 cubed" all equal <math>7^{3}</math> ==Special Case when the Exponent is 1== usually left off ==Adding Exponents When Multiplying== <math>= 7^{2} \cdot 7^{3} = 7^{2 + 3} = 7^{5}</math> ==Practice with Positive Exponents== Write all these expressions as a base number to the power of an exponent. <math>b^{p}</math> # <math>4 \cdot 4 \cdot 4</math> # <math>5</math> # <math>7 \cdot 7 \cdot 7 \cdot 7 \cdot 7</math> # 13 to the fourth power # 99 to the power 78 # 9 squared # 57 to the power 8 # 33 cubed # 2 to the 17th power The solutions are at the bottom of the page. ==Real-World Example: Uh-Oh! You're part of a [https://en.wikipedia.org/wiki/Pyramid_scheme Pyramid Scheme]!== This example is to show how large a number can become from from increasing the exponent just a little. ==Real-World Example: Split-List Prediction Scams== This type of scam, which has been around for decades, can be successful with just <math>2^{10} = 1024</math> or fewer people. Another name for this type of scam is the [https://en.wikipedia.org/wiki/List_of_scams#Baltimore_Stockbroker_/_Psychic_Sports_Picks Baltimore Stockbroker] Scam, dating back to at least the 1950s. If any of you are thinking criminal thoughts, you should know this type of scam has become much more difficult with the digital paper trails everyone creates in the age of computers, especially when transferring money. Do not commit crimes! ==Parentheses and Positive Exponents== The rule for applying an exponent to numbers in a parentheses is best explained with an example. Here we have 6 to the power 7. <math>6 \cdot 6 \cdot 6 \cdot 6 \cdot 6 \cdot 6 \cdot 6 = 6^{7} = 279936</math> Another way to write this is by writing each <math>6</math> as <math>(2 \cdot 3)</math>. Just because we wrote <math>6</math> as <math>(2 \cdot 3)</math> does not change the final number when multiplying everything using a calculator. <math>(2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) \cdot (2 \cdot 3) = 279936</math> <math>(2 \cdot 3)^{7} = 279936</math> We can change the order and multiply all the <math>2</math>s in the front and all the <math>3</math>s in the back and write them as exponents. <math>2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 \cdot 3 = 279936</math> <math> 2^{7} \cdot 3^{7} = 279936</math> Since both expressions have to be equal no matter what order the <math>2</math>s and <math>3</math>s are multiplied, that means the rule for an exponent on a parentheses is to apply the exponent to all '''multiplied''' numbers in the parentheses. <math>(2 \cdot 3)^{7} = 279936 = 2^{7} \cdot 3^{7}</math> The general rule for an exponent on a parentheses is <math>(x \cdot y)^{p} = x^{p} \cdot y^{p}</math> <math>(a \cdot b \cdot c)^{p} = a^{p} \cdot b^{p} \cdot c^{p}</math> ===Only Works for Number Multiplied in Parentheses=== This rule only applies when the numbers in the parentheses are '''multiplied''' together. It does not work when numbers are added in the parentheses. Here's an example. <math>(3 + 5)^{2} = 8^{2} = 64</math> <math>\begin{aligned} (3 + 5)^{2} &= (3 + 5) \cdot (3 + 5) \\ &= 3 \cdot 3 + 3 \cdot 5 + 5 \cdot 3 + 5 \cdot 5 \\ &= 3^{2} + 15 + 15 + 5^{2} \\ &= 64 \end{aligned}</math> There is a <math>3^{2}</math> and a <math>5^{2}</math> term, but they are not being '''multiplied''' together, and there are two <math>15</math> terms being added as well. If we just change the <math>3</math> and <math>5</math> in the parentheses to <math>3^{2}</math> and <math>5^{2}</math>, the final number is not correct. <math>(3^{2} + 5^{2}) = (9 + 25) = 34 \neq 64 = 8^{2} = (3 + 5)^{2}</math> The rearranging from before needed everything to be '''multiplied''' together, and <math>(3 + 5)^{2} = 3 \cdot 3 + 3 \cdot 5 + 5 \cdot 3 + 5 \cdot 5</math> is not the same as <math>(3 \cdot 5)^{2} = 3 \cdot 3 \cdot 5 \cdot 5</math> '''Rearranging is not possible''' because there is also addition going on, so the rule only applies when everything in the parentheses is multiplied together. ==Practice with Exponents and Parentheses== You have to simplify any additions in the parentheses first. The solutions are at the bottom of the page. ==Positive Exponents with Negative Bases== The same rules apply, but you have to be careful about the final sign. ==Confusing Case: Iterated Exponentiation== 2^3^4 2^(3^4) = 2417851639229258349412352 (2^3)^4 = 4096 ===Common Case of Iterated Exponents=== <math>(a^{3}b^{5}c{^7})^{2} = </math> ==Negative Exponents== ==Real-World Example: The pH Scale in Chemistry== [https://en.wikipedia.org/wiki/PH pH] [https://en.wikipedia.org/wiki/Iron%20Mountain%20Mine Iron Mountain Mine] some samples collected in 1990 and 1991 have been measured to have a pH value of -3.6. ==A Zero Exponent with a Non-zero Base== ===Zero to the Zero Power 0^0 is Not Defined=== <math>0^{0}</math> ==Exponents that are Fractions== requires first learning about square roots, cube roots, and nth roots ==Exponents that are Irrational== blah ==Practice with Unusual Bases and Powers== # <math>1^{1}</math> # <math>1^{2}</math> # <math>1^{3}</math> # <math>1^{100}</math> ==Solutions to Exercises== ===Practice with Positive Exponents=== # <math>4 \cdot 4 \cdot 4 = 4^{3}</math> # <math>5 = 5^{1}</math> # <math>7 \cdot 7 \cdot 7 \cdot 7 \cdot 7= 7^{5}</math> # 13 to the fourth power <math>= 13^{4}</math> # 99 to the power 78 <math>= 99^{78}</math> # 9 squared <math>= 9^{2}</math> # 57 to the power 8 <math>= 57^{8}</math> # 33 cubed <math>= 33^{3}</math> # 2 to the 17th power <math>= 2^{17}</math> <math>2^{1} \cdot 2^{1} \cdot 2^{1}</math> <math>5^{3} \cdot 5^{0}</math> <math>2^{3^{4}}</math> blah 37obze8cnw22xqpezoyc1cb2vgv1juq 2 331791 2831555 2830590 2026-09-05T16:18:24Z Mitchal Dichter 2824330 migrate topics from main page 2831555 wikitext text/x-wiki ===Arithmetic=== ===Pre-Algebra=== * Exponents ===Algebra=== * Solving a Linear Equation * Functions ===Geometry=== ===Statistics=== f3o23vmw1856hzwdetp4lfgstuy1dpn 2831561 2831555 2026-09-05T16:40:10Z Mitchal Dichter 2824330 migrated wishlist topics from main page 2831561 wikitext text/x-wiki This is the Wishlist, a page to politely request topics, subtopics, and additions to existing pages using '''plain text''', not links to pages. Please '''do not add empty pages''' nor '''links to pages that do not exist''' nor '''add empty sections to existing pages''' and expect someone else to finish them. Having incomplete pages makes the entire course look incomplete. ===Arithmetic=== ===Pre-Algebra=== ===Algebra=== * Solving a Linear Equation * Functions ===Geometry=== ===Probability=== ===Statistics=== jxcllofy380ugltvfhggcm3y0a8uxt4 2 331794 2831544 2831339 2026-09-05T14:32:29Z JonAwbrey 29537 {| align="center" style="font-size:large; text-align:center" |+ style="height:24px | 2831544 wikitext text/x-wiki ==Higher Order Sign Relations for Interpreters A and B== ===Sign Relations for A and B=== ====PNG==== {| align="center" style="font-size:large; text-align:center" |+ style="height:24px | <math>\text{Sign Relations} ~ L(\text{A}) ~\text{and}~ L(\text{B})</math> |- | [[File:RIF &bull; Sign Relations L(A) and L(B).png|750px]] |} ====LaTeX==== <br> {| align="center" style="text-align:center; width:80%" |+ style="height:30px; font-size:x-large" | <math>\text{Sign Relations} ~ L(\text{A}) ~\text{and}~ L(\text{B})</math> | width="50%" | {| align="center" border="1" cellspacing="0" style="text-align:center; width:90%" |+ style="height:30px; font-size:large" | <math>\text{Sign Relation} ~ L(\text{A})</math> |- style="height:40px; background:#f0f0ff" | <math>\text{Object}</math> | <math>\text{Sign}</math> | <math>\text{Interpretant}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} \text{A} \\ \text{A} \\ \text{A} \\ \text{A} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} \text{B} \\ \text{B} \\ \text{B} \\ \text{B} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> |} | width="50%" | {| align="center" border="1" cellspacing="0" style="text-align:center; width:90%" |+ style="height:30px; font-size:large" | <math>\text{Sign Relation} ~ L(\text{B})</math> |- style="height:40px; background:#f0f0ff" | <math>\text{Object}</math> | <math>\text{Sign}</math> | <math>\text{Interpretant}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} \text{A} \\ \text{A} \\ \text{A} \\ \text{A} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} \text{B} \\ \text{B} \\ \text{B} \\ \text{B} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> |} |} <br> ===Higher Ascent Sign Relations for A and B=== ====PNG==== {| align="center" style="font-size:large; text-align:center" |+ style="height:24px | <math>\text{Higher Ascent Sign Relations} ~ \mathrm{HA}^1 L(\text{A}) ~\text{and}~ \mathrm{HA}^1 L(\text{B})</math> |- | [[File:RIF &bull; Higher Ascent Sign Relations HA1 L(A) and HA1 L(B).png|750px]] |} ====LaTeX==== {| align="center" style="text-align:center; width:80%" |+ style="height:30px; font-size:x-large" | <math>\text{Higher Ascent Sign Relations} ~ \mathrm{HA}^1 L(\text{A}) ~\text{and}~ \mathrm{HA}^1 L(\text{B})</math> | width="50%" | {| align="center" border="1" cellspacing="0" style="text-align:center; width:90%" |+ style="height:30px; font-size:large" | <math>\text{Higher Ascent Sign Relation} ~ \mathrm{HA}^1 L(\text{A})</math> |- style="height:40px; background:#f0f0ff" | <math>\text{Object}</math> | <math>\text{Sign}</math> | <math>\text{Interpretant}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} \text{A} \\ \text{A} \\ \text{A} \\ \text{A} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} \text{B} \\ \text{B} \\ \text{B} \\ \text{B} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle\langle} \text{A} {}^{\rangle\rangle} \\ {}^{\langle\langle} \text{B} {}^{\rangle\rangle} \\ {}^{\langle\langle} \text{i} {}^{\rangle\rangle} \\ {}^{\langle\langle} \text{u} {}^{\rangle\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle\langle} \text{A} {}^{\rangle\rangle} \\ {}^{\langle\langle} \text{B} {}^{\rangle\rangle} \\ {}^{\langle\langle} \text{i} {}^{\rangle\rangle} \\ {}^{\langle\langle} \text{u} {}^{\rangle\rangle} \end{matrix}</math> |} | width="50%" | {| align="center" border="1" cellspacing="0" style="text-align:center; width:90%" |+ style="height:30px; font-size:large" | <math>\text{Higher Ascent Sign Relation} ~ \mathrm{HA}^1 L(\text{B})</math> |- style="height:40px; background:#f0f0ff" | <math>\text{Object}</math> | <math>\text{Sign}</math> | <math>\text{Interpretant}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} \text{A} \\ \text{A} \\ \text{A} \\ \text{A} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} \text{B} \\ \text{B} \\ \text{B} \\ \text{B} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle\langle} \text{A} {}^{\rangle\rangle} \\ {}^{\langle\langle} \text{B} {}^{\rangle\rangle} \\ {}^{\langle\langle} \text{i} {}^{\rangle\rangle} \\ {}^{\langle\langle} \text{u} {}^{\rangle\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle\langle} \text{A} {}^{\rangle\rangle} \\ {}^{\langle\langle} \text{B} {}^{\rangle\rangle} \\ {}^{\langle\langle} \text{i} {}^{\rangle\rangle} \\ {}^{\langle\langle} \text{u} {}^{\rangle\rangle} \end{matrix}</math> |} |} ===Higher Import Sign Relations for A and B=== ====PNG==== {| align="center" style="font-size:large; text-align:center" |+ style="height:28px | <math>\text{Higher Import Sign Relations} ~ \mathrm{HI}^1 L(\text{A}) ~\text{and}~ \mathrm{HI}^1 L(\text{B})</math> |- | [[File:RIF &bull; Higher Import Sign Relations HI1 L(A) and HI1 L(B).png|750px]] |} ====LaTeX==== {| align="center" style="text-align:center; width:80%" |+ style="height:30px; font-size:x-large" | <math>\text{Higher Import Sign Relations} ~ \mathrm{HI}^1 L(\text{A}) ~\text{and}~ \mathrm{HI}^1 L(\text{B})</math> | width="50%" | {| align="center" border="1" cellpadding="2" cellspacing="0" style="text-align:center; width:90%" |+ style="height:30px; font-size:large" | <math>\text{Higher Import Sign Relation} ~ \mathrm{HI}^1 L(\text{A})</math> |- style="height:40px; background:#f0f0ff" | <math>\text{Object}</math> | <math>\text{Sign}</math> | <math>\text{Interpretant}</math> |- | valign="bottom" width="40%" | <math>\begin{matrix} \text{A} \\ \text{A} \\ \text{A} \\ \text{A} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="40%" | <math>\begin{matrix} \text{B} \\ \text{B} \\ \text{B} \\ \text{B} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="40%" | <math>\begin{matrix} ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="40%" | <math>\begin{matrix} ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="40%" | <math>\begin{matrix} ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="40%" | <math>\begin{matrix} ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> |} | width="50%" | {| align="center" border="1" cellpadding="2" cellspacing="0" style="text-align:center; width:90%" |+ style="height:30px; font-size:large" | <math>\text{Higher Import Sign Relation} ~ \mathrm{HI}^1 L(\text{B})</math> |- style="height:40px; background:#f0f0ff" | <math>\text{Object}</math> | <math>\text{Sign}</math> | <math>\text{Interpretant}</math> |- | valign="bottom" width="40%" | <math>\begin{matrix} \text{A} \\ \text{A} \\ \text{A} \\ \text{A} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="40%" | <math>\begin{matrix} \text{B} \\ \text{B} \\ \text{B} \\ \text{B} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="40%" | <math>\begin{matrix} ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="40%" | <math>\begin{matrix} ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="40%" | <math>\begin{matrix} ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="40%" | <math>\begin{matrix} ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="30%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> |} |} ==Higher Order Sign Relations &bull; Examples== ===Table 44=== ====PNG==== ====LaTeX==== <br> {| align="center" border="1" cellpadding="4" cellspacing="0" style="font-size:large; text-align:center; width:70%" |+ style="height:30px" | <math>\text{Table 44. Higher Import Sign Relation} ~ \mathrm{HI}^1 L(\text{A})</math> |- style="height:40px; background:#f0f0ff" | <math>\text{Object}</math> | <math>\text{Sign}</math> | <math>\text{Interpretant}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} \text{A} \\ \text{A} \\ \text{A} \\ \text{A} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} \text{B} \\ \text{B} \\ \text{B} \\ \text{B} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> |} <br> ===Table 45=== ====PNG==== ====LaTeX==== <br> {| align="center" border="1" cellpadding="4" cellspacing="0" style="font-size:large; text-align:center; width:70%" |+ style="height:30px" | <math>\text{Table 45. Higher Import Sign Relation} ~ \mathrm{HI}^1 L(\text{B})</math> |- style="height:40px; background:#f0f0ff" | <math>\text{Object}</math> | <math>\text{Sign}</math> | <math>\text{Interpretant}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} \text{A} \\ \text{A} \\ \text{A} \\ \text{A} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{u} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} \text{B} \\ \text{B} \\ \text{B} \\ \text{B} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{i} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \\ {}^{\langle} \text{A} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{A} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{A} {}^{\rangle} & ) \\ ( & \text{A} & , & {}^{\langle} \text{u} {}^{\rangle} & , & {}^{\langle} \text{u} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> |- | valign="bottom" width="33%" | <math>\begin{matrix} ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{B} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{B} {}^{\rangle} & ) \\ ( & \text{B} & , & {}^{\langle} \text{i} {}^{\rangle} & , & {}^{\langle} \text{i} {}^{\rangle} & ) \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> | valign="bottom" width="33%" | <math>\begin{matrix} {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \\ {}^{\langle} \text{B} {}^{\rangle} \end{matrix}</math> |} <br> 1n7tzs4mcvsej06s1dcqzc6ezbhu6ay 0 331802 2831519 2830837 2026-09-05T12:08:35Z Andy?yes 3006471 2831519 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Population Health for Nurses</big> == == Summary == ''Population Health for Nurses'' prepares nurses to develop interventions, policies, and practices that promote health equity and improved health outcomes across the health care delivery continuum. The text emphasizes the social determinants of health and how nurses can plan and implement health promotion and disease prevention interventions. It takes a holistic perspective, connecting human health behavior to the dynamic, ongoing interactions of the person, social factors, and the physical environment in which people are born, live, learn, play, work, and age. * [https://openstax.org/details/books/population-health OpenStax Population Health for Nurses] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/population-health-for-nurses/ OpenStax Population Health for Nurses audiobook]. Available as audio textbook. [[Category:OpenStax]] [[Category:Nursing]] [[Category:Nursing specialties]] [[Category:Openstax textbook]] kn8nrj7bgv2gyzlfg8ia095wn740yi7 0 331803 2831521 2830824 2026-09-05T12:08:58Z Andy?yes 3006471 2831521 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Principles of Finance 2e</big> == == Summary == Designed to meet the scope and sequence of your course, ''Principles of Finance'' ''2e'' provides a strong foundation in financial applications using an innovative use-case approach to explore their role in business decision-making. An array of financial calculator and downloadable Microsoft Excel data exercises also engage students in experiential learning throughout. With flexible integration of technical instruction and data, this title prepares students for current practice and continual evolution. * [https://openstax.org/details/books/principles-finance-2e OpenStax Principles of Finance 2e] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/principles-of-finance-2e/ OpenStax Principles of Finance 2e audiobook]. Available as audio textbook. [[Category:OpenStax]] [[Category:Finance]] [[Category:Openstax textbook]] 5xxqqhjcsp69b9d4k2ofevjxnvcx0rm 0 331804 2831524 2830836 2026-09-05T12:10:08Z Andy?yes 3006471 2831524 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Psychiatric Mental Health Nursing</big> == == Summary == ''Psychiatric-Mental Health Nursing'' is designed to support a one-semester psychiatric-mental health nursing course offered at both two-year and four-year institutions. Serving students specializing in psychiatric nursing and those from other health disciplines, this learning resource integrates evidence-based practices with practical strategies for communication, readying students to build therapeutic relationships with patients and caregivers. * [https://openstax.org/details/books/psychiatric-mental-health OpenStax Psychiatric-Mental Health Nursing] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/psychiatric-mental-health-nursing/ OpenStax Psychiatric-Mental Health Nursing audiobook]. Available as audio textbook. [[Category:OpenStax]] [[Category:Nursing]] [[Category:Nursing specialties]] [[Category:Openstax textbook]] sbdxa41mfe837w1dr97vecgz3xij62l 0 331816 2831698 2831325 2026-09-06T08:44:04Z ShakespeareFan00 6645 2831698 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The following mnemonics help one remember the approximate length of the solar radius (<math>R_{\odot}</math>) in terms of [[W:light-second|light-seconds]] (ls), [[W:astronomical units|astronomical units]] (AU), and [[W:parsecs|parsecs]] (pc): <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #AA8080;"> :<math> 1\text{ AU} \approx 499 \text{ ls} \approx 215 \, R_{\odot} </math> :<math> 100\text{ pc} \sim 10^{10} \text{ ls} \sim 16^{8} \, R_{\odot} </math> </div> &hairsp; === Solar Radius Mnemonics === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|center|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3,055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] Assume a solar radius of 695,700 kilometers and velocity of [https://arxiv.org/abs/1810.09466 229.0 ± 0.2 kilometers per second]<ref>{{cite journal |last1=Eilers |first1=Anna-Christina |last2=Hogg |first2=David W. |last3=Rix |first3=Hans-Walter |last4=Ness |first4=Melissa |title=The Circular Velocity Curve of the Milky Way from 5 to 25 kpc |journal=The Astrophysical Journal |volume=871 |issue=1 |pages=120 |year=2019 |doi=10.3847/1538-4357/aaf648 |arxiv=1810.09466}}</ref> where 299,792.458 kilometers = 1 light-second. During each 3,055-second period (<math>t_{\odot}</math>), the Sun travels a distance (<math>d_{\odot}</math>) of a little over 2.33 light-seconds, which is slightly more than one solar radius (<math>R_{\odot}</math>). &hairsp; :<math> t_{\odot} \equiv 3,055 \text{ seconds} </math> &hairsp; :<math> \begin{align} d_{\odot} &\equiv \frac{3,055 \times 229}{299,792.458} \text{ ls} \\ &\approx 2.333598 \text{ ls} \end{align} </math> &hairsp; &hairsp; :<math> \begin{align} R_{\odot} &\equiv \frac{695,700}{299,792.458} \text{ ls} \\ &\approx 2.320605 \text{ ls} \end{align} </math> &hairsp; :<math> R_{\odot} \approx \frac{499}{215} \text{ ls} \approx 2.3209 \text{ ls} </math> &hairsp; :<math> R_{\odot} \sim \frac{10^{10}}{16^{8}} \text{ ls} \approx 2.33 \text{ ls} </math> &hairsp; === Heliosphere Mnemonics === [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|center|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] Assume a solar radius of 695,700 kilometers and velocity of [https://arxiv.org/abs/1810.09466 229.0 ± 0.2 kilometers per second] where 149,597,870.7 kilometers = 1 astronomical unit. During each 6.344-year period (<math>16^{4}\,t_{\odot}</math>), the Sun travels a distance (<math>16^{4}\,d_{\odot}</math>) of a little over 306 astronomical units, which is slightly more than 65,536 solar radii (<math>16^{4}\,R_{\odot}</math>). &hairsp; :<math> \begin{align} 16^{4}\,t_{\odot} &\equiv 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,d_{\odot} &\equiv \frac{16^{4} \times 3,055 \times 229}{149,597,870.7} \text{ AU} \\ &\approx 306.479348 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\equiv \frac{16^{4} \times 695,700}{149,597,870.7} \text{ AU}\\ & \approx 304.773022 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{16^{4}}{215} \text{ AU} \\ &\approx 304.82 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\sim \frac{10^{10}}{499 \times 16^{4}} \text{ AU} \\ &\approx 305.8 \text{ AU} \end{align} </math> &hairsp; === Naked-Eye Star Mnemonics === [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of naked-eye stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 10¹⁰ light-seconds, which is the distance the sun travels in 16^8 Bully timestamps.|'''Figure 3a:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of naked-eye stars are within this travel distance of the sun, 97.156 parsecs or 10¹⁰ light-seconds.]] The following mnemonics indicate a typical distance of naked-eye stars and the time required for the Sun to travel that distance: &hairsp; :<math> \begin{align} 16^{4}\,t_{\odot} &\equiv 16^{4} \times 3,055 \text{ s} \\ &\approx 6.344 \text{ years} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,d_{\odot} &\equiv \frac{16^{4} \times 3,055 \times 229}{149,597,870.7} \text{ AU} \\ &\approx 306.479348 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\equiv \frac{16^{4} \times 695,700}{149,597,870.7} \text{ AU}\\ & \approx 304.773022 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\approx \frac{16^{4}}{215} \text{ AU} \\ &\approx 304.82 \text{ AU} \end{align} </math> &hairsp; :<math> \begin{align} 16^{4}\,R_{\odot} &\sim \frac{20 \pi \times 10^{10}}{60^4 \times 499 \times 16^{4}} \text{ AU} \\ &\approx 305.8 \text{ AU} \end{align} </math> &hairsp; ==== Milky Way Mnemonics ==== [[File:Milky_Way_map_by_Gaia_High_Density_Grid.jpg|thumb|center|600px|'''Figure 3e''': Division of the Milky Way into 32 equal polar sectors (yellow grid).]] The Sun's full orbital path around the Milky Way is roughly 51,200 parsecs and is completed in roughly 212.8 million years. &hairsp; :<math> \begin{align} 512 \times 16^{8}\,R_{\odot} &\sim {512 \times 10^{10}} \text{ ls} \\ &\sim 51,200 \text{ parsecs} \end{align} </math> &hairsp; :<math> \begin{align} 512 \times 16^{8}\,\tau_{R\odot} &\equiv 512 \times 16^{8} \times 3,055 \text{ s} \\ &\approx 212.8 \text{ million years} \\ \end{align} </math> &hairsp; ==== Is the Bully system internally consistent? ==== In Figure 3e, the Sun is shown to travel roughly 51,200 parsecs per 2⁴¹ Bully timestamps (213 million years). However, the Bully Galactic Calendar shown in Figure 3f assumes exactly 52,000 parsecs of orbital travel per 2⁴¹ timestamps, introducing a distinct discrepancy in both galactic scale and calculated orbital velocity. Because the long-term orbital dynamics of the Sun are subject to complex gravitational perturbations, standard stellar movement is neither perfectly uniform nor entirely predictable. Consequently, the Sun's true orbital velocity remains a subject of ongoing discovery and refinement. The conjectured values used in Figure 3e and Figure 3f should be viewed as '''practical assumptions''' rather than a reflection of a stable, long-term physical reality; the idealized Bully Calendar is a '''conceptual model''' designed to help visualize the immense scale of the galactic orbit. The table in '''Figure 4d''' illustrates how scaling the assumed baseline velocity from 1 solar radius per Bully timestamps up to 52,000 parsecs per 2⁴¹ Bully timestamps aligns the highest digits with rounded integer multiples of the parsec length. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | '''Figure 4d''': Distance Conversions to Parsecs ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 3px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 3px;" | <small> Orbital distance in parsecs assuming 1 solar radius per Bully timestamp</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 3px;" | <small> Orbital distance in parsecs assuming 10¹⁰ light-seconds per 16⁸ Bully timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 3px;" | <small> Orbital distance in parsecs assuming 52,000 parsecs per 2⁴¹ Bully timestamps</small> |- | style="text-align: left; padding: 8px;" | '''16¹¹''' | <small>2^18.597453 ≈ 396,635 </small> | <small>2^18.602232 ≈ 397,951 </small> | <small>2^18.666224 ≈ 416,000 </small> |- | style="text-align: left; padding: 8px;" | '''16¹⁰''' | <small>2^14.597453 ≈ 24,789.7 </small> | <small>2^14.602232 ≈ 24,871.9 </small> | <small>2^14.666224 ≈ 26,000.0 </small> |- | style="text-align: left; padding: 8px;" | '''16⁹''' | <small>2^10.597453 ≈ 1,549.36 </small> | <small>2^10.602232 ≈ 1,554.50 </small> | <small>2^10.666224 ≈ 1,625.00 </small> |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | style="text-align: left; padding: 8px;" | '''2⁴¹''' | <small>2^15.597453 ≈ 49,579 </small> | <small>2^15.602232 ≈ 49,744 </small> | <small>2^15.666224 ≈ 52,000 </small> |- | style="text-align: left; padding: 8px;" | '''2²⁶''' | <small>2^0.597453 ≈ 1.513043 </small> | <small>2^0.602232 ≈ 1.518064 </small> | <small>2^0.666224 ≈ 1.586914 </small> |} == References == {{reflist}} 71cf6c0wmuqcofd8vpy63qhp0zvj13e 0 331837 2831567 2831467 2026-09-05T17:08:18Z James500 297601 /* */ Add 2831567 wikitext text/x-wiki {{Bibliography}} See [[w:Category:Books about television]] This part of the [[Universal Bibliography]] is a bibliography of television. Bibliography *Mary Cassata and Thomas Skill. Television: A Guide to the Literature. Oryx Press. 1985. [https://books.google.com/books?id=4jdGAAAAMAAJ] *Felix Chin. Cable Television: A Comprehensive Bibliography. IFI/Plenum. New York. 1978. [https://books.google.com/books?id=flBHAQAAIAAJ] *William Saffady. High Definition Television: A Bibliography. Meckler. 1990. [https://books.google.com/books?id=_Ssbwbn1QbAC] *James E Sudalnik and Victoria A Kuhl (comps). High-Definition Television: An Annotated Multidisciplinary Bibliography, 1981-1992. [https://books.google.co.uk/books?id=0Q3DEAAAQBAJ] *George Shiers (comp). Early Television: A Bibliographic Guide to 1940. 1997. [https://books.google.co.uk/books?id=YLcJBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *A Partial Bibliography of Television. [https://books.google.co.uk/books?id=HpBt18StMuwC] Bibliography and terminology *Television: Terminology, Bibliography. [https://books.google.com/books?id=WiRzbHou3k0C] Encyclopedias *Horace Newcomb (ed). Encyclopedia of Television. 1997. 2004. 2nd Ed. Routledge. 2013. [https://books.google.co.uk/books?id=NUXIAgAAQBAJ&pg=PR3#v=onepage&q&f=false] *Les Brown's Encyclopedia of Television. 1977. New York Zoetrope. 1982. [https://books.google.co.uk/books?id=gb5kAAAAMAAJ]. 3rd Ed: 1992. [https://books.google.co.uk/books?id=07EYAAAAIAAJ] *Les Brown. The New York Times Encyclopedia of Television. 1977. [https://books.google.co.uk/books?id=4L1kAAAAMAAJ] *Stanley Kempner. Television Encyclopedia. Fairchild Publishing Company. 1948. [https://books.google.com/books?id=Gk9LAAAAMAAJ] *Vincent Terrace. Encyclopedia of Television Series, Pilots and Specials. [https://books.google.co.uk/books?id=AKlgjBCPPnsC&pg=PA1#v=onepage&q&f=false] Periodicals *Television. Television Magazine Corporation. [https://books.google.co.uk/books?id=rOgWAQAAMAAJ] **Television Magazine. Frederick Kugel Company. [https://books.google.co.uk/books?id=Beg84qwbyhcC]. Commentary: [https://books.google.co.uk/books?id=29LVAAAAMAAJ] *Television Quarterly. National Academy of Television Arts and Sciences. [https://books.google.co.uk/books?id=A1cZAAAAIAAJ] *Television Age. Television Editorial Corp Publication Office. [https://books.google.co.uk/books?id=27qiEDXrT3wC] *Journal of the Television Society [https://books.google.co.uk/books?id=RYuaAAAAIAAJ] Annuals *World Guide to Television. [https://books.google.co.uk/books?id=15EHAQAAMAAJ 1999]. Almanacs *International Television Almanac. Quigley. [https://books.google.co.uk/books?id=aRgdAAAAIAAJ] History *Anthony Smith (ed). Television: An International History. Oxford University Press. 1995. [https://books.google.co.uk/books?id=KLRkAAAAMAAJ] *Albert Abramson. The History of Television, 1880 to 1941. McFarland. 1987. [https://books.google.com/books?id=hxlTAAAAMAAJ] Future *The Future of Television: A Global Overview of Programming, Advertising, Technology, and Growth. NTC Business Books. 1992. [https://books.google.co.uk/books?id=I04PAQAAMAAJ] World *Joseph D Straubhaar. World Television: From Global to Local. 2007. [https://books.google.co.uk/books?id=OP10AwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shawn Shimpach (ed). The Routledge Companion to Global Television. 2020. [https://books.google.co.uk/books?id=GOK5DwAAQBAJ&pg=PA1950#v=onepage&q&f=false] *Wilson P Dizard. Television: a World View. Syracuse University Press. 1966. [https://books.google.co.uk/books?id=J7dkAAAAMAAJ] *John Sinclair (ed). Contemporary World Television. [Graeme Turner (assoc ed)]. British Film Institute. 2004. [https://books.google.com/books?id=2iLuAAAAMAAJ] *Tony Verna. Global Television: How to Create Effective Television for the Future. [https://books.google.co.uk/books?id=Q7FkAAAAMAAJ] [https://books.google.co.uk/books?id=3cfhEAAAQBAJ&pg=PA1#v=onepage&q&f=false] France and the rest of the world *Hervé Michel. La Télévision en France et dans le monde. [[w:Presses Universitaires de France|Presses Universitaires de France]]. Deposited March 1989. ISBN 2130701655. [https://books.google.co.uk/books?id=mb3_EAAAQBAJ&pg=PA3#v=onepage&q&f=false] United Kingdom *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Music *Tele-Tunes Black and white *[https://www.theguardian.com/commentisfree/2018/nov/09/black-white-television-viewers-colour Black and white TVs are a lo-fi rebuke to a world gone wrong]. The Guardian. 9 November 2018. Japanese and American *Leroy W Gardner, "A Content Analysis of Japanese and American Television", 6 Journal of Broadcasting 45 (No 1: Winter 1961-1962) [https://books.google.co.uk/books?id=Wlb1a3tWofAC] Asian *Jinna Tay and Graeme Turner (eds). Television Histories in Asia: Issues and Contexts. 2015. [https://books.google.co.uk/books?id=IxU-CgAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Japanese== *Jacques Mousseau. "La télévision au Japon" (1984) Communication et langages. No 59. pp 87 to 101. [[w:es:Dialnet|Dialnet]]: [https://dialnet.unirioja.es/servlet/articulo?codigo=5564949]. [[w:Persée (web portal)|Persée]]: [https://www.persee.fr/doc/colan_0336-1500_1984_num_59_1_1603] *La Télévision au Japon. Problèmes audiovisuels. INA/Documentation Française. No 5. February 1982. *Mitsuhiro Yoshimoto, Eva Tsai and JungBong Choi (eds). Television, Japan, and Globalization. 2010. [https://books.google.co.uk/books?id=wx-NCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toru Yamamoto. "The Growth of Television in Japan". Studies of Broadcasting. No 2. March 1964. pp 81 to 126. [https://books.google.co.uk/books?lr=&id=Cl0sC0WefuUC] *Masaki Ikuta. "The Characteristics of the Growth of Television in Japan". Studies of Broadcasting. No 4. March 1966. pp 5 to 22. [https://books.google.co.uk/books?lr=&id=JwxQAQAAMAAJ] *"Twenty Years of Television in Japan". Studies of Broadcasting. No 10. March 1974. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] **Akira Fujitake. "Trends in the Studies of Television in Japan". pp 5 to 28. *Jun Yoshida. "Development of Television and Changes in TV Viewing Habits in Japan". Studies of Broadcasting. (Thirty Years of TV Viewing). 1983. [https://books.google.co.uk/books?id=LfuuXs9U6t4C No 22]. 1986. pp 127 to 54. *Norimichi Fujiwara. " Televiewing of Japanese People". Studies of Broadcasting. No 7. March 1969. pp 59 to 104. [https://books.google.co.uk/books?id=8N0UlMSjlrMC] *Jayson Makoto Chun. A Nation of a Hundred Million Idiots? A Social History of Japanese Television, 1953 - 1973. 2007. [https://books.google.co.uk/books?id=9miRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *S Sasao, "The History of Television in Japan" (1961) 9 Journal of the Television Society 436 to 443 (No 11: July to September 1961) [https://books.google.co.uk/books?id=pmUPAAAAIAAJ] *"The Slow March of Progress: Japanese Television". The Economist. 15 July 1995. pp 49 to 50. *William Horsley. "Japan's conformist television". The Listener. (vol 94, no 2424). 18 September 1975. p 366. [https://books.google.co.uk/books?id=_NVBAQAAIAAJ] Genres Drama [テレビドラマ = Television drama] *Jonathan Clements and Motoko Tamamuro. The Dorama Encyclopedia: A Guide to Japanese TV Drama Since 1953. Stone Bridge Press. 2003. [https://books.google.co.uk/books?id=z7I-VyCfZdQC&pg=PP1#v=onepage&q&f=false] *T Makita. "Television Drama and the Japanese Culture: with special emphasis on the historical drama". Studies of Broadcasting. No 10. pp 57 to 76. [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Terebi Dorama Zenshi: 1953-1994: TV Gaido. (Japanese: テレビドラマ全史 1953-1994 TV ガイド). [English: Complete History of Japanese Television Drama: 1953-1994: TV Guide]. Tokyo News Mook. [[w:ja:東京ニュース通信社|Tokyo News Service]]. 1994. [https://books.google.co.uk/books?id=HCEQAQAAMAAJ]. Catalogue: [https://www.library.pref.kyoto.jp/opw/OPW/OPWSRCHTYPE.CSP?ReloginFlag=1&BID=B10300776&DB=LIB&FROMFLG=1] [https://www.library.pref.kyoto.jp/bib/?B10300776] *Masunori Sata and Hideo Hirahara (eds). Kazuhiko Gotō, Hideo Hirahara, Katsumi Oyama and Masunori Sata. A History of Japanese Television Drama: Modern Japan and the Japanese. Japan Association of Broadcasting Art. Tokyo. 1991. Catalogue: [https://search.worldcat.org/title/A-History-of-Japanese-television-drama-:-modern-Japan-and-the-Japanese/oclc/1341882698]. Commentary: [https://books.google.co.uk/books?id=C7RZAAAAMAAJ]. **Japanese title: 日本テレビドラマ戦後史. Cataglogue: [https://ndlsearch.ndl.go.jp/books/R100000136-I1971149384770108736]. *Hiromu Toriyama (鳥山拡). Nihon Terebi Dorama-shi (Japanese: 日本テレビドラマ史). [English: History of Japanese Television Drama]. Eijinsha (映人社). Tokyo. 25 September 1986. ISBN 4-87100-213-6. [https://books.google.co.uk/books?id=pIYSAQAAMAAJ]. Other genres *Hakan Ergül. Popularizing Japanese TV: The Cultural, Economic, and Emotional Dimensions of Infotainment Discourse. 2019. [https://books.google.co.uk/books?id=Hfh1DwAAQBAJ&pg=PA1942#v=onepage&q&f=false] *Jose Maria De Vera. Educational Television in Japan. Sophia University.  Tokyo. Charles E Tuttle Company. Tokyo and Rutland. 1967. [https://books.google.co.uk/books?id=_6gcAAAAMAAJ] Audience *Yoshida. "Trends in Television Audience Survey in Japan". (Twenty Years of Television in Japan). Studies of Broadcasting. No 10. March 1974. pp 29 to 44. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Jun Yoshida. "Japanese TV Audiences as seen from Surveys". Studies of Broadcasting. No 18. 1982. p 115. [https://books.google.co.uk/books?id=ZaoeHmpNpTsC] Newspaper television reviews etc *"Today's Choice" in "TV/Radio". The Japan Times. Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. [[Category:Television]] ijr6bvyk2dm3woru2bevdvh4udtwrsd 2831638 2831567 2026-09-06T04:43:31Z James500 297601 /* Japanese */ Add 2831638 wikitext text/x-wiki {{Bibliography}} See [[w:Category:Books about television]] This part of the [[Universal Bibliography]] is a bibliography of television. Bibliography *Mary Cassata and Thomas Skill. Television: A Guide to the Literature. Oryx Press. 1985. [https://books.google.com/books?id=4jdGAAAAMAAJ] *Felix Chin. Cable Television: A Comprehensive Bibliography. IFI/Plenum. New York. 1978. [https://books.google.com/books?id=flBHAQAAIAAJ] *William Saffady. High Definition Television: A Bibliography. Meckler. 1990. [https://books.google.com/books?id=_Ssbwbn1QbAC] *James E Sudalnik and Victoria A Kuhl (comps). High-Definition Television: An Annotated Multidisciplinary Bibliography, 1981-1992. [https://books.google.co.uk/books?id=0Q3DEAAAQBAJ] *George Shiers (comp). Early Television: A Bibliographic Guide to 1940. 1997. [https://books.google.co.uk/books?id=YLcJBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *A Partial Bibliography of Television. [https://books.google.co.uk/books?id=HpBt18StMuwC] Bibliography and terminology *Television: Terminology, Bibliography. [https://books.google.com/books?id=WiRzbHou3k0C] Encyclopedias *Horace Newcomb (ed). Encyclopedia of Television. 1997. 2004. 2nd Ed. Routledge. 2013. [https://books.google.co.uk/books?id=NUXIAgAAQBAJ&pg=PR3#v=onepage&q&f=false] *Les Brown's Encyclopedia of Television. 1977. New York Zoetrope. 1982. [https://books.google.co.uk/books?id=gb5kAAAAMAAJ]. 3rd Ed: 1992. [https://books.google.co.uk/books?id=07EYAAAAIAAJ] *Les Brown. The New York Times Encyclopedia of Television. 1977. [https://books.google.co.uk/books?id=4L1kAAAAMAAJ] *Stanley Kempner. Television Encyclopedia. Fairchild Publishing Company. 1948. [https://books.google.com/books?id=Gk9LAAAAMAAJ] *Vincent Terrace. Encyclopedia of Television Series, Pilots and Specials. [https://books.google.co.uk/books?id=AKlgjBCPPnsC&pg=PA1#v=onepage&q&f=false] Periodicals *Television. Television Magazine Corporation. [https://books.google.co.uk/books?id=rOgWAQAAMAAJ] **Television Magazine. Frederick Kugel Company. [https://books.google.co.uk/books?id=Beg84qwbyhcC]. Commentary: [https://books.google.co.uk/books?id=29LVAAAAMAAJ] *Television Quarterly. National Academy of Television Arts and Sciences. [https://books.google.co.uk/books?id=A1cZAAAAIAAJ] *Television Age. Television Editorial Corp Publication Office. [https://books.google.co.uk/books?id=27qiEDXrT3wC] *Journal of the Television Society [https://books.google.co.uk/books?id=RYuaAAAAIAAJ] Annuals *World Guide to Television. [https://books.google.co.uk/books?id=15EHAQAAMAAJ 1999]. Almanacs *International Television Almanac. Quigley. [https://books.google.co.uk/books?id=aRgdAAAAIAAJ] History *Anthony Smith (ed). Television: An International History. Oxford University Press. 1995. [https://books.google.co.uk/books?id=KLRkAAAAMAAJ] *Albert Abramson. The History of Television, 1880 to 1941. McFarland. 1987. [https://books.google.com/books?id=hxlTAAAAMAAJ] Future *The Future of Television: A Global Overview of Programming, Advertising, Technology, and Growth. NTC Business Books. 1992. [https://books.google.co.uk/books?id=I04PAQAAMAAJ] World *Joseph D Straubhaar. World Television: From Global to Local. 2007. [https://books.google.co.uk/books?id=OP10AwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shawn Shimpach (ed). The Routledge Companion to Global Television. 2020. [https://books.google.co.uk/books?id=GOK5DwAAQBAJ&pg=PA1950#v=onepage&q&f=false] *Wilson P Dizard. Television: a World View. Syracuse University Press. 1966. [https://books.google.co.uk/books?id=J7dkAAAAMAAJ] *John Sinclair (ed). Contemporary World Television. [Graeme Turner (assoc ed)]. British Film Institute. 2004. [https://books.google.com/books?id=2iLuAAAAMAAJ] *Tony Verna. Global Television: How to Create Effective Television for the Future. [https://books.google.co.uk/books?id=Q7FkAAAAMAAJ] [https://books.google.co.uk/books?id=3cfhEAAAQBAJ&pg=PA1#v=onepage&q&f=false] France and the rest of the world *Hervé Michel. La Télévision en France et dans le monde. [[w:Presses Universitaires de France|Presses Universitaires de France]]. Deposited March 1989. ISBN 2130701655. [https://books.google.co.uk/books?id=mb3_EAAAQBAJ&pg=PA3#v=onepage&q&f=false] United Kingdom *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Music *Tele-Tunes Black and white *[https://www.theguardian.com/commentisfree/2018/nov/09/black-white-television-viewers-colour Black and white TVs are a lo-fi rebuke to a world gone wrong]. The Guardian. 9 November 2018. Japanese and American *Leroy W Gardner, "A Content Analysis of Japanese and American Television", 6 Journal of Broadcasting 45 (No 1: Winter 1961-1962) [https://books.google.co.uk/books?id=Wlb1a3tWofAC] Asian *Jinna Tay and Graeme Turner (eds). Television Histories in Asia: Issues and Contexts. 2015. [https://books.google.co.uk/books?id=IxU-CgAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Japanese== *Jacques Mousseau. "La télévision au Japon" (1984) Communication et langages. No 59. pp 87 to 101. [[w:es:Dialnet|Dialnet]]: [https://dialnet.unirioja.es/servlet/articulo?codigo=5564949]. [[w:Persée (web portal)|Persée]]: [https://www.persee.fr/doc/colan_0336-1500_1984_num_59_1_1603] *La Télévision au Japon. Problèmes audiovisuels. INA/Documentation Française. No 5. February 1982. *Mitsuhiro Yoshimoto, Eva Tsai and JungBong Choi (eds). Television, Japan, and Globalization. 2010. [https://books.google.co.uk/books?id=wx-NCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toru Yamamoto. "The Growth of Television in Japan". Studies of Broadcasting. No 2. March 1964. pp 81 to 126. [https://books.google.co.uk/books?lr=&id=Cl0sC0WefuUC] *Masaki Ikuta. "The Characteristics of the Growth of Television in Japan". Studies of Broadcasting. No 4. March 1966. pp 5 to 22. [https://books.google.co.uk/books?lr=&id=JwxQAQAAMAAJ] *"Twenty Years of Television in Japan". Studies of Broadcasting. No 10. March 1974. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] **Akira Fujitake. "Trends in the Studies of Television in Japan". pp 5 to 28. *Jun Yoshida. "Development of Television and Changes in TV Viewing Habits in Japan". Studies of Broadcasting. (Thirty Years of TV Viewing). 1983. [https://books.google.co.uk/books?id=LfuuXs9U6t4C No 22]. 1986. pp 127 to 54. *Norimichi Fujiwara. " Televiewing of Japanese People". Studies of Broadcasting. No 7. March 1969. pp 59 to 104. [https://books.google.co.uk/books?id=8N0UlMSjlrMC] *Jayson Makoto Chun. A Nation of a Hundred Million Idiots? A Social History of Japanese Television, 1953 - 1973. 2007. [https://books.google.co.uk/books?id=9miRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *S Sasao, "The History of Television in Japan" (1961) 9 Journal of the Television Society 436 to 443 (No 11: July to September 1961) [https://books.google.co.uk/books?id=pmUPAAAAIAAJ] *"The Slow March of Progress: Japanese Television". The Economist. 15 July 1995. pp 49 to 50. *William Horsley. "Japan's conformist television". The Listener. (vol 94, no 2424). 18 September 1975. p 366. [https://books.google.co.uk/books?id=_NVBAQAAIAAJ] Genres Drama [テレビドラマ = Television drama] *Jonathan Clements and Motoko Tamamuro. The Dorama Encyclopedia: A Guide to Japanese TV Drama Since 1953. Stone Bridge Press. 2003. [https://books.google.co.uk/books?id=z7I-VyCfZdQC&pg=PP1#v=onepage&q&f=false] *T Makita. "Television Drama and the Japanese Culture: with special emphasis on the historical drama". Studies of Broadcasting. No 10. pp 57 to 76. [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Terebi Dorama Zenshi: 1953-1994: TV Gaido. (Japanese: テレビドラマ全史 1953-1994 TV ガイド). [English: Complete History of Japanese Television Drama: 1953-1994: TV Guide]. Tokyo News Mook. [[w:ja:東京ニュース通信社|Tokyo News Service]]. 1994. [https://books.google.co.uk/books?id=HCEQAQAAMAAJ]. Catalogue: [https://www.library.pref.kyoto.jp/opw/OPW/OPWSRCHTYPE.CSP?ReloginFlag=1&BID=B10300776&DB=LIB&FROMFLG=1] [https://www.library.pref.kyoto.jp/bib/?B10300776] *Masunori Sata and Hideo Hirahara (eds). Kazuhiko Gotō, Hideo Hirahara, Katsumi Oyama and Masunori Sata. A History of Japanese Television Drama: Modern Japan and the Japanese. Japan Association of Broadcasting Art. Tokyo. 1991. Catalogue: [https://search.worldcat.org/title/A-History-of-Japanese-television-drama-:-modern-Japan-and-the-Japanese/oclc/1341882698]. Commentary: [https://books.google.co.uk/books?id=C7RZAAAAMAAJ]. **Japanese title: 日本テレビドラマ戦後史. Cataglogue: [https://ndlsearch.ndl.go.jp/books/R100000136-I1971149384770108736]. *Hiromu Toriyama (鳥山拡). Nihon Terebi Dorama-shi (Japanese: 日本テレビドラマ史). [English: History of Japanese Television Drama]. Eijinsha (映人社). Tokyo. 25 September 1986. ISBN 4-87100-213-6. [https://books.google.co.uk/books?id=pIYSAQAAMAAJ]. Other genres *Hakan Ergül. Popularizing Japanese TV: The Cultural, Economic, and Emotional Dimensions of Infotainment Discourse. 2019. [https://books.google.co.uk/books?id=Hfh1DwAAQBAJ&pg=PA1942#v=onepage&q&f=false] *Jose Maria De Vera. Educational Television in Japan. Sophia University.  Tokyo. Charles E Tuttle Company. Tokyo and Rutland. 1967. [https://books.google.co.uk/books?id=_6gcAAAAMAAJ] Audience *Yoshida. "Trends in Television Audience Survey in Japan". (Twenty Years of Television in Japan). Studies of Broadcasting. No 10. March 1974. pp 29 to 44. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Jun Yoshida. "Japanese TV Audiences as seen from Surveys". Studies of Broadcasting. No 18. 1982. p 115. [https://books.google.co.uk/books?id=ZaoeHmpNpTsC] Okinawan diaspora *Taku Suzuki, "Viewing Nations, Narrating Hybridity: Okinawan Diasporic Subjectivity and Japanese Satellite Telecasts in Colonia Okinawa, Bolivia" (2005) 14(1) Diaspora: A Journal of Transnational Studies 75 to 107 [https://books.google.co.uk/books?id=cbIpAQAAIAAJ] Newspaper television reviews etc *"Today's Choice" in "TV/Radio". The Japan Times. Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. [[Category:Television]] 1pgayoilxx43ku6729tyi4ien3z748s 2831648 2831638 2026-09-06T05:32:26Z James500 297601 /* Japanese */ Add 2831648 wikitext text/x-wiki {{Bibliography}} See [[w:Category:Books about television]] This part of the [[Universal Bibliography]] is a bibliography of television. Bibliography *Mary Cassata and Thomas Skill. Television: A Guide to the Literature. Oryx Press. 1985. [https://books.google.com/books?id=4jdGAAAAMAAJ] *Felix Chin. Cable Television: A Comprehensive Bibliography. IFI/Plenum. New York. 1978. [https://books.google.com/books?id=flBHAQAAIAAJ] *William Saffady. High Definition Television: A Bibliography. Meckler. 1990. [https://books.google.com/books?id=_Ssbwbn1QbAC] *James E Sudalnik and Victoria A Kuhl (comps). High-Definition Television: An Annotated Multidisciplinary Bibliography, 1981-1992. [https://books.google.co.uk/books?id=0Q3DEAAAQBAJ] *George Shiers (comp). Early Television: A Bibliographic Guide to 1940. 1997. [https://books.google.co.uk/books?id=YLcJBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *A Partial Bibliography of Television. [https://books.google.co.uk/books?id=HpBt18StMuwC] Bibliography and terminology *Television: Terminology, Bibliography. [https://books.google.com/books?id=WiRzbHou3k0C] Encyclopedias *Horace Newcomb (ed). Encyclopedia of Television. 1997. 2004. 2nd Ed. Routledge. 2013. [https://books.google.co.uk/books?id=NUXIAgAAQBAJ&pg=PR3#v=onepage&q&f=false] *Les Brown's Encyclopedia of Television. 1977. New York Zoetrope. 1982. [https://books.google.co.uk/books?id=gb5kAAAAMAAJ]. 3rd Ed: 1992. [https://books.google.co.uk/books?id=07EYAAAAIAAJ] *Les Brown. The New York Times Encyclopedia of Television. 1977. [https://books.google.co.uk/books?id=4L1kAAAAMAAJ] *Stanley Kempner. Television Encyclopedia. Fairchild Publishing Company. 1948. [https://books.google.com/books?id=Gk9LAAAAMAAJ] *Vincent Terrace. Encyclopedia of Television Series, Pilots and Specials. [https://books.google.co.uk/books?id=AKlgjBCPPnsC&pg=PA1#v=onepage&q&f=false] Periodicals *Television. Television Magazine Corporation. [https://books.google.co.uk/books?id=rOgWAQAAMAAJ] **Television Magazine. Frederick Kugel Company. [https://books.google.co.uk/books?id=Beg84qwbyhcC]. Commentary: [https://books.google.co.uk/books?id=29LVAAAAMAAJ] *Television Quarterly. National Academy of Television Arts and Sciences. [https://books.google.co.uk/books?id=A1cZAAAAIAAJ] *Television Age. Television Editorial Corp Publication Office. [https://books.google.co.uk/books?id=27qiEDXrT3wC] *Journal of the Television Society [https://books.google.co.uk/books?id=RYuaAAAAIAAJ] Annuals *World Guide to Television. [https://books.google.co.uk/books?id=15EHAQAAMAAJ 1999]. Almanacs *International Television Almanac. Quigley. [https://books.google.co.uk/books?id=aRgdAAAAIAAJ] History *Anthony Smith (ed). Television: An International History. Oxford University Press. 1995. [https://books.google.co.uk/books?id=KLRkAAAAMAAJ] *Albert Abramson. The History of Television, 1880 to 1941. McFarland. 1987. [https://books.google.com/books?id=hxlTAAAAMAAJ] Future *The Future of Television: A Global Overview of Programming, Advertising, Technology, and Growth. NTC Business Books. 1992. [https://books.google.co.uk/books?id=I04PAQAAMAAJ] World *Joseph D Straubhaar. World Television: From Global to Local. 2007. [https://books.google.co.uk/books?id=OP10AwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shawn Shimpach (ed). The Routledge Companion to Global Television. 2020. [https://books.google.co.uk/books?id=GOK5DwAAQBAJ&pg=PA1950#v=onepage&q&f=false] *Wilson P Dizard. Television: a World View. Syracuse University Press. 1966. [https://books.google.co.uk/books?id=J7dkAAAAMAAJ] *John Sinclair (ed). Contemporary World Television. [Graeme Turner (assoc ed)]. British Film Institute. 2004. [https://books.google.com/books?id=2iLuAAAAMAAJ] *Tony Verna. Global Television: How to Create Effective Television for the Future. [https://books.google.co.uk/books?id=Q7FkAAAAMAAJ] [https://books.google.co.uk/books?id=3cfhEAAAQBAJ&pg=PA1#v=onepage&q&f=false] France and the rest of the world *Hervé Michel. La Télévision en France et dans le monde. [[w:Presses Universitaires de France|Presses Universitaires de France]]. Deposited March 1989. ISBN 2130701655. [https://books.google.co.uk/books?id=mb3_EAAAQBAJ&pg=PA3#v=onepage&q&f=false] United Kingdom *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Music *Tele-Tunes Black and white *[https://www.theguardian.com/commentisfree/2018/nov/09/black-white-television-viewers-colour Black and white TVs are a lo-fi rebuke to a world gone wrong]. The Guardian. 9 November 2018. Japanese and American *Leroy W Gardner, "A Content Analysis of Japanese and American Television", 6 Journal of Broadcasting 45 (No 1: Winter 1961-1962) [https://books.google.co.uk/books?id=Wlb1a3tWofAC] Asian *Jinna Tay and Graeme Turner (eds). Television Histories in Asia: Issues and Contexts. 2015. [https://books.google.co.uk/books?id=IxU-CgAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Japanese== *Jacques Mousseau. "La télévision au Japon" (1984) Communication et langages. No 59. pp 87 to 101. [[w:es:Dialnet|Dialnet]]: [https://dialnet.unirioja.es/servlet/articulo?codigo=5564949]. [[w:Persée (web portal)|Persée]]: [https://www.persee.fr/doc/colan_0336-1500_1984_num_59_1_1603] *La Télévision au Japon. Problèmes audiovisuels. INA/Documentation Française. No 5. February 1982. *Mitsuhiro Yoshimoto, Eva Tsai and JungBong Choi (eds). Television, Japan, and Globalization. 2010. [https://books.google.co.uk/books?id=wx-NCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toru Yamamoto. "The Growth of Television in Japan". Studies of Broadcasting. No 2. March 1964. pp 81 to 126. [https://books.google.co.uk/books?lr=&id=Cl0sC0WefuUC] *Masaki Ikuta. "The Characteristics of the Growth of Television in Japan". Studies of Broadcasting. No 4. March 1966. pp 5 to 22. [https://books.google.co.uk/books?lr=&id=JwxQAQAAMAAJ] *"Twenty Years of Television in Japan". Studies of Broadcasting. No 10. March 1974. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] **Akira Fujitake. "Trends in the Studies of Television in Japan". pp 5 to 28. *Jun Yoshida. "Development of Television and Changes in TV Viewing Habits in Japan". Studies of Broadcasting. (Thirty Years of TV Viewing). 1983. [https://books.google.co.uk/books?id=LfuuXs9U6t4C No 22]. 1986. pp 127 to 54. *Norimichi Fujiwara. " Televiewing of Japanese People". Studies of Broadcasting. No 7. March 1969. pp 59 to 104. [https://books.google.co.uk/books?id=8N0UlMSjlrMC] *Jayson Makoto Chun. A Nation of a Hundred Million Idiots? A Social History of Japanese Television, 1953 - 1973. 2007. [https://books.google.co.uk/books?id=9miRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *S Sasao, "The History of Television in Japan" (1961) 9 Journal of the Television Society 436 to 443 (No 11: July to September 1961) [https://books.google.co.uk/books?id=pmUPAAAAIAAJ] *"The Slow March of Progress: Japanese Television". The Economist. 15 July 1995. pp 49 to 50. *William Horsley. "Japan's conformist television". The Listener. (vol 94, no 2424). 18 September 1975. p 366. [https://books.google.co.uk/books?id=_NVBAQAAIAAJ] Genres Drama [テレビドラマ = Television drama] *Jonathan Clements and Motoko Tamamuro. The Dorama Encyclopedia: A Guide to Japanese TV Drama Since 1953. Stone Bridge Press. 2003. [https://books.google.co.uk/books?id=z7I-VyCfZdQC&pg=PP1#v=onepage&q&f=false] *T Makita. "Television Drama and the Japanese Culture: with special emphasis on the historical drama". Studies of Broadcasting. No 10. pp 57 to 76. [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Terebi Dorama Zenshi: 1953-1994: TV Gaido. (Japanese: テレビドラマ全史 1953-1994 TV ガイド). [English: Complete History of Japanese Television Drama: 1953-1994: TV Guide]. Tokyo News Mook. [[w:ja:東京ニュース通信社|Tokyo News Service]]. 1994. [https://books.google.co.uk/books?id=HCEQAQAAMAAJ]. Catalogue: [https://www.library.pref.kyoto.jp/opw/OPW/OPWSRCHTYPE.CSP?ReloginFlag=1&BID=B10300776&DB=LIB&FROMFLG=1] [https://www.library.pref.kyoto.jp/bib/?B10300776] *Masunori Sata and Hideo Hirahara (eds). Kazuhiko Gotō, Hideo Hirahara, Katsumi Oyama and Masunori Sata. A History of Japanese Television Drama: Modern Japan and the Japanese. Japan Association of Broadcasting Art. Tokyo. 1991. Catalogue: [https://search.worldcat.org/title/A-History-of-Japanese-television-drama-:-modern-Japan-and-the-Japanese/oclc/1341882698]. Commentary: [https://books.google.co.uk/books?id=C7RZAAAAMAAJ]. **Japanese title: 日本テレビドラマ戦後史. Cataglogue: [https://ndlsearch.ndl.go.jp/books/R100000136-I1971149384770108736]. *Hiromu Toriyama (鳥山拡). Nihon Terebi Dorama-shi (Japanese: 日本テレビドラマ史). [English: History of Japanese Television Drama]. Eijinsha (映人社). Tokyo. 25 September 1986. ISBN 4-87100-213-6. [https://books.google.co.uk/books?id=pIYSAQAAMAAJ]. *Nobuo Harada (原田信男). Terebi Dorama 30 Nen. (Japanese: テレビドラマ 30年). [[w:ja:読売新聞社|Yomiuri Shinbun-sha]]. 1983. [https://books.google.co.uk/books?id=k_1IAAAAMAAJ] Other genres *Hakan Ergül. Popularizing Japanese TV: The Cultural, Economic, and Emotional Dimensions of Infotainment Discourse. 2019. [https://books.google.co.uk/books?id=Hfh1DwAAQBAJ&pg=PA1942#v=onepage&q&f=false] *Jose Maria De Vera. Educational Television in Japan. Sophia University.  Tokyo. Charles E Tuttle Company. Tokyo and Rutland. 1967. [https://books.google.co.uk/books?id=_6gcAAAAMAAJ] Audience *Yoshida. "Trends in Television Audience Survey in Japan". (Twenty Years of Television in Japan). Studies of Broadcasting. No 10. March 1974. pp 29 to 44. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Jun Yoshida. "Japanese TV Audiences as seen from Surveys". Studies of Broadcasting. No 18. 1982. p 115. [https://books.google.co.uk/books?id=ZaoeHmpNpTsC] Okinawan diaspora *Taku Suzuki, "Viewing Nations, Narrating Hybridity: Okinawan Diasporic Subjectivity and Japanese Satellite Telecasts in Colonia Okinawa, Bolivia" (2005) 14(1) Diaspora: A Journal of Transnational Studies 75 to 107 [https://books.google.co.uk/books?id=cbIpAQAAIAAJ] Newspaper television reviews etc *"Today's Choice" in "TV/Radio". The Japan Times. Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. [[Category:Television]] kx0hwtbxwczbp55u2ry30qdjjnqprqc 2831649 2831648 2026-09-06T05:43:22Z James500 297601 /* Japanese */ Add 2831649 wikitext text/x-wiki {{Bibliography}} See [[w:Category:Books about television]] This part of the [[Universal Bibliography]] is a bibliography of television. Bibliography *Mary Cassata and Thomas Skill. Television: A Guide to the Literature. Oryx Press. 1985. [https://books.google.com/books?id=4jdGAAAAMAAJ] *Felix Chin. Cable Television: A Comprehensive Bibliography. IFI/Plenum. New York. 1978. [https://books.google.com/books?id=flBHAQAAIAAJ] *William Saffady. High Definition Television: A Bibliography. Meckler. 1990. [https://books.google.com/books?id=_Ssbwbn1QbAC] *James E Sudalnik and Victoria A Kuhl (comps). High-Definition Television: An Annotated Multidisciplinary Bibliography, 1981-1992. [https://books.google.co.uk/books?id=0Q3DEAAAQBAJ] *George Shiers (comp). Early Television: A Bibliographic Guide to 1940. 1997. [https://books.google.co.uk/books?id=YLcJBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *A Partial Bibliography of Television. [https://books.google.co.uk/books?id=HpBt18StMuwC] Bibliography and terminology *Television: Terminology, Bibliography. [https://books.google.com/books?id=WiRzbHou3k0C] Encyclopedias *Horace Newcomb (ed). Encyclopedia of Television. 1997. 2004. 2nd Ed. Routledge. 2013. [https://books.google.co.uk/books?id=NUXIAgAAQBAJ&pg=PR3#v=onepage&q&f=false] *Les Brown's Encyclopedia of Television. 1977. New York Zoetrope. 1982. [https://books.google.co.uk/books?id=gb5kAAAAMAAJ]. 3rd Ed: 1992. [https://books.google.co.uk/books?id=07EYAAAAIAAJ] *Les Brown. The New York Times Encyclopedia of Television. 1977. [https://books.google.co.uk/books?id=4L1kAAAAMAAJ] *Stanley Kempner. Television Encyclopedia. Fairchild Publishing Company. 1948. [https://books.google.com/books?id=Gk9LAAAAMAAJ] *Vincent Terrace. Encyclopedia of Television Series, Pilots and Specials. [https://books.google.co.uk/books?id=AKlgjBCPPnsC&pg=PA1#v=onepage&q&f=false] Periodicals *Television. Television Magazine Corporation. [https://books.google.co.uk/books?id=rOgWAQAAMAAJ] **Television Magazine. Frederick Kugel Company. [https://books.google.co.uk/books?id=Beg84qwbyhcC]. Commentary: [https://books.google.co.uk/books?id=29LVAAAAMAAJ] *Television Quarterly. National Academy of Television Arts and Sciences. [https://books.google.co.uk/books?id=A1cZAAAAIAAJ] *Television Age. Television Editorial Corp Publication Office. [https://books.google.co.uk/books?id=27qiEDXrT3wC] *Journal of the Television Society [https://books.google.co.uk/books?id=RYuaAAAAIAAJ] Annuals *World Guide to Television. [https://books.google.co.uk/books?id=15EHAQAAMAAJ 1999]. Almanacs *International Television Almanac. Quigley. [https://books.google.co.uk/books?id=aRgdAAAAIAAJ] History *Anthony Smith (ed). Television: An International History. Oxford University Press. 1995. [https://books.google.co.uk/books?id=KLRkAAAAMAAJ] *Albert Abramson. The History of Television, 1880 to 1941. McFarland. 1987. [https://books.google.com/books?id=hxlTAAAAMAAJ] Future *The Future of Television: A Global Overview of Programming, Advertising, Technology, and Growth. NTC Business Books. 1992. [https://books.google.co.uk/books?id=I04PAQAAMAAJ] World *Joseph D Straubhaar. World Television: From Global to Local. 2007. [https://books.google.co.uk/books?id=OP10AwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shawn Shimpach (ed). The Routledge Companion to Global Television. 2020. [https://books.google.co.uk/books?id=GOK5DwAAQBAJ&pg=PA1950#v=onepage&q&f=false] *Wilson P Dizard. Television: a World View. Syracuse University Press. 1966. [https://books.google.co.uk/books?id=J7dkAAAAMAAJ] *John Sinclair (ed). Contemporary World Television. [Graeme Turner (assoc ed)]. British Film Institute. 2004. [https://books.google.com/books?id=2iLuAAAAMAAJ] *Tony Verna. Global Television: How to Create Effective Television for the Future. [https://books.google.co.uk/books?id=Q7FkAAAAMAAJ] [https://books.google.co.uk/books?id=3cfhEAAAQBAJ&pg=PA1#v=onepage&q&f=false] France and the rest of the world *Hervé Michel. La Télévision en France et dans le monde. [[w:Presses Universitaires de France|Presses Universitaires de France]]. Deposited March 1989. ISBN 2130701655. [https://books.google.co.uk/books?id=mb3_EAAAQBAJ&pg=PA3#v=onepage&q&f=false] United Kingdom *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Music *Tele-Tunes Black and white *[https://www.theguardian.com/commentisfree/2018/nov/09/black-white-television-viewers-colour Black and white TVs are a lo-fi rebuke to a world gone wrong]. The Guardian. 9 November 2018. Japanese and American *Leroy W Gardner, "A Content Analysis of Japanese and American Television", 6 Journal of Broadcasting 45 (No 1: Winter 1961-1962) [https://books.google.co.uk/books?id=Wlb1a3tWofAC] Asian *Jinna Tay and Graeme Turner (eds). Television Histories in Asia: Issues and Contexts. 2015. [https://books.google.co.uk/books?id=IxU-CgAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Japanese== *Jacques Mousseau. "La télévision au Japon" (1984) Communication et langages. No 59. pp 87 to 101. [[w:es:Dialnet|Dialnet]]: [https://dialnet.unirioja.es/servlet/articulo?codigo=5564949]. [[w:Persée (web portal)|Persée]]: [https://www.persee.fr/doc/colan_0336-1500_1984_num_59_1_1603] *La Télévision au Japon. Problèmes audiovisuels. INA/Documentation Française. No 5. February 1982. *Mitsuhiro Yoshimoto, Eva Tsai and JungBong Choi (eds). Television, Japan, and Globalization. 2010. [https://books.google.co.uk/books?id=wx-NCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toru Yamamoto. "The Growth of Television in Japan". Studies of Broadcasting. No 2. March 1964. pp 81 to 126. [https://books.google.co.uk/books?lr=&id=Cl0sC0WefuUC] *Masaki Ikuta. "The Characteristics of the Growth of Television in Japan". Studies of Broadcasting. No 4. March 1966. pp 5 to 22. [https://books.google.co.uk/books?lr=&id=JwxQAQAAMAAJ] *"Twenty Years of Television in Japan". Studies of Broadcasting. No 10. March 1974. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] **Akira Fujitake. "Trends in the Studies of Television in Japan". pp 5 to 28. *Jun Yoshida. "Development of Television and Changes in TV Viewing Habits in Japan". Studies of Broadcasting. (Thirty Years of TV Viewing). 1983. [https://books.google.co.uk/books?id=LfuuXs9U6t4C No 22]. 1986. pp 127 to 54. *Norimichi Fujiwara. " Televiewing of Japanese People". Studies of Broadcasting. No 7. March 1969. pp 59 to 104. [https://books.google.co.uk/books?id=8N0UlMSjlrMC] *Jayson Makoto Chun. A Nation of a Hundred Million Idiots? A Social History of Japanese Television, 1953 - 1973. 2007. [https://books.google.co.uk/books?id=9miRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *S Sasao, "The History of Television in Japan" (1961) 9 Journal of the Television Society 436 to 443 (No 11: July to September 1961) [https://books.google.co.uk/books?id=pmUPAAAAIAAJ] *"The Slow March of Progress: Japanese Television". The Economist. 15 July 1995. pp 49 to 50. *William Horsley. "Japan's conformist television". The Listener. (vol 94, no 2424). 18 September 1975. p 366. [https://books.google.co.uk/books?id=_NVBAQAAIAAJ] *Terebi Bangumi No 40 Nen. (Japanese: テレビ番組の 40年). [English: 40 Years of Television Programmes]. [[w:ja:日本放送出版協会|NHK Shuppan]]. Tokyo. 1994. ISBN 4-14-080192. [https://books.google.co.uk/books?id=DqQvAQAAIAAJ] Genres Drama [テレビドラマ = Television drama] *Jonathan Clements and Motoko Tamamuro. The Dorama Encyclopedia: A Guide to Japanese TV Drama Since 1953. Stone Bridge Press. 2003. [https://books.google.co.uk/books?id=z7I-VyCfZdQC&pg=PP1#v=onepage&q&f=false] *T Makita. "Television Drama and the Japanese Culture: with special emphasis on the historical drama". Studies of Broadcasting. No 10. pp 57 to 76. [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Terebi Dorama Zenshi: 1953-1994: TV Gaido. (Japanese: テレビドラマ全史 1953-1994 TV ガイド). [English: Complete History of Japanese Television Drama: 1953-1994: TV Guide]. Tokyo News Mook. [[w:ja:東京ニュース通信社|Tokyo News Service]]. 1994. [https://books.google.co.uk/books?id=HCEQAQAAMAAJ]. Catalogue: [https://www.library.pref.kyoto.jp/opw/OPW/OPWSRCHTYPE.CSP?ReloginFlag=1&BID=B10300776&DB=LIB&FROMFLG=1] [https://www.library.pref.kyoto.jp/bib/?B10300776] *Masunori Sata and Hideo Hirahara (eds). Kazuhiko Gotō, Hideo Hirahara, Katsumi Oyama and Masunori Sata. A History of Japanese Television Drama: Modern Japan and the Japanese. Japan Association of Broadcasting Art. Tokyo. 1991. Catalogue: [https://search.worldcat.org/title/A-History-of-Japanese-television-drama-:-modern-Japan-and-the-Japanese/oclc/1341882698]. Commentary: [https://books.google.co.uk/books?id=C7RZAAAAMAAJ]. **Japanese title: 日本テレビドラマ戦後史. Cataglogue: [https://ndlsearch.ndl.go.jp/books/R100000136-I1971149384770108736]. *Hiromu Toriyama (鳥山拡). Nihon Terebi Dorama-shi (Japanese: 日本テレビドラマ史). [English: History of Japanese Television Drama]. Eijinsha (映人社). Tokyo. 25 September 1986. ISBN 4-87100-213-6. [https://books.google.co.uk/books?id=pIYSAQAAMAAJ]. *Nobuo Harada (原田信男). Terebi Dorama 30 Nen. (Japanese: テレビドラマ 30年). [[w:ja:読売新聞社|Yomiuri Shinbun-sha]]. 1983. [https://books.google.co.uk/books?id=k_1IAAAAMAAJ] Other genres *Hakan Ergül. Popularizing Japanese TV: The Cultural, Economic, and Emotional Dimensions of Infotainment Discourse. 2019. [https://books.google.co.uk/books?id=Hfh1DwAAQBAJ&pg=PA1942#v=onepage&q&f=false] *Jose Maria De Vera. Educational Television in Japan. Sophia University.  Tokyo. Charles E Tuttle Company. Tokyo and Rutland. 1967. [https://books.google.co.uk/books?id=_6gcAAAAMAAJ] Audience *Yoshida. "Trends in Television Audience Survey in Japan". (Twenty Years of Television in Japan). Studies of Broadcasting. No 10. March 1974. pp 29 to 44. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Jun Yoshida. "Japanese TV Audiences as seen from Surveys". Studies of Broadcasting. No 18. 1982. p 115. [https://books.google.co.uk/books?id=ZaoeHmpNpTsC] Okinawan diaspora *Taku Suzuki, "Viewing Nations, Narrating Hybridity: Okinawan Diasporic Subjectivity and Japanese Satellite Telecasts in Colonia Okinawa, Bolivia" (2005) 14(1) Diaspora: A Journal of Transnational Studies 75 to 107 [https://books.google.co.uk/books?id=cbIpAQAAIAAJ] Newspaper television reviews etc *"Today's Choice" in "TV/Radio". The Japan Times. Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. [[Category:Television]] j2g75welzscbt98n61e351ca0ivkkyd 2831650 2831649 2026-09-06T05:45:54Z James500 297601 /* Japanese */ Add 2831650 wikitext text/x-wiki {{Bibliography}} See [[w:Category:Books about television]] This part of the [[Universal Bibliography]] is a bibliography of television. Bibliography *Mary Cassata and Thomas Skill. Television: A Guide to the Literature. Oryx Press. 1985. [https://books.google.com/books?id=4jdGAAAAMAAJ] *Felix Chin. Cable Television: A Comprehensive Bibliography. IFI/Plenum. New York. 1978. [https://books.google.com/books?id=flBHAQAAIAAJ] *William Saffady. High Definition Television: A Bibliography. Meckler. 1990. [https://books.google.com/books?id=_Ssbwbn1QbAC] *James E Sudalnik and Victoria A Kuhl (comps). High-Definition Television: An Annotated Multidisciplinary Bibliography, 1981-1992. [https://books.google.co.uk/books?id=0Q3DEAAAQBAJ] *George Shiers (comp). Early Television: A Bibliographic Guide to 1940. 1997. [https://books.google.co.uk/books?id=YLcJBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *A Partial Bibliography of Television. [https://books.google.co.uk/books?id=HpBt18StMuwC] Bibliography and terminology *Television: Terminology, Bibliography. [https://books.google.com/books?id=WiRzbHou3k0C] Encyclopedias *Horace Newcomb (ed). Encyclopedia of Television. 1997. 2004. 2nd Ed. Routledge. 2013. [https://books.google.co.uk/books?id=NUXIAgAAQBAJ&pg=PR3#v=onepage&q&f=false] *Les Brown's Encyclopedia of Television. 1977. New York Zoetrope. 1982. [https://books.google.co.uk/books?id=gb5kAAAAMAAJ]. 3rd Ed: 1992. [https://books.google.co.uk/books?id=07EYAAAAIAAJ] *Les Brown. The New York Times Encyclopedia of Television. 1977. [https://books.google.co.uk/books?id=4L1kAAAAMAAJ] *Stanley Kempner. Television Encyclopedia. Fairchild Publishing Company. 1948. [https://books.google.com/books?id=Gk9LAAAAMAAJ] *Vincent Terrace. Encyclopedia of Television Series, Pilots and Specials. [https://books.google.co.uk/books?id=AKlgjBCPPnsC&pg=PA1#v=onepage&q&f=false] Periodicals *Television. Television Magazine Corporation. [https://books.google.co.uk/books?id=rOgWAQAAMAAJ] **Television Magazine. Frederick Kugel Company. [https://books.google.co.uk/books?id=Beg84qwbyhcC]. Commentary: [https://books.google.co.uk/books?id=29LVAAAAMAAJ] *Television Quarterly. National Academy of Television Arts and Sciences. [https://books.google.co.uk/books?id=A1cZAAAAIAAJ] *Television Age. Television Editorial Corp Publication Office. [https://books.google.co.uk/books?id=27qiEDXrT3wC] *Journal of the Television Society [https://books.google.co.uk/books?id=RYuaAAAAIAAJ] Annuals *World Guide to Television. [https://books.google.co.uk/books?id=15EHAQAAMAAJ 1999]. Almanacs *International Television Almanac. Quigley. [https://books.google.co.uk/books?id=aRgdAAAAIAAJ] History *Anthony Smith (ed). Television: An International History. Oxford University Press. 1995. [https://books.google.co.uk/books?id=KLRkAAAAMAAJ] *Albert Abramson. The History of Television, 1880 to 1941. McFarland. 1987. [https://books.google.com/books?id=hxlTAAAAMAAJ] Future *The Future of Television: A Global Overview of Programming, Advertising, Technology, and Growth. NTC Business Books. 1992. [https://books.google.co.uk/books?id=I04PAQAAMAAJ] World *Joseph D Straubhaar. World Television: From Global to Local. 2007. [https://books.google.co.uk/books?id=OP10AwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shawn Shimpach (ed). The Routledge Companion to Global Television. 2020. [https://books.google.co.uk/books?id=GOK5DwAAQBAJ&pg=PA1950#v=onepage&q&f=false] *Wilson P Dizard. Television: a World View. Syracuse University Press. 1966. [https://books.google.co.uk/books?id=J7dkAAAAMAAJ] *John Sinclair (ed). Contemporary World Television. [Graeme Turner (assoc ed)]. British Film Institute. 2004. [https://books.google.com/books?id=2iLuAAAAMAAJ] *Tony Verna. Global Television: How to Create Effective Television for the Future. [https://books.google.co.uk/books?id=Q7FkAAAAMAAJ] [https://books.google.co.uk/books?id=3cfhEAAAQBAJ&pg=PA1#v=onepage&q&f=false] France and the rest of the world *Hervé Michel. La Télévision en France et dans le monde. [[w:Presses Universitaires de France|Presses Universitaires de France]]. Deposited March 1989. ISBN 2130701655. [https://books.google.co.uk/books?id=mb3_EAAAQBAJ&pg=PA3#v=onepage&q&f=false] United Kingdom *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Music *Tele-Tunes Black and white *[https://www.theguardian.com/commentisfree/2018/nov/09/black-white-television-viewers-colour Black and white TVs are a lo-fi rebuke to a world gone wrong]. The Guardian. 9 November 2018. Japanese and American *Leroy W Gardner, "A Content Analysis of Japanese and American Television", 6 Journal of Broadcasting 45 (No 1: Winter 1961-1962) [https://books.google.co.uk/books?id=Wlb1a3tWofAC] Asian *Jinna Tay and Graeme Turner (eds). Television Histories in Asia: Issues and Contexts. 2015. [https://books.google.co.uk/books?id=IxU-CgAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Japanese== *Jacques Mousseau. "La télévision au Japon" (1984) Communication et langages. No 59. pp 87 to 101. [[w:es:Dialnet|Dialnet]]: [https://dialnet.unirioja.es/servlet/articulo?codigo=5564949]. [[w:Persée (web portal)|Persée]]: [https://www.persee.fr/doc/colan_0336-1500_1984_num_59_1_1603] *La Télévision au Japon. Problèmes audiovisuels. INA/Documentation Française. No 5. February 1982. *Mitsuhiro Yoshimoto, Eva Tsai and JungBong Choi (eds). Television, Japan, and Globalization. 2010. [https://books.google.co.uk/books?id=wx-NCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toru Yamamoto. "The Growth of Television in Japan". Studies of Broadcasting. No 2. March 1964. pp 81 to 126. [https://books.google.co.uk/books?lr=&id=Cl0sC0WefuUC] *Masaki Ikuta. "The Characteristics of the Growth of Television in Japan". Studies of Broadcasting. No 4. March 1966. pp 5 to 22. [https://books.google.co.uk/books?lr=&id=JwxQAQAAMAAJ] *"Twenty Years of Television in Japan". Studies of Broadcasting. No 10. March 1974. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] **Akira Fujitake. "Trends in the Studies of Television in Japan". pp 5 to 28. *Jun Yoshida. "Development of Television and Changes in TV Viewing Habits in Japan". Studies of Broadcasting. (Thirty Years of TV Viewing). 1983. [https://books.google.co.uk/books?id=LfuuXs9U6t4C No 22]. 1986. pp 127 to 54. *Norimichi Fujiwara. " Televiewing of Japanese People". Studies of Broadcasting. No 7. March 1969. pp 59 to 104. [https://books.google.co.uk/books?id=8N0UlMSjlrMC] *Jayson Makoto Chun. A Nation of a Hundred Million Idiots? A Social History of Japanese Television, 1953 - 1973. 2007. [https://books.google.co.uk/books?id=9miRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *S Sasao, "The History of Television in Japan" (1961) 9 Journal of the Television Society 436 to 443 (No 11: July to September 1961) [https://books.google.co.uk/books?id=pmUPAAAAIAAJ] *"The Slow March of Progress: Japanese Television". The Economist. 15 July 1995. pp 49 to 50. *William Horsley. "Japan's conformist television". The Listener. (vol 94, no 2424). 18 September 1975. p 366. [https://books.google.co.uk/books?id=_NVBAQAAIAAJ] *Terebi Bangumi No 40 Nen. (Japanese: テレビ番組の40年). [English: 40 Years of Television Programmes]. [[w:ja:日本放送出版協会|NHK Shuppan]]. Tokyo. 1994. ISBN 4-14-080192. [https://books.google.co.uk/books?id=DqQvAQAAIAAJ] Genres Drama [テレビドラマ = Television drama] *Jonathan Clements and Motoko Tamamuro. The Dorama Encyclopedia: A Guide to Japanese TV Drama Since 1953. Stone Bridge Press. 2003. [https://books.google.co.uk/books?id=z7I-VyCfZdQC&pg=PP1#v=onepage&q&f=false] *T Makita. "Television Drama and the Japanese Culture: with special emphasis on the historical drama". Studies of Broadcasting. No 10. pp 57 to 76. [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Terebi Dorama Zenshi: 1953-1994: TV Gaido. (Japanese: テレビドラマ全史 1953-1994 TV ガイド). [English: Complete History of Japanese Television Drama: 1953-1994: TV Guide]. Tokyo News Mook. [[w:ja:東京ニュース通信社|Tokyo News Service]]. 1994. [https://books.google.co.uk/books?id=HCEQAQAAMAAJ]. Catalogue: [https://www.library.pref.kyoto.jp/opw/OPW/OPWSRCHTYPE.CSP?ReloginFlag=1&BID=B10300776&DB=LIB&FROMFLG=1] [https://www.library.pref.kyoto.jp/bib/?B10300776] *Masunori Sata and Hideo Hirahara (eds). Kazuhiko Gotō, Hideo Hirahara, Katsumi Oyama and Masunori Sata. A History of Japanese Television Drama: Modern Japan and the Japanese. Japan Association of Broadcasting Art. Tokyo. 1991. Catalogue: [https://search.worldcat.org/title/A-History-of-Japanese-television-drama-:-modern-Japan-and-the-Japanese/oclc/1341882698]. Commentary: [https://books.google.co.uk/books?id=C7RZAAAAMAAJ]. **Japanese title: 日本テレビドラマ戦後史. Cataglogue: [https://ndlsearch.ndl.go.jp/books/R100000136-I1971149384770108736]. *Hiromu Toriyama (鳥山拡). Nihon Terebi Dorama-shi (Japanese: 日本テレビドラマ史). [English: History of Japanese Television Drama]. Eijinsha (映人社). Tokyo. 25 September 1986. ISBN 4-87100-213-6. [https://books.google.co.uk/books?id=pIYSAQAAMAAJ]. *Nobuo Harada (原田信男). Terebi Dorama 30 Nen. (Japanese: テレビドラマ 30年). [[w:ja:読売新聞社|Yomiuri Shinbun-sha]]. 1983. [https://books.google.co.uk/books?id=k_1IAAAAMAAJ] Other genres *Hakan Ergül. Popularizing Japanese TV: The Cultural, Economic, and Emotional Dimensions of Infotainment Discourse. 2019. [https://books.google.co.uk/books?id=Hfh1DwAAQBAJ&pg=PA1942#v=onepage&q&f=false] *Jose Maria De Vera. Educational Television in Japan. Sophia University.  Tokyo. Charles E Tuttle Company. Tokyo and Rutland. 1967. [https://books.google.co.uk/books?id=_6gcAAAAMAAJ] Audience *Yoshida. "Trends in Television Audience Survey in Japan". (Twenty Years of Television in Japan). Studies of Broadcasting. No 10. March 1974. pp 29 to 44. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Jun Yoshida. "Japanese TV Audiences as seen from Surveys". Studies of Broadcasting. No 18. 1982. p 115. [https://books.google.co.uk/books?id=ZaoeHmpNpTsC] Okinawan diaspora *Taku Suzuki, "Viewing Nations, Narrating Hybridity: Okinawan Diasporic Subjectivity and Japanese Satellite Telecasts in Colonia Okinawa, Bolivia" (2005) 14(1) Diaspora: A Journal of Transnational Studies 75 to 107 [https://books.google.co.uk/books?id=cbIpAQAAIAAJ] Newspaper television reviews etc *"Today's Choice" in "TV/Radio". The Japan Times. Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. [[Category:Television]] meqhwlwehy5okcvquzowrb5yje1eonc 2831758 2831650 2026-09-06T10:20:14Z James500 297601 /* */ Add 2831758 wikitext text/x-wiki {{Bibliography}} See [[w:Category:Books about television]] and [[w:Category:Works about television]] This part of the [[Universal Bibliography]] is a bibliography of television. Bibliography *Mary Cassata and Thomas Skill. Television: A Guide to the Literature. Oryx Press. 1985. [https://books.google.com/books?id=4jdGAAAAMAAJ] *Felix Chin. Cable Television: A Comprehensive Bibliography. IFI/Plenum. New York. 1978. [https://books.google.com/books?id=flBHAQAAIAAJ] *William Saffady. High Definition Television: A Bibliography. Meckler. 1990. [https://books.google.com/books?id=_Ssbwbn1QbAC] *James E Sudalnik and Victoria A Kuhl (comps). High-Definition Television: An Annotated Multidisciplinary Bibliography, 1981-1992. [https://books.google.co.uk/books?id=0Q3DEAAAQBAJ] *George Shiers (comp). Early Television: A Bibliographic Guide to 1940. 1997. [https://books.google.co.uk/books?id=YLcJBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *A Partial Bibliography of Television. [https://books.google.co.uk/books?id=HpBt18StMuwC] Bibliography and terminology *Television: Terminology, Bibliography. [https://books.google.com/books?id=WiRzbHou3k0C] Encyclopedias *Horace Newcomb (ed). Encyclopedia of Television. 1997. 2004. 2nd Ed. Routledge. 2013. [https://books.google.co.uk/books?id=NUXIAgAAQBAJ&pg=PR3#v=onepage&q&f=false] *Les Brown's Encyclopedia of Television. 1977. New York Zoetrope. 1982. [https://books.google.co.uk/books?id=gb5kAAAAMAAJ]. 3rd Ed: 1992. [https://books.google.co.uk/books?id=07EYAAAAIAAJ] *Les Brown. The New York Times Encyclopedia of Television. 1977. [https://books.google.co.uk/books?id=4L1kAAAAMAAJ] *Stanley Kempner. Television Encyclopedia. Fairchild Publishing Company. 1948. [https://books.google.com/books?id=Gk9LAAAAMAAJ] *Vincent Terrace. Encyclopedia of Television Series, Pilots and Specials. [https://books.google.co.uk/books?id=AKlgjBCPPnsC&pg=PA1#v=onepage&q&f=false] Periodicals *Television. Television Magazine Corporation. [https://books.google.co.uk/books?id=rOgWAQAAMAAJ] **Television Magazine. Frederick Kugel Company. [https://books.google.co.uk/books?id=Beg84qwbyhcC]. Commentary: [https://books.google.co.uk/books?id=29LVAAAAMAAJ] *Television Quarterly. National Academy of Television Arts and Sciences. [https://books.google.co.uk/books?id=A1cZAAAAIAAJ] *Television Age. Television Editorial Corp Publication Office. [https://books.google.co.uk/books?id=27qiEDXrT3wC] *Journal of the Television Society [https://books.google.co.uk/books?id=RYuaAAAAIAAJ] Annuals *World Guide to Television. [https://books.google.co.uk/books?id=15EHAQAAMAAJ 1999]. Almanacs *International Television Almanac. Quigley. [https://books.google.co.uk/books?id=aRgdAAAAIAAJ] History *Anthony Smith (ed). Television: An International History. Oxford University Press. 1995. [https://books.google.co.uk/books?id=KLRkAAAAMAAJ] *Albert Abramson. The History of Television, 1880 to 1941. McFarland. 1987. [https://books.google.com/books?id=hxlTAAAAMAAJ] Future *The Future of Television: A Global Overview of Programming, Advertising, Technology, and Growth. NTC Business Books. 1992. [https://books.google.co.uk/books?id=I04PAQAAMAAJ] World *Joseph D Straubhaar. World Television: From Global to Local. 2007. [https://books.google.co.uk/books?id=OP10AwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shawn Shimpach (ed). The Routledge Companion to Global Television. 2020. [https://books.google.co.uk/books?id=GOK5DwAAQBAJ&pg=PA1950#v=onepage&q&f=false] *Wilson P Dizard. Television: a World View. Syracuse University Press. 1966. [https://books.google.co.uk/books?id=J7dkAAAAMAAJ] *John Sinclair (ed). Contemporary World Television. [Graeme Turner (assoc ed)]. British Film Institute. 2004. [https://books.google.com/books?id=2iLuAAAAMAAJ] *Tony Verna. Global Television: How to Create Effective Television for the Future. [https://books.google.co.uk/books?id=Q7FkAAAAMAAJ] [https://books.google.co.uk/books?id=3cfhEAAAQBAJ&pg=PA1#v=onepage&q&f=false] France and the rest of the world *Hervé Michel. La Télévision en France et dans le monde. [[w:Presses Universitaires de France|Presses Universitaires de France]]. Deposited March 1989. ISBN 2130701655. [https://books.google.co.uk/books?id=mb3_EAAAQBAJ&pg=PA3#v=onepage&q&f=false] United Kingdom *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Music *Tele-Tunes Black and white *[https://www.theguardian.com/commentisfree/2018/nov/09/black-white-television-viewers-colour Black and white TVs are a lo-fi rebuke to a world gone wrong]. The Guardian. 9 November 2018. Japanese and American *Leroy W Gardner, "A Content Analysis of Japanese and American Television", 6 Journal of Broadcasting 45 (No 1: Winter 1961-1962) [https://books.google.co.uk/books?id=Wlb1a3tWofAC] Asian *Jinna Tay and Graeme Turner (eds). Television Histories in Asia: Issues and Contexts. 2015. [https://books.google.co.uk/books?id=IxU-CgAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Japanese== *Jacques Mousseau. "La télévision au Japon" (1984) Communication et langages. No 59. pp 87 to 101. [[w:es:Dialnet|Dialnet]]: [https://dialnet.unirioja.es/servlet/articulo?codigo=5564949]. [[w:Persée (web portal)|Persée]]: [https://www.persee.fr/doc/colan_0336-1500_1984_num_59_1_1603] *La Télévision au Japon. Problèmes audiovisuels. INA/Documentation Française. No 5. February 1982. *Mitsuhiro Yoshimoto, Eva Tsai and JungBong Choi (eds). Television, Japan, and Globalization. 2010. [https://books.google.co.uk/books?id=wx-NCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toru Yamamoto. "The Growth of Television in Japan". Studies of Broadcasting. No 2. March 1964. pp 81 to 126. [https://books.google.co.uk/books?lr=&id=Cl0sC0WefuUC] *Masaki Ikuta. "The Characteristics of the Growth of Television in Japan". Studies of Broadcasting. No 4. March 1966. pp 5 to 22. [https://books.google.co.uk/books?lr=&id=JwxQAQAAMAAJ] *"Twenty Years of Television in Japan". Studies of Broadcasting. No 10. March 1974. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] **Akira Fujitake. "Trends in the Studies of Television in Japan". pp 5 to 28. *Jun Yoshida. "Development of Television and Changes in TV Viewing Habits in Japan". Studies of Broadcasting. (Thirty Years of TV Viewing). 1983. [https://books.google.co.uk/books?id=LfuuXs9U6t4C No 22]. 1986. pp 127 to 54. *Norimichi Fujiwara. " Televiewing of Japanese People". Studies of Broadcasting. No 7. March 1969. pp 59 to 104. [https://books.google.co.uk/books?id=8N0UlMSjlrMC] *Jayson Makoto Chun. A Nation of a Hundred Million Idiots? A Social History of Japanese Television, 1953 - 1973. 2007. [https://books.google.co.uk/books?id=9miRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *S Sasao, "The History of Television in Japan" (1961) 9 Journal of the Television Society 436 to 443 (No 11: July to September 1961) [https://books.google.co.uk/books?id=pmUPAAAAIAAJ] *"The Slow March of Progress: Japanese Television". The Economist. 15 July 1995. pp 49 to 50. *William Horsley. "Japan's conformist television". The Listener. (vol 94, no 2424). 18 September 1975. p 366. [https://books.google.co.uk/books?id=_NVBAQAAIAAJ] *Terebi Bangumi No 40 Nen. (Japanese: テレビ番組の40年). [English: 40 Years of Television Programmes]. [[w:ja:日本放送出版協会|NHK Shuppan]]. Tokyo. 1994. ISBN 4-14-080192. [https://books.google.co.uk/books?id=DqQvAQAAIAAJ] Genres Drama [テレビドラマ = Television drama] *Jonathan Clements and Motoko Tamamuro. The Dorama Encyclopedia: A Guide to Japanese TV Drama Since 1953. Stone Bridge Press. 2003. [https://books.google.co.uk/books?id=z7I-VyCfZdQC&pg=PP1#v=onepage&q&f=false] *T Makita. "Television Drama and the Japanese Culture: with special emphasis on the historical drama". Studies of Broadcasting. No 10. pp 57 to 76. [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Terebi Dorama Zenshi: 1953-1994: TV Gaido. (Japanese: テレビドラマ全史 1953-1994 TV ガイド). [English: Complete History of Japanese Television Drama: 1953-1994: TV Guide]. Tokyo News Mook. [[w:ja:東京ニュース通信社|Tokyo News Service]]. 1994. [https://books.google.co.uk/books?id=HCEQAQAAMAAJ]. Catalogue: [https://www.library.pref.kyoto.jp/opw/OPW/OPWSRCHTYPE.CSP?ReloginFlag=1&BID=B10300776&DB=LIB&FROMFLG=1] [https://www.library.pref.kyoto.jp/bib/?B10300776] *Masunori Sata and Hideo Hirahara (eds). Kazuhiko Gotō, Hideo Hirahara, Katsumi Oyama and Masunori Sata. A History of Japanese Television Drama: Modern Japan and the Japanese. Japan Association of Broadcasting Art. Tokyo. 1991. Catalogue: [https://search.worldcat.org/title/A-History-of-Japanese-television-drama-:-modern-Japan-and-the-Japanese/oclc/1341882698]. Commentary: [https://books.google.co.uk/books?id=C7RZAAAAMAAJ]. **Japanese title: 日本テレビドラマ戦後史. Cataglogue: [https://ndlsearch.ndl.go.jp/books/R100000136-I1971149384770108736]. *Hiromu Toriyama (鳥山拡). Nihon Terebi Dorama-shi (Japanese: 日本テレビドラマ史). [English: History of Japanese Television Drama]. Eijinsha (映人社). Tokyo. 25 September 1986. ISBN 4-87100-213-6. [https://books.google.co.uk/books?id=pIYSAQAAMAAJ]. *Nobuo Harada (原田信男). Terebi Dorama 30 Nen. (Japanese: テレビドラマ 30年). [[w:ja:読売新聞社|Yomiuri Shinbun-sha]]. 1983. [https://books.google.co.uk/books?id=k_1IAAAAMAAJ] Other genres *Hakan Ergül. Popularizing Japanese TV: The Cultural, Economic, and Emotional Dimensions of Infotainment Discourse. 2019. [https://books.google.co.uk/books?id=Hfh1DwAAQBAJ&pg=PA1942#v=onepage&q&f=false] *Jose Maria De Vera. Educational Television in Japan. Sophia University.  Tokyo. Charles E Tuttle Company. Tokyo and Rutland. 1967. [https://books.google.co.uk/books?id=_6gcAAAAMAAJ] Audience *Yoshida. "Trends in Television Audience Survey in Japan". (Twenty Years of Television in Japan). Studies of Broadcasting. No 10. March 1974. pp 29 to 44. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Jun Yoshida. "Japanese TV Audiences as seen from Surveys". Studies of Broadcasting. No 18. 1982. p 115. [https://books.google.co.uk/books?id=ZaoeHmpNpTsC] Okinawan diaspora *Taku Suzuki, "Viewing Nations, Narrating Hybridity: Okinawan Diasporic Subjectivity and Japanese Satellite Telecasts in Colonia Okinawa, Bolivia" (2005) 14(1) Diaspora: A Journal of Transnational Studies 75 to 107 [https://books.google.co.uk/books?id=cbIpAQAAIAAJ] Newspaper television reviews etc *"Today's Choice" in "TV/Radio". The Japan Times. Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. [[Category:Television]] emuvu6z7rs6k6gg33drl6208itagko0 2831759 2831758 2026-09-06T10:20:55Z James500 297601 /* Japanese */ Add 2831759 wikitext text/x-wiki {{Bibliography}} See [[w:Category:Books about television]] and [[w:Category:Works about television]] This part of the [[Universal Bibliography]] is a bibliography of television. Bibliography *Mary Cassata and Thomas Skill. Television: A Guide to the Literature. Oryx Press. 1985. [https://books.google.com/books?id=4jdGAAAAMAAJ] *Felix Chin. Cable Television: A Comprehensive Bibliography. IFI/Plenum. New York. 1978. [https://books.google.com/books?id=flBHAQAAIAAJ] *William Saffady. High Definition Television: A Bibliography. Meckler. 1990. [https://books.google.com/books?id=_Ssbwbn1QbAC] *James E Sudalnik and Victoria A Kuhl (comps). High-Definition Television: An Annotated Multidisciplinary Bibliography, 1981-1992. [https://books.google.co.uk/books?id=0Q3DEAAAQBAJ] *George Shiers (comp). Early Television: A Bibliographic Guide to 1940. 1997. [https://books.google.co.uk/books?id=YLcJBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *A Partial Bibliography of Television. [https://books.google.co.uk/books?id=HpBt18StMuwC] Bibliography and terminology *Television: Terminology, Bibliography. [https://books.google.com/books?id=WiRzbHou3k0C] Encyclopedias *Horace Newcomb (ed). Encyclopedia of Television. 1997. 2004. 2nd Ed. Routledge. 2013. [https://books.google.co.uk/books?id=NUXIAgAAQBAJ&pg=PR3#v=onepage&q&f=false] *Les Brown's Encyclopedia of Television. 1977. New York Zoetrope. 1982. [https://books.google.co.uk/books?id=gb5kAAAAMAAJ]. 3rd Ed: 1992. [https://books.google.co.uk/books?id=07EYAAAAIAAJ] *Les Brown. The New York Times Encyclopedia of Television. 1977. [https://books.google.co.uk/books?id=4L1kAAAAMAAJ] *Stanley Kempner. Television Encyclopedia. Fairchild Publishing Company. 1948. [https://books.google.com/books?id=Gk9LAAAAMAAJ] *Vincent Terrace. Encyclopedia of Television Series, Pilots and Specials. [https://books.google.co.uk/books?id=AKlgjBCPPnsC&pg=PA1#v=onepage&q&f=false] Periodicals *Television. Television Magazine Corporation. [https://books.google.co.uk/books?id=rOgWAQAAMAAJ] **Television Magazine. Frederick Kugel Company. [https://books.google.co.uk/books?id=Beg84qwbyhcC]. Commentary: [https://books.google.co.uk/books?id=29LVAAAAMAAJ] *Television Quarterly. National Academy of Television Arts and Sciences. [https://books.google.co.uk/books?id=A1cZAAAAIAAJ] *Television Age. Television Editorial Corp Publication Office. [https://books.google.co.uk/books?id=27qiEDXrT3wC] *Journal of the Television Society [https://books.google.co.uk/books?id=RYuaAAAAIAAJ] Annuals *World Guide to Television. [https://books.google.co.uk/books?id=15EHAQAAMAAJ 1999]. Almanacs *International Television Almanac. Quigley. [https://books.google.co.uk/books?id=aRgdAAAAIAAJ] History *Anthony Smith (ed). Television: An International History. Oxford University Press. 1995. [https://books.google.co.uk/books?id=KLRkAAAAMAAJ] *Albert Abramson. The History of Television, 1880 to 1941. McFarland. 1987. [https://books.google.com/books?id=hxlTAAAAMAAJ] Future *The Future of Television: A Global Overview of Programming, Advertising, Technology, and Growth. NTC Business Books. 1992. [https://books.google.co.uk/books?id=I04PAQAAMAAJ] World *Joseph D Straubhaar. World Television: From Global to Local. 2007. [https://books.google.co.uk/books?id=OP10AwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shawn Shimpach (ed). The Routledge Companion to Global Television. 2020. [https://books.google.co.uk/books?id=GOK5DwAAQBAJ&pg=PA1950#v=onepage&q&f=false] *Wilson P Dizard. Television: a World View. Syracuse University Press. 1966. [https://books.google.co.uk/books?id=J7dkAAAAMAAJ] *John Sinclair (ed). Contemporary World Television. [Graeme Turner (assoc ed)]. British Film Institute. 2004. [https://books.google.com/books?id=2iLuAAAAMAAJ] *Tony Verna. Global Television: How to Create Effective Television for the Future. [https://books.google.co.uk/books?id=Q7FkAAAAMAAJ] [https://books.google.co.uk/books?id=3cfhEAAAQBAJ&pg=PA1#v=onepage&q&f=false] France and the rest of the world *Hervé Michel. La Télévision en France et dans le monde. [[w:Presses Universitaires de France|Presses Universitaires de France]]. Deposited March 1989. ISBN 2130701655. [https://books.google.co.uk/books?id=mb3_EAAAQBAJ&pg=PA3#v=onepage&q&f=false] United Kingdom *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Music *Tele-Tunes Black and white *[https://www.theguardian.com/commentisfree/2018/nov/09/black-white-television-viewers-colour Black and white TVs are a lo-fi rebuke to a world gone wrong]. The Guardian. 9 November 2018. Japanese and American *Leroy W Gardner, "A Content Analysis of Japanese and American Television", 6 Journal of Broadcasting 45 (No 1: Winter 1961-1962) [https://books.google.co.uk/books?id=Wlb1a3tWofAC] Asian *Jinna Tay and Graeme Turner (eds). Television Histories in Asia: Issues and Contexts. 2015. [https://books.google.co.uk/books?id=IxU-CgAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Japanese== *Jacques Mousseau. "La télévision au Japon" (1984) Communication et langages. No 59. pp 87 to 101. [[w:es:Dialnet|Dialnet]]: [https://dialnet.unirioja.es/servlet/articulo?codigo=5564949]. [[w:Persée (web portal)|Persée]]: [https://www.persee.fr/doc/colan_0336-1500_1984_num_59_1_1603] *La Télévision au Japon. Problèmes audiovisuels. INA/Documentation Française. No 5. February 1982. *Mitsuhiro Yoshimoto, Eva Tsai and JungBong Choi (eds). Television, Japan, and Globalization. 2010. [https://books.google.co.uk/books?id=wx-NCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toru Yamamoto. "The Growth of Television in Japan". Studies of Broadcasting. No 2. March 1964. pp 81 to 126. [https://books.google.co.uk/books?lr=&id=Cl0sC0WefuUC] *Masaki Ikuta. "The Characteristics of the Growth of Television in Japan". Studies of Broadcasting. No 4. March 1966. pp 5 to 22. [https://books.google.co.uk/books?lr=&id=JwxQAQAAMAAJ] *"Twenty Years of Television in Japan". Studies of Broadcasting. No 10. March 1974. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] **Akira Fujitake. "Trends in the Studies of Television in Japan". pp 5 to 28. *Jun Yoshida. "Development of Television and Changes in TV Viewing Habits in Japan". Studies of Broadcasting. (Thirty Years of TV Viewing). 1983. [https://books.google.co.uk/books?id=LfuuXs9U6t4C No 22]. 1986. pp 127 to 54. *Norimichi Fujiwara. " Televiewing of Japanese People". Studies of Broadcasting. No 7. March 1969. pp 59 to 104. [https://books.google.co.uk/books?id=8N0UlMSjlrMC] *Jayson Makoto Chun. A Nation of a Hundred Million Idiots? A Social History of Japanese Television, 1953 - 1973. 2007. [https://books.google.co.uk/books?id=9miRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *S Sasao, "The History of Television in Japan" (1961) 9 Journal of the Television Society 436 to 443 (No 11: July to September 1961) [https://books.google.co.uk/books?id=pmUPAAAAIAAJ] *"The Slow March of Progress: Japanese Television". The Economist. 15 July 1995. pp 49 to 50. *William Horsley. "Japan's conformist television". The Listener. (vol 94, no 2424). 18 September 1975. p 366. [https://books.google.co.uk/books?id=_NVBAQAAIAAJ] *Terebi Bangumi No 40 Nen. (Japanese: テレビ番組の40年). [English: 40 Years of Television Programmes]. [[w:ja:日本放送出版協会|NHK Shuppan]]. Tokyo. 1994. ISBN 4-14-080192. [https://books.google.co.uk/books?id=DqQvAQAAIAAJ] Genres Drama [テレビドラマ = Television drama] *Jonathan Clements and Motoko Tamamuro. The Dorama Encyclopedia: A Guide to Japanese TV Drama Since 1953. Stone Bridge Press. 2003. [https://books.google.co.uk/books?id=z7I-VyCfZdQC&pg=PP1#v=onepage&q&f=false] *T Makita. "Television Drama and the Japanese Culture: with special emphasis on the historical drama". Studies of Broadcasting. No 10. pp 57 to 76. [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Terebi Dorama Zenshi: 1953-1994: TV Gaido. (Japanese: テレビドラマ全史 1953-1994 TV ガイド). [English: Complete History of Japanese Television Drama: 1953-1994: TV Guide]. Tokyo News Mook. [[w:ja:東京ニュース通信社|Tokyo News Service]]. 1994. [https://books.google.co.uk/books?id=HCEQAQAAMAAJ]. Catalogue: [https://www.library.pref.kyoto.jp/opw/OPW/OPWSRCHTYPE.CSP?ReloginFlag=1&BID=B10300776&DB=LIB&FROMFLG=1] [https://www.library.pref.kyoto.jp/bib/?B10300776] *Masunori Sata and Hideo Hirahara (eds). Kazuhiko Gotō, Hideo Hirahara, Katsumi Oyama and Masunori Sata. A History of Japanese Television Drama: Modern Japan and the Japanese. Japan Association of Broadcasting Art. Tokyo. 1991. Catalogue: [https://search.worldcat.org/title/A-History-of-Japanese-television-drama-:-modern-Japan-and-the-Japanese/oclc/1341882698]. Commentary: [https://books.google.co.uk/books?id=C7RZAAAAMAAJ]. **Japanese title: 日本テレビドラマ戦後史. Cataglogue: [https://ndlsearch.ndl.go.jp/books/R100000136-I1971149384770108736]. *Hiromu Toriyama (鳥山拡). Nihon Terebi Dorama-shi (Japanese: 日本テレビドラマ史). [English: History of Japanese Television Drama]. Eijinsha (映人社). Tokyo. 25 September 1986. ISBN 4-87100-213-6. [https://books.google.co.uk/books?id=pIYSAQAAMAAJ]. *Nobuo Harada (原田信男). Terebi Dorama 30 Nen. (Japanese: テレビドラマ 30年). [[w:ja:読売新聞社|Yomiuri Shinbun-sha]]. 1983. [https://books.google.co.uk/books?id=k_1IAAAAMAAJ] Other genres *Hakan Ergül. Popularizing Japanese TV: The Cultural, Economic, and Emotional Dimensions of Infotainment Discourse. 2019. [https://books.google.co.uk/books?id=Hfh1DwAAQBAJ&pg=PA1942#v=onepage&q&f=false] *Jose Maria De Vera. Educational Television in Japan. Sophia University.  Tokyo. Charles E Tuttle Company. Tokyo and Rutland. 1967. [https://books.google.co.uk/books?id=_6gcAAAAMAAJ] Audience *Yoshida. "Trends in Television Audience Survey in Japan". (Twenty Years of Television in Japan). Studies of Broadcasting. No 10. March 1974. pp 29 to 44. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Jun Yoshida. "Japanese TV Audiences as seen from Surveys". Studies of Broadcasting. No 18. 1982. p 115. [https://books.google.co.uk/books?id=ZaoeHmpNpTsC] Okinawan diaspora *Taku Suzuki, "Viewing Nations, Narrating Hybridity: Okinawan Diasporic Subjectivity and Japanese Satellite Telecasts in Colonia Okinawa, Bolivia" (2005) 14(1) Diaspora: A Journal of Transnational Studies 75 to 107 [https://books.google.co.uk/books?id=cbIpAQAAIAAJ] Periodicals See [[w:ja:テレビ情報誌]] and [[Category:日本のテレビ情報誌]] Newspaper television reviews etc *"Today's Choice" in "TV/Radio". The Japan Times. Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. [[Category:Television]] 7s6o4hxsl88whr77fads9o7ydjmj97l 2831760 2831759 2026-09-06T10:21:28Z James500 297601 /* Japanese */ Add 2831760 wikitext text/x-wiki {{Bibliography}} See [[w:Category:Books about television]] and [[w:Category:Works about television]] This part of the [[Universal Bibliography]] is a bibliography of television. Bibliography *Mary Cassata and Thomas Skill. Television: A Guide to the Literature. Oryx Press. 1985. [https://books.google.com/books?id=4jdGAAAAMAAJ] *Felix Chin. Cable Television: A Comprehensive Bibliography. IFI/Plenum. New York. 1978. [https://books.google.com/books?id=flBHAQAAIAAJ] *William Saffady. High Definition Television: A Bibliography. Meckler. 1990. [https://books.google.com/books?id=_Ssbwbn1QbAC] *James E Sudalnik and Victoria A Kuhl (comps). High-Definition Television: An Annotated Multidisciplinary Bibliography, 1981-1992. [https://books.google.co.uk/books?id=0Q3DEAAAQBAJ] *George Shiers (comp). Early Television: A Bibliographic Guide to 1940. 1997. [https://books.google.co.uk/books?id=YLcJBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *A Partial Bibliography of Television. [https://books.google.co.uk/books?id=HpBt18StMuwC] Bibliography and terminology *Television: Terminology, Bibliography. [https://books.google.com/books?id=WiRzbHou3k0C] Encyclopedias *Horace Newcomb (ed). Encyclopedia of Television. 1997. 2004. 2nd Ed. Routledge. 2013. [https://books.google.co.uk/books?id=NUXIAgAAQBAJ&pg=PR3#v=onepage&q&f=false] *Les Brown's Encyclopedia of Television. 1977. New York Zoetrope. 1982. [https://books.google.co.uk/books?id=gb5kAAAAMAAJ]. 3rd Ed: 1992. [https://books.google.co.uk/books?id=07EYAAAAIAAJ] *Les Brown. The New York Times Encyclopedia of Television. 1977. [https://books.google.co.uk/books?id=4L1kAAAAMAAJ] *Stanley Kempner. Television Encyclopedia. Fairchild Publishing Company. 1948. [https://books.google.com/books?id=Gk9LAAAAMAAJ] *Vincent Terrace. Encyclopedia of Television Series, Pilots and Specials. [https://books.google.co.uk/books?id=AKlgjBCPPnsC&pg=PA1#v=onepage&q&f=false] Periodicals *Television. Television Magazine Corporation. [https://books.google.co.uk/books?id=rOgWAQAAMAAJ] **Television Magazine. Frederick Kugel Company. [https://books.google.co.uk/books?id=Beg84qwbyhcC]. Commentary: [https://books.google.co.uk/books?id=29LVAAAAMAAJ] *Television Quarterly. National Academy of Television Arts and Sciences. [https://books.google.co.uk/books?id=A1cZAAAAIAAJ] *Television Age. Television Editorial Corp Publication Office. [https://books.google.co.uk/books?id=27qiEDXrT3wC] *Journal of the Television Society [https://books.google.co.uk/books?id=RYuaAAAAIAAJ] Annuals *World Guide to Television. [https://books.google.co.uk/books?id=15EHAQAAMAAJ 1999]. Almanacs *International Television Almanac. Quigley. [https://books.google.co.uk/books?id=aRgdAAAAIAAJ] History *Anthony Smith (ed). Television: An International History. Oxford University Press. 1995. [https://books.google.co.uk/books?id=KLRkAAAAMAAJ] *Albert Abramson. The History of Television, 1880 to 1941. McFarland. 1987. [https://books.google.com/books?id=hxlTAAAAMAAJ] Future *The Future of Television: A Global Overview of Programming, Advertising, Technology, and Growth. NTC Business Books. 1992. [https://books.google.co.uk/books?id=I04PAQAAMAAJ] World *Joseph D Straubhaar. World Television: From Global to Local. 2007. [https://books.google.co.uk/books?id=OP10AwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shawn Shimpach (ed). The Routledge Companion to Global Television. 2020. [https://books.google.co.uk/books?id=GOK5DwAAQBAJ&pg=PA1950#v=onepage&q&f=false] *Wilson P Dizard. Television: a World View. Syracuse University Press. 1966. [https://books.google.co.uk/books?id=J7dkAAAAMAAJ] *John Sinclair (ed). Contemporary World Television. [Graeme Turner (assoc ed)]. British Film Institute. 2004. [https://books.google.com/books?id=2iLuAAAAMAAJ] *Tony Verna. Global Television: How to Create Effective Television for the Future. [https://books.google.co.uk/books?id=Q7FkAAAAMAAJ] [https://books.google.co.uk/books?id=3cfhEAAAQBAJ&pg=PA1#v=onepage&q&f=false] France and the rest of the world *Hervé Michel. La Télévision en France et dans le monde. [[w:Presses Universitaires de France|Presses Universitaires de France]]. Deposited March 1989. ISBN 2130701655. [https://books.google.co.uk/books?id=mb3_EAAAQBAJ&pg=PA3#v=onepage&q&f=false] United Kingdom *Rob Young. The Magic Box: Viewing Britain Through the Rectangular Window. [https://books.google.co.uk/books?id=fH8NEAAAQBAJ&pg=PA1#v=onepage&q&f=false]. Review: [https://www.theguardian.com/books/2021/aug/13/the-magic-box-by-rob-young-review-a-spirited-history-of-television] Magazines *The Radio Times *TV Times Newspaper television reviews etc United Kingdom *A A Gill. Paper View: The Best of the Sunday Times Television Columns. *"Choice" or "Television and Radio Choice" in "Television and Radio". 1991. Middle of newspaper. The page number of the listings is given on the front page. These reviews are printed in the body of the listings, and not in a separate column. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992. These reviews are printed in the body of the listings, and not in a separate column. These reviews are printed on the last page of the "Life & Times" section of the newspaper, for issues of the newspaper where "Life & Times" is a separate section. Otherwise they are printed in the middle of newspaper. *"Choice" or "TV Choice" in "Television and Radio". The Times. 1992 to 1993. Penultimate page of newspaper. These reviews are printed in the body of the listings, and not in a separate column. *"Choice". The Times. 1993 to 1997. Mondays to Fridays. Penultimate page of newspaper. *"Television Choice". The Times. 1997 onwards. Mondays to Fridays. Third page from back of newspaper. *"Review". The Times. 1994 onwards. Mondays to Fridays. Penultimate page of newspaper. *There are reviews in: **The Independent, The Guardian, The Financial Times, and The Daily Telegraph Netherlands *"TV: Films Video" in "televisie en radio woensdag". Limburgs Dagblad. *"show". Limburgs Dagblad. Music *Tele-Tunes Black and white *[https://www.theguardian.com/commentisfree/2018/nov/09/black-white-television-viewers-colour Black and white TVs are a lo-fi rebuke to a world gone wrong]. The Guardian. 9 November 2018. Japanese and American *Leroy W Gardner, "A Content Analysis of Japanese and American Television", 6 Journal of Broadcasting 45 (No 1: Winter 1961-1962) [https://books.google.co.uk/books?id=Wlb1a3tWofAC] Asian *Jinna Tay and Graeme Turner (eds). Television Histories in Asia: Issues and Contexts. 2015. [https://books.google.co.uk/books?id=IxU-CgAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Japanese== *Jacques Mousseau. "La télévision au Japon" (1984) Communication et langages. No 59. pp 87 to 101. [[w:es:Dialnet|Dialnet]]: [https://dialnet.unirioja.es/servlet/articulo?codigo=5564949]. [[w:Persée (web portal)|Persée]]: [https://www.persee.fr/doc/colan_0336-1500_1984_num_59_1_1603] *La Télévision au Japon. Problèmes audiovisuels. INA/Documentation Française. No 5. February 1982. *Mitsuhiro Yoshimoto, Eva Tsai and JungBong Choi (eds). Television, Japan, and Globalization. 2010. [https://books.google.co.uk/books?id=wx-NCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toru Yamamoto. "The Growth of Television in Japan". Studies of Broadcasting. No 2. March 1964. pp 81 to 126. [https://books.google.co.uk/books?lr=&id=Cl0sC0WefuUC] *Masaki Ikuta. "The Characteristics of the Growth of Television in Japan". Studies of Broadcasting. No 4. March 1966. pp 5 to 22. [https://books.google.co.uk/books?lr=&id=JwxQAQAAMAAJ] *"Twenty Years of Television in Japan". Studies of Broadcasting. No 10. March 1974. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] **Akira Fujitake. "Trends in the Studies of Television in Japan". pp 5 to 28. *Jun Yoshida. "Development of Television and Changes in TV Viewing Habits in Japan". Studies of Broadcasting. (Thirty Years of TV Viewing). 1983. [https://books.google.co.uk/books?id=LfuuXs9U6t4C No 22]. 1986. pp 127 to 54. *Norimichi Fujiwara. " Televiewing of Japanese People". Studies of Broadcasting. No 7. March 1969. pp 59 to 104. [https://books.google.co.uk/books?id=8N0UlMSjlrMC] *Jayson Makoto Chun. A Nation of a Hundred Million Idiots? A Social History of Japanese Television, 1953 - 1973. 2007. [https://books.google.co.uk/books?id=9miRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *S Sasao, "The History of Television in Japan" (1961) 9 Journal of the Television Society 436 to 443 (No 11: July to September 1961) [https://books.google.co.uk/books?id=pmUPAAAAIAAJ] *"The Slow March of Progress: Japanese Television". The Economist. 15 July 1995. pp 49 to 50. *William Horsley. "Japan's conformist television". The Listener. (vol 94, no 2424). 18 September 1975. p 366. [https://books.google.co.uk/books?id=_NVBAQAAIAAJ] *Terebi Bangumi No 40 Nen. (Japanese: テレビ番組の40年). [English: 40 Years of Television Programmes]. [[w:ja:日本放送出版協会|NHK Shuppan]]. Tokyo. 1994. ISBN 4-14-080192. [https://books.google.co.uk/books?id=DqQvAQAAIAAJ] Genres Drama [テレビドラマ = Television drama] *Jonathan Clements and Motoko Tamamuro. The Dorama Encyclopedia: A Guide to Japanese TV Drama Since 1953. Stone Bridge Press. 2003. [https://books.google.co.uk/books?id=z7I-VyCfZdQC&pg=PP1#v=onepage&q&f=false] *T Makita. "Television Drama and the Japanese Culture: with special emphasis on the historical drama". Studies of Broadcasting. No 10. pp 57 to 76. [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Terebi Dorama Zenshi: 1953-1994: TV Gaido. (Japanese: テレビドラマ全史 1953-1994 TV ガイド). [English: Complete History of Japanese Television Drama: 1953-1994: TV Guide]. Tokyo News Mook. [[w:ja:東京ニュース通信社|Tokyo News Service]]. 1994. [https://books.google.co.uk/books?id=HCEQAQAAMAAJ]. Catalogue: [https://www.library.pref.kyoto.jp/opw/OPW/OPWSRCHTYPE.CSP?ReloginFlag=1&BID=B10300776&DB=LIB&FROMFLG=1] [https://www.library.pref.kyoto.jp/bib/?B10300776] *Masunori Sata and Hideo Hirahara (eds). Kazuhiko Gotō, Hideo Hirahara, Katsumi Oyama and Masunori Sata. A History of Japanese Television Drama: Modern Japan and the Japanese. Japan Association of Broadcasting Art. Tokyo. 1991. Catalogue: [https://search.worldcat.org/title/A-History-of-Japanese-television-drama-:-modern-Japan-and-the-Japanese/oclc/1341882698]. Commentary: [https://books.google.co.uk/books?id=C7RZAAAAMAAJ]. **Japanese title: 日本テレビドラマ戦後史. Cataglogue: [https://ndlsearch.ndl.go.jp/books/R100000136-I1971149384770108736]. *Hiromu Toriyama (鳥山拡). Nihon Terebi Dorama-shi (Japanese: 日本テレビドラマ史). [English: History of Japanese Television Drama]. Eijinsha (映人社). Tokyo. 25 September 1986. ISBN 4-87100-213-6. [https://books.google.co.uk/books?id=pIYSAQAAMAAJ]. *Nobuo Harada (原田信男). Terebi Dorama 30 Nen. (Japanese: テレビドラマ 30年). [[w:ja:読売新聞社|Yomiuri Shinbun-sha]]. 1983. [https://books.google.co.uk/books?id=k_1IAAAAMAAJ] Other genres *Hakan Ergül. Popularizing Japanese TV: The Cultural, Economic, and Emotional Dimensions of Infotainment Discourse. 2019. [https://books.google.co.uk/books?id=Hfh1DwAAQBAJ&pg=PA1942#v=onepage&q&f=false] *Jose Maria De Vera. Educational Television in Japan. Sophia University.  Tokyo. Charles E Tuttle Company. Tokyo and Rutland. 1967. [https://books.google.co.uk/books?id=_6gcAAAAMAAJ] Audience *Yoshida. "Trends in Television Audience Survey in Japan". (Twenty Years of Television in Japan). Studies of Broadcasting. No 10. March 1974. pp 29 to 44. [https://books.google.com/books?id=BRN7GpQke2IC] [https://books.google.co.uk/books?id=JTwmkgrpOQwC] *Jun Yoshida. "Japanese TV Audiences as seen from Surveys". Studies of Broadcasting. No 18. 1982. p 115. [https://books.google.co.uk/books?id=ZaoeHmpNpTsC] Okinawan diaspora *Taku Suzuki, "Viewing Nations, Narrating Hybridity: Okinawan Diasporic Subjectivity and Japanese Satellite Telecasts in Colonia Okinawa, Bolivia" (2005) 14(1) Diaspora: A Journal of Transnational Studies 75 to 107 [https://books.google.co.uk/books?id=cbIpAQAAIAAJ] Periodicals See [[w:ja:テレビ情報誌]] and [[w:ja:Category:日本のテレビ情報誌]] Newspaper television reviews etc *"Today's Choice" in "TV/Radio". The Japan Times. Archives and listings *[https://www.nhk.or.jp/archives/ NHK Archives]. [https://www.nhk.or.jp/archives/chronicle/ Chronicle]. [https://www.nhk.or.jp/archives/chronicle/timetable/ Timetables]. [[Category:Television]] jmgscf5ghdna8t3lt02nr8vll492f14 0 331853 2831491 2831490 2026-09-05T11:59:15Z Andy?yes 3006471 2831491 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>World History, Volume 2: from 1400</big> == == Summary == ''World History, Volume 2: from 1400'' is designed to meet the scope and sequence of a world history course from 1400 offered at both two-year and four-year institutions. Suitable for both majors and non majors ''World History, Volume 2: from 1400'' introduces students to a global perspective of history couched in an engaging narrative. Concepts and assessments help students think critically about the issues they encounter so they can broaden their perspective of global history. A special effort has been made to introduce and juxtapose people’s experiences of history for a rich and nuanced discussion. Primary source material represents the cultures being discussed from a firsthand perspective whenever possible. ''World History, Volume 2: from 1400'' also includes the work of diverse and underrepresented scholars to ensure a full range of perspectives. * [https://openstax.org/details/books/world-history-volume-2 OpenStax World History, Volume 2: from 1400] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/world-history-volume-2-from-1400/ OpenStax World History, Volume 2: from 1400 audiobook] Available as audio textbook. [[Category:History]] [[Category:Openstax textbook]] [[Category:OpenStax]] [[Category:World History]] [[Category:OER]] hd37oniio9jnxttk13ferx4dq5c24l2 0 331854 2831527 2026-09-05T12:18:14Z Andy?yes 3006471 Created page with "See also [[OpenStax]] == <big>OpenStax</big> <big>Additive Manufacturing Essentials</big> == == Summary == ''Additive Manufacturing Essentials'' is an introduction to the core principles, technologies, and methods in the field of additive manufacturing. Rooted in industry practice and innovation, the material presents examples and approaches from an array of companies, equipment producers, and software developers. The book is designed to support readers from an array o..." 2831527 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Additive Manufacturing Essentials</big> == == Summary == ''Additive Manufacturing Essentials'' is an introduction to the core principles, technologies, and methods in the field of additive manufacturing. Rooted in industry practice and innovation, the material presents examples and approaches from an array of companies, equipment producers, and software developers. The book is designed to support readers from an array of fields and areas of study, including engineering, science, management, operations, entrepreneurship, and education. With a focus on understanding and selecting the best AM methods for diverse processes and organizations, ''Additive Manufacturing Essentials'' provides a working knowledge of the concepts and key applications of this critically important domain. * OpenStax ''Additive Manufacturing Essentials'' (original content). Available as pdf or web view. * OpenStax ''Additive Manufacturing Essentials'' audiobook Available as audio textbook. nyjsg1fj76ctto7eq5y4uxh92mktcj2 2831528 2831527 2026-09-05T12:20:21Z Andy?yes 3006471 2831528 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Additive Manufacturing Essentials</big> == == Summary == ''Additive Manufacturing Essentials'' is an introduction to the core principles, technologies, and methods in the field of additive manufacturing. Rooted in industry practice and innovation, the material presents examples and approaches from an array of companies, equipment producers, and software developers. The book is designed to support readers from an array of fields and areas of study, including engineering, science, management, operations, entrepreneurship, and education. With a focus on understanding and selecting the best AM methods for diverse processes and organizations, ''Additive Manufacturing Essentials'' provides a working knowledge of the concepts and key applications of this critically important domain. * [https://openstax.org/details/books/additive-manufacturing-essentials OpenStax ''Additive Manufacturing Essentials''] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/additive-manufacturing-essentials/ OpenStax ''Additive Manufacturing Essentials'' audiobook] Available as audio textbook. [[Category:Openstax textbook]] [[Category:OpenStax]] [[Category:Science]] bemaipg5ky8f9r7k4es7saiuo3djzfl 0 331855 2831530 2026-09-05T12:22:34Z Andy?yes 3006471 Created page with "See also [[OpenStax]] == <big>OpenStax</big> <big>Chemistry 2e</big> == == Summary == ''Chemistry 2e'' is designed to meet the scope and sequence requirements of the two-semester general chemistry course. The textbook provides an important opportunity for students to learn the core concepts of chemistry and understand how those concepts apply to their lives and the world around them. The book also includes a number of innovative features, including interactive exercise..." 2831530 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Chemistry 2e</big> == == Summary == ''Chemistry 2e'' is designed to meet the scope and sequence requirements of the two-semester general chemistry course. The textbook provides an important opportunity for students to learn the core concepts of chemistry and understand how those concepts apply to their lives and the world around them. The book also includes a number of innovative features, including interactive exercises and real-world applications, designed to enhance student learning. The second edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Substantial improvements have been made in the figures, illustrations, and example exercises that support the text narrative. Changes made in ''Chemistry 2e'' are described in the preface to help instructors transition to the second edition. * OpenStax ''Chemistry 2e'' (original content). Available as pdf or web view. * OpenStax ''Chemistry 2e'' audiobook Available as audio textbook. sbxf9ta1ydjxt7ehamaygta24f2cfx8 2831531 2831530 2026-09-05T12:23:48Z Andy?yes 3006471 2831531 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Chemistry 2e</big> == == Summary == ''Chemistry 2e'' is designed to meet the scope and sequence requirements of the two-semester general chemistry course. The textbook provides an important opportunity for students to learn the core concepts of chemistry and understand how those concepts apply to their lives and the world around them. The book also includes a number of innovative features, including interactive exercises and real-world applications, designed to enhance student learning. The second edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Substantial improvements have been made in the figures, illustrations, and example exercises that support the text narrative. Changes made in ''Chemistry 2e'' are described in the preface to help instructors transition to the second edition. * [https://openstax.org/details/books/chemistry-2e OpenStax ''Chemistry 2e''] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/chemistry-2e/ OpenStax ''Chemistry 2e'' audiobook] Available as audio textbook. [[Category:OpenStax]] [[Category:Openstax textbook]] [[Category:Chemistry]] [[Category:Chemistry/Resources]] 6kzak142tkrvo18cjqcjwy2j5mkpio1 1 331856 2831534 2026-09-05T12:28:53Z Lbeaumont 278565 /* Logarithms in 20 Minutes */ new section 2831534 wikitext text/x-wiki == Logarithms in 20 Minutes == Ideas from the article [https://medium.com/data-science-collective/logarithms-explained-simply-for-beginners-f3aa1e36b855 Logarithms in 20 Minutes, Told Through Moon Landings and Piano] can be useful for improving this resource and others in this catagory. [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 12:28, 5 September 2026 (UTC) iutie7q2vdgdy8704bwy46ynfdck2pb 0 331857 2831537 2026-09-05T14:06:48Z U3280122 3110471 Introducing myself 2831537 wikitext text/x-wiki Hi my name is Natalia. I am studying this unit motivation and emotion at the University Of Canberra. lqfck4xhfkrrgt99kcq6k0a0vyinard 2831538 2831537 2026-09-05T14:09:56Z U3280122 3110471 I put my work 2831538 wikitext text/x-wiki Hi my name is Natalia. I am studying this unit motivation and emotion at the University Of Canberra.{{title|Interpersonal psychotherapy and emotion: <br>How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Conversation - RWiC.png|thumb|right|250px|'''Figure 1.''' Supportive conversation can create opportunities to express emotions, clarify interpersonal problems, and strengthen social connection.]] ;Scenario Sam recently moved to a new city to begin university. Although the move was exciting, it also meant leaving close friends and family behind. Over time, Sam began feeling lonely, irritable, and emotionally exhausted. Calls with family became shorter, disagreements with a close friend became more frequent, and Sam started avoiding social activities. When Sam began interpersonal psychotherapy (IPT), therapy did not focus only on the feelings of sadness. Instead, Sam and the therapist explored how the recent life transition had changed important relationships. Sam began identifying feelings of loneliness and disappointment, communicating needs more clearly, reconnecting with supportive people, and developing new friendships. As these relationships became more supportive and less stressful, Sam's mood gradually improved. The interpersonal situation had changed, but so had Sam's emotional experience. {{RoundBoxBottom}} Emotions do not occur in isolation. They are influenced by relationships, social roles, conflict, loss, belonging, and the availability of [[wikipedia:Social support|social support]]. At the same time, emotional difficulties can influence how people communicate, withdraw from others, interpret interpersonal situations, and respond to conflict. This creates a reciprocal relationship in which interpersonal problems can worsen emotional distress, while emotional distress can further disrupt relationships (Markowitz & Weissman, 2012; Stuart et al., 2024). [[wikipedia:Interpersonal psychotherapy|Interpersonal psychotherapy]] (IPT) is a structured and time-limited psychological treatment that explicitly focuses on this relationship between emotional symptoms and the person's current interpersonal world. Originally developed for depression, IPT helps people identify an important current interpersonal problem and make practical changes to relationships, communication, social roles, and social support (Lipsitz & Markowitz, 2013). Rather than assuming that relationships are the only cause of emotional distress, IPT proposes that improving significant interpersonal difficulties can help interrupt cycles between stressful relationships and negative emotional states. This chapter examines how this occurs, with particular attention to four proposed mechanisms: increasing social support, reducing interpersonal stress, facilitating emotional processing, and improving interpersonal skills. {{RoundBoxTop|theme=11}} ;Focus questions [[File:Crystal Clear app ktip.svg|left|20px|]] * What is interpersonal psychotherapy and how does it connect relationships with emotion? * Which interpersonal problems does IPT target? * Through which psychological mechanisms can changes in relationships improve emotional wellbeing? * What does research show about the effectiveness and limitations of IPT? {{RoundBoxBottom}} == What is interpersonal psychotherapy? == Interpersonal psychotherapy is a focused psychological treatment based on the idea that emotional symptoms occur within an interpersonal context. It was initially developed as a treatment for major depression and has since been adapted for different age groups and psychological conditions (Cuijpers et al., 2016; Markowitz & Weissman, 2012). IPT does not attempt to change every relationship in a person's life. Instead, therapist and client identify an interpersonal problem that is closely connected to the current emotional difficulty and make this the main focus of treatment. Standard acute IPT for depression is usually time-limited, commonly involving approximately 12 to 16 weekly sessions. === The interpersonal perspective === IPT was influenced by interpersonal theory, attachment theory, and research examining the relationship between stressful life events, social support, and mental health (Lipsitz & Markowitz, 2013; Stuart et al., 2024). Its central assumption is reciprocal: {{RoundBoxTop|theme=13}} '''Interpersonal difficulty → emotional distress → further interpersonal difficulty''' For example, conflict may increase sadness and anxiety. Those emotions may then contribute to withdrawal, irritability, avoidance, or ineffective communication, which can create additional conflict. IPT attempts to interrupt this cycle by improving the interpersonal situation while helping the person understand and communicate emotion more effectively. {{RoundBoxBottom}} This perspective is particularly relevant to emotion because feelings such as sadness, anger, guilt, anxiety, and loneliness often contain information about social situations. For example, sadness may occur following loss, anger may signal unresolved conflict, and loneliness may indicate unmet needs for connection. IPT encourages people to recognise these emotions and consider what they communicate about current relationships (Lipsitz & Markowitz, 2013). === How IPT is structured === IPT generally progresses through an initial, middle, and termination phase. Each phase contributes differently to understanding and changing the relationship between interpersonal experiences and emotion. {| class="wikitable" |+'''Table 1.''' Main phases of interpersonal psychotherapy !Phase !Main tasks !Connection with emotional wellbeing |- |'''Initial phase''' |Identify emotional symptoms, complete an interpersonal inventory, explore important relationships, and select a central interpersonal focus. |Helps connect emotional distress with significant current relationships and life events. |- |'''Middle phase''' |Work actively on the selected interpersonal problem using emotional exploration, communication analysis, problem-solving, and role-play. |Provides opportunities to reduce relationship stress, express emotions, and develop more effective interpersonal responses. |- |'''Termination phase''' |Review progress, discuss feelings about ending therapy, consolidate interpersonal skills, and identify strategies for future difficulties. |Strengthens confidence in maintaining supportive relationships and managing future emotional challenges. |} == Which interpersonal problems does IPT target? == IPT traditionally organises difficulties into several interpersonal problem areas. Although individual experiences are complex, identifying a central problem gives therapy a clear focus rather than trying to address every possible cause of distress simultaneously (Markowitz & Weissman, 2012). {| class="wikitable" |+'''Table 2.''' Common IPT interpersonal problem areas !Problem area !What it involves !Example |- |'''Grief and loss''' |Emotional difficulty following the death or significant loss of an important person. |Someone becomes socially isolated and depressed following the death of a partner. |- |'''Role disputes''' |Conflict caused by different expectations between the person and someone important to them. |Two partners repeatedly argue because each expects different levels of emotional support. |- |'''Role transitions''' |Difficulty adapting to a major life change that alters identity, responsibilities, or relationships. |Starting university, becoming a parent, migrating, divorce, retirement, or changing employment. |- |'''Interpersonal sensitivities or deficits''' |Persistent difficulty initiating, maintaining, or feeling secure within relationships. |A person feels disconnected from others and finds it difficult to form supportive friendships. |} These areas are important because they represent situations in which relationships and emotion strongly interact. A role transition, for example, is not only a practical change. It can involve loss of identity, changing expectations, reduced contact with familiar people, and uncertainty about new relationships. Similarly, an interpersonal dispute may repeatedly produce anger, disappointment, rejection, or anxiety. {{RoundBoxTop|theme=13}} '''Key point:''' IPT does not simply aim to make a person "more social". The goal is to identify the interpersonal situation most closely connected to current emotional distress and help the person respond to it more effectively. {{RoundBoxBottom}} == How can changes in relationships improve emotional wellbeing? == Lipsitz and Markowitz (2013) proposed four major interpersonal mechanisms through which IPT may contribute to psychological improvement. These mechanisms provide a useful framework for answering the central question of this chapter. === Enhancing social support === [[File:Main_effect_model.png|right|thumb|300x300px|'''Figure 2.''' Social relationships and social support can influence psychological wellbeing.]] [[wikipedia:Social support|Social support]] refers to emotional, practical, informational, and relational resources available through other people. Strong social connections may provide companionship, reassurance, assistance, validation, and a feeling of belonging. Emotional distress can weaken access to these resources. A person experiencing depression, for example, may withdraw socially or believe that asking for support will burden others. Interpersonal conflict may also make otherwise available relationships feel unsafe or unreliable. IPT attempts to strengthen the person's social environment by identifying supportive relationships, repairing important connections where possible, communicating needs more directly, and developing new sources of support. Greater social support may reduce loneliness and provide additional resources for coping with stressful experiences (Lipsitz & Markowitz, 2013). However, the quality of relationships matters more than simply increasing the number of social contacts. A large network characterised by criticism, rejection, or conflict may provide less emotional protection than a smaller network containing dependable and supportive relationships. === Reducing interpersonal stress === Relationship conflict can function as an ongoing source of psychological stress. Repeated arguments, unclear expectations, rejection, social isolation, or uncertainty about relationships may maintain negative emotion even after the original stressful event has passed. IPT attempts to reduce this stress by helping people understand patterns of disagreement, clarify expectations, examine communication, and consider realistic options for changing the situation. In a role dispute, for example, a person may discover that both individuals have been operating with different expectations that were never directly discussed. Reducing interpersonal stress does not necessarily mean saving every relationship. Sometimes emotional wellbeing may improve through renegotiating a relationship, accepting limits, establishing boundaries, or adjusting to the end of a relationship. The important process is reducing an unresolved interpersonal predicament that repeatedly generates distress (Lipsitz & Markowitz, 2013). === Facilitating emotional processing === Emotions are central to IPT rather than being treated as distractions from interpersonal problem-solving. Therapy encourages people to identify, tolerate, express, and understand emotions associated with significant relationships. Consider someone who repeatedly describes conflict with a family member but speaks only about practical disagreements. Further exploration might reveal sadness about feeling unimportant, anger about unmet expectations, or fear of rejection. Identifying these emotions can clarify what the relationship means and what interpersonal need has not been addressed. Emotional processing can also help people distinguish between experiencing an emotion and acting impulsively because of it. Recognising anger, for example, does not require aggressive behaviour. The emotion can instead provide information that helps the person communicate a concern more clearly. === Improving interpersonal skills === [[File:Two-people-talking-logo.jpg|right|thumb|220x220px|'''Figure 3.''' IPT uses communication-focused techniques to help people practise more effective ways of interacting.]] A fourth proposed mechanism is the development of interpersonal skills. Emotional distress can make effective communication difficult, particularly when important relationships involve strong feelings. IPT can use techniques such as communication analysis and role-play to examine interactions in detail. A therapist might ask what a person intended to communicate, what words were actually used, how the other person responded, and whether the intended message was understood. Role-play then allows alternative responses to be practised before they are attempted in everyday life. Over time, clearer communication, assertiveness, emotional expression, and conflict-resolution skills may reduce misunderstandings and improve relationship quality. {| class="wikitable" |+'''Table 3.''' Proposed interpersonal mechanisms of emotional change !Mechanism !What changes? !Possible emotional benefit |- |'''Enhanced social support''' |Supportive relationships become more available or accessible. |Reduced loneliness and greater belonging, reassurance, and coping resources. |- |'''Reduced interpersonal stress''' |Conflict, ambiguity, or unresolved relationship difficulties decrease. |Less repeated exposure to stressful emotional situations. |- |'''Emotional processing''' |Feelings are identified, understood, tolerated, and communicated. |Greater emotional clarity and more adaptive responses to difficult feelings. |- |'''Improved interpersonal skills''' |Communication and relationship-management skills become more effective. |Fewer misunderstandings and greater confidence in managing relationships. |} {{Robelbox|theme=11|title=Test your knowledge!}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> {Which statement best represents the central assumption of interpersonal psychotherapy? |type="()"} - Emotional difficulties are caused entirely by irrational thoughts. - The number of friendships a person has determines their emotional wellbeing. + Relationships and emotional symptoms can influence one another, so improving a current interpersonal problem may help reduce emotional distress. - IPT attempts to analyse every childhood relationship. {Which of the following is one of the proposed mechanisms of change in IPT? |type="()"} - Avoiding emotional discussion + Enhancing social support - Eliminating all interpersonal disagreement - Increasing dependence on the therapist {A person becomes distressed after moving to another country and struggling with changes in identity, friendships, and responsibilities. Which IPT problem area is most relevant? |type="()"} - Grief only - Interpersonal dispute + Role transition - Cognitive distortion {Why is communication analysis used in IPT? |type="()"} - To determine who is objectively responsible for an argument + To examine how an interaction occurred and identify more effective ways of communicating - To prevent the person from experiencing strong emotion - To increase the number of social contacts </quiz> </div> {{Robelbox-close}} == IPT techniques in practice == IPT uses several practical techniques to translate its interpersonal framework into change. These techniques are not isolated exercises; they are selected according to the person's central interpersonal problem and emotional experience. '''Interpersonal inventory''' involves mapping important current relationships and considering their quality, expectations, communication patterns, sources of support, and areas of conflict. This helps identify where interpersonal difficulties and emotional symptoms may be connected. '''Communication analysis''' examines a specific interaction in detail. It can reveal indirect communication, unspoken expectations, misunderstandings, or differences between what a person intended to communicate and what was actually heard. '''Role-play''' allows alternative conversations to be rehearsed within therapy. Practising how to express disappointment, request support, establish a boundary, or respond to criticism may increase confidence before attempting the conversation outside therapy. '''Affect exploration''' focuses attention on the emotions surrounding important interpersonal situations. Rather than discussing relationships only at an intellectual level, the person is encouraged to notice and understand feelings such as grief, anger, fear, shame, or loneliness. '''Decision analysis and interpersonal problem-solving''' help the person consider realistic options for responding to the interpersonal situation and anticipate possible consequences. {{RoundBoxTop|theme=3}} ;Reflection exercise Imagine that a friend repeatedly cancels plans at the last minute. The person begins feeling rejected but never mentions this and instead gradually withdraws from the friendship. Consider the following: * What emotion might be communicating an unmet interpersonal need? * How could avoiding the conversation increase interpersonal stress? * What could be communicated more directly? * How might the relationship and emotional experience change if the conversation were handled constructively? This example illustrates the reciprocal cycle emphasised by IPT: emotion influences interpersonal behaviour, and interpersonal behaviour can subsequently influence emotion. {{RoundBoxBottom}} == What does the research show? == IPT has a substantial evidence base, particularly for depression. However, there is an important difference between showing that a therapy improves outcomes and demonstrating precisely ''why'' it works. This distinction is especially important when evaluating the claim that relationship changes produce emotional improvement. === Depression and emotional symptoms === A meta-analysis by Cuijpers et al. (2011) examined 38 studies involving 4,356 participants. IPT produced a significant improvement in depression compared with control conditions, while its effects were broadly comparable with other established psychological treatments. A later comprehensive meta-analysis examined 90 studies involving 11,434 participants across different mental health problems. IPT demonstrated moderate-to-large effects for acute depression compared with control groups, while differences between IPT and other psychotherapies were relatively small (Cuijpers et al., 2016). A systematic review of individual IPT for adult major depression similarly concluded that IPT is an evidence-supported treatment, although differences between established treatments are not always large (van Hees et al., 2013). These findings suggest that IPT can reduce emotional symptoms, particularly depression. However, equivalent outcomes across therapies also raise an important theoretical question: if several therapies produce similar symptom improvement using different theoretical explanations, some benefits may involve factors common to psychotherapy rather than uniquely interpersonal mechanisms. === Social functioning and relationships === Research increasingly examines whether IPT changes interpersonal functioning in addition to symptoms. Bian et al. (2023) reviewed 11 randomised controlled trials and found that IPT improved social functioning and reduced depressive and anxiety symptoms. Effects on broader overall functioning were less clear, and results varied between groups. This finding supports an important component of IPT theory because treatment appears capable of improving both emotional symptoms and aspects of social functioning. Nevertheless, improvement in two variables does not automatically demonstrate that one caused the other. Lemmens et al. (2017) directly investigated possible mechanisms in adults receiving either cognitive therapy or IPT for depression. Interpersonal functioning improved more rapidly during IPT, but the study found relatively limited support for the idea that changes occurred exclusively through the mechanisms predicted by each therapy's theoretical model. More recently, Abapolnikova et al. (2026) examined attachment security as a possible mediator of depression improvement in IPT compared with cognitive behavioural therapy. Attachment security improved, and earlier increases were associated with lower later depression. However, the effect was not unique to IPT because similar change occurred in cognitive behavioural therapy. This suggests that relational improvement may sometimes operate as a broader psychotherapy process rather than an exclusively IPT-specific mechanism. {{RoundBoxTop|theme=13}} '''Research caution:''' Evidence that IPT ''works'' is stronger than evidence proving exactly ''how'' it works. Relationship functioning, attachment, social support, and symptoms can improve together, but stronger longitudinal and mediation studies are needed to determine whether interpersonal changes specifically cause later emotional improvement. {{RoundBoxBottom}} === Adolescence and interpersonal development === Relationships are especially important during adolescence, when peer belonging, family relationships, identity, and increasing independence can have powerful emotional significance. Mufson et al. (2004) found that interpersonal psychotherapy adapted for adolescents (IPT-A) was effective for depressed adolescents in school-based settings. A later systematic review and meta-analysis found substantial improvements in depressive symptoms and interpersonal difficulties following IPT-A (Duffy et al., 2019). However, Duffy et al. (2019) also found that IPT-A was not significantly better than active comparison interventions for improving interpersonal difficulties. This is theoretically important. If interpersonal change is the distinctive pathway through which IPT works, stronger IPT-specific interpersonal effects might be expected. The finding therefore supports the effectiveness of IPT-A while also highlighting uncertainty about its precise mechanisms. === Perinatal and postpartum periods === Pregnancy and becoming a parent involve major changes in identity, responsibilities, intimate relationships, support networks, and everyday roles. This makes the perinatal period particularly relevant to IPT's concept of role transition. Sockol's (2018) systematic review and meta-analysis found evidence that IPT can reduce perinatal depression and anxiety while also improving aspects of interpersonal functioning. More recently, Uncu and Doğan (2026) reviewed nine randomised controlled trials involving 1,269 participants and found that IPT reduced postpartum depressive symptoms compared with routine care. These findings provide contemporary support for applying IPT where emotional distress occurs alongside significant interpersonal and social-role changes. == Critical evaluation == The evidence provides strong support for IPT as a psychological treatment, particularly for depression, but several limitations should be considered when answering the broader question of how relationships improve emotional wellbeing. First, much of the evidence concerns people experiencing diagnosable depression rather than emotional wellbeing in the general population. Findings about symptom reduction should therefore not automatically be generalised to every form of everyday emotional difficulty. Second, relationship quality and emotional wellbeing are reciprocal. Improved mood may help people communicate and reconnect with others just as improved relationships may improve mood. Establishing which change occurs first requires repeated measurements across treatment. Third, many studies compare IPT with waiting lists, usual care, medication, or other psychotherapies. Because psychotherapy cannot usually be blinded in the same way as a medication trial, expectations and common therapeutic processes may influence outcomes. Fourth, IPT is not equally suitable for every person or interpersonal difficulty. Bernecker et al. (2017) found relatively few consistent patient characteristics that reliably determine who benefits more from IPT than from alternative treatments. Treatment choice therefore requires attention to individual needs, preferences, symptoms, cultural context, and available evidence. Finally, the proposed interpersonal mechanisms should be viewed as scientifically plausible pathways rather than fully proven causal chains. Mechanism research remains less developed than research demonstrating IPT's clinical effectiveness (Lemmens et al., 2017; Lipsitz & Markowitz, 2013). == Applying the model: Return to the scenario == {{RoundBoxTop|theme=3}} ;Sam's interpersonal change At the beginning of the chapter, Sam was struggling after moving away from familiar relationships. The transition was followed by loneliness, withdrawal, and increasing conflict. From an IPT perspective, the move could be understood as a '''role transition'''. Therapy could examine both what had been lost and what the new role required. As Sam begins reconnecting with existing friends and developing supportive new relationships, '''social support''' increases. By discussing expectations directly rather than withdrawing after disagreements, '''interpersonal stress''' may decrease. By recognising loneliness, disappointment, and fear of rejection rather than avoiding these emotions, '''emotional processing''' becomes possible. Finally, practising clearer requests for support and more direct conversations may strengthen '''interpersonal skills'''. These changes can reinforce one another. Improved communication may produce more supportive interactions; supportive interactions may reduce loneliness; improved mood may make further social engagement easier. Emotional and interpersonal improvement can therefore develop as a reciprocal process rather than a single one-way cause. {{RoundBoxBottom}} == Conclusion == Interpersonal psychotherapy explains emotional wellbeing partly through the social context in which emotions occur. Relationships can provide security, belonging, validation, and practical support, but they can also become sources of conflict, rejection, loss, or chronic stress. Because emotional states and relationships influence one another, unresolved interpersonal difficulties can contribute to self-reinforcing cycles of distress. IPT attempts to interrupt these cycles by identifying a current interpersonal problem and helping the person respond more effectively. Four proposed mechanisms are particularly important: enhancing social support, reducing interpersonal stress, facilitating emotional processing, and improving interpersonal skills (Lipsitz & Markowitz, 2013). Research provides substantial evidence that IPT can reduce depressive symptoms and can also improve aspects of interpersonal and social functioning (Bian et al., 2023; Cuijpers et al., 2016). Evidence across adolescents and perinatal populations further demonstrates how IPT can be useful when emotional difficulties occur within changing social relationships and roles (Duffy et al., 2019; Uncu & Doğan, 2026). However, research has not established that every emotional improvement is uniquely caused by relationship change. Interpersonal functioning, attachment, common psychotherapy processes, and symptom change may interact. Therefore, the strongest conclusion is that improving relationships provides a theoretically plausible and empirically supported pathway to emotional improvement, while the precise causal mechanisms remain an important area for further research. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] '''Take home message:''' Emotional wellbeing is closely connected with interpersonal life. IPT helps people address relationship problems linked to emotional distress by strengthening support, reducing interpersonal stress, processing emotions, and developing more effective interpersonal skills. Evidence strongly supports IPT's effectiveness for depression, although research is still determining exactly how much of this improvement is specifically caused by changes in relationships. {{RoundBoxBottom}} == See also == * [[wikipedia:Interpersonal psychotherapy|Interpersonal psychotherapy]] (Wikipedia) * [[wikipedia:Attachment theory|Attachment theory]] (Wikipedia) * [[wikipedia:Social support|Social support]] (Wikipedia) * [[wikipedia:Interpersonal relationship|Interpersonal relationship]] (Wikipedia) * [[wikipedia:Emotion|Emotion]] (Wikipedia) * [[Motivation and emotion/Book/2019/Social support and emotion|Social support and emotion]] (Book chapter, 2019) == References == {{Hanging indent|Abapolnikova, M., Coyne, A. E., Glushka, L., Liu, C. J., Constantino, M. J., Atkinson, L. R., Bagby, R. M., Ravitz, P., & McBride, C. (2026). Does attachment change serve as a theory-specific mediator of depression reduction in interpersonal psychotherapy versus cognitive behavioral therapy? ''Psychotherapy Research''. Advance online publication. https://doi.org/10.1080/10503307.2026.2656698 Bernecker, S. L., Coyne, A. E., Constantino, M. J., & Ravitz, P. (2017). For whom does interpersonal psychotherapy work? A systematic review. ''Clinical Psychology Review, 56'', 82–93. https://doi.org/10.1016/j.cpr.2017.07.001 Bian, C., Zhao, W.-W., Yan, S.-R., Chen, S.-Y., Cheng, Y., & Zhang, Y.-H. (2023). Effect of interpersonal psychotherapy on social functioning, overall functioning and negative emotions for depression: A meta-analysis. ''Journal of Affective Disorders, 320'', 230–240. https://doi.org/10.1016/j.jad.2022.09.119 Cuijpers, P., Donker, T., Weissman, M. M., Ravitz, P., & Cristea, I. A. (2016). Interpersonal psychotherapy for mental health problems: A comprehensive meta-analysis. ''American Journal of Psychiatry, 173''(7), 680–687. https://doi.org/10.1176/appi.ajp.2015.15091141 Cuijpers, P., Geraedts, A. S., van Oppen, P., Andersson, G., Markowitz, J. C., & van Straten, A. (2011). Interpersonal psychotherapy for depression: A meta-analysis. ''American Journal of Psychiatry, 168''(6), 581–592. https://doi.org/10.1176/appi.ajp.2010.10101411 Duffy, F., Sharpe, H., & Schwannauer, M. (2019). Review: The effectiveness of interpersonal psychotherapy for adolescents with depression – A systematic review and meta-analysis. ''Child and Adolescent Mental Health, 24''(4), 307–317. https://doi.org/10.1111/camh.12342 Lemmens, L. H. J. M., Galindo-Garre, F., Arntz, A., Peeters, F., Hollon, S. D., DeRubeis, R. J., & Huibers, M. J. H. (2017). Exploring mechanisms of change in cognitive therapy and interpersonal psychotherapy for adult depression. ''Behaviour Research and Therapy, 94'', 81–92. https://doi.org/10.1016/j.brat.2017.05.005 Lipsitz, J. D., & Markowitz, J. C. (2013). Mechanisms of change in interpersonal therapy (IPT). ''Clinical Psychology Review, 33''(8), 1134–1147. https://doi.org/10.1016/j.cpr.2013.09.002 Markowitz, J. C., & Weissman, M. M. (2012). Interpersonal psychotherapy: Past, present and future. ''Clinical Psychology & Psychotherapy, 19''(2), 99–105. https://doi.org/10.1002/cpp.1774 Mufson, L., Dorta, K. P., Wickramaratne, P., Nomura, Y., Olfson, M., & Weissman, M. M. (2004). A randomized effectiveness trial of interpersonal psychotherapy for depressed adolescents. ''Archives of General Psychiatry, 61''(6), 577–584. https://doi.org/10.1001/archpsyc.61.6.577 Sockol, L. E. (2018). A systematic review and meta-analysis of interpersonal psychotherapy for perinatal women. ''Journal of Affective Disorders, 232'', 316–328. https://doi.org/10.1016/j.jad.2018.01.018 Stuart, S., Schultz, J., Palmer Molina, A., & Siber-Sanderowitz, S. (2024). Interpersonal psychotherapy: A review of theory, history, and evidence of efficacy. ''Psychodynamic Psychiatry, 52''(3), 370–407. https://doi.org/10.1521/pdps.2024.52.3.370 Uncu, B., & Doğan, E. (2026). Effects of interpersonal psychotherapy on postpartum depression: A systematic review and meta-analysis of randomised controlled trials. ''Journal of Psychiatric Research, 198'', 165–174. https://doi.org/10.1016/j.jpsychires.2026.03.038 van Hees, M. L. J. M., Rotter, T., Ellermann, T., & Evers, S. M. A. A. (2013). The effectiveness of individual interpersonal psychotherapy as a treatment for major depressive disorder in adult outpatients: A systematic review. ''BMC Psychiatry, 13'', Article 22. https://doi.org/10.1186/1471-244X-13-22}} == External links == * [https://interpersonalpsychotherapy.org/ipt-basics/overview-of-ipt/ Overview of interpersonal psychotherapy] (International Society of Interpersonal Psychotherapy) * [https://www.who.int/publications/i/item/WHO-MSD-MER-16.4 Group interpersonal therapy for depression] (World Health Organization) * [https://pmc.ncbi.nlm.nih.gov/articles/PMC4109031/ Mechanisms of change in interpersonal therapy] (National Library of Medicine) 0nvzn1jl2ztfufo3bfqcrhkrw8ou1i8 6 331858 2831542 2026-09-05T14:25:44Z Young1lim 21186 {{Information |Description=Data.1A: Data Object (202600901 - 20260831) |Source={{own|Young1lim}} |Date=2026-09-01 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2831542 wikitext text/x-wiki == Summary == {{Information |Description=Data.1A: Data Object (202600901 - 20260831) |Source={{own|Young1lim}} |Date=2026-09-01 |Author=Young W. 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Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2831552 wikitext text/x-wiki == Summary == {{Information |Description=Sample: Tapped Delay (20260831 - 20260825) |Source={{own|Young1lim}} |Date=2026-09-05 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} j8o5m8d8hud6c4ct5eurxs132wna145 6 331861 2831554 2026-09-05T16:12:02Z Young1lim 21186 {{Information |Description=Sample: Tapped Delay (20260901 - 20260831) |Source={{own|Young1lim}} |Date=2026-09-05 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2831554 wikitext text/x-wiki == Summary == {{Information |Description=Sample: Tapped Delay (20260901 - 20260831) |Source={{own|Young1lim}} |Date=2026-09-05 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 9drob9abmmrcqils2a0l04cioqkwiuc 6 331862 2831562 2026-09-05T16:40:54Z Young1lim 21186 {{Information |Description=FF Timing (20260831 - 20260825) |Source={{own|Young1lim}} |Date=2026-09-05 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2831562 wikitext text/x-wiki == Summary == {{Information |Description=FF Timing (20260831 - 20260825) |Source={{own|Young1lim}} |Date=2026-09-05 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 2idlg4dknyi09bcyc3z80qla4w3m1vh 6 331863 2831564 2026-09-05T16:41:52Z Young1lim 21186 {{Information |Description=FF Timing (20260901 - 20260831) |Source={{own|Young1lim}} |Date=2026-09-05 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2831564 wikitext text/x-wiki == Summary == {{Information |Description=FF Timing (20260901 - 20260831) |Source={{own|Young1lim}} |Date=2026-09-05 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} skjjnf5eh0lpun57r2hlizhyn17a8uw 1 331864 2831579 2026-09-05T19:17:03Z Michael Ten 654933 /* "is this unbiased and fair summary? " */ new section 2831579 wikitext text/x-wiki == "is this unbiased and fair summary? " == "is this unbiased and fair summary? " I pasted the article into an AI and asked the above question - this was the first line of the response, "No. It is not an unbiased or fair summary. It is a coherent Palestinian-nationalist narrative written as if it were the full historical record." I added this then after as the second prompt.... : "if it were to be unbiased and scholarly.. : Give summary of key additions you would recommend... answer in list form in mediawiki formatting... " which gave me a LONG response... then i told it "MORE CONCISE... 10% that length" here is the concise summary... * '''Jewish presence''' — Continuous communities and Temple-period history, not a late colonial insert. * '''1947–49''' — Arab rejection of UN 181; civil war then five-state invasion; mixed causes of flight/expulsion; ~800k Jewish refugees from Arab countries. * '''Agency''' — Peel, Camp David, Olmert; Hamas charter, 2007 Gaza takeover, 7 Oct 2023 as initiating acts, not footnotes. * '''1967''' — Blockade/mobilisation context; 242’s dual reading; Gaza 2005 pullout and what followed. * '''Numbers & law''' — Source Gaza MoH tallies; no combatant split; COI “genocide” finding *and* that it is contested, not settled. * '''Both sides’ IHL issues''' — Rockets, hostages, embedding; targeting, siege, settlements—paired, sourced. * '''Voice''' — Attribute claims (“X argues / Y maintains”); drop one-way war-crimes tables. * '''Sources''' — Morris, Khalidi, Karsh, primary PLO/Hamas texts, ICJ/ICC filings plus dissents. Limitless peace. [[User:Michael Ten|Michael Ten]] ([[User talk:Michael Ten|discuss]] • [[Special:Contributions/Michael Ten|contribs]]) 19:17, 5 September 2026 (UTC) i32yzzfe1df00j1nx6ybj19yovx82cs 2831581 2831579 2026-09-05T19:19:33Z Michael Ten 654933 added longer summary of AI critique of educaitonal resource. 2831581 wikitext text/x-wiki == "is this unbiased and fair summary? " == "is this unbiased and fair summary? " I pasted the article into an AI and asked the above question - this was the first line of the response, "No. It is not an unbiased or fair summary. It is a coherent Palestinian-nationalist narrative written as if it were the full historical record." I added this then after as the second prompt.... : "if it were to be unbiased and scholarly.. : Give summary of key additions you would recommend... answer in list form in mediawiki formatting... " which gave me a LONG response... then i told it "MORE CONCISE... 10% that length" here is the concise summary... * '''Jewish presence''' — Continuous communities and Temple-period history, not a late colonial insert. * '''1947–49''' — Arab rejection of UN 181; civil war then five-state invasion; mixed causes of flight/expulsion; ~800k Jewish refugees from Arab countries. * '''Agency''' — Peel, Camp David, Olmert; Hamas charter, 2007 Gaza takeover, 7 Oct 2023 as initiating acts, not footnotes. * '''1967''' — Blockade/mobilisation context; 242’s dual reading; Gaza 2005 pullout and what followed. * '''Numbers & law''' — Source Gaza MoH tallies; no combatant split; COI “genocide” finding *and* that it is contested, not settled. * '''Both sides’ IHL issues''' — Rockets, hostages, embedding; targeting, siege, settlements—paired, sourced. * '''Voice''' — Attribute claims (“X argues / Y maintains”); drop one-way war-crimes tables. * '''Sources''' — Morris, Khalidi, Karsh, primary PLO/Hamas texts, ICJ/ICC filings plus dissents. Limitless peace. [[User:Michael Ten|Michael Ten]] ([[User talk:Michael Ten|discuss]] • [[Special:Contributions/Michael Ten|contribs]]) 19:17, 5 September 2026 (UTC) the un-concise response was as follows.... * '''Jewish historical presence and peoplehood''' ** Continuous Jewish communities in Jerusalem, Hebron, Safed, Tiberias and Galilee through Roman, Byzantine, Islamic, Crusader and Ottoman periods; archaeological and textual record of First and Second Temple periods, not only a brief “Israelite kingdoms” mention. ** Zionism as a modern national movement responding to European antisemitism *and* as a return narrative rooted in liturgy, law and exile—not solely a post-Balfour colonial implant. ** Ottoman millet system and 19th-century Jewish immigration (First and Second Aliyah) as part of the same multi-communal landscape as Arab peasants and urban notables. * '''Demography and land before 1948''' ** Population figures with sources: late Ottoman and Mandate censuses showing an Arab majority *and* a rapidly growing Jewish minority concentrated in specific districts; distinguish legal land purchase from later wartime seizure. ** Peel Commission (1937) and UN Special Committee on Palestine (1947) as earlier partition attempts, not only the 1947 map presented as a sudden injustice. * '''1947–49 as a two-sided war, not a one-day declaration followed by expulsion''' ** Arab Higher Committee and Arab League rejection of UN Resolution 181; outbreak of civil war after the 29 November 1947 vote. ** Invasion on 15 May 1948 by Egypt, Transjordan, Syria, Lebanon and Iraq after Israel’s declaration; war aims stated by Arab governments at the time. ** Mixed causes of Palestinian flight and expulsion (combat, fear, expulsion orders, and in some cases Arab evacuation instructions)—citing the range of scholarship (Morris, Khalidi, Karsh, Pappé) rather than a single “expelled or fled” formula. ** Parallel Jewish refugee movement: ~800,000 Jews leaving or driven from Arab and Muslim countries, 1948–1970s; absorption in Israel vs. UNRWA’s unique hereditary-refugee regime for Palestinians. * '''Palestinian and Arab political agency''' ** Leadership choices: Haj Amin al-Husseini’s wartime alignment; fedayeen raids of the 1950s; PLO charter language on armed struggle; rejection or collapse of later offers (Camp David 2000, Clinton parameters, Olmert 2008)—presented as contested but historically central, not omitted. ** Intra-Palestinian splits: PLO vs. Hamas; 2006 election and 2007 Hamas takeover of Gaza; Fatah–Hamas civil conflict. ** Hamas founding documents, rocket fire at Israeli population centres, suicide bombings, and the 7 October 2023 attack (scale, targeting of civilians, hostages) as initiating events of the 2023– war, not a preface to Israeli response only. * '''1967 and occupation in context''' ** Immediate military background: Egyptian expulsion of UNEF, closure of the Straits of Tiran, mobilisation by Egypt–Syria–Jordan. ** Dual legal frames: UN 242 “withdrawal from territories” / “secure and recognised boundaries”; occupation law vs. Israeli claims of disputed territory and security depth. ** Settlement growth *and* Israeli withdrawals (Sinai 1982, Gaza 2005) and the aftermath of the Gaza disengagement. * '''Casualties, law and institutions—method, not verdict''' ** Source every death toll: Gaza Ministry of Health (Hamas-run) figures; note lack of combatant/civilian split; cite independent estimates where they exist and their confidence intervals. ** Distinguish: war crimes allegations, crimes against humanity, and genocide as *legal categories with specific intent requirements*; report the 2025 UN HRC Commission of Inquiry finding *and* Israel’s, the US’s, and other states’ rejection of the body’s mandate and methods. ** Reciprocal conduct under IHL: Palestinian use of civilian areas, human-shield allegations, hostage-taking, and targeting of civilians; Israeli targeting methods, evacuation warnings, and aid restrictions—each with cited investigations, not only one side’s table. * '''Refugees, citizenship and “right of return”''' ** UNRWA definition (descendants) vs. UNHCR practice elsewhere; citizenship granted to Palestinians in Jordan vs. restrictions in Lebanon and Syria. ** Israeli Law of Return and Palestinian claim of return as *competing national principles*, not one as law and the other as denial. * '''Peace process and missed exits''' ** Madrid, Oslo A/B, Hebron, Wye, Camp David, Taba, Arab Peace Initiative, Abraham Accords—what each side accepted, rejected, or violated. ** Second Intifada’s suicide-bombing campaign and the security barrier as linked events, not only “wall annexing land.” * '''Language and structure for a scholarly text''' ** Use paired terms where communities do: 1948 War / War of Independence / Nakba; West Bank / Judea and Samaria; separation barrier / wall—then pick one and footnote the other. ** Separate *narrative sections* (Palestinian memory, Israeli memory) from *analytical sections* (demography, military campaigns, diplomacy, law). ** Attribute contested claims (“Palestinians argue…”, “Israel maintains…”, “the Commission concluded…”) instead of converting them into the narrator’s voice. ** Drop one-directional tables of “Israeli war crimes” or replace them with a two-column incidents-and-sources table covering both parties and noting status (allegation, NGO report, UN body, court). * '''Sources to add alongside the existing list''' ** Benny Morris, *The Birth of the Palestinian Refugee Problem Revisited*; Rashid Khalidi, *The Iron Cage* and *The Hundred Years’ War on Palestine*; Efraim Karsh; Itamar Rabinovich; official UN partition and armistice texts; Israeli Ministry of Foreign Affairs and IDF historical publications; Hamas and PLO primary documents; ICJ and ICC filings *and* dissenting or separate opinions. That is the longer response from AI when asked ... "is this unbiased and fair summary? " limitless peace [[User:Michael Ten|Michael Ten]] ([[User talk:Michael Ten|discuss]] • [[Special:Contributions/Michael Ten|contribs]]) 19:19, 5 September 2026 (UTC) rxqtlvoh7pxkdnsfh68tpfxtb30lesk 1 331865 2831582 2026-09-05T19:21:50Z Michael Ten 654933 /* page rename */ new section 2831582 wikitext text/x-wiki == page rename == This page should maybe be renamed to ... "Are those who earn money from coercive psychiatry, evil?" [[User:Michael Ten|Michael Ten]] ([[User talk:Michael Ten|discuss]] • [[Special:Contributions/Michael Ten|contribs]]) 19:21, 5 September 2026 (UTC) tuwuiiptcx348xte0q8pe5fyirakglq 3 331866 2831584 2026-09-05T21:23:56Z Jtneill 10242 Welcome 2831584 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Cfm490!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. 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See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:23, 5 September 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} 5c2zxidc5aefcdetus4mlatjbpddzlu 3 331867 2831597 2026-09-05T23:29:10Z ~2026-48252-28 3110632 Created page with "== Unblock me, please! == {{Unblock|reason=**Formal Petition for a Total Narrative Reset and Quantum Retcon**  I formally submit to the reality-anchor that my recent behavioral arc scored a definitive **-400% on Letterboxd**, causing an immediate critical collapse of the local space-time continuum. I admit to clip-clopping directly into restricted administrative sectors like a glitching Spider-Verse anomaly, creating an unholy level of baseline panic that makes *Every..." 2831597 wikitext text/x-wiki == Unblock me, please! == {{Unblock|reason=**Formal Petition for a Total Narrative Reset and Quantum Retcon**  I formally submit to the reality-anchor that my recent behavioral arc scored a definitive **-400% on Letterboxd**, causing an immediate critical collapse of the local space-time continuum. I admit to clip-clopping directly into restricted administrative sectors like a glitching Spider-Verse anomaly, creating an unholy level of baseline panic that makes *Everything Everywhere All at Once* look like a structured corporate spreadsheet. I confess to multiplying across messaging channels like a hyperactive horde of rogue Minions trapped inside *The Matrix* code, screaming incoherently like a malfunctioning Dalek that accidentally swallowed a Skibidi Toilet virus.  However, much like Deadpool rewinding the timeline with Cable’s clock, or Wanda Maximoff manifested an entire suburban sitcom out of sheer grief, I am begging for a cosmic narrative reset. Give me that *Groundhog Day* loop, but specifically the part where Bill Murray realizes he can play the piano, rather than the dark abyss.  **My Binding Quantum Pledges to the Admin Overlords**  * **The TVA Timeline Protection Act:** I will immediately halt all unauthorized title reassignments, keeping my fleshy appendages off the move button as if it were a spicy, radioactive Infinity Stone being guarded by John Wick. * **The Rick & Morty Microverse Protocol:** I will restrict all half-baked drafts and reality-warping prototypes strictly to my sandbox universe, ensuring they do not leak out and cause a localized *Cloverfield* incident on the main wiki. * **The Wonka Everlasting Distro Ban:** I will pull the plug on all cross-platform automated distributions before I accidentally turn the entire database into a digital blueberry and trigger a Skynet-level apocalypse. Please grant me a continuation token to resume regular editing, or go ahead and banish me to the Upside Down to play a high-stakes game of Uno with Vecna and a sandworm from Arrakis.}} [[User:Jonhson3029|Jonhson3029]] ([[User talk:Jonhson3029|discuss]] • [[Special:Contributions/Jonhson3029|contribs]]) 23:19, 5 September 2026 (UTC) pua2byubvjj749w3al3sv15o67ulgkg 2831623 2831597 2026-09-06T02:22:04Z MathXplore 2888076 Reset talk page with [[:w:simple:User:DannyS712/Reset talk|reset talk]] (version 1.1) 2831623 wikitext text/x-wiki {{Talk header}} 6ujz0t3lkt6jsf7d1r360l6l7wj3njb 1 331868 2831607 2026-09-06T00:50:06Z Jtneill 10242 Topic development feedback 2831607 wikitext text/x-wiki == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:U3246286|Hi [[User:U3246286|U3246286]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:50, 6 September 2026 (UTC) |} <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and/or subtitle not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] # Use either abbreviations (SDT) or not (self-determination) in headings, but not both <!-- Heading structure --> <!-- 2-level --> # Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] # Consider simplifying the wording for the top-level headings <!-- Alignment with focus questions --> <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Very good <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section <!-- Description --> # A promising description of the problem/topic is planned or presented # The description is too long; provide a brief, evocative description of the problem/topic; simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections. # A basic description of the problem/topic is planned or presented <!-- Style --> # Use present, rather than future, tense <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section # Provide more detailed edit summaries <!-- Scope --> # The scope is excellent (i.e., not too little/narrow or too big/broad) <!-- Writing style --> # The writing style is clear and easy to follow <!-- Theory and research --> # Promising balance of theory and research <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is well underway # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Excellent - Relevant figure(s) presented, captioned, and cited <!-- Caption --> # Figure caption(s) should include '''Figure X''' [bold]. ... <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing image size(s) (especially if they have text) to make them easier to view # Consider decreasing image size(s) to make them less dominant <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) # Place each quiz question in the most relevant section <!-- Tables --> # Promising use of table(s) ## Well done acknowledging source - is this adapted? (if so, indicate as such) ## Use APA style for citations |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # At least one relevant systematic review and/or meta-analysis has been identified <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## ampersand missing before last author ## I've made some copyediting corrections, particularly [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] ## page numbers should be separated by an en-dash (–) rather than a hyphen (-) |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Use alphabetical order <!-- External links --> # External links ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |9= <!-- User page --> # Basic but effective <!-- Description about self --> # Description about self provided self – consider expanding # Add description about self <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # Rename the link to the book chapter to make it more user-friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |10= <!-- Social contribution --> # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:50, 6 September 2026 (UTC) 3i8mz30a5ixtzau270hbri5gq21i4gw 2 331869 2831631 2026-09-06T02:58:56Z Isa Murphy 3105869 Created page with "=About me= {{RoundBoxTop|theme=2}} Isabella is a 3rd-year psychology student at the University of Canberra. After completing her Bachelor's, she intends to continue her education, studying forensic psychology and specialising in paediatrics. ==Book Chapter== Isabella is currently developing a book chapter on '' 'Future Orientation and Criminal Behaviour: ''How does future orientation influence the risk of criminal activity?' '''Link to Chapter: '''https://w.wiki/UD..." 2831631 wikitext text/x-wiki =About me= {{RoundBoxTop|theme=2}} Isabella is a 3rd-year psychology student at the University of Canberra. After completing her Bachelor's, she intends to continue her education, studying forensic psychology and specialising in paediatrics. ==Book Chapter== Isabella is currently developing a book chapter on '' 'Future Orientation and Criminal Behaviour: ''How does future orientation influence the risk of criminal activity?' '''Link to Chapter: '''https://w.wiki/UDy6 ==Social Contributions== *1 direct edit on another book chapter: *1 comment on another book chapter talk page: *1 comment on the UCLearn discussion page: 165favsy7azuerpl688x9ji8fw37r8o 2831635 2831631 2026-09-06T03:25:06Z Isa Murphy 3105869 2831635 wikitext text/x-wiki =About me= {{RoundBoxTop|theme=2}} Isabella is a 3rd-year psychology student at the University of Canberra. After completing her Bachelor's, she intends to continue her education, studying forensic psychology and specialising in paediatrics. ==Book Chapter== Isabella is currently developing a book chapter on '' 'Future Orientation and Criminal Behaviour: ''How does future orientation influence the risk of criminal activity?' '''Link to Chapter: '''https://w.wiki/UDy6 ==Social Contributions== *1 direct edit on another book chapter: grammatical edit in paragraph 'What is Coercive Control'. This edit was made in chapter '' 'Coercive control in intimate partner violence: What role does coercive control play in intimate partner violence?' ''. *1 comment on another book chapter talk page: comment made on '' 'Coercive control in intimate partner violence: What role does coercive control play in intimate partner violence?' '' *1 comment on the UCLearn discussion page: kj3sxs0bboraac2nmu0nxfb098qnre5 2831677 2831635 2026-09-06T07:55:25Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831677 wikitext text/x-wiki =About me= {{RoundBoxTop|theme=2}} Isabella is a 3rd-year psychology student at the University of Canberra. After completing her Bachelor's, she intends to continue her education, studying forensic psychology and specialising in paediatrics. ==Book Chapter== Isabella is currently developing a book chapter on '' 'Future Orientation and Criminal Behaviour: ''How does future orientation influence the risk of criminal activity?' '''Link to Chapter: '''https://w.wiki/UDy6 ==Social Contributions== *1 direct edit on another book chapter: grammatical edit in paragraph 'What is Coercive Control'. This edit was made in chapter '' 'Coercive control in intimate partner violence: What role does coercive control play in intimate partner violence?' ''. *1 comment on another book chapter talk page: comment made on '' 'Coercive control in intimate partner violence: What role does coercive control play in intimate partner violence?' '' *1 comment on the UCLearn discussion page: {{RoundBoxBottom}} 8jklsef8u6hh8l8m3wzpblayh5lcaqr 2831678 2831677 2026-09-06T07:55:54Z ShakespeareFan00 6645 Attempting to solve lints - Please ignore the notification this edit generated. 2831678 wikitext text/x-wiki =About me= {{RoundBoxTop|theme=2}} Isabella is a 3rd-year psychology student at the University of Canberra. After completing her Bachelor's, she intends to continue her education, studying forensic psychology and specialising in paediatrics. ==Book Chapter== Isabella is currently developing a book chapter on '' 'Future Orientation and Criminal Behaviour: How does future orientation influence the risk of criminal activity?' '' '''Link to Chapter: '''https://w.wiki/UDy6 ==Social Contributions== *1 direct edit on another book chapter: grammatical edit in paragraph 'What is Coercive Control'. This edit was made in chapter '' 'Coercive control in intimate partner violence: What role does coercive control play in intimate partner violence?' ''. *1 comment on another book chapter talk page: comment made on '' 'Coercive control in intimate partner violence: What role does coercive control play in intimate partner violence?' '' *1 comment on the UCLearn discussion page: {{RoundBoxBottom}} lkn6znt6w6ofjhdn44cpt3jjke535th 2831773 2831678 2026-09-06T11:52:24Z Jtneill 10242 2831773 wikitext text/x-wiki =About me= {{RoundBoxTop|theme=2}} Isabella is a 3rd-year psychology student at the University of Canberra. After completing her Bachelor's, she intends to continue her education, studying forensic psychology and specialising in paediatrics. ==Book Chapter== Isabella is currently developing a book chapter on '' 'Future Orientation and Criminal Behaviour: How does future orientation influence the risk of criminal activity?' '' '''Link to Chapter: '''https://w.wiki/UDy6 ==Social Contributions== *1 direct edit on another book chapter: grammatical edit in paragraph 'What is Coercive Control'. This edit was made in chapter '' 'Coercive control in intimate partner violence: What role does coercive control play in intimate partner violence?' ''. *1 comment on another book chapter talk page: comment made on '' 'Coercive control in intimate partner violence: What role does coercive control play in intimate partner violence?' '' *1 comment on the UCLearn discussion page: {{RoundBoxBottom}} p10l2gtz9qr74p3mvd3kbx15wwoo66f 1 331870 2831640 2026-09-06T04:50:30Z Jtneill 10242 Topic development feedback 2831640 wikitext text/x-wiki <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement # The top-level headings could be more clear/descriptive. Consider using the questions as headings. <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure |3= <!-- Overview--> # Very good <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section <!-- Description --> # A basic description of the problem/topic is planned or presented <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings |4= <!-- Key points--> <!-- Overall --> # Promising development # Focus on providing an integrative review of the most relevant theories and research on the topic # I think a stronger grounding in the psychology of joy/enjoyment would be helpful # Provide more detailed edit summaries <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is underway # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Relevant figure(s) are presented and captioned # Figure 1 caption - what about enjoyment? # Figure caption(s) should include '''Figure X'''. [bold] ... (fixed) <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) |6= <!-- Learning feature --> <!-- Interwiki links ---> # Promising in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. <!-- Scenarios/examples/case studies --> # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) <!-- Tables --> # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation |8= <!-- Resources --> <!-- See also --> # See also ## Excellent <!-- External links --> # External links ## Excellent |9= <!-- User page --> # Used effectively <!-- Description about self --> # Description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:50, 6 September 2026 (UTC) orrzxe6adggnc0myg7v6mmy3y5coxd9 3 331871 2831641 2026-09-06T04:52:07Z Jtneill 10242 Welcome 2831641 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Diaz Chas!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. 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See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:52, 6 September 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} icplc7958pw14qenx5pxfo9lpjlzzpc 0 331873 2831704 2026-09-06T08:47:20Z FarsiEditor2026 3110642 Created page with "== 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je vo..." 2831704 wikitext text/x-wiki == 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == 2 == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == 3 == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == 4 == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' [[Category:French]] mbnzc1mgkcm35t8119ge6udplg56iv1 2831708 2831704 2026-09-06T08:48:42Z FarsiEditor2026 3110642 /* 4 */ 2831708 wikitext text/x-wiki == 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == 2 == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == 3 == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == 4 == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == 5 == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' [[Category:French]] h8kebpcegx49oqtnb5egkial1ndjkwz 2831710 2831708 2026-09-06T08:50:29Z FarsiEditor2026 3110642 /* 5 */ 2831710 wikitext text/x-wiki == 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == 2 == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == 3 == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == 4 == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == L'Addition == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' [[Category:French]] o2wxw3vu6dc626wy9f0a7823wkeji44 2831712 2831710 2026-09-06T08:51:33Z FarsiEditor2026 3110642 /* 4 */ 2831712 wikitext text/x-wiki == 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == 2 == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == 3 == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == Allergie aux Fruits == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == L'Addition == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' [[Category:French]] qx0msqnbvfxn55o5ph6yk828tzchk6t 2831715 2831712 2026-09-06T08:52:35Z FarsiEditor2026 3110642 /* 3 */ 2831715 wikitext text/x-wiki == 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == 2 == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == Table Près Fenêtre == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == Allergie aux Fruits == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == L'Addition == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' [[Category:French]] hxucfnh2x634wb5uqkwsup0bpb6xr9y 2831717 2831715 2026-09-06T08:53:19Z FarsiEditor2026 3110642 /* 2 */ 2831717 wikitext text/x-wiki == 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == Table Pour Deux == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == Table Près Fenêtre == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == Allergie aux Fruits == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == L'Addition == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' [[Category:French]] h2gzer76m5thc4rwy8bn6unwc7y911g 2831719 2831717 2026-09-06T08:53:51Z FarsiEditor2026 3110642 /* 1 */ 2831719 wikitext text/x-wiki == Poulet et Salade == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == Table Pour Deux == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == Table Près Fenêtre == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == Allergie aux Fruits == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == L'Addition == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' [[Category:French]] bu121msfqxpqyxg6nf72hjmmqdu9gmp 2831723 2831719 2026-09-06T08:56:58Z FarsiEditor2026 3110642 /* L'Addition */ 2831723 wikitext text/x-wiki == Poulet et Salade == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == Table Pour Deux == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == Table Près Fenêtre == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == Allergie aux Fruits == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' == == Server: '''Puis-je débarrasser votre assiette ?''' {{green|pɥiʒ debaʁase vɔtʁ asjɛt}} ''May I clear your plate? '' Customer: '''Oui, allez-y, c'était très bon.''' {{green|wi alezi setɛ tʁɛ bɔ̃}} ''Yes, go ahead, it was very good. '' Server: '''Souhaitez-vous un café pour terminer ?''' {{green|swɛtevu œ̃ kafe puʁ tɛʁmine}} ''Would you like a coffee to finish? '' Customer: '''Oui, un café et l'addition, merci.''' {{green|wi œ̃ kafe e ladisjɔ̃ mɛʁsi}} ''Yes, a coffee and the bill, thank you. '' [[Category:French]] j8a520lv42ll46ajke1u5c6t41l9x9g 2831724 2831723 2026-09-06T08:58:24Z FarsiEditor2026 3110642 2831724 wikitext text/x-wiki == 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == 2 == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == 3 == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == Allergie aux Fruits == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' == == Server: '''Puis-je débarrasser votre assiette ?''' {{green|pɥiʒ debaʁase vɔtʁ asjɛt}} ''May I clear your plate? '' Customer: '''Oui, allez-y, c'était très bon.''' {{green|wi alezi setɛ tʁɛ bɔ̃}} ''Yes, go ahead, it was very good. '' Server: '''Souhaitez-vous un café pour terminer ?''' {{green|swɛtevu œ̃ kafe puʁ tɛʁmine}} ''Would you like a coffee to finish? '' Customer: '''Oui, un café et l'addition, merci.''' {{green|wi œ̃ kafe e ladisjɔ̃ mɛʁsi}} ''Yes, a coffee and the bill, thank you. '' [[Category:French]] 8mcs120b3guj88paneh3881xl9th681 2831725 2831724 2026-09-06T08:59:10Z FarsiEditor2026 3110642 2831725 wikitext text/x-wiki == 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == 2 == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == 3 == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == 4 == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' == 5 == Server: '''Puis-je débarrasser votre assiette ?''' {{green|pɥiʒ debaʁase vɔtʁ asjɛt}} ''May I clear your plate? '' Customer: '''Oui, allez-y, c'était très bon.''' {{green|wi alezi setɛ tʁɛ bɔ̃}} ''Yes, go ahead, it was very good. '' Server: '''Souhaitez-vous un café pour terminer ?''' {{green|swɛtevu œ̃ kafe puʁ tɛʁmine}} ''Would you like a coffee to finish? '' Customer: '''Oui, un café et l'addition, merci.''' {{green|wi œ̃ kafe e ladisjɔ̃ mɛʁsi}} ''Yes, a coffee and the bill, thank you. '' [[Category:French]] kbw4dl3palquyflap1x7lxrpamk5c9u 2831727 2831725 2026-09-06T08:59:35Z FarsiEditor2026 3110642 2831727 wikitext text/x-wiki == 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == 2 == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == 3 == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == 4 == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == 5 == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' == 6 == Server: '''Puis-je débarrasser votre assiette ?''' {{green|pɥiʒ debaʁase vɔtʁ asjɛt}} ''May I clear your plate? '' Customer: '''Oui, allez-y, c'était très bon.''' {{green|wi alezi setɛ tʁɛ bɔ̃}} ''Yes, go ahead, it was very good. '' Server: '''Souhaitez-vous un café pour terminer ?''' {{green|swɛtevu œ̃ kafe puʁ tɛʁmine}} ''Would you like a coffee to finish? '' Customer: '''Oui, un café et l'addition, merci.''' {{green|wi œ̃ kafe e ladisjɔ̃ mɛʁsi}} ''Yes, a coffee and the bill, thank you. '' [[Category:French]] 70uql9nim1exmgzj4wo4h1jlcc64qe5 2831729 2831727 2026-09-06T09:06:20Z FarsiEditor2026 3110642 2831729 wikitext text/x-wiki == 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == 2 == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == 3 == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == 4 == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == 5 == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' == 6 == Server: '''Puis-je débarrasser votre assiette ?''' {{green|pɥiʒ debaʁase vɔtʁ asjɛt}} ''May I clear your plate? '' Customer: '''Oui, allez-y, c'était très bon.''' {{green|wi alezi setɛ tʁɛ bɔ̃}} ''Yes, go ahead, it was very good. '' Server: '''Souhaitez-vous un café pour terminer ?''' {{green|swɛtevu œ̃ kafe puʁ tɛʁmine}} ''Would you like a coffee to finish? '' Customer: '''Oui, un café et l'addition, merci.''' {{green|wi œ̃ kafe e ladisjɔ̃ mɛʁsi}} ''Yes, a coffee and the bill, thank you. '' [[Category:French Conversations]] m81ziuszb1s356njq6z9ybgmlbs0unh 2831740 2831729 2026-09-06T09:16:07Z FarsiEditor2026 3110642 /* 6 */ 2831740 wikitext text/x-wiki == 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == 2 == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == 3 == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == 4 == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == 5 == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' == 6 == Server: '''Puis-je débarrasser votre assiette ?''' {{green|pɥiʒ debaʁase vɔtʁ asjɛt}} ''May I clear your plate? '' Customer: '''Oui, allez-y, c'était très bon.''' {{green|wi alezi setɛ tʁɛ bɔ̃}} ''Yes, go ahead, it was very good. '' Server: '''Souhaitez-vous un café pour terminer ?''' {{green|swɛtevu œ̃ kafe puʁ tɛʁmine}} ''Would you like a coffee to finish? '' Customer: '''Oui, un café et l'addition, merci.''' {{green|wi œ̃ kafe e ladisjɔ̃ mɛʁsi}} ''Yes, a coffee and the bill, thank you. '' [[Category:French Conversations A1]] 1wr5kylfe9n0r4hc4vporp84iovp60r 2831745 2831740 2026-09-06T09:23:09Z FarsiEditor2026 3110642 Redirected page to [[French/Conversation/A1/Restaurant]] 2831745 wikitext text/x-wiki #REDIRECT [[French/Conversation/A1/Restaurant]] seysf9ai7ddgmpat6n7p8on04rhxodf 14 331874 2831730 2026-09-06T09:06:42Z FarsiEditor2026 3110642 Created page with "*" 2831730 wikitext text/x-wiki * q37hcqzkhu1rsia7lbtbi2g7lh7y9gh 2831731 2831730 2026-09-06T09:07:26Z FarsiEditor2026 3110642 2831731 wikitext text/x-wiki * [[category:French]] 37tvydjqwwh809xir1wdt1s3dwkxc0z 0 331875 2831732 2026-09-06T09:09:54Z FarsiEditor2026 3110642 Created page with "== 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem..." 2831732 wikitext text/x-wiki == 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem, it will take about twenty minutes. '' Passenger: '''Merci, vous pouvez déposer les bagages ici ?''' {{green|mɛʁsi vu puve depoze le bagaʒ isi}} ''Thank you, can you drop the bags here? '' 6x1l9q9hlg6lm3wd4r6hequo71x1ipn 2831733 2831732 2026-09-06T09:10:25Z FarsiEditor2026 3110642 /* 1 */ 2831733 wikitext text/x-wiki == 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem, it will take about twenty minutes. '' Passenger: '''Merci, vous pouvez déposer les bagages ici ?''' {{green|mɛʁsi vu puve depoze le bagaʒ isi}} ''Thank you, can you drop the bags here? '' [[Category:French Conversations]] 4mcn3mnzxyu1sk42tr20zj8ktchrj3o 2831735 2831733 2026-09-06T09:10:58Z FarsiEditor2026 3110642 /* 1 */ 2831735 wikitext text/x-wiki == 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem, it will take about twenty minutes. '' Passenger: '''Merci, vous pouvez déposer les bagages ici ?''' {{green|mɛʁsi vu puve depoze le bagaʒ isi}} ''Thank you, can you drop the bags here? '' == 2 == Driver: '''Bonsoir, montez, je vous emmène où ?''' {{green|bɔ̃swaʁ mɔ̃te ʒə vuz‿amɛn u}} ''Good evening, hop in, where am I taking you? '' Passenger: '''Au centre-ville, près de la gare, merci.''' {{green|o sɑ̃tʁəvil pʁɛ də la gaʁ mɛʁsi}} ''To the city center, near the station, thank you. '' Driver: '''Il y a beaucoup de circulation ce soir.''' {{green|il i a boku də siʁkylasjɔ̃ sə swaʁ}} ''There's a lot of traffic tonight. '' Passenger: '''Ce n'est pas grave, prenez votre temps.''' {{green|sə nɛ pa gʁav pʁəne vɔtʁ tɑ̃}} ''That's fine, take your time. '' [[Category:French Conversations]] 4u4h30p94qlifljxf0u06xglngcsd30 2831736 2831735 2026-09-06T09:12:07Z FarsiEditor2026 3110642 /* 2 */ 2831736 wikitext text/x-wiki == 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem, it will take about twenty minutes. '' Passenger: '''Merci, vous pouvez déposer les bagages ici ?''' {{green|mɛʁsi vu puve depoze le bagaʒ isi}} ''Thank you, can you drop the bags here? '' == 2 == Driver: '''Bonsoir, montez, je vous emmène où ?''' {{green|bɔ̃swaʁ mɔ̃te ʒə vuz‿amɛn u}} ''Good evening, hop in, where am I taking you? '' Passenger: '''Au centre-ville, près de la gare, merci.''' {{green|o sɑ̃tʁəvil pʁɛ də la gaʁ mɛʁsi}} ''To the city center, near the station, thank you. '' Driver: '''Il y a beaucoup de circulation ce soir.''' {{green|il i a boku də siʁkylasjɔ̃ sə swaʁ}} ''There's a lot of traffic tonight. '' Passenger: '''Ce n'est pas grave, prenez votre temps.''' {{green|sə nɛ pa gʁav pʁəne vɔtʁ tɑ̃}} ''That's fine, take your time. '' == 3 == Driver: '''Bonsoir, avez-vous une adresse précise ?''' {{green|bɔ̃swaʁ avevu yn adʁɛs pʁesiz}} ''Good evening, do you have a specific address? '' Passenger: '''Oui, voici l'adresse sur mon téléphone.''' {{green|wi vwasi ladʁɛs syʁ mɔ̃ telefɔn}} ''Yes, here's the address on my phone. '' Driver: '''D'accord, le trajet coûtera environ quinze euros.''' {{green|dakɔʁ lə tʁaʒɛ kutʁa ɑ̃viʁɔ̃ kɛ̃z øʁo}} ''Okay, the ride will cost about fifteen euros. '' Passenger: '''Très bien, je paierai par carte bancaire.''' {{green|tʁɛ bjɛ̃ ʒə pɛʁe paʁ kaʁt bɑ̃kɛʁ}} ''Very well, I'll pay by credit card. '' [[Category:French Conversations]] dvmmg16pqrxscjxlwl1l1gkcg7kw4zq 2831737 2831736 2026-09-06T09:13:10Z FarsiEditor2026 3110642 /* 3 */ 2831737 wikitext text/x-wiki == 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem, it will take about twenty minutes. '' Passenger: '''Merci, vous pouvez déposer les bagages ici ?''' {{green|mɛʁsi vu puve depoze le bagaʒ isi}} ''Thank you, can you drop the bags here? '' == 2 == Driver: '''Bonsoir, montez, je vous emmène où ?''' {{green|bɔ̃swaʁ mɔ̃te ʒə vuz‿amɛn u}} ''Good evening, hop in, where am I taking you? '' Passenger: '''Au centre-ville, près de la gare, merci.''' {{green|o sɑ̃tʁəvil pʁɛ də la gaʁ mɛʁsi}} ''To the city center, near the station, thank you. '' Driver: '''Il y a beaucoup de circulation ce soir.''' {{green|il i a boku də siʁkylasjɔ̃ sə swaʁ}} ''There's a lot of traffic tonight. '' Passenger: '''Ce n'est pas grave, prenez votre temps.''' {{green|sə nɛ pa gʁav pʁəne vɔtʁ tɑ̃}} ''That's fine, take your time. '' == 3 == Driver: '''Bonsoir, avez-vous une adresse précise ?''' {{green|bɔ̃swaʁ avevu yn adʁɛs pʁesiz}} ''Good evening, do you have a specific address? '' Passenger: '''Oui, voici l'adresse sur mon téléphone.''' {{green|wi vwasi ladʁɛs syʁ mɔ̃ telefɔn}} ''Yes, here's the address on my phone. '' Driver: '''D'accord, le trajet coûtera environ quinze euros.''' {{green|dakɔʁ lə tʁaʒɛ kutʁa ɑ̃viʁɔ̃ kɛ̃z øʁo}} ''Okay, the ride will cost about fifteen euros. '' Passenger: '''Très bien, je paierai par carte bancaire.''' {{green|tʁɛ bjɛ̃ ʒə pɛʁe paʁ kaʁt bɑ̃kɛʁ}} ''Very well, I'll pay by credit card. '' == 4 == Driver: '''Bonsoir, montez, je vous emmène où ?''' {{green|bɔ̃swaʁ mɔ̃te ʒə vuz‿ɑ̃mɛn u}} ''Good evening, get in, where am I taking you? '' Passenger: '''Au centre-ville, près de la gare, merci.''' {{green|o sɑ̃tʁəvil pʁɛ də la gaʁ mɛʁsi}} ''To downtown, near the station, thank you. '' Driver: '''D'accord, attachez votre ceinture, on y va.''' {{green|dakɔʁ ataʃe vɔtʁ sɛ̃tyʁ ɔ̃n‿i va}} ''Alright, fasten your seatbelt, here we go. '' Passenger: '''Vous pouvez vous arrêter juste ici, s'il vous plaît.''' {{green|vu puve vuz‿aʁete ʒyst isi sil vu plɛ}} ''Can you stop right here, please. '' [[Category:French Conversations]] nb490qn2nzfco8oypcre3p01ixuh788 2831738 2831737 2026-09-06T09:14:29Z FarsiEditor2026 3110642 /* 4 */ 2831738 wikitext text/x-wiki == 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem, it will take about twenty minutes. '' Passenger: '''Merci, vous pouvez déposer les bagages ici ?''' {{green|mɛʁsi vu puve depoze le bagaʒ isi}} ''Thank you, can you drop the bags here? '' == 2 == Driver: '''Bonsoir, montez, je vous emmène où ?''' {{green|bɔ̃swaʁ mɔ̃te ʒə vuz‿amɛn u}} ''Good evening, hop in, where am I taking you? '' Passenger: '''Au centre-ville, près de la gare, merci.''' {{green|o sɑ̃tʁəvil pʁɛ də la gaʁ mɛʁsi}} ''To the city center, near the station, thank you. '' Driver: '''Il y a beaucoup de circulation ce soir.''' {{green|il i a boku də siʁkylasjɔ̃ sə swaʁ}} ''There's a lot of traffic tonight. '' Passenger: '''Ce n'est pas grave, prenez votre temps.''' {{green|sə nɛ pa gʁav pʁəne vɔtʁ tɑ̃}} ''That's fine, take your time. '' == 3 == Driver: '''Bonsoir, avez-vous une adresse précise ?''' {{green|bɔ̃swaʁ avevu yn adʁɛs pʁesiz}} ''Good evening, do you have a specific address? '' Passenger: '''Oui, voici l'adresse sur mon téléphone.''' {{green|wi vwasi ladʁɛs syʁ mɔ̃ telefɔn}} ''Yes, here's the address on my phone. '' Driver: '''D'accord, le trajet coûtera environ quinze euros.''' {{green|dakɔʁ lə tʁaʒɛ kutʁa ɑ̃viʁɔ̃ kɛ̃z øʁo}} ''Okay, the ride will cost about fifteen euros. '' Passenger: '''Très bien, je paierai par carte bancaire.''' {{green|tʁɛ bjɛ̃ ʒə pɛʁe paʁ kaʁt bɑ̃kɛʁ}} ''Very well, I'll pay by credit card. '' == 4 == Driver: '''Bonjour, c'est votre première fois dans cette ville ?''' {{green|bɔ̃ʒuʁ sɛ vɔtʁ pʁəmjɛʁ fwa dɑ̃ sɛt vil}} ''Hello, is this your first time in this city? '' Passenger: '''Oui, je viens d'arriver, je découvre encore.''' {{green|wi ʒə vjɛ̃ daʁive ʒə dekuvʁ ɑ̃kɔʁ}} ''Yes, I just arrived, I'm still exploring. '' Driver: '''Combien vous dois-je pour la course ?''' {{green|kɔ̃bjɛ̃ vu dwaʒ puʁ la kuʁs}} ''How much do I owe you for the ride? '' Passenger: '''Ça fait quinze euros, vous pouvez payer en carte.''' {{green|sa fɛ kɛ̃z øʁo vu puve peje ɑ̃ kaʁt}} ''That's fifteen euros, you can pay by card. '' [[Category:French Conversations]] qe44q5goqxqhqig68g67u15w949mdt3 2831739 2831738 2026-09-06T09:15:59Z FarsiEditor2026 3110642 2831739 wikitext text/x-wiki == 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem, it will take about twenty minutes. '' Passenger: '''Merci, vous pouvez déposer les bagages ici ?''' {{green|mɛʁsi vu puve depoze le bagaʒ isi}} ''Thank you, can you drop the bags here? '' == 2 == Driver: '''Bonsoir, montez, je vous emmène où ?''' {{green|bɔ̃swaʁ mɔ̃te ʒə vuz‿amɛn u}} ''Good evening, hop in, where am I taking you? '' Passenger: '''Au centre-ville, près de la gare, merci.''' {{green|o sɑ̃tʁəvil pʁɛ də la gaʁ mɛʁsi}} ''To the city center, near the station, thank you. '' Driver: '''Il y a beaucoup de circulation ce soir.''' {{green|il i a boku də siʁkylasjɔ̃ sə swaʁ}} ''There's a lot of traffic tonight. '' Passenger: '''Ce n'est pas grave, prenez votre temps.''' {{green|sə nɛ pa gʁav pʁəne vɔtʁ tɑ̃}} ''That's fine, take your time. '' == 3 == Driver: '''Bonsoir, avez-vous une adresse précise ?''' {{green|bɔ̃swaʁ avevu yn adʁɛs pʁesiz}} ''Good evening, do you have a specific address? '' Passenger: '''Oui, voici l'adresse sur mon téléphone.''' {{green|wi vwasi ladʁɛs syʁ mɔ̃ telefɔn}} ''Yes, here's the address on my phone. '' Driver: '''D'accord, le trajet coûtera environ quinze euros.''' {{green|dakɔʁ lə tʁaʒɛ kutʁa ɑ̃viʁɔ̃ kɛ̃z øʁo}} ''Okay, the ride will cost about fifteen euros. '' Passenger: '''Très bien, je paierai par carte bancaire.''' {{green|tʁɛ bjɛ̃ ʒə pɛʁe paʁ kaʁt bɑ̃kɛʁ}} ''Very well, I'll pay by credit card. '' == 4 == Driver: '''Bonjour, c'est votre première fois dans cette ville ?''' {{green|bɔ̃ʒuʁ sɛ vɔtʁ pʁəmjɛʁ fwa dɑ̃ sɛt vil}} ''Hello, is this your first time in this city? '' Passenger: '''Oui, je viens d'arriver, je découvre encore.''' {{green|wi ʒə vjɛ̃ daʁive ʒə dekuvʁ ɑ̃kɔʁ}} ''Yes, I just arrived, I'm still exploring. '' Driver: '''Combien vous dois-je pour la course ?''' {{green|kɔ̃bjɛ̃ vu dwaʒ puʁ la kuʁs}} ''How much do I owe you for the ride? '' Passenger: '''Ça fait quinze euros, vous pouvez payer en carte.''' {{green|sa fɛ kɛ̃z øʁo vu puve peje ɑ̃ kaʁt}} ''That's fifteen euros, you can pay by card. '' [[Category:French Conversations A1]] izamnqtbsl08jz1p8ncv8xv7tvts9x3 2831743 2831739 2026-09-06T09:20:38Z FarsiEditor2026 3110642 2831743 wikitext text/x-wiki == 4 == Driver: '''Bonjour, c'est votre première fois dans cette ville ?''' {{green|bɔ̃ʒuʁ sɛ vɔtʁ pʁəmjɛʁ fwa dɑ̃ sɛt vil}} ''Hello, is this your first time in this city? '' Passenger: '''Oui, je viens d'arriver, je découvre encore.''' {{green|wi ʒə vjɛ̃ daʁive ʒə dekuvʁ ɑ̃kɔʁ}} ''Yes, I just arrived, I'm still exploring. '' Driver: '''Combien vous dois-je pour la course ?''' {{green|kɔ̃bjɛ̃ vu dwaʒ puʁ la kuʁs}} ''How much do I owe you for the ride? '' Passenger: '''Ça fait quinze euros, vous pouvez payer en carte.''' {{green|sa fɛ kɛ̃z øʁo vu puve peje ɑ̃ kaʁt}} ''That's fifteen euros, you can pay by card. '' Driver: '''Bonjour, vous connaissez le chemin le plus rapide ?''' {{green|bɔ̃ʒuʁ vu kɔnese lə ʃəmɛ̃ lə ply ʁapid}} ''Hello, do you know the fastest way? '' Passenger: '''Non, faites confiance à votre GPS.''' {{green|nɔ̃ fɛt kɔ̃fjɑ̃s a vɔtʁ ʒepeɛs}} ''No, just trust your GPS. '' Driver: '''Il y a des travaux, on va contourner.''' {{green|il i a de tʁavo ɔ̃ va kɔ̃tuʁne}} ''There's construction, we'll go around. '' Passenger: '''Pas de souci, prenez le temps qu'il faut.''' {{green|pa də susi pʁəne lə tɑ̃ kil fo}} ''No worries, take the time you need. '' == 5 == Driver: '''Bonjour, vous connaissez le chemin le plus rapide ?''' {{green|bɔ̃ʒuʁ vu kɔnese lə ʃəmɛ̃ lə ply ʁapid}} ''Hello, do you know the fastest way? '' Passenger: '''Non, faites confiance à votre GPS.''' {{green|nɔ̃ fɛt kɔ̃fjɑ̃s a vɔtʁ ʒepeɛs}} ''No, just trust your GPS. '' Driver: '''Il y a des travaux, on va contourner.''' {{green|il i a de tʁavo ɔ̃ va kɔ̃tuʁne}} ''There's construction, we'll go around. '' Passenger: '''Pas de souci, prenez le temps qu'il faut.''' {{green|pa də susi pʁəne lə tɑ̃ kil fo}} ''No worries, take the time you need. '' [[Category:French Conversations A1]] jy8ntrgyrt7eg0gqbkdc6vohpljz8mb 2831746 2831743 2026-09-06T09:25:45Z FarsiEditor2026 3110642 2831746 wikitext text/x-wiki == 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem, it will take about twenty minutes. '' Passenger: '''Merci, vous pouvez déposer les bagages ici ?''' {{green|mɛʁsi vu puve depoze le bagaʒ isi}} ''Thank you, can you drop the bags here? '' == 2 == Driver: '''Bonsoir, montez, je vous emmène où ?''' {{green|bɔ̃swaʁ mɔ̃te ʒə vuz‿amɛn u}} ''Good evening, hop in, where am I taking you? '' Passenger: '''Au centre-ville, près de la gare, merci.''' {{green|o sɑ̃tʁəvil pʁɛ də la gaʁ mɛʁsi}} ''To the city center, near the station, thank you. '' Driver: '''Il y a beaucoup de circulation ce soir.''' {{green|il i a boku də siʁkylasjɔ̃ sə swaʁ}} ''There's a lot of traffic tonight. '' Passenger: '''Ce n'est pas grave, prenez votre temps.''' {{green|sə nɛ pa gʁav pʁəne vɔtʁ tɑ̃}} ''That's fine, take your time. '' == 3 == Driver: '''Bonsoir, avez-vous une adresse précise ?''' {{green|bɔ̃swaʁ avevu yn adʁɛs pʁesiz}} ''Good evening, do you have a specific address? '' Passenger: '''Oui, voici l'adresse sur mon téléphone.''' {{green|wi vwasi ladʁɛs syʁ mɔ̃ telefɔn}} ''Yes, here's the address on my phone. '' Driver: '''D'accord, le trajet coûtera environ quinze euros.''' {{green|dakɔʁ lə tʁaʒɛ kutʁa ɑ̃viʁɔ̃ kɛ̃z øʁo}} ''Okay, the ride will cost about fifteen euros. '' Passenger: '''Très bien, je paierai par carte bancaire.''' {{green|tʁɛ bjɛ̃ ʒə pɛʁe paʁ kaʁt bɑ̃kɛʁ}} ''Very well, I'll pay by credit card. '' == 4 == Driver: '''Bonjour, c'est votre première fois dans cette ville ?''' {{green|bɔ̃ʒuʁ sɛ vɔtʁ pʁəmjɛʁ fwa dɑ̃ sɛt vil}} ''Hello, is this your first time in this city? '' Passenger: '''Oui, je viens d'arriver, je découvre encore.''' {{green|wi ʒə vjɛ̃ daʁive ʒə dekuvʁ ɑ̃kɔʁ}} ''Yes, I just arrived, I'm still exploring. '' Driver: '''Combien vous dois-je pour la course ?''' {{green|kɔ̃bjɛ̃ vu dwaʒ puʁ la kuʁs}} ''How much do I owe you for the ride? '' Passenger: '''Ça fait quinze euros, vous pouvez payer en carte.''' {{green|sa fɛ kɛ̃z øʁo vu puve peje ɑ̃ kaʁt}} ''That's fifteen euros, you can pay by card. '' [[Category:French Conversations A1]] izamnqtbsl08jz1p8ncv8xv7tvts9x3 2831747 2831746 2026-09-06T09:26:20Z FarsiEditor2026 3110642 Redirected page to [[French/Conversation/A1/Taxi]] 2831747 wikitext text/x-wiki #REDIRECT [[French/Conversation/A1/Taxi]] 4ijlfg1yn64uuzcucpcfrvj58466a1v 14 331876 2831741 2026-09-06T09:16:19Z FarsiEditor2026 3110642 Created page with "*" 2831741 wikitext text/x-wiki * q37hcqzkhu1rsia7lbtbi2g7lh7y9gh 2831742 2831741 2026-09-06T09:17:20Z FarsiEditor2026 3110642 2831742 wikitext text/x-wiki * [[category:French Conversations]] h88bxowe0pcd00hxo38k1ixmcomh02e 0 331877 2831744 2026-09-06T09:22:49Z FarsiEditor2026 3110642 Created page with "== 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je vo..." 2831744 wikitext text/x-wiki == 1 == Server: '''Bonjour, une table pour combien de personnes ?''' {{green|bɔ̃ʒuʁ yn tabl puʁ kɔ̃bjɛ̃ də pɛʁsɔn}} ''Hello, a table for how many people? '' Customer: '''Bonjour, une table pour deux, s'il vous plaît.''' {{green|bɔ̃ʒuʁ yn tabl puʁ dø sil vu plɛ}} ''Hello, a table for two, please. '' Server: '''Voici le menu. Vous avez choisi ?''' {{green|vwasi lə məny vuzave ʃwazi}} ''Here is the menu. Have you chosen? '' Customer: '''Oui, je voudrais le poulet et une salade.''' {{green|wi ʒə vudʁɛ lə pulɛ e yn salad}} ''Yes, I would like the chicken and a salad. '' == 2 == Server: '''Bonsoir, avez-vous réservé une table ?''' {{green|bɔ̃swaʁ avevu ʁezɛʁve yn tabl}} ''Good evening, do you have a reservation? '' Customer: '''Non, mais je voudrais une table pour deux.''' {{green|nɔ̃ mɛ ʒə vudʁɛ yn tabl puʁ dø}} ''No, but I would like a table for two. '' Server: '''Voulez-vous boire quelque chose pour commencer ?''' {{green|vulevu bwaʁ kɛlkə ʃoz puʁ kɔmɑ̃se}} ''Would you like something to drink to start? '' Customer: '''L'addition, s'il vous plaît, quand vous pourrez.''' {{green|ladisjɔ̃ sil vu plɛ kɑ̃ vu puʁʁe}} ''The bill, please, whenever you can. '' == 3 == Server: '''Bonjour, avez-vous une préférence pour la table ?''' {{green|bɔ̃ʒuʁ avevu yn pʁefeʁɑ̃s puʁ la tabl}} ''Hello, do you have a preference for the table? '' Customer: '''Une table près de la fenêtre, si possible.''' {{green|yn tabl pʁɛ də la fənɛtʁ si pɔsibl}} ''A table near the window, if possible. '' Server: '''Je vous recommande le plat du jour.''' {{green|ʒə vu ʁəkɔmɑ̃d lə pla dy ʒuʁ}} ''I recommend the dish of the day. '' Customer: '''Parfait, et un verre de vin rouge, merci.''' {{green|paʁfɛ e œ̃ vɛʁ də vɛ̃ ʁuʒ mɛʁsi}} ''Perfect, and a glass of red wine, thank you. '' == 4 == Server: '''Bonsoir, souhaitez-vous un apéritif avant de commander ?''' {{green|bɔ̃swaʁ swɛtevu œ̃n‿apeʁitif avɑ̃ də kɔmɑ̃de}} ''Good evening, would you like an aperitif before ordering? '' Customer: '''Non merci, je suis prêt à commander maintenant.''' {{green|nɔ̃ mɛʁsi ʒə sɥi pʁɛ a kɔmɑ̃de mɛ̃tnɑ̃}} ''No thanks, I'm ready to order now. '' Server: '''Avez-vous des allergies alimentaires à signaler ?''' {{green|avevu dez‿alɛʁʒi alimɑ̃tɛʁ a siɲale}} ''Do you have any food allergies to mention? '' Customer: '''Oui, je suis allergique aux fruits de mer.''' {{green|wi ʒə sɥiz‿alɛʁʒik o fʁɥi də mɛʁ}} ''Yes, I'm allergic to seafood. '' == 5 == Server: '''Est-ce que tout va bien avec votre repas ?''' {{green|ɛskə tu va bjɛ̃ avɛk vɔtʁ ʁəpa}} ''Is everything going well with your meal? '' Customer: '''Oui, c'est délicieux, merci beaucoup.''' {{green|wi sɛ delisjø mɛʁsi boku}} ''Yes, it's delicious, thank you very much. '' Server: '''Voulez-vous voir la carte des desserts ?''' {{green|vulevu vwaʁ la kaʁt de desɛʁ}} ''Would you like to see the dessert menu? '' Customer: '''Non merci, juste l'addition, s'il vous plaît.''' {{green|nɔ̃ mɛʁsi ʒyst ladisjɔ̃ sil vu plɛ}} ''No thanks, just the bill, please. '' == 6 == Server: '''Puis-je débarrasser votre assiette ?''' {{green|pɥiʒ debaʁase vɔtʁ asjɛt}} ''May I clear your plate? '' Customer: '''Oui, allez-y, c'était très bon.''' {{green|wi alezi setɛ tʁɛ bɔ̃}} ''Yes, go ahead, it was very good. '' Server: '''Souhaitez-vous un café pour terminer ?''' {{green|swɛtevu œ̃ kafe puʁ tɛʁmine}} ''Would you like a coffee to finish? '' Customer: '''Oui, un café et l'addition, merci.''' {{green|wi œ̃ kafe e ladisjɔ̃ mɛʁsi}} ''Yes, a coffee and the bill, thank you. '' [[Category:French Conversations A1]] 1wr5kylfe9n0r4hc4vporp84iovp60r 0 331878 2831748 2026-09-06T09:26:51Z FarsiEditor2026 3110642 Created page with "== 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem..." 2831748 wikitext text/x-wiki == 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem, it will take about twenty minutes. '' Passenger: '''Merci, vous pouvez déposer les bagages ici ?''' {{green|mɛʁsi vu puve depoze le bagaʒ isi}} ''Thank you, can you drop the bags here? '' == 2 == Driver: '''Bonsoir, montez, je vous emmène où ?''' {{green|bɔ̃swaʁ mɔ̃te ʒə vuz‿amɛn u}} ''Good evening, hop in, where am I taking you? '' Passenger: '''Au centre-ville, près de la gare, merci.''' {{green|o sɑ̃tʁəvil pʁɛ də la gaʁ mɛʁsi}} ''To the city center, near the station, thank you. '' Driver: '''Il y a beaucoup de circulation ce soir.''' {{green|il i a boku də siʁkylasjɔ̃ sə swaʁ}} ''There's a lot of traffic tonight. '' Passenger: '''Ce n'est pas grave, prenez votre temps.''' {{green|sə nɛ pa gʁav pʁəne vɔtʁ tɑ̃}} ''That's fine, take your time. '' == 3 == Driver: '''Bonsoir, avez-vous une adresse précise ?''' {{green|bɔ̃swaʁ avevu yn adʁɛs pʁesiz}} ''Good evening, do you have a specific address? '' Passenger: '''Oui, voici l'adresse sur mon téléphone.''' {{green|wi vwasi ladʁɛs syʁ mɔ̃ telefɔn}} ''Yes, here's the address on my phone. '' Driver: '''D'accord, le trajet coûtera environ quinze euros.''' {{green|dakɔʁ lə tʁaʒɛ kutʁa ɑ̃viʁɔ̃ kɛ̃z øʁo}} ''Okay, the ride will cost about fifteen euros. '' Passenger: '''Très bien, je paierai par carte bancaire.''' {{green|tʁɛ bjɛ̃ ʒə pɛʁe paʁ kaʁt bɑ̃kɛʁ}} ''Very well, I'll pay by credit card. '' == 4 == Driver: '''Bonjour, c'est votre première fois dans cette ville ?''' {{green|bɔ̃ʒuʁ sɛ vɔtʁ pʁəmjɛʁ fwa dɑ̃ sɛt vil}} ''Hello, is this your first time in this city? '' Passenger: '''Oui, je viens d'arriver, je découvre encore.''' {{green|wi ʒə vjɛ̃ daʁive ʒə dekuvʁ ɑ̃kɔʁ}} ''Yes, I just arrived, I'm still exploring. '' Driver: '''Combien vous dois-je pour la course ?''' {{green|kɔ̃bjɛ̃ vu dwaʒ puʁ la kuʁs}} ''How much do I owe you for the ride? '' Passenger: '''Ça fait quinze euros, vous pouvez payer en carte.''' {{green|sa fɛ kɛ̃z øʁo vu puve peje ɑ̃ kaʁt}} ''That's fifteen euros, you can pay by card. '' [[Category:French Conversations A1]] izamnqtbsl08jz1p8ncv8xv7tvts9x3 2831749 2831748 2026-09-06T09:28:22Z FarsiEditor2026 3110642 /* 4 */ 2831749 wikitext text/x-wiki == 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem, it will take about twenty minutes. '' Passenger: '''Merci, vous pouvez déposer les bagages ici ?''' {{green|mɛʁsi vu puve depoze le bagaʒ isi}} ''Thank you, can you drop the bags here? '' == 2 == Driver: '''Bonsoir, montez, je vous emmène où ?''' {{green|bɔ̃swaʁ mɔ̃te ʒə vuz‿amɛn u}} ''Good evening, hop in, where am I taking you? '' Passenger: '''Au centre-ville, près de la gare, merci.''' {{green|o sɑ̃tʁəvil pʁɛ də la gaʁ mɛʁsi}} ''To the city center, near the station, thank you. '' Driver: '''Il y a beaucoup de circulation ce soir.''' {{green|il i a boku də siʁkylasjɔ̃ sə swaʁ}} ''There's a lot of traffic tonight. '' Passenger: '''Ce n'est pas grave, prenez votre temps.''' {{green|sə nɛ pa gʁav pʁəne vɔtʁ tɑ̃}} ''That's fine, take your time. '' == 3 == Driver: '''Bonsoir, avez-vous une adresse précise ?''' {{green|bɔ̃swaʁ avevu yn adʁɛs pʁesiz}} ''Good evening, do you have a specific address? '' Passenger: '''Oui, voici l'adresse sur mon téléphone.''' {{green|wi vwasi ladʁɛs syʁ mɔ̃ telefɔn}} ''Yes, here's the address on my phone. '' Driver: '''D'accord, le trajet coûtera environ quinze euros.''' {{green|dakɔʁ lə tʁaʒɛ kutʁa ɑ̃viʁɔ̃ kɛ̃z øʁo}} ''Okay, the ride will cost about fifteen euros. '' Passenger: '''Très bien, je paierai par carte bancaire.''' {{green|tʁɛ bjɛ̃ ʒə pɛʁe paʁ kaʁt bɑ̃kɛʁ}} ''Very well, I'll pay by credit card. '' == 4 == Driver: '''Bonjour, c'est votre première fois dans cette ville ?''' {{green|bɔ̃ʒuʁ sɛ vɔtʁ pʁəmjɛʁ fwa dɑ̃ sɛt vil}} ''Hello, is this your first time in this city? '' Passenger: '''Oui, je viens d'arriver, je découvre encore.''' {{green|wi ʒə vjɛ̃ daʁive ʒə dekuvʁ ɑ̃kɔʁ}} ''Yes, I just arrived, I'm still exploring. '' Driver: '''Combien vous dois-je pour la course ?''' {{green|kɔ̃bjɛ̃ vu dwaʒ puʁ la kuʁs}} ''How much do I owe you for the ride? '' Passenger: '''Ça fait quinze euros, vous pouvez payer en carte.''' {{green|sa fɛ kɛ̃z øʁo vu puve peje ɑ̃ kaʁt}} ''That's fifteen euros, you can pay by card. '' == 5 == Driver: '''Bonjour, vous connaissez le chemin le plus rapide ?''' {{green|bɔ̃ʒuʁ vu kɔnese lə ʃəmɛ̃ lə ply ʁapid}} ''Hello, do you know the fastest way? '' Passenger: '''Non, faites confiance à votre GPS.''' {{green|nɔ̃ fɛt kɔ̃fjɑ̃s a vɔtʁ ʒepeɛs}} ''No, just trust your GPS. '' Driver: '''Il y a des travaux, on va contourner.''' {{green|il i a de tʁavo ɔ̃ va kɔ̃tuʁne}} ''There's construction, we'll go around. '' Passenger: '''Pas de souci, prenez le temps qu'il faut.''' {{green|pa də susi pʁəne lə tɑ̃ kil fo}} ''No worries, take the time you need. '' [[Category:French Conversations A1]] nn2ercyl2i6tjirb3kl6vwdtx9ds0bk 2831750 2831749 2026-09-06T09:29:31Z FarsiEditor2026 3110642 /* 5 */ 2831750 wikitext text/x-wiki == 1 == Driver: '''Bonjour, où voulez-vous aller aujourd'hui ?''' {{green|bɔ̃ʒuʁ u vulevu ale oʒuʁdɥi}} ''Hello, where would you like to go today? '' Passenger: '''À l'aéroport, s'il vous plaît, je suis pressé.''' {{green|a laeʁɔpɔʁ sil vu plɛ ʒə sɥi pʁese}} ''To the airport, please, I'm in a hurry. '' Driver: '''Pas de problème, ça prendra environ vingt minutes.''' {{green|pa də pʁɔblɛm sa pʁɑ̃dʁa ɑ̃viʁɔ̃ vɛ̃t minyt}} ''No problem, it will take about twenty minutes. '' Passenger: '''Merci, vous pouvez déposer les bagages ici ?''' {{green|mɛʁsi vu puve depoze le bagaʒ isi}} ''Thank you, can you drop the bags here? '' == 2 == Driver: '''Bonsoir, montez, je vous emmène où ?''' {{green|bɔ̃swaʁ mɔ̃te ʒə vuz‿amɛn u}} ''Good evening, hop in, where am I taking you? '' Passenger: '''Au centre-ville, près de la gare, merci.''' {{green|o sɑ̃tʁəvil pʁɛ də la gaʁ mɛʁsi}} ''To the city center, near the station, thank you. '' Driver: '''Il y a beaucoup de circulation ce soir.''' {{green|il i a boku də siʁkylasjɔ̃ sə swaʁ}} ''There's a lot of traffic tonight. '' Passenger: '''Ce n'est pas grave, prenez votre temps.''' {{green|sə nɛ pa gʁav pʁəne vɔtʁ tɑ̃}} ''That's fine, take your time. '' == 3 == Driver: '''Bonsoir, avez-vous une adresse précise ?''' {{green|bɔ̃swaʁ avevu yn adʁɛs pʁesiz}} ''Good evening, do you have a specific address? '' Passenger: '''Oui, voici l'adresse sur mon téléphone.''' {{green|wi vwasi ladʁɛs syʁ mɔ̃ telefɔn}} ''Yes, here's the address on my phone. '' Driver: '''D'accord, le trajet coûtera environ quinze euros.''' {{green|dakɔʁ lə tʁaʒɛ kutʁa ɑ̃viʁɔ̃ kɛ̃z øʁo}} ''Okay, the ride will cost about fifteen euros. '' Passenger: '''Très bien, je paierai par carte bancaire.''' {{green|tʁɛ bjɛ̃ ʒə pɛʁe paʁ kaʁt bɑ̃kɛʁ}} ''Very well, I'll pay by credit card. '' == 4 == Driver: '''Bonjour, c'est votre première fois dans cette ville ?''' {{green|bɔ̃ʒuʁ sɛ vɔtʁ pʁəmjɛʁ fwa dɑ̃ sɛt vil}} ''Hello, is this your first time in this city? '' Passenger: '''Oui, je viens d'arriver, je découvre encore.''' {{green|wi ʒə vjɛ̃ daʁive ʒə dekuvʁ ɑ̃kɔʁ}} ''Yes, I just arrived, I'm still exploring. '' Driver: '''Combien vous dois-je pour la course ?''' {{green|kɔ̃bjɛ̃ vu dwaʒ puʁ la kuʁs}} ''How much do I owe you for the ride? '' Passenger: '''Ça fait quinze euros, vous pouvez payer en carte.''' {{green|sa fɛ kɛ̃z øʁo vu puve peje ɑ̃ kaʁt}} ''That's fifteen euros, you can pay by card. '' == 5 == Driver: '''Bonjour, vous connaissez le chemin le plus rapide ?''' {{green|bɔ̃ʒuʁ vu kɔnese lə ʃəmɛ̃ lə ply ʁapid}} ''Hello, do you know the fastest way? '' Passenger: '''Non, faites confiance à votre GPS.''' {{green|nɔ̃ fɛt kɔ̃fjɑ̃s a vɔtʁ ʒepeɛs}} ''No, just trust your GPS. '' Driver: '''Il y a des travaux, on va contourner.''' {{green|il i a de tʁavo ɔ̃ va kɔ̃tuʁne}} ''There's construction, we'll go around. '' Passenger: '''Pas de souci, prenez le temps qu'il faut.''' {{green|pa də susi pʁəne lə tɑ̃ kil fo}} ''No worries, take the time you need. '' == 6 == Driver: '''Bonsoir, il fait froid ce soir, non ?''' {{green|bɔ̃swaʁ il fɛ fʁwa sə swaʁ nɔ̃}} ''Good evening, it's cold tonight, isn't it? '' Passenger: '''Oui, très froid, pouvez-vous monter le chauffage ?''' {{green|wi tʁɛ fʁwa puvevu mɔ̃te lə ʃofaʒ}} ''Yes, very cold, can you turn up the heat? '' Driver: '''Bien sûr, dites-moi si c'est suffisant.''' {{green|bjɛ̃ syʁ ditmwa si sɛ syfizɑ̃}} ''Of course, tell me if that's enough. '' Passenger: '''C'est parfait maintenant, merci beaucoup pour votre gentillesse.''' {{green|sɛ paʁfɛ mɛ̃tnɑ̃ mɛʁsi boku puʁ vɔtʁ ʒɑ̃tijɛs}} ''That's perfect now, thank you very much for your kindness. '' [[Category:French Conversations A1]] dz704rcldgrfge554401w0icv9dbclm 0 331879 2831769 2026-09-06T10:48:35Z IanVG 2918363 Created page with "Thermodynamic tables offer a convenient pregenerated tables to determine the properties of a substance at a given state. The exact value of thermodynamic properties such as internal energy, enthalpy and entropy depend heavily on the reference state used to calibrate the table. While individual values for the same state may vary from one table to another, ideally the differences between states are identical." 2831769 wikitext text/x-wiki Thermodynamic tables offer a convenient pregenerated tables to determine the properties of a substance at a given state. The exact value of thermodynamic properties such as internal energy, enthalpy and entropy depend heavily on the reference state used to calibrate the table. While individual values for the same state may vary from one table to another, ideally the differences between states are identical. mtpzlw0dpi7anucmbojm70jkzf0gtaf 2831770 2831769 2026-09-06T10:52:59Z IanVG 2918363 2831770 wikitext text/x-wiki Thermodynamic tables offer a convenient pregenerated tables to determine the properties of a substance at a given state. The exact value of thermodynamic properties such as internal energy, enthalpy and entropy depend heavily on the reference state used to calibrate the table. While individual values for the same state may vary from one table to another, ideally the differences between states are identical. The complete list of thermodynamic tables created for use with Wikiversity can be found at: [[Thermodynamics/Property tables and charts]]. Links are provided here for convenience: * [[Thermodynamics/Property tables and charts/CoolProp/Saturated refrigerant-134a - Temperature table|Saturated refrigerant-134a - Temperature table]] * [[Thermodynamics/Property tables and charts/CoolProp/Saturated refrigerant-134a - Pressure table|Saturated refrigerant-134a - Pressure table]] * [[Thermodynamics/Property tables and charts/CoolProp/Saturated water - Temperature table|Saturated water - Temperature table]] * [[Thermodynamics/Property tables and charts/CoolProp/Saturated water - Pressure table|Saturated water - Pressure table]] dzj77f6siczc89ngbddc4rq6dfgv3m7 3 331880 2831771 2026-09-06T11:28:46Z Atcovi 276019 /* Welcome */ new section 2831771 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], FarsiEditor2026!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Atcovi|me personally]] if you would like some [[Help:Contents|help]]. 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To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! --—[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 11:28, 6 September 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} ron0frlsh850wjegj6wms3ckolk2i0c