Wikiversity:Colloquium

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&lt;!-- MESSAGES GO BELOW --&gt;
== Reminder! Vote closing soon to fill vacancies of the first U4C ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement – reminder to vote|You can find this message translated into additional languages on Meta-wiki.]] [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement – reminder to vote}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Dear all,

The voting period for the Universal Code of Conduct Coordinating Committee (U4C) is closing soon. It is open through 10 August 2024. Read the information on [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2024_Special_Election#Voting|the voting page on Meta-wiki to learn more about voting and voter eligibility]]. If you are eligible to vote and have not voted in this special election, it is important that you vote now.

'''Why should you vote?''' The U4C is a global group dedicated to providing an equitable and consistent implementation of the UCoC. Community input into the committee membership is critical to the success of the UCoC.

Please share this message with members of your community so they can participate as well.

In cooperation with the U4C,&lt;section end=&quot;announcement-content&quot; /&gt;

-- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 15:30, 6 August 2024 (UTC)
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== User group for Wikiversians ==

Was there ever a discussion about the possibility of establishing a user group in the sense of an affiliated organization that would defend the interests of professors and scientists on Wikiversity and possibly actively develop some projects? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 20:21, 8 August 2024 (UTC)

:Not that I'm aware of. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:20, 8 August 2024 (UTC)
:It's a pleasure to talk to a scientist on Wikiversity. I am a historian of technics and I would like to publish the following biography either on Wikiversity or on Wikipedia: 
:https://en.wikiversity.org/wiki/User:Rbmn/Arthur_Constantin_KREBS_(1850-1935):_Military_engineer,_Automotive_industrialist,_Great_projects_manager
:What would be your advice? [[User:Rbmn|Rbmn]] ([[User talk:Rbmn|discuss]] • [[Special:Contributions/Rbmn|contribs]]) 15:44, 6 October 2024 (UTC)
::The content appears to be largely biographical/encyclopedic, so I think it is likely best suited to Wikipedia. Consider improving/incorporating this content into the existing page: [[w:Arthur Constantin Krebs]]. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:05, 7 October 2024 (UTC)
::Please do not link to the Wikiversity [[wv:userspace|Userspace]] in Wikipedia articles. You will want to wait until you have a page in the [[wv:mainspace|Wikiversity mainspace]]. You'll also want to use the &lt;code&gt;{{[[:w:Template:Wikiversity|Wikiversity]]}}&lt;/code&gt; template (on Wikipedia) rather than embedding a photo with a link. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:21, 7 October 2024 (UTC)
:I haven't heard anything about this topic. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:06, 8 December 2024 (UTC)

== Rich's ''Illustrated Companion'' at Wikiversity: Right place? ==

Hello! I am creating a Wiki-version of a classical glossary (''Illustrated Companion to the Latin Dictionary, and Greek Lexicon'' by Anthony Rich, 1849), which explains the meaning of Latin headwords, primarily those &quot;representing visible objects connected with the arts, manufactures, and every-day life of the Greeks and Romans.&quot; The aim is to help understand what a (classical) Latin text is actually about, instead of merely translating it. I already transcribed the entire text and scanned the images (about 1900) from an original 1849-edition. I am currently working on uploading the images to ''Mediawiki Commons'', which probably will take some time. In the meantime I want to prepare the other aspects of the project (more than 3000 articles, already with many internal links). The important thing: this is ''not'' a ''might exist''-project.  {{Color|red|My question: Is ''Wikiversity'' the proper place for it?}} Although I created an exact rendition of the original text, ''Wikisource'' is not applicable, because the project has a broader scope (adding content to the articles, e. g. links to online editions for quotations, adding images, but also adding entirely new articles). Neither is ''Wikibooks'', because this is not a textbook and may otherwise breach its scope. For more about the project see [[w:User:CalRis25/Temp-RICH-Prospectus|my user-page]] at en.wikipedia. {{Color|Red|So, is Wikiversity the right place for it?}} [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 09:15, 17 August 2024 (UTC)

:Thanks for asking. To be clear, it ''is'' acceptable to make [[:s:en:Category:Wikisource annotations|annotated editions]] of texts at Wikisource and Wikibooks does host at least one [[:b:en:Annotations of The Complete Peanuts|annotated guide to a copyright-protected work]]. So if what you're looking to do is to include inline annotations to a public domain text, you certainly can put that on Wikisource. If you have a textbook or guidebook that is a companion, that would go at Wikibooks. If you have some other kind of learning resources (like maintaining a list of relevant links, organizing a book reading group, etc.), that could go here. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:26, 17 August 2024 (UTC)
::Thank you for your quick answer. Actually, ''Wikibooks'' was my first thought. However, this project is not merely an annotated edition. Although at first it ''will'' be a faithful copy of the original text, I want the project to be &quot;open&quot;, i. e. adding articles should be possible. And the project should enable to do a lot more than mere inline annotation. See section [[w:User:CalRis25/Temp-RICH-Prospectus#Improving_RICH|Improving Rich]] in the project description a my user-page (en.Wikipedia). No ''Mediawiki''-project (Wikisource, Wikibooks, Wikipedia, Wiktionary) seemed to be a sufficiently applicable &quot;fit&quot; for the project, so I thought of Wikiversity as a last resort, because it is supposed to be home to all sorts of &quot;learning resources&quot;. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 09:57, 17 August 2024 (UTC)
:::The scope of Wikiversity ''is'' pretty catch-all and would allow for a pretty flexible place to host most learning resources that don't fit elsewhere.
:::Also, as nitpick, &quot;MediaWiki&quot; is the software that is the basis of these wikis (wikis being collections of interlinked documents that can be edited) and &quot;Wikimedia Foundation&quot; is the non-profit who owns the trademarks and hosts these projects like Wiktionary and Wikivoyage. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 10:06, 17 August 2024 (UTC)
::::Hello Justin, thank you for the reply. '''I think that settles it. I will create this project at ''Wikiversity''.''' Just for additional clarification, why I do so. Let's imagine a full transcription of the original 1849-edition of the ''Illustrated Companion'' by Anthony Rich and call it ''RICH-1849''. We shall call my project, for brevity sake, RICH-2K. And now, let's have a look at the article about the Roman toga (a piece of attire). In ''RICH-1849'' we can can call it ''RICH-1849/Toga'', and it contains ''exactly'' the content of the 1849-book. Now, let's look at the article ''RICH-2K/Toga''. At the beginning its only content would be the article ''RICH-1849/Toga''. Does that make ''RICH-2K/Toga'' and ''RICH-1849/Toga'' the same? Not at all, because in truth ''RICH-2K/Toga'' is a &quot;container&quot; which initially contains only the article ''RICH-1849/Toga'' but later on may include more stuff: images, external links, article text which builds on or extends ''RICH-1849/Toga'' and information from other sources of information (Wikipedia, specialized books). By the way, this added article information would not be a mere copy of the text at en.Wikipedia, because the information needs to looked at through the eyes of someone reading the original text (more citations with direct links to these etc.). [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 11:39, 17 August 2024 (UTC)

== Coming soon: A new sub-referencing feature – try it! ==

&lt;section begin=&quot;Sub-referencing&quot;/&gt;
[[File:Sub-referencing reuse visual.png|{{#ifeq:{{#dir}}|ltr|right|left}}|400px]]
Hello. For many years, community members have requested an easy way to re-use references with different details. Now, a MediaWiki solution is coming: The new sub-referencing feature will work for wikitext and Visual Editor and will enhance the existing reference system. You can continue to use different ways of referencing, but you will probably encounter sub-references in articles written by other users. More information on [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|the project page]].

'''We want your feedback''' to make sure this feature works well for you:

* [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Test|Please try]] the current state of development on beta wiki and [[m:Talk:WMDE Technical Wishes/Sub-referencing|let us know what you think]]. 
* [[m:WMDE Technical Wishes/Sub-referencing/Sign-up|Sign up here]] to get updates and/or invites to participate in user research activities.

[[m:Special:MyLanguage/Wikimedia Deutschland|Wikimedia Deutschland]]’s [[m:Special:MyLanguage/WMDE Technical Wishes|Technical Wishes]] team is planning to bring this feature to Wikimedia wikis later this year. We will reach out to creators/maintainers of tools and templates related to references beforehand.

Please help us spread the message. --[[m:User:Johannes Richter (WMDE)|Johannes Richter (WMDE)]] ([[m:User talk:Johannes Richter (WMDE)|talk]]) 10:36, 19 August 2024 (UTC)
&lt;section end=&quot;Sub-referencing&quot;/&gt;
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== New [[Template:Form]] ==

Hi! Today I was bold and created [[Template:Form]] (which calls [[Module:WikiForm]] and [[MediaWiki:Gadget-WikiForm.js]]). The template allows to create user-friendly forms that can create pages or add content to existing pages. My motivation and first use case was [[Wikidebate/New|this form]] to create new [[wikidebates]], but I suspect the template can be useful elsewhere on Wikiversity. Let me know if you notice any issues or have any requests or concerns. Kind regards, [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|discuss]] • [[Special:Contributions/Sophivorus|contribs]]) 15:21, 21 August 2024 (UTC)

== Sign up for the language community meeting on August 30th, 15:00 UTC ==

Hi all,

The next language community meeting is scheduled in a few weeks—on August 30th at 15:00 UTC. If you're interested in joining, you can [https://www.mediawiki.org/wiki/Wikimedia_Language_and_Product_Localization/Community_meetings#30_August_2024 sign up on this wiki page].

This participant-driven meeting will focus on sharing language-specific updates related to various projects, discussing technical issues related to language wikis, and working together to find possible solutions. For example, in the last meeting, topics included the Language Converter, the state of language research, updates on the Incubator conversations, and technical challenges around external links not working with special characters on Bengali sites.

Do you have any ideas for topics to share technical updates or discuss challenges? Please add agenda items to the document [https://etherpad.wikimedia.org/p/language-community-meeting-aug-2024 here] and reach out to ssethi(__AT__)wikimedia.org. We look forward to your participation!

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 23:20, 22 August 2024 (UTC)
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== Template consolidation: User talk page block notice ==
Wondering if someone who likes templates could have a go at consolidating or helping decide between use of:
* [[Template:Block]]
* [[Template:Blocked]]

Unless I'm missing something, it seems like we don't need both?

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:16, 23 August 2024 (UTC)
: I tried to figure out a Wikidata item with most links to projects. I found this: [[Wikidata:Q6379131]], which is Template:Uw-block. There is even a corresponding Wikiversity template, [[Template:Uw-block1]] (not used anywhere).
: My impression is that of the three templates, we only need one. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:43, 13 September 2024 (UTC)

== Announcing the Universal Code of Conduct Coordinating Committee ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[https://lists.wikimedia.org/hyperkitty/list/board-elections@lists.wikimedia.org/thread/OKCCN2CANIH2K7DXJOL2GPVDFWL27R7C/ Original message at wikimedia-l]. [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement - results|You can find this message translated into additional languages on Meta-wiki.]] [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement - results}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Hello all,

The scrutineers have finished reviewing the vote and the [[m:Special:MyLanguage/Elections Committee|Elections Committee]] have certified the [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Results|results]] for the [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election|Universal Code of Conduct Coordinating Committee (U4C) special election]].

I am pleased to announce the following individual as regional members of the U4C, who will fulfill a term until 15 June 2026:

* North America (USA and Canada)
** Ajraddatz

The following seats were not filled during this special election:

* Latin America and Caribbean
* Central and East Europe (CEE)
* Sub-Saharan Africa
* South Asia
* The four remaining Community-At-Large seats

Thank you again to everyone who participated in this process and much appreciation to the candidates for your leadership and dedication to the Wikimedia movement and community.

Over the next few weeks, the U4C will begin meeting and planning the 2024-25 year in supporting the implementation and review of the UCoC and Enforcement Guidelines. You can follow their work on [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee|Meta-Wiki]].

On behalf of the U4C and the Elections Committee,&lt;section end=&quot;announcement-content&quot; /&gt;

[[m:User:RamzyM (WMF)|RamzyM (WMF)]] 14:07, 2 September 2024 (UTC)
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== Re: The Vector 2022 skin as the default in two weeks? ==

[[File:Vector 2022 video-en.webm|thumb|A two minute-long video about Vector 2022]]
Hello everyone, I'm reaching out on behalf of the [[mediawikiwiki:Reading/Web|Wikimedia Foundation Web team]] responsible for the MediaWiki skins. I'd like to revisit the topic of making Vector 2022 the default here on English Wikiversity. I [[Wikiversity:Colloquium/archives/September 2022#The Vector 2022 skin as the default in two weeks?|did post a message about this almost two years ago]] (where you can find all the details about the skin), but we didn't finalize it back then.

What happened in the meantime? We built [[mw:Reading/Web/Accessibility for reading|dark mode and different options for font sizes]], and made Vector 2022 the default on most wikis, including all other Wikiversities. With the not-so-new V22 skin being the default, existing and coming features, like dark mode and [[mw:Trust and Safety Product/Temporary Accounts|temporary accounts]] respectively, will become available for logged-out users here.

So, if no large concerns are raised, we will deploy Vector 2022 here in two weeks, in the week of September 16. Do let me know if you have any questions. Thank you! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|discuss]] • [[Special:Contributions/SGrabarczuk (WMF)|contribs]]) 21:48, 2 September 2024 (UTC)

:Sounds good, Szymon - we look forward to the upcoming change of skin {{smile}} Sincerely, James -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:35, 13 September 2024 (UTC)
* I for one oppose a switch to Vector 2022. I do not find it preferable. Here is a staggering evidence of user refusal of Vector 2022 once it was deployed: [[W:en:Wikipedia:Requests for comment/Rollback of Vector 2022]], Junuary 2023. 355 voters supported rollback to Vector 2010 whereas 64 opposed, yielding 84.7% support, as clear a supermajority as one may wish. These people opposing Vector 2022 feel the same way as I do. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 10:48, 13 September 2024 (UTC)
*:Hey @[[User:Dan Polansky|Dan Polansky]]. Thanks for your comment. I'm open to discussion about problems with our software, and I hope we can maintain a respectful tone.
*:I understand that there are users who prefer Vector legacy or other skins, just as there are people who still stick to Monobook. Such people are active across many wikis. They can keep Vector legacy, although non-default skins don't have the support the default ones do. We are rolling out for technical reasons, as I mentioned above, with benefit to not logged-in users.
*:Regarding the rollback RfC on Wikipedia, two neutral users stated that there was no consensus for rollback, RfC is not a vote, and the numbers were different (355:226:24). I believe this all is pretty easy to verify.
*:So to sum up, Vector 2022 needs to become the default, tons and tons of comments were made about the skin and related stuff, and we have taken many ideas into account, and it's totally OK if you stick to Vector legacy.
*:Thanks! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|discuss]] • [[Special:Contributions/SGrabarczuk (WMF)|contribs]]) 19:30, 16 September 2024 (UTC)
*:: Today, I visited Wikiversity and found it switched to Vector 2022. I changed my preference settings to Vector 2010. From what I understand, non-registered visitors are now defaulted to Vector 2022 despite its unpopularity in [[W:en:Wikipedia:Requests for comment/Rollback of Vector 2022]]. I have not seen any evidence that users prefer Vector 2022, and given the evidence in the linked RfC, I tentatively conclude that the decision to switch has made the site experience worse for the majority of users. The logic of &quot;you can switch&quot; surely applies to Vector 2022 as well: those who prefer it can switch to it. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:08, 17 September 2024 (UTC)

== Have your say: Vote for the 2024 Board of Trustees! ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Hello all,

The voting period for the [[m:Special:MyLanguage/Wikimedia Foundation elections/2024|2024 Board of Trustees election]] is now open. There are twelve (12) candidates running for four (4) seats on the Board.

Learn more about the candidates by [[m:Special:MyLanguage/Wikimedia Foundation elections/2024/Candidates|reading their statements]] and their [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Questions_for_candidates|answers to community questions]].

When you are ready, go to the [[Special:SecurePoll/vote/400|SecurePoll]] voting page to vote. '''The vote is open from September 3rd at 00:00 UTC to September 17th at 23:59 UTC'''.

To check your voter eligibility, please visit the [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Voter_eligibility_guidelines|voter eligibility page]].

Best regards,

The Elections Committee and Board Selection Working Group&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 12:15, 3 September 2024 (UTC)
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== Separate page for hyperbola. ==

Good morning,

I notice that a search for &quot;hyperbola&quot; redirects to &quot;Conic sections&quot;.

At present there is a separate page for &quot;ellipse&quot;. Therefore a separate page for &quot;hyperbola&quot; seems to be justified.

Could this redirection be changed so that search for &quot;hyperbola&quot; goes to a separate page for &quot;hyperbola&quot;?

Many thanks,

[[User:ThaniosAkro|ThaniosAkro]] ([[User talk:ThaniosAkro|discuss]] • [[Special:Contributions/ThaniosAkro|contribs]]) 12:04, 15 September 2024 (UTC)

:It is true that ellipses are covered at [[Conic sections]] (along with hyperbolas, parabolas, etc.) and there is a separate page for [[ellipse]]s that elaborates. We certainly ''could'' have a page about [[hyperbola]]s that is separate, but no one has written sufficient content to spin it off yet. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 12:17, 15 September 2024 (UTC)

== I hereby request for your Unblocking IP address and just reviewed and received a reverted rec ==

Hi there. {{unsigned|Ishmael Raphasha}}
:No one has any clue what you're talking about. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 16:53, 18 September 2024 (UTC)

== RICH-2K: New project with some initial questions ==

Hello! I'm creating a new learning resource on ''Wikiversity''. The respective project is based on my transcription of a classical dictionary from 1849 by Anthony Rich. For more information about the project see its [[User:CalRis25/RICH: Description|description page]] (see also that page for why not ''Wikisource'' or ''Wikibooks''). The project's scope is fairly big: 3205 article-pages plus 304 REDIRECT-pages. The images (scanned by myself from an original copy) have been uploaded to ''Commons''. I have some initial technical questions (more of these and more detailed ones will follow):

* '''Upload''': Due to the large number of pages it is not realistic to create these manually. Is it possible to bulk-upload these in some way (the Wikitext of the pages is created using a Python-script with one file per article/page)? Is it possible to upload these to a test-environment first where any problems (hopefully none) can be identified and dealt with more easily than on the production-version of ''Wikiversity''?
* '''(Technical) Structure''': I am planning to set up this project at ''&lt;nowiki&gt;https://en.wikiversity.org/wiki/RICH-2K&lt;/nowiki&gt;'' as the main page and anything else as subpages: ''RICH-2K/Subpage_1 ... RICH-2K/Subpage_n''. However, these subpages fall into two categories: 1. Article-pages (content) and 2. Meta/Administrative pages. This project requires search capability restricted to the ''RICH-2K''-namespace. The ''Mediawiki''-software seems to supply a ''Search''-input field with the possibility to restrict the search to some namespace. I would like, however, to restrict the search further to the first group of pages, namely the articles. Is that possible, perhaps by use of (hidden) categories?
* '''External links''': This project will need many external links, and yes, I have read the relevant ''Wikiversity''-pages, but this specific project needs them. The ''Recommended Editions''-page (used for recommended online editions, to which to link when citing texts) alone probably will require several hundred external links. However, only relatively few [[w:Second-level domain|second-level domains]] will be involved, and most of these should be trustworthy (Perseus Digital library, digital collections of universities etc., in some cases, however, also ''Archive.org''). Perhaps there is a list of web-sites, for which external links are generally allowed? And who is allowed to create external links on ''Wikiversity''-pages (I haven't found the relevant policy)?
* '''Categories''': This project requires quite a few of its own categories, which belong to two large groups: 1. Categories (2 levels) of the ''Classed Index'' (about 170 categories), a thematic index of some (but not all) of the articles. 2. Administrative categories. Is there a recommended way to distinguish between different classes of categories within a project (category name or other method)? What about naming conventions for project-specific categories?

I am looking forward to your input. If you think that it's preferable we can move the discussions to the [[User_talk:CalRis25/RICH:_Description|Talk-page]] of the project's description. Thank you in advance. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 05:29, 20 September 2024 (UTC)

:*Admins have access to [[Special:Import]] and can bulk import XML pages. You can create pages in your sandbox if you'd like and make an indefinite amount of them at pages like [[User:CalRis25/sandbox]]. What can and cannot be hosted in user namespace is very loose, but still has to follow in principle Wikiversity's scope.
:*Using subpages is in principle a good way to organize these various resources. Please do not name them after a user name or something obscure. I personally think that &quot;RICH-2K&quot; is a not optimal name. I may recommend something like [[Anthony Rich Dictionary Project]] or [[21st-Century Anthony Rich Dictionary]] or something more obviously intelligible. While we have very few actual policies and guidelines, see [[Wikiversity:Naming conventions]] for a rough consensus of what is probably best practice for naming pages.
:*External linking generally does not use an allowed list (a.k.a. whitelist model), but a disallow (a.k.a. blacklist) model. See [[MediaWiki:Spam-blacklist]] and [[Special:BlockedExternalDomains]] (which is currently empty but is another method of listing blocked domains). It's perfectly fine to aggregate external links in learning resources.
:*I'm not 100% sure what the distinction is that you're drawing, but you can freely arrange categories underneath a main category that has the same name as your larger project. So, following the suggestions I gave, you could have a category like [[:Category:Anthony Rich Dictionary Project]] and then create any number of subcategories that logically help users navigate all these pages. Please make sure the main category you create is itself categorized under some relevant category(ies). If you need help, please ask.
:I think this answers your questions, please let me know if I'm unclear or you have more. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 06:11, 20 September 2024 (UTC)
::Hello Justin!
::* '''Upload:''' Creating the project in sandbox pages of my User-namespace defeats the purpose, as this is an ''open'' project. Also that would not solve, as such, the problem of having to manually create thousands of pages. I wonder, does ''Wikiversity'' support creation of pages using its API. ''Mediawiki's'' [[mw:API:Main_page|API-description]] seems to imply that it ought to be possible. If that's the case, I should be able to create a Python-script which automatically creates the pages (of course, a few trial pages first).
::* '''(Technical) Structure''': You may be right, here. RICH-2K is, for now, merely a technical name to make a clear but not too verbose distinction between the original text and the current project. I'll give this more thought.
::* '''External links''': I brought this up mainly because when I first edited my ''Wikiversity''-page, I got a message that I was not allowed to create external links. However, I just now tested creating an external link on my user-page and got no error, so this problem seems to be solved.
::* '''Categories''': I think I know what you mean. I'll create a category structure and maybe ask some specific questions once I am ready to do so.
::Thank you for your quick help. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 18:51, 20 September 2024 (UTC)
:::re: upload, I'm just suggesting your sandbox(es) as you asked about &quot;a test-environment&quot;. Anyone can edit someone else's sandboxes, but you typically defer to other users to control what's in their own subpages as a collegial thing. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:39, 23 September 2024 (UTC)

Hello! I have two further questions:
# I created a category-structure for the project. Could you (or someone else) have a look at it ([[User:CalRis25/RICH: Categories]]) and answer the questions in the section [[User:CalRis25/RICH:_Categories#Questions|Questions]]? I gave it some thought and believe that this would work fine for the project.
# ''Project boxes'' (see [[Help:Tour of project boxes]]): It is unclear to me, whether these belong only on the main page of the project (that makes the most sense to me), or on every single subpage.
Thanks in advance for your help. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 17:51, 24 September 2024 (UTC)

:To answer your questions here:
:*No, you are not contravening any policies we have.
:*A leading &quot;The&quot; is acceptable, but if you want it to sort alphabetically, you will have to use &lt;nowiki&gt;{{DEFAULTSORT:}}&lt;/nowiki&gt;. E.g. to get Category:The Best Stuff to sort under &quot;B&quot;, insert &quot;&lt;nowiki&gt;{{DEFAULTSORT:Best Stuff, The}}&lt;/nowiki&gt;.
:*Trailing &quot;etc.&quot; is acceptable.
:*An accent in a category title is acceptable.
:I'll also note that it looks like you have in mind some tracking categories that are redundant. Pages such as [[Special:LonelyPages]] and [[Special:DeadendPages]] already do automatically what you're proposing to do manually.
:As for project boxes, it's typically the case that the subjects are only placed on the main resource, but as you may imagine, [[Help:Tour of project boxes/1|status completion ones]] may vary from subpage to subpage. As with most things at Wikiversity, there are very few actual rules, so it's pretty much the wild west, even tho this project has been around for almost 20&amp;nbsp;years. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:18, 25 September 2024 (UTC)
::Hello Justin, thanks for the DEFAULTSORT-hint for categories beginning with ''The''. I will restrict the project boxes to the main page. As for the the orphaned/dead-end-categories, I prefer these to be project-specific. Once the project is up and running, putting articles &quot;on the map&quot; (making them accessible from other articles and creating links to other articles) is one of the first tasks to be dealt with. I already know which articles are involved and will add these categories to these articles. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 16:51, 25 September 2024 (UTC)

== Your wiki will be in read-only soon ==

&lt;section begin=&quot;server-switch&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;

[[:m:Special:MyLanguage/Tech/Server switch|Read this message in another language]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-Tech%2FServer+switch&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]

The [[foundation:|Wikimedia Foundation]] will switch the traffic between its data centers. This will make sure that Wikipedia and the other Wikimedia wikis can stay online even after a disaster.

All traffic will switch on '''{{#time:j xg|2024-09-25|en}}'''. The switch will start at '''[https://zonestamp.toolforge.org/{{#time:U|2024-09-25T15:00|en}} {{#time:H:i e|2024-09-25T15:00}}]'''.

Unfortunately, because of some limitations in [[mw:Special:MyLanguage/Manual:What is MediaWiki?|MediaWiki]], all editing must stop while the switch is made. We apologize for this disruption, and we are working to minimize it in the future. 

A banner will be displayed on all wikis 30 minutes before this operation happens. This banner will remain visible until the end of the operation. 

'''You will be able to read, but not edit, all wikis for a short period of time.'''

*You will not be able to edit for up to an hour on {{#time:l j xg Y|2024-09-25|en}}.
*If you try to edit or save during these times, you will see an error message. We hope that no edits will be lost during these minutes, but we can't guarantee it. If you see the error message, then please wait until everything is back to normal. Then you should be able to save your edit. But, we recommend that you make a copy of your changes first, just in case.

''Other effects'':

*Background jobs will be slower and some may be dropped. Red links might not be updated as quickly as normal. If you create an article that is already linked somewhere else, the link will stay red longer than usual. Some long-running scripts will have to be stopped.
* We expect the code deployments to happen as any other week. However, some case-by-case code freezes could punctually happen if the operation require them afterwards.
* [[mw:Special:MyLanguage/GitLab|GitLab]] will be unavailable for about 90 minutes.

This project may be postponed if necessary. You can [[wikitech:Switch_Datacenter|read the schedule at wikitech.wikimedia.org]]. Any changes will be announced in the schedule. 

'''Please share this information with your community.'''&lt;/div&gt;&lt;section end=&quot;server-switch&quot;/&gt;

[[User:Trizek_(WMF)|Trizek_(WMF)]], 09:37, 20 September 2024 (UTC)
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== 'Wikidata item' link is moving. Find out where... ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;&lt;i&gt;Apologies for cross-posting in English. Please consider translating this message.&lt;/i&gt;{{tracked|T66315}}

Hello everyone, a small change will soon be coming to the user-interface of your Wikimedia project.
The [[d:Q16222597|Wikidata item]] [[w:|sitelink]] currently found under the &lt;span style=&quot;color: #54595d;&quot;&gt;&lt;u&gt;''General''&lt;/u&gt;&lt;/span&gt; section of the '''Tools''' sidebar menu will move into the &lt;span style=&quot;color: #54595d;&quot;&gt;&lt;u&gt;''In Other Projects''&lt;/u&gt;&lt;/span&gt; section.

We would like the Wiki communities feedback so please let us know or ask questions on the   [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Discussion page]] before we enable the change which can take place October 4 2024, circa 15:00 UTC+2.
More information can be found on [[m:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|the project page]].&lt;br&gt;&lt;br&gt;We welcome your feedback and questions.&lt;br&gt; [[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 18:56, 27 September 2024 (UTC)
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==Download as PDF==
[[Phabricator:T376438]]: &quot;Download to PDF&quot; on en.wv is returning error: &quot;{&quot;name&quot;:&quot;HTTPError&quot;,&quot;message&quot;:&quot;500&quot;,&quot;status&quot;:500,&quot;detail&quot;:&quot;Internal Server Error&quot;}&quot;

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 22:36, 3 October 2024 (UTC)

:I just downloaded this page as a PDF and it worked just fine. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 23:04, 3 October 2024 (UTC)

== Protected template bug for Pp ==

It seems that templates derivative of {{tlx|Pp}} (compiled in {{tlx|Protection templates}}) are being sorted into protection categories using the name 'Wikipedia' instead of 'Wikiversity' (e.g., [[:Category:Wikipedia pages with incorrect protection templates]]). From what I can tell, it is not in the publicly accessible source code of any of the templates. The only other impacted pages are modules which call {{tlx|pp}}-derivatives (e.g., [[Module:Navbar/styles.css]]).

This does not seem to affect any other pages in [[:Category:Wikiversity protected templates]]. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 18:59, 4 October 2024 (UTC)

:The problem is that &quot;Wikipedia&quot; is [https://en.wikiversity.org/w/index.php?title=Special%3ASearch&amp;limit=500&amp;offset=0&amp;ns828=1&amp;search=Wikipedia&amp;searchToken=9svkpqlxxoquoq7bnkt55ugts mentioned in several modules that were copied over from en.wp]; many of these are legit and many of them need to be replaced with &quot;Wikiversity&quot; ([https://en.wikiversity.org/w/index.php?title=Module%3APp-move-indef&amp;diff=2662815&amp;oldid=1944984 e.g.]) This particular change ''may'' fix all of these issues...? But 1.) it will take time to propagate across the site and 2.) there are still many more &quot;Wikipedia&quot;s that need to be changed, so I'll go thru a few more, but if you want to give me an assist, if you can just check this one week from now and ping me if the problem persists, that would be nice. Sometimes, I make calendar reminders to follow up on these, but I'm not a perfect person. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 04:55, 5 October 2024 (UTC)

== Invitation to Participate in Wiki Loves Ramadan Community Engagement Survey ==

Dear all,


We are excited to announce the upcoming [[m:Wiki Loves Ramadan|Wiki Loves Ramadan]] event, a global initiative aimed at celebrating Ramadan by enriching Wikipedia and its sister projects with content related to this significant time of year. As we plan to organize this event globally, your insights and experiences are crucial in shaping the best possible participation experience for the community.

To ensure that Wiki Loves Ramadan is engaging, inclusive, and impactful, we kindly invite you to participate in our community engagement survey. Your feedback will help us understand the needs of the community, set the event's focus, and guide our strategies for organizing this global event.

Survey link: https://forms.gle/f66MuzjcPpwzVymu5

Please take a few minutes to share your thoughts. Your input will make a difference!

Thank you for being a part of our journey to make Wiki Loves Ramadan a success.


Warm regards,

User:ZI Jony 03:19, 6 October 2024 (UTC)

Wiki Loves Ramadan Organizing Team
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== 'Edit to my talk page' notification bug? ==

This may belong at the bug tracker, but does anyone else have an issue disabling ''email'' notifications upon  an 'Edit to my talk page' in [[Special:GlobalPreferences]]? Oddly I ''am'' able to disable the global preference on Wikipedia, MediaWiki, etc, but not here. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 09:23, 7 October 2024 (UTC)

:I have not experienced this, but to be clear, do you also have the option to get emails when items on your talk page are edited turned on? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:39, 7 October 2024 (UTC)
::The only (non-grayed out) options I have enabled for email are 'Failed login attempts' and 'Login from an unfamiliar device'. 'Edit to my talk page' re-checks after every save. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 09:54, 7 October 2024 (UTC)
:::That does sound like a [[phab:]] issue, with the caveat that I don't 100% recall how global preferences work and if they override local ones, etc. If you have parsed that and still have this issue, you'll probably need to file a ticket. Maybe someone else has this issue. Wish I could help. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:57, 7 October 2024 (UTC)
::::[[phab:T376601|Off 'n away]] 🫡 [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 10:35, 7 October 2024 (UTC)

== [[Portal:Computer Science]] ➝ [[Portal:Information sciences]] ==

Seeking consensus to complete the merge into the broader portal. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 06:28, 8 October 2024 (UTC)

:Why should it be merged? Computer Science seems well-enough designed. What is the incentive to collapse it into a broader field of study? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 07:18, 8 October 2024 (UTC)
::Portals as top level organizations allowing for content to be best centralized. Also note that I did not start the merge, just offering to finish it. Perhaps a {{tlx|prod}} instead? [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 07:20, 8 October 2024 (UTC)
:::I have no objections, personally. If it gets done, please use a redirect and should someone want to come along to resurrect it later, it will be easier. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 07:21, 8 October 2024 (UTC)
: Is computer science really a branch of information sciences? I would not think so, but what do I know. Do we have some external resources/links confirm this idea? [[W:Information science]] currently says: &quot;Information science, documentology[1] or informatology[2][3] is an academic field which is primarily concerned with analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information.&quot; --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:49, 11 October 2024 (UTC)
::Looking through [https://stackoverflow.com/q/1047014/22673230] [https://businessdegrees.uab.edu/mis-degree-bachelors/resources/computer-information-systems-vs-computer-science/] [https://www.si.umich.edu/student-experience/what-information-science] a few top (not necessarily RS) searches I'm inclined to agree. I am more familiar with the grafted [[:w:Information and computer science|information ''and'' computer science]] which makes an effort to merge the disciplines, but it does not seem like reaching to say that IS is presented as more applications-concerned (certainly with no lack of theoretical abstraction), whereas CS can be more freely associated with any and all 'science related to computers'. It is easy to reason about the connection between the fields, but I think it is clear academia maintains this taxonomy for a good reason.
::With these considerations, I think I will ''stop'' the process of merging in favor of expanding the existing [[School:Library and Information Science]]. 

::Let me know if there is not consensus to redirect [[Portal:Information sciences]] to [[School:Library and Information Science]] (with enough expansion it can generalize away from just library sciences). [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 16:16, 11 October 2024 (UTC)
::: I do not see that a merge of a ''portal'' to a ''school'' is a good thing. Do you have a clear idea of the concepts of school and portal and how they relate to each other? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 16:34, 11 October 2024 (UTC)
::::Found [[:Category:Information sciences]]; there are enough existing resources in there to make my other proposed merge excessive. I will simply continue developing the existing [[Portal:Information sciences]] instead. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 17:05, 11 October 2024 (UTC)
::::: Frankly, I would ideally see [[Portal:Information sciences]] deleted: I don't see what it does that a category would not do well enough. There does not seem to be any material specific to &quot;Information sciences&quot; (whatever that is) in that portal at all. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 17:11, 11 October 2024 (UTC)
::::::Tacked a {{tlx|prod}} for an eventual deletion, but I may still try to develop it as proof of concept at some point. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 17:33, 11 October 2024 (UTC)

== [[:Category:Occupational Epidemiology]] ==

I propose moving the pages in this category (without leaving redirects) to their equivalent under the parent resource [[Occupational Health Risk Surveillance]]. Also due to the number of subpages, it seems &lt;code&gt;|filing=deep&lt;/code&gt; would be a justified. (Also [[Special:PrefixIndex/Occupational_Epidemiology|there are quite a few]] untagged subpages.) [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 05:11, 9 October 2024 (UTC)
: I above all think that the content should be ''moved out of the mainspace'': I do not see readers learning anything from e.g. [[Occupational Epidemiology/Research tools/Reading of scientific articles for learning epidemiology and biostatstics]] or [[Occupational Epidemiology/Research tools/Ongoing projects/Risk Communication in Seafaring/Writing the article guideline IMRAD]]. Wikiversity can be kind enough to host that material in, say, subspace of [[User:Saltrabook]], but more should not be asked, I think. Let us recall that per [[WV:Deletions]], &quot;Resources may be eligible for proposed deletion when education objectives and learning outcomes are scarce, and objections to deletion are unlikely&quot;; I do not see how learning outcomes can be anything but scarce. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 15:04, 11 October 2024 (UTC)
::thank you, agree @ [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 21:03, 13 November 2024 (UTC)

== Active editors ==

It is interesting to observe the stats on [https://stats.wikimedia.org/#/en.wikiversity.org/contributing/active-editors/normal|line|all|(page_type)~content*non-content|monthly active editors] through the project's history. October is our month! [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 20:44, 8 October 2024 (UTC)

:Odd. Maybe related to the school year? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 02:10, 9 October 2024 (UTC)
::I wonder how many are [[User:Jtneill|Jtneill]]'s crowd... the number is in the hundreds though, so that is one chunky cohort —[[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:16, 9 October 2024 (UTC)
:::Yes, [[Motivation and emotion/Book]] involves ~100-150 students editing most intensely during October each year. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 02:20, 9 October 2024 (UTC)
::::Neat, that still leaves around ~50-100 other students from other avenues each year since 2021. I also wonder which projects were involved in the COVID enrollment spike. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:26, 9 October 2024 (UTC)
:::::Personally I can admit that my editing is much more active during the school season vs. the summer break, so I'm in the same boat as Jtneill's students. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:24, 13 November 2024 (UTC)
:@[[User:Tule-hog|Tule-hog]] This is an interesting topic, but it is not clear to me as an outsider what you and other participants in this discussion find interesting. I  find this graph not very meaningful because it does not tell me if the number of  Active editors has gone up or down during the period covered, which I think was 2000-now. 
:I can see a big jump between 2000 and 2007, but what happened since then? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:45, 16 December 2024 (UTC)

== Intentionally incorrect resource ==

There is a [[Special:Diff/2583464|disclaimer inserted onto a resource]] (by not the original author) that:
&lt;blockquote&gt;I am merely [making this page false] to show you (The viewer) that Wikipedia and this page 'Wikiversity' is bull sh*t and it will not give you the reliability you need when writing an academic piece of writing.&lt;/blockquote&gt;
However, that IP has [[Special:Contributions/86.22.73.151|not made any other edits]], so unless they vandalized via a sock, the intent went un-realized and only that portion need be removed. Bumping here in case there is some obvious jumbo in that essay that someone else can catch. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 16:58, 9 October 2024 (UTC)

:Removed that portion, which was obviously vandalism. No perspective on the rest of the essay. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 18:38, 9 October 2024 (UTC)

== [[:Category:Proposed guidelines]] ==

Noting for future editors that WV has collapsed all proposals into [[:Category:Proposed policies|proposed policies]]. Seeking consensus to further collapse [[:Category:Wikiversity proposals]] into the former, or to restore [[:Category:Proposed guidelines]]. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 19:19, 9 October 2024 (UTC)

== [[Around Wikiversity in 80 Seconds|Broken 80-second tour]] ==

Bumping a [[Talk:Around_Wikiversity_in_80_Seconds|comment]] on the ''Wikiversity in 80 seconds'' tour. Appears wikisuite is not working with the Vector 2022 appearance. 

Also see [[:w:Wikipedia:Miscellany_for_deletion/Wikiversuite_pages|this thread]] on the Wikiversal package - may not be relevant to Wikiversity, but FYC. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 00:26, 10 October 2024 (UTC)
: I would just delete the material; I do not see value in it. If others agree, I would try to articulate why I think it should be deleted (or move to author user space). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:57, 13 October 2024 (UTC)
::Just mark as {{tl|historical}}. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 17:39, 13 October 2024 (UTC)
::: This thing was created by [[User:Planotse]]. His creations are now being discussed in Wikibooks for deletion: [[B:Wikibooks:Requests for deletion#Wikiversal generated pages]]. It seems he used some kind of tool that is no longer available (the above mentioned &quot;Wikiversal&quot; package) to create this kind of slideshow-like material (believing the Wikibooks discussion). I do not see value of this in the mainspace, not even as historical (I am okay with userspace, but maybe even that is not the best option?). A look at the source code of [[Around Wikiversity in 80 Seconds/Introduction]] confirms the words of Omphalographer, namely that &quot;the HTML-heavy markup generated by Wikiversal makes them [the pages] unreasonably difficult to edit.&quot;
::: I went ahead and marked the page for proposed deletion. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:35, 14 October 2024 (UTC)

== Preliminary results of the 2024 Wikimedia Foundation Board of Trustees elections ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Hello all,

Thank you to everyone who participated in the [[m:Special:MyLanguage/Wikimedia Foundation elections/2024|2024 Wikimedia Foundation Board of Trustees election]]. Close to 6000 community members from more than 180 wiki projects have voted.

The following four candidates were the most voted:

# [[User:Kritzolina|Christel Steigenberger]]
# [[User:Nadzik|Maciej Artur Nadzikiewicz]]
# [[User:Victoria|Victoria Doronina]]
# [[User:Laurentius|Lorenzo Losa]]

While these candidates have been ranked through the vote, they still need to be appointed to the Board of Trustees. They need to pass a successful background check and meet the qualifications outlined in the Bylaws. New trustees will be appointed at the next Board meeting in December 2024.

[[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Results|Learn more about the results on Meta-Wiki.]]

Best regards,

The Elections Committee and Board Selection Working Group

&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MPossoupe_(WMF)|MPossoupe_(WMF)]] 08:26, 14 October 2024 (UTC)
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== Seeking volunteers to join several of the movement’s committees ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Each year, typically from October through December, several of the movement’s committees seek new volunteers. 

Read more about the committees on their Meta-wiki pages:
* [[m:Special:MyLanguage/Affiliations_Committee|Affiliations Committee (AffCom)]]
* [[m:Special:MyLanguage/Ombuds_commission|Ombuds commission (OC)]]
* [[m:Special:MyLanguage/Wikimedia Foundation/Legal/Community Resilience and Sustainability/Trust and Safety/Case Review Committee|Case Review Committee (CRC)]]

Applications for the committees open on 16 October 2024. Applications for the Affiliations Committee close on 18 November 2024, and applications for the Ombuds commission and the Case Review Committee close on 2 December 2024. Learn how to apply by [[m:Special:MyLanguage/Wikimedia_Foundation/Legal/Committee_appointments|visiting the appointment page on Meta-wiki]]. Post to the talk page or email [mailto:cst@wikimedia.org cst@wikimedia.org] with any questions you may have.

For the Committee Support team,
&lt;section end=&quot;announcement-content&quot; /&gt;

-- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 23:09, 16 October 2024 (UTC)
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== Interactive elements ==
Can we use interactive elements on Wikiversity? I'd like to add JavaScript to a page. If it's not possible now, where can I suggest this feature? I have a safe integration idea.
[[User:Отец Никифор|Отец Никифор]] ([[User talk:Отец Никифор|discuss]] • [[Special:Contributions/Отец Никифор|contribs]]) 12:10, 17 October 2024 (UTC)
: This is beyond my technical knowledge, but have you checked out:
:* https://www.mediawiki.org/wiki/Manual:Interface/JavaScript?
:* [[Wikipedia:WikiProject JavaScript]]
:* [[MediaWiki:Common.js]]

:What sort of interactive elements are you thinking about?

: Sincerely, James -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 03:39, 18 October 2024 (UTC)
::I was thinking about adding something like a graph with adjustable controls, where users can interact with it and see how different changes affect the outcome. It seems like this could be a useful feature. There might already be discussions about enhancing Wikiversity or similar platforms—perhaps on a relevant talk page or in a Discord group. Do you know where such discussions might be happening? [[User:Отец Никифор|Отец Никифор]] ([[User talk:Отец Никифор|discuss]] • [[Special:Contributions/Отец Никифор|contribs]]) 19:47, 18 October 2024 (UTC)
:::From a quick look, maybe check out:
:::* [[mw:Extension:Graph]]
:::* [[phab:tag/graphs]]
:::-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 22:40, 18 October 2024 (UTC)
:::: mw:Extension:Graph is currently disabled on Wikipedia etc. wikis, for security reasons, and seems unlikely to be enabled again. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:30, 19 October 2024 (UTC)

== An unexplained spurt of Wikiversity page views ==
The [https://pageviews.wmcloud.org/siteviews/?platform=all-access&amp;source=pageviews&amp;agent=user&amp;start=2024-06-01&amp;end=2024-10-18&amp;sites=en.wikiversity.org|en.wikibooks.org|en.wikiquote.org|en.wikisource.org page view report] shows an unexplained spurt of Wikiversity page views, reaching over 4 times the baseline and then falling back again. Does anyone have any idea what is going on? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:01, 19 October 2024 (UTC)

:Interesting. I wonder why only the English wikiquote and wikiversity and not Wikisource or wikibooks? How reliable do you think those stats are? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:44, 8 December 2024 (UTC)
:I guess the mention in mass media might be a cause. Someone metions it and then thousands go and look. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:02, 17 December 2024 (UTC)

== Center tempate failed on a contributors phone... ==

See the edit comment here - https://en.wikiversity.org/w/index.php?title=Wikiphilosophers&amp;diff=prev&amp;oldid=2673962. I'm puzzled as this is the first failure of this, I've noted recently. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:45, 19 October 2024 (UTC)

== Essay-like page in user space that makes little sense and seems incoherent ==
The page [[User:TheoYalur/Illusions]] seems to match the description, at least by my assessment. My understanding is that since the page is only in user space and not in the mainspace, it can stay there even if it has those disqualifying qualities. But if I am wrong and the page belongs deleted, please correct me and let me know. I do not know which policy or guideline, if any, guides the case. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 12:30, 21 October 2024 (UTC)

== 'Wikidata item' link is moving, finally. ==

Hello everyone, I previously wrote on the 27th September to advise that the ''Wikidata item'' sitelink will change places in the sidebar menu, moving from the '''General''' section into the '''In Other Projects''' section. The scheduled rollout date of 04.10.2024 was delayed due to a necessary request for Mobile/MinervaNeue skin. I am happy to inform that the global rollout can now proceed and will occur later today, 22.10.2024 at 15:00 UTC-2. [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Please let us know]] if you notice any problems or bugs after this change. There should be no need for null-edits or purging cache for the changes to occur. Kind regards, -[[m:User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] 11:28, 22 October 2024 (UTC)
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:Hi @[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]]: I Just noticed your post above, and it is timely.
:I have been participating in the English WikiUniversity for a few years, much less often recently. I seems like something in the way the site displays is different, but I cannot put my finger on it. Your posting gave me a clue. Can you please tell me where  the link to wikidata items has moved to? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:23, 11 December 2024 (UTC)
::Hello @[[User:Ottawahitech|Ottawahitech]], sure, I would be happy to. The button/sitelink name didn't change, just its position. You should find it in the sidebar-menu under the section '''In other projects''' (where the links to all other Wikimedia Projects are displayed). If you do not see it, please reach out to us on the [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Move Wikidata item - Discussion page]]. Thank you, -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 09:24, 12 December 2024 (UTC)
:::@[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]], thank you for responding. I intend to followup on the ''Move Wikidata item - Discussion page'' as per your post above by putting it on my ever growing todo list.
:::I don't know about others on this wiki, as I said I have not been visiting here frequently, but for me the constant changes are a big distraction. I have been around wikimedia projects since 2007, so why do I have to spend so much time learning and re-learning how to find what I came here for? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:41, 12 December 2024 (UTC)
::::Hi @[[User:Ottawahitech|Ottawahitech]], thanks for you thoughts. Your input whether positive or critical helps us understand the impacts to editors so we welcome your further thoughts when you reach us in your To Do List :)
::::I can't speak about the other changes you've experienced here but I do hope they are made with a spirit of improvement for the community as a whole. -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 10:43, 16 December 2024 (UTC)

== Final Reminder: Join us in Making Wiki Loves Ramadan Success ==

Dear all,

We’re thrilled to announce the Wiki Loves Ramadan event, a global initiative to celebrate Ramadan by enhancing Wikipedia and its sister projects with valuable content related to this special time of year. As we organize this event globally, we need your valuable input to make it a memorable experience for the community.

Last Call to Participate in Our Survey: To ensure that Wiki Loves Ramadan is inclusive and impactful, we kindly request you to complete our community engagement survey. Your feedback will shape the event’s focus and guide our organizing strategies to better meet community needs.

* Survey Link: [https://docs.google.com/forms/d/e/1FAIpQLSffN4prPtR5DRSq9nH-t1z8hG3jZFBbySrv32YoxV8KbTwxig/viewform?usp=sf_link Complete the Survey]
* Deadline: November 10, 2024
Please take a few minutes to share your thoughts. Your input will truly make a difference!

'''Volunteer Opportunity''': Join the Wiki Loves Ramadan Team! We’re seeking dedicated volunteers for key team roles essential to the success of this initiative. If you’re interested in volunteer roles, we invite you to apply.
* Application Link: [https://docs.google.com/forms/d/e/1FAIpQLSfXiox_eEDH4yJ0gxVBgtL7jPe41TINAWYtpNp1JHSk8zhdgw/viewform?usp=sf_link Apply Here]
* Application Deadline: October 31, 2024
Explore Open Positions: For a detailed list of roles and their responsibilities, please refer to the position descriptions here: [https://docs.google.com/document/d/1oy0_tilC6kow5GGf6cEuFvdFpekcubCqJlaxkxh-jT4/ Position Descriptions]

Thank you for being part of this journey. We look forward to working together to make Wiki Loves Ramadan a success!


Warm regards,&lt;br&gt;
The Wiki Loves Ramadan Organizing Team 05:11, 29 October 2024 (UTC)
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== Android app for Wikiversity ==

Hi, is there an Android app for Wikiversity? How does it work? I have been advised that there is no infrastructure for push notifications for Android apps for sister wikis and I would be interested to know more. Related: [[:phab:T378545]]. Thanks! [[User:Gryllida|Gryllida]] 23:15, 29 October 2024 (UTC)

:Thanks for suggesting this - I agree that it would be useful. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:56, 31 October 2024 (UTC)
:@[[User:Gryllida|Gryllida]]: Would you explain your terminology  for those of us not in the know. What does ''push notifications'' mean? I use [https://www.mediawiki.org/wiki/Help:Notifications notifications] when I am communicating on wikimedia projects, but have never heard this term before. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:13, 11 December 2024 (UTC)
:I dont think there is an app.  [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:01, 17 December 2024 (UTC)
:This would be useful, however we do not have an app for Wikiversity yet. I am thinking of helping out with no-code or low code tools, but I am working on some courses here. I might be able to do some contributions though. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 14:14, 17 December 2024 (UTC)

== Import Resource From Wikibooks? ==

Hello! [[wikibooks:Character_List_for_Baxter&amp;Sagart|Character List for Baxter&amp;Sagart]] and related titles [[wikibooks:Wikibooks:Requests_for_deletion#Character_List_for_Baxter&amp;Sagart|are up for deletion at Wikibooks]] because WB policy does not allow dictionaries like them. However, because they are useful as learning tools, I am wondering if they might have a home here at Wikiversity. Pinging @[[User:Tibetologist|Tibetologist]] here to link them in to this discussion, since they are the affected user. Thank you! —[[User:Kittycataclysm|Kittycataclysm]] ([[User talk:Kittycataclysm|discuss]] • [[Special:Contributions/Kittycataclysm|contribs]]) 18:18, 1 November 2024 (UTC)

:Sure, I can do it. That said, as mentioned there, it does seem like something like this is ideally suited for Wiktionary in the Appendix namespace, but I'm not very familiar with CJK characters and languages. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:23, 3 November 2024 (UTC)
::Oh man, these pages are too big to import and while I've already tried a half-dozen times, it will constantly fail. Strictly speaking, we don't have to use the import feature for licensing purposes. We can just copy and paste the contents and list the usernames or on the talk page. I think that's the solution. {{Ping|Tibetologist}}, are you interested in doing that? If you just copied and pasted these pages and then added [[:Category:Chinese]] and maybe include a couple of links to the pages, that would probably be ideal. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:31, 3 November 2024 (UTC)

== Language translation requests? ==

Is there anywhere on Wikiversity to request translation, for example, requesting Latin or French translation? I would be asking from the context as a student, so I would be interested in translation explanation as well. [[User:Indexcard88|Indexcard88]] ([[User talk:Indexcard88|discuss]] • [[Special:Contributions/Indexcard88|contribs]]) 04:56, 20 November 2024 (UTC)

:I am not too sure about this topic. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:44, 17 December 2024 (UTC)

== Sign up for the language community meeting on November 29th, 16:00 UTC ==

Hello everyone,

The next language community meeting is coming up next week, on November 29th, at 16:00 UTC (Zonestamp! For your timezone &lt;https://zonestamp.toolforge.org/1732896000&gt;). If you're interested in joining, you can sign up on this wiki page: &lt;https://www.mediawiki.org/wiki/Wikimedia_Language_and_Product_Localization/Community_meetings#29_November_2024&gt;.

This participant-driven meeting will be organized by the Wikimedia Foundation’s Language Product Localization team and the Language Diversity Hub. There will be presentations on topics like developing language keyboards, the creation of the Moore Wikipedia, and the language support track at Wiki Indaba. We will also have members from the Wayuunaiki community joining us to share their experiences with the Incubator and as a new community within our movement. This meeting will have a Spanish interpretation.

Looking forward to seeing you at the language community meeting! Cheers, [[User:SSethi (WMF)|Srishti]] 19:55, 21 November 2024 (UTC)
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== Events on Wikiversity ==

Since Wikipedia and Wikivoyage are having their &quot;Asian Month&quot; editathon, I was thinking if we could start up a Wikiversity version of that. This would be an &quot;Asian Month&quot; as well, but it would be about creating resources based on Asia and its culture. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:57, 6 December 2024 (UTC)

:Not immediately opposed, but the question is, do we have an active enough community to facilitate this? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:31, 6 December 2024 (UTC)
::I'm not too sure. As long as we get enough traffic, this could happen. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 08:45, 7 December 2024 (UTC)
:::This is to increase traffic on Wikiversity, which is promoted amongst other communities. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 10:47, 7 December 2024 (UTC)
:Hi @[[User:RockTransport|RockTransport]], This is a good idea, but will it also involve users who are not &quot;professors and scientists&quot;. Just curious. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:30, 9 December 2024 (UTC)
::Yes, considering the fact that Wikiversity is for everyone, and not just for specific users. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 09:09, 10 December 2024 (UTC)
:::because I'm personally not a &quot;professor&quot; or a &quot;scientist&quot; and because '''anyone''' can create resources on Wikiversity. We want to make Wikiversity open for everyone, and not just for certain users. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 09:10, 10 December 2024 (UTC)
::::I am also not a professor or a scientist, but it seems to me that as result I am viewed here as a visitor rather than someone who can contribute. Just my $.02. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:05, 12 December 2024 (UTC)
:I am affraid, that creation of educational resources on certain topic is way harder then wikipedia. Secondly while wikipedia stub does not matter, education resource stub is uselless completly. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 09:59, 17 December 2024 (UTC)
::How is it useless, you can contribute to other learning resources and maybe improve it as such, if you have some knowledge on a particular topic or something else. This is to increase diversity. Just a kind notice. It's also pretty hard to do it on Wikivoyage, but that's the same for every platform. Stubs may be improved on, and this is the concept. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:19, 17 December 2024 (UTC)
::There are lots of stubs here, on Wikiversity. So the whole purpose of this event is to increase engagement and willingness to edit these pages. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:24, 17 December 2024 (UTC)

== Wikiversity - Newsletters ==

Hello All,

I wanted to create a newsletter on Wikiversity, which would highlight what is going on in certain months and events on Wikiversity; which would bolster engagement by many people. This would be on the website and would have its dedicated 'Newsletter' tab.

I hope you acknowledge this idea. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:05, 8 December 2024 (UTC)

:@[[User:RockTransport|RockTransport]], What sort of things do you plan to include in your newsletter? Will they be different than what is currently in [[Main Page/News]]? Just curious.
:I am also wondering about your motive which I think is: to bolster engagement by many people. I am asking because I wonder if others who are currently active here also think this I is desirable? Have you asked them? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:34, 11 December 2024 (UTC)
::Not yet, which was why I was asking this on the colloquium. I plan to include things that many people have created on Wikiversity over the month, as it is a monthly newsletter. It would be somewhere on the website here. It will be more frequent that the ones seen on [[Main Page/News]]. We will include people's resources to essentially promote them. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 06:50, 12 December 2024 (UTC)
:::@[[User:RockTransport|RockTransport]], I Think what you are saying is that ''Main Page/News'' does not update frequently enough? 
:::If this is the reason, why not start small by simply increasing the frequency of posting news on the main page, instead of trying to start a newsletter?
:::If there is more, can you articulate what else is missing. Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:51, 12 December 2024 (UTC)
::::I meant going to detail into topics covered in that month, rather than just giving a few points. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 16:53, 12 December 2024 (UTC)
:::::What sort of details did you have in mind? You can pick one of the links provided in [[Main Page/News]] to illustrate. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:29, 16 December 2024 (UTC)
::::::I'm thinking of the community entering their projects, and discussing those in the newsletter. It depends on what they want, though. There would be a dedicated page for giving the information about their projects [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:24, 16 December 2024 (UTC)
:::::::I might start working on this soon, depending on the projects being created on Wikiversity. @[[User:Ottawahitech|Ottawahitech]] @[[User:Atcovi|Atcovi]] [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:25, 17 December 2024 (UTC)
::::::::I'd recommend you start off with putting this under a userspace page (something like [[User:RockTransport/Wikiversity Newsletter]]), and drafting what you desire. Let us know once it's done, and the community can provide their input. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:30, 17 December 2024 (UTC)
:::::::::I will try and make one for this month. This is supposed to be a monthly newsletter, showcasing the different projects mentioned there. Users can put their projects, and we will document them on the newsletter. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:33, 17 December 2024 (UTC)
:::::::::I am hoping for it to be released by January 2025. There's no rush to get it done; it's still in it's planning stage. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:43, 17 December 2024 (UTC)
:Where you are going to get the audience for your website and Wikiversity newsletter? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 18 December 2024 (UTC)
::It's on Wikiversity, not on an outside platform. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:51, 18 December 2024 (UTC)

== Describing Wikiversity content on Wikidata ==

Anyone knows how to properly describe Wikiversity pages on Wikidata? Any examples for some content pages like courses, supplement materials etc.? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:36, 18 December 2024 (UTC)

== Degrees ==

Why does Wikiversity not provide degrees? I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal. But anyway, why is that? Wikiversity is about opening doors, i.e., removing obstacles. So, what kind of an obstacle was a paper? Was a certain body of knowledge that you learned well?! Because Wikiversity is not accredited for that? Yes, and do we need official US accreditation? We cannot create our system so that the learners who learn here and would like to continue their science career have a recognizable degree they can continue? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:19, 18 December 2024 (UTC)</text>
      <sha1>oycpd642r6x05fb3qmcc9tcw11kzjvo</sha1>
    </revision>
    <revision>
      <id>2692495</id>
      <parentid>2692494</parentid>
      <timestamp>2024-12-18T13:55:18Z</timestamp>
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        <username>RockTransport</username>
        <id>2992610</id>
      </contributor>
      <comment>/* Wikiversity - Newsletters */ Reply</comment>
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      <format>text/x-wiki</format>
      <text bytes="82893" sha1="pqmvy3e5dcwts24qkx0oxlslrupzw7m" xml:space="preserve">{{Wikiversity:Colloquium/Header}}
&lt;!-- MESSAGES GO BELOW --&gt;
== Reminder! Vote closing soon to fill vacancies of the first U4C ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement – reminder to vote|You can find this message translated into additional languages on Meta-wiki.]] [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement – reminder to vote}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Dear all,

The voting period for the Universal Code of Conduct Coordinating Committee (U4C) is closing soon. It is open through 10 August 2024. Read the information on [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2024_Special_Election#Voting|the voting page on Meta-wiki to learn more about voting and voter eligibility]]. If you are eligible to vote and have not voted in this special election, it is important that you vote now.

'''Why should you vote?''' The U4C is a global group dedicated to providing an equitable and consistent implementation of the UCoC. Community input into the committee membership is critical to the success of the UCoC.

Please share this message with members of your community so they can participate as well.

In cooperation with the U4C,&lt;section end=&quot;announcement-content&quot; /&gt;

-- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 15:30, 6 August 2024 (UTC)
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== User group for Wikiversians ==

Was there ever a discussion about the possibility of establishing a user group in the sense of an affiliated organization that would defend the interests of professors and scientists on Wikiversity and possibly actively develop some projects? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 20:21, 8 August 2024 (UTC)

:Not that I'm aware of. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:20, 8 August 2024 (UTC)
:It's a pleasure to talk to a scientist on Wikiversity. I am a historian of technics and I would like to publish the following biography either on Wikiversity or on Wikipedia: 
:https://en.wikiversity.org/wiki/User:Rbmn/Arthur_Constantin_KREBS_(1850-1935):_Military_engineer,_Automotive_industrialist,_Great_projects_manager
:What would be your advice? [[User:Rbmn|Rbmn]] ([[User talk:Rbmn|discuss]] • [[Special:Contributions/Rbmn|contribs]]) 15:44, 6 October 2024 (UTC)
::The content appears to be largely biographical/encyclopedic, so I think it is likely best suited to Wikipedia. Consider improving/incorporating this content into the existing page: [[w:Arthur Constantin Krebs]]. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:05, 7 October 2024 (UTC)
::Please do not link to the Wikiversity [[wv:userspace|Userspace]] in Wikipedia articles. You will want to wait until you have a page in the [[wv:mainspace|Wikiversity mainspace]]. You'll also want to use the &lt;code&gt;{{[[:w:Template:Wikiversity|Wikiversity]]}}&lt;/code&gt; template (on Wikipedia) rather than embedding a photo with a link. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:21, 7 October 2024 (UTC)
:I haven't heard anything about this topic. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:06, 8 December 2024 (UTC)

== Rich's ''Illustrated Companion'' at Wikiversity: Right place? ==

Hello! I am creating a Wiki-version of a classical glossary (''Illustrated Companion to the Latin Dictionary, and Greek Lexicon'' by Anthony Rich, 1849), which explains the meaning of Latin headwords, primarily those &quot;representing visible objects connected with the arts, manufactures, and every-day life of the Greeks and Romans.&quot; The aim is to help understand what a (classical) Latin text is actually about, instead of merely translating it. I already transcribed the entire text and scanned the images (about 1900) from an original 1849-edition. I am currently working on uploading the images to ''Mediawiki Commons'', which probably will take some time. In the meantime I want to prepare the other aspects of the project (more than 3000 articles, already with many internal links). The important thing: this is ''not'' a ''might exist''-project.  {{Color|red|My question: Is ''Wikiversity'' the proper place for it?}} Although I created an exact rendition of the original text, ''Wikisource'' is not applicable, because the project has a broader scope (adding content to the articles, e. g. links to online editions for quotations, adding images, but also adding entirely new articles). Neither is ''Wikibooks'', because this is not a textbook and may otherwise breach its scope. For more about the project see [[w:User:CalRis25/Temp-RICH-Prospectus|my user-page]] at en.wikipedia. {{Color|Red|So, is Wikiversity the right place for it?}} [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 09:15, 17 August 2024 (UTC)

:Thanks for asking. To be clear, it ''is'' acceptable to make [[:s:en:Category:Wikisource annotations|annotated editions]] of texts at Wikisource and Wikibooks does host at least one [[:b:en:Annotations of The Complete Peanuts|annotated guide to a copyright-protected work]]. So if what you're looking to do is to include inline annotations to a public domain text, you certainly can put that on Wikisource. If you have a textbook or guidebook that is a companion, that would go at Wikibooks. If you have some other kind of learning resources (like maintaining a list of relevant links, organizing a book reading group, etc.), that could go here. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:26, 17 August 2024 (UTC)
::Thank you for your quick answer. Actually, ''Wikibooks'' was my first thought. However, this project is not merely an annotated edition. Although at first it ''will'' be a faithful copy of the original text, I want the project to be &quot;open&quot;, i. e. adding articles should be possible. And the project should enable to do a lot more than mere inline annotation. See section [[w:User:CalRis25/Temp-RICH-Prospectus#Improving_RICH|Improving Rich]] in the project description a my user-page (en.Wikipedia). No ''Mediawiki''-project (Wikisource, Wikibooks, Wikipedia, Wiktionary) seemed to be a sufficiently applicable &quot;fit&quot; for the project, so I thought of Wikiversity as a last resort, because it is supposed to be home to all sorts of &quot;learning resources&quot;. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 09:57, 17 August 2024 (UTC)
:::The scope of Wikiversity ''is'' pretty catch-all and would allow for a pretty flexible place to host most learning resources that don't fit elsewhere.
:::Also, as nitpick, &quot;MediaWiki&quot; is the software that is the basis of these wikis (wikis being collections of interlinked documents that can be edited) and &quot;Wikimedia Foundation&quot; is the non-profit who owns the trademarks and hosts these projects like Wiktionary and Wikivoyage. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 10:06, 17 August 2024 (UTC)
::::Hello Justin, thank you for the reply. '''I think that settles it. I will create this project at ''Wikiversity''.''' Just for additional clarification, why I do so. Let's imagine a full transcription of the original 1849-edition of the ''Illustrated Companion'' by Anthony Rich and call it ''RICH-1849''. We shall call my project, for brevity sake, RICH-2K. And now, let's have a look at the article about the Roman toga (a piece of attire). In ''RICH-1849'' we can can call it ''RICH-1849/Toga'', and it contains ''exactly'' the content of the 1849-book. Now, let's look at the article ''RICH-2K/Toga''. At the beginning its only content would be the article ''RICH-1849/Toga''. Does that make ''RICH-2K/Toga'' and ''RICH-1849/Toga'' the same? Not at all, because in truth ''RICH-2K/Toga'' is a &quot;container&quot; which initially contains only the article ''RICH-1849/Toga'' but later on may include more stuff: images, external links, article text which builds on or extends ''RICH-1849/Toga'' and information from other sources of information (Wikipedia, specialized books). By the way, this added article information would not be a mere copy of the text at en.Wikipedia, because the information needs to looked at through the eyes of someone reading the original text (more citations with direct links to these etc.). [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 11:39, 17 August 2024 (UTC)

== Coming soon: A new sub-referencing feature – try it! ==

&lt;section begin=&quot;Sub-referencing&quot;/&gt;
[[File:Sub-referencing reuse visual.png|{{#ifeq:{{#dir}}|ltr|right|left}}|400px]]
Hello. For many years, community members have requested an easy way to re-use references with different details. Now, a MediaWiki solution is coming: The new sub-referencing feature will work for wikitext and Visual Editor and will enhance the existing reference system. You can continue to use different ways of referencing, but you will probably encounter sub-references in articles written by other users. More information on [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|the project page]].

'''We want your feedback''' to make sure this feature works well for you:

* [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Test|Please try]] the current state of development on beta wiki and [[m:Talk:WMDE Technical Wishes/Sub-referencing|let us know what you think]]. 
* [[m:WMDE Technical Wishes/Sub-referencing/Sign-up|Sign up here]] to get updates and/or invites to participate in user research activities.

[[m:Special:MyLanguage/Wikimedia Deutschland|Wikimedia Deutschland]]’s [[m:Special:MyLanguage/WMDE Technical Wishes|Technical Wishes]] team is planning to bring this feature to Wikimedia wikis later this year. We will reach out to creators/maintainers of tools and templates related to references beforehand.

Please help us spread the message. --[[m:User:Johannes Richter (WMDE)|Johannes Richter (WMDE)]] ([[m:User talk:Johannes Richter (WMDE)|talk]]) 10:36, 19 August 2024 (UTC)
&lt;section end=&quot;Sub-referencing&quot;/&gt;
&lt;!-- Message sent by User:Johannes Richter (WMDE)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=User:Johannes_Richter_(WMDE)/Sub-referencing/massmessage_list&amp;oldid=27309345 --&gt;

== New [[Template:Form]] ==

Hi! Today I was bold and created [[Template:Form]] (which calls [[Module:WikiForm]] and [[MediaWiki:Gadget-WikiForm.js]]). The template allows to create user-friendly forms that can create pages or add content to existing pages. My motivation and first use case was [[Wikidebate/New|this form]] to create new [[wikidebates]], but I suspect the template can be useful elsewhere on Wikiversity. Let me know if you notice any issues or have any requests or concerns. Kind regards, [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|discuss]] • [[Special:Contributions/Sophivorus|contribs]]) 15:21, 21 August 2024 (UTC)

== Sign up for the language community meeting on August 30th, 15:00 UTC ==

Hi all,

The next language community meeting is scheduled in a few weeks—on August 30th at 15:00 UTC. If you're interested in joining, you can [https://www.mediawiki.org/wiki/Wikimedia_Language_and_Product_Localization/Community_meetings#30_August_2024 sign up on this wiki page].

This participant-driven meeting will focus on sharing language-specific updates related to various projects, discussing technical issues related to language wikis, and working together to find possible solutions. For example, in the last meeting, topics included the Language Converter, the state of language research, updates on the Incubator conversations, and technical challenges around external links not working with special characters on Bengali sites.

Do you have any ideas for topics to share technical updates or discuss challenges? Please add agenda items to the document [https://etherpad.wikimedia.org/p/language-community-meeting-aug-2024 here] and reach out to ssethi(__AT__)wikimedia.org. We look forward to your participation!

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 23:20, 22 August 2024 (UTC)
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== Template consolidation: User talk page block notice ==
Wondering if someone who likes templates could have a go at consolidating or helping decide between use of:
* [[Template:Block]]
* [[Template:Blocked]]

Unless I'm missing something, it seems like we don't need both?

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:16, 23 August 2024 (UTC)
: I tried to figure out a Wikidata item with most links to projects. I found this: [[Wikidata:Q6379131]], which is Template:Uw-block. There is even a corresponding Wikiversity template, [[Template:Uw-block1]] (not used anywhere).
: My impression is that of the three templates, we only need one. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:43, 13 September 2024 (UTC)

== Announcing the Universal Code of Conduct Coordinating Committee ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[https://lists.wikimedia.org/hyperkitty/list/board-elections@lists.wikimedia.org/thread/OKCCN2CANIH2K7DXJOL2GPVDFWL27R7C/ Original message at wikimedia-l]. [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement - results|You can find this message translated into additional languages on Meta-wiki.]] [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement - results}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Hello all,

The scrutineers have finished reviewing the vote and the [[m:Special:MyLanguage/Elections Committee|Elections Committee]] have certified the [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Results|results]] for the [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election|Universal Code of Conduct Coordinating Committee (U4C) special election]].

I am pleased to announce the following individual as regional members of the U4C, who will fulfill a term until 15 June 2026:

* North America (USA and Canada)
** Ajraddatz

The following seats were not filled during this special election:

* Latin America and Caribbean
* Central and East Europe (CEE)
* Sub-Saharan Africa
* South Asia
* The four remaining Community-At-Large seats

Thank you again to everyone who participated in this process and much appreciation to the candidates for your leadership and dedication to the Wikimedia movement and community.

Over the next few weeks, the U4C will begin meeting and planning the 2024-25 year in supporting the implementation and review of the UCoC and Enforcement Guidelines. You can follow their work on [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee|Meta-Wiki]].

On behalf of the U4C and the Elections Committee,&lt;section end=&quot;announcement-content&quot; /&gt;

[[m:User:RamzyM (WMF)|RamzyM (WMF)]] 14:07, 2 September 2024 (UTC)
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== Re: The Vector 2022 skin as the default in two weeks? ==

[[File:Vector 2022 video-en.webm|thumb|A two minute-long video about Vector 2022]]
Hello everyone, I'm reaching out on behalf of the [[mediawikiwiki:Reading/Web|Wikimedia Foundation Web team]] responsible for the MediaWiki skins. I'd like to revisit the topic of making Vector 2022 the default here on English Wikiversity. I [[Wikiversity:Colloquium/archives/September 2022#The Vector 2022 skin as the default in two weeks?|did post a message about this almost two years ago]] (where you can find all the details about the skin), but we didn't finalize it back then.

What happened in the meantime? We built [[mw:Reading/Web/Accessibility for reading|dark mode and different options for font sizes]], and made Vector 2022 the default on most wikis, including all other Wikiversities. With the not-so-new V22 skin being the default, existing and coming features, like dark mode and [[mw:Trust and Safety Product/Temporary Accounts|temporary accounts]] respectively, will become available for logged-out users here.

So, if no large concerns are raised, we will deploy Vector 2022 here in two weeks, in the week of September 16. Do let me know if you have any questions. Thank you! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|discuss]] • [[Special:Contributions/SGrabarczuk (WMF)|contribs]]) 21:48, 2 September 2024 (UTC)

:Sounds good, Szymon - we look forward to the upcoming change of skin {{smile}} Sincerely, James -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:35, 13 September 2024 (UTC)
* I for one oppose a switch to Vector 2022. I do not find it preferable. Here is a staggering evidence of user refusal of Vector 2022 once it was deployed: [[W:en:Wikipedia:Requests for comment/Rollback of Vector 2022]], Junuary 2023. 355 voters supported rollback to Vector 2010 whereas 64 opposed, yielding 84.7% support, as clear a supermajority as one may wish. These people opposing Vector 2022 feel the same way as I do. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 10:48, 13 September 2024 (UTC)
*:Hey @[[User:Dan Polansky|Dan Polansky]]. Thanks for your comment. I'm open to discussion about problems with our software, and I hope we can maintain a respectful tone.
*:I understand that there are users who prefer Vector legacy or other skins, just as there are people who still stick to Monobook. Such people are active across many wikis. They can keep Vector legacy, although non-default skins don't have the support the default ones do. We are rolling out for technical reasons, as I mentioned above, with benefit to not logged-in users.
*:Regarding the rollback RfC on Wikipedia, two neutral users stated that there was no consensus for rollback, RfC is not a vote, and the numbers were different (355:226:24). I believe this all is pretty easy to verify.
*:So to sum up, Vector 2022 needs to become the default, tons and tons of comments were made about the skin and related stuff, and we have taken many ideas into account, and it's totally OK if you stick to Vector legacy.
*:Thanks! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|discuss]] • [[Special:Contributions/SGrabarczuk (WMF)|contribs]]) 19:30, 16 September 2024 (UTC)
*:: Today, I visited Wikiversity and found it switched to Vector 2022. I changed my preference settings to Vector 2010. From what I understand, non-registered visitors are now defaulted to Vector 2022 despite its unpopularity in [[W:en:Wikipedia:Requests for comment/Rollback of Vector 2022]]. I have not seen any evidence that users prefer Vector 2022, and given the evidence in the linked RfC, I tentatively conclude that the decision to switch has made the site experience worse for the majority of users. The logic of &quot;you can switch&quot; surely applies to Vector 2022 as well: those who prefer it can switch to it. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:08, 17 September 2024 (UTC)

== Have your say: Vote for the 2024 Board of Trustees! ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Hello all,

The voting period for the [[m:Special:MyLanguage/Wikimedia Foundation elections/2024|2024 Board of Trustees election]] is now open. There are twelve (12) candidates running for four (4) seats on the Board.

Learn more about the candidates by [[m:Special:MyLanguage/Wikimedia Foundation elections/2024/Candidates|reading their statements]] and their [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Questions_for_candidates|answers to community questions]].

When you are ready, go to the [[Special:SecurePoll/vote/400|SecurePoll]] voting page to vote. '''The vote is open from September 3rd at 00:00 UTC to September 17th at 23:59 UTC'''.

To check your voter eligibility, please visit the [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Voter_eligibility_guidelines|voter eligibility page]].

Best regards,

The Elections Committee and Board Selection Working Group&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 12:15, 3 September 2024 (UTC)
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== Separate page for hyperbola. ==

Good morning,

I notice that a search for &quot;hyperbola&quot; redirects to &quot;Conic sections&quot;.

At present there is a separate page for &quot;ellipse&quot;. Therefore a separate page for &quot;hyperbola&quot; seems to be justified.

Could this redirection be changed so that search for &quot;hyperbola&quot; goes to a separate page for &quot;hyperbola&quot;?

Many thanks,

[[User:ThaniosAkro|ThaniosAkro]] ([[User talk:ThaniosAkro|discuss]] • [[Special:Contributions/ThaniosAkro|contribs]]) 12:04, 15 September 2024 (UTC)

:It is true that ellipses are covered at [[Conic sections]] (along with hyperbolas, parabolas, etc.) and there is a separate page for [[ellipse]]s that elaborates. We certainly ''could'' have a page about [[hyperbola]]s that is separate, but no one has written sufficient content to spin it off yet. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 12:17, 15 September 2024 (UTC)

== I hereby request for your Unblocking IP address and just reviewed and received a reverted rec ==

Hi there. {{unsigned|Ishmael Raphasha}}
:No one has any clue what you're talking about. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 16:53, 18 September 2024 (UTC)

== RICH-2K: New project with some initial questions ==

Hello! I'm creating a new learning resource on ''Wikiversity''. The respective project is based on my transcription of a classical dictionary from 1849 by Anthony Rich. For more information about the project see its [[User:CalRis25/RICH: Description|description page]] (see also that page for why not ''Wikisource'' or ''Wikibooks''). The project's scope is fairly big: 3205 article-pages plus 304 REDIRECT-pages. The images (scanned by myself from an original copy) have been uploaded to ''Commons''. I have some initial technical questions (more of these and more detailed ones will follow):

* '''Upload''': Due to the large number of pages it is not realistic to create these manually. Is it possible to bulk-upload these in some way (the Wikitext of the pages is created using a Python-script with one file per article/page)? Is it possible to upload these to a test-environment first where any problems (hopefully none) can be identified and dealt with more easily than on the production-version of ''Wikiversity''?
* '''(Technical) Structure''': I am planning to set up this project at ''&lt;nowiki&gt;https://en.wikiversity.org/wiki/RICH-2K&lt;/nowiki&gt;'' as the main page and anything else as subpages: ''RICH-2K/Subpage_1 ... RICH-2K/Subpage_n''. However, these subpages fall into two categories: 1. Article-pages (content) and 2. Meta/Administrative pages. This project requires search capability restricted to the ''RICH-2K''-namespace. The ''Mediawiki''-software seems to supply a ''Search''-input field with the possibility to restrict the search to some namespace. I would like, however, to restrict the search further to the first group of pages, namely the articles. Is that possible, perhaps by use of (hidden) categories?
* '''External links''': This project will need many external links, and yes, I have read the relevant ''Wikiversity''-pages, but this specific project needs them. The ''Recommended Editions''-page (used for recommended online editions, to which to link when citing texts) alone probably will require several hundred external links. However, only relatively few [[w:Second-level domain|second-level domains]] will be involved, and most of these should be trustworthy (Perseus Digital library, digital collections of universities etc., in some cases, however, also ''Archive.org''). Perhaps there is a list of web-sites, for which external links are generally allowed? And who is allowed to create external links on ''Wikiversity''-pages (I haven't found the relevant policy)?
* '''Categories''': This project requires quite a few of its own categories, which belong to two large groups: 1. Categories (2 levels) of the ''Classed Index'' (about 170 categories), a thematic index of some (but not all) of the articles. 2. Administrative categories. Is there a recommended way to distinguish between different classes of categories within a project (category name or other method)? What about naming conventions for project-specific categories?

I am looking forward to your input. If you think that it's preferable we can move the discussions to the [[User_talk:CalRis25/RICH:_Description|Talk-page]] of the project's description. Thank you in advance. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 05:29, 20 September 2024 (UTC)

:*Admins have access to [[Special:Import]] and can bulk import XML pages. You can create pages in your sandbox if you'd like and make an indefinite amount of them at pages like [[User:CalRis25/sandbox]]. What can and cannot be hosted in user namespace is very loose, but still has to follow in principle Wikiversity's scope.
:*Using subpages is in principle a good way to organize these various resources. Please do not name them after a user name or something obscure. I personally think that &quot;RICH-2K&quot; is a not optimal name. I may recommend something like [[Anthony Rich Dictionary Project]] or [[21st-Century Anthony Rich Dictionary]] or something more obviously intelligible. While we have very few actual policies and guidelines, see [[Wikiversity:Naming conventions]] for a rough consensus of what is probably best practice for naming pages.
:*External linking generally does not use an allowed list (a.k.a. whitelist model), but a disallow (a.k.a. blacklist) model. See [[MediaWiki:Spam-blacklist]] and [[Special:BlockedExternalDomains]] (which is currently empty but is another method of listing blocked domains). It's perfectly fine to aggregate external links in learning resources.
:*I'm not 100% sure what the distinction is that you're drawing, but you can freely arrange categories underneath a main category that has the same name as your larger project. So, following the suggestions I gave, you could have a category like [[:Category:Anthony Rich Dictionary Project]] and then create any number of subcategories that logically help users navigate all these pages. Please make sure the main category you create is itself categorized under some relevant category(ies). If you need help, please ask.
:I think this answers your questions, please let me know if I'm unclear or you have more. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 06:11, 20 September 2024 (UTC)
::Hello Justin!
::* '''Upload:''' Creating the project in sandbox pages of my User-namespace defeats the purpose, as this is an ''open'' project. Also that would not solve, as such, the problem of having to manually create thousands of pages. I wonder, does ''Wikiversity'' support creation of pages using its API. ''Mediawiki's'' [[mw:API:Main_page|API-description]] seems to imply that it ought to be possible. If that's the case, I should be able to create a Python-script which automatically creates the pages (of course, a few trial pages first).
::* '''(Technical) Structure''': You may be right, here. RICH-2K is, for now, merely a technical name to make a clear but not too verbose distinction between the original text and the current project. I'll give this more thought.
::* '''External links''': I brought this up mainly because when I first edited my ''Wikiversity''-page, I got a message that I was not allowed to create external links. However, I just now tested creating an external link on my user-page and got no error, so this problem seems to be solved.
::* '''Categories''': I think I know what you mean. I'll create a category structure and maybe ask some specific questions once I am ready to do so.
::Thank you for your quick help. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 18:51, 20 September 2024 (UTC)
:::re: upload, I'm just suggesting your sandbox(es) as you asked about &quot;a test-environment&quot;. Anyone can edit someone else's sandboxes, but you typically defer to other users to control what's in their own subpages as a collegial thing. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:39, 23 September 2024 (UTC)

Hello! I have two further questions:
# I created a category-structure for the project. Could you (or someone else) have a look at it ([[User:CalRis25/RICH: Categories]]) and answer the questions in the section [[User:CalRis25/RICH:_Categories#Questions|Questions]]? I gave it some thought and believe that this would work fine for the project.
# ''Project boxes'' (see [[Help:Tour of project boxes]]): It is unclear to me, whether these belong only on the main page of the project (that makes the most sense to me), or on every single subpage.
Thanks in advance for your help. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 17:51, 24 September 2024 (UTC)

:To answer your questions here:
:*No, you are not contravening any policies we have.
:*A leading &quot;The&quot; is acceptable, but if you want it to sort alphabetically, you will have to use &lt;nowiki&gt;{{DEFAULTSORT:}}&lt;/nowiki&gt;. E.g. to get Category:The Best Stuff to sort under &quot;B&quot;, insert &quot;&lt;nowiki&gt;{{DEFAULTSORT:Best Stuff, The}}&lt;/nowiki&gt;.
:*Trailing &quot;etc.&quot; is acceptable.
:*An accent in a category title is acceptable.
:I'll also note that it looks like you have in mind some tracking categories that are redundant. Pages such as [[Special:LonelyPages]] and [[Special:DeadendPages]] already do automatically what you're proposing to do manually.
:As for project boxes, it's typically the case that the subjects are only placed on the main resource, but as you may imagine, [[Help:Tour of project boxes/1|status completion ones]] may vary from subpage to subpage. As with most things at Wikiversity, there are very few actual rules, so it's pretty much the wild west, even tho this project has been around for almost 20&amp;nbsp;years. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:18, 25 September 2024 (UTC)
::Hello Justin, thanks for the DEFAULTSORT-hint for categories beginning with ''The''. I will restrict the project boxes to the main page. As for the the orphaned/dead-end-categories, I prefer these to be project-specific. Once the project is up and running, putting articles &quot;on the map&quot; (making them accessible from other articles and creating links to other articles) is one of the first tasks to be dealt with. I already know which articles are involved and will add these categories to these articles. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 16:51, 25 September 2024 (UTC)

== Your wiki will be in read-only soon ==

&lt;section begin=&quot;server-switch&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;

[[:m:Special:MyLanguage/Tech/Server switch|Read this message in another language]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-Tech%2FServer+switch&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]

The [[foundation:|Wikimedia Foundation]] will switch the traffic between its data centers. This will make sure that Wikipedia and the other Wikimedia wikis can stay online even after a disaster.

All traffic will switch on '''{{#time:j xg|2024-09-25|en}}'''. The switch will start at '''[https://zonestamp.toolforge.org/{{#time:U|2024-09-25T15:00|en}} {{#time:H:i e|2024-09-25T15:00}}]'''.

Unfortunately, because of some limitations in [[mw:Special:MyLanguage/Manual:What is MediaWiki?|MediaWiki]], all editing must stop while the switch is made. We apologize for this disruption, and we are working to minimize it in the future. 

A banner will be displayed on all wikis 30 minutes before this operation happens. This banner will remain visible until the end of the operation. 

'''You will be able to read, but not edit, all wikis for a short period of time.'''

*You will not be able to edit for up to an hour on {{#time:l j xg Y|2024-09-25|en}}.
*If you try to edit or save during these times, you will see an error message. We hope that no edits will be lost during these minutes, but we can't guarantee it. If you see the error message, then please wait until everything is back to normal. Then you should be able to save your edit. But, we recommend that you make a copy of your changes first, just in case.

''Other effects'':

*Background jobs will be slower and some may be dropped. Red links might not be updated as quickly as normal. If you create an article that is already linked somewhere else, the link will stay red longer than usual. Some long-running scripts will have to be stopped.
* We expect the code deployments to happen as any other week. However, some case-by-case code freezes could punctually happen if the operation require them afterwards.
* [[mw:Special:MyLanguage/GitLab|GitLab]] will be unavailable for about 90 minutes.

This project may be postponed if necessary. You can [[wikitech:Switch_Datacenter|read the schedule at wikitech.wikimedia.org]]. Any changes will be announced in the schedule. 

'''Please share this information with your community.'''&lt;/div&gt;&lt;section end=&quot;server-switch&quot;/&gt;

[[User:Trizek_(WMF)|Trizek_(WMF)]], 09:37, 20 September 2024 (UTC)
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== 'Wikidata item' link is moving. Find out where... ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;&lt;i&gt;Apologies for cross-posting in English. Please consider translating this message.&lt;/i&gt;{{tracked|T66315}}

Hello everyone, a small change will soon be coming to the user-interface of your Wikimedia project.
The [[d:Q16222597|Wikidata item]] [[w:|sitelink]] currently found under the &lt;span style=&quot;color: #54595d;&quot;&gt;&lt;u&gt;''General''&lt;/u&gt;&lt;/span&gt; section of the '''Tools''' sidebar menu will move into the &lt;span style=&quot;color: #54595d;&quot;&gt;&lt;u&gt;''In Other Projects''&lt;/u&gt;&lt;/span&gt; section.

We would like the Wiki communities feedback so please let us know or ask questions on the   [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Discussion page]] before we enable the change which can take place October 4 2024, circa 15:00 UTC+2.
More information can be found on [[m:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|the project page]].&lt;br&gt;&lt;br&gt;We welcome your feedback and questions.&lt;br&gt; [[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 18:56, 27 September 2024 (UTC)
&lt;/div&gt;
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==Download as PDF==
[[Phabricator:T376438]]: &quot;Download to PDF&quot; on en.wv is returning error: &quot;{&quot;name&quot;:&quot;HTTPError&quot;,&quot;message&quot;:&quot;500&quot;,&quot;status&quot;:500,&quot;detail&quot;:&quot;Internal Server Error&quot;}&quot;

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 22:36, 3 October 2024 (UTC)

:I just downloaded this page as a PDF and it worked just fine. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 23:04, 3 October 2024 (UTC)

== Protected template bug for Pp ==

It seems that templates derivative of {{tlx|Pp}} (compiled in {{tlx|Protection templates}}) are being sorted into protection categories using the name 'Wikipedia' instead of 'Wikiversity' (e.g., [[:Category:Wikipedia pages with incorrect protection templates]]). From what I can tell, it is not in the publicly accessible source code of any of the templates. The only other impacted pages are modules which call {{tlx|pp}}-derivatives (e.g., [[Module:Navbar/styles.css]]).

This does not seem to affect any other pages in [[:Category:Wikiversity protected templates]]. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 18:59, 4 October 2024 (UTC)

:The problem is that &quot;Wikipedia&quot; is [https://en.wikiversity.org/w/index.php?title=Special%3ASearch&amp;limit=500&amp;offset=0&amp;ns828=1&amp;search=Wikipedia&amp;searchToken=9svkpqlxxoquoq7bnkt55ugts mentioned in several modules that were copied over from en.wp]; many of these are legit and many of them need to be replaced with &quot;Wikiversity&quot; ([https://en.wikiversity.org/w/index.php?title=Module%3APp-move-indef&amp;diff=2662815&amp;oldid=1944984 e.g.]) This particular change ''may'' fix all of these issues...? But 1.) it will take time to propagate across the site and 2.) there are still many more &quot;Wikipedia&quot;s that need to be changed, so I'll go thru a few more, but if you want to give me an assist, if you can just check this one week from now and ping me if the problem persists, that would be nice. Sometimes, I make calendar reminders to follow up on these, but I'm not a perfect person. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 04:55, 5 October 2024 (UTC)

== Invitation to Participate in Wiki Loves Ramadan Community Engagement Survey ==

Dear all,


We are excited to announce the upcoming [[m:Wiki Loves Ramadan|Wiki Loves Ramadan]] event, a global initiative aimed at celebrating Ramadan by enriching Wikipedia and its sister projects with content related to this significant time of year. As we plan to organize this event globally, your insights and experiences are crucial in shaping the best possible participation experience for the community.

To ensure that Wiki Loves Ramadan is engaging, inclusive, and impactful, we kindly invite you to participate in our community engagement survey. Your feedback will help us understand the needs of the community, set the event's focus, and guide our strategies for organizing this global event.

Survey link: https://forms.gle/f66MuzjcPpwzVymu5

Please take a few minutes to share your thoughts. Your input will make a difference!

Thank you for being a part of our journey to make Wiki Loves Ramadan a success.


Warm regards,

User:ZI Jony 03:19, 6 October 2024 (UTC)

Wiki Loves Ramadan Organizing Team
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== 'Edit to my talk page' notification bug? ==

This may belong at the bug tracker, but does anyone else have an issue disabling ''email'' notifications upon  an 'Edit to my talk page' in [[Special:GlobalPreferences]]? Oddly I ''am'' able to disable the global preference on Wikipedia, MediaWiki, etc, but not here. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 09:23, 7 October 2024 (UTC)

:I have not experienced this, but to be clear, do you also have the option to get emails when items on your talk page are edited turned on? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:39, 7 October 2024 (UTC)
::The only (non-grayed out) options I have enabled for email are 'Failed login attempts' and 'Login from an unfamiliar device'. 'Edit to my talk page' re-checks after every save. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 09:54, 7 October 2024 (UTC)
:::That does sound like a [[phab:]] issue, with the caveat that I don't 100% recall how global preferences work and if they override local ones, etc. If you have parsed that and still have this issue, you'll probably need to file a ticket. Maybe someone else has this issue. Wish I could help. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:57, 7 October 2024 (UTC)
::::[[phab:T376601|Off 'n away]] 🫡 [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 10:35, 7 October 2024 (UTC)

== [[Portal:Computer Science]] ➝ [[Portal:Information sciences]] ==

Seeking consensus to complete the merge into the broader portal. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 06:28, 8 October 2024 (UTC)

:Why should it be merged? Computer Science seems well-enough designed. What is the incentive to collapse it into a broader field of study? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 07:18, 8 October 2024 (UTC)
::Portals as top level organizations allowing for content to be best centralized. Also note that I did not start the merge, just offering to finish it. Perhaps a {{tlx|prod}} instead? [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 07:20, 8 October 2024 (UTC)
:::I have no objections, personally. If it gets done, please use a redirect and should someone want to come along to resurrect it later, it will be easier. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 07:21, 8 October 2024 (UTC)
: Is computer science really a branch of information sciences? I would not think so, but what do I know. Do we have some external resources/links confirm this idea? [[W:Information science]] currently says: &quot;Information science, documentology[1] or informatology[2][3] is an academic field which is primarily concerned with analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information.&quot; --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:49, 11 October 2024 (UTC)
::Looking through [https://stackoverflow.com/q/1047014/22673230] [https://businessdegrees.uab.edu/mis-degree-bachelors/resources/computer-information-systems-vs-computer-science/] [https://www.si.umich.edu/student-experience/what-information-science] a few top (not necessarily RS) searches I'm inclined to agree. I am more familiar with the grafted [[:w:Information and computer science|information ''and'' computer science]] which makes an effort to merge the disciplines, but it does not seem like reaching to say that IS is presented as more applications-concerned (certainly with no lack of theoretical abstraction), whereas CS can be more freely associated with any and all 'science related to computers'. It is easy to reason about the connection between the fields, but I think it is clear academia maintains this taxonomy for a good reason.
::With these considerations, I think I will ''stop'' the process of merging in favor of expanding the existing [[School:Library and Information Science]]. 

::Let me know if there is not consensus to redirect [[Portal:Information sciences]] to [[School:Library and Information Science]] (with enough expansion it can generalize away from just library sciences). [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 16:16, 11 October 2024 (UTC)
::: I do not see that a merge of a ''portal'' to a ''school'' is a good thing. Do you have a clear idea of the concepts of school and portal and how they relate to each other? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 16:34, 11 October 2024 (UTC)
::::Found [[:Category:Information sciences]]; there are enough existing resources in there to make my other proposed merge excessive. I will simply continue developing the existing [[Portal:Information sciences]] instead. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 17:05, 11 October 2024 (UTC)
::::: Frankly, I would ideally see [[Portal:Information sciences]] deleted: I don't see what it does that a category would not do well enough. There does not seem to be any material specific to &quot;Information sciences&quot; (whatever that is) in that portal at all. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 17:11, 11 October 2024 (UTC)
::::::Tacked a {{tlx|prod}} for an eventual deletion, but I may still try to develop it as proof of concept at some point. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 17:33, 11 October 2024 (UTC)

== [[:Category:Occupational Epidemiology]] ==

I propose moving the pages in this category (without leaving redirects) to their equivalent under the parent resource [[Occupational Health Risk Surveillance]]. Also due to the number of subpages, it seems &lt;code&gt;|filing=deep&lt;/code&gt; would be a justified. (Also [[Special:PrefixIndex/Occupational_Epidemiology|there are quite a few]] untagged subpages.) [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 05:11, 9 October 2024 (UTC)
: I above all think that the content should be ''moved out of the mainspace'': I do not see readers learning anything from e.g. [[Occupational Epidemiology/Research tools/Reading of scientific articles for learning epidemiology and biostatstics]] or [[Occupational Epidemiology/Research tools/Ongoing projects/Risk Communication in Seafaring/Writing the article guideline IMRAD]]. Wikiversity can be kind enough to host that material in, say, subspace of [[User:Saltrabook]], but more should not be asked, I think. Let us recall that per [[WV:Deletions]], &quot;Resources may be eligible for proposed deletion when education objectives and learning outcomes are scarce, and objections to deletion are unlikely&quot;; I do not see how learning outcomes can be anything but scarce. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 15:04, 11 October 2024 (UTC)
::thank you, agree @ [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 21:03, 13 November 2024 (UTC)

== Active editors ==

It is interesting to observe the stats on [https://stats.wikimedia.org/#/en.wikiversity.org/contributing/active-editors/normal|line|all|(page_type)~content*non-content|monthly active editors] through the project's history. October is our month! [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 20:44, 8 October 2024 (UTC)

:Odd. Maybe related to the school year? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 02:10, 9 October 2024 (UTC)
::I wonder how many are [[User:Jtneill|Jtneill]]'s crowd... the number is in the hundreds though, so that is one chunky cohort —[[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:16, 9 October 2024 (UTC)
:::Yes, [[Motivation and emotion/Book]] involves ~100-150 students editing most intensely during October each year. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 02:20, 9 October 2024 (UTC)
::::Neat, that still leaves around ~50-100 other students from other avenues each year since 2021. I also wonder which projects were involved in the COVID enrollment spike. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:26, 9 October 2024 (UTC)
:::::Personally I can admit that my editing is much more active during the school season vs. the summer break, so I'm in the same boat as Jtneill's students. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:24, 13 November 2024 (UTC)
:@[[User:Tule-hog|Tule-hog]] This is an interesting topic, but it is not clear to me as an outsider what you and other participants in this discussion find interesting. I  find this graph not very meaningful because it does not tell me if the number of  Active editors has gone up or down during the period covered, which I think was 2000-now. 
:I can see a big jump between 2000 and 2007, but what happened since then? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:45, 16 December 2024 (UTC)

== Intentionally incorrect resource ==

There is a [[Special:Diff/2583464|disclaimer inserted onto a resource]] (by not the original author) that:
&lt;blockquote&gt;I am merely [making this page false] to show you (The viewer) that Wikipedia and this page 'Wikiversity' is bull sh*t and it will not give you the reliability you need when writing an academic piece of writing.&lt;/blockquote&gt;
However, that IP has [[Special:Contributions/86.22.73.151|not made any other edits]], so unless they vandalized via a sock, the intent went un-realized and only that portion need be removed. Bumping here in case there is some obvious jumbo in that essay that someone else can catch. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 16:58, 9 October 2024 (UTC)

:Removed that portion, which was obviously vandalism. No perspective on the rest of the essay. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 18:38, 9 October 2024 (UTC)

== [[:Category:Proposed guidelines]] ==

Noting for future editors that WV has collapsed all proposals into [[:Category:Proposed policies|proposed policies]]. Seeking consensus to further collapse [[:Category:Wikiversity proposals]] into the former, or to restore [[:Category:Proposed guidelines]]. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 19:19, 9 October 2024 (UTC)

== [[Around Wikiversity in 80 Seconds|Broken 80-second tour]] ==

Bumping a [[Talk:Around_Wikiversity_in_80_Seconds|comment]] on the ''Wikiversity in 80 seconds'' tour. Appears wikisuite is not working with the Vector 2022 appearance. 

Also see [[:w:Wikipedia:Miscellany_for_deletion/Wikiversuite_pages|this thread]] on the Wikiversal package - may not be relevant to Wikiversity, but FYC. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 00:26, 10 October 2024 (UTC)
: I would just delete the material; I do not see value in it. If others agree, I would try to articulate why I think it should be deleted (or move to author user space). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:57, 13 October 2024 (UTC)
::Just mark as {{tl|historical}}. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 17:39, 13 October 2024 (UTC)
::: This thing was created by [[User:Planotse]]. His creations are now being discussed in Wikibooks for deletion: [[B:Wikibooks:Requests for deletion#Wikiversal generated pages]]. It seems he used some kind of tool that is no longer available (the above mentioned &quot;Wikiversal&quot; package) to create this kind of slideshow-like material (believing the Wikibooks discussion). I do not see value of this in the mainspace, not even as historical (I am okay with userspace, but maybe even that is not the best option?). A look at the source code of [[Around Wikiversity in 80 Seconds/Introduction]] confirms the words of Omphalographer, namely that &quot;the HTML-heavy markup generated by Wikiversal makes them [the pages] unreasonably difficult to edit.&quot;
::: I went ahead and marked the page for proposed deletion. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:35, 14 October 2024 (UTC)

== Preliminary results of the 2024 Wikimedia Foundation Board of Trustees elections ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Hello all,

Thank you to everyone who participated in the [[m:Special:MyLanguage/Wikimedia Foundation elections/2024|2024 Wikimedia Foundation Board of Trustees election]]. Close to 6000 community members from more than 180 wiki projects have voted.

The following four candidates were the most voted:

# [[User:Kritzolina|Christel Steigenberger]]
# [[User:Nadzik|Maciej Artur Nadzikiewicz]]
# [[User:Victoria|Victoria Doronina]]
# [[User:Laurentius|Lorenzo Losa]]

While these candidates have been ranked through the vote, they still need to be appointed to the Board of Trustees. They need to pass a successful background check and meet the qualifications outlined in the Bylaws. New trustees will be appointed at the next Board meeting in December 2024.

[[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Results|Learn more about the results on Meta-Wiki.]]

Best regards,

The Elections Committee and Board Selection Working Group

&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MPossoupe_(WMF)|MPossoupe_(WMF)]] 08:26, 14 October 2024 (UTC)
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== Seeking volunteers to join several of the movement’s committees ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Each year, typically from October through December, several of the movement’s committees seek new volunteers. 

Read more about the committees on their Meta-wiki pages:
* [[m:Special:MyLanguage/Affiliations_Committee|Affiliations Committee (AffCom)]]
* [[m:Special:MyLanguage/Ombuds_commission|Ombuds commission (OC)]]
* [[m:Special:MyLanguage/Wikimedia Foundation/Legal/Community Resilience and Sustainability/Trust and Safety/Case Review Committee|Case Review Committee (CRC)]]

Applications for the committees open on 16 October 2024. Applications for the Affiliations Committee close on 18 November 2024, and applications for the Ombuds commission and the Case Review Committee close on 2 December 2024. Learn how to apply by [[m:Special:MyLanguage/Wikimedia_Foundation/Legal/Committee_appointments|visiting the appointment page on Meta-wiki]]. Post to the talk page or email [mailto:cst@wikimedia.org cst@wikimedia.org] with any questions you may have.

For the Committee Support team,
&lt;section end=&quot;announcement-content&quot; /&gt;

-- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 23:09, 16 October 2024 (UTC)
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== Interactive elements ==
Can we use interactive elements on Wikiversity? I'd like to add JavaScript to a page. If it's not possible now, where can I suggest this feature? I have a safe integration idea.
[[User:Отец Никифор|Отец Никифор]] ([[User talk:Отец Никифор|discuss]] • [[Special:Contributions/Отец Никифор|contribs]]) 12:10, 17 October 2024 (UTC)
: This is beyond my technical knowledge, but have you checked out:
:* https://www.mediawiki.org/wiki/Manual:Interface/JavaScript?
:* [[Wikipedia:WikiProject JavaScript]]
:* [[MediaWiki:Common.js]]

:What sort of interactive elements are you thinking about?

: Sincerely, James -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 03:39, 18 October 2024 (UTC)
::I was thinking about adding something like a graph with adjustable controls, where users can interact with it and see how different changes affect the outcome. It seems like this could be a useful feature. There might already be discussions about enhancing Wikiversity or similar platforms—perhaps on a relevant talk page or in a Discord group. Do you know where such discussions might be happening? [[User:Отец Никифор|Отец Никифор]] ([[User talk:Отец Никифор|discuss]] • [[Special:Contributions/Отец Никифор|contribs]]) 19:47, 18 October 2024 (UTC)
:::From a quick look, maybe check out:
:::* [[mw:Extension:Graph]]
:::* [[phab:tag/graphs]]
:::-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 22:40, 18 October 2024 (UTC)
:::: mw:Extension:Graph is currently disabled on Wikipedia etc. wikis, for security reasons, and seems unlikely to be enabled again. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:30, 19 October 2024 (UTC)

== An unexplained spurt of Wikiversity page views ==
The [https://pageviews.wmcloud.org/siteviews/?platform=all-access&amp;source=pageviews&amp;agent=user&amp;start=2024-06-01&amp;end=2024-10-18&amp;sites=en.wikiversity.org|en.wikibooks.org|en.wikiquote.org|en.wikisource.org page view report] shows an unexplained spurt of Wikiversity page views, reaching over 4 times the baseline and then falling back again. Does anyone have any idea what is going on? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:01, 19 October 2024 (UTC)

:Interesting. I wonder why only the English wikiquote and wikiversity and not Wikisource or wikibooks? How reliable do you think those stats are? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:44, 8 December 2024 (UTC)
:I guess the mention in mass media might be a cause. Someone metions it and then thousands go and look. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:02, 17 December 2024 (UTC)

== Center tempate failed on a contributors phone... ==

See the edit comment here - https://en.wikiversity.org/w/index.php?title=Wikiphilosophers&amp;diff=prev&amp;oldid=2673962. I'm puzzled as this is the first failure of this, I've noted recently. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:45, 19 October 2024 (UTC)

== Essay-like page in user space that makes little sense and seems incoherent ==
The page [[User:TheoYalur/Illusions]] seems to match the description, at least by my assessment. My understanding is that since the page is only in user space and not in the mainspace, it can stay there even if it has those disqualifying qualities. But if I am wrong and the page belongs deleted, please correct me and let me know. I do not know which policy or guideline, if any, guides the case. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 12:30, 21 October 2024 (UTC)

== 'Wikidata item' link is moving, finally. ==

Hello everyone, I previously wrote on the 27th September to advise that the ''Wikidata item'' sitelink will change places in the sidebar menu, moving from the '''General''' section into the '''In Other Projects''' section. The scheduled rollout date of 04.10.2024 was delayed due to a necessary request for Mobile/MinervaNeue skin. I am happy to inform that the global rollout can now proceed and will occur later today, 22.10.2024 at 15:00 UTC-2. [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Please let us know]] if you notice any problems or bugs after this change. There should be no need for null-edits or purging cache for the changes to occur. Kind regards, -[[m:User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] 11:28, 22 October 2024 (UTC)
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:Hi @[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]]: I Just noticed your post above, and it is timely.
:I have been participating in the English WikiUniversity for a few years, much less often recently. I seems like something in the way the site displays is different, but I cannot put my finger on it. Your posting gave me a clue. Can you please tell me where  the link to wikidata items has moved to? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:23, 11 December 2024 (UTC)
::Hello @[[User:Ottawahitech|Ottawahitech]], sure, I would be happy to. The button/sitelink name didn't change, just its position. You should find it in the sidebar-menu under the section '''In other projects''' (where the links to all other Wikimedia Projects are displayed). If you do not see it, please reach out to us on the [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Move Wikidata item - Discussion page]]. Thank you, -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 09:24, 12 December 2024 (UTC)
:::@[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]], thank you for responding. I intend to followup on the ''Move Wikidata item - Discussion page'' as per your post above by putting it on my ever growing todo list.
:::I don't know about others on this wiki, as I said I have not been visiting here frequently, but for me the constant changes are a big distraction. I have been around wikimedia projects since 2007, so why do I have to spend so much time learning and re-learning how to find what I came here for? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:41, 12 December 2024 (UTC)
::::Hi @[[User:Ottawahitech|Ottawahitech]], thanks for you thoughts. Your input whether positive or critical helps us understand the impacts to editors so we welcome your further thoughts when you reach us in your To Do List :)
::::I can't speak about the other changes you've experienced here but I do hope they are made with a spirit of improvement for the community as a whole. -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 10:43, 16 December 2024 (UTC)

== Final Reminder: Join us in Making Wiki Loves Ramadan Success ==

Dear all,

We’re thrilled to announce the Wiki Loves Ramadan event, a global initiative to celebrate Ramadan by enhancing Wikipedia and its sister projects with valuable content related to this special time of year. As we organize this event globally, we need your valuable input to make it a memorable experience for the community.

Last Call to Participate in Our Survey: To ensure that Wiki Loves Ramadan is inclusive and impactful, we kindly request you to complete our community engagement survey. Your feedback will shape the event’s focus and guide our organizing strategies to better meet community needs.

* Survey Link: [https://docs.google.com/forms/d/e/1FAIpQLSffN4prPtR5DRSq9nH-t1z8hG3jZFBbySrv32YoxV8KbTwxig/viewform?usp=sf_link Complete the Survey]
* Deadline: November 10, 2024
Please take a few minutes to share your thoughts. Your input will truly make a difference!

'''Volunteer Opportunity''': Join the Wiki Loves Ramadan Team! We’re seeking dedicated volunteers for key team roles essential to the success of this initiative. If you’re interested in volunteer roles, we invite you to apply.
* Application Link: [https://docs.google.com/forms/d/e/1FAIpQLSfXiox_eEDH4yJ0gxVBgtL7jPe41TINAWYtpNp1JHSk8zhdgw/viewform?usp=sf_link Apply Here]
* Application Deadline: October 31, 2024
Explore Open Positions: For a detailed list of roles and their responsibilities, please refer to the position descriptions here: [https://docs.google.com/document/d/1oy0_tilC6kow5GGf6cEuFvdFpekcubCqJlaxkxh-jT4/ Position Descriptions]

Thank you for being part of this journey. We look forward to working together to make Wiki Loves Ramadan a success!


Warm regards,&lt;br&gt;
The Wiki Loves Ramadan Organizing Team 05:11, 29 October 2024 (UTC)
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== Android app for Wikiversity ==

Hi, is there an Android app for Wikiversity? How does it work? I have been advised that there is no infrastructure for push notifications for Android apps for sister wikis and I would be interested to know more. Related: [[:phab:T378545]]. Thanks! [[User:Gryllida|Gryllida]] 23:15, 29 October 2024 (UTC)

:Thanks for suggesting this - I agree that it would be useful. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:56, 31 October 2024 (UTC)
:@[[User:Gryllida|Gryllida]]: Would you explain your terminology  for those of us not in the know. What does ''push notifications'' mean? I use [https://www.mediawiki.org/wiki/Help:Notifications notifications] when I am communicating on wikimedia projects, but have never heard this term before. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:13, 11 December 2024 (UTC)
:I dont think there is an app.  [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:01, 17 December 2024 (UTC)
:This would be useful, however we do not have an app for Wikiversity yet. I am thinking of helping out with no-code or low code tools, but I am working on some courses here. I might be able to do some contributions though. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 14:14, 17 December 2024 (UTC)

== Import Resource From Wikibooks? ==

Hello! [[wikibooks:Character_List_for_Baxter&amp;Sagart|Character List for Baxter&amp;Sagart]] and related titles [[wikibooks:Wikibooks:Requests_for_deletion#Character_List_for_Baxter&amp;Sagart|are up for deletion at Wikibooks]] because WB policy does not allow dictionaries like them. However, because they are useful as learning tools, I am wondering if they might have a home here at Wikiversity. Pinging @[[User:Tibetologist|Tibetologist]] here to link them in to this discussion, since they are the affected user. Thank you! —[[User:Kittycataclysm|Kittycataclysm]] ([[User talk:Kittycataclysm|discuss]] • [[Special:Contributions/Kittycataclysm|contribs]]) 18:18, 1 November 2024 (UTC)

:Sure, I can do it. That said, as mentioned there, it does seem like something like this is ideally suited for Wiktionary in the Appendix namespace, but I'm not very familiar with CJK characters and languages. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:23, 3 November 2024 (UTC)
::Oh man, these pages are too big to import and while I've already tried a half-dozen times, it will constantly fail. Strictly speaking, we don't have to use the import feature for licensing purposes. We can just copy and paste the contents and list the usernames or on the talk page. I think that's the solution. {{Ping|Tibetologist}}, are you interested in doing that? If you just copied and pasted these pages and then added [[:Category:Chinese]] and maybe include a couple of links to the pages, that would probably be ideal. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:31, 3 November 2024 (UTC)

== Language translation requests? ==

Is there anywhere on Wikiversity to request translation, for example, requesting Latin or French translation? I would be asking from the context as a student, so I would be interested in translation explanation as well. [[User:Indexcard88|Indexcard88]] ([[User talk:Indexcard88|discuss]] • [[Special:Contributions/Indexcard88|contribs]]) 04:56, 20 November 2024 (UTC)

:I am not too sure about this topic. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:44, 17 December 2024 (UTC)

== Sign up for the language community meeting on November 29th, 16:00 UTC ==

Hello everyone,

The next language community meeting is coming up next week, on November 29th, at 16:00 UTC (Zonestamp! For your timezone &lt;https://zonestamp.toolforge.org/1732896000&gt;). If you're interested in joining, you can sign up on this wiki page: &lt;https://www.mediawiki.org/wiki/Wikimedia_Language_and_Product_Localization/Community_meetings#29_November_2024&gt;.

This participant-driven meeting will be organized by the Wikimedia Foundation’s Language Product Localization team and the Language Diversity Hub. There will be presentations on topics like developing language keyboards, the creation of the Moore Wikipedia, and the language support track at Wiki Indaba. We will also have members from the Wayuunaiki community joining us to share their experiences with the Incubator and as a new community within our movement. This meeting will have a Spanish interpretation.

Looking forward to seeing you at the language community meeting! Cheers, [[User:SSethi (WMF)|Srishti]] 19:55, 21 November 2024 (UTC)
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== Events on Wikiversity ==

Since Wikipedia and Wikivoyage are having their &quot;Asian Month&quot; editathon, I was thinking if we could start up a Wikiversity version of that. This would be an &quot;Asian Month&quot; as well, but it would be about creating resources based on Asia and its culture. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:57, 6 December 2024 (UTC)

:Not immediately opposed, but the question is, do we have an active enough community to facilitate this? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:31, 6 December 2024 (UTC)
::I'm not too sure. As long as we get enough traffic, this could happen. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 08:45, 7 December 2024 (UTC)
:::This is to increase traffic on Wikiversity, which is promoted amongst other communities. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 10:47, 7 December 2024 (UTC)
:Hi @[[User:RockTransport|RockTransport]], This is a good idea, but will it also involve users who are not &quot;professors and scientists&quot;. Just curious. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:30, 9 December 2024 (UTC)
::Yes, considering the fact that Wikiversity is for everyone, and not just for specific users. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 09:09, 10 December 2024 (UTC)
:::because I'm personally not a &quot;professor&quot; or a &quot;scientist&quot; and because '''anyone''' can create resources on Wikiversity. We want to make Wikiversity open for everyone, and not just for certain users. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 09:10, 10 December 2024 (UTC)
::::I am also not a professor or a scientist, but it seems to me that as result I am viewed here as a visitor rather than someone who can contribute. Just my $.02. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:05, 12 December 2024 (UTC)
:I am affraid, that creation of educational resources on certain topic is way harder then wikipedia. Secondly while wikipedia stub does not matter, education resource stub is uselless completly. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 09:59, 17 December 2024 (UTC)
::How is it useless, you can contribute to other learning resources and maybe improve it as such, if you have some knowledge on a particular topic or something else. This is to increase diversity. Just a kind notice. It's also pretty hard to do it on Wikivoyage, but that's the same for every platform. Stubs may be improved on, and this is the concept. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:19, 17 December 2024 (UTC)
::There are lots of stubs here, on Wikiversity. So the whole purpose of this event is to increase engagement and willingness to edit these pages. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:24, 17 December 2024 (UTC)

== Wikiversity - Newsletters ==

Hello All,

I wanted to create a newsletter on Wikiversity, which would highlight what is going on in certain months and events on Wikiversity; which would bolster engagement by many people. This would be on the website and would have its dedicated 'Newsletter' tab.

I hope you acknowledge this idea. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:05, 8 December 2024 (UTC)

:@[[User:RockTransport|RockTransport]], What sort of things do you plan to include in your newsletter? Will they be different than what is currently in [[Main Page/News]]? Just curious.
:I am also wondering about your motive which I think is: to bolster engagement by many people. I am asking because I wonder if others who are currently active here also think this I is desirable? Have you asked them? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:34, 11 December 2024 (UTC)
::Not yet, which was why I was asking this on the colloquium. I plan to include things that many people have created on Wikiversity over the month, as it is a monthly newsletter. It would be somewhere on the website here. It will be more frequent that the ones seen on [[Main Page/News]]. We will include people's resources to essentially promote them. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 06:50, 12 December 2024 (UTC)
:::@[[User:RockTransport|RockTransport]], I Think what you are saying is that ''Main Page/News'' does not update frequently enough? 
:::If this is the reason, why not start small by simply increasing the frequency of posting news on the main page, instead of trying to start a newsletter?
:::If there is more, can you articulate what else is missing. Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:51, 12 December 2024 (UTC)
::::I meant going to detail into topics covered in that month, rather than just giving a few points. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 16:53, 12 December 2024 (UTC)
:::::What sort of details did you have in mind? You can pick one of the links provided in [[Main Page/News]] to illustrate. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:29, 16 December 2024 (UTC)
::::::I'm thinking of the community entering their projects, and discussing those in the newsletter. It depends on what they want, though. There would be a dedicated page for giving the information about their projects [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:24, 16 December 2024 (UTC)
:::::::I might start working on this soon, depending on the projects being created on Wikiversity. @[[User:Ottawahitech|Ottawahitech]] @[[User:Atcovi|Atcovi]] [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:25, 17 December 2024 (UTC)
::::::::I'd recommend you start off with putting this under a userspace page (something like [[User:RockTransport/Wikiversity Newsletter]]), and drafting what you desire. Let us know once it's done, and the community can provide their input. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:30, 17 December 2024 (UTC)
:::::::::I will try and make one for this month. This is supposed to be a monthly newsletter, showcasing the different projects mentioned there. Users can put their projects, and we will document them on the newsletter. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:33, 17 December 2024 (UTC)
:::::::::I am hoping for it to be released by January 2025. There's no rush to get it done; it's still in it's planning stage. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:43, 17 December 2024 (UTC)
:Where you are going to get the audience for your website and Wikiversity newsletter? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 18 December 2024 (UTC)
::It's on Wikiversity, not on an outside platform. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:51, 18 December 2024 (UTC)
::The audience will be Wikiversity contributors. There will be a dedicated page for it on Wikiversity. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:55, 18 December 2024 (UTC)

== Describing Wikiversity content on Wikidata ==

Anyone knows how to properly describe Wikiversity pages on Wikidata? Any examples for some content pages like courses, supplement materials etc.? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:36, 18 December 2024 (UTC)

== Degrees ==

Why does Wikiversity not provide degrees? I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal. But anyway, why is that? Wikiversity is about opening doors, i.e., removing obstacles. So, what kind of an obstacle was a paper? Was a certain body of knowledge that you learned well?! Because Wikiversity is not accredited for that? Yes, and do we need official US accreditation? We cannot create our system so that the learners who learn here and would like to continue their science career have a recognizable degree they can continue? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:19, 18 December 2024 (UTC)</text>
      <sha1>pqmvy3e5dcwts24qkx0oxlslrupzw7m</sha1>
    </revision>
    <revision>
      <id>2692498</id>
      <parentid>2692495</parentid>
      <timestamp>2024-12-18T15:52:25Z</timestamp>
      <contributor>
        <username>Koavf</username>
        <id>147</id>
      </contributor>
      <comment>/* Describing Wikiversity content on Wikidata */ Reply</comment>
      <origin>2692498</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="83386" sha1="ex93eo933uz0z42lupo1qn5h5y3isgt" xml:space="preserve">{{Wikiversity:Colloquium/Header}}
&lt;!-- MESSAGES GO BELOW --&gt;
== Reminder! Vote closing soon to fill vacancies of the first U4C ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement – reminder to vote|You can find this message translated into additional languages on Meta-wiki.]] [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement – reminder to vote}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Dear all,

The voting period for the Universal Code of Conduct Coordinating Committee (U4C) is closing soon. It is open through 10 August 2024. Read the information on [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2024_Special_Election#Voting|the voting page on Meta-wiki to learn more about voting and voter eligibility]]. If you are eligible to vote and have not voted in this special election, it is important that you vote now.

'''Why should you vote?''' The U4C is a global group dedicated to providing an equitable and consistent implementation of the UCoC. Community input into the committee membership is critical to the success of the UCoC.

Please share this message with members of your community so they can participate as well.

In cooperation with the U4C,&lt;section end=&quot;announcement-content&quot; /&gt;

-- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 15:30, 6 August 2024 (UTC)
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== User group for Wikiversians ==

Was there ever a discussion about the possibility of establishing a user group in the sense of an affiliated organization that would defend the interests of professors and scientists on Wikiversity and possibly actively develop some projects? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 20:21, 8 August 2024 (UTC)

:Not that I'm aware of. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:20, 8 August 2024 (UTC)
:It's a pleasure to talk to a scientist on Wikiversity. I am a historian of technics and I would like to publish the following biography either on Wikiversity or on Wikipedia: 
:https://en.wikiversity.org/wiki/User:Rbmn/Arthur_Constantin_KREBS_(1850-1935):_Military_engineer,_Automotive_industrialist,_Great_projects_manager
:What would be your advice? [[User:Rbmn|Rbmn]] ([[User talk:Rbmn|discuss]] • [[Special:Contributions/Rbmn|contribs]]) 15:44, 6 October 2024 (UTC)
::The content appears to be largely biographical/encyclopedic, so I think it is likely best suited to Wikipedia. Consider improving/incorporating this content into the existing page: [[w:Arthur Constantin Krebs]]. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:05, 7 October 2024 (UTC)
::Please do not link to the Wikiversity [[wv:userspace|Userspace]] in Wikipedia articles. You will want to wait until you have a page in the [[wv:mainspace|Wikiversity mainspace]]. You'll also want to use the &lt;code&gt;{{[[:w:Template:Wikiversity|Wikiversity]]}}&lt;/code&gt; template (on Wikipedia) rather than embedding a photo with a link. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:21, 7 October 2024 (UTC)
:I haven't heard anything about this topic. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:06, 8 December 2024 (UTC)

== Rich's ''Illustrated Companion'' at Wikiversity: Right place? ==

Hello! I am creating a Wiki-version of a classical glossary (''Illustrated Companion to the Latin Dictionary, and Greek Lexicon'' by Anthony Rich, 1849), which explains the meaning of Latin headwords, primarily those &quot;representing visible objects connected with the arts, manufactures, and every-day life of the Greeks and Romans.&quot; The aim is to help understand what a (classical) Latin text is actually about, instead of merely translating it. I already transcribed the entire text and scanned the images (about 1900) from an original 1849-edition. I am currently working on uploading the images to ''Mediawiki Commons'', which probably will take some time. In the meantime I want to prepare the other aspects of the project (more than 3000 articles, already with many internal links). The important thing: this is ''not'' a ''might exist''-project.  {{Color|red|My question: Is ''Wikiversity'' the proper place for it?}} Although I created an exact rendition of the original text, ''Wikisource'' is not applicable, because the project has a broader scope (adding content to the articles, e. g. links to online editions for quotations, adding images, but also adding entirely new articles). Neither is ''Wikibooks'', because this is not a textbook and may otherwise breach its scope. For more about the project see [[w:User:CalRis25/Temp-RICH-Prospectus|my user-page]] at en.wikipedia. {{Color|Red|So, is Wikiversity the right place for it?}} [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 09:15, 17 August 2024 (UTC)

:Thanks for asking. To be clear, it ''is'' acceptable to make [[:s:en:Category:Wikisource annotations|annotated editions]] of texts at Wikisource and Wikibooks does host at least one [[:b:en:Annotations of The Complete Peanuts|annotated guide to a copyright-protected work]]. So if what you're looking to do is to include inline annotations to a public domain text, you certainly can put that on Wikisource. If you have a textbook or guidebook that is a companion, that would go at Wikibooks. If you have some other kind of learning resources (like maintaining a list of relevant links, organizing a book reading group, etc.), that could go here. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:26, 17 August 2024 (UTC)
::Thank you for your quick answer. Actually, ''Wikibooks'' was my first thought. However, this project is not merely an annotated edition. Although at first it ''will'' be a faithful copy of the original text, I want the project to be &quot;open&quot;, i. e. adding articles should be possible. And the project should enable to do a lot more than mere inline annotation. See section [[w:User:CalRis25/Temp-RICH-Prospectus#Improving_RICH|Improving Rich]] in the project description a my user-page (en.Wikipedia). No ''Mediawiki''-project (Wikisource, Wikibooks, Wikipedia, Wiktionary) seemed to be a sufficiently applicable &quot;fit&quot; for the project, so I thought of Wikiversity as a last resort, because it is supposed to be home to all sorts of &quot;learning resources&quot;. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 09:57, 17 August 2024 (UTC)
:::The scope of Wikiversity ''is'' pretty catch-all and would allow for a pretty flexible place to host most learning resources that don't fit elsewhere.
:::Also, as nitpick, &quot;MediaWiki&quot; is the software that is the basis of these wikis (wikis being collections of interlinked documents that can be edited) and &quot;Wikimedia Foundation&quot; is the non-profit who owns the trademarks and hosts these projects like Wiktionary and Wikivoyage. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 10:06, 17 August 2024 (UTC)
::::Hello Justin, thank you for the reply. '''I think that settles it. I will create this project at ''Wikiversity''.''' Just for additional clarification, why I do so. Let's imagine a full transcription of the original 1849-edition of the ''Illustrated Companion'' by Anthony Rich and call it ''RICH-1849''. We shall call my project, for brevity sake, RICH-2K. And now, let's have a look at the article about the Roman toga (a piece of attire). In ''RICH-1849'' we can can call it ''RICH-1849/Toga'', and it contains ''exactly'' the content of the 1849-book. Now, let's look at the article ''RICH-2K/Toga''. At the beginning its only content would be the article ''RICH-1849/Toga''. Does that make ''RICH-2K/Toga'' and ''RICH-1849/Toga'' the same? Not at all, because in truth ''RICH-2K/Toga'' is a &quot;container&quot; which initially contains only the article ''RICH-1849/Toga'' but later on may include more stuff: images, external links, article text which builds on or extends ''RICH-1849/Toga'' and information from other sources of information (Wikipedia, specialized books). By the way, this added article information would not be a mere copy of the text at en.Wikipedia, because the information needs to looked at through the eyes of someone reading the original text (more citations with direct links to these etc.). [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 11:39, 17 August 2024 (UTC)

== Coming soon: A new sub-referencing feature – try it! ==

&lt;section begin=&quot;Sub-referencing&quot;/&gt;
[[File:Sub-referencing reuse visual.png|{{#ifeq:{{#dir}}|ltr|right|left}}|400px]]
Hello. For many years, community members have requested an easy way to re-use references with different details. Now, a MediaWiki solution is coming: The new sub-referencing feature will work for wikitext and Visual Editor and will enhance the existing reference system. You can continue to use different ways of referencing, but you will probably encounter sub-references in articles written by other users. More information on [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|the project page]].

'''We want your feedback''' to make sure this feature works well for you:

* [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Test|Please try]] the current state of development on beta wiki and [[m:Talk:WMDE Technical Wishes/Sub-referencing|let us know what you think]]. 
* [[m:WMDE Technical Wishes/Sub-referencing/Sign-up|Sign up here]] to get updates and/or invites to participate in user research activities.

[[m:Special:MyLanguage/Wikimedia Deutschland|Wikimedia Deutschland]]’s [[m:Special:MyLanguage/WMDE Technical Wishes|Technical Wishes]] team is planning to bring this feature to Wikimedia wikis later this year. We will reach out to creators/maintainers of tools and templates related to references beforehand.

Please help us spread the message. --[[m:User:Johannes Richter (WMDE)|Johannes Richter (WMDE)]] ([[m:User talk:Johannes Richter (WMDE)|talk]]) 10:36, 19 August 2024 (UTC)
&lt;section end=&quot;Sub-referencing&quot;/&gt;
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== New [[Template:Form]] ==

Hi! Today I was bold and created [[Template:Form]] (which calls [[Module:WikiForm]] and [[MediaWiki:Gadget-WikiForm.js]]). The template allows to create user-friendly forms that can create pages or add content to existing pages. My motivation and first use case was [[Wikidebate/New|this form]] to create new [[wikidebates]], but I suspect the template can be useful elsewhere on Wikiversity. Let me know if you notice any issues or have any requests or concerns. Kind regards, [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|discuss]] • [[Special:Contributions/Sophivorus|contribs]]) 15:21, 21 August 2024 (UTC)

== Sign up for the language community meeting on August 30th, 15:00 UTC ==

Hi all,

The next language community meeting is scheduled in a few weeks—on August 30th at 15:00 UTC. If you're interested in joining, you can [https://www.mediawiki.org/wiki/Wikimedia_Language_and_Product_Localization/Community_meetings#30_August_2024 sign up on this wiki page].

This participant-driven meeting will focus on sharing language-specific updates related to various projects, discussing technical issues related to language wikis, and working together to find possible solutions. For example, in the last meeting, topics included the Language Converter, the state of language research, updates on the Incubator conversations, and technical challenges around external links not working with special characters on Bengali sites.

Do you have any ideas for topics to share technical updates or discuss challenges? Please add agenda items to the document [https://etherpad.wikimedia.org/p/language-community-meeting-aug-2024 here] and reach out to ssethi(__AT__)wikimedia.org. We look forward to your participation!

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 23:20, 22 August 2024 (UTC)
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== Template consolidation: User talk page block notice ==
Wondering if someone who likes templates could have a go at consolidating or helping decide between use of:
* [[Template:Block]]
* [[Template:Blocked]]

Unless I'm missing something, it seems like we don't need both?

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:16, 23 August 2024 (UTC)
: I tried to figure out a Wikidata item with most links to projects. I found this: [[Wikidata:Q6379131]], which is Template:Uw-block. There is even a corresponding Wikiversity template, [[Template:Uw-block1]] (not used anywhere).
: My impression is that of the three templates, we only need one. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:43, 13 September 2024 (UTC)

== Announcing the Universal Code of Conduct Coordinating Committee ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[https://lists.wikimedia.org/hyperkitty/list/board-elections@lists.wikimedia.org/thread/OKCCN2CANIH2K7DXJOL2GPVDFWL27R7C/ Original message at wikimedia-l]. [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement - results|You can find this message translated into additional languages on Meta-wiki.]] [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement - results}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Hello all,

The scrutineers have finished reviewing the vote and the [[m:Special:MyLanguage/Elections Committee|Elections Committee]] have certified the [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Results|results]] for the [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election|Universal Code of Conduct Coordinating Committee (U4C) special election]].

I am pleased to announce the following individual as regional members of the U4C, who will fulfill a term until 15 June 2026:

* North America (USA and Canada)
** Ajraddatz

The following seats were not filled during this special election:

* Latin America and Caribbean
* Central and East Europe (CEE)
* Sub-Saharan Africa
* South Asia
* The four remaining Community-At-Large seats

Thank you again to everyone who participated in this process and much appreciation to the candidates for your leadership and dedication to the Wikimedia movement and community.

Over the next few weeks, the U4C will begin meeting and planning the 2024-25 year in supporting the implementation and review of the UCoC and Enforcement Guidelines. You can follow their work on [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee|Meta-Wiki]].

On behalf of the U4C and the Elections Committee,&lt;section end=&quot;announcement-content&quot; /&gt;

[[m:User:RamzyM (WMF)|RamzyM (WMF)]] 14:07, 2 September 2024 (UTC)
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== Re: The Vector 2022 skin as the default in two weeks? ==

[[File:Vector 2022 video-en.webm|thumb|A two minute-long video about Vector 2022]]
Hello everyone, I'm reaching out on behalf of the [[mediawikiwiki:Reading/Web|Wikimedia Foundation Web team]] responsible for the MediaWiki skins. I'd like to revisit the topic of making Vector 2022 the default here on English Wikiversity. I [[Wikiversity:Colloquium/archives/September 2022#The Vector 2022 skin as the default in two weeks?|did post a message about this almost two years ago]] (where you can find all the details about the skin), but we didn't finalize it back then.

What happened in the meantime? We built [[mw:Reading/Web/Accessibility for reading|dark mode and different options for font sizes]], and made Vector 2022 the default on most wikis, including all other Wikiversities. With the not-so-new V22 skin being the default, existing and coming features, like dark mode and [[mw:Trust and Safety Product/Temporary Accounts|temporary accounts]] respectively, will become available for logged-out users here.

So, if no large concerns are raised, we will deploy Vector 2022 here in two weeks, in the week of September 16. Do let me know if you have any questions. Thank you! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|discuss]] • [[Special:Contributions/SGrabarczuk (WMF)|contribs]]) 21:48, 2 September 2024 (UTC)

:Sounds good, Szymon - we look forward to the upcoming change of skin {{smile}} Sincerely, James -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:35, 13 September 2024 (UTC)
* I for one oppose a switch to Vector 2022. I do not find it preferable. Here is a staggering evidence of user refusal of Vector 2022 once it was deployed: [[W:en:Wikipedia:Requests for comment/Rollback of Vector 2022]], Junuary 2023. 355 voters supported rollback to Vector 2010 whereas 64 opposed, yielding 84.7% support, as clear a supermajority as one may wish. These people opposing Vector 2022 feel the same way as I do. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 10:48, 13 September 2024 (UTC)
*:Hey @[[User:Dan Polansky|Dan Polansky]]. Thanks for your comment. I'm open to discussion about problems with our software, and I hope we can maintain a respectful tone.
*:I understand that there are users who prefer Vector legacy or other skins, just as there are people who still stick to Monobook. Such people are active across many wikis. They can keep Vector legacy, although non-default skins don't have the support the default ones do. We are rolling out for technical reasons, as I mentioned above, with benefit to not logged-in users.
*:Regarding the rollback RfC on Wikipedia, two neutral users stated that there was no consensus for rollback, RfC is not a vote, and the numbers were different (355:226:24). I believe this all is pretty easy to verify.
*:So to sum up, Vector 2022 needs to become the default, tons and tons of comments were made about the skin and related stuff, and we have taken many ideas into account, and it's totally OK if you stick to Vector legacy.
*:Thanks! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|discuss]] • [[Special:Contributions/SGrabarczuk (WMF)|contribs]]) 19:30, 16 September 2024 (UTC)
*:: Today, I visited Wikiversity and found it switched to Vector 2022. I changed my preference settings to Vector 2010. From what I understand, non-registered visitors are now defaulted to Vector 2022 despite its unpopularity in [[W:en:Wikipedia:Requests for comment/Rollback of Vector 2022]]. I have not seen any evidence that users prefer Vector 2022, and given the evidence in the linked RfC, I tentatively conclude that the decision to switch has made the site experience worse for the majority of users. The logic of &quot;you can switch&quot; surely applies to Vector 2022 as well: those who prefer it can switch to it. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:08, 17 September 2024 (UTC)

== Have your say: Vote for the 2024 Board of Trustees! ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Hello all,

The voting period for the [[m:Special:MyLanguage/Wikimedia Foundation elections/2024|2024 Board of Trustees election]] is now open. There are twelve (12) candidates running for four (4) seats on the Board.

Learn more about the candidates by [[m:Special:MyLanguage/Wikimedia Foundation elections/2024/Candidates|reading their statements]] and their [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Questions_for_candidates|answers to community questions]].

When you are ready, go to the [[Special:SecurePoll/vote/400|SecurePoll]] voting page to vote. '''The vote is open from September 3rd at 00:00 UTC to September 17th at 23:59 UTC'''.

To check your voter eligibility, please visit the [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Voter_eligibility_guidelines|voter eligibility page]].

Best regards,

The Elections Committee and Board Selection Working Group&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 12:15, 3 September 2024 (UTC)
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== Separate page for hyperbola. ==

Good morning,

I notice that a search for &quot;hyperbola&quot; redirects to &quot;Conic sections&quot;.

At present there is a separate page for &quot;ellipse&quot;. Therefore a separate page for &quot;hyperbola&quot; seems to be justified.

Could this redirection be changed so that search for &quot;hyperbola&quot; goes to a separate page for &quot;hyperbola&quot;?

Many thanks,

[[User:ThaniosAkro|ThaniosAkro]] ([[User talk:ThaniosAkro|discuss]] • [[Special:Contributions/ThaniosAkro|contribs]]) 12:04, 15 September 2024 (UTC)

:It is true that ellipses are covered at [[Conic sections]] (along with hyperbolas, parabolas, etc.) and there is a separate page for [[ellipse]]s that elaborates. We certainly ''could'' have a page about [[hyperbola]]s that is separate, but no one has written sufficient content to spin it off yet. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 12:17, 15 September 2024 (UTC)

== I hereby request for your Unblocking IP address and just reviewed and received a reverted rec ==

Hi there. {{unsigned|Ishmael Raphasha}}
:No one has any clue what you're talking about. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 16:53, 18 September 2024 (UTC)

== RICH-2K: New project with some initial questions ==

Hello! I'm creating a new learning resource on ''Wikiversity''. The respective project is based on my transcription of a classical dictionary from 1849 by Anthony Rich. For more information about the project see its [[User:CalRis25/RICH: Description|description page]] (see also that page for why not ''Wikisource'' or ''Wikibooks''). The project's scope is fairly big: 3205 article-pages plus 304 REDIRECT-pages. The images (scanned by myself from an original copy) have been uploaded to ''Commons''. I have some initial technical questions (more of these and more detailed ones will follow):

* '''Upload''': Due to the large number of pages it is not realistic to create these manually. Is it possible to bulk-upload these in some way (the Wikitext of the pages is created using a Python-script with one file per article/page)? Is it possible to upload these to a test-environment first where any problems (hopefully none) can be identified and dealt with more easily than on the production-version of ''Wikiversity''?
* '''(Technical) Structure''': I am planning to set up this project at ''&lt;nowiki&gt;https://en.wikiversity.org/wiki/RICH-2K&lt;/nowiki&gt;'' as the main page and anything else as subpages: ''RICH-2K/Subpage_1 ... RICH-2K/Subpage_n''. However, these subpages fall into two categories: 1. Article-pages (content) and 2. Meta/Administrative pages. This project requires search capability restricted to the ''RICH-2K''-namespace. The ''Mediawiki''-software seems to supply a ''Search''-input field with the possibility to restrict the search to some namespace. I would like, however, to restrict the search further to the first group of pages, namely the articles. Is that possible, perhaps by use of (hidden) categories?
* '''External links''': This project will need many external links, and yes, I have read the relevant ''Wikiversity''-pages, but this specific project needs them. The ''Recommended Editions''-page (used for recommended online editions, to which to link when citing texts) alone probably will require several hundred external links. However, only relatively few [[w:Second-level domain|second-level domains]] will be involved, and most of these should be trustworthy (Perseus Digital library, digital collections of universities etc., in some cases, however, also ''Archive.org''). Perhaps there is a list of web-sites, for which external links are generally allowed? And who is allowed to create external links on ''Wikiversity''-pages (I haven't found the relevant policy)?
* '''Categories''': This project requires quite a few of its own categories, which belong to two large groups: 1. Categories (2 levels) of the ''Classed Index'' (about 170 categories), a thematic index of some (but not all) of the articles. 2. Administrative categories. Is there a recommended way to distinguish between different classes of categories within a project (category name or other method)? What about naming conventions for project-specific categories?

I am looking forward to your input. If you think that it's preferable we can move the discussions to the [[User_talk:CalRis25/RICH:_Description|Talk-page]] of the project's description. Thank you in advance. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 05:29, 20 September 2024 (UTC)

:*Admins have access to [[Special:Import]] and can bulk import XML pages. You can create pages in your sandbox if you'd like and make an indefinite amount of them at pages like [[User:CalRis25/sandbox]]. What can and cannot be hosted in user namespace is very loose, but still has to follow in principle Wikiversity's scope.
:*Using subpages is in principle a good way to organize these various resources. Please do not name them after a user name or something obscure. I personally think that &quot;RICH-2K&quot; is a not optimal name. I may recommend something like [[Anthony Rich Dictionary Project]] or [[21st-Century Anthony Rich Dictionary]] or something more obviously intelligible. While we have very few actual policies and guidelines, see [[Wikiversity:Naming conventions]] for a rough consensus of what is probably best practice for naming pages.
:*External linking generally does not use an allowed list (a.k.a. whitelist model), but a disallow (a.k.a. blacklist) model. See [[MediaWiki:Spam-blacklist]] and [[Special:BlockedExternalDomains]] (which is currently empty but is another method of listing blocked domains). It's perfectly fine to aggregate external links in learning resources.
:*I'm not 100% sure what the distinction is that you're drawing, but you can freely arrange categories underneath a main category that has the same name as your larger project. So, following the suggestions I gave, you could have a category like [[:Category:Anthony Rich Dictionary Project]] and then create any number of subcategories that logically help users navigate all these pages. Please make sure the main category you create is itself categorized under some relevant category(ies). If you need help, please ask.
:I think this answers your questions, please let me know if I'm unclear or you have more. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 06:11, 20 September 2024 (UTC)
::Hello Justin!
::* '''Upload:''' Creating the project in sandbox pages of my User-namespace defeats the purpose, as this is an ''open'' project. Also that would not solve, as such, the problem of having to manually create thousands of pages. I wonder, does ''Wikiversity'' support creation of pages using its API. ''Mediawiki's'' [[mw:API:Main_page|API-description]] seems to imply that it ought to be possible. If that's the case, I should be able to create a Python-script which automatically creates the pages (of course, a few trial pages first).
::* '''(Technical) Structure''': You may be right, here. RICH-2K is, for now, merely a technical name to make a clear but not too verbose distinction between the original text and the current project. I'll give this more thought.
::* '''External links''': I brought this up mainly because when I first edited my ''Wikiversity''-page, I got a message that I was not allowed to create external links. However, I just now tested creating an external link on my user-page and got no error, so this problem seems to be solved.
::* '''Categories''': I think I know what you mean. I'll create a category structure and maybe ask some specific questions once I am ready to do so.
::Thank you for your quick help. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 18:51, 20 September 2024 (UTC)
:::re: upload, I'm just suggesting your sandbox(es) as you asked about &quot;a test-environment&quot;. Anyone can edit someone else's sandboxes, but you typically defer to other users to control what's in their own subpages as a collegial thing. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:39, 23 September 2024 (UTC)

Hello! I have two further questions:
# I created a category-structure for the project. Could you (or someone else) have a look at it ([[User:CalRis25/RICH: Categories]]) and answer the questions in the section [[User:CalRis25/RICH:_Categories#Questions|Questions]]? I gave it some thought and believe that this would work fine for the project.
# ''Project boxes'' (see [[Help:Tour of project boxes]]): It is unclear to me, whether these belong only on the main page of the project (that makes the most sense to me), or on every single subpage.
Thanks in advance for your help. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 17:51, 24 September 2024 (UTC)

:To answer your questions here:
:*No, you are not contravening any policies we have.
:*A leading &quot;The&quot; is acceptable, but if you want it to sort alphabetically, you will have to use &lt;nowiki&gt;{{DEFAULTSORT:}}&lt;/nowiki&gt;. E.g. to get Category:The Best Stuff to sort under &quot;B&quot;, insert &quot;&lt;nowiki&gt;{{DEFAULTSORT:Best Stuff, The}}&lt;/nowiki&gt;.
:*Trailing &quot;etc.&quot; is acceptable.
:*An accent in a category title is acceptable.
:I'll also note that it looks like you have in mind some tracking categories that are redundant. Pages such as [[Special:LonelyPages]] and [[Special:DeadendPages]] already do automatically what you're proposing to do manually.
:As for project boxes, it's typically the case that the subjects are only placed on the main resource, but as you may imagine, [[Help:Tour of project boxes/1|status completion ones]] may vary from subpage to subpage. As with most things at Wikiversity, there are very few actual rules, so it's pretty much the wild west, even tho this project has been around for almost 20&amp;nbsp;years. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:18, 25 September 2024 (UTC)
::Hello Justin, thanks for the DEFAULTSORT-hint for categories beginning with ''The''. I will restrict the project boxes to the main page. As for the the orphaned/dead-end-categories, I prefer these to be project-specific. Once the project is up and running, putting articles &quot;on the map&quot; (making them accessible from other articles and creating links to other articles) is one of the first tasks to be dealt with. I already know which articles are involved and will add these categories to these articles. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 16:51, 25 September 2024 (UTC)

== Your wiki will be in read-only soon ==

&lt;section begin=&quot;server-switch&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;

[[:m:Special:MyLanguage/Tech/Server switch|Read this message in another language]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-Tech%2FServer+switch&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]

The [[foundation:|Wikimedia Foundation]] will switch the traffic between its data centers. This will make sure that Wikipedia and the other Wikimedia wikis can stay online even after a disaster.

All traffic will switch on '''{{#time:j xg|2024-09-25|en}}'''. The switch will start at '''[https://zonestamp.toolforge.org/{{#time:U|2024-09-25T15:00|en}} {{#time:H:i e|2024-09-25T15:00}}]'''.

Unfortunately, because of some limitations in [[mw:Special:MyLanguage/Manual:What is MediaWiki?|MediaWiki]], all editing must stop while the switch is made. We apologize for this disruption, and we are working to minimize it in the future. 

A banner will be displayed on all wikis 30 minutes before this operation happens. This banner will remain visible until the end of the operation. 

'''You will be able to read, but not edit, all wikis for a short period of time.'''

*You will not be able to edit for up to an hour on {{#time:l j xg Y|2024-09-25|en}}.
*If you try to edit or save during these times, you will see an error message. We hope that no edits will be lost during these minutes, but we can't guarantee it. If you see the error message, then please wait until everything is back to normal. Then you should be able to save your edit. But, we recommend that you make a copy of your changes first, just in case.

''Other effects'':

*Background jobs will be slower and some may be dropped. Red links might not be updated as quickly as normal. If you create an article that is already linked somewhere else, the link will stay red longer than usual. Some long-running scripts will have to be stopped.
* We expect the code deployments to happen as any other week. However, some case-by-case code freezes could punctually happen if the operation require them afterwards.
* [[mw:Special:MyLanguage/GitLab|GitLab]] will be unavailable for about 90 minutes.

This project may be postponed if necessary. You can [[wikitech:Switch_Datacenter|read the schedule at wikitech.wikimedia.org]]. Any changes will be announced in the schedule. 

'''Please share this information with your community.'''&lt;/div&gt;&lt;section end=&quot;server-switch&quot;/&gt;

[[User:Trizek_(WMF)|Trizek_(WMF)]], 09:37, 20 September 2024 (UTC)
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== 'Wikidata item' link is moving. Find out where... ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;&lt;i&gt;Apologies for cross-posting in English. Please consider translating this message.&lt;/i&gt;{{tracked|T66315}}

Hello everyone, a small change will soon be coming to the user-interface of your Wikimedia project.
The [[d:Q16222597|Wikidata item]] [[w:|sitelink]] currently found under the &lt;span style=&quot;color: #54595d;&quot;&gt;&lt;u&gt;''General''&lt;/u&gt;&lt;/span&gt; section of the '''Tools''' sidebar menu will move into the &lt;span style=&quot;color: #54595d;&quot;&gt;&lt;u&gt;''In Other Projects''&lt;/u&gt;&lt;/span&gt; section.

We would like the Wiki communities feedback so please let us know or ask questions on the   [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Discussion page]] before we enable the change which can take place October 4 2024, circa 15:00 UTC+2.
More information can be found on [[m:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|the project page]].&lt;br&gt;&lt;br&gt;We welcome your feedback and questions.&lt;br&gt; [[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 18:56, 27 September 2024 (UTC)
&lt;/div&gt;
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==Download as PDF==
[[Phabricator:T376438]]: &quot;Download to PDF&quot; on en.wv is returning error: &quot;{&quot;name&quot;:&quot;HTTPError&quot;,&quot;message&quot;:&quot;500&quot;,&quot;status&quot;:500,&quot;detail&quot;:&quot;Internal Server Error&quot;}&quot;

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 22:36, 3 October 2024 (UTC)

:I just downloaded this page as a PDF and it worked just fine. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 23:04, 3 October 2024 (UTC)

== Protected template bug for Pp ==

It seems that templates derivative of {{tlx|Pp}} (compiled in {{tlx|Protection templates}}) are being sorted into protection categories using the name 'Wikipedia' instead of 'Wikiversity' (e.g., [[:Category:Wikipedia pages with incorrect protection templates]]). From what I can tell, it is not in the publicly accessible source code of any of the templates. The only other impacted pages are modules which call {{tlx|pp}}-derivatives (e.g., [[Module:Navbar/styles.css]]).

This does not seem to affect any other pages in [[:Category:Wikiversity protected templates]]. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 18:59, 4 October 2024 (UTC)

:The problem is that &quot;Wikipedia&quot; is [https://en.wikiversity.org/w/index.php?title=Special%3ASearch&amp;limit=500&amp;offset=0&amp;ns828=1&amp;search=Wikipedia&amp;searchToken=9svkpqlxxoquoq7bnkt55ugts mentioned in several modules that were copied over from en.wp]; many of these are legit and many of them need to be replaced with &quot;Wikiversity&quot; ([https://en.wikiversity.org/w/index.php?title=Module%3APp-move-indef&amp;diff=2662815&amp;oldid=1944984 e.g.]) This particular change ''may'' fix all of these issues...? But 1.) it will take time to propagate across the site and 2.) there are still many more &quot;Wikipedia&quot;s that need to be changed, so I'll go thru a few more, but if you want to give me an assist, if you can just check this one week from now and ping me if the problem persists, that would be nice. Sometimes, I make calendar reminders to follow up on these, but I'm not a perfect person. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 04:55, 5 October 2024 (UTC)

== Invitation to Participate in Wiki Loves Ramadan Community Engagement Survey ==

Dear all,


We are excited to announce the upcoming [[m:Wiki Loves Ramadan|Wiki Loves Ramadan]] event, a global initiative aimed at celebrating Ramadan by enriching Wikipedia and its sister projects with content related to this significant time of year. As we plan to organize this event globally, your insights and experiences are crucial in shaping the best possible participation experience for the community.

To ensure that Wiki Loves Ramadan is engaging, inclusive, and impactful, we kindly invite you to participate in our community engagement survey. Your feedback will help us understand the needs of the community, set the event's focus, and guide our strategies for organizing this global event.

Survey link: https://forms.gle/f66MuzjcPpwzVymu5

Please take a few minutes to share your thoughts. Your input will make a difference!

Thank you for being a part of our journey to make Wiki Loves Ramadan a success.


Warm regards,

User:ZI Jony 03:19, 6 October 2024 (UTC)

Wiki Loves Ramadan Organizing Team
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== 'Edit to my talk page' notification bug? ==

This may belong at the bug tracker, but does anyone else have an issue disabling ''email'' notifications upon  an 'Edit to my talk page' in [[Special:GlobalPreferences]]? Oddly I ''am'' able to disable the global preference on Wikipedia, MediaWiki, etc, but not here. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 09:23, 7 October 2024 (UTC)

:I have not experienced this, but to be clear, do you also have the option to get emails when items on your talk page are edited turned on? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:39, 7 October 2024 (UTC)
::The only (non-grayed out) options I have enabled for email are 'Failed login attempts' and 'Login from an unfamiliar device'. 'Edit to my talk page' re-checks after every save. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 09:54, 7 October 2024 (UTC)
:::That does sound like a [[phab:]] issue, with the caveat that I don't 100% recall how global preferences work and if they override local ones, etc. If you have parsed that and still have this issue, you'll probably need to file a ticket. Maybe someone else has this issue. Wish I could help. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:57, 7 October 2024 (UTC)
::::[[phab:T376601|Off 'n away]] 🫡 [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 10:35, 7 October 2024 (UTC)

== [[Portal:Computer Science]] ➝ [[Portal:Information sciences]] ==

Seeking consensus to complete the merge into the broader portal. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 06:28, 8 October 2024 (UTC)

:Why should it be merged? Computer Science seems well-enough designed. What is the incentive to collapse it into a broader field of study? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 07:18, 8 October 2024 (UTC)
::Portals as top level organizations allowing for content to be best centralized. Also note that I did not start the merge, just offering to finish it. Perhaps a {{tlx|prod}} instead? [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 07:20, 8 October 2024 (UTC)
:::I have no objections, personally. If it gets done, please use a redirect and should someone want to come along to resurrect it later, it will be easier. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 07:21, 8 October 2024 (UTC)
: Is computer science really a branch of information sciences? I would not think so, but what do I know. Do we have some external resources/links confirm this idea? [[W:Information science]] currently says: &quot;Information science, documentology[1] or informatology[2][3] is an academic field which is primarily concerned with analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information.&quot; --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:49, 11 October 2024 (UTC)
::Looking through [https://stackoverflow.com/q/1047014/22673230] [https://businessdegrees.uab.edu/mis-degree-bachelors/resources/computer-information-systems-vs-computer-science/] [https://www.si.umich.edu/student-experience/what-information-science] a few top (not necessarily RS) searches I'm inclined to agree. I am more familiar with the grafted [[:w:Information and computer science|information ''and'' computer science]] which makes an effort to merge the disciplines, but it does not seem like reaching to say that IS is presented as more applications-concerned (certainly with no lack of theoretical abstraction), whereas CS can be more freely associated with any and all 'science related to computers'. It is easy to reason about the connection between the fields, but I think it is clear academia maintains this taxonomy for a good reason.
::With these considerations, I think I will ''stop'' the process of merging in favor of expanding the existing [[School:Library and Information Science]]. 

::Let me know if there is not consensus to redirect [[Portal:Information sciences]] to [[School:Library and Information Science]] (with enough expansion it can generalize away from just library sciences). [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 16:16, 11 October 2024 (UTC)
::: I do not see that a merge of a ''portal'' to a ''school'' is a good thing. Do you have a clear idea of the concepts of school and portal and how they relate to each other? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 16:34, 11 October 2024 (UTC)
::::Found [[:Category:Information sciences]]; there are enough existing resources in there to make my other proposed merge excessive. I will simply continue developing the existing [[Portal:Information sciences]] instead. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 17:05, 11 October 2024 (UTC)
::::: Frankly, I would ideally see [[Portal:Information sciences]] deleted: I don't see what it does that a category would not do well enough. There does not seem to be any material specific to &quot;Information sciences&quot; (whatever that is) in that portal at all. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 17:11, 11 October 2024 (UTC)
::::::Tacked a {{tlx|prod}} for an eventual deletion, but I may still try to develop it as proof of concept at some point. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 17:33, 11 October 2024 (UTC)

== [[:Category:Occupational Epidemiology]] ==

I propose moving the pages in this category (without leaving redirects) to their equivalent under the parent resource [[Occupational Health Risk Surveillance]]. Also due to the number of subpages, it seems &lt;code&gt;|filing=deep&lt;/code&gt; would be a justified. (Also [[Special:PrefixIndex/Occupational_Epidemiology|there are quite a few]] untagged subpages.) [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 05:11, 9 October 2024 (UTC)
: I above all think that the content should be ''moved out of the mainspace'': I do not see readers learning anything from e.g. [[Occupational Epidemiology/Research tools/Reading of scientific articles for learning epidemiology and biostatstics]] or [[Occupational Epidemiology/Research tools/Ongoing projects/Risk Communication in Seafaring/Writing the article guideline IMRAD]]. Wikiversity can be kind enough to host that material in, say, subspace of [[User:Saltrabook]], but more should not be asked, I think. Let us recall that per [[WV:Deletions]], &quot;Resources may be eligible for proposed deletion when education objectives and learning outcomes are scarce, and objections to deletion are unlikely&quot;; I do not see how learning outcomes can be anything but scarce. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 15:04, 11 October 2024 (UTC)
::thank you, agree @ [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 21:03, 13 November 2024 (UTC)

== Active editors ==

It is interesting to observe the stats on [https://stats.wikimedia.org/#/en.wikiversity.org/contributing/active-editors/normal|line|all|(page_type)~content*non-content|monthly active editors] through the project's history. October is our month! [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 20:44, 8 October 2024 (UTC)

:Odd. Maybe related to the school year? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 02:10, 9 October 2024 (UTC)
::I wonder how many are [[User:Jtneill|Jtneill]]'s crowd... the number is in the hundreds though, so that is one chunky cohort —[[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:16, 9 October 2024 (UTC)
:::Yes, [[Motivation and emotion/Book]] involves ~100-150 students editing most intensely during October each year. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 02:20, 9 October 2024 (UTC)
::::Neat, that still leaves around ~50-100 other students from other avenues each year since 2021. I also wonder which projects were involved in the COVID enrollment spike. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:26, 9 October 2024 (UTC)
:::::Personally I can admit that my editing is much more active during the school season vs. the summer break, so I'm in the same boat as Jtneill's students. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:24, 13 November 2024 (UTC)
:@[[User:Tule-hog|Tule-hog]] This is an interesting topic, but it is not clear to me as an outsider what you and other participants in this discussion find interesting. I  find this graph not very meaningful because it does not tell me if the number of  Active editors has gone up or down during the period covered, which I think was 2000-now. 
:I can see a big jump between 2000 and 2007, but what happened since then? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:45, 16 December 2024 (UTC)

== Intentionally incorrect resource ==

There is a [[Special:Diff/2583464|disclaimer inserted onto a resource]] (by not the original author) that:
&lt;blockquote&gt;I am merely [making this page false] to show you (The viewer) that Wikipedia and this page 'Wikiversity' is bull sh*t and it will not give you the reliability you need when writing an academic piece of writing.&lt;/blockquote&gt;
However, that IP has [[Special:Contributions/86.22.73.151|not made any other edits]], so unless they vandalized via a sock, the intent went un-realized and only that portion need be removed. Bumping here in case there is some obvious jumbo in that essay that someone else can catch. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 16:58, 9 October 2024 (UTC)

:Removed that portion, which was obviously vandalism. No perspective on the rest of the essay. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 18:38, 9 October 2024 (UTC)

== [[:Category:Proposed guidelines]] ==

Noting for future editors that WV has collapsed all proposals into [[:Category:Proposed policies|proposed policies]]. Seeking consensus to further collapse [[:Category:Wikiversity proposals]] into the former, or to restore [[:Category:Proposed guidelines]]. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 19:19, 9 October 2024 (UTC)

== [[Around Wikiversity in 80 Seconds|Broken 80-second tour]] ==

Bumping a [[Talk:Around_Wikiversity_in_80_Seconds|comment]] on the ''Wikiversity in 80 seconds'' tour. Appears wikisuite is not working with the Vector 2022 appearance. 

Also see [[:w:Wikipedia:Miscellany_for_deletion/Wikiversuite_pages|this thread]] on the Wikiversal package - may not be relevant to Wikiversity, but FYC. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 00:26, 10 October 2024 (UTC)
: I would just delete the material; I do not see value in it. If others agree, I would try to articulate why I think it should be deleted (or move to author user space). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:57, 13 October 2024 (UTC)
::Just mark as {{tl|historical}}. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 17:39, 13 October 2024 (UTC)
::: This thing was created by [[User:Planotse]]. His creations are now being discussed in Wikibooks for deletion: [[B:Wikibooks:Requests for deletion#Wikiversal generated pages]]. It seems he used some kind of tool that is no longer available (the above mentioned &quot;Wikiversal&quot; package) to create this kind of slideshow-like material (believing the Wikibooks discussion). I do not see value of this in the mainspace, not even as historical (I am okay with userspace, but maybe even that is not the best option?). A look at the source code of [[Around Wikiversity in 80 Seconds/Introduction]] confirms the words of Omphalographer, namely that &quot;the HTML-heavy markup generated by Wikiversal makes them [the pages] unreasonably difficult to edit.&quot;
::: I went ahead and marked the page for proposed deletion. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:35, 14 October 2024 (UTC)

== Preliminary results of the 2024 Wikimedia Foundation Board of Trustees elections ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Hello all,

Thank you to everyone who participated in the [[m:Special:MyLanguage/Wikimedia Foundation elections/2024|2024 Wikimedia Foundation Board of Trustees election]]. Close to 6000 community members from more than 180 wiki projects have voted.

The following four candidates were the most voted:

# [[User:Kritzolina|Christel Steigenberger]]
# [[User:Nadzik|Maciej Artur Nadzikiewicz]]
# [[User:Victoria|Victoria Doronina]]
# [[User:Laurentius|Lorenzo Losa]]

While these candidates have been ranked through the vote, they still need to be appointed to the Board of Trustees. They need to pass a successful background check and meet the qualifications outlined in the Bylaws. New trustees will be appointed at the next Board meeting in December 2024.

[[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Results|Learn more about the results on Meta-Wiki.]]

Best regards,

The Elections Committee and Board Selection Working Group

&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MPossoupe_(WMF)|MPossoupe_(WMF)]] 08:26, 14 October 2024 (UTC)
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== Seeking volunteers to join several of the movement’s committees ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Each year, typically from October through December, several of the movement’s committees seek new volunteers. 

Read more about the committees on their Meta-wiki pages:
* [[m:Special:MyLanguage/Affiliations_Committee|Affiliations Committee (AffCom)]]
* [[m:Special:MyLanguage/Ombuds_commission|Ombuds commission (OC)]]
* [[m:Special:MyLanguage/Wikimedia Foundation/Legal/Community Resilience and Sustainability/Trust and Safety/Case Review Committee|Case Review Committee (CRC)]]

Applications for the committees open on 16 October 2024. Applications for the Affiliations Committee close on 18 November 2024, and applications for the Ombuds commission and the Case Review Committee close on 2 December 2024. Learn how to apply by [[m:Special:MyLanguage/Wikimedia_Foundation/Legal/Committee_appointments|visiting the appointment page on Meta-wiki]]. Post to the talk page or email [mailto:cst@wikimedia.org cst@wikimedia.org] with any questions you may have.

For the Committee Support team,
&lt;section end=&quot;announcement-content&quot; /&gt;

-- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 23:09, 16 October 2024 (UTC)
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== Interactive elements ==
Can we use interactive elements on Wikiversity? I'd like to add JavaScript to a page. If it's not possible now, where can I suggest this feature? I have a safe integration idea.
[[User:Отец Никифор|Отец Никифор]] ([[User talk:Отец Никифор|discuss]] • [[Special:Contributions/Отец Никифор|contribs]]) 12:10, 17 October 2024 (UTC)
: This is beyond my technical knowledge, but have you checked out:
:* https://www.mediawiki.org/wiki/Manual:Interface/JavaScript?
:* [[Wikipedia:WikiProject JavaScript]]
:* [[MediaWiki:Common.js]]

:What sort of interactive elements are you thinking about?

: Sincerely, James -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 03:39, 18 October 2024 (UTC)
::I was thinking about adding something like a graph with adjustable controls, where users can interact with it and see how different changes affect the outcome. It seems like this could be a useful feature. There might already be discussions about enhancing Wikiversity or similar platforms—perhaps on a relevant talk page or in a Discord group. Do you know where such discussions might be happening? [[User:Отец Никифор|Отец Никифор]] ([[User talk:Отец Никифор|discuss]] • [[Special:Contributions/Отец Никифор|contribs]]) 19:47, 18 October 2024 (UTC)
:::From a quick look, maybe check out:
:::* [[mw:Extension:Graph]]
:::* [[phab:tag/graphs]]
:::-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 22:40, 18 October 2024 (UTC)
:::: mw:Extension:Graph is currently disabled on Wikipedia etc. wikis, for security reasons, and seems unlikely to be enabled again. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:30, 19 October 2024 (UTC)

== An unexplained spurt of Wikiversity page views ==
The [https://pageviews.wmcloud.org/siteviews/?platform=all-access&amp;source=pageviews&amp;agent=user&amp;start=2024-06-01&amp;end=2024-10-18&amp;sites=en.wikiversity.org|en.wikibooks.org|en.wikiquote.org|en.wikisource.org page view report] shows an unexplained spurt of Wikiversity page views, reaching over 4 times the baseline and then falling back again. Does anyone have any idea what is going on? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:01, 19 October 2024 (UTC)

:Interesting. I wonder why only the English wikiquote and wikiversity and not Wikisource or wikibooks? How reliable do you think those stats are? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:44, 8 December 2024 (UTC)
:I guess the mention in mass media might be a cause. Someone metions it and then thousands go and look. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:02, 17 December 2024 (UTC)

== Center tempate failed on a contributors phone... ==

See the edit comment here - https://en.wikiversity.org/w/index.php?title=Wikiphilosophers&amp;diff=prev&amp;oldid=2673962. I'm puzzled as this is the first failure of this, I've noted recently. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:45, 19 October 2024 (UTC)

== Essay-like page in user space that makes little sense and seems incoherent ==
The page [[User:TheoYalur/Illusions]] seems to match the description, at least by my assessment. My understanding is that since the page is only in user space and not in the mainspace, it can stay there even if it has those disqualifying qualities. But if I am wrong and the page belongs deleted, please correct me and let me know. I do not know which policy or guideline, if any, guides the case. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 12:30, 21 October 2024 (UTC)

== 'Wikidata item' link is moving, finally. ==

Hello everyone, I previously wrote on the 27th September to advise that the ''Wikidata item'' sitelink will change places in the sidebar menu, moving from the '''General''' section into the '''In Other Projects''' section. The scheduled rollout date of 04.10.2024 was delayed due to a necessary request for Mobile/MinervaNeue skin. I am happy to inform that the global rollout can now proceed and will occur later today, 22.10.2024 at 15:00 UTC-2. [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Please let us know]] if you notice any problems or bugs after this change. There should be no need for null-edits or purging cache for the changes to occur. Kind regards, -[[m:User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] 11:28, 22 October 2024 (UTC)
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:Hi @[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]]: I Just noticed your post above, and it is timely.
:I have been participating in the English WikiUniversity for a few years, much less often recently. I seems like something in the way the site displays is different, but I cannot put my finger on it. Your posting gave me a clue. Can you please tell me where  the link to wikidata items has moved to? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:23, 11 December 2024 (UTC)
::Hello @[[User:Ottawahitech|Ottawahitech]], sure, I would be happy to. The button/sitelink name didn't change, just its position. You should find it in the sidebar-menu under the section '''In other projects''' (where the links to all other Wikimedia Projects are displayed). If you do not see it, please reach out to us on the [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Move Wikidata item - Discussion page]]. Thank you, -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 09:24, 12 December 2024 (UTC)
:::@[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]], thank you for responding. I intend to followup on the ''Move Wikidata item - Discussion page'' as per your post above by putting it on my ever growing todo list.
:::I don't know about others on this wiki, as I said I have not been visiting here frequently, but for me the constant changes are a big distraction. I have been around wikimedia projects since 2007, so why do I have to spend so much time learning and re-learning how to find what I came here for? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:41, 12 December 2024 (UTC)
::::Hi @[[User:Ottawahitech|Ottawahitech]], thanks for you thoughts. Your input whether positive or critical helps us understand the impacts to editors so we welcome your further thoughts when you reach us in your To Do List :)
::::I can't speak about the other changes you've experienced here but I do hope they are made with a spirit of improvement for the community as a whole. -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 10:43, 16 December 2024 (UTC)

== Final Reminder: Join us in Making Wiki Loves Ramadan Success ==

Dear all,

We’re thrilled to announce the Wiki Loves Ramadan event, a global initiative to celebrate Ramadan by enhancing Wikipedia and its sister projects with valuable content related to this special time of year. As we organize this event globally, we need your valuable input to make it a memorable experience for the community.

Last Call to Participate in Our Survey: To ensure that Wiki Loves Ramadan is inclusive and impactful, we kindly request you to complete our community engagement survey. Your feedback will shape the event’s focus and guide our organizing strategies to better meet community needs.

* Survey Link: [https://docs.google.com/forms/d/e/1FAIpQLSffN4prPtR5DRSq9nH-t1z8hG3jZFBbySrv32YoxV8KbTwxig/viewform?usp=sf_link Complete the Survey]
* Deadline: November 10, 2024
Please take a few minutes to share your thoughts. Your input will truly make a difference!

'''Volunteer Opportunity''': Join the Wiki Loves Ramadan Team! We’re seeking dedicated volunteers for key team roles essential to the success of this initiative. If you’re interested in volunteer roles, we invite you to apply.
* Application Link: [https://docs.google.com/forms/d/e/1FAIpQLSfXiox_eEDH4yJ0gxVBgtL7jPe41TINAWYtpNp1JHSk8zhdgw/viewform?usp=sf_link Apply Here]
* Application Deadline: October 31, 2024
Explore Open Positions: For a detailed list of roles and their responsibilities, please refer to the position descriptions here: [https://docs.google.com/document/d/1oy0_tilC6kow5GGf6cEuFvdFpekcubCqJlaxkxh-jT4/ Position Descriptions]

Thank you for being part of this journey. We look forward to working together to make Wiki Loves Ramadan a success!


Warm regards,&lt;br&gt;
The Wiki Loves Ramadan Organizing Team 05:11, 29 October 2024 (UTC)
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== Android app for Wikiversity ==

Hi, is there an Android app for Wikiversity? How does it work? I have been advised that there is no infrastructure for push notifications for Android apps for sister wikis and I would be interested to know more. Related: [[:phab:T378545]]. Thanks! [[User:Gryllida|Gryllida]] 23:15, 29 October 2024 (UTC)

:Thanks for suggesting this - I agree that it would be useful. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:56, 31 October 2024 (UTC)
:@[[User:Gryllida|Gryllida]]: Would you explain your terminology  for those of us not in the know. What does ''push notifications'' mean? I use [https://www.mediawiki.org/wiki/Help:Notifications notifications] when I am communicating on wikimedia projects, but have never heard this term before. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:13, 11 December 2024 (UTC)
:I dont think there is an app.  [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:01, 17 December 2024 (UTC)
:This would be useful, however we do not have an app for Wikiversity yet. I am thinking of helping out with no-code or low code tools, but I am working on some courses here. I might be able to do some contributions though. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 14:14, 17 December 2024 (UTC)

== Import Resource From Wikibooks? ==

Hello! [[wikibooks:Character_List_for_Baxter&amp;Sagart|Character List for Baxter&amp;Sagart]] and related titles [[wikibooks:Wikibooks:Requests_for_deletion#Character_List_for_Baxter&amp;Sagart|are up for deletion at Wikibooks]] because WB policy does not allow dictionaries like them. However, because they are useful as learning tools, I am wondering if they might have a home here at Wikiversity. Pinging @[[User:Tibetologist|Tibetologist]] here to link them in to this discussion, since they are the affected user. Thank you! —[[User:Kittycataclysm|Kittycataclysm]] ([[User talk:Kittycataclysm|discuss]] • [[Special:Contributions/Kittycataclysm|contribs]]) 18:18, 1 November 2024 (UTC)

:Sure, I can do it. That said, as mentioned there, it does seem like something like this is ideally suited for Wiktionary in the Appendix namespace, but I'm not very familiar with CJK characters and languages. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:23, 3 November 2024 (UTC)
::Oh man, these pages are too big to import and while I've already tried a half-dozen times, it will constantly fail. Strictly speaking, we don't have to use the import feature for licensing purposes. We can just copy and paste the contents and list the usernames or on the talk page. I think that's the solution. {{Ping|Tibetologist}}, are you interested in doing that? If you just copied and pasted these pages and then added [[:Category:Chinese]] and maybe include a couple of links to the pages, that would probably be ideal. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:31, 3 November 2024 (UTC)

== Language translation requests? ==

Is there anywhere on Wikiversity to request translation, for example, requesting Latin or French translation? I would be asking from the context as a student, so I would be interested in translation explanation as well. [[User:Indexcard88|Indexcard88]] ([[User talk:Indexcard88|discuss]] • [[Special:Contributions/Indexcard88|contribs]]) 04:56, 20 November 2024 (UTC)

:I am not too sure about this topic. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:44, 17 December 2024 (UTC)

== Sign up for the language community meeting on November 29th, 16:00 UTC ==

Hello everyone,

The next language community meeting is coming up next week, on November 29th, at 16:00 UTC (Zonestamp! For your timezone &lt;https://zonestamp.toolforge.org/1732896000&gt;). If you're interested in joining, you can sign up on this wiki page: &lt;https://www.mediawiki.org/wiki/Wikimedia_Language_and_Product_Localization/Community_meetings#29_November_2024&gt;.

This participant-driven meeting will be organized by the Wikimedia Foundation’s Language Product Localization team and the Language Diversity Hub. There will be presentations on topics like developing language keyboards, the creation of the Moore Wikipedia, and the language support track at Wiki Indaba. We will also have members from the Wayuunaiki community joining us to share their experiences with the Incubator and as a new community within our movement. This meeting will have a Spanish interpretation.

Looking forward to seeing you at the language community meeting! Cheers, [[User:SSethi (WMF)|Srishti]] 19:55, 21 November 2024 (UTC)
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== Events on Wikiversity ==

Since Wikipedia and Wikivoyage are having their &quot;Asian Month&quot; editathon, I was thinking if we could start up a Wikiversity version of that. This would be an &quot;Asian Month&quot; as well, but it would be about creating resources based on Asia and its culture. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:57, 6 December 2024 (UTC)

:Not immediately opposed, but the question is, do we have an active enough community to facilitate this? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:31, 6 December 2024 (UTC)
::I'm not too sure. As long as we get enough traffic, this could happen. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 08:45, 7 December 2024 (UTC)
:::This is to increase traffic on Wikiversity, which is promoted amongst other communities. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 10:47, 7 December 2024 (UTC)
:Hi @[[User:RockTransport|RockTransport]], This is a good idea, but will it also involve users who are not &quot;professors and scientists&quot;. Just curious. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:30, 9 December 2024 (UTC)
::Yes, considering the fact that Wikiversity is for everyone, and not just for specific users. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 09:09, 10 December 2024 (UTC)
:::because I'm personally not a &quot;professor&quot; or a &quot;scientist&quot; and because '''anyone''' can create resources on Wikiversity. We want to make Wikiversity open for everyone, and not just for certain users. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 09:10, 10 December 2024 (UTC)
::::I am also not a professor or a scientist, but it seems to me that as result I am viewed here as a visitor rather than someone who can contribute. Just my $.02. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:05, 12 December 2024 (UTC)
:I am affraid, that creation of educational resources on certain topic is way harder then wikipedia. Secondly while wikipedia stub does not matter, education resource stub is uselless completly. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 09:59, 17 December 2024 (UTC)
::How is it useless, you can contribute to other learning resources and maybe improve it as such, if you have some knowledge on a particular topic or something else. This is to increase diversity. Just a kind notice. It's also pretty hard to do it on Wikivoyage, but that's the same for every platform. Stubs may be improved on, and this is the concept. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:19, 17 December 2024 (UTC)
::There are lots of stubs here, on Wikiversity. So the whole purpose of this event is to increase engagement and willingness to edit these pages. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:24, 17 December 2024 (UTC)

== Wikiversity - Newsletters ==

Hello All,

I wanted to create a newsletter on Wikiversity, which would highlight what is going on in certain months and events on Wikiversity; which would bolster engagement by many people. This would be on the website and would have its dedicated 'Newsletter' tab.

I hope you acknowledge this idea. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:05, 8 December 2024 (UTC)

:@[[User:RockTransport|RockTransport]], What sort of things do you plan to include in your newsletter? Will they be different than what is currently in [[Main Page/News]]? Just curious.
:I am also wondering about your motive which I think is: to bolster engagement by many people. I am asking because I wonder if others who are currently active here also think this I is desirable? Have you asked them? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:34, 11 December 2024 (UTC)
::Not yet, which was why I was asking this on the colloquium. I plan to include things that many people have created on Wikiversity over the month, as it is a monthly newsletter. It would be somewhere on the website here. It will be more frequent that the ones seen on [[Main Page/News]]. We will include people's resources to essentially promote them. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 06:50, 12 December 2024 (UTC)
:::@[[User:RockTransport|RockTransport]], I Think what you are saying is that ''Main Page/News'' does not update frequently enough? 
:::If this is the reason, why not start small by simply increasing the frequency of posting news on the main page, instead of trying to start a newsletter?
:::If there is more, can you articulate what else is missing. Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:51, 12 December 2024 (UTC)
::::I meant going to detail into topics covered in that month, rather than just giving a few points. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 16:53, 12 December 2024 (UTC)
:::::What sort of details did you have in mind? You can pick one of the links provided in [[Main Page/News]] to illustrate. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:29, 16 December 2024 (UTC)
::::::I'm thinking of the community entering their projects, and discussing those in the newsletter. It depends on what they want, though. There would be a dedicated page for giving the information about their projects [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:24, 16 December 2024 (UTC)
:::::::I might start working on this soon, depending on the projects being created on Wikiversity. @[[User:Ottawahitech|Ottawahitech]] @[[User:Atcovi|Atcovi]] [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:25, 17 December 2024 (UTC)
::::::::I'd recommend you start off with putting this under a userspace page (something like [[User:RockTransport/Wikiversity Newsletter]]), and drafting what you desire. Let us know once it's done, and the community can provide their input. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:30, 17 December 2024 (UTC)
:::::::::I will try and make one for this month. This is supposed to be a monthly newsletter, showcasing the different projects mentioned there. Users can put their projects, and we will document them on the newsletter. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:33, 17 December 2024 (UTC)
:::::::::I am hoping for it to be released by January 2025. There's no rush to get it done; it's still in it's planning stage. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:43, 17 December 2024 (UTC)
:Where you are going to get the audience for your website and Wikiversity newsletter? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 18 December 2024 (UTC)
::It's on Wikiversity, not on an outside platform. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:51, 18 December 2024 (UTC)
::The audience will be Wikiversity contributors. There will be a dedicated page for it on Wikiversity. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:55, 18 December 2024 (UTC)

== Describing Wikiversity content on Wikidata ==

Anyone knows how to properly describe Wikiversity pages on Wikidata? Any examples for some content pages like courses, supplement materials etc.? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:36, 18 December 2024 (UTC)

:For general topics that will have other Wikimedia Foundation project links (e.g. [[astronomy]]), there will probably be a sufficient short description already, but for subpages or more obscure topics, you could plausibly use &quot;Wikimedia content page&quot; or some such. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 15:52, 18 December 2024 (UTC)

== Degrees ==

Why does Wikiversity not provide degrees? I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal. But anyway, why is that? Wikiversity is about opening doors, i.e., removing obstacles. So, what kind of an obstacle was a paper? Was a certain body of knowledge that you learned well?! Because Wikiversity is not accredited for that? Yes, and do we need official US accreditation? We cannot create our system so that the learners who learn here and would like to continue their science career have a recognizable degree they can continue? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:19, 18 December 2024 (UTC)</text>
      <sha1>ex93eo933uz0z42lupo1qn5h5y3isgt</sha1>
    </revision>
    <revision>
      <id>2692499</id>
      <parentid>2692498</parentid>
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        <id>147</id>
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      <comment>/* Degrees */ Reply</comment>
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      <text bytes="83970" sha1="mhhqdp2khbf1l12f156hx0m7hlur3hm" xml:space="preserve">{{Wikiversity:Colloquium/Header}}
&lt;!-- MESSAGES GO BELOW --&gt;
== Reminder! Vote closing soon to fill vacancies of the first U4C ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement – reminder to vote|You can find this message translated into additional languages on Meta-wiki.]] [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement – reminder to vote}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Dear all,

The voting period for the Universal Code of Conduct Coordinating Committee (U4C) is closing soon. It is open through 10 August 2024. Read the information on [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2024_Special_Election#Voting|the voting page on Meta-wiki to learn more about voting and voter eligibility]]. If you are eligible to vote and have not voted in this special election, it is important that you vote now.

'''Why should you vote?''' The U4C is a global group dedicated to providing an equitable and consistent implementation of the UCoC. Community input into the committee membership is critical to the success of the UCoC.

Please share this message with members of your community so they can participate as well.

In cooperation with the U4C,&lt;section end=&quot;announcement-content&quot; /&gt;

-- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 15:30, 6 August 2024 (UTC)
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== User group for Wikiversians ==

Was there ever a discussion about the possibility of establishing a user group in the sense of an affiliated organization that would defend the interests of professors and scientists on Wikiversity and possibly actively develop some projects? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 20:21, 8 August 2024 (UTC)

:Not that I'm aware of. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:20, 8 August 2024 (UTC)
:It's a pleasure to talk to a scientist on Wikiversity. I am a historian of technics and I would like to publish the following biography either on Wikiversity or on Wikipedia: 
:https://en.wikiversity.org/wiki/User:Rbmn/Arthur_Constantin_KREBS_(1850-1935):_Military_engineer,_Automotive_industrialist,_Great_projects_manager
:What would be your advice? [[User:Rbmn|Rbmn]] ([[User talk:Rbmn|discuss]] • [[Special:Contributions/Rbmn|contribs]]) 15:44, 6 October 2024 (UTC)
::The content appears to be largely biographical/encyclopedic, so I think it is likely best suited to Wikipedia. Consider improving/incorporating this content into the existing page: [[w:Arthur Constantin Krebs]]. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:05, 7 October 2024 (UTC)
::Please do not link to the Wikiversity [[wv:userspace|Userspace]] in Wikipedia articles. You will want to wait until you have a page in the [[wv:mainspace|Wikiversity mainspace]]. You'll also want to use the &lt;code&gt;{{[[:w:Template:Wikiversity|Wikiversity]]}}&lt;/code&gt; template (on Wikipedia) rather than embedding a photo with a link. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:21, 7 October 2024 (UTC)
:I haven't heard anything about this topic. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:06, 8 December 2024 (UTC)

== Rich's ''Illustrated Companion'' at Wikiversity: Right place? ==

Hello! I am creating a Wiki-version of a classical glossary (''Illustrated Companion to the Latin Dictionary, and Greek Lexicon'' by Anthony Rich, 1849), which explains the meaning of Latin headwords, primarily those &quot;representing visible objects connected with the arts, manufactures, and every-day life of the Greeks and Romans.&quot; The aim is to help understand what a (classical) Latin text is actually about, instead of merely translating it. I already transcribed the entire text and scanned the images (about 1900) from an original 1849-edition. I am currently working on uploading the images to ''Mediawiki Commons'', which probably will take some time. In the meantime I want to prepare the other aspects of the project (more than 3000 articles, already with many internal links). The important thing: this is ''not'' a ''might exist''-project.  {{Color|red|My question: Is ''Wikiversity'' the proper place for it?}} Although I created an exact rendition of the original text, ''Wikisource'' is not applicable, because the project has a broader scope (adding content to the articles, e. g. links to online editions for quotations, adding images, but also adding entirely new articles). Neither is ''Wikibooks'', because this is not a textbook and may otherwise breach its scope. For more about the project see [[w:User:CalRis25/Temp-RICH-Prospectus|my user-page]] at en.wikipedia. {{Color|Red|So, is Wikiversity the right place for it?}} [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 09:15, 17 August 2024 (UTC)

:Thanks for asking. To be clear, it ''is'' acceptable to make [[:s:en:Category:Wikisource annotations|annotated editions]] of texts at Wikisource and Wikibooks does host at least one [[:b:en:Annotations of The Complete Peanuts|annotated guide to a copyright-protected work]]. So if what you're looking to do is to include inline annotations to a public domain text, you certainly can put that on Wikisource. If you have a textbook or guidebook that is a companion, that would go at Wikibooks. If you have some other kind of learning resources (like maintaining a list of relevant links, organizing a book reading group, etc.), that could go here. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:26, 17 August 2024 (UTC)
::Thank you for your quick answer. Actually, ''Wikibooks'' was my first thought. However, this project is not merely an annotated edition. Although at first it ''will'' be a faithful copy of the original text, I want the project to be &quot;open&quot;, i. e. adding articles should be possible. And the project should enable to do a lot more than mere inline annotation. See section [[w:User:CalRis25/Temp-RICH-Prospectus#Improving_RICH|Improving Rich]] in the project description a my user-page (en.Wikipedia). No ''Mediawiki''-project (Wikisource, Wikibooks, Wikipedia, Wiktionary) seemed to be a sufficiently applicable &quot;fit&quot; for the project, so I thought of Wikiversity as a last resort, because it is supposed to be home to all sorts of &quot;learning resources&quot;. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 09:57, 17 August 2024 (UTC)
:::The scope of Wikiversity ''is'' pretty catch-all and would allow for a pretty flexible place to host most learning resources that don't fit elsewhere.
:::Also, as nitpick, &quot;MediaWiki&quot; is the software that is the basis of these wikis (wikis being collections of interlinked documents that can be edited) and &quot;Wikimedia Foundation&quot; is the non-profit who owns the trademarks and hosts these projects like Wiktionary and Wikivoyage. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 10:06, 17 August 2024 (UTC)
::::Hello Justin, thank you for the reply. '''I think that settles it. I will create this project at ''Wikiversity''.''' Just for additional clarification, why I do so. Let's imagine a full transcription of the original 1849-edition of the ''Illustrated Companion'' by Anthony Rich and call it ''RICH-1849''. We shall call my project, for brevity sake, RICH-2K. And now, let's have a look at the article about the Roman toga (a piece of attire). In ''RICH-1849'' we can can call it ''RICH-1849/Toga'', and it contains ''exactly'' the content of the 1849-book. Now, let's look at the article ''RICH-2K/Toga''. At the beginning its only content would be the article ''RICH-1849/Toga''. Does that make ''RICH-2K/Toga'' and ''RICH-1849/Toga'' the same? Not at all, because in truth ''RICH-2K/Toga'' is a &quot;container&quot; which initially contains only the article ''RICH-1849/Toga'' but later on may include more stuff: images, external links, article text which builds on or extends ''RICH-1849/Toga'' and information from other sources of information (Wikipedia, specialized books). By the way, this added article information would not be a mere copy of the text at en.Wikipedia, because the information needs to looked at through the eyes of someone reading the original text (more citations with direct links to these etc.). [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 11:39, 17 August 2024 (UTC)

== Coming soon: A new sub-referencing feature – try it! ==

&lt;section begin=&quot;Sub-referencing&quot;/&gt;
[[File:Sub-referencing reuse visual.png|{{#ifeq:{{#dir}}|ltr|right|left}}|400px]]
Hello. For many years, community members have requested an easy way to re-use references with different details. Now, a MediaWiki solution is coming: The new sub-referencing feature will work for wikitext and Visual Editor and will enhance the existing reference system. You can continue to use different ways of referencing, but you will probably encounter sub-references in articles written by other users. More information on [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|the project page]].

'''We want your feedback''' to make sure this feature works well for you:

* [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Test|Please try]] the current state of development on beta wiki and [[m:Talk:WMDE Technical Wishes/Sub-referencing|let us know what you think]]. 
* [[m:WMDE Technical Wishes/Sub-referencing/Sign-up|Sign up here]] to get updates and/or invites to participate in user research activities.

[[m:Special:MyLanguage/Wikimedia Deutschland|Wikimedia Deutschland]]’s [[m:Special:MyLanguage/WMDE Technical Wishes|Technical Wishes]] team is planning to bring this feature to Wikimedia wikis later this year. We will reach out to creators/maintainers of tools and templates related to references beforehand.

Please help us spread the message. --[[m:User:Johannes Richter (WMDE)|Johannes Richter (WMDE)]] ([[m:User talk:Johannes Richter (WMDE)|talk]]) 10:36, 19 August 2024 (UTC)
&lt;section end=&quot;Sub-referencing&quot;/&gt;
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== New [[Template:Form]] ==

Hi! Today I was bold and created [[Template:Form]] (which calls [[Module:WikiForm]] and [[MediaWiki:Gadget-WikiForm.js]]). The template allows to create user-friendly forms that can create pages or add content to existing pages. My motivation and first use case was [[Wikidebate/New|this form]] to create new [[wikidebates]], but I suspect the template can be useful elsewhere on Wikiversity. Let me know if you notice any issues or have any requests or concerns. Kind regards, [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|discuss]] • [[Special:Contributions/Sophivorus|contribs]]) 15:21, 21 August 2024 (UTC)

== Sign up for the language community meeting on August 30th, 15:00 UTC ==

Hi all,

The next language community meeting is scheduled in a few weeks—on August 30th at 15:00 UTC. If you're interested in joining, you can [https://www.mediawiki.org/wiki/Wikimedia_Language_and_Product_Localization/Community_meetings#30_August_2024 sign up on this wiki page].

This participant-driven meeting will focus on sharing language-specific updates related to various projects, discussing technical issues related to language wikis, and working together to find possible solutions. For example, in the last meeting, topics included the Language Converter, the state of language research, updates on the Incubator conversations, and technical challenges around external links not working with special characters on Bengali sites.

Do you have any ideas for topics to share technical updates or discuss challenges? Please add agenda items to the document [https://etherpad.wikimedia.org/p/language-community-meeting-aug-2024 here] and reach out to ssethi(__AT__)wikimedia.org. We look forward to your participation!

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 23:20, 22 August 2024 (UTC)
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== Template consolidation: User talk page block notice ==
Wondering if someone who likes templates could have a go at consolidating or helping decide between use of:
* [[Template:Block]]
* [[Template:Blocked]]

Unless I'm missing something, it seems like we don't need both?

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:16, 23 August 2024 (UTC)
: I tried to figure out a Wikidata item with most links to projects. I found this: [[Wikidata:Q6379131]], which is Template:Uw-block. There is even a corresponding Wikiversity template, [[Template:Uw-block1]] (not used anywhere).
: My impression is that of the three templates, we only need one. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:43, 13 September 2024 (UTC)

== Announcing the Universal Code of Conduct Coordinating Committee ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[https://lists.wikimedia.org/hyperkitty/list/board-elections@lists.wikimedia.org/thread/OKCCN2CANIH2K7DXJOL2GPVDFWL27R7C/ Original message at wikimedia-l]. [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement - results|You can find this message translated into additional languages on Meta-wiki.]] [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement - results}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Hello all,

The scrutineers have finished reviewing the vote and the [[m:Special:MyLanguage/Elections Committee|Elections Committee]] have certified the [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Results|results]] for the [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election|Universal Code of Conduct Coordinating Committee (U4C) special election]].

I am pleased to announce the following individual as regional members of the U4C, who will fulfill a term until 15 June 2026:

* North America (USA and Canada)
** Ajraddatz

The following seats were not filled during this special election:

* Latin America and Caribbean
* Central and East Europe (CEE)
* Sub-Saharan Africa
* South Asia
* The four remaining Community-At-Large seats

Thank you again to everyone who participated in this process and much appreciation to the candidates for your leadership and dedication to the Wikimedia movement and community.

Over the next few weeks, the U4C will begin meeting and planning the 2024-25 year in supporting the implementation and review of the UCoC and Enforcement Guidelines. You can follow their work on [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee|Meta-Wiki]].

On behalf of the U4C and the Elections Committee,&lt;section end=&quot;announcement-content&quot; /&gt;

[[m:User:RamzyM (WMF)|RamzyM (WMF)]] 14:07, 2 September 2024 (UTC)
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== Re: The Vector 2022 skin as the default in two weeks? ==

[[File:Vector 2022 video-en.webm|thumb|A two minute-long video about Vector 2022]]
Hello everyone, I'm reaching out on behalf of the [[mediawikiwiki:Reading/Web|Wikimedia Foundation Web team]] responsible for the MediaWiki skins. I'd like to revisit the topic of making Vector 2022 the default here on English Wikiversity. I [[Wikiversity:Colloquium/archives/September 2022#The Vector 2022 skin as the default in two weeks?|did post a message about this almost two years ago]] (where you can find all the details about the skin), but we didn't finalize it back then.

What happened in the meantime? We built [[mw:Reading/Web/Accessibility for reading|dark mode and different options for font sizes]], and made Vector 2022 the default on most wikis, including all other Wikiversities. With the not-so-new V22 skin being the default, existing and coming features, like dark mode and [[mw:Trust and Safety Product/Temporary Accounts|temporary accounts]] respectively, will become available for logged-out users here.

So, if no large concerns are raised, we will deploy Vector 2022 here in two weeks, in the week of September 16. Do let me know if you have any questions. Thank you! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|discuss]] • [[Special:Contributions/SGrabarczuk (WMF)|contribs]]) 21:48, 2 September 2024 (UTC)

:Sounds good, Szymon - we look forward to the upcoming change of skin {{smile}} Sincerely, James -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:35, 13 September 2024 (UTC)
* I for one oppose a switch to Vector 2022. I do not find it preferable. Here is a staggering evidence of user refusal of Vector 2022 once it was deployed: [[W:en:Wikipedia:Requests for comment/Rollback of Vector 2022]], Junuary 2023. 355 voters supported rollback to Vector 2010 whereas 64 opposed, yielding 84.7% support, as clear a supermajority as one may wish. These people opposing Vector 2022 feel the same way as I do. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 10:48, 13 September 2024 (UTC)
*:Hey @[[User:Dan Polansky|Dan Polansky]]. Thanks for your comment. I'm open to discussion about problems with our software, and I hope we can maintain a respectful tone.
*:I understand that there are users who prefer Vector legacy or other skins, just as there are people who still stick to Monobook. Such people are active across many wikis. They can keep Vector legacy, although non-default skins don't have the support the default ones do. We are rolling out for technical reasons, as I mentioned above, with benefit to not logged-in users.
*:Regarding the rollback RfC on Wikipedia, two neutral users stated that there was no consensus for rollback, RfC is not a vote, and the numbers were different (355:226:24). I believe this all is pretty easy to verify.
*:So to sum up, Vector 2022 needs to become the default, tons and tons of comments were made about the skin and related stuff, and we have taken many ideas into account, and it's totally OK if you stick to Vector legacy.
*:Thanks! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|discuss]] • [[Special:Contributions/SGrabarczuk (WMF)|contribs]]) 19:30, 16 September 2024 (UTC)
*:: Today, I visited Wikiversity and found it switched to Vector 2022. I changed my preference settings to Vector 2010. From what I understand, non-registered visitors are now defaulted to Vector 2022 despite its unpopularity in [[W:en:Wikipedia:Requests for comment/Rollback of Vector 2022]]. I have not seen any evidence that users prefer Vector 2022, and given the evidence in the linked RfC, I tentatively conclude that the decision to switch has made the site experience worse for the majority of users. The logic of &quot;you can switch&quot; surely applies to Vector 2022 as well: those who prefer it can switch to it. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:08, 17 September 2024 (UTC)

== Have your say: Vote for the 2024 Board of Trustees! ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Hello all,

The voting period for the [[m:Special:MyLanguage/Wikimedia Foundation elections/2024|2024 Board of Trustees election]] is now open. There are twelve (12) candidates running for four (4) seats on the Board.

Learn more about the candidates by [[m:Special:MyLanguage/Wikimedia Foundation elections/2024/Candidates|reading their statements]] and their [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Questions_for_candidates|answers to community questions]].

When you are ready, go to the [[Special:SecurePoll/vote/400|SecurePoll]] voting page to vote. '''The vote is open from September 3rd at 00:00 UTC to September 17th at 23:59 UTC'''.

To check your voter eligibility, please visit the [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Voter_eligibility_guidelines|voter eligibility page]].

Best regards,

The Elections Committee and Board Selection Working Group&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 12:15, 3 September 2024 (UTC)
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== Separate page for hyperbola. ==

Good morning,

I notice that a search for &quot;hyperbola&quot; redirects to &quot;Conic sections&quot;.

At present there is a separate page for &quot;ellipse&quot;. Therefore a separate page for &quot;hyperbola&quot; seems to be justified.

Could this redirection be changed so that search for &quot;hyperbola&quot; goes to a separate page for &quot;hyperbola&quot;?

Many thanks,

[[User:ThaniosAkro|ThaniosAkro]] ([[User talk:ThaniosAkro|discuss]] • [[Special:Contributions/ThaniosAkro|contribs]]) 12:04, 15 September 2024 (UTC)

:It is true that ellipses are covered at [[Conic sections]] (along with hyperbolas, parabolas, etc.) and there is a separate page for [[ellipse]]s that elaborates. We certainly ''could'' have a page about [[hyperbola]]s that is separate, but no one has written sufficient content to spin it off yet. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 12:17, 15 September 2024 (UTC)

== I hereby request for your Unblocking IP address and just reviewed and received a reverted rec ==

Hi there. {{unsigned|Ishmael Raphasha}}
:No one has any clue what you're talking about. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 16:53, 18 September 2024 (UTC)

== RICH-2K: New project with some initial questions ==

Hello! I'm creating a new learning resource on ''Wikiversity''. The respective project is based on my transcription of a classical dictionary from 1849 by Anthony Rich. For more information about the project see its [[User:CalRis25/RICH: Description|description page]] (see also that page for why not ''Wikisource'' or ''Wikibooks''). The project's scope is fairly big: 3205 article-pages plus 304 REDIRECT-pages. The images (scanned by myself from an original copy) have been uploaded to ''Commons''. I have some initial technical questions (more of these and more detailed ones will follow):

* '''Upload''': Due to the large number of pages it is not realistic to create these manually. Is it possible to bulk-upload these in some way (the Wikitext of the pages is created using a Python-script with one file per article/page)? Is it possible to upload these to a test-environment first where any problems (hopefully none) can be identified and dealt with more easily than on the production-version of ''Wikiversity''?
* '''(Technical) Structure''': I am planning to set up this project at ''&lt;nowiki&gt;https://en.wikiversity.org/wiki/RICH-2K&lt;/nowiki&gt;'' as the main page and anything else as subpages: ''RICH-2K/Subpage_1 ... RICH-2K/Subpage_n''. However, these subpages fall into two categories: 1. Article-pages (content) and 2. Meta/Administrative pages. This project requires search capability restricted to the ''RICH-2K''-namespace. The ''Mediawiki''-software seems to supply a ''Search''-input field with the possibility to restrict the search to some namespace. I would like, however, to restrict the search further to the first group of pages, namely the articles. Is that possible, perhaps by use of (hidden) categories?
* '''External links''': This project will need many external links, and yes, I have read the relevant ''Wikiversity''-pages, but this specific project needs them. The ''Recommended Editions''-page (used for recommended online editions, to which to link when citing texts) alone probably will require several hundred external links. However, only relatively few [[w:Second-level domain|second-level domains]] will be involved, and most of these should be trustworthy (Perseus Digital library, digital collections of universities etc., in some cases, however, also ''Archive.org''). Perhaps there is a list of web-sites, for which external links are generally allowed? And who is allowed to create external links on ''Wikiversity''-pages (I haven't found the relevant policy)?
* '''Categories''': This project requires quite a few of its own categories, which belong to two large groups: 1. Categories (2 levels) of the ''Classed Index'' (about 170 categories), a thematic index of some (but not all) of the articles. 2. Administrative categories. Is there a recommended way to distinguish between different classes of categories within a project (category name or other method)? What about naming conventions for project-specific categories?

I am looking forward to your input. If you think that it's preferable we can move the discussions to the [[User_talk:CalRis25/RICH:_Description|Talk-page]] of the project's description. Thank you in advance. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 05:29, 20 September 2024 (UTC)

:*Admins have access to [[Special:Import]] and can bulk import XML pages. You can create pages in your sandbox if you'd like and make an indefinite amount of them at pages like [[User:CalRis25/sandbox]]. What can and cannot be hosted in user namespace is very loose, but still has to follow in principle Wikiversity's scope.
:*Using subpages is in principle a good way to organize these various resources. Please do not name them after a user name or something obscure. I personally think that &quot;RICH-2K&quot; is a not optimal name. I may recommend something like [[Anthony Rich Dictionary Project]] or [[21st-Century Anthony Rich Dictionary]] or something more obviously intelligible. While we have very few actual policies and guidelines, see [[Wikiversity:Naming conventions]] for a rough consensus of what is probably best practice for naming pages.
:*External linking generally does not use an allowed list (a.k.a. whitelist model), but a disallow (a.k.a. blacklist) model. See [[MediaWiki:Spam-blacklist]] and [[Special:BlockedExternalDomains]] (which is currently empty but is another method of listing blocked domains). It's perfectly fine to aggregate external links in learning resources.
:*I'm not 100% sure what the distinction is that you're drawing, but you can freely arrange categories underneath a main category that has the same name as your larger project. So, following the suggestions I gave, you could have a category like [[:Category:Anthony Rich Dictionary Project]] and then create any number of subcategories that logically help users navigate all these pages. Please make sure the main category you create is itself categorized under some relevant category(ies). If you need help, please ask.
:I think this answers your questions, please let me know if I'm unclear or you have more. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 06:11, 20 September 2024 (UTC)
::Hello Justin!
::* '''Upload:''' Creating the project in sandbox pages of my User-namespace defeats the purpose, as this is an ''open'' project. Also that would not solve, as such, the problem of having to manually create thousands of pages. I wonder, does ''Wikiversity'' support creation of pages using its API. ''Mediawiki's'' [[mw:API:Main_page|API-description]] seems to imply that it ought to be possible. If that's the case, I should be able to create a Python-script which automatically creates the pages (of course, a few trial pages first).
::* '''(Technical) Structure''': You may be right, here. RICH-2K is, for now, merely a technical name to make a clear but not too verbose distinction between the original text and the current project. I'll give this more thought.
::* '''External links''': I brought this up mainly because when I first edited my ''Wikiversity''-page, I got a message that I was not allowed to create external links. However, I just now tested creating an external link on my user-page and got no error, so this problem seems to be solved.
::* '''Categories''': I think I know what you mean. I'll create a category structure and maybe ask some specific questions once I am ready to do so.
::Thank you for your quick help. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 18:51, 20 September 2024 (UTC)
:::re: upload, I'm just suggesting your sandbox(es) as you asked about &quot;a test-environment&quot;. Anyone can edit someone else's sandboxes, but you typically defer to other users to control what's in their own subpages as a collegial thing. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:39, 23 September 2024 (UTC)

Hello! I have two further questions:
# I created a category-structure for the project. Could you (or someone else) have a look at it ([[User:CalRis25/RICH: Categories]]) and answer the questions in the section [[User:CalRis25/RICH:_Categories#Questions|Questions]]? I gave it some thought and believe that this would work fine for the project.
# ''Project boxes'' (see [[Help:Tour of project boxes]]): It is unclear to me, whether these belong only on the main page of the project (that makes the most sense to me), or on every single subpage.
Thanks in advance for your help. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 17:51, 24 September 2024 (UTC)

:To answer your questions here:
:*No, you are not contravening any policies we have.
:*A leading &quot;The&quot; is acceptable, but if you want it to sort alphabetically, you will have to use &lt;nowiki&gt;{{DEFAULTSORT:}}&lt;/nowiki&gt;. E.g. to get Category:The Best Stuff to sort under &quot;B&quot;, insert &quot;&lt;nowiki&gt;{{DEFAULTSORT:Best Stuff, The}}&lt;/nowiki&gt;.
:*Trailing &quot;etc.&quot; is acceptable.
:*An accent in a category title is acceptable.
:I'll also note that it looks like you have in mind some tracking categories that are redundant. Pages such as [[Special:LonelyPages]] and [[Special:DeadendPages]] already do automatically what you're proposing to do manually.
:As for project boxes, it's typically the case that the subjects are only placed on the main resource, but as you may imagine, [[Help:Tour of project boxes/1|status completion ones]] may vary from subpage to subpage. As with most things at Wikiversity, there are very few actual rules, so it's pretty much the wild west, even tho this project has been around for almost 20&amp;nbsp;years. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:18, 25 September 2024 (UTC)
::Hello Justin, thanks for the DEFAULTSORT-hint for categories beginning with ''The''. I will restrict the project boxes to the main page. As for the the orphaned/dead-end-categories, I prefer these to be project-specific. Once the project is up and running, putting articles &quot;on the map&quot; (making them accessible from other articles and creating links to other articles) is one of the first tasks to be dealt with. I already know which articles are involved and will add these categories to these articles. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 16:51, 25 September 2024 (UTC)

== Your wiki will be in read-only soon ==

&lt;section begin=&quot;server-switch&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;

[[:m:Special:MyLanguage/Tech/Server switch|Read this message in another language]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-Tech%2FServer+switch&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]

The [[foundation:|Wikimedia Foundation]] will switch the traffic between its data centers. This will make sure that Wikipedia and the other Wikimedia wikis can stay online even after a disaster.

All traffic will switch on '''{{#time:j xg|2024-09-25|en}}'''. The switch will start at '''[https://zonestamp.toolforge.org/{{#time:U|2024-09-25T15:00|en}} {{#time:H:i e|2024-09-25T15:00}}]'''.

Unfortunately, because of some limitations in [[mw:Special:MyLanguage/Manual:What is MediaWiki?|MediaWiki]], all editing must stop while the switch is made. We apologize for this disruption, and we are working to minimize it in the future. 

A banner will be displayed on all wikis 30 minutes before this operation happens. This banner will remain visible until the end of the operation. 

'''You will be able to read, but not edit, all wikis for a short period of time.'''

*You will not be able to edit for up to an hour on {{#time:l j xg Y|2024-09-25|en}}.
*If you try to edit or save during these times, you will see an error message. We hope that no edits will be lost during these minutes, but we can't guarantee it. If you see the error message, then please wait until everything is back to normal. Then you should be able to save your edit. But, we recommend that you make a copy of your changes first, just in case.

''Other effects'':

*Background jobs will be slower and some may be dropped. Red links might not be updated as quickly as normal. If you create an article that is already linked somewhere else, the link will stay red longer than usual. Some long-running scripts will have to be stopped.
* We expect the code deployments to happen as any other week. However, some case-by-case code freezes could punctually happen if the operation require them afterwards.
* [[mw:Special:MyLanguage/GitLab|GitLab]] will be unavailable for about 90 minutes.

This project may be postponed if necessary. You can [[wikitech:Switch_Datacenter|read the schedule at wikitech.wikimedia.org]]. Any changes will be announced in the schedule. 

'''Please share this information with your community.'''&lt;/div&gt;&lt;section end=&quot;server-switch&quot;/&gt;

[[User:Trizek_(WMF)|Trizek_(WMF)]], 09:37, 20 September 2024 (UTC)
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== 'Wikidata item' link is moving. Find out where... ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;&lt;i&gt;Apologies for cross-posting in English. Please consider translating this message.&lt;/i&gt;{{tracked|T66315}}

Hello everyone, a small change will soon be coming to the user-interface of your Wikimedia project.
The [[d:Q16222597|Wikidata item]] [[w:|sitelink]] currently found under the &lt;span style=&quot;color: #54595d;&quot;&gt;&lt;u&gt;''General''&lt;/u&gt;&lt;/span&gt; section of the '''Tools''' sidebar menu will move into the &lt;span style=&quot;color: #54595d;&quot;&gt;&lt;u&gt;''In Other Projects''&lt;/u&gt;&lt;/span&gt; section.

We would like the Wiki communities feedback so please let us know or ask questions on the   [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Discussion page]] before we enable the change which can take place October 4 2024, circa 15:00 UTC+2.
More information can be found on [[m:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|the project page]].&lt;br&gt;&lt;br&gt;We welcome your feedback and questions.&lt;br&gt; [[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 18:56, 27 September 2024 (UTC)
&lt;/div&gt;
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==Download as PDF==
[[Phabricator:T376438]]: &quot;Download to PDF&quot; on en.wv is returning error: &quot;{&quot;name&quot;:&quot;HTTPError&quot;,&quot;message&quot;:&quot;500&quot;,&quot;status&quot;:500,&quot;detail&quot;:&quot;Internal Server Error&quot;}&quot;

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 22:36, 3 October 2024 (UTC)

:I just downloaded this page as a PDF and it worked just fine. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 23:04, 3 October 2024 (UTC)

== Protected template bug for Pp ==

It seems that templates derivative of {{tlx|Pp}} (compiled in {{tlx|Protection templates}}) are being sorted into protection categories using the name 'Wikipedia' instead of 'Wikiversity' (e.g., [[:Category:Wikipedia pages with incorrect protection templates]]). From what I can tell, it is not in the publicly accessible source code of any of the templates. The only other impacted pages are modules which call {{tlx|pp}}-derivatives (e.g., [[Module:Navbar/styles.css]]).

This does not seem to affect any other pages in [[:Category:Wikiversity protected templates]]. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 18:59, 4 October 2024 (UTC)

:The problem is that &quot;Wikipedia&quot; is [https://en.wikiversity.org/w/index.php?title=Special%3ASearch&amp;limit=500&amp;offset=0&amp;ns828=1&amp;search=Wikipedia&amp;searchToken=9svkpqlxxoquoq7bnkt55ugts mentioned in several modules that were copied over from en.wp]; many of these are legit and many of them need to be replaced with &quot;Wikiversity&quot; ([https://en.wikiversity.org/w/index.php?title=Module%3APp-move-indef&amp;diff=2662815&amp;oldid=1944984 e.g.]) This particular change ''may'' fix all of these issues...? But 1.) it will take time to propagate across the site and 2.) there are still many more &quot;Wikipedia&quot;s that need to be changed, so I'll go thru a few more, but if you want to give me an assist, if you can just check this one week from now and ping me if the problem persists, that would be nice. Sometimes, I make calendar reminders to follow up on these, but I'm not a perfect person. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 04:55, 5 October 2024 (UTC)

== Invitation to Participate in Wiki Loves Ramadan Community Engagement Survey ==

Dear all,


We are excited to announce the upcoming [[m:Wiki Loves Ramadan|Wiki Loves Ramadan]] event, a global initiative aimed at celebrating Ramadan by enriching Wikipedia and its sister projects with content related to this significant time of year. As we plan to organize this event globally, your insights and experiences are crucial in shaping the best possible participation experience for the community.

To ensure that Wiki Loves Ramadan is engaging, inclusive, and impactful, we kindly invite you to participate in our community engagement survey. Your feedback will help us understand the needs of the community, set the event's focus, and guide our strategies for organizing this global event.

Survey link: https://forms.gle/f66MuzjcPpwzVymu5

Please take a few minutes to share your thoughts. Your input will make a difference!

Thank you for being a part of our journey to make Wiki Loves Ramadan a success.


Warm regards,

User:ZI Jony 03:19, 6 October 2024 (UTC)

Wiki Loves Ramadan Organizing Team
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== 'Edit to my talk page' notification bug? ==

This may belong at the bug tracker, but does anyone else have an issue disabling ''email'' notifications upon  an 'Edit to my talk page' in [[Special:GlobalPreferences]]? Oddly I ''am'' able to disable the global preference on Wikipedia, MediaWiki, etc, but not here. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 09:23, 7 October 2024 (UTC)

:I have not experienced this, but to be clear, do you also have the option to get emails when items on your talk page are edited turned on? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:39, 7 October 2024 (UTC)
::The only (non-grayed out) options I have enabled for email are 'Failed login attempts' and 'Login from an unfamiliar device'. 'Edit to my talk page' re-checks after every save. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 09:54, 7 October 2024 (UTC)
:::That does sound like a [[phab:]] issue, with the caveat that I don't 100% recall how global preferences work and if they override local ones, etc. If you have parsed that and still have this issue, you'll probably need to file a ticket. Maybe someone else has this issue. Wish I could help. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:57, 7 October 2024 (UTC)
::::[[phab:T376601|Off 'n away]] 🫡 [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 10:35, 7 October 2024 (UTC)

== [[Portal:Computer Science]] ➝ [[Portal:Information sciences]] ==

Seeking consensus to complete the merge into the broader portal. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 06:28, 8 October 2024 (UTC)

:Why should it be merged? Computer Science seems well-enough designed. What is the incentive to collapse it into a broader field of study? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 07:18, 8 October 2024 (UTC)
::Portals as top level organizations allowing for content to be best centralized. Also note that I did not start the merge, just offering to finish it. Perhaps a {{tlx|prod}} instead? [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 07:20, 8 October 2024 (UTC)
:::I have no objections, personally. If it gets done, please use a redirect and should someone want to come along to resurrect it later, it will be easier. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 07:21, 8 October 2024 (UTC)
: Is computer science really a branch of information sciences? I would not think so, but what do I know. Do we have some external resources/links confirm this idea? [[W:Information science]] currently says: &quot;Information science, documentology[1] or informatology[2][3] is an academic field which is primarily concerned with analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information.&quot; --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:49, 11 October 2024 (UTC)
::Looking through [https://stackoverflow.com/q/1047014/22673230] [https://businessdegrees.uab.edu/mis-degree-bachelors/resources/computer-information-systems-vs-computer-science/] [https://www.si.umich.edu/student-experience/what-information-science] a few top (not necessarily RS) searches I'm inclined to agree. I am more familiar with the grafted [[:w:Information and computer science|information ''and'' computer science]] which makes an effort to merge the disciplines, but it does not seem like reaching to say that IS is presented as more applications-concerned (certainly with no lack of theoretical abstraction), whereas CS can be more freely associated with any and all 'science related to computers'. It is easy to reason about the connection between the fields, but I think it is clear academia maintains this taxonomy for a good reason.
::With these considerations, I think I will ''stop'' the process of merging in favor of expanding the existing [[School:Library and Information Science]]. 

::Let me know if there is not consensus to redirect [[Portal:Information sciences]] to [[School:Library and Information Science]] (with enough expansion it can generalize away from just library sciences). [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 16:16, 11 October 2024 (UTC)
::: I do not see that a merge of a ''portal'' to a ''school'' is a good thing. Do you have a clear idea of the concepts of school and portal and how they relate to each other? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 16:34, 11 October 2024 (UTC)
::::Found [[:Category:Information sciences]]; there are enough existing resources in there to make my other proposed merge excessive. I will simply continue developing the existing [[Portal:Information sciences]] instead. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 17:05, 11 October 2024 (UTC)
::::: Frankly, I would ideally see [[Portal:Information sciences]] deleted: I don't see what it does that a category would not do well enough. There does not seem to be any material specific to &quot;Information sciences&quot; (whatever that is) in that portal at all. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 17:11, 11 October 2024 (UTC)
::::::Tacked a {{tlx|prod}} for an eventual deletion, but I may still try to develop it as proof of concept at some point. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 17:33, 11 October 2024 (UTC)

== [[:Category:Occupational Epidemiology]] ==

I propose moving the pages in this category (without leaving redirects) to their equivalent under the parent resource [[Occupational Health Risk Surveillance]]. Also due to the number of subpages, it seems &lt;code&gt;|filing=deep&lt;/code&gt; would be a justified. (Also [[Special:PrefixIndex/Occupational_Epidemiology|there are quite a few]] untagged subpages.) [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 05:11, 9 October 2024 (UTC)
: I above all think that the content should be ''moved out of the mainspace'': I do not see readers learning anything from e.g. [[Occupational Epidemiology/Research tools/Reading of scientific articles for learning epidemiology and biostatstics]] or [[Occupational Epidemiology/Research tools/Ongoing projects/Risk Communication in Seafaring/Writing the article guideline IMRAD]]. Wikiversity can be kind enough to host that material in, say, subspace of [[User:Saltrabook]], but more should not be asked, I think. Let us recall that per [[WV:Deletions]], &quot;Resources may be eligible for proposed deletion when education objectives and learning outcomes are scarce, and objections to deletion are unlikely&quot;; I do not see how learning outcomes can be anything but scarce. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 15:04, 11 October 2024 (UTC)
::thank you, agree @ [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 21:03, 13 November 2024 (UTC)

== Active editors ==

It is interesting to observe the stats on [https://stats.wikimedia.org/#/en.wikiversity.org/contributing/active-editors/normal|line|all|(page_type)~content*non-content|monthly active editors] through the project's history. October is our month! [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 20:44, 8 October 2024 (UTC)

:Odd. Maybe related to the school year? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 02:10, 9 October 2024 (UTC)
::I wonder how many are [[User:Jtneill|Jtneill]]'s crowd... the number is in the hundreds though, so that is one chunky cohort —[[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:16, 9 October 2024 (UTC)
:::Yes, [[Motivation and emotion/Book]] involves ~100-150 students editing most intensely during October each year. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 02:20, 9 October 2024 (UTC)
::::Neat, that still leaves around ~50-100 other students from other avenues each year since 2021. I also wonder which projects were involved in the COVID enrollment spike. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:26, 9 October 2024 (UTC)
:::::Personally I can admit that my editing is much more active during the school season vs. the summer break, so I'm in the same boat as Jtneill's students. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:24, 13 November 2024 (UTC)
:@[[User:Tule-hog|Tule-hog]] This is an interesting topic, but it is not clear to me as an outsider what you and other participants in this discussion find interesting. I  find this graph not very meaningful because it does not tell me if the number of  Active editors has gone up or down during the period covered, which I think was 2000-now. 
:I can see a big jump between 2000 and 2007, but what happened since then? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:45, 16 December 2024 (UTC)

== Intentionally incorrect resource ==

There is a [[Special:Diff/2583464|disclaimer inserted onto a resource]] (by not the original author) that:
&lt;blockquote&gt;I am merely [making this page false] to show you (The viewer) that Wikipedia and this page 'Wikiversity' is bull sh*t and it will not give you the reliability you need when writing an academic piece of writing.&lt;/blockquote&gt;
However, that IP has [[Special:Contributions/86.22.73.151|not made any other edits]], so unless they vandalized via a sock, the intent went un-realized and only that portion need be removed. Bumping here in case there is some obvious jumbo in that essay that someone else can catch. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 16:58, 9 October 2024 (UTC)

:Removed that portion, which was obviously vandalism. No perspective on the rest of the essay. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 18:38, 9 October 2024 (UTC)

== [[:Category:Proposed guidelines]] ==

Noting for future editors that WV has collapsed all proposals into [[:Category:Proposed policies|proposed policies]]. Seeking consensus to further collapse [[:Category:Wikiversity proposals]] into the former, or to restore [[:Category:Proposed guidelines]]. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 19:19, 9 October 2024 (UTC)

== [[Around Wikiversity in 80 Seconds|Broken 80-second tour]] ==

Bumping a [[Talk:Around_Wikiversity_in_80_Seconds|comment]] on the ''Wikiversity in 80 seconds'' tour. Appears wikisuite is not working with the Vector 2022 appearance. 

Also see [[:w:Wikipedia:Miscellany_for_deletion/Wikiversuite_pages|this thread]] on the Wikiversal package - may not be relevant to Wikiversity, but FYC. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 00:26, 10 October 2024 (UTC)
: I would just delete the material; I do not see value in it. If others agree, I would try to articulate why I think it should be deleted (or move to author user space). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:57, 13 October 2024 (UTC)
::Just mark as {{tl|historical}}. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 17:39, 13 October 2024 (UTC)
::: This thing was created by [[User:Planotse]]. His creations are now being discussed in Wikibooks for deletion: [[B:Wikibooks:Requests for deletion#Wikiversal generated pages]]. It seems he used some kind of tool that is no longer available (the above mentioned &quot;Wikiversal&quot; package) to create this kind of slideshow-like material (believing the Wikibooks discussion). I do not see value of this in the mainspace, not even as historical (I am okay with userspace, but maybe even that is not the best option?). A look at the source code of [[Around Wikiversity in 80 Seconds/Introduction]] confirms the words of Omphalographer, namely that &quot;the HTML-heavy markup generated by Wikiversal makes them [the pages] unreasonably difficult to edit.&quot;
::: I went ahead and marked the page for proposed deletion. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:35, 14 October 2024 (UTC)

== Preliminary results of the 2024 Wikimedia Foundation Board of Trustees elections ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Hello all,

Thank you to everyone who participated in the [[m:Special:MyLanguage/Wikimedia Foundation elections/2024|2024 Wikimedia Foundation Board of Trustees election]]. Close to 6000 community members from more than 180 wiki projects have voted.

The following four candidates were the most voted:

# [[User:Kritzolina|Christel Steigenberger]]
# [[User:Nadzik|Maciej Artur Nadzikiewicz]]
# [[User:Victoria|Victoria Doronina]]
# [[User:Laurentius|Lorenzo Losa]]

While these candidates have been ranked through the vote, they still need to be appointed to the Board of Trustees. They need to pass a successful background check and meet the qualifications outlined in the Bylaws. New trustees will be appointed at the next Board meeting in December 2024.

[[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Results|Learn more about the results on Meta-Wiki.]]

Best regards,

The Elections Committee and Board Selection Working Group

&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MPossoupe_(WMF)|MPossoupe_(WMF)]] 08:26, 14 October 2024 (UTC)
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== Seeking volunteers to join several of the movement’s committees ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Each year, typically from October through December, several of the movement’s committees seek new volunteers. 

Read more about the committees on their Meta-wiki pages:
* [[m:Special:MyLanguage/Affiliations_Committee|Affiliations Committee (AffCom)]]
* [[m:Special:MyLanguage/Ombuds_commission|Ombuds commission (OC)]]
* [[m:Special:MyLanguage/Wikimedia Foundation/Legal/Community Resilience and Sustainability/Trust and Safety/Case Review Committee|Case Review Committee (CRC)]]

Applications for the committees open on 16 October 2024. Applications for the Affiliations Committee close on 18 November 2024, and applications for the Ombuds commission and the Case Review Committee close on 2 December 2024. Learn how to apply by [[m:Special:MyLanguage/Wikimedia_Foundation/Legal/Committee_appointments|visiting the appointment page on Meta-wiki]]. Post to the talk page or email [mailto:cst@wikimedia.org cst@wikimedia.org] with any questions you may have.

For the Committee Support team,
&lt;section end=&quot;announcement-content&quot; /&gt;

-- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 23:09, 16 October 2024 (UTC)
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== Interactive elements ==
Can we use interactive elements on Wikiversity? I'd like to add JavaScript to a page. If it's not possible now, where can I suggest this feature? I have a safe integration idea.
[[User:Отец Никифор|Отец Никифор]] ([[User talk:Отец Никифор|discuss]] • [[Special:Contributions/Отец Никифор|contribs]]) 12:10, 17 October 2024 (UTC)
: This is beyond my technical knowledge, but have you checked out:
:* https://www.mediawiki.org/wiki/Manual:Interface/JavaScript?
:* [[Wikipedia:WikiProject JavaScript]]
:* [[MediaWiki:Common.js]]

:What sort of interactive elements are you thinking about?

: Sincerely, James -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 03:39, 18 October 2024 (UTC)
::I was thinking about adding something like a graph with adjustable controls, where users can interact with it and see how different changes affect the outcome. It seems like this could be a useful feature. There might already be discussions about enhancing Wikiversity or similar platforms—perhaps on a relevant talk page or in a Discord group. Do you know where such discussions might be happening? [[User:Отец Никифор|Отец Никифор]] ([[User talk:Отец Никифор|discuss]] • [[Special:Contributions/Отец Никифор|contribs]]) 19:47, 18 October 2024 (UTC)
:::From a quick look, maybe check out:
:::* [[mw:Extension:Graph]]
:::* [[phab:tag/graphs]]
:::-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 22:40, 18 October 2024 (UTC)
:::: mw:Extension:Graph is currently disabled on Wikipedia etc. wikis, for security reasons, and seems unlikely to be enabled again. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:30, 19 October 2024 (UTC)

== An unexplained spurt of Wikiversity page views ==
The [https://pageviews.wmcloud.org/siteviews/?platform=all-access&amp;source=pageviews&amp;agent=user&amp;start=2024-06-01&amp;end=2024-10-18&amp;sites=en.wikiversity.org|en.wikibooks.org|en.wikiquote.org|en.wikisource.org page view report] shows an unexplained spurt of Wikiversity page views, reaching over 4 times the baseline and then falling back again. Does anyone have any idea what is going on? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:01, 19 October 2024 (UTC)

:Interesting. I wonder why only the English wikiquote and wikiversity and not Wikisource or wikibooks? How reliable do you think those stats are? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:44, 8 December 2024 (UTC)
:I guess the mention in mass media might be a cause. Someone metions it and then thousands go and look. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:02, 17 December 2024 (UTC)

== Center tempate failed on a contributors phone... ==

See the edit comment here - https://en.wikiversity.org/w/index.php?title=Wikiphilosophers&amp;diff=prev&amp;oldid=2673962. I'm puzzled as this is the first failure of this, I've noted recently. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:45, 19 October 2024 (UTC)

== Essay-like page in user space that makes little sense and seems incoherent ==
The page [[User:TheoYalur/Illusions]] seems to match the description, at least by my assessment. My understanding is that since the page is only in user space and not in the mainspace, it can stay there even if it has those disqualifying qualities. But if I am wrong and the page belongs deleted, please correct me and let me know. I do not know which policy or guideline, if any, guides the case. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 12:30, 21 October 2024 (UTC)

== 'Wikidata item' link is moving, finally. ==

Hello everyone, I previously wrote on the 27th September to advise that the ''Wikidata item'' sitelink will change places in the sidebar menu, moving from the '''General''' section into the '''In Other Projects''' section. The scheduled rollout date of 04.10.2024 was delayed due to a necessary request for Mobile/MinervaNeue skin. I am happy to inform that the global rollout can now proceed and will occur later today, 22.10.2024 at 15:00 UTC-2. [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Please let us know]] if you notice any problems or bugs after this change. There should be no need for null-edits or purging cache for the changes to occur. Kind regards, -[[m:User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] 11:28, 22 October 2024 (UTC)
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:Hi @[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]]: I Just noticed your post above, and it is timely.
:I have been participating in the English WikiUniversity for a few years, much less often recently. I seems like something in the way the site displays is different, but I cannot put my finger on it. Your posting gave me a clue. Can you please tell me where  the link to wikidata items has moved to? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:23, 11 December 2024 (UTC)
::Hello @[[User:Ottawahitech|Ottawahitech]], sure, I would be happy to. The button/sitelink name didn't change, just its position. You should find it in the sidebar-menu under the section '''In other projects''' (where the links to all other Wikimedia Projects are displayed). If you do not see it, please reach out to us on the [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Move Wikidata item - Discussion page]]. Thank you, -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 09:24, 12 December 2024 (UTC)
:::@[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]], thank you for responding. I intend to followup on the ''Move Wikidata item - Discussion page'' as per your post above by putting it on my ever growing todo list.
:::I don't know about others on this wiki, as I said I have not been visiting here frequently, but for me the constant changes are a big distraction. I have been around wikimedia projects since 2007, so why do I have to spend so much time learning and re-learning how to find what I came here for? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:41, 12 December 2024 (UTC)
::::Hi @[[User:Ottawahitech|Ottawahitech]], thanks for you thoughts. Your input whether positive or critical helps us understand the impacts to editors so we welcome your further thoughts when you reach us in your To Do List :)
::::I can't speak about the other changes you've experienced here but I do hope they are made with a spirit of improvement for the community as a whole. -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 10:43, 16 December 2024 (UTC)

== Final Reminder: Join us in Making Wiki Loves Ramadan Success ==

Dear all,

We’re thrilled to announce the Wiki Loves Ramadan event, a global initiative to celebrate Ramadan by enhancing Wikipedia and its sister projects with valuable content related to this special time of year. As we organize this event globally, we need your valuable input to make it a memorable experience for the community.

Last Call to Participate in Our Survey: To ensure that Wiki Loves Ramadan is inclusive and impactful, we kindly request you to complete our community engagement survey. Your feedback will shape the event’s focus and guide our organizing strategies to better meet community needs.

* Survey Link: [https://docs.google.com/forms/d/e/1FAIpQLSffN4prPtR5DRSq9nH-t1z8hG3jZFBbySrv32YoxV8KbTwxig/viewform?usp=sf_link Complete the Survey]
* Deadline: November 10, 2024
Please take a few minutes to share your thoughts. Your input will truly make a difference!

'''Volunteer Opportunity''': Join the Wiki Loves Ramadan Team! We’re seeking dedicated volunteers for key team roles essential to the success of this initiative. If you’re interested in volunteer roles, we invite you to apply.
* Application Link: [https://docs.google.com/forms/d/e/1FAIpQLSfXiox_eEDH4yJ0gxVBgtL7jPe41TINAWYtpNp1JHSk8zhdgw/viewform?usp=sf_link Apply Here]
* Application Deadline: October 31, 2024
Explore Open Positions: For a detailed list of roles and their responsibilities, please refer to the position descriptions here: [https://docs.google.com/document/d/1oy0_tilC6kow5GGf6cEuFvdFpekcubCqJlaxkxh-jT4/ Position Descriptions]

Thank you for being part of this journey. We look forward to working together to make Wiki Loves Ramadan a success!


Warm regards,&lt;br&gt;
The Wiki Loves Ramadan Organizing Team 05:11, 29 October 2024 (UTC)
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== Android app for Wikiversity ==

Hi, is there an Android app for Wikiversity? How does it work? I have been advised that there is no infrastructure for push notifications for Android apps for sister wikis and I would be interested to know more. Related: [[:phab:T378545]]. Thanks! [[User:Gryllida|Gryllida]] 23:15, 29 October 2024 (UTC)

:Thanks for suggesting this - I agree that it would be useful. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:56, 31 October 2024 (UTC)
:@[[User:Gryllida|Gryllida]]: Would you explain your terminology  for those of us not in the know. What does ''push notifications'' mean? I use [https://www.mediawiki.org/wiki/Help:Notifications notifications] when I am communicating on wikimedia projects, but have never heard this term before. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:13, 11 December 2024 (UTC)
:I dont think there is an app.  [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:01, 17 December 2024 (UTC)
:This would be useful, however we do not have an app for Wikiversity yet. I am thinking of helping out with no-code or low code tools, but I am working on some courses here. I might be able to do some contributions though. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 14:14, 17 December 2024 (UTC)

== Import Resource From Wikibooks? ==

Hello! [[wikibooks:Character_List_for_Baxter&amp;Sagart|Character List for Baxter&amp;Sagart]] and related titles [[wikibooks:Wikibooks:Requests_for_deletion#Character_List_for_Baxter&amp;Sagart|are up for deletion at Wikibooks]] because WB policy does not allow dictionaries like them. However, because they are useful as learning tools, I am wondering if they might have a home here at Wikiversity. Pinging @[[User:Tibetologist|Tibetologist]] here to link them in to this discussion, since they are the affected user. Thank you! —[[User:Kittycataclysm|Kittycataclysm]] ([[User talk:Kittycataclysm|discuss]] • [[Special:Contributions/Kittycataclysm|contribs]]) 18:18, 1 November 2024 (UTC)

:Sure, I can do it. That said, as mentioned there, it does seem like something like this is ideally suited for Wiktionary in the Appendix namespace, but I'm not very familiar with CJK characters and languages. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:23, 3 November 2024 (UTC)
::Oh man, these pages are too big to import and while I've already tried a half-dozen times, it will constantly fail. Strictly speaking, we don't have to use the import feature for licensing purposes. We can just copy and paste the contents and list the usernames or on the talk page. I think that's the solution. {{Ping|Tibetologist}}, are you interested in doing that? If you just copied and pasted these pages and then added [[:Category:Chinese]] and maybe include a couple of links to the pages, that would probably be ideal. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:31, 3 November 2024 (UTC)

== Language translation requests? ==

Is there anywhere on Wikiversity to request translation, for example, requesting Latin or French translation? I would be asking from the context as a student, so I would be interested in translation explanation as well. [[User:Indexcard88|Indexcard88]] ([[User talk:Indexcard88|discuss]] • [[Special:Contributions/Indexcard88|contribs]]) 04:56, 20 November 2024 (UTC)

:I am not too sure about this topic. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:44, 17 December 2024 (UTC)

== Sign up for the language community meeting on November 29th, 16:00 UTC ==

Hello everyone,

The next language community meeting is coming up next week, on November 29th, at 16:00 UTC (Zonestamp! For your timezone &lt;https://zonestamp.toolforge.org/1732896000&gt;). If you're interested in joining, you can sign up on this wiki page: &lt;https://www.mediawiki.org/wiki/Wikimedia_Language_and_Product_Localization/Community_meetings#29_November_2024&gt;.

This participant-driven meeting will be organized by the Wikimedia Foundation’s Language Product Localization team and the Language Diversity Hub. There will be presentations on topics like developing language keyboards, the creation of the Moore Wikipedia, and the language support track at Wiki Indaba. We will also have members from the Wayuunaiki community joining us to share their experiences with the Incubator and as a new community within our movement. This meeting will have a Spanish interpretation.

Looking forward to seeing you at the language community meeting! Cheers, [[User:SSethi (WMF)|Srishti]] 19:55, 21 November 2024 (UTC)
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== Events on Wikiversity ==

Since Wikipedia and Wikivoyage are having their &quot;Asian Month&quot; editathon, I was thinking if we could start up a Wikiversity version of that. This would be an &quot;Asian Month&quot; as well, but it would be about creating resources based on Asia and its culture. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:57, 6 December 2024 (UTC)

:Not immediately opposed, but the question is, do we have an active enough community to facilitate this? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:31, 6 December 2024 (UTC)
::I'm not too sure. As long as we get enough traffic, this could happen. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 08:45, 7 December 2024 (UTC)
:::This is to increase traffic on Wikiversity, which is promoted amongst other communities. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 10:47, 7 December 2024 (UTC)
:Hi @[[User:RockTransport|RockTransport]], This is a good idea, but will it also involve users who are not &quot;professors and scientists&quot;. Just curious. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:30, 9 December 2024 (UTC)
::Yes, considering the fact that Wikiversity is for everyone, and not just for specific users. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 09:09, 10 December 2024 (UTC)
:::because I'm personally not a &quot;professor&quot; or a &quot;scientist&quot; and because '''anyone''' can create resources on Wikiversity. We want to make Wikiversity open for everyone, and not just for certain users. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 09:10, 10 December 2024 (UTC)
::::I am also not a professor or a scientist, but it seems to me that as result I am viewed here as a visitor rather than someone who can contribute. Just my $.02. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:05, 12 December 2024 (UTC)
:I am affraid, that creation of educational resources on certain topic is way harder then wikipedia. Secondly while wikipedia stub does not matter, education resource stub is uselless completly. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 09:59, 17 December 2024 (UTC)
::How is it useless, you can contribute to other learning resources and maybe improve it as such, if you have some knowledge on a particular topic or something else. This is to increase diversity. Just a kind notice. It's also pretty hard to do it on Wikivoyage, but that's the same for every platform. Stubs may be improved on, and this is the concept. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:19, 17 December 2024 (UTC)
::There are lots of stubs here, on Wikiversity. So the whole purpose of this event is to increase engagement and willingness to edit these pages. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:24, 17 December 2024 (UTC)

== Wikiversity - Newsletters ==

Hello All,

I wanted to create a newsletter on Wikiversity, which would highlight what is going on in certain months and events on Wikiversity; which would bolster engagement by many people. This would be on the website and would have its dedicated 'Newsletter' tab.

I hope you acknowledge this idea. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:05, 8 December 2024 (UTC)

:@[[User:RockTransport|RockTransport]], What sort of things do you plan to include in your newsletter? Will they be different than what is currently in [[Main Page/News]]? Just curious.
:I am also wondering about your motive which I think is: to bolster engagement by many people. I am asking because I wonder if others who are currently active here also think this I is desirable? Have you asked them? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:34, 11 December 2024 (UTC)
::Not yet, which was why I was asking this on the colloquium. I plan to include things that many people have created on Wikiversity over the month, as it is a monthly newsletter. It would be somewhere on the website here. It will be more frequent that the ones seen on [[Main Page/News]]. We will include people's resources to essentially promote them. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 06:50, 12 December 2024 (UTC)
:::@[[User:RockTransport|RockTransport]], I Think what you are saying is that ''Main Page/News'' does not update frequently enough? 
:::If this is the reason, why not start small by simply increasing the frequency of posting news on the main page, instead of trying to start a newsletter?
:::If there is more, can you articulate what else is missing. Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:51, 12 December 2024 (UTC)
::::I meant going to detail into topics covered in that month, rather than just giving a few points. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 16:53, 12 December 2024 (UTC)
:::::What sort of details did you have in mind? You can pick one of the links provided in [[Main Page/News]] to illustrate. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:29, 16 December 2024 (UTC)
::::::I'm thinking of the community entering their projects, and discussing those in the newsletter. It depends on what they want, though. There would be a dedicated page for giving the information about their projects [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:24, 16 December 2024 (UTC)
:::::::I might start working on this soon, depending on the projects being created on Wikiversity. @[[User:Ottawahitech|Ottawahitech]] @[[User:Atcovi|Atcovi]] [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:25, 17 December 2024 (UTC)
::::::::I'd recommend you start off with putting this under a userspace page (something like [[User:RockTransport/Wikiversity Newsletter]]), and drafting what you desire. Let us know once it's done, and the community can provide their input. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:30, 17 December 2024 (UTC)
:::::::::I will try and make one for this month. This is supposed to be a monthly newsletter, showcasing the different projects mentioned there. Users can put their projects, and we will document them on the newsletter. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:33, 17 December 2024 (UTC)
:::::::::I am hoping for it to be released by January 2025. There's no rush to get it done; it's still in it's planning stage. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:43, 17 December 2024 (UTC)
:Where you are going to get the audience for your website and Wikiversity newsletter? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 18 December 2024 (UTC)
::It's on Wikiversity, not on an outside platform. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:51, 18 December 2024 (UTC)
::The audience will be Wikiversity contributors. There will be a dedicated page for it on Wikiversity. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:55, 18 December 2024 (UTC)

== Describing Wikiversity content on Wikidata ==

Anyone knows how to properly describe Wikiversity pages on Wikidata? Any examples for some content pages like courses, supplement materials etc.? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:36, 18 December 2024 (UTC)

:For general topics that will have other Wikimedia Foundation project links (e.g. [[astronomy]]), there will probably be a sufficient short description already, but for subpages or more obscure topics, you could plausibly use &quot;Wikimedia content page&quot; or some such. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 15:52, 18 December 2024 (UTC)

== Degrees ==

Why does Wikiversity not provide degrees? I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal. But anyway, why is that? Wikiversity is about opening doors, i.e., removing obstacles. So, what kind of an obstacle was a paper? Was a certain body of knowledge that you learned well?! Because Wikiversity is not accredited for that? Yes, and do we need official US accreditation? We cannot create our system so that the learners who learn here and would like to continue their science career have a recognizable degree they can continue? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:19, 18 December 2024 (UTC)

:&quot;I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal.&quot; Was it? Becoming a degree-granting institution is an extremely high bar in the United States, but what is even the point in becoming a degree-granting institution in... Malawi? Tonga? Somewhere else where the servers aren't located or the WMF aren't incorporated? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 15:53, 18 December 2024 (UTC)</text>
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      <text bytes="84237" sha1="tctowcfl9zzagg0ddtvf52ulw747oks" xml:space="preserve">{{Wikiversity:Colloquium/Header}}
&lt;!-- MESSAGES GO BELOW --&gt;
== Reminder! Vote closing soon to fill vacancies of the first U4C ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement – reminder to vote|You can find this message translated into additional languages on Meta-wiki.]] [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement – reminder to vote}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Dear all,

The voting period for the Universal Code of Conduct Coordinating Committee (U4C) is closing soon. It is open through 10 August 2024. Read the information on [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2024_Special_Election#Voting|the voting page on Meta-wiki to learn more about voting and voter eligibility]]. If you are eligible to vote and have not voted in this special election, it is important that you vote now.

'''Why should you vote?''' The U4C is a global group dedicated to providing an equitable and consistent implementation of the UCoC. Community input into the committee membership is critical to the success of the UCoC.

Please share this message with members of your community so they can participate as well.

In cooperation with the U4C,&lt;section end=&quot;announcement-content&quot; /&gt;

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== User group for Wikiversians ==

Was there ever a discussion about the possibility of establishing a user group in the sense of an affiliated organization that would defend the interests of professors and scientists on Wikiversity and possibly actively develop some projects? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 20:21, 8 August 2024 (UTC)

:Not that I'm aware of. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:20, 8 August 2024 (UTC)
:It's a pleasure to talk to a scientist on Wikiversity. I am a historian of technics and I would like to publish the following biography either on Wikiversity or on Wikipedia: 
:https://en.wikiversity.org/wiki/User:Rbmn/Arthur_Constantin_KREBS_(1850-1935):_Military_engineer,_Automotive_industrialist,_Great_projects_manager
:What would be your advice? [[User:Rbmn|Rbmn]] ([[User talk:Rbmn|discuss]] • [[Special:Contributions/Rbmn|contribs]]) 15:44, 6 October 2024 (UTC)
::The content appears to be largely biographical/encyclopedic, so I think it is likely best suited to Wikipedia. Consider improving/incorporating this content into the existing page: [[w:Arthur Constantin Krebs]]. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:05, 7 October 2024 (UTC)
::Please do not link to the Wikiversity [[wv:userspace|Userspace]] in Wikipedia articles. You will want to wait until you have a page in the [[wv:mainspace|Wikiversity mainspace]]. You'll also want to use the &lt;code&gt;{{[[:w:Template:Wikiversity|Wikiversity]]}}&lt;/code&gt; template (on Wikipedia) rather than embedding a photo with a link. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:21, 7 October 2024 (UTC)
:I haven't heard anything about this topic. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:06, 8 December 2024 (UTC)

== Rich's ''Illustrated Companion'' at Wikiversity: Right place? ==

Hello! I am creating a Wiki-version of a classical glossary (''Illustrated Companion to the Latin Dictionary, and Greek Lexicon'' by Anthony Rich, 1849), which explains the meaning of Latin headwords, primarily those &quot;representing visible objects connected with the arts, manufactures, and every-day life of the Greeks and Romans.&quot; The aim is to help understand what a (classical) Latin text is actually about, instead of merely translating it. I already transcribed the entire text and scanned the images (about 1900) from an original 1849-edition. I am currently working on uploading the images to ''Mediawiki Commons'', which probably will take some time. In the meantime I want to prepare the other aspects of the project (more than 3000 articles, already with many internal links). The important thing: this is ''not'' a ''might exist''-project.  {{Color|red|My question: Is ''Wikiversity'' the proper place for it?}} Although I created an exact rendition of the original text, ''Wikisource'' is not applicable, because the project has a broader scope (adding content to the articles, e. g. links to online editions for quotations, adding images, but also adding entirely new articles). Neither is ''Wikibooks'', because this is not a textbook and may otherwise breach its scope. For more about the project see [[w:User:CalRis25/Temp-RICH-Prospectus|my user-page]] at en.wikipedia. {{Color|Red|So, is Wikiversity the right place for it?}} [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 09:15, 17 August 2024 (UTC)

:Thanks for asking. To be clear, it ''is'' acceptable to make [[:s:en:Category:Wikisource annotations|annotated editions]] of texts at Wikisource and Wikibooks does host at least one [[:b:en:Annotations of The Complete Peanuts|annotated guide to a copyright-protected work]]. So if what you're looking to do is to include inline annotations to a public domain text, you certainly can put that on Wikisource. If you have a textbook or guidebook that is a companion, that would go at Wikibooks. If you have some other kind of learning resources (like maintaining a list of relevant links, organizing a book reading group, etc.), that could go here. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:26, 17 August 2024 (UTC)
::Thank you for your quick answer. Actually, ''Wikibooks'' was my first thought. However, this project is not merely an annotated edition. Although at first it ''will'' be a faithful copy of the original text, I want the project to be &quot;open&quot;, i. e. adding articles should be possible. And the project should enable to do a lot more than mere inline annotation. See section [[w:User:CalRis25/Temp-RICH-Prospectus#Improving_RICH|Improving Rich]] in the project description a my user-page (en.Wikipedia). No ''Mediawiki''-project (Wikisource, Wikibooks, Wikipedia, Wiktionary) seemed to be a sufficiently applicable &quot;fit&quot; for the project, so I thought of Wikiversity as a last resort, because it is supposed to be home to all sorts of &quot;learning resources&quot;. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 09:57, 17 August 2024 (UTC)
:::The scope of Wikiversity ''is'' pretty catch-all and would allow for a pretty flexible place to host most learning resources that don't fit elsewhere.
:::Also, as nitpick, &quot;MediaWiki&quot; is the software that is the basis of these wikis (wikis being collections of interlinked documents that can be edited) and &quot;Wikimedia Foundation&quot; is the non-profit who owns the trademarks and hosts these projects like Wiktionary and Wikivoyage. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 10:06, 17 August 2024 (UTC)
::::Hello Justin, thank you for the reply. '''I think that settles it. I will create this project at ''Wikiversity''.''' Just for additional clarification, why I do so. Let's imagine a full transcription of the original 1849-edition of the ''Illustrated Companion'' by Anthony Rich and call it ''RICH-1849''. We shall call my project, for brevity sake, RICH-2K. And now, let's have a look at the article about the Roman toga (a piece of attire). In ''RICH-1849'' we can can call it ''RICH-1849/Toga'', and it contains ''exactly'' the content of the 1849-book. Now, let's look at the article ''RICH-2K/Toga''. At the beginning its only content would be the article ''RICH-1849/Toga''. Does that make ''RICH-2K/Toga'' and ''RICH-1849/Toga'' the same? Not at all, because in truth ''RICH-2K/Toga'' is a &quot;container&quot; which initially contains only the article ''RICH-1849/Toga'' but later on may include more stuff: images, external links, article text which builds on or extends ''RICH-1849/Toga'' and information from other sources of information (Wikipedia, specialized books). By the way, this added article information would not be a mere copy of the text at en.Wikipedia, because the information needs to looked at through the eyes of someone reading the original text (more citations with direct links to these etc.). [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 11:39, 17 August 2024 (UTC)

== Coming soon: A new sub-referencing feature – try it! ==

&lt;section begin=&quot;Sub-referencing&quot;/&gt;
[[File:Sub-referencing reuse visual.png|{{#ifeq:{{#dir}}|ltr|right|left}}|400px]]
Hello. For many years, community members have requested an easy way to re-use references with different details. Now, a MediaWiki solution is coming: The new sub-referencing feature will work for wikitext and Visual Editor and will enhance the existing reference system. You can continue to use different ways of referencing, but you will probably encounter sub-references in articles written by other users. More information on [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|the project page]].

'''We want your feedback''' to make sure this feature works well for you:

* [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Test|Please try]] the current state of development on beta wiki and [[m:Talk:WMDE Technical Wishes/Sub-referencing|let us know what you think]]. 
* [[m:WMDE Technical Wishes/Sub-referencing/Sign-up|Sign up here]] to get updates and/or invites to participate in user research activities.

[[m:Special:MyLanguage/Wikimedia Deutschland|Wikimedia Deutschland]]’s [[m:Special:MyLanguage/WMDE Technical Wishes|Technical Wishes]] team is planning to bring this feature to Wikimedia wikis later this year. We will reach out to creators/maintainers of tools and templates related to references beforehand.

Please help us spread the message. --[[m:User:Johannes Richter (WMDE)|Johannes Richter (WMDE)]] ([[m:User talk:Johannes Richter (WMDE)|talk]]) 10:36, 19 August 2024 (UTC)
&lt;section end=&quot;Sub-referencing&quot;/&gt;
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== New [[Template:Form]] ==

Hi! Today I was bold and created [[Template:Form]] (which calls [[Module:WikiForm]] and [[MediaWiki:Gadget-WikiForm.js]]). The template allows to create user-friendly forms that can create pages or add content to existing pages. My motivation and first use case was [[Wikidebate/New|this form]] to create new [[wikidebates]], but I suspect the template can be useful elsewhere on Wikiversity. Let me know if you notice any issues or have any requests or concerns. Kind regards, [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|discuss]] • [[Special:Contributions/Sophivorus|contribs]]) 15:21, 21 August 2024 (UTC)

== Sign up for the language community meeting on August 30th, 15:00 UTC ==

Hi all,

The next language community meeting is scheduled in a few weeks—on August 30th at 15:00 UTC. If you're interested in joining, you can [https://www.mediawiki.org/wiki/Wikimedia_Language_and_Product_Localization/Community_meetings#30_August_2024 sign up on this wiki page].

This participant-driven meeting will focus on sharing language-specific updates related to various projects, discussing technical issues related to language wikis, and working together to find possible solutions. For example, in the last meeting, topics included the Language Converter, the state of language research, updates on the Incubator conversations, and technical challenges around external links not working with special characters on Bengali sites.

Do you have any ideas for topics to share technical updates or discuss challenges? Please add agenda items to the document [https://etherpad.wikimedia.org/p/language-community-meeting-aug-2024 here] and reach out to ssethi(__AT__)wikimedia.org. We look forward to your participation!

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 23:20, 22 August 2024 (UTC)
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== Template consolidation: User talk page block notice ==
Wondering if someone who likes templates could have a go at consolidating or helping decide between use of:
* [[Template:Block]]
* [[Template:Blocked]]

Unless I'm missing something, it seems like we don't need both?

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:16, 23 August 2024 (UTC)
: I tried to figure out a Wikidata item with most links to projects. I found this: [[Wikidata:Q6379131]], which is Template:Uw-block. There is even a corresponding Wikiversity template, [[Template:Uw-block1]] (not used anywhere).
: My impression is that of the three templates, we only need one. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:43, 13 September 2024 (UTC)

== Announcing the Universal Code of Conduct Coordinating Committee ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[https://lists.wikimedia.org/hyperkitty/list/board-elections@lists.wikimedia.org/thread/OKCCN2CANIH2K7DXJOL2GPVDFWL27R7C/ Original message at wikimedia-l]. [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement - results|You can find this message translated into additional languages on Meta-wiki.]] [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Announcement - results}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Hello all,

The scrutineers have finished reviewing the vote and the [[m:Special:MyLanguage/Elections Committee|Elections Committee]] have certified the [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election/Results|results]] for the [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2024 Special Election|Universal Code of Conduct Coordinating Committee (U4C) special election]].

I am pleased to announce the following individual as regional members of the U4C, who will fulfill a term until 15 June 2026:

* North America (USA and Canada)
** Ajraddatz

The following seats were not filled during this special election:

* Latin America and Caribbean
* Central and East Europe (CEE)
* Sub-Saharan Africa
* South Asia
* The four remaining Community-At-Large seats

Thank you again to everyone who participated in this process and much appreciation to the candidates for your leadership and dedication to the Wikimedia movement and community.

Over the next few weeks, the U4C will begin meeting and planning the 2024-25 year in supporting the implementation and review of the UCoC and Enforcement Guidelines. You can follow their work on [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee|Meta-Wiki]].

On behalf of the U4C and the Elections Committee,&lt;section end=&quot;announcement-content&quot; /&gt;

[[m:User:RamzyM (WMF)|RamzyM (WMF)]] 14:07, 2 September 2024 (UTC)
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== Re: The Vector 2022 skin as the default in two weeks? ==

[[File:Vector 2022 video-en.webm|thumb|A two minute-long video about Vector 2022]]
Hello everyone, I'm reaching out on behalf of the [[mediawikiwiki:Reading/Web|Wikimedia Foundation Web team]] responsible for the MediaWiki skins. I'd like to revisit the topic of making Vector 2022 the default here on English Wikiversity. I [[Wikiversity:Colloquium/archives/September 2022#The Vector 2022 skin as the default in two weeks?|did post a message about this almost two years ago]] (where you can find all the details about the skin), but we didn't finalize it back then.

What happened in the meantime? We built [[mw:Reading/Web/Accessibility for reading|dark mode and different options for font sizes]], and made Vector 2022 the default on most wikis, including all other Wikiversities. With the not-so-new V22 skin being the default, existing and coming features, like dark mode and [[mw:Trust and Safety Product/Temporary Accounts|temporary accounts]] respectively, will become available for logged-out users here.

So, if no large concerns are raised, we will deploy Vector 2022 here in two weeks, in the week of September 16. Do let me know if you have any questions. Thank you! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|discuss]] • [[Special:Contributions/SGrabarczuk (WMF)|contribs]]) 21:48, 2 September 2024 (UTC)

:Sounds good, Szymon - we look forward to the upcoming change of skin {{smile}} Sincerely, James -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:35, 13 September 2024 (UTC)
* I for one oppose a switch to Vector 2022. I do not find it preferable. Here is a staggering evidence of user refusal of Vector 2022 once it was deployed: [[W:en:Wikipedia:Requests for comment/Rollback of Vector 2022]], Junuary 2023. 355 voters supported rollback to Vector 2010 whereas 64 opposed, yielding 84.7% support, as clear a supermajority as one may wish. These people opposing Vector 2022 feel the same way as I do. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 10:48, 13 September 2024 (UTC)
*:Hey @[[User:Dan Polansky|Dan Polansky]]. Thanks for your comment. I'm open to discussion about problems with our software, and I hope we can maintain a respectful tone.
*:I understand that there are users who prefer Vector legacy or other skins, just as there are people who still stick to Monobook. Such people are active across many wikis. They can keep Vector legacy, although non-default skins don't have the support the default ones do. We are rolling out for technical reasons, as I mentioned above, with benefit to not logged-in users.
*:Regarding the rollback RfC on Wikipedia, two neutral users stated that there was no consensus for rollback, RfC is not a vote, and the numbers were different (355:226:24). I believe this all is pretty easy to verify.
*:So to sum up, Vector 2022 needs to become the default, tons and tons of comments were made about the skin and related stuff, and we have taken many ideas into account, and it's totally OK if you stick to Vector legacy.
*:Thanks! [[User:SGrabarczuk (WMF)|SGrabarczuk (WMF)]] ([[User talk:SGrabarczuk (WMF)|discuss]] • [[Special:Contributions/SGrabarczuk (WMF)|contribs]]) 19:30, 16 September 2024 (UTC)
*:: Today, I visited Wikiversity and found it switched to Vector 2022. I changed my preference settings to Vector 2010. From what I understand, non-registered visitors are now defaulted to Vector 2022 despite its unpopularity in [[W:en:Wikipedia:Requests for comment/Rollback of Vector 2022]]. I have not seen any evidence that users prefer Vector 2022, and given the evidence in the linked RfC, I tentatively conclude that the decision to switch has made the site experience worse for the majority of users. The logic of &quot;you can switch&quot; surely applies to Vector 2022 as well: those who prefer it can switch to it. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:08, 17 September 2024 (UTC)

== Have your say: Vote for the 2024 Board of Trustees! ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Hello all,

The voting period for the [[m:Special:MyLanguage/Wikimedia Foundation elections/2024|2024 Board of Trustees election]] is now open. There are twelve (12) candidates running for four (4) seats on the Board.

Learn more about the candidates by [[m:Special:MyLanguage/Wikimedia Foundation elections/2024/Candidates|reading their statements]] and their [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Questions_for_candidates|answers to community questions]].

When you are ready, go to the [[Special:SecurePoll/vote/400|SecurePoll]] voting page to vote. '''The vote is open from September 3rd at 00:00 UTC to September 17th at 23:59 UTC'''.

To check your voter eligibility, please visit the [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Voter_eligibility_guidelines|voter eligibility page]].

Best regards,

The Elections Committee and Board Selection Working Group&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 12:15, 3 September 2024 (UTC)
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== Separate page for hyperbola. ==

Good morning,

I notice that a search for &quot;hyperbola&quot; redirects to &quot;Conic sections&quot;.

At present there is a separate page for &quot;ellipse&quot;. Therefore a separate page for &quot;hyperbola&quot; seems to be justified.

Could this redirection be changed so that search for &quot;hyperbola&quot; goes to a separate page for &quot;hyperbola&quot;?

Many thanks,

[[User:ThaniosAkro|ThaniosAkro]] ([[User talk:ThaniosAkro|discuss]] • [[Special:Contributions/ThaniosAkro|contribs]]) 12:04, 15 September 2024 (UTC)

:It is true that ellipses are covered at [[Conic sections]] (along with hyperbolas, parabolas, etc.) and there is a separate page for [[ellipse]]s that elaborates. We certainly ''could'' have a page about [[hyperbola]]s that is separate, but no one has written sufficient content to spin it off yet. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 12:17, 15 September 2024 (UTC)

== I hereby request for your Unblocking IP address and just reviewed and received a reverted rec ==

Hi there. {{unsigned|Ishmael Raphasha}}
:No one has any clue what you're talking about. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 16:53, 18 September 2024 (UTC)

== RICH-2K: New project with some initial questions ==

Hello! I'm creating a new learning resource on ''Wikiversity''. The respective project is based on my transcription of a classical dictionary from 1849 by Anthony Rich. For more information about the project see its [[User:CalRis25/RICH: Description|description page]] (see also that page for why not ''Wikisource'' or ''Wikibooks''). The project's scope is fairly big: 3205 article-pages plus 304 REDIRECT-pages. The images (scanned by myself from an original copy) have been uploaded to ''Commons''. I have some initial technical questions (more of these and more detailed ones will follow):

* '''Upload''': Due to the large number of pages it is not realistic to create these manually. Is it possible to bulk-upload these in some way (the Wikitext of the pages is created using a Python-script with one file per article/page)? Is it possible to upload these to a test-environment first where any problems (hopefully none) can be identified and dealt with more easily than on the production-version of ''Wikiversity''?
* '''(Technical) Structure''': I am planning to set up this project at ''&lt;nowiki&gt;https://en.wikiversity.org/wiki/RICH-2K&lt;/nowiki&gt;'' as the main page and anything else as subpages: ''RICH-2K/Subpage_1 ... RICH-2K/Subpage_n''. However, these subpages fall into two categories: 1. Article-pages (content) and 2. Meta/Administrative pages. This project requires search capability restricted to the ''RICH-2K''-namespace. The ''Mediawiki''-software seems to supply a ''Search''-input field with the possibility to restrict the search to some namespace. I would like, however, to restrict the search further to the first group of pages, namely the articles. Is that possible, perhaps by use of (hidden) categories?
* '''External links''': This project will need many external links, and yes, I have read the relevant ''Wikiversity''-pages, but this specific project needs them. The ''Recommended Editions''-page (used for recommended online editions, to which to link when citing texts) alone probably will require several hundred external links. However, only relatively few [[w:Second-level domain|second-level domains]] will be involved, and most of these should be trustworthy (Perseus Digital library, digital collections of universities etc., in some cases, however, also ''Archive.org''). Perhaps there is a list of web-sites, for which external links are generally allowed? And who is allowed to create external links on ''Wikiversity''-pages (I haven't found the relevant policy)?
* '''Categories''': This project requires quite a few of its own categories, which belong to two large groups: 1. Categories (2 levels) of the ''Classed Index'' (about 170 categories), a thematic index of some (but not all) of the articles. 2. Administrative categories. Is there a recommended way to distinguish between different classes of categories within a project (category name or other method)? What about naming conventions for project-specific categories?

I am looking forward to your input. If you think that it's preferable we can move the discussions to the [[User_talk:CalRis25/RICH:_Description|Talk-page]] of the project's description. Thank you in advance. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 05:29, 20 September 2024 (UTC)

:*Admins have access to [[Special:Import]] and can bulk import XML pages. You can create pages in your sandbox if you'd like and make an indefinite amount of them at pages like [[User:CalRis25/sandbox]]. What can and cannot be hosted in user namespace is very loose, but still has to follow in principle Wikiversity's scope.
:*Using subpages is in principle a good way to organize these various resources. Please do not name them after a user name or something obscure. I personally think that &quot;RICH-2K&quot; is a not optimal name. I may recommend something like [[Anthony Rich Dictionary Project]] or [[21st-Century Anthony Rich Dictionary]] or something more obviously intelligible. While we have very few actual policies and guidelines, see [[Wikiversity:Naming conventions]] for a rough consensus of what is probably best practice for naming pages.
:*External linking generally does not use an allowed list (a.k.a. whitelist model), but a disallow (a.k.a. blacklist) model. See [[MediaWiki:Spam-blacklist]] and [[Special:BlockedExternalDomains]] (which is currently empty but is another method of listing blocked domains). It's perfectly fine to aggregate external links in learning resources.
:*I'm not 100% sure what the distinction is that you're drawing, but you can freely arrange categories underneath a main category that has the same name as your larger project. So, following the suggestions I gave, you could have a category like [[:Category:Anthony Rich Dictionary Project]] and then create any number of subcategories that logically help users navigate all these pages. Please make sure the main category you create is itself categorized under some relevant category(ies). If you need help, please ask.
:I think this answers your questions, please let me know if I'm unclear or you have more. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 06:11, 20 September 2024 (UTC)
::Hello Justin!
::* '''Upload:''' Creating the project in sandbox pages of my User-namespace defeats the purpose, as this is an ''open'' project. Also that would not solve, as such, the problem of having to manually create thousands of pages. I wonder, does ''Wikiversity'' support creation of pages using its API. ''Mediawiki's'' [[mw:API:Main_page|API-description]] seems to imply that it ought to be possible. If that's the case, I should be able to create a Python-script which automatically creates the pages (of course, a few trial pages first).
::* '''(Technical) Structure''': You may be right, here. RICH-2K is, for now, merely a technical name to make a clear but not too verbose distinction between the original text and the current project. I'll give this more thought.
::* '''External links''': I brought this up mainly because when I first edited my ''Wikiversity''-page, I got a message that I was not allowed to create external links. However, I just now tested creating an external link on my user-page and got no error, so this problem seems to be solved.
::* '''Categories''': I think I know what you mean. I'll create a category structure and maybe ask some specific questions once I am ready to do so.
::Thank you for your quick help. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 18:51, 20 September 2024 (UTC)
:::re: upload, I'm just suggesting your sandbox(es) as you asked about &quot;a test-environment&quot;. Anyone can edit someone else's sandboxes, but you typically defer to other users to control what's in their own subpages as a collegial thing. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:39, 23 September 2024 (UTC)

Hello! I have two further questions:
# I created a category-structure for the project. Could you (or someone else) have a look at it ([[User:CalRis25/RICH: Categories]]) and answer the questions in the section [[User:CalRis25/RICH:_Categories#Questions|Questions]]? I gave it some thought and believe that this would work fine for the project.
# ''Project boxes'' (see [[Help:Tour of project boxes]]): It is unclear to me, whether these belong only on the main page of the project (that makes the most sense to me), or on every single subpage.
Thanks in advance for your help. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 17:51, 24 September 2024 (UTC)

:To answer your questions here:
:*No, you are not contravening any policies we have.
:*A leading &quot;The&quot; is acceptable, but if you want it to sort alphabetically, you will have to use &lt;nowiki&gt;{{DEFAULTSORT:}}&lt;/nowiki&gt;. E.g. to get Category:The Best Stuff to sort under &quot;B&quot;, insert &quot;&lt;nowiki&gt;{{DEFAULTSORT:Best Stuff, The}}&lt;/nowiki&gt;.
:*Trailing &quot;etc.&quot; is acceptable.
:*An accent in a category title is acceptable.
:I'll also note that it looks like you have in mind some tracking categories that are redundant. Pages such as [[Special:LonelyPages]] and [[Special:DeadendPages]] already do automatically what you're proposing to do manually.
:As for project boxes, it's typically the case that the subjects are only placed on the main resource, but as you may imagine, [[Help:Tour of project boxes/1|status completion ones]] may vary from subpage to subpage. As with most things at Wikiversity, there are very few actual rules, so it's pretty much the wild west, even tho this project has been around for almost 20&amp;nbsp;years. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:18, 25 September 2024 (UTC)
::Hello Justin, thanks for the DEFAULTSORT-hint for categories beginning with ''The''. I will restrict the project boxes to the main page. As for the the orphaned/dead-end-categories, I prefer these to be project-specific. Once the project is up and running, putting articles &quot;on the map&quot; (making them accessible from other articles and creating links to other articles) is one of the first tasks to be dealt with. I already know which articles are involved and will add these categories to these articles. [[User:CalRis25|CalRis25]] ([[User talk:CalRis25|discuss]] • [[Special:Contributions/CalRis25|contribs]]) 16:51, 25 September 2024 (UTC)

== Your wiki will be in read-only soon ==

&lt;section begin=&quot;server-switch&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;

[[:m:Special:MyLanguage/Tech/Server switch|Read this message in another language]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-Tech%2FServer+switch&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]

The [[foundation:|Wikimedia Foundation]] will switch the traffic between its data centers. This will make sure that Wikipedia and the other Wikimedia wikis can stay online even after a disaster.

All traffic will switch on '''{{#time:j xg|2024-09-25|en}}'''. The switch will start at '''[https://zonestamp.toolforge.org/{{#time:U|2024-09-25T15:00|en}} {{#time:H:i e|2024-09-25T15:00}}]'''.

Unfortunately, because of some limitations in [[mw:Special:MyLanguage/Manual:What is MediaWiki?|MediaWiki]], all editing must stop while the switch is made. We apologize for this disruption, and we are working to minimize it in the future. 

A banner will be displayed on all wikis 30 minutes before this operation happens. This banner will remain visible until the end of the operation. 

'''You will be able to read, but not edit, all wikis for a short period of time.'''

*You will not be able to edit for up to an hour on {{#time:l j xg Y|2024-09-25|en}}.
*If you try to edit or save during these times, you will see an error message. We hope that no edits will be lost during these minutes, but we can't guarantee it. If you see the error message, then please wait until everything is back to normal. Then you should be able to save your edit. But, we recommend that you make a copy of your changes first, just in case.

''Other effects'':

*Background jobs will be slower and some may be dropped. Red links might not be updated as quickly as normal. If you create an article that is already linked somewhere else, the link will stay red longer than usual. Some long-running scripts will have to be stopped.
* We expect the code deployments to happen as any other week. However, some case-by-case code freezes could punctually happen if the operation require them afterwards.
* [[mw:Special:MyLanguage/GitLab|GitLab]] will be unavailable for about 90 minutes.

This project may be postponed if necessary. You can [[wikitech:Switch_Datacenter|read the schedule at wikitech.wikimedia.org]]. Any changes will be announced in the schedule. 

'''Please share this information with your community.'''&lt;/div&gt;&lt;section end=&quot;server-switch&quot;/&gt;

[[User:Trizek_(WMF)|Trizek_(WMF)]], 09:37, 20 September 2024 (UTC)
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== 'Wikidata item' link is moving. Find out where... ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;&lt;i&gt;Apologies for cross-posting in English. Please consider translating this message.&lt;/i&gt;{{tracked|T66315}}

Hello everyone, a small change will soon be coming to the user-interface of your Wikimedia project.
The [[d:Q16222597|Wikidata item]] [[w:|sitelink]] currently found under the &lt;span style=&quot;color: #54595d;&quot;&gt;&lt;u&gt;''General''&lt;/u&gt;&lt;/span&gt; section of the '''Tools''' sidebar menu will move into the &lt;span style=&quot;color: #54595d;&quot;&gt;&lt;u&gt;''In Other Projects''&lt;/u&gt;&lt;/span&gt; section.

We would like the Wiki communities feedback so please let us know or ask questions on the   [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Discussion page]] before we enable the change which can take place October 4 2024, circa 15:00 UTC+2.
More information can be found on [[m:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|the project page]].&lt;br&gt;&lt;br&gt;We welcome your feedback and questions.&lt;br&gt; [[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 18:56, 27 September 2024 (UTC)
&lt;/div&gt;
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==Download as PDF==
[[Phabricator:T376438]]: &quot;Download to PDF&quot; on en.wv is returning error: &quot;{&quot;name&quot;:&quot;HTTPError&quot;,&quot;message&quot;:&quot;500&quot;,&quot;status&quot;:500,&quot;detail&quot;:&quot;Internal Server Error&quot;}&quot;

-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 22:36, 3 October 2024 (UTC)

:I just downloaded this page as a PDF and it worked just fine. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 23:04, 3 October 2024 (UTC)

== Protected template bug for Pp ==

It seems that templates derivative of {{tlx|Pp}} (compiled in {{tlx|Protection templates}}) are being sorted into protection categories using the name 'Wikipedia' instead of 'Wikiversity' (e.g., [[:Category:Wikipedia pages with incorrect protection templates]]). From what I can tell, it is not in the publicly accessible source code of any of the templates. The only other impacted pages are modules which call {{tlx|pp}}-derivatives (e.g., [[Module:Navbar/styles.css]]).

This does not seem to affect any other pages in [[:Category:Wikiversity protected templates]]. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 18:59, 4 October 2024 (UTC)

:The problem is that &quot;Wikipedia&quot; is [https://en.wikiversity.org/w/index.php?title=Special%3ASearch&amp;limit=500&amp;offset=0&amp;ns828=1&amp;search=Wikipedia&amp;searchToken=9svkpqlxxoquoq7bnkt55ugts mentioned in several modules that were copied over from en.wp]; many of these are legit and many of them need to be replaced with &quot;Wikiversity&quot; ([https://en.wikiversity.org/w/index.php?title=Module%3APp-move-indef&amp;diff=2662815&amp;oldid=1944984 e.g.]) This particular change ''may'' fix all of these issues...? But 1.) it will take time to propagate across the site and 2.) there are still many more &quot;Wikipedia&quot;s that need to be changed, so I'll go thru a few more, but if you want to give me an assist, if you can just check this one week from now and ping me if the problem persists, that would be nice. Sometimes, I make calendar reminders to follow up on these, but I'm not a perfect person. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 04:55, 5 October 2024 (UTC)

== Invitation to Participate in Wiki Loves Ramadan Community Engagement Survey ==

Dear all,


We are excited to announce the upcoming [[m:Wiki Loves Ramadan|Wiki Loves Ramadan]] event, a global initiative aimed at celebrating Ramadan by enriching Wikipedia and its sister projects with content related to this significant time of year. As we plan to organize this event globally, your insights and experiences are crucial in shaping the best possible participation experience for the community.

To ensure that Wiki Loves Ramadan is engaging, inclusive, and impactful, we kindly invite you to participate in our community engagement survey. Your feedback will help us understand the needs of the community, set the event's focus, and guide our strategies for organizing this global event.

Survey link: https://forms.gle/f66MuzjcPpwzVymu5

Please take a few minutes to share your thoughts. Your input will make a difference!

Thank you for being a part of our journey to make Wiki Loves Ramadan a success.


Warm regards,

User:ZI Jony 03:19, 6 October 2024 (UTC)

Wiki Loves Ramadan Organizing Team
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== 'Edit to my talk page' notification bug? ==

This may belong at the bug tracker, but does anyone else have an issue disabling ''email'' notifications upon  an 'Edit to my talk page' in [[Special:GlobalPreferences]]? Oddly I ''am'' able to disable the global preference on Wikipedia, MediaWiki, etc, but not here. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 09:23, 7 October 2024 (UTC)

:I have not experienced this, but to be clear, do you also have the option to get emails when items on your talk page are edited turned on? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:39, 7 October 2024 (UTC)
::The only (non-grayed out) options I have enabled for email are 'Failed login attempts' and 'Login from an unfamiliar device'. 'Edit to my talk page' re-checks after every save. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 09:54, 7 October 2024 (UTC)
:::That does sound like a [[phab:]] issue, with the caveat that I don't 100% recall how global preferences work and if they override local ones, etc. If you have parsed that and still have this issue, you'll probably need to file a ticket. Maybe someone else has this issue. Wish I could help. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 09:57, 7 October 2024 (UTC)
::::[[phab:T376601|Off 'n away]] 🫡 [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 10:35, 7 October 2024 (UTC)

== [[Portal:Computer Science]] ➝ [[Portal:Information sciences]] ==

Seeking consensus to complete the merge into the broader portal. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 06:28, 8 October 2024 (UTC)

:Why should it be merged? Computer Science seems well-enough designed. What is the incentive to collapse it into a broader field of study? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 07:18, 8 October 2024 (UTC)
::Portals as top level organizations allowing for content to be best centralized. Also note that I did not start the merge, just offering to finish it. Perhaps a {{tlx|prod}} instead? [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 07:20, 8 October 2024 (UTC)
:::I have no objections, personally. If it gets done, please use a redirect and should someone want to come along to resurrect it later, it will be easier. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 07:21, 8 October 2024 (UTC)
: Is computer science really a branch of information sciences? I would not think so, but what do I know. Do we have some external resources/links confirm this idea? [[W:Information science]] currently says: &quot;Information science, documentology[1] or informatology[2][3] is an academic field which is primarily concerned with analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information.&quot; --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:49, 11 October 2024 (UTC)
::Looking through [https://stackoverflow.com/q/1047014/22673230] [https://businessdegrees.uab.edu/mis-degree-bachelors/resources/computer-information-systems-vs-computer-science/] [https://www.si.umich.edu/student-experience/what-information-science] a few top (not necessarily RS) searches I'm inclined to agree. I am more familiar with the grafted [[:w:Information and computer science|information ''and'' computer science]] which makes an effort to merge the disciplines, but it does not seem like reaching to say that IS is presented as more applications-concerned (certainly with no lack of theoretical abstraction), whereas CS can be more freely associated with any and all 'science related to computers'. It is easy to reason about the connection between the fields, but I think it is clear academia maintains this taxonomy for a good reason.
::With these considerations, I think I will ''stop'' the process of merging in favor of expanding the existing [[School:Library and Information Science]]. 

::Let me know if there is not consensus to redirect [[Portal:Information sciences]] to [[School:Library and Information Science]] (with enough expansion it can generalize away from just library sciences). [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 16:16, 11 October 2024 (UTC)
::: I do not see that a merge of a ''portal'' to a ''school'' is a good thing. Do you have a clear idea of the concepts of school and portal and how they relate to each other? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 16:34, 11 October 2024 (UTC)
::::Found [[:Category:Information sciences]]; there are enough existing resources in there to make my other proposed merge excessive. I will simply continue developing the existing [[Portal:Information sciences]] instead. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 17:05, 11 October 2024 (UTC)
::::: Frankly, I would ideally see [[Portal:Information sciences]] deleted: I don't see what it does that a category would not do well enough. There does not seem to be any material specific to &quot;Information sciences&quot; (whatever that is) in that portal at all. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 17:11, 11 October 2024 (UTC)
::::::Tacked a {{tlx|prod}} for an eventual deletion, but I may still try to develop it as proof of concept at some point. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 17:33, 11 October 2024 (UTC)

== [[:Category:Occupational Epidemiology]] ==

I propose moving the pages in this category (without leaving redirects) to their equivalent under the parent resource [[Occupational Health Risk Surveillance]]. Also due to the number of subpages, it seems &lt;code&gt;|filing=deep&lt;/code&gt; would be a justified. (Also [[Special:PrefixIndex/Occupational_Epidemiology|there are quite a few]] untagged subpages.) [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 05:11, 9 October 2024 (UTC)
: I above all think that the content should be ''moved out of the mainspace'': I do not see readers learning anything from e.g. [[Occupational Epidemiology/Research tools/Reading of scientific articles for learning epidemiology and biostatstics]] or [[Occupational Epidemiology/Research tools/Ongoing projects/Risk Communication in Seafaring/Writing the article guideline IMRAD]]. Wikiversity can be kind enough to host that material in, say, subspace of [[User:Saltrabook]], but more should not be asked, I think. Let us recall that per [[WV:Deletions]], &quot;Resources may be eligible for proposed deletion when education objectives and learning outcomes are scarce, and objections to deletion are unlikely&quot;; I do not see how learning outcomes can be anything but scarce. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 15:04, 11 October 2024 (UTC)
::thank you, agree @ [[User:Saltrabook|Saltrabook]] ([[User talk:Saltrabook|discuss]] • [[Special:Contributions/Saltrabook|contribs]]) 21:03, 13 November 2024 (UTC)

== Active editors ==

It is interesting to observe the stats on [https://stats.wikimedia.org/#/en.wikiversity.org/contributing/active-editors/normal|line|all|(page_type)~content*non-content|monthly active editors] through the project's history. October is our month! [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 20:44, 8 October 2024 (UTC)

:Odd. Maybe related to the school year? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 02:10, 9 October 2024 (UTC)
::I wonder how many are [[User:Jtneill|Jtneill]]'s crowd... the number is in the hundreds though, so that is one chunky cohort —[[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:16, 9 October 2024 (UTC)
:::Yes, [[Motivation and emotion/Book]] involves ~100-150 students editing most intensely during October each year. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 02:20, 9 October 2024 (UTC)
::::Neat, that still leaves around ~50-100 other students from other avenues each year since 2021. I also wonder which projects were involved in the COVID enrollment spike. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 02:26, 9 October 2024 (UTC)
:::::Personally I can admit that my editing is much more active during the school season vs. the summer break, so I'm in the same boat as Jtneill's students. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:24, 13 November 2024 (UTC)
:@[[User:Tule-hog|Tule-hog]] This is an interesting topic, but it is not clear to me as an outsider what you and other participants in this discussion find interesting. I  find this graph not very meaningful because it does not tell me if the number of  Active editors has gone up or down during the period covered, which I think was 2000-now. 
:I can see a big jump between 2000 and 2007, but what happened since then? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:45, 16 December 2024 (UTC)

== Intentionally incorrect resource ==

There is a [[Special:Diff/2583464|disclaimer inserted onto a resource]] (by not the original author) that:
&lt;blockquote&gt;I am merely [making this page false] to show you (The viewer) that Wikipedia and this page 'Wikiversity' is bull sh*t and it will not give you the reliability you need when writing an academic piece of writing.&lt;/blockquote&gt;
However, that IP has [[Special:Contributions/86.22.73.151|not made any other edits]], so unless they vandalized via a sock, the intent went un-realized and only that portion need be removed. Bumping here in case there is some obvious jumbo in that essay that someone else can catch. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 16:58, 9 October 2024 (UTC)

:Removed that portion, which was obviously vandalism. No perspective on the rest of the essay. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 18:38, 9 October 2024 (UTC)

== [[:Category:Proposed guidelines]] ==

Noting for future editors that WV has collapsed all proposals into [[:Category:Proposed policies|proposed policies]]. Seeking consensus to further collapse [[:Category:Wikiversity proposals]] into the former, or to restore [[:Category:Proposed guidelines]]. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 19:19, 9 October 2024 (UTC)

== [[Around Wikiversity in 80 Seconds|Broken 80-second tour]] ==

Bumping a [[Talk:Around_Wikiversity_in_80_Seconds|comment]] on the ''Wikiversity in 80 seconds'' tour. Appears wikisuite is not working with the Vector 2022 appearance. 

Also see [[:w:Wikipedia:Miscellany_for_deletion/Wikiversuite_pages|this thread]] on the Wikiversal package - may not be relevant to Wikiversity, but FYC. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 00:26, 10 October 2024 (UTC)
: I would just delete the material; I do not see value in it. If others agree, I would try to articulate why I think it should be deleted (or move to author user space). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:57, 13 October 2024 (UTC)
::Just mark as {{tl|historical}}. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 17:39, 13 October 2024 (UTC)
::: This thing was created by [[User:Planotse]]. His creations are now being discussed in Wikibooks for deletion: [[B:Wikibooks:Requests for deletion#Wikiversal generated pages]]. It seems he used some kind of tool that is no longer available (the above mentioned &quot;Wikiversal&quot; package) to create this kind of slideshow-like material (believing the Wikibooks discussion). I do not see value of this in the mainspace, not even as historical (I am okay with userspace, but maybe even that is not the best option?). A look at the source code of [[Around Wikiversity in 80 Seconds/Introduction]] confirms the words of Omphalographer, namely that &quot;the HTML-heavy markup generated by Wikiversal makes them [the pages] unreasonably difficult to edit.&quot;
::: I went ahead and marked the page for proposed deletion. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:35, 14 October 2024 (UTC)

== Preliminary results of the 2024 Wikimedia Foundation Board of Trustees elections ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Hello all,

Thank you to everyone who participated in the [[m:Special:MyLanguage/Wikimedia Foundation elections/2024|2024 Wikimedia Foundation Board of Trustees election]]. Close to 6000 community members from more than 180 wiki projects have voted.

The following four candidates were the most voted:

# [[User:Kritzolina|Christel Steigenberger]]
# [[User:Nadzik|Maciej Artur Nadzikiewicz]]
# [[User:Victoria|Victoria Doronina]]
# [[User:Laurentius|Lorenzo Losa]]

While these candidates have been ranked through the vote, they still need to be appointed to the Board of Trustees. They need to pass a successful background check and meet the qualifications outlined in the Bylaws. New trustees will be appointed at the next Board meeting in December 2024.

[[m:Special:MyLanguage/Wikimedia_Foundation_elections/2024/Results|Learn more about the results on Meta-Wiki.]]

Best regards,

The Elections Committee and Board Selection Working Group

&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MPossoupe_(WMF)|MPossoupe_(WMF)]] 08:26, 14 October 2024 (UTC)
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== Seeking volunteers to join several of the movement’s committees ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
Each year, typically from October through December, several of the movement’s committees seek new volunteers. 

Read more about the committees on their Meta-wiki pages:
* [[m:Special:MyLanguage/Affiliations_Committee|Affiliations Committee (AffCom)]]
* [[m:Special:MyLanguage/Ombuds_commission|Ombuds commission (OC)]]
* [[m:Special:MyLanguage/Wikimedia Foundation/Legal/Community Resilience and Sustainability/Trust and Safety/Case Review Committee|Case Review Committee (CRC)]]

Applications for the committees open on 16 October 2024. Applications for the Affiliations Committee close on 18 November 2024, and applications for the Ombuds commission and the Case Review Committee close on 2 December 2024. Learn how to apply by [[m:Special:MyLanguage/Wikimedia_Foundation/Legal/Committee_appointments|visiting the appointment page on Meta-wiki]]. Post to the talk page or email [mailto:cst@wikimedia.org cst@wikimedia.org] with any questions you may have.

For the Committee Support team,
&lt;section end=&quot;announcement-content&quot; /&gt;

-- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 23:09, 16 October 2024 (UTC)
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== Interactive elements ==
Can we use interactive elements on Wikiversity? I'd like to add JavaScript to a page. If it's not possible now, where can I suggest this feature? I have a safe integration idea.
[[User:Отец Никифор|Отец Никифор]] ([[User talk:Отец Никифор|discuss]] • [[Special:Contributions/Отец Никифор|contribs]]) 12:10, 17 October 2024 (UTC)
: This is beyond my technical knowledge, but have you checked out:
:* https://www.mediawiki.org/wiki/Manual:Interface/JavaScript?
:* [[Wikipedia:WikiProject JavaScript]]
:* [[MediaWiki:Common.js]]

:What sort of interactive elements are you thinking about?

: Sincerely, James -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 03:39, 18 October 2024 (UTC)
::I was thinking about adding something like a graph with adjustable controls, where users can interact with it and see how different changes affect the outcome. It seems like this could be a useful feature. There might already be discussions about enhancing Wikiversity or similar platforms—perhaps on a relevant talk page or in a Discord group. Do you know where such discussions might be happening? [[User:Отец Никифор|Отец Никифор]] ([[User talk:Отец Никифор|discuss]] • [[Special:Contributions/Отец Никифор|contribs]]) 19:47, 18 October 2024 (UTC)
:::From a quick look, maybe check out:
:::* [[mw:Extension:Graph]]
:::* [[phab:tag/graphs]]
:::-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 22:40, 18 October 2024 (UTC)
:::: mw:Extension:Graph is currently disabled on Wikipedia etc. wikis, for security reasons, and seems unlikely to be enabled again. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:30, 19 October 2024 (UTC)

== An unexplained spurt of Wikiversity page views ==
The [https://pageviews.wmcloud.org/siteviews/?platform=all-access&amp;source=pageviews&amp;agent=user&amp;start=2024-06-01&amp;end=2024-10-18&amp;sites=en.wikiversity.org|en.wikibooks.org|en.wikiquote.org|en.wikisource.org page view report] shows an unexplained spurt of Wikiversity page views, reaching over 4 times the baseline and then falling back again. Does anyone have any idea what is going on? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:01, 19 October 2024 (UTC)

:Interesting. I wonder why only the English wikiquote and wikiversity and not Wikisource or wikibooks? How reliable do you think those stats are? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:44, 8 December 2024 (UTC)
:I guess the mention in mass media might be a cause. Someone metions it and then thousands go and look. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:02, 17 December 2024 (UTC)

== Center tempate failed on a contributors phone... ==

See the edit comment here - https://en.wikiversity.org/w/index.php?title=Wikiphilosophers&amp;diff=prev&amp;oldid=2673962. I'm puzzled as this is the first failure of this, I've noted recently. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:45, 19 October 2024 (UTC)

== Essay-like page in user space that makes little sense and seems incoherent ==
The page [[User:TheoYalur/Illusions]] seems to match the description, at least by my assessment. My understanding is that since the page is only in user space and not in the mainspace, it can stay there even if it has those disqualifying qualities. But if I am wrong and the page belongs deleted, please correct me and let me know. I do not know which policy or guideline, if any, guides the case. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 12:30, 21 October 2024 (UTC)

== 'Wikidata item' link is moving, finally. ==

Hello everyone, I previously wrote on the 27th September to advise that the ''Wikidata item'' sitelink will change places in the sidebar menu, moving from the '''General''' section into the '''In Other Projects''' section. The scheduled rollout date of 04.10.2024 was delayed due to a necessary request for Mobile/MinervaNeue skin. I am happy to inform that the global rollout can now proceed and will occur later today, 22.10.2024 at 15:00 UTC-2. [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Please let us know]] if you notice any problems or bugs after this change. There should be no need for null-edits or purging cache for the changes to occur. Kind regards, -[[m:User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] 11:28, 22 October 2024 (UTC)
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:Hi @[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]]: I Just noticed your post above, and it is timely.
:I have been participating in the English WikiUniversity for a few years, much less often recently. I seems like something in the way the site displays is different, but I cannot put my finger on it. Your posting gave me a clue. Can you please tell me where  the link to wikidata items has moved to? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:23, 11 December 2024 (UTC)
::Hello @[[User:Ottawahitech|Ottawahitech]], sure, I would be happy to. The button/sitelink name didn't change, just its position. You should find it in the sidebar-menu under the section '''In other projects''' (where the links to all other Wikimedia Projects are displayed). If you do not see it, please reach out to us on the [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Move Wikidata item - Discussion page]]. Thank you, -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 09:24, 12 December 2024 (UTC)
:::@[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]], thank you for responding. I intend to followup on the ''Move Wikidata item - Discussion page'' as per your post above by putting it on my ever growing todo list.
:::I don't know about others on this wiki, as I said I have not been visiting here frequently, but for me the constant changes are a big distraction. I have been around wikimedia projects since 2007, so why do I have to spend so much time learning and re-learning how to find what I came here for? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:41, 12 December 2024 (UTC)
::::Hi @[[User:Ottawahitech|Ottawahitech]], thanks for you thoughts. Your input whether positive or critical helps us understand the impacts to editors so we welcome your further thoughts when you reach us in your To Do List :)
::::I can't speak about the other changes you've experienced here but I do hope they are made with a spirit of improvement for the community as a whole. -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 10:43, 16 December 2024 (UTC)

== Final Reminder: Join us in Making Wiki Loves Ramadan Success ==

Dear all,

We’re thrilled to announce the Wiki Loves Ramadan event, a global initiative to celebrate Ramadan by enhancing Wikipedia and its sister projects with valuable content related to this special time of year. As we organize this event globally, we need your valuable input to make it a memorable experience for the community.

Last Call to Participate in Our Survey: To ensure that Wiki Loves Ramadan is inclusive and impactful, we kindly request you to complete our community engagement survey. Your feedback will shape the event’s focus and guide our organizing strategies to better meet community needs.

* Survey Link: [https://docs.google.com/forms/d/e/1FAIpQLSffN4prPtR5DRSq9nH-t1z8hG3jZFBbySrv32YoxV8KbTwxig/viewform?usp=sf_link Complete the Survey]
* Deadline: November 10, 2024
Please take a few minutes to share your thoughts. Your input will truly make a difference!

'''Volunteer Opportunity''': Join the Wiki Loves Ramadan Team! We’re seeking dedicated volunteers for key team roles essential to the success of this initiative. If you’re interested in volunteer roles, we invite you to apply.
* Application Link: [https://docs.google.com/forms/d/e/1FAIpQLSfXiox_eEDH4yJ0gxVBgtL7jPe41TINAWYtpNp1JHSk8zhdgw/viewform?usp=sf_link Apply Here]
* Application Deadline: October 31, 2024
Explore Open Positions: For a detailed list of roles and their responsibilities, please refer to the position descriptions here: [https://docs.google.com/document/d/1oy0_tilC6kow5GGf6cEuFvdFpekcubCqJlaxkxh-jT4/ Position Descriptions]

Thank you for being part of this journey. We look forward to working together to make Wiki Loves Ramadan a success!


Warm regards,&lt;br&gt;
The Wiki Loves Ramadan Organizing Team 05:11, 29 October 2024 (UTC)
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== Android app for Wikiversity ==

Hi, is there an Android app for Wikiversity? How does it work? I have been advised that there is no infrastructure for push notifications for Android apps for sister wikis and I would be interested to know more. Related: [[:phab:T378545]]. Thanks! [[User:Gryllida|Gryllida]] 23:15, 29 October 2024 (UTC)

:Thanks for suggesting this - I agree that it would be useful. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:56, 31 October 2024 (UTC)
:@[[User:Gryllida|Gryllida]]: Would you explain your terminology  for those of us not in the know. What does ''push notifications'' mean? I use [https://www.mediawiki.org/wiki/Help:Notifications notifications] when I am communicating on wikimedia projects, but have never heard this term before. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:13, 11 December 2024 (UTC)
:I dont think there is an app.  [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:01, 17 December 2024 (UTC)
:This would be useful, however we do not have an app for Wikiversity yet. I am thinking of helping out with no-code or low code tools, but I am working on some courses here. I might be able to do some contributions though. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 14:14, 17 December 2024 (UTC)

== Import Resource From Wikibooks? ==

Hello! [[wikibooks:Character_List_for_Baxter&amp;Sagart|Character List for Baxter&amp;Sagart]] and related titles [[wikibooks:Wikibooks:Requests_for_deletion#Character_List_for_Baxter&amp;Sagart|are up for deletion at Wikibooks]] because WB policy does not allow dictionaries like them. However, because they are useful as learning tools, I am wondering if they might have a home here at Wikiversity. Pinging @[[User:Tibetologist|Tibetologist]] here to link them in to this discussion, since they are the affected user. Thank you! —[[User:Kittycataclysm|Kittycataclysm]] ([[User talk:Kittycataclysm|discuss]] • [[Special:Contributions/Kittycataclysm|contribs]]) 18:18, 1 November 2024 (UTC)

:Sure, I can do it. That said, as mentioned there, it does seem like something like this is ideally suited for Wiktionary in the Appendix namespace, but I'm not very familiar with CJK characters and languages. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:23, 3 November 2024 (UTC)
::Oh man, these pages are too big to import and while I've already tried a half-dozen times, it will constantly fail. Strictly speaking, we don't have to use the import feature for licensing purposes. We can just copy and paste the contents and list the usernames or on the talk page. I think that's the solution. {{Ping|Tibetologist}}, are you interested in doing that? If you just copied and pasted these pages and then added [[:Category:Chinese]] and maybe include a couple of links to the pages, that would probably be ideal. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:31, 3 November 2024 (UTC)

== Language translation requests? ==

Is there anywhere on Wikiversity to request translation, for example, requesting Latin or French translation? I would be asking from the context as a student, so I would be interested in translation explanation as well. [[User:Indexcard88|Indexcard88]] ([[User talk:Indexcard88|discuss]] • [[Special:Contributions/Indexcard88|contribs]]) 04:56, 20 November 2024 (UTC)

:I am not too sure about this topic. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:44, 17 December 2024 (UTC)

== Sign up for the language community meeting on November 29th, 16:00 UTC ==

Hello everyone,

The next language community meeting is coming up next week, on November 29th, at 16:00 UTC (Zonestamp! For your timezone &lt;https://zonestamp.toolforge.org/1732896000&gt;). If you're interested in joining, you can sign up on this wiki page: &lt;https://www.mediawiki.org/wiki/Wikimedia_Language_and_Product_Localization/Community_meetings#29_November_2024&gt;.

This participant-driven meeting will be organized by the Wikimedia Foundation’s Language Product Localization team and the Language Diversity Hub. There will be presentations on topics like developing language keyboards, the creation of the Moore Wikipedia, and the language support track at Wiki Indaba. We will also have members from the Wayuunaiki community joining us to share their experiences with the Incubator and as a new community within our movement. This meeting will have a Spanish interpretation.

Looking forward to seeing you at the language community meeting! Cheers, [[User:SSethi (WMF)|Srishti]] 19:55, 21 November 2024 (UTC)
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== Events on Wikiversity ==

Since Wikipedia and Wikivoyage are having their &quot;Asian Month&quot; editathon, I was thinking if we could start up a Wikiversity version of that. This would be an &quot;Asian Month&quot; as well, but it would be about creating resources based on Asia and its culture. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:57, 6 December 2024 (UTC)

:Not immediately opposed, but the question is, do we have an active enough community to facilitate this? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:31, 6 December 2024 (UTC)
::I'm not too sure. As long as we get enough traffic, this could happen. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 08:45, 7 December 2024 (UTC)
:::This is to increase traffic on Wikiversity, which is promoted amongst other communities. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 10:47, 7 December 2024 (UTC)
:Hi @[[User:RockTransport|RockTransport]], This is a good idea, but will it also involve users who are not &quot;professors and scientists&quot;. Just curious. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:30, 9 December 2024 (UTC)
::Yes, considering the fact that Wikiversity is for everyone, and not just for specific users. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 09:09, 10 December 2024 (UTC)
:::because I'm personally not a &quot;professor&quot; or a &quot;scientist&quot; and because '''anyone''' can create resources on Wikiversity. We want to make Wikiversity open for everyone, and not just for certain users. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 09:10, 10 December 2024 (UTC)
::::I am also not a professor or a scientist, but it seems to me that as result I am viewed here as a visitor rather than someone who can contribute. Just my $.02. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:05, 12 December 2024 (UTC)
:I am affraid, that creation of educational resources on certain topic is way harder then wikipedia. Secondly while wikipedia stub does not matter, education resource stub is uselless completly. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 09:59, 17 December 2024 (UTC)
::How is it useless, you can contribute to other learning resources and maybe improve it as such, if you have some knowledge on a particular topic or something else. This is to increase diversity. Just a kind notice. It's also pretty hard to do it on Wikivoyage, but that's the same for every platform. Stubs may be improved on, and this is the concept. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:19, 17 December 2024 (UTC)
::There are lots of stubs here, on Wikiversity. So the whole purpose of this event is to increase engagement and willingness to edit these pages. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:24, 17 December 2024 (UTC)

== Wikiversity - Newsletters ==

Hello All,

I wanted to create a newsletter on Wikiversity, which would highlight what is going on in certain months and events on Wikiversity; which would bolster engagement by many people. This would be on the website and would have its dedicated 'Newsletter' tab.

I hope you acknowledge this idea. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:05, 8 December 2024 (UTC)

:@[[User:RockTransport|RockTransport]], What sort of things do you plan to include in your newsletter? Will they be different than what is currently in [[Main Page/News]]? Just curious.
:I am also wondering about your motive which I think is: to bolster engagement by many people. I am asking because I wonder if others who are currently active here also think this I is desirable? Have you asked them? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:34, 11 December 2024 (UTC)
::Not yet, which was why I was asking this on the colloquium. I plan to include things that many people have created on Wikiversity over the month, as it is a monthly newsletter. It would be somewhere on the website here. It will be more frequent that the ones seen on [[Main Page/News]]. We will include people's resources to essentially promote them. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 06:50, 12 December 2024 (UTC)
:::@[[User:RockTransport|RockTransport]], I Think what you are saying is that ''Main Page/News'' does not update frequently enough? 
:::If this is the reason, why not start small by simply increasing the frequency of posting news on the main page, instead of trying to start a newsletter?
:::If there is more, can you articulate what else is missing. Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:51, 12 December 2024 (UTC)
::::I meant going to detail into topics covered in that month, rather than just giving a few points. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 16:53, 12 December 2024 (UTC)
:::::What sort of details did you have in mind? You can pick one of the links provided in [[Main Page/News]] to illustrate. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:29, 16 December 2024 (UTC)
::::::I'm thinking of the community entering their projects, and discussing those in the newsletter. It depends on what they want, though. There would be a dedicated page for giving the information about their projects [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:24, 16 December 2024 (UTC)
:::::::I might start working on this soon, depending on the projects being created on Wikiversity. @[[User:Ottawahitech|Ottawahitech]] @[[User:Atcovi|Atcovi]] [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:25, 17 December 2024 (UTC)
::::::::I'd recommend you start off with putting this under a userspace page (something like [[User:RockTransport/Wikiversity Newsletter]]), and drafting what you desire. Let us know once it's done, and the community can provide their input. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:30, 17 December 2024 (UTC)
:::::::::I will try and make one for this month. This is supposed to be a monthly newsletter, showcasing the different projects mentioned there. Users can put their projects, and we will document them on the newsletter. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:33, 17 December 2024 (UTC)
:::::::::I am hoping for it to be released by January 2025. There's no rush to get it done; it's still in it's planning stage. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:43, 17 December 2024 (UTC)
::::I '''might''' be able to icnrease the frequency there, but it doesn't go into detail about these topics. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:30, 18 December 2024 (UTC)
:Where you are going to get the audience for your website and Wikiversity newsletter? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 18 December 2024 (UTC)
::It's on Wikiversity, not on an outside platform. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:51, 18 December 2024 (UTC)
::The audience will be Wikiversity contributors. There will be a dedicated page for it on Wikiversity. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:55, 18 December 2024 (UTC)

== Describing Wikiversity content on Wikidata ==

Anyone knows how to properly describe Wikiversity pages on Wikidata? Any examples for some content pages like courses, supplement materials etc.? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:36, 18 December 2024 (UTC)

:For general topics that will have other Wikimedia Foundation project links (e.g. [[astronomy]]), there will probably be a sufficient short description already, but for subpages or more obscure topics, you could plausibly use &quot;Wikimedia content page&quot; or some such. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 15:52, 18 December 2024 (UTC)

== Degrees ==

Why does Wikiversity not provide degrees? I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal. But anyway, why is that? Wikiversity is about opening doors, i.e., removing obstacles. So, what kind of an obstacle was a paper? Was a certain body of knowledge that you learned well?! Because Wikiversity is not accredited for that? Yes, and do we need official US accreditation? We cannot create our system so that the learners who learn here and would like to continue their science career have a recognizable degree they can continue? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:19, 18 December 2024 (UTC)

:&quot;I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal.&quot; Was it? Becoming a degree-granting institution is an extremely high bar in the United States, but what is even the point in becoming a degree-granting institution in... Malawi? Tonga? Somewhere else where the servers aren't located or the WMF aren't incorporated? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 15:53, 18 December 2024 (UTC)</text>
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|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:Books-aj.svg aj ashton 01g.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 2:''' Sophomore
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:HILLGIALLO libro.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 3:''' Junior
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:HILLBLU libro.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 4:''' Senior
|}

[[Category:Electrical engineering]]</text>
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  <page>
    <title>Template:Elec Eng Hierarchy-2</title>
    <ns>10</ns>
    <id>62714</id>
    <revision>
      <id>2692510</id>
      <parentid>1873636</parentid>
      <timestamp>2024-12-18T20:49:06Z</timestamp>
      <contributor>
        <username>Ternera</username>
        <id>2468111</id>
      </contributor>
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|-
| colspan=&quot;2&quot; align=&quot;center&quot; style=&quot;background:SteelBlue; color:White&quot; | '''{{font|color=white|This Course in the Grand Scheme of things}}'''
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;|[[Image:Nuvola apps kcmsystem.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;|[[Portal:Engineering and Technology|'''The Faculty of Engineering &amp; Technology''']]
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;|[[Image:Voltage.jpg|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;|[[School:Electrical engineering|'''School of Electrical Engineering''']]
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:Books-aj.svg aj ashton 01.svg|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 0:''' Entrance 
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:Books-aj.svg aj ashton 01f.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 1:''' Freshman
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:Books-aj.svg aj ashton 01g.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 2:''' Sophomore  ← [[Image:Sweden road sign C2.svg|16px]]
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:HILLGIALLO libro.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 3:''' Junior
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:HILLBLU libro.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 4:''' Senior
|}

[[Category:Electrical engineering]]</text>
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  <page>
    <title>Template:Elec Eng Hierarchy-3</title>
    <ns>10</ns>
    <id>62715</id>
    <revision>
      <id>2692514</id>
      <parentid>1873638</parentid>
      <timestamp>2024-12-18T20:49:28Z</timestamp>
      <contributor>
        <username>Ternera</username>
        <id>2468111</id>
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|-
| colspan=&quot;2&quot; align=&quot;center&quot; style=&quot;background:SteelBlue; color:White&quot; | '''{{font|color=white|This Course in the Grand Scheme of things}}'''
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;|[[Image:Nuvola apps kcmsystem.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;|[[Portal:Engineering and Technology|'''The Faculty of Engineering &amp; Technology''']]
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;|[[Image:Voltage.jpg|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;|[[School:Electrical engineering|'''School of Electrical Engineering''']]
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:Books-aj.svg aj ashton 01.svg|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 0:''' Entrance 
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:Books-aj.svg aj ashton 01f.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 1:''' Freshman
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:Books-aj.svg aj ashton 01g.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 2:''' Sophomore
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:HILLGIALLO libro.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 3:''' Junior  ← [[Image:Sweden road sign C2.svg|16px]]
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:HILLBLU libro.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 4:''' Senior
|}

[[Category:Electrical engineering]]</text>
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    <title>Template:Elec Eng Hierarchy-4</title>
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    <id>62716</id>
    <revision>
      <id>2692513</id>
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        <id>2468111</id>
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|-
| colspan=&quot;2&quot; align=&quot;center&quot; style=&quot;background:SteelBlue; color:White&quot; | '''{{font|color=white|This Course in the Grand Scheme of things}}'''
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;|[[Image:Nuvola apps kcmsystem.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;|[[Portal:Engineering and Technology|'''The Faculty of Engineering &amp; Technology''']]
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;|[[Image:Voltage.jpg|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;|[[School:Electrical engineering|'''School of Electrical Engineering''']]
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:Books-aj.svg aj ashton 01.svg|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 0:''' Entrance 
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:Books-aj.svg aj ashton 01f.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 1:''' Freshman
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:Books-aj.svg aj ashton 01g.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 2:''' Sophomore
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:HILLGIALLO libro.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 3:''' Junior
|-
| align=&quot;center&quot; style=&quot;border: 1px solid SteelBlue; background-color: LightYellow; width: 5%;&quot;| [[Image:HILLBLU libro.png|24px]]
| style=&quot;border: 1px solid SteelBlue; padding-left: 0.75em; background-color: LightYellow; width: 95%;&quot;| '''Level 4:''' Senior  ← [[Image:Sweden road sign C2.svg|16px]]
|}

[[Category:Electrical engineering]]</text>
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  <page>
    <title>School:Electrical engineering/Courses ELE-Req</title>
    <ns>100</ns>
    <id>62909</id>
    <revision>
      <id>2692516</id>
      <parentid>2387994</parentid>
      <timestamp>2024-12-18T21:10:37Z</timestamp>
      <contributor>
        <username>Ternera</username>
        <id>2468111</id>
      </contributor>
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      <text bytes="3576" sha1="mg88902tz2xe8588wmhxstq6umw1ajv" xml:space="preserve">__NOTOC__ 
Courses listed in red are currently &lt;u&gt;not&lt;/u&gt; available. To request a course, please list it in an appropriate level below.
Courses listed in blue are former wish lists that have been created.
A better way would be to visit a course coordinator's Talk Page and request them to do it.
===[[image:Books-aj.svg aj ashton 01.svg|30px|]]Level 0===
* …
motor types and characteristics

gearing and motor control

personal scale generators

invertors and charge controllers

===[[image:Books-aj.svg_aj_ashton_01f.png|30px|]]Level 1===
* EE [[Electrical Drawing and Drafting]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Workshop Practice]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Engineering Drawing]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Engineering Chemistry]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Marine electrical engineering AC and DC for small craft.

===[[image:Books-aj.svg_aj_ashton_01g.png|30px|]]Level 2===
* EE  [[Measurement and Instrumentation]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE  [[Introduction to Combinational Logic]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE  [[Introduction to Sequential Logic]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* CSE [[Database Management System]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* ME  [[Thermofluid Mechanics]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]

===[[image:HILLGIALLO_libro.png|24px|]]Level 3===
* EE  [[Engineering Management]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE  [[Illumination Engineering]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE  [[Instrumentation Engineering]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE  [[Electrical Installations]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE  [[Utilization of Electrical Energy]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE  [[Power Electronics]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* TEL [[Radio Communications]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]

===[[image:HILLBLU_libro.png|24px|]]Level 4===
* EE [[Power Station]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Energy Conversion]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Power System Stability]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[High Voltage Engineering]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Linear Circuits and Systems]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Microwave Engineering]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Renewable Energy System]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Communication Theory]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Engineering Economics]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Business Communication]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Automotive Electronics]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]
* EE [[Solar Energy]] - &lt;small&gt;REQUESTED&lt;/small&gt;[[Image:Emblem-important-red.svg|20px|]]</text>
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  <page>
    <title>Complex Analysis</title>
    <ns>0</ns>
    <id>113381</id>
    <revision>
      <id>2692595</id>
      <parentid>2692390</parentid>
      <timestamp>2024-12-19T10:47:30Z</timestamp>
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        <username>Eshaa2024</username>
        <id>2993595</id>
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      <text bytes="12994" sha1="rnj58rdy2et232ktl2po3q44llq5kip" xml:space="preserve">[[File:Wiki2Reveal Logo.png|146px|thumb|Course contains [[v:en:Wiki2Reveal|Wiki2Reveal]] Slides]]
[[File:Mapping f z equal 1 over z.gif|thumb|Moving the argument of function &lt;math&gt;f&lt;/math&gt; in the complex number plane. The point &lt;math&gt;z&lt;/math&gt; has a blue color and &lt;math&gt;f(z)= \frac{1}{z}&lt;/math&gt;  is marked in red color. &lt;math&gt;z&lt;/math&gt; is moved on a curve with  &lt;math&gt;\gamma(t)=t\cdot e^{it}&lt;/math&gt;.]]
[[File:Image of path 1 over z.webm|thumb|Image of path in the complex numbers for the function &lt;math&gt;f(z)=\frac{1}{z}&lt;/math&gt;]]
'''Complex analysis''' is a study of functions of a complex variable. This is a one quarter course in complex analysis at the undergraduate level.

==Articles==

* [[Algebra II]]
* [[Dummy variable]]
* [[Materials Science and Engineering/Equations/Quantum Mechanics]]

== Slides for Lectures ==

=== Chapter 1 - Intoduction ===
* '''[[Complex Numbers/From real to complex numbers|Complex Numbers]]''' - ([https://niebert.github.io/Wiki2Reveal/wiki2reveal.html?domain=wikiversity&amp;title=Complex%20Numbers/From%20real%20to%20complex%20numbers&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Complex%20Numbers&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
** [[w:en:Heine–Borel_theorem|Heine-Borel Theorem]]
* '''[[Riemann sphere|Riemann sphere]]''' - ([https://niebert.github.io/Wiki2Reveal/wiki2reveal.html?domain=wikiversity&amp;title=Riemann%20sphere&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Riemann%20sphere&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
* '''[[Complex_Analysis/Exponentiation_and_square_root|Exponentiation and roots]]''' - ([https://niebert.github.io/Wiki2Reveal/wiki2reveal.html?domain=wikiversity&amp;title=Complex_Analysis/Exponentiation_and_square_root&amp;author=Complex_Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Exponentiation_and_square_root&amp;coursetitle=Complex_Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]

=== Chapter 2 - Topological Foundations ===
* '''[[Complex Analysis/Sequences and series|Sequences and series]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/Sequences%20and%20series&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Sequences%20and%20series&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
* [[/Power series/]]
* '''[[Inverse-producing extensions of Topological Algebras/topological algebra|Topological algebra]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Inverse-producing%20extensions%20of%20Topological%20Algebras/topological%20algebra&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=topological%20algebra&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
* [[w:en:Topological space|Topological space]] - Definition: [[Norms, metrics, topology#Definition:_topology|Topology]] 
* '''[[Norms, metrics, topology|Norms, metrics, topology]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Norms,%20metrics,%20topology&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Norms,%20metrics,%20topology&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]

=== Chapter 3 - Complex Derivative ===
* '''[[Holomorphic function|Holomorphic function]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Holomorphic%20function&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Holomorphic%20function&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
* '''[[Complex Analysis/Partial derivative|Partial Derivative]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/Partial%20derivative&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Partial%20Derivative&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
* '''[[Cauchy-Riemann Equations|Cauchy-Riemann Equations (CRE)]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Cauchy-Riemann%20Equations&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Cauchy-Riemann%20Equations&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
* '''[[Complex Analysis/Application of Cauchy-Riemann Equations|Application of Cauchy-Riemann Equations]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/Application%20of%20Cauchy-Riemann%20Equations&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Application%20of%20Cauchy-Riemann%20Equations&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]

=== Chapter 4 - Curves and Line Integrals ===
* '''[[Line integral|Line integral in &lt;math&gt;\mathbb{R}^n&lt;/math&gt;]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Line%20integral&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Line%20integral&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
* '''[[/Curves/|Curves]]''' - ([https://niebert.github.io/Wiki2Reveal/wiki2reveal.html?domain=wikiversity&amp;title=Complex%20Analysis/Curves&amp;author=Complex_Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Curves&amp;coursetitle=Complex%20Analysis  Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
** [[w:en:Holomorphic function|Wikipedia: holomorphic function]] 
** [[w:en:Integral|Wikipedia:Integral ]]
* '''[[Complex_Analysis/Paths|Paths]]''' - ([https://niebert.github.io/Wiki2Reveal/wiki2reveal.html?domain=wikiversity&amp;title=Complex%20Analysis/Paths&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Paths&amp;coursetitle=Complex%20Analysis  Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]

* '''[[Path Integral|Path Integral]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Path%20Integral&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Path%20Integral&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
  
* [[w:en:Curve integral |Wikipedia: Curve integral]]
* [[w:en:Continuity|Continuity]] and [[w:en:Limit of a sequence|Limit of a sequence]]

* '''[[Complex Analysis/Trace|Trace of Curve]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/Trace&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Trace&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
=== Chapter 5 - Holomorphic Functions ===
* '''[[Holomorphic function|Holomorphic function]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Holomorphic%20function&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Holomorphic%20function&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
** [[Holomorphism/Criteria|Criteria]] - ([https://niebert.github.io/Wiki2Reveal/wiki2reveal.html?domain=wikiversity&amp;title=Holomorphism/Criteria&amp;author=Course:Complex_Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Criteria&amp;coursetitle=Complex_Analysis slideset]) [[File:Wiki2Reveal Logo.png|35px]]
** [[w:en:Holomorphic_function#.C3.84quivalent_properties_of_holomorphic_functions_of_one_variable|Wikipedia: Holomorphic function criteria]]
** [[/Differences from real differentiability/]]
** [[w:Conformal_mapping|conformal mappings]]&lt;math&gt;(\ast)&lt;/math&gt;, 
** [[Complex Analysis/Inequalities|Inequalities]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/Inequalities&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Inequalities&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
** [[Complex Analysis/rectifiable curve|rectifiable curve]] - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/rectifiable%20curve&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=rectifiable%20curve&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
* '''[[Complex Analysis/Curve Integral|Curve Integral]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/Curve%20Integral&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Curve%20Integral&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
* '''[[Complex Analysis/Path of Integration|Path of Integration]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/Path%20of%20Integration&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Path%20of%20Integration&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]

* '''[[Complex Analysis/Goursat's Lemma (Details)|Goursat's Lemma (Details)]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/Goursat's%20Lemma%20(Details)&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Goursat's%20Lemma%20(Details)&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
* '''[[Complex Analysis/Cauchy's Integral Theorem for Disks|Cauchy's Integral Theorem for Disks]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/Cauchy's%20Integral%20Theorem%20for%20Disks&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Cauchy's%20Integral%20Theorem%20for%20Disks&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
  
* '''[[Complex Analysis/Identity Theorem|Identity Theorem]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/Identity%20Theorem&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Identity%20Theorem&amp;coursetitle= Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
* '''[[Complex Analysis/Liouville's Theorem|Liouville's Theorem]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/Liouville's%20Theorem&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Liouville's%20Theorem&amp;coursetitle= Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]

=== Complex Analysis Part 2 ===

* '''[[Complex Analysis/Chain|Chain]]''' - [https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/Chain&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Chain&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]

* '''[[Complex Analysis/cycle|cycle]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis/cycle&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=cycle&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
  
* '''[[Laurent Series|Laurent Series]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Laurent%20Series&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Laurent%20Series&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
  
* '''[[Complex Analysis Cauchy Integral Theorem|Complex Analysis Cauchy Integral Theorem]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Complex%20Analysis%20Cauchy%20Integral%20Theorem&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Complex%20Analysis%20Cauchy%20Integral%20Theorem&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
* '''[[Cauchy's integral formula|Cauchy's integral formula]]''' - ([https://niebert.github.io/Wiki2Reveal/index.html?domain=wikiversity&amp;title=Cauchy's%20integral%20formula&amp;author=Complex%20Analysis&amp;language=en&amp;audioslide=yes&amp;shorttitle=Cauchy's%20integral%20formula&amp;coursetitle=Complex%20Analysis Wiki2Reveal slides]) [[File:Wiki2Reveal Logo.png|35px]]
  
==Lectures==
* [[/Cauchy-Riemann equations/]]
* [[Cauchy Theorem for a triangle]]
* [[Complex analytic function]]
* [[Complex Numbers]]
* [[Divergent series]]
* [[Estimation lemma]]
* [[Fourier series]]
* [[Fourier transform]]
* [[Fourier transforms]]
* [[Laplace transform]]
* [[Riemann hypothesis]]
* [[The Real and Complex Number System]]
* [[Warping functions]]

==Sample exams==

[[/Sample Midterm Exam 1/]]
[[/Sample Midterm Exam 2/]]

==See also==
* [[Boundary Value Problems]]
* [[Introduction to Elasticity]]
* [[The Prime Sequence Problem]]
* [[Wikipedia: Complex analysis]]
*[[Complex number]]
[[Category:Complex analysis| ]]
[[Category:Mathematics courses]]
[[Category:Mathematics]]

&lt;noinclude&gt;
[[de:Kurs:Funktionentheorie]]
&lt;/noinclude&gt;</text>
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  <page>
    <title>Portal:Latin</title>
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      <timestamp>2024-12-18T17:00:06Z</timestamp>
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        <id>2992610</id>
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      <text bytes="2701" sha1="50z6lpgp5dug3d25knehqkid55ztwrj" xml:space="preserve">&lt;big&gt;Welcome to the Department of Latin&lt;/big&gt;
  
  Please be aware there are currently three courses available here

The objective of this department is to teach Latin.
==Laws of the department==
*Students please write your name in the student section
*Teachers please write your name in the teacher section
*DO NOT deface the department in any way
*Help the department grow!!!
* BE BOLD IN EDITING!!

== Learning resources ==

* [[Illustrated Companion to the Latin Dictionary]], a glossary of words representing visible objects connected with the arts, manufactures, and every-day life of the Greeks and Romans, based on the the 1849-edition of Anthony Rich's ''Illustrated Companion to the Latin Dictionary, and Greek Lexicon''.

==Courses==
===Simple Latin course===
This is by far the most complete course available on this site, with over 100 lessons covering most basic grammar topics.

It is aimed at a conversational style of language learning so includes many everyday terms and in some cases some neologisms. These are clearly indicated in the notes.

It is supported by two Memrise courses for vocabulary and sentence composition practice.
* Available at [[Latin]]

== Intermediate courses==

[[Latin/Colloquia familiara: a selection|Colloquia familiara: a selection]]

== Incomplete courses==

=== Old Course ===
# Latin introduction (Latin 1)
#* [[Latin/Introduction]]
#* [[Latin/Chapter 1]]
#* [[Latin/Chapter 2]]
#* Chapter 3
#* Chapter 4
# Latin as used in English (Latin 2)
# Caesar's chronicles (Latin 3)
# Latin conversations (Latin 4)
=== New Course ===
# Grammar &amp; Getting Started
#* [[Latin/Subjects and Objects|Subjects and Objects]] {{75Percent}}
#* [[Latin/An Introduction to Verbs|An Introduction to Verbs]] {{0Percent}}

==Plans for the department==
Future plans for the department include a brand new Latin course building upon the old one coming in the next few months shown in the links above. In the mean time aspects of the old course will still be available for all to access.

==Students==
=== Old Course ===
Katherine Walker,
Glenmark Villanueva,
Aidan Karl Athendorus Devaney,
Geethanjana Wanigasekara,
Charles Fisher,
Davinder K
Joan E, Lisbeth L.
Annalisa O.D.,
George Chemmala,
Dorothy Grace,
H. Kim, Zenith Sergey,
Josiah S. Carberry

=== New Course ===
''There are currently no students taking the New Course''

==Teachers==
===Old Course===
''There are currently no teachers for the old course.''
===New Course===
Zac Copeland-Greene

==See also==
* [[Latin stream]]

==External links==
* [https://translate.google.com/ Google translate]

[[it:Materia:Grammatica latina per le superiori 1]]

[[Category:Latin|*]]

[[Category:Language learning portals|Latin]]</text>
      <sha1>50z6lpgp5dug3d25knehqkid55ztwrj</sha1>
    </revision>
    <revision>
      <id>2692501</id>
      <parentid>2692500</parentid>
      <timestamp>2024-12-18T17:02:26Z</timestamp>
      <contributor>
        <username>RockTransport</username>
        <id>2992610</id>
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      <comment>Changed from capslock</comment>
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      <text bytes="2690" sha1="091i7nbt1iew5ir3io4pq79db4yyulw" xml:space="preserve">&lt;big&gt;Welcome to the Department of Latin&lt;/big&gt;
  
  Please be aware there are currently three courses available here

The objective of this department is to teach Latin.
==Laws of the department==
*Students please write your name in the student section
*Teachers please write your name in the teacher section
*DO NOT deface the department in any way
*Help the department grow!!!
* Be bold!!

== Learning resources ==

* [[Illustrated Companion to the Latin Dictionary]], a glossary of words representing visible objects connected with the arts, manufactures, and every-day life of the Greeks and Romans, based on the the 1849-edition of Anthony Rich's ''Illustrated Companion to the Latin Dictionary, and Greek Lexicon''.

==Courses==
===Simple Latin course===
This is by far the most complete course available on this site, with over 100 lessons covering most basic grammar topics.

It is aimed at a conversational style of language learning so includes many everyday terms and in some cases some neologisms. These are clearly indicated in the notes.

It is supported by two Memrise courses for vocabulary and sentence composition practice.
* Available at [[Latin]]

== Intermediate courses==

[[Latin/Colloquia familiara: a selection|Colloquia familiara: a selection]]

== Incomplete courses==

=== Old Course ===
# Latin introduction (Latin 1)
#* [[Latin/Introduction]]
#* [[Latin/Chapter 1]]
#* [[Latin/Chapter 2]]
#* Chapter 3
#* Chapter 4
# Latin as used in English (Latin 2)
# Caesar's chronicles (Latin 3)
# Latin conversations (Latin 4)
=== New Course ===
# Grammar &amp; Getting Started
#* [[Latin/Subjects and Objects|Subjects and Objects]] {{75Percent}}
#* [[Latin/An Introduction to Verbs|An Introduction to Verbs]] {{0Percent}}

==Plans for the department==
Future plans for the department include a brand new Latin course building upon the old one coming in the next few months shown in the links above. In the mean time aspects of the old course will still be available for all to access.

==Students==
=== Old Course ===
Katherine Walker,
Glenmark Villanueva,
Aidan Karl Athendorus Devaney,
Geethanjana Wanigasekara,
Charles Fisher,
Davinder K
Joan E, Lisbeth L.
Annalisa O.D.,
George Chemmala,
Dorothy Grace,
H. Kim, Zenith Sergey,
Josiah S. Carberry

=== New Course ===
''There are currently no students taking the New Course''

==Teachers==
===Old Course===
''There are currently no teachers for the old course.''
===New Course===
Zac Copeland-Greene

==See also==
* [[Latin stream]]

==External links==
* [https://translate.google.com/ Google translate]

[[it:Materia:Grammatica latina per le superiori 1]]

[[Category:Latin|*]]

[[Category:Language learning portals|Latin]]</text>
      <sha1>091i7nbt1iew5ir3io4pq79db4yyulw</sha1>
    </revision>
    <revision>
      <id>2692502</id>
      <parentid>2692501</parentid>
      <timestamp>2024-12-18T17:07:13Z</timestamp>
      <contributor>
        <username>RockTransport</username>
        <id>2992610</id>
      </contributor>
      <minor />
      <comment>Changed back to original, because I wasn't sure</comment>
      <origin>2692502</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2690" sha1="nd7st00bnm2mw54nlzwubcon8gz5mop" xml:space="preserve">&lt;big&gt;Welcome to the Department of Latin&lt;/big&gt;
  
  Please be aware there are currently three courses available here

The objective of this department is to teach Latin.
==Laws of the department==
*Students please write your name in the student section
*Teachers please write your name in the teacher section
*DO NOT deface the department in any way
*Help the department grow!!!
* BE BOLD!!

== Learning resources ==

* [[Illustrated Companion to the Latin Dictionary]], a glossary of words representing visible objects connected with the arts, manufactures, and every-day life of the Greeks and Romans, based on the the 1849-edition of Anthony Rich's ''Illustrated Companion to the Latin Dictionary, and Greek Lexicon''.

==Courses==
===Simple Latin course===
This is by far the most complete course available on this site, with over 100 lessons covering most basic grammar topics.

It is aimed at a conversational style of language learning so includes many everyday terms and in some cases some neologisms. These are clearly indicated in the notes.

It is supported by two Memrise courses for vocabulary and sentence composition practice.
* Available at [[Latin]]

== Intermediate courses==

[[Latin/Colloquia familiara: a selection|Colloquia familiara: a selection]]

== Incomplete courses==

=== Old Course ===
# Latin introduction (Latin 1)
#* [[Latin/Introduction]]
#* [[Latin/Chapter 1]]
#* [[Latin/Chapter 2]]
#* Chapter 3
#* Chapter 4
# Latin as used in English (Latin 2)
# Caesar's chronicles (Latin 3)
# Latin conversations (Latin 4)
=== New Course ===
# Grammar &amp; Getting Started
#* [[Latin/Subjects and Objects|Subjects and Objects]] {{75Percent}}
#* [[Latin/An Introduction to Verbs|An Introduction to Verbs]] {{0Percent}}

==Plans for the department==
Future plans for the department include a brand new Latin course building upon the old one coming in the next few months shown in the links above. In the mean time aspects of the old course will still be available for all to access.

==Students==
=== Old Course ===
Katherine Walker,
Glenmark Villanueva,
Aidan Karl Athendorus Devaney,
Geethanjana Wanigasekara,
Charles Fisher,
Davinder K
Joan E, Lisbeth L.
Annalisa O.D.,
George Chemmala,
Dorothy Grace,
H. Kim, Zenith Sergey,
Josiah S. Carberry

=== New Course ===
''There are currently no students taking the New Course''

==Teachers==
===Old Course===
''There are currently no teachers for the old course.''
===New Course===
Zac Copeland-Greene

==See also==
* [[Latin stream]]

==External links==
* [https://translate.google.com/ Google translate]

[[it:Materia:Grammatica latina per le superiori 1]]

[[Category:Latin|*]]

[[Category:Language learning portals|Latin]]</text>
      <sha1>nd7st00bnm2mw54nlzwubcon8gz5mop</sha1>
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  <page>
    <title>Template:Country data Japan</title>
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      <id>2692507</id>
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      <timestamp>2024-12-18T18:56:32Z</timestamp>
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        <username>CommonsDelinker</username>
        <id>9184</id>
      </contributor>
      <comment>Replacing Flag_of_US_Occupied_Ryukyu_Islands.svg with [[File:Civil_ensign_of_the_Ryukyu_Islands_(1952–1967).svg]] (by [[:c:User:CommonsDelinker|CommonsDelinker]] because: [[:c:COM:FR|File renamed]]: [[:c:COM:FR#FR3|Criterion 3]] (obvious error) · This ima</comment>
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| alias = Japan
| flag alias = Flag of Japan.svg
| flag alias-1870 = Merchant flag of Japan (1870).svg
| flag alias-1945 = Flag of Allied Occupied Japan.svg
| border-1945 =
| flag alias-1947 = Merchant flag of Japan (1870).svg
| flag alias-ryukyu = Civil ensign of the Ryukyu Islands (1952–1967).svg
| border-ryukyu =
| flag alias-naval = Naval Ensign of Japan.svg
| flag alias-Coast Guard = Ensign of the Japanese Coast Guard.svg
| link alias-naval = Japan Maritime Self-Defense Force
| link alias-Coast Guard = Japanese Coast Guard
| size = {{{size|}}}
| name = {{{name|}}}
| altlink = {{{altlink|}}}
| variant = {{{variant|}}}
&lt;noinclude&gt;
| var1 = 1870
| var2 = 1945
| var3 = 1947
| var4 = ryukyu
| var5 = Coast Guard
| redir1 = JPN
| related1 = Empire of Japan
&lt;/noinclude&gt;
}}</text>
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  </page>
  <page>
    <title>Haskell programming in plain view</title>
    <ns>0</ns>
    <id>203942</id>
    <revision>
      <id>2692546</id>
      <parentid>2692136</parentid>
      <timestamp>2024-12-19T02:27:23Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Lambda Calculus */</comment>
      <origin>2692546</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6230" sha1="8rme4vvc1qqwqsf79udxtnrv71ekpwr" xml:space="preserve">
==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]])
&lt;/br&gt;

==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]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;


==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]])
&lt;/br&gt;
&lt;/br&gt;

==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.20241217.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;

==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 &amp; 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 &amp; 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]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


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]]</text>
      <sha1>8rme4vvc1qqwqsf79udxtnrv71ekpwr</sha1>
    </revision>
    <revision>
      <id>2692548</id>
      <parentid>2692546</parentid>
      <timestamp>2024-12-19T02:28:37Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Lambda Calculus */</comment>
      <origin>2692548</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6230" sha1="a8dpcujz0iurhnuk18zcsy92r1r3rlu" xml:space="preserve">
==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]])
&lt;/br&gt;

==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]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;


==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]])
&lt;/br&gt;
&lt;/br&gt;

==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.20241218.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;

==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 &amp; 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 &amp; 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]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


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]]</text>
      <sha1>a8dpcujz0iurhnuk18zcsy92r1r3rlu</sha1>
    </revision>
    <revision>
      <id>2692550</id>
      <parentid>2692548</parentid>
      <timestamp>2024-12-19T02:29:33Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Lambda Calculus */</comment>
      <origin>2692550</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6230" sha1="rzzrfxtqqluqtbdw6c6yerkhcjqee5m" xml:space="preserve">
==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]])
&lt;/br&gt;

==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]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;


==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]])
&lt;/br&gt;
&lt;/br&gt;

==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.20241219.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;

==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 &amp; 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 &amp; 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]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


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]]</text>
      <sha1>rzzrfxtqqluqtbdw6c6yerkhcjqee5m</sha1>
    </revision>
  </page>
  <page>
    <title>Python programming in plain view</title>
    <ns>0</ns>
    <id>212733</id>
    <revision>
      <id>2692559</id>
      <parentid>2692140</parentid>
      <timestamp>2024-12-19T04:57:36Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Using Libraries */</comment>
      <origin>2692559</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2647" sha1="iutn94g8ox0p0m2mcreri9dpin3her9" xml:space="preserve">==''' Part I '''==
&lt;!----------------------------------------------------------------------&gt;
===  Introduction ===

* Overview 
* Memory 
* Number 

&lt;!----------------------------------------------------------------------&gt;


=== Python for C programmers ===

* Hello, World! ([[Media:CProg.Hello.1A.20230406.pdf |pdf]])
* Statement Level  ([[Media:CProg.Statement.1A.20230509.pdf |pdf]])
* Output with print
* Formatted output
* File IO

&lt;!----------------------------------------------------------------------&gt;


=== Using Libraries ===

* Scripts ([[Media:Python.Work2.Script.1A.20231129.pdf |pdf]])
* Modules ([[Media:Python.Work2.Module.1A.20231216.pdf |pdf]])
* Packages ([[Media:Python.Work2.Package.1A.20241207.pdf |pdf]])
* Libraries ([[Media:Python.Work2.Library.1A.20241217.pdf |pdf]])
* Namespaces ([[Media:Python.Work2.Scope.1A.20231021.pdf |pdf]])


&lt;!----------------------------------------------------------------------&gt;

===   Handling Repetition ===
 
* Control ([[Media:Python.Repeat1.Control.1.A.20230314.pdf |pdf]])

* Loop ([[Media:Repeat2.Loop.1A.20230401.pdf |pdf]])

&lt;!----------------------------------------------------------------------&gt;

=== Handling a Big Work ===

* Functions ([[Media:Python.Work1.Function.1A.20230529.pdf |pdf]])
* Lambda ([[Media:Python.Work2.Lambda.1A.20230705.pdf |pdf]])
* Type Annotations ([[Media:Python.Work2.AtypeAnnot.1A.20230817.pdf |pdf]])

  
&lt;!----------------------------------------------------------------------&gt;

=== Handling Series of Data ===

* Arrays ([[Media:Python.Series1.Array.1A.pdf |pdf]])
* Tuples ([[Media:Python.Series2.Tuple.1A.pdf |pdf]])
* Lists ([[Media:Python.Series3.List.1A.pdf |pdf]])
* Tuples ([[Media:Python.Series4.Tuple.1A.pdf |pdf]])
* Sets ([[Media:Python.Series5.Set.1A.pdf |pdf]])
* Dictionary ([[Media:Python.Series6.Dictionary.1A.pdf |pdf]])

&lt;!----------------------------------------------------------------------&gt;

=== Handling Various Kinds of Data ===
  
* Types 
* Operators ([[Media:Python.Data3.Operators.1.A.pdf |pdf]])
* Files ([[Media:Python.Data4.File.1.A.pdf |pdf]])


&lt;!----------------------------------------------------------------------&gt;

=== Class and Objects ===
  
* Classes &amp; Objects ([[Media:Python.Work2.Class.1A.20230906.pdf |pdf]])
* Inheritance

 
&lt;!----------------------------------------------------------------------&gt;
&lt;/br&gt;

== Python in Numerical Analysis  ==
 
&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://www.southampton.ac.uk/~fangohr/training/python/pdfs/Python-for-Computational-Science-and-Engineering.pdf Python and Computational Science and Engineering]</text>
      <sha1>iutn94g8ox0p0m2mcreri9dpin3her9</sha1>
    </revision>
    <revision>
      <id>2692561</id>
      <parentid>2692559</parentid>
      <timestamp>2024-12-19T04:59:34Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Using Libraries */</comment>
      <origin>2692561</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2647" sha1="l903sqn4r5z6rpepuveqaud3urnl2o4" xml:space="preserve">==''' Part I '''==
&lt;!----------------------------------------------------------------------&gt;
===  Introduction ===

* Overview 
* Memory 
* Number 

&lt;!----------------------------------------------------------------------&gt;


=== Python for C programmers ===

* Hello, World! ([[Media:CProg.Hello.1A.20230406.pdf |pdf]])
* Statement Level  ([[Media:CProg.Statement.1A.20230509.pdf |pdf]])
* Output with print
* Formatted output
* File IO

&lt;!----------------------------------------------------------------------&gt;


=== Using Libraries ===

* Scripts ([[Media:Python.Work2.Script.1A.20231129.pdf |pdf]])
* Modules ([[Media:Python.Work2.Module.1A.20231216.pdf |pdf]])
* Packages ([[Media:Python.Work2.Package.1A.20241207.pdf |pdf]])
* Libraries ([[Media:Python.Work2.Library.1A.20241218.pdf |pdf]])
* Namespaces ([[Media:Python.Work2.Scope.1A.20231021.pdf |pdf]])


&lt;!----------------------------------------------------------------------&gt;

===   Handling Repetition ===
 
* Control ([[Media:Python.Repeat1.Control.1.A.20230314.pdf |pdf]])

* Loop ([[Media:Repeat2.Loop.1A.20230401.pdf |pdf]])

&lt;!----------------------------------------------------------------------&gt;

=== Handling a Big Work ===

* Functions ([[Media:Python.Work1.Function.1A.20230529.pdf |pdf]])
* Lambda ([[Media:Python.Work2.Lambda.1A.20230705.pdf |pdf]])
* Type Annotations ([[Media:Python.Work2.AtypeAnnot.1A.20230817.pdf |pdf]])

  
&lt;!----------------------------------------------------------------------&gt;

=== Handling Series of Data ===

* Arrays ([[Media:Python.Series1.Array.1A.pdf |pdf]])
* Tuples ([[Media:Python.Series2.Tuple.1A.pdf |pdf]])
* Lists ([[Media:Python.Series3.List.1A.pdf |pdf]])
* Tuples ([[Media:Python.Series4.Tuple.1A.pdf |pdf]])
* Sets ([[Media:Python.Series5.Set.1A.pdf |pdf]])
* Dictionary ([[Media:Python.Series6.Dictionary.1A.pdf |pdf]])

&lt;!----------------------------------------------------------------------&gt;

=== Handling Various Kinds of Data ===
  
* Types 
* Operators ([[Media:Python.Data3.Operators.1.A.pdf |pdf]])
* Files ([[Media:Python.Data4.File.1.A.pdf |pdf]])


&lt;!----------------------------------------------------------------------&gt;

=== Class and Objects ===
  
* Classes &amp; Objects ([[Media:Python.Work2.Class.1A.20230906.pdf |pdf]])
* Inheritance

 
&lt;!----------------------------------------------------------------------&gt;
&lt;/br&gt;

== Python in Numerical Analysis  ==
 
&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://www.southampton.ac.uk/~fangohr/training/python/pdfs/Python-for-Computational-Science-and-Engineering.pdf Python and Computational Science and Engineering]</text>
      <sha1>l903sqn4r5z6rpepuveqaud3urnl2o4</sha1>
    </revision>
    <revision>
      <id>2692563</id>
      <parentid>2692561</parentid>
      <timestamp>2024-12-19T05:00:37Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Using Libraries */</comment>
      <origin>2692563</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2647" sha1="i9o5v8s601xhrfvc51461gymt197whq" xml:space="preserve">==''' Part I '''==
&lt;!----------------------------------------------------------------------&gt;
===  Introduction ===

* Overview 
* Memory 
* Number 

&lt;!----------------------------------------------------------------------&gt;


=== Python for C programmers ===

* Hello, World! ([[Media:CProg.Hello.1A.20230406.pdf |pdf]])
* Statement Level  ([[Media:CProg.Statement.1A.20230509.pdf |pdf]])
* Output with print
* Formatted output
* File IO

&lt;!----------------------------------------------------------------------&gt;


=== Using Libraries ===

* Scripts ([[Media:Python.Work2.Script.1A.20231129.pdf |pdf]])
* Modules ([[Media:Python.Work2.Module.1A.20231216.pdf |pdf]])
* Packages ([[Media:Python.Work2.Package.1A.20241207.pdf |pdf]])
* Libraries ([[Media:Python.Work2.Library.1A.20241219.pdf |pdf]])
* Namespaces ([[Media:Python.Work2.Scope.1A.20231021.pdf |pdf]])


&lt;!----------------------------------------------------------------------&gt;

===   Handling Repetition ===
 
* Control ([[Media:Python.Repeat1.Control.1.A.20230314.pdf |pdf]])

* Loop ([[Media:Repeat2.Loop.1A.20230401.pdf |pdf]])

&lt;!----------------------------------------------------------------------&gt;

=== Handling a Big Work ===

* Functions ([[Media:Python.Work1.Function.1A.20230529.pdf |pdf]])
* Lambda ([[Media:Python.Work2.Lambda.1A.20230705.pdf |pdf]])
* Type Annotations ([[Media:Python.Work2.AtypeAnnot.1A.20230817.pdf |pdf]])

  
&lt;!----------------------------------------------------------------------&gt;

=== Handling Series of Data ===

* Arrays ([[Media:Python.Series1.Array.1A.pdf |pdf]])
* Tuples ([[Media:Python.Series2.Tuple.1A.pdf |pdf]])
* Lists ([[Media:Python.Series3.List.1A.pdf |pdf]])
* Tuples ([[Media:Python.Series4.Tuple.1A.pdf |pdf]])
* Sets ([[Media:Python.Series5.Set.1A.pdf |pdf]])
* Dictionary ([[Media:Python.Series6.Dictionary.1A.pdf |pdf]])

&lt;!----------------------------------------------------------------------&gt;

=== Handling Various Kinds of Data ===
  
* Types 
* Operators ([[Media:Python.Data3.Operators.1.A.pdf |pdf]])
* Files ([[Media:Python.Data4.File.1.A.pdf |pdf]])


&lt;!----------------------------------------------------------------------&gt;

=== Class and Objects ===
  
* Classes &amp; Objects ([[Media:Python.Work2.Class.1A.20230906.pdf |pdf]])
* Inheritance

 
&lt;!----------------------------------------------------------------------&gt;
&lt;/br&gt;

== Python in Numerical Analysis  ==
 
&lt;/br&gt;
&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://www.southampton.ac.uk/~fangohr/training/python/pdfs/Python-for-Computational-Science-and-Engineering.pdf Python and Computational Science and Engineering]</text>
      <sha1>i9o5v8s601xhrfvc51461gymt197whq</sha1>
    </revision>
  </page>
  <page>
    <title>Evidence-based assessment/Instruments/ADHD Rating Scale</title>
    <ns>0</ns>
    <id>216198</id>
    <revision>
      <id>2692531</id>
      <parentid>2691547</parentid>
      <timestamp>2024-12-18T22:23:51Z</timestamp>
      <contributor>
        <username>Yinuo Liu</username>
        <id>2935880</id>
      </contributor>
      <comment>add psychometrics</comment>
      <origin>2692531</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5323" sha1="a35iv82sioawtawkhvanfs2onvo9fpb" xml:space="preserve">&lt;noinclude&gt;{{Helping Give Away Psychological Science Banner}}&lt;/noinclude&gt;

{{Wikipedia2|ADHD rating scale}}
The '''ADHD Rating Scale (ADHD-RS)''' is a parent-report or teacher-report inventory created by DuPaul and colleagues&lt;ref name=&quot;:4&quot; /&gt; consisting of 18 questions regarding a child’s behavior over the past 6 months.&lt;ref name=&quot;:4&quot;&gt;{{cite book|last1=DuPaul|first1=G. J.|last2=Power|first2=T. J.|last3=Anastopoulos|first3=A. D.|last4=Reid|first4=R.|title=ADHD Rating Scale-IV: Checklists, norms,  and clinical interpretation.|date=1998|publisher=Guilford|location=New York|url=http://www.guilford.com/books/ADHD-Rating-Scale-5-for-Children-and-Adolescents/DuPaul-Power-Anastopoulos-Reid/9781462524877|accessdate=9 September 2016}}&lt;/ref&gt; It is used to aid in the diagnosis of attention deficit hyperactivity disorder (ADHD) in children ranging from ages 5-17.&lt;ref name=&quot;:4&quot; /&gt;  

The ADHD-RS is currently in its fifth version in correlation with DSM-V.  

== Psychometrics ==

=== Reliability ===
{| class=&quot;wikitable&quot;
|+ Rubric for evaluating norms and reliability for the ADHD Rating Scale
! Criterion !! Rating (adequate, good, excellent, too good) !! Explanation with references
|-
| Norms || Adequate ||
|-
|[[w:Internal consistency|Internal consistency]] (Cronbach's alpha) || Excellent || Alpha &gt; .90 for the School and Home versions.&lt;ref name=&quot;:4&quot; /&gt;
|-
|[[w:Inter-rater reliability|Inter-rater reliability]] ||Less than adequate ||Reliability between parents and teachers was =.41&lt;ref name=&quot;:4&quot; /&gt;
|-
|[[w:Test-retest reliability|Test-retest reliability]] (stability) || Adequate ||Total score =.85 over a 4-week period&lt;ref name=&quot;:4&quot; /&gt;
|-
|Repeatability || Not published || No published studies formally checking repeatability
|}

=== Validity ===
{| class=&quot;wikitable&quot;
|+ Evaluation of validity and utility for the ADHD Rating Scale
! Criterion !! Rating (adequate, good, excellent, too good) !! Explanation with references
|-
| [[w:Content validity|Content validity]] ||Adequate|| Covers DSM diagnostic symptoms for both hyperactivity and impulsivity subtypes and combined type.&lt;ref name=&quot;:4&quot; /&gt;
|-
|[[w:Construct validity|Construct validity]] || Excellent ||the predictive validity for the combined subscale for parents and teachers were 60% and 65% accuracy, respectively. &lt;ref name=&quot;:5&quot;&gt;{{Cite book |last1=Dupaul |first1=George |title=The fifteenth mental measurements yearbook |last2=Power |first2=Thomas |last3=Anastopoulos |first3=Arthur |last4=Reid |first4=Robert |publisher=Guilford Publications, Inc |year=1998 |location=New York, NY |chapter=ADHD Rating Scale-IV |via=EBSCOhost}}&lt;/ref&gt;
|-
|Discriminative validity ||Adequate ||Statistically significant discrimination in mean ratings between three groups of participants that were identified as ADHD Combined, ADHD Inattentive and no ADHD.&lt;ref name=&quot;:5&quot; /&gt;
|-
|Validity generalization || Good || Used by teachers and parents; used in school and clinical settings; assessment was normed on a random sample that included different ethnic and demographic backgrounds.&lt;ref name=&quot;:5&quot; /&gt;
|-
|Treatment sensitivity ||Adequate||Able to reflect progression of ADHD symptoms throughout treatment.&lt;ref name=&quot;:5&quot; /&gt;
|-
|Clinical utility ||Good|| Easily accessible by purchasing the handbook. Strong psychometrics. Quick and easy completion and scoring.&lt;ref name=&quot;:4&quot; /&gt;
|}

==Scoring and Interpretation==
=== Scoring ===
The 18 item ADHD Rating Scale is a questionnaire measured on a likert-type scale from &quot;always or very often&quot; to &quot;rarely or never.&quot; It ends with one demographic question regarding age. All questions are intended to be answered regarding the child's behavior in the last 6 months. 
*'''Items 1-9''' are regarding inattention.  
*'''Items 10-18''' are regarding impulsivity and hyperactivity.  
*'''item 19''' asks if some of the behaviors were present in the child before the age of 7

=== Interpretation ===
Scoring is based on the DSM-IV-TR criteria for Attention-Deficit/Hyperactivity Disorder. For all subtypes, the DSM-IV requires that some symptoms be present in the child before the age of 7. The information required to meet criteria is as follows:

*'''ADHD inattentive sub-type:''' 6 or more of the 9 responses in the “Inattention” section must be either “often” or “always or very often”. 
*'''ADHD hyperactive sub-type:''' 6 or more of the 9 responses in the “Impulsivity and Hyperactivity” section must be either “often or “always or very often”. 
*'''ADHD combined subtype:''' 6 of the 9 responses must be marked as either “often” or “always or very often” in both the “Inattention” and “Impulsivity and Hyperactivity” sections.

In order to meet the DSM-IV criteria for ADHD, symptoms must be present in two or more settings. It is recommended and common for a parent and a teacher to both complete the ADHD Rating Scale.

== See Also ==
*[[wikipedia:ADHD_rating_scale|ADHD rating scale wikipedia page]]

== External Links ==
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
*[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/inattention-and-hyperactivity-adhd/ EffectiveChildTherapy.Org information on ADHD]

== References ==
{{Reflist}}

{{:{{BASEPAGENAME}}/Navbox}}

{{DEFAULTSORT:ADHD Rating Scale}}

[[Category:Psychological measures]]</text>
      <sha1>a35iv82sioawtawkhvanfs2onvo9fpb</sha1>
    </revision>
    <revision>
      <id>2692539</id>
      <parentid>2692531</parentid>
      <timestamp>2024-12-19T00:54:29Z</timestamp>
      <contributor>
        <username>Yinuo Liu</username>
        <id>2935880</id>
      </contributor>
      <comment>add development and history</comment>
      <origin>2692539</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6004" sha1="sckyu9h0lj3n9182mhrevdkg5sycrgv" xml:space="preserve">&lt;noinclude&gt;{{Helping Give Away Psychological Science Banner}}&lt;/noinclude&gt;

{{Wikipedia2|ADHD rating scale}}
The '''ADHD Rating Scale (ADHD-RS)''' is a parent-report or teacher-report inventory created by DuPaul and colleagues&lt;ref name=&quot;:4&quot;/&gt; consisting of 18 questions regarding a child’s behavior over the past 6 months.&lt;ref name=&quot;:4&quot;&gt;{{cite book|last1=DuPaul|first1=G. J.|last2=Power|first2=T. J.|last3=Anastopoulos|first3=A. D.|last4=Reid|first4=R.|title=ADHD Rating Scale-IV: Checklists, norms,  and clinical interpretation.|date=1998|publisher=Guilford Publications|location=New York, NY}}&lt;/ref&gt; It is used to aid in the diagnosis of attention deficit hyperactivity disorder (ADHD) in children ranging from ages 5-17.&lt;ref name=&quot;:4&quot; /&gt;  

The ADHD-RS is currently in its fifth version in correlation with DSM-V &lt;ref name=&quot;:1&quot;&gt;{{cite book|last1=DuPaul|first1=G. J.|last2=Power|first2=T. J.|last3=Anastopoulos|first3=A. D.|last4=Reid|first4=R.|title=ADHD rating scale 5 for children and adolescents: checklists, norms, and clinical interpretation.|date=2016|publisher=Guilford Publications|location=New York, NY}}&lt;/ref&gt;.  

== Psychometrics ==

=== Reliability ===
{| class=&quot;wikitable&quot;
|+ Rubric for evaluating norms and reliability for the ADHD Rating Scale
! Criterion !! Rating (adequate, good, excellent, too good) !! Explanation with references
|-
| Norms || Adequate ||
|-
|[[w:Internal consistency|Internal consistency]] (Cronbach's alpha) || Excellent || Alpha &gt; .90 for the School and Home versions.&lt;ref name=&quot;:4&quot; /&gt;
|-
|[[w:Inter-rater reliability|Inter-rater reliability]] ||Less than adequate ||Reliability between parents and teachers was =.41&lt;ref name=&quot;:4&quot; /&gt;
|-
|[[w:Test-retest reliability|Test-retest reliability]] (stability) || Adequate ||Total score =.85 over a 4-week period&lt;ref name=&quot;:4&quot; /&gt;
|-
|Repeatability || Not published || No published studies formally checking repeatability
|}

=== Validity ===
{| class=&quot;wikitable&quot;
|+ Evaluation of validity and utility for the ADHD Rating Scale
! Criterion !! Rating (adequate, good, excellent, too good) !! Explanation with references
|-
| [[w:Content validity|Content validity]] ||Adequate|| Covers DSM diagnostic symptoms for both hyperactivity and impulsivity subtypes and combined type.&lt;ref name=&quot;:4&quot; /&gt;
|-
|[[w:Construct validity|Construct validity]] || Excellent ||the predictive validity for the combined subscale for parents and teachers were 60% and 65% accuracy, respectively. &lt;ref name=&quot;:5&quot;&gt;{{Cite book |last1=Dupaul |first1=George |title=The fifteenth mental measurements yearbook |last2=Power |first2=Thomas |last3=Anastopoulos |first3=Arthur |last4=Reid |first4=Robert |publisher=Guilford Publications, Inc |year=1998 |location=New York, NY |chapter=ADHD Rating Scale-IV |via=EBSCOhost}}&lt;/ref&gt;
|-
|Discriminative validity ||Adequate ||Statistically significant discrimination in mean ratings between three groups of participants that were identified as ADHD Combined, ADHD Inattentive and no ADHD.&lt;ref name=&quot;:5&quot; /&gt;
|-
|Validity generalization || Good || Used by teachers and parents; used in school and clinical settings; assessment was normed on a random sample that included different ethnic and demographic backgrounds.&lt;ref name=&quot;:5&quot; /&gt;
|-
|Treatment sensitivity ||Adequate||Able to reflect progression of ADHD symptoms throughout treatment.&lt;ref name=&quot;:5&quot; /&gt;
|-
|Clinical utility ||Good|| Easily accessible by purchasing the handbook. Strong psychometrics. Quick and easy completion and scoring.&lt;ref name=&quot;:4&quot; /&gt;
|}

==Scoring and Interpretation==
=== Scoring ===
The 18 item ADHD Rating Scale is a questionnaire measured on a likert-type scale from &quot;always or very often&quot; to &quot;rarely or never.&quot; It ends with one demographic question regarding age. All questions are intended to be answered regarding the child's behavior in the last 6 months. 
*'''Items 1-9''' are regarding inattention.  
*'''Items 10-18''' are regarding impulsivity and hyperactivity.  
*'''item 19''' asks if some of the behaviors were present in the child before the age of 7

=== Interpretation ===
Scoring is based on the DSM-IV-TR criteria for Attention-Deficit/Hyperactivity Disorder. For all subtypes, the DSM-IV requires that some symptoms be present in the child before the age of 7. The information required to meet criteria is as follows:

*'''ADHD inattentive sub-type:''' 6 or more of the 9 responses in the “Inattention” section must be either “often” or “always or very often”. 
*'''ADHD hyperactive sub-type:''' 6 or more of the 9 responses in the “Impulsivity and Hyperactivity” section must be either “often or “always or very often”. 
*'''ADHD combined subtype:''' 6 of the 9 responses must be marked as either “often” or “always or very often” in both the “Inattention” and “Impulsivity and Hyperactivity” sections.

In order to meet the DSM-IV criteria for ADHD, symptoms must be present in two or more settings. It is recommended and common for a parent and a teacher to both complete the ADHD Rating Scale.

==Development and History==
The ADHD Rating Scale was developed by George J. DuPaul, Thomas J. Power, Arthur D. Anastopoulos, and Robert Reid in 1998 based on the diagnostic criteria for ADHD as described in DSM-4 &lt;ref name=&quot;:4&quot;&gt;. It contains two subscales respectively measuring inattention and hyperactivity-impulsivity. 

The newest edition, ADHD Rating Scale 5, was published in 2016 with updates for DSM-5 &lt;ref name=&quot;:1&quot;&gt;. This edition has separate adolescent versions of both home and school rating scales.

== See Also ==
*[[wikipedia:ADHD_rating_scale|ADHD rating scale wikipedia page]]

== External Links ==
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
*[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/inattention-and-hyperactivity-adhd/ EffectiveChildTherapy.Org information on ADHD]

== References ==
{{Reflist}}

{{:{{BASEPAGENAME}}/Navbox}}

{{DEFAULTSORT:ADHD Rating Scale}}

[[Category:Psychological measures]]</text>
      <sha1>sckyu9h0lj3n9182mhrevdkg5sycrgv</sha1>
    </revision>
    <revision>
      <id>2692540</id>
      <parentid>2692539</parentid>
      <timestamp>2024-12-19T00:55:45Z</timestamp>
      <contributor>
        <username>Yinuo Liu</username>
        <id>2935880</id>
      </contributor>
      <comment>adjust references</comment>
      <origin>2692540</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6006" sha1="2otb6gggmhwjsrd8r9droii7jy2ooyp" xml:space="preserve">&lt;noinclude&gt;{{Helping Give Away Psychological Science Banner}}&lt;/noinclude&gt;

{{Wikipedia2|ADHD rating scale}}
The '''ADHD Rating Scale (ADHD-RS)''' is a parent-report or teacher-report inventory created by DuPaul and colleagues&lt;ref name=&quot;:4&quot;/&gt; consisting of 18 questions regarding a child’s behavior over the past 6 months.&lt;ref name=&quot;:4&quot;&gt;{{cite book|last1=DuPaul|first1=G. J.|last2=Power|first2=T. J.|last3=Anastopoulos|first3=A. D.|last4=Reid|first4=R.|title=ADHD Rating Scale-IV: Checklists, norms,  and clinical interpretation.|date=1998|publisher=Guilford Publications|location=New York, NY}}&lt;/ref&gt; It is used to aid in the diagnosis of attention deficit hyperactivity disorder (ADHD) in children ranging from ages 5-17.&lt;ref name=&quot;:4&quot; /&gt;  

The ADHD-RS is currently in its fifth version in correlation with DSM-V &lt;ref name=&quot;:1&quot;&gt;{{cite book|last1=DuPaul|first1=G. J.|last2=Power|first2=T. J.|last3=Anastopoulos|first3=A. D.|last4=Reid|first4=R.|title=ADHD rating scale 5 for children and adolescents: checklists, norms, and clinical interpretation.|date=2016|publisher=Guilford Publications|location=New York, NY}}&lt;/ref&gt;.  

== Psychometrics ==

=== Reliability ===
{| class=&quot;wikitable&quot;
|+ Rubric for evaluating norms and reliability for the ADHD Rating Scale
! Criterion !! Rating (adequate, good, excellent, too good) !! Explanation with references
|-
| Norms || Adequate ||
|-
|[[w:Internal consistency|Internal consistency]] (Cronbach's alpha) || Excellent || Alpha &gt; .90 for the School and Home versions.&lt;ref name=&quot;:4&quot; /&gt;
|-
|[[w:Inter-rater reliability|Inter-rater reliability]] ||Less than adequate ||Reliability between parents and teachers was =.41&lt;ref name=&quot;:4&quot; /&gt;
|-
|[[w:Test-retest reliability|Test-retest reliability]] (stability) || Adequate ||Total score =.85 over a 4-week period&lt;ref name=&quot;:4&quot; /&gt;
|-
|Repeatability || Not published || No published studies formally checking repeatability
|}

=== Validity ===
{| class=&quot;wikitable&quot;
|+ Evaluation of validity and utility for the ADHD Rating Scale
! Criterion !! Rating (adequate, good, excellent, too good) !! Explanation with references
|-
| [[w:Content validity|Content validity]] ||Adequate|| Covers DSM diagnostic symptoms for both hyperactivity and impulsivity subtypes and combined type.&lt;ref name=&quot;:4&quot; /&gt;
|-
|[[w:Construct validity|Construct validity]] || Excellent ||the predictive validity for the combined subscale for parents and teachers were 60% and 65% accuracy, respectively. &lt;ref name=&quot;:5&quot;&gt;{{Cite book |last1=Dupaul |first1=George |title=The fifteenth mental measurements yearbook |last2=Power |first2=Thomas |last3=Anastopoulos |first3=Arthur |last4=Reid |first4=Robert |publisher=Guilford Publications, Inc |year=1998 |location=New York, NY |chapter=ADHD Rating Scale-IV |via=EBSCOhost}}&lt;/ref&gt;
|-
|Discriminative validity ||Adequate ||Statistically significant discrimination in mean ratings between three groups of participants that were identified as ADHD Combined, ADHD Inattentive and no ADHD.&lt;ref name=&quot;:5&quot; /&gt;
|-
|Validity generalization || Good || Used by teachers and parents; used in school and clinical settings; assessment was normed on a random sample that included different ethnic and demographic backgrounds.&lt;ref name=&quot;:5&quot; /&gt;
|-
|Treatment sensitivity ||Adequate||Able to reflect progression of ADHD symptoms throughout treatment.&lt;ref name=&quot;:5&quot; /&gt;
|-
|Clinical utility ||Good|| Easily accessible by purchasing the handbook. Strong psychometrics. Quick and easy completion and scoring.&lt;ref name=&quot;:4&quot; /&gt;
|}

==Scoring and Interpretation==
=== Scoring ===
The 18 item ADHD Rating Scale is a questionnaire measured on a likert-type scale from &quot;always or very often&quot; to &quot;rarely or never.&quot; It ends with one demographic question regarding age. All questions are intended to be answered regarding the child's behavior in the last 6 months. 
*'''Items 1-9''' are regarding inattention.  
*'''Items 10-18''' are regarding impulsivity and hyperactivity.  
*'''item 19''' asks if some of the behaviors were present in the child before the age of 7

=== Interpretation ===
Scoring is based on the DSM-IV-TR criteria for Attention-Deficit/Hyperactivity Disorder. For all subtypes, the DSM-IV requires that some symptoms be present in the child before the age of 7. The information required to meet criteria is as follows:

*'''ADHD inattentive sub-type:''' 6 or more of the 9 responses in the “Inattention” section must be either “often” or “always or very often”. 
*'''ADHD hyperactive sub-type:''' 6 or more of the 9 responses in the “Impulsivity and Hyperactivity” section must be either “often or “always or very often”. 
*'''ADHD combined subtype:''' 6 of the 9 responses must be marked as either “often” or “always or very often” in both the “Inattention” and “Impulsivity and Hyperactivity” sections.

In order to meet the DSM-IV criteria for ADHD, symptoms must be present in two or more settings. It is recommended and common for a parent and a teacher to both complete the ADHD Rating Scale.

==Development and History==
The ADHD Rating Scale was developed by George J. DuPaul, Thomas J. Power, Arthur D. Anastopoulos, and Robert Reid in 1998 based on the diagnostic criteria for ADHD as described in DSM-4 &lt;ref name=&quot;:4&quot;/&gt;. It contains two subscales respectively measuring inattention and hyperactivity-impulsivity. 

The newest edition, ADHD Rating Scale 5, was published in 2016 with updates for DSM-5 &lt;ref name=&quot;:1&quot;/&gt;. This edition has separate adolescent versions of both home and school rating scales.

== See Also ==
*[[wikipedia:ADHD_rating_scale|ADHD rating scale wikipedia page]]

== External Links ==
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]
*[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/inattention-and-hyperactivity-adhd/ EffectiveChildTherapy.Org information on ADHD]

== References ==
{{Reflist}}

{{:{{BASEPAGENAME}}/Navbox}}

{{DEFAULTSORT:ADHD Rating Scale}}

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{{Wikipedia2|Yale Global Tic Severity Scale}}

The '''Yale Global Tic Severity Scale''' ('''YGTSS''') is a psychological measure designed to assess the severity and frequency of symptoms of disorders such as [[w:tic disorder|tic disorder]], [[w:Tourette syndrome|Tourette syndrome]], and [[w:obsessive-compulsive disorder|obsessive-compulsive disorder]], in children and adolescents between ages 6 and 17&lt;ref name= Martino2017&gt;{{cite journal |vauthors=Martino D, Pringsheim TM, Cavanna AE, et al |title=Systematic review of severity scales and screening instruments for tics: Critique and recommendations |journal=Mov. Disord. |volume=32 |issue=3 |pages=467–473 |date=March 2017 |pmid=28071825 |pmc=5482361 |doi=10.1002/mds.26891 |type= Review}}&lt;/ref&gt;&lt;ref name= Suk248&gt;Sukhodolsky DG, Gladstone TR, Kaushal SA, Piasecka JB, Leckman JF. (2017). &quot;Tics and Tourette Syndrome&quot;. In Matson JL (ed.). ''Handbook of Childhood Psychopathology and Developmental Disabilities Treatment''. Autism and Child Psychopathology Series. p. 248.&lt;/ref&gt;. It is completed by parents and takes approximately 15–20 minutes.

=== Scoring and Interpretation ===
YGTSS consists of three parts over the span of 17 pages. The first section identifies symptoms of motor and phonic tics, severity, and age of onset; the second section concerns OCD symptoms, severity, and age of onset; and the last section concerns environmental effects on symptoms. 

Each question on YGTSS addresses the existence and frequency of certain anxiety symptoms, the latter of which measured on a 0-5 scale from &quot;absent&quot; to &quot;severe.&quot; The section related to OCD symptoms addresses the degree of impairment the symptoms have on the child instead, measured on a 0-5 scale from &quot;no interference&quot; to &quot;severe interference.&quot;

The YGTSS as a whole does not have a comprehensive scoring system. More symptoms at a higher frequency generally indicate higher severity of a disorder.

==References==
{{reflist}}

{{DEFAULTSORT:Yale Global Tic Severity Scale}}
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{{wikipedia2| Alcohol Use Disorders Identification Test}}
The '''Alcohol Use Disorders Identification Test (AUDIT)''' is a ten-question test developed by a World Health Organization-sponsored collaborative project to determine if a person may be at risk for alcohol abuse problems &lt;ref name=Saunders1993&gt;{{cite journal|last1=Saunders|first1=JB|last2=Aasland|first2=OG|first3=Babor|last3=TF|last4=de la Fuente|first4=JR|last5=Grant|first5=M|title=Development of the Alcohol Use Disorders Identification Test (AUDIT):WHO Collaborative Project on Early Detection of Persons with Harmful Alcohol Consumption 1. |journal=Addiction |date=1993 |volume=88 |issue=12 |pages=791–804 |doi=10.1111/j.1360-0443.1993.tb02093.x|pmid=8329970}}&lt;/ref&gt;. The test was designed to be used internationally, and was validated in a study drawing patients from six countries &lt;ref name=Saunders1993 /&gt;. It performs well in medical settings like primary health care, outpatient settings, and hospital units &lt;ref&gt; Bohn, MJ; Babor, TF; Kranzler, HR. (July, 1995). &quot;The Alcohol Use Disorders Identification Test (AUDIT): validation of a screening instrument for use in medical settings&quot;. ''Journal of studies on alcohol'', '''56''' (4), 423-432. [[doi:10.15288/jsa.1995.56.423]]&lt;/ref&gt;.

The AUDIT alcohol consumption questions (AUDIT-C) is a 3-question screening test for problem drinking used frequently in primary care settings &lt;ref&gt; Bush, K; Kivlahan, DR; McDonell, MB; Fihn, SD; Bradley, KA; Ambulatory Care Quality Improvement Project. (September, 1998). &quot;The AUDIT alcohol consumption questions (AUDIT-C): an effective brief screening test for problem drinking&quot;. ''Archives of internal medicine'', '''158''' (16):1789-1795. [[doi:10.1001/archinte.158.16.1789]]&lt;/ref&gt;. 

== Scoring and interpretation ==
Scoring the AUDIT is based on a 0-4 point scale. Six of the ten questions ask about the frequency of certain alcohol abuse behaviors and are scored by the following responses:
* '''0 points:''' &quot;Never&quot;
* '''1 point:''' &quot;Less than monthly&quot;
* '''2 points:''' &quot;Monthly&quot;
* '''3 points:''' &quot;Weekly&quot;
* '''4 points:''' &quot;Daily, or almost daily&quot;
The other four questions vary in participant response choice but are scored on a 0-4 point scale.

=== Item breakdown ===
The questions measure different domains of alcohol consumption problems. The breakdown is as follows:
* '''1-3''': Measure frequency in alcohol consumption
* '''4-6''': Measure alcohol dependence
* '''7-10''': Measure alcohol related problems

=== Interpretation of scores ===
In order to score the AUDIT, point values of each answer choice are summed together and then interpreted based on the following criteria.
* A score of 8 or more in men (7 in women) indicates a strong likelihood of hazardous or harmful alcohol consumption.
* A score of 20 or more is suggestive of alcohol dependence (although some authors quote scores of more than 13 in women and 15 in men as indicating likely dependence).&lt;ref&gt;[http://whqlibdoc.who.int/hq/2001/WHO_MSD_MSB_01.6a.pdf AUDIT: The Alcohol Use Disorders Identification Test: Guidelines for Use in Primary Care], second edition, by Thomas F. Babor, John C. Higgins-Biddle, John B. Saunders, and Maristela G. Monteiro.  Retrieved June 24, 2006.&lt;/ref&gt;

== External links ==
* [http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/drug-and-alcohol-abuse/ EffectiveChildTherapy.Org information on Substance Abuse]
* [https://sccap53.org Society of Clinical Child and Adolescent Psychology]

== References ==
{{Reflist}}

{{:{{BASEPAGENAME}}/Navbox}}

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{{Wikipedia2|Child PTSD Symptom Scale}}

The '''Child PTSD Symptom Scale (CPSS)''' is a free checklist designed for children and adolescents to report traumatic events and symptoms that they might feel afterward.&lt;ref name=&quot;Foa2001&quot;&gt;{{Cite journal|last=Foa|first=Edna B.|last2=Johnson|first2=Kelly M.|last3=Feeny|first3=Norah C.|last4=Treadwell|first4=Kimberli R. H.|date=2001-08-01|title=The Child PTSD Symptom Scale: A Preliminary Examination of its Psychometric Properties|url=http://dx.doi.org/10.1207/S15374424JCCP3003_9|journal=Journal of Clinical Child &amp; Adolescent Psychology|volume=30|issue=3|pages=376–384|doi=10.1207/S15374424JCCP3003_9|issn=1537-4416|pmid=11501254}}&lt;/ref&gt; The items cover the symptoms of posttraumatic stress disorder (PTSD), specifically, the symptoms and clusters used in the DSM-IV. Although relatively new, there has been a fair amount of research on the CPSS due to the frequency of traumatic events involving children. The CPSS is usually administered to school children within school boundaries, or in an off-site location to assess symptoms of trauma.&lt;ref name=&quot;:12&quot; /&gt; Some, but not all, people experience symptoms after a traumatic event, and in serious cases, these people may not get better on their own. Early and accurate identification, especially in children, of experiencing distress following a trauma could help with early interventions. The CPSS is one of a handful of promising measures that has accrued good evidence for reliability and validity, along with low cost, giving it good clinical utility as it addresses a public health need for better and larger scale assessment.

==Development and history==
The instrument was developed in order to address the issues that the previous child PTSD assessment, namely the CPST-RI, failed to consider. Specifically, the CPSS was created to ensure that the symptoms of flashbacks, feelings of a shortened future, memory gaps of the trauma, irritability or anger, and hyper-vigilance are assessed for children at risk of having PTSD&lt;ref name=&quot;:0&quot;&gt;{{Cite journal|last=Foa|first=E. B.|last2=Johnson|first2=K. M.|last3=Feeny|first3=N. C.|last4=Treadwell|first4=K. R.|date=September 2001|title=The child PTSD Symptom Scale: a preliminary examination of its psychometric properties|url=https://www.ncbi.nlm.nih.gov/pubmed/11501254|journal=Journal of Clinical Child Psychology|volume=30|issue=3|pages=376–384|doi=10.1207/S15374424JCCP3003_9|issn=0047-228X|pmid=11501254}}&lt;/ref&gt;. The CPSS was developed using the PTDS (Posttraumatic Diagnostic Scale) scale as a model of a well-validated assessment for adults; researchers modified it to make it more comprehensible for children. It has one question for every of the 17 symptoms mentioned in ''DSM IV'' and includes a section assessing relationships and school-work. The seven items added to assess daily functioning were made child-relevant. The changes were made in order to create a practical scale that could better assess each symptom cluster in PTSD,  and could be used efficiently with groups of children in setting such as schools, while requiring less administration time.&lt;ref name=&quot;:0&quot; /&gt;

==Use in other populations==
The CPSS has been translated into multiple languages including Armenian, Chinese, German, Hebrew, Korean, Norwegian, Polish, Russian, Spanish, and Swedish&lt;ref&gt;{{Cite journal|last=Gillihan|first=Seth J.|last2=Aderka|first2=Idan M.|last3=Conklin|first3=Phoebe H.|last4=Capaldi|first4=Sandra|last5=Foa|first5=Edna B.|title=The Child PTSD Symptom Scale: Psychometric properties in female adolescent sexual assault survivors.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0029553|journal=Psychological Assessment|language=en|volume=25|issue=1|pages=23–31|doi=10.1037/a0029553}}&lt;/ref&gt;.

==Scoring and Interpretation==
The CPSS contains a total of 26 questions, the first two of which are free-response items about the patient's most recent distressing event. The next 17 items have the patient report the frequency of a symptom over a two-week period on a 0 (not at all) to 3 (almost always) Likert scale. The last 7 items inquire if the patient has had functional impairment in certain areas the last two weeks, and these items are scored Yes or No.

The ratings of the first 17 items on the CPSS are summed and have a range of 0-51. The CPSS scoring sheet generally divides this range into PTSD severity, increasing from below threshold (0-10) to moderate (21-25) to extremely severe (41-51). 

The last portion of the CPSS has a separate impairment severity score with a range of 0-7. A &quot;No&quot; on an item is graded a 0, and a &quot;Yes&quot; on an item is graded a 1.&lt;ref&gt;{{Cite web|url=https://www.div12.org/psychological-treatments/disorders/post-traumatic-stress-disorder/prolonged-exposure-therapy/#measures-and-handouts|title=Prolonged Exposure Therapy for Post-Traumatic Stress Disorder|date=|access-date=|website=Society of Clinical Psychology|last=|first=|archive-url=|archive-date=}}&lt;/ref&gt;

==See also==
Here, it would be good to link to any related articles on Wikipedia. For instance:
* [[w:bipolar disorder in children|Pediatric bipolar disorder]]

==External links==
* [https://unc.az1.qualtrics.com/jfe/form/SV_cBlUQk8Y85LHF41 Depression and Bipolar Support Alliance: 7 Up 7 Down Online Screener]
* [https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/resources/misc/child_ptsd_symptom_scale.pdf Copy of CPSS] 
* [https://coactcolorado.org/site_media/media/servee_documents/CPSS_Scoring.pdf CPSS Scoring Guide and Item Details] 
* [https://www.nctsn.org/measures/child-ptsd-symptom-scale NCTSN CPSS Information Page]
*[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/post-traumatic-stress-disorder/ EffectiveChildTherapy.Org information on PTSD]
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==Example page==
* [[w:General Behavior Inventory|General Behavior Inventory]]

==References==
{{collapse top|Click here for references}}
{{reflist|3}}
{{collapse bottom}}


== References ==
{{reflist}}
{{DEFAULTSORT:Child PTSD Symptom Scale}}
{{:{{BASEPAGENAME}}/Navbox}}
[[Category:Psychological measures]]</text>
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{{Wikipedia2|Child PTSD Symptom Scale}}

The '''Child PTSD Symptom Scale (CPSS)''' is a free checklist designed for children and adolescents to report traumatic events and symptoms that they might feel afterward.&lt;ref name=&quot;Foa2001&quot;&gt;{{Cite journal|last=Foa|first=Edna B.|last2=Johnson|first2=Kelly M.|last3=Feeny|first3=Norah C.|last4=Treadwell|first4=Kimberli R. H.|date=2001-08-01|title=The Child PTSD Symptom Scale: A Preliminary Examination of its Psychometric Properties|url=http://dx.doi.org/10.1207/S15374424JCCP3003_9|journal=Journal of Clinical Child &amp; Adolescent Psychology|volume=30|issue=3|pages=376–384|doi=10.1207/S15374424JCCP3003_9|issn=1537-4416|pmid=11501254}}&lt;/ref&gt; The items cover the symptoms of posttraumatic stress disorder (PTSD), specifically, the symptoms and clusters used in the DSM-IV. Although relatively new, there has been a fair amount of research on the CPSS due to the frequency of traumatic events involving children. The CPSS is usually administered to school children within school boundaries, or in an off-site location to assess symptoms of trauma. Some, but not all, people experience symptoms after a traumatic event, and in serious cases, these people may not get better on their own. Early and accurate identification, especially in children, of experiencing distress following a trauma could help with early interventions. The CPSS is one of a handful of promising measures that has accrued good evidence for reliability and validity, along with low cost, giving it good clinical utility as it addresses a public health need for better and larger scale assessment.

==Development and history==
The instrument was developed in order to address the issues that the previous child PTSD assessment, namely the CPST-RI, failed to consider. Specifically, the CPSS was created to ensure that the symptoms of flashbacks, feelings of a shortened future, memory gaps of the trauma, irritability or anger, and hyper-vigilance are assessed for children at risk of having PTSD&lt;ref name=&quot;:0&quot;&gt;{{Cite journal|last=Foa|first=E. B.|last2=Johnson|first2=K. M.|last3=Feeny|first3=N. C.|last4=Treadwell|first4=K. R.|date=September 2001|title=The child PTSD Symptom Scale: a preliminary examination of its psychometric properties|url=https://www.ncbi.nlm.nih.gov/pubmed/11501254|journal=Journal of Clinical Child Psychology|volume=30|issue=3|pages=376–384|doi=10.1207/S15374424JCCP3003_9|issn=0047-228X|pmid=11501254}}&lt;/ref&gt;. The CPSS was developed using the PTDS (Posttraumatic Diagnostic Scale) scale as a model of a well-validated assessment for adults; researchers modified it to make it more comprehensible for children. It has one question for every of the 17 symptoms mentioned in ''DSM IV'' and includes a section assessing relationships and school-work. The seven items added to assess daily functioning were made child-relevant. The changes were made in order to create a practical scale that could better assess each symptom cluster in PTSD,  and could be used efficiently with groups of children in setting such as schools, while requiring less administration time.&lt;ref name=&quot;:0&quot; /&gt;

==Use in other populations==
The CPSS has been translated into multiple languages including Armenian, Chinese, German, Hebrew, Korean, Norwegian, Polish, Russian, Spanish, and Swedish&lt;ref&gt;{{Cite journal|last=Gillihan|first=Seth J.|last2=Aderka|first2=Idan M.|last3=Conklin|first3=Phoebe H.|last4=Capaldi|first4=Sandra|last5=Foa|first5=Edna B.|title=The Child PTSD Symptom Scale: Psychometric properties in female adolescent sexual assault survivors.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0029553|journal=Psychological Assessment|language=en|volume=25|issue=1|pages=23–31|doi=10.1037/a0029553}}&lt;/ref&gt;.

==Scoring and Interpretation==
The CPSS contains a total of 26 questions, the first two of which are free-response items about the patient's most recent distressing event. The next 17 items have the patient report the frequency of a symptom over a two-week period on a 0 (not at all) to 3 (almost always) Likert scale. The last 7 items inquire if the patient has had functional impairment in certain areas the last two weeks, and these items are scored Yes or No.

The ratings of the first 17 items on the CPSS are summed and have a range of 0-51. The CPSS scoring sheet generally divides this range into PTSD severity, increasing from below threshold (0-10) to moderate (21-25) to extremely severe (41-51). 

The last portion of the CPSS has a separate impairment severity score with a range of 0-7. A &quot;No&quot; on an item is graded a 0, and a &quot;Yes&quot; on an item is graded a 1.&lt;ref&gt;{{Cite web|url=https://www.div12.org/psychological-treatments/disorders/post-traumatic-stress-disorder/prolonged-exposure-therapy/#measures-and-handouts|title=Prolonged Exposure Therapy for Post-Traumatic Stress Disorder|date=|access-date=|website=Society of Clinical Psychology|last=|first=|archive-url=|archive-date=}}&lt;/ref&gt;

==See also==
Here, it would be good to link to any related articles on Wikipedia. For instance:
* [[w:bipolar disorder in children|Pediatric bipolar disorder]]

==External links==
* [https://unc.az1.qualtrics.com/jfe/form/SV_cBlUQk8Y85LHF41 Depression and Bipolar Support Alliance: 7 Up 7 Down Online Screener]
* [https://www.aacap.org/App_Themes/AACAP/docs/resource_centers/resources/misc/child_ptsd_symptom_scale.pdf Copy of CPSS] 
* [https://coactcolorado.org/site_media/media/servee_documents/CPSS_Scoring.pdf CPSS Scoring Guide and Item Details] 
* [https://www.nctsn.org/measures/child-ptsd-symptom-scale NCTSN CPSS Information Page]
*[http://effectivechildtherapy.org/concerns-symptoms-disorders/disorders/post-traumatic-stress-disorder/ EffectiveChildTherapy.Org information on PTSD]
*[https://sccap53.org Society of Clinical Child and Adolescent Psychology]

==Example page==
* [[w:General Behavior Inventory|General Behavior Inventory]]

== References ==
{{reflist}}
{{DEFAULTSORT:Child PTSD Symptom Scale}}
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This lesson covers HTML fundamentals, including markup, metadata, and industry best practices.&lt;ref&gt;[https://www.microsoft.com/en-us/learning/exam-98-383.aspx Microsoft: Exam 98-383 Introduction to Programming using HTML and CSS]&lt;/ref&gt;

__TOC__

== Readings ==
# [https://developer.mozilla.org/en-US/docs/Learn/Getting_started_with_the_web/HTML_basics Mozilla: HTML Basics]

== Activities ==
# [https://www.w3schools.com/html/exercise.asp W3Schools: HTML Exercises]

== Construct markup that uses metadata elements ==
Includes script; noscript; style; link; meta tags, including encoding, keywords, viewport, and translate.

=== script ===
The HTML &lt;code&gt;&lt;script&gt;&lt;/code&gt; element is used to embed or refer to an executable code; this is typically used to embed or refer to JavaScript code.&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Web/HTML/Element/script Mozilla: script]&lt;/ref&gt;

Examples:
&lt;syntaxhighlight lang=html&gt;
&lt;script src=&quot;javascript.js&quot;&gt;&lt;/script&gt;

&lt;script&gt;
  document.write(&quot;Hello Wikiversity!&quot;);
&lt;/script&gt;
&lt;/syntaxhighlight&gt;

=== noscript ===
The HTML &lt;code&gt;&lt;noscript&gt;&lt;/code&gt; element defines a section of HTML to be inserted if a script type on the page is unsupported or if scripting is currently turned off in the browser.&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Web/HTML/Element/noscript Mozilla: noscript]&lt;/ref&gt;&lt;ref&gt;[https://www.w3schools.com/tags/tag_noscript.asp W3Schools: noscript]&lt;/ref&gt;

Example:
&lt;syntaxhighlight lang=html&gt;
&lt;noscript&gt;Your browser does not support JavaScript!&lt;/noscript&gt;
&lt;/syntaxhighlight&gt;

=== style ===
The HTML &lt;code&gt;&lt;style&gt;&lt;/code&gt; element contains style information for a document, or part of a document.&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Web/HTML/Element/style Mozilla: style]&lt;/ref&gt;

Example:
&lt;syntaxhighlight lang=html&gt;
&lt;style&gt;
body {
  color: blue;
}
&lt;/style&gt;
&lt;/syntaxhighlight&gt;

=== link ===
The HTML &lt;code&gt;&lt;link&gt;&lt;/code&gt; element specifies relationships between the current document and an external resource.&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Web/HTML/Element/link Mozilla: link]&lt;/ref&gt;

Example:
&lt;syntaxhighlight lang=&quot;html&quot;&gt;
&lt;head&gt;
  &lt;link href=&quot;style.css&quot; rel=&quot;stylesheet&quot; type=&quot;text/css&quot;&gt;
&lt;/head&gt;&gt;&gt;
&lt;/syntaxhighlight&gt;

=== meta tags ===
The HTML &lt;meta&gt; element represents metadata that cannot be represented by other HTML meta-related elements.&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Web/HTML/Element/meta Mozilla meta]&lt;/ref&gt;&lt;ref&gt;[https://www.w3schools.com/tags/tag_meta.asp W3Schools: meta]&lt;/ref&gt;&lt;ref&gt;[https://support.google.com/webmasters/answer/79812?hl=en Google: Meta tags that Google understands]&lt;/ref&gt;&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Web/HTML/Element/meta Mozilla: meta]&lt;/ref&gt;

Examples:
&lt;syntaxhighlight lang=html&gt;
&lt;head&gt;
  &lt;meta charset=&quot;UTF-8&quot;&gt;
  &lt;meta name=&quot;keywords&quot; content=&quot;HTML,CSS&quot;&gt;
  &lt;meta name=&quot;viewport&quot; content=&quot;width=device-width, initial-scale=1.0&quot;&gt;
  &lt;meta name=&quot;google&quot; content=&quot;notranslate&quot;&gt;
  &lt;meta http-equiv=&quot;refresh&quot; content=&quot;60&quot;&gt;
&lt;/head&gt;
&lt;/syntaxhighlight&gt;

== Construct well-formed markup that conforms to industry best practices ==
Includes DOCTYPE declaration; HTML; head; body; proper syntax, including closing tags and commonly used symbols; comments

=== DOCTYPE ===
In HTML, the doctype is the required &lt;code&gt;&lt;!DOCTYPE html&gt;&lt;/code&gt; preamble found at the top of all documents.&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Glossary/Doctype Mozilla: DOCTYPE]&lt;/ref&gt;

Example:
&lt;syntaxhighlight lang=html&gt;
&lt;!DOCTYPE html&gt;
&lt;/syntaxhighlight&gt;

=== html ===
The HTML &lt;code&gt;&lt;html&gt;&lt;/code&gt; element represents the root (top-level element) of an HTML document.&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Web/HTML/Element/html Mozilla: html]&lt;/ref&gt;

Example:
&lt;syntaxhighlight lang=html&gt;
&lt;!DOCTYPE html&gt;
&lt;html&gt;
  &lt;head&gt;
  &lt;/head&gt;
  &lt;body&gt;
  &lt;/body&gt;
&lt;/html&gt;
&lt;/syntaxhighlight&gt;

=== head ===
The HTML &lt;code&gt;&lt;head&gt;&lt;/code&gt; element provides general information (metadata) about the document, including its title and links to its scripts and style sheets.&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Web/HTML/Element/head Mozilla: head]&lt;/ref&gt;

Example:
&lt;syntaxhighlight lang=html&gt;
&lt;!DOCTYPE html&gt;
&lt;html&gt;
  &lt;head&gt;
    &lt;meta charset=&quot;UTF-8&quot;&gt;
    &lt;title&gt;Page Title&lt;/title&gt;
    &lt;link href=&quot;style.css&quot; rel=&quot;stylesheet&quot;&gt;
    &lt;script src=&quot;javascript.js&quot;&gt;&lt;/script&gt;
  &lt;/head&gt;
  &lt;body&gt;
  &lt;/body&gt;
&lt;/html&gt;
&lt;/syntaxhighlight&gt;

=== body ===
The HTML &lt;body&gt; Element represents the content of an HTML document.&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Web/HTML/Element/body Mozilla: body]&lt;/ref&gt;

Example:
&lt;syntaxhighlight lang=html&gt;
&lt;!DOCTYPE html&gt;
&lt;html&gt;
  &lt;head&gt;
  &lt;/head&gt;
  &lt;body&gt;
    &lt;h1&gt;Heading&lt;/h1&gt;
    &lt;p&gt;Content&lt;/p&gt;
  &lt;/body&gt;
&lt;/html&gt;
&lt;/syntaxhighlight&gt;

=== Common Symbols ===
An HTML entity is a piece of text (&quot;string&quot;) that begins with an ampersand (&amp;) and ends with a semicolon (;). Entities are frequently used to display reserved characters (which would otherwise be interpreted as HTML code), and invisible characters (like non-breaking spaces).&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Glossary/Entity Mozilla: Entity]&lt;/ref&gt;&lt;ref&gt;[https://www.w3schools.com/html/html_entities.asp W3Schools: HTML Entities]&lt;/ref&gt;

Example:
&lt;syntaxhighlight lang=html&gt;
&amp;nbsp;  &lt;!-- non-breaking space --&gt;
&amp;lt;    &lt;!-- less than --&gt;
&amp;gt;    &lt;!-- greater than --&gt;
&amp;amp;   &lt;!-- ampersand --&gt;
&amp;quot;  &lt;!-- double quote --&gt;
&amp;apos;  &lt;!-- single quote --&gt;
&lt;/syntaxhighlight&gt;

=== Comments ===
Comments are represented in HTML and XML as content between &lt;code&gt;&amp;lt;!--&lt;/code&gt; and &lt;code&gt;--&amp;gt;&lt;/code&gt;.&lt;ref&gt;[https://developer.mozilla.org/en-US/docs/Web/API/Comment Mozilla: Comment]&lt;/ref&gt;&lt;ref&gt;[https://www.w3schools.com/html/html_comments.asp W3Schools: HTML Comments]&lt;/ref&gt;

Example:
&lt;syntaxhighlight lang=html&gt;
&lt;!-- This is a comment. --&gt;
&lt;/syntaxhighlight&gt;

== See Also ==
* [[Internet Fundamentals/HTML]]
* [https://www.w3schools.com/html W3Schools: HTML Tutorial]

== References ==
{{reflist}}

{{subpage navbar}}

[[Category:HTML]]
[[Category:Completed resources]]</text>
      <sha1>0xvbdd0ghdmo3z9hj1lqrq42i5k7gm7</sha1>
    </revision>
  </page>
  <page>
    <title>The necessities in Microprocessor Based System Design</title>
    <ns>0</ns>
    <id>232469</id>
    <revision>
      <id>2692552</id>
      <parentid>2692138</parentid>
      <timestamp>2024-12-19T04:25:57Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* ARM Assembly Programming (II) */</comment>
      <origin>2692552</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5910" sha1="gtfd6msz6kdmot4spu4nq5gxmuedu82" xml:space="preserve">== '''Background''' ==

'''Combinational and Sequential Circuits'''
* [[Media:DD2.B.4..Adder.20131007.pdf |Adder]] 
* [[Media:DD3.A.1.LatchFF.20160308.pdf |Latches and Flipflops]]

'''FSM'''
* [[Media:DD3.A.3.FSM.20131030.pdf |FSM]]
* [[Media:CArch.2.A.Bubble.20131021.pdf |FSM Example]]

'''Tiny CPU Example'''
* [[Media:CDsgn6.TinyCPU.2.A.ISA.20160511.pdf |Instruction Set]]
* [[Media:CDsgn6.TinyCPU.2.B.DPath.20160502.pdf |Data Path]]
* [[Media:CDsgn6.TinyCPU.2.C.CPath.20160427.pdf |Control Path]]
* [[Media:CDsgn6.TinyCPU.2.D.Implement.20160513.pdf |FPGA Implementation]]
&lt;/br&gt;

== '''Microprocessor Architecture''' ==
* ARM Architecture 
: - Programmer's Model ([[Media:ARM.1Arch.1A.Model.20180321.pdf |pdf]])
: - Pipelined Architecture ([[Media:ARM.1Arch.2A.Pipeline.20180419.pdf |pdf]])
* ARM Organization 

* ARM Cortex-M Processor Architecture 
* ARM Processor Cores
&lt;/br&gt;

== '''Instruction Set Architecture''' ==
* ARM Instruction Set 
: - Overview ([[Media:ARM.2ISA.1A.Overview.20190611.pdf |pdf]])
: - Addressing Modes ([[Media:ARM.2ISA.2A.AddrMode.20191108.pdf |pdf]])
: - Multiple Transfer ([[Media:ARM.2ISA.3A.MTransfer.20190903.pdf |pdf]])
: - Assembler Format
::  - Data Processing ([[Media:ARM.2ISA.4A.Proc.Format.20200204.pdf |pdf]])
::  - Data Transfer ([[Media:ARM.2ISA.4B.Trans.Format.20200205.pdf |pdf]])
::  - Coprocessor ([[Media:ARM.2ISA.4C.CoProc.Format.20191214.pdf |pdf]])
::  - Summary ([[Media:ARM.2ISA.4D.Summary.Format.20200205.pdf |pdf]])
: - Binary Encoding ([[Media:ARM.2ISA.5A.Encoding.201901105.pdf |pdf]])
* Thumb Instruction Set 

&lt;/br&gt;

== '''Assembly Programming''' == 


=== ARM Assembly Programming (I) ===
* 1. Overview ([[Media:ARM.2ASM.1A.Overview.20200101.pdf |pdf]])
* 2. Example Programs ([[Media:ARM.2ASM.2A.Program.20200108.pdf |pdf]])
* 3. Addressing Modes ([[Media:ARM.2ASM.3A.Address.20200127.pdf |pdf]])
* 4. Data Transfer ([[Media:ARM.2ASM.4A.DTransfer.20230726.pdf |pdf]])
* 5. Data Processing ([[Media:ARM.2ASM.5A.DProcess.20200208.pdf |pdf]])
* 6. Control ([[Media:ARM.2ASM.6A.Control.20200215.pdf |pdf]]) 
* 7. Arrays ([[Media:ARM.2ASM.7A.Array.20200311.pdf |pdf]]) 
* 8. Data Structures ([[Media:ARM.2ASM.8A.DataStruct.20200718.pdf |pdf]]) 
* 9. Finite State Machines ([[Media:ARM.2ASM.9A.FSM.20200417.pdf |pdf]])  
* 10. Functions ([[Media:ARM.2ASM.10A.Function.20210115.pdf |pdf]]) 
* 11. Parameter Passing ([[Media:ARM.2ASM.11A.Parameter.20210106.pdf |pdf]]) 
* 12. Stack Frames ([[Media:ARM.2ASM.12A.StackFrame.20210611.pdf |pdf]]) 
::  

::

=== ARM Assembly Programming (II) ===
::  
* 1. Branch and Return Methods ([[Media:ARM.2ASM.Branch.20241217.pdf |pdf]]) 
* 2. PC Relative Addressing ([[Media:ARM.2ASM.PCRelative.20241123.pdf |pdf]]) 
* 3. Thumb instruction Set ([[Media:ARM.2ASM.Thumb.20241123.pdf |pdf]]) 
* 4. Exceptions ([[Media:ARM.2ASM.Exception.20220722.pdf |pdf]]) 
* 5. Exception Programming ([[Media:ARM.2ASM.ExceptionProg.20220311.pdf |pdf]]) 
* 6. Exception Handlers ([[Media:ARM.2ASM.ExceptionHandler.20220131.pdf |pdf]]) 
* 7. Interrupt Programming ([[Media:ARM.2ASM.InterruptProg.20211030.pdf |pdf]]) 
* 8. Interrupt Handlers ([[Media:ARM.2ASM.InterruptHandler.20211030.pdf |pdf]]) 
* 9. Vectored Interrupt Programming ([[Media:ARM.2ASM.VectorInt.20230610.pdf |pdf]]) 
* 10. Tail Chaining ([[Media:ARM.2ASM.TailChain.20230816.pdf |pdf]]) 


&lt;/br&gt;
* ARM Assembly Exercises ([[Media:ESys.3.A.ARM-ASM-Exercise.20160608.pdf |A.pdf]], [[Media:ESys.3.B.Assembly.20160716.pdf |B.pdf]])
::

=== ARM Assembly Programming (III) ===
* 1. Fixed point arithmetic (integer division)
* 2. Floating point arithmetic 
* 3. Matrix multiply

=== ARM Linking ===
* arm link ([[Media:arm_link.20211208.pdf |pdf]]) 


&lt;/br&gt;

=== ARM Microcontroller Programming ===
* 1. Input / Output 
* 2. Serial / Parallel Port Interfacing
* 3. Analog I/O Interfacing
* 4. Communication


&lt;/br&gt;


== '''Memory Architecture''' == 
&lt;/br&gt;

=== '''Memory Hierarchy''' === 
&lt;/br&gt;

=== '''System and Peripheral Buses''' === 
&lt;/br&gt;

=== '''Architectural Support''' === 
* High Level Languages
* System Development
* Operating Systems
&lt;/br&gt;


== '''Peripheral Architecture''' == 
&lt;/br&gt;

=== '''Vectored Interrupt Controller ''' === 
&lt;/br&gt;

=== '''Timers ''' === 
* Timer / Counter ([[Media:ARM.4ASM.Timer.20220801.pdf |pdf]]) 
* Real Time Clock
* Watchdog Timer
&lt;/br&gt;

=== '''Serial Bus''' === 
* '''UART''' : Universal Asynchronous Receiver/Transmitter  ([[Media:ARM.4ASM.UART.20220924.pdf |pdf]]) 
* '''I2C''' : Inter-Integrated Circuit 
* '''SPI''' : Serial Peripheral Interface 
* '''USB''' : Universal Serial Bus Device Controller
&lt;/br&gt;

=== '''I/Os ''' === 
* General Purpose Input/Output ports (GPIO)
* Pulse Width Modulator
* Analog-to-Digital Converter (ADC)
* Digital-to-Analog Converter (DAC)

&lt;/br&gt;


&lt;!-- == '''Interrupts and Exceptions ''' == --&gt;
&lt;/br&gt;

== '''Synchrnoization'''==
&lt;/br&gt;

=== H/W and S/W Synchronization === 
* busy wait synchronization
* handshake interface
&lt;/br&gt;

=== Interrupt Synchronization === 
* interrupt synchronization
* reentrant programming
* buffered IO
* periodic interrupt
* periodic polling 
&lt;/br&gt;

==''' Interfacing '''==
&lt;/br&gt;

=== Time Interfacing === 
* input capture
* output compare
&lt;/br&gt;


=== Serial Interfacing === 
* Programming UART
* Programming SPI
* Programming I2C
* Programming USB 
&lt;/br&gt;

=== Analog Interfacing === 
* OP Amp
* Filters
* ADC 
* DAC 
&lt;/br&gt;

== '''Old materials''' ==

=== '''Instruction Set Architecture''' ===
* ARM Instruction Set 
:: - Overview ([[Media:ARM.2ISA.1A.Overview.20180528.pdf |pdf]])
:: - Binary Encoding ([[Media:ARM.2ISA.2A.Encoding.20180528.pdf |pdf]])
:: - Assembler Format ([[Media:ARM.2ISA.3A.Format.20180528.pdf |pdf]])
* Thumb Instruction Set 
* ARM Assembly Language ([[Media:ESys3.1A.Assembly.20160608.pdf |pdf]])
* ARM Machine Language ([[Media:ESys3.2A.Machine.20160615.pdf |pdf]])
&lt;/br&gt;


&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]</text>
      <sha1>gtfd6msz6kdmot4spu4nq5gxmuedu82</sha1>
    </revision>
    <revision>
      <id>2692554</id>
      <parentid>2692552</parentid>
      <timestamp>2024-12-19T04:26:50Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* ARM Assembly Programming (II) */</comment>
      <origin>2692554</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5910" sha1="kluac8nf57ba2zh9rwrci8vlqqirab6" xml:space="preserve">== '''Background''' ==

'''Combinational and Sequential Circuits'''
* [[Media:DD2.B.4..Adder.20131007.pdf |Adder]] 
* [[Media:DD3.A.1.LatchFF.20160308.pdf |Latches and Flipflops]]

'''FSM'''
* [[Media:DD3.A.3.FSM.20131030.pdf |FSM]]
* [[Media:CArch.2.A.Bubble.20131021.pdf |FSM Example]]

'''Tiny CPU Example'''
* [[Media:CDsgn6.TinyCPU.2.A.ISA.20160511.pdf |Instruction Set]]
* [[Media:CDsgn6.TinyCPU.2.B.DPath.20160502.pdf |Data Path]]
* [[Media:CDsgn6.TinyCPU.2.C.CPath.20160427.pdf |Control Path]]
* [[Media:CDsgn6.TinyCPU.2.D.Implement.20160513.pdf |FPGA Implementation]]
&lt;/br&gt;

== '''Microprocessor Architecture''' ==
* ARM Architecture 
: - Programmer's Model ([[Media:ARM.1Arch.1A.Model.20180321.pdf |pdf]])
: - Pipelined Architecture ([[Media:ARM.1Arch.2A.Pipeline.20180419.pdf |pdf]])
* ARM Organization 

* ARM Cortex-M Processor Architecture 
* ARM Processor Cores
&lt;/br&gt;

== '''Instruction Set Architecture''' ==
* ARM Instruction Set 
: - Overview ([[Media:ARM.2ISA.1A.Overview.20190611.pdf |pdf]])
: - Addressing Modes ([[Media:ARM.2ISA.2A.AddrMode.20191108.pdf |pdf]])
: - Multiple Transfer ([[Media:ARM.2ISA.3A.MTransfer.20190903.pdf |pdf]])
: - Assembler Format
::  - Data Processing ([[Media:ARM.2ISA.4A.Proc.Format.20200204.pdf |pdf]])
::  - Data Transfer ([[Media:ARM.2ISA.4B.Trans.Format.20200205.pdf |pdf]])
::  - Coprocessor ([[Media:ARM.2ISA.4C.CoProc.Format.20191214.pdf |pdf]])
::  - Summary ([[Media:ARM.2ISA.4D.Summary.Format.20200205.pdf |pdf]])
: - Binary Encoding ([[Media:ARM.2ISA.5A.Encoding.201901105.pdf |pdf]])
* Thumb Instruction Set 

&lt;/br&gt;

== '''Assembly Programming''' == 


=== ARM Assembly Programming (I) ===
* 1. Overview ([[Media:ARM.2ASM.1A.Overview.20200101.pdf |pdf]])
* 2. Example Programs ([[Media:ARM.2ASM.2A.Program.20200108.pdf |pdf]])
* 3. Addressing Modes ([[Media:ARM.2ASM.3A.Address.20200127.pdf |pdf]])
* 4. Data Transfer ([[Media:ARM.2ASM.4A.DTransfer.20230726.pdf |pdf]])
* 5. Data Processing ([[Media:ARM.2ASM.5A.DProcess.20200208.pdf |pdf]])
* 6. Control ([[Media:ARM.2ASM.6A.Control.20200215.pdf |pdf]]) 
* 7. Arrays ([[Media:ARM.2ASM.7A.Array.20200311.pdf |pdf]]) 
* 8. Data Structures ([[Media:ARM.2ASM.8A.DataStruct.20200718.pdf |pdf]]) 
* 9. Finite State Machines ([[Media:ARM.2ASM.9A.FSM.20200417.pdf |pdf]])  
* 10. Functions ([[Media:ARM.2ASM.10A.Function.20210115.pdf |pdf]]) 
* 11. Parameter Passing ([[Media:ARM.2ASM.11A.Parameter.20210106.pdf |pdf]]) 
* 12. Stack Frames ([[Media:ARM.2ASM.12A.StackFrame.20210611.pdf |pdf]]) 
::  

::

=== ARM Assembly Programming (II) ===
::  
* 1. Branch and Return Methods ([[Media:ARM.2ASM.Branch.20241218.pdf |pdf]]) 
* 2. PC Relative Addressing ([[Media:ARM.2ASM.PCRelative.20241123.pdf |pdf]]) 
* 3. Thumb instruction Set ([[Media:ARM.2ASM.Thumb.20241123.pdf |pdf]]) 
* 4. Exceptions ([[Media:ARM.2ASM.Exception.20220722.pdf |pdf]]) 
* 5. Exception Programming ([[Media:ARM.2ASM.ExceptionProg.20220311.pdf |pdf]]) 
* 6. Exception Handlers ([[Media:ARM.2ASM.ExceptionHandler.20220131.pdf |pdf]]) 
* 7. Interrupt Programming ([[Media:ARM.2ASM.InterruptProg.20211030.pdf |pdf]]) 
* 8. Interrupt Handlers ([[Media:ARM.2ASM.InterruptHandler.20211030.pdf |pdf]]) 
* 9. Vectored Interrupt Programming ([[Media:ARM.2ASM.VectorInt.20230610.pdf |pdf]]) 
* 10. Tail Chaining ([[Media:ARM.2ASM.TailChain.20230816.pdf |pdf]]) 


&lt;/br&gt;
* ARM Assembly Exercises ([[Media:ESys.3.A.ARM-ASM-Exercise.20160608.pdf |A.pdf]], [[Media:ESys.3.B.Assembly.20160716.pdf |B.pdf]])
::

=== ARM Assembly Programming (III) ===
* 1. Fixed point arithmetic (integer division)
* 2. Floating point arithmetic 
* 3. Matrix multiply

=== ARM Linking ===
* arm link ([[Media:arm_link.20211208.pdf |pdf]]) 


&lt;/br&gt;

=== ARM Microcontroller Programming ===
* 1. Input / Output 
* 2. Serial / Parallel Port Interfacing
* 3. Analog I/O Interfacing
* 4. Communication


&lt;/br&gt;


== '''Memory Architecture''' == 
&lt;/br&gt;

=== '''Memory Hierarchy''' === 
&lt;/br&gt;

=== '''System and Peripheral Buses''' === 
&lt;/br&gt;

=== '''Architectural Support''' === 
* High Level Languages
* System Development
* Operating Systems
&lt;/br&gt;


== '''Peripheral Architecture''' == 
&lt;/br&gt;

=== '''Vectored Interrupt Controller ''' === 
&lt;/br&gt;

=== '''Timers ''' === 
* Timer / Counter ([[Media:ARM.4ASM.Timer.20220801.pdf |pdf]]) 
* Real Time Clock
* Watchdog Timer
&lt;/br&gt;

=== '''Serial Bus''' === 
* '''UART''' : Universal Asynchronous Receiver/Transmitter  ([[Media:ARM.4ASM.UART.20220924.pdf |pdf]]) 
* '''I2C''' : Inter-Integrated Circuit 
* '''SPI''' : Serial Peripheral Interface 
* '''USB''' : Universal Serial Bus Device Controller
&lt;/br&gt;

=== '''I/Os ''' === 
* General Purpose Input/Output ports (GPIO)
* Pulse Width Modulator
* Analog-to-Digital Converter (ADC)
* Digital-to-Analog Converter (DAC)

&lt;/br&gt;


&lt;!-- == '''Interrupts and Exceptions ''' == --&gt;
&lt;/br&gt;

== '''Synchrnoization'''==
&lt;/br&gt;

=== H/W and S/W Synchronization === 
* busy wait synchronization
* handshake interface
&lt;/br&gt;

=== Interrupt Synchronization === 
* interrupt synchronization
* reentrant programming
* buffered IO
* periodic interrupt
* periodic polling 
&lt;/br&gt;

==''' Interfacing '''==
&lt;/br&gt;

=== Time Interfacing === 
* input capture
* output compare
&lt;/br&gt;


=== Serial Interfacing === 
* Programming UART
* Programming SPI
* Programming I2C
* Programming USB 
&lt;/br&gt;

=== Analog Interfacing === 
* OP Amp
* Filters
* ADC 
* DAC 
&lt;/br&gt;

== '''Old materials''' ==

=== '''Instruction Set Architecture''' ===
* ARM Instruction Set 
:: - Overview ([[Media:ARM.2ISA.1A.Overview.20180528.pdf |pdf]])
:: - Binary Encoding ([[Media:ARM.2ISA.2A.Encoding.20180528.pdf |pdf]])
:: - Assembler Format ([[Media:ARM.2ISA.3A.Format.20180528.pdf |pdf]])
* Thumb Instruction Set 
* ARM Assembly Language ([[Media:ESys3.1A.Assembly.20160608.pdf |pdf]])
* ARM Machine Language ([[Media:ESys3.2A.Machine.20160615.pdf |pdf]])
&lt;/br&gt;


&lt;/br&gt; 
go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]</text>
      <sha1>kluac8nf57ba2zh9rwrci8vlqqirab6</sha1>
    </revision>
    <revision>
      <id>2692556</id>
      <parentid>2692554</parentid>
      <timestamp>2024-12-19T04:27:40Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* ARM Assembly Programming (II) */</comment>
      <origin>2692556</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5910" sha1="oixqtsshx8e9rfdi5k20on1ift24tub" xml:space="preserve">== '''Background''' ==

'''Combinational and Sequential Circuits'''
* [[Media:DD2.B.4..Adder.20131007.pdf |Adder]] 
* [[Media:DD3.A.1.LatchFF.20160308.pdf |Latches and Flipflops]]

'''FSM'''
* [[Media:DD3.A.3.FSM.20131030.pdf |FSM]]
* [[Media:CArch.2.A.Bubble.20131021.pdf |FSM Example]]

'''Tiny CPU Example'''
* [[Media:CDsgn6.TinyCPU.2.A.ISA.20160511.pdf |Instruction Set]]
* [[Media:CDsgn6.TinyCPU.2.B.DPath.20160502.pdf |Data Path]]
* [[Media:CDsgn6.TinyCPU.2.C.CPath.20160427.pdf |Control Path]]
* [[Media:CDsgn6.TinyCPU.2.D.Implement.20160513.pdf |FPGA Implementation]]
&lt;/br&gt;

== '''Microprocessor Architecture''' ==
* ARM Architecture 
: - Programmer's Model ([[Media:ARM.1Arch.1A.Model.20180321.pdf |pdf]])
: - Pipelined Architecture ([[Media:ARM.1Arch.2A.Pipeline.20180419.pdf |pdf]])
* ARM Organization 

* ARM Cortex-M Processor Architecture 
* ARM Processor Cores
&lt;/br&gt;

== '''Instruction Set Architecture''' ==
* ARM Instruction Set 
: - Overview ([[Media:ARM.2ISA.1A.Overview.20190611.pdf |pdf]])
: - Addressing Modes ([[Media:ARM.2ISA.2A.AddrMode.20191108.pdf |pdf]])
: - Multiple Transfer ([[Media:ARM.2ISA.3A.MTransfer.20190903.pdf |pdf]])
: - Assembler Format
::  - Data Processing ([[Media:ARM.2ISA.4A.Proc.Format.20200204.pdf |pdf]])
::  - Data Transfer ([[Media:ARM.2ISA.4B.Trans.Format.20200205.pdf |pdf]])
::  - Coprocessor ([[Media:ARM.2ISA.4C.CoProc.Format.20191214.pdf |pdf]])
::  - Summary ([[Media:ARM.2ISA.4D.Summary.Format.20200205.pdf |pdf]])
: - Binary Encoding ([[Media:ARM.2ISA.5A.Encoding.201901105.pdf |pdf]])
* Thumb Instruction Set 

&lt;/br&gt;

== '''Assembly Programming''' == 


=== ARM Assembly Programming (I) ===
* 1. Overview ([[Media:ARM.2ASM.1A.Overview.20200101.pdf |pdf]])
* 2. Example Programs ([[Media:ARM.2ASM.2A.Program.20200108.pdf |pdf]])
* 3. Addressing Modes ([[Media:ARM.2ASM.3A.Address.20200127.pdf |pdf]])
* 4. Data Transfer ([[Media:ARM.2ASM.4A.DTransfer.20230726.pdf |pdf]])
* 5. Data Processing ([[Media:ARM.2ASM.5A.DProcess.20200208.pdf |pdf]])
* 6. Control ([[Media:ARM.2ASM.6A.Control.20200215.pdf |pdf]]) 
* 7. Arrays ([[Media:ARM.2ASM.7A.Array.20200311.pdf |pdf]]) 
* 8. Data Structures ([[Media:ARM.2ASM.8A.DataStruct.20200718.pdf |pdf]]) 
* 9. Finite State Machines ([[Media:ARM.2ASM.9A.FSM.20200417.pdf |pdf]])  
* 10. Functions ([[Media:ARM.2ASM.10A.Function.20210115.pdf |pdf]]) 
* 11. Parameter Passing ([[Media:ARM.2ASM.11A.Parameter.20210106.pdf |pdf]]) 
* 12. Stack Frames ([[Media:ARM.2ASM.12A.StackFrame.20210611.pdf |pdf]]) 
::  

::

=== ARM Assembly Programming (II) ===
::  
* 1. Branch and Return Methods ([[Media:ARM.2ASM.Branch.20241219.pdf |pdf]]) 
* 2. PC Relative Addressing ([[Media:ARM.2ASM.PCRelative.20241123.pdf |pdf]]) 
* 3. Thumb instruction Set ([[Media:ARM.2ASM.Thumb.20241123.pdf |pdf]]) 
* 4. Exceptions ([[Media:ARM.2ASM.Exception.20220722.pdf |pdf]]) 
* 5. Exception Programming ([[Media:ARM.2ASM.ExceptionProg.20220311.pdf |pdf]]) 
* 6. Exception Handlers ([[Media:ARM.2ASM.ExceptionHandler.20220131.pdf |pdf]]) 
* 7. Interrupt Programming ([[Media:ARM.2ASM.InterruptProg.20211030.pdf |pdf]]) 
* 8. Interrupt Handlers ([[Media:ARM.2ASM.InterruptHandler.20211030.pdf |pdf]]) 
* 9. Vectored Interrupt Programming ([[Media:ARM.2ASM.VectorInt.20230610.pdf |pdf]]) 
* 10. Tail Chaining ([[Media:ARM.2ASM.TailChain.20230816.pdf |pdf]]) 


&lt;/br&gt;
* ARM Assembly Exercises ([[Media:ESys.3.A.ARM-ASM-Exercise.20160608.pdf |A.pdf]], [[Media:ESys.3.B.Assembly.20160716.pdf |B.pdf]])
::

=== ARM Assembly Programming (III) ===
* 1. Fixed point arithmetic (integer division)
* 2. Floating point arithmetic 
* 3. Matrix multiply

=== ARM Linking ===
* arm link ([[Media:arm_link.20211208.pdf |pdf]]) 


&lt;/br&gt;

=== ARM Microcontroller Programming ===
* 1. Input / Output 
* 2. Serial / Parallel Port Interfacing
* 3. Analog I/O Interfacing
* 4. Communication


&lt;/br&gt;


== '''Memory Architecture''' == 
&lt;/br&gt;

=== '''Memory Hierarchy''' === 
&lt;/br&gt;

=== '''System and Peripheral Buses''' === 
&lt;/br&gt;

=== '''Architectural Support''' === 
* High Level Languages
* System Development
* Operating Systems
&lt;/br&gt;


== '''Peripheral Architecture''' == 
&lt;/br&gt;

=== '''Vectored Interrupt Controller ''' === 
&lt;/br&gt;

=== '''Timers ''' === 
* Timer / Counter ([[Media:ARM.4ASM.Timer.20220801.pdf |pdf]]) 
* Real Time Clock
* Watchdog Timer
&lt;/br&gt;

=== '''Serial Bus''' === 
* '''UART''' : Universal Asynchronous Receiver/Transmitter  ([[Media:ARM.4ASM.UART.20220924.pdf |pdf]]) 
* '''I2C''' : Inter-Integrated Circuit 
* '''SPI''' : Serial Peripheral Interface 
* '''USB''' : Universal Serial Bus Device Controller
&lt;/br&gt;

=== '''I/Os ''' === 
* General Purpose Input/Output ports (GPIO)
* Pulse Width Modulator
* Analog-to-Digital Converter (ADC)
* Digital-to-Analog Converter (DAC)

&lt;/br&gt;


&lt;!-- == '''Interrupts and Exceptions ''' == --&gt;
&lt;/br&gt;

== '''Synchrnoization'''==
&lt;/br&gt;

=== H/W and S/W Synchronization === 
* busy wait synchronization
* handshake interface
&lt;/br&gt;

=== Interrupt Synchronization === 
* interrupt synchronization
* reentrant programming
* buffered IO
* periodic interrupt
* periodic polling 
&lt;/br&gt;

==''' Interfacing '''==
&lt;/br&gt;

=== Time Interfacing === 
* input capture
* output compare
&lt;/br&gt;


=== Serial Interfacing === 
* Programming UART
* Programming SPI
* Programming I2C
* Programming USB 
&lt;/br&gt;

=== Analog Interfacing === 
* OP Amp
* Filters
* ADC 
* DAC 
&lt;/br&gt;

== '''Old materials''' ==

=== '''Instruction Set Architecture''' ===
* ARM Instruction Set 
:: - Overview ([[Media:ARM.2ISA.1A.Overview.20180528.pdf |pdf]])
:: - Binary Encoding ([[Media:ARM.2ISA.2A.Encoding.20180528.pdf |pdf]])
:: - Assembler Format ([[Media:ARM.2ISA.3A.Format.20180528.pdf |pdf]])
* Thumb Instruction Set 
* ARM Assembly Language ([[Media:ESys3.1A.Assembly.20160608.pdf |pdf]])
* ARM Machine Language ([[Media:ESys3.2A.Machine.20160615.pdf |pdf]])
&lt;/br&gt;


&lt;/br&gt; 
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    <title>Workings of gcc and ld in plain view</title>
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      <contributor>
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        <id>21186</id>
      </contributor>
      <comment>/* Linking Libraries */</comment>
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      <text bytes="3430" sha1="1d0y4zmhkhpz9inzvuz9hrehc0kpcwr" xml:space="preserve">=== Workings of the GNU Compiler for IA-32 ===

==== Overview ====
* Overview ([[Media:Overview.20200211.pdf |pdf]])

==== Data Processing ====
* Access ([[Media:Access.20200409.pdf |pdf]])
* Operators ([[Media:Operator.20200427.pdf |pdf]])

==== Control ====
* Conditions ([[Media:Condition.20230630.pdf |pdf]])
* Control ([[Media:Control.20220616.pdf |pdf]])

==== Function calls ==== 
* Procedure ([[Media:Procedure.20220412.pdf |pdf]])
* Recursion ([[Media:Recursion.20210824-2.pdf |pdf]])

==== Pointer and Aggregate Types ==== 
* Arrays ([[Media:Array.20211018.pdf |pdf]])
* Structures ([[Media:Structure.20220101.pdf |pdf]])
* Alignment ([[Media:Alignment.20201117.pdf |pdf]])
* Pointers ([[Media:Pointer.20201106.pdf |pdf]])

==== Integer Arithmetic ==== 
* Overview ([[Media:gcc.1.Overview.20240813.pdf |pdf]])
* Carry Flag ([[Media:gcc.2.Carry.20241204.pdf |pdf]])
* Overflow Flag ([[Media:gcc.3.Overflow.20241205.pdf |pdf]])
* Examples ([[Media:gcc.4.Examples.20240724.pdf |pdf]])
* Borrow ([[Media:Borrow.20241217.pdf |pdf]])

==== Floating point Arithmetic ====
&lt;/br&gt;

=== Workings of the GNU Linker for IA-32 ===

==== Linking Libraries ====

* Static Libraries ([[Media:LIB.1A.Static.20241128.pdf |pdf]])

* Shared Libraries ([[Media:LIB.2A.Shared.20241219.pdf |pdf]])

==== Directories and Symbolic Links ====

* Shared Library Names ([[Media:MNG.1A.Names.20241218.pdf |pdf]])
* Managing Shared Libraries ([[Media:MNG.2A.Manage.20241218.pdf |pdf]])

==== Library Search Path ====

* Using -L and -l only ([[Media:Link.4A.LibSearch-withLl.20240807.pdf |A.pdf]], [[Media:Link.4B.LibSearch-withLl.20240705.pdf |B.pdf]])

* Using RPATH ([[Media:Link.5A.LibSearch-RPATH.20241101.pdf |A.pdf]], [[Media:Link.5B.LibSearch-RPATH.20240705.pdf |B.pdf]])

==== Linking Process ====

* Object Files ([[Media:Link.3.A.Object.20190121.pdf |A.pdf]], [[Media:Link.3.B.Object.20190405.pdf |B.pdf]])

* Symbols ([[Media:Link.4.A.Symbol.20190312.pdf |A.pdf]], [[Media:Link.4.B.Symbol.20190312.pdf |B.pdf]])

* Relocation ([[Media:Link.5.A.Relocation.20190320.pdf |A.pdf]], [[Media:Link.5.B.Relocation.20190322.pdf |B.pdf]])

* Loading ([[Media:Link.6.A.Loading.20190501.pdf |A.pdf]], [[Media:Link.6.B.Loading.20190126.pdf |B.pdf]])

* Static Linking ([[Media:Link.7.A.StaticLink.20190122.pdf |A.pdf]], [[Media:Link.7.B.StaticLink.20190128.pdf |B.pdf]], [[Media:LNK.5C.StaticLinking.20241128.pdf |C.pdf]])

* Dynamic Linking ([[Media:Link.8.A.DynamicLink.20190207.pdf |A.pdf]], [[Media:Link.8.B.DynamicLink.20190209.pdf |B.pdf]], [[Media:LNK.6C.DynamicLinking.20241128.pdf |C.pdf]])

* Position Independent Code ([[Media:Link.9.A.PIC.20190304.pdf |A.pdf]], [[Media:Link.9.B.PIC.20190309.pdf |B.pdf]])

==== Example I ====
* Vector addition ([[Media:Eg1.1A.Vector.20190121.pdf |A.pdf]], [[Media:Eg1.1B.Vector.20190121.pdf |B.pdf]])
* Swapping array elements ([[Media:Eg1.2A.Swap.20190302.pdf |A.pdf]], [[Media:Eg1.2B.Swap.20190121.pdf |B.pdf]])
* Nested functions ([[Media:Eg1.3A.Nest.20190121.pdf |A.pdf]], [[Media:Eg1.3B.Nest.20190121.pdf |B.pdf]])

==== Examples II ====
* analysis of static linking ([[Media:Ex1.A.StaticLinkEx.20190121.pdf |A.pdf]], [[Media:Ex2.B.StaticLinkEx.20190121.pdf |B.pdf]])

* analysis of dynamic linking ([[Media:Ex2.A.DynamicLinkEx.20190121.pdf |A.pdf]])

* analysis of PIC ([[Media:Ex3.A.PICEx.20190121.pdf |A.pdf]])


&lt;/br&gt;
go to [ [[C programming in plain view]] ]

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  <page>
    <title>Social Victorians/Terminology</title>
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      <text bytes="112789" sha1="rucu42p56ap3jb9xk3jhbe4w1744o8q" xml:space="preserve">Especially with respect to fashion, the newspapers at the end of the 19th century in the UK often used specialized terminology. The definitions on this page are to provide a sense of what someone in the late 19th century might have meant by the term rather than a definition of what we might mean by it today. In the absence of a specialized glossary from the end of the 19th century in the U.K., we use the ''Oxford English Dictionary'' because the senses of a word are illustrated with examples that have dates so we can be sure that the senses we pick are appropriate for when they are used in the quotations we have.

We also sometimes use the French ''Wikipédia'' to define a word because many technical terms of fashion were borrowings from the French. Also, often the French ''Wikipédia'' provides historical context for the uses of a word similar to the way the OED does.

== Articles or Parts of Clothing: Non-gender-specific ==

=== Mantle, Cloak, Cape ===
In 19th-century newspaper accounts, these terms are sometimes used without precision as synonyms. These are all outer garments.

'''Mantle'''

A mantle — often a long outer garment — might have elements like a train, sleeves, collars, revers, fur, and a cape. A late-19th-century writer making a distinction between a mantle and a cloak might use ''mantle'' if the garment is more voluminous.

'''Cloak'''

'''Cape'''

=== Peplum ===
According to the French ''Wiktionnaire'', a peplum is a &quot;Short skirt or flared flounce layered at the waist of a jacket, blouse or dress&quot; [translation by Google Translate].&lt;ref&gt;{{Cite journal|date=2021-07-02|title=péplum|url=https://fr.wiktionary.org/w/index.php?title=p%C3%A9plum&amp;oldid=29547727|journal=Wiktionnaire, le dictionnaire libre|language=fr}} https://fr.wiktionary.org/wiki/p%C3%A9plum.&lt;/ref&gt; The ''Oxford English Dictionary'' has a fuller definition, although, it focuses on women's clothing because the sense is written for the present day:&lt;blockquote&gt;''Fashion''. ... a kind of overskirt resembling the ancient peplos (''obsolete''). Hence (now usually) in modern use: a short flared, gathered, or pleated strip of fabric attached at the waist of a woman's jacket, dress, or blouse to create a hanging frill or flounce.&lt;ref name=&quot;:5&quot;&gt;“peplum, n.”. ''Oxford English Dictionary'', Oxford University Press, September 2023, &lt;https://doi.org/10.1093/OED/1832614702&gt;.&lt;/ref&gt;&lt;/blockquote&gt;Men haven't worn peplums since the 18th century, except when wearing costumes based on historical portraits. The ''Daily News'' reported in 1896 that peplums had been revived as a fashion item for women.&lt;ref name=&quot;:5&quot; /&gt;

=== Revers ===
According to the ''Oxford English Dictionary'', ''revers'' are the &quot;edge[s] of a garment turned back to reveal the undersurface (often at the lapel or cuff) (chiefly in ''plural''); the material covering such an edge.&quot;&lt;ref&gt;&quot;revers, n.&quot; ''OED Online'', Oxford University Press, March 2023, www.oed.com/view/Entry/164777. Accessed 17 April 2023.&lt;/ref&gt; The term is French and was used this way in the 19th century (according to the ''Wiktionnaire'').&lt;ref&gt;{{Cite journal|date=2023-03-07|title=revers|url=https://fr.wiktionary.org/w/index.php?title=revers&amp;oldid=31706560|journal=Wiktionnaire|language=fr}} https://fr.wiktionary.org/wiki/revers.&lt;/ref&gt;

== Articles or Parts of Clothing: Men's ==
[[Social Victorians/Terminology#Military|Men's military uniforms]] are discussed below.

=== À la Romaine ===
[[File:Johann Baptist Straub - Mars um 1772-1.jpg|thumb|left|alt=Old and damaged marble statue of a Roman god of war with flowing cloak, big helmet with a plume on top, and armor|Johann Baptist Straub's 1772 ''à la romaine'' ''Mars'']]
A few people who attended the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's fancy-dress ball in 1897]] personated Roman gods or people. They were dressed not as Romans, however, but ''à la romaine'', which was a standardized style of depicting Roman figures that was used in paintings, sculpture and the theatre for historical dress from the 17th until the 20th century. The codification of the style was developed in France in the 17th century for theatre and ballet, when it became popular for masked balls.

Women as well as men could be dressed ''à la romaine'', but much sculpture, portraiture and theatre offered opportunities for men to dress in Roman style — with armor and helmets — and so it was most common for men. In large part because of the codification of the style as well as the painting and sculpture, the style persisted and remained influential into the 20th century and can be found in museums and galleries and on monuments.

For example, Johann Baptist Straub's 1772 statue of Mars (left), now in the Bayerisches Nationalmuseum, Munich, missing part of an arm, shows Mars ''à la romaine''. In London, an early 17th-century example of a figure of Mars ''à la romaine'', with a helmet, '''was''' &quot;at the foot of the Buckingham tomb in Henry VII's Chapel at Westminster Abbey.&quot;&lt;ref&gt;Webb, Geoffrey. “Notes on Hubert Le Sueur-II.” ''The Burlington Magazine for Connoisseurs'' 52, no. 299 (1928): 81–89. http://www.jstor.org/stable/863535.&lt;/ref&gt;{{rp|81, Col. 2c}}

=== Cavalier ===
[[File:Sir-Anthony-van-Dyck-Lord-John-Stuart-and-His-Brother-Lord-Bernard-Stuart.jpg|thumb|alt=Old painting of 2 men flamboyantly and stylishly dressed in colorful silk, with white lace, high-heeled boots and long hair|Van Dyck's c. 1638 painting of cavaliers Lord John Stuart and his brother Lord Bernard Stuart]]
As a signifier in the form of clothing of a royalist political and social ideology begun in France in the early 17th century, the cavalier established France as the leader in fashion and taste. Adopted by [[Social Victorians/Terminology#Military|wealthy royalist British military officers]] during the time of the Restoration, the style signified a political and social position, both because of the loyalty to Charles I and II as well the wealth required to achieve the cavalier look. The style spread beyond the political, however, to become associated generally with dress as well as a style of poetry.&lt;ref&gt;{{Cite journal|date=2023-04-25|title=Cavalier poet|url=https://en.wikipedia.org/w/index.php?title=Cavalier_poet&amp;oldid=1151690299|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Cavalier_poet.&lt;/ref&gt;

Van Dyck's 1638 painting of two brothers (right) emphasizes the cavalier style of dress.

=== Coats ===

==== Doublet ====
* In the 19th-century newspaper accounts we have seen that use this word, doublet seems always to refer to a garment worn by a man, but historically women may have worn doublets. In fact, a doublet worn by Queen Elizabeth I exists and '''is somewhere'''.
* Technically doublets were long sleeved, although we cannot be certain what this or that Victorian tailor would have done for a costume. For example, the [[Social Victorians/People/Spencer Compton Cavendish#Costume at the Duchess of Devonshire's 2 July 1897 Fancy-dress Ball|Duke of Devonshire's costume as Charles V]] shows long sleeves that may be part of the surcoat but should be the long sleeves of the doublet.

==== Pourpoint ====
A padded doublet worn under armor to protect the warrior from the metal chafing. A pourpoint could also be worn without the armor.

==== Surcoat ====
Sometimes just called ''coat''.

[[File:Oscar Wilde by Sarony 1882 18.jpg|thumb|alt=Old photograph of a young man wearing a velvet jacket, knee breeches, silk hose and shiny pointed shoes with bows, seated on a sofa and leaning on his left hand and holding a book in his right| Oscar Wilde, 1882, by Napoleon Sarony]]
=== Hose, Stockings and Tights ===
Newspaper accounts from the late 19th century of men's clothing use the term ''hose'' for what we might call stockings or tights.

In fact, the terminology is specific. ''Stockings'' is the more general term and could refer to hose or tights. With knee breeches men wore hose, which ended above the knee, and women wore hose under their dresses.

The ''Oxford English Dictionary'' defines tights as &quot;Tight-fitting breeches, worn by men in the 18th and early 19th centuries, and still forming part of court-dress.&quot;&lt;ref&gt;“Tights, N.” ''Oxford English Dictionary'', Oxford UP, July 2023, https://doi.org/10.1093/OED/2693287467.&lt;/ref&gt; By 1897, the term was in use for women's stockings, which may have come up only to the knee. Tights were also worn by dancers and acrobats. This general sense of ''tights'' does not assume that they were knitted.

''Clocking'' is decorative embroidery on hose, usually, at the ankles on either the inside or the outside of the leg. It started at the ankle and went up the leg, sometimes as far as the knee. On women's hose, the clocking could be quite colorful and elaborate, while the clocking on men's hose was more inconspicuous.

In many photographs men's hose are wrinkled, especially at the ankles and the knees, because they were shaped from woven fabric. Silk hose were knitted instead of woven, which gave them elasticity and reduced the wrinkling.

The famous Sarony carte de visite photograph of Oscar Wilde (right) shows him in 1882 wearing knee breeches and silk hose, which are shiny and quite smoothly fitted although they show a few wrinkles at the ankles and knees. In the portraits of people in costume at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]], the men's hose are sometimes quite smooth, which means they were made of knitted silk and may have been smoothed for the portrait.

In painted portraits the hose are almost always depicted as smooth, part of the artist's improvement of the appearance of the subject.

=== Shoes and Boots ===

== Articles or Parts of Clothing: Women's ==

=== '''Chérusque''' ===
According to the French ''Wikipedia'', ''chérusque'' is a 19th-century term for the kind of standing collar like the ones worn by ladies in the Renaissance.&lt;ref&gt;{{Cite journal|date=2021-06-26|title=Collerette (costume)|url=https://fr.wikipedia.org/w/index.php?title=Collerette_(costume)&amp;oldid=184136746|journal=Wikipédia|language=fr}} https://fr.wikipedia.org/wiki/Collerette_(costume)#Au+xixe+siècle+:+la+Chérusque.&lt;/ref&gt;

=== Corsage ===
According to the ''Oxford English Dictionary'', the corsage is the &quot;'body' of a woman's dress; a bodice.&quot;&lt;ref&gt;&quot;corsage, n.&quot; ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/42056. Accessed 7 February 2023.&lt;/ref&gt; This sense is well documented in the ''OED'' for the mid and late 19th-century, used this way in fiction as well as in a publication like ''Godey's Lady's Book'', which would be expected to use appropriate terminology associated with fashion and dress making.

The sense of &quot;a bouquet worn on the bodice&quot; is, according to the ''OED'', American.

=== Décolletage ===

=== Girdle ===

=== Mancheron ===
According to the ''Oxford English Dictionary'', a ''mancheron'' is a &quot;historical&quot; word for &quot;A piece of trimming on the upper part of a sleeve on a woman's dress.&quot;&lt;ref&gt;&quot;mancheron, n.&quot; ''OED Online'', Oxford University Press, March 2023, www.oed.com/view/Entry/113251. Accessed 17 April 2023.&lt;/ref&gt; At the present, in French, a ''mancheron'' is a cap sleeve &quot;cut directly on the bodice.&quot;&lt;ref&gt;{{Cite journal|date=2022-11-28|title=Manche (vêtement)|url=https://fr.wikipedia.org/w/index.php?title=Manche_(v%C3%AAtement)&amp;oldid=199054843|journal=Wikipédia|language=fr}} https://fr.wikipedia.org/wiki/Manche_(v%C3%AAtement).&lt;/ref&gt;

=== Petticoat ===

According to the ''O.E.D.'', a petticoat is a &lt;blockquote&gt;skirt, as distinguished from a bodice, worn either externally or showing beneath a dress as part of the costume (often trimmed or ornamented); an outer skirt; a decorative underskirt. Frequently in ''plural'': a woman's or girl's upper skirts and underskirts collectively. Now ''archaic'' or ''historical''.&lt;ref&gt;“petticoat, n., sense 2.b”.  ''Oxford English Dictionary'', Oxford University Press,  September 2023, &lt;https://doi.org/10.1093/OED/1021034245&gt;&lt;/ref&gt; &lt;/blockquote&gt;This sense is, according to the ''O.E.D.'', &quot;The usual sense between the 17th and 19th centuries.&quot; However, while petticoats belong in both outer- and undergarments — that is, meant to be seen or hidden, like underwear — they were always under another garment, for example, underneath an open overskirt. The primary sense seems to have shifted through the 19th century so that, by the end, petticoats were underwear and the term ''underskirt'' was used to describe what showed under an open overskirt. 

=== Stomacher ===
According to the ''O.E.D.'', a stomacher is &quot;An ornamental covering for the chest (often covered with jewels) worn by women under the lacing of the bodice,&quot;&lt;ref&gt;“stomacher, n.¹, sense 3.a”. ''Oxford English Dictionary'', Oxford University Press, September 2023, &lt;https://doi.org/10.1093/OED/1169498955&gt;&lt;/ref&gt; although by the end of the 19th century, the bodice did not often have visible laces. Some stomachers were so decorated that they were thought of as part of the jewelry.

=== Train ===
A train is

The Length of the Train

'''For the monarch [or a royal?]'''

According to Debrett's,&lt;blockquote&gt;A peeress's coronation robe is a long-trained crimson velvet mantle, edged with miniver pure, with a miniver pure cape. The length of the train varies with the rank of the wearer:

* Duchess: for rows of ermine; train to be six feet
* Marchioness: three and a half rows of ermine; train to be three and three-quarters feet
* Countess: three rows of ermine; train to be three and a half feet
* Viscountess: two and a half rows of ermine; train to be three and a quarter feet
* Baroness: two rows of ermine; train to be three feet&lt;ref name=&quot;:2&quot;&gt;{{Cite web|url=https://debretts.com/royal-family/dress-codes/|title=Dress Codes|website=debretts.com|language=en-US|access-date=2023-07-27}} https://debretts.com/royal-family/dress-codes/.&lt;/ref&gt;
&lt;/blockquote&gt;The pattern on the coronet worn was also quite specific, similar but not exactly the same for peers and peeresses. Debrett's also distinguishes between coronets and tiaras, which were classified more like jewelry, which was regulated only in very general terms.

Peeresses put on their coronets after the Queen or Queen Consort has been crowned. ['''peers?''']

=== Foundation Garments ===
Unlike undergarments, Victorian women's foundation garments created the distinctive silhouette. Victorian undergarments included the chemise, the bloomers, the corset cover — articles that are not structural. 

The corset was an important element of the understructure of foundation garments — hoops, bustles, petticoats and so on — but it has never been the only important element. 

=== Corset ===
[[File:Corset - MET 1972.209.49a, b.jpg|thumb|alt=Photograph of an old silk corset on a mannequin, showing the closure down the front, similar to a button, and channels in the fabric for the boning. It is wider at the top and bottom, creating smooth curves from the bust to the compressed waist to the hips, with a long point below the waist in front.|French 1890s corset, now in the Metropolitan Museum of Art, NYC]]
The understructure of Victorian women's clothing is what makes the costumes worn by the women at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]] so distinctly Victorian in appearance. An example of a corset that has the kind of structure often worn by fashionably dressed women in 1897 is the one at right. 

This corset exaggerated the shape of the women's bodies and made possible a bodice that looked and was fitted in the way that is so distinctive of the time — very controlled and smooth. And, as a structural element, this foundation garment carried the weight of all those layers and all that fabric and decoration on the gowns, trains and mantles. (The trains and mantles could be attached directly to the corset itself.)

* This foundation emphasizes the waist and the bust in particular, in part because of the contrast between the very small waist and the rounded fullness of the bust and hips.
* The idealized waist is defined by its small span and the sexualizing point at the center-bottom of the bodice, which directs the eye downwards. Interestingly, the pointed waistline worn by Elizabethan men has become level in the Victorian age. Highly fashionable Victorian women wearing the traditional style, however, had extremely pointed waists.
* The busk (a kind of boning in the front of a corset that is less flexible than the rest) smoothed the bodice, flattened the abdomen and prevented the point on the bodice from curling up.
* The sharp definition of the waist was caused by
** length of the corset (especially on the sides)
** the stiffness of the boning
** the layers of fabric
** the lacing (especially if the woman used tightlacing)
** the over-all shape, which was so much wider at the top and the bottom
** the contrast between the waist and the wider top and bottom
* The late-19th-century corset was long, ending below the waist even on the sides and back.
* The boning and the top edge of the late 19th-century fashion corset pushed up the bust, rounding (rather than flattening, as in earlier styles) the breasts, drawing attention to their exposed curves and creating cleavage.
* The exaggerated bust was larger than the hips, whenever possible, an impression reinforced by the A-line of the skirt and the inverted Vs in the decorative trim near the waist and on the skirt.
* This corset made the bodice very smooth with a very precise fit, that had no wrinkles, folds or loose drapery. The bodice was also trimmed or decorated, but the base was always a smooth bodice. More formal gowns would still have the fitted bodice and more elaborate trim made from lace, embroidery, appliqué, beading and possibly even jewels.
The advantages and disadvantages of corseting and especially tight lacing were the subject of thousands of articles and opinions in the periodical press for a great part of the century, but the fetishistic and politicized tight lacing was practiced by very few women. And no single approach to corsetry was practiced by all women all the time. Most of the women at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 ball]] were not tightly laced, but the progressive style does not dominate either, even though all the costumes are technically historical dress. Part of what gives most of the costumes their distinctive 19th-century &quot;look&quot; is the more traditional corset beneath them. Even though this highly fashionable look was widely present in the historical costumes at the ball, some women's waists were obviously very small and others were hardly '''emphasized''' at all. Women's waists are never mentioned in the newspaper coverage of the ball — or, indeed, of any of the social events attended by the network at the ball — so it is only in photographs that we can see the effects of how they used their corsets.

=== Hoops ===
'''This section is under construction right now'''.

''Hoops'' is a mid-19th-century term for a cage-like structure worn under a skirt to hold it away from the body. '''Striking''' for how long they lasted and '''the ways''' they evolved, hoops were the foundation undergarment for the bottom half of a woman's body, for a skirt and petticoat.

Women wore this cage-like structure from the '''15th century''' through the late 19th century. The 16th-century Katherine of Aragon is credited with making it fashionable outside Spain.

The cage caused the silhouette of skirts to change shape over time and enabled the extreme distortions of 17th-and-18th-century panniers and the late 19th-century bustle. Early hoops circled the body in a bell, cone or drum shape, then were moved to the sides with panniers, then ballooned around the body like the top half of a sphere, and finally were pulled to the rear with a bustle.

That is, the distorted shapes of high fashion were made possible by hoops. High fashion demanded these shapes, which disguised women's bodies, especially below the waist, while [[Social Victorians/Terminology#Corsets|corsets]] did their work above it. 

Besides the shape, the structure used to construct hoops evolved — from cane and wood to whalebone, then steel '''bands''' and wire. Add fabric structural stuff: tabs, wires inserted into casings in a linen, muslin or, later, crinoline underskirt

[[File:Pedro García de Benabarre St John Retable Detail.jpg|thumb|alt=Old oil painting of a woman wearing a dress from the 1400s holding the decapitated head of a man with a halo before a table of people at a dinner party|Pedro García de Benabarre, Detail from St. John Altarpiece, c. 1470, Showing Visible Hoops]]
[[File:Alonso Sánchez Coello 011.jpg|thumb|alt=Old painting of a princess wearing a richly jeweled outfit|Infanta Isabel Clara Eugenia Wearing a Vertugado, or Spanish Farthingale]]
==== 15th Century ====
Hoops first appeared in Spain in the 15th century and influenced European fashion for '''many years'''.

A detail (right) from Pedro García de Benabarre's c. 1470 larger altarpiece painting shows women wearing a style of hoops that predates the farthingale but marks the beginning point of the development of that fashion. Salome (holding John the Baptist's head) is wearing a dress with what looks like visible wooden hoops attached to the outside of the skirt, which also appears to have padding at the hips underneath it.

De Benabarre was &quot;active in Aragon and in Catalonia, between 1445–1496,&quot;&lt;ref&gt;{{Cite web|url=https://www.mfab.hu/artworks/10528/|title=Saint Peter|website=Museum of Fine Arts, Budapest|language=en-US|access-date=2024-12-11}} https://www.mfab.hu/artworks/10528/.&lt;/ref&gt; so perhaps he saw the styles worn by people like Katharine of Aragon.

==== 16th Century ====
Styles in personal adornment and architectural decoration: The &quot;Golden Age&quot; in '''England''', the Elizabethan Age.
[[File:Queen Elizabeth I ('The Ditchley portrait') by Marcus Gheeraerts the YoungerFXD.jpg|thumb|alt=Old oil painting of a queen in a white dress with shoulders and hips exaggerated by her dress|Queen Elizabeth I in a French Cartwheel Farthingale]]
In the 16th century, the garment we call ''hoops'' was called a farthingale.&lt;blockquote&gt;''&quot;FARTHINGALE:  Renaissance (1450-1550 C.E. to Elizabethan (1550-1625 C.E.). Linen underskirt with '''wire supports''' which, when shaped, produced a variety of dome, bell, and oblong shapes.&quot;&lt;ref name=&quot;:7&quot; /&gt;''{{rp|105}} ['''our emphasis''']&lt;/blockquote&gt;''Vertugadin'' is a French term for ''farthingale'' — &quot;un élément essentiel de la mode Tudor en Angleterre [an essential element of Tudor fashion in England].&quot;&lt;ref name=&quot;:0&quot;&gt;{{Cite journal|date=2022-03-12|title=Vertugadin|url=https://fr.wikipedia.org/w/index.php?title=Vertugadin&amp;oldid=191825729|journal=Wikipédia|language=fr}} https://fr.wikipedia.org/wiki/Vertugadin.&lt;/ref&gt; ''Farthingale'' is the term in English; in French, it's ''vertugadin'', and in Spanish ''vertugado''. The hoops in the Pedro García de Benabarre painting (above right) predate what would technically be a vertugado.&lt;p&gt;
Blanche Payne says,&lt;blockquote&gt;Katherine of Aragon is reputed to have introduced the Spanish farthingale ... into England early in the century. The result was to convert the columnar skirt of the fifteenth century into the cone shape of the sixteenth. ...&lt;p&gt;
Spanish influence had introduced the hoop-supported skirt, smooth in contour, '''which was quite generally worn'''.&lt;ref name=&quot;:11&quot; /&gt;{{rp|291}} ['''our emphasis''']&lt;/blockquote&gt;

In fact, &quot;The Spanish princess Catherine of Aragon brought the fashion to England for her marriage to Prince Arthur, eldest son of Henry VII in 1501 [La princesse espagnole Catherine d'Aragon amena la mode en Angleterre pour son mariage avec le prince Arthur, fils aîné d'Henri VII en 1501].&quot;&lt;ref name=&quot;:0&quot; /&gt; Catherine of Aragon, of course, married Henry VIII after Arthur's death.

The vertugado was &quot;quite generally worn&quot; among the ruling and culturally elite classes in Spain, and not by working-class women, which was enforced by sumptuary laws.

By the end of the 16th century the French and Spanish farthingales were not identical.

The Spanish vertugado shaped the skirt into an A-line with a graduated series of hoops sewn to an undergarment. Alonso Sánchez Coello's c. 1584&lt;ref name=&quot;:11&quot; /&gt;{{rp|316}} portrait (right) shows infanta Isabel Clara Eugenia wearing a vertugado, with its &quot;typically Spanish smooth cone-shaped contour.&quot;&lt;ref name=&quot;:11&quot; /&gt;{{rp|315–316}}

The French vertugadin was a flattish &quot;cartwheel&quot; '''in which a''' platter of hoops worn below the waist and above the hips held the skirt out more or less horizontally. Once past the vertugadin, the skirt then fell straight to the floor, shaping it into a kind of drum. Marcus Gheeraerts the Younger's portrait (right) of Queen Elizabeth I shows an English queen wearing a French drum-shaped farthingale. The skirt over a cartwheel farthingale did not touch the floor in front, so the dress flowed and the women's feet would show as they walked. Interestingly, shoes often appear in portraits of women wearing the vertugadin, as Elizabeth's do in Gheeraerts' image. 

The shoes do not show in the portraits of women wearing the Spanish vertugado. The round hoops stayed in place in front, giving their feet enough room to take steps.

By the end of the 16th century France had become the arbiter of fashion for the western world, which it still is.

==== 17th Century ====
Styles in personal adornment and architectural decoration: The Cavaliers, the Baroque Age

People associate bustles with late-19th-century styles, but in fact the bustle existed in the 17th century, sometimes as padding rather than a structural cage. Panniers are associated with 18th-century styles, but they first began in the 17th century as well.

Generally, panniers were a kind of undergarment worn in the 17th and 18th centuries. Their design evolved during the century. Made of hoops of wood, they were &quot;baskets&quot; or cages worn on either side of the waist to broaden the skirts to the sides.

bum rolls, padding

Illustration

* Panniers 1

[[File:Panniers 1.jpg|thumb|alt=Photograph of the wooden and fabric skeleton of an 18th-century women's foundation garment|Wooden and Fabric Structure for 18th-century Panniers|center]]Payne says, &quot;The bustle was a continuation of the 1690 mode.&quot;&lt;ref name=&quot;:11&quot; /&gt;{{rp|411}}

==== 18th Century ====

Styles in personal adornment and architectural decoration: Rococo, post French Revolution, Empire

By the 18th century, the farthingale was called hoops, which were at this point made of wood.

Images:

* Hoop petticoat and corset England 1750-1780 LACMA.jpg

[[File:Hoop petticoat and corset England 1750-1780 LACMA.jpg|center|thumb|Hoops as Panniers, 1750–1780]]

* '''Johanna Gabriele of Habsburg Lorraine1 copy.jpg'''

* [[File:Johanna Gabriele of Habsburg Lorraine1 copy.jpg|center|thumb|Martin van Meytens, Johanna Gabriele of Habsburg Lorraine, c. 1760]]
*
* 1789, extreme panniers, hat, Goya: Maria Luisa de Parma con tontillo.jpg
* [[File:Maria Luisa de Parma con tontillo.jpg|center|thumb|1789, extreme panniers, hat, Goya]]&lt;br /&gt;

Blanche Payne outlines the evolution of hoops, and thus the shape of the skirt, in the 18th century:&lt;blockquote&gt;SKIRT FASHIONS. Since skirts experienced the greatest alterations, a brief summary of the successive silhouettes should help to place individual costumes in their proper niches. Six basic forms appeared during the century, in the following order:

# The bustle was a continuation of the 1690 mode.
# The bell or dome shape resulted from the reintroduction of hoops; in England by 1710, in France by 1720.
# The ellipse, the second phase of the hoop skirt, was achieved by broadening the support from side to side and compressing it from front to back. It had a long run of popularity, from 1740 to 1770, the extreme width being retained in court costumes. In France it persisted until the revolution, except that skirts were allowed to curve outward in [the] back again. English court costume [411/413] followed this fashion well into the nineteenth century.
# The dairy maid, or polonaise, style could be achieved either by pulling the lower part of the overskirt through its own pocket holes, thus creating a bouffant effect, or by planned control of the overskirt, through the cut or by means of draw cords, ribbons, or loops and buttons, which were used to form the three great ‘poufs’ known as the polonaise .... These diversions appeared in the late sixties and became prevalent in the seventies. They were much like the familiar styles of our own [American] Revolutionary War period.
# The return of the bustle in the 1780s.
# The tubular form, drawn from classic art, in the 1790s.&lt;ref name=&quot;:11&quot; /&gt;{{rp|411, 413}}
&lt;/blockquote&gt;While we think of the bustle as a 19th-century look, it can be found in the 18th century, as Payne says.&lt;p&gt;
The Polonaise was a late-Georgian or late-18th-century style, dating in written English, according to the ''Oxford English Dictionary'', from 1773:&lt;blockquote&gt;A woman's dress consisting of a tight, unboned bodice and a skirt open from the waist downwards to reveal a decorative underskirt. Now historical.&lt;ref name=&quot;:13&quot;&gt;“Polonaise, N. &amp; Adj.” ''Oxford English Dictionary'', Oxford UP, September 2024, https://doi.org/10.1093/OED/2555138986.&lt;/ref&gt;&lt;/blockquote&gt;Even though it looks ''à la français'', the term itself does not appear as a term used to describe clothing by the French, either now or in the past.&lt;p&gt;
Payne says,&lt;blockquote&gt;The dairy maid, or polonaise, style could be achieved either by pulling the lower part of the overskirt through its own pocket holes, thus creating a bouffant effect, or by planned control of the overskirt, through the cut or by means of draw cords, ribbons, or loops and buttons, [or, later, buckles] which were used to form the three great ‘poufs’ known as the polonaise .... These diversions appeared in the late sixties and became prevalent in the seventies. They were much like the familiar styles of our own [American] Revolutionary War period.&lt;ref name=&quot;:11&quot; /&gt;{{rp|413}}&lt;/blockquote&gt;

==== 19th Century ====
Possible images:

* File:Crinoline era3.gif
[[File:Crinoline era3.gif|center|thumb|Crinoline era3.gif]]
* Crinoline (6795291959).jpg
[[File:Crinoline (6795291959).jpg|center|thumb|Augusta Congreve, side entrance of Clonbrock House, Ahascragh, Co. Galway.  31 January 1866]]
* Elisabeth Franziska wearing a crinoline and feathered hat.jpg
[[File:Elisabeth Franziska wearing a crinoline and feathered hat.jpg|center|thumb|Archduchess Elisabeth Franziska (1831-1903) wearing a crinoline and feathered hat, 1860s]]
*HM Queen Victoria. Photograph by C. Clifford of Madrid, 1861 Wellcome V0027547.jpg[[File:HM Queen Victoria. Photograph by C. Clifford of Madrid, 1861 Wellcome V0027547.jpg|center|thumb|[[:File:HM Queen Victoria. Photograph by C. Clifford of Madrid, 1861 Wellcome V0027547.jpg|HM Queen Victoria. Photograph by C. Clifford of Madrid, 1861 Wellcome]]]]
*Queen Victoria at Windsor Castle, in evening dress, with diadem &amp; jewels. The Regalportrait photographed from live by C.Clifford of Madrid. 14 November 1861[[File:Her Majesty the Queen Victoria.JPG|center|thumb|Queen Victoria at Windsor Castle, in evening dress, with diadem &amp; jewels. The Regalportrait photographed from live by C.Clifford of Madrid. 14 November 1861]]
* Queen Victoria photographed by Mayall.JPG
[[File:Queen Victoria photographed by Mayall.JPG|center|thumb|Queen Victoria photographed by Mayall, 1860s, carte de visite]]
* Her Majesty the Queen Victoria.JPG
[[File:Her Majesty the Queen Victoria.JPG|center|thumb|Her Majesty the Queen Victoria.jpg  14 November 1861, Carte de Visite]]
* File:The Secret of England's Greatness' (Queen Victoria presenting a Bible in the Audience Chamber at Windsor) by Thomas Jones Barker.jpg
[[File:The Secret of England's Greatness' (Queen Victoria presenting a Bible in the Audience Chamber at Windsor) by Thomas Jones Barker.jpg|center|thumb|The Secret of England's Greatness' (Queen Victoria presenting a Bible in the Audience Chamber at Windsor) by Thomas Jones Barker, c. 1863]]
* Bustle: Princess Victoria Mary of Teck.jpg
[[File:Princess Victoria Mary of Teck.jpg|center|thumb|Princess Victoria Mary of Teck, 1886. Bustle]]
* Development of the full-cage hoop to flatter in front, with fabric going to the back: Queen Emma of Hawaii, photograph by John &amp; Charles Watkins, The Royal Collection Trust.jpg
[[File:Queen Emma of Hawaii, photograph by John &amp; Charles Watkins, The Royal Collection Trust (crop).jpg|center|thumb|Queen Emma of Hawaii, photograph by John &amp; Charles Watkins, The Royal Collection Trust, 1865]]
* Miss Victoria Stuart-Wortley, later Victoria, Lady Welby (1837-1912) 1859.jpg

[[File:Cutaway sketch of crinoline.gif|thumb|Cutaway sketch of crinoline]]
[[File:Paris voulant englober la banlieue.JPG|thumb|Paris voulant englober la banlieue]]
[[File:Vrouw moet haar hoepelrok uitdoen om de tram te betreden New Omnibus Regulation. Werry sorry'm, but yer l'av to leave yer Krinerline outside (Vide Punch) (titel op object), RP-F-F10723.jpg|thumb|Vrouw moet haar hoepelrok uitdoen om de tram te betreden New Omnibus Regulation. Werry sorry'm, but yer l'av to leave yer Krinerline outside (Vide Punch) (titel op object), RP-F-F10723]]
Styles in personal adornment and architectural decoration: Romantic, Victorian (at least in '''the UK'''), &quot;New Woman,&quot; [[Social Victorians/Terminology#Traditional vs Progressive Style|Traditional vs Progressive Style]], Crinoline 

In the 19th century, the hoops were made of wire and became lighter. By the 1860s, hoops caused skirts to be huge and round.

By the 19th century, fashion had begun to move down the social classes so that hoops (and, for example, top hats) were worn by the middle and sometimes working classes.

'''''1880s'''''


Laura Ingalls Wilder wrote about the hoops her fictionalized self wore the century before. In ''These Happy Golden Years'' (1943), she gives a detailed description of the clothing under her dress:&lt;blockquote&gt;
“Then carefully over her under-petticoats she put on her hoops. She liked these new hoops. They were the very latest style in the East, and these were the first of the kind that Miss Bell had got. Instead of wires, there were wide tapes across the front, almost to her knees, holding the petticoats so that her dress would lie flat. These tapes held the wire bustle in place at the back, and it was an adjustable bustle. Short lengths of tape were fastened either end of it; these could be buckled together underneath the bustle to puff it out, either large or small. Or they could be buckled together in front, drawing the bustle down close in back so that a dress rounded smoothly over it. Laura did not like a large bustle, so she buckled the tapes in front.

&quot;Then carefully over all she buttoned her best petticoat, and over all the starched petticoats she put on the underskirt of her new dress. It was of brown cambric, fitting smoothly around the top over the bustle, and gored to flare smoothly down over the hoops. At the bottom, just missing the floor, was a twelve-inch-wide flounce of the brown poplin, bound with an inch-wide band of plain brown silk. The poplin was not plain poplin, but striped with an openwork silk stripe.

&quot;Then over this underskirt and her starched white corset-cover, Laura put on the polonaise. Its smooth, long sleeves fitted her arms perfectly to the wrists, where a band of the plain silk ended them. The neck was high with a smooth band of the plain silk around the throat. The polonaise fitted tightly and buttoned all down the front with small round buttons covered with the plain brown silk. Below the smooth hips it flared and rippled down and covered the top of the flounce on the underskirt. A band of the plain silk finished the polonaise at the bottom.&quot;&lt;ref&gt;Wilder, Laura Ingalls. ''These Happy Golden Years.'' Harper &amp; Row, Publishers, 1943. Pp. 161–163.&lt;/ref&gt;&lt;/blockquote&gt;
When a 20th-century Laura Ingalls Wilder calls her character's late-19th-century dress a polonaise, she is probably referring to the &quot;tight, unboned bodice&quot;&lt;ref name=&quot;:13&quot; /&gt; and perhaps the simple, modest look of a dairy maid. 

In Wilder's 1941 ''Little Town on the Prairie'', she provides an interesting story about how the wind could affect hoops:&lt;blockquote&gt;“Well,” Laura began; then she stopped and spun round and round, for the strong wind blowing against her always made the wires of her hoop skirt creep slowly upward under her skirts until they bunched around her knees. Then she must whirl around and around until the wires shook loose and spiraled down to the bottom of her skirts where they should be.

“As she and Carrie hurried on she began again. “I think it was silly, the way they dressed when Ma was a girl, don’t you? Drat this wind!” she exclaimed as the hoops began creeping upward again.

“Quietly Carrie stood by while Laura whirled. “I’m glad I’m not old enough to have to wear hoops,” she said. “They’d make me dizzy.”

“They are rather a nuisance,” Laura admitted. “But they are stylish, and when you’re my age you’ll want to be in style.”&lt;ref&gt;Wilder, Laura Ingalls. ''Little Town on the Prairie.'' Harper and Row, 1941. Pp. 272–273.&lt;/ref&gt;&lt;/blockquote&gt;This moment is set in 1883.&lt;ref&gt;Hill, Pamela Smith, ed. ''Pioneer Girl: The Annotated Autobiography''.&lt;/ref&gt; The 16-year-old Laura makes the comment that she wants to be in style, but she lives on the prairie, far from a large city, and would not necessarily wear the latest Parisian style. This description of the way the wind could make hoops creep — and the solution of spinning to get the hoops to go back down — is very unusual. It must have been happening to other women wearing hoops at the time, but no other writer addresses this.

== '''Traditional vs Progressive Style''' ==

=== Progressive Style ===
The terms ''artistic dress'' and ''aesthetic dress'' are not synonymous and were in use at different times to refer to different groups of people in different contexts, but we recognize them as referring to a similar kind of personal style in clothing, a style we call progressive dress or the progressive style. Used in a very precise way, ''artistic dress'' is associated with the Pre-Raphaelite artists and the women in their circle beginning in the 1860s. Similarly, ''aesthetic dress'' is associated with the 1880s and 1890s and dress reform movements. In general, the progressive style is characterized by its resistance to the highly structured fashion of its day, especially corseting, aniline dyes and an extremely close fit.

=== Traditional Style ===
Images

* Smooth bodice, fabric draped to the back, bustle, laters: Victoria Hesse NPG 95941 crop.jpg


By the end of the century designs from the [[Social Victorians/People/Dressmakers and Costumiers#The House of Worth|House of Worth]] (or Maison Worth) define what we think of as the traditional Victorian look, which was very stylish and expensive. Blanche Payne describes an example of the 1895 &quot;high style&quot; in a gown by Worth with &quot;the idiosyncrasies of the [1890s] full blown&quot;:&lt;blockquote&gt;The dress is white silk with wine-red stripes. Sleeves, collars, bows, bag, hat, and hem border match the stripes. The sleeve has reached its maximum volume; the bosom full and emphasized with added lace; the waistline is elongated, pointed, and laced to the point of distress; the skirt is smooth over the hips, gradually swinging out to sweep the floor. This is the much vaunted hourglass figure.&lt;ref name=&quot;:11&quot;&gt;Payne, Blanche. ''History of Costume from the Ancient Egyptians to the Twentieth Century''. Harper &amp; Row, 1965.&lt;/ref&gt;{{rp|530}}&lt;/blockquote&gt;

The Victorian-looking gowns at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]] are stylish in a way that recalls the designs of the House of Worth. The elements that make their look so Victorian are anachronisms on the costumes representing fashion of earlier eras. The women wearing these gowns preferred the standards of beauty from their own day to a more-or-less historically accurate look. The style competing at the very end of the century with the Worth look was not the historical, however, but a progressive style called at the time ''artistic'' or ''aesthetic''.

William Powell Frith's 1883 painting ''A Private View at the Royal Academy, 1881'' (discussion below) pits this kind of traditional style against the progressive or artistic style.

=== The Styles ===
[[File:Frith A Private View.jpg|thumb|William Powell Frith, ''A Private View at the Royal Academy, 1881'']]
We typically think of the late-Victorian silhouette as universal but, in the periods in which corsets dominated women's dress, not all women wore corsets and not all corsets were the same, as William Powell Frith's 1883 ''A Private View at the Royal Academy, 1881'' (right) illustrates. Frith is clear in his memoir that this painting — &quot;recording for posterity the aesthetic craze as regards dress&quot; — deliberately contrasts what he calls the &quot;folly&quot; of the Artistic Dress movement and the look of the traditional corseted waist.&lt;ref&gt;Frith, William Powell. ''My Autobiography and Reminiscences''. 1887.&lt;/ref&gt; Frith considered the Artistic Movement and Artistic Dress &quot;ephemeral,&quot; but its rejection of corsetry looks far more consequential to us in hindsight than it did in the 19th century.

As Frith sees it, his painting critiques the &quot;craze&quot; associated with the women in this set of identifiable portraits who are not corseted, but his commitment to realism shows us a spectrum, a range, of conservatism and if not political then at least stylistic progressivism among the women. The progressives, oddly, are the women wearing artistic (that is, somewhat historical) dress, because they’re not corseted. It is a misreading to see the presentation of the women’s fashion as a simple opposition. Constance, Countess of Lonsdale — situated at the center of this painting with Frederick Leighton, president of the Royal Academy of Art — is the most conservatively dressed of the women depicted, with her narrow sleeves, tight waist and almost perfectly smooth bodice, which tells us that her corset has eyelets so that it can be laced precisely and tightly, and it has stays (or &quot;bones&quot;) to prevent wrinkles or natural folds in the overclothing. Lillie Langtry, in the white dress, with her stylish narrow sleeves, does not have such a tightly bound waist or smooth bodice, suggesting she may not be corseted at all, as we know she sometimes was not.['''citation'''] Jenny Trip, a painter’s model, is the woman in the green dress in the aesthetic group being inspected by Anthony Trollope, who may be taking notes. She looks like she is not wearing a corset. Both Langtry and Trip are toward the middle of this spectrum: neither is dressed in the more extreme artistic dress of, say, the two figures between Trip and Trollope.

A lot has been written about the late-Victorian attraction to historical dress, especially in the context of fancy-dress balls and the Gothic revival in social events as well as art and music. Part of the appeal has to have been the way those costumes could just be beautiful clothing beautifully made. Historical dress provided an opportunity for some elite women to wear less-structured but still beautiful and influential clothing. ['''Calvert'''&lt;ref&gt;Calvert, Robyne Erica. ''Fashioning the Artist: Artistic Dress in Victorian Britain 1848-1900''. Ph.D. thesis, University of Glasgow, 2012. &lt;nowiki&gt;https://theses.gla.ac.uk/3279/&lt;/nowiki&gt;&lt;/ref&gt;] The standards for beauty, then, with historical dress were Victorian, with the added benefit of possibly less structure. So, at the Duchess of Devonshire's ball, &quot;while some attendees tried to hew closely to historical precedent, many rendered their historical or mythological personage in the sartorial vocabulary they knew best. The [photographs of people in their costumes at the ball offer] a glimpse into how Victorians understood history, not a glimpse into the costume of an authentic historical past.&quot;&lt;ref&gt;Mitchell, Rebecca N. &quot;The Victorian Fancy Dress Ball, 1870–1900.&quot; ''Fashion Theory'' 2017 (21: 3): 291–315. DOI: 10.1080/1362704X.2016.1172817.&lt;/ref&gt; (294)

* historical dress: beautiful clothing.

* the range at the ball, from Minnie Paget to Gwladys
* &quot;In light of such efforts, the ball remains to this day one of the best documented outings of the period, and a quick glance at the album shows that ...&quot;

Women had more choices about their waists than the simple opposition between no corset and tightlacing can accommodate. The range of choices is illustrated in Frith's painting, with a woman locating herself on it at a particular moment for particular reasons. Much analysis of 19th-century corsetry focuses on its sexualizing effects — corsets dominated Victorian photographic pornography ['''citations'''] and at the same time, the absence of a corset was sexual because it suggested nudity.['''citations'''] A great deal of analysis of 19th-century corsetry, on the other hand, assumes that women wore corsets for the male gaze ['''citations'''] or that they tightened their waists to compete with other women.['''citations'''] 

But as we can see in Frith's painting, the sexualizing effect was not universal or sweeping, and these analyses do not account for the choices women had in which corset to wear or how tightly to lace it. Especially given the way that some photographic portraits were mechanically altered to make the waist appear smaller, the size of a woman's waist had to do with how she was presenting herself to the world. That is, the fact that women made choices about the size of or emphasis on their waists suggests that they had agency that needs to be taken into account. 

As they navigated the complex social world, women's fashion choices had meaning. Society or political hostesses had agency not only in their clothing but generally in that complex social world. They had roles managing social events of the upper classes, especially of the upper aristocracy and oligarchy, like the Duchess of Devonshire's ball. Their class and rank, then, were essential to their agency, including to some degree their freedom to choose what kind of corset to wear and how to wear it. Also, by the end of the century lots of different kinds of corsets were available for lots of different purposes. Special corsets existed for pregnancy, sports (like tennis, bicycling, horseback riding, golf, fencing, archery, stalking and hunting), theatre and dance and, of course, for these women corsets could be made to support the special dress worn over it.  

Women's choices in how they presented themselves to the world included more than just their foundation garments, of course. &quot;Every cap, bow, streamer, ruffle, fringe, bustle, glove,&quot; that is, the trim and decorations on their garments, their jewelry and accessories — which Davidoff calls &quot;elaborations&quot;&lt;ref name=&quot;:1&quot;&gt;Davidoff, Leonore. ''The Best Circles: Society Etiquette and the Season''. Intro., Victoria Glendinning. The Cressett Library (Century Hutchinson), 1986 (orig 1973).&lt;/ref&gt;{{rp|93}} — pointed to a host of status categories, like class, rank, wealth, age, marital status, engagement with the empire, how sexual they wanted to seem, political alignment and purpose at the social event. For example, when women were being presented to the monarch, they were expected to wear three ostrich plumes, often called the [[Social Victorians/Terminology#Prince of Wales's Feathers or White Plumes|Prince of Wales's feathers]].  

Like all fashions, the corset, which was quite long-lasting in all its various forms, eventually went out of style. Of the many factors that might have influenced its demise, perhaps most important was the women's movement, in which women's rights, freedom, employment and access to their own money and children were less slogan-worthy but at least as essential as votes for women. The activities of the animal-rights movements drew attention not only to the profligate use of the bodies and feathers of birds but also to the looming extinction of the baleen whale, which made whale bone scarce and expensive. Perhaps the century's debates over corseting and especially tightlacing were relevant to some decisions not to be corseted. And, of course, perhaps no other reason is required than that the nature of fashion is to change.  

== Cinque Cento ==
According to the ''Oxford English Dictionary'', ''Cinque Cento'' is a shortening of ''mil cinque cento'', or 1500.&lt;ref&gt;&quot;cinquecento, n.&quot; ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/33143. Accessed 7 February 2023.&lt;/ref&gt; The term, then would refer, perhaps informally, to the sixteenth century.

== Crevé ==
''Creve'', without the accent, is an old word in English (c. 1450) for burst or split.&lt;ref&gt;&quot;creve, v.&quot; ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/44339. Accessed 8 February 2023.&lt;/ref&gt; ['''With the acute accent, it looks like a past participle in French.''']

== Elastic ==
Elastic had been invented and was in use by the end of the 19th century. For the sense of &quot;Elastic cord or string, usually woven with india-rubber,&quot;&lt;ref name=&quot;:6&quot;&gt;“elastic, adj. &amp; n.”.  ''Oxford English Dictionary'', Oxford University Press,  September 2023, &lt;https://doi.org/10.1093/OED/1199670313&gt;.&lt;/ref&gt; the ''Oxford English Dictionary'' has usage examples beginning in 1847. The example for 1886 is vivid: &quot;The thorough-going prim man will always place a circle of elastic round his hair previous to putting on his college cap.&quot;&lt;ref name=&quot;:6&quot; /&gt;

== Elaborations ==
In her 1973 ''The Best Circles: Society, Etiquette and the Season'', Leonore Davidoff notes that women’s status was indicated by dress and especially ornament: “Every cap, bow, streamer, ruffle, fringe, bustle, glove and other elaboration,” she says, “symbolised some status category for the female wearer.”&lt;ref name=&quot;:1&quot; /&gt;{{rp|93}}

Looking at these elaborations as meaningful rather than dismissing them as failed attempts at &quot;historical accuracy&quot; reveals a great deal about the individual women who wore or carried them — and about the society women and political hostesses in their roles as managers of the social world. In her review of ''The House of Worth: Portrait of an Archive'', Mary Frances Gormally says,&lt;blockquote&gt;In a socially regulated year, garments custom made with a Worth label provided women with total reassurance, whatever the season, time of day or occasion, setting them apart as members of the “Best Circles” dressed in luxurious, fashionable and always appropriate attire (Davidoff 1973). The woman with a Worth wardrobe was a woman of elegance, lineage, status, extreme wealth and faultless taste.&lt;ref&gt;Gormally, Mary Frances. Review essay of ''The House of Worth: Portrait of an Archive'', by Amy de la Haye and Valerie D. Mendes (V&amp;A Publishing, 2014). ''Fashion Theory'' 2017 (21, 1): 109–126. DOI: 10.1080/1362704X.2016.1179400.&lt;/ref&gt; (117)&lt;/blockquote&gt;

[[File:Aglets from Spanish portraits - collage by shakko.jpg|thumb|alt=A collage of 12 different ornaments typically worn by elite people from Spain in the 1500s and later|Aglets — Detail from Spanish Portraits]]
=== Aglet, Aiglet ===
Historically, an aglet is a &quot;point or metal piece that capped a string [or ribbon] used to attach two pieces of the garment together, i.e., sleeve and bodice.&quot;&lt;ref name=&quot;:7&quot; /&gt;{{rp|4}} Although they were decorative, they were not always visible on the outside of the clothing. They were often stuffed inside the layers at the waist (for example, attaching the bodice to a skirt or breeches).

Alonso Sánchez Coello's c. 1584 (316) portrait (above right, in the [[Social Victorians/Terminology#16th Century|Hoops section]]) shows infanta Isabel Clara Eugenia wearing a vertugado, with its &quot;typically Spanish smooth cone-shaped contour,&quot; with &quot;handsome aiglets cascad[ing] down center front.&quot;&lt;ref name=&quot;:11&quot; /&gt; (315)

=== Frou-frou ===
In French, ''frou-frou'' or, spelled as ''froufrou'', is the sound of the rustling of silk or sometimes of fabrics in general.&lt;ref&gt;{{Cite journal|date=2023-07-25|title=frou-frou|url=https://fr.wiktionary.org/w/index.php?title=frou-frou&amp;oldid=32508509|journal=Wiktionnaire, le dictionnaire libre|language=fr}} https://fr.wiktionary.org/wiki/frou-frou.&lt;/ref&gt; The first use the French ''Wiktionnaire'' lists is Honoré Balzac, ''La Cousine Bette'', 1846.&lt;ref&gt;{{Cite journal|date=2023-06-03|title=froufrou|url=https://fr.wiktionary.org/w/index.php?title=froufrou&amp;oldid=32330124|journal=Wiktionnaire, le dictionnaire libre|language=fr}} https://fr.wiktionary.org/wiki/froufrou.&lt;/ref&gt;

''Frou-frou'' is a term clothing historians use to describe decorative additions to an article of clothing; often the term has a slight negative connotation, suggesting that the additions are superficial.

=== Pouf, Puff, Poof ===
According to the French ''Wikipédia'', a pouf was, beginning in 1744, a &quot;kind of women's hairstyle&quot;:&lt;blockquote&gt;The hairstyle in question, known as the “pouf”, had launched the reputation of the enterprising Rose Bertin, owner of the Grand Mogol, a very prominent fashion accessories boutique on Rue Saint-Honoré in Paris in 1774. Created in collaboration with the famous hairdresser, Monsieur Léonard, the pouf was built on a scaffolding of wire, fabric, gauze, horsehair, fake hair, and the client's own hair held up in an almost vertical position. — (Marie-Antoinette, ''Queen of Fashion'', translated from the American by Sylvie Lévy, in ''The Rules of the Game'', n° 40, 2009)&lt;/blockquote&gt;''Puff'' and ''poof'' are used to describe clothing.

=== Shirring ===
''Shirring'' is the gathering of fabric to make poufs or puffs. The 19th century is known for its use of this decorative technique. Even men's clothing had shirring: at the shoulder seam.

=== Sequins ===
Sequins, paillettes, spangles

Sequins — or paillettes — are &quot;small, scalelike glittering disks.&quot;&lt;ref name=&quot;:7&quot; /&gt;(216) The French ''Wiktionnaire'' defines ''paillette'' as &quot;Lamelle de métal, brillante, mince, percée au milieu, ordinairement ronde, et qu’on applique sur une étoffe pour l’orner [A strip of metal, shiny, thin, pierced in the middle, usually round, and which is applied to a fabric in order to decorate it.]&quot;&lt;ref name=&quot;:8&quot;&gt;{{Cite journal|date=2024-03-18|title=paillette|url=https://fr.wiktionary.org/w/index.php?title=paillette&amp;oldid=33809572|journal=Wiktionnaire, le dictionnaire libre|language=fr}} https://fr.wiktionary.org/wiki/paillette.&lt;/ref&gt;

According to the ''OED'', the use of ''sequin'' as a decorative device for clothing (as opposed to gold coins minted and used for international trade) goes back to the 1850s.&lt;ref&gt;“Sequin, N.” ''Oxford English Dictionary'', Oxford UP, September 2023,  https://doi.org/10.1093/OED/4074851670.&lt;/ref&gt; The first instance of ''spangle'' as &quot;A small round thin piece of glittering metal (usually brass) with a hole in the centre to pass a thread through, used for the decoration of textile fabrics and other materials of various sorts&quot; is from c. 1420.&lt;ref&gt;“Spangle, N. (1).” ''Oxford English Dictionary'', Oxford UP, July 2023,  https://doi.org/10.1093/OED/4727197141.&lt;/ref&gt; The first use of ''paillette'' listed in the French ''Wiktionnaire'' is in Jules Verne in 1873 to describe colored spots on icy walls.&lt;ref name=&quot;:8&quot; /&gt;

Currently many distinguish between sequins (which are smaller) and paillettes (which are larger).

Before the 20th century, sequins were metal discs or foil leaves, and so of course if they were silver or copper, they tarnished. It is not until well into the 20th century that plastics were invented and used for sequins.

=== Trim and Lace ===
''A History of Feminine Fashion'', published sometime before 1927 and probably commissioned by [[Social Victorians/People/Dressmakers and Costumiers#Worth, of Paris|the Maison Worth]], describes Charles Frederick Worth's contributions to the development of embroidery and [[Social Victorians/Terminology#Passementerie|passementerie]] (trim) from about the middle of the 19th century:&lt;blockquote&gt;For it must be remembered that one of M. Worth's most important and lasting contributions to the prosperity of those who cater for women's needs, as well as to the variety and elegance of his clients' garments, was his insistence on new fabrics, new trimmings, new materials of every description. In his endeavours to restore in Paris the splendours of the days of La Pompadour, and of Marie Antoinette, he found himself confronted at the outset with a grave difficulty, which would have proved unsurmountable to a man of less energy, resource and initiative. The magnificent materials of those days were no longer to be had! The Revolution had destroyed the market for beautiful materials of this, type, and the Restoration and regime of Louis Philippe had left a dour aspect in the City of Light. ... On parallel lines [to his development of better [[Social Victorians/Terminology#Satin|satin]]], [Worth] stimulated also the manufacture of embroidery and ''passementerie''. It was he who first started the manufacture of laces copied from the designs of the real old laces. He was the / first dressmaker to use fur in the trimming of light materials — but he employed only the richer furs, such as sable and ermine, and had no use whatever for the inferior varieties of skins.&lt;ref name=&quot;:9&quot; /&gt;{{rp|6–7}}&lt;/blockquote&gt;

==== Gold and Silver Fabric and Lace ====

The ''Encyclopaedia Britannica'' (9th edition) has an article on gold and silver fabric, threads and lace attached to the article on gold. (This article is based on knowledge that would have been available toward the end of the 19th century and does not, obviously, reflect current knowledge or ways of talking.)&lt;blockquote&gt;GOLD AND SILVER LACE. Under this heading a general account may be given of the use of the precious metals in textiles of all descriptions into which they enter. That these metals were used largely in the sumptuous textiles of the earliest periods of civilization there is abundant testimony; and to this day, in the Oriental centres whence a knowledge and the use of fabrics inwoven, ornamented, and embroidered with gold and silver first spread, the passion for such brilliant and costly textiles is still most strongly and generally prevalent. The earliest mention of the use of gold in a woven fabric occurs in the description of the ephod made for Aaron (Exod. xxxix. 2, 3) — &quot;And he made the ephod of gold, blue, and purple, and scarlet, and fine twined linen. And they did beat the gold into thin plates, and cut it into wires (strips), to work it in the blue, and in the purple, and in the scarlet, and in the fine linen, with cunning work.&quot; In both the ''Iliad'' and the ''Odyssey'' distinct allusion is frequently made to inwoven and embroidered golden textiles. Many circumstances point to the conclusion that the art of weaving and embroidering with gold and silver originated in India, where it is still principally prosecuted, and that from one great city to another the practice travelled westward, — Babylon, Tarsus, Baghdad, Damascus, the islands of Cyprus and Sicily, Con- / stantinople and Venice, all in the process of time becoming famous centres of these much prized manufactures. Alexander the Great found Indian kings and princes arrayed in robes of gold and purple; and the Persian monarch Darius, we are told, wore a war mantle of cloth of gold, on which were figured two golden hawks as if pecking at each other. There is reason, according to Josephus, to believe that the “royal apparel&quot; worn by Herod on the day of his death (Acts xii. 21) was a tissue of silver. Agrippina, the wife of the emperor Claudius, had a robe woven entirely of gold, and from that period downwards royal personages and high ecclesiastical dignitaries used cloth and tissues of gold and silver for their state and ceremonial robes, as well as for costly hangings and decorations. In England, at different periods, various names were applied to cloths of gold, as ciclatoun, tartarium, naques or nac, baudekiu or baldachin, Cyprus damask, and twssewys or tissue. The thin flimsy paper known as tissue paper, is so called because it originally was placed between the folds of gold &quot;tissue&quot; to prevent the contiguous surfaces from fraying each other. At what time the drawing of gold wire for the preparation of these textiles was first practised is not accurately known. The art was probably introduced and applied in different localities at widely different dates, but down till mediaeval times the method graphically described in the Pentateuch continued to be practised with both gold and silver.

Fabrics woven with gold and silver continue to be used on the largest scale to this day in India; and there the preparation of the varieties of wire, and the working of the various forms of lace, brocade, and embroidery, is at once an important and peculiar art. The basis of all modern fabrics of this kind is wire, the &quot;gold wire&quot; of the manufacturer being in all cases silver gilt wire, and silver wire being, of course, composed of pure silver. In India the wire is drawn by means of simple draw-plates, with rude and simple appliances, from rounded bars of silver, or gold-plated silver, as the case may be. The wire is flattened into the strip or ribbon-like form it generally assumes by passing it, fourteen or fifteen strands simultaneously, over a fine, smooth, round-topped anvil, and beating it as it passes with a heavy hammer having a slightly convex surface. From wire so flattened there is made in India soniri, a tissue or cloth of gold, the web or warp being composed entirely of golden strips, and ruperi, a similar tissue of silver. Gold lace is also made on a warp of thick yellow silk with a weft of flat wire, and in the case of ribbons the warp or web is composed of the metal. The flattened wires are twisted around orange (in the case of silver, white) coloured silk thread, so as completely to cover the thread and present the appearance of a continuous wire; and in this form it is chiefly employed for weaving into the rich brocades known as kincobs or kinkhábs. Wires flattened, or partially flattened, are also twisted into exceedingly fine spirals, and in this form they are the basis of numerous ornamental applications. Such spirals drawn out till they present a waved appearance, and in that state flattened, are much used for rich heavy embroideries termed karchobs. Spangles for embroideries, &amp;c., are made from spirals of comparatively stout wire, by cutting them down ring by ring, laying each C-like ring on an anvil, and by a smart blow with a hammer flattening it out into a thin round disk with a slit extending from the centre to one edge. Fine spirals are also used for general embroidery purposes. The demand for various kinds of loom-woven and embroidered gold and silver work in India is immense; and the variety of textiles so ornamented is also very great. &quot;Gold and silver,&quot; says Dr Birdwood in his ''Handbook to the British-Indian Section, Paris Exhibition'', 1878, &quot;are worked into the decoration of all the more costly loom-made garments and Indian piece goods, either on the borders only, or in stripes throughout, or in diapered figures. The gold-bordered loom embroideries are made chiefly at Sattara, and the gold or silver striped at Tanjore; the gold figured ''mashrus'' at Tanjore, Trichinopoly, and Hyderabad in the Deccau; and the highly ornamented gold-figured silks and gold and silver tissues principally at Ahmedabad, Benares, Murshedabad, and Trichinopoly.&quot;

Among the Western communities the demand for gold and silver lace and embroideries arises chiefly in connexion with naval and military uniforms, court costumes, public and private liveries, ecclesiastical robes and draperies, theatrical dresses, and the badges and insignia of various orders. To a limited extent there is a trade in gold wire and lace to India and China. The metallic basis of the various fabrics is wire round and flattened, the wire being of three kinds — 1st, gold wire, which is invariably silver gilt wire; 2d, copper gilt wire, used for common liveries and theatrical purposes; and 3d, silver wire. These wires are drawn by the ordinary processes, and the flattening, when done, is accomplished by passing the wire between a pair of revolving rollers of fine polished steel. The various qualities of wire are prepared and used in precisely the same way as in India, — round wire, flat wire, thread made of flat gold wire twisted round orange-coloured silk or cotton, known in the trade as &quot;orris,&quot; fine spirals and spangles, all being in use in the West as in the East. The lace is woven in the same manner as ribbons, and there are very numerous varieties in richness, pattern, and quality.  Cloth of gold, and brocades rich in gold and silver, are woven for ecclesiastical vestments and draperies.

The proportions of gold and silver in the gold thread for the lace trade varies, but in all cases the proportion of gold is exceedingly small. An ordinary gold lace wire is drawn from a bar containing 90 parts of silver and 7 of copper, coated with 3 parts of gold. On an average each ounce troy of a bar so plated is drawn into 1500 yards of wire; and therefore about 16 grains of gold cover a mile of wire. It is estimated that about 250,000 ounces of gold wire are made annually in Great Britain, of which about 20 per cent, is used for the headings of calico, muslin, &amp;c., and the remainder is worked up in the gold lace trade.&lt;ref&gt;William Chandler Roberts-Austen and H. Bauerman [W.C.R. — H.B.]. &quot;Gold and Silver Lace.&quot; In &quot;Gold.&quot; ''Encyclopaedia Britannica'', 9th Edition (1875–1889). Vol. 10 (X). Adam and Charles Black (Publisher). https://archive.org/details/encyclopaedia-britannica-9ed-1875/Vol%2010%20%28G-GOT%29%20193592738.23/page/753/mode/1up (accessed January 2023): 753, Col. 2c – 754, Cols. 1a–b – 2a–b.&lt;/ref&gt;&lt;/blockquote&gt;

==== Honiton Lace ====

Kate Stradsin says,&lt;blockquote&gt;Honiton lace was the finest English equivalent of Brussels bobbin lace and was constructed in small ‘sprigs, in the cottages of lacemakers[.'] These sprigs were then joined together and bleached to form the large white flounces that were so sought after in the mid-nineteenth century.&lt;ref&gt;Strasdin, Kate. &quot;Rediscovering Queen Alexandra’s Wardrobe: The Challenges and Rewards of Object-Based Research.&quot; ''The Court Historian'' 24.2 (2019): 181-196. Rpt  http://repository.falmouth.ac.uk/3762/15/Rediscovering%20Queen%20Alexandra%27s%20Wardrobe.pdf: 13, and (for the little quotation) n. 37, which reads &quot;Margaret Tomlinson, ''Three Generations in the Honiton Lace Trade: A Family History'', self-published, 1983.&quot;&lt;/ref&gt;&lt;/blockquote&gt;

[[File:Strook in Alençon naaldkant, 1750-1775.jpg|thumb|alt=A long piece of complex white lace with garlands, flowers and bows|Point d'Alençon lace, 1750-1775]]
==== Passementerie ====
''Passementerie'' is the French term for trim on clothing or furniture. The 19th century (especially during the First and Second Empire) was a time of great &quot;''exubérance''&quot; in passementerie in French design, including the development and widespread use of the Jacquard loom.&lt;ref&gt;{{Cite journal|date=2023-06-10|title=Passementerie|url=https://fr.wikipedia.org/w/index.php?title=Passementerie&amp;oldid=205068926|journal=Wikipédia|language=fr}} https://fr.wikipedia.org/wiki/Passementerie.&lt;/ref&gt;

==== Point d'Alençon Lace ====
A lace made by hand using a number of complex steps and layers. The lacemakers build the point d'Alençon design on some kind of mesh and sometimes leave some of the mesh in as part of the lace and perhaps to provide structure.

Elizabeth Lewandowski defines point d'Alençon lace and Alençon lace separately. Point lace is needlepoint lace,&lt;ref name=&quot;:7&quot;&gt;Lewandowski, Elizabeth J. ''The Complete Costume Dictionary''. Scarecrow Press, 2011.&lt;/ref&gt;{{rp|233}} so Alençon point is &quot;a two thread [needlepoint] lace.&quot;&lt;ref name=&quot;:7&quot; /&gt;{{rp|7}} Alençon lace has a &quot;floral design on [a] fine net ground [and is] referred to as [the] queen of French handmade needlepoint laces. The original handmade Alençon was a fine needlepoint lace made of linen thread.&quot;&lt;ref name=&quot;:7&quot; /&gt;{{rp|7}}

The sample of point d'Alençon lace (right), from 1750–1775, shows the linen mesh that the lace was constructed on.&lt;ref&gt;{{Cite web|url=http://openfashion.momu.be/#9ce5f00e-8a06-4dab-a833-05c3371f3689|title=MoMu - Open Fashion|website=openfashion.momu.be|access-date=2024-02-26}} ModeMuseum Antwerpen. http://openfashion.momu.be/#9ce5f00e-8a06-4dab-a833-05c3371f3689.&lt;/ref&gt; The consistency in this sample suggests it may have been made by machine.

== Fabric ==

=== Brocatelle ===
Brocatelle is a kind of brocade, more simple than most brocades because it uses fewer warp and weft threads and fewer colors to form the design. The article in the French ''Wikipédia'' defines it like this:&lt;blockquote&gt;La '''brocatelle''' est un type de tissu datant du &lt;abbr&gt;xvi&lt;sup&gt;e&lt;/sup&gt;&lt;/abbr&gt; siècle qui comporte deux chaînes et deux trames, au minimum. Il est composé pour que le dessin ressorte avec un relief prononcé, grâce à la chaîne sur un fond en sergé. Les brocatelles les plus anciennes sont toujours fabriquées avec une des trames en lin.&lt;ref&gt;{{Cite journal|date=2023-06-01|title=Brocatelle|url=https://fr.wikipedia.org/w/index.php?title=Brocatelle&amp;oldid=204796410|journal=Wikipédia|language=fr}} https://fr.wikipedia.org/wiki/Brocatelle.&lt;/ref&gt;&lt;/blockquote&gt;Which translates to this:&lt;blockquote&gt;Brocatelle is a type of fabric dating from the 16th century that has two warps and two wefts, at a minimum. It is composed so that the design stands out with a pronounced relief, thanks to the weft threads on a twill background. The oldest brocades were always made with one of the wefts being linen.&lt;/blockquote&gt;The ''Oxford English Dictionary'' says, brocatelle is an &quot;imitation of brocade, usually made of silk or wool, used for tapestry, upholstery, etc., now also for dresses. Both the nature and the use of the stuff have changed&quot; between the late 17th century and 1888, the last time this definition was revised.&lt;ref&gt;&quot;brocatelle, n.&quot; ''OED Online'', Oxford University Press, March 2023, www.oed.com/view/Entry/23550. Accessed 4 July 2023.&lt;/ref&gt;

=== Broché ===

=== Ciselé ===

=== Crépe de Chine ===
The ''Oxford English Dictionary'' distinguishes the use of ''crêpe'' (using a circumflex rather than an acute accent over the first ''e'') from ''crape'' in textiles, saying ''crêpe'' is &quot;often borrowed [from the French] as a term for all crapy fabrics other than ordinary black mourning crape,&quot;&lt;ref&gt;&quot;crêpe, n.&quot; ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/44242. Accessed 10 February 2023.&lt;/ref&gt; with usage examples ranging from 1797 to the mid 20th century. Crêpe de chine, it says is &quot;a white or other coloured crape made of raw silk.&quot;

=== Épinglé Velvet ===
Often spelled ''épingle'' rather than ''épinglé'', this term appears to have been used for a fabric made of wool, or at least wool along with linen or cotton, that was heavier and stiffer than silk velvet. It was associated with outer garments and men's clothing. Nowadays, épinglé velvet is an upholstery fabric in which the pile is cut into designs and patterns, and the portrait of [[Social Victorians/People/Douglas-Hamilton Duke of Hamilton|Mary, Duchess of Hamilton]] shows a mantle described as épinglé velvet that does seem to be a velvet with a woven pattern perhaps cut into the pile. 

=== Lace ===
While lace also functioned sometimes as fabric — at the décolletage, for example, on the stomacher or as a veil — here we organize it as a [[Social Victorians/Terminology#Trim and Lace|part of the elaboration of clothing]].

=== Liberty Fabrics ===

=== Lisse ===
According to the ''Oxford English Dictionary'', the term ''lisse'' as a &quot;kind of silk gauze&quot; was used in the 19th-century UK and US.&lt;ref&gt;&quot;lisse, n.1.&quot; ''OED Online'', Oxford University Press, March 2023, www.oed.com/view/Entry/108978. Accessed 4 July 2023.&lt;/ref&gt;

=== Satin ===
The pre-1927 ''History of Feminine Fashion'', probably commissioned by Charles Frederick Worth's sons, describes Worth's &quot;insistence on new fabrics, new trimmings, new materials of every description&quot; at the beginning of his career in the mid 19th century:&lt;blockquote&gt;When Worth first entered the business of dressmaking, the only materials of the richer sort used for woman's dress were velvet, faille, and watered silk. Satin, for example, was never used. M. Worth desired to use satin very extensively in the gowns he designed, but he was not satisfied with what could be had at the time; he wanted something very much richer than was produced by the mills at Lyons. That his requirements entailed the reconstruction of mills mattered little — the mills were reconstructed under his directions, and the Lyons looms turned out a richer satin than ever, and the manufacturers prospered accordingly.&lt;ref name=&quot;:9&quot;&gt;[Worth, House of.] {{Cite book|url=http://archive.org/details/AHistoryOfFeminineFashion|title=A History Of Feminine Fashion (1800s to 1920s)}} Before 1927. [Likely commissioned by Worth. Link is to Archive.org; info from Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Worth_Biarritz_salon.jpg.]&lt;/ref&gt;{{rp|6 in printed, 26 in digital book}}&lt;/blockquote&gt;

=== Selesia ===
According to the ''Oxford English Dictionary'', ''silesia'' is &quot;A fine linen or cotton fabric originally manufactured in Silesia in what is now Germany (''Schlesien'').&lt;ref&gt;&quot;Silesia, n.&quot; ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/179664. Accessed 9 February 2023.&lt;/ref&gt; It may have been used as a lining — for pockets, for example — in garments made of more luxurious or more expensive cloth. The word ''sleazy'' — &quot;Of textile fabrics or materials: Thin or flimsy in texture; having little substance or body.&quot;&lt;ref&gt;&quot;sleazy, adj.&quot; ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/181563. Accessed 9 February 2023.&lt;/ref&gt; — may be related.

=== Shot Fabric ===
According to the ''Oxford English Dictionary'', &quot;Of a textile fabric: Woven with warp-threads of one colour and weft-threads of another, so that the fabric (usually silk) changes in tint when viewed from different points.&quot;&lt;ref&gt;“Shot, ''Adj.''”  ''Oxford English Dictionary'', Oxford UP,  July 2023,  https://doi.org/10.1093/OED/2977164390.&lt;/ref&gt; A shot fabric might also be made of silk and cotton fibers.

=== Tissue ===
A lightly woven fabric like gauze or chiffon. The light weave can make the fabric translucent and make pleating and gathering flatter and less bulky. Tissue can be woven to be shot, sheer, stiff or soft.

Historically, the term in English was used for a &quot;rich kind of cloth, often interwoven with gold or silver&quot; or &quot;various rich or fine fabrics of delicate or gauzy texture.&quot;&lt;ref&gt;“Tissue, N.” ''Oxford English Dictionary'', Oxford UP, March 2024, https://doi.org/10.1093/OED/5896731814.&lt;/ref&gt;

== Fan ==

The ''Encyclopaedia Britannica'' (9th edition) has an article on the fan. (This article is based on knowledge that would have been available toward the end of the 19th century and does not, obviously, reflect current knowledge or ways of talking.)&lt;blockquote&gt;FAN (Latin, ''vannus''; French, ''éventail''), a light implement used for giving motion to the air. ''Ventilabrum'' and ''flabellum'' are names under which ecclesiastical fans are mentioned in old inventories. Fans for cooling the face have been in use in hot climates from remote ages. A bas-relief in the British Museum represents Sennacherib with female figures carrying feather fans. They were attributes of royalty along with horse-hair fly-flappers and umbrellas. Examples may be seen in plates of the Egyptian sculptures at Thebes and other places, and also in the ruins of Persepolis. In the museum of Boulak, near Cairo, a wooden fan handle showing holes for feathers is still preserved. It is from the tomb of Amen-hotep, of the 18th dynasty, 17th century &lt;small&gt;B&lt;/small&gt;.&lt;small&gt;C&lt;/small&gt;. In India fans were also attributes of men in authority, and sometimes sacred emblems. A heartshaped fan, with an ivory handle, of unknown age, and held in great veneration by the Hindus, was given to the prince of Wales. Large punkahs or screens, moved by a servant who does nothing else, are in common use by Europeans in India at this day.

Fans were used in the early Middle Ages to keep flies from the sacred elements during the celebrations of the Christian mysteries. Sometimes they were round, with bells attached — of silver, or silver gilt. Notices of such fans in the ancient records of St Paul’s, London, Salisbury cathedral, and many other churches, exist still. For these purposes they are no longer used in the Western church, though they are retained in some Oriental rites. The large feather fans, however, are still carried in the state processions of the supreme pontiff in Rome, though not used during the celebration of the mass. The fan of Queen Theodolinda (7th century) is still preserved in the treasury of the cathedral of Monza. Fans made part of the bridal outfit, or ''mundus muliebris'', of ancient Roman ladies.

Folding fans had their origin in Japan, and were imported thence to China. They were in the shape still used—a segment of a circle of paper pasted on a light radiating frame-work of bamboo, and variously decorated, some in colours, others of white paper on which verses or sentences are written. It is a compliment in China to invite a friend or distinguished guest to write some sentiment on your fan as a memento of any special occasion, and this practice has continued. A fan that has some celebrity in France was presented by the Chinese ambassador to the Comtesse de Clauzel at the coronation of Napoleon I. in 1804. When a site was given in 1635, on an artificial island, for the settlement of Portuguese merchants in Nippo in Japan, the space was laid out in the form of a fan as emblematic of an object agreeable for general use. Men and women of every rank both in China and Japan carry fans, even artisans using them with one hand while working with the other. In China they are often made of carved ivory, the sticks being plates very thin and sometimes carved on both sides, the intervals between the carved parts pierced with astonishing delicacy, and the plates held together by a ribbon. The Japanese make the two outer guards of the stick, which cover the others, occasionally of beaten iron, extremely thin and light, damascened with gold and other metals.

Fans were used by Portuguese ladies in the 14th century, and were well known in England before the close of the reign of Richard II. In France the inventory of Charles V. at the end of the 14th century mentions a folding ivory fan. They were brought into general use in that country by Catherine de’ Medici, probably from Italy, then in advance of other countries in all matters of personal luxury. The court ladies of Henry VIII.’s reign in England were used to handling fans, A lady in the Dance of Death by Holbein holds a fan. Queen Elizabeth is painted with a round leather fan in her portrait at Gorhambury; and as many as twenty-seven are enumerated in her inventory (1606). Coryat, an English traveller, in 1608 describes them as common in Italy. They also became of general use from that time in Spain. In Italy, France, and Spain fans had special conventional uses, and various actions in handling them grew into a code of signals, by which ladies were supposed to convey hints or signals to admirers or to rivals in society. A paper in the ''Spectator'' humorously  proposes to establish a regular drill for these purposes.

The chief seat of the European manufacture of fans during the 17th century was Paris, where the sticks or frames, whether of wood or ivory, were made, and the decorations painted on mounts of very carefully prepared vellum (called latterly ''chicken skin'', but not correctly), — a material stronger and tougher than paper, which breaks at the folds. Paris makers exported fans unpainted to Madrid and other Spanish cities, where they were decorated by native artists. Many were exported complete; of old fans called Spanish a great number were in fact made in France. Louis XIV. issued edicts at various times to regulate the manufacture. Besides fans mounted with parchment, Dutch fans of ivory were imported into Paris, and decorated by the heraldic painters in the process called “Vernis Martin,” after a famous carriage painter and inventor of colourless lac varnish. Fans of this kind belonging to the Queen and to the late baroness de Rothschild were exhibited in 1870 at Kensington. A fan of the date of 1660, representing sacred subjects, is attributed to Philippe de Champagne, another to Peter Oliver in England in the / 17th century. Cano de Arevalo, a Spanish painter of the 17th century devoted himself to fan painting. Some harsh expressions of Queen Christina to the young ladies of the French court are said to have caused an increased ostentation in the splendour of their fans, which were set with jewels and mounted in gold. Rosalba Carriera was the name of a fan painter of celebrity in the 17th century. Lebrun and Romanelli were much employed during the same period. Klingstet, a Dutch artist, enjoyed a considerable reputation for his fans from the latter part of the 17th and the first thirty years of the 18th century.

The revocation of the edict of Nantes drove many fan-makers out of France to Holland and England. The trade in England was well established under the Stuart sovereigns. Petitions were addressed by the fan-makers to Charles II. against the importation of fans from India, and a duty was levied upon such fans in consequence. This importation of Indian fans, according to Savary, extended also to France. During the reign of Louis XV. carved Indian and China fans displaced to some extent those formerly imported from Italy, which had been painted on swanskin parchment prepared with various perfumes.

During the 18th century all the luxurious ornamentation of the day was bestowed on fans as far as they could display it. The sticks were made of mother-of-pearl or ivory, carved with extraordinary skill in France, Italy, England, and other countries. They were painted from designs of Boucher, Watteau, Lancret, and other &quot;genre&quot; painters, Hébert, Rau, Chevalier, Jean Boquet, Mad. Verité, are known as fan painters. These fashions were followed in most countries of Europe, with certain national differences. Taffeta and silk, as well as fine parchment, were used for the mounts. Little circles of glass were let into the stick to be looked through, and small telescopic glasses were sometimes contrived at the pivot of the stick. They were occasionally mounted with the finest point lace. An interesting fan (belonging to Madame de Thiac in France), the work of Le Flamand, was presented by the municipality of Dieppe to Marie Antoinette on the birth of her son the dauphin. From the time of the Revolution the old luxury expended on fans died out. Fine examples ceased to be exported to England and other countries. The painting on them represented scenes or personages connected with political events. At a later period fan mounts were often prints coloured by hand. The events of the day mark the date of many examples found in modern collections. Amongst the fanmakers of the present time the names of Alexandre, Duvelleroy, Fayet, Vanier, may be mentioned as well known in Paris. The sticks are chiefly made in the department of Oise, at Le Déluge, Crèvecœur, Méry, Ste Geneviève, and other villages, where whole families are engaged in preparing them; ivory sticks are carved at Dieppe. Water-colour painters of distinction often design and paint the mounts, the best designs being figure subjects. A great impulse has been given to the manufacture and painting of fans in England since the exhibition which took place at South Kensington in 1870. Other exhibitions have since been held, and competitive prizes offered, one of which was gained by the Princess Louise. Modern collections of fans take their date from the emigration of many noble families from France at the time of the Revolution. Such objects were given as souvenirs and occasionally sold by families in straitened circumstances. A large number of fans of all sorts, principally those of the 18th century, French, English, German, Italian Spanish, &amp;c., have been lately bequeathed to the South Kensington Museum.

Regarding the different parts of folding fans it may be well to state that the sticks are called in French ''brins'', the two outer guards ''panaches'', and the mount ''feuille''.&lt;ref&gt;J. H. Pollen [J.H.P.]. &quot;Fan.&quot; ''Encyclopaedia Britannica'', 9th Edition (1875–1889). Vol. '''10''' ('''X'''). Adam and Charles Black (Publisher). https://archive.org/details/encyclopaedia-britannica-9ed-1875/Vol%209%20%28FAL-FYZ%29%20193323016.23/page/26/mode/2up (accessed January 2023): 27, Col. 1b – 28, Col. 1c.&lt;/ref&gt;&lt;/blockquote&gt;

== Fancy-dress Ball ==
Fancy-dress (or costume) balls were popular and frequent in the U.K. and France as well as the rest of Europe during the 19th century. The themes and styles of the fancy-dress balls influenced those that followed. 

At the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]], the guests came dressed in costume from times before 1820, as instructed on '''the invitation''', but their clothing was much more about late-Victorian standards of beauty and fashion than the standards of whatever time period the portraits they were copying or basing their costumes on. 

''The Queen'' published dress and fashion information and advice under the byline of Ardern Holt, who regularly answered questions from readers about fashion as well as about fancy dress. (More about Ardern Holt, which is almost certainly a pseudonym, can be found on the [[Social Victorians/People/Working in Publishing#Journalists|People Working in Publishing]] page.) Holt also ran wrote entire articles with suggestions for what might make an appealing fancy-dress costume as well as pointing readers away from costumes that had been worn too frequently. The suggestions for costumes are based on familiar types or portraits available to readers, similar to Holt's books on fancy dress, which ran through a number of editions in the 1880s and 1890s. Fancy-dress questions sometimes asked for details about costumes worn in theatrical or operatic productions, which Holt provides. 

In November 1897, Holt refers to the Duchess of Devonshire's 2 July ball: &quot;Since the famous fancy ball, given at Devonshire House during this year, historical fancy dresses have assumed a prominence that they had not hitherto known.&quot;&lt;ref&gt;Holt, Ardern. &quot;Fancy Dress a la Mode.&quot; The ''Queen'' 27 November 1897, Saturday: 94 [of 145 in BNA; print p. 1026], Col. 1a [of 3]. ''British Newspaper Archive''  https://www.britishnewspaperarchive.co.uk/viewer/bl/0002627/18971127/459/0094.&lt;/ref&gt; Holt goes on to provide a number of ideas for costumes for historical fancy dress, as always with a strong leaning toward Victorian standards of beauty and style and away from any concern for historical accuracy.

Ardern Holt published books on fancy dress as well as writing for the ''Queen'' and other periodicals, but not all of them were about fancy dress.

# ''Gentlemen's Fancy Dress: How to Choose It''. Wyman &amp; Sons, 1882. (''Google Books'' has this: https://books.google.com/books/about/Gentlemen_s_Fancy_Dress.html?id=ED8CAAAAQAAJ.) Later editions: 1898 (HathiTrust)
# ''Fancy Dresses Described; Or, What to Wear at Fancy Balls''. Debenham &amp; Freebody, 1882. Illustr., Lillian Young. (HathiTrust has this.) Later editions: 4th ed — 1884; 1887 (HathiTrust); 6th ed. — 1896 (HathiTrust)


As Leonore Davidoff says, &quot;Every cap, bow, streamer, ruffle, fringe, bustle, glove and other elaboration symbolised some status category for the female wearer.&quot;&lt;ref name=&quot;:1&quot; /&gt;{{rp|93}} [handled under Elaborations]

=== Historical Accuracy ===
Many of the costumes at the ball were based on portraits, especially when the guest was dressed as a historical figure. If possible, we have found the portraits likely to have been the originals, or we have found, if possible, portraits that show the subjects from the two time periods at similar ages.

The way clothing was cut changed quite a bit between the 18th and 19th centuries. We think of Victorian clothing — particularly women's clothing, and particularly at the end of the century — as inflexible and restrictive, especially compared to 20th- and 21st-century customs permitting freedom of movement. The difference is generally evolutionary rather than absolute — that is, as time has passed since the 18th century, clothing has allowed an increasingly greater range of movement, especially for people who did not do manual labor.

By the end of the 19th century, garments like women's bodices and men's coats were made fitted and smooth by attention to the grain of the fabric and by the use of darts (rather than techniques that assembled many small, individual pieces of fabric).

* clothing construction and flat-pattern techniques
* Generally, the further back in time we go, the more 2-dimensional the clothing itself was. 

==== Women's Versions of Historical Accuracy at the Ball ====
As always with this ball, whatever historical accuracy might be present in a woman's costume is altered so that the wearer is still a fashionable Victorian lady. What makes the costumes look &quot;Victorian&quot; to our eyes is the line of the silhouette caused by the foundation undergarments as well as the many &quot;elaborations&quot;&lt;ref name=&quot;:1&quot; /&gt;{{rp|93}}, mostly in the decorations, trim and accessories. 

Also, the clothing hangs and drapes differently because the fabric was cut on grain and the shoulders were freed by the way the sleeves were set in. 

==== Men's Versions of Historical Accuracy at the Ball ====
Because men were not wearing a Victorian foundation garment at the end of the century, the men's costumes at the ball are more historically accurate in some ways.

* Trim
* Mixing neck treatments
* Hair
* Breeches
* Shoes and boots
* Military uniforms, arms, gloves, boots

== Feathers and Plumes ==

=== Aigrette ===
Elizabeth Lewandowski defines ''aigrette'' as &quot;France. Feather or plume from an egret or heron.&quot;&lt;ref name=&quot;:7&quot; /&gt;(5) Sometimes the newspapers use the term to refer to an accessory (like a fan or ornament on a hat) that includes such a feather or plume. The straight and tapered feathers in an aigrette are in a bundle.

=== Prince of Wales's Feathers or White Plumes ===
The feathers in an aigrette came from egrets and herons; Prince of Wales's feathers came from ostriches. A fuller discussion of Prince of Wales's feathers and the white ostrich plumes worn at court appears on [[Social Victorians/Victorian Things#Ostrich Feathers and Prince of Wales's Feathers|Victorian Things]].

For much of the late 18th and 19th centuries, white ostrich plumes were central to fashion at court, and at a certain point in the late 18th century they became required for women being presented to the monarch and for their sponsors. Our purpose here is to understand why women were wearing plumes at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]] as part of their costumes.

First published in 1893, [[Social Victorians/People/Lady Colin Campbell|Lady Colin Campbell]]'s ''Manners and Rules of Good Society'' (1911 edition) says that&lt;blockquote&gt;It was compulsory for both Married and Unmarried Ladies to Wear Plumes. The married lady’s Court plume consisted of three white feathers. An unmarried lady’s of two white feathers. The three white feathers should be mounted as a Prince of Wales plume and worn towards the left hand side of the head. Colored feathers may not be worn. In deep mourning, white feathers must be worn, black feathers are inadmissible.&lt;p&gt;
White veils or lace lappets must be worn with the feathers. The veils should not be longer than 45 inches.&lt;ref&gt;{{Cite web|url=https://www.edwardianpromenade.com/etiquette/the-court-presentation/|title=The Court Presentation|last=Holl|first=Evangeline|date=2007-12-07|website=Edwardian Promenade|language=en-US|access-date=2022-12-18}} https://www.edwardianpromenade.com/etiquette/the-court-presentation/.&lt;/ref&gt;&lt;/blockquote&gt;[[Social Victorians/Victorian Things#Ostrich Feathers and Prince of Wales's Feathers|This fashion was imported from France]] in the mid 1770s.&lt;ref&gt;&quot;Abstract&quot; for Blackwell, Caitlin. &quot;'&lt;nowiki/&gt;''The Feather'd Fair in a Fright''': The Emblem of the Feather in Graphic Satire of 1776.&quot; ''Journal for Eighteenth-Century Studies'' 20 January 2013 (Vol. 36, Issue 3): 353-376. ''Wiley Online'' DOI: https://doi.org/10.1111/j.1754-0208.2012.00550.x (accessed November 2022).&lt;/ref&gt;

Separately, a secondary heraldic emblem of the Prince of Wales has been a specific arrangement of 3 ostrich feathers in a gold coronet&lt;ref&gt;{{Cite journal|date=2022-11-07|title=Prince of Wales's feathers|url=https://en.wikipedia.org/w/index.php?title=Prince_of_Wales%27s_feathers&amp;oldid=1120556015|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Prince_of_Wales's_feathers.&lt;/ref&gt; since King Edward III (1312–1377&lt;ref&gt;{{Cite journal|date=2022-12-14|title=Edward III of England|url=https://en.wikipedia.org/w/index.php?title=Edward_III_of_England&amp;oldid=1127343221|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Edward_III_of_England.&lt;/ref&gt;).

Some women at the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball]] wore white ostrich feathers in their hair, but most of them are not Prince of Wales's feathers. Most of the plumes in these portraits are arrangements of some kind of headdress to accompany the costume. A few, wearing what looks like the Princes of Wales's feathers, might be signaling that their character is royal or has royal ancestry. '''One of the women [which one?] was presented to the royals at this ball?'''

Here is the list of women who are wearing white ostrich plumes in their portraits in the [[Social Victorians/1897 Fancy Dress Ball/Photographs|''Diamond Jubilee Fancy Dress Ball'' album of 286 photogravure portraits]]:

# Kathleen Pelham-Clinton, the [[Social Victorians/People/Newcastle|Duchess of Newcastle]]
# [[Social Victorians/People/Louisa Montagu Cavendish|Luise Cavendish]], the Duchess of Devonshire
# Jesusa Murrieta del Campo Mello y Urritio (née Bellido), [[Social Victorians/People/Santurce|Marquisa de Santurce]]
# Lady [[Social Victorians/People/Farquhar|Emilie Farquhar]]
# Princess (Laura Williamina Seymour) Victor of  [[Social Victorians/People/Gleichen#Laura%20Williamina%20Seymour%20of%20Hohenlohe-Langenburg|Hohenlohe Langenburg]]
# Louisa Acheson, [[Social Victorians/People/Gosford|Lady Gosford]]
# Alice Emily White Coke, [[Social Victorians/People/Leicester|Viscountess Coke]]
# Lady Mary Stewart, Helen Mary Theresa [[Social Victorians/People/Londonderry|Vane-Tempest-Stewart]]
#[[Social Victorians/People/Consuelo Vanderbilt Spencer-Churchill|Consuelo Vanderbilt Spencer-Churchill]], Duchess of [[Social Victorians/People/Marlborough|Marlborough]], dressed as the wife of the French Ambassador at the Court of Catherine of Russia (not white, but some color that reads dark in the black-and-white photograph)
#Mrs. Mary [[Social Victorians/People/Chamberlain|Chamberlain]] (at 491), wearing white plumes, as Madame d'Epinay
#Lady Clementine [[Social Victorians/People/Tweeddale|Hay]] (at 629), wearing white plumes, as St. Bris (''Les Huguenots'')
#[[Social Victorians/People/Meysey-Thompson|Lady Meysey-Thompson]] (at 391), wearing white plumes, as Elizabeth, Queen of Bohemia
#Mrs. [[Social Victorians/People/Grosvenor|Algernon (Catherine) Grosvenor]] (at 510), wearing white plumes, as Marie Louise
#Lady [[Social Victorians/People/Ancaster|Evelyn Ewart]], at 401), wearing white plumes, as the Duchess of Ancaster, Mistress of the Robes to Queen Charlotte, 1757, after a picture by Hudson
#[[Social Victorians/People/Lyttelton|Edith Sophy Balfour Lyttelton]] (at 580), wearing what might be white plumes on a large-brimmed white hat, after a picture by Romney
#[[Social Victorians/People/Yznaga|Emilia Yznaga]] (at 360), wearing what might be white plumes, as Cydalise of the Comedie Italienne from the time of Louis XV
#Lady [[Social Victorians/People/Ilchester|Muriel Fox Strangways]] (at 403), wearing what might be two smallish white plumes, as Lady Sarah Lennox, one of the bridesmaids of Queen Charlotte A.D. 1761
#Lady [[Social Victorians/People/Lucan|Violet Bingham]] (at 586), wearing perhaps one white plume in a headdress not related to the Prince of Wales's feathers
#Rosamond Fellowes, [[Social Victorians/People/de Ramsey|Lady de Ramsey]] (at 329), wearing a headdress that includes some white plumes, as Lady Burleigh
#[[Social Victorians/People/Dupplin|Agnes Blanche Marie Hay-Drummond]] (at 682), in a big headdress topped with white plumes, as Mademoiselle Andrée de Taverney A.D. 1775
#Florence Canning, [[Social Victorians/People/Garvagh|Lady Garvagh]] (at 336), wearing what looks like Prince of Wales's plumes
#[[Social Victorians/People/Suffolk|Marguerite Hyde &quot;Daisy&quot; Leiter]] (at 684), wearing what looks like Prince of Wales's plumes
#Lady [[Social Victorians/People/Spicer|Margaret Spicer]] (at 281), wearing one smallish white and one black plume, as Countess Zinotriff, Lady-in-Waiting to the Empress Catherine of Russia
#Mrs. [[Social Victorians/People/Cavendish Bentinck|Arthur James]] (at 318), wearing what looks like Prince of Wales's plumes, as Elizabeth Cavendish, daughter of Bess of Hardwick
#Nellie, [[Social Victorians/People/Kilmorey|Countess of Kilmorey]] (at 207), wearing three tall plumes, 2 white and one dark, as Comtesse du Barri
#Daisy, [[Social Victorians/People/Warwick|Countess of Warwick]] (at 53), wearing at least 1 white plume, as Marie Antoinette

More men than women were wearing plumes reminiscent of the Prince of Wales's feathers:

*

==== Bibliography for Plumes and Prince of Wales's Feathers ====
* Blackwell, Caitlin. &quot;'''The Feather'd Fair in a Fright'&lt;nowiki/&gt;'': The Emblem of the Feather in Graphic Satire of 1776.&quot; Journal for ''Eighteenth-Century Studies'' 20 January 2013 (Vol. 36, Issue 3): 353-376. Wiley Online DOI: https://doi.org/10.1111/j.1754-0208.2012.00550.x.
* &quot;Prince of Wales's feathers.&quot; ''Wikipedia'' https://en.wikipedia.org/wiki/Prince_of_Wales%27s_feathers (accessed November 2022). ['''Add women to this page''']
* Simpson, William. &quot;On the Origin of the Prince of Wales' Feathers.&quot; ''Fraser's magazine'' 617 (1881): 637-649. Hathi Trust https://babel.hathitrust.org/cgi/pt?id=chi.79253140&amp;view=1up&amp;seq=643&amp;q1=feathers (accessed December 2022). Deals mostly with use of feathers in other cultures and in antiquity; makes brief mention of feathers and plumes in signs and pub names that may not be associated with the Prince of Wales. No mention of the use of plumes in women's headdresses or court dress.

== Honors ==

=== The Bath ===
The Most Honourable Order of the Bath (GCB, Knight or Dame Grand Cross; KCB or DCB, Knight or Dame Commander; CB, Companion)

=== The Garter ===
The Most Noble Order of the Knights of the Garter (KG, Knight Companion; LG, Lady Companion)

[[File:The Golden Fleece - collar exhibited at MET, NYC.jpg|thumb|The Golden Fleece collar and pendant for the 2019 &quot;Last Knight&quot; exhibition at the MET, NYC.|alt=Recent photograph of a gold necklace on a wide band, with a gold skin of a sheep hanging from it as a pendant]]
=== The Golden Fleece ===
To wear the golden fleece is to wear the insignia of the Order of the Golden Fleece, said to be &quot;the most prestigious and historic order of chivalry in the world&quot; because of its long history and strict limitations on membership.&lt;ref name=&quot;:10&quot;&gt;{{Cite journal|date=2020-09-25|title=Order of the Golden Fleece|url=https://en.wikipedia.org/w/index.php?title=Order_of_the_Golden_Fleece&amp;oldid=980340875|journal=Wikipedia|language=en}}&lt;/ref&gt; The monarchs of the U.K. were members of the originally Spanish order, as were others who could afford it, like the Duke of Wellington,&lt;ref name=&quot;:12&quot;&gt;Thompson, R[obert]. H[ugh]. &quot;The Golden Fleece in Britain.&quot; Publication of the ''British Numismatic Society''. 2009 https://www.britnumsoc.org/publications/Digital%20BNJ/pdfs/2009_BNJ_79_8.pdf (accessed January 2023).&lt;/ref&gt; the first Protestant to be admitted to the order.&lt;ref name=&quot;:10&quot; /&gt; Founded in 1429/30 by Philip the Good, Duke of Burgundy, the order separated into two branches in 1714, one Spanish and the other Austrian, still led by the House of Habsburg.&lt;ref name=&quot;:10&quot; /&gt;

[[File:Prince Albert - Franz Xaver Winterhalter 1842.jpg|thumb|1842 Winterhalter portrait of Prince Albert wearing the insignia of the Order of the Golden Fleece, 1842|left|alt=1842 Portrait of Prince Albert by Winterhalter, wearing the insignia of the Golden Fleece]]
The photograph (upper right) is of a Polish badge dating from the &quot;turn of the XV and XVI centuries.&quot;&lt;ref&gt;{{Citation|title=Polski:  Kolana orderowa orderu Złotego Runa, przełom XV i XVI wieku.|url=https://commons.wikimedia.org/wiki/File:The_Golden_Fleece_-_collar_exhibited_at_MET,_NYC.jpg|date=2019-11-10|accessdate=2023-01-10|last=Wulfstan}}. https://commons.wikimedia.org/wiki/File:The_Golden_Fleece_-_collar_exhibited_at_MET,_NYC.jpg.&lt;/ref&gt; The collar to this Golden Fleece might be similar to the one the [[Social Victorians/People/Spencer Compton Cavendish#The Insignia of the Order of the Golden Fleece|Duke of Devonshire is wearing in the 1897 Lafayette portrait]].

The badges and collars that Knights of the Order actually wore vary quite a bit.

The 1842 Franz Xaver Winterhalter portrait (left) of Prince Consort Albert, Victoria's husband and father of the Prince of Wales, shows him wearing the Golden Fleece on a red ribbon around his neck and the star of the Garter on the front of his coat.&lt;ref&gt;Winterhalter, Franz Xaver. ''Prince Albert''. {{Cite web|url=https://www.rct.uk/collection/search#/16/collection/401412/prince-albert-1819-61|title=Explore the Royal Collection Online|website=www.rct.uk|access-date=2023-01-16}} https://www.rct.uk/collection/search#/16/collection/401412/prince-albert-1819-61.&lt;/ref&gt;

=== Royal Victorian Order ===
(GCVO, Knight or Dame Grand Cross; KCVO or DCVO, Knight or Dame Commander; CVO, Commander; LVO, Lieutenant; MVO, Member)

=== St. John ===
The Order of the Knights of St. John

=== Star of India ===
Most Exalted Order of the Star of India (GCSI, Knight Grand Commander; KCSI, Knight Commander; CSI, Companion)

=== Thistle ===
The Most Ancient and Most Noble Order of the Thistle

== Jewelry and Stones ==

=== Cabochon ===
This term describes both the treatment and shape of a precious or semiprecious stone. A cabochon treatment does not facet the stone but merely polishes it, removing &quot;the rough parts&quot; and the parts that are not the right stone.&lt;ref&gt;&quot;cabochon, n.&quot; ''OED Online'', Oxford University Press, December 2022, www.oed.com/view/Entry/25778. Accessed 7 February 2023.&lt;/ref&gt; A cabochon shape is often flat on one side and oval or round, forming a mound in the setting.

=== Jet ===

=== ''Orfèvrerie'' ===
Sometimes misspelled in the newspapers as ''orvfèvrerie''. ''Orfèvrerie'' is the artistic work of a goldsmith, silversmith, or jeweler.

=== Turquoises ===

== Military ==
Several men from the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 1897 fancy-dress ball at Devonshire House]] were dressed in military uniforms, some historical and some, possibly, not.

=== Baldric ===
According to the ''Oxford English Dictionary'', the primary sense of ''baldric'' is &quot;A belt or girdle, usually of leather and richly ornamented, worn pendent from one shoulder across the breast and under the opposite arm, and used to support the wearer's sword, bugle, etc.&quot;&lt;ref&gt;&quot;baldric, n.&quot; ''OED Online'', Oxford University Press, March 2023, www.oed.com/view/Entry/14849. Accessed 17 May 2023.&lt;/ref&gt; This sense has been in existence since c. 1300.

=== Cuirass ===
According to the ''Oxford English Dictionary'', the primary sense of ''cuirass'' is &quot;A piece of armour for the body (originally of leather); ''spec.'' a piece reaching down to the waist, and consisting of a breast-plate and a back-plate, buckled or otherwise fastened together ....&quot;&lt;ref&gt;&quot;cuirass, n.&quot; ''OED Online'', Oxford University Press, March 2023, www.oed.com/view/Entry/45604. Accessed 17 May 2023.&lt;/ref&gt;

[[File:Knötel IV, 04.jpg|thumb|alt=An Old drawing in color of British soldiers on horses brandishing swords in 1815.|1890 illustration of the Household Cavalry (Life Guard, left; Horse Guard, right) at the Battle of Waterloo, 1815]]
=== Household Cavalry ===
The Royal Household contains the Household Cavalry, a corps of British Army units assigned to the monarch. It is made up of 2 regiments, the Life Guards and what is now called The Blues and Royals, which were formed around the time of &quot;the Restoration of the Monarchy in 1660.&quot;&lt;ref name=&quot;:3&quot;&gt;Joll, Christopher. &quot;Tales of the Household Cavalry, No. 1. Roles.&quot; The Household Cavalry Museum, https://householdcavalry.co.uk/app/uploads/sites/2/2021/06/Household-Cavalry-Museum-video-series-large-print-text-Tales-episode-01.pdf.&lt;/ref&gt;{{rp|1}} Regimental Historian Christopher Joll says, &quot;the original Life Guards were formed as a mounted bodyguard for the exiled King Charles II, The Blues were raised as Cromwellian cavalry and The Royals were established to defend Tangier.&quot;&lt;ref name=&quot;:3&quot; /&gt;{{rp|1–2}} The 1st and 2nd Life Guards were formed from &quot;the Troops of Horse and Horse Grenadier Guards ... in 1788.&quot;&lt;ref name=&quot;:3&quot; /&gt;{{rp|3}} The Life Guards were and are still official bodyguards of the queen or king, but through history they have been required to do quite a bit more than serve as bodyguards for the monarch.

The Household Cavalry fought in the Battle of Waterloo on Sunday, 18 June 1815 as heavy cavalry.&lt;ref name=&quot;:3&quot; /&gt;{{rp|3}} Besides arresting the Cato Steet conspirators in 1820 &quot;and guarding their subsequent execution,&quot; the Household Cavalry contributed to the &quot;the expedition to rescue General Gordon, who was trapped in Khartoum by The Mahdi and his army of insurgents&quot; in 1884.&lt;ref name=&quot;:3&quot; /&gt;{{rp|3}} In 1887 they &quot;were involved ... in the suppression of rioters in Trafalgar Square on Bloody Sunday.&quot;&lt;ref name=&quot;:3&quot; /&gt;{{rp|3}} 

==== Grenadier Guards ====
Three men — [[Social Victorians/People/Gordon-Lennox#Lord Algernon Gordon Lennox|Lord Algernon Gordon-Lennox]], [[Social Victorians/People/Stanley#Edward George Villiers Stanley, Lord Stanley|Lord Stanley]], and [[Social Victorians/People/Stanley#Hon. Ferdinand Charles Stanley|Hon. F. C. Stanley]] — attended the ball as officers of the Grenadier Guards, wearing &quot;scarlet tunics, ... full blue breeches, scarlet hose and shoes, lappet wigs&quot; as well as items associated with weapons and armor.&lt;ref name=&quot;:14&quot;&gt;“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032.&lt;/ref&gt;{{rp|p. 34, Col. 2a}}

Founded in England in 1656 as Foot Guards, this infantry regiment &quot;was granted the 'Grenadier' designation by a Royal Proclamation&quot; at the end of the Napoleonic Wars.&lt;ref&gt;{{Cite journal|date=2023-04-22|title=Grenadier Guards|url=https://en.wikipedia.org/w/index.php?title=Grenadier_Guards&amp;oldid=1151238350|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Grenadier_Guards.&lt;/ref&gt; They were not called Grenadier Guards, then, before about 1815. In 1660, the Stuart Restoration, they were called Lord Wentworth's Regiment, because they were under the command of Thomas Wentworth, 5th Baron Wentworth.&lt;ref&gt;{{Cite journal|date=2022-07-24|title=Lord Wentworth's Regiment|url=https://en.wikipedia.org/w/index.php?title=Lord_Wentworth%27s_Regiment&amp;oldid=1100069077|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Lord_Wentworth%27s_Regiment.&lt;/ref&gt;

At the time of Lord Wentworth's Regiment, the style of the French cavalier had begun to influence wealthy British royalists. In the British military, a Cavalier was a wealthy follower of Charles I and Charles II — a commander, perhaps, or a field officer, but probably not a soldier.&lt;ref&gt;{{Cite journal|date=2023-04-22|title=Cavalier|url=https://en.wikipedia.org/w/index.php?title=Cavalier&amp;oldid=1151166569|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Cavalier.&lt;/ref&gt;

The Guards were busy as infantry in the 17th century, engaging in a number of armed conflicts for Great Britain, but they also served the sovereign. According to the Guards Museum,&lt;blockquote&gt;In 1678 the Guards were ordered to form Grenadier Companies, these men were the strongest and tallest of the regiment, they carried axes, hatches and grenades, they were the shock troops of their day. Instead of wearing tri-corn hats they wore a mitre shaped cap.&lt;ref&gt;{{Cite web|url=https://theguardsmuseum.com/about-the-guards/history-of-the-foot-guards/history-page-2/|title=Service to the Crown|website=The Guards Museum|language=en-GB|access-date=2023-05-15}} https://theguardsmuseum.com/about-the-guards/history-of-the-foot-guards/history-page-2/.&lt;/ref&gt;&lt;/blockquote&gt;The name comes from ''grenades'', then, and we are accustomed to seeing them in front of Buckingham Palace, with their tall mitre hats.

The Guard fought in the American Revolution, and in the 19th century, the Grenadier Guards fought in the Crimean War, Sudan and the Boer War. They have roles as front-line troops and as ceremonial for the sovereign, which makes them elite:&lt;blockquote&gt;Queen Victoria decreed that she did not want to see a single chevron soldier within her Guards. Other then [sic] the two senior Warrant Officers of the British Army, the senior Warrant Officers of the Foot Guards wear a large Sovereigns personal coat of arms badge on their upper arm. No other regiments of the British Army are allowed to do so; all the others wear a small coat of arms of their lower arms. Up until 1871 all officers in the Foot Guards had the privilege of having double rankings. An Ensign was ranked as an Ensign and Lieutenant, a Lieutenant as Lieutenant and Captain and a Captain as Captain and Lieutenant Colonel. This was because at the time officers purchased their own ranks and it cost more to purchase a commission in the Foot Guards than any other regiments in the British Army. For example if it cost an officer in the Foot Guards £1,000 for his first rank, in the rest of the Army it would be £500 so if he transferred to another regiment he would loose [sic] £500, hence the higher rank, if he was an Ensign in the Guards and he transferred to a Line Regiment he went in at the higher rank of Lieutenant.&lt;ref&gt;{{Cite web|url=https://theguardsmuseum.com/about-the-guards/history-of-the-foot-guards/history-page-1/|title=Formation and role of the Regiments|website=The Guards Museum|language=en-GB|access-date=2023-05-15}} https://theguardsmuseum.com/about-the-guards/history-of-the-foot-guards/history-page-1/.&lt;/ref&gt;&lt;/blockquote&gt;

==== Life Guards ====
[[Social Victorians/People/Shrewsbury#Reginald Talbot's Costume|General the Hon. Reginald Talbot]], a member of the 1st Life Guards, attended the Duchess of Devonshire's ball dressed in the uniform of his regiment during the Battle of Waterloo.&lt;ref name=&quot;:14&quot; /&gt;{{rp|p. 36, Col. 3b}}

At the Battle of Waterloo the 1st Life Guards were part of the 1st Brigade — the Household Brigade — and were commanded by Major-General Lord Edward Somerset.&lt;ref name=&quot;:4&quot;&gt;{{Cite journal|date=2023-09-30|title=Battle of Waterloo|url=https://en.wikipedia.org/w/index.php?title=Battle_of_Waterloo&amp;oldid=1177893566|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Battle_of_Waterloo.&lt;/ref&gt; The 1st Life Guards were on &quot;the extreme right&quot; of a French countercharge and &quot;kept their cohesion and consequently suffered significantly fewer casualties.&quot;&lt;ref name=&quot;:4&quot; /&gt;

== Photography ==

== Footnotes ==
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      <text bytes="623" sha1="g35elypwixlricypvsja9m6nphmmsj0" xml:space="preserve">&lt;!--{{Original research}}--&gt; &lt;!--Personal reflection, research, informal journalism, note taking.--&gt; &lt;!--Theist / antiquarian / futurist / knowledge research:--&gt;

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Information research (Deconstructionist journaling):


[[/June 2023|June 2023]]

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[[/October 2023|October 2023]] (EFBIC) (Wikiversity EFBIC)


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      <text bytes="158585" sha1="33a4u9ta90h3iwswlvxrduub1eprl7t" xml:space="preserve">{{Research project}} 

:''This essay is on Wikiversity to encourage a wide discussion of the issues it raises moderated by the Wikimedia rules that invite contributors to [[w:Wikipedia:Be bold|“be bold but not reckless,”]] contributing revisions written from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]] -- and raising other questions and concerns on the associated [[Wikiversity:FAQ|''''“Discuss”'''' page]].''  

::''This article uses [[w:ISO 8601|ISO 8601]] dates except for References, which are controlled by standard Wikidata formatting, and direct quotes. In the initial author's experience, [[ISO 8601 and computing differences between dates|ISO 8601 dates seem to make it easier to remember dates and to compute differences between them.]]'' 

== Abstract == 

This article reviews literature relevant to the claim that &quot;information is a public good&quot; and recommends experiments to quantify the impact of news on society. We propose randomized controlled trials to evaluate the relative effectiveness of alternative interventions on the lethality of conflict and broadly shared economic growth. Experimental units would be polities in conflict or with incomes (nominal Gross Domestic Products, GDPs or gross local products) small enough so competitive local news outlets could be funded by philanthropies or organizations like the World Bank but large enough that their political economies have been tracked with sufficient accuracy to allow them to be considered in such experiments. One factor in such experiments would be subsidies for local journalism, perhaps distributed to local news outlets on the basis of local elections, similar to the proposal of McChesney and Nichols (2021, 2022).

== Introduction ==

:''Information is a public good.''&lt;ref&gt;This is the title of Cagé and Huet (2021, in French).  However, the thrust of their book is very different.  It is subtitled, &quot;Refounding media ownership&quot;.  Their focus is on creating legal structure(s) to support journalistic independence as outlined in Cagé (2016).&lt;/ref&gt; 
:''Misinformation is a public nuisance.''&lt;ref&gt;The Wikipedia article on [[w:misinformation|misinformation]] says, &quot;Misinformation is incorrect or misleading information. Misinformation can exist without specific malicious intent; disinformation is distinct in that it is ''deliberately'' deceptive and propagated. ... ''Midinformation'' is information that was originally thought to be true but was later discovered not to be true&quot;. (emphasis in the original; accessed 2024-05-19.) This article will not distinguish between misinformation and midinformation. The Wikipedia article on &quot;[[w:Public nuisance|Public nuisance]]&quot; says, &quot;In English criminal law, public nuisance was a common law offence in which the injury, loss, or damage is suffered by the public, in general, rather than an individual, in particular.&quot; (accessed 2023-04-24.) Misinformation seems to fit this definition.&lt;/ref&gt;
:''Disinformation is a public evil.''&lt;ref&gt;The Wikipedia article on [[w:misinformation|misinformation]] says that &quot;disinformation is ... ''deliberately'' deceptive and propagated. ... ''Malinformation'' is accurate information that is disseminated with malicious intent. This includes sensitive material that is disseminated in order to hurt someone or their reputation. Examples include doxing, revenge porn, and editing videos to remove important context or content.&quot; This article will not attempt to distinguish between disinformation and malinformation. (emphasis in the original; accessed 2024-05-19.) The initial author of this essay is unaware of any previous use of the term, &quot;public evil&quot;, but it seems appropriate in this context to describe content disseminated by mass media, including social media, curated with the explicit intent to convince people to support public policies contrary to the best interests of the audience and the general public.&lt;/ref&gt; 

=== Public goods ===

In economics, a [[w:public good (economics)|public good]] is a good (or service) that is both [[w:Rivalry (economics)|non-rivalrous]] and [[w:Excludability|non-excludable]].&lt;ref&gt;e.g., Cornes and Sandler (1996). See also the Wikipedia article on &quot;[[w:public good (economics)|public good (economics)]]&quot;, accessed 2024-05-19.&lt;/ref&gt; Non-rivalrous means that we can all consume it at the same time. An apple is rivalrous, because if I eat an apple, you cannot eat the same apple. 

A printed newspaper may be rivalrous, because it may not be easy for you and me to hold the same sheet of paper and read it at the same time. However, the ''news'' itself is non-rivalrous, because both of us and anyone else can consume the same news at the same time, once it is produced, especially if it's published openly on the Internet or broadcasted on radio or television. 

Non-excludable means that once the good is produced, anyone can use it without paying for it. Information is non-excludable, because everyone can consume it at the same time once it becomes available. [[w:Copyright|Copyright]] law does ''not'' apply to information: It applies to ''expression''.&lt;ref&gt;The US Copyright Act of 1976, Section 102, says, &quot;Copyright protection subsists ... in original works of authorship fixed in any tangible medium of expression ... . In no case does copyright protection ... extend to any idea, procedure, process, system, method of operation, concept, principle, or discovery.&quot; 17 U.S. Code § 102. &lt;!--US Copyright Law of 1976--&gt;{{cite Q|Q3196755}}&lt;/ref&gt; [[w:Joseph Stiglitz|Stiglitz]] (1999) said that [[w:Thomas Jefferson|Thomas Jefferson]] anticipated the modern concept of information as a public good by saying, &quot;He who receives an idea from me, receives instruction himself without lessening mine; as he who lights his taper at mine, receives light without darkening me.&quot; Stiglitz distinguished between &quot;push and pull mechanisms&quot; to promote innovation and creative work: &quot;Push&quot; mechanisms pay for work upfront, hoping that it will achieve a desired outcome, like citizen-directed subsidies for newspapers. &quot;Pull&quot; mechanisms set a target and then reward those who reach the target, like copyrights and patents.&lt;ref&gt;Baker (2023a).&lt;/ref&gt;

Lindahl (1919, 1958) recommended taxing people for public goods in proportion to the benefits they receive. For subsidies for news, especially citizen-directed, this would mean taxing primarily the poor and middle class to fund this.&lt;ref&gt;For more on this, see the Wikipedia articles on [[w:Lindahl tax|Lindahl tax]] and [[w:Theories of taxation|Theories of taxation]], accessed 2024-05-19.&lt;/ref&gt; If better news translates into productivity improvements whose benefits are broadly shared, as claimed in the literature cited in this article, the benefits that poor people receive would soon exceed the taxes they pay for it. Then the news subsidies would effectively be free in perpetuity, paid by benefits the poor would not have without those subsidies. If Piketty (2021, cited below with Figure 1) is correct, the ultra-wealthy would likely also benefit in absolute terms, though the relative distinction between them and the poor might be reduced.

This article recommends [[w:randomized controlled trials|randomized controlled trials]] to quantify the extent to which experimental interventions benefit the public by modifying socio-political environment(s), including information environment(s), in ways that (a) reduce political polarization and any accompanying violence and (b) improve broadly shared peace and prosperity for the long term.

=== Sharing increases the value === 

The logic behind claiming that &quot;information is a public good&quot; can be easily understood as follows:  

:''If I know the best solution to any major societal problem, it will not help anyone unless a critical mass of some body politic shares that perception.  Conversely, if a critical mass of a body politic believes in the need to implement a certain reform, it will happen, even if I am ignorant of it or completely opposed to it.''  

We can extend this analysis to our worst enemies:  

:It is in ''our best interest'' to help people supporting our worst enemies get information they want, ''independent'' of controls that people with power exercise over nearly all major media today:  If our actions reduce the ability of their leaders to censor their media (and of our political and economic leaders to censor ours), the information everyone gets should make it harder for leaders to convince others to support measures contrary to nearly everyone's best interests.  

What kinds of data can we collect and analyze to evaluate who benefits and who loses from alternative interventions attempting to improve the media? See below.&lt;ref&gt;The power relationship between media and politicians can go both ways.  In addition to asking the extent to which politicians control the media, we can also consider the extent to which political leaders might feel constrained by the major media: To what extent do the major media create the stage upon which politicians read their lines, as claimed in the Wikiversity article on &quot;[[Confirmation bias and conflict]]&quot;, accessed 2024-05-19?  Might a more diverse media environment make it easier for political leaders to pursue policies informed more by available research and less by propaganda?  Might experiments as described herein help politicians develop more effective governmental policies, because of a reduction in the power of media whose ownership and funding are more diverse? This is discussed further in this article in a section on [[Information is a public good: Designing experiments to improve government#Media and war|Media and war]].&lt;/ref&gt;

=== World Bank on the value of information === 

In 2002 the President of the [[w:World Bank|World Bank]],&lt;ref&gt;The 2022 World Bank Group portfolio was 104 billion USD (World Bank 2022, Table 1, p. 13; 17/116 in PDF).  An improvement of 0.1 percentage points in the performance of that portfolio would be 104 million.  A lot could be accomplished with budgets much smaller than this.&lt;/ref&gt; [[w:James Wolfensohn|James Wolfensohn]], wrote, &quot;[A] free press is not a luxury. It is at the core of equitable development. The media can expose corruption. ... They can facilitate trade [and bring] health and education information to remote villages ... . But ... the independence of the media can be fragile and easily compromised. All too often governments shackle the media. Sometimes control by powerful private interests restricts reporting. ... [T]o support development, media need the right environment{{mdash}}in terms of freedoms, capacities, and checks and balances.&quot;&lt;ref&gt;Wolfensohn (2002). More on this is available in other contributions to Islam et al. (2002) including [[w:Joseph Stiglitz|Stiglitz]] (2002), who noted the following: &quot;There is a natural asymmetry of information between those who govern and those whom they are supposed to serve. ... Free speech and a free press not only make abuses of governmental powers less likely, they also enhance the likelihood that people's basic social needs will be met. ... [S]ecrecy distorts the arena of politics. ... Neither theory nor evidence provides much support for the hypothesis that fuller and timelier disclosure and discussion would have adverse effects. ... The most important check against abuses is a competitive press that reflects a variety of interests. ... [F]or government officials to appropriate the information that they have access to for private gain ... is as much theft as stealing any other public property.&quot;&lt;/ref&gt;

This article includes proposals for evaluating alternative ways of improving the media and circumstances under which they may or may not be effective.

=== Information and epidemics ===

Epidemics are best depicted as a race between two contagions: the infectious agent and the information about how best to combat it. Blackburn et al. (2018, 2020), in a review of vulnerability and response to epidemics, declared that uncoordinated, shifting or unclear communication by governments would be a major factor in accelerating and increasing spread of the disease. Barry (2005) pointed out that governments withholding data about the 1918 flu epidemic, to avoid disclosing weaknesses to adversaries, contributed greatly to accelerating the spread and delaying effective response. Information about public health is clearly a public good. Misinformation about an epidemic is an obstacle to dealing with the threat. Disinformation about an epidemic may have been used as a weapon by some nations against others.

=== US Postal Service Act of 1792: a natural experiment === 

[[w:Robert W. McChesney|McChesney]] and [[w:John Nichols (journalist)|Nichols]] (2010, 2016) suggested that the US [[w:Postal Service Act|Postal Service Act]]&lt;ref&gt;Wikipedia &quot;[[w:Postal Service Act|Postal Service Act]]&quot;, accessed 2023-07-11.&lt;/ref&gt; of 1792 made a major contribution to making the US what it is today.  Under that act, newspapers were delivered up to 100 miles for a penny, when first class postage was between 6 and 25 cents depending on distance.  McChesney and Nichols estimated that between 1840 and 1844, the US postal subsidy was 0.211% of GDP with federal printing subsidies adding another 0.005%, totaling 0.216% of GDP.&lt;ref name=McC-N2010&gt;McChesney and Nichols (2010, pp. 310-311, note 88).&lt;/ref&gt; That percent of GDP would be roughly $140 per person per year in 2019.&lt;ref name=McN_IMF&gt;International Monetary Fund (2023):  US Gross domestic product per capita at current prices was estimated at $65,077 for 2019 on 2023-04-28. 0.211% of $65,077 = $137; 0.216% = $141. Round to $140 for convenience.&lt;/ref&gt; We use 2019 dollars here to make it easy to compare with Rolnik et al. (2019), who recommended $50 per adult per year, which is roughly 0.06% of US GDP.  Rolnik et al. added that the level of subsidies would require &quot;extensive deliberation and experimentation&quot;.&lt;ref name=Rolnik&gt;Rolnik et al. (2019, p. 44). The Wikipedia article on &quot;[[w:Demographics of the United States|Demographics of the United States]]&quot; says that 22.2% of the US population was under 18 in 2021 when accessed 2024-06-22. Thus, adults are 77.8% of the population, which means that $50 per adult was approximate $38.90 per capita in 2019. US GDP per capita was $65,077 in 2019 in current dollars per International Monetary Fund (2023). Thus, $64.27 per capita would be roughly 0.06% of GDP.&lt;/ref&gt; More recently McChesney and Nichols have recommended 0.15% of GDP ($98 per person per year in 2019), considering the fact that the advent of the Internet has nearly eliminated the costs of printing and distribution.&lt;ref name=McC-N2021&gt;McChesney and Nichols (2021; 2022, p. 19).&lt;/ref&gt;

[[w:Alexis de Tocqueville|Tocqueville]], who visited the US in 1831, observed the following:  
* [T]he liberty of the press does not affect political opinion alone, but extends to all the opinions of men, and modifies customs as well as laws. ... I approve of it from a consideration more of the evils it prevents, than of the advantages it insures.&lt;ref&gt;Tocqueville (1835; 2001, p. 91).  In 2002 Roumeen Islam stated this more forcefully:  &quot;Arbitrary actions by government are always to be feared. If there is to be a bias in the quantity of information that is released, then erring on the side of more freedom rather than less would appear to cause less harm.&quot; (World Bank, 2002, pp. 21-22; 33-34/336 in pdf).&lt;/ref&gt;
* The liberty of writing ... is most formidable when it is a novelty; for a people who have never been accustomed to hear state affairs discussed before them, place implicit confidence in the first tribune who presents himself.  The Anglo-Americans have enjoyed this liberty ever since the foundation of the Colonies ... .  A glance at a French and an American newspaper is sufficient to show the difference ... .  In France, the space allotted to commercial advertisements is very limited, and the news-intelligence is not considerable; but the essential part of the journal is the discussion of the politics of the day.  In America, three-quarters of the enormous sheet are filled with advertisements, and the remainder is frequently occupied by political intelligence or trivial anecdotes:  it is only from time to time that one finds a corner devoted to passionate discussions, like those which the journalists of France every day give to their readers.&lt;ref&gt;Tocqueville (1835; 2001, p. 92).&lt;/ref&gt; 
* It has been demonstrated by observation, and discovered by the sure instinct even of the pettiest despots, that the influence of a power is increased in proportion as its direction is centralized.&lt;ref&gt;Tocqueville (1835; 2001, pp. 92-93).&lt;/ref&gt;
* [T]he number of periodical and semi-periodical publications in the United States is almost incredibly large. In America there is scarcely a hamlet which does not have its newspaper.&lt;ref&gt;Tocqueville (1835; 2001, p. 93).&lt;/ref&gt;
* In the United States, each separate journal exercises but little authority; but the power of the periodical press is second only to that of the people ... .&lt;ref&gt;Tocqueville (1835; 2001, p. 94). &lt;/ref&gt;

[[File:Real US GDP per capita in 5 epocs.svg|thumb|Figure 1.  Average annual income (Gross Domestic Product per capita adjusted for inflation in thousands of 2017 $) in the US 1790-2023 showing five epochs identified in a &quot;breakpoint&quot; analysis (to 1929, 1933, 1945, 1947, 2023) documented in the Wikiversity article on &quot;[[US Gross Domestic Product (GDP) per capita]]&quot;.&lt;ref&gt;Wikiversity &quot;[[US Gross Domestic Product (GDP) per capita]]&quot;, accessed 2023-07-18.&lt;/ref&gt; Piketty (2021, p. 139) noted, &quot;In the United States, the national income per inhabitant rose at a rate ... of 2.2% between 1950 to 1990 when the top tax rate reached on average 72%.  The top rate was then cut in half, with the announced objective of boosting growth.  But in fact, growth fell by half, to 1.1% per annum between 1990 and 2020&quot;.&lt;ref&gt;A more recent review of the literature of the impact of inequality on growth is provided by Jahangir (2023, sec. 3), who notes that some studies have claimed that inequality ''increases'' the rate of economic growth, while other reach the opposite conclusion. However, 'the preponderant academic position is shifting from the argument that “we don’t have enough evidence” and towards seriously addressing and combating economic inequality.' Stiglitz (2024, p. 119) insists &quot;that we pay a high price for inequality even in terms of GDP ... . Countries with more inequality perform more poorly.&quot; He cites other sources to support that claim.&lt;/ref&gt; Our analysis of US GDP per capita from Measuring Worth do not match Piketty's report exactly, but they are close. We got 2.3% annual growth from 1950 to 1990 then 1.8% to 2008 and 1.3% to 2023. However, we have so far been unable to find a model that suggests that this decline is statistically significant.]]  

To what extent was [[w:Alexis de Tocqueville|Tocqueville's]] &quot;incredibly large&quot; &quot;number of periodical and semi-periodical publications in the United States&quot; due to the US Postal Service Act of 1792? To what extent did that &quot;incredibly large&quot; number of publications encourage literacy, limit political corruption, and help the US of that day remain together and grow both in land area and economically while contemporary New Spain, then Mexico, fractured, shrank, and stagnated economically? To what extent does the enormous power of the US today rest on the economic growth of that period and its impact on the political culture of that day continuing to the present?&lt;ref&gt;Wikiversity &quot;[[The Great American Paradox]]&quot;, accessed 2023-06-12.&lt;/ref&gt; That growth transformed the US into the world leader that it is today;  see Figure 1.  In the process, it generated new technologies that benefit the vast majority of the world's population alive today. If the newspapers Tocqueville read made any substantive contribution to the growth summarized in Figure 1, the information in those newspapers were public goods potentially ''benefiting the vast majority of humanity'' (people who never read those newspapers and were unaware even of their existence) ''to the end of human civilization.''&lt;ref&gt;Acemoglu (2023) documents how the power of monopolies and other politically favored groups often distorts the direction of technology development into suboptimal technologies.  Might increasing the funding for more independent news outlets reduce the power of such favored groups and thereby help correct these distortions and deliver &quot;sizable welfare benefits&quot;, e.g., &quot;in the context of industrial automation, health care, and energy&quot;?&lt;/ref&gt; 

Experiments of the type discussed below can help quantify the magnitude of these suggested benefits in contemporary settings.

=== Other economists === 

We cannot prove that the diversity of newspapers in the early US contributed to the economic growth it experienced. Banerjee and Duflo (2019) concluded that no one knows how to create economic growth. They won the 2019 Nobel Memorial Prize in Economics with Michael Kremer for their leadership in using [[w:randomized controlled trials|randomized controlled trials]]&lt;ref&gt;Wikipedia &quot;[[w:Randomized controlled trials|Randomized controlled trials]]&quot;, accessed 2023-07-11.&lt;/ref&gt; to learn how to reduce global poverty.&lt;ref&gt;Wikipedia &quot;[[w:2019 Nobel Memorial Prize in Economic Sciences|2019 Nobel Memorial Prize in Economic Sciences]]&quot;, accessed 2023-06-13.  Nobel Prize (2019).  Amazon.com indicates that distribution of the book started 2019-11-12, twenty-nine days after the Nobel prize announcement 2019-10-14. It seems likely that the book was completed before the announcement.&lt;/ref&gt; More recently, Wake et al. (2021) found evidence that ''the economic costs of curbing press freedom persist long after such freedoms have been restored.''&lt;ref&gt;See also Nguyen et al. (2021).&lt;/ref&gt; And Mohammadi et al. (2022) found that economic growth rates were impacted by civil liberties, economic and press freedom and the economic growth rates of neighbors (spacial autocorrelation) but not democracy. These findings of Mohammidi et al. (2022) and Wake et al. (2021) reinforce Thomas Jefferson's 1787 comment that, &quot;were it left to me to decide whether we should have a government without newspapers, or newspapers without a government, I should not hesitate a moment to prefer the latter.&quot;&lt;ref&gt;From a letter to Colonel Edward Carrington (16 January 1787), cited in Wikiquote, &quot;[[Wikiquote:Thomas Jefferson|Thomas Jefferson]]&quot;, accessed 2023-07-29.&lt;/ref&gt; 

To what extent might experiments like those recommended in this article either reinforce or refute this claim of Jefferson from 1787?

=== Randomized controlled trials to quantify the value of information === 

This article suggests randomized controlled trials to quantify the impact of citizen-directed subsidies for journalism, roughly following the recommendations of McChesney and Nichols (2021, 2022) to distribute some small percentage of GDP to local news nonprofits ''via local elections''.  Philanthropies could fund such experiments for some of the smallest and poorest places in the world.  Organizations like the World Bank could fund such experiments as adjuncts to a random selection from other interventions they fund, justified for the same reason that they would not consider funding anything without appropriate accounting and auditing of expenditures, as discussed further below.&lt;ref&gt;The discussion of &quot;Control Frauds&quot; below cites Black (2013), who noted that many senior executives are able to find accountants and auditors willing to certify fraudulent accounting reports. It also suggests that financial markets in the US might work better with more diverse, independent and better funded media. That is supported by the report by Egan (2024) of an auditing firm that had filed more than 1,500 questionable SEC filings for over 500 public companies.&lt;/ref&gt;  

Before making suggestions regarding experiments, we review previous research documenting how information might be a public good.

== Previous research ==

Before considering optimal level of subsidies for news, it may be useful to consider the research for which [[w: Daniel Kahneman|Daniel Kahneman won the 2002 Nobel Memorial Prize in Economics]].&lt;ref&gt;Wikipedia &quot;[[w:Daniel Kahneman|Daniel Kahneman]]&quot;, accessed 2023-04-28.&lt;/ref&gt; Most important for present purposes may be that virtually everyone: 

* thinks they know more than they do ([[w:Overconfidence effect|Overconfidence]]),&lt;ref&gt;Wikipedia &quot;[[w:Overconfidence effect|Overconfidence effect]]&quot;, accessed 2023-04-29. Kahneman and co-workers have documented that experts are also subject to overconfidence. In many cases, experts suffer ''more'' from overconfidence than lay people.  Kahneman and Klein (2009) found that ''expert intuition'', when it exists, ''is learned from frequent, rapid, high-quality feedback'' about the quality of their judgments.  Unfortunately, few fields have such feedback.  Kaheman et al. (2021) call practitioners with credentials but without such expert intuition &quot;respect-experts&quot;.  Kahneman (2011, p. 234) said his &quot;most satisfying and productive adversarial collaboration was with Gary Klein&quot;.&lt;/ref&gt; and 
* prefers information and sources consistent with preconceptions. ([[w:Confirmation bias|Confirmation bias]]).&lt;ref&gt;Wikipedia &quot;[[w:Confirmation bias|Confirmation bias]]&quot;, accessed 2023-04-29.&lt;/ref&gt;

To what extent do media organizations everywhere exploit the confirmation bias and overconfidence of their audience to please those who control most of the money for the media, and to what extent might this ''reduce'' broadly shared economic growth?  The proposed experiments should include efforts to quantify this, measuring, e.g., local incomes, inequality, political polarization and the impact of interventions attempting to improve such.  

Plous wrote, &quot;No problem in judgment and decision making is more prevalent and more potentially catastrophic than overconfidence.&quot;&lt;ref&gt;Plous (1993, p. 217).  See also Wikipedia &quot;[[w:Overconfidence effect|Overconfidence effect]]&quot;, accessed 2023-04-29.&lt;/ref&gt; It contributes to inordinate losses by all parties in negotiations of all kinds&lt;ref&gt;Thompson (2020).&lt;/ref&gt; including lawsuits,&lt;ref&gt;Loftus and Wagenaar (1988).&lt;/ref&gt; strikes,&lt;ref&gt;Babcock and Olson (1992) and Thompson and Loevenstein (1992).&lt;/ref&gt; financial market bubbles and crashes,&lt;ref&gt;Daniel ''et al.'' (1998).&lt;/ref&gt; and politics and international relations,&lt;ref&gt;Johnson (2020).&lt;/ref&gt; including wars.&lt;ref&gt;Johnson (2004).&lt;/ref&gt;

Might the frequency and expense of lawsuits, strikes, financial market volatility, political corruption and wars be reduced by encouraging people to get more curious and search more often for information that might contradict their preconceptions?  Might such discussions be encouraged by interventions such as increasing the total funding for news through many small, independent, local news organizations?  If yes, to what extent might such experimental interventions threaten the hegemony of major media everywhere while benefiting everyone, with the possible exception of those who benefit from current systems of political corruption?  

[[File:Knowledge v. public media.png|thumb|Figure 2.  Knowledge v. public media: Percent correct answers in surveys of knowledge of domestic and international politics vs. per capita subsidies for public media in Denmark (DK), Finland (FI), the United Kingdom (UK) and the United States (US).&lt;ref&gt;&quot;politicalKnowledge&quot; dataset in Croissant and Graves (2022), originally from ch. 1, chart 8, p. 268 and ch. 4, chart 1, p. 274, McChesney and Nichols (2010).&lt;/ref&gt;]]

One attempt to quantify this appears in Figure 2, which summarizes a natural experiment on the impact of government subsidies for public media on public knowledge of domestic and international politics: Around 2008 the governments of the US, UK, Denmark and Finland provided subsidies of $1.35, $80, $101 and $101 per person per year, respectively, for public media.  A survey of public knowledge of domestic and international politics found that people with college degrees seemed to be comparably well informed in the different countries, but people with less education were better informed in the countries with higher public subsidies.  

Kaviani et al. (2022) studied the impact of &quot;the staggered expansion of [[w:Sinclair Broadcast Group|Sinclair Broadcast Group]]: the largest conservative network in the U.S.&quot; They documented a decline in [[w:Corporate social responsibility|Corporate Social Responsibility]] (CSR) ratings of firms headquartered in Sinclair expansion areas.  They also documented a &quot;right-ward ideological shift&quot; in coverage that was &quot;nearly one standard deviation of the ideology distribution&quot; as well as &quot;substantial decreases in coverage of local politics substituted by increases in national politics.&quot; Ellison (2024) said that &quot;Sinclair's recipe for TV news&quot; includes an annual survey asking viewers, &quot;What are you most afraid of?&quot; Sinclair reportedly focuses on that while implying in their coverage &quot;that America's cities, especially those run by Democratic politicians, are dangerous and dysfunctional.&quot; 

Sources in France are concerned that billionaire [[w:Vincent Bolloré|Vincent Bolloré]] has purchased a substantial portion of French media and used it effectively to promote the French far right.&lt;ref&gt;Francois (2022). Cagé (2022). Cagé and Stetler (2022).&lt;/ref&gt; Scheidler (2024a) reported that the concentration of ownership the German media &quot;has not yet reached the extreme forms observed in France, the United Kingdom or the United States, but the process of consolidation initiated several decades ago has transformed a landscape renowned for its decentralization.&quot;&lt;ref&gt;Translated from, &quot;la concentration de la propriété dans la presse suprarégionale n’a pas encore atteint les formes extrêmes observées en France, au Royaume-Uni ou aux États-Unis, mais le processus de consolidation enclenché depuis plusieurs décennies a transformé un paysage réputé pour sa décentralisation.&quot; See also ''Die Tageszeitung'' (2023).&lt;/ref&gt; Scheidler (2024b) reported that there still exists a wide range of constructive media criticism in Germany, but it gets less coverage than before in the increasingly consolidated major media. This has driven many who are not happy with these changes to alternative media such as ''[[w:Die Tageszeitung|Die Tageszeitung]]'', founded in 1978. In Israel, a 2022 survey found that the leading newspaper was ''[[w:Israel Hayom|Israel Hayom]]'',&lt;ref&gt;Readership figures are from a Hebrew-language document cited in the Wikipedia article on &quot;[[w:Newspapers in Israel|Newspapers in Israel]]&quot;, accessed 2024-04-03.&lt;/ref&gt; founded in 2007 by billionaire [[w:Sheldon Adelson|Sheldon Adelson]] and distributed for free allegedly to skirt Israel's campaign finance laws.&lt;ref&gt;Grossman et al. (2022). See also Lalwani (2022).&lt;/ref&gt; [[How might the world be different if the PLO had followed Gandhi?|Various sources have suggested that it has encouraged Israeli policies that have driven many Palestinians to support Hamas, leading to the current Israel-Hamas war]], discussed further below.

Benton wrote that past research has shown that strong local newspapers &quot;increase voter turnout, reduce government corruption, make cities financially healthier, make citizens more knowledgeable about politics and more likely to engage with local government, force local TV to raise its game, encourage split-ticket (and thus less uniformly partisan) voting, make elected officials more responsive and efficient ... And ... you get to reap the benefits of all those positive outcomes ''even if you don’t read them yourself''.&quot;&lt;ref&gt;Benton (2019); italics in the original.  See also Green et al. (2023, p. 7), Schulhofer-Wohl and Garrido (2009), Stearns and Schmidt (2022), and Pope (2023).  A not quite silly example of this is documented in the Wikipedia article on the &quot;[[w:City of Bell scandal|City of Bell scandal]]&quot; accessed 2023-05-05:  Around 1999 the local newspaper died.  In 2010 the ''[[w:Los Angeles Times|Los Angeles Times]]'' reported that the city was close to bankruptcy in spite of having atypically high property tax rates.  The compensation for the City Manager was almost four times that of the President of the US, even though Bell, California, had a population of only approximately 38,000.  The Chief of Police and most members of the City Council also had exceptionally high compensations.  It was as if the City Manager had said in 1999, &quot;Wow:  The watchdog is dead.  Let's have a party.&quot;&lt;/ref&gt;

We feel a need to repeat that last comment: Benton says that ''we all'' benefit from others consuming news that we do not, because they become less likely to be stampeded into voting contrary to their best interests{{mdash}}and ours{{mdash}}and more likely to lobby effectively against questionable favors to major political campaign contributors or other people with power, underreported by major media that have conflicts of interest in balanced coverage of anything that might offend people with substantive control of their funding.  That suggests that everyone might benefit from subsidizing ''a broad variety of independent'' local news outlets consumed by others.&lt;ref&gt;Some of those who benefit from the current system of political corruption may lose from the increased transparency produced by increases in the quality, quantity, diversity, and broader consumption of news.  However, Bezruchka (2023) documents how even the ultra-wealthy in countries with high inequality generally have shorter life expectancies than their counterparts in more egalitarian societies:  What they might lose in social status would likely be balanced by a reduction in stress and exposure to life-threatening incidents.&lt;/ref&gt; 

Part of the mechanism here was documented by Trexler and Mullen (2024). They found that, &quot;a few extra paragraphs of context increased support for spending and increased voters' willingness to hold local politicians accountable for infrastructure neglect by voting them out of office. ... With fewer reporters staffing newsrooms, the depth of reporting on invisible infrastructure declines.&quot;&lt;ref&gt;Hewitt (2024).&lt;/ref&gt; 

Experiments along the lines discussed below could attempt to evaluate these claims and estimate their magnitudes.

== How fair is the US tax system? ==

How fair is the US tax system?  It depends on who is asked and how fairness is defined.  

[[File:Share of taxes vs. AGI.svg|thumb|Figure 3.  Effective tax rate relative to the average vs. percentile of Adjusted Gross Income (AGI).&lt;ref&gt;York (2023) based on analyses published by the US Internal Revenue Service (IRS).&lt;/ref&gt;]]

The [[w:Tax Foundation|Tax Foundation]] computed the effective tax rate in different portions of the distribution of Adjusted Gross Income (AGI), plotted in Figure 3.  They noted that,&quot;half of taxpayers paid 99.7 percent of federal income taxes&quot;. The effective tax rate on the 1% highest adjusted gross incomes (AGIs) was 26%, almost double (1.91 times) the average, while the effective tax rate for the bottom half was 3.1%, only 23% of the average.&lt;ref&gt;York (2023).&lt;/ref&gt;

The Tax Foundation did ''not'' mention that we get a very different perspective from considering ''gross income'' rather than AGI. Leiserson and Yagan (2021)&lt;ref&gt;published by the Biden White House.&lt;/ref&gt; estimated that the average ''effective'' federal individual income tax rate paid by America’s 400 wealthiest families&lt;ref&gt;The &quot;400 wealthiest families&quot; are identified in &quot;[[w:The Forbes 400|The Forbes 400]]&quot;; see the Wikipedia article on &quot;The Forbes 400&quot;, accessed 2023-05-07.&lt;/ref&gt; was between 6 and 12% with the most likely number being 8.2%. The difference comes in the ''adjustments'', while the uncertainty comes primarily from appreciation in the value of unsold stock,&lt;ref&gt;To be precise, this uncertainty comes from assets subject to capital gains tax, which is not limited to unsold stock; in 2022, the tax on capital gains was capped at 20%;  see Wikipedia, &quot;[[w:Capital gains tax in the United States|Capital gains tax in the United States]]&quot;, accessed 2023-05-08.&lt;/ref&gt; which is taxed at a maximum of 20% when sold and never taxed if passed as inheritance.&lt;ref&gt;The Wikipedia article on &quot;[[w:Estate tax in the United States|Estate tax in the United States]]&quot; describes an &quot;Exclusion amount&quot;, which is not taxed in inheritance.  That exclusion amount was $675,000 in 2001 and has generally trended upwards since except for 2010, and was $12.06 million in 2022 (accessed 2023-05-08).&lt;/ref&gt;

Divergent claims about ''business'' taxes can similarly be found.  Watson (2022) claimed  that, &quot;Corporate taxes are one of the most economically damaging ways to raise revenue and are a promising area of reform for states to increase competitiveness and promote economic growth, benefiting both companies and workers.&quot;  This &quot;economically damaging&quot; claim seems contradicted by evidence documented with Figure 1 above: When the top tax rate was cut in half, the rate of economic growth in the US ''fell'' by half, according to Piketty (2021, p. 139).&lt;ref&gt;Fuhrmann and Uradu (2023) describe, &quot;How large corporations avoid paying taxes&quot;.&lt;/ref&gt;   

[[File:UStaxWords.svg|thumb|Figure 4.  Millions of words in the US federal tax code and regulations, 1955-2015, according to the [[w:Tax Foundation|Tax Foundation]]. [1=income tax code; 2=other tax code; 3=income tax regulations; 4=other tax regulations; solid line= total]&lt;ref&gt;&quot;UStaxWords&quot; dataset in Croissant and Graves (2022) from the Tax Foundation.&lt;/ref&gt;]]

One reference on the difference between &quot;adjusted&quot; and &quot;gross&quot; income is US federal tax code and regulations, which grew from 1.4 million words in 1955 to over 10 million in 2015, averaging 145,000 additional words each year;  see Figure 4.  

How does this relate to media?

== How do media organizations make money? ==

Media organizations everywhere sell changes in audience behaviors to the people who give them money.  If they do not have an audience, they have nothing to sell.  If they sufficiently offend their funders, they will not get the revenue needed to produce content.&lt;ref&gt;A famous illustration of this conflict between content and funding was when CBS Chairman [[w:William S. Paley|William Paley]] reportedly told [[w:Edward R. Murrow|Edward R. Murrow]] in 1958 that he was discontinuing Murrow's award-winning show ''[[w:See It Now|See It Now]]'', because &quot;I don't want this constant stomach ache every time you do a controversial subject&quot;, documented in Friendly (1967, p. 92).&lt;/ref&gt;  

The major media in the US have conflicts of interest in honestly reporting on discussions in congress on copyright law or on anything that might impact a major advertiser or might make it easier for politicians to get elected by spending less money on advertising.  McChesney (2015) insisted that the major media are not interested in providing information that people want:  They are interested in making money and protecting the interests of the ultra-wealthy, who control the largest advertising budgets.  For example, media coverage of the roughly 40,000 people who came to [[w:1999 Seattle WTO protests|Seattle in 1999 to protest the WTO]] Ministerial Conference there&lt;ref&gt;Wikipedia &quot;[[w:1999 Seattle WTO protests|1999 Seattle WTO protests]]&quot;, accessed 2023-05-08.&lt;/ref&gt; and the 10,000 - 15,000 who came to [[w:Washington A16, 2000|Washington, DC, the following year]] to protest the International Monetary Fund and the World Bank,&lt;ref&gt;Wikipedia &quot;[[w:Washington A16, 2000|Washington A16, 2000]]&quot;, accessed 2023-05-08.&lt;/ref&gt; included &quot;some outstanding pieces produced by the corporate media, but those were exceptions to the rule. ... [T]he closer a story gets to corporate power and corporate domination of our society, the less reliable the corporate news media is.&quot;&lt;ref&gt;McChesney (2015, p. xx).&lt;/ref&gt; 

Aaron (2021) said, &quot;Bob McChesney ... taught me [to] look at ... the stories that are cheap to cover.&quot; Between around 1975 and 2000, the major commercial broadcasters in the US fired nearly all their investigative journalists&lt;ref&gt;McChesney (2004, p. 81):  &quot;A five-year study of investigative journalism on TV news completed in 2002 determined that investigative journalism has all but disappeared from the nation's commercial airwaves.&quot;&lt;/ref&gt; and replaced them with the police blotter.  It's easy and cheap to repeat what the police say.&lt;ref&gt;Holmes (2022) quoted Ryan Sorrell, Founder and Publisher of the ''[[w:Kansas City Defender|Kansas City Defender]]'', as saying, &quot;the media often parrots or repeats what police and news releases say.&quot;&lt;/ref&gt; A news outlet can do that without seriously risking loss of revenue.  In addition, poor defendants who may not have money for legal defense rarely have money to sue a media outlet for defamation.  By contrast, a news report on questionable activities by a major funder risks both direct loss of advertising revenue and being sued.&lt;ref&gt;The risks of being sued include the risks of [[w:Strategic lawsuit against public participation|strategic lawsuits against public participation]] (SLAPPs) by major organizations, which can intimidate journalists and publishers as well as potential whistleblowers, who might inform journalists of violations of law by their employers.  Some of these are documented in the &quot;[[w:Freedom of the press in the United States#U.S. Press Freedom Tracker|U.S. Press Freedom Tracker]]&quot;, maintained by the [[w:Freedom of the Press Foundation|Freedom of the Press Foundation]] and the [[w:Committee to Protect Journalists|Committee to Protect Journalists]].  These include arrests, assaults, threats, denial of access, equipment damage, prior restraint, and subpoenas which could intimidate journalists, publishers, and employees feeling a need to expose violations of law and threats to public safety.  See Wikipedia &quot;[[w:Freedom of the Press Foundation|Freedom of the Press Foundation]]&quot;, &quot;[[w:Committee to Protect Journalists|Committee to Protect Journalists]]&quot;, and &quot;[[w:Strategic lawsuit against public participation|Strategic lawsuit against public participation]]&quot;, accessed 2023-07-11.&lt;/ref&gt;  These risks impose a higher standard of journalism (and additional costs) when reporting on questionable activities by people with power than when reporting on poor people.  This is a much bigger problem in countries where libel is a criminal rather than a civil offense ''or where truth is not a defense for libel.''&lt;ref&gt;Islam et al. (2002), esp. pp. 12-13 (24-25/336 in pdf), p. 50 (62/336 in pdf), and ch. 11, pp. 207-224 (219-236/336 in pdf). [[w:United States defamation law|Truth was not a defense against libel in the US]] in 1804 when Harry Croswell lost in ''[[w:United States defamation law#People v. Croswell|People v. Croswell]]''.  That began to change the next year when the [[w:United States defamation law#People v. Croswell|New York State Legislature]] changed the law to allow truth as a defense against a libel charge. Seventy years earlier in 1735 [[w:John Peter Zenger#Libel case|John Peter Zenger]] was acquitted of a libel charge, but only by [[w:Jury nullification in the United States|jury nullification]].&lt;/ref&gt;

[[File:U.S. incarceration rate since 1925.svg|thumb|Figure 5.  Percent of the US population in state and federal prisons  [male (dashed red), combined (solid black), female (dotted green)]&lt;ref&gt;&quot;USincarcerations&quot; dataset in Croissant and Graves (2022).&lt;/ref&gt;]]

After about 1975 television audiences in the US noticed increased coverage of crime in the broadcast news and concluded that crime was out of control, when there had been no substantive change in crime.  They voted in a generation of politicians, who promised to get tough on crime.  The incarceration rate in the US went from 0.1% to 0.5% in the span of roughly 25 years, after having been fairly stable for the previous 50 years;  see Figure 5.&lt;ref&gt;Potter and Kapeller (1998). Sacco (1998, 2005).&lt;/ref&gt;  

[[File:IncomeInequality9b.svg|thumb|Figure 6.  Average and quantiles of family income (Gross Domestic Product per family) in constant 2010 dollars.&lt;ref&gt;&quot;incomeInequality&quot; dataset in Croissant and Graves (2022).&lt;/ref&gt;]]

Around that same time, income inequality in the US began to rise;  see Figure 6.&lt;ref&gt;Bezruchka (2023) summarizes research documenting how &quot;inequality kills us all&quot;. He noted that the US was among the leaders in infant mortality and life expectancy in the 1950s.  Now the US is trailing most of the advanced industrial democracies. That drift from leading to trailing was gradual, as documented in the Wikiversity article on [[UN public health data]], accessed 2024-06-24. It looks more like the increase in the number of words in tax code and regulations (Figure 4) than the evolution of family incomes (Figure 6). Might Figure 4 be a surrogate for increasing dominance by major corporations of the major media and politics in the US? Bezruchka (2023) cites documentation claiming that even the wealthy in the US have lower life expectancy than their counterparts in other advanced industrial democracies. This happens in part because the ultra-wealthy in the US get exposed to more pathogens than their counterparts elsewhere. Graves and Samuelson (2022) noted that it is in everyone's best interest to help others with conditions that might be infectious to get competent medical assistance, because that reduces our risk of contracting their disease. See also Wilkinson and Pickett (2017).&lt;/ref&gt; To what extent might that increase in inequality be due to the structure of the major media?  

To what extent might you and I benefit from making it easier for millions of others to research different aspects of government policies including the &quot;adjustments&quot; in the US tax system embedded in the over 10 million words of US federal tax code and regulations documented with Figure 4 above, encouraging them to lobby the US Congress against the special favors granted to major political campaign contributors against the general welfare of everyone else? Everyone except possibly the beneficiaries of such political corruption would likely benefit from the news that helps concerned citizens lobby effectively against such corruption, even if we did not participate in such citizen lobbying efforts and were completely ignorant of them.

One possible measure of the impact of citizen-directed subsidies for local news nonprofits and noncommercial social media might be the evolution of the language used to describe poor people. Rose and Baumgartner (2013) reported an increase in the use of words like ''lazy'' and ''fraud'' to describe poor people in US media since 1960. Then in the 1980s, government spending on social services such as welfare were cut, presumably as a result. During the [[w:Great Depression|Great Depression]] with high [[w:unemployment#20th century|unemployment]], newspapers that described poor people negatively may have lost audience, creating the background level of usage against which the increase since 1960 was measured. That or similar [[w:text mining|text mining]] methodologies could be used in experimental and control groups to look for differences in how poor people are described in experimental vs. control jurisdictions and differences in public policies toward the poor.

== Media and war == 

:[[w:You've Got to Be Carefully Taught|''&quot;You've got to be taught to hate and fear. ... It's got to be drummed in your dear little ear.&quot;'']] 
::-- Lt. Cable in the [[w:South Pacific (musical)|1949 Rodgers and Hammerstein musical ''South Pacific'']].  

To what extent is it accurate to say 

* ''before anyone is killed in armed hostilities, the different parties to the conflict are polarized by the different media the different parties find credible?''&lt;ref&gt;The role of the media in war has long been recognized.  It is commonly said that the first casualty of war is truth. Knightley (2004, p. vii) credits Senator Hiram Johnson as saying in 1917, &quot;The first casualty when war comes is truth.&quot; However, the Wikiquote article on &quot;[[Wikiquote:Hiram Johnson|Hiram Johnson]]&quot; says this quote has been, &quot;Widely attributed to Johnson, but without any confirmed citations of original source. ... [T]he first recorded use seems to be by Philip Snowden.&quot; (accessed 2023-07-22.) Herman and Chomsky (1988, ch. 2) discuss &quot;worthy and unworthy victims&quot;: When &quot;our&quot; enemies kill someone, it's often an atrocity, proving how evil &quot;they&quot; are. When &quot;we&quot; do it, it's rarely reported, and when it is reported, it's portrayed as unfortunate but necessary. Herman and Chomsky contrasted, for example, the &quot;propaganda outburst by the mass media&quot; in the US of the murder of Father [[w:Jerzy Popiełuszko|Jerzy Popiełuszko]] by Polish authorities with the minimal coverage of comparable murders of priests in US client states in Latin America. Solomon (2023) provides many more and more recent examples. &quot;AFTER 9/11, U.S. MEDIA outlets kept amplifying rationales for an aggressive military response, with the traumatic events of September 11 assumed to be just cause&quot; (p. 4). And &quot;American outlets devoting the kind of news coverage of Russia's war in Ukraine that would have been unthinkable while reporting on U.S. warfare.&quot; (p. 33)&lt;/ref&gt; 

This might seem obvious, but how can we quantify political polarization in a way that allows us to (a) model its relationship with the severity of conflicts and (b) use it to evaluate the effectiveness of efforts to reduce polarization? 

The [[w:International Panel on the Information Environment|International Panel on the Information Environment]] (IPIE) is a consortium of over 250 global experts developing tools to combat political polarization driven by the structure of the Internet.&lt;ref&gt;e.g., National Acadamies (2023).&lt;/ref&gt; The US Institute of Peace (2016) discusses &quot;Tools for Improving Media Interventions in Conflict Zones&quot;. Previous research in this area was summarized by Arsenault et al. (2011). One such tool might be video games.&lt;ref&gt;Caelin (2016).&lt;/ref&gt;

We suggest experimenting with interventions designed to reduce political polarization with some of the smallest but most intense conflicts: Interventions that require money could be more effectively tested with smaller, high intensity conflicts. It might be easier to measure a reduction from a higher-intensity conflict. And a given budget applied to a smaller population would mean more money per capita, which might produce a larger effect. 

The [[w:Armed Conflict Location and Event Data Project|Armed Conflict Location and Event Data Project (ACLED)]] tracks politically relevant violent and nonviolent events by a range of state and non-state actors. Their data can help identify countries or geographic regions in conflict as entities to be [[w:Randomized controlled trial|assigned randomly to experimental and control groups]], whose comparison can provide high quality data to help evaluate the impact of any intervention. Might it be feasible to involve anti-war groups in the US in generating increased supply and demand for news regarding a random sample of places where the US is &quot;invisibly&quot; making war, according to Solomon (2023),&lt;ref&gt;Verschave (1998, 2000) similarly summarized French uses of force in Africa allegedly facilitated by media silence. ''[[w:Survie|Survie]]'' (Survival), an NGO he founded, might like to collaborate on similar experiments with media subsidies to raise the profile of a random sample of questionable foreign policy initiatives of the French government.&lt;/ref&gt; to see if that can change the dynamics enough to reduce the level and lethality in experimental vs. control conflicts? Initial experiments of this nature might be done with a modest budget by working with organizations advocating nonviolence and with religious groups to recruit diaspora communities to do things recommended by experts in IPIE while also lobbying governments for funding. (One non-financial obstacle to such experiments is the US Supreme Court decision in ''[[w:Holder v. Humanitarian Law Project|Holder v. Humanitarian Law Project]]'', which concluded that providing training to anyone designated as a &quot;terrorist&quot; by the US State Department is &quot;providing material support to terrorism&quot;, a crime under the US [[w:Patriot Act|Patriot Act]].)

Any success might be leveraged into changes in foreign and military policies to make the world safer for all, though it could also increase resistance from people who may believe they benefit from the turmoil and oppose conflict resolution, often clandestinely. 

Before discussing such experiments further, we consider a few case studies. 

=== Russo-Ukrainian War, the US Civil War, World War I === 

In the [[w:Russo-Ukrainian War|Russo-Ukrainian War]], Halimi and Rimbert (2023) describe &quot;Western media as cheerleaders for war&quot;. [[w:Joseph Stiglitz|Stiglitz]] (2002) noted this was a general phenomenon:  &quot;In periods of perceived conflict ... a combination of self-censorship and reader censorship may also undermine the ability of a supposedly free press to ensure democratic transparency and openness.&quot; Media organizations do not always do this solely to please their funders.  Reporters are killed&lt;ref&gt;Different lists of journalists killed for their work are maintained by the [[w:Committee to Protect Journalists|Committee to Protect Journalists]], (CPJ), [[w:Reporters Without Borders|Reporters without Borders]], and the [[w:International Federation of Journalists|International Federation of Journalists]].  CPJ has claimed that their numbers are typically lower, because their confirmation process may be more rigorous.  See Committee to Protect Journalists (undated) and the Wikipedia articles on &quot;[[w:Committee to Protect Journalists|Committee to Protect Journalists]]&quot;, &quot;[[w:Reporters Without Borders|Reporters without Borders]]&quot;, and the &quot;[[w:International Federation of Journalists|International Federation of Journalists]]&quot;, accessed 2023-07-11.&lt;/ref&gt; or jailed and news outlets closed to prevent them from disseminating information that people with power do not want distributed.  Early in the Civil War in the US (1861-1865), some newspapers in the North said the US should let the South secede, because that would be preferable to war.  Angry mobs destroyed some offices and printing presses.  One editor &quot;was forcibly taken from his house by an excited mob, ... covered with a coat of tar and feathers, and ridden on a rail through the town.&quot; Others changed their policies &quot;voluntarily&quot;, recognizing threats to their lives or property or to a loss of audience.&lt;ref&gt;Harris (1999, esp. p. 100).&lt;/ref&gt; 

Hochschild (2022) reported a substantial shift in the media ecology in the US following the approval of the [[w:Espionage Act of 1917|Espionage Act of 1917]]. That act gave the [[w:United States Postmaster General|Postmaster General]] the authority to declare as &quot;unmailable&quot; any publication that he decided might interfere with the armed forces of the US. He used this to effectively terminate many publications, because there was no other way to distribute publications nationally at that time (p. 61). The lack of broad discourse in the media allegedly amplified war hysteria, under which many people were persecuted, beaten, robbed, incarcerated, and even killed with impunity for peaceably assembling and petitioning for better wages and working conditions, or for speaking German. That media bias reportedly continued after the war to help major capitalists suppress labor organizers.

=== Stalin and Putin === 

[[File:Russian economic history 1860-2022.svg|thumb|Figure 7. Average annual income in Russia 1860-2022: Gross Domestic Product (GDP) per capita adjusted for inflation in thousands of 2011 dollars. The period of the Tsars includes Alexander II (1855-1881), Alexander III (1881-1894), and Nicholas II (1874-1917). The data came from the Maddison Project Database, version 2023, Bolt and van Zanden (2024), including Kuboniwa (2019), Gregory (1982), and Markevich and Harrison (2011).]]

A 2017 survey asked Russians to name 10 of the world’s most prominent personalities. The top two were [[w:Joseph Stalin|Joseph Stalin]] and [[w:Vladimir Putin|Vladimir Putin]] with 38% and 34%, respectively. When the study was redone in 2021, Putin had slipped from number 2 to number 5. Stalin still led with 39% followed by [[w:Vladimir Lenin|Vladimir Lenin]] with 30%, Poet [[w:Alexander Pushkin|Alexander Pushkin]] and tsar [[w:Peter the Great|Peter the Great]] with 23% and 19% each, then Putin with 15%.&lt;ref&gt;''Moscow Times'' (2021). ''Levada Center'' (2021).&lt;/ref&gt; 

It may be difficult for some people in the West to understand how Stalin and Putin could be so popular, given the way they have been typically described in the mainstream Western media.&lt;ref&gt;[[w:Joseph Stalin|Joseph Stalin]] got positive coverage in the Western media after Hitler invaded the USSR in [[w:Operation Barbarossa|Operation Barbarossa]], according to Service (2005, p. 452), who noted that Stalin was named [[w:Time Person of the Year|&quot;Man of the Year&quot;]] by ''Time'' magazine in 1942. Wesser (2021) reported that Stalin and Franklin Roosevelt got along very well, and Stalin hoped to continue peaceful coexistence and collaboration after the war; neither supported the continuation of British colonialism, for example. However, after Roosevelt died, anti-Communists led by Churchill and Truman reportedly ended that collaboration and initiated the Cold War.&lt;/ref&gt; However, this is relatively easy to understand just by looking at the accompanying plot (Figure 7) of average annual income in that part of the world between 1860 and 2022: Both Stalin and Putin inherited economies that had fallen dramatically in the previous years and had supervised dramatic improvements. Putin's decline between 2017 and 2021 may also be understood from this plot, because it shows how the dramatic growth that began around the time that Putin became acting President of Russia has slowed substantially since 2012.

=== Hitler ===

Fulda (2009) studied the co-evolution of newspapers and party politics in Germany, focusing primarily on Berlin, 1924-1933. During that period, the [[w:Nazi Party|Nazis (NSDAP, National Socialist German Workers' Party, Nationalsozialistische Deutsche Arbeiterpartei)]] grew from 2.6% of the votes for the [[w:Reichstag (Nazi Germany)|Reichstag (German parliament)]] in 1928 to 44% in 1933. Fulda described exaggerations in the tabloid press of an indecisive government incapable of managing either the economy or the increasing political violence, blamed excessively on Communists, and the potential for civil war. This turned the Nazis into an attractive choice for voters desperate for decisive action.&lt;ref&gt;Fulda (2009, Abstract plus ch. 6, &quot;War of Words: The Spectre of Civil War, 1931–2&quot;).&lt;/ref&gt; 

After the 1933 elections, the Reichstag passed the [[w:Enabling Act of 1933|Enabling Act of 1933]], which gave Hitler's cabinet the right to enact laws without the consent of parliament.&lt;ref&gt;An anonymous referee suggested this could happen in the US: What might happen if the Congress passed a similar Enabling Act declaring a state of emergency? On 2024-07-01 the US Supreme Court dismissed a lower court rejection of former President Trump's claim of immunity from federal criminal charges involving his efforts to undo his 2020 election loss to Joe Biden. The Supreme Court majority insisted that the President needs broad powers for official acts. The dissenting minority insisted that the court's majority has effectively said that a President could order Seal Team Six to assassinate a political rival. Might canceling future elections or turning them into complete shams be similarly ruled as &quot;official acts&quot;? Might the only restraint be impeachment, which might not happen if the President's party controlled over half of the House or a third of the Senate? See, e.g., Deliso (2024).&lt;/ref&gt; The Nazis then began full censorship of the newspapers, physically beating, imprisoning and in some cases killing journalists, as the leading publishers acquiesced. The primary sources of news during that period were newspapers; radio was relatively new in Germany and carried very little news. Many newspapers were [[w:Tabloid journalism|tabloids]], interested in either making money or promoting a party line with minimal regard for fact checking. A big loser in this was the right‐wing press magnate [[w:Alfred Hugenberg|Alfred Hugenberg]], whose political mismanagement led to the substantial demise of his [[w:German National People's Party|German National People's Party (Deutschnationale Volkspartei, DNVP)]], mostly benefitting Hitler.&lt;ref&gt;Fulda (2009).&lt;/ref&gt; 

This suggests the need for a [[w:Counterfactual history|counterfactual analysis of this period]], asking what kinds of changes in the structure of the media ecology might have prevented the rise of the Nazis? In particular, to what extent might a more diverse local news environment supported by citizen-directed subsidies as suggested herein have reduced the risk of a demise of democracy? And might some sort of [[w:Fairness Doctrine|fairness doctrine]] have helped?&lt;ref name=fairness&gt;Wikipedia &quot;[[w:Fairness doctrine|fairness doctrine]]&quot;, accessed 2023-07-21.&lt;/ref&gt; And how might different rules for distributing different levels of funding to local news outlets impact the level of democratization? (Threats to democracy include legislation like the German Enabling Act of 1933 and other situations that allow an executive to successfully ignore the will of an otherwise democratic legislature, a [[w:self-coup|self-coup]], as well as a military coup.)

=== Iraq and the Islamic State ===

[[w:Fall of Mosul|In 2014 in Mosul, two Iraqi army divisions totaling 30,000 and another 30,000 federal police]] were overwhelmed in six days by roughly 1,500 committed Jihadists, according to some accounts. Four months later, ''Reuters'' reported that, &quot;there were supposed to be close to 25,000 soldiers and police in the city; the reality ... was at best 10,000.&quot; Many of the missing 15,000 were &quot;ghost soldiers&quot; kicking back half their salaries to their officers. Also, &quot;[i]nfantry, armor and tanks had been shifted to Anbar, where more than 6,000 soldiers had been killed and another 12,000 had deserted.&quot;&lt;ref&gt;Parker et al. (2014).&lt;/ref&gt; 

To what extent might the political corruption and low morale documented in that ''Reuters'' report have been allowed to grow to that magnitude if Iraq had had a vigorous adversarial press, as discussed in this article? Instead, Paul Bremer, who was appointed as the [[w:Paul Bremer#Provisional coalition administrator of Iraq|Provisional coalition administrator of Iraq]] just over a week after President George W. Bush's [[w:Mission Accomplished speech|Mission Accomplished speech]] of 2003-05-01, imposed strict press censorship.&lt;ref&gt;McChesney and Nichols (2010, p. 242).&lt;/ref&gt; McChesney and Nichols contrasted this with General Eisenhower, who &quot;called in German reporters [after the official surrender of Nazi Germany in WW II] and told them he wanted a free press. If he made decisions that they disagreed with, he wanted them to say so in print.&quot;&lt;ref&gt;McChesney and Nichols (2010, Appendix II. Ike, MacArthur and the Forging of Free and Independent Press, pp. 241-254).&lt;/ref&gt;

=== Israel-Palestine ===

:''Those who make peaceful revolution impossible will make violent revolution inevitable.''
::-- John F. Kennedy (1962)

To what extent is the [[w:Israeli–Palestinian conflict|Israeli–Palestinian conflict]] driven by differences in the media consumed by the different parties to that conflict? 

* To what extent are the supporters of Israel aware of violent acts committed by Palestinians but are ''unaware'' of the actions by Israelis that may have motivated those violent acts? 
* Similarly, to what extent are the supporters of Palestinians unaware of how Palestinian violence, even throwing rocks, may have reinforced long-standing fears among supporters of Israel and contributed to the repression the Palestinians have experienced? 

To what extent are these differences in perceptions between supporters of Israel and supporters of Palestinians driven by differences in the media each find credible? 

What can be done to bridge these gaps?  

[[w:Gene Sharp|Gene Sharp]], [[w:Mubarak Awad|Mubarak Awad]], and other supporters of [[w:nonviolence|nonviolence]] have suggested that when nonviolent direct action works, it does so by exposing a gap between the rhetoric [supported by the major media] and the reality of their opposition. Over time, this gap erodes ''pillars of support'' of the opposition. One example was the nonviolence of the [[w:First Intifada|First Intifada]] (1987-1993), which were protests against &quot;beatings, shootings, killings, house demolitions, uprooting of trees, deportations, extended imprisonments, and detentions without trial.&quot;&lt;ref&gt;Ackerman and DuVall (2000, p. 407).&lt;/ref&gt; During that campaign, Israel got substantial negative international press for mistreating nonviolent protesters, killing some, breaking bones of others. Several thousand Israeli military refused to serve in the occupied territories. A hundred were court-martialed and imprisoned. [[w:Yitzhak Rabin|Yitzhak Rabin]], Israeli Defense Minister when the Intifada began, reportedly felt that the large number of military refusing to follow orders was threatening the ability of the Israeli Defense Forces to function. He resigned as Defense Minister and ran for Prime Minister on a platform of negotiating with Palestinians. His victory and subsequent negotiations led to the [[w:Oslo Accords|Oslo Accords]] and the joint recognition of each other by the states of Israel and [[w:State of Palestine|Palestine]]. The West Bank and Gaza have continued under Israeli occupation since then with some services provided by the official government of Palestine.&lt;ref&gt;More detail on the First Intifada including more references is available in the Wikiversity article on &quot;[[How might the world be different if the PLO had followed Gandhi?]]&quot;, accessed 2024-06-23.&lt;/ref&gt; 

During the Intifada, Israel tried to infiltrate the protesters with ''[[w:agent provocateur|agents provocateurs]]'' in Palestinian garb. They were exposed and neutralized until Israel deported 481 people and imprisoned tens of thousands of others suspected of organizing the nonviolence.&lt;ref&gt;Different sources say different things regarding the numbers incarcerated. López-Ibor et al. (2005, p. 231) said, &quot;Approximately 57,000 Palestinians were arrested, many of whom were subjected to systematic physical and psychological torture.&quot; Neff (1997) said, &quot;All told during the six-year uprising, 120,000 Palestinians were arrested and spent varying amounts of time in inhospitable Israeli jails.&quot;&lt;/ref&gt; Finally, they got the violence needed to justify a massively violent repression of the Intifada.&lt;ref&gt;King (2007).&lt;/ref&gt;

The general thrust of this current analysis suggests a two pronged intervention to reduce the risk of a continuation of the violence that has marked Israel-Palestine since at least 1948: 
# Offer nonviolence training to all Palestininans, Israelis and supporters of either interested in the topic. This is the opposite of the policies Israel pursued during the First Intifada, at least according to the references cited in this discussion of that campaign.&lt;ref&gt;It also is the opposite of the decision of the US Supreme Court in ''[[w:Holder v. Humanitarian Law Project|Holder v. Humanitarian Law Project]]'', which ruled that teaching nonviolence to someone designated as a terrorist was a crime under the [[w:Patriot Act|Patriot Act]], as it provided &quot;material support to&quot; a foreign terrorist organization.&lt;/ref&gt;
# Provide citizen-direct subsidies to local news nonprofits in the West Bank and Gaza at, e.g., 0.15% of GDP, as recommended by McChesney and Nichols, cited above and discussed further below. 

How can we evaluate the budget required for such an experiment? The nominal GDP of the [[w:State of Palestine|State of Palestine]] in 2021 was estimated at $18 billion; 0.15% of that is $27 million. Add 10% for research to get $30 million per year. That ''annual'' cost for the media component of this proposed intervention is 12% of the billion Israeli shekels ($246 million) that the Gaza war was costing Israel ''each day'' in the early days of the [[w:Israel-Hamas war|Israel-Hamas war]], according to the Israeli Finance Minister on 2023-10-25.&lt;ref&gt;Reuters (2023).&lt;/ref&gt; As this is being written, that war has continued for over 100 days. If the average daily cost of that war to Israel during that period has been $246 million, then that war will have already cost Israel over $24.6 billion. And that does not count the loss of lives and the destruction of property. 

How much would training in nonviolence cost? That question would require more research, but if it were effective, the budget would seem to be quite modest compared to the cost of war, even if it were several times the budget for citizen-directed subsidies for local news in Palestine as just suggested.

== The decline of newspapers == 

[[File:Newspapers as a percent of US GDP.svg|thumb|Figure 8.  US newspaper revenue 1955-2020 as a percent of GDP.&lt;ref&gt;&quot;USnewspapers&quot; dataset in Croissant and Graves (2022).&lt;/ref&gt;]]

McChesney and Nichols (2022) noted that US newspaper revenue as a percent of GDP fell from over 1% in 1956 to less than 0.1% in 2020;  see Figure 8.  Abernathy (2020) noted that the US lost more than half of all newspaper journalists between 2008 and 2018.&lt;ref&gt;Abernathy (2020, p. 22).&lt;/ref&gt; A quarter of US newspapers closed between 2004 and 2020,&lt;ref&gt;Abernathy (2020, p. 21). [[w:Facebook|Facebook]] was founded in 2004.&lt;/ref&gt; and many that still survive are publishing less, creating &quot;news deserts&quot; and &quot;ghost newspapers&quot;, some with no local journalists on staff.&lt;ref&gt;Abernathy (2020) documented the problem of increasing &quot;news deserts and ghost newspapers&quot; in the US. A local jurisdiction without a local news outlet has been called a &quot;news desert&quot;.  She uses the term &quot;ghost newspapers&quot; to describe outlets &quot;with depleted newsrooms that are only a shadow of their former selves.&quot;  Some “ghost newspapers” continue to publish with zero local journalists, produced by reporters and editors that don't live there. One example is the ''Salinas Californian'', a 125-year-old newspaper in Salinas, California, which lost its last paid journalist 2022-12, according to the ''Los Angeles Times'' (2023).  They continue to publish, though &quot;The only original content from Salinas comes in the form of paid obituaries, making death virtually the only sign of life at an institution once considered a must-read by many Salinans.&quot; A leading profiteer in this downward spiral is reportedly [[w:hedge fund|hedge fund]] [[w:Alden Global Capital|Alden Global Capital]].  Threisman (2021) reported that, &quot;When this hedge fund buys local newspapers, democracy suffers&quot;.  And Benton (2021) said, &quot;The vulture is hungry again: Alden Global Capital wants to buy a few hundred more newspapers&quot;. Hightower (2023) describes two organizations fighting this trend.  One is National Trust for Local News, a nonprofit that recently bought several local papers and &quot;is turning each publication over to local non-profit owners and helping them find ways to become sustainable.&quot; The other is [[w:CherryRoad Media|CherryRoad Media]], which &quot;bought 77 rural papers in 17 states, most from the predatory Gannett conglomerate that wanted to dump them&quot;, and is working to &quot;return editorial decision-making to local people and journalists ... and ... reinvest profits in real local journalism that advances democracy.&quot; News outlets acquired by something like the National Trust for Local News should be eligible for citizen-directed subsidies for local news, as discussed below, after their ownership was officially transferred to local humans.  Outlets acquired by organizations like CheeryRoad Media would not be eligible as long as they remained subsidiaries.&lt;/ref&gt; 

The concerning trend documented by Abernathy continues. The Fall 2023 issue of ''Columbia Journalism Review'' reported that 2023 &quot;has become media’s worst year on record for job losses&quot;.&lt;ref&gt;''Columbia Journalism Review'' (2023).&lt;/ref&gt; Substantial advertising revenue has shifted to the &quot;click economy&quot;, where advertisers pay for clicks, especially on social media.&lt;ref&gt;Carter (2021).&lt;/ref&gt;

Newspapers in other parts of the world have also experienced substantial declines in revenue. Some legislative bodies have attempted to tax Internet companies to replace some of the ad revenue lost by newspapers. In 2013 German law was changed to include &quot;[[w:Ancillary copyright for press publishers|Ancillary copyright for press publishers]]&quot;, also called a &quot;link tax&quot;. However, this law was declared invalid in 2019 by the European Court of Justice (ECJ), because it had ''not'' been submitted in advance to the [[w:European Commission|EU Commission]], as required.&lt;ref&gt;Kannenberg (2019).&lt;/ref&gt; Before that ECJ decision, Google had removed newspapers from Google News in Germany. German publishers then reached an agreement with Google after traffic to their websites plummeted.&lt;ref&gt;Rushe (2014).&lt;/ref&gt; Building on that and similar experience in Spain, in 2019 the European Union adopted a [[w:Directive on Copyright in the Digital Single Market|Directive on Copyright in the Digital Single Market]].&lt;ref&gt;An extensive discussion of this citing many sources appears in the Wikipedia article on &quot;[[w:Directive on Copyright in the Digital Single Market|Directive on Copyright in the Digital Single Market]]&quot;, accessed 2024-05-12.&lt;/ref&gt; A similar link tax proposal in Canada led [[w:Meta|Meta]], the parent company of Facebook, to withdraw news from Canada, and Google agreed to 'pay about $100 million a year into a new fund to support &quot;news&quot;' in Canada. As of 2023-11-30, California was still considering a link tax.&lt;ref&gt;Doctor (2023).&lt;/ref&gt;

In Germany, Flößer (2024) found that the right-wing populist, political party in Germany, [[w:Alternative for Germany|Alternative for Germany]] (Alternative für Deutschland, AfD), did ''better'' in places with no local newspaper.

== Threats from social media == 

The growth of social media has been wonderful and terrible.  It has been wonderful in making it easier for people to maintain friendships and family ties across distances.&lt;ref&gt;Friedland (2017) noted that the Internet works well at the global level, helping people get information from any place in the world, and at the micro level, e.g., with Facebook helping people with similar diseases find one another.  It does not work well at the '“meso level arenas of communication” in the middle.  They're not big enough to aggregate all the scale that goes into creating a worldwide web or even a Wikipedia.' See also Lloyd and Friedland (2016).&lt;/ref&gt; 

But it has also been terrible as  &quot;antisocial media&quot;&lt;ref&gt;Vaidhyanathan (2018).&lt;/ref&gt; have been implicated in the relatively recent rise in dysfunctional and counterproductive political polarization and violence. Ding et al. (2023) document, &quot;Same words, different meanings&quot; in their use by [[w:CNN|CNN]] and [[w:Fox News|Fox News]] and how that has interacted with word usage on Twitter between 2010 and 2020 to increase political polarization, &quot;impeding rather than supporting online democratic discourse.&quot;&lt;ref&gt;See also Ashburn (2023).&lt;/ref&gt; 

Extreme examples of this increase have included violent efforts to prevent peaceful transitions of power in the US&lt;ref&gt;Wikipedia &quot;[[w:January 6 United States Capitol attack|January 6 United States Capitol attack]]&quot;, accessed 2023-05-09.&lt;/ref&gt; and Brazil.&lt;ref&gt;Wikipedia &quot;[[w:2023 Brazilian Congress attack|2023 Brazilian Congress attack]]&quot;, accessed 2023-05-09.&lt;/ref&gt; These changes even threaten the national security of the US and its allies,&lt;ref&gt;McMaster (2020). Zuboff (2019) noted that data on many aspects of ordinary daily life are captured and used by people with power for various purposes.  For example, data on people's locations captured from their mobile phones are used to try to sell them goods and services.  Data on a child playing with a smart Barbie doll are used to inculcate shopping habits in child and caregiver.  If you are late on a car payment, your keys can be deactivated until a tow truck can arrive to haul it away.  To what extent do the major media today have conflicts of interest in honestly reporting on this?  How might the experiments proposed herein impact the commercial calculus of major media and the political economy more generally?&lt;/ref&gt; according to [[w:H. R. McMaster|H. R. McMaster]],&lt;ref&gt;Wikipedia &quot;[[w:H. R. McMaster|H. R. McMaster]]&quot;, accessed 2023-05-09.&lt;/ref&gt; President Trump's second national security advisor. 

Various responses to these concerns have been suggested, beyond the recommendations of McChesney and Nichols.  These include the following:&lt;ref&gt;See also the section on &quot;[[International Conflict Observatory#Suggested responses to these concerns|Suggested responses to these concerns]]&quot; in the Wikiversity article on &quot;[[International Conflict Observatory]]&quot;, accessed 2024-06-23.&lt;/ref&gt;:

* Make internet companies liable for defamation in advertisements, similar to print media and broadcasting.&lt;ref&gt;See Baker (2020, 2023b) and the Wikiversity article on &quot;[[Dean Baker on unrigging the media and the economy]], accessed 2023-07-26.&lt;/ref&gt;  
* Tax advertising revenue received by large internet companies and use that to fund more local media.&lt;ref&gt;Karr and Aaron (2019).&lt;/ref&gt; 
* Replace advertising as the source of funding for social media with subscriptions.&lt;ref&gt;Frank (2021) wrote, &quot;[D]igital aggregators like Facebook ... make money not by charging for access to content but by displaying it with finely targeted ads based on the specific types of things people have already chosen to view. If the conscious intent were to undermine social and political stability, this business model could hardly be a more effective weapon. ... [P]olicymakers’ traditional hands-off posture is no longer defensible.&quot;&lt;/ref&gt; 

To these suggestions, we add the following:  

* Allow some of but not all citizen-directed subsidies for news to go to social media outlets, as suggested below.  
* Require all organizations whose income depends on promoting or &quot;boosting&quot; content, whether in advertisements or &quot;underwriting spots&quot; or [[w:clickbait|clickbait]], to provide copies of the ads, underwriting spots and clickbait to a central repository like the [[w:Internet Archive|Internet Archive]].  
* Use advertising to discuss overconfidence and encourage people to talk politics with humility and respect, recognizing that the primary differences they have with others may be the media they consume.&lt;ref&gt;For studies of ad campaigns in other contexts, see Piwowarski et al. (2019) and Tom-Yov (2018), cited above in discussing &quot;Reducing political polarization&quot;.&lt;/ref&gt;

== How to counter political polarization ==

:''&quot;Never attribute to malice or stupidity that which can be explained by moderately rational individuals following [[w:incentive|incentive]]s in a [[w:complex system|complex system]].&quot;''
::-- Hubbard's corollary to [[w:Hanlon's razor|Hanlon's razor]].&lt;ref&gt;Hubbard (2020, pp. 81-82).&lt;/ref&gt;

More research is needed on how to counter the relatively recent increases in political polarization. For example, might some form of [[w:Fairness doctrine|fairness doctrine]]&lt;ref name=fairness/&gt; help reduce political polarization? [[w:Fairness doctrine#Opposition|Conservative leaders in the US are vehemently opposed]], insisting it would be an attack on First Amendment rights. However, as noted above, the tabloid media of Germany reportedly contributed to Hitler's rise to power between 1924 and 1933. How is the increase in political polarization since 1987 and 2004 different from the disregard for fairness of the news media that helped bring Hitler to power?&lt;ref&gt;[[w:Facebook|Facebook]] was founded in 2004.&lt;/ref&gt; Shouldn't conservatives and liberals be able to negotiate a fairness doctrine that targets unfair liberal media as well as unfair conservative media?

One example: The lawsuit ''[[w:Dominion Voting Systems v. Fox News Network|Dominion Voting Systems v. Fox News Network]]'' was settled with Fox agreeing to pay Dominion $787.5 million while acknowledging that Fox had knowingly and intentionally made false and defamatory statements about Dominion to avoid losing audience to media outlets that continued to claim fraudulently that Donald Trump not Joe Biden had won the 2020 US presidential election. ''The settlement permitted Fox to avoid apologizing publicly'',&lt;ref&gt;Cohen and Darcy (2023).&lt;/ref&gt; which could have threatened their audience share. That settlement was less than 6% of Fox's 2022 revenue of $14 billion.&lt;ref&gt;Brown and Carey (2022).&lt;/ref&gt; Evidently, ''if that decision made a difference of 6% in their audience ratings, Fox made money from defaming Dominion even after paying them $787.5 million.'' If so, it was a good business decision, especially since they did not have to publicly apologize. Fraud can be good business. Media executives could be fired if they lost money trying to protect democracy. 

To what extent did Fox's lies about Dominion contribute to the [[w:January 6 United States Capitol attack|mob attacks on the US Capitol on January 6, 2021]], trying to prevent the US Congress from officially declaring that Joe Biden had won the 2020 elections? Experiments such as those proposed in this article would obviously not provide unequivocal answers to these specific questions, but they could help us understand the phenomena with quantified imprecision. Such results could help build a consensus for reforms that show a high probability of reducing the threats of political violence and increasing the prospects for broadly shared peace and prosperity for the long term.

== McChesney and Nichols' Local Journalism Initiative ==

As noted above, McChesney and Nichols (2021, 2022) propose a &quot;Local Journalism Initiative&quot;, distributing 0.15% of GDP to local news nonprofits via local elections.  They based this partly on their earlier work suggesting that subsidies for newspapers in the US in 1840 was around 0.2% of GDP.&lt;ref&gt;McChesney and Nichols (2010, 2016).&lt;/ref&gt;

=== McChesney and Nichols' eligibility criteria === 

To be eligible, McChesney and Nichols say the recipient of such funds should satisfy the following:&lt;ref&gt;McChesney and Nichols (2021, 2022).  They also suggest having the US Postal Service administer this with elections every three years.&lt;/ref&gt; 
* Be a local nonprofit with at least six months of history, so voters could know their work.  
* Be locally based with at least 75% of salaries going to local residents.  
* Be completely independent, not a subsidiary of a larger organization.
* Produce and publish original material at least five days per week on their website for free, explicitly in the public domain. 
* Each voter is asked to vote for at least three different local news outlets to support diversity. 
* No single news outlet should get more than 25% of that jurisdiction's annual budget for local news subsidies.  
* Each recipient of these subsidies should get at least 1% of the vote to qualify, or 0.5% of the vote in political jurisdictions with over 1 million people. Diversity and competition are crucial.  
* There will be no content monitoring:  Government bureaucrats will not be allowed to decide what is &quot;good journalism&quot;.  That's up to the voters.  
* Voting would be limited to those 18 years and older.  

=== Alternatives === 

Some aspects of this might be relaxed for at least some political jurisdictions included in an experiment.  For example, might it be appropriate to allow for-profit news outlets to compete for these subsidies as long as they meet the other criteria?&lt;ref&gt;Kaiser (2021) noted that nonprofits in the US cannot endorse political candidates and are limited in how they can get involved in debates on political issues.  Do restrictions like these contribute to the general welfare?  Or might the public interest be better served with citizen-directed subsidies for media that might be more partisan?  This is one more question that might be answered by appropriate experimentation.&lt;/ref&gt; However, we prefer to retain the rules requiring recipients to be local and completely independent, at least for many experimental jurisdictions.&lt;ref&gt;Various contributors to Islam et al., eds. (2002) raised questions about concentrations of power in large media organizations, especially Herman (2002).  Djankov et al. (2002) found that &quot;Government ownership of the media is detrimental to economic, political, and-most strikingly-social outcomes&quot;, including education and health.&lt;/ref&gt; If citizen-directed subsidies for local news go to for-profit organizations, to what extent should their finances be transparent, e.g., otherwise complying with rules like those for [[w:501(c)(3) organization|501(c)(3) nonprofits]] in the US? Might it also be appropriate to allow some portion of these funds to be distributed to noncommercial ''social media'' outlets that submitted, e.g., ads, underwriting, and click bait to a public, searchable database like the [[w:Internet Archive|Internet Archive]]?   

News written by people paid with these subsidies should be available under a free license like Creative Commons Attribution-ShareAlike (CC BY-SA) 4.0 international license but not necessarily in the public domain:  Other media outlets should be free to further disseminate the news while giving credit to the organization that produced it.   

Many countries have some form of [[w:community radio|community radio]].  Some of those radio stations include what they call news and / or public affairs, and some of those are made available as podcasts via the Internet.&lt;ref&gt;In the US, many of these stations collaborate via organizations such as the [[w:National Federation of Community Broadcasters|National Federation of Community Broadcasters]], the [[w:List of Pacifica Radio stations and affiliates#Radio Stations#Affiliates|Pacifica Network Affiliates]], and the [[w:Grassroots Radio Coalition|Grassroots Radio Coalition]]. One such station with regular local news produced by volunteers in [[w:KBOO|KBOO]] in [[w:Portland, Oregon|Portland, Oregon]]; see Loving (2019).&lt;/ref&gt; If their &quot;news &amp; public affairs&quot; programs are subsequently posted to a website as podcasts, preferably accompanied by some text if not complete transcripts, under a license no more restrictive than CC BY-SA, that should make them eligible for subsidies under the criteria mentioned above if they add at least one new podcast of that nature five days per week.  If the programming of this nature that they produce is ''not'' available on the web under an appropriate license, part of any experiments as discussed here might include offers to help such radio stations become eligible.  

Might it be wise to allow children to vote for news organizations they like?  Ryan Sorrell, founder and publisher of the ''[[w:Kansas City Defender|Kansas City Defender]]'', insists that, &quot;young people ... are very interested in news. It just has to be produced and packaged the right way for them to be interested in consuming it&quot;.&lt;ref&gt;Holmes (2022).&lt;/ref&gt; The French-language [[:fr:w:Topo (revue)|''Topo'']] presents news and complex issues in comic strip format. Their co-editor in chief insists, &quot;there are plenty of ways to get young people interested in current affairs&quot;.&lt;ref&gt;Biehlmann (2023).&lt;/ref&gt; Might allowing children to vote for news outlets increase their interest in learning and in civic engagement among both children and their caregivers? Might this translate into increased civic engagement ''after'' they become eligible to vote as adults, leading to reductions in political corruption and improvements in government long term? Should this be tested in some experimental jurisdictions?&lt;ref&gt;We may not want infants who cannot read a simple children's book to vote for &quot;news&quot;, but if they can read the names of eligible local news outlets on a ballot, why not encourage them to vote?  As Roumeen Islam wrote in 2002, &quot;erring on the side of more freedom rather than less would appear to cause less harm.&quot; (World Bank, 2002, pp. 21-22; 33-34/336 in pdf).&lt;/ref&gt;

Some of the money may go to media outlets that seem wacko to many voters.  However, how different might that be from the current situation? Most importantly, if these subsidies have the effect that Tocqueville reported from 1831, they should be good for democracy and for broadly shared peace and prosperity for the long term:  They could stimulate public debate, and wacko media might have ''less'' power than they currently do, with &quot;each separate journal exercis[ing] but little authority; but the power of the periodical press [being] second only to that of the people.&quot;&lt;ref&gt;Tocqueville (1835; 2001, p. 94).&lt;/ref&gt; 

Tocqueville's comparison of newspapers in France and the US in 1831 is echoed in Cagé's (2022) concern about &quot;the Fox News effect&quot; in the US and that of Bolloré in France.  She cites research claiming that biases in Fox News made major contributions to electing Republicans in the US since 2000.&lt;ref&gt;Cagé (2022, pp. 21-22, 59-60).  She cited DellaVigna and Kaplan (2007), who reported that Fox News had introduced cable programming into 20% of towns in the US between 1996 and 2000.  They found that the presence of Fox increased the vote share for Republicans between 0.4 and 0.7 percentage points over neighboring non-Fox towns that seemed otherwise indistinguishable.  In 2000 Fox News was available in roughly 35% of households, which suggests that Fox News shifted the nationwide vote tally by between 0.15 and 0.2 percentage points.  They conclude that this shift was small but likely decisive in the close 2000 US presidential election.&lt;/ref&gt; These shifts, including changes by the conservative-leaning broadcasting company, Sinclair Broadcast Group, reportedly made a substantive contribution to the election of [[w:Donald Trump|Donald Trump]] as US President in 2016, while a comparable estimate of the impact of changes in MSNBC &quot;is an imprecise zero.&quot;&lt;ref&gt;Cagé (2022, pp. 21-22).  Miho (2022) analyzes the timing of the introduction of biased programming by the conservative-leaning broadcasting company, Sinclair Broadcast Group, between 1992 and 2020, comparing counties in the US with and without a Sinclair station.  This work estimates a 2.5 percentage point increase in the Republican vote share during the 2012 US presidential election and double that during the 2016 and 2020 presidential elections with comparable increases in Republican representation in the US Congress.&lt;/ref&gt; In France, she provides documentation claiming that the media empire of French billionaire [[w:Vincent Bolloré|Vincent Bolloré]] has made a major contribution to the rise of far-right politician [[w:Éric Zemmour|Éric Zemmour]] and is buying media in Spain.&lt;ref&gt;Cagé (2022, pp. 24, 60).&lt;/ref&gt; The pattern is simple:  Fire journalists and replace them with talk shows, which are cheaper to produce and are popular, evidently exploiting [[w:confirmation bias|confirmation bias]] and the [[w:overconfidence effect|overconfidence effect]], as discussed above.  

To what extent is the increase in political polarization since 1987&lt;ref name=fairness/&gt; and 2004&lt;ref&gt;Wikipedia &quot;[[w:Facebook|Facebook]]&quot;, accessed 2023-07-21.&lt;/ref&gt; due to increased concentration of ownership of both traditional and social media (and how those organizations make money selling changes in audience behaviors to the people who give them money)? To the extent that this increase in polarization has been driven by those changes in the media, citizen-directed subsidies for diverse news should reverse that trend. This hypothesis can be tested by experiments like those proposed herein.

== Roadmap for local news == 

Green et al. (2023) describe &quot;an emerging approach to meeting civic information needs&quot; in a &quot;Roadmap for local news&quot;. This report insists that society needs &quot;civic information&quot;, not merely &quot;news&quot;. It summarizes interviews with 51 leaders from nonprofit and commercial media across all forms of distribution (print, radio, broadcast, digital, SMS) in member organizations, news networks, news funders and researchers. They say that, &quot;Rampant disinformation is being weaponized by extremists&quot;, and &quot;Democratic participation and representation are under threat.&quot; They recommend four strategies to address &quot;this escalating information crisis&quot;: 

# Coordinate work around the goal of expanding “civic information,” not saving the news business;
# Directly invest in the production of civic information;
# Invest in shared services to sustain new and emerging civic information networks; and
# Cultivate and pass public policies that support the expansion of civic information while maintaining editorial independence. 

Part of the motivation for this article on &quot;Information is a public good&quot; is the belief that solid research on the value of such interventions should both (a) make it easier to get the funding needed, and (b) help direct the funding to interventions that seem to make the maximum contributions to improving broadly shared peace and prosperity for the long term at minimum cost.

== Budgets for experiments == 

What factors should be considered in evaluating budgets for experiments to estimate the impact of citizen-directed subsidies for news?   

[[File:Advertising as a percent of Gross Domestic Product in the United States.svg|thumb|Figure 9.  Advertising as a percent of Gross Domestic Product in the United States, 1919 to 2007.&lt;ref name=ads&gt;Galbi (2008).&lt;/ref&gt;]]  

Rolnik et al. (2019) suggested that $50 per adult, roughly 0.06% of US GDP, might be enough.  However, that's a pittance compared to the revenue lost by newspapers in the US since 1955, as documented in Figure 8 above.  It's also a pittance compared to the money spent on advertising (see Figure 9):  Can we really expect local media funded with only 0.06% or 0.15% of GDP to compete with media funded by 2% of GDP?  Maybe, but that's far from obvious.  

Might it be prudent to fund local journalism in some experimental jurisdictions at levels exceeding the money spent on advertising, i.e., at roughly 2% of GDP or more?  If information is a public good, as suggested by the research summarized here, then such high subsidies would be needed in some experimental jurisdictions, because the maximum of anything (including net benefits = benefits minus costs) cannot be confidently identified without conducting some experiments ''beyond the point of diminishing returns''.&lt;ref&gt;A parabola can be estimated from three distinct points.  However, in fitting a parabola or any other mathematical model to empirical data, one can never know if an empirical phenomenon has been adequately modeled and a maximum adequately located without data near the maximum and on both sides of it (unless the maximum is at a boundary, e.g., 0).  See, e.g., Box and Draper (2007).&lt;/ref&gt;  

[[File:AccountantsAuditorsUS.svg|thumb|Figure 10.  Accountants and auditors as a percent of the US workforce.&lt;ref name=actg&gt;Accountants and auditors as a percent of US households, 1850 - 2016, using the OCC1950 occupation codes in a sample of households available from from the [[w:IPUMS|Integrated Public Use Microdata Series at the University of Minnesota (IPUMS)]].  For more detail see the &quot;AccountantsAuditorsPct&quot; data set in the &quot;Ecdat&quot; package and the &quot;AccountantsAuditorsPct&quot; vignette in the &quot;Ecfun&quot; package available from within the [[w:R (programming language)|R (programming language)]] using 'install.packages(&quot;Ecdat&quot;)'.&lt;/ref&gt;]] 

Also, news might serve a roughly comparable function to accounting and auditing, as both help reduce losses due to incompetence, malfeasance and fraud.  Two points on this:  

# CONTROL FRAUDS:  Black (2013) noted that many heads of organizations can find accountants and auditors willing to certify accounting reports they know to be fraudulent. For example, on 2024-05-03 [[w:BF Borgers|BF Borgers]] and its owner, Benjamin Borgers, agreed to pay a $14 million fine and stop working as an accountant for having committed “massive” fraud in more than 1,500 SEC filings involving over 500 public companies, including Former President Trump's Truth Social.&lt;ref&gt;Egan (2024).&lt;/ref&gt; Black calls such executives &quot;control frauds.&quot;&lt;ref&gt;Black (2013).&lt;/ref&gt; Primary protections against these kinds of problems are vigorous, independent journalists and more money spent on independent evaluations beyond the control of such executives.  In this regard, we note two major differences between the [[w:Savings and loan crisis|Savings &amp; Loan scandal]] of the late 1980s and early 1990s&lt;ref&gt;Wikipedia &quot;[[w:Savings and loan crisis|Savings and loan crisis]]&quot;, accessed 2023-06-25.&lt;/ref&gt; and the [[w:2007–2008 financial crisis|international financial crisis of 2007-2008]]:&lt;ref&gt;Wikipedia &quot;[[w:2007–2008 financial crisis|2007–2008 financial crisis]]&quot;, accessed 2023-06-25.&lt;/ref&gt; First the major banks by 2007 were much bigger and controlled much larger advertising budgets than the Saving &amp; Loan industry did 15-20 years earlier.  This gave major media a much bigger conflict of interest in honestly reporting on questionable activities of these major accounts. Second, major banks had made substantial political campaign contributions to much larger portions of both the US House and Senate. Might the larger campaign contributions have been as effective if the major media had not had such conflicts of interest? To what extent might this corrosive impact be estimated in experimental polities? 
# ADEQUATE RESEARCH OF OUTCOMES:  Many nonprofits and governmental agencies officially have outcome measures, but many of those measures tend to be relatively superficial like the number of people served.  It's much harder to evaluate the actual benefits to the people served and to society.  For example, the [[w:HighScope|Perry Preschool]]&lt;ref&gt;Schweinhart et al. (2005).  See also Wikipedia &quot;[[w:HighScope|HighScope]]&quot;, accessed 2023-06-15. &lt;/ref&gt; and [[w:Abecedarian Early Intervention Project|Abecedarian]]&lt;ref&gt;e.g., Sparling and Meunier (2019).  See also Wikipedia &quot;[[w:Abecedarian Early Intervention Project|Abecedarian Early Intervention Project]]&quot;, accessed 2023-06-25.&lt;/ref&gt; programs divided poor children and caregivers into experimental and control groups and followed them for decades to establish that their interventions were enormously effective.&lt;ref name=Heckman&gt;For more recent research on the economic value of high quality programs for early childhood development, see, e.g., &lt;!-- &quot;The Heckman Equation&quot; website (heckmanequation.org)--&gt;{{cite Q|Q121010808}}, accessed 2023-07-29.&lt;/ref&gt; Meanwhile, US President Lyndon Johnson's [[w:Great Society|Great Society]] programs,&lt;ref&gt;Wikipedia &quot;[[w:Great Society|Great Society]]&quot;, accessed 2023-07-11.&lt;/ref&gt; and [[w:Head Start (program)|Head Start]] in particular, did not invest as heavily in research.  That lack of documentation of results made them relatively easy targets for political opponents claiming that government is the problem, not the solution. These counter arguments were popularized by US President Ronald Reagan and UK Prime Minister Margaret Thatcher to justify reducing or eliminating government funds for many such programs. Banerjee and Duflo (2019) summarized relevant research in this area by saying that the programs were not the disaster that Reagan, Thatcher, and others claimed, but they were also not as efficient and effective as they could have been, because many local implementations were underfunded, poorly managed and poorly evaluated.   Bedasso (2021) analyzed World Bank projects completed from 2009 to 2020, concluding that high quality monitoring and evaluation on average made a major contribution to the positive results from the successful projects studied.&lt;ref&gt;See also Raimondo (2016).&lt;/ref&gt; To what extent might citizen-directed subsidies for local media as suggested here improve the demand for (and the supply of) better evaluations, leading to better results?  To what extent might these effects be estimated using randomized controlled trials comparing different jurisdictions, analogous to the research for which Banerjee, Duflo, and Kramer won the 2019 Nobel Memorial Prize in Economics?  

This discussion makes us wonder if better research and better news might deliver dramatically more benefits than costs in reducing money wasted on both funding wasteful programs and on failing to fund effective ones?  In particular, might society benefit from matching the 1% of the workforce occupied by accountants and auditors with better research and citizen-directed subsidies for news (see Figure 10)?  If, for example, 1% or 2% of GDP distributed to local news nonprofits via local elections, as described above, increased the average rate of economic growth in GDP per capita by 0.1 percentage point per year, that increase would accumulate over time, so that after 10 or 20 years, the news would in effect become free, paid by money that implementing political jurisdictions would not have without those subsidies. Moreover those accumulations might remain as long as they were not wiped out by events comparable to the economic disasters documented above in discussing &quot;Stalin and Putin&quot; -- and maybe not even then as suggested by the economic rebounds documented in Figure 7. 

=== Other recommendations and natural experiments === 

Table 1 compares the recommendations of McChesney and Nichols (2021, 2022) and Rolnik et al. (2019) with other possible points of reference. Karr (2019) and Karr and Aaron (2019) recommend &quot;a 2 percent ad tax on all online enterprises that in 2018 earned more than $200 million in annual digital-ad revenues&quot;. They claim that this &quot;would yield more than $1.8 billion a year&quot;,  which is very roughly 0.008% of GDP, $5 per person per year;&lt;ref name=Karr&gt;Karr (2019), Karr and Aaron (2019). US GDP for 2019 was $21,381 billion, per International Monetary Fund (2023). Thus, $1.8 billion is 0.0084% of US GDP and $5.44 for each of the 330,513,000 humans in the US in 2019; round to 0.008% and $5 per capita.&lt;/ref&gt; Google has negotiated agreements similar to this with the governments of Australia and Canada.&lt;ref&gt;Hermida (2023).&lt;/ref&gt; Other points of reference include the percent of GDP devoted to accounting and auditing and advertising. As displayed in Figure 10, accountants and auditors are roughly 1% of the workforce in the US. It's not clear how to translate that into a percent of GDP, but 2% seems like a reasonable approximation, if we assume that the average income of accountants and auditors is a little above the national norm and overhead is not quite double their salaries; this may be conservative, because many accountants and auditors have support staff, who are not accountants but support their work. 

Another point of reference is the average annual growth rate in GDP per capita in the US since World War II: A subsidy of 2% of GDP would be roughly one year's increase in average annual income since World War II, as noted with Figure 1 above. More precisely, the US economy (GDP per capita adjusted for inflation) grew at 2.3% per year between 1950 and 1990 but only 1.3% between 2008 and 2023. Inequality expert [[w:Thomas Piketty|Thomas Piketty]] attributed that slowing in the rate of economic growth to the increase in income inequality in the US since 1975, documented in Figure 6 above. Whether Piketty is correct or not, if 2% per year subsidies for journalism closes the gap between 1.3% and 2.2% per year, those media subsidies would effectively become free after a little more than two years, paid out of income the US would not have without them. This reinforces the main point of this essay regarding the need for randomized controlled trials on any intervention with a credible claim to improving the prospects for broadly shared economic growth for the long term.
  
This table includes other interventions for which humanity would benefit from better evaluations of their impacts. This includes [[w:Democracy voucher|Seattle's &quot;Democracy Voucher&quot; program]], which gives each registered voter four $25 vouchers, totaling $100, which they could give to eligible candidates running for municipal office. However, only the first 47,000 were honored;  this limited the city's commitment to $4.7 million every other year.&lt;ref name=Berman&gt;Berman (2015). The Wikipedia article on [[w:Seattle|Seattle]] says that the gross metropolitan product (GMP) for the Seattle-Tacoma metropolitan area was $231 billion in 2010 for a population of 3,979,845.  That makes the GMP per capita roughly $58,000.  However, the population of Seattle proper was only 608,660 in 2010, making the Gross City Product roughly $35 billion.  $4.7 million is 0.0133% of $35 billion.  However, that's every other year, so it's really only 0.007% of the Gross City Product.&lt;/ref&gt; If Seattle can afford $100 per registered voter, many other governmental entities can afford something very roughly comparable for each adult in their jurisdiction. Seattle's &quot;democracy vouchers&quot; are used to fund political campaigns, not local media; they are mentioned here as a point of comparison. 

Other interventions that deserve more research than we've seen are the [[w:New Jersey Civic Information Consortium|New Jersey Civic Information Consortium]] (NJCIC) and a program in California to improve local news in communities in dire need of strong local journalism. The NJCIC was initially funded at $500,000, which is only 0.00008% of New Jersey's 2020 economy (GDP) of $630 billion.&lt;ref name=njcicBudget&gt;Karr (2020). The Wikipedia article on [[w:New Jersey|New Jersey]] (accessed 2024-05-20) says that its population in 2020 was roughly 9.3 million. St. Louis Fed (2024) says that the GDP for the state in 2020 was $630 billion. Thus, the initial  $500,000 for the project is only $0.05 per person per year and only 0.00008% of its GDP.&lt;/ref&gt; 

In 2022, the state of California authorized $25 million for up to 40 Berkeley local news fellowships offering &quot;a $50,000 annual stipend [for 3 years] to supplement their salaries while they work in California newsrooms covering communities in dire need of strong local journalism.&quot; This Berkeley program is roughly $0.21 per person per year, roughly 0.0002% of the Gross State Product.&lt;ref name=Berkeley&gt;Natividad (2022) discusses the Berkeley local news fellowships. $25 million for 3 years = $8.33 million per year = 0.0002% of the Gross State Product of $3.6 trillion = $0.21 for each of the 39 million residents of California. California Gross State Product from US Bureau of Economic Analysis (2023). California population on 2022-07-01 from US Census Bureau (2023).&lt;/ref&gt; A similar project in Indiana funded by philanthropies began as the Indiana Local News Initiative&lt;ref&gt;Greenwell (2023).&lt;/ref&gt; and has morphed into Free Press Indiana.&lt;ref&gt;See &quot;[https://www.localnewsforindiana.org LocalNewsForIndiana.org]&quot;; accessed 2023-12-29.&lt;/ref&gt;

Some local [[w:League of Women Voters|Leagues of Women Voters]] have all-volunteer teams who observe official meetings of local governmental bodies and write reports.&lt;ref&gt;Wilson (2007).&lt;/ref&gt; The [[w:City Bureau|City Bureau]] nonprofit news organization in Chicago, Illinous, &quot;trains and pays community members to attend local government meetings and report back on them.&quot;&lt;ref&gt;See &quot;[https://www.citybureau.org/documenters-about citybureau.org/documenters-about]&quot;, accessed 2024-05-20.&lt;/ref&gt; The program has been so successful, it has expanded to other cities.&lt;ref&gt;Greenwell (2023).&lt;/ref&gt;

For an international comparison, we include [[w:amaBhungane|amaBhungane]],&lt;ref name=amaBhu&gt;The budget for [[w:AmaBhungane#Budget|amaBhungane]] in 2020 was estimated at 590,000 US dollars at the current exchange rate, per analysis in the [[w:AmaBhungane#Budget|budget]] section of the Wikipedia article on amaBhungane. That's 0.00017% of South Africa's nominal GDP for that year of 337.5 million US dollars, per the section on &quot;[[w:Economy of South Africa#Historical statistics 1980–2022|Historical statistics 1980–2022]]&quot; in the Wikipedia article on [[w:Economy of South Africa|Economy of South Africa]]; round that to 0.0002% for convenience. The population of South Africa that year was estimated at 59,309,000, according to the section on &quot;[[w:Demographics of South Africa#UN Age and population estimates: 1950 to 2030|UN Age and population estimates: 1950 to 2030]]&quot; in the Wikipedia article on [[w:Demographics of South Africa|Demographics of South Africa]]; this gives a budget of 1 penny US per capita. (All these Wikipedia articles were accessed 2023-12-28.)&lt;/ref&gt; whose investigative journalism exposed a corruption scandal that helped force South African President [[w:Jacob Zuma|Jacob Zuma]] to resign in 2018; amaBhungane's budget is very roughly one penny US per person per year in South Africa, 0.0002% of GDP. To the extent that this essay provides a fair and balanced account of the impact of journalism on political economy, South African and the rest of the world would likely benefit from more funding for amaBhungane and other comparable investigative journalism organizations. This could initially include randomized controlled trials involving citizen-directed subsidies for local news outlets in poor communities in South Africa and elsewhere, as we discuss further in the rest of this essay. Without such experiments, we are asking for funds based more on faith than science. 

{| class=&quot;wikitable sortable&quot; 
!option / reference
!% of GDP 
!colspan=2|US$
!per …
!
|-
|style=&quot;text-align:left;&quot;|US postal subsidies for newspapers 1840-44 
| 0.21%
| style=&quot;text-align:right; border-right:none; padding-right:0;&quot; | $140
| style=&quot;text-align:left;  border-left: none; padding-left: 0;&quot; | .00
|person &amp; year
| &lt;ref name=McC-N2010/&gt;
|-
|style=&quot;text-align:left;&quot;|McChesney &amp; Nichols (2021, 2022)
| 0.15%
| style=&quot;text-align:right; border-right:none; padding-right:0;&quot; | $100
| style=&quot;text-align:left;  border-left: none; padding-left: 0;&quot; | .00
|person &amp; year
| &lt;ref name=McC-N2021/&gt;
|-
|[[Confirmation bias and conflict#Relevant research|Rolnik et al.]] 
| 0.06%
| style=&quot;text-align:right; border-right:none; padding-right:0;&quot; | $50
| style=&quot;text-align:left;  border-left: none; padding-left: 0;&quot; | .00
|adult &amp; year
| &lt;ref name=Rolnik/&gt; 
|-
|[[w:Free Press (organization)|Free Press]]
| 0.008%
| style=&quot;text-align:right; border-right:none; padding-right:0;&quot; | $5
| style=&quot;text-align:left;  border-left: none; padding-left: 0;&quot; | .00
|person &amp; year
|&lt;ref name=Karr/&gt;
|-
|[[w:New Jersey Civic Information Consortium|New Jersey Civic Information Consortium]]
| 0.00008%
| style=&quot;text-align:right; border-right:none; padding-right:0;&quot; | $0
| style=&quot;text-align:left;  border-left: none; padding-left: 0;&quot; | .05
|person &amp; year
|&lt;ref name=njcicBudget/&gt;
|-
| Berkeley local news fellowships  
| 0.0002%
| style=&quot;text-align:right; border-right:none; padding-right:0;&quot; | $0
| style=&quot;text-align:left;  border-left: none; padding-left: 0;&quot; | .21
|person &amp; year
|&lt;ref name=Berkeley/&gt;
|-
|[[w:amaBhungane|amaBhungane]]
| 0.0002%
| style=&quot;text-align:right; border-right:none; padding-right:0;&quot; | $0
| style=&quot;text-align:left;  border-left: none; padding-left: 0;&quot; | .01
|person &amp; year in South Africa
|&lt;ref name=amaBhu/&gt;
|-
|colspan=6 style=&quot;text-align: center;&quot; | ''other points of reference'' 
|-
|[[Confirmation bias and conflict#Advertising and accounting|advertising]]
| 2% 
| style=&quot;text-align:right; border-right:none; padding-right:0;&quot; | $1,300
| style=&quot;text-align:left;  border-left: none; padding-left: 0;&quot; | .00
|person &amp; year
|&lt;ref name=ads/&gt;
|-
|[[Confirmation bias and conflict#Advertising and accounting|accounting]]
| 2% 
| style=&quot;text-align:right; border-right:none; padding-right:0;&quot; | $1,300
| style=&quot;text-align:left;  border-left: none; padding-left: 0;&quot; | .00
|person &amp; year
|&lt;ref&gt;As noted with Figure 10 and the discussion above, accountants and auditors are roughly 1% of the US workforce, and it seems reasonable to guess that their pay combined with support staff and overhead would likely make them roughly double that, 2%, as a portion of GDP.&lt;/ref&gt;
|-
|[[US Gross Domestic Product (GDP) per capita|US productivity improvements]]
| 2% 
| style=&quot;text-align:right; border-right:none; padding-right:0;&quot; | $1,300
| style=&quot;text-align:left;  border-left: none; padding-left: 0;&quot; | .00
|person &amp; year (GDP per capita)
|&lt;ref&gt;For an analysis of the rate of growth in US GDP per capita, see the working paper on Wikiversity titled, &quot;[[US Gross Domestic Product (GDP) per capita]]&quot;, accessed 2024-05-20.&lt;/ref&gt;
|-
|[[w:Democracy vouchers|Democracy vouchers]]
| 0.007% 
| style=&quot;text-align:right; border-right:none; padding-right:0;&quot; | $100
| style=&quot;text-align:left;  border-left: none; padding-left: 0;&quot; | .00
|voter &amp; municipal election for the first 47,000
|&lt;ref name=Berman/&gt;
|}
Table 1. Media subsidies and other points of reference. At the low end, political corruption exposed in part by [[w:amaBhungane|amaBhungane]] forced the resignation in 2018 of South African President Zuma on a budget that's very roughly one penny US per person per year. If much higher subsidies of 1% of GDP restored an annual growth rate of 2.2% per year to the US 
from the more recent 1.3% discussed with Figure 1 above, those subsidies would pay for themselves from slightly more than one year's growth that the US would not otherwise have.

== Other factors == 

We feel a need here to suggest other issues to consider in designing experiments to improve the political economy:  education, empowering women, free speech, free press, peaceful assembly, and reducing political polarization.

EDUCATION:  Modern research suggests that society might have lower crime&lt;ref&gt;Wang et al. (2022).&lt;/ref&gt; and faster rates of economic growth with better funding for and better research&lt;ref&gt;Hanushek and Woessmann (2015).&lt;/ref&gt; on quality child care from pregnancy through age 17.&lt;ref name=Heckman/&gt; 

EMPOWERING WOMEN:  Might the best known way to limit and reverse population growth be to empower women and girls?  Without that, might the human population continue to grow until some major disaster reduces that population dramatically?&lt;ref&gt;Roser (2017).&lt;/ref&gt;

FREE SPEECH, FREE PRESS, PEACEFUL ASSEMBLY:  Verbitsky said, &quot;Journalism is disseminating information that someone does not want known; the rest is propaganda.&quot;&lt;ref&gt;Verbitsky (2006, p. 16), author's translation from Spanish.&lt;/ref&gt; Discussion of threats, arrests, kidnappings, and murders of journalists&lt;ref&gt;Monitored especially by the [[w:Committee to Protect Journalists|Committee to Protect Journalists]], as discussed in the Wikipedia article on them, accessed 2023-07-04.&lt;/ref&gt; and violent suppression of peaceful assemblies&lt;ref&gt;Monitored by Freedom House and others.  See, e.g., the Wikipedia article on &quot;[[w:List of freedom indices|List of freedom indices]]&quot;, accessed 2023-07-04.&lt;/ref&gt; encourages us to consider the potential utility of efforts to improve local news, as noted by contributors to Islam et al., eds. (2002), cited above.  Data on such problems should be considered in selecting sites for experiments with citizen-directed subsidies for journalism and in analyzing the results from such experiments. Such data should include the incidence of legal proceedings against journalists and publishers&lt;ref&gt;Including the risks of [[w:trategic lawsuit against public participation|strategic lawsuits against public participation]] (SLAPPs) and other questionable uses of the courts including some documented in the &quot;[[w:Freedom of the Press Foundation#U.S. Press Freedom Tracker|U.S. Press Freedom Tracker]]&quot;, mentioned above.&lt;/ref&gt; as well as threats, murders, etc., in jurisdictions comparable to experimental jurisdictions. Before providing external funding to improve local journalism, it may be wise to review with government officials in candidate polities the history of attacks on journalists in their jurisdictions, continue collecting data on that during interventions, and use such data in analyzing the results. 

REDUCING POLITICAL POLARIZATION:  What interventions might be tested that would attempt to reduce political polarization while also experimenting with increasing funding for news through small, diverse news organizations? For example, might an ad campaign feature someone saying, &quot;We don't talk politics&quot;, with a  reply, &quot;We have to talk politics with humility and mutual respect, because the alternative is killing people over misunderstandings&quot;? Might another ad say, &quot;Don't get angry: Get curious&quot;?  What can be done to encourage people to get curious rather than angry when they hear something that contradicts their preconceptions?  How can people be encouraged to talk politics with humility and respect for others, understanding that everyone can be misinformed and others might have useful information?&lt;ref&gt;Wikiversity &quot;[[How can we know?]]&quot;, accessed 2023-07-22, reviews relevant research relating to political polarization.  Yom-Tov et al. (2018) described a randomized-controlled trial that compared the effectiveness of different advertisements &quot;to improve food choices and integrate exercise into daily activities of internet users.&quot; They found &quot;powerful ways to measure and improve the effectiveness of online public health interventions&quot; and showed &quot;that corporations that use these sophisticated tools to promote unhealthy products can potentially be outbid and outmaneuvered.&quot; Similar research might attempt to promote strategies for countering political polarization.  See also Piwowarski  et al. (2019).&lt;/ref&gt;  

FOCUS ON POLITICIANS: Mansuri et al. (2023) randomly assigned presidents of village governments in the state of [[w:Tamil Nadu|Tamil Nadu]] in India to one of three groups with (1) a financial incentive or (2) a certificate with an information campaign (without a financial incentive) for better government or (3) a control group. They found that the public benefitted from both the financial and non-financial incentives, and the non-financial incentives were more cost effective. Might it make sense in some experimental jurisdictions to structure the subsidies for local news by asking voters to allocate, e.g., half their votes for local news to outlet(s) that they think provide the best information about politicians with the other half based on &quot;general news&quot;?&lt;ref&gt;Mansuri et al. (2023).&lt;/ref&gt;

PIGGYBACK ON COMMUNITY AND LOCAL DEVELOPMENT PROGRAMS:  The World Bank (2023) notes that, &quot;Experience has shown that when given clear and transparent rules, access to information, and appropriate technical and financial support, communities can effectively organize to identify community priorities ... . The World Bank recognizes that CLD [Community and Local Development]  approaches and actions are important elements of an effective poverty-reduction and sustainable development strategy.&quot; This suggests that experiments in citizen-directed subsidies for news might best be implemented as adjuncts to other CLD projects to improve &quot;access to information&quot; needed for success. Experiments like those described herein should provide an independent assessment of the value of monitoring and evaluation, which was &quot;significantly and positively associated with project outcome as institutionally measured at the World Bank&quot;.&lt;ref&gt;Raimondo (2016). See also Bedasso (2021).&lt;/ref&gt;

However, some potential recipients of CLD funding may be in news deserts or with &quot;ghost newspapers&quot;, as mentioned above.  Some may not have at least three local news outlets that have been publishing something they call news each workday for at least six months, as required for the local elections recommended by McChesney and Nichols (2021, 2022), outlined above.  In such jurisdictions, the local consultations that identify community priorities for CLD funding should also include discussions of how to grow competitive local news outlets to help the community maximize the benefits they get from the project.  

The need for &quot;at least three local news outlets&quot; is reinforced by the possibilities that two or three local news outlets may be an [[w:oligopoly|oligopoly]], acting like a monopoly.  This risk may be minimized by working to ''reduce'' barriers to entry and to encourage different news outlets to serve different segments of the market for news.  The risks of oligopolistic behavior may be further reduced by requiring all recipients of citizen-directed subsidies to release their content under a free license like the Creative Commons Attribution-ShareAlike (CC BY-SA) 4.0 international license.  This could push each independent local news outlet to spend part of their time reading each other's work while pursuing their own journalistic investigations, hoping for scoops that could attract a wider audience after their work was cited by other outlet(s).&lt;ref&gt;Wikipedia &quot;[[w:Oligopoly|Oligopoly]]&quot;, accessed 2023-07-06.&lt;/ref&gt;

This preference for at least three independent local news outlets in an experimental jurisdiction puts a lower bound on the size of jurisdictions to be included as experimental units, especially if we assume that the independent outlets should employ on average at least two journalists, giving a minimum of six journalists employed by local news outlets in an experimental jurisdiction.  The discussions above suggested subsidies ranging from 0.06% to 2% or more.  To get a lower bound for the size of experimental jurisdictions, we divide 6 by 0.06% and 2%:  Six journalists would be 0.06% of a population of 10,000 and 2% of a population of 300.

== Sampling units / experimental polities == 

Many local governments could fund local news nonprofits at 0.15% of GDP, because it would likely be comparable to what they currently spend on accounting, media and public relations.&lt;ref&gt;&quot;State and local governments [in the US] spent $3.7 trillion on direct general government expenditures in fiscal year 2021&quot;, with states spending $1.8 trillion and local governments $1.9 trillion, per Urban Institute (2024). The nominal GDP of the US for 2021 was $23.3 trillion, per International Monetary Fund (2023). 0.15% of the US GDP is therefore $35 billion, which is 1.8% of the $1.9 trillion spent by local governments. That is comparable to the money spent on accounting per Figure 10 and advertising per Figure 9.&lt;/ref&gt; If the results of such funding are even a modest percent of the benefits claimed in the documents cited above, any jurisdiction that does that would likely obtain a handsome return on that investment. 

Experimental jurisdictions might include some of the members of the United Nations with the smallest Gross Domestic Products (GDPs) or even some of the poorest census-designated places&lt;ref&gt;Wikipedia &quot;[[w:Census-designated place|Census-designated place]]&quot;, accessed 2023-07-11.&lt;/ref&gt; in a country like the US. 

Alternatively, they might include areas with seemingly intractable cycles of violence like Israel and Palestine: The budget for interventions like those proposed herein are a fraction of what is being spent on defense and on violence challenging existing power structures. If interventions roughly comparable to those discussed herein seem to reduce the lethality of a conflict at a modest cost, it would have an incredible return on investment (ROI) with important lessons that might help reduce the lethality of other conflicts. 

For illustration purposes only, Table 2 lists the six countries in the United Nations with the smallest GDPs in 2021 in US dollars at current prices according to the United Nations Statistics Division plus Palestine and Israel, along with their populations and GDP per capita plus the money required to fund citizen-directed subsidies at 0.15% of GDP, as recommended by McChesney and Nichols (2021, 2022). The rough budgets suggested here would likely be for news subsidy companions to Community and Local Development (CLD) projects.  

Other factors should be considered in detailed planning.  For example, the budget for such a project in [[w:Montserrat|Montserrat]] may need to be increased to support greater diversity in the local news outlets subsidized, because 0.15% of GDP would fund only 3.3 journalists.  And a careful study of local culture in [[w:Kiribati|Kiribati]] may indicate that the suggested budget figure there may support substantially fewer than the 97 journalists suggested by the naive computations in this table.  The key point, however, is that subsidies of this magnitude would be modest as a proportion of (a) many other projects funded by agencies like the World Bank or (b) the money spent on defense or war. 

{| class=&quot;wikitable sortable&quot; style=text-align:right
! Country !! Population !! GDP / capita
! GDP (million USD) 
! annual subsidy at 0.15% of GDP ($K) 
! number of journalists&lt;sup&gt;(*)&lt;/sup&gt;
|-
| [[w:Tuvalu|Tuvalu]] || 11,204 || $5,370 || $60 || $90 ||8.4
|-
| [[w:Montserrat|Montserrat]] || 4,417 || $16,199 || $72 || $107 || 3.3
|- 
| [[w:Nauru|Nauru]] || 12,511 || $12,390 || $155 || $233 || 9.4
|- 
| [[w:Palau|Palau]] || 18,024 || $12,084 || $218 || $327 || 13.5
|- 
| [[w:Kiribati|Kiribati]] || 128,874 || $1,765 || $227 || $341 ||96.7
|- 
| [[w:Marshall Islands|Marshall Islands]] || 42,040 || $6,111 || $257 || $385 || 31.5
|- 
| [[w:State of Palestine|State of Palestine]] || 5,483,450 || $3,302 || $18,037 || $27,055 || 4,113
|- 
| [[w:Israel| Israel]] || 9,877,280 || $48,757 || $481,591 || $722,387 || 7,408 
|}
Table 2.  Rough estimate of the budget for subsidies at 0.15% of GDP for the 6 smallest members of the UN plus Palestine and Israel. Population and GDP at current prices per United Nations Statistics Division (2023). (*) &quot;Number of journalists&quot; was computed assuming each journalist would cost twice the GDP / capita.  For example, the GDP / capita for Tuvalu in this table is $5,370. Double that to get $10,740.  Divide that into $90,000 to get 8.4.  

Other possibilities for experimental units might be historically impoverished subnational groups like [[w:Native Americans in the United States|Native American jurisdictions in the United States]].  As of 2023-01-12 there were &quot;574 Tribal entities recognized by and eligible for funding and services from the [[w:Bureau of Indian Affairs|Bureau of Indian Affairs]] (BIA)&quot;, some of which have multiple subunits, e.g., populations in different counties or census-designated places. For example, the largest is the [[w:Navajo Nation|Navajo Nation Reservation]] that is split between Arizona, New Mexico, and Utah.&lt;ref&gt;Newland (2023).&lt;/ref&gt; Some of these subdivisions are too small to be suitable for experiments in citizen-directed subsidies for news.  Others have subdivisions large enough so that some subdivisions might be in experimental group(s) with others as controls.&lt;ref&gt;Data analysis might consider spatial autocorrelation, as used by Mohammadi et al. (2022) and multi-level time series text analysis, used by Friedland et al. (2022).  The latter discuss &quot;Asymmetric communication ecologies and the erosion of civil society in Wisconsin&quot;:  That state had historically been moderate &quot;with a strong progressive legacy&quot;.  Then in 2010 they elected a governor who attacked the state's public sector unions with substantial success and voted for Donald Trump for President in 2016 but ''against'' him in 2020.&lt;/ref&gt;

== Supplement not replace other funding == 

The subsidies proposed here should supplement (not replace) other funding, similar to the subsidies under the US Postal Service Act of 1792.  McChesney and Nichols recommended that an organization should be publishing something they call news five days per week for at least six months, so the voters would know what they are voting for.  Those criteria might be modified, at least in some experimental jurisdictions, especially in news deserts, as something else is done to create local news organizations eligible to receive a portion of the experimental citizen-directed subsidies.  

The [[w:Institute for Nonprofit News|Institute for Nonprofit News]] and Local Independent Online News (LION) Publishers&lt;ref&gt;&lt;!-- Local Independent Online News (LION) Publishers--&gt;{{cite Q|Q104172660}}&lt;/ref&gt; help local news organizations get started and maintain themselves.  Organizations like them might help new local news initiatives in experimental jurisdictions as discussed in this article.

== Sources for funding research ==

We know of three plausible source of funding for research to quantify the value of local news:  

* '''World Bank''': The [[w:World Bank|World Bank]] has already discussed the value of news. We would expect that organizations that fund community and local development projects would also want to fund experiments in anything that seemed likely to increase the return on their investments in such projects. 
* '''Major philanthropies''': Folkenflik (2023) wrote, &quot;Some of the biggest names in American philanthropy have joined forces to spend at least $500 million over five years to revitalize the coverage of local news in places where it has waned.&quot; This group of philanthropic organizations includes the American Journalism Project, which says they &quot;measure the impact of our philanthropic investments and venture support by evaluating our efficacy in catalyzing grantees’ organizational growth, sustainability and impact.&quot;&lt;ref&gt;Website of the American Journalism Project accessed 2023-12-29 ([https://www.theajp.org/about/impact/# https://www.theajp.org/about/impact/#]).&lt;/ref&gt; 
* '''Governments of nation states''' for funding citizen-directed subsidies for local news nonprofits in conflict areas like Palestine and maybe Israel: If such interventions have the anticipated effect, the results would have profound implications for national security the world over.  

If the claims made above for the value of news have much validity, then appropriate experiments should be able to quantify the groups who benefit from improving the news ecology, how much they benefit, which structures seem to work the best, and even the optimal level of funding.

Beyond that, we would hope that many others, including nation states, members of the United Nations, would like to fund similar interventions, especially in high conflict areas, because changing the media environment (including social media) should be substantially cheaper and more effective than investing in lethal high tech weapon systems.&lt;ref&gt;People who believe they benefit from media biases, political polarization, and sustaining lethal conflict might ''resist'' funding such interventions, claiming such interventions would waste money or make a conflict worse when their real motivation might be personal losses from reductions in armed hostilities and overall improvements in the prospects for broadly shared peace and prosperity for the long term.&lt;/ref&gt;

== Summary == 

This article has summarized numerous claims regarding different ways in which information may be a public good.  Many such claims can be tested in experiments crudely similar to those for which Banerjee, Duflo, and Kremer won the [[w:2019 Nobel Memorial Prize in Economic Sciences|2019 Nobel Memorial Prize in Economics]]. We suggest funding such projects for high conflict zones and for relatively small poor communities and countries. For the latter, we suggest funding such projects as companions to Community and Local Development (CLD) projects.  If the research cited above is replicable, the returns on such investments could be huge, increasing productivity and thereby delivering benefits to the end of human civilization. If this works as expected, it will benefit other economies in ways similar to how subsidies for newspapers published in the US in the early nineteenth century allegedly benefited the US. This period of US history included the development of technologies that benefit the vast majority of humanity the world over today.

== Acknowledgements == 

Thanks especially to Bruce Preville who pushed for evidence supporting wide ranging claims of media influence in limiting progress against many societal ills. He also helped with the literature search.  Thanks also to Dave Black for suggesting experimenting with Native American jurisdictions in the US and to Joy Ellsworth for describing the substantial cultural challenges that such interventions might face. Thanks also to Mark Hull for help improving the discussion of Hitler.

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* &lt;!-- Dominic D. P. Johnson (2004). Overconfidence and War: The Havoc and Glory of Positive Illusions (Harvard U. Pr.) --&gt;{{cite Q|Q118106389}}
* &lt;!-- Dominic D.P. Johnson (2020) Strategic instincts: the adaptive advantages of cognitive biases in international politics--&gt;{{cite Q|Q120967807}}
* &lt;!-- Daniel Kahneman (2011) Thinking, Fast and Slow (FSG) --&gt;{{cite Q|Q983718}}, Discussed in a Wikipedia article on it: ''[[w:Thinking, Fast and Slow|Thinking, Fast and Slow]]'', accessed 2023-04-29.
* &lt;!-- Daniel Kahneman and Gary A. Klein (2009) &quot;Conditions for intuitive expertise: a failure to disagree&quot;, American Psychologist, 64(6)515-526 --&gt;{{cite Q|Q35001791}}
* &lt;!-- Daniel Kahneman, Olivier Sibony, and Cass Sunstein (2021) Noise: A Flaw in Human Judgment (Little, Brown and Co.) --&gt;{{cite Q|Q107108799}}
* &lt;!-- Jo Ellen Green Kaiser (2021) &quot;Nonprofit or for-profit — which model is right for your news organization?&quot;, Lion Publishers --&gt;{{cite Q|Q119949479}}
* &lt;!--Axel Kannenberg (2019) ECJ: German ancillary copyright law invalid for publishers, heise online--&gt;{{cite Q|Q124051681|title= ECJ: German ancillary copyright law invalid for publishers}}
* &lt;!-- Karr (2019) Free Press Calls for Tax on Targeted Ads to Fund Civic-Minded Journalism--&gt;{{cite Q|Q106489052|access-date=2021-04-13}} 
*  &lt;!-- Karr (2020)New Jersey Funds the Civic Info Consortium, Recognizes the Vital Role Local News Plays During Crises --&gt;{{cite Q|Q106146745|access-date=2021-03-23}}
* &lt;!--Karr and Aaron (2019) Beyond Fixing Facebook --&gt;{{cite Q|Q104624308|access-date=2024-06-23}}
* &lt;!-- Mahsa Kaviani, Lily Yuanzhi Li, and Hosein Maleki (2022) Media, Partisan Ideology, and Corporate Social Responsibility--&gt;{{cite Q|Q121493540}}
* &lt;!-- John Kennedy (1962) Address on the First Anniversary of the Alliance for Progress--&gt;{{cite Q|Q19030219}}
* &lt;!-- Mary Elizabeth King (2007) A quiet revolution: the first Palestinian Intifada and nonviolent resistance--&gt;{{cite Q|Q123299945}}
* &lt;!-- Phillip Knightley (2004) The first casualty: the war correspondent as hero and myth-maker from the Crimea to Iraq (Johns Hopkins U. Pr.) --&gt;{{cite Q|Q118227485}}
* &lt;!--Masaaki Kuboniwa (2019-11-04) &quot;Estimating GDP and Foreign Rents of the Oil and Gas Sector in the Soviet Union and Present-Day Russia&quot;, ch. in  Kuboniwa, et al.--&gt;{{cite Q|Q126724351}}, 
* &lt;!--Nikita Lalwani (2022-12-06) &quot;Rich people who own newspapers can shift elections. Israel shows how.&quot;, Washington Post--&gt;{{cite Q|Q125303071}}
* &lt;!-- Greg Leiserson and Danny Yagan (2021-09-23) &quot;What Is the Average Federal Individual Income Tax Rate on the Wealthiest Americans?&quot;, The White House --&gt;{{cite Q|Q118192958}}
* &lt;!--Levada Center (2021-06-21) The most outstanding personalities in history (in Russian) --&gt;{{cite Q|Q123197317|author=''Levada Center''|language=ru|title=The most outstanding personalities in history (in ru)}}
* &lt;!-- Erik Lindahl (1919) Die gerechtigkeit der besteuerung--&gt;{{cite Q|Q124720010}}
* &lt;!-- Erik Lindahl (1958) Just Taxation: A Positive Solution--&gt;{{cite Q|Q124720029}}
* &lt;!-- Mark Lloyd and Lewis A. Friedland, eds. (2016) The Communication Crisis in America, And How to Fix It (Palgrave Macmillan) --&gt;{{cite Q|Q56081584|authors=Mark Lloyd and Lewis A. Friedland, eds.}}
* &lt;!-- Elizabeth Loftus and Willem Albert Wagenaar (1988) &quot;Lawyer's predictions of success&quot;--&gt;{{cite Q|Q120793060}}
* &lt;!--  Juan José López-Ibor Aliño, George Christodoulou, Mario Maj, Norman Sartorius, and Ahmed Okasha (eds., 2005)  Disasters and Mental Health (Wiley)--&gt;{{cite Q|Q125680999|author=Juan José López-Ibor Aliño, George Christodoulou, Mario Maj, Norman Sartorius, and Ahmed Okasha (eds.)}}
* &lt;!-- Los Angeles Times (2023-03-27) &quot;The California newspaper that has no reporters left&quot;--&gt;{{cite Q|Q120766479|author=''Los Angeles Times''|journal=unset}}
* &lt;!-- Lisa Loving (2019) Street Journalist--&gt;{{cite Q|Q65115459}}
* &lt;!--Ghazala Mansuri, Nethra Palaniswamy, Vijayendra Rao, Slesh A. Shrestha (2023-08) &quot;Money versus Kudos: The impact of incentivizing local politicians in India&quot;, Journal of Public Economics, Volume 224, August 2023, 104922--&gt;{{cite Q|Q124058948}}
* &lt;!--Markevich, A. and M. Harrison (2011). “Great War, Civil War, and Recovery: Russia's National Income, 1913 to 1928”, The Journal of Economic History--&gt;{{cite Q|Q126733334}}
* &lt;!-- Robert W. McChesney (2004) The Problem of the Media: U.S. Communication Politics in the 21st Century (Monthly Review Pr.) --&gt;{{cite Q|Q7758439}}
* &lt;!-- Robert W. McChesney (2015) Rich Media, Poor Democracy: Communications politics in dubious times, 3rd ed.--&gt;{{cite Q|Q118219867}}
* &lt;!-- Robert W. McChesney; John Nichols (2010). The Death and Life of American Journalism (Bold Type Books) --&gt;{{cite Q|Q104888067}}.
* &lt;!-- Robert W. McChesney; John Nichols (2016). People get ready--&gt;{{cite Q|Q87619174}}
* &lt;!-- Robert W. McChesney; John Nichols (2021). &quot;The Local Journalism Initiative: a proposal to protect and extend democracy&quot;. Columbia Journalism Review, 30 November 2021 --&gt;{{cite Q|Q109978060}}
* &lt;!-- Robert W. McChesney; John Nichols (2022), To Protect and Extend Democracy, Recreate Local News Media (PDF), FreePress.net (updated 25 January 2022) --&gt;{{cite Q|Q109978337|access-date=2024-06-23}}
* &lt;!-- H. R. McMaster (2020) Battlegrounds: The Fight to Defend the Free World (HarperCollins) --&gt;{{cite Q|Q104774898}}
* &lt;!-- Antonela Miho (2020) Small Screen, Big Echo? Estimating the Political Persuasion of Local Television News Bias using Sinclair Broadcast Group as a Natural Experiment--&gt;{{cite Q|Q120895467}}
* &lt;!-- Hosein Mohammadi, Samira Shayanmehr and Juan D. Borrero (2023) &quot;Does Freedom Matter for Sustainable Economic Development? New Evidence from Spatial Econometric Analysis&quot;, Mathematics, 11 --&gt;{{cite Q|Q120736319}}
* &lt;!--Moscow Times (2021-06-21) Putin Plummets, Stalin Stays on Top in Russians’ Ranking of ‘Notable’ Historical Figures – Poll--&gt;{{cite Q|Q123197680|author=''Moscow Times''|journal=unset}} 
* &lt;!-- US National Academies of Sciences, Engineering, and Medicine (2023) Nobel Prize Summit Fuels Initiatives to Combat Misinformation and Disinformation and Build Trust in Science--&gt;{{cite Q|Q124711722|author=National Academies}}
* &lt;!-- Ivan Natividad (2022) State funds Berkeley Journalism $25 million to strengthen California's local news coverage--&gt;{{cite Q|Q123537590}}
* &lt;!-- Donald Neff (1997) &quot;The Intifada Erupts, Forcing Israel to Recognize Palestinians&quot;, Washington Report on Middle East Affairs--&gt;{{cite Q|Q124215770}}
* &lt;!-- Bryan Newland (2023) &quot;Indian Entities Recognized by and Eligible To Receive Services From the United States Bureau of Indian Affairs&quot;, Bureau of Indian Affairs, US Department of the Interior --&gt;{{cite Q|Q120512083}}
* &lt;!-- Jeremy Nguyen, Abbas Valadkhani, Alan Nguyen, Alexandra Wake (2021) Press Freedom and the Global Economy: The Cost of Slipping Backwards--&gt;{{cite Q|Q121011930}}
* &lt;!-- The Nobel Prize (2019) &quot;Prize in economic sciences 2019&quot; --&gt;{{cite Q|Q119948228|author=Nobel Prize}}
* &lt;!--  Ned Parker, Isabel Coles, Raheem Salma (2014) &quot;Special Report: How Mosul fell - An Iraqi general disputes Baghdad's&quot;, Reuters--&gt;{{cite Q|Q124326278}}
* &lt;!-- M. Piwowarski, U. Shankar Singh, &amp; K. Nermend (2019). &quot;The cognitive neuroscience methods in the analysis of the impact of advertisements in shaping people's health habits&quot; European Research Studies Journal, 22(4), 457-471 --&gt;{{cite Q|Q118087826}}
* &lt;!-- Thomas Piketty (2022) A brief history of equality (Harvard U. Pr.) --&gt;{{cite Q|Q115434513}}
* &lt;!-- Scott Plous (1993) The psychology of judgment and decision making (McGraw-Hill) --&gt;{{cite Q|Q118105219}}
* &lt;!--Kyle Pope (2023-04-17) &quot;Free Press, Functioning Democracy: You can’t have one without the other&quot;, Columbia Journalism Review--&gt;{{cite Q|Q124047437}}
* &lt;!-- Gary W. Potter and Victor E. Kappeler (1998) Constructing Crime: Perspectives on Making News and Social Problems (Waveland Pr.) --&gt;{{cite Q|Q96343487|author=Gary W. Potter and Victor E. Kapeller, eds.}}
* &lt;!-- Estelle Raimondo (2016) &quot;What Difference Does Good Monitoring and Evaluation Make to World Bank Project Performance?&quot;, Policy Research Working Paper 7726, World Bank --&gt;{{cite Q|Q120750870}}
* &lt;!-- Reuters (2023-10-25) Israel to amend budget, Gaza war direct cost at $246 mln daily--&gt;{{cite Q|Q124336510|author=Reuters}}
* &lt;!-- Guy Rolnik; Julia Cagé; Joshua Gans; Ellen P. Goodman; Brian G. Knight; Andrea Prat; Anya Schiffrin (1 July 2019), &quot;Protecting Journalism in the Age of Digital Platforms&quot; (PDF), Booth School of Business --&gt;{{cite Q|Q106465358}}
* &lt;!-- Max Rose and Frank Baumgartner (2013) Framing the Poor: Media Coverage and U.S. Poverty Policy, 1960–2008, Policy Studies J.--&gt;{{cite Q|Q130563615}}
* &lt;!-- Max Roser (2017) &quot;Fertility Rate&quot;, Our World in Data --&gt;{{cite Q|Q120333634}}
* &lt;!--Dominic Rushe (2014) Google News Spain to close in response to story links 'tax', Guardian--&gt;{{cite Q|Q124051847}}
* &lt;!-- Vincent F. Sacco (1995) &quot;Media Constructions of Crime&quot;, Annals Of The American Academy of Political and Social Science, 539:141-154, Wikidata Q56805896, reprinted as ch. 2 of Potter and Kappeler (1998) --&gt;{{cite Q|Q106878177}}, reprinted as ch. 2 in Potter and Capeller (1998).
* &lt;!-- Vincent F. Sacco (2005) When Crime Waves (SAGE) --&gt;{{cite Q|Q96344789}}
* &lt;!-- Fabian Scheidler (2024-03a) Espoirs et misère de la critique des médias en Allemagne, Le Monde diplomatique--&gt;{{cite Q|Q125430621|date=2024a}}
* &lt;!-- Fabian Scheidler (2024-03b) &quot;La disparition d'une école contestataire&quot;, Le Monde diplomatique--&gt;{{cite Q|Q125455715|date=2024b}}
* &lt;!-- Sam Schulhofer-Wohl and Miguel Garrido (2009) &quot;Do newspapers matter?  Short-run and long-run evidence from the closure of the Cincinnati Post&quot;, NBER Working Paper Series 14817 (http://www.nber.org/papers/w14817, 2023-05-05) --&gt;{{cite Q|Q105879512}}
* &lt;!-- Lawrence J. Schweinhart, Jeanne Montie, Zongping Xiang, W. Steven Barnett, Clive R. Belfield, and Milagros Nores (2005) &quot;Lifetime effects: The High/Scope Perry Preschool Study through age 40: Summary, Conclusions, and Frequently Asked Questions&quot;, HighScope --&gt;{{cite Q|Q119527802}}
* &lt;!-- Robert Service (2004) Stalin: A Biography--&gt;{{cite Q|Q7597246}}
* &lt;!--Avi Shlaim (2014) The Iron Wall: Israel and the Arab World, 2nd ed. (Penguin)--&gt;{{cite Q|Q124213243}}
* &lt;!--Norman Solomon (2023) War Made Invisible: How America Hides the Human Toll of Its Military Machine (The New Press)--&gt;{{cite Q|Q126690116}}
* &lt;!-- Joseph Sparling and Kimberly Meunier (24 July 2019). &quot;Abecedarian: An Early Childhood Education Approach that has a Rich History and a Vibrant Present&quot;. International Journal of Early Childhood. 51: 207–216. ISSN 0020-7187--&gt;{{cite Q|Q120552586}}
* &lt;!-- St. Louis Fed, &quot;Gross Domestic Product: All Industry Total in New Jersey&quot;--&gt;{{cite Q|Q126003227|date=2024-05-20|author=St. Louis Fed}} 
* &lt;!-- Josh Stearns and Christine Schmidt (2022) How We Know Journalism is Good for Democracy--&gt;{{cite Q|Q123522369}}
* &lt;!-- Joseph E. Stiglitz (1999) &quot;Knowledge as a global public good&quot;, chapter in Kaul et al. (1999), pp. 308-315 --&gt;{{cite Q|Q120732906}}
* &lt;!-- Joseph Stiglitz (2002) Transparency in Government--&gt;{{cite Q|Q120941389}}
* &lt;!-- Joseph Stiglitz (2024) The road to freedom: Economics and the good society--&gt;{{cite Q|Q126140884}}
* &lt;!-- Leigh Thompson (2020) Heart and mind of the negotiator, 7th ed. --&gt;{{cite Q|Q120870057}}
* &lt;!-- Leigh Thompson and George Loewenstein (1992) &quot;Egocentric interpretations of fairness and interpersonal conflict&quot;, Organizational Behavior and Human Decision Processes. 51 (2): 176–197--&gt;{{cite Q|Q29300051}}
* &lt;!-- Alexis de Tocqueville (1835, 1840; trad. 2001) Democracy in America (trans. by Richard Heffner, 2001; New America Library) --&gt;{{cite Q|Q112166602|publication-date=unset|author=Alexis de Tocqueville (1835, 1840; trad. 2001)}}
* &lt;!-- Rachel Treisman (2021)  When this hedge fund buys local newspapers, democracy suffers--&gt;{{cite Q|Q121438095}}
* &lt;!-- Andrew Trexler and Megan Mullin (2024-05-02) &quot;Local News Reporting and Mass Attitudes on Infrastructure Investment&quot;, Political Behavior--&gt;{{cite Q|Q125888413}}
* &lt;!-- United Nations (2022) World Population Prospects 2022, Online Edition (Department of Economic and Social Affairs, Population Division) --&gt;{{cite Q|Q113015862|author=United Nations|publisher=unset}}
* &lt;!-- United Nations Statistics Division (2021) &quot;Basic Data Selection&quot; --&gt;{{cite Q|Q120485981|author=United Nations Statistics Division|date=2023-07-06|publisher=unset}}
* &lt;!-- Urban Institute (2024) State and Local Backgrounders--&gt;{{cite Q|Q125491111|author = Urban Institute|date=2024-04-15}}
* &lt;!-- US Bureau of Economic Analysis (2023-03-31) Gross Domestic Product by State, 4th Quarter and Annual 2022--&gt;{{cite Q|Q124036982|author=US Bureau of Economic Analysis}}
* &lt;!-- US Census Bureau (2023) Quick facts--&gt;{{cite Q|Q124037268|author=US Census Bureau}}
* &lt;!--US Institute of Peace (2016) Tools for Improving Media Interventions in Conflict Zones--&gt;{{cite Q|Q124692870|author =US Institute of Peace}}
* &lt;!-- Siva Vaidhyanathan (2018) Antisocial Media: How Facebook Disconnects Us and Undermines Democracy (Oxford U. Pr.) --&gt;{{cite Q|Q56027099}}
* &lt;!--Horacio Verbitsky (2006) Un mundo sin periodistas--&gt;{{cite Q|Q61013892}} 
* &lt;!--François-Xavier Verschave (1998) La Françafrique : le plus long scandale de la République, Block--&gt;{{cite Q|Q126710995}}
* &lt;!--François-Xavier Verschave (2000) Noir silence : qui arrêtera la Françafrique (les arènes)--&gt;{{cite Q|Q126713787}}
* &lt;!-- Alexandra Wake, Abbas Valadkhani, Alan Nguyen, and Jeremy Nguyen (2021-04-15) &quot;The Economic Costs of Curbing Press Freedom&quot;, Global Investigative Journalism Network--&gt;{{cite Q|Q120739929}}
* &lt;!-- Leah Wang, Wendy Sawyer, Tiana Herring and Emily Widra (2022) &quot;Beyond the count: A deep dive into state prison populations&quot;, Prison Policy Initiative --&gt;{{cite Q|Q120332620}}
* &lt;!-- Garrett Watson (2022) Combined Federal and State Corporate Income Tax Rates in 2022 --&gt;{{cite Q|Q120793929}}  
* &lt;!--Robert M. Wesser (2021-11-30)  Joseph Stalin and the Soviet-U.S. Partnership, 1917-1947--&gt;{{cite Q|Q126000424}}
* &lt;!-- Richard G. Wilkinson and Kate E. Pickett (2017) &quot;The Enemy between Us: The Psychological and Social Costs Of Inequality&quot;, European Journal of Social Psychology, 47(1)11-24 --&gt;{{cite Q|Q118385024}}
* &lt;!--Mary G. Wilson (2007) Observing Your Government in Action: Protecting your right to know (LWV)--&gt;{{cite Q|Q124048761|access-date=2023-05-15}}
* James D. Wolfensohn (2002) Foreword to Islam et al. (2002, pp. v-vi).
* &lt;!-- World Bank (2022) Annual Report --&gt;{{cite Q|Q118270948|author=World Bank|series=unset}}
* &lt;!-- World Bank (2023) &quot;Community and Local Development&quot; (web page:  &quot;https://www.worldbank.org/en/topic/communitydrivendevelopment&quot;) --&gt;{{cite Q|Q120380457|author=World Bank|date=2023-03-27|publisher=unset}}
* &lt;!-- Elad Yom-Tov, Jinia Shembekar, Sarah Barclay, and Peter Muennig (2018) &quot;The effectiveness of public health advertisements to promote health: a randomized-controlled trial on 794,000 participants&quot;--&gt;{{cite Q|Q91869157}}
* &lt;!-- Erica York (2023-01-26) &quot;Summary of the Latest Federal Income Tax Data, 2023 Update&quot;, Tax Foundation --&gt;{{cite Q|Q118189145}}
* &lt;!-- Shoshana Zuboff (2019) The Age of Surveillance Capitalism (PublicAffairs) --&gt;{{cite Q|Q75804726}}

== Notes ==
{{reflist}}
[[Category:Government]]
[[Category:News]] 
[[Category:Original research]]
[[Category:Research]]
[[Category:Political science]]
[[Category:Media]]
[[Category:Freedom and abundance]]
[[Category:Economics]]
[[Category:Political economy]]
[[Category:News]]
[[Category:Corruption]]
[[Category:Democracy]]</text>
      <sha1>33a4u9ta90h3iwswlvxrduub1eprl7t</sha1>
    </revision>
  </page>
  <page>
    <title>Generations</title>
    <ns>0</ns>
    <id>305491</id>
    <revision>
      <id>2692528</id>
      <parentid>2686023</parentid>
      <timestamp>2024-12-18T22:18:37Z</timestamp>
      <contributor>
        <username>ItzGenerations</username>
        <id>2995199</id>
      </contributor>
      <comment>Added GenWHY ranges into the table.</comment>
      <origin>2692528</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="8080" sha1="090baf174dcxe5pl105e7kuto1bi7dk" xml:space="preserve">{{Dynamic List}}
{| class=&quot;wikitable&quot;
!Generation
!Mccrindle
!Pew
!Strauss-Howe
!Japanese Traditional Generations
!GenWHY
|-
|Arthurian
| rowspan=&quot;19&quot; |N/A
| rowspan=&quot;19&quot; |N/A
|1433-1460 (28)
|
|
|-
|Humanist
|1461-1482 (22)
|
|
|-
|Reformation
|1483-1511 (29)
|
|
|-
|Reprisal
|1512-1540 (29)
|
|
|-
|Elizabethan
|1541-1565 (25)
|
|
|-
|Parliamentary
|1566-1587 (22)
|
|
|-
|Puritan
|1588-1617 (30)
|
|
|-
|Cavalier
|1618-1647 (30)
|
|
|-
|Glorious
|1648-1673 (26)
|
|
|-
|Enlightenment
|1674-1700 (27)
|
|
|-
|Awakening
|1701-1723 (23)
|
|
|-
|Liberty
|1724-1741 (18)
|
|
|-
|Republican
|1742-1766 (25)
|
|
|-
|Compromise
|1767-1791 (25)
|
|
|-
|Transcendental
|1792-1821 (30)
|
|
|-
|Gilded
|1822-1842 (21)
|
|
|-
|Progressive
|1843-1859 (17)
|
|
|-
|Missionary
|1860-1882 (23)
|明治一桁世代 (Meiji Hitoketa Sedai) 1868-1877 (10)
|
|-
|Lost
|1883-1900 (18)
|明治二桁世代 (Meiji Futaketa Sedai) 1878-1911 (34)
|
|-
|G.I.
|?-1924
|?-1927
|1901-1924 (24)
|大正世代 (Taisho Sedai) 1912-1925 (13)
|
|-
|Silent
|1925-1945 (21)
|1928-1945 (18)
|1925-1942 (18)
|昭和一桁世代 (Showa Hitoketa Sedai) 1926-1935 (10)
焼け跡世代 (Yakeato Sedai) 1935-1946 (12)
|1924-1945 (22)
|-
|Baby boom
|1946-1964 (19)
|1946-1964 (19)
|1943-1960 (18)
|団塊世代 (Dankai &quot;Boomer&quot; Sedai) 1947-1950 (4) - cusp
しらけ世代 (Shirake Sedai) 1951-1964 (14)
|1946-1965 (20)
|-
|Generation X
|1965-1979 (15)
|1965-1980 (16)
|1961-1981 (21)
|バブル世代 (Baburu &quot;Bubble&quot; Sedai) 1965-1970 (6) - cusp
氷河期世代** (Hyougakki &quot;Ice Age&quot; Sedai)  1971-1981 (11)
|1965-1984 (20)
|-
|Millennial
|1980-1994 (15)
|1981-1996 (16)
|1982-2005 (24)
|プレッシャー世代 (Puresshaa &quot;Pressure&quot; Sedai) 1982-1986 (5) - cusp
ゆとり世代 (Yutori Sedai) 1987-1996 (10)
|1985-2005 (21)
|-
|Generation Z
|1995-2009 (15)
|1997-2012 (16)
|N/A
|脱ゆとり・さとり世代 (Datsu Yutori / Satori Sedai) 1997-2004 (8) - cusp
コロナ世代*** (Korona &quot;COVID&quot; Sedai) 2001-2014 (14)
|N/A
|-
|Generation Alpha 
|2010-2024 (15)
|2013-?
|2006-2029 (24)
|TBD
|2006-mid 2020s (19-21*)
|-
|Generation Beta
|2025-2039 (15)
|TBD
|2030-early 2050s (20-25*)
|TBD
|TBD
|}
&lt;nowiki&gt;*&lt;/nowiki&gt; = Based on the definition of S&amp;H generations being approximately 20-25 years.

&lt;nowiki&gt;**&lt;/nowiki&gt; = This can further be divided up into 団塊ジュニア世代 (Dankai Jr. &quot;Boomer Jr.&quot; Sedai) (early 1970s) and the rest ポスト団塊ジュニア世代 (Post Dankai Jr. Sedai) (late 1970s-1981)

&lt;nowiki&gt;***&lt;/nowiki&gt; = (As of 2024,) it is generally accepted as someone who was 5 (turning 6) to 19 years old in 2020 (start of COVID-19 pandemic), which likely affected their school years (K-12 and university). According to a 2022 survey from Japanese high school students, they considered themselves as コロナ世代. (However, it won't be confirmed until c. 2032 when all of them are 18 or older to see if this name stays). In the context of working, however, it can be defined as 1998-2006 (age 18-26 in 2024). This is because during the COVID pandemic (2020-2024), they became adults and were in university during part or all of this time period. There is also a chance that this could be the last Japanese traditional generation name because Japanese people are beginning to use the English generation names (e.g., Z世代・α世代).

&lt;nowiki&gt;****&lt;/nowiki&gt; = Based on GenWHY generations ranging approximately 20-22 years.
{| class=&quot;wikitable&quot;
!Birth year range
!McCrindle
!Pew
!Strauss-Howe
! colspan=&quot;2&quot; |Summary
|-
|1433-1460
| rowspan=&quot;20&quot; |N/A
| rowspan=&quot;21&quot; |N/A
|Arthurian
| colspan=&quot;2&quot; |Arthurian
|-
|1461-1482
|Humanist
| colspan=&quot;2&quot; |Humanist
|-
|1483-1511
|Reformation
| colspan=&quot;2&quot; |Reformation
|-
|1512-1540
|Reprisal
| colspan=&quot;2&quot; |Reprisal
|-
|1541-1565
|Elizabethan
| colspan=&quot;2&quot; |Elizabethan
|-
|1566-1587
|Parliamentary
| colspan=&quot;2&quot; |Parliamentary
|-
|1588-1617
|Puritan
| colspan=&quot;2&quot; |Puritan
|-
|1618-1647
|Cavalier
| colspan=&quot;2&quot; |Cavalier
|-
|1648-1673
|Glorious
| colspan=&quot;2&quot; |Glorious
|-
|1674-1700
|Enlightenment
| colspan=&quot;2&quot; |Enlightenment
|-
|1701-1723
|Awakening
| colspan=&quot;2&quot; |Awakening
|-
|1724-1741
|Liberty
| colspan=&quot;2&quot; |Liberty
|-
|1742-1766
|Republican
| colspan=&quot;2&quot; |Republican
|-
|1767-1791
|Compromise
| colspan=&quot;2&quot; |Compromise
|-
|1792-1821
|Transcendental
| colspan=&quot;2&quot; |Transcendental
|-
|1822-1842
|Gilded
| colspan=&quot;2&quot; |Gilded
|-
|1843-1859
|Progressive
| colspan=&quot;2&quot; |Progressive
|-
|1860-1882
|Missionary
| colspan=&quot;2&quot; |Missionary
|-
|1883-1900
|Lost
| colspan=&quot;2&quot; |Lost
|-
|1901-1924
|G.I.
| colspan=&quot;2&quot; |G.I
|-
|1925-1927
| rowspan=&quot;3&quot; |Builder
| rowspan=&quot;2&quot; |Silent
|G.I
!Silent
|-
|1928-1942
| rowspan=&quot;2&quot; |Silent
| colspan=&quot;2&quot; |Silent
|-
|1943-1945
| rowspan=&quot;2&quot; |Baby Boom
!Silent
|Baby Boom
|-
|1946-1960
| rowspan=&quot;2&quot; |Baby Boom
| rowspan=&quot;2&quot; |Baby Boom
| colspan=&quot;2&quot; |Baby Boom
|-
|1961-1964
| rowspan=&quot;4&quot; |Generation X
!Baby Boom
|Generation X
|-
|1965-1979
|Generation X
| rowspan=&quot;2&quot; |Generation X
| colspan=&quot;2&quot; |Generation X
|-
|1980
| rowspan=&quot;3&quot; |Generation Y
!Generation X
|Millennial
|-
|1981
| rowspan=&quot;3&quot; |Millennial
|Generation X
!Millennial
|-
|1982-1994
| rowspan=&quot;3&quot; |Millennial
| colspan=&quot;2&quot; |Millennial
|-
|1995-1996
| rowspan=&quot;3&quot; |Generation Z
!Millennial
|Generation Z
|-
|1997-2005
| rowspan=&quot;3&quot; |Generation Z
|Millennial
!Generation Z
|-
|2006-2009
| rowspan=&quot;4&quot; |Homeland
!Generation Z
|Generation Alpha
|-
|2010-2012
| rowspan=&quot;2&quot; |Generation Alpha
|Generation Z
!Generation Alpha
|-
|2013-2024
| rowspan=&quot;3&quot; |TBD
| colspan=&quot;2&quot; |Generation Alpha
|-
|2025-2029
| rowspan=&quot;2&quot; |Generation Beta
| colspan=&quot;2&quot; rowspan=&quot;2&quot; |TBD
|-
|2030-2039
|TBD
|}
{| class=&quot;wikitable&quot;
!Generation
!Strictest
!Probable
!Broadest
|-
|Arthurian
|1433-1460 (28)
|1433-1460 (28)
|1433-1460 (28)
|-
|Humanist
|1461-1482 (22)
|1461-1482 (22)
|1461-1482 (22)
|-
|Reformation
|1483-1511 (29)
|1483-1511 (29)
|1483-1511 (29)
|-
|Reprisal
|1512-1540 (29)
|1512-1540 (29)
|1512-1540 (29)
|-
|Elizabethan
|1541-1565 (25)
|1541-1565 (25)
|1541-1565 (25)
|-
|Parliamentary
|1566-1587 (22)
|1566-1587 (22)
|1566-1587 (22)
|-
|Puritan
|1588-1617 (30)
|1588-1617 (30)
|1588-1617 (30)
|-
|Cavalier
|1618-1647 (30)
|1618-1647 (30)
|1618-1647 (30)
|-
|Glorious
|1648-1673 (26)
|1648-1673 (26)
|1648-1673 (26)
|-
|Enlightenment
|1674-1700 (27)
|1674-1700 (27)
|1674-1700 (27)
|-
|Awakening
|1701-1723 (23)
|1701-1723 (23)
|1701-1723 (23)
|-
|Liberty
|1724-1741 (18)
|1724-1741 (18)
|1724-1741 (18)
|-
|Republican
|1742-1766 (25)
|1742-1766 (25)
|1742-1766 (25)
|-
|Compromise
|1767-1791 (25)
|1767-1791 (25)
|1767-1791 (25)
|-
|Transcendental
|1792-1821 (30)
|1792-1821 (30)
|1792-1821 (30)
|-
|Gilded
|1822-1842 (21)
|1822-1842 (21)
|1822-1842 (21)
|-
|Progressive
|1843-1859 (17)
|1843-1859 (17)
|1843-1859 (17)
|-
|Missionary
|1860-1882 (23)
|1860-1882 (23)
|1860-1882 (23)
|-
|Lost
|1883-1900 (18)
|1883-1900 (18)
|1883-1900 (18)
|-
|G.I.
|1901-1924 (24)
|1901-1924 (24)
|1901-1927 (27)
|-
|Silent
|1928-1942 (15)
|1925-1945 (21)
|1925-1945 (21)
|-
|Baby Boom
|1946-1960 (15)
|1946-1964 (19)
|1943-1964 (22)
|-
|Generation X
|1965-1979 (15)
|1965-1980 (16)
|1961-1981 (21)
|-
|Millennial
|1982-1994 (13)
|1981-1996 (16)
|1980-2005 (26)
|-
|Generation Z
|N/A
|1997-2009 (13)
|1995-2012 (18)
|-
|Generation Alpha
|2013-2024 (12)
|2010-?
|2006-2029 (24)
|-
|Generation Beta
|TBD
|TBD
|2025-?
|}

== Notes ==
[a] Mccrindle's 'Builders' align best with other models' Silent Generation

[b] Mccrindle's 'Generation Y' aligns best with other models' Millennial Generation

[c] Whilst not explicit, any direct successor of Generation Z proposed by Pew Research Center must align best with other Mccrindle's 'Gen Alpha' and S&amp;H's 'Homeland Generation'

[d] S&amp;H's 'Homeland Generation' aligns best with Mccrindle's Gen Alpha

== References ==
https://mccrindle.com.au/article/topic/demographics/the-generations-defined/

https://www.pewresearch.org/short-reads/2019/01/17/where-millennials-end-and-generation-z-begins/

https://en.wikipedia.org/wiki/Strauss%E2%80%93Howe_generational_theory

https://www.genwhy.com/_files/ugd/5ccc25_695074dbc5724d76ae103635b5d9ab5d.pdf</text>
      <sha1>090baf174dcxe5pl105e7kuto1bi7dk</sha1>
    </revision>
  </page>
  <page>
    <title>African Arthropods/Arthropods on ''Ficus burkei''</title>
    <ns>0</ns>
    <id>306078</id>
    <revision>
      <id>2692565</id>
      <parentid>2692330</parentid>
      <timestamp>2024-12-19T06:19:02Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Braconidae */</comment>
      <origin>2692565</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3745" sha1="jax26tk0fd4siq9etq6u8cem36dcgkx" xml:space="preserve">==Wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg
Encyrtidae lateral view with annotations.jpg
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg
Entedoninae iN 228280710.jpg
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg
Brasema 2024 06 26 iN 226745239 01.jpg
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
      <sha1>jax26tk0fd4siq9etq6u8cem36dcgkx</sha1>
    </revision>
    <revision>
      <id>2692566</id>
      <parentid>2692565</parentid>
      <timestamp>2024-12-19T06:44:27Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Halictidae */</comment>
      <origin>2692566</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3873" sha1="6mmkuv0x3zi4qf38j153ce1k7rb1key" xml:space="preserve">==Wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg
Encyrtidae lateral view with annotations.jpg
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg
Entedoninae iN 228280710.jpg
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg
Brasema 2024 06 26 iN 226745239 01.jpg
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg
&lt;/gallery&gt;

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 01.jpg
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
      <sha1>6mmkuv0x3zi4qf38j153ce1k7rb1key</sha1>
    </revision>
    <revision>
      <id>2692567</id>
      <parentid>2692566</parentid>
      <timestamp>2024-12-19T06:45:05Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Apidae */</comment>
      <origin>2692567</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3873" sha1="scyeucq9ap6i2w1bxinkwgc9mo5dlxr" xml:space="preserve">==Wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg
Encyrtidae lateral view with annotations.jpg
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg
Entedoninae iN 228280710.jpg
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg
Brasema 2024 06 26 iN 226745239 01.jpg
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg
&lt;/gallery&gt;

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 03.jpg
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
      <sha1>scyeucq9ap6i2w1bxinkwgc9mo5dlxr</sha1>
    </revision>
    <revision>
      <id>2692568</id>
      <parentid>2692567</parentid>
      <timestamp>2024-12-19T06:46:13Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Apidae */</comment>
      <origin>2692568</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3987" sha1="59oyxxwi6dx75wyxssen04z4mmd3rhk" xml:space="preserve">==Wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg
Encyrtidae lateral view with annotations.jpg
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg
Entedoninae iN 228280710.jpg
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg
Brasema 2024 06 26 iN 226745239 01.jpg
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg
&lt;/gallery&gt;

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 03.jpg|Honey Bee (''Apis mellifera'' ssp. ''scutellata'') collecting dried latex from a damaged stem of ''Ficus burkei''
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
      <sha1>59oyxxwi6dx75wyxssen04z4mmd3rhk</sha1>
    </revision>
    <revision>
      <id>2692569</id>
      <parentid>2692568</parentid>
      <timestamp>2024-12-19T06:49:05Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Braconidae */</comment>
      <origin>2692569</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="4063" sha1="77iwqo4fjbitbu56yc9gg4lp8kx97i0" xml:space="preserve">==Wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg
Encyrtidae lateral view with annotations.jpg
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg
Entedoninae iN 228280710.jpg
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg
Brasema 2024 06 26 iN 226745239 01.jpg
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg|A braconid wasp (Brachistinae) ovipositing into a ''Ficus burkei'' syconium
&lt;/gallery&gt;

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 03.jpg|Honey Bee (''Apis mellifera'' ssp. ''scutellata'') collecting dried latex from a damaged stem of ''Ficus burkei''
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
      <sha1>77iwqo4fjbitbu56yc9gg4lp8kx97i0</sha1>
    </revision>
    <revision>
      <id>2692570</id>
      <parentid>2692569</parentid>
      <timestamp>2024-12-19T06:50:38Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Chalcididae */</comment>
      <origin>2692570</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="4083" sha1="ankw49goujpvvvc6av9n95qy91z7aow" xml:space="preserve">==Wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg
Encyrtidae lateral view with annotations.jpg
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg
Entedoninae iN 228280710.jpg
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg
Brasema 2024 06 26 iN 226745239 01.jpg
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg|''Brachymeria'' sp.
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg|A braconid wasp (Brachistinae) ovipositing into a ''Ficus burkei'' syconium
&lt;/gallery&gt;

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 03.jpg|Honey Bee (''Apis mellifera'' ssp. ''scutellata'') collecting dried latex from a damaged stem of ''Ficus burkei''
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
      <sha1>ankw49goujpvvvc6av9n95qy91z7aow</sha1>
    </revision>
    <revision>
      <id>2692571</id>
      <parentid>2692570</parentid>
      <timestamp>2024-12-19T06:51:20Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Eupelmidae */</comment>
      <origin>2692571</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="4115" sha1="f2kp4tg70i06vn9iz3aols069s8d5oj" xml:space="preserve">==Wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg
Encyrtidae lateral view with annotations.jpg
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg
Entedoninae iN 228280710.jpg
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg|''Brasema'' sp.
Brasema 2024 06 26 iN 226745239 01.jpg|''Brasema'' sp.
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg|''Brachymeria'' sp.
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg|A braconid wasp (Brachistinae) ovipositing into a ''Ficus burkei'' syconium
&lt;/gallery&gt;

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 03.jpg|Honey Bee (''Apis mellifera'' ssp. ''scutellata'') collecting dried latex from a damaged stem of ''Ficus burkei''
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
      <sha1>f2kp4tg70i06vn9iz3aols069s8d5oj</sha1>
    </revision>
    <revision>
      <id>2692572</id>
      <parentid>2692571</parentid>
      <timestamp>2024-12-19T06:53:28Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Eulophidae */</comment>
      <origin>2692572</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="4163" sha1="gntayge48kgyov8yki5dllfnf0r82jg" xml:space="preserve">==Wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg
Encyrtidae lateral view with annotations.jpg
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg|Subfamily Tetrastichinae 
Entedoninae iN 228280710.jpg|Subfamily Entedoninae
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg|''Brasema'' sp.
Brasema 2024 06 26 iN 226745239 01.jpg|''Brasema'' sp.
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg|''Brachymeria'' sp.
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg|A braconid wasp (Brachistinae) ovipositing into a ''Ficus burkei'' syconium
&lt;/gallery&gt;

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 03.jpg|Honey Bee (''Apis mellifera'' ssp. ''scutellata'') collecting dried latex from a damaged stem of ''Ficus burkei''
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
      <sha1>gntayge48kgyov8yki5dllfnf0r82jg</sha1>
    </revision>
    <revision>
      <id>2692573</id>
      <parentid>2692572</parentid>
      <timestamp>2024-12-19T06:58:53Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Encyrtidae */</comment>
      <origin>2692573</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="4229" sha1="czujb6m4nq2xs64w9ez4f9iqoqdrhi2" xml:space="preserve">==Wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg|''Homalotylus'' sp.
Encyrtidae lateral view with annotations.jpg|Encyrtid wasp, possibly ''Psyllaephagus'' sp.
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg|Subfamily Tetrastichinae 
Entedoninae iN 228280710.jpg|Subfamily Entedoninae
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg|''Brasema'' sp.
Brasema 2024 06 26 iN 226745239 01.jpg|''Brasema'' sp.
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg|''Brachymeria'' sp.
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg|A braconid wasp (Brachistinae) ovipositing into a ''Ficus burkei'' syconium
&lt;/gallery&gt;

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 03.jpg|Honey Bee (''Apis mellifera'' ssp. ''scutellata'') collecting dried latex from a damaged stem of ''Ficus burkei''
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
      <sha1>czujb6m4nq2xs64w9ez4f9iqoqdrhi2</sha1>
    </revision>
    <revision>
      <id>2692574</id>
      <parentid>2692573</parentid>
      <timestamp>2024-12-19T07:00:20Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Halictidae */</comment>
      <origin>2692574</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="4250" sha1="ai2sut54elq72sa7jzdzvswoi42ofqt" xml:space="preserve">==Wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg|''Homalotylus'' sp.
Encyrtidae lateral view with annotations.jpg|Encyrtid wasp, possibly ''Psyllaephagus'' sp.
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg|Subfamily Tetrastichinae 
Entedoninae iN 228280710.jpg|Subfamily Entedoninae
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg|''Brasema'' sp.
Brasema 2024 06 26 iN 226745239 01.jpg|''Brasema'' sp.
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg|''Brachymeria'' sp.
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg|A braconid wasp (Brachistinae) ovipositing into a ''Ficus burkei'' syconium
&lt;/gallery&gt;

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 03.jpg|Honey Bee (''Apis mellifera'' ssp. ''scutellata'') collecting dried latex from a damaged stem of ''Ficus burkei''
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg|''Lasioglossum'' sp.
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
      <sha1>ai2sut54elq72sa7jzdzvswoi42ofqt</sha1>
    </revision>
    <revision>
      <id>2692575</id>
      <parentid>2692574</parentid>
      <timestamp>2024-12-19T07:20:48Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Wasps */</comment>
      <origin>2692575</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="4323" sha1="hothr4jmwqnx647douoh7dhbv77zjli" xml:space="preserve">==Parasitic wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg|''Homalotylus'' sp.
Encyrtidae lateral view with annotations.jpg|Encyrtid wasp, possibly ''Psyllaephagus'' sp.
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg|Subfamily Tetrastichinae 
Entedoninae iN 228280710.jpg|Subfamily Entedoninae
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg|''Brasema'' sp.
Brasema 2024 06 26 iN 226745239 01.jpg|''Brasema'' sp.
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg|''Brachymeria'' sp.
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg|A braconid wasp (Brachistinae) ovipositing into a ''Ficus burkei'' syconium
&lt;/gallery&gt;

==Stinging wasps (Aculeata)==

===Pemphredonidae===

==Bees==

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 03.jpg|Honey Bee (''Apis mellifera'' ssp. ''scutellata'') collecting dried latex from a damaged stem of ''Ficus burkei''
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg|''Lasioglossum'' sp.
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
      <sha1>hothr4jmwqnx647douoh7dhbv77zjli</sha1>
    </revision>
    <revision>
      <id>2692576</id>
      <parentid>2692575</parentid>
      <timestamp>2024-12-19T07:32:49Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>added images</comment>
      <origin>2692576</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="4460" sha1="8nhh1p16bypy72bm4uc8yop65yl2x9w" xml:space="preserve">==Parasitic wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg|''Homalotylus'' sp.
Encyrtidae lateral view with annotations.jpg|Encyrtid wasp, possibly ''Psyllaephagus'' sp.
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg|Subfamily Tetrastichinae 
Entedoninae iN 228280710.jpg|Subfamily Entedoninae
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg|''Brasema'' sp.
Brasema 2024 06 26 iN 226745239 01.jpg|''Brasema'' sp.
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg|''Brachymeria'' sp.
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg|A braconid wasp (Brachistinae) ovipositing into a ''Ficus burkei'' syconium
&lt;/gallery&gt;

==Stinging wasps (Aculeata)==

===Pemphredonidae===
&lt;gallery mode=packed heights=200&gt;
Polemistus braunsii iNaturalist 228280708.jpg
Polemistus braunsiii iNaturalist229894212.jpg
&lt;/gallery&gt;

==Bees==

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 03.jpg|Honey Bee (''Apis mellifera'' ssp. ''scutellata'') collecting dried latex from a damaged stem of ''Ficus burkei''
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg|''Lasioglossum'' sp.
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
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    </revision>
    <revision>
      <id>2692596</id>
      <parentid>2692576</parentid>
      <timestamp>2024-12-19T11:17:03Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Stinging wasps (Aculeata) */</comment>
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      <text bytes="4710" sha1="c1twnpm3b8z435ajhsqjltqzam9dob6" xml:space="preserve">==Parasitic wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg|''Homalotylus'' sp.
Encyrtidae lateral view with annotations.jpg|Encyrtid wasp, possibly ''Psyllaephagus'' sp.
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg|Subfamily Tetrastichinae 
Entedoninae iN 228280710.jpg|Subfamily Entedoninae
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg|''Brasema'' sp.
Brasema 2024 06 26 iN 226745239 01.jpg|''Brasema'' sp.
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg|''Brachymeria'' sp.
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg|A braconid wasp (Brachistinae) ovipositing into a ''Ficus burkei'' syconium
&lt;/gallery&gt;

==Stinging wasps (Aculeata)==

===Bethylidae===
&lt;gallery mode=packed heights=200&gt;
Bethylinae inaturalist28661558.jpg|Subfamily Bethylinae
&lt;/gallery&gt;


===Pemphredonidae===
&lt;gallery mode=packed heights=200&gt;
Polemistus braunsii iNaturalist 228280708.jpg|''Polemistus braunsii'' collecting resin (dried ''Ficus'' latex)
Polemistus braunsiii iNaturalist229894212.jpg|''Polemistus braunsii'' collecting resin (dried ''Ficus'' latex)
&lt;/gallery&gt;

==Bees==

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 03.jpg|Honey Bee (''Apis mellifera'' ssp. ''scutellata'') collecting dried latex from a damaged stem of ''Ficus burkei''
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg|''Lasioglossum'' sp.
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
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    </revision>
    <revision>
      <id>2692597</id>
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      <timestamp>2024-12-19T11:29:14Z</timestamp>
      <contributor>
        <username>Alandmanson</username>
        <id>1669821</id>
      </contributor>
      <comment>/* Pemphredonidae */</comment>
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      <format>text/x-wiki</format>
      <text bytes="4789" sha1="5ep64hj8jxlcd4qwdi4upj34la8nnnm" xml:space="preserve">==Parasitic wasps==
===Agaonidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Elisabethiella stueckenbergi 41850656.jpg|''Elisabethiella stueckenbergi'', the pollinator of ''Ficus burkei''
&lt;/gallery&gt;
===Epichrysomallidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Lachaisea_brevimucro_2022_06_26_11_06_44.jpg|''Lachaisea brevimucro''
&lt;/gallery&gt;
===Eurytomidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Sycophila_2019_08_24b.jpg|''Sycophila'' sp.
Sycophila_2019_08_24c.jpg|''Sycophila'' sp.
&lt;/gallery&gt;
===Pteromalidae (Fig wasps)===
&lt;gallery mode=packed heights=200&gt;
Otitesella tsamvi 2023 01 23 16 31 08 5877.jpg|Female ''Otitesella tsamvi'' ovipositing into a syconium of ''Ficus burkei''
Otitesella tsamvi 122353646.jpg|Male ''Otitesella tsamvi'' on a syconium of ''Ficus burkei''
Philotrypesis_2019_06_29_4560.jpg|''Philotrypesis parca''
Seres barbarus iNat 123397793.jpg|Male ''Seres barbarus''
Seres barbarus iNat 226725647.jpg|Female ''Seres barbarus'' attempting to enter a ''Ficus burkei'' syconium
Sycoscapter cornutus 2022 06 04 11 47 20 9999.jpg|''Sycoscapter cornutus'' ovipositing into a syconium of ''Ficus burkei''
Watshamiella alata 2022 06 04 12 25 06.jpg|''Watshamiella alata'' ovipositing into a syconium of ''Ficus burkei''
&lt;/gallery&gt;

===Encyrtidae===
&lt;gallery mode=packed heights=200&gt;
Homalotylus iN 228280717.jpg|''Homalotylus'' sp.
Encyrtidae lateral view with annotations.jpg|Encyrtid wasp, possibly ''Psyllaephagus'' sp.
&lt;/gallery&gt;

===Eulophidae===
&lt;gallery mode=packed heights=200&gt;
Tetrastichinae iN 226221658.jpg|Subfamily Tetrastichinae 
Entedoninae iN 228280710.jpg|Subfamily Entedoninae
&lt;/gallery&gt;

=== Eupelmidae ===
&lt;gallery mode=packed heights=200&gt;
Brasema 2024 06 26 iN 226745239 02.jpg|''Brasema'' sp.
Brasema 2024 06 26 iN 226745239 01.jpg|''Brasema'' sp.
&lt;/gallery&gt;

===Chalcididae===
&lt;gallery mode=packed heights=200&gt;
Brachymeria 2024 06 30 15 13 13 0532 iN 227105442.jpg|''Brachymeria'' sp.
&lt;/gallery&gt;

===Braconidae===
&lt;gallery mode=packed heights=200&gt;
Brachistinae iN 119243068.jpg|A braconid wasp (Brachistinae) ovipositing into a ''Ficus burkei'' syconium
&lt;/gallery&gt;

==Stinging wasps (Aculeata)==

===Bethylidae===
&lt;gallery mode=packed heights=200&gt;
Bethylinae inaturalist28661558.jpg|Subfamily Bethylinae
&lt;/gallery&gt;


===Pemphredonidae===
&lt;gallery mode=packed heights=200&gt;
Polemistus braunsii iNaturalist 228280708.jpg|''Polemistus braunsii'' collecting resin (dried ''Ficus'' latex)
Polemistus braunsiii iNaturalist229894212.jpg|''Polemistus braunsii'' collecting resin (dried ''Ficus'' latex)
&lt;/gallery&gt;

== Ants ==

=== Formicidae ===
&lt;gallery mode=packed heights=200&gt;


&lt;/gallery&gt;

==Bees==

===Apidae===
&lt;gallery mode=packed heights=200&gt;
Apis mellifera collecting dried latex 2024 06 26 iN 226725676 03.jpg|Honey Bee (''Apis mellifera'' ssp. ''scutellata'') collecting dried latex from a damaged stem of ''Ficus burkei''
&lt;/gallery&gt;

===Halictidae===
&lt;gallery mode=packed heights=200&gt;
Lasioglossum iN 41852932.jpg|''Lasioglossum'' sp.
&lt;/gallery&gt;

==Beetles==
&lt;gallery mode=packed heights=200&gt;
Harmonia axyridis 2022 06 04 14 58 48 iN 121601499.jpg|''Harmonia axyridis''
Microfreudea cyclica iNat 226950451.jpg|''Microfreudea cyclica''
Sciobius pullus 2022 06 04 11 40 06 iNat 120358257.jpg|''Sciobius pullus''
&lt;/gallery&gt;

==True Bugs, Hoppers, Aphids, and Allies (Order Hemiptera)==
&lt;gallery mode=packed heights=200&gt;
Pseudoeriopsylla 2024 06 30 14 53 24 0450 iN 227101062.jpg|A homotomid psylloid; ''Pseudoeriopsylla'' sp.
Uhlunga typica 2023 02 02 07 51 41 iN 148445638.jpg|Mating pair of ''[[w:Uhlunga typica|Uhlunga typica]]'' with eggs.
Greenidea iNat 227097030.jpg|Aphids; ''Greenidea'' sp.
Pauropsylla 2024 08 23 248754368 a.jpg|Adult leaf-rolling psylloids, ''Pauropsylla'' sp. (Triozidae) on a ''Ficus burkei'' leaf.
Pauropsylla 2024 08 23 248755613 c.jpg|An emerging leaf-rolling psylloid, ''Pauropsylla'' sp. (Triozidae) with a recently emerged adult
&lt;/gallery&gt;

==Moths and butterflies==
&lt;gallery mode=packed heights=200&gt;
Myrina silenus ssp. ficedula iN 46961472.jpg|''[[w:Myrina silenus|Myrina silenus]]'' (Common fig tree blue)
Myrina dermaptera iN 228280728 a.jpg|''[[w:Myrina dermaptera|Myrina dermaptera]]'' (Caterpillar of the lesser fig tree blue)
Naroma varipes 2024 06 29 15 09 34 iNat 226958889.jpg|''[[w:Naroma varipes|Naroma varipes]]'' mating pair
&lt;/gallery&gt;

==Thrips==
&lt;gallery mode=packed heights=200&gt;
Thrips Pietermaritzburg 2021 01 17.jpg|Tube-tailed thrips (Family [[w:Phlaeothripidae|Phlaeothripidae]])
&lt;/gallery&gt;

==Spiders==
&lt;gallery mode=packed heights=200&gt;
Gephyrota glauca 2024 06 30 15 49 46 iN 227105452.jpg|''[[w:Gephyrota|Gephyrota glauca ]]''
Vicirionessa mustela 2024 07 09 12 46 50 0886 iN 228280721.jpg|Female ''[[w:Vicirionessa|Vicirionessa mustela]]''
&lt;/gallery&gt;


{{BookCat}}</text>
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  </page>
  <page>
    <title>OToPS/ABCD</title>
    <ns>0</ns>
    <id>306269</id>
    <revision>
      <id>2692524</id>
      <parentid>2692460</parentid>
      <timestamp>2024-12-18T21:59:37Z</timestamp>
      <contributor>
        <username>Parodda</username>
        <id>2936296</id>
      </contributor>
      <comment>/* Variable, Subscale, and Total Score Information */</comment>
      <origin>2692524</origin>
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      <text bytes="390118" sha1="17yblrscphx625tewt71yuuzx7tezei" xml:space="preserve">=== Adolescent Brain Cognitive Development (ABCD) Study ===
[https://abcdstudy.org/study-sites/ The Adolescent Brain Cognitive Development (ABCD) Study'''©'''] is the largest long-term study of brain development and child health in the United States, with 11,880 children between the ages of 9 and 10 having been invited to join the study. The ABCD study is funded by the National Institutes of Health (NIH) and is associated with 21 research sites across the country. Researchers seek to explore how childhood experiences interact to affect cognitive, social, emotional, and physical development during adolescence. The goal of the ABCD study is to provide families, schools, professionals, and policy makers with crucial information needed to promote the health, well-being, and success of children. 


''Copyright '''©''' 2024 ABCD Study | &quot;ABCD Study'''©''', Teen Brains. Today's Science. Brighter Future.'''©''', El cerebro adolescente. La ciencia de hoy. Un futuro más brillante.'''©''' and the ABCD Study Logos are registered marks of the U.S. Department of Health &amp; Human Services (HHS). Adolescent Brain Cognitive Development℠ Study, El Estudio del Desarrollo Cognitivo y Cerebral del Adolescente℠, are service marks of the U.S. Department of Health &amp; Human Services (HHS).&quot;''

==== ABCD Coordinating Center ====
Principal Investigators: Drs. Terry Jernigan and Sandra A. Brown

Manager: David Benjamin

Email: abcd-cc@ucsd.edu

====== Data Analysis, Informatics &amp; Resource Center (DAIRC) ======
Principal Investigator: Dr. Anders Dale

Associate Director, Bioinformatics: Dr. Rongguang Yang

Email: roy002@health.ucsd.edu

== Materials ==
This page combines and organizes materials from the following sources:

=== ABCD Protocol by Wave ===
The following are ABCD Protocol for both youth and parents by wave. All PDFs were created by the ABCD study and were the first resource used to build this page.

* [https://abcdstudy.org/wp-content/uploads/2019/12/flyer_protocol_Baseline_new.pdf ABCD Protocol Summary: Baseline]

* [https://abcdstudy.org/wp-content/uploads/2019/12/flyer_protocol-1yrFlup_eg_both.pdf ABCD Protocol Summary: One-year Follow-up]

* [https://abcdstudy.org/wp-content/uploads/2021/11/flyer_protocol-2yrFlup_eg_both.pdf ABCD Protocol Summary: Two-year Follow-up]

* [https://abcdstudy.org/wp-content/uploads/2020/11/flyer_protocol-3yrFlup_eg.pdf ABCD Protocol Summary: Three-year Follow-up]

* [https://abcdstudy.org/wp-content/uploads/2022/05/flyer_protocol-4yrFlup_eg-final.pdf ABCD Protocol Summary: Four-year Follow-up]

* [https://abcdstudy.org/wp-content/uploads/2023/07/ABCD_Youth_Protocol_Summary_Five-Year_Follow-Up_Flyer_041823.pdf ABCD Protocol Summary: Five-year Follow-up]

* [https://abcdstudy.org/wp-content/uploads/2019/12/flyer_protocol_MidYearSummary_eg.pdf ABCD Protocol Summary: Mid-year Follow-up]

=== ABCD Study Release Notes ===
The ABCD Study release notes were also used in the making of this page, and can be found below. Release notes were used as a second point of reference in determining when data were collected, data table names, and for citing measures.

[https://wiki.abcdstudy.org/release-notes/start-page.html ABCD Study Release Notes]

=== ABCD Data Dictionary ===
The ABCD Data Dictionary was used to group measures, as well as to generate table, sub-scale, and variable names. The Data Dictionary was used as an additional point of reference in determining when data were collected. 

[https://data-dict.abcdstudy.org/? ABCD Data Dictionary]

== Overview of Measures ==
{| class=&quot;wikitable sortable mw-collapsible&quot;
|+ABCD Core - Overview of Measures by Wave
''*Imaging data displayed separately below''
!Measure
!Category
!Subcategory
!Source
!Baseline
!1-Year Follow-up
!2-Year Follow-up
!3-Year Follow-up
!4-Year Follow-up
!5-Year Follow-up
!6-Year Follow-up
!Mid-year Follow-up
|-
|Longitudinal Tracking
|General Information
|Administrative
|Youth
|Yes
|
|
|
|
|
|
|
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|Latent Factors
|General Information
|Demographics
|Youth
|
|
|
|
|
|
|
|
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|Occupation Survey
|General Information
|Demographics
|Parent
|No
|No
|Yes
|Yes
|Yes
|Yes
|No
|No
|-
|PhenX Demographics Survey
|General Information
|Demographics
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Screener (Study Eligibility)
|General Information
|Administrative
|Parent
|Yes
|
|
|
|
|
|
|
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|Blood - BASO, EOS, Hemoglobin, MCV, PLT/WBC/RBC counts, Immature Gran, Lymph, MCH, MCHC, MONO, MPV, NEUT, NRBC, RDW, Cholesterol, Burr Cells, Poikilocytosis, Hematocrit
|Physical Health
|Biospecimens
|Youth
|No
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Blood (DNA)
|Physical Health
|Biospecimens
|Youth
|Yes*
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Oral Fluids (pubertal hormones)&lt;ref&gt;Dolsen, E. A., Deardorff, J., &amp; Harvey, A. G. (2019). Salivary Pubertal Hormones, Sleep Disturbance, and an Evening Circadian Preference in Adolescents: Risk Across Health Domains. ''The Journal of adolescent health : official publication of the Society for Adolescent Medicine'', ''64''(4), 523–529.&lt;/ref&gt;
|Physical Health
|Biospecimens
|Youth
|Yes
|Yes
|Yes
|Yes*
|Yes
|Yes*
|Yes
|No
|-
|Oral Fluids (DNA)
|Physical Health
|Biospecimens
|Youth
|Yes
|No
|No
|No
|No
|No
|No
|No
|-
|[[COVID-19]] Annual Form
|Physical Health
|COVID
|Youth
|No
|No
|No
|No
|Yes
|Yes
|Yes
|No
|-
|[[Blood pressure (OSCE)|Blood Pressure]]
|Physical Health
|Examination
|Youth
|No
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|PhenX Anthropometrics (height/weight/waist measurements)&lt;ref&gt;Centers for Disease Control (CDC; Division of Nutrition). (2016). Anthropometry Procedures Manual.&lt;/ref&gt;
|Physical Health
|Examination
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Pain Questionnaire&lt;ref&gt;Luntamo, T., Sourander, A., Santalahti, P., Aromaa, M., &amp; Helenius, H. (2012). Prevalence changes of pain, sleep problems and fatigue among 8-year-old children: years 1989, 1999, and 2005. ''Journal of pediatric psychology'', ''37''(3), 307–318.&lt;/ref&gt;
|Physical Health
|Medical
|Youth
|No
|No
|Yes
|Yes
|Yes
|No
|Yes
|No
|-
|Respiratory Functioning&lt;ref&gt;Gillman, M. W., &amp; Blaisdell, C. J. (2018). Environmental influences on Child Health Outcomes, a Research Program of the National Institutes of Health. ''Current opinion in pediatrics'', ''30''(2), 260–262.&lt;/ref&gt;&lt;ref&gt;Asher, M. I., Keil, U., Anderson, H. R., Beasley, R., Crane, J., Martinez, F., Mitchell, E. A., Pearce, N., Sibbald, B., &amp; Stewart, A. W. (1995). International Study of Asthma and Allergies in Childhood (ISAAC): rationale and methods. ''The European respiratory journal'', ''8''(3), 483–491.&lt;/ref&gt;
|Physical Health
|Medical
|Youth
|No
|No
|No
|No
|Yes
|No
|Yes
|No
|-
|Block Kids Food Screener - Youth&lt;ref name=&quot;:1&quot;&gt;Hunsberger, M., O’Malley, J., Block, T., &amp; Norris, J. C. (2015). Relative validation of Block Kids Food Screener for dietary assessment in children and adolescents. ''Maternal &amp; child nutrition'', ''11''(2), 260–270.&lt;/ref&gt;
|Physical Health
|Nutrition
|Youth
|No
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Sports and Activities Involvement Questionnaire - Youth
|Physical Health
|Physical Activity
|Youth
|No
|No
|No
|No
|No
|Yes
|No
|No
|-
|[[wikipedia:Youth_Risk_Behavior_Surveillance_System|Youth Risk Behavior Survey]] - Exercise
|Physical Health
|Physical Activity
|Youth
|Yes
|No
|Yes
|Yes
|Yes
|No
|Yes
|No
|-
|Pubertal Development Scale and Menstrual Cycle Survey - Youth&lt;ref name=&quot;:0&quot;&gt;Petersen, A. C., Crockett, L., Richards, M., &amp; Boxer, A. (1988). A self-report measure of pubertal status: Reliability, validity, and initial norms. ''Journal of youth and adolescence'', ''17''(2), 117–133.&lt;/ref&gt;
|Physical Health
|Puberty
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|[[wikipedia:Munich_Chronotype_Questionnaire|Munich ChronoType Questionnaire]] (sleep)&lt;ref&gt;Zavada, A., Gordijn, M. C., Beersma, D. G., Daan, S., &amp; Roenneberg, T. (2005). Comparison of the Munich Chronotype Questionnaire with the Horne-Ostberg’s Morningness-Eveningness Score. ''Chronobiology international'', ''22''(2), 267–278.&lt;/ref&gt;
|Physical Health
|Sleep
|Youth
|No
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Medications
|Physical Health
|
|Youth
|No
|No
|No
|No
|No
|No
|Yes
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|Baby Teeth (substance and environmental toxin exposure)&lt;ref&gt;Cassidy-Bushrow, A. E., Wu, K. H., Sitarik, A. R., Park, S. K., Bielak, L. F., Austin, C., Gennings, C., Curtin, P., Johnson, C. C., &amp; Arora, M. (2019). In utero metal exposures measured in deciduous teeth and birth outcomes in a racially-diverse urban cohort. ''Environmental research'', ''171'', 444–451.&lt;/ref&gt;
|Physical Health
|Biospecimens
|Parent
|Yes
|Yes
|Yes
|Yes*
|Yes
|Yes*
|Yes
|No
|-
|COVID-19 Annual Form
|Physical Health
|COVID
|Parent
|No
|No
|No
|No
|No
|Yes
|No
|No
|-
|Breast Feeding Questionnaire&lt;ref&gt;Kessler, R. C., Avenevoli, S., Costello, E. J., Green, J. G., Gruber, M. J., Heeringa, S., Merikangas, K. R., Pennell, B. E., Sampson, N. A., &amp; Zaslavsky, A. M. (2009). National comorbidity survey replication adolescent supplement (NCS-A): II. Overview and design. ''Journal of the American Academy of Child and Adolescent Psychiatry'', ''48''(4), 380–385.&lt;/ref&gt;
|Physical Health
|Development
|Parent
|No
|No
|No
|Yes
|No
|No
|No
|No
|-
|Developmental History Questionnaire&lt;ref&gt;Kessler, R. C., Avenevoli, S., Costello, E. J., Green, J. G., Gruber, M. J., Heeringa, S., Merikangas, K. R., Pennell, B. E., Sampson, N. A., &amp; Zaslavsky, A. M. (2009). National comorbidity survey replication adolescent supplement (NCS-A): II. Overview and design. ''Journal of the American Academy of Child and Adolescent Psychiatry'', ''48''(4), 380–385.&lt;/ref&gt;&lt;ref&gt;Merikangas, K. R., Avenevoli, S., Costello, E. J., Koretz, D., &amp; Kessler, R. C. (2009). National comorbidity survey replication adolescent supplement (NCS-A): I. Background and measures. ''Journal of the American Academy of Child and Adolescent Psychiatry'', ''48''(4), 367–379.&lt;/ref&gt;
|Physical Health
|Development
|Parent
|Yes
|No
|No
|No
|Yes
|No
|No
|No
|-
|Medical History Questionnaire&lt;ref&gt;Todd, R. D., Joyner, C. A., Heath, A. C., Neuman, R. J., &amp; Reich, W. (2003). Reliability and stability of a semistructured DSM-IV interview designed for family studies. ''Journal of the American Academy of Child and Adolescent Psychiatry'', ''42''(12), 1460–1468.&lt;/ref&gt;
|Physical Health
|Medical
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Ohio State [[wikipedia:Traumatic_brain_injury|TBI]] Screen - Short&lt;ref&gt;Bogner, J. A., Whiteneck, G. G., MacDonald, J., Juengst, S. B., Brown, A. W., Philippus, A. M., Marwitz, J. H., Lengenfelder, J., Mellick, D., Arenth, P., &amp; Corrigan, J. D. (2017). Test-Retest Reliability of Traumatic Brain Injury Outcome Measures: A Traumatic Brain Injury Model Systems Study. ''The Journal of head trauma rehabilitation'', ''32''(5), E1–E16. &lt;/ref&gt;
|Physical Health 
|Medical
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|PhenX Medications Survey (Medications Inventory)
|Physical Health
|Medical
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Child Nutrition Assessment&lt;ref&gt;Morris, M. C., Tangney, C. C., Wang, Y., Sacks, F. M., Bennett, D. A., &amp; Aggarwal, N. T. (2015). MIND diet associated with reduced incidence of Alzheimer’s disease. ''Alzheimer’s &amp; dementia : the journal of the Alzheimer’s Association'', ''11''(9), 1007–1014.&lt;/ref&gt;
|Physical Health
|Nutrition
|Parent
|No
|Yes
|No
|No
|No
|No
|No
|No
|-
|Block Kids Food Screener - Parent&lt;ref name=&quot;:1&quot; /&gt;
|Physical Health
|Nutrition
|Parent
|No
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|International Physical Activity Questionnaire&lt;ref&gt;Booth M. (2000). Assessment of physical activity: an international perspective. ''Research quarterly for exercise and sport'', ''71''(2 Suppl), S114–S120.&lt;/ref&gt;
|Physical Health
|Physical Activity
|Parent
|No
|No
|No
|Yes
|No
|No
|No
|No
|-
|Sports and Activities Involvement Questionnaire - Parent&lt;ref&gt;Huppertz, C., Bartels, M., de Zeeuw, E. L., van Beijsterveldt, C., Hudziak, J. J., Willemsen, G., Boomsma, D. I., &amp; de Geus, E. (2016). Individual Differences in Exercise Behavior: Stability and Change in Genetic and Environmental Determinants From Age 7 to 18. ''Behavior genetics'', ''46''(5), 665–679.&lt;/ref&gt;
|Physical Health
|Physical Activity
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|No
|No
|-
|Pubertal Development Scale and Menstrual Cycle Survey - Parent&lt;ref name=&quot;:0&quot; /&gt;
|Physical Health
|Puberty
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Sleep Disturbances Scale for Children&lt;ref&gt;Bruni, O., Ottaviano, S., Guidetti, V., Romoli, M., Innocenzi, M., Cortesi, F., &amp; Giannotti, F. (1996). The Sleep Disturbance Scale for Children (SDSC). Construction and validation of an instrument to evaluate sleep disturbances in childhood and adolescence. ''Journal of sleep research'', ''5''(4), 251–261.&lt;/ref&gt;&lt;ref&gt;Ferreira, V. R., Carvalho, L. B., Ruotolo, F., de Morais, J. F., Prado, L. B., &amp; Prado, G. F. (2009). Sleep disturbance scale for children: translation, cultural adaptation, and validation. ''Sleep medicine'', ''10''(4), 457–463.&lt;/ref&gt;
|Physical Health
|Sleep
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|Gender Identity (Youth)&lt;ref name=&quot;:16&quot;&gt;Potter, A., Dube, S., Allgaier, N., Loso, H., Ivanova, M., Barrios, L. C., Bookheimer, S., Chaarani, B., Dumas, J., Feldstein-Ewing, S., Freedman, E. G., Garavan, H., Hoffman, E., McGlade, E., Robin, L., &amp; Johns, M. M. (2021). Early adolescent gender diversity and mental health in the Adolescent Brain Cognitive Development study. ''Journal of child psychology and psychiatry, and allied disciplines'', ''62''(2), 171–179.&lt;/ref&gt;&lt;ref&gt;Potter, A. S., Dube, S. L., Barrios, L. C., Bookheimer, S., Espinoza, A., Feldstein Ewing, S. W., Freedman, E. G., Hoffman, E. A., Ivanova, M., Jefferys, H., McGlade, E. C., Tapert, S. F., &amp; Johns, M. M. (2022). Measurement of gender and sexuality in the Adolescent Brain Cognitive Development (ABCD) study. ''Developmental cognitive neuroscience'', ''53'', 101057.&lt;/ref&gt;&lt;ref&gt;Windle, M., Grunbaum, J. A., Elliott, M., Tortolero, S. R., Berry, S., Gilliland, J., Kanouse, D. E., Parcel, G. S., Wallander, J., Kelder, S., Collins, J., Kolbe, L., &amp; Schuster, M. (2004). Healthy passages. A multilevel, multimethod longitudinal study of adolescent health. ''American journal of preventive medicine'', ''27''(2), 164–172.&lt;/ref&gt;&lt;ref&gt;Wylie, S. A., Corliss, H. L., Boulanger, V., Prokop, L. A., &amp; Austin, S. B. (2010). Socially assigned gender nonconformity: A brief measure for use in surveillance and investigation of health disparities. ''Sex roles'', ''63''(3-4), 264–276.&lt;/ref&gt;&lt;ref&gt;Reed, E., Salazar, M., Behar, A. I., Agah, N., Silverman, J. G., Minnis, A. M., Rusch, M., &amp; Raj, A. (2019). Cyber Sexual Harassment: Prevalence and association with substance use, poor mental health, and STI history among sexually active adolescent girls. ''Journal of adolescence'', ''75'', 53–62.&lt;/ref&gt;
|Gender &amp; Sexuality
|Gender
|Youth
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Sexual Behavior/Health&lt;ref&gt;Potter, A. S., Dube, S. L., Barrios, L. C., Bookheimer, S., Espinoza, A., Feldstein Ewing, S. W., Freedman, E. G., Hoffman, E. A., Ivanova, M., Jefferys, H., McGlade, E. C., Tapert, S. F., &amp; Johns, M. M. (2022). Measurement of gender and sexuality in the Adolescent Brain Cognitive Development (ABCD) study. ''Developmental cognitive neuroscience'', ''53'', 101057. &lt;/ref&gt;&lt;ref&gt;Sales, J. M., Milhausen, R. R., Wingood, G. M., Diclemente, R. J., Salazar, L. F., &amp; Crosby, R. A. (2008). Validation of a Parent-Adolescent Communication Scale for use in STD/HIV prevention interventions. ''Health education &amp; behavior : the official publication of the Society for Public Health Education'', ''35''(3), 332–345.&lt;/ref&gt;&lt;ref&gt;Windle, M., Grunbaum, J. A., Elliott, M., Tortolero, S. R., Berry, S., Gilliland, J., Kanouse, D. E., Parcel, G. S., Wallander, J., Kelder, S., Collins, J., Kolbe, L., &amp; Schuster, M. (2004). Healthy passages. A multilevel, multimethod longitudinal study of adolescent health. ''American journal of preventive medicine'', ''27''(2), 164–172.&lt;/ref&gt;
|Gender &amp; Sexuality
|Sexuality
|Youth
|No
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|Gender Identity (Parent)&lt;ref name=&quot;:16&quot; /&gt;&lt;ref&gt;Johnson, L. L., Bradley, S. J., Birkenfeld-Adams, A. S., Kuksis, M. A., Maing, D. M., Mitchell, J. N., &amp; Zucker, K. J. (2004). A parent-report gender identity questionnaire for children. ''Archives of sexual behavior'', ''33''(2), 105–116.&lt;/ref&gt;&lt;ref&gt;Elizabeth, P. H., &amp; Green, R. (1984). Childhood sex-role behaviors: similarities and differences in twins. ''Acta geneticae medicae et gemellologiae'', ''33''(2), 173–179.&lt;/ref&gt;
|Gender &amp; Sexuality
|Gender
|Parent
|No
|Yes
|Yes
|Yes
|No
|No
|No
|No
|-
|Sexual Behavior/Health&lt;ref name=&quot;:16&quot; /&gt;&lt;ref&gt;Wylie, S. A., Corliss, H. L., Boulanger, V., Prokop, L. A., &amp; Austin, S. B. (2010). Socially assigned gender nonconformity: A brief measure for use in surveillance and investigation of health disparities. ''Sex roles'', ''63''(3-4), 264–276.&lt;/ref&gt;&lt;ref&gt;Sales, J. M., Milhausen, R. R., Wingood, G. M., Diclemente, R. J., Salazar, L. F., &amp; Crosby, R. A. (2008). Validation of a Parent-Adolescent Communication Scale for use in STD/HIV prevention interventions. ''Health education &amp; behavior : the official publication of the Society for Public Health Education'', ''35''(3), 332–345.&lt;/ref&gt;
|Gender &amp; Sexuality
|Sexuality
|Parent
|No
|No
|No
|Yes*
|Yes
|Yes
|Yes
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|Genetic Principal Components &amp; Relatedness
|Genetics
|Genetics
|Youth
|
|
|
|
|
|
|
|
|-
|Twin Zygosity Rating
|Genetics
|Genetics
|Youth
|
|
|
|
|
|
|
|
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Generalized Anxiety Disorder) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Social Anxiety Disorder) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Brief Problem Monitor Scale&lt;ref&gt;Achenbach, T. M. (2009). The Achenbach System of Empirically Based Assessment (ASEBA): Development, Findings, Theory, and Applications. Burlington, VT: University of Vermont Research Center for Children, Youth, &amp; Families.&lt;/ref&gt;
|Mental Health
|Broad Psychopathology
|Youth
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|Yes
|-
|KSADS - Symptoms &amp; Diagnoses
|Mental Health
|Broad Psychopathology
|Youth
|
|
|
|
|
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Eating Disorders) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Eating
|Youth
|No
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Emotion Regulation Questionnaire&lt;ref&gt;Gross, J.J., &amp; John, O.P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362. &lt;/ref&gt;&lt;ref&gt;Garnefski, N., Rieffe, C., Jellesma, F., Terwogt, M. M., &amp; Kraaij, V. (2007). Cognitive emotion regulation strategies and emotional problems in 9–11-year-old children: The development of an instrument. European Child &amp; Adolescent Psychiatry, 16, 1–9.&lt;/ref&gt;&lt;ref&gt;Gullone, E., &amp; Taffe, J. (2012). The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): a psychometric evaluation. Psychological assessment, ''24''(2), 409–417.&lt;/ref&gt;
|Mental Health
|Emotion
|Youth
|No
|No
|No
|No
|No
|Yes
|No
|No
|-
|NIH Toolbox Positive Affect Items&lt;ref&gt;Salsman, J. M., Butt, Z., Pilkonis, P. A., Cyranowski, J. M., Zill, N., Hendrie, H. C., Kupst, M. J., Kelly, M. A. R., Bode, R. K., Choi, S. W., Lai, J.-S. ., Griffith, J. W., Stoney, C. M., Brouwers, P., Knox, S. S., &amp; Cella, D. (2013). Emotion assessment using the NIH Toolbox. ''Neurology'', ''80''(Issue 11, Supplement 3), S76–S86. &lt;nowiki&gt;https://doi.org/10.1212/wnl.0b013e3182872e11&lt;/nowiki&gt;
&lt;/ref&gt;&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/positive-affect/|title=Positive Affect|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref&gt;Gershon, R.C., Wagster, M.V., et al., 2013. NIH toolbox for assessment of neurological and behavioral function. Neurology 80 (11 Suppl. 3), S2–6.&lt;/ref&gt;
|Mental Health
|Emotion
|Youth
|No
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|-
|KSADS Diagnostic Interview for DSM-5 (Conduct Disorders) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Externalizing
|Youth
|No
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Suicidality) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Harm
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|[[OToPS/Measures/7 Up 7 Down Inventory|7-Up Mania Items]]&lt;ref name=&quot;:9&quot;&gt;Youngstrom, E. A., Murray, G., Johnson, S. L., &amp; Findling, R. L. (2013). The 7 Up 7 Down Inventory: A 14-item measure of manic and depressive tendencies carved from the General Behavior Inventory. ''Psychological Assessment'', ''25''(4), 1377–1383. &lt;nowiki&gt;https://doi.org/10.1037/a0033975&lt;/nowiki&gt;
&lt;/ref&gt;
|Mental Health
|Mood
|Youth
|No
|Yes
|No
|Yes
|No
|Yes
|No
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Bipolar and Related Disorders) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Depressive Disorders) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Disruptive Mood Dysregulation Disorder) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Youth
|No
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Peer Experiences Questionnaire&lt;ref&gt;De Los Reyes, A. &amp; Prinstein, M. J. (2004). Applying depression-distortion hypotheses to the assessment of peer victimization in adolescents. Journal of Clinical Child and Adolescent Psychology, 33, 325-335.&lt;/ref&gt;&lt;ref&gt;Prinstein, M. J., Boergers, J., &amp; Vernberg, E. M. (2001). Overt and relational aggression in adolescents: Social-psychological functioning of aggressors and victims. Journal of Clinical Child Psychology, 30, 477-489.&lt;/ref&gt;
|Mental Health
|Peers
|Youth
|No
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Youth Resilience Scale&lt;ref&gt;Ungar, M., &amp; Liebenberg, L. (2009). Cross-cultural consultation leading to the development of a valid measure of youth resilience: The International Resilience Project. ''Studia psychologica'', ''51''(2-3), 259-268.&lt;/ref&gt;
|Mental Health
|Peers
|Youth
|Yes
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Prodromal Psychosis Scale&lt;ref&gt;Karcher NR, Barch DM, Avenevoli S, Savill M, Huber RS, Simon TJ, Leckliter IN, Sher KJ, Loewy RL. Assessment of the Prodromal Questionnaire-Brief Child Version for Measurement of Self-reported Psychotic like Experiences in Childhood. JAMA Psychiatry. 2018 Aug 1;75(8):853-861.&lt;/ref&gt;&lt;ref&gt;Loewy, R.L., Bearden, C.E., et al., 2005. The prodromal questionnaire (PQ): preliminary validation of a self-report screening measure for prodromal and psychotic syndromes. Schizophr. Res. 79 (1), 117–125.&lt;/ref&gt;&lt;ref&gt;Ising, H.K., Veling, W., et al., 2012. The validity of the 16-item version of the Prodromal Questionnaire (PQ-16) to screen for ultra high risk of developing psychosis in the general help-seeking population. Schizophr. Bull. 38 (6), 1288–1296.&lt;/ref&gt;&lt;ref&gt;Therman, S., Lindgren, M., et al., 2014. Predicting psychosis and psychiatric hospital care among adolescent psychiatric patients with the Prodromal Questionnaire. Schizophr. Res. 158 (1–3), 7–10.&lt;/ref&gt;
|Mental Health
|Psychosis
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|[[wikipedia:Kiddie_Schedule_for_Affective_Disorders_and_Schizophrenia|Kiddie Schedule for Affective Disorders and Schizophrenia (KSADS)]] Background Items Survey - Youth&lt;ref name=&quot;:6&quot;&gt;KAUFMAN, J., BIRMAHER, B., BRENT, D., RAO, U., FLYNN, C., MORECI, P., WILLIAMSON, D., &amp; RYAN, N. (1997). Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data. ''Journal of the American Academy of Child &amp; Adolescent Psychiatry'', ''36''(7), 980–988. &lt;nowiki&gt;https://doi.org/10.1097/00004583-199707000-00021&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref name=&quot;:7&quot;&gt;Kaufman, J., Birmaher, B., Axelson, D., Perepletchikova, F., Brent, D., &amp; Ryan, N. (2016). ''K-SADS-PL DSM-5''. &lt;nowiki&gt;https://pediatricbipolar.pitt.edu/sites/default/files/assets/Clinical%20tools/KSADS/KSADS_DSM_5_SCREEN_Final.pdf&lt;/nowiki&gt;
&lt;/ref&gt;&lt;ref name=&quot;:2&quot;&gt;Townsend, L, Kobak, K., Kearney, C., Milham, M., Andreotti, C., Escalera, J., Alexander, L., Gill, M.K., Birmaher, B., Sylvester, R., Rice, D., Deep, A., Kaufman, J. (2020).  Development of Three Web-Based Computerized Versions of the Kiddie Schedule for Affective Disorders and Schizophrenia (KSADS-COMP) Child Psychiatric Diagnostic Interview: Preliminary Validity Data. Journal of the American Academy of Child and Adolescent Psychiatry, Feb;59(2):309-325. doi:10.1016/j.jaac. PMID: 31108163.&lt;/ref&gt;&lt;ref name=&quot;:3&quot;&gt;Kaufman, J., Kobak, K., Birmaher, B., &amp; de Lacy, N. (2021). KSADS-COMP Perspectives on Child Psychiatric Diagnostic Assessment and Treatment Planning. Journal of the American Academy of Child and Adolescent Psychiatry, ''60''(5), 540–542.&lt;/ref&gt;
|Mental Health
|Psychosocial
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Sleep Problems)&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Sleep
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Cyberbullying Questionnaire&lt;ref&gt;Stewart RW, Drescher CF, Maack DJ, Ebesutani C, Young J. The Development and Psychometric Investigation of the Cyberbullying Scale. J Interpers Violence. 2014 Aug;29(12):2218-2238. doi: 10.1177/0886260513517552. Epub 2014 Jan 14. PMID: 24424252.&lt;/ref&gt;
|Mental Health
|Social
|Youth
|No
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Life Events Scale - Youth&lt;ref name=&quot;:10&quot;&gt;Tiet, Q.Q., Bird, H.R., et al., 2001. Relationship between specific adverse life events and psychiatric disorders. J. Abnorm. Child Psychol. 29 (2), 153–164.&lt;/ref&gt;&lt;ref name=&quot;:15&quot;&gt;Grant, K.E., Compas, B.E., et al., 2004. Stressors and child and adolescent psychopathology: measurement issues and prospective effects. J. Clin. Child Adolesc. Psychol. 33 (2), 412–425.&lt;/ref&gt;
|Mental Health
|Stress
|Youth
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|[[Behavioral Inhibition and Behavioral Activation System (BIS/BAS) Scales|PhenX Behavioral Inhibition/Behavioral Approach System (BIS/BAS) Scales]]&lt;ref&gt;Carver, C. &amp; White, T. (1994). Behavioral Inhibition, Behavioral Activation, and affective response to impending reward and punishment: The BIS/BAS Scales. ''Journal of Personality and Social Psychology'', 67(2), 319-333.&lt;/ref&gt;&lt;ref&gt;Pagliaccio D, Luking KR, Anokhin AP, Gotlib IH, Hayden EP, Olino TM, Peng CZ, Hajcak G, Barch DM. Revising the BIS/BAS Scale to study development: Measurement invariance and normative effects of age and sex from childhood through adulthood. Psychol Assess. 2016 Apr;28(4):429-42. doi: 10.1037/pas0000186. Epub 2015 Aug 24. PMID: 26302106; PMCID: PMC4766059.&lt;/ref&gt;
|Mental Health
|Temperament/Personality
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Urgency, Premeditation, Perseverance, Sensation Seeking, Positive Urgency, Impulsive Behavior (UPPS-P) for Children - Short Form (ABCD Version)&lt;ref&gt;Whiteside, S. P., &amp; Lynam, D. R. (2001). The Five Factor Model and impulsivity: using a structural model of personality to understand impulsivity. ''Personality and Individual Differences, 30''(4), 669-689. doi: 10.1016/S0191-8869(00)00064-7&lt;/ref&gt;&lt;ref&gt;Cyders, M. A., Smith, G. T., Spillane, N. S., Fischer, S., Annus, A. M., &amp; Peterson, C. (2007). Integration of impulsivity and positive mood to predict risky behavior: Development and validation of a measure of positive urgency. ''Psychological Assessment, 19''(1), 107–118. &lt;nowiki&gt;https://doi.org/10.1037/1040-3590.19.1.107&lt;/nowiki&gt;&lt;/ref&gt;
|Mental Health
|Temperament/Personality
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Agoraphobia Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Generalized Anxiety Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Obsessive Compulsive Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Panic Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Separation Anxiety Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|Yes
|No
|Yes
|No
|No
|No
|No
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Social Anxiety Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Specific Phobia Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Autism Spectrum Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Autism Spectrum
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|[[wikipedia:Achenbach_System_of_Empirically_Based_Assessment|ASEBA Adult Behavior Checklist]]&lt;ref name=&quot;:11&quot;&gt;Achenbach, T. M., &amp; Rescorla, L. A. (2003). Manual for the ASEBA adult forms &amp; profiles. Research Center for Children, Youth, &amp; Families, University of Vermont, Burlington, VT, USA.&lt;/ref&gt;
|Mental Health
|Broad Psychopathology
|Parent
|No
|No
|Yes
|No
|Yes
|No
|No
|No
|-
|[[wikipedia:Achenbach_System_of_Empirically_Based_Assessment|ASEBA Adult Self-Report]] (psychopathology)&lt;ref name=&quot;:11&quot; /&gt;
|Mental Health
|Broad Psychopathology
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|No
|No
|-
|[[wikipedia:Child_Behavior_Checklist|Child Behavior Checklist]]&lt;ref&gt;Achenbach TM, Rescorla LA. ''Manual for the ASEBA school-age forms &amp; profiles: an integrated system of mult-informant assessment.'' Burlington: University of Vermont, Research Center for Children, Youth &amp; Families; 2001.&lt;/ref&gt;
|Mental Health
|Broad Psychopathology
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Family History Assessment Survey&lt;ref&gt;Brown SA, Brumback T, Tomlinson K, Cummins K, Thompson WK, Nagel BJ, De Bellis MD, Hooper SR, Clark DB, Chung T, Hasler BP, Colrain IM, Baker FC, Prouty D, Pfefferbaum A, Sullivan EV, Pohl KM, Rohlfing T, Nichols BN, Chu W, Tapert SF. The National Consortium on Alcohol and NeuroDevelopment in Adolescence (NCANDA): A Multisite Study of Adolescent Development and Substance Use. J Stud Alcohol Drugs. 2015 Nov;76(6):895-908. doi: 10.15288/jsad.2015.76.895. PMID: 26562597; PMCID: PMC4712659.&lt;/ref&gt;&lt;ref&gt;Rice JP, Reich T, Bucholz KK, Neuman RJ, Fishman R, Rochberg N, Hesselbrock VM, Nurnberger JI Jr, Schuckit MA, Begleiter H. Comparison of direct interview and family history diagnoses of alcohol dependence. Alcohol Clin Exp Res. 1995 Aug;19(4):1018-23. doi: 10.1111/j.1530-0277.1995.tb00983.x. PMID: 7485811.&lt;/ref&gt;
|Mental Health
|Broad Psychopathology
|Parent
|Yes
|No
|No
|No
|No
|No
|Yes
|No
|-
|KSADS Symptoms &amp; Diagnoses
|Mental Health
|Broad Psychopathology
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Eating Disorders) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Eating
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Difficulty in Emotion Regulation Scale&lt;ref&gt;Bardeen, J. R., Fergus, T. A., Hannan, S. M., &amp; Orcutt, H. K. (2016). Addressing psychometric limitations of the Difficulties in Emotion Regulation Scale through item modification. Journal of Personality Assessment.&lt;/ref&gt;&lt;ref&gt;Bunford, N., Dawson, A. E., Evans, S. W., Ray, A. R., Langberg, J. M., Owens, J. S., DuPaul, G. J., &amp; Allan, D. M. (2020). The Difficulties in Emotion Regulation Scale-Parent Report: A Psychometric Investigation Examining Adolescents With and Without ADHD. Assessment, 27(5), 921–940.&lt;/ref&gt;
|Mental Health
|Emotion
|Parent
|No
|No
|No
|Yes
|Yes
|Yes
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (ADHD) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Externalizing
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Conduct Disorders) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Externalizing
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Oppositional Defiant Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Externalizing
|Parent
|Yes
|Yes
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Homicidality) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Harm
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Suicidality) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Harm
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|[[OToPS/Measures/7 Up 7 Down Inventory|General Behavior Inventory - Mania]]&lt;ref name=&quot;:9&quot; /&gt;
|Mental Health
|Mood
|Parent
|Yes
|Yes
|Yes
|No
|Yes
|Yes
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Bipolar and Related Disorders) - Parent &lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Depressive Disorders) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Disruptive Mood Dysregulation Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Psychotic Disorders) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Psychosis
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|KSADS Background Items Survey - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Psychosocial
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Sleep Problems) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Sleep
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Short Social Responsiveness Scale&lt;ref&gt;Aldridge, F. J., Gibbs, V. M., Schmidhofer, K., &amp; Williams, M. (2012). Investigating the clinical usefulness of the Social Responsiveness Scale (SRS) in a tertiary level, autism spectrum disorder specific assessment clinic. ''Journal of autism and developmental disorders'', ''42''(2), 294–300.&lt;/ref&gt;&lt;ref&gt;Constantino J. N. (2011). The quantitative nature of autistic social impairment. ''Pediatric research'', ''69''(5 Pt 2), 55R–62R.&lt;/ref&gt;&lt;ref&gt;Constantino, J. N., Przybeck, T., Friesen, D., &amp; Todd, R. D. (2000). Reciprocal social behavior in children with and without pervasive developmental disorders. ''Journal of developmental and behavioral pediatrics : JDBP'', ''21''(1), 2–11.&lt;/ref&gt;&lt;ref&gt;Constantino, J. N., &amp; Todd, R. D. (2000). Genetic structure of reciprocal social behavior. ''The American journal of psychiatry'', ''157''(12), 2043–2045.&lt;/ref&gt;&lt;ref&gt;Constantino, J. N., &amp; Todd, R. D. (2003). Autistic traits in the general population: a twin study. ''Archives of general psychiatry'', ''60''(5), 524–530.&lt;/ref&gt;&lt;ref&gt;Constantino, J. N., Gruber, C. P., Davis, S., Hayes, S., Passanante, N., &amp; Przybeck, T. (2004). The factor structure of autistic traits. ''Journal of child psychology and psychiatry, and allied disciplines'', ''45''(4), 719–726.&lt;/ref&gt;&lt;ref&gt;Hus, V., Bishop, S., Gotham, K., Huerta, M., &amp; Lord, C. (2013). Factors influencing scores on the social responsiveness scale. ''Journal of child psychology and psychiatry, and allied disciplines'', ''54''(2), 216–224.&lt;/ref&gt;&lt;ref&gt;Kaat, A. J., &amp; Farmer, C. (2017). Commentary: Lingering questions about the Social Responsiveness Scale short form. A commentary on Sturm et al. (2017). ''Journal of child psychology and psychiatry, and allied disciplines'', ''58''(9), 1062–1064.&lt;/ref&gt;&lt;ref&gt;Norris, M., &amp; Lecavalier, L. (2010). Screening accuracy of Level 2 autism spectrum disorder rating scales. A review of selected instruments. ''Autism : the international journal of research and practice'', ''14''(4), 263–284.&lt;/ref&gt;
|Mental Health
|Social
|Parent
|No
|Yes
|No
|No
|No
|Yes
|No
|No
|-
|KSADS Diagnostic Interview for DSM-5 (Post-Traumatic Stress Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Stress
|Parent
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Life Events Scale - Parent&lt;ref name=&quot;:10&quot; /&gt;&lt;ref name=&quot;:15&quot; /&gt;
|Mental Health
|Stress
|Parent
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|[[wikipedia:Perceived_Stress_Scale|Perceived Stress Scale]]&lt;ref&gt;Cohen, S., Kamarck, T., and Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 386-396. &lt;/ref&gt;
|Mental Health
|Stress
|Parent
|No
|No
|No
|Yes
|No
|No
|Yes
|No
|-
|Early Adolescent Temperament Questionnaire&lt;ref&gt;Latham MD, Dudgeon P, Yap MBH, Simmons JG, Byrne ML, Schwartz OS, Ivie E, Whittle S, Allen NB. Factor Structure of the Early Adolescent Temperament Questionnaire-Revised. Assessment. 2020 Oct;27(7):1547-1561. doi: 10.1177/1073191119831789. Epub 2019 Feb 21. PMID: 30788984.&lt;/ref&gt;
|Mental Health
|Temperament/Personality
|Parent
|No
|No
|Yes
|No
|No
|No
|No
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|Brief Problem Monitor
|Mental Health
|Broad Psychopathology 
|Teacher
|Yes
|Yes
|Yes
|Yes
|No
|Yes
|No
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|[[wikipedia:Edinburgh_Handedness_Inventory|Edinburgh Handedness Inventory]]
|Neurocognition
|Administrative
|Youth
|Yes
|No
|No
|No
|No
|No
|No
|No
|-
|Neurocognition Assessment Administration
|Neurocognition
|Administrative
|Youth
|
|
|
|
|
|
|
|
|-
|[[wikipedia:Snellen_chart|Snellen Vision Screener]]
|Neurocognition
|Administrative
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Behavioral Indicator of Resiliency to Distress Task (BIRD)&lt;ref&gt;Lejuez, C. W., Kahler, C. W., &amp; Brown, R. A. (2003). A modified computer version of the Paced Auditory Serial Addition Task (PASAT) as a laboratory-based stressor. ''The Behavior Therapist, 26''(4), 290–293.&lt;/ref&gt;&lt;ref&gt;Feldner, M. T., Leen-Feldner, E. W., Zvolensky, M. J., &amp; Lejuez, C. W. (2006). Examining the association between rumination, negative affectivity, and negative affect induced by a paced auditory serial addition task. ''Journal of behavior therapy and experimental psychiatry'', ''37''(3), 171–187.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|No
|No
|No
|No
|Yes
|No
|No
|No
|-
|Cash Choice Task&lt;ref&gt;Wulfert, E., Block, J. A., Santa Ana, E., Rodriguez, M. L., &amp; Colsman, M. (2002). Delay of gratification: impulsive choices and problem behaviors in early and late adolescence. ''Journal of personality'', ''70''(4), 533–552.&lt;/ref&gt;&lt;ref&gt;Anokhin, A. P., Golosheykin, S., Grant, J. D., &amp; Heath, A. C. (2011). Heritability of delay discounting in adolescence: a longitudinal twin study. ''Behavior genetics'', ''41''(2), 175–183.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|Yes
|No
|No
|No
|No
|No
|No
|No
|-
|Delay Discounting Task&lt;ref&gt;Johnson, M. W., &amp; Bickel, W. K. (2008). An algorithm for identifying nonsystematic delay-discounting data. ''Experimental and clinical psychopharmacology'', ''16''(3), 264–274.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|No
|Yes
|No
|Yes
|No
|Yes
|No
|No
|-
|Emotional Faces Stroop Task&lt;ref&gt;Başgöze, Z., Gönül, A. S., Baskak, B., &amp; Gökçay, D. (2015). Valence-based Word-Face Stroop task reveals differential emotional interference in patients with major depression. ''Psychiatry research'', ''229''(3), 960–967.&lt;/ref&gt;&lt;ref&gt;Kane, M. J., &amp; Engle, R. W. (2003). Working-memory capacity and the control of attention: the contributions of goal neglect, response competition, and task set to Stroop interference. ''Journal of experimental psychology. General'', ''132''(1), 47–70.&lt;/ref&gt;&lt;ref&gt;Stroop, J.R., 1935. Studies of interference in serial verbal reactions. J. Exp. Psychol. 18 (6), 643–662.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|No
|Yes
|No
|Yes
|No
|Yes
|No
|No
|-
|Game of Dice Task&lt;ref&gt;Brand, M., Fujiwara, E., Borsutzky, S., Kalbe, E., Kessler, J., &amp; Markowitsch, H. J. (2005). Decision-making deficits of Korsakoff patients in a new gambling task with explicit rules: associations with executive functions. ''Neuropsychology'', ''19''(3), 267–277.&lt;/ref&gt;&lt;ref&gt;Drechsler, R., Rizzo, P., &amp; Steinhausen, H. C. (2008). Decision-making on an explicit risk-taking task in preadolescents with attention-deficit/hyperactivity disorder. ''Journal of neural transmission (Vienna, Austria : 1996)'', ''115''(2), 201–209.&lt;/ref&gt;&lt;ref&gt;Duperrouzel, J. C., Hawes, S. W., Lopez-Quintero, C., Pacheco-Colón, I., Coxe, S., Hayes, T., &amp; Gonzalez, R. (2019). Adolescent cannabis use and its associations with decision-making and episodic memory: Preliminary results from a longitudinal study. ''Neuropsychology'', ''33''(5), 701–710.&lt;/ref&gt;&lt;ref&gt;Ross, J. M., Graziano, P., Pacheco-Colón, I., Coxe, S., &amp; Gonzalez, R. (2016). Decision-Making Does not Moderate the Association between Cannabis Use and Body Mass Index among Adolescent Cannabis Users. ''Journal of the International Neuropsychological Society : JINS'', ''22''(9), 944–949.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|No
|No
|Yes
|No
|Yes
|No
|No
|No
|-
|Little Man Task&lt;ref&gt;Acker, W. (1982). “A computerized approach to psychological screening—The Bexley-Maudsley Automated Psychological Screening and The Bexley-Maudsley Category Sorting Test.” ''International Journal of Man-Machine Studies'', ''17''(3): 361-369.&lt;/ref&gt;&lt;ref&gt;Nixon, S. J., Prather, R. A., &amp; Lewis, B. (2014). Sex differences in alcohol-related neurobehavioral consequences. In Edith V. Sullivan and Adolf Pfefferbaum (Eds.), Alcohol and the nervous system (Handbook of clinical neurology, 3rd series (Vol. 125)). Oxford, United Kingdom, Elsevier, pp. 253-272.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|NIH Toolbox Tasks - Dimensional Change Card Sort&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/dimensional-change-card-sort-test/|title=Dimensional Change Card Sort Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
|Yes
|No
|No
|No
|No
|No
|Yes
|No
|-
|NIH Toolbox Tasks - Flanker Inhibitory Control &amp; Attention&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/flanker-inhibitory-control-and-attention-test-age-12/|title=Flanker Inhibitory Control and Attention Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|NIH Toolbox Tasks - Oral Reading Recognition&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/a-dummy-iq-test/|title=Oral Reading Recognition Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|NIH Toolbox Tasks - Pattern Comparison Processing Speed&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/pattern-comparison-processing-speed/|title=Pattern Comparison Processing Speed Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|NIH Toolbox Tasks - Picture Sequence Memory&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/picture-sequence-memory-test/|title=Picture Sequence Memory Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|NIH Toolbox Tasks - Picture Vocabulary&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/picture-vocabulary-test/|title=Picture Vocabulary Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot;&gt;McDonald, Skye (Ed.) (2014). Special series on the Cognition Battery of the NIH Toolbox. ''Journal of International Neuropsychological Society'', 20 (6), 487-651.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|NIH Toolbox Tasks - List Sorting Working Memory&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/test/|title=List Sorting Working Memory Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
|Yes
|No
|No
|No
|Yes
|No
|Yes
|No
|-
|RAVLT Delayed Recall&lt;ref name=&quot;:13&quot; /&gt;&lt;ref name=&quot;:14&quot; /&gt;
|Neurocognition
|
|Youth
|Yes
|No
|Yes
|No
|No
|No
|No
|No
|-
|Rey Auditory Verbal Leanring Task (RAVLT) &lt;ref name=&quot;:13&quot;&gt;Strauss, E., Sherman, E.M.S., &amp; Spreen, O. (2006) A compendium of neuropsychological tests. Oxford University Press. New York, New York. Third Edition.&lt;/ref&gt;&lt;ref name=&quot;:14&quot;&gt;Lezak, M.D., Howieson, D.B., Bigler, E.D., &amp; Tranel, D. (2012) Neuropsychological assessment. 5th Edition. Oxford University Press. New York, NY.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|Yes
|No
|Yes
|No
|No
|No
|Yes
|No
|-
|Social Influence Task&lt;ref&gt;Knoll, L. J., Leung, J. T., Foulkes, L., &amp; Blakemore, S. J. (2017). Age-related differences in social influence on risk perception depend on the direction of influence. ''Journal of adolescence'', ''60'', 53–63.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|No
|No
|Yes
|No
|Yes
|No
|No
|No
|-
|Stanford Mental Arithmetic Response Time Evaluation (SMARTE)&lt;ref&gt;Starkey, G. S., &amp; McCandliss, B. D. (2014). The emergence of “groupitizing” in children’s numerical cognition. ''Journal of experimental child psychology'', ''126'', 120–137.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|No
|No
|No
|Yes
|No
|Yes
|No
|No
|-
|Wechsler Intelligence Scale for Children - Matrix Reasoning Task&lt;ref&gt;Wechsler, D. (2014). Wechsler Intelligence Scale for Children - Fifth Edition Manual. San Antonio,TX, Pearson.&lt;/ref&gt;&lt;ref&gt;Daniel, M.H., Wahlstrom, D. &amp; Zhang, O. (2014) Equivalence of Q-interactive® and Paper Administrations of Cognitive Tasks: WISC®–V: Q-Interactive Technical Report.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|Yes
|No
|No
|No
|No
|No
|No
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|Barkley Deficits in Executive Functioning Scale&lt;ref&gt;Barkley RA (2010). Differential diagnosis of adults with ADHD: the role of executive function and self-regulation. ''J Clin Psychiatry'', 71(7), e17. doi: 10.4088/JCP.9066tx1c&lt;/ref&gt;&lt;ref&gt;Barkley RA (2011). ''Barkley deficits in executive functioning scale (BDEFS for adults)''. New York: Guilford Press.&lt;/ref&gt;&lt;ref&gt;Barkley RA (2012). ''Barkley Deficits in Executive Functioning Scale--Children and Adolescents (BDEFS-CA)'': Guilford Press.&lt;/ref&gt;
|Neurocognition
|Questionnaire
|Parent
|No
|No
|No
|No
|No
|No
|Yes
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|[[wikipedia:Breathalyzer|Alcohol Toxicology]]
|Substance Use
|Drug Toxicology
|Youth
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|No
|-
|Hair Drug Toxicology&lt;ref name=&quot;:41&quot;&gt;Wade, N. E., Tapert, S. F., Lisdahl, K. M., Huestis, M. A., &amp; Haist, F. (2022). Substance use onset in high-risk 9-13 year-olds in the ABCD study. Neurotoxicol Teratol, 91, 107090.&lt;/ref&gt;&lt;ref name=&quot;:42&quot;&gt;Wade, N. E., Sullivan, R. M., Tapert, S. F., Pelham, W. E., 3rd, Huestis, M. A., Lisdahl, K. M., &amp; Haist, F. (2023). Concordance between substance use self-report and hair analysis in community-based adolescents. Am J Drug Alcohol Abuse, 49(1), 76-84.&lt;/ref&gt;
|Substance Use
|Drug Toxicology
|Youth
|Yes
|Yes
|Yes
|Yes*
|Yes
|Yes*
|Yes
|No
|-
|Nicotine Toxicology&lt;ref name=&quot;:4&quot;&gt;''NicAlert | NYMOX''. (2024). Nymox.com. &lt;nowiki&gt;https://nymox.com/products/nicalert&lt;/nowiki&gt;
&lt;/ref&gt;&lt;ref name=&quot;:38&quot;&gt;''Alere iScreen Dip Card''. (2024). Globalpointofcare.abbott. &lt;nowiki&gt;https://www.globalpointofcare.abbott/us/en/product-details/toxicology-iscreen.html&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref name=&quot;:39&quot;&gt;''Reditest® Smoke Cassette | Test Devices | Redwood Toxicology Laboratory''. (2024). Redwoodtoxicology.com. &lt;nowiki&gt;https://www.redwoodtoxicology.com/devices/doa_redismoke&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref name=&quot;:40&quot;&gt;''ReditestTM Smoke Cassette''. (2024). Toxicology.abbott. &lt;nowiki&gt;https://www.toxicology.abbott/us/en/products/reditest-smoke-cassette.html&lt;/nowiki&gt;&lt;/ref&gt;
|Substance Use
|Drug Toxicology
|Youth
|No
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes
|No
|-
|Saliva Drug Toxicology
|Substance Use
|Drug Toxicology
|Youth
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes
|No
|-
|Urine Drug Toxicology&lt;ref name=&quot;:38&quot; /&gt;
|Substance Use
|Drug Toxicology
|Youth
|No
|No
|No
|No
|Yes*
|Yes*
|Yes
|No
|-
|Alcohol Expectancies Questionnaire (AEQ-AB)&lt;ref&gt;Brown, S. A., Christiansen, B. A., &amp; Goldman, M. S. (1987). The Alcohol Expectancy Questionnaire: an instrument for the assessment of adolescent and adult alcohol expectancies. ''Journal of studies on alcohol'', ''48''(5), 483–491.&lt;/ref&gt;&lt;ref&gt;Greenbaum, P. E., Brown, E. C., &amp; Friedman, R. M. (1995). Alcohol expectancies among adolescents with conduct disorder: prediction and mediation of drinking. ''Addictive behaviors'', ''20''(3), 321–333.&lt;/ref&gt;&lt;ref&gt;Stein, L. A., Katz, B., Colby, S. M., Barnett, N. P., Golembeske, C., Lebeau-Craven, R., &amp; Monti, P. M. (2007). Validity and Reliability of the Alcohol Expectancy Questionnaire-Adolescent, Brief. ''Journal of child &amp; adolescent substance abuse'', ''16''(2), 115–127.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|Yes
|Yes*
|Yes*
|Yes
|Yes
|Yes
|Yes
|No
|-
|Alcohol Motives Questionnaire (PhenX)&lt;ref&gt;Cooper, M. L. (1994). Motivations for alcohol use among adolescents: Development and validation of a four-factor model. Psychological Assessment, 6, 117−128.&lt;/ref&gt;&lt;ref&gt;Grant, V. V., Stewart, S. H., O’Connor, R. M., Blackwell, E., &amp; Conrod, P. J. (2007). Psychometric evaluation of the five-factor Modified Drinking Motives Questionnaire–Revised in undergraduates. ''Addictive behaviors'', ''32''(11), 2611–2632.&lt;/ref&gt;&lt;ref&gt;Kuntsche, E., &amp; Kuntsche, S. (2009). Development and validation of the Drinking Motive Questionnaire Revised Short Form (DMQ-R SF). Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, ''38''(6), 899–908.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|No
|No
|No
|No
|Yes*
|No
|Yes*
|No
|-
|Cigarette Expectancies (ASCQ)&lt;ref&gt;Lewis-Esquerre, J. M., Rodrigue, J. R., &amp; Kahler, C. W. (2005). Development and validation of an adolescent smoking Consequence questionnaire. ''Nicotine &amp; tobacco research : official journal of the Society for Research on Nicotine and Tobacco'', ''7''(1), 81–90.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|No
|Yes*
|Yes*
|Yes
|Yes
|Yes
|Yes
|No
|-
|Electronic Nictotine Delivery Systems Expectancies Questionnaire&lt;ref&gt;Pokhrel, P., Lam, T.H., Pagano, I., Kawamoto, C.T., &amp; Herzog, T.A. (2018). YPokhrel, P., Lam, T. H., Pagano, I., Kawamoto, C. T., &amp; Herzog, T. A. (2018). Young adult e-cigarette use outcome expectancies: Validity of a revised scale and a short scale. ''Addictive behaviors'', ''78'', 193–199.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|No
|No
|No
|Yes
|No
|Yes
|No
|No
|-
|Electronic Nicotine Delivery System Motives Inventory&lt;ref&gt;Centers for Disease Control (CDC; Division of Nutrition). (2016). Anthropometry Procedures Manual.&lt;/ref&gt;&lt;ref name=&quot;:24&quot;&gt;Piper, M. E., Piasecki, T. M., Federman, E. B., Bolt, D. M., Smith, S. S., Fiore, M. C., &amp; Baker, T. B. (2004). A multiple motives approach to tobacco dependence: the Wisconsin Inventory of Smoking Dependence Motives (WISDM-68). Journal of consulting and clinical psychology, ''72''(2), 139–154.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|No
|No
|No
|No
|Yes*
|No
|Yes*
|No
|-
|Marijuana Effect Expectancy Questionnaire (MEEQ-B)&lt;ref name=&quot;:21&quot;&gt;Torrealday, O., Stein, L. A., Barnett, N., Golembeske, C., Lebeau, R., Colby, S. M., &amp; Monti, P. M. (2008). Validation of the Marijuana Effect Expectancy Questionnaire-Brief. ''Journal of child &amp; adolescent substance abuse'', ''17''(4), 1–17.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|No
|Yes*
|Yes*
|Yes
|Yes
|Yes
|Yes
|No
|-
|Marijuana Motives Questionnaire (PhenX)&lt;ref&gt;Lee, C. M., Neighbors, C., Hendershot, C. S., &amp; Grossbard, J. R. (2009). Development and preliminary validation of a comprehensive marijuana motives questionnaire. Journal of studies on alcohol and drugs, ''70''(2), 279–287.&lt;/ref&gt;&lt;ref&gt;Simons, J., Correia, C. J., Carey, K. B., &amp; Borsari, B. E. (1998). Validating a five-factor marijuana motives measure: Relations with use, problems, and alcohol motives. Journal of Counseling Psychology, ''45''(3), 265.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|No
|No
|No
|No
|Yes*
|No
|Yes*
|No
|-
|PATH Intention to Use Alcohol, Nicotine, and Marijuana Survey &lt;ref&gt;Pierce, J. P., Choi, W. S., Gilpin, E. A., Farkas, A. J., &amp; Merritt, R. K. (1996). Validation of susceptibility as a predictor of which adolescents take up smoking in the United States. Health psychology : official journal of the Division of Health Psychology, American Psychological Association, ''15''(5), 355–361.&lt;/ref&gt;&lt;ref&gt;Strong, D. R., Hartman, S. J., Nodora, J., Messer, K., James, L., White, M., Portnoy, D. B., Choiniere, C. J., Vullo, G. C., &amp; Pierce, J. (2015). Predictive Validity of the Expanded Susceptibility to Smoke Index. Nicotine &amp; tobacco research : official journal of the Society for Research on Nicotine and Tobacco, ''17''(7), 862–869.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|Yes*
|Yes*
|Yes*
|Yes
|Yes
|Yes
|Yes
|No
|-
|PhenX Peer Group Deviance Survey&lt;ref&gt;Freedman, D., Thornton, A., Camburn, D., Alwin, D., &amp; Young-demarco, L. (1988). The life history calendar: a technique for collecting retrospective data. Sociological methodology, ''18'', 37–68.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|Yes*
|Yes*
|Yes*
|Yes
|Yes
|Yes
|Yes
|No
|-
|PhenX Peer Tolerance of Use&lt;ref name=&quot;:19&quot; /&gt;&lt;ref name=&quot;:20&quot; /&gt;
|Substance Use
|SU Attitude
|Youth
|No
|Yes*
|Yes*
|Yes
|Yes
|Yes
|No
|No
|-
|PhenX Perceived Harm of Substance Use&lt;ref name=&quot;:19&quot;&gt;Johnston, Lloyd D.; O’Malley, P. M.; Bachman, J. G.; Schulenberg, J. E.. (2009). Monitoring the Future. National Results on Adolescent Drug Use: Overview of Key Findings, 2009. NIH Publication Number 10-7583&lt;/ref&gt;&lt;ref name=&quot;:20&quot;&gt;Miech, R. A.; Johnston, L. D.; O’Malley, P. M.; Bachman, J. G.; Schulenberg, J. E.. (2015). Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 1, Secondary School Students. Ann Arbor: Institute for Social Research: The University of Michigan.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|Yes
|Yes*
|Yes*
|Yes
|Yes
|Yes
|Yes
|No
|-
|Reasons for Electronic Nicotine Delivery Systems Use&lt;ref name=&quot;:24&quot; /&gt;&lt;ref&gt;Wills, T. A., Sandy, J. M., &amp; Yaeger, A. M. (2002). Moderators of the relation between substance use level and problems: test of a self-regulation model in middle adolescence. Journal of abnormal psychology, ''111''(1), 3–21.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|No
|No
|No
|No
|Yes*
|No
|Yes*
|No
|-
|Tobacco Motives Inventory&lt;ref&gt;Smith, S. S., Piper, M. E., Bolt, D. M., Fiore, M. C., Wetter, D. W., Cinciripini, P. M., &amp; Baker, T. B. (2010). Development of the Brief Wisconsin Inventory of Smoking Dependence Motives. ''Nicotine &amp; tobacco research : official journal of the Society for Research on Nicotine and Tobacco'', ''12''(5), 489–499.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|No
|No
|No
|No
|Yes*
|No
|Yes*
|No
|-
|Vaping Expectancies&lt;ref name=&quot;:21&quot; /&gt;
|Substance Use
|SU Attitude
|Youth
|No
|No
|No
|Yes*
|No
|Yes
|No
|No
|-
|Vaping Motives&lt;ref&gt;Diez, S. L., Cristello, J. V., Dillon, F. R., De La Rosa, M., &amp; Trucco, E. M. (2019). Validation of the electronic cigarette attitudes survey (ECAS) for youth. Addictive behaviors, ''91'', 216–221.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|No
|No
|Yes*
|No
|Yes*
|No
|Yes*
|No
|-
|Alcohol Hangover Symptoms (HSS)&lt;ref&gt;Slutske, W. S., Piasecki, T. M., &amp; Hunt-Carter, E. E. (2003). Development and initial validation of the Hangover Symptoms Scale: prevalence and correlates of Hangover Symptoms in college students. Alcoholism, clinical and experimental research, ''27''(9), 1442–1450.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|Yes
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|No
|-
|Alcohol Subjective Effects (SRE; PhenX)&lt;ref&gt;Schuckit, M. A., Smith, T. L., &amp; Tipp, J. E. (1997). The Self-Rating of the Effects of alcohol (SRE) form as a retrospective measure of the risk for alcoholism. Addiction (Abingdon, England), ''92''(8), 979–988.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Cannabis Withdrawal Scale (CWS)&lt;ref&gt;Allsop, D. J., Norberg, M. M., Copeland, J., Fu, S., &amp; Budney, A. J. (2011). The Cannabis Withdrawal Scale development: patterns and predictors of cannabis withdrawal and distress. Drug and alcohol dependence, ''119''(1-2), 123–129.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|No
|No
|No
|Yes*
|Yes*
|Yes*
|Yes*
|No
|-
|Drug Problem Index (DAPI)&lt;ref name=&quot;:23&quot;&gt;Johnson, V., &amp; White, H. R. (1989). An investigation of factors related to intoxicated driving behaviors among youth. Journal of studies on alcohol, ''50''(4), 320–330.&lt;/ref&gt;&lt;ref&gt;Caldwell, P. E. (2002). Drinking levels, related problems and readiness to change in a college sample. Alcoholism Treatment Quarterly, ''20''(2), 1-15.&lt;/ref&gt;&lt;ref&gt;Kingston, J., Clarke, S., Ritchie, T., &amp; Remington, B. (2011). Developing and validating the “composite measure of problem behaviors”. Journal of clinical psychology, ''67''(7), 736–751.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|No
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|No
|-
|KSADS - Alcohol/Drug Use Disorder - Youth&lt;ref name=&quot;:3&quot; /&gt;
|Substance Use
|SU Consequence
|Youth
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Marijuana Problem Index (MAPI)&lt;ref name=&quot;:23&quot; /&gt;&lt;ref&gt;Zvolensky, M. J., Vujanovic, A. A., Bernstein, A., Bonn-Miller, M. O., Marshall, E. C., &amp; Leyro, T. M. (2007). Marijuana use motives: A confirmatory test and evaluation among young adult marijuana users. Addictive behaviors, ''32''(12), 3122–3130.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|Yes
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|No
|-
|Marijuana Subjective Effects&lt;ref&gt;Agrawal, A., Madden, P. A., Bucholz, K. K., Heath, A. C., &amp; Lynskey, M. T. (2014). Initial reactions to tobacco and cannabis smoking: a twin study. Addiction (Abingdon, England), ''109''(4), 663–671.&lt;/ref&gt;&lt;ref&gt;Agrawal, A., Madden, P. A., Martin, N. G., &amp; Lynskey, M. T. (2013). Do early experiences with cannabis vary in cigarette smokers?. ''Drug and alcohol dependence'', ''128''(3), 255–259.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Nicotine Dependence (PATH)&lt;ref name=&quot;:22&quot;&gt;Pomerleau, O. F., Pomerleau, C. S., &amp; Namenek, R. J. (1998). Early experiences with tobacco among women smokers, ex-smokers, and never-smokers. Addiction (Abingdon, England), ''93''(4), 595–599.&lt;/ref&gt;&lt;ref&gt;Prokhorov, A. V., Pallonen, U. E., Fava, J. L., Ding, L., &amp; Niaura, R. (1996). Measuring nicotine dependence among high-risk adolescent smokers. Addictive behaviors, ''21''(1), 117–127.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|No
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|No
|-
|Nicotine Subjective Response&lt;ref name=&quot;:22&quot; /&gt;&lt;ref&gt;Rodriguez, D., &amp; Audrain-McGovern, J. (2004). Construct validity analysis of the early smoking experience questionnaire for adolescents. Addictive behaviors, ''29''(5), 1053–1057.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|[[Evidence-based assessment/Rx4DxTx of SubstanceUse|Rutgers Alcohol Problem Index (RAPI)]]&lt;ref&gt;White, H. R., &amp; Labouvie, E. W. (1989). Towards the assessment of adolescent problem drinking. Journal of studies on alcohol, ''50''(1), 30–37.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|No
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|No
|-
|PhenX Community Risk and Protective Factors&lt;ref name=&quot;:25&quot;&gt;Arthur, M. W., Briney, J. S., Hawkins, J. D., Abbott, R. D., Brooke-Weiss, B. L., &amp; Catalano, R. F. (2007). Measuring risk and protection in communities using the Communities That Care Youth Survey. Evaluation and program planning, ''30''(2), 197–211.&lt;/ref&gt;&lt;ref name=&quot;:26&quot;&gt;Trentacosta, C. J., Criss, M. M., Shaw, D. S., Lacourse, E., Hyde, L. W., &amp; Dishion, T. J. (2011). Antecedents and outcomes of joint trajectories of mother-son conflict and warmth during middle childhood and adolescence. Child development, ''82''(5), 1676–1690.&lt;/ref&gt;
|Substance Use
|SU Environment
|Youth
|No
|No
|Yes*
|Yes
|Yes
|Yes
|Yes
|No
|-
|Sibling Use&lt;ref&gt;Samek, D. R., Goodman, R. J., Riley, L., McGue, M., &amp; Iacono, W. G. (2018). The Developmental Unfolding of Sibling Influences on Alcohol Use over Time. Journal of youth and adolescence, ''47''(2), 349–368.&lt;/ref&gt;
|Substance Use
|SU Environment
|Youth
|No
|No
|No
|Yes
|Yes
|Yes
|Yes
|No
|-
|Caffeine Intake Survey - Substance Use Interview &lt;ref name=&quot;:17&quot; /&gt;&lt;ref name=&quot;:18&quot;&gt;Jackson, K. M., Barnett, N. P., Colby, S. M., &amp; Rogers, M. L. (2015). The prospective association between sipping alcohol by the sixth grade and later substance use. Journal of studies on alcohol and drugs, ''76''(2), 212–221.&lt;/ref&gt;
|Substance Use
|Substance Use
|Youth
|Yes*
|Yes*
|Yes*
|Yes
|Yes
|Yes
|Yes
|No
|-
|ISay II Q2 Sipping Items (sip) - Substance Use Interview&lt;ref name=&quot;:17&quot; /&gt;&lt;ref name=&quot;:18&quot; /&gt;
|Substance Use
|Substance Use
|Youth
|No
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|No
|-
|Low Level Marijuana Use (puff/taste) - Substance Use Interview&lt;ref name=&quot;:17&quot; /&gt;&lt;ref name=&quot;:18&quot; /&gt;
|Substance Use
|Substance Use
|Youth
|No
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|No
|-
|Low Level Tobacco Use (puff) - Substance Use Interview&lt;ref name=&quot;:17&quot; /&gt;&lt;ref name=&quot;:18&quot; /&gt;
|Substance Use
|Substance Use
|Youth
|No
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|No
|-
|Participant Last Use Survey (PLUS) (Day 1/2/3/4) - Youth&lt;ref name=&quot;:17&quot;&gt;Lisdahl, K. M., Sher, K. J., Conway, K. P., Gonzalez, R., Feldstein Ewing, S. W., Nixon, S. J., Tapert, S., Bartsch, H., Goldstein, R. Z., &amp; Heitzeg, M. (2018). Adolescent brain cognitive development (ABCD) study: Overview of substance use assessment methods. Developmental cognitive neuroscience, ''32'', 80–96.&lt;/ref&gt;
|Substance Use
|Substance Use
|Youth
|Yes*
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Substance Use Phone Interview&lt;ref name=&quot;:17&quot; /&gt;
|Substance Use
|Substance Use
|Youth
|No
|No
|No
|No
|No
|No
|No
|Yes
|-
|Timeline Follow-Back Survey&lt;ref name=&quot;:17&quot; /&gt;&lt;ref&gt;Sobell, L. C., &amp; Sobell, M. B. (1996). Time Line Follow Back. User s Guide, Toronto. ''Addiction Research Foundation''.&lt;/ref&gt;
|Substance Use
|Substance Use
|Youth
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|Yes*
|No
|-
|Opportunity to Use Questionnaire
|Substance Use
|
|Youth
|No
|No
|No
|No
|No
|Yes
|Yes
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|KSADS - Alcohol/Drug Use Disorder - Parent&lt;ref name=&quot;:3&quot; /&gt;
|Substance Use
|SU Consequence
|Parent
|Yes
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Household Substance Use, Density, Storage &amp; Second-Hand Exposure&lt;ref&gt;Bartels, K., Mayes, L. M., Dingmann, C., Bullard, K. J., Hopfer, C. J., &amp; Binswanger, I. A. (2016). Opioid Use and Storage Patterns by Patients after Hospital Discharge following Surgery. ''PloS one'', ''11''(1), e0147972.&lt;/ref&gt;&lt;ref&gt;Friese, B., Grube, J. W., &amp; Moore, R. S. (2012). How parents of adolescents store and monitor alcohol in the home. ''The journal of primary prevention'', ''33''(2-3), 79–83.&lt;/ref&gt;
|Substance Use
|SU Environment
|Parent
|No
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Parent Rules Survey&lt;ref&gt;Dishion, T.J., Kavanagh, K., 2003. Intervening in Adolescent Problem Behavior: A Family-centered Approach. The Guilford Press, New York, NY.&lt;/ref&gt;&lt;ref&gt;Dishion, T. J., Nelson, S. E., &amp; Kavanagh, K. (2003). The family check-up with high-risk young adolescents: Preventing early-onset substance use by parent monitoring. Behavior Therapy, ''34''(4), 553-571.&lt;/ref&gt;&lt;ref name=&quot;:18&quot; /&gt;&lt;ref&gt;Jackson, K. M., Roberts, M. E., Colby, S. M., Barnett, N. P., Abar, C. C., &amp; Merrill, J. E. (2014). Willingness to drink as a function of peer offers and peer norms in early adolescence. ''Journal of studies on alcohol and drugs'', ''75''(3), 404–414.&lt;/ref&gt;
|Substance Use
|SU Environment
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|PhenX Community Risk and Protective Factors&lt;ref name=&quot;:25&quot; /&gt;&lt;ref name=&quot;:26&quot; /&gt;
|Substance Use
|SU Environment
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Participant Last Use Survey (PLUS) (Day 1/2/3/4) - Parent&lt;ref name=&quot;:17&quot; /&gt;
|Substance Use
|Substance Use
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|Wills Problem Solving Scale&lt;ref&gt;Wills, T. A., Ainette, M. G., Stoolmiller, M., Gibbons, F. X., &amp; Shinar, O. (2008). Good self-control as a buffering agent for adolescent substance use: an investigation in early adolescence with time-varying covariates. ''Psychology of addictive behaviors : journal of the Society of Psychologists in Addictive Behaviors'', ''22''(4), 459–471.&lt;/ref&gt;
|Culture &amp; Environment
|Cognition
|Youth
|No
|Yes
|No
|Yes
|No
|No
|No
|No
|-
|Perceived Discrimination Scale&lt;ref&gt;Garnett, B. R., Masyn, K. E., Austin, S. B., Miller, M., Williams, D. R., &amp; Viswanath, K. (2014). The intersectionality of discrimination attributes and bullying among youth: an applied latent class analysis. Journal of youth and adolescence, 43(8), 1225–1239.&lt;/ref&gt;&lt;ref&gt;Phinney, J. S., Madden, T., &amp; Santos, L. J. (1998). Psychological variables as predictors of perceived ethnic discrimination among minority and immigrant adolescents. ''Journal of Applied Social Psychology, 28''(11), 937–953&lt;/ref&gt;
|Culture &amp; Environment
|Community
|Youth
|No
|Yes
|Yes
|No
|Yes
|No
|Yes
|No
|-
|PhenX Neighborhood Safety/Crime Survey - Youth&lt;ref name=&quot;:33&quot;&gt;Mujahid, M. S., Diez Roux, A. V., Morenoff, J. D., &amp; Raghunathan, T. (2007). Assessing the measurement properties of neighborhood scales: from psychometrics to ecometrics. ''American journal of epidemiology'', ''165''(8), 858–867.&lt;/ref&gt;
|Culture &amp; Environment
|Community
|Youth
|Yes
|Yes
|Yes
|No
|Yes
|No
|No
|No
|-
|Mexican American Cultural Values Scale - Youth&lt;ref&gt;Knight, G.P., Gonzales, N.A., Saenz, D.S., Bonds, D.D., German, M., Deardorff, J., Roosav, M.W., Updegraff, K.A., 2010. The Mexican American cultural values scale for adolescents and adults. J. Early Adolesc. 30 (3), 444–481.&lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
|No
|No
|Yes
|Yes
|Yes
|No
|Yes
|No
|-
|Multi-Group Ethnic Identity - Revised - Youth&lt;ref name=&quot;:36&quot;&gt;Phinney, J. S., &amp; Ong, A. D. (2007). Conceptualization and measurement of ethnic identity: Current status and future directions. Journal of Counseling Psychology, ''54''(3), 271-281.&lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
|No
|No
|No
|Yes
|No
|Yes
|Yes
|No
|-
|Native American Acculturation Survey - Youth&lt;ref name=&quot;:37&quot;&gt;Garrett MT, Pichette EF. Red as an apple: Native American acculturation and counseling with or without reservation. Journal of Counseling and Development. 2000;78:3–13. &lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
|No
|No
|No
|No
|No
|No
|Yes*
|No
|-
|PhenX Acculturation Survey - Youth&lt;ref name=&quot;:28&quot;&gt;Alegria, M., Takeuchi, D., Canino, G., Duan, N., Shrout, P., Meng, X.-L., Gong, F., et al. (2004). Considering context, place, and culture: the national Latino and Asian American study. Int. J. Methods Psychiatr. Res. 13 (4), 208–22.&lt;/ref&gt;&lt;ref name=&quot;:29&quot;&gt;Marin, G., F. Sabogal, B. V. Marin, R. Otero-Sabogal and E. J. Perez-Stable (1987). “Development of a Short Acculturation Scale for Hispanics.” Hispanic Journal of Behavioral Sciences 9(2): 183-205.&lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|No
|No
|-
|Vancouver Index of Acculturation - Youth&lt;ref name=&quot;:35&quot;&gt;Ryder, A.G., Alden, L.E., Paulhus, D.L., 2000. Is acculturation unidimensional or bidimensional? A head-to-head comparison in the prediction of personality, self-identity, and adjustment. J. Pers. Soc. Psychol. 79 (1), 49–65.&lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
|No
|No
|No
|Yes
|No
|Yes
|No
|No
|-
|Pet Ownership&lt;ref&gt;Purweal, R., Christley, R., Kordas, K., Joinson, C., Meints, K., Gee, N., &amp; Westgarth, C. (2017). Companion animals and child/adolescent development: A systematic review of the evidence. International Journal of Environmental Research and Public Health, 14(3), 234-259.&lt;/ref&gt;
|Culture &amp; Environment
|Family
|Youth
|No
|No
|No
|Yes
|No
|No
|No
|No
|-
|PhenX [[wikipedia:Family_Environment_Scale|Family Environment Scale]] - Family Conflict - Youth&lt;ref name=&quot;:32&quot;&gt;Moos, R.H., Moos, B.S. (1994). Family Environment Scale Manual. Consulting Psychologists Press, Palo Alto, CA.&lt;/ref&gt;
|Culture &amp; Environment
|Family
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Acceptance Subscale from Children's Report of Parental Behavior Inventory (CRPBI) - Short&lt;ref&gt;Schaefer, E.S., 1965. A configurational analysis of children’s reports of parent behavior. J. Consult. Psychol. 29, 552–557.&lt;/ref&gt;&lt;ref&gt;Schludermann, E. H., &amp; Schludermann, S. M. (1988). Children’s Report on Parent Behavior (CRPBI-108, CRPBI-30) for older children and adolescents. Winnipeg, MB, Canada: University of Manitoba.&lt;/ref&gt;&lt;ref&gt;Barber, B. K., Olsen, J. E., &amp; Shagle, S. C. (1994). Associations between parental psychological and behavioral control and youth internalized and externalized behaviors. Child development, 65(4), 1120-1136.&lt;/ref&gt;&lt;ref&gt;Barber, B. K., &amp; Olsen, J. A. (1997). Socialization in context: Connection, regulation, and autonomy in the family, school, and neighborhood, and with peers. Journal of Adolescent Research, 12(2), 287-315&lt;/ref&gt;
|Culture &amp; Environment
|Parenting
|Youth
|Yes
|Yes
|No
|Yes
|Yes
|Yes
|Yes
|No
|-
|Multidimensional Neglectful Behavior Scale&lt;ref&gt;Dubowitz, H., Villodas, M. T., Litrownik, A. J., Pitts, S. C., Hussey, J. M., Thompson, R., … &amp; Runyan, D. (2011). Psychometric properties of a youth self-report measure of neglectful behavior by parents. Child Abuse &amp; Neglect, 35(6), 414-424.&lt;/ref&gt;
|Culture &amp; Environment
|Parenting
|Youth
|No
|No
|No
|Yes
|No
|No
|Yes
|No
|-
|Parental Monitoring Survey&lt;ref&gt;Chilcoat, H. D., &amp; Anthony, J. C. (1996). Impact of parent monitoring on initiation of drug use through late childhood. Journal of the American Academy of Child and Adolescent Psychiatry, ''35''(1), 91–100.&lt;/ref&gt;&lt;ref name=&quot;:30&quot;&gt;Karoly, H. C., Callahan, T., Schmiege, S. J., &amp; Feldstein Ewing, S. W. (2015). Evaluating the Hispanic Paradox in the context of adolescent risky sexual behavior: the role of parent monitoring. Journal of pediatric psychology, 41(4), 429-440.&lt;/ref&gt;&lt;ref name=&quot;:31&quot;&gt;Stattin, H., &amp; Kerr, M. (2000). Parental monitoring: a reinterpretation. Child development, ''71''(4), 1072–1085.&lt;/ref&gt;
|Culture &amp; Environment
|Parenting
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Peer Behavior Profile: Prosocial Peer Involvement &amp; Delinquent Peer Involvement&lt;ref&gt;Bingham, C. R., Fitzgerald, H. E., &amp; Zucker, R. A. (1995). Peer Behavior Profile/Peer Activities Questionnaire. Unpublished questionnaire. Department of Psychology, Michigan State University. East Lansing.&lt;/ref&gt;&lt;ref&gt;Hirschi, T. (1969). Causes of delinquency. Berkeley, CA: University of California Press.&lt;/ref&gt;&lt;ref&gt;Jessor, R., &amp; Jessor, S.L. (1977). Problem behavior and psychosocial development: A longitudinal study of youth. New York, Academic Press.&lt;/ref&gt;
|Culture &amp; Environment
|Peers
|Youth
|No
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Peer Network Health: Protective Scale&lt;ref&gt;Mason, M., Light, J., Campbell, L., Keyser-Marcus, L., Crewe, S., Way, T., Saunders, H., King, L., Zaharakis, N.M., &amp; McHenry, C. (2015). Peer network counseling with urban adolescents: A randomized controlled trial with moderate substance users. Journal of Substance Abuse Treatment, 58, 16-24.&lt;/ref&gt;
|Culture &amp; Environment
|Peers
|Youth
|No
|No
|Yes
|Yes
|Yes
|No
|Yes
|No
|-
|Resistance to Peer Influence Scale/Questionnaire&lt;ref&gt;Steinberg, L., &amp; Monahan, K. C. (2007). Age differences in resistance to peer influence. ''Developmental psychology'', ''43''(6), 1531–1543.&lt;/ref&gt;
|Culture &amp; Environment
|Peers
|Youth
|No
|No
|No
|No
|Yes
|Yes
|Yes
|No
|-
|PhenX School Risk &amp; Protective Factors Survey&lt;ref&gt;Arthur, M. W., Briney, J. S., Hawkins, J. D., Abbott, R. D., Brooke-Weiss, B. L., &amp; Catalano, R. F. (2007). Measuring risk and protection in communities using the Communities That Care Youth Survey. ''Evaluation and program planning'', ''30''(2), 197–211.&lt;/ref&gt;&lt;ref&gt;Hamilton, C. M., Strader, L. C., Pratt, J. G., Maiese, D., Hendershot, T., Kwok, R. K., Hammond, J. A., Huggins, W., Jackman, D., Pan, H., Nettles, D. S., Beaty, T. H., Farrer, L. A., Kraft, P., Marazita, M. L., Ordovas, J. M., Pato, C. N., Spitz, M. R., Wagener, D., Williams, M., … Haines, J. (2011). The PhenX Toolkit: get the most from your measures. American journal of epidemiology, ''174''(3), 253–260.&lt;/ref&gt;
|Culture &amp; Environment
|School
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|School Attendance of Youth &amp; Grades&lt;ref name=&quot;:34&quot;&gt;Zucker RA, Gonzalez R, Feldstein Ewing SW, Paulus MP, Arroyo J, Fuligni A, Morris AS, Sanchez M, Wills T. Assessment of culture and environment in the Adolescent Brain and Cognitive Development Study: Rationale, description of measures, and early data. Dev Cogn Neurosci. 2018 Aug;32:107-120&lt;/ref&gt;
|Culture &amp; Environment
|School
|Youth
|No
|No
|Yes
|Yes
|Yes
|No
|Yes
|No
|-
|Prosocial Behavior Survey - Youth&lt;ref name=&quot;:27&quot;&gt;Goodman, R., Meltzer, H., Bailey, V., 1998. The strengths and difficulties questionnaire: a pilot study on the validity of the self-report version. Eur. Child Adolesc. Psychiatry 7(3), 125–130.&lt;/ref&gt;
|Culture &amp; Environment
|Temperament/
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Activity Space
|Culture &amp; Environment
|
|Youth
|No
|No
|No
|No
|No
|Yes
|Yes
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|Community Cohesion (PhenX)&lt;ref&gt;National Archive of Criminal Justice Data (NACJD), Project on Human Development in Chicago Neighborhoods (PHDCN). Community Survey 1994-1995.&lt;/ref&gt;&lt;ref&gt;PhenX Protocol - Neighborhood Collective Efficacy - Community Cohesion and Informal Social Control.&lt;/ref&gt;
|Culture &amp; Environment
|Community
|Parent
|No
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|PhenX Neighborhood Safety/Crime Survey - Parent&lt;ref&gt;Echeverria, S. E., Diez-Roux, A. V., et al. (2004) Reliability of self-reported neighborhood characteristics. J Urban Health 81(4): 682-701.&lt;/ref&gt;&lt;ref name=&quot;:33&quot; /&gt;
|Culture &amp; Environment
|Community
|Parent
|Yes
|Yes
|Yes
|No
|Yes
|Yes
|No
|No
|-
|Mexican American Cultural Values Scale&lt;ref name=&quot;:36&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|Yes
|No
|-
|Multi-Group Ethnic Identity Survey&lt;ref name=&quot;:36&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|Yes
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Native American Acculturation Scale&lt;ref name=&quot;:37&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|Yes
|No
|No
|No
|No
|No
|No
|No
|-
|PhenX Acculturation Survey - Parent&lt;ref name=&quot;:28&quot; /&gt;&lt;ref name=&quot;:29&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|No
|No
|-
|Vancouver Index of Acculturation - Parent&lt;ref name=&quot;:35&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|Yes
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|PhenX Family Environment Scale - Family Conflict - Parent&lt;ref name=&quot;:32&quot; /&gt;&lt;ref&gt;Sanford, K., Bingham, C.R., &amp; Zucker, R.A. (1999). Validity Issues with the Family Environment Scale: Psychometric Resolution and Research Application with Alcoholic Families. Psychological Assessment, 11(3),315‑325.&lt;/ref&gt;
|Culture &amp; Environment
|Family
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Parental Monitoring Survey&lt;ref name=&quot;:30&quot; /&gt;&lt;ref name=&quot;:31&quot; /&gt;
|Culture &amp; Environment
|Parenting
|Parent
|No
|No
|No
|No
|No
|Yes
|No
|No
|-
|School Attendance of Youth &amp; Grades&lt;ref name=&quot;:34&quot; /&gt;
|Culture &amp; Environment
|School
|Parent
|No
|No
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Prosocial Behavior Survey - Parent&lt;ref name=&quot;:27&quot; /&gt;
|Culture &amp; Environment
|Temperament/Personality
|Parent
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|Yes
|No
|-
|HOME Short Form Cognitive Stimulation&lt;ref&gt;Bailey, C.T. &amp; Boykin, A.W. (2001). The role of task variability and home contextual factors in the academic performance and task motivation of African American elementary school children. ''The Journal of Negro Education, 70''(1/2), 84-95. &lt;nowiki&gt;http://www.jstor.org/stable/2696285&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref&gt;Boykin, A.W. &amp; Cunningham, R.T. The effects of movement expressiveness in story content and learning context on the analogical reasoning performance of African American Children. ''Negro Education, 70''(1/2), 72-83. &lt;nowiki&gt;http://www.jstor.org/stable/2696284&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref&gt;Zaslow, M. J., Weinfield, N. S., Gallagher, M., Hair, E. C., Ogawa, J. R., Egeland, B., ... &amp; De Temple, J. M. (2006). Longitudinal prediction of child outcomes from differing measures of parenting in a low-income sample. ''Developmental Psychology'', ''42''(1), 27-37. &lt;nowiki&gt;https://doi.org/10.1037/0012-1649.42.1.27&lt;/nowiki&gt;&lt;/ref&gt;
|Culture &amp; Environment
|
|Parent
|No
|No
|No
|No
|No
|Yes
|No
|No
|-
|Driving
|Culture &amp; Environment
|
|Parent
|No
|No
|No
|No
|No
|No
|Yes
|No
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|Fitbit - Physical Activity (Daily)
|Novel Technologies
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|Fitbit - Physical Activity (Weekly)
|Novel Technologies
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|Fitbit - Pre/Post-Assessment Survey (Pilot)
|Novel Technologies
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|Fitbit - Pre/Post-Assessment Survey
|Novel Technologies
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|Fitbit - Sleep (Daily)
|Novel Technologies
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|Fitbit - Sleep (Weekly)
|Novel Technologies
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|EARS - Device Usage Statistics (Pilot)
|Novel Technologies
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|EARS - Device Usage Statistics
|Novel Technologies
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|EARS - Post-Assessment Survey
|Novel Technologies
|Actigraphy
|Youth
|
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|-
|EARS/Vibrent - Pre/Post-Assessment Survey (Pilot)
|Novel Technologies
|Actigraphy
|Youth
|
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|-
|Screen Time Questionnaire
|Novel Technologies
|Actigraphy
|Youth
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|-
|Vibrent - Device Usage Statistics (Pilot)
|Novel Technologies
|Actigraphy
|Youth
|
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|-
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|Fitbit - Pre/Post-Assessment Survey
|Novel Technologies
|Actigraphy
|Parent
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|-
|Fitbit - Pre/Post-Assessment Survey
|Novel Technologies
|Actigraphy
|Parent
|
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|-
|EARS - Post-Assessment Survey
|Novel Technologies
|Screen Use
|Parent
|
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|-
|EARS - Pre/Post-Assessment Survey (Pilot)
|Novel Technologies
|Screen Use
|Parent
|
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|-
|Parent Screen Time Questionnaire
|Novel Technologies
|Screen Use
|Parent
|Yes
|Yes
|No
|Yes
|No
|Yes
|No
|No
|-
|
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|-
|School Records
|Other
|School Records
|Other
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|Yes
|No
|}
{| class=&quot;wikitable sortable mw-collapsible&quot;
|+ABCD Core - Imaging Data
!Measure
!Category
!Subcategory
!Source
!Baseline
!1-Year Follow-up
!2-Year Follow-up
!3-Year Follow-up
!4-Year Follow-up
!5-Year Follow-up
!6-Year Follow-up
!Mid-Year Follow-up
|-
|MRI Info
|Brain Imaging
|Administrative
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Pre/Post-Scan Questionnaires
|Brain Imaging
|Administrative
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Scanning Checklist and Notes
|Brain Imaging
|Administrative
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Volume (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Fractional Anisotropy - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity (Atlas Track)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Longitudinal Diffusivity - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Mean Diffusivity - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Transverse Diffusivity - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Volume (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Free Normalized Isotropic (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Free Normalized Isotropic (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Free Normalized Isotropic - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Free Normalized Isotropic - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Free Normalized Isotropic - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Free Normalized Isotropic - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Free Normalized Isotropic - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Free Normalized Isotropic - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Directional (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Directional (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Directional - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Directional - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Directional - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Directional - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Directional - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Directional - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Isotropic (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Isotropic (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Isotropic - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Total (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Total (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Total - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Total - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Total - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Total - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Total - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Hindered Normalized Total - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Directional (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Directional (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Directional - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Directional - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Directional - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Directional - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Directional - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Directional - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Isotropic (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Isotropic (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Isotropic - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Isotropic - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Isotropic - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Isotropic - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Isotropic - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Isotropic - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Total (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Total (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Total - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Total - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Total - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Total - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Total - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Restricted Normalized Total - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Resting State fMRI - Correlations (Gordon Network to Subcortical)
|Brain Imaging
|Resting State fMRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Resting State fMRI - Correlations (Gordon Network)
|Brain Imaging
|Resting State fMRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Resting State fMRI - Temporal Variance (Desikan)
|Brain Imaging
|Resting State fMRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Resting State fMRI - Temporal Variance (Destrieux)
|Brain Imaging
|Resting State fMRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Resting State fMRI - Temporal Variance (Gordon)
|Brain Imaging
|Resting State fMRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Resting State fMRI - Temporal Variance (Subcortical)
|Brain Imaging
|Resting State fMRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Cortical Thickness (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Cortical Thickness (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Cortical Thickness (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Sulcal Depth (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Sulcal Depth (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Sulcal Depth (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Surface Area (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Surface Area (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Surface Area (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T1 Intensity (Subcortical)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T1 Intensity - Gray Matter (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T1 Intensity - Gray Matter (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T1 Intensity - Gray Matter (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T1 Intensity - Gray/White Contrast (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T1 Intensity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T1 Intensity - Gray/White Contrast (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T1 Intensity - White Matter (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T1 Intensity - White Matter (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T1 Intensity - White Matter (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T2 Intensity (Subcortical)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T2 Intensity - Gray Matter (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T2 Intensity - Gray Matter (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T2 Intensity - Gray Matter (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T2 Intensity - Gray/White Contrast (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T2 Intensity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T2 Intensity - Gray/White Contrast (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T2 Intensity - White Matter (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T2 Intensity - White Matter (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|T2 Intensity - White Matter (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Volume (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Volume (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Volume (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Volume (Subcortical)
|Brain Imaging
|Structural MRI
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated large loss vs. neutral (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot;&gt;ABCD Study. (n.d.). ''fMRI Tasks and Tools''. Retrieved August 5, 2024, from &lt;nowiki&gt;https://abcdstudy.org/scientists/abcd-fmri-tasks-and-tools/&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref name=&quot;:43&quot;&gt;Knutson B, Westdorp A, Kaiser E, Hommer D (2000) FMRI visualization of brain activity during a monetary incentive delay task. NeuroImage 12: 20–27.&lt;/ref&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated large loss vs. neutral (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated large loss vs. neutral (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated large reward vs. neutral (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated large reward vs. neutral (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated large reward vs. neutral (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated large vs. small loss (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated large vs. small loss (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated large vs. small loss (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated large vs. small reward (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated large vs. small reward (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated large vs. small reward (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated loss vs. neutral (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated loss vs. neutral (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated loss vs. neutral (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated reward vs. neutral (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated reward vs. neutral (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated reward vs. neutral (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated small loss vs. neutral (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated small loss vs. neutral (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated small loss vs. neutral (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated small reward vs. neutral (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated small reward vs. neutral (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Anticipated small reward vs. neutral (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Behavioral Performance
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Loss positive vs. negative feedback (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Loss positive vs. negative feedback (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Loss positive vs. negative feedback (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Post-Scan Questionnaire
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Reward positive vs. negative feedback (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Reward positive vs. negative feedback (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Reward positive vs. negative feedback (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Recognition memory behavioral performance
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot;&gt;Cohen, A.O., Conley, M.I., Dellarco, D.V., Casey, B.J. (November, 2016). The impact of emotional cues on short-term and long-term memory during adolescence. Society for Neuroscience, San Diego, CA.&lt;/ref&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|0-back (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|0-back (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|0-back (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|2-back (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|2-back (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|2-back (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|2-back vs. 0-back (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:52&quot;&gt;ABCD Study. (n.d.). ''fMRI Tasks and Tools''. Retrieved August 5, 2024, from &lt;nowiki&gt;https://abcdstudy.org/scientists/abcd-fmri-tasks-and-tools/&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref&gt;Cohen, A.O., Conley, M.I., Dellarco, D.V., Casey, B.J. (November, 2016). The impact of emotional cues on short-term and long-term memory during adolescence. Society for Neuroscience, San Diego, CA.&lt;/ref&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|2-back vs. 0-back (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:53&quot;&gt;ABCD Study. (n.d.). ''fMRI Tasks and Tools''. Retrieved August 5, 2024, from &lt;nowiki&gt;https://abcdstudy.org/scientists/abcd-fmri-tasks-and-tools/&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref&gt;Cohen, A.O., Conley, M.I., Dellarco, D.V., Casey, B.J. (November, 2016). The impact of emotional cues on short-term and long-term memory during adolescence. Society for Neuroscience, San Diego, CA.&lt;/ref&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|2-back vs. 0-back (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:54&quot;&gt;ABCD Study. (n.d.). ''fMRI Tasks and Tools''. Retrieved August 5, 2024, from &lt;nowiki&gt;https://abcdstudy.org/scientists/abcd-fmri-tasks-and-tools/&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref&gt;Cohen, A.O., Conley, M.I., Dellarco, D.V., Casey, B.J. (November, 2016). The impact of emotional cues on short-term and long-term memory during adolescence. Society for Neuroscience, San Diego, CA.&lt;/ref&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Behavioral performance
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot;&gt;ABCD Study. (n.d.). ''fMRI Tasks and Tools''. Retrieved August 5, 2024, from &lt;nowiki&gt;https://abcdstudy.org/scientists/abcd-fmri-tasks-and-tools/&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref name=&quot;:45&quot;&gt;Cohen, A.O., Conley, M.I., Dellarco, D.V., Casey, B.J. (November, 2016). The impact of emotional cues on short-term and long-term memory during adolescence. Society for Neuroscience, San Diego, CA.&lt;/ref&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Emotion (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Emotion (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Emotion (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Emotion vs. neutral face (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Emotion vs. neutral face (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Emotion vs. neutral face (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Face vs. place (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Face vs. place (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Face vs. place (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Negative face vs. neutral face (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Negative face vs. neutral face (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Negative face vs. neutral face (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Place (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Place (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Place (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Positive face vs. neutral face (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Positive face vs. neutral face (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Positive face vs. neutral face (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Behavioral performance
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot;&gt;Logan GD (1994) On the ability to inhibit thought and action: A users’ guide to the stop signal paradigm. In D. Dagenbach &amp; T. H. Carr (Eds), Inhibitory processes in attention, memory, and language: 189-239. San Diego: Academic Press&lt;/ref&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Any stop vs. correct go (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Any stop vs. correct go (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Any stop vs. correct go (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Correct go vs. fixation (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Correct go vs. fixation (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Correct go vs. fixation (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Correct stop vs. correct go (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Correct stop vs. correct go (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Correct stop vs. correct go (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Correct stop vs. incorrect stop (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Correct stop vs. incorrect stop (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Correct stop vs. incorrect stop (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Incorrect go vs. correct go (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Incorrect go vs. correct go (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Incorrect go vs. correct go (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Incorrect go vs. incorrect stop (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Incorrect go vs. incorrect stop (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Incorrect go vs. incorrect stop (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Incorrect stop vs. correct go (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Incorrect stop vs. correct go (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Incorrect stop vs. correct go (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Automatic - Post-processing
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|MRI Clinical Report/FIndings
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Manual - Freesurfer
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Manual - Post-processing - Diffusion MRI
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Manual - Post-processing - Functional MRI
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Manual - Post-processing - Structural MRI - T2w
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Motion
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Raw - Diffusion MRI
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Raw - Event
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Raw - Resting State fMRI
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Raw - Structural MRI - T1
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Raw - Structural MRI - T2
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Raw - Task fMRI - All
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Raw - Task fMRI - MID
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Raw - Task fMRI - N-Back
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Raw - Task fMRI - SST
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|-
|Recommended Image Inclusion
|Brain Imaging
|Quality Control
|Youth
|Yes
|No
|Yes
|No
|Yes
|No
|Yes
|No
|}
{| class=&quot;wikitable sortable mw-collapsible&quot;
|+ABCD Core - Linked Data
!Measure
!Category
!Subcategory
!Source
!Data Collection Information
!Associated Date
|-
|Geocoding from Residential History
|Linked Data
|Administrative
|Other
|Collected at yearly follow-ups from baseline.
|Yearly follow-ups.
|-
|Satellite-based NO2 Measures
|Linked Data
|Air Pollution
|Air Quality Data for Health-Related Applications
|Residential history derived avg/max of NO2 in 2016 at residential address at 1x1km2
|2016
|-
|Satellite-based O3 Measures
|Linked Data
|Air Pollution
|Air Quality Data for Health-Related Applications
|Residential history derived avg/max of O3 in 2016 at residential address at 1x1km2
|2016
|-
|Satellite-based PM2.5 Measures
|Linked Data
|Air Pollution
|Air Quality Data for Health-Related Applications
|Residential history derived avg/max of PM2.5 in 2016 at residential address at 1x1km2
|2016
|-
|Satellite-based Particulate Measures
|Linked Data
|Air Pollution
|Air Quality Data for Health-Related Applications
|Residential history-derived annual average of Br, Ca, Cu, C, Fe, K, NH4+, Ni, NO3-, Pb, Si, SO2-4, V, Zn in ng/m^3 at 50m. 
|
|-
|Satellite-based Pollution Measures for Prenatal Addresses
|Linked Data
|Air Pollution
|Air Quality Data for Health-Related Applications
|9 month average of PM2.5, NO2, O3 exposure at current address #1 of birth year. 
|
|-
|Neighborhood SES and Demographics
|Linked Data
|Amenities &amp; Services
|NaDA
|Residential history derived demographic information, ACS 2013-2017, census tract; NaNDA. 
|
|-
|Parks
|Linked Data
|Amenities &amp; Services
|NaDA
|Residential history derived information on park type and number by county and census tract; NaNDA. 
|
|-
|Performing Arts and Sports Recreation Orgs
|Linked Data
|Amenities &amp; Services
|NaDA
|Residential history derived information on performing arts and sports recreation orgs by county and census tract; NaNDA. 
|
|-
|Religious/Civic Organizations
|Linked Data
|Amenities &amp; Services
|NaDA
|Residential history derived information on number of religious, civic, and social informations by county and census tract; NaNDA. 
|
|-
|Social Service
|Linked Data
|Amenities &amp; Services
|NaDA
|Residential history derived information on the number of social services by county and census tract; NaNDA. 
|
|-
|Building Density
|Linked Data
|Built Environment
|EPA
|Residential history derived gross residential density.
|
|-
|Crime
|Linked Data
|Built Environment
|ICPSR
|Residential history derived uniform crime reports by type of crime.
|
|-
|Lead Risk
|Linked Data
|Built Environment
|Vox
|Percentage of individuals below -125 percent of poverty level, estimated percentage of homes at risk for lead-based paint exposure, and estimated lead risk in census tract. 
|
|-
|Population Density
|Linked Data
|Built Environment
|EPA
|Residential history derived UN adjusted population density.
|
|-
|Road Proximity
|Linked Data
|Built Environment
|Kalibrate
|Residential history derived proximity to major roads.
|
|-
|Traffic Density
|Linked Data
|Built Environment
|Kalibrate
|Average annual daily traffic counts at current address.
|
|-
|Urban/Rural Area
|Linked Data
|Built Environment
|Census
|Census Tract Urban Classification at current address.
|
|-
|Vehicle Density
|Linked Data
|Built Environment
|ACS
|Residential history derived aggregate number of vehicles per individual and sq. mile of land area.
|
|-
|Walkability
|Linked Data
|Built Environment
|EPA
|Residential history derived national walkability index. 
|
|-
|Behavioral Health Measures
|Linked Data
|Community Health Burden
|PLACES
|Residential history derived health markers (measured via prevalence) among adults. 
|
|-
|Elevation of Address
|Linked Data
|Meteorology &amp; Exposures
|Google API
|Residential history derived elevation.
|
|-
|Estimates of Environmental Noise
|Linked Data
|Meteorology &amp; Exposures
|Harvard
|Residential history derived anthropogenic and total sound level. 
|
|-
|Selected EJScreen Measures
|Linked Data
|Meteorology &amp; Exposures
|EJScreen
|Residential history derived NATA air toxics cancer risk, respiratory hazard index, Diesel PM in micrograms of PM2.5 per cubic meter in air.
|
|-
|Temperature Estimates
|Linked Data
|Meteorology &amp; Exposures
|PRISM
|Residential history derived maximum temperature in degrees C at participant's residence at 5, 4, 3, 2, 1, 0 days prior to date of study visit (t-5 to t-0).
|
|-
|VPD Estimates
|Linked Data
|Meteorology &amp; Exposures
|PRISM
|Residential history derived maximum vapor pressure deficit in hPa at participant's address at 6, 5, 4, 3, 2, 1, 0 days prior to date of study visit (t-6 to t-0). 
|
|-
|Land-use Measures
|Linked Data
|Natural Space &amp; Satellite
|NLT
|Built-up/cropland/grass land use, normalized difference built-up/vegetation/water index, night light radiance, population density, water area.
|2017
|-
|Measure of Land Cover and Tree Canopy
|Linked Data
|Natural Space &amp; Satellite
|NLCD
|Residential history derived data on what percentage of the census tract is classified as developed (open and high/med/low intensity), barren land, forest (type specified), shrub/scrub, herbaceous, pasture, cultivated crop, wetland, tree canopy.
|2016
|-
|Alcohol Outlet Density
|Linked Data
|Neighborhood Social Factors
|Census 2016
|Estimate of alcohol outlet density from ZIP Code Business Patterns 
|2016
|-
|Anomie/Disenfranchisement/Social Capital
|Linked Data
|Neighborhood Social Factors
|Census Return
|Residential history derived mail return rate for the 2010 census and self-response rate for the 2014-2018 ACD per census tract.
|2010, 2016-2018
|-
|Number of Jobs and Job Density
|Linked Data
|Neighborhood Social Factors
|LODES
|Residential history derived total number of jobs, number of jobs by race and ethnicity, job density per sq. mile of land area by race and ethnicity 
|
|-
|Opportunity Zones and Investment Scores (OZ)
|Linked Data
|Neighborhood Social Factors
|Other
|Residential history derived opportunity zone designation and investment score.
|
|-
|Rent and Mortgage Statistics
|Linked Data
|Neighborhood Social Factors
|ACS
|Residential history derived percent homeownership, median house value, percent rent burden, median rent per month. 
|2014-2018
|-
|Social Mobility
|Linked Data
|Neighborhood Social Factors
|Opportunity Atlas
|Residential history derived opportunity atlas mean outcome and household income rank for children based on parent income (percentile of the national income distribution). 
|2014-2015
|-
|Area Deprivation Index (ADI)
|Linked Data
|Neighborhood Composite Measures
|Other
|Residential history derived area deprivation index measured by income, education, occupation, rent/mortgage, crowding, amenity access, and car/phone ownership. 
|
|-
|Child Opportunity Index 2.0 (COI)
|Linked Data
|Neighborhood Composite Measures
|Other
|Child Opportunity Levels across education, health/environment, and social/economic domains (normed based on national, state, and metro area data). ''Education domain'': AP course enrollment, adult educational attainment, college enrollment, early childhood education centers/enrollment, high school graduation rate, third grade math/reading proficiency, school poverty, teacher experience. ''Health and Environment domain'': access to healthy food, green space, extreme heat exposure, health insurance coverage, ozone concentration, airborne microparticles, housing vacancy rate, walkability, hazardous waste dump sites, industrial pollutant exposure. ''Social and Economic domain'': poverty rate, public assistance rate, homeownership rate, high-skill employment, median household income, employment rate, commute, single-headed households. 
|
|-
|Minority Health Social Vulnerability Index (MHSVI)
|Linked Data
|Neighborhood Composite Measures
|Other
|Residential history derived demographic makeup of population (race/ethnicity/language), access to healthcare services, health insurance, computer/internet access.
|
|-
|Social Vulnerability Index (SVI)
|Linked Data
|Neighborhood Composite Measures
|CDC
|Residential history derived census tract CDC SVI (total and percentile data based on demographic factors). 
|2014-2018 (5 year average). 
|-
|Affordable Care Act Medicaid Expansion Data
|Linked Data
|Policy Vars
|KFF
|Was ACA expansion effective at date of baseline visit?
|Baseline visit
|-
|CDC Opioid Prescription Dispensing Data per 100k Residents
|Linked Data
|Policy Vars
|CDC
|Residential history derived opioid prescription per 100K by state at baseline visit year, and 1-5 years before baseline visit year. 
|0-5 years before baseline visit year.
|-
|Cannabis Legalizations Categories by State
|Linked Data
|Policy Vars
|NCSL and MPP
|Marijuana state law during the same year as the assessment
|
|-
|Gender Bias Measures
|Linked Data
|Policy Vars
|Hatzenbuehler
|State-level indicators of sexism from survey and implicit bias measures, and of sexual orientation from structural variables. 
|
|-
|Immigration Bias Measures
|Linked Data
|Policy Vars
|Hatzenbuehler
|State-level indictors of immigrant bias from survey and implicit bias measures and state-level structural variables.
|
|-
|OPTIC-Vetted Co-prescribing Naloxone Policy Data
|Linked Data
|Policy Vars
|OPTIC
|Was any state co-prescribing nalaxone policy effective for all patients at the date of the baseline visit? 
|Baseline visit
|-
|OPTIC-Vetted Good Samaritan Policy Data
|Linked Data
|Policy Vars
|OPTIC
|Was any type of Good Samaritan law, specifically one providing protection from arrest or controlled substance possession, effective at the date of the baseline visit?
|Baseline visit
|-
|OPTIC-Vetted Medical Marijuana Policy Data
|Linked Data
|Policy Vars
|OPTIC
|Residential history derived information on medical marijuana laws, recreational marijuana laws, dispensary legality, rec stores, and high CBD/low THC laws. 
|Baseline visit
|-
|OPTIC-Vetted Naloxone Policy Data
|Linked Data
|Policy Vars
|OPTIC
|Residential history derived data on Naloxone laws, including the presence of any Naloxone laws, legality of distribution through a standing or protocol order, and the legality of pharmacists prescribing Naloxone.
|Baseline visit
|-
|OPTIC-Vetted Prescription Drug Monitoring Program Policy Data (PDMP)
|Linked Data
|Policy Vars
|OPTIC
|Residential history derived information on the presence of legislation requiring prescribers to access PDMP before prescribing, PDMP enabling legislation, and accessible &quot;modern PDMP systems&quot; at the date of baseline visit.
|Baseline visit
|-
|Race Bias Measures
|Linked Data
|Policy Vars
|Hatzenbuehler
|State level indicators of racism from survey and implicit bias measures and state-level structural variables. 
|
|-
|Dissimilarity Index
|Linked Data
|Residential Segregation
|ACS
|Residential history derived Black-White, Asian-White, Hispanic-White, and NonWhite-White metro-level dissimilarity indexes. 
|2014-2018
|-
|Exposure/Interaction Index
|Linked Data
|Residential Segregation
|ACS
|Residential history derived Black-White, Asian-White, Hispanic-White, and NonWhite-White exposure/interaction indexes.
|2014-2018
|-
|Getis-Ord GI* Statistics
|Linked Data
|Residential Segregation
|ICPSR
|Residential history derived local GI* statistics (White, Black, Asian, and Hispanic rook and queen neighborhood tracts).
|
|-
|Index of Concentration at the Extremes
|Linked Data
|Residential Segregation
|ACS
|Residential history derived index of concentration at the extremes. ''Income:'' (Households with an income of ≥ $100k - Households with an income of ≤ $25k)/total population. ''Income + Race:'' (Non-Hispanic white households with an income of ≥ $100k - Non-Hispanic Black households with an income of ≤ $25k)/total population. 
|2014-2018
|-
|Multi-Group Entropy Index
|Linked Data
|Residential Segregation
|ACS
|Residential history derived multigroup entropy score (census tract/metro level) and index. 
|2014-2018
|-
|County
|Linked Data
|School (Demographics)
|SEDA
|County-level statistics for school segregation and relative diversity, median income, BAPLUS rate, racial and ethnic make up, % of ELL students, % students receiving free and reduced lunch, poverty rate, % of rural/suburban/town/urban schools, single mother HH rate, SNAP reciept rate, total enrollment (grades 3-8), and unemployment rate.
|2005-2009 and 2014-2018 averages
|-
|District
|Linked Data
|School (Demographics)
|SEDA
|Geo District-level statistics for BAAND rate, highest/lowest grade offered in district, school segregation and relative diversity, racial and ethnic make up, % ELL students, % students receiving free and reduced lunch, poverty rate, % of Special Ed students, SES composite, single mother HH rate, SNAP receipt rate, % of rural/suburban/town/urban schools, district enrollment (grades 3-8), and unemployment rate. 
|2005-2009 and 2014-2018 averages
|-
|Metro Area
|Linked Data
|School (Demographics)
|SEDA
|Metro area-level statistics for BAAND rate, school segregation and relative diversity, median income, county change between 2009 and 2013, racial and ethnic make up, % student receiving free and reduced lunch, % ECD in the metro, poverty rate, % of rural/suburban/town/urban schools, SES composite, single mother HH rate, SNAP receipt rate, total enrollment (grades 3-8), and unemployment rate.  Information on if the metro area has data in the ACS and CCD. Metropolitan and micropolitan area definitions. 
|2005-2009 and 2014-2018 averages
|-
|School
|Linked Data
|School (Demographics)
|SEDA
|
|
|-
|Commuting Zone
|Linked Data
|School (Math &amp; Reading)
|SEDA
|
|
|-
|County
|Linked Data
|School (Math &amp; Reading)
|SEDA
|
|
|-
|District
|Linked Data
|School (Math &amp; Reading)
|SEDA
|
|
|-
|Metro Area
|Linked Data
|School (Math &amp; Reading)
|SEDA
|
|
|-
|School
|Linked Data
|School (Math &amp; Reading)
|SEDA
|
|
|-
|Commuting Zone
|Linked Data
|School (Math Poolsub)
|SEDA
|
|
|-
|County
|Linked Data
|School (Math Poolsub)
|SEDA
|
|
|-
|District
|Linked Data
|School (Math Poolsub)
|SEDA
|
|
|-
|Metro Area
|Linked Data
|School (Math Poolsub)
|SEDA
|
|
|-
|Commuting Zone
|Linked Data
|School (Reading Poolsub)
|SEDA
|
|
|-
|County
|Linked Data
|School (Reading Poolsub)
|SEDA
|
|
|-
|District
|Linked Data
|School (Reading Poolsub)
|SEDA
|
|
|-
|Metro Area
|Linked Data
|School (Reading Poolsub)
|SEDA
|
|
|}
{| class=&quot;wikitable sortable mw-collapsible&quot;
|+ABCD Substudy - Measures by Wave
!Measure
!Category
!Subcategory
!Source
!Baseline
!1-Year Follow-up
!2-Year Follow-up
!3-Year Follow-up
!4-Year Follow-up
!5-Year Follow-up
!6-Year Follow-up
!Mid-Year Follow-up
|-
|COVID-19 Fitbit Physical Activity (Daily)
|COVID-19
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|COVID-19 Fitbit Physical Activity (Weekly)
|COVID-19
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|COVID-19 Fitbit Post-Assessment Survey
|COVID-19
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|COVID-19 Fitbit Sleep (Daily)
|COVID-19
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|COVID-19 Fitbit Sleep (Weekly)
|COVID-19
|Actigraphy
|Youth
|
|
|
|
|
|
|
|
|-
|COVID-19 Questionnaire
|COVID-19
|COVID
|Youth
|
|
|
|
|
|
|
|
|-
|Endocannabinoid Substudy
|Endocannabinoid 
|SU Consequence
|Youth
|
|
|
|
|
|
|
|
|-
|Hurricane Irma Experiences
|Hurricane Irma
|Questionnaire
|Youth
|
|
|
|
|
|
|
|
|-
|Reported Delinquency&lt;ref name=&quot;:8&quot;&gt;Elliott DS, Ageton SS, Huizinga D, Knowles BA, Canter RJ. ''The prevalence and incidence of delinquent behavior: 1976–1980 (National Youth Survey Report No. 26)'' Behavioral Research Institute; Boulder, CO: 1983.&lt;/ref&gt;
|Social Development
|Delinquency
|Youth
|No
|Yes
|Yes
|Yes
|No
|No
|No
|No
|-
|Difficulties in Emotion Regulation
|Social Development
|Emotion
|Youth
|
|
|
|
|
|
|
|
|-
|Firearms (YRBSS)
|Social Development
|Firearm Storage
|Youth
|
|
|
|
|
|
|
|
|-
|Alabama Parenting Questionnaire
|Social Development
|Parenting
|Youth
|
|
|
|
|
|
|
|
|-
|Peer Behavior
|Social Development
|Peers
|Youth
|
|
|
|
|
|
|
|
|-
|Personality Disposition
|Social Development
|Temperament/Personality
|Youth
|
|
|
|
|
|
|
|
|-
|Victimization
|Social Development
|Victimization
|Youth
|
|
|
|
|
|
|
|
|-
|
|
|
|
|
|
|
|
|
|
|
|
|-
|COVID-19 Questionnaire
|COVID-19
|COVID
|Parent
|
|
|
|
|
|
|
|
|-
|Hurricane Irma Experiences
|Hurricane Irma
|Questionnaire
|Parent
|
|
|
|
|
|
|
|
|-
|Visit Type
|Social Development
|Administrative
|Parent
|
|
|
|
|
|
|
|
|-
|Perception of Neighborhood Scale
|Social Development
|Community
|Parent
|
|
|
|
|
|
|
|
|-
|Reported Delinquency
|Social Development
|Delinquency
|Parent
|
|
|
|
|
|
|
|
|-
|Difficulties in Emotion Regulation
|Social Development
|Emotion
|Parent
|
|
|
|
|
|
|
|
|-
|Firearms (BRFSS)
|Social Development
|Firearm Storage
|Parent
|
|
|
|
|
|
|
|
|-
|Alabama Parenting Questionnaire
|Social Development
|Parenting
|Parent
|
|
|
|
|
|
|
|
|-
|Personality Disposition
|Social Development
|Temperament/Personality
|Parent
|
|
|
|
|
|
|
|
|-
|Victimization
|Social Development
|Victimization
|Parent
|
|
|
|
|
|
|
|
|}
{| class=&quot;wikitable sortable mw-collapsible&quot;
|+ABCD Substudy - Linked Data
!Measure
!Category
!Subcategory
!Source
!Data Collection Information
!Associated Date
|-
|Administrative Information
|COVID-19
|Geocoded Data
|Youth
|Percentage of time spent as address 1-5.
|
|-
|CDC Policy Surveilance
|COVID-19
|Geocoded Data
|CDC
|Policies and dates of policy changes for general gathering bans, stay at home orders, public masking orders, bar operation, and restaurant operation due to COVID. 
|
|-
|Johns Hopkins University COVID-19 Prevalence
|COVID-19
|Geocoded Data
|JHU
|County-level data collected 0-6 days before questionnaire dissemination date:

* Cumulative case count
* Population-normed cumulative case count (per 100k)
* New case count
* Population-normed new case count (per 100k)
* Population-normed new case count (per 100k; 7-day rolling mean)
* Cumulative death count
* Population-normed cumulative death count (per 100k)
* New death count
* Population-normed new death count (per 100k)
* Population-normed new death count (per 100k; 7-day rolling mean)
|COVID-19 questionnaire dissemination date
|-
|SafeGraph Social Distancing Metrics
|COVID-19
|Geocoded Data
|SafeGraph
|SafeGraph Device data collected by census block 0-6 days before questionnaire dissemination date:

* Median distance traveled from home (meters)
* Median distance traveled from home 1 year prior (meters)
* Dwell time (minutes)
* Dwell time 1 year prior (minutes)
* Completely at home ratio
* Completely at home ratio 1 year prior
* Exhibiting full-time work behavior
* Exhibiting full-time work behavior 1 year prior
* Exhibiting part-time work behavior
* Exhibiting part-time work behavior 1 year prior
|COVID-19 questionnaire dissemination data
|-
|US Bureau of Labor Statistics (BLS) and Census Data
|COVID-19
|Geocoded Data
|BLS/Census
|Monthly unemployment rate (not seasonally adjusted), monthly unemployment rate 1 year prior (not seasonally adjusted)
|
|}

== Notes - Measures by Wave ==

====== Physical Health ======

* All measures in the ABCD protocol were revised to eliminate the use of binary gender classifications in the fall of 2020
* It needs to be clarified whether the COVID-19 Annual Form (Physical Health) and the COVID-19 Questionnaire (COVID-19 Substudy) are the same.

====== Brain Imaging ======

* &quot;Yes/No&quot; for imaging timepoints should be double-checked as PDFs of measures by wave broadly indicated that all brain imaging tests were done at every other yearly follow-up, but the specific tests that populate the rows of the table were taken from the online data dictionary where no information about the frequency of data collection was given.

====== Biospecimens ======

* In response to the COVID-19 pandemic, the ABCD study pivoted to remote testing in March of 2020. This affected the 2-, 3-, and 4-year follow-up assessments. The switch to remote testing did not allow for the collection of biospecimens.
* From NIMH Data Archive
** Genomic data (short name: genomics_sample03) was collected from the following sources and was reported in ABCD Releases 2.0, 3.0, and 4.0. This data needs to be reconciled with that reported in the protocol by wave, which reported collection of DNA via oral fluids at baseline and DNA via blood every other year starting at baseline. 
*** Whole blood; saliva, brain; urine; serum; plasma; CSF; IPS; Fibroblast; Neuronal Progenitor; skin biopsy; temporal cortex; lymphoblastoid cell line; semen; frontal cortex; parietal cortex; basal ganglia; placenta; hair; occipital visual cortex; cerebellum; spleen; stool; muscle; kidney; liver; heart; cord blood; nasal swab; DNA; RNA; breastmilk; buccal swab; oral cells; rectal swab; cervicovaginal swab

====== Mental Health ======

* Variables for the following diagnoses, obtained using the KSADS, are present in the data: Adjustment Disorder, Agoraphobia, Alcohol Use Disorder, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders, Bipolar Disorders, Conduct Disorder, Disruptive Mood Dysregulation Disorder, Depressive Disorders, Drug Use Disorders, Eating Disorders, Generalized Anxiety Disorder, Obsessive Compulsive Disorder, Panic Disorder, Post-Traumatic Stress Disorder, Psychosis, Selective Mutism, Separation Anxiety, Social Anxiety, and Suicidality
* A switch was made to the KSADS 2.0 at the 3-year follow-up. This version introduced several changes
** New diagnostic categories: schizophrenia, schizoaffective disorder, schizophreniform disorder, and autism spectrum disorder.
** Branching algorithm to streamline supplement items.
** Additional questions on the end of supplements that determine episode classifications.
** Medication information, corresponding with diagnosis.
** A more rigorous probe for hallucinations that requires hallucinatory-like experiences to occur during daily activity.
** Moved paranoid ideation questions from the psychotic disorders screen to the supplement to minimize false positives.
** Moved item about hypersexuality in the Bipolar Disorder screen to the supplement to minimize false positives.
** A screen item pertaining to the duration of OCD-like symptoms was added, the obsessive thoughts about sex item was removed from the screen, and the phrasing of the initial OCD probe item was changed to minimize false positives.
** Back button added.
*Need clarification about whether there is any overlap between the following: Adult Self-Report Survey, ASEBA Adult Self-Report (psychopathology), ASEBA Adult Behavior Checklist
*It needs to be clarified whether the &quot;Difficulty in Emotion Regulation Scale&quot; from the parent-report mental health section of the core study is the same as the &quot;Difficulties in Emotion Regulation&quot; from the emotion subsection of the social development substudy.

====== Neurocognition ======

* The Flanker Task was included under the NIH Toolbox on the PDFs of Measures by Wave but was listed as a separate cognitive task in the data dictionary.
* The RAVLT Delayed Recall task was listed as distinct in the PDFs of Measures by Wave, but not in the online data dictionary.

====== Substance Use ======

* Between March of 2020 and December of 2021 remote and hybrid testing in response to the COVID-19 pandemic required participants to complete some measures on their own devices. Remote performance was monitored via Zoom by research associates when feasible, and youth were asked to find private places to complete substance use measures, but this was not always possible. This reduction in privacy may affect responses.
* Discrepancies in when substance use measures were given to youth exist between the ABCD Study release notes and the ABCD Protocol by Wave fact sheets
** Alcohol Expectancies Questionnaire (AEQ-AB)
*** Release notes: Annually from baseline to 3-year follow-up. Expected future assessment at 5-year and 7-year follow ups.
*** Protocol by wave: Annually from 1-year follow-up. (protocol by wave is correct)
** Marijuana Expectancies (MEEQ-B)
*** Release notes: Annually from baseline to 3-year follow-up. Expected future assessments in 5-year and 7-year follow-ups.
*** Protocol by wave: Annually from 1-year follow-up. 1-3 year follow up, something weird with 4-year follow-up
** Vaping Motives
*** Release notes: 2-year and 4-year follow-ups. Expected future assessment at 6-year follow-up.
*** Protocol by wave: 4- and 6-year follow-ups. (protocol by wave is correct just 3 and 4 year follow ups)
** PhenX Peer Tolerance of Substance Use
*** Release notes: Administered annually baseline through 4-year follow-up.
*** Protocol by wave: Administered annually 1-year follow-up through 5-year follow-up. (1/2/3/4 follow up)
** Cigarette Expectancies (ASCQ) (1/2/3/4) 
*** Release notes: Baseline through 3-year follow-up, expected future assessments at 5-year and 7-year follow-up.
*** Protocol by wave: Annually since 1-year follow-up
**Community Risk and Protective Factors (Parent) (baseline/1/2/3/4) 
***Release notes: Annually since 2-year follow-up
***Protocol by wave: Annually since baseline.
**Substance Use Density, Storage, and Exposure (Parent) (2/3/4)  
***Release notes: Annually since baseline
***Protocol by wave: Annually since 2-year follow-up.

====== Culture &amp; Environment ======

* Discrepancies in culture &amp; environment measures between the ABCD study release notes and the ABCD protocol by wave fact sheets:
** Pet Ownership (3/4) 
*** Release notes: 3-year follow-up and 4-year follow-up.
*** Protocol by wave: 3-year follow-up only.
** School Attendance of Youth &amp; Grades (2/3) 
*** Release notes: 2- and 3-year follow-up.
*** Protocol by wave: 2-, 3-, 4-, and 6-year follow up.
** Parental Monitoring Survey (parent) (4) 
*** Release notes: 4-year follow-up
*** Protocol by wave: 5-year follow-up

====== Core - Linked Data  ======

* All information about linked data was taken from the [https://data-dict.abcdstudy.org/? ABCD online Data Dictionary]
** Source and measure abbreviation were noted the same way, making it hard to differentiate between the two as no definitions were given. All sources should be checked.
*In &quot;Lead Risk&quot; the online data dictionary noted that information on the &quot;Percentage of individuals below -125 percent of poverty level&quot; was taken. This number should be double checked for accuracy.
*All data collected through derived residential history contains variables for primary, secondary, and tertiary residential addresses. 

====== Substudy - Linked Data ======

* All information about linked data was taken from the [https://data-dict.abcdstudy.org/? ABCD online Data Dictionary]
* All data contains variables for addresses 1-5. 
* For the Johns Hopkins University COVID-19 Prevalence linked dataset and the SafeGraph Social Distancing Metrics dataset, it was not clear which questionnaire the variable labels were referring to when stating that geocoded data was collected &quot;0-6 days before from questionnaire dissemination date.&quot; It may be assumed that this is in reference to the COVID-19 questionnaire, which was administered at unspecified follow-ups through the COVID-19 substudy. 

== Coding Information ==
{| class=&quot;wikitable sortable mw-collapsible&quot;
|+ABCD Core - Coding Information
''*Imaging data displayed separately below''
!Measure
!Category
!Subcategory
!Source
!Table Name (Current)
!Table Name (NDA 4.0)
!SAS Code
!SPSS Code
!R Code
|-
|Longitudinal Tracking
|General Information
|Administrative
|Youth
|abct_y_lt
|general; acspsw03; abcd_lt01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Latent Factors
|General Information
|Demographics
|Youth
|abcd_y_lf
|abcd_sss01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Occupation Survey
|General Information
|Demographics
|Parent
|abcd_p_ocp
|abcd_occsp01
|
|
|
|-
|PhenX Demographics Survey
|General Information
|Demographics
|Parent
|abcd_p_demo
|abcd_lpds01; acspsw03; pdem02
|
|
|
|-
|Screener (Study Eligibility)
|General Information
|Administrative
|Parent
|abcd_p_screen
|abcd_screen01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Blood - BASO, EOS, Hemoglobin, MCV, PLT/WBC/RBC counts, Immature Gran, Lymph, MCH, MCHC, MONO, MPV, NEUT, NRBC, RDW, Cholesterol, Burr Cells, Poikilocytosis, Hematocrit
|Physical Health
|Biospecimens
|Youth
|ph_y_bld
|abcd_ybd01
|
|
|
|-
|Blood (DNA)
|Physical Health
|Biospecimens
|Youth
|
|
|
|
|
|-
|Oral Fluids (pubertal hormones)&lt;ref&gt;Dolsen, E. A., Deardorff, J., &amp; Harvey, A. G. (2019). Salivary Pubertal Hormones, Sleep Disturbance, and an Evening Circadian Preference in Adolescents: Risk Across Health Domains. ''The Journal of adolescent health : official publication of the Society for Adolescent Medicine'', ''64''(4), 523–529.&lt;/ref&gt;
|Physical Health
|Biospecimens
|Youth
|ph_y_sal_horm
|abcd_hsss01; sph01
|
|
|
|-
|Oral Fluids (DNA)
|Physical Health
|Biospecimens
|Youth
|
|
|
|
|
|-
|[[COVID-19]] Annual Form
|Physical Health
|COVID
|Youth
|ph_y_covid
|N/A
|
|
|
|-
|[[Blood pressure (OSCE)|Blood Pressure]]
|Physical Health
|Examination
|Youth
|ph_y_bp
|abcd_bp01
|
|
|
|-
|PhenX Anthropometrics (height/weight/waist measurements)&lt;ref&gt;Centers for Disease Control (CDC; Division of Nutrition). (2016). Anthropometry Procedures Manual.&lt;/ref&gt;
|Physical Health
|Examination
|Youth
|ph_y_anthro
|abcd_ant01
|
|
|
|-
|Pain Questionnaire&lt;ref&gt;Luntamo, T., Sourander, A., Santalahti, P., Aromaa, M., &amp; Helenius, H. (2012). Prevalence changes of pain, sleep problems and fatigue among 8-year-old children: years 1989, 1999, and 2005. ''Journal of pediatric psychology'', ''37''(3), 307–318.&lt;/ref&gt;
|Physical Health
|Medical
|Youth
|ph_y_pq
|abcd_pq01
|
|
|
|-
|Respiratory Functioning&lt;ref&gt;Gillman, M. W., &amp; Blaisdell, C. J. (2018). Environmental influences on Child Health Outcomes, a Research Program of the National Institutes of Health. ''Current opinion in pediatrics'', ''30''(2), 260–262.&lt;/ref&gt;&lt;ref&gt;Asher, M. I., Keil, U., Anderson, H. R., Beasley, R., Crane, J., Martinez, F., Mitchell, E. A., Pearce, N., Sibbald, B., &amp; Stewart, A. W. (1995). International Study of Asthma and Allergies in Childhood (ISAAC): rationale and methods. ''The European respiratory journal'', ''8''(3), 483–491.&lt;/ref&gt;
|Physical Health
|Medical
|Youth
|ph_y_resp
|N/A
|
|
|
|-
|Block Kids Food Screener - Youth&lt;ref name=&quot;:1&quot;&gt;Hunsberger, M., O’Malley, J., Block, T., &amp; Norris, J. C. (2015). Relative validation of Block Kids Food Screener for dietary assessment in children and adolescents. ''Maternal &amp; child nutrition'', ''11''(2), 260–270.&lt;/ref&gt;
|Physical Health
|Nutrition
|Youth
|ph_y_bkfs
|N/A
|
|
|
|-
|Sports and Activities Involvement Questionnaire - Youth
|Physical Health
|Physical Activity
|Youth
|ph_y_saiq
|sports_activ_read_music01
|
|
|
|-
|[[wikipedia:Youth_Risk_Behavior_Surveillance_System|Youth Risk Behavior Survey]] - Exercise
|Physical Health
|Physical Activity
|Youth
|ph_y_yrb
|abcd_yrb01
|
|
|
|-
|Pubertal Development Scale and Menstrual Cycle Survey - Youth&lt;ref name=&quot;:0&quot;&gt;Petersen, A. C., Crockett, L., Richards, M., &amp; Boxer, A. (1988). A self-report measure of pubertal status: Reliability, validity, and initial norms. ''Journal of youth and adolescence'', ''17''(2), 117–133.&lt;/ref&gt;
|Physical Health
|Puberty
|Youth
|ph_y_pds
|abcd_ssphy01; abcd_ypdms01
|
|
|
|-
|[[wikipedia:Munich_Chronotype_Questionnaire|Munich ChronoType Questionnaire]] (sleep)&lt;ref&gt;Zavada, A., Gordijn, M. C., Beersma, D. G., Daan, S., &amp; Roenneberg, T. (2005). Comparison of the Munich Chronotype Questionnaire with the Horne-Ostberg’s Morningness-Eveningness Score. ''Chronobiology international'', ''22''(2), 267–278.&lt;/ref&gt;
|Physical Health
|Sleep
|Youth
|ph_y_mctq
|abcd_mcqc01
|
|
|
|-
|Medications
|Physical Health
|Medications
|Youth
|
|
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Baby Teeth (substance and environmental toxin exposure)&lt;ref&gt;Cassidy-Bushrow, A. E., Wu, K. H., Sitarik, A. R., Park, S. K., Bielak, L. F., Austin, C., Gennings, C., Curtin, P., Johnson, C. C., &amp; Arora, M. (2019). In utero metal exposures measured in deciduous teeth and birth outcomes in a racially-diverse urban cohort. ''Environmental research'', ''171'', 444–451.&lt;/ref&gt;
|Physical Health
|Biospecimens
|Parent
|ph_p_teeth
|bteeth01
|
|
|
|-
|COVID-19 Annual Form
|Physical Health
|COVID
|Parent
|ph_p_covid
|N/A
|
|
|
|-
|Breast Feeding Questionnaire&lt;ref&gt;Kessler, R. C., Avenevoli, S., Costello, E. J., Green, J. G., Gruber, M. J., Heeringa, S., Merikangas, K. R., Pennell, B. E., Sampson, N. A., &amp; Zaslavsky, A. M. (2009). National comorbidity survey replication adolescent supplement (NCS-A): II. Overview and design. ''Journal of the American Academy of Child and Adolescent Psychiatry'', ''48''(4), 380–385.&lt;/ref&gt;
|Physical Health
|Development
|Parent
|ph_p_bfq
|breast_feeding01
|
|
|
|-
|Developmental History Questionnaire&lt;ref&gt;Kessler, R. C., Avenevoli, S., Costello, E. J., Green, J. G., Gruber, M. J., Heeringa, S., Merikangas, K. R., Pennell, B. E., Sampson, N. A., &amp; Zaslavsky, A. M. (2009). National comorbidity survey replication adolescent supplement (NCS-A): II. Overview and design. ''Journal of the American Academy of Child and Adolescent Psychiatry'', ''48''(4), 380–385.&lt;/ref&gt;&lt;ref&gt;Merikangas, K. R., Avenevoli, S., Costello, E. J., Koretz, D., &amp; Kessler, R. C. (2009). National comorbidity survey replication adolescent supplement (NCS-A): I. Background and measures. ''Journal of the American Academy of Child and Adolescent Psychiatry'', ''48''(4), 367–379.&lt;/ref&gt;
|Physical Health
|Development
|Parent
|ph_p_dhx
|abcd_devhxss01; dhx01
|
|
|
|-
|Medical History Questionnaire&lt;ref&gt;Todd, R. D., Joyner, C. A., Heath, A. C., Neuman, R. J., &amp; Reich, W. (2003). Reliability and stability of a semistructured DSM-IV interview designed for family studies. ''Journal of the American Academy of Child and Adolescent Psychiatry'', ''42''(12), 1460–1468.&lt;/ref&gt;
|Physical Health
|Medical
|Parent
|ph_p_mhx
|abcd_lpmh01; abcd_lssmh01; abcd_medhxss01; abcd_mx01
|
|
|
|-
|Ohio State [[wikipedia:Traumatic_brain_injury|TBI]] Screen - Short&lt;ref&gt;Bogner, J. A., Whiteneck, G. G., MacDonald, J., Juengst, S. B., Brown, A. W., Philippus, A. M., Marwitz, J. H., Lengenfelder, J., Mellick, D., Arenth, P., &amp; Corrigan, J. D. (2017). Test-Retest Reliability of Traumatic Brain Injury Outcome Measures: A Traumatic Brain Injury Model Systems Study. ''The Journal of head trauma rehabilitation'', ''32''(5), E1–E16. &lt;/ref&gt;
|Physical Health 
|Medical
|Parent
|ph_p_otbi
|abcd_lpohstbi01; abcd_lsstbi01; abcd_otbi01; abcd_tbi01
|
|
|
|-
|PhenX Medications Survey (Medications Inventory)
|Physical Health
|Medical
|Parent
|ph_p_meds
|medsy01
|
|
|
|-
|Child Nutrition Assessment&lt;ref&gt;Morris, M. C., Tangney, C. C., Wang, Y., Sacks, F. M., Bennett, D. A., &amp; Aggarwal, N. T. (2015). MIND diet associated with reduced incidence of Alzheimer’s disease. ''Alzheimer’s &amp; dementia : the journal of the Alzheimer’s Association'', ''11''(9), 1007–1014.&lt;/ref&gt;
|Physical Health
|Nutrition
|Parent
|ph_p_cna
|abcd_cna01; abcd_ssphp01
|
|
|
|-
|Block Kids Food Screener - Parent&lt;ref name=&quot;:1&quot; /&gt;
|Physical Health
|Nutrition
|Parent
|ph_p_bkfs
|abcd_bkfs01
|
|
|
|-
|International Physical Activity Questionnaire&lt;ref&gt;Booth M. (2000). Assessment of physical activity: an international perspective. ''Research quarterly for exercise and sport'', ''71''(2 Suppl), S114–S120.&lt;/ref&gt;
|Physical Health
|Physical Activity
|Parent
|ph_p_ipaq
|internat_physical_activ01; 
|
|
|
|-
|Sports and Activities Involvement Questionnaire - Parent&lt;ref&gt;Huppertz, C., Bartels, M., de Zeeuw, E. L., van Beijsterveldt, C., Hudziak, J. J., Willemsen, G., Boomsma, D. I., &amp; de Geus, E. (2016). Individual Differences in Exercise Behavior: Stability and Change in Genetic and Environmental Determinants From Age 7 to 18. ''Behavior genetics'', ''46''(5), 665–679.&lt;/ref&gt;
|Physical Health
|Physical Activity
|Parent
|ph_p_saiq
|abcd_lpsaiq01; abcd_lsssa01; abcd_saiq02; abcd_spacss01;  sports_activ_read_music_p01
|
|
|
|-
|Pubertal Development Scale and Menstrual Cycle Survey - Parent&lt;ref name=&quot;:0&quot; /&gt;
|Physical Health
|Puberty
|Parent
|ph_p_pds
|abcd_ppdms01; abcd_ssphp01
|
|
|
|-
|Sleep Disturbances Scale for Children&lt;ref&gt;Bruni, O., Ottaviano, S., Guidetti, V., Romoli, M., Innocenzi, M., Cortesi, F., &amp; Giannotti, F. (1996). The Sleep Disturbance Scale for Children (SDSC). Construction and validation of an instrument to evaluate sleep disturbances in childhood and adolescence. ''Journal of sleep research'', ''5''(4), 251–261.&lt;/ref&gt;&lt;ref&gt;Ferreira, V. R., Carvalho, L. B., Ruotolo, F., de Morais, J. F., Prado, L. B., &amp; Prado, G. F. (2009). Sleep disturbance scale for children: translation, cultural adaptation, and validation. ''Sleep medicine'', ''10''(4), 457–463.&lt;/ref&gt;
|Physical Health
|Sleep
|Parent
|ph_p_sds
|abcd_sds01; abcd_ssphp01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Gender Identity (Youth)&lt;ref name=&quot;:16&quot;&gt;Potter, A., Dube, S., Allgaier, N., Loso, H., Ivanova, M., Barrios, L. C., Bookheimer, S., Chaarani, B., Dumas, J., Feldstein-Ewing, S., Freedman, E. G., Garavan, H., Hoffman, E., McGlade, E., Robin, L., &amp; Johns, M. M. (2021). Early adolescent gender diversity and mental health in the Adolescent Brain Cognitive Development study. ''Journal of child psychology and psychiatry, and allied disciplines'', ''62''(2), 171–179.&lt;/ref&gt;&lt;ref&gt;Potter, A. S., Dube, S. L., Barrios, L. C., Bookheimer, S., Espinoza, A., Feldstein Ewing, S. W., Freedman, E. G., Hoffman, E. A., Ivanova, M., Jefferys, H., McGlade, E. C., Tapert, S. F., &amp; Johns, M. M. (2022). Measurement of gender and sexuality in the Adolescent Brain Cognitive Development (ABCD) study. ''Developmental cognitive neuroscience'', ''53'', 101057.&lt;/ref&gt;&lt;ref&gt;Windle, M., Grunbaum, J. A., Elliott, M., Tortolero, S. R., Berry, S., Gilliland, J., Kanouse, D. E., Parcel, G. S., Wallander, J., Kelder, S., Collins, J., Kolbe, L., &amp; Schuster, M. (2004). Healthy passages. A multilevel, multimethod longitudinal study of adolescent health. ''American journal of preventive medicine'', ''27''(2), 164–172.&lt;/ref&gt;&lt;ref&gt;Wylie, S. A., Corliss, H. L., Boulanger, V., Prokop, L. A., &amp; Austin, S. B. (2010). Socially assigned gender nonconformity: A brief measure for use in surveillance and investigation of health disparities. ''Sex roles'', ''63''(3-4), 264–276.&lt;/ref&gt;&lt;ref&gt;Reed, E., Salazar, M., Behar, A. I., Agah, N., Silverman, J. G., Minnis, A. M., Rusch, M., &amp; Raj, A. (2019). Cyber Sexual Harassment: Prevalence and association with substance use, poor mental health, and STI history among sexually active adolescent girls. ''Journal of adolescence'', ''75'', 53–62.&lt;/ref&gt;
|Gender &amp; Sexuality
|Gender
|Youth
|gish_y_gi
|abcd_ygi01; abcd_yksad01; 
|
|
|
|-
|Sexual Behavior/Health&lt;ref&gt;Potter, A. S., Dube, S. L., Barrios, L. C., Bookheimer, S., Espinoza, A., Feldstein Ewing, S. W., Freedman, E. G., Hoffman, E. A., Ivanova, M., Jefferys, H., McGlade, E. C., Tapert, S. F., &amp; Johns, M. M. (2022). Measurement of gender and sexuality in the Adolescent Brain Cognitive Development (ABCD) study. ''Developmental cognitive neuroscience'', ''53'', 101057. &lt;/ref&gt;&lt;ref&gt;Sales, J. M., Milhausen, R. R., Wingood, G. M., Diclemente, R. J., Salazar, L. F., &amp; Crosby, R. A. (2008). Validation of a Parent-Adolescent Communication Scale for use in STD/HIV prevention interventions. ''Health education &amp; behavior : the official publication of the Society for Public Health Education'', ''35''(3), 332–345.&lt;/ref&gt;&lt;ref&gt;Windle, M., Grunbaum, J. A., Elliott, M., Tortolero, S. R., Berry, S., Gilliland, J., Kanouse, D. E., Parcel, G. S., Wallander, J., Kelder, S., Collins, J., Kolbe, L., &amp; Schuster, M. (2004). Healthy passages. A multilevel, multimethod longitudinal study of adolescent health. ''American journal of preventive medicine'', ''27''(2), 164–172.&lt;/ref&gt;
|Gender &amp; Sexuality
|Sexuality
|Youth
|gish_y_sex
|abcd_gish2y01; abcd_yksad01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Gender Identity (Parent)&lt;ref name=&quot;:16&quot; /&gt;&lt;ref&gt;Johnson, L. L., Bradley, S. J., Birkenfeld-Adams, A. S., Kuksis, M. A., Maing, D. M., Mitchell, J. N., &amp; Zucker, K. J. (2004). A parent-report gender identity questionnaire for children. ''Archives of sexual behavior'', ''33''(2), 105–116.&lt;/ref&gt;&lt;ref&gt;Elizabeth, P. H., &amp; Green, R. (1984). Childhood sex-role behaviors: similarities and differences in twins. ''Acta geneticae medicae et gemellologiae'', ''33''(2), 173–179.&lt;/ref&gt;
|Gender &amp; Sexuality
|Gender
|Parent
|gish_p_gi, mh_p_eatq
|abcd_lpds01; abcd_lpksad01; abcd_pgi01; dibf01; pdem02; abcd_mhp02
|
|
|
|-
|Sexual Behavior/Health&lt;ref name=&quot;:16&quot; /&gt;&lt;ref&gt;Wylie, S. A., Corliss, H. L., Boulanger, V., Prokop, L. A., &amp; Austin, S. B. (2010). Socially assigned gender nonconformity: A brief measure for use in surveillance and investigation of health disparities. ''Sex roles'', ''63''(3-4), 264–276.&lt;/ref&gt;&lt;ref&gt;Sales, J. M., Milhausen, R. R., Wingood, G. M., Diclemente, R. J., Salazar, L. F., &amp; Crosby, R. A. (2008). Validation of a Parent-Adolescent Communication Scale for use in STD/HIV prevention interventions. ''Health education &amp; behavior : the official publication of the Society for Public Health Education'', ''35''(3), 332–345.&lt;/ref&gt;
|Gender &amp; Sexuality
|Sexuality
|Parent
|gish_p_sex
|abcd_lpksad01; dibf01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Genetic Principal Components &amp; Relatedness
|Genetics
|Genetics
|Youth
|gen_y_pihat
|acspsw03
|
|
|
|-
|Twin Zygosity Rating
|Genetics
|Genetics
|Youth
|gen_y_zygrat
|abcd_tztab01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Generalized Anxiety Disorder) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Youth
|my_y_ksads_gad
|generaled_anx_disorder01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Social Anxiety Disorder) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Youth
|my_y_ksads_sad
|social_anxiety_disorder01
|
|
|
|-
|Brief Problem Monitor Scale&lt;ref&gt;Achenbach, T. M. (2009). The Achenbach System of Empirically Based Assessment (ASEBA): Development, Findings, Theory, and Applications. Burlington, VT: University of Vermont Research Center for Children, Youth, &amp; Families.&lt;/ref&gt;
|Mental Health
|Broad Psychopathology
|Youth
|mh_y_bpm
|abcd_bpm01; abcd_yssbpm01
|
|
|
|-
|KSADS - Symptoms &amp; Diagnoses
|Mental Health
|Broad Psychopathology
|Youth
|mh_y_ksads_ss
|abcd_ksad501; ksads2daic_use_only01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Eating Disorders) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Eating
|Youth
|mh_y_ksads_ed
|eating_disorders01
|
|
|
|-
|Emotion Regulation Questionnaire&lt;ref&gt;Gross, J.J., &amp; John, O.P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362. &lt;/ref&gt;&lt;ref&gt;Garnefski, N., Rieffe, C., Jellesma, F., Terwogt, M. M., &amp; Kraaij, V. (2007). Cognitive emotion regulation strategies and emotional problems in 9–11-year-old children: The development of an instrument. European Child &amp; Adolescent Psychiatry, 16, 1–9.&lt;/ref&gt;&lt;ref&gt;Gullone, E., &amp; Taffe, J. (2012). The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): a psychometric evaluation. Psychological assessment, ''24''(2), 409–417.&lt;/ref&gt;
|Mental Health
|Emotion
|Youth
|mh_y_erq
|abcd_mhy02; emotion_reg_erq_feelings01
|
|
|
|-
|NIH Toolbox Positive Affect Items&lt;ref&gt;Salsman, J. M., Butt, Z., Pilkonis, P. A., Cyranowski, J. M., Zill, N., Hendrie, H. C., Kupst, M. J., Kelly, M. A. R., Bode, R. K., Choi, S. W., Lai, J.-S. ., Griffith, J. W., Stoney, C. M., Brouwers, P., Knox, S. S., &amp; Cella, D. (2013). Emotion assessment using the NIH Toolbox. ''Neurology'', ''80''(Issue 11, Supplement 3), S76–S86. &lt;nowiki&gt;https://doi.org/10.1212/wnl.0b013e3182872e11&lt;/nowiki&gt;
&lt;/ref&gt;&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/positive-affect/|title=Positive Affect|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref&gt;Gershon, R.C., Wagster, M.V., et al., 2013. NIH toolbox for assessment of neurological and behavioral function. Neurology 80 (11 Suppl. 3), S2–6.&lt;/ref&gt;
|Mental Health
|Emotion
|Youth
|mh_y_poa
|abcd_yssbpm01; abcd_ytbpai01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Conduct Disorders) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Externalizing
|Youth
|mh_y_ksads_cd
|conduct_disorder01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Suicidality) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Harm
|Youth
|mh_y_ksads_si
|suicidality01
|
|
|
|-
|[[OToPS/Measures/7 Up 7 Down Inventory|7-Up Mania Items]]&lt;ref name=&quot;:9&quot;&gt;Youngstrom, E. A., Murray, G., Johnson, S. L., &amp; Findling, R. L. (2013). The 7 Up 7 Down Inventory: A 14-item measure of manic and depressive tendencies carved from the General Behavior Inventory. ''Psychological Assessment'', ''25''(4), 1377–1383. &lt;nowiki&gt;https://doi.org/10.1037/a0033975&lt;/nowiki&gt;
&lt;/ref&gt;
|Mental Health
|Mood
|Youth
|mh_y_7up
|abcd_mhy02; abcd_y7mi01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Bipolar and Related Disorders) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Youth
|mh_y_ksads_bip
|bipolar_disorders01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Depressive Disorders) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Youth
|mh_y_ksads_dep
|depressive_disorders01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Disruptive Mood Dysregulation Disorder) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Youth
|mh_y_ksads_dmdd
|disruptive_mood_dysreg01
|
|
|
|-
|Peer Experiences Questionnaire&lt;ref&gt;De Los Reyes, A. &amp; Prinstein, M. J. (2004). Applying depression-distortion hypotheses to the assessment of peer victimization in adolescents. Journal of Clinical Child and Adolescent Psychology, 33, 325-335.&lt;/ref&gt;&lt;ref&gt;Prinstein, M. J., Boergers, J., &amp; Vernberg, E. M. (2001). Overt and relational aggression in adolescents: Social-psychological functioning of aggressors and victims. Journal of Clinical Child Psychology, 30, 477-489.&lt;/ref&gt;
|Mental Health
|Peers
|Youth
|mh_y_peq
|abcd_peq01; abcd_mhy02
|
|
|
|-
|Youth Resilience Scale&lt;ref&gt;Ungar, M., &amp; Liebenberg, L. (2009). Cross-cultural consultation leading to the development of a valid measure of youth resilience: The International Resilience Project. ''Studia psychologica'', ''51''(2-3), 259-268.&lt;/ref&gt;
|Mental Health
|Peers
|Youth
|mh_y_or
|abcd_ysr01
|
|
|
|-
|Prodromal Psychosis Scale&lt;ref&gt;Karcher NR, Barch DM, Avenevoli S, Savill M, Huber RS, Simon TJ, Leckliter IN, Sher KJ, Loewy RL. Assessment of the Prodromal Questionnaire-Brief Child Version for Measurement of Self-reported Psychotic like Experiences in Childhood. JAMA Psychiatry. 2018 Aug 1;75(8):853-861.&lt;/ref&gt;&lt;ref&gt;Loewy, R.L., Bearden, C.E., et al., 2005. The prodromal questionnaire (PQ): preliminary validation of a self-report screening measure for prodromal and psychotic syndromes. Schizophr. Res. 79 (1), 117–125.&lt;/ref&gt;&lt;ref&gt;Ising, H.K., Veling, W., et al., 2012. The validity of the 16-item version of the Prodromal Questionnaire (PQ-16) to screen for ultra high risk of developing psychosis in the general help-seeking population. Schizophr. Bull. 38 (6), 1288–1296.&lt;/ref&gt;&lt;ref&gt;Therman, S., Lindgren, M., et al., 2014. Predicting psychosis and psychiatric hospital care among adolescent psychiatric patients with the Prodromal Questionnaire. Schizophr. Res. 158 (1–3), 7–10.&lt;/ref&gt;
|Mental Health
|Psychosis
|Youth
|mh_y_pps
|abcd_mhy02; pps01
|
|
|
|-
|[[wikipedia:Kiddie_Schedule_for_Affective_Disorders_and_Schizophrenia|Kiddie Schedule for Affective Disorders and Schizophrenia (KSADS)]] Background Items Survey - Youth&lt;ref name=&quot;:6&quot;&gt;KAUFMAN, J., BIRMAHER, B., BRENT, D., RAO, U., FLYNN, C., MORECI, P., WILLIAMSON, D., &amp; RYAN, N. (1997). Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data. ''Journal of the American Academy of Child &amp; Adolescent Psychiatry'', ''36''(7), 980–988. &lt;nowiki&gt;https://doi.org/10.1097/00004583-199707000-00021&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref name=&quot;:7&quot;&gt;Kaufman, J., Birmaher, B., Axelson, D., Perepletchikova, F., Brent, D., &amp; Ryan, N. (2016). ''K-SADS-PL DSM-5''. &lt;nowiki&gt;https://pediatricbipolar.pitt.edu/sites/default/files/assets/Clinical%20tools/KSADS/KSADS_DSM_5_SCREEN_Final.pdf&lt;/nowiki&gt;
&lt;/ref&gt;&lt;ref name=&quot;:2&quot;&gt;Townsend, L, Kobak, K., Kearney, C., Milham, M., Andreotti, C., Escalera, J., Alexander, L., Gill, M.K., Birmaher, B., Sylvester, R., Rice, D., Deep, A., Kaufman, J. (2020).  Development of Three Web-Based Computerized Versions of the Kiddie Schedule for Affective Disorders and Schizophrenia (KSADS-COMP) Child Psychiatric Diagnostic Interview: Preliminary Validity Data. Journal of the American Academy of Child and Adolescent Psychiatry, Feb;59(2):309-325. doi:10.1016/j.jaac. PMID: 31108163.&lt;/ref&gt;&lt;ref name=&quot;:3&quot;&gt;Kaufman, J., Kobak, K., Birmaher, B., &amp; de Lacy, N. (2021). KSADS-COMP Perspectives on Child Psychiatric Diagnostic Assessment and Treatment Planning. Journal of the American Academy of Child and Adolescent Psychiatry, ''60''(5), 540–542.&lt;/ref&gt;
|Mental Health
|Psychosocial
|Youth
|mh_y_ksads_bg
|abcd_yksad01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Sleep Problems)&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Sleep
|Youth
|mh_y_ksads_slp
|sleep_problems01
|
|
|
|-
|Cyberbullying Questionnaire&lt;ref&gt;Stewart RW, Drescher CF, Maack DJ, Ebesutani C, Young J. The Development and Psychometric Investigation of the Cyberbullying Scale. J Interpers Violence. 2014 Aug;29(12):2218-2238. doi: 10.1177/0886260513517552. Epub 2014 Jan 14. PMID: 24424252.&lt;/ref&gt;
|Mental Health
|Social
|Youth
|mh_y_cbb
|abcd_cb01
|
|
|
|-
|Life Events Scale - Youth&lt;ref name=&quot;:10&quot;&gt;Tiet, Q.Q., Bird, H.R., et al., 2001. Relationship between specific adverse life events and psychiatric disorders. J. Abnorm. Child Psychol. 29 (2), 153–164.&lt;/ref&gt;&lt;ref name=&quot;:15&quot;&gt;Grant, K.E., Compas, B.E., et al., 2004. Stressors and child and adolescent psychopathology: measurement issues and prospective effects. J. Clin. Child Adolesc. Psychol. 33 (2), 412–425.&lt;/ref&gt;
|Mental Health
|Stress
|Youth
|mh_y_le
|abcd_mhy02; abcd_yle01
|
|
|
|-
|[[Behavioral Inhibition and Behavioral Activation System (BIS/BAS) Scales|PhenX Behavioral Inhibition/Behavioral Approach System (BIS/BAS) Scales]]&lt;ref&gt;Carver, C. &amp; White, T. (1994). Behavioral Inhibition, Behavioral Activation, and affective response to impending reward and punishment: The BIS/BAS Scales. ''Journal of Personality and Social Psychology'', 67(2), 319-333.&lt;/ref&gt;&lt;ref&gt;Pagliaccio D, Luking KR, Anokhin AP, Gotlib IH, Hayden EP, Olino TM, Peng CZ, Hajcak G, Barch DM. Revising the BIS/BAS Scale to study development: Measurement invariance and normative effects of age and sex from childhood through adulthood. Psychol Assess. 2016 Apr;28(4):429-42. doi: 10.1037/pas0000186. Epub 2015 Aug 24. PMID: 26302106; PMCID: PMC4766059.&lt;/ref&gt;
|Mental Health
|Temperament/Personality
|Youth
|mh_y_bisbas
|abcd_bisbas01; abcd_mhy02
|
|
|
|-
|Urgency, Premeditation, Perseverance, Sensation Seeking, Positive Urgency, Impulsive Behavior (UPPS-P) for Children - Short Form (ABCD Version)&lt;ref&gt;Whiteside, S. P., &amp; Lynam, D. R. (2001). The Five Factor Model and impulsivity: using a structural model of personality to understand impulsivity. ''Personality and Individual Differences, 30''(4), 669-689. doi: 10.1016/S0191-8869(00)00064-7&lt;/ref&gt;&lt;ref&gt;Cyders, M. A., Smith, G. T., Spillane, N. S., Fischer, S., Annus, A. M., &amp; Peterson, C. (2007). Integration of impulsivity and positive mood to predict risky behavior: Development and validation of a measure of positive urgency. ''Psychological Assessment, 19''(1), 107–118. &lt;nowiki&gt;https://doi.org/10.1037/1040-3590.19.1.107&lt;/nowiki&gt;&lt;/ref&gt;
|Mental Health
|Temperament/Personality
|Youth
|mh_y_upps
|abcd_mhy02; abcd_upps01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Agoraphobia Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|mh_p_ksads_ago
|agoraphobia_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Generalized Anxiety Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|mh_p_ksads_gad
|generaled_anx_disorder_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Obsessive Compulsive Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|mh_p_ksads_ocd
|obs_compulsive_disorder_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Panic Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|mh_p_ksads_pd
|panic_disorder_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Separation Anxiety Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|mh_p_ksads_sep
|separation_anxiety_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Social Anxiety Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|mh_p_ksads_sad
|social_anxiety_disorder_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Specific Phobia Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|mh_p_ksads_phb
|specific_phobia_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Autism Spectrum Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Autism Spectrum
|Parent
|mh_p_ksads_asd
|autism_spectrum_dis_p01
|
|
|
|-
|[[wikipedia:Achenbach_System_of_Empirically_Based_Assessment|Adult Self Report Survey]]&lt;ref name=&quot;:11&quot;&gt;Achenbach, T. M., &amp; Rescorla, L. A. (2003). Manual for the ASEBA adult forms &amp; profiles. Research Center for Children, Youth, &amp; Families, University of Vermont, Burlington, VT, USA.&lt;/ref&gt;
|Mental Health
|Broad Psychopathology
|Parent
|mh_p_asr
|pasr01; abcd_asrs01
|
|
|
|-
|[[wikipedia:Achenbach_System_of_Empirically_Based_Assessment|ASEBA Adult Behavior Checklist]]&lt;ref name=&quot;:11&quot; /&gt;
|Mental Health
|Broad Psychopathology
|Parent
|mh_p_abcl
|abcd_abcls01; abcd_adbc01
|
|
|
|-
|[[wikipedia:Achenbach_System_of_Empirically_Based_Assessment|ASEBA Adult Self-Report]] (psychopathology)&lt;ref name=&quot;:11&quot; /&gt;
|Mental Health
|Broad Psychopathology
|Parent
|
|
|
|
|
|-
|[[wikipedia:Child_Behavior_Checklist|Child Behavior Checklist]]&lt;ref&gt;Achenbach TM, Rescorla LA. ''Manual for the ASEBA school-age forms &amp; profiles: an integrated system of mult-informant assessment.'' Burlington: University of Vermont, Research Center for Children, Youth &amp; Families; 2001.&lt;/ref&gt;
|Mental Health
|Broad Psychopathology
|Parent
|mh_p_cbcl
|abcd_cbcl01; abcd_cbcls01
|
|
|
|-
|Family History Assessment Survey&lt;ref&gt;Brown SA, Brumback T, Tomlinson K, Cummins K, Thompson WK, Nagel BJ, De Bellis MD, Hooper SR, Clark DB, Chung T, Hasler BP, Colrain IM, Baker FC, Prouty D, Pfefferbaum A, Sullivan EV, Pohl KM, Rohlfing T, Nichols BN, Chu W, Tapert SF. The National Consortium on Alcohol and NeuroDevelopment in Adolescence (NCANDA): A Multisite Study of Adolescent Development and Substance Use. J Stud Alcohol Drugs. 2015 Nov;76(6):895-908. doi: 10.15288/jsad.2015.76.895. PMID: 26562597; PMCID: PMC4712659.&lt;/ref&gt;&lt;ref&gt;Rice JP, Reich T, Bucholz KK, Neuman RJ, Fishman R, Rochberg N, Hesselbrock VM, Nurnberger JI Jr, Schuckit MA, Begleiter H. Comparison of direct interview and family history diagnoses of alcohol dependence. Alcohol Clin Exp Res. 1995 Aug;19(4):1018-23. doi: 10.1111/j.1530-0277.1995.tb00983.x. PMID: 7485811.&lt;/ref&gt;
|Mental Health
|Broad Psychopathology
|Parent
|mh_p_fhx
|fhxp201; abcd_fhxssp01; fhxp102
|
|
|
|-
|KSADS Symptoms &amp; Diagnoses
|Mental Health
|Broad Psychopathology
|Parent
|mh_p_ksads_ss
|abcd_ksad01; ksads2daic_use_only_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Eating Disorders) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Eating
|Parent
|mh_p_ksads_ed
|eating_disorders_p01
|
|
|
|-
|Difficulty in Emotion Regulation Scale&lt;ref&gt;Bardeen, J. R., Fergus, T. A., Hannan, S. M., &amp; Orcutt, H. K. (2016). Addressing psychometric limitations of the Difficulties in Emotion Regulation Scale through item modification. Journal of Personality Assessment.&lt;/ref&gt;&lt;ref&gt;Bunford, N., Dawson, A. E., Evans, S. W., Ray, A. R., Langberg, J. M., Owens, J. S., DuPaul, G. J., &amp; Allan, D. M. (2020). The Difficulties in Emotion Regulation Scale-Parent Report: A Psychometric Investigation Examining Adolescents With and Without ADHD. Assessment, 27(5), 921–940.&lt;/ref&gt;
|Mental Health
|Emotion
|Parent
|mh_p_ders
|diff_emotion_reg_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (ADHD) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Externalizing
|Parent
|mh_p_ksads_adhd
|attn_deficit_hyperactiv_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Conduct Disorders) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Externalizing
|Parent
|mh_p_ksads_cd
|abcd_pksadscd01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Oppositional Defiant Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Externalizing
|Parent
|mh_p_ksads_odd
|opp_defiant_disorder_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Homicidality) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Harm
|Parent
|mh_p_ksads_hi
|homicidality_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Suicidality) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Harm
|Parent
|mh_p_ksads_si
|suicidality_p01
|
|
|
|-
|[[OToPS/Measures/7 Up 7 Down Inventory|General Behavior Inventory - Mania]]&lt;ref name=&quot;:9&quot; /&gt;
|Mental Health
|Mood
|Parent
|mh_p_gbi
|abcd_pgbi01; abcd_mhp02
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Bipolar and Related Disorders) - Parent &lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Parent
|mh_p_ksads_bp
|bipolar_disorders_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Depressive Disorders) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Parent
|mh_p_ksads_dep
|depressive_disorders_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Disruptive Mood Dysregulation Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Parent
|mh_p_ksads_dmdd
|disruptive_mood_dysreg_p01
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Psychotic Disorders) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Psychosis
|Parent
|mh_p_ksads_psy
|psychosis_p01
|
|
|
|-
|KSADS Background Items Survey - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Psychosocial
|Parent
|mh_p_ksads_bg
|abcd_lpksad01; dibf01; 
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Sleep Problems) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Sleep
|Parent
|mh_p_ksads_slp
|sleep_problems_p01
|
|
|
|-
|Short Social Responsiveness Scale&lt;ref&gt;Aldridge, F. J., Gibbs, V. M., Schmidhofer, K., &amp; Williams, M. (2012). Investigating the clinical usefulness of the Social Responsiveness Scale (SRS) in a tertiary level, autism spectrum disorder specific assessment clinic. ''Journal of autism and developmental disorders'', ''42''(2), 294–300.&lt;/ref&gt;&lt;ref&gt;Constantino J. N. (2011). The quantitative nature of autistic social impairment. ''Pediatric research'', ''69''(5 Pt 2), 55R–62R.&lt;/ref&gt;&lt;ref&gt;Constantino, J. N., Przybeck, T., Friesen, D., &amp; Todd, R. D. (2000). Reciprocal social behavior in children with and without pervasive developmental disorders. ''Journal of developmental and behavioral pediatrics : JDBP'', ''21''(1), 2–11.&lt;/ref&gt;&lt;ref&gt;Constantino, J. N., &amp; Todd, R. D. (2000). Genetic structure of reciprocal social behavior. ''The American journal of psychiatry'', ''157''(12), 2043–2045.&lt;/ref&gt;&lt;ref&gt;Constantino, J. N., &amp; Todd, R. D. (2003). Autistic traits in the general population: a twin study. ''Archives of general psychiatry'', ''60''(5), 524–530.&lt;/ref&gt;&lt;ref&gt;Constantino, J. N., Gruber, C. P., Davis, S., Hayes, S., Passanante, N., &amp; Przybeck, T. (2004). The factor structure of autistic traits. ''Journal of child psychology and psychiatry, and allied disciplines'', ''45''(4), 719–726.&lt;/ref&gt;&lt;ref&gt;Hus, V., Bishop, S., Gotham, K., Huerta, M., &amp; Lord, C. (2013). Factors influencing scores on the social responsiveness scale. ''Journal of child psychology and psychiatry, and allied disciplines'', ''54''(2), 216–224.&lt;/ref&gt;&lt;ref&gt;Kaat, A. J., &amp; Farmer, C. (2017). Commentary: Lingering questions about the Social Responsiveness Scale short form. A commentary on Sturm et al. (2017). ''Journal of child psychology and psychiatry, and allied disciplines'', ''58''(9), 1062–1064.&lt;/ref&gt;&lt;ref&gt;Norris, M., &amp; Lecavalier, L. (2010). Screening accuracy of Level 2 autism spectrum disorder rating scales. A review of selected instruments. ''Autism : the international journal of research and practice'', ''14''(4), 263–284.&lt;/ref&gt;
|Mental Health
|Social
|Parent
|mh_p_ssrs
|abcd_mhp02; abcd_pssrs01; 
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Post-Traumatic Stress Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Stress
|Parent
|mh_p_ksads_ptsd
|abcd_ptsd01
|
|
|
|-
|Life Events Scale - Parent&lt;ref name=&quot;:10&quot; /&gt;&lt;ref name=&quot;:15&quot; /&gt;
|Mental Health
|Stress
|Parent
|mh_p_le
|abcd_mhp02; abcd_ple01
|
|
|
|-
|[[wikipedia:Perceived_Stress_Scale|Perceived Stress Scale]]&lt;ref&gt;Cohen, S., Kamarck, T., and Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 386-396. &lt;/ref&gt;
|Mental Health
|Stress
|Parent
|mh_p_pss
|abcd_mhy02; perceived_stress_p01
|
|
|
|-
|Early Adolescent Temperament Questionnaire&lt;ref&gt;Latham MD, Dudgeon P, Yap MBH, Simmons JG, Byrne ML, Schwartz OS, Ivie E, Whittle S, Allen NB. Factor Structure of the Early Adolescent Temperament Questionnaire-Revised. Assessment. 2020 Oct;27(7):1547-1561. doi: 10.1177/1073191119831789. Epub 2019 Feb 21. PMID: 30788984.&lt;/ref&gt;
|Mental Health
|Temperament/Personality
|Parent
|mh_p_eatq
|abcd_mhp02; abcd_eatqp01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Brief Problem Monitor
|Mental Health
|Broad Psychopathology 
|Teacher
|mh_t_bpm
|abcd_ssbpmtf01; abcd_bpmt01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|[[wikipedia:Edinburgh_Handedness_Inventory|Edinburgh Handedness Inventory]]
|Neurocognition
|Administrative
|Youth
|nc_y_eihs
|abcd_ehis01
|
|
|
|-
|Neurocognition Assessment Administration
|Neurocognition
|Administrative
|Youth
|nc_y_adm
|neurocog_youth_session01
|
|
|
|-
|[[wikipedia:Snellen_chart|Snellen Vision Screener]]
|Neurocognition
|Administrative
|Youth
|nc_y_svs
|abcd_svs01
|
|
|
|-
|Behavioral Indicator of Resiliency to Distress Task (BIRD)&lt;ref&gt;Lejuez, C. W., Kahler, C. W., &amp; Brown, R. A. (2003). A modified computer version of the Paced Auditory Serial Addition Task (PASAT) as a laboratory-based stressor. ''The Behavior Therapist, 26''(4), 290–293.&lt;/ref&gt;&lt;ref&gt;Feldner, M. T., Leen-Feldner, E. W., Zvolensky, M. J., &amp; Lejuez, C. W. (2006). Examining the association between rumination, negative affectivity, and negative affect induced by a paced auditory serial addition task. ''Journal of behavior therapy and experimental psychiatry'', ''37''(3), 171–187.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_bird
|neurocog_youth_session01
|
|
|
|-
|Cash Choice Task&lt;ref&gt;Wulfert, E., Block, J. A., Santa Ana, E., Rodriguez, M. L., &amp; Colsman, M. (2002). Delay of gratification: impulsive choices and problem behaviors in early and late adolescence. ''Journal of personality'', ''70''(4), 533–552.&lt;/ref&gt;&lt;ref&gt;Anokhin, A. P., Golosheykin, S., Grant, J. D., &amp; Heath, A. C. (2011). Heritability of delay discounting in adolescence: a longitudinal twin study. ''Behavior genetics'', ''41''(2), 175–183.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_cct
|cct01
|
|
|
|-
|Delay Discounting Task&lt;ref&gt;Johnson, M. W., &amp; Bickel, W. K. (2008). An algorithm for identifying nonsystematic delay-discounting data. ''Experimental and clinical psychopharmacology'', ''16''(3), 264–274.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_ddis
|abcd_yddss01
|
|
|
|-
|Emotional Faces Stroop Task&lt;ref&gt;Başgöze, Z., Gönül, A. S., Baskak, B., &amp; Gökçay, D. (2015). Valence-based Word-Face Stroop task reveals differential emotional interference in patients with major depression. ''Psychiatry research'', ''229''(3), 960–967.&lt;/ref&gt;&lt;ref&gt;Kane, M. J., &amp; Engle, R. W. (2003). Working-memory capacity and the control of attention: the contributions of goal neglect, response competition, and task set to Stroop interference. ''Journal of experimental psychology. General'', ''132''(1), 47–70.&lt;/ref&gt;&lt;ref&gt;Stroop, J.R., 1935. Studies of interference in serial verbal reactions. J. Exp. Psychol. 18 (6), 643–662.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_est
|abcd_yest01
|
|
|
|-
|Game of Dice Task&lt;ref&gt;Brand, M., Fujiwara, E., Borsutzky, S., Kalbe, E., Kessler, J., &amp; Markowitsch, H. J. (2005). Decision-making deficits of Korsakoff patients in a new gambling task with explicit rules: associations with executive functions. ''Neuropsychology'', ''19''(3), 267–277.&lt;/ref&gt;&lt;ref&gt;Drechsler, R., Rizzo, P., &amp; Steinhausen, H. C. (2008). Decision-making on an explicit risk-taking task in preadolescents with attention-deficit/hyperactivity disorder. ''Journal of neural transmission (Vienna, Austria : 1996)'', ''115''(2), 201–209.&lt;/ref&gt;&lt;ref&gt;Duperrouzel, J. C., Hawes, S. W., Lopez-Quintero, C., Pacheco-Colón, I., Coxe, S., Hayes, T., &amp; Gonzalez, R. (2019). Adolescent cannabis use and its associations with decision-making and episodic memory: Preliminary results from a longitudinal study. ''Neuropsychology'', ''33''(5), 701–710.&lt;/ref&gt;&lt;ref&gt;Ross, J. M., Graziano, P., Pacheco-Colón, I., Coxe, S., &amp; Gonzalez, R. (2016). Decision-Making Does not Moderate the Association between Cannabis Use and Body Mass Index among Adolescent Cannabis Users. ''Journal of the International Neuropsychological Society : JINS'', ''22''(9), 944–949.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_gdt
|abcd_gdss01; neurocog_youth_session01
|
|
|
|-
|Little Man Task&lt;ref&gt;Acker, W. (1982). “A computerized approach to psychological screening—The Bexley-Maudsley Automated Psychological Screening and The Bexley-Maudsley Category Sorting Test.” ''International Journal of Man-Machine Studies'', ''17''(3): 361-369.&lt;/ref&gt;&lt;ref&gt;Nixon, S. J., Prather, R. A., &amp; Lewis, B. (2014). Sex differences in alcohol-related neurobehavioral consequences. In Edith V. Sullivan and Adolf Pfefferbaum (Eds.), Alcohol and the nervous system (Handbook of clinical neurology, 3rd series (Vol. 125)). Oxford, United Kingdom, Elsevier, pp. 253-272.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_lmt
|neurocog_youth_session01; lmtp201
|
|
|
|-
|NIH Toolbox Tasks - Dimensional Change Card Sort&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/dimensional-change-card-sort-test/|title=Dimensional Change Card Sort Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_nihtb
|abcd_tbss01; neurocog_youth_session01
|
|
|
|-
|NIH Toolbox Tasks - Flanker Inhibitory Control &amp; Attention&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/flanker-inhibitory-control-and-attention-test-age-12/|title=Flanker Inhibitory Control and Attention Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_flkr; nc_y_nihtb
|abcd_tbss01; neurocog_youth_session01
|
|
|
|-
|NIH Toolbox Tasks - Oral Reading Recognition&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/a-dummy-iq-test/|title=Oral Reading Recognition Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_nihtb
|abcd_tbss01; neurocog_youth_session01
|
|
|
|-
|NIH Toolbox Tasks - Pattern Comparison Processing Speed&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/pattern-comparison-processing-speed/|title=Pattern Comparison Processing Speed Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_nihtb
|abcd_tbss01; neurocog_youth_session01
|
|
|
|-
|NIH Toolbox Tasks - Picture Sequence Memory&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/picture-sequence-memory-test/|title=Picture Sequence Memory Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_nihtb
|abcd_tbss01; neurocog_youth_session01
|
|
|
|-
|NIH Toolbox Tasks - Picture Vocabulary&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/picture-vocabulary-test/|title=Picture Vocabulary Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot;&gt;McDonald, Skye (Ed.) (2014). Special series on the Cognition Battery of the NIH Toolbox. ''Journal of International Neuropsychological Society'', 20 (6), 487-651.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_nihtb
|abcd_tbss01; neurocog_youth_session01
|
|
|
|-
|NIH Toolbox Tasks - List Sorting Working Memory&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/test/|title=List Sorting Working Memory Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_nihtb
|abcd_tbss01; neurocog_youth_session01
|
|
|
|-
|RAVLT Delayed Recall&lt;ref name=&quot;:13&quot; /&gt;&lt;ref name=&quot;:14&quot; /&gt;
|Neurocognition
|
|Youth
|
|
|
|
|
|-
|Rey Auditory Verbal Leanring Task (RAVLT) &lt;ref name=&quot;:13&quot;&gt;Strauss, E., Sherman, E.M.S., &amp; Spreen, O. (2006) A compendium of neuropsychological tests. Oxford University Press. New York, New York. Third Edition.&lt;/ref&gt;&lt;ref name=&quot;:14&quot;&gt;Lezak, M.D., Howieson, D.B., Bigler, E.D., &amp; Tranel, D. (2012) Neuropsychological assessment. 5th Edition. Oxford University Press. New York, NY.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_ravlt
|neurocog_youth_session01; abcd_ps01
|
|
|
|-
|Social Influence Task&lt;ref&gt;Knoll, L. J., Leung, J. T., Foulkes, L., &amp; Blakemore, S. J. (2017). Age-related differences in social influence on risk perception depend on the direction of influence. ''Journal of adolescence'', ''60'', 53–63.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_sit
|neurocog_youth_session01; abcd_siss01
|
|
|
|-
|Stanford Mental Arithmetic Response Time Evaluation (SMARTE)&lt;ref&gt;Starkey, G. S., &amp; McCandliss, B. D. (2014). The emergence of “groupitizing” in children’s numerical cognition. ''Journal of experimental child psychology'', ''126'', 120–137.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_smarte
|smarte_sumscores01
|
|
|
|-
|Wechsler Intelligence Scale for Children - Matrix Reasoning Task&lt;ref&gt;Wechsler, D. (2014). Wechsler Intelligence Scale for Children - Fifth Edition Manual. San Antonio,TX, Pearson.&lt;/ref&gt;&lt;ref&gt;Daniel, M.H., Wahlstrom, D. &amp; Zhang, O. (2014) Equivalence of Q-interactive® and Paper Administrations of Cognitive Tasks: WISC®–V: Q-Interactive Technical Report.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
|nc_y_wisc
|abcd_ps01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Barkley Deficits in Executive Functioning Scale&lt;ref&gt;Barkley RA (2010). Differential diagnosis of adults with ADHD: the role of executive function and self-regulation. ''J Clin Psychiatry'', 71(7), e17. doi: 10.4088/JCP.9066tx1c&lt;/ref&gt;&lt;ref&gt;Barkley RA (2011). ''Barkley deficits in executive functioning scale (BDEFS for adults)''. New York: Guilford Press.&lt;/ref&gt;&lt;ref&gt;Barkley RA (2012). ''Barkley Deficits in Executive Functioning Scale--Children and Adolescents (BDEFS-CA)'': Guilford Press.&lt;/ref&gt;
|Neurocognition
|Questionnaire
|Parent
|nc_p_bdef
|barkley_exec_func01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|[[wikipedia:Breathalyzer|Alcohol Toxicology]]
|Substance Use
|Drug Toxicology
|Youth
|su_y_alc_tox
|yalcs01
|
|
|
|-
|Hair Drug Toxicology&lt;ref name=&quot;:41&quot;&gt;Wade, N. E., Tapert, S. F., Lisdahl, K. M., Huestis, M. A., &amp; Haist, F. (2022). Substance use onset in high-risk 9-13 year-olds in the ABCD study. Neurotoxicol Teratol, 91, 107090.&lt;/ref&gt;&lt;ref name=&quot;:42&quot;&gt;Wade, N. E., Sullivan, R. M., Tapert, S. F., Pelham, W. E., 3rd, Huestis, M. A., Lisdahl, K. M., &amp; Haist, F. (2023). Concordance between substance use self-report and hair analysis in community-based adolescents. Am J Drug Alcohol Abuse, 49(1), 76-84.&lt;/ref&gt;
|Substance Use
|Drug Toxicology
|Youth
|su_y_hair_tox
|N/A
|
|
|
|-
|Nicotine Toxicology&lt;ref name=&quot;:4&quot;&gt;''NicAlert | NYMOX''. (2024). Nymox.com. &lt;nowiki&gt;https://nymox.com/products/nicalert&lt;/nowiki&gt;
&lt;/ref&gt;&lt;ref name=&quot;:38&quot;&gt;''Alere iScreen Dip Card''. (2024). Globalpointofcare.abbott. &lt;nowiki&gt;https://www.globalpointofcare.abbott/us/en/product-details/toxicology-iscreen.html&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref name=&quot;:39&quot;&gt;''Reditest® Smoke Cassette | Test Devices | Redwood Toxicology Laboratory''. (2024). Redwoodtoxicology.com. &lt;nowiki&gt;https://www.redwoodtoxicology.com/devices/doa_redismoke&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref name=&quot;:40&quot;&gt;''ReditestTM Smoke Cassette''. (2024). Toxicology.abbott. &lt;nowiki&gt;https://www.toxicology.abbott/us/en/products/reditest-smoke-cassette.html&lt;/nowiki&gt;&lt;/ref&gt;
|Substance Use
|Drug Toxicology
|Youth
|su_y_nic_tox
|abcd_yn01
|
|
|
|-
|Saliva Drug Toxicology
|Substance Use
|Drug Toxicology
|Youth
|su_y_sal_tox
|abcd_ytt01
|
|
|
|-
|Urine Drug Toxicology&lt;ref name=&quot;:38&quot; /&gt;
|Substance Use
|Drug Toxicology
|Youth
|su_y_uri_tox
|N/A
|
|
|
|-
|Alcohol Expectancies Questionnaire (AEQ-AB)&lt;ref&gt;Brown, S. A., Christiansen, B. A., &amp; Goldman, M. S. (1987). The Alcohol Expectancy Questionnaire: an instrument for the assessment of adolescent and adult alcohol expectancies. ''Journal of studies on alcohol'', ''48''(5), 483–491.&lt;/ref&gt;&lt;ref&gt;Greenbaum, P. E., Brown, E. C., &amp; Friedman, R. M. (1995). Alcohol expectancies among adolescents with conduct disorder: prediction and mediation of drinking. ''Addictive behaviors'', ''20''(3), 321–333.&lt;/ref&gt;&lt;ref&gt;Stein, L. A., Katz, B., Colby, S. M., Barnett, N. P., Golembeske, C., Lebeau-Craven, R., &amp; Monti, P. M. (2007). Validity and Reliability of the Alcohol Expectancy Questionnaire-Adolescent, Brief. ''Journal of child &amp; adolescent substance abuse'', ''16''(2), 115–127.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_alc_exp
|abcd_yam01; abcd_suss01
|
|
|
|-
|Alcohol Motives Questionnaire (PhenX)&lt;ref&gt;Cooper, M. L. (1994). Motivations for alcohol use among adolescents: Development and validation of a four-factor model. Psychological Assessment, 6, 117−128.&lt;/ref&gt;&lt;ref&gt;Grant, V. V., Stewart, S. H., O’Connor, R. M., Blackwell, E., &amp; Conrod, P. J. (2007). Psychometric evaluation of the five-factor Modified Drinking Motives Questionnaire–Revised in undergraduates. ''Addictive behaviors'', ''32''(11), 2611–2632.&lt;/ref&gt;&lt;ref&gt;Kuntsche, E., &amp; Kuntsche, S. (2009). Development and validation of the Drinking Motive Questionnaire Revised Short Form (DMQ-R SF). Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, ''38''(6), 899–908.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_alc_motiv
|abcd_yam01
|
|
|
|-
|Cigarette Expectancies (ASCQ)&lt;ref&gt;Lewis-Esquerre, J. M., Rodrigue, J. R., &amp; Kahler, C. W. (2005). Development and validation of an adolescent smoking Consequence questionnaire. ''Nicotine &amp; tobacco research : official journal of the Society for Research on Nicotine and Tobacco'', ''7''(1), 81–90.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_nic_exp
|abcd_suss01; abcd_ynm01
|
|
|
|-
|Electronic Nictotine Delivery Systems Expectancies Questionnaire&lt;ref&gt;Pokhrel, P., Lam, T.H., Pagano, I., Kawamoto, C.T., &amp; Herzog, T.A. (2018). YPokhrel, P., Lam, T. H., Pagano, I., Kawamoto, C. T., &amp; Herzog, T. A. (2018). Young adult e-cigarette use outcome expectancies: Validity of a revised scale and a short scale. ''Addictive behaviors'', ''78'', 193–199.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_ends_exp
|abcd_suss01; abcd_ynm01
|
|
|
|-
|Electronic Nicotine Delivery System Motives Inventory&lt;ref&gt;Centers for Disease Control (CDC; Division of Nutrition). (2016). Anthropometry Procedures Manual.&lt;/ref&gt;&lt;ref name=&quot;:24&quot;&gt;Piper, M. E., Piasecki, T. M., Federman, E. B., Bolt, D. M., Smith, S. S., Fiore, M. C., &amp; Baker, T. B. (2004). A multiple motives approach to tobacco dependence: the Wisconsin Inventory of Smoking Dependence Motives (WISDM-68). Journal of consulting and clinical psychology, ''72''(2), 139–154.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_ends_motiv
|abcd_ynm01
|
|
|
|-
|Marijuana Effect Expectancy Questionnaire (MEEQ-B)&lt;ref name=&quot;:21&quot;&gt;Torrealday, O., Stein, L. A., Barnett, N., Golembeske, C., Lebeau, R., Colby, S. M., &amp; Monti, P. M. (2008). Validation of the Marijuana Effect Expectancy Questionnaire-Brief. ''Journal of child &amp; adolescent substance abuse'', ''17''(4), 1–17.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_can_exp
|abcd_suss01; abcd_ymidm01
|
|
|
|-
|Marijuana Motives Questionnaire (PhenX)&lt;ref&gt;Lee, C. M., Neighbors, C., Hendershot, C. S., &amp; Grossbard, J. R. (2009). Development and preliminary validation of a comprehensive marijuana motives questionnaire. Journal of studies on alcohol and drugs, ''70''(2), 279–287.&lt;/ref&gt;&lt;ref&gt;Simons, J., Correia, C. J., Carey, K. B., &amp; Borsari, B. E. (1998). Validating a five-factor marijuana motives measure: Relations with use, problems, and alcohol motives. Journal of Counseling Psychology, ''45''(3), 265.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_can_motiv
|abcd_ymidm01
|
|
|
|-
|PATH Intention to Use Alcohol, Nicotine, and Marijuana Survey &lt;ref&gt;Pierce, J. P., Choi, W. S., Gilpin, E. A., Farkas, A. J., &amp; Merritt, R. K. (1996). Validation of susceptibility as a predictor of which adolescents take up smoking in the United States. Health psychology : official journal of the Division of Health Psychology, American Psychological Association, ''15''(5), 355–361.&lt;/ref&gt;&lt;ref&gt;Strong, D. R., Hartman, S. J., Nodora, J., Messer, K., James, L., White, M., Portnoy, D. B., Choiniere, C. J., Vullo, G. C., &amp; Pierce, J. (2015). Predictive Validity of the Expanded Susceptibility to Smoke Index. Nicotine &amp; tobacco research : official journal of the Society for Research on Nicotine and Tobacco, ''17''(7), 862–869.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_path_intuse
|abcd_ysu02; abcd_ysua01
|
|
|
|-
|PhenX Peer Group Deviance Survey&lt;ref&gt;Freedman, D., Thornton, A., Camburn, D., Alwin, D., &amp; Young-demarco, L. (1988). The life history calendar: a technique for collecting retrospective data. Sociological methodology, ''18'', 37–68.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_peerdevia
|abcd_ysua01; abcd_ysu02
|
|
|
|-
|PhenX Peer Tolerance of Use&lt;ref name=&quot;:19&quot; /&gt;&lt;ref name=&quot;:20&quot; /&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_peertoler
|abcd_ysua01
|
|
|
|-
|PhenX Perceived Harm of Substance Use&lt;ref name=&quot;:19&quot;&gt;Johnston, Lloyd D.; O’Malley, P. M.; Bachman, J. G.; Schulenberg, J. E.. (2009). Monitoring the Future. National Results on Adolescent Drug Use: Overview of Key Findings, 2009. NIH Publication Number 10-7583&lt;/ref&gt;&lt;ref name=&quot;:20&quot;&gt;Miech, R. A.; Johnston, L. D.; O’Malley, P. M.; Bachman, J. G.; Schulenberg, J. E.. (2015). Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 1, Secondary School Students. Ann Arbor: Institute for Social Research: The University of Michigan.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_percharm
|abcd_ysua01
|
|
|
|-
|Reasons for Electronic Nicotine Delivery Systems Use&lt;ref name=&quot;:24&quot; /&gt;&lt;ref&gt;Wills, T. A., Sandy, J. M., &amp; Yaeger, A. M. (2002). Moderators of the relation between substance use level and problems: test of a self-regulation model in middle adolescence. Journal of abnormal psychology, ''111''(1), 3–21.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_ends_reas
|abcd_ynm01
|
|
|
|-
|Tobacco Motives Inventory&lt;ref&gt;Smith, S. S., Piper, M. E., Bolt, D. M., Fiore, M. C., Wetter, D. W., Cinciripini, P. M., &amp; Baker, T. B. (2010). Development of the Brief Wisconsin Inventory of Smoking Dependence Motives. ''Nicotine &amp; tobacco research : official journal of the Society for Research on Nicotine and Tobacco'', ''12''(5), 489–499.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_nic_motiv
|abcd_ynm01
|
|
|
|-
|Vaping Expectancies&lt;ref name=&quot;:21&quot; /&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_vap_exp
|abcd_ymidm01
|
|
|
|-
|Vaping Motives&lt;ref&gt;Diez, S. L., Cristello, J. V., Dillon, F. R., De La Rosa, M., &amp; Trucco, E. M. (2019). Validation of the electronic cigarette attitudes survey (ECAS) for youth. Addictive behaviors, ''91'', 216–221.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
|su_y_vap_motiv
|abcd_ymidm01
|
|
|
|-
|Alcohol Hangover Symptoms (HSS)&lt;ref&gt;Slutske, W. S., Piasecki, T. M., &amp; Hunt-Carter, E. E. (2003). Development and initial validation of the Hangover Symptoms Scale: prevalence and correlates of Hangover Symptoms in college students. Alcoholism, clinical and experimental research, ''27''(9), 1442–1450.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|su_y_alc_hss
|abcd_suss01; abcd_yam01; abcd_ysu02
|
|
|
|-
|Alcohol Subjective Effects (SRE; PhenX)&lt;ref&gt;Schuckit, M. A., Smith, T. L., &amp; Tipp, J. E. (1997). The Self-Rating of the Effects of alcohol (SRE) form as a retrospective measure of the risk for alcoholism. Addiction (Abingdon, England), ''92''(8), 979–988.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|su_y_alc_eff
|abcd_suss01; abcd_yam01; abcd_ysu02
|
|
|
|-
|Cannabis Withdrawal Scale (CWS)&lt;ref&gt;Allsop, D. J., Norberg, M. M., Copeland, J., Fu, S., &amp; Budney, A. J. (2011). The Cannabis Withdrawal Scale development: patterns and predictors of cannabis withdrawal and distress. Drug and alcohol dependence, ''119''(1-2), 123–129.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|su_y_can_cws
|abcd_ymidm01
|
|
|
|-
|Drug Problem Index (DAPI)&lt;ref name=&quot;:23&quot;&gt;Johnson, V., &amp; White, H. R. (1989). An investigation of factors related to intoxicated driving behaviors among youth. Journal of studies on alcohol, ''50''(4), 320–330.&lt;/ref&gt;&lt;ref&gt;Caldwell, P. E. (2002). Drinking levels, related problems and readiness to change in a college sample. Alcoholism Treatment Quarterly, ''20''(2), 1-15.&lt;/ref&gt;&lt;ref&gt;Kingston, J., Clarke, S., Ritchie, T., &amp; Remington, B. (2011). Developing and validating the “composite measure of problem behaviors”. Journal of clinical psychology, ''67''(7), 736–751.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|su_y_dapi
|abcd_ymidm01; abcd_ysu02
|
|
|
|-
|KSADS - Alcohol/Drug Use Disorder - Youth&lt;ref name=&quot;:3&quot; /&gt;
|Substance Use
|SU Consequence
|Youth
|su_y_ksads_sud
|alcohol_use_disorder01; drug_use_disorders01
|
|
|
|-
|Marijuana Problem Index (MAPI)&lt;ref name=&quot;:23&quot; /&gt;&lt;ref&gt;Zvolensky, M. J., Vujanovic, A. A., Bernstein, A., Bonn-Miller, M. O., Marshall, E. C., &amp; Leyro, T. M. (2007). Marijuana use motives: A confirmatory test and evaluation among young adult marijuana users. Addictive behaviors, ''32''(12), 3122–3130.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|su_y_can_mapi
|abcd_ymidm01; abcd_ysu02
|
|
|
|-
|Marijuana Subjective Effects&lt;ref&gt;Agrawal, A., Madden, P. A., Bucholz, K. K., Heath, A. C., &amp; Lynskey, M. T. (2014). Initial reactions to tobacco and cannabis smoking: a twin study. Addiction (Abingdon, England), ''109''(4), 663–671.&lt;/ref&gt;&lt;ref&gt;Agrawal, A., Madden, P. A., Martin, N. G., &amp; Lynskey, M. T. (2013). Do early experiences with cannabis vary in cigarette smokers?. ''Drug and alcohol dependence'', ''128''(3), 255–259.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|su_y_can_eff
|abcd_suss01; abcd_ymidm01;  abcd_ysu02
|
|
|
|-
|Nicotine Dependence (PATH)&lt;ref name=&quot;:22&quot;&gt;Pomerleau, O. F., Pomerleau, C. S., &amp; Namenek, R. J. (1998). Early experiences with tobacco among women smokers, ex-smokers, and never-smokers. Addiction (Abingdon, England), ''93''(4), 595–599.&lt;/ref&gt;&lt;ref&gt;Prokhorov, A. V., Pallonen, U. E., Fava, J. L., Ding, L., &amp; Niaura, R. (1996). Measuring nicotine dependence among high-risk adolescent smokers. Addictive behaviors, ''21''(1), 117–127.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|su_y_nic_dep
|abcd_ynm01
|
|
|
|-
|Nicotine Subjective Response&lt;ref name=&quot;:22&quot; /&gt;&lt;ref&gt;Rodriguez, D., &amp; Audrain-McGovern, J. (2004). Construct validity analysis of the early smoking experience questionnaire for adolescents. Addictive behaviors, ''29''(5), 1053–1057.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|su_y_nic_eff
|abcd_suss01; abcd_ynm01; abcd_ysu02
|
|
|
|-
|[[Evidence-based assessment/Rx4DxTx of SubstanceUse|Rutgers Alcohol Problem Index (RAPI)]]&lt;ref&gt;White, H. R., &amp; Labouvie, E. W. (1989). Towards the assessment of adolescent problem drinking. Journal of studies on alcohol, ''50''(1), 30–37.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
|su_y_alc_rapi
|abcd_yam01; abcd_ysu02; 
|
|
|
|-
|PhenX Community Risk and Protective Factors&lt;ref name=&quot;:25&quot;&gt;Arthur, M. W., Briney, J. S., Hawkins, J. D., Abbott, R. D., Brooke-Weiss, B. L., &amp; Catalano, R. F. (2007). Measuring risk and protection in communities using the Communities That Care Youth Survey. Evaluation and program planning, ''30''(2), 197–211.&lt;/ref&gt;&lt;ref name=&quot;:26&quot;&gt;Trentacosta, C. J., Criss, M. M., Shaw, D. S., Lacourse, E., Hyde, L. W., &amp; Dishion, T. J. (2011). Antecedents and outcomes of joint trajectories of mother-son conflict and warmth during middle childhood and adolescence. Child development, ''82''(5), 1676–1690.&lt;/ref&gt;
|Substance Use
|SU Environment
|Youth
|su_y_crpf
|abcd_ycrpf01
|
|
|
|-
|Sibling Use&lt;ref&gt;Samek, D. R., Goodman, R. J., Riley, L., McGue, M., &amp; Iacono, W. G. (2018). The Developmental Unfolding of Sibling Influences on Alcohol Use over Time. Journal of youth and adolescence, ''47''(2), 349–368.&lt;/ref&gt;
|Substance Use
|SU Environment
|Youth
|su_y_sibuse
|abcd_ysua01
|
|
|
|-
|Substance Use Interview &lt;ref name=&quot;:17&quot; /&gt;&lt;ref name=&quot;:18&quot; /&gt;
|Substance Use
|Substance Use
|Youth
|su_y_sui
|abcd_suss01; abcd_ysu02; abcd_ysuip01
|
|
|
|-
|Participant Last Use Survey (PLUS) (Day 1/2/3/4) - Youth&lt;ref name=&quot;:17&quot;&gt;Lisdahl, K. M., Sher, K. J., Conway, K. P., Gonzalez, R., Feldstein Ewing, S. W., Nixon, S. J., Tapert, S., Bartsch, H., Goldstein, R. Z., &amp; Heitzeg, M. (2018). Adolescent brain cognitive development (ABCD) study: Overview of substance use assessment methods. Developmental cognitive neuroscience, ''32'', 80–96.&lt;/ref&gt;
|Substance Use
|Substance Use
|Youth
|su_y_plus
|abcd_plus01
|
|
|
|-
|Substance Use Phone Interview&lt;ref name=&quot;:17&quot; /&gt;
|Substance Use
|Substance Use
|Youth
|su_y_mypi
|abcd_ymypisu01
|
|
|
|-
|Timeline Follow-Back Survey&lt;ref name=&quot;:17&quot; /&gt;&lt;ref&gt;Sobell, L. C., &amp; Sobell, M. B. (1996). Time Line Follow Back. User s Guide, Toronto. ''Addiction Research Foundation''.&lt;/ref&gt;
|Substance Use
|Substance Use
|Youth
|su_y_tlfb
|abcd_tlfb01
|
|
|
|-
|Opportunity to Use Questionnaire
|Substance Use
|
|Youth
|
|
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|KSADS - Alcohol/Drug Use Disorder - Parent&lt;ref name=&quot;:3&quot; /&gt;
|Substance Use
|SU Consequence
|Parent
|su_p_ksads_sud
|alcohol_use_disorder_p01; drug_use_disorders_p01
|
|
|
|-
|Household Substance Use, Density, Storage &amp; Second-Hand Exposure&lt;ref&gt;Bartels, K., Mayes, L. M., Dingmann, C., Bullard, K. J., Hopfer, C. J., &amp; Binswanger, I. A. (2016). Opioid Use and Storage Patterns by Patients after Hospital Discharge following Surgery. ''PloS one'', ''11''(1), e0147972.&lt;/ref&gt;&lt;ref&gt;Friese, B., Grube, J. W., &amp; Moore, R. S. (2012). How parents of adolescents store and monitor alcohol in the home. ''The journal of primary prevention'', ''33''(2-3), 79–83.&lt;/ref&gt;
|Substance Use
|SU Environment
|Parent
|su_p_dse
|abcd_pssudse01
|
|
|
|-
|Parent Rules Survey&lt;ref&gt;Dishion, T.J., Kavanagh, K., 2003. Intervening in Adolescent Problem Behavior: A Family-centered Approach. The Guilford Press, New York, NY.&lt;/ref&gt;&lt;ref&gt;Dishion, T. J., Nelson, S. E., &amp; Kavanagh, K. (2003). The family check-up with high-risk young adolescents: Preventing early-onset substance use by parent monitoring. Behavior Therapy, ''34''(4), 553-571.&lt;/ref&gt;&lt;ref name=&quot;:18&quot; /&gt;&lt;ref&gt;Jackson, K. M., Roberts, M. E., Colby, S. M., Barnett, N. P., Abar, C. C., &amp; Merrill, J. E. (2014). Willingness to drink as a function of peer offers and peer norms in early adolescence. ''Journal of studies on alcohol and drugs'', ''75''(3), 404–414.&lt;/ref&gt;
|Substance Use
|SU Environment
|Parent
|su_p_pr
|prq01
|
|
|
|-
|PhenX Community Risk and Protective Factors&lt;ref name=&quot;:25&quot; /&gt;&lt;ref name=&quot;:26&quot; /&gt;
|Substance Use
|SU Environment
|Parent
|su_p_crpf
|abcd_crpf01
|
|
|
|-
|Participant Last Use Survey (PLUS) (Day 1/2/3/4) - Parent&lt;ref name=&quot;:17&quot; /&gt;
|Substance Use
|Substance Use
|Parent
|su_p_plus
|plus01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Wills Problem Solving Scale&lt;ref&gt;Wills, T. A., Ainette, M. G., Stoolmiller, M., Gibbons, F. X., &amp; Shinar, O. (2008). Good self-control as a buffering agent for adolescent substance use: an investigation in early adolescence with time-varying covariates. ''Psychology of addictive behaviors : journal of the Society of Psychologists in Addictive Behaviors'', ''22''(4), 459–471.&lt;/ref&gt;
|Culture &amp; Environment
|Cognition
|Youth
|ce_y_wps
|abcd_ywpss01; abcd_sscey01
|
|
|
|-
|Perceived Discrimination Scale&lt;ref&gt;Garnett, B. R., Masyn, K. E., Austin, S. B., Miller, M., Williams, D. R., &amp; Viswanath, K. (2014). The intersectionality of discrimination attributes and bullying among youth: an applied latent class analysis. Journal of youth and adolescence, 43(8), 1225–1239.&lt;/ref&gt;&lt;ref&gt;Phinney, J. S., Madden, T., &amp; Santos, L. J. (1998). Psychological variables as predictors of perceived ethnic discrimination among minority and immigrant adolescents. ''Journal of Applied Social Psychology, 28''(11), 937–953&lt;/ref&gt;
|Culture &amp; Environment
|Community
|Youth
|ce_y_dm
|abcd_ydmes01, abcd_sscey01
|
|
|
|-
|PhenX Neighborhood Safety/Crime Survey - Youth&lt;ref name=&quot;:33&quot;&gt;Mujahid, M. S., Diez Roux, A. V., Morenoff, J. D., &amp; Raghunathan, T. (2007). Assessing the measurement properties of neighborhood scales: from psychometrics to ecometrics. ''American journal of epidemiology'', ''165''(8), 858–867.&lt;/ref&gt;
|Culture &amp; Environment
|Community
|Youth
|ce_y_nsc
|abcd_nsc01
|
|
|
|-
|Mexican American Cultural Values Scale - Youth&lt;ref&gt;Knight, G.P., Gonzales, N.A., Saenz, D.S., Bonds, D.D., German, M., Deardorff, J., Roosav, M.W., Updegraff, K.A., 2010. The Mexican American cultural values scale for adolescents and adults. J. Early Adolesc. 30 (3), 444–481.&lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
|ce_y_macv
|abcd_macvsy01; abcd_sscey01
|
|
|
|-
|Multi-Group Ethnic Identity - Revised - Youth&lt;ref name=&quot;:36&quot;&gt;Phinney, J. S., &amp; Ong, A. D. (2007). Conceptualization and measurement of ethnic identity: Current status and future directions. Journal of Counseling Psychology, ''54''(3), 271-281.&lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
|ce_y_meim
|multigrp_ethnic_id_meim01
|
|
|
|-
|Native American Acculturation Survey - Youth&lt;ref name=&quot;:37&quot;&gt;Garrett MT, Pichette EF. Red as an apple: Native American acculturation and counseling with or without reservation. Journal of Counseling and Development. 2000;78:3–13. &lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
|
|
|
|
|
|-
|PhenX Acculturation Survey - Youth&lt;ref name=&quot;:28&quot;&gt;Alegria, M., Takeuchi, D., Canino, G., Duan, N., Shrout, P., Meng, X.-L., Gong, F., et al. (2004). Considering context, place, and culture: the national Latino and Asian American study. Int. J. Methods Psychiatr. Res. 13 (4), 208–22.&lt;/ref&gt;&lt;ref name=&quot;:29&quot;&gt;Marin, G., F. Sabogal, B. V. Marin, R. Otero-Sabogal and E. J. Perez-Stable (1987). “Development of a Short Acculturation Scale for Hispanics.” Hispanic Journal of Behavioral Sciences 9(2): 183-205.&lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
|ce_y_acc
|yacc01
|
|
|
|-
|Vancouver Index of Acculturation - Youth&lt;ref name=&quot;:35&quot;&gt;Ryder, A.G., Alden, L.E., Paulhus, D.L., 2000. Is acculturation unidimensional or bidimensional? A head-to-head comparison in the prediction of personality, self-identity, and adjustment. J. Pers. Soc. Psychol. 79 (1), 49–65.&lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
|ce_y_via
|vancouver_identity_accult01
|
|
|
|-
|Pet Ownership&lt;ref&gt;Purweal, R., Christley, R., Kordas, K., Joinson, C., Meints, K., Gee, N., &amp; Westgarth, C. (2017). Companion animals and child/adolescent development: A systematic review of the evidence. International Journal of Environmental Research and Public Health, 14(3), 234-259.&lt;/ref&gt;
|Culture &amp; Environment
|Family
|Youth
|ce_y_pet
|pet_ownership01
|
|
|
|-
|PhenX [[wikipedia:Family_Environment_Scale|Family Environment Scale]] - Family Conflict - Youth&lt;ref name=&quot;:32&quot;&gt;Moos, R.H., Moos, B.S. (1994). Family Environment Scale Manual. Consulting Psychologists Press, Palo Alto, CA.&lt;/ref&gt;
|Culture &amp; Environment
|Family
|Youth
|ce_y_fes
|abcd_fes01; abcd_sscey01
|
|
|
|-
|Acceptance Subscale from Children's Report of Parental Behavior Inventory (CRPBI) - Short&lt;ref&gt;Schaefer, E.S., 1965. A configurational analysis of children’s reports of parent behavior. J. Consult. Psychol. 29, 552–557.&lt;/ref&gt;&lt;ref&gt;Schludermann, E. H., &amp; Schludermann, S. M. (1988). Children’s Report on Parent Behavior (CRPBI-108, CRPBI-30) for older children and adolescents. Winnipeg, MB, Canada: University of Manitoba.&lt;/ref&gt;&lt;ref&gt;Barber, B. K., Olsen, J. E., &amp; Shagle, S. C. (1994). Associations between parental psychological and behavioral control and youth internalized and externalized behaviors. Child development, 65(4), 1120-1136.&lt;/ref&gt;&lt;ref&gt;Barber, B. K., &amp; Olsen, J. A. (1997). Socialization in context: Connection, regulation, and autonomy in the family, school, and neighborhood, and with peers. Journal of Adolescent Research, 12(2), 287-315&lt;/ref&gt;
|Culture &amp; Environment
|Parenting
|Youth
|ce_y_crpbi
|abcd_sscey01; crpbi01
|
|
|
|-
|Multidimensional Neglectful Behavior Scale&lt;ref&gt;Dubowitz, H., Villodas, M. T., Litrownik, A. J., Pitts, S. C., Hussey, J. M., Thompson, R., … &amp; Runyan, D. (2011). Psychometric properties of a youth self-report measure of neglectful behavior by parents. Child Abuse &amp; Neglect, 35(6), 414-424.&lt;/ref&gt;
|Culture &amp; Environment
|Parenting
|Youth
|ce_y_mnbs
|abcd_sscey01; neglectful_behavior01
|
|
|
|-
|Parental Monitoring Survey&lt;ref&gt;Chilcoat, H. D., &amp; Anthony, J. C. (1996). Impact of parent monitoring on initiation of drug use through late childhood. Journal of the American Academy of Child and Adolescent Psychiatry, ''35''(1), 91–100.&lt;/ref&gt;&lt;ref name=&quot;:30&quot;&gt;Karoly, H. C., Callahan, T., Schmiege, S. J., &amp; Feldstein Ewing, S. W. (2015). Evaluating the Hispanic Paradox in the context of adolescent risky sexual behavior: the role of parent monitoring. Journal of pediatric psychology, 41(4), 429-440.&lt;/ref&gt;&lt;ref name=&quot;:31&quot;&gt;Stattin, H., &amp; Kerr, M. (2000). Parental monitoring: a reinterpretation. Child development, ''71''(4), 1072–1085.&lt;/ref&gt;
|Culture &amp; Environment
|Parenting
|Youth
|ce_y_pm
|abcd_sscey01; pmq01
|
|
|
|-
|Peer Behavior Profile: Prosocial Peer Involvement &amp; Delinquent Peer Involvement&lt;ref&gt;Bingham, C. R., Fitzgerald, H. E., &amp; Zucker, R. A. (1995). Peer Behavior Profile/Peer Activities Questionnaire. Unpublished questionnaire. Department of Psychology, Michigan State University. East Lansing.&lt;/ref&gt;&lt;ref&gt;Hirschi, T. (1969). Causes of delinquency. Berkeley, CA: University of California Press.&lt;/ref&gt;&lt;ref&gt;Jessor, R., &amp; Jessor, S.L. (1977). Problem behavior and psychosocial development: A longitudinal study of youth. New York, Academic Press.&lt;/ref&gt;
|Culture &amp; Environment
|Peers
|Youth
|ce_y_pbp
|abcd_pbp01; abcd_sscey01
|
|
|
|-
|Peer Network Health: Protective Scale&lt;ref&gt;Mason, M., Light, J., Campbell, L., Keyser-Marcus, L., Crewe, S., Way, T., Saunders, H., King, L., Zaharakis, N.M., &amp; McHenry, C. (2015). Peer network counseling with urban adolescents: A randomized controlled trial with moderate substance users. Journal of Substance Abuse Treatment, 58, 16-24.&lt;/ref&gt;
|Culture &amp; Environment
|Peers
|Youth
|ce_y_pnh
|abcd_pnhps01; abcd_sscey01
|
|
|
|-
|Resistance to Peer Influence Scale/Questionnaire&lt;ref&gt;Steinberg, L., &amp; Monahan, K. C. (2007). Age differences in resistance to peer influence. ''Developmental psychology'', ''43''(6), 1531–1543.&lt;/ref&gt;
|Culture &amp; Environment
|Peers
|Youth
|ce_y_rpi
|
|
|
|
|-
|PhenX School Risk &amp; Protective Factors Survey&lt;ref&gt;Arthur, M. W., Briney, J. S., Hawkins, J. D., Abbott, R. D., Brooke-Weiss, B. L., &amp; Catalano, R. F. (2007). Measuring risk and protection in communities using the Communities That Care Youth Survey. ''Evaluation and program planning'', ''30''(2), 197–211.&lt;/ref&gt;&lt;ref&gt;Hamilton, C. M., Strader, L. C., Pratt, J. G., Maiese, D., Hendershot, T., Kwok, R. K., Hammond, J. A., Huggins, W., Jackman, D., Pan, H., Nettles, D. S., Beaty, T. H., Farrer, L. A., Kraft, P., Marazita, M. L., Ordovas, J. M., Pato, C. N., Spitz, M. R., Wagener, D., Williams, M., … Haines, J. (2011). The PhenX Toolkit: get the most from your measures. American journal of epidemiology, ''174''(3), 253–260.&lt;/ref&gt;
|Culture &amp; Environment
|School
|Youth
|ce_y_srpf
|srpf01; abcd_sscey01
|
|
|
|-
|School Attendance of Youth &amp; Grades&lt;ref name=&quot;:34&quot;&gt;Zucker RA, Gonzalez R, Feldstein Ewing SW, Paulus MP, Arroyo J, Fuligni A, Morris AS, Sanchez M, Wills T. Assessment of culture and environment in the Adolescent Brain and Cognitive Development Study: Rationale, description of measures, and early data. Dev Cogn Neurosci. 2018 Aug;32:107-120&lt;/ref&gt;
|Culture &amp; Environment
|School
|Youth
|ce_y_sag
|abcd_ysaag01
|
|
|
|-
|Prosocial Behavior Survey - Youth&lt;ref name=&quot;:27&quot;&gt;Goodman, R., Meltzer, H., Bailey, V., 1998. The strengths and difficulties questionnaire: a pilot study on the validity of the self-report version. Eur. Child Adolesc. Psychiatry 7(3), 125–130.&lt;/ref&gt;
|Culture &amp; Environment
|Temperament/Personality
|Youth
|ce_y_psb
|abcd_psb01; abcd_sscey01
|
|
|
|-
|Activity Space
|Culture &amp; Environment
|
|Youth
|
|
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Community Cohesion (PhenX)&lt;ref&gt;National Archive of Criminal Justice Data (NACJD), Project on Human Development in Chicago Neighborhoods (PHDCN). Community Survey 1994-1995.&lt;/ref&gt;&lt;ref&gt;PhenX Protocol - Neighborhood Collective Efficacy - Community Cohesion and Informal Social Control.&lt;/ref&gt;
|Culture &amp; Environment
|Community
|Parent
|ce_p_comc
|abcd_pxccp01; abcd_sscep01
|
|
|
|-
|PhenX Neighborhood Safety/Crime Survey - Parent&lt;ref&gt;Echeverria, S. E., Diez-Roux, A. V., et al. (2004) Reliability of self-reported neighborhood characteristics. J Urban Health 81(4): 682-701.&lt;/ref&gt;&lt;ref name=&quot;:33&quot; /&gt;
|Culture &amp; Environment
|Community
|Parent
|ce_p_nsc
|abcd_pnsc01; abcd_sscep01
|
|
|
|-
|Mexican American Cultural Values Scale&lt;ref name=&quot;:36&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|ce_p_macv
|abcd_sscep01; macv01
|
|
|
|-
|Multi-Group Ethnic Identity Survey&lt;ref name=&quot;:36&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|ce_p_meim
|abcd_meim01; abcd_sscep01
|
|
|
|-
|Native American Acculturation Scale&lt;ref name=&quot;:37&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|
|
|
|
|
|-
|PhenX Acculturation Survey - Parent&lt;ref name=&quot;:28&quot; /&gt;&lt;ref name=&quot;:29&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|ce_p_acc
|pacc01
|
|
|
|-
|Vancouver Index of Acculturation - Parent&lt;ref name=&quot;:35&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|ce_p_via
|abcd_via01; abcd_sscep01
|
|
|
|-
|PhenX Family Environment Scale - Family Conflict - Parent&lt;ref name=&quot;:32&quot; /&gt;&lt;ref&gt;Sanford, K., Bingham, C.R., &amp; Zucker, R.A. (1999). Validity Issues with the Family Environment Scale: Psychometric Resolution and Research Application with Alcoholic Families. Psychological Assessment, 11(3),315‑325.&lt;/ref&gt;
|Culture &amp; Environment
|Family
|Parent
|ce_p_fes
|abcd_sscep01; fes02
|
|
|
|-
|Parental Monitoring Survey&lt;ref name=&quot;:30&quot; /&gt;&lt;ref name=&quot;:31&quot; /&gt;
|Culture &amp; Environment
|Parenting
|Parent
|ce_p_pm
|N/A
|
|
|
|-
|School Attendance of Youth &amp; Grades&lt;ref name=&quot;:34&quot; /&gt;
|Culture &amp; Environment
|School
|Parent
|ce_p_sag
|abcd_saag01
|
|
|
|-
|Prosocial Behavior Survey - Parent&lt;ref name=&quot;:27&quot; /&gt;
|Culture &amp; Environment
|Temperament/Personality
|Parent
|ce_p_psb
|psb01; abcd_sscep01
|
|
|
|-
|HOME Short Form Cognitive Stimulation&lt;ref&gt;Bailey, C.T. &amp; Boykin, A.W. (2001). The role of task variability and home contextual factors in the academic performance and task motivation of African American elementary school children. ''The Journal of Negro Education, 70''(1/2), 84-95. &lt;nowiki&gt;http://www.jstor.org/stable/2696285&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref&gt;Boykin, A.W. &amp; Cunningham, R.T. The effects of movement expressiveness in story content and learning context on the analogical reasoning performance of African American Children. ''Negro Education, 70''(1/2), 72-83. &lt;nowiki&gt;http://www.jstor.org/stable/2696284&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref&gt;Zaslow, M. J., Weinfield, N. S., Gallagher, M., Hair, E. C., Ogawa, J. R., Egeland, B., ... &amp; De Temple, J. M. (2006). Longitudinal prediction of child outcomes from differing measures of parenting in a low-income sample. ''Developmental Psychology'', ''42''(1), 27-37. &lt;nowiki&gt;https://doi.org/10.1037/0012-1649.42.1.27&lt;/nowiki&gt;&lt;/ref&gt;
|Culture &amp; Environment
|
|Parent
|
|
|
|
|
|-
|Driving
|Culture &amp; Environment
|
|Parent
|
|
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Fitbit - Physical Activity (Daily)
|Novel Technologies
|Actigraphy
|Youth
|nt_y_fitb_act_d
|abcd_fbdpas01
|
|
|
|-
|Fitbit - Physical Activity (Weekly)
|Novel Technologies
|Actigraphy
|Youth
|nt_y_fitb_act_w
|abcd_fbdpas01; abcd_fbwpas01
|
|
|
|-
|Fitbit - Pre/Post-Assessment Survey (Pilot)
|Novel Technologies
|Actigraphy
|Youth
|nt_y_fitb_qtn_plt
|abcd_yfb01; abcd_yff01
|
|
|
|-
|Fitbit - Pre/Post-Assessment Survey
|Novel Technologies
|Actigraphy
|Youth
|nt_y_fitb_qtn
|abcd_fbpay01
|
|
|
|-
|Fitbit - Sleep (Daily)
|Novel Technologies
|Actigraphy
|Youth
|nt_y_fitb_slp_d
|abcd_fbdpas01; abcd_fbdss01
|
|
|
|-
|Fitbit - Sleep (Weekly)
|Novel Technologies
|Actigraphy
|Youth
|nt_y_fitb_slp_w
|abcd_fbwss01; abcd_fbdss01; abcd_fbdpas01
|
|
|
|-
|EARS - Device Usage Statistics (Pilot)
|Novel Technologies
|Screen Use
|Youth
|nt_y_ears_plt
|abcd_mte01
|
|
|
|-
|EARS - Device Usage Statistics
|Novel Technologies
|Screen Use
|Youth
|nt_y_ears
|N/A
|
|
|
|-
|EARS - Post-Assessment Survey
|Novel Technologies
|Screen Use
|Youth
|nt_y_ears_qtn
|N/A
|
|
|
|-
|EARS/Vibrent - Pre/Post-Assessment Survey (Pilot)
|Novel Technologies
|Screen Use
|Youth
|nt_y_ears_vibr_qtn_plt
|abcd_mtpry01; abcd_mtpay01
|
|
|
|-
|Screen Time Questionnaire
|Novel Technologies
|Screen Use
|Youth
|nt_y_st
|abcd_ssmty01; abcd_stq01
|
|
|
|-
|Vibrent - Device Usage Statistics (Pilot)
|Novel Technologies
|Screen Use
|Youth
|nt_y_vibr_plt
|abcd_mtv01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|Fitbit - Pre/Post-Assessment Survey (Pilot)
|Novel Technologies
|Actigraphy
|Parent
|nt_p_fitb_qtn_plt
|abcd_pfb01, abcd_pff01
|
|
|
|-
|Fitbit - Pre/Post-Assessment Survey
|Novel Technologies
|Actigraphy
|Parent
|nt_p_fitb_qtn
|abcd_fbprp01; abcd_fbpap01
|
|
|
|-
|EARS - Post-Assessment Survey
|Novel Technologies
|Screen Use
|Parent
|nt_p_ears_qtn
|N/A
|
|
|
|-
|EARS - Pre/Post-Assessment Survey (Pilot)
|Novel Technologies
|Screen Use
|Parent
|nt_p_ears_qtn_plt
|abcd_mtpa01; abcd_mtpap01
|
|
|
|-
|Parent Screen Time Questionnaire
|Novel Technologies
|Screen Use
|Parent
|nt_p_psq
|screentime_psq_p01
|
|
|
|-
|Screen Time Questionnaire (Parent)
|Novel Technologies
|Screen Use
|Parent
|nt_p_stq
|stq01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|School Records
|Other
|School Records
|Other
|
|
|
|
|
|}
{| class=&quot;wikitable sortable mw-collapsible&quot;
|+ABCD Core - Imaging Data Coding Information
!Measure
!Category
!Subcategory
!Source
!Table Name
!Table Name (NDA 4.0)
!SAS Code
!SPSS Code
!R Code
|-
|MRI Info
|Brain Imaging
|Administrative
|Youth
|mri_y_adm_info
|abcd_mri01
|
|
|
|-
|Pre/Post-Scan Questionnaires
|Brain Imaging
|Administrative
|Youth
|mri_y_adm_qtn
|abcd_ypsq201; abcd_ypre201; abcd_ypre101
|
|
|
|-
|Scanning Checklist and Notes
|Brain Imaging
|Administrative
|Youth
|mri_y_adm_nts
|abcd_ra01
|
|
|
|-
|Fractional Anisotropy (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_fa_fs_at
|abcd_dmdtifp101
|
|
|
|-
|Fractional Anisotropy (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_fa_fs_aseg
|abcd_dmdtifp101
|
|
|
|-
|Fractional Anisotropy - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_fa_fs_gm_dsk
|abcd_dmdtifp101
|
|
|
|-
|Fractional Anisotropy - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_fa_fs_gm_dst
|abcd_ddtifp101
|
|
|
|-
|Fractional Anisotropy - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_fa_fs_gwc_dsk
|abcd_dmdtifp101; abcd_dmdtifp202
|
|
|
|-
|Fractional Anisotropy - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_fa_fs_gwc_dst
|abcd_ddtifp201
|
|
|
|-
|Fractional Anisotropy - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_fa_fs_wm_dsk
|abcd_dmdtifp101
|
|
|
|-
|Fractional Anisotropy - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_fa_fs_wm_dst
|abcd_ddtifp101
|
|
|
|-
|Longitudinal Diffusivity (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_ld_fs_at
|abcd_dmdtifp101
|
|
|
|-
|Longitudinal Diffusivity (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_ld_fs_aseg
|abcd_dmdtifp101
|
|
|
|-
|Longitudinal Diffusivity - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_ld_fs_gm_dsk
|abcd_dmdtifp101
|
|
|
|-
|Longitudinal Diffusivity - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_ld_fs_gm_dst
|abcd_ddtifp101; abcd_ddtifp201
|
|
|
|-
|Longitudinal Diffusivity - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_ld_fs_gwc_dsk
|abcd_dmdtifp202
|
|
|
|-
|Longitudinal Diffusivity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_ld_fs_gwc_dst
|abcd_ddtifp201
|
|
|
|-
|Longitudinal Diffusivity - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_ld_fs_wm_dsk
|abcd_dmdtifp101
|
|
|
|-
|Longitudinal Diffusivity - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_ld_fs_wm_dst
|abcd_ddtifp101
|
|
|
|-
|Mean Diffusivity (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_md_fs_at
|abcd_dmdtifp101
|
|
|
|-
|Mean Diffusivity (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_md_fs_aseg
|abcd_dmdtifp101
|
|
|
|-
|Mean Diffusivity - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_md_fs_gm_dsk
|abcd_dmdtifp101
|
|
|
|-
|Mean Diffusivity - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_md_fs_gm_dst
|abcd_ddtifp101
|
|
|
|-
|Mean Diffusivity - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_md_fs_gwc_dsk
|abcd_dmdtifp202
|
|
|
|-
|Mean Diffusivity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_md_fs_gwc_dst
|abcd_ddtifp201
|
|
|
|-
|Mean Diffusivity - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_md_fs_wm_dsk
|abcd_dmdtifp101
|
|
|
|-
|Mean Diffusivity - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_md_fs_wm_dst
|abcd_ddtifp101
|
|
|
|-
|Transverse Diffusivity (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_td_fs_at
|abcd_dmdtifp101
|
|
|
|-
|Transverse Diffusivity (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_td_fs_aseg
|abcd_dmdtifp101
|
|
|
|-
|Transverse Diffusivity - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_td_fs_gm_dsk
|abcd_dmdtifp101
|
|
|
|-
|Transverse Diffusivity - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_td_fs_gm_dst
|abcd_ddtifp201
|
|
|
|-
|Transverse Diffusivity - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_td_fs_gwc_dsk
|abcd_dmdtifp202
|
|
|
|-
|Transverse Diffusivity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_td_fs_gwc_dst
|abcd_ddtifp201
|
|
|
|-
|Transverse Diffusivity - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_td_fs_wm_dsk
|abcd_dmdtifp101
|
|
|
|-
|Transverse Diffusivity - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_td_fs_wm_dst
|abcd_ddtifp101
|
|
|
|-
|Volume (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Full Shell)
|Youth
|mri_y_dti_vol_fs_at
|abcd_dmdtifp101
|
|
|
|-
|Fractional Anisotropy (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_fa_is_at
|abcd_dti_p101
|
|
|
|-
|Fractional Anisotropy (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_fa_is_aseg
|abcd_dti_p101
|
|
|
|-
|Fractional Anisotropy - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_fa_is_gm_dsk
|abcd_dti_p101
|
|
|
|-
|Fractional Anisotropy - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_fa_is_gm_dst
|abcd_ddtidp101
|
|
|
|-
|Fractional Anisotropy - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_fa_is_gwc_dsk
|abcd_dti_p201
|
|
|
|-
|Fractional Anisotropy - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_fa_is_gwc_dst
|abcd_ddtidp201
|
|
|
|-
|Fractional Anisotropy - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_fa_is_wm_dsk
|abcd_dti_p101
|
|
|
|-
|Fractional Anisotropy - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_fa_is_wm_dst
|abcd_ddtidp101
|
|
|
|-
|Longitudinal Diffusivity (Atlas Track)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_ld_is_at
|abcd_dti_p101
|
|
|
|-
|Longitudinal Diffusivity (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_ld_is_aseg
|abcd_dti_p101
|
|
|
|-
|Longitudinal Diffusivity - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_ld_is_gm_dsk
|abcd_dti_p201
|
|
|
|-
|Longitudinal Diffusivity - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_ld_is_gm_dst
|abcd_ddtidp101; abcd_ddtidp201
|
|
|
|-
|Longitudinal Diffusivity - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_ld_is_gwc_dsk
|abcd_dti_p201
|
|
|
|-
|Longitudinal Diffusivity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_ld_is_gwc_dst
|abcd_ddtidp201
|
|
|
|-
|Longitudinal Diffusivity - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_ld_is_wm_dsk
|abcd_dti_p101
|
|
|
|-
|Longitudinal Diffusivity - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_ld_is_wm_dst
|abcd_ddtidp101
|
|
|
|-
|Mean Diffusivity (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_md_is_at
|abcd_dti_p101
|
|
|
|-
|Mean Diffusivity (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_md_is_aseg
|abcd_dti_p101
|
|
|
|-
|Mean Diffusivity - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_md_is_gm_dsk
|abcd_dti_p101
|
|
|
|-
|Mean Diffusivity - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_md_is_gm_dst
|abcd_ddtidp101
|
|
|
|-
|Mean Diffusivity - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_md_is_gwc_dsk
|abcd_dti_p201
|
|
|
|-
|Mean Diffusivity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_md_is_gwc_dst
|abcd_ddtidp201
|
|
|
|-
|Mean Diffusivity - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_md_is_wm_dsk
|abcd_dti_p101
|
|
|
|-
|Mean Diffusivity - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_md_is_wm_dst
|abcd_ddtidp101
|
|
|
|-
|Transverse Diffusivity (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_td_is_at
|abcd_dti_p101
|
|
|
|-
|Transverse Diffusivity (Subcortical)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_td_is_aseg
|abcd_dti_p101
|
|
|
|-
|Transverse Diffusivity - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_td_is_gm_dsk
|abcd_dti_p201
|
|
|
|-
|Transverse Diffusivity - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_td_is_gm_dst
|abcd_ddtidp201
|
|
|
|-
|Transverse Diffusivity - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_td_is_gwc_dsk
|abcd_dti_p201
|
|
|
|-
|Transverse Diffusivity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_td_is_gwc_dst
|abcd_ddtidp201
|
|
|
|-
|Transverse Diffusivity - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_td_is_wm_dsk
|abcd_dti_p101
|
|
|
|-
|Transverse Diffusivity - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_td_is_wm_dst
|abcd_ddtidp101
|
|
|
|-
|Volume (AtlasTrack)
|Brain Imaging
|Diffusion MRI (DTI Inner Shell)
|Youth
|mri_y_dti_vol_is_at
|abcd_dti_p101
|
|
|
|-
|Free Normalized Isotropic (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_fni_at
|abcd_drsip701
|
|
|
|-
|Free Normalized Isotropic (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_fni_aseg
|abcd_drsip701
|
|
|
|-
|Free Normalized Isotropic - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_fni_gm_dsk
|abcd_drsip701
|
|
|
|-
|Free Normalized Isotropic - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_fni_gm_dst
|abcd_drsip701
|
|
|
|-
|Free Normalized Isotropic - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_fni_gwc_dsk
|abcd_drsip701
|
|
|
|-
|Free Normalized Isotropic - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_fni_gwc_dst
|abcd_drsip701
|
|
|
|-
|Free Normalized Isotropic - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_fni_wm_dsk
|abcd_drsip701
|
|
|
|-
|Free Normalized Isotropic - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_fni_wm_dst
|abcd_drsip701
|
|
|
|-
|Hindered Normalized Directional (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnd_at
|abcd_drsip501
|
|
|
|-
|Hindered Normalized Directional (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnd_aseg
|abcd_drsip501
|
|
|
|-
|Hindered Normalized Directional - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnd_gm_dsk
|abcd_drsip501
|
|
|
|-
|Hindered Normalized Directional - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnd_gm_dst
|abcd_drsip501
|
|
|
|-
|Hindered Normalized Directional - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnd_gwc_dsk
|abcd_drsip501
|
|
|
|-
|Hindered Normalized Directional - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnd_gwc_dst
|abcd_drsip501
|
|
|
|-
|Hindered Normalized Directional - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnd_wm_dsk
|abcd_drsip501
|
|
|
|-
|Hindered Normalized Directional - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnd_wm_dst
|abcd_drsip501
|
|
|
|-
|Hindered Normalized Isotropic (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hni_at
|abcd_drsip401
|
|
|
|-
|Hindered Normalized Isotropic (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hni_aseg
|abcd_drsip401
|
|
|
|-
|Hindered Normalized Isotropic - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hni_gm_dsk
|abcd_drsip401
|
|
|
|-
|Hindered Normalized Isotropic - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hni_gm_dst
|abcd_drsip401
|
|
|
|-
|Hindered Normalized Isotropic - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hni_gwc_dsk
|abcd_drsip401
|
|
|
|-
|Hindered Normalized Isotropic - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hni_gwc_dst
|abcd_drsip401
|
|
|
|-
|Hindered Normalized Isotropic - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hni_wm_dsk
|abcd_drsip401
|
|
|
|-
|Hindered Normalized Isotropic - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hni_wm_dst
|abcd_drsip401
|
|
|
|-
|Hindered Normalized Total (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnt_at
|abcd_drsip601
|
|
|
|-
|Hindered Normalized Total (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnt_aseg
|abcd_drsip601
|
|
|
|-
|Hindered Normalized Total - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnt_gm_dsk
|abcd_drsip601
|
|
|
|-
|Hindered Normalized Total - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnt_gm_dst
|abcd_drsip601
|
|
|
|-
|Hindered Normalized Total - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnt_gwc_dsk
|abcd_drsip601
|
|
|
|-
|Hindered Normalized Total - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnt_gwc_dst
|abcd_drsip601
|
|
|
|-
|Hindered Normalized Total - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnt_wm_dsk
|abcd_drsip601
|
|
|
|-
|Hindered Normalized Total - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_hnt_wm_dsk
|abcd_drsip601
|
|
|
|-
|Restricted Normalized Directional (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnd_at
|abcd_drsip201
|
|
|
|-
|Restricted Normalized Directional (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnd_aseg
|abcd_drsip201
|
|
|
|-
|Restricted Normalized Directional - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnd_gm_dsk
|abcd_drsip201
|
|
|
|-
|Restricted Normalized Directional - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnd_gm_dst
|abcd_drsip201
|
|
|
|-
|Restricted Normalized Directional - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnd_gwc_dsk
|abcd_drsip201
|
|
|
|-
|Restricted Normalized Directional - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnd_gwc_dst
|abcd_drsip201
|
|
|
|-
|Restricted Normalized Directional - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnd_wm_dsk
|abcd_drsip201
|
|
|
|-
|Restricted Normalized Directional - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnd_wm_dst
|abcd_drsip201
|
|
|
|-
|Restricted Normalized Isotropic (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rni_at
|abcd_drsip101
|
|
|
|-
|Restricted Normalized Isotropic (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rni_aseg
|abcd_drsip101
|
|
|
|-
|Restricted Normalized Isotropic - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rni_gm_dsk
|abcd_drsip101
|
|
|
|-
|Restricted Normalized Isotropic - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rni_gm_dst
|abcd_drsip101
|
|
|
|-
|Restricted Normalized Isotropic - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rni_gwc_dsk
|abcd_drsip101
|
|
|
|-
|Restricted Normalized Isotropic - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rni_gwc_dst
|abcd_drsip101
|
|
|
|-
|Restricted Normalized Isotropic - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rni_wm_dsk
|abcd_drsip101
|
|
|
|-
|Restricted Normalized Isotropic - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rni_wm_dst
|abcd_drsip101
|
|
|
|-
|Restricted Normalized Total (AtlasTrack)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnt_at
|abcd_drsip301
|
|
|
|-
|Restricted Normalized Total (Subcortical)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnt_aseg
|abcd_drsip301
|
|
|
|-
|Restricted Normalized Total - Gray Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnt_gm_dsk
|abcd_drsip301
|
|
|
|-
|Restricted Normalized Total - Gray Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnt_gm_dst
|abcd_drsip301
|
|
|
|-
|Restricted Normalized Total - Gray/White Contrast (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnt_gwc_dsk
|abcd_drsip301
|
|
|
|-
|Restricted Normalized Total - Gray/White Contrast (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnt_gwc_dst
|abcd_drsip301
|
|
|
|-
|Restricted Normalized Total - White Matter (Desikan)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnt_wm_dsk
|abcd_drsip301
|
|
|
|-
|Restricted Normalized Total - White Matter (Destrieux)
|Brain Imaging
|Diffusion MRI (RSI)
|Youth
|mri_y_rsi_rnt_wm_dst
|abcd_drsip301
|
|
|
|-
|Resting State fMRI - Correlations (Gordon Network to Subcortical)
|Brain Imaging
|Resting State fMRI
|Youth
|mri_y_rsfmr_cor_gp_aseg
|mrirscor02
|
|
|
|-
|Resting State fMRI - Correlations (Gordon Network)
|Brain Imaging
|Resting State fMRI
|Youth
|mri_rsfmr_cor_gp_gp
|abcd_betnet02
|
|
|
|-
|Resting State fMRI - Temporal Variance (Desikan)
|Brain Imaging
|Resting State fMRI
|Youth
|mri_y_rsfmr_var_dsk
|abcd_mrirstv02
|
|
|
|-
|Resting State fMRI - Temporal Variance (Destrieux)
|Brain Imaging
|Resting State fMRI
|Youth
|mri_y_rsfmr_var_dst
|abcd_mrirsfd01
|
|
|
|-
|Resting State fMRI - Temporal Variance (Gordon)
|Brain Imaging
|Resting State fMRI
|Youth
|mri_y_rsfmr_var_gp
|abcd_mrirstv02
|
|
|
|-
|Resting State fMRI - Temporal Variance (Subcortical)
|Brain Imaging
|Resting State fMRI
|Youth
|mri_y_rsfmr_var_aseg
|abcd_mrirstv02
|
|
|
|-
|Cortical Thickness (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_thk_dsk
|abcd_smrip102
|
|
|
|-
|Cortical Thickness (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_thk_dst
|abcd_mrisdp102
|
|
|
|-
|Cortical Thickness (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_thk_fzy
|abcd_smrip102
|
|
|
|-
|Sulcal Depth (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_sulc_dsk
|abcd_smrip102
|
|
|
|-
|Sulcal Depth (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_sulc_dst
|abcd_mrisdp102
|
|
|
|-
|Sulcal Depth (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_sulc_fzy
|abcd_smrip102
|
|
|
|-
|Surface Area (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_area_dsk
|abcd_smrip102
|
|
|
|-
|Surface Area (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_area_dst
|abcd_mrisdp102
|
|
|
|-
|Surface Area (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_area_fzy
|abcd_smrip102
|
|
|
|-
|T1 Intensity (Subcortical)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t1_aseg
|abcd_smrip202
|
|
|
|-
|T1 Intensity - Gray Matter (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t1_gray_dsk
|abcd_smrip202
|
|
|
|-
|T1 Intensity - Gray Matter (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t1_gray_dst
|abcd_mrisdp202
|
|
|
|-
|T1 Intensity - Gray Matter (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t1_gray_fzy
|abcd_smrip202
|
|
|
|-
|T1 Intensity - Gray/White Contrast (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t1_contr_dsk
|abcd_smrip202
|
|
|
|-
|T1 Intensity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t1_contr_dst
|abcd_mrisdp202
|
|
|
|-
|T1 Intensity - Gray/White Contrast (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t1_contr_fzy
|abcd_smrip202
|
|
|
|-
|T1 Intensity - White Matter (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t1_white_dsk
|abcd_smrip202
|
|
|
|-
|T1 Intensity - White Matter (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t1_white_dst
|abcd_mrisdp202
|
|
|
|-
|T1 Intensity - White Matter (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t1_white_fzy
|abcd_smrip202
|
|
|
|-
|T2 Intensity (Subcortical)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t2_aseg
|abcd_smrip302
|
|
|
|-
|T2 Intensity - Gray Matter (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t2_gray_dsk
|abcd_smrip302
|
|
|
|-
|T2 Intensity - Gray Matter (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t2_gray_dst
|abcd_mrisdp302
|
|
|
|-
|T2 Intensity - Gray Matter (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t2_gray_fzy
|abcd_smrip302
|
|
|
|-
|T2 Intensity - Gray/White Contrast (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t2_contr_dsk
|abcd_smrip302
|
|
|
|-
|T2 Intensity - Gray/White Contrast (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t2_contr_dst
|abcd_mrisdp302
|
|
|
|-
|T2 Intensity - Gray/White Contrast (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t2_contr_fzy
|abcd_smrip302
|
|
|
|-
|T2 Intensity - White Matter (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t2_white_dsk
|abcd_smrip302
|
|
|
|-
|T2 Intensity - White Matter (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t2_white_dst
|abcd_mrisdp302
|
|
|
|-
|T2 Intensity - White Matter (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_t2_white_fzy
|abcd_smrip302
|
|
|
|-
|Volume (Desikan)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_vol_dsk
|abcd_smrip102
|
|
|
|-
|Volume (Destrieux)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_vol_dst
|abcd_mrisdp102
|
|
|
|-
|Volume (Fuzzy Clustering)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_vol_fzy
|abcd_smrip102
|
|
|
|-
|Volume (Subcortical)
|Brain Imaging
|Structural MRI
|Youth
|mri_y_smr_vol_aseg
|abcd_smrip102
|
|
|
|-
|Anticipated large loss vs. neutral (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot;&gt;ABCD Study. (n.d.). ''fMRI Tasks and Tools''. Retrieved August 5, 2024, from &lt;nowiki&gt;https://abcdstudy.org/scientists/abcd-fmri-tasks-and-tools/&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref name=&quot;:43&quot;&gt;Knutson B, Westdorp A, Kaiser E, Hommer D (2000) FMRI visualization of brain activity during a monetary incentive delay task. NeuroImage 12: 20–27.&lt;/ref&gt;
|Youth
|mri_y_tfmr_mid_allvn_dsk
|abcd_midasemp202; abcd_midr1bwp202; abcd_midr2semp202; abcd_midsemp202; midaparcp203; midr2bwp202 
|
|
|
|-
|Anticipated large loss vs. neutral (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_allvn_dst
|abcd_midabwdp202; abcd_midasemdp202; abcd_midr1bwdp202; abcd_tr2semdp202
|
|
|
|-
|Anticipated large loss vs. neutral (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_allvn_aseg
|abcd_midasemp102; abcd_midr1bwp102; abcd_midr2semp102; abcd_midsemp102; midaparc03; midr2bwp102
|
|
|
|-
|Anticipated large reward vs. neutral (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_alrvn_dsk
|abcd_midasemp202; abcd_midr1bwp202; abcd_midr2semp202; abcd_midsemp202; midaparcp203; midr2bwp202
|
|
|
|-
|Anticipated large reward vs. neutral (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_alrvn_dst
|abcd_midabwdp01; abcd_midasemdp101; abcd_midr1bwdp101; abcd_tmidr1semdp101; abcd_tr2bwdp01; abcd_tr2semdp101
|
|
|
|-
|Anticipated large reward vs. neutral (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_alrvn_aseg
|abcd_midasemp102; abcd_midr1bwp102; abcd_midr2semp102; abcd_midsemp102; midaparc03; midr2bwp102
|
|
|
|-
|Anticipated large vs. small loss (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_alvsl_dsk
|abcd_midasemp202; abcd_midr1bwp202; abcd_midr2semp202; abcd_midsemp202; midaparcp203; midr2bwp202
|
|
|
|-
|Anticipated large vs. small loss (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_alvsl_dst
|abcd_midabwdp202; abcd_midasemdp202; abcd_midr1bwdp202; abcd_tmidr1semdp202; abcd_tr2bwdp202; abcd_tr2semdp202
|
|
|
|-
|Anticipated large vs. small loss (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_alvsl_aseg
|abcd_midasemp102; abcd_midr1bwp102; abcd_midr2semp102; abcd_midsemp102; midaparc03; midr2bwp102
|
|
|
|-
|Anticipated large vs. small reward (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_alvsr_dsk
|abcd_midasemp202; abcd_midr1bwp202; abcd_midr2semp202; abcd_midsemp202; midaparcp203; midr2bwp202
|
|
|
|-
|Anticipated large vs. small reward (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_alvsr_dst
|abcd_midabwdp01; abcd_midabwdp202; abcd_midasemdp101; abcd_midasemdp202; abcd_midr1bwdp101; abcd_midr1bwdp202; abcd_tmidr1semdp101; abcd_tmidr1semdp202; abcd_tr2bwdp01; abcd_tr2bwdp202; abcd_tr2semdp101; abcd_tr2semdp202
|
|
|
|-
|Anticipated large vs. small reward (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_alvsr_aseg
|abcd_midasemp102; abcd_midr1bwp102; abcd_midr2semp102; abcd_midsemp102; midaparc03; midr2bwp102; 
|
|
|
|-
|Anticipated loss vs. neutral (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_alvn_dsk
|abcd_midasemp202; abcd_midr1bwp202; abcd_midr2semp202; abcd_midsemp202; midaparcp203; midr2bwp202; 
|
|
|
|-
|Anticipated loss vs. neutral (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_alvn_dst
|abcd_midabwdp01; abcd_midasemdp101; abcd_midr1bwdp101; abcd_tmidr1semdp101; abcd_tr2bwdp01; abcd_tr2semdp101
|
|
|
|-
|Anticipated loss vs. neutral (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_alvn_aseg
|abcd_midasemp102; abcd_midr1bwp102; abcd_midr2semp102; abcd_midsemp102; midaparc03; midr2bwp102
|
|
|
|-
|Anticipated reward vs. neutral (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_arvn_dsk
|abcd_midasemp202; abcd_midr1bwp202; abcd_midr2semp202; abcd_midsemp202; midaparcp203; midr2bwp202
|
|
|
|-
|Anticipated reward vs. neutral (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_arvn_dst
|abcd_midabwdp01; abcd_midasemdp101; abcd_midr1bwdp101; abcd_tmidr1semdp101; abcd_tr2bwdp01; abcd_tr2semdp101
|
|
|
|-
|Anticipated reward vs. neutral (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_arvn_aseg
|abcd_midasemp102; abcd_midr1bwp102; abcd_midr2semp102; abcd_midsemp102; midaparc03; midr2bwp102
|
|
|
|-
|Anticipated small loss vs. neutral (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_aslvn_dsk
|abcd_midasemp202; abcd_midr1bwp202; abcd_midr2semp202; abcd_midsemp202; midaparcp203; midr2bwp202
|
|
|
|-
|Anticipated small loss vs. neutral (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_aslvn_dst
|abcd_midabwdp202; abcd_midasemdp202; abcd_midr1bwdp202; abcd_tmidr1semdp202; abcd_tr2bwdp202; abcd_tr2semdp202
|
|
|
|-
|Anticipated small loss vs. neutral (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_aslvn_aseg
|abcd_midasemp102; abcd_midr1bwp102; abcd_midr2semp102; abcd_midsemp102; midaparc03; midr2bwp102
|
|
|
|-
|Anticipated small reward vs. neutral (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_asrvn_dsk
|abcd_midasemp202; abcd_midr1bwp202; abcd_midr2semp202; abcd_midsemp202; midaparcp203; midr2bwp202
|
|
|
|-
|Anticipated small reward vs. neutral (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_asrvn_dst
|abcd_midabwdp01; abcd_midasemdp101; abcd_midr1bwdp101; abcd_tmidr1semdp101; abcd_tr2bwdp01; bcd_tr2semdp101
|
|
|
|-
|Anticipated small reward vs. neutral (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_asrvn_aseg
|abcd_midasemp102; abcd_midr1bwp102; abcd_midr2semp102; abcd_midsemp102; midaparc03; midr2bwp102
|
|
|
|-
|Behavioral Performance
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_beh
|abcd_mid02
|
|
|
|-
|Loss positive vs. negative feedback (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_lpvnf_dsk
|abcd_midasemp202; abcd_midr1bwp202; abcd_midr2semp202; abcd_midsemp202; midaparcp203; midr2bwp202
|
|
|
|-
|Loss positive vs. negative feedback (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_lpvnf_dst
|abcd_midabwdp01; abcd_midasemdp101; abcd_midr1bwdp101; abcd_tmidr1semdp101; abcd_tr2bwdp01; abcd_tr2semdp101
|
|
|
|-
|Loss positive vs. negative feedback (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_lpvnf_aseg
|abcd_midasemp102; abcd_midr1bwp102; abcd_midr2semp102; abcd_midsemp102; midaparc03; midr2bwp102
|
|
|
|-
|Post-Scan Questionnaire
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_qtn
|abcd_monet01; abcd_prepost01
|
|
|
|-
|Reward positive vs. negative feedback (Desikan)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_rpvnf_dsk
|abcd_midasemp202; abcd_midr1bwp202; abcd_midr2semp202; abcd_midsemp202; midaparcp203; midr2bwp202
|
|
|
|-
|Reward positive vs. negative feedback (Destrieux)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_rpvnf_dst
|abcd_midabwdp01; abcd_midasemdp101; abcd_midr1bwdp101; abcd_tmidr1semdp101; abcd_tr2bwdp01; abcd_tr2semdp101
|
|
|
|-
|Reward positive vs. negative feedback (Subcortical)
|Brain Imaging
|Task fMRI - Monetary Incentive Delay Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:43&quot; /&gt;
|Youth
|mri_y_tfmr_mid_rpvnf_aseg
|abcd_midasemp102; abcd_midr1bwp102; abcd_midr2semp102; abcd_midsemp102; midaparc03; midr2bwp102
|
|
|
|-
|Recognition memory behavioral performance
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot;&gt;Cohen, A.O., Conley, M.I., Dellarco, D.V., Casey, B.J. (November, 2016). The impact of emotional cues on short-term and long-term memory during adolescence. Society for Neuroscience, San Diego, CA.&lt;/ref&gt;
|Youth
|mri_y_tfmr_nback_rec_beh
|mribrec02
|
|
|
|-
|0-back (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot; /&gt;
|Youth
|mri_y_tfmr_nback_0b_dsk
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|0-back (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot; /&gt;
|Youth
|mri_y_tfmr_nback_0b_dst
|abcd_tfabwdp101; abcd_tfnbr1semdp101; abcd_tfnbr2bwdp101; abcd_tfnbr2dp101; abcd_tfncr1bwdp101; abcd_tnbasemdp101
|
|
|
|-
|0-back (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot; /&gt;
|Youth
|mri_y_tfmr_nback_0b_aseg
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|2-back (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot; /&gt;
|Youth
|mri_y_tfmr_nback_2b_dsk
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|2-back (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot; /&gt;
|Youth
|mri_y_tfmr_nback_2b_dst
|abcd_tfabwdp101; abcd_tfnbr1semdp101; abcd_tfnbr2bwdp101; abcd_tfnbr2dp101; abcd_tfncr1bwdp101; abcd_tnbasemdp101
|
|
|
|-
|2-back (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:44&quot; /&gt;
|Youth
|mri_y_tfmr_nback_2b_aseg
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|2-back vs. 0-back (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:52&quot;&gt;ABCD Study. (n.d.). ''fMRI Tasks and Tools''. Retrieved August 5, 2024, from &lt;nowiki&gt;https://abcdstudy.org/scientists/abcd-fmri-tasks-and-tools/&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref&gt;Cohen, A.O., Conley, M.I., Dellarco, D.V., Casey, B.J. (November, 2016). The impact of emotional cues on short-term and long-term memory during adolescence. Society for Neuroscience, San Diego, CA.&lt;/ref&gt;
|Youth
|mri_y_tfmr_nback_2bv0b_dsk
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|2-back vs. 0-back (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:53&quot;&gt;ABCD Study. (n.d.). ''fMRI Tasks and Tools''. Retrieved August 5, 2024, from &lt;nowiki&gt;https://abcdstudy.org/scientists/abcd-fmri-tasks-and-tools/&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref&gt;Cohen, A.O., Conley, M.I., Dellarco, D.V., Casey, B.J. (November, 2016). The impact of emotional cues on short-term and long-term memory during adolescence. Society for Neuroscience, San Diego, CA.&lt;/ref&gt;
|Youth
|mri_y_tfmr_nback_2bv0b_dst
|abcd_tfabwdp101; abcd_tfnbr1semdp101; abcd_tfnbr2bwdp101; abcd_tfnbr2dp101; abcd_tfncr1bwdp101; abcd_tnbasemdp101
|
|
|
|-
|2-back vs. 0-back (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:54&quot;&gt;ABCD Study. (n.d.). ''fMRI Tasks and Tools''. Retrieved August 5, 2024, from &lt;nowiki&gt;https://abcdstudy.org/scientists/abcd-fmri-tasks-and-tools/&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref&gt;Cohen, A.O., Conley, M.I., Dellarco, D.V., Casey, B.J. (November, 2016). The impact of emotional cues on short-term and long-term memory during adolescence. Society for Neuroscience, San Diego, CA.&lt;/ref&gt;
|Youth
|mri_y_tfmr_nback_2bv0b_aseg
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Behavioral performance
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot;&gt;ABCD Study. (n.d.). ''fMRI Tasks and Tools''. Retrieved August 5, 2024, from &lt;nowiki&gt;https://abcdstudy.org/scientists/abcd-fmri-tasks-and-tools/&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref name=&quot;:45&quot;&gt;Cohen, A.O., Conley, M.I., Dellarco, D.V., Casey, B.J. (November, 2016). The impact of emotional cues on short-term and long-term memory during adolescence. Society for Neuroscience, San Diego, CA.&lt;/ref&gt;
|Youth
|mri_y_tfmr_nback_beh
|abcd_mrinback02
|
|
|
|-
|Emotion (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_emo_dsk
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Emotion (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_emo_dst
|abcd_tfabwdp101; abcd_tfnbr1semdp101; abcd_tfnbr2bwdp101; abcd_tfnbr2dp101; abcd_tfncr1bwdp101; abcd_tnbasemdp101
|
|
|
|-
|Emotion (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_emo_aseg
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Emotion vs. neutral face (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_emovntf_dsk
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Emotion vs. neutral face (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_emovntf_dst
|abcd_tfabwdp101; abcd_tfabwdp201; abcd_tfnbr1semdp101; abcd_tfnbr1semdp201; abcd_tfnbr2bwdp101; abcd_tfnbr2bwdp201; abcd_tfnbr2dp101; abcd_tfnbr2dp201; abcd_tfncr1bwdp101; abcd_tfncr1bwdp201; abcd_tnbasemdp101; abcd_tnbasemdp201
|
|
|
|-
|Emotion vs. neutral face (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_emovntf_aseg
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Face vs. place (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_fvplc_dsk
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Face vs. place (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_fvplc_dst
|abcd_tfabwdp101; abcd_tfnbr1semdp101; abcd_tfnbr2bwdp101; abcd_tfnbr2dp101; abcd_tfncr1bwdp101; abcd_tnbasemdp101
|
|
|
|-
|Face vs. place (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_fvplc_aseg
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Negative face vs. neutral face (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_ngfvntf_dsk
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Negative face vs. neutral face (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_ngfvntf_dst
|abcd_tfabwdp201; abcd_tfnbr1semdp201; abcd_tfnbr2bwdp201; abcd_tfnbr2dp201; abcd_tfncr1bwdp201; abcd_tnbasemdp201
|
|
|
|-
|Negative face vs. neutral face (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_ngfvntf_aseg
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Place (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_plc_dsk
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Place (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_plc_dst
|abcd_tfabwdp101; abcd_tfnbr1semdp101; abcd_tfnbr2bwdp101; abcd_tfnbr2dp101; abcd_tfncr1bwdp101; abcd_tnbasemdp101
|
|
|
|-
|Place (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_plc_aseg
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Positive face vs. neutral face (Desikan)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_psfvntf_dsk
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Positive face vs. neutral face (Destrieux)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_psfvntf_dst
|abcd_tfabwdp201; abcd_tfnbr1semdp201; abcd_tfnbr2bwdp201; abcd_tfnbr2dp201; abcd_tfncr1bwdp201; abcd_tnbasemdp201
|
|
|
|-
|Positive face vs. neutral face (Subcortical)
|Brain Imaging
|Task fMRI - Emotional N-Back Task&lt;ref name=&quot;:55&quot; /&gt;&lt;ref name=&quot;:45&quot; /&gt;
|Youth
|mri_y_tfmr_nback_psfvntf_aseg
|nback_bwroi02; nbackallsem01; nbackr101; nbackr1sem01; nbackr201; nbackr2sem01
|
|
|
|-
|Behavioral performance
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot;&gt;Logan GD (1994) On the ability to inhibit thought and action: A users’ guide to the stop signal paradigm. In D. Dagenbach &amp; T. H. Carr (Eds), Inhibitory processes in attention, memory, and language: 189-239. San Diego: Academic Press&lt;/ref&gt;
|Youth
|mri_y_tfmr_sst_beh
|abcd_sst02
|
|
|
|-
|Any stop vs. correct go (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_asvcg_dsk
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01
|
|
|
|-
|Any stop vs. correct go (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_asvcg_dst
|abcd_tfsstabwdp101; abcd_tfsstasemdp101; abcd_tfsstr1bwdp101; abcd_tfsstr1semdp101; abcd_tfsstr2bwdp101; abcd_tfsstr2semdp101
|
|
|
|-
|Any stop vs. correct go (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_asvcg_aseg
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01
|
|
|
|-
|Correct go vs. fixation (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_cgvfx_dsk
|mrisst02; mrisstsem01; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01
|
|
|
|-
|Correct go vs. fixation (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_cgvfx_dst
|abcd_tfsstabwdp101; abcd_tfsstasemdp101; abcd_tfsstr1bwdp101; abcd_tfsstr1semdp101; abcd_tfsstr2bwdp101; abcd_tfsstr2semdp101
|
|
|
|-
|Correct go vs. fixation (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_cgvfx_aseg
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01
|
|
|
|-
|Correct stop vs. correct go (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_csvcg_dsk
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01
|
|
|
|-
|Correct stop vs. correct go (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_csvcg_dst
|abcd_tfsstabwdp101; abcd_tfsstasemdp101; abcd_tfsstr1bwdp101; abcd_tfsstr1semdp101; abcd_tfsstr2bwdp101; abcd_tfsstr2semdp101
|
|
|
|-
|Correct stop vs. correct go (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_csvcg_aseg
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01 
|
|
|
|-
|Correct stop vs. incorrect stop (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_csvis_dsk
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01 
|
|
|
|-
|Correct stop vs. incorrect stop (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_csvis_dst
|abcd_tfsstabwdp101; abcd_tfsstasemdp101; abcd_tfsstr1bwdp101; abcd_tfsstr1semdp101; abcd_tfsstr2bwdp101; abcd_tfsstr2semdp101
|
|
|
|-
|Correct stop vs. incorrect stop (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_csvis_aseg
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01 
|
|
|
|-
|Incorrect go vs. correct go (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_igvcg_dsk
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01 
|
|
|
|-
|Incorrect go vs. correct go (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_igvcg_dst
|abcd_tfsstabwdp101; abcd_tfsstasemdp101; abcd_tfsstr1bwdp101; abcd_tfsstr1semdp101; abcd_tfsstr2bwdp101; abcd_tfsstr2semdp101
|
|
|
|-
|Incorrect go vs. correct go (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_igvcg_aseg
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01 
|
|
|
|-
|Incorrect go vs. incorrect stop (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_igvis_dsk
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01 
|
|
|
|-
|Incorrect go vs. incorrect stop (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_igvis_dst
|abcd_tfsstabwdp101; abcd_tfsstabwdp201; abcd_tfsstasemdp101; abcd_tfsstasemdp201; abcd_tfsstr1bwdp101; abcd_tfsstr1bwdp201; abcd_tfsstr1semdp101; abcd_tfsstr1semdp201; abcd_tfsstr2bwdp101; abcd_tfsstr2bwdp201; abcd_tfsstr2semdp101; abcd_tfsstr2semdp201
|
|
|
|-
|Incorrect go vs. incorrect stop (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_igvis_aseg
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01
|
|
|
|-
|Incorrect stop vs. correct go (Desikan)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_isvcg_dsk
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01
|
|
|
|-
|Incorrect stop vs. correct go (Destrieux)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_isvcg_dst
|abcd_tfsstabwdp101; abcd_tfsstasemdp101; abcd_tfsstr1bwdp101; abcd_tfsstr1semdp101; abcd_tfsstr2bwdp101; abcd_tfsstr2semdp101
|
|
|
|-
|Incorrect stop vs. correct go (Subcortical)
|Brain Imaging
|Task fMRI - Stop Signal Task&lt;ref name=&quot;:5&quot; /&gt;&lt;ref name=&quot;:46&quot; /&gt;
|Youth
|mri_y_tfmr_sst_isvcg_aseg
|mrisst02; mrisstr1bw01; mrisstr1sem01; mrisstr2bw01; mrisstr2bwsem01; mrisstsem01
|
|
|
|-
|Automatic - Post-processing
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_auto_post
|abcd_auto_postqc01
|
|
|
|-
|MRI Clinical Report/FIndings
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_clfind
|abcd_mrfindings02
|
|
|
|-
|Manual - Freesurfer
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_man_fsurf
|abcd_fsurfqc01
|
|
|
|-
|Manual - Post-processing - Diffusion MRI
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_man_post_dmr
|abcd_dmriqc01
|
|
|
|-
|Manual - Post-processing - Functional MRI
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_man_post_fmr
|abcd_fmriqc01
|
|
|
|-
|Manual - Post-processing - Structural MRI - T2w
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_man_post_t2w
|abcd_t2wqc01
|
|
|
|-
|Motion
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_motion
|abcd_betnet02; abcd_dmdtifp202; abcd_midasemp102; mrisst02; mrisstr1bw01; mrisstr2bw01; nback_bwroi02; nbackr101; nbackr201
|
|
|
|-
|Raw - Diffusion MRI
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_raw_dmr
|mriqcrp103; mriqcrp302
|
|
|
|-
|Raw - Event
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_raw_event
|mriqcrp302
|
|
|
|-
|Raw - Resting State fMRI
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_raw_rsfmr
|mriqcrp103; mriqcrp302
|
|
|
|-
|Raw - Structural MRI - T1
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_raw_smr_t1
|mriqcrp103; mriqcrp302
|
|
|
|-
|Raw - Structural MRI - T2
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_raw_smr_t2
|mriqcrp103; mriqcrp302
|
|
|
|-
|Raw - Task fMRI - All
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_raw_tfmr_all
|mriqcrp103; mriqcrp302
|
|
|
|-
|Raw - Task fMRI - MID
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_raw_tfmr_mid
|mriqcrp103; mriqcrp203; mriqcrp302
|
|
|
|-
|Raw - Task fMRI - N-Back
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_raw_tfmr_nback
|mriqcrp203; mriqcrp302
|
|
|
|-
|Raw - Task fMRI - SST
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_raw_tfmr_sst
|mriqcrp203; mriqcrp302
|
|
|
|-
|Recommended Image Inclusion
|Brain Imaging
|Quality Control
|Youth
|mri_y_qc_incl
|abcd_imgincl01
|
|
|
|}
{| class=&quot;wikitable sortable mw-collapsible&quot;
|+ABCD Core - Linked Data Coding Information
!Measure
!Category
!Subcategory
!Source
!Table Name
!Table Name (NDA 4.0)
!SAS Code
!SPSS Code
!R Code
|-
|Geocoding from Residential History
|Linked Data
|Administrative
|Other
|led_l_admin
|abcd_rhds01
|
|
|
|-
|Satellite-based NO2 Measures
|Linked Data
|Air Pollution
|Air Quality Data for Health-Related Applications
|led_l_no2
|abcd_rhds01
|
|
|
|-
|Satellite-based O3 Measures
|Linked Data
|Air Pollution
|Air Quality Data for Health-Related Applications
|led_l_o3
|abcd_rhds01
|
|
|
|-
|Satellite-based PM2.5 Measures
|Linked Data
|Air Pollution
|Air Quality Data for Health-Related Applications
|led_l_pm25
|abcd_rhds01
|
|
|
|-
|Satellite-based Particulate Measures
|Linked Data
|Air Pollution
|Air Quality Data for Health-Related Applications
|led_l_particulat
|N/A
|
|
|
|-
|Satellite-based Pollution Measures for Prenatal Addresses
|Linked Data
|Air Pollution
|Air Quality Data for Health-Related Applications
|led_l_prenatal
|N/A
|
|
|
|-
|Neighborhood SES and Demographics
|Linked Data
|Amenities &amp; Services
|NaDA
|led_l_nbhsoc
|N/A
|
|
|
|-
|Parks
|Linked Data
|Amenities &amp; Services
|NaDA
|led_l_parks
|N/A
|
|
|
|-
|Performing Arts and Sports Recreation Orgs
|Linked Data
|Amenities &amp; Services
|NaDA
|led_l_artsports
|N/A
|
|
|
|-
|Religious/Civic Organizations
|Linked Data
|Amenities &amp; Services
|NaDA
|led_l_relciv
|N/A
|
|
|
|-
|Social Service
|Linked Data
|Amenities &amp; Services
|NaDA
|led_l_socsrv
|N/A
|
|
|
|-
|Building Density
|Linked Data
|Built Environment
|EPA
|led_l_densbld
|abcd_rhds01
|
|
|
|-
|Crime
|Linked Data
|Built Environment
|ICPSR
|led_l_crime
|abcd_rhds01
|
|
|
|-
|Lead Risk
|Linked Data
|Built Environment
|Vox
|led_l_leadrisk
|abcd_rhds01
|
|
|
|-
|Population Density
|Linked Data
|Built Environment
|EPA
|led_l_denspop
|abcd_rhds01
|
|
|
|-
|Road Proximity
|Linked Data
|Built Environment
|Kalibrate
|led_l_roadprox
|abcd_rhds01
|
|
|
|-
|Traffic Density
|Linked Data
|Built Environment
|Kalibrate
|led_l_traffic
|abcd_rhds01
|
|
|
|-
|Urban/Rural Area
|Linked Data
|Built Environment
|Census
|led_l_urban
|abcd_rhds01
|
|
|
|-
|Vehicle Density
|Linked Data
|Built Environment
|ACS
|led_l_densveh
|N/A
|
|
|
|-
|Walkability
|Linked Data
|Built Environment
|EPA
|led_l_walk
|abcd_rhds01
|
|
|
|-
|Behavioral Health Measures
|Linked Data
|Community Health Burden
|PLACES
|led_l_places
|N/A
|
|
|
|-
|Elevation of Address
|Linked Data
|Meteorology &amp; Exposures
|Google API
|led_l_elevation
|abcd_rhds01
|
|
|
|-
|Estimates of Environmental Noise
|Linked Data
|Meteorology &amp; Exposures
|Harvard
|led_l_noise
|N/A
|
|
|
|-
|Selected EJScreen Measures
|Linked Data
|Meteorology &amp; Exposures
|EJScreen
|led_l_ejscreen
|N/A
|
|
|
|-
|Temperature Estimates
|Linked Data
|Meteorology &amp; Exposures
|PRISM
|led_l_temp
|abcd_rhds01
|
|
|
|-
|VPD Estimates
|Linked Data
|Meteorology &amp; Exposures
|PRISM
|led_l_vpd
|abcd_rhds01
|
|
|
|-
|Land-use Measures
|Linked Data
|Natural Space &amp; Satellite
|NLT
|led_l_urbsat
|N/A
|
|
|
|-
|Measure of Land Cover and Tree Canopy
|Linked Data
|Natural Space &amp; Satellite
|NLCD
|led_l_nlcd
|N/A
|
|
|
|-
|Alcohol Outlet Density
|Linked Data
|Neighborhood Social Factors
|Census 2016
|led_l_densalc
|N/A
|
|
|
|-
|Anomie/Disenfranchisement/Social Capital
|Linked Data
|Neighborhood Social Factors
|Census Return
|led_l_censusret
|N/A
|
|
|
|-
|Number of Jobs and Job Density
|Linked Data
|Neighborhood Social Factors
|LODES
|led_l_lodes
|N/A
|
|
|
|-
|Opportunity Zones and Investment Scores (OZ)
|Linked Data
|Neighborhood Social Factors
|Other
|led_l_oz
|N/A
|
|
|
|-
|Rent and Mortgage Statistics
|Linked Data
|Neighborhood Social Factors
|ACS
|led_l_rentmort
|N/A
|
|
|
|-
|Social Mobility
|Linked Data
|Neighborhood Social Factors
|Opportunity Atlas
|led_l_socmob
|abcd_rhds01
|
|
|
|-
|Area Deprivation Index (ADI)
|Linked Data
|Neighborhood Composite Measures
|Other
|led_l_adi
|abcd_rhds01
|
|
|
|-
|Child Opportunity Index 2.0 (COI)
|Linked Data
|Neighborhood Composite Measures
|Other
|led_l_coi
|abcd_rhds01
|
|
|
|-
|Minority Health Social Vulnerability Index (MHSVI)
|Linked Data
|Neighborhood Composite Measures
|Other
|led_l_mhsvi
|
|
|
|
|-
|Social Vulnerability Index (SVI)
|Linked Data
|Neighborhood Composite Measures
|Other
|led_l_svi
|abcd_rhds01
|
|
|
|-
|Affordable Care Act Medicaid Expansion Data
|Linked Data
|Policy Vars
|KFF
|led_l_aca
|
|
|
|
|-
|CDC Opioid Prescription Dispensing Data per 100k Residents
|Linked Data
|Policy Vars
|CDC
|led_l_rxopioid
|
|
|
|
|-
|Cannabis Legalizations Categories by State
|Linked Data
|Policy Vars
|NCSL and MPP
|led_l_lawsmj
|abcd_rhds01
|
|
|
|-
|Gender Bias Measures
|Linked Data
|Policy Vars
|Hatzenbuehler
|led_l_biasgender
|abcd_rhds01
|
|
|
|-
|Immigration Bias Measures
|Linked Data
|Policy Vars
|Hatzenbuehler
|led_l_biasimm
|abcd_rhds01
|
|
|
|-
|OPTIC-Vetted Co-prescribing Naloxone Policy Data
|Linked Data
|Policy Vars
|OPTIC
|led_l_rxnalox
|N/A
|
|
|
|-
|OPTIC-Vetted Good Samaritan Policy Data
|Linked Data
|Policy Vars
|OPTIC
|led_l_goodsam
|N/A
|
|
|
|-
|OPTIC-Vetted Medical Marijuana Policy Data
|Linked Data
|Policy Vars
|OPTIC
|led_l_medmj
|N/A
|
|
|
|-
|OPTIC-Vetted Naloxone Policy Data
|Linked Data
|Policy Vars
|OPTIC
|led_l_polnalox
|N/A
|
|
|
|-
|OPTIC-Vetted Prescription Drug Monitoring Program Policy Data (PDMP)
|Linked Data
|Policy Vars
|OPTIC
|led_l_rxmonit
|N/A
|
|
|
|-
|Race Bias Measures
|Linked Data
|Policy Vars
|Hatzenbuehler
|led_l_biasrace
|abcd_rhds01
|
|
|
|-
|Dissimilarity Index
|Linked Data
|Residential Segregation
|ACS
|led_l_dissim
|N/A
|
|
|
|-
|Exposure/Interaction Index
|Linked Data
|Residential Segregation
|ACS
|led_l_expint
|N/A
|
|
|
|-
|GI Statistics
|Linked Data
|Residential Segregation
|ICPSR
|led_l_gi
|N/A
|
|
|
|-
|Index of Concentration at the Extremes
|Linked Data
|Residential Segregation
|ACS
|led_l_ice
|N/A
|
|
|
|-
|Multi-Group Entropy Index
|Linked Data
|Residential Segregation
|ACS
|led_l_entropy
|N.A
|
|
|
|-
|County
|Linked Data
|School (Demographics)
|SEDA
|led_l_seda_demo_c
|led_school_part_301
|
|
|
|-
|District
|Linked Data
|School (Demographics)
|SEDA
|led_l_seda_demo_d
|led_school_part_201
|
|
|
|-
|Metro Area
|Linked Data
|School (Demographics)
|SEDA
|led_l_seda_demo_m
|led_school_part_501
|
|
|
|-
|School
|Linked Data
|School (Demographics)
|SEDA
|led_l_seda_demo_s
|led_school_part_101
|
|
|
|-
|Commuting Zone
|Linked Data
|School (Math &amp; Reading)
|SEDA
|led_l_seda_pool_z
|led_school_part_401
|
|
|
|-
|County
|Linked Data
|School (Math &amp; Reading)
|SEDA
|led_l_seda_pool_c
|led_school_part_301
|
|
|
|-
|District
|Linked Data
|School (Math &amp; Reading)
|SEDA
|led_l_seda_pool_d
|led_school_part_201
|
|
|
|-
|Metro Area
|Linked Data
|School (Math &amp; Reading)
|SEDA
|led_l_seda_pool_m
|led_school_part_501
|
|
|
|-
|School
|Linked Data
|School (Math &amp; Reading)
|SEDA
|led_l_seda_pool_s
|led_school_part_101
|
|
|
|-
|Commuting Zone
|Linked Data
|School (Math Poolsub)
|SEDA
|led_l_seda_math_z
|led_school_part_401
|
|
|
|-
|County
|Linked Data
|School (Math Poolsub)
|SEDA
|led_l_seda_math_c
|led_school_part_301
|
|
|
|-
|District
|Linked Data
|School (Math Poolsub)
|SEDA
|led_l_seda_math_d
|led_school_part_201
|
|
|
|-
|Metro Area
|Linked Data
|School (Math Poolsub)
|SEDA
|led_l_seda_math_m
|led_school_part_501
|
|
|
|-
|Commuting Zone
|Linked Data
|School (Reading Poolsub)
|SEDA
|led_l_seda_read_z
|led_school_part_401
|
|
|
|-
|County
|Linked Data
|School (Reading Poolsub)
|SEDA
|led_l_seda_read_c
|led_school_part_301
|
|
|
|-
|District
|Linked Data
|School (Reading Poolsub)
|SEDA
|led_l_seda_read_d
|led_school_part_201
|
|
|
|-
|Metro Area
|Linked Data
|School (Reading Poolsub)
|SEDA
|led_l_seda_read_m
|led_school_part_501
|
|
|
|}
{| class=&quot;wikitable sortable mw-collapsible&quot;
|+ABCD Substudy - Coding Information
!Measure
!Category
!Subcategory
!Source
!Table Name
!Table Name (NDA 4.0)
!SAS Code
!SPSS Code
!R Code
|-
|COVID-19 Fitbit Physical Activity (Daily)
|COVID-19
|Actigraphy
|Youth
|cvd_y_fitb_act_d
|N/A
|
|
|
|-
|COVID-19 Fitbit Physical Activity (Weekly)
|COVID-19
|Actigraphy
|Youth
|cvd_y_fitb_act_w
|N/A
|
|
|
|-
|COVID-19 Fitbit Post-Assessment Survey
|COVID-19
|Actigraphy
|Youth
|cvd_y_fitb_qtn
|covid19_fitbit_survey01
|
|
|
|-
|COVID-19 Fitbit Sleep (Daily)
|COVID-19
|Actigraphy
|Youth
|cvd_y_fitb_slp_d
|N/A
|
|
|
|-
|COVID-19 Fitbit Sleep (Weekly)
|COVID-19
|Actigraphy
|Youth
|cvd_y_fitb_slp_w
|N/A
|
|
|
|-
|COVID-19 Questionnaire
|COVID-19
|COVID
|Youth
|cvd_y_qtn
|yabcdcovid19questionnaire01
|
|
|
|-
|Endocannabinoid Substudy
|Endocannabinoid 
|SU Consequence
|Youth
|ecb_y_ecb
|N/A
|
|
|
|-
|Hurricane Irma Experiences
|Hurricane Irma
|Questionnaire
|Youth
|irma_y_qtn
|abcd_isc01
|
|
|
|-
|Reported Delinquency&lt;ref name=&quot;:8&quot;&gt;Elliott DS, Ageton SS, Huizinga D, Knowles BA, Canter RJ. ''The prevalence and incidence of delinquent behavior: 1976–1980 (National Youth Survey Report No. 26)'' Behavioral Research Institute; Boulder, CO: 1983.&lt;/ref&gt;
|Social Development
|Delinquency
|Youth
|sd_y_rd
|abcd_socdev_child_rde01; soc_dev_fu_rep_delinq01
|
|
|
|-
|Difficulties in Emotion Regulation
|Social Development
|Emotion
|Youth
|sd_y_ders
|abcd_socdev_child_emr01; soc_dev_fu_diff_emo_reg01
|
|
|
|-
|Firearms (YRBSS)
|Social Development
|Firearm Storage
|Youth
|sd_y_fa
|abcd_socdev_child_fa01; soc_dev_fu_firearms01
|
|
|
|-
|Alabama Parenting Questionnaire
|Social Development
|Parenting
|Youth
|sd_y_apq
|abcd_socdev_child_alabam01; soc_dev_fu_alabama01
|
|
|
|-
|Peer Behavior
|Social Development
|Peers
|Youth
|sd_y_pb
|abcd_socdev_child_pb01; soc_dev_fu_peer_behav01
|
|
|
|-
|Personality Disposition
|Social Development
|Temperament/Personality
|Youth
|sd_y_pd
|abcd_socdev_child_pdis01; soc_dev_fu_personality01; 
|
|
|
|-
|Victimization
|Social Development
|Victimization
|Youth
|sd_y_vict
|abcd_socdev_child_vic01; soc_dev_fu_victimize01
|
|
|
|-
|
|
|
|
|
|
|
|
|
|-
|COVID-19 Questionnaire
|COVID-19
|COVID
|Parent
|cvd_p_qtn
|pabcdcovid19questionnaire01
|
|
|
|-
|Hurricane Irma Experiences
|Hurricane Irma
|Questionnaire
|Parent
|irma_p_qtn
|abcd_ip01
|
|
|
|-
|Visit Type
|Social Development
|Administrative
|Parent
|sd_p_vt
|abcd_socdev_vt01; soc_dev_fu_visit_type01; 
|
|
|
|-
|Perception of Neighborhood Scale
|Social Development
|Community
|Parent
|sd_p_nbh
|soc_dev_fu_neighbor_p01; abcd_socdev_p_nbh01
|
|
|
|-
|Reported Delinquency
|Social Development
|Delinquency
|Parent
|sd_p_rd
|soc_dev_fu_rep_delinq_p01; abcd_socdev_p_rde01; 
|
|
|
|-
|Difficulties in Emotion Regulation
|Social Development
|Emotion
|Parent
|sd_p_ders
|abcd_socdev_p_emr01; soc_dev_fu_diff_emo_reg_p01
|
|
|
|-
|Firearms (BRFSS)
|Social Development
|Firearm Storage
|Parent
|sd_p_fa
|soc_dev_fu_firearms_p01; abcd_socdev_p_fa01
|
|
|
|-
|Alabama Parenting Questionnaire
|Social Development
|Parenting
|Parent
|sd_p_apq
|soc_dev_fu_alabama_p01; abcd_socdev_p_alabama01
|
|
|
|-
|Personality Disposition
|Social Development
|Temperament/Personality
|Parent
|sd_p_pd
|abcd_socdev_p_pdis01; soc_dev_fu_personality_p01
|
|
|
|-
|Victimization
|Social Development
|Victimization
|Parent
|sd_p_vict
|soc_dev_fu_victimize_p01; abcd_socdev_p_vic01
|
|
|
|}
{| class=&quot;wikitable sortable mw-collapsible&quot;
|+ABCD Substudy - Linked Data Coding Information
!Measure
!Category
!Subcategory
!Source
!Table Name
!Table Name (NDA 4.0)
|-
|Administrative Information
|COVID-19
|Geocoded Data
|Youth
|cvd_l_geo_adm
|N/A
|-
|CDC Policy Surveilance
|COVID-19
|Geocoded Data
|CDC
|cvd_l_geo_policy
|N/A
|-
|Johns Hopkins University COVID-19 Prevalence
|COVID-19
|Geocoded Data
|JHU
|cvd_l_geo_jhu
|N/A
|-
|SafeGraph Social Distancing Metrics
|COVID-19
|Geocoded Data
|SafeGraph
|cvd_l_geo_sg
|N/A
|-
|US Bureau of Labor Statistics (BLS) and Census Data
|COVID-19
|Geocoded Data
|BLS/Census
|cvd_l_geo_bls
|N/A
|}

== Notes - Coding Information ==

====== Physical Health ======
* Blood analyses run were taken from the online data dictionary. Blood (DNA) was listed as a distinct analysis in the PDFs of measures by wave but was not specifically mentioned in the data dictionary (hence why no table name was given). 
** Oral fluids (DNA) were also not listed in the data dictionary.

====== Gender &amp; Sexuality ======

* All GISH items are coded under the table ''gish_p_gi'', with the exception of the &quot;GISH Male/Female Sum V2 Sum all male/female values&quot; subscale total variables (''gish_p_ss_m_sum2'', ''gish_p_ss_f_sum2'') which are coded under table ''mh_p_eatq'' (NDA 4.0: ''abcd_mph02'') according to the ABCD Data Dictionary.

====== Substance Use ======
*Caffeine use questions were not included under the substance use phone interview in the online data dictionary.

== Variable, Subscale, and Total Score Information ==
The following table contains subscale information for measures used in the ABCD Study.
{| class=&quot;wikitable sortable mw-collapsible&quot;
|+ABCD Core - Overview of Measures by Wave
''*Imaging data displayed separately below''
!Measure
!Category
!Subcategory
!Informant
!Subscale Information
!Subscale Score Calculation
!Total Scale Score Calculation
|-
|Occupation Survey
|General Information
|Demographics
|Parent
|'''No subscale information available'''. Different codes exist for a variety of occupation subcategories, which, when endorsed, prompt the informant to specify their job title. 
|N/A
|N/A
|-
|PhenX Demographics Survey
|General Information
|Demographics
|Parent
|'''No subscale information available'''. Different variables exist for demographic information pertaining to the informant(s) (race, country of birth, years lived in US, marital status, schooling, income, occupation, access to goods/services/utilities, household, healthcare access), child (age, grade, adoption status, sex, gender, race, ethicity, nationality, household, religion, language), and other family members (race, nationality, income, occupation, relationship to informant and child).
|N/A
|N/A
|-
|
|
|
|
|
|
|
|-
|[[COVID-19]] Annual Form
|Physical Health
|COVID
|Youth
|'''No subscale information available'''. Scale assesses impact of COVID-19 on schooling, social distancing practice, interaction with other people, feelings of uncertainty, news consumption, and masking behavior. 
|N/A
|N/A
|-
|Pain Questionnaire&lt;ref&gt;Luntamo, T., Sourander, A., Santalahti, P., Aromaa, M., &amp; Helenius, H. (2012). Prevalence changes of pain, sleep problems and fatigue among 8-year-old children: years 1989, 1999, and 2005. ''Journal of pediatric psychology'', ''37''(3), 307–318.&lt;/ref&gt;
|Physical Health
|Medical
|Youth
|'''No subscale information available'''. Scale assesses pain duration and impact over the past month, and separate variables exist for different places where the pain may have occurred. 
|N/A
|N/A
|-
|Respiratory Functioning&lt;ref&gt;Gillman, M. W., &amp; Blaisdell, C. J. (2018). Environmental influences on Child Health Outcomes, a Research Program of the National Institutes of Health. ''Current opinion in pediatrics'', ''30''(2), 260–262.&lt;/ref&gt;&lt;ref&gt;Asher, M. I., Keil, U., Anderson, H. R., Beasley, R., Crane, J., Martinez, F., Mitchell, E. A., Pearce, N., Sibbald, B., &amp; Stewart, A. W. (1995). International Study of Asthma and Allergies in Childhood (ISAAC): rationale and methods. ''The European respiratory journal'', ''8''(3), 483–491.&lt;/ref&gt;
|Physical Health
|Medical
|Youth
|'''No subscale information available'''. Different variables exist for presence and impact of wheezing/whistling, different triggers, asthma and pneumonia/bronchitis diagnosis information, and hospitalization. 
|N/A
|N/A
|-
|Block Kids Food Screener - Youth&lt;ref name=&quot;:1&quot;&gt;Hunsberger, M., O’Malley, J., Block, T., &amp; Norris, J. C. (2015). Relative validation of Block Kids Food Screener for dietary assessment in children and adolescents. ''Maternal &amp; child nutrition'', ''11''(2), 260–270.&lt;/ref&gt;
|Physical Health
|Nutrition
|Youth
|'''No subscale information available'''. Different variables exist for different foods, frequency of food consumption per day/week, and total grams consumed.
|N/A
|N/A
|-
|Sports and Activities Involvement Questionnaire (Reading &amp; Music) - Youth
|Physical Health
|Physical Activity
|Youth
|'''Reading:''' sai_read_hrs_wk_y, sai_read_y, sai_read_enjoy_y '''Music:''' sai_lmusic_y, sai_lmusic_feel_y, sai_lmusic_hrs_day_y, sai_lmusic_studying_y
|N/A
|N/A
|-
|[[wikipedia:Youth_Risk_Behavior_Surveillance_System|Youth Risk Behavior Survey]] - Exercise
|Physical Health
|Physical Activity
|Youth
|'''No subscale information available'''. All items assess days spent engaging in physical activity per week. 
|N/A
|N/A
|-
|Pubertal Development Scale and Menstrual Cycle Survey - Youth&lt;ref name=&quot;:0&quot;&gt;Petersen, A. C., Crockett, L., Richards, M., &amp; Boxer, A. (1988). A self-report measure of pubertal status: Reliability, validity, and initial norms. ''Journal of youth and adolescence'', ''17''(2), 117–133.&lt;/ref&gt;
|Physical Health
|Puberty
|Youth
|'''Male Pubertal Stage:''' pds_bdyhair_y, pds_m4_y, pds_m5_y '''Female Pubertal Stage:''' pds_bdyhair_y, pds_f4_2_y, pds_f5_y. '''Menstrual Cycle:''' menstrualcycle1_y, menstrualcycle2_y, menstrualcycle2_y_dk, menstrualcycle3_y, menstrualcycle4_y, menstrualcycle5_y, menstrualcycle6_y, menstrualcycle11_y, menstrualcycle7_y, menstrualcycle8_y, menstrualcycle9_y, menstrualcycle10_y, mentrualcycle11_y '''Other:''' pds_sex_y, pds_ht2_y, pds_skin2_y, pds_f6_y, pds_f6_y_dk
|'''Male:''' Sum of pds_bdyhair_y, pds_m4_y, pds_m5_y. Prepubertal: 3; early pubertal: 4 or 5 (no responses of &quot;3&quot; to any item); midpubertal: 6-8 (no &quot;4&quot;s); late pubertal: 9-11; postpubertal (12). Subscale score variables are pds_y_ss_male_category and pds_y_ss_male_cat_2 (latter specifies sex assigned at birth). '''Female:''' Sum of pds_bdyhair_y and pds_f4_2_y, in addition to pds_f5_y (yes/no for menstruation). Prepubertal: 2 + no menstruation; early puberty: 3 + no menstruation; midpubertal: &gt;3 + no menstruation; late puberty: ≤7 + menstruation; postpubertal: 8 + menstruation. Subscale score variables are pds_y_ss_female_category and  pds_y_ss_female_category_2 (latter specifies sex assigned at birth). 
|N/A
|-
|[[wikipedia:Munich_Chronotype_Questionnaire|Munich ChronoType Questionnaire]] (sleep)&lt;ref&gt;Zavada, A., Gordijn, M. C., Beersma, D. G., Daan, S., &amp; Roenneberg, T. (2005). Comparison of the Munich Chronotype Questionnaire with the Horne-Ostberg’s Morningness-Eveningness Score. ''Chronobiology international'', ''22''(2), 267–278.&lt;/ref&gt;
|Physical Health
|Sleep
|Youth
|'''No subscale information available'''. Different variables exist for sleep times, sleep latency, awakenings, sleep inertia, alarm usage, sleep loss, social jetlag, timing of school/work, and sleep duration. Scale differentiates between sleep patterns on school/work days and free days.
|N/A
|N/A
|-
|
|
|
|
|
|
|
|-
|COVID-19 Annual Form
|Physical Health
|COVID
|Parent
|'''No subscale information available'''. Scale assesses impact of COVID-19 on employment, income, exposure to racism or discrimination, interpersonal relationships, stress, schooling (of child), access to goods and services (e.g., food, healthcare). Also assesses internet access, symptoms/diagnosis of COVID in child and family, impact of illness on child, conversations pertaining to COVID safety, vaccination, and hospitalization due to COVID. 
|N/A
|N/A
|-
|Breast Feeding Questionnaire&lt;ref&gt;Kessler, R. C., Avenevoli, S., Costello, E. J., Green, J. G., Gruber, M. J., Heeringa, S., Merikangas, K. R., Pennell, B. E., Sampson, N. A., &amp; Zaslavsky, A. M. (2009). National comorbidity survey replication adolescent supplement (NCS-A): II. Overview and design. ''Journal of the American Academy of Child and Adolescent Psychiatry'', ''48''(4), 380–385.&lt;/ref&gt;
|Physical Health
|Development
|Parent
|'''No subscale information available.''' Scale assesses prescription and non-prescription drug use during breastfeeding. 
|N/A
|N/A
|-
|Developmental History Questionnaire&lt;ref&gt;Kessler, R. C., Avenevoli, S., Costello, E. J., Green, J. G., Gruber, M. J., Heeringa, S., Merikangas, K. R., Pennell, B. E., Sampson, N. A., &amp; Zaslavsky, A. M. (2009). National comorbidity survey replication adolescent supplement (NCS-A): II. Overview and design. ''Journal of the American Academy of Child and Adolescent Psychiatry'', ''48''(4), 380–385.&lt;/ref&gt;&lt;ref&gt;Merikangas, K. R., Avenevoli, S., Costello, E. J., Koretz, D., &amp; Kessler, R. C. (2009). National comorbidity survey replication adolescent supplement (NCS-A): I. Background and measures. ''Journal of the American Academy of Child and Adolescent Psychiatry'', ''48''(4), 367–379.&lt;/ref&gt;
|Physical Health
|Development
|Parent
|'''No subscale information available.''' Scale assesses birthweight of child, age of biological parents, planning of pregnancy, twin status of child, drug use prior to knowledge of pregnancy, drug use after knowledge of pregnancy, experience with medical conditions during pregnancy, access to medical care during pregnancy, experience with birth complications, child illness in the first year of life, breastfeeding, timing of child motor development, timing of speech/linguistic development, and child bed wetting. 
|N/A
|N/A
|-
|Medical History Questionnaire&lt;ref&gt;Todd, R. D., Joyner, C. A., Heath, A. C., Neuman, R. J., &amp; Reich, W. (2003). Reliability and stability of a semistructured DSM-IV interview designed for family studies. ''Journal of the American Academy of Child and Adolescent Psychiatry'', ''42''(12), 1460–1468.&lt;/ref&gt;
|Physical Health
|Medical
|Parent
|'''No subscale information available.''' Asks about child's experience with illness, disabilityt,  injury, hospitalization/urgent care/primary care, and surgery. 
|N/A
|N/A
|-
|Ohio State [[wikipedia:Traumatic_brain_injury|TBI]] Screen - Short&lt;ref&gt;Bogner, J. A., Whiteneck, G. G., MacDonald, J., Juengst, S. B., Brown, A. W., Philippus, A. M., Marwitz, J. H., Lengenfelder, J., Mellick, D., Arenth, P., &amp; Corrigan, J. D. (2017). Test-Retest Reliability of Traumatic Brain Injury Outcome Measures: A Traumatic Brain Injury Model Systems Study. ''The Journal of head trauma rehabilitation'', ''32''(5), E1–E16. &lt;/ref&gt;
|Physical Health 
|Medical
|Parent
|'''No subscale information available.''' Scale assesses child's history of head injury, including diagnosis, loss of consciousness, age, nature of injury, amnesia, frequency and timing of injuries, and lasting impact of injury. 
|N/A
|N/A
|-
|PhenX Medications Survey (Medications Inventory)
|Physical Health
|Medical
|Parent
|'''No subscale information available.''' Scale measures child's medication usage within the last two weeks and the last year. Up to 15 prescription medications and 15 OTC medications can be inputted. Variables exist for medication name, dosage, release (e.g., XR), and frequency of consumption. Additional items assess caffeine and CBD use. 
|N/A
|N/A
|-
|Child Nutrition Assessment&lt;ref&gt;Morris, M. C., Tangney, C. C., Wang, Y., Sacks, F. M., Bennett, D. A., &amp; Aggarwal, N. T. (2015). MIND diet associated with reduced incidence of Alzheimer’s disease. ''Alzheimer’s &amp; dementia : the journal of the Alzheimer’s Association'', ''11''(9), 1007–1014.&lt;/ref&gt;
|Physical Health
|Nutrition
|Parent
|'''No subscale information available.''' All items contribute to one total variable (diet score, ''cna_p_ss_sum''). Scale assesses the child's typical consumption of various foods and food groups over the past year, and if any prenatal vitamins or folic acid supplements were taken by the biological mother prior to or during pregnancy. 
|N/A
|N/A
|-
|Block Kids Food Screener - Parent&lt;ref name=&quot;:1&quot; /&gt;
|Physical Health
|Nutrition
|Parent
|'''No subscale information available'''. Different variables exist for different foods, frequency of food consumption per day/week, and total grams consumed.
|N/A
|N/A
|-
|International Physical Activity Questionnaire&lt;ref&gt;Booth M. (2000). Assessment of physical activity: an international perspective. ''Research quarterly for exercise and sport'', ''71''(2 Suppl), S114–S120.&lt;/ref&gt;
|Physical Health
|Physical Activity
|Parent
|'''No subscale information available'''. Scale assesses time spent walking, engaging in vigorous/moderate physical activity, and walking over the past week. 
|N/A
|N/A
|-
|Sports and Activities Involvement Questionnaire - Parent&lt;ref&gt;Huppertz, C., Bartels, M., de Zeeuw, E. L., van Beijsterveldt, C., Hudziak, J. J., Willemsen, G., Boomsma, D. I., &amp; de Geus, E. (2016). Individual Differences in Exercise Behavior: Stability and Change in Genetic and Environmental Determinants From Age 7 to 18. ''Behavior genetics'', ''46''(5), 665–679.&lt;/ref&gt;
|Physical Health
|Physical Activity
|Parent
|'''No subscale information available'''. Scale assesses child participation in various sports and activities continuously for 4 months or more over the past year. 
|N/A
|N/A
|-
|Pubertal Development Scale and Menstrual Cycle Survey - Parent&lt;ref name=&quot;:0&quot; /&gt;
|Physical Health
|Puberty
|Parent
|'''Male Pubertal Stage:''' pds_2_p,  pds_m5_p,  pds_m4_p '''Female Pubertal Stage:''' pds_2_p,  pds_f4_p,  pds_f5b_p. '''Menstrual Cycle:'''  menstrualcycle1_p, menstrualcycle2_p,  menstrualcycle2_p_dk,  menstrualcycle3_p,  menstrualcycle4_p,  menstrualcycle5_p,  menstrualcycle6_p '''Other:'''  pubertal_sex_p,  pds_1_p,  pds_3_p,  pds_f6_p,  pds_f6_p_dk
|'''Male:''' Sum of pds_2_p,  pds_m5_p, and pds_m4_p. Prepubertal: 3; early pubertal: 4 or 5 (no responses of &quot;3&quot; to any item); midpubertal: 6-8 (no &quot;4&quot;s); late pubertal: 9-11; postpubertal (12). Subscale score variables are pds_p_ss_male_category and pds_p_ss_male_category_2 (latter specifies sex assigned at birth). '''Female:''' Sum of pds_2_p and pds_f4_p, in addition to pds_f5b_p (yes/no for menstruation). Prepubertal: 2 + no menstruation; early puberty: 3 + no menstruation; midpubertal: &gt;3 + no menstruation; late puberty: ≤7 + menstruation; postpubertal: 8 + menstruation. Subscale score variables are pds_p_ss_female_category and  pds_p_ss_female_category_2 (latter specifies sex assigned at birth). 
|N/A
|-
|Sleep Disturbances Scale for Children&lt;ref&gt;Bruni, O., Ottaviano, S., Guidetti, V., Romoli, M., Innocenzi, M., Cortesi, F., &amp; Giannotti, F. (1996). The Sleep Disturbance Scale for Children (SDSC). Construction and validation of an instrument to evaluate sleep disturbances in childhood and adolescence. ''Journal of sleep research'', ''5''(4), 251–261.&lt;/ref&gt;&lt;ref&gt;Ferreira, V. R., Carvalho, L. B., Ruotolo, F., de Morais, J. F., Prado, L. B., &amp; Prado, G. F. (2009). Sleep disturbance scale for children: translation, cultural adaptation, and validation. ''Sleep medicine'', ''10''(4), 457–463.&lt;/ref&gt;
|Physical Health
|Sleep
|Parent
|'''Disorders of Initiating and Maintaining Sleep (DIMS):''' sleepdisturb1_p, sleepdisturb2_p, sleepdisturb3_p, sleepdisturb4_p, sleepdisturb5_p, sleepdisturb10_p, sleepdisturb11_p '''Sleep Breathing Disorders (SBD):''' sleepdisturb13_p, sleepdisturb14_p, sleepdisturb15_p '''Disorder of Arousal (DA):''' sleepdisturb17_p, sleepdisturb20_p, sleepdisturb21_p '''Sleep-Wake Transition Disorders (SWTD):''' sleepdisturb6_p, sleepdisturb7_p, sleepdisturb8_p, sleepdisturb12_p, sleepdisturb18_p, sleepdisturb19_p '''Disorders of Excessive Somnolence (DOES):''' sleepdisturb22_p, sleepdisturb23_p, sleepdisturb24_p, sleepdisturb25_p, sleepdisturb26_p '''Sleep Hyperhydrosis (SHY):''' sleepdisturb9_p, sleepdisturb16_p
|All subscale scores are sums.   '''DIMS:'''  sds_p_ss_dims; '''SBD:'''  sds_p_ss_sbd; '''DA:'''  sds_p_ss_da; '''SWTD:'''  sds_p_ss_swtd; '''DOES:'''  sds_p_ss_does; '''SHY:'''  sds_p_ss_shy.
|Total score is equal to the sum of all subscale scores.  '''sds_p_ss_total'''
|-
|
|
|
|
|
|
|
|-
|Gender Identity (Youth)&lt;ref name=&quot;:16&quot;&gt;Potter, A., Dube, S., Allgaier, N., Loso, H., Ivanova, M., Barrios, L. C., Bookheimer, S., Chaarani, B., Dumas, J., Feldstein-Ewing, S., Freedman, E. G., Garavan, H., Hoffman, E., McGlade, E., Robin, L., &amp; Johns, M. M. (2021). Early adolescent gender diversity and mental health in the Adolescent Brain Cognitive Development study. ''Journal of child psychology and psychiatry, and allied disciplines'', ''62''(2), 171–179.&lt;/ref&gt;&lt;ref&gt;Potter, A. S., Dube, S. L., Barrios, L. C., Bookheimer, S., Espinoza, A., Feldstein Ewing, S. W., Freedman, E. G., Hoffman, E. A., Ivanova, M., Jefferys, H., McGlade, E. C., Tapert, S. F., &amp; Johns, M. M. (2022). Measurement of gender and sexuality in the Adolescent Brain Cognitive Development (ABCD) study. ''Developmental cognitive neuroscience'', ''53'', 101057.&lt;/ref&gt;&lt;ref&gt;Windle, M., Grunbaum, J. A., Elliott, M., Tortolero, S. R., Berry, S., Gilliland, J., Kanouse, D. E., Parcel, G. S., Wallander, J., Kelder, S., Collins, J., Kolbe, L., &amp; Schuster, M. (2004). Healthy passages. A multilevel, multimethod longitudinal study of adolescent health. ''American journal of preventive medicine'', ''27''(2), 164–172.&lt;/ref&gt;&lt;ref&gt;Wylie, S. A., Corliss, H. L., Boulanger, V., Prokop, L. A., &amp; Austin, S. B. (2010). Socially assigned gender nonconformity: A brief measure for use in surveillance and investigation of health disparities. ''Sex roles'', ''63''(3-4), 264–276.&lt;/ref&gt;&lt;ref&gt;Reed, E., Salazar, M., Behar, A. I., Agah, N., Silverman, J. G., Minnis, A. M., Rusch, M., &amp; Raj, A. (2019). Cyber Sexual Harassment: Prevalence and association with substance use, poor mental health, and STI history among sexually active adolescent girls. ''Journal of adolescence'', ''75'', 53–62.&lt;/ref&gt;
|Gender &amp; Sexuality
|Gender
|Youth
|'''Male Gender:'''  gish_m1_y,  gish_m2_y,  gish_m3_y,  gish_m4_y. '''Female Gender:'''  gish_f1_y, gish_f2_y, gish_f3_y, gish_f4_y. '''Other:'''  y_gish2_desc_fem,  y_gish2_desc_fem_self,   y_gish2_desc_male,  y_gish2_desc_male_self,  kbi_sex_assigned_at_birth,  kbi_gender,  kbi_y_trans_id,  kbi_y_trans_prob
|Both subscale scores are averages. '''Male Gender:'''  gish_y_ss_m_avg '''Female Gender:'''  gish_y_ss_f_avg
|N/A
|-
|Sexual Behavior/Health&lt;ref&gt;Potter, A. S., Dube, S. L., Barrios, L. C., Bookheimer, S., Espinoza, A., Feldstein Ewing, S. W., Freedman, E. G., Hoffman, E. A., Ivanova, M., Jefferys, H., McGlade, E. C., Tapert, S. F., &amp; Johns, M. M. (2022). Measurement of gender and sexuality in the Adolescent Brain Cognitive Development (ABCD) study. ''Developmental cognitive neuroscience'', ''53'', 101057. &lt;/ref&gt;&lt;ref&gt;Sales, J. M., Milhausen, R. R., Wingood, G. M., Diclemente, R. J., Salazar, L. F., &amp; Crosby, R. A. (2008). Validation of a Parent-Adolescent Communication Scale for use in STD/HIV prevention interventions. ''Health education &amp; behavior : the official publication of the Society for Public Health Education'', ''35''(3), 332–345.&lt;/ref&gt;&lt;ref&gt;Windle, M., Grunbaum, J. A., Elliott, M., Tortolero, S. R., Berry, S., Gilliland, J., Kanouse, D. E., Parcel, G. S., Wallander, J., Kelder, S., Collins, J., Kolbe, L., &amp; Schuster, M. (2004). Healthy passages. A multilevel, multimethod longitudinal study of adolescent health. ''American journal of preventive medicine'', ''27''(2), 164–172.&lt;/ref&gt;
|Gender &amp; Sexuality
|Sexuality
|Youth
|'''No subscale information available.''' Different variables exist for a range of romantic and sexual experiences a child may have had, sexual orientation, interpersonal effects of this, and substance use.
|N/A
|N/A
|-
|
|
|
|
|
|
|
|-
|Gender Identity (Parent)&lt;ref name=&quot;:16&quot; /&gt;&lt;ref&gt;Johnson, L. L., Bradley, S. J., Birkenfeld-Adams, A. S., Kuksis, M. A., Maing, D. M., Mitchell, J. N., &amp; Zucker, K. J. (2004). A parent-report gender identity questionnaire for children. ''Archives of sexual behavior'', ''33''(2), 105–116.&lt;/ref&gt;&lt;ref&gt;Elizabeth, P. H., &amp; Green, R. (1984). Childhood sex-role behaviors: similarities and differences in twins. ''Acta geneticae medicae et gemellologiae'', ''33''(2), 173–179.&lt;/ref&gt;
|Gender &amp; Sexuality
|Gender
|Parent
|'''Male Expression:'''  gish_m1_p,  gish_m2_p,  gish_m3_p,  gish_m4_p,  gish_m5_p,  gish_m6_p,  gish_m7_p,  gish_m8_p,  gish_m9_p,  gish_m10_p,  gish_m11_p. '''Female Expression:'''  gish_f1_p,  gish_f2_p,  gish_f3_p,  gish_f4_p,  gish_f5_p,  gish_f6_p,  gish_f7_p,  gish_f8_p,  gish_f9_p,  gish_f10_p,  gish_f11_p. '''Male Dysphoria:''' gish_m12_p, gish_m13_p, gish_m14_p. '''Female Dysphoria:''' gish_f12_p, gish_f13_p, gish_f14_p. '''Male GIQ:''' gish_m1_p - gish_m14_p '''Female GIQ:''' gish_f1_p - gish_f14_p '''All Female Values''' ''(Included in EATQ table, mh_p_eatq)''''':''' gish_f1_p, gish_f2_p,  gish_f3_p, gish_f4_p, gish_f5_p, gish_f6_p, gish_f7_p, gish_f8_p, gish_f10_p, gish_f12_p, gish_f13_p, gish_f14_p. '''All Male Values''' ''(Included in EATQ table, mh_p_eatq)''''':'''  gish_m1_p, gish_m2_p, gish_m3_p, gish_m4_p, gish_m5_p, gish_m6_p, gish_m7_p, gish_m8_p, gish_m10_p, gish_m12_p, gish_m13_p, gish_m14_p. '''Other:'''  p_gish_desc_male,  p_gish_desc_male_self,  p_gish_he_wish,  p_gish_desc_fem,  p_gish_desc_fem_self,  p_gish_she_wish,  demo_sex_v2,  demo_gender_id_v2,   demo_gender_id_v2_l, kbi_p_c_trans, kbi_p_c_trans_l,  kbi_p_c_trans_problems,  kbi_p_c_trans_problems_l
|All subscale variables are averages, with the exception of the &quot;''All Male Values''&quot; and &quot;''All Female Values''&quot; variables, which are sums. '''Male Expression:'''  gish_p_ss_m_exp_avg; '''Female Expression:'''  gish_p_ss_f_exp_avg; '''Male Dysphoria:'''  gish_p_ss_m_dys_avg; '''Female Dysphoria:'''  gish_p_ss_f_dys_avg; '''Male GIQ:'''  gish_p_ss_m_avg, '''Feamle GIQ:'''  gish_p_ss_f_avg. 
|N/A
|-
|Sexual Behavior/Health&lt;ref name=&quot;:16&quot; /&gt;&lt;ref&gt;Wylie, S. A., Corliss, H. L., Boulanger, V., Prokop, L. A., &amp; Austin, S. B. (2010). Socially assigned gender nonconformity: A brief measure for use in surveillance and investigation of health disparities. ''Sex roles'', ''63''(3-4), 264–276.&lt;/ref&gt;&lt;ref&gt;Sales, J. M., Milhausen, R. R., Wingood, G. M., Diclemente, R. J., Salazar, L. F., &amp; Crosby, R. A. (2008). Validation of a Parent-Adolescent Communication Scale for use in STD/HIV prevention interventions. ''Health education &amp; behavior : the official publication of the Society for Public Health Education'', ''35''(3), 332–345.&lt;/ref&gt;
|Gender &amp; Sexuality
|Sexuality
|Parent
|'''No subscale information available.''' Scale assesses caregiver's perception of their child's sexuality, interpersonal effects of this, and if the caregiver has talked with their child about sex
|N/A
|N/A
|-
|
|
|
|
|
|
|
|-
|KSADS Diagnostic Interview for DSM-5 (Generalized Anxiety Disorder) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Youth
|'''No subscale information available.''' 
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Social Anxiety Disorder) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Youth
|'''No subscale information available.''' 
|N/A
|N/A
|-
|Brief Problem Monitor Scale&lt;ref&gt;Achenbach, T. M. (2009). The Achenbach System of Empirically Based Assessment (ASEBA): Development, Findings, Theory, and Applications. Burlington, VT: University of Vermont Research Center for Children, Youth, &amp; Families.&lt;/ref&gt;
|Mental Health
|Broad Psychopathology
|Youth
|'''Attention:''' bpm_1_y, bpm_3_y, bpm_4_y, bpm_5_y, bpm_10_y, bpm_14_y '''Externalizing:''' bpm_2_y,  bpm_6_y, bpm_7_y, bpm_8_y, bpm_15_y, bpm_16_y, bpm_17_y '''Internalizing:''' bpm_9_y, bpm_11_y, bpm_12_y, bpm_13_y, bpm_18_y, bpm_19_y
|Raw total, mean, and sex-normed T scores exist for all subscales. '''Attention:'''  bpm_y_scr_attention_r,  bpm_y_scr_attention_t,  bpm_y_ss_attention_mean; '''Externalizing:'''  bpm_y_scr_external_r,  bpm_y_scr_external_t,  bpm_y_ss_external_mean; '''Internalizing:'''  bpm_y_scr_internal_r,  bpm_y_scr_internal_t,  bpm_y_ss_internal_mean
|Raw total, mean, and sex-normed T scores exist for the BPMS.  '''bpm_y_scr_totalprob_r,  bpm_y_scr_totalprob_t,  bpm_y_ss_totalprob_mean'''
|-
|KSADS - Symptoms &amp; Diagnoses
|Mental Health
|Broad Psychopathology
|Youth
|'''No subscale information available.''' Contains variables for all possible KSADS discrete symptoms and diagnostic labels. 
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Eating Disorders) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Eating
|Youth
|'''No subscale information available.'''
|N/A
|N/A
|-
|Emotion Regulation Questionnaire&lt;ref&gt;Gross, J.J., &amp; John, O.P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362. &lt;/ref&gt;&lt;ref&gt;Garnefski, N., Rieffe, C., Jellesma, F., Terwogt, M. M., &amp; Kraaij, V. (2007). Cognitive emotion regulation strategies and emotional problems in 9–11-year-old children: The development of an instrument. European Child &amp; Adolescent Psychiatry, 16, 1–9.&lt;/ref&gt;&lt;ref&gt;Gullone, E., &amp; Taffe, J. (2012). The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): a psychometric evaluation. Psychological assessment, ''24''(2), 409–417.&lt;/ref&gt;
|Mental Health
|Emotion
|Youth
|'''Cognitive Reappraisal:''' erq_feelings_think, erq_feelings_happy, erq_feelings_less_bad '''Expressive Suppression:''' erq_feelings_self, erq_feelings_control, erq_feelings_hide
|Both subscale scores are prorated sums. '''Cognitive Reappraisal:'''  erq_ss_reappraisal_pr; '''Expressive Suppression:'''  erq_ss_suppress_pr
|N/A
|-
|NIH Toolbox Positive Affect Items&lt;ref&gt;Salsman, J. M., Butt, Z., Pilkonis, P. A., Cyranowski, J. M., Zill, N., Hendrie, H. C., Kupst, M. J., Kelly, M. A. R., Bode, R. K., Choi, S. W., Lai, J.-S. ., Griffith, J. W., Stoney, C. M., Brouwers, P., Knox, S. S., &amp; Cella, D. (2013). Emotion assessment using the NIH Toolbox. ''Neurology'', ''80''(Issue 11, Supplement 3), S76–S86. &lt;nowiki&gt;https://doi.org/10.1212/wnl.0b013e3182872e11&lt;/nowiki&gt;
&lt;/ref&gt;&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/positive-affect/|title=Positive Affect|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref&gt;Gershon, R.C., Wagster, M.V., et al., 2013. NIH toolbox for assessment of neurological and behavioral function. Neurology 80 (11 Suppl. 3), S2–6.&lt;/ref&gt;
|Mental Health
|Emotion
|Youth
|'''No subscale information available.''' Scale assesses child's self-appraisal of positive affect.
|N/A
|Total score is a sum.  '''poa_y_ss_sum'''
|-
|KSADS Diagnostic Interview for DSM-5 (Conduct Disorders) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Externalizing
|Youth
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Suicidality) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Harm
|Youth
|'''No subscale information available.'''
|N/A
|N/A
|-
|[[OToPS/Measures/7 Up 7 Down Inventory|7-Up Mania Items]]&lt;ref name=&quot;:9&quot;&gt;Youngstrom, E. A., Murray, G., Johnson, S. L., &amp; Findling, R. L. (2013). The 7 Up 7 Down Inventory: A 14-item measure of manic and depressive tendencies carved from the General Behavior Inventory. ''Psychological Assessment'', ''25''(4), 1377–1383. &lt;nowiki&gt;https://doi.org/10.1037/a0033975&lt;/nowiki&gt;
&lt;/ref&gt;
|Mental Health
|Mood
|Youth
|'''No subscale information available.''' Scale assesses symptoms of mania.
|N/A
|Total score is a sum.  '''sup_y_ss_sum'''
|-
|KSADS Diagnostic Interview for DSM-5 (Bipolar and Related Disorders) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Youth
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Depressive Disorders) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Youth
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Disruptive Mood Dysregulation Disorder) - Youth&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Youth
|'''No subscale information available.'''
|N/A
|N/A
|-
|Peer Experiences Questionnaire&lt;ref&gt;De Los Reyes, A. &amp; Prinstein, M. J. (2004). Applying depression-distortion hypotheses to the assessment of peer victimization in adolescents. Journal of Clinical Child and Adolescent Psychology, 33, 325-335.&lt;/ref&gt;&lt;ref&gt;Prinstein, M. J., Boergers, J., &amp; Vernberg, E. M. (2001). Overt and relational aggression in adolescents: Social-psychological functioning of aggressors and victims. Journal of Clinical Child Psychology, 30, 477-489.&lt;/ref&gt;
|Mental Health
|Peers
|Youth
|'''Overt Aggression:''' peq_chase_perp, peq_threat_perp, peq_hit_perp '''Overt Victimization:''' peq_chase_vic, peq_threat_vic, peq_hit_vic '''Relational Aggression:''' peq_left_out_perp, peq_invite_perp, peq_exclude_perp '''Relational Victimization:''' peq_left_out_vic, peq_invite_vic, peq_exclude_vic '''Reputational Aggression:''' peq_rumor_perp, peq_gossip_perp, peq_loser_perp '''Reputational Victimization:''' peq_rumor_vic, peq_gossip_vic, peq_loser_vic
|All subscale scores are sums. '''Overt Aggression:'''  peq_ss_overt_aggression; '''Overt Victimization:'''  peq_ss_overt_victim; '''Relational Aggression:'''  peq_ss_relational_aggs; '''Relational Victimization:'''  peq_ss_relational_victim; '''Reputational Aggression:'''  peq_ss_reputation_aggs; '''Reputational Victimization:'''  peq_ss_reputation_victim
|N/A
|-
|Youth Resilience Scale&lt;ref&gt;Ungar, M., &amp; Liebenberg, L. (2009). Cross-cultural consultation leading to the development of a valid measure of youth resilience: The International Resilience Project. ''Studia psychologica'', ''51''(2-3), 259-268.&lt;/ref&gt;
|Mental Health
|Peers
|Youth
|'''No subscale information available.''' Scale assesses how many (close) friends a child has that are girls, boys, or nonbinary 
|N/A
|N/A
|-
|Prodromal Psychosis Scale&lt;ref&gt;Karcher NR, Barch DM, Avenevoli S, Savill M, Huber RS, Simon TJ, Leckliter IN, Sher KJ, Loewy RL. Assessment of the Prodromal Questionnaire-Brief Child Version for Measurement of Self-reported Psychotic like Experiences in Childhood. JAMA Psychiatry. 2018 Aug 1;75(8):853-861.&lt;/ref&gt;&lt;ref&gt;Loewy, R.L., Bearden, C.E., et al., 2005. The prodromal questionnaire (PQ): preliminary validation of a self-report screening measure for prodromal and psychotic syndromes. Schizophr. Res. 79 (1), 117–125.&lt;/ref&gt;&lt;ref&gt;Ising, H.K., Veling, W., et al., 2012. The validity of the 16-item version of the Prodromal Questionnaire (PQ-16) to screen for ultra high risk of developing psychosis in the general help-seeking population. Schizophr. Bull. 38 (6), 1288–1296.&lt;/ref&gt;&lt;ref&gt;Therman, S., Lindgren, M., et al., 2014. Predicting psychosis and psychiatric hospital care among adolescent psychiatric patients with the Prodromal Questionnaire. Schizophr. Res. 158 (1–3), 7–10.&lt;/ref&gt;
|Mental Health
|Psychosis
|Youth
|'''Experiences of Psychosis:'''  prodromal_1_y ''through''  prodromal_21_y; '''Did this Experience of Psychosis Bother You:'''  pps_1_bother_yn ''through''  pps_21_bother_yn.
|All subscales are sums. For the &quot;Did the Experience of Psychosis Bother You&quot; subscale, sum variables for both &quot;yes&quot; and &quot;no&quot; responses exist and the subscale score is equal to the total number of &quot;yes&quot; or &quot;no&quot; responses. '''Experiences of Psychosis:'''  pps_y_ss_number; '''Did this Experience of Psychosis Bother You:'''  pps_y_ss_bother_sum,  pps_y_ss_bother_n_1
|The total score is a severity score, calculated by adding up responses to all questions asking &quot;how much did this experience [of psychosis] bother you?&quot; (scale of 1-5; ), plus the &quot;Did this Experience of Psychosis Bother You?&quot; subscale score.  '''pps_y_ss_severity_score'''
|-
|[[wikipedia:Kiddie_Schedule_for_Affective_Disorders_and_Schizophrenia|Kiddie Schedule for Affective Disorders and Schizophrenia (KSADS)]] Background Items Survey - Youth&lt;ref name=&quot;:6&quot;&gt;KAUFMAN, J., BIRMAHER, B., BRENT, D., RAO, U., FLYNN, C., MORECI, P., WILLIAMSON, D., &amp; RYAN, N. (1997). Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data. ''Journal of the American Academy of Child &amp; Adolescent Psychiatry'', ''36''(7), 980–988. &lt;nowiki&gt;https://doi.org/10.1097/00004583-199707000-00021&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref name=&quot;:7&quot;&gt;Kaufman, J., Birmaher, B., Axelson, D., Perepletchikova, F., Brent, D., &amp; Ryan, N. (2016). ''K-SADS-PL DSM-5''. &lt;nowiki&gt;https://pediatricbipolar.pitt.edu/sites/default/files/assets/Clinical%20tools/KSADS/KSADS_DSM_5_SCREEN_Final.pdf&lt;/nowiki&gt;
&lt;/ref&gt;&lt;ref name=&quot;:2&quot;&gt;Townsend, L, Kobak, K., Kearney, C., Milham, M., Andreotti, C., Escalera, J., Alexander, L., Gill, M.K., Birmaher, B., Sylvester, R., Rice, D., Deep, A., Kaufman, J. (2020).  Development of Three Web-Based Computerized Versions of the Kiddie Schedule for Affective Disorders and Schizophrenia (KSADS-COMP) Child Psychiatric Diagnostic Interview: Preliminary Validity Data. Journal of the American Academy of Child and Adolescent Psychiatry, Feb;59(2):309-325. doi:10.1016/j.jaac. PMID: 31108163.&lt;/ref&gt;&lt;ref name=&quot;:3&quot;&gt;Kaufman, J., Kobak, K., Birmaher, B., &amp; de Lacy, N. (2021). KSADS-COMP Perspectives on Child Psychiatric Diagnostic Assessment and Treatment Planning. Journal of the American Academy of Child and Adolescent Psychiatry, ''60''(5), 540–542.&lt;/ref&gt;
|Mental Health
|Psychosocial
|Youth
|'''No subscale information available.''' Assesses gender identity and sexuality, and issues at home, with friends, and at school. 
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Sleep Problems)&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Sleep
|Youth
|'''No subscale information available.'''
|N/A
|N/A
|-
|Cyberbullying Questionnaire&lt;ref&gt;Stewart RW, Drescher CF, Maack DJ, Ebesutani C, Young J. The Development and Psychometric Investigation of the Cyberbullying Scale. J Interpers Violence. 2014 Aug;29(12):2218-2238. doi: 10.1177/0886260513517552. Epub 2014 Jan 14. PMID: 24424252.&lt;/ref&gt;
|Mental Health
|Social
|Youth
|'''No subscale information available.''' Scale assesses whether a child has been a victim or perpatraitor of cyberbullying within the past year, how often this behavior occurred, and the power dynamics present in this relationship.
|N/A
|N/A
|-
|Life Events Scale - Youth&lt;ref name=&quot;:10&quot;&gt;Tiet, Q.Q., Bird, H.R., et al., 2001. Relationship between specific adverse life events and psychiatric disorders. J. Abnorm. Child Psychol. 29 (2), 153–164.&lt;/ref&gt;&lt;ref name=&quot;:15&quot;&gt;Grant, K.E., Compas, B.E., et al., 2004. Stressors and child and adolescent psychopathology: measurement issues and prospective effects. J. Clin. Child Adolesc. Psychol. 33 (2), 412–425.&lt;/ref&gt;
|Mental Health
|Stress
|Youth
|'''Events:''' ple_died_y, ple_injured_y, ple_crime_y, ple_friend_y, ple_friend_injur_y, ple_financial_y, ple_sud_y, ple_ill_y, ple_injur_y, ple_argue_y, ple_job_y, ple_away_y, ple_arrest_y, ple_friend_died_y, ple_mh_y, ple_sib_y, ple_victim_y, ple_separ_y, ple_law_y, ple_school_y, ple_move_y, ple_jail_y, ple_step_y, ple_new_job_y, ple_new_sib_y, ple_foster_care_y, ple_hit_y, ple_homeless_y, ple_hospitalized_y, ple_lockdown_y, ple_shot_y, ple_suicide_y, ple_deported_y '''Mostly Good/Mostly Bad Events:''' ''A response of &quot;1&quot; to the following items indicates a mostly good experience, while a response of &quot;2&quot; indicates a mostly bad experience.'' ple_died_fu_y, ple_injured_fu_y, ple_crime_fu_y, ple_friend_fu_y, ple_friend_injur_fu_y, ple_financial_fu_y, ple_sud_fu_y, ple_ill_fu_y, ple_argue_fu_y, ple_job_fu_y, ple_away_fu_y, ple_arrest_fu_y, ple_friend_died_fu_y, ple_mh_fu_y, ple_sib_fu_y, ple_victim_fu_y, ple_separ_fu_y, ple_law_fu_y, ple_school_fu_y, ple_move_fu_y, ple_jail_fu_y, ple_step_fu_y, ple_new_job_fu_y, ple_new_sib_fu_y, ple_hit_fu_y, ple_homeless_fu_y, ple_hospitalized_fu_y, ple_lockdown_fu_y, ple_shot_fu_y, ple_deported_fu_y, ple_foster_care_fu_y, ple_injur_fu_y '''How Much Affected:''' ple_died_fu2_y, ple_injured_fu2_y, ple_crime_fu2_y, ple_friend_fu2_y, ple_friend_injur_fu2_y, ple_financial_fu2_y, ple_sud_fu2_y, ple_ill_fu2_y, ple_injur_fu2_y, ple_argue_fu2_y, ple_job_fu2_y, ple_away_fu2_y, ple_arrest_fu2_y, ple_friend_died_fu2_y, ple_mh_fu2_y, ple_sib_fu2_y, ple_victim_fu2_y,  ple_separ_fu2_y, ple_law_fu2_y, ple_school_fu2_y, ple_move_fu2_y, ple_jail_fu2_y, ple_step_fu2_y, ple_new_job_fu2_y, ple_new_sib_fu2_y, ple_hit_fu2_y, ple_homeless_fu2_y, ple_hospitalized_fu2_y, ple_lockdown_fu2_y, ple_shot_fu2_y, ple_suicide_fu2_y, ple_deported_fu2_y, ple_foster_care_fu2_y
|All subscale scores are sums.  Variables describing mean impact of &quot;mostly good&quot; and &quot;mostly bad&quot; events also exist. '''Total Number of Events:'''  ple_y_ss_total_number; '''Total Number of Good Events:'''  ple_y_ss_total_good; '''Total Number of Bad Events:'''  ple_y_ss_total_bad; '''How Much Affected:'''  ple_y_ss_affect_sum,  ple_y_ss_affected_good_sum,   ple_y_ss_affected_good_mean (only includes experiences that the child said were &quot;mostly good&quot;),  ple_y_ss_affected_bad_sum,  ple_y_ss_affected_bad_mean, (only includes experiences that the child said were &quot;mostly bad&quot;).
|N/A
|-
|[[Behavioral Inhibition and Behavioral Activation System (BIS/BAS) Scales|PhenX Behavioral Inhibition/Behavioral Approach System (BIS/BAS) Scales]]&lt;ref&gt;Carver, C. &amp; White, T. (1994). Behavioral Inhibition, Behavioral Activation, and affective response to impending reward and punishment: The BIS/BAS Scales. ''Journal of Personality and Social Psychology'', 67(2), 319-333.&lt;/ref&gt;&lt;ref&gt;Pagliaccio D, Luking KR, Anokhin AP, Gotlib IH, Hayden EP, Olino TM, Peng CZ, Hajcak G, Barch DM. Revising the BIS/BAS Scale to study development: Measurement invariance and normative effects of age and sex from childhood through adulthood. Psychol Assess. 2016 Apr;28(4):429-42. doi: 10.1037/pas0000186. Epub 2015 Aug 24. PMID: 26302106; PMCID: PMC4766059.&lt;/ref&gt;
|Mental Health
|Temperament/Personality
|Youth
|'''BAS Drive:''' bisbas13_y, bisbas14_y, bisbas15_y, bisbas16_y '''BAS Fun Seeking:''' bisbas17_y, bisbas18_y, bisbas19_y, bisbas20_y '''BAS Reward Responsiveness:''' bisbas8_y, bisbas9_y, bisbas10_y, bisbas11_y, bisbas12_y '''BIS:''' bisbas1_y, bisbas2_y, bisbas3_y, bisbas4_y, bisbas5_y, bisbas6_y, bisbas7_y
|All subscale scores are sums. Both modified and unmodified variables are included where applicable (see notes for more information) '''BAS Drive:'''  bis_y_ss_basm_drive''','''  bis_y_ss_bas_drive; '''BAS Fun Seeking:'''  bis_y_ss_bas_fs; '''BAS Reward Responsiveness:'''  bis_y_ss_basm_rr,  bis_y_ss_bas_rr; '''BIS:'''  bis_y_ss_bis_sum,  bis_y_ss_bism_sum
|N/A
|-
|Urgency, Premeditation, Perseverance, Sensation Seeking, Positive Urgency, Impulsive Behavior (UPPS-P) for Children - Short Form (ABCD Version)&lt;ref&gt;Whiteside, S. P., &amp; Lynam, D. R. (2001). The Five Factor Model and impulsivity: using a structural model of personality to understand impulsivity. ''Personality and Individual Differences, 30''(4), 669-689. doi: 10.1016/S0191-8869(00)00064-7&lt;/ref&gt;&lt;ref&gt;Cyders, M. A., Smith, G. T., Spillane, N. S., Fischer, S., Annus, A. M., &amp; Peterson, C. (2007). Integration of impulsivity and positive mood to predict risky behavior: Development and validation of a measure of positive urgency. ''Psychological Assessment, 19''(1), 107–118. &lt;nowiki&gt;https://doi.org/10.1037/1040-3590.19.1.107&lt;/nowiki&gt;&lt;/ref&gt;
|Mental Health
|Temperament/Personality
|Youth
|'''Negative Urgency:''' upps7_y, upps11_y, upps17_y, upps20_y '''Lack of Planning:''' upps6_y, upps16_y, upps23_y, upps28_y '''Sensation Seeking:''' upps12_y, upps18_y, upps21_y, upps27_y '''Positive Urgency:''' upps35_y, upps36_y, upps37_y, upps39_y '''Lack of Perseverance:''' upps15_y, upps19_y, upps22_y, upps24_y
|All subscale scores are sums. '''Negative Urgency:'''  upps_y_ss_negative_urgency; '''Lack of Planning:'''  upps_y_ss_lack_of_planning; '''Sensation Seeking:'''  upps_y_ss_sensation_seeking; '''Positive Urgency:'''  upps_y_ss_positive_urgency; '''Lack of Perseverance:'''  upps_y_ss_lack_of_perseverance  
|N/A
|-
|
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|
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|-
|KSADS Diagnostic Interview for DSM-5 (Agoraphobia Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Generalized Anxiety Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Obsessive Compulsive Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Panic Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Separation Anxiety Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Social Anxiety Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Specific Phobia Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Anxiety
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Autism Spectrum Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Autism Spectrum
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|[[wikipedia:Achenbach_System_of_Empirically_Based_Assessment|ASEBA Adult Behavior Checklist]]&lt;ref name=&quot;:11&quot;&gt;Achenbach, T. M., &amp; Rescorla, L. A. (2003). Manual for the ASEBA adult forms &amp; profiles. Research Center for Children, Youth, &amp; Families, University of Vermont, Burlington, VT, USA.&lt;/ref&gt;
|Mental Health
|Broad Psychopathology
|Parent
|'''Mean Substance Use:''' X; '''Adaptive Scale - Friends:''' X; '''Anxious/Depressed:'''  X, '''Withdrawn/Depressed:''' X; '''Somatic Complaints:''' X; '''Thought Problems:''' X; '''Attention Problems:''' X; '''Aggressive Behavior:''' X; '''Rule-Breaking Behavior:''' X; '''Intrusive:''' X; '''Other Problems:''' X; '''Internalizing:''' X; '''Externalizing:''' X
|Raw Score and T-Score variables exist for all subscale variables, with the exception of &quot;''Other Problems''&quot;, which only has a variable for raw score'''. Mean Substance Use:''' abcl_scr_sub_use_r_mean,  abcl_scr_sub_use_t_mean; '''Adaptive Scale - Friends:'''  abcl_scr_adapt_friends_r,  abcl_scr_adapt_friends_t; '''Anxious/Depressed:'''   abcl_scr_prob_anxious_r,  abcl_scr_prob_anxious_t; '''Withdrawn/Depressed:'''  abcl_scr_prob_withdrawn_r,  abcl_scr_prob_withdrawn_t; '''Somatic Complaints:'''  abcl_scr_prob_somatic_r;  abcl_scr_prob_somatic_t; '''Thought Problems:'''  abcl_scr_prob_thought_r''','''  abcl_scr_prob_thought_t; '''Attention Problems:'''  abcl_scr_prob_attention_r,  abcl_scr_prob_attention_t; '''Aggressive Behavior:'''  abcl_scr_prob_aggressive_r,  abcl_scr_prob_aggressive_t; '''Rule-Breaking Behavior:'''  abcl_scr_prob_rulebreak_r,  abcl_scr_prob_rulebreak_t; '''Intrusive:'''  abcl_scr_prob_intrusive_r,  abcl_scr_prob_intrusive_t; '''Other Problems:'''  abcl_scr_prob_other_r; '''Internalizing:'''  abcl_scr_prob_internal_r,  abcl_scr_prob_internal_t; '''Externalizing:'''  abcl_scr_prob_external_t,  abcl_scr_prob_external_r
|Raw Score and T-Score variables exist for both ''Total Problems'' and ''Critical Items.'' '''Total Problems:'''  abcl_scr_prob_total_r,  abcl_scr_prob_total_t'''; Critical Items:'''  abcl_scr_prob_critical_r,  abcl_scr_prob_critical_t
|-
|[[wikipedia:Achenbach_System_of_Empirically_Based_Assessment|ASEBA Adult Self-Report]] (psychopathology)&lt;ref name=&quot;:11&quot; /&gt;
|Mental Health
|Broad Psychopathology
|Parent
|'''Personal Strength Adaptive Functioning Scale:''' X; '''Anxious/Depressed:''' X; '''Withdrawn:''' X; '''Somatic Complaints:''' X; '''Thought Problems:''' X; '''Attention Problems:''' X; '''Aggressive Behavior:''' X; '''Rule-Breaking Behavior:''' X; '''Intrusive:''' X; '''Internalizing:''' X; '''Externalizing:''' X; '''Depressive (DSM-5-Oriented):''' X; '''Anxiety (DSM-5-Oriented):''' X; '''Somatic Problems (DSM-5-Oriented):''' X; '''Avoidant Personality (DSM-5-Oriented):''' X; '''AD/H (DSM-5-Oriented):''' X; '''Antisocial Personality (DSM-5-Oriented):''' X; '''Inattention (DSM-5-Oriented):''' X; '''Hyperactivity-Impulsivity (DSM-5-Oriented):''' X
|Raw Score and T-Score variables exist for all subscale variables. '''Personal Strength Adaptive Functioning Scale:''' asr_scr_perstr_r,  asr_scr_perstr_t; '''Anxious/Depressed:'''  asr_scr_anxdep_r,  asr_scr_anxdep_t; '''Withdrawn:'''  asr_scr_withdrawn_r,  asr_scr_withdrawn_t; '''Somatic Complaints:'''  asr_scr_somatic_r,  asr_scr_somatic_t; '''Thought Problems:'''  asr_scr_thought_r,  asr_scr_thought_t; '''Attention Problems:'''  asr_scr_attention_r,  asr_scr_attention_t; '''Aggressive Behavior:'''  asr_scr_aggressive_r,  asr_scr_aggressive_t; '''Rule-Breaking Behavior:'''  asr_scr_rulebreak_r,  asr_scr_rulebreak_t; '''Intrusive:'''  asr_scr_intrusive_r,  asr_scr_intrusive_t; '''Internalizing:'''  asr_scr_internal_r,  asr_scr_internal_t; '''Externalizing:'''  asr_scr_external_r,  asr_scr_external_t; '''Depressive (DSM-5-Oriented):'''  asr_scr_depress_r,  asr_scr_depress_t; '''Anxiety (DSM-5-Oriented):'''  asr_scr_anxdisord_r,  asr_scr_anxdisord_t; '''Somatic Problems (DSM-5-Oriented):'''  asr_scr_somaticpr_r,  asr_scr_somaticpr_t; '''Avoidant Personality (DSM-5-Oriented):'''  asr_scr_avoidant_r,  asr_scr_avoidant_t; '''AD/H (DSM-5-Oriented):'''  asr_scr_adhd_r,  asr_scr_adhd_t; '''Antisocial Personality (DSM-5-Oriented):'''  asr_scr_antisocial_r,  asr_scr_antisocial_t; '''Inattention (DSM-5-Oriented):'''  asr_scr_inattention_r,  asr_scr_inattention_t; '''Hyperactivity-Impulsivity (DSM-5-Oriented):'''  asr_scr_hyperactive_r;  asr_scr_hyperactive_t
|Raw Score and T-Score variables exist for the total score. Total Problems:  '''asr_scr_totprob_r,  asr_scr_totprob_t.'''
|-
|[[wikipedia:Child_Behavior_Checklist|Child Behavior Checklist]]&lt;ref&gt;Achenbach TM, Rescorla LA. ''Manual for the ASEBA school-age forms &amp; profiles: an integrated system of mult-informant assessment.'' Burlington: University of Vermont, Research Center for Children, Youth &amp; Families; 2001.&lt;/ref&gt;
|Mental Health
|Broad Psychopathology
|Parent
|'''Anxious/Depressed:'''  cbcl_q14_p, cbcl_q29_p, cbcl_q30_p, cbcl_q31_p, cbcl_q32_p, cbcl_q33_p, cbcl_q35_p, cbcl_q45_p, cbcl_q50_p, cbcl_q52_p, cbcl_q71_p, cbcl_q91_p, cbcl_q112_p '''Withdrawn/Depressed:'''  cbcl_q05_p, cbcl_q42_p, cbcl_q65_p, cbcl_q69_p, cbcl_q75_p, cbcl_q102_p, cbcl_q103_p, cbcl_q111_p '''Somatic Complaints:''' cbcl_q47_p, cbcl_q49_p, cbcl_q51_p, cbcl_q54_p, cbcl_q56a_p, cbcl_q56b_p, cbcl_q56c_p, cbcl_q56d_p, cbcl_q56e_p, cbcl_q56f_p, cbcl_q56g_p '''Social Problems:''' cbcl_q11_p,  cbcl_q12_p, cbcl_q25_p, cbcl_q27_p, cbcl_q34_p, cbcl_q36_p, cbcl_q38_p, cbcl_q48_p, cbcl_q62_p, cbcl_q64_p, cbcl_q79_p '''Thought Problems:''' cbcl_q09_p, cbcl_q18_p, cbcl_q40_p, cbcl_q46_p, cbcl_q58_p, cbcl_q59_p, cbcl_q60_p, cbcl_q66_p, cbcl_q70_p, cbcl_q76_p, cbcl_q83_p, cbcl_q84_p, cbcl_q85_p, cbcl_q92_p, cbcl_q100_p '''Attention Problems:''' cbcl_q01_p, cbcl_q04_p, cbcl_q07_p, cbcl_q08_p, cbcl_q10_p, cbcl_q13_p, cbcl_q17_p,  cbcl_q41_p, cbcl_q61_p, cbcl_q74_p, cbcl_q78_p, cbcl_q80_p, cbcl_q93_p,  cbcl_q109_p '''Rule Breaking Behavior:'''  cbcl_q02_p, cbcl_q26_p, cbcl_q28_p, cbcl_q39_p, cbcl_q43_p, cbcl_q63_p, cbcl_q67_p, cbcl_q72_p, cbcl_q73_p, cbcl_q81_p, cbcl_q82_p, cbcl_q90_p, cbcl_q96_p, cbcl_q99_p, cbcl_q101_p, cbcl_q105_p, cbcl_q106_p '''Aggressive Behavior:'''  cbcl_q03_p, cbcl_q16_p, cbcl_q19_p, cbcl_q20_p, cbcl_q21_p, cbcl_q22_p, cbcl_q23_p, cbcl_q37_p, cbcl_q57_p, cbcl_q65_p, cbcl_q68_p, cbcl_q86_p, cbcl_q87_p, cbcl_q88_p, cbcl_q89_p, cbcl_q94_p, cbcl_q95_p, cbcl_q97_p, cbcl_q104_p '''Internalizing''' ''(Total of &quot;Anxious/Depressed&quot;, &quot;Withdrawn/Depressed&quot;, and &quot;Somatic Complaints&quot; Syndrome Scales)''''':''' cbcl_q05_p, cbcl_q14_p, cbcl_q29_p, cbcl_q30_p, cbcl_q31_p, cbcl_q32_p, cbcl_q33_p, cbcl_q35_p, cbcl_q42_p, cbcl_q45_p, cbcl_q47_p, cbcl_q49_p, cbcl_q50_p, cbcl_q51_p, cbcl_q52_p, cbcl_q54_p, cbcl_q56a_p, cbcl_q56b_p, cbcl_q56c_p, cbcl_q56d_p, cbcl_q56e_p, cbcl_q56f_p, cbcl_q56g_p, cbcl_q69_p, cbcl_q71_p, cbcl_q75_p, cbcl_q91_p, cbcl_q102_p, cbcl_q103_p, cbcl_q111_p  cbcl_q112_p '''Externalizing''' ''(Total of &quot;Aggressive&quot; and &quot;Rule Breaking Behaviors&quot; Syndrome Scales)''''':''' cbcl_q02_p, cbcl_q03_p, cbcl_q16_p, cbcl_q19_p, cbcl_q20_p, cbcl_q21_p, cbcl_q22_p, cbcl_q23_p, cbcl_q26_p, cbcl_q28_p, cbcl_q37_p, cbcl_q39_p, cbcl_q43_p, cbcl_q57_p, cbcl_q63_p, cbcl_q65_p, cbcl_q67_p, cbcl_q68_p, cbcl_q72_p, cbcl_q73_p, cbcl_q81_p, cbcl_q82_p, cbcl_q86_p, cbcl_q87_p, cbcl_q88_p, cbcl_q89_p, cbcl_q90_p, cbcl_q94_p, cbcl_q95_p, cbcl_q96_p, cbcl_q97_p, cbcl_q99_p, cbcl_q101_p, cbcl_q104_p, cbcl_q105_p, cbcl_q106_p  '''Depressive (DSM-5-Oriented):'''  cbcl_q05_p, cbcl_q14_p, cbcl_q18_p, cbcl_q24_p, cbcl_q35_p, cbcl_q52_p, cbcl_q54_p, cbcl_q76_p, cbcl_q77_p, cbcl_q91_p, cbcl_q100_p, cbcl_q102_p, cbcl_q103_p '''Anxiety (DSM-5-Oriented):''' cbcl_q11_p, cbcl_q29_p, cbcl_q30_p, cbcl_q31_p, cbcl_q45_p, cbcl_q47_p, cbcl_q50_p, cbcl_q71_p, cbcl_q112_p '''Somatic Problems (DSM-5-Oriented):''' cbcl_q56a_p, cbcl_q56b_p, cbcl_q56c_p, cbcl_q56d_p, cbcl_q56e_p, cbcl_q56f_p,
cbcl_q56g_p '''ADHD (DSM-5-Oriented):'''  cbcl_q04_p, cbcl_q08_p, cbcl_q10_p, cbcl_q41_p, cbcl_q78_p, cbcl_q93_p, cbcl_q104_p '''ODD (DSM-5-Oriented):''' cbcl_q03_p, cbcl_q22_p, cbcl_q23_p, cbcl_q86_p, cbcl_q95_p '''Conduct Disorder (DSM-5-Oriented):''' cbcl_q15_p, cbcl_q16_p, cbcl_q21_p, cbcl_q26_p, cbcl_q28_p, cbcl_q37_p, cbcl_q39_p, cbcl_q43_p, cbcl_q57_p, cbcl_q67_p, cbcl_q72_p, cbcl_q81_p, cbcl_q82_p, cbcl_q90_p, cbcl_q97_p, cbcl_q101_p, cbcl_q106_p '''OCD (DSM-5-Oriented):'''  cbcl_q09_p, cbcl_q31_p, cbcl_q32_p, cbcl_q52_p, cbcl_q66_p, cbcl_q84_p, cbcl_q85_p, cbcl_q112_p '''Sluggish Cognitive Tempo:''' cbcl_q13_p, cbcl_q17_p, cbcl_q80_p, cbcl_q102_p '''Post-Traumatic Stress:'''  cbcl_q08_p,  cbcl_q11_p,  cbcl_q29_p,  cbcl_q45_p,  cbcl_q47_p,   cbcl_q50_p, cbcl_q56c_p, cbcl_q56f_p,  cbcl_q56g_p,  cbcl_q86_p,  cbcl_q87_p,  cbcl_q103_p,  cbcl_q111_p
|Raw Score and T-Score variables exist for all subscale variables. '''Anxious/Depressed:'''   cbcl_scr_syn_anxdep_r, cbcl_scr_syn_anxdep_t '''Withdrawn/Depressed:'''  cbcl_scr_syn_withdep_r,  cbcl_scr_syn_withdep_t '''Somatic Complaints:'''  cbcl_scr_syn_somatic_r,  cbcl_scr_syn_somatic_t '''Social Problems:'''  cbcl_scr_syn_social_r,  cbcl_scr_syn_social_t '''Thought Problems:'''  cbcl_scr_syn_thought_r,  cbcl_scr_syn_thought_t '''Attention Problems:'''   cbcl_scr_syn_attention_r, cbcl_scr_syn_attention_t '''Rule Breaking Behavior:'''  cbcl_scr_syn_rulebreak_r,  cbcl_scr_syn_rulebreak_t '''Aggressive Behavior:'''  cbcl_scr_syn_aggressive_r,  cbcl_scr_syn_aggressive_t '''Internalizing:'''  cbcl_scr_syn_internal_r,  cbcl_scr_syn_internal_t '''Externalizing:'''  cbcl_scr_syn_external_r,  cbcl_scr_syn_external_t '''Depressive (DSM-5-Oriented):'''  cbcl_scr_dsm5_depress_r,  cbcl_scr_dsm5_depress_t '''Anxiety (DSM-5-Oriented):'''  cbcl_scr_dsm5_anxdisord_r,  cbcl_scr_dsm5_anxdisord_t '''Somatic Problems (DSM-5-Oriented):'''  cbcl_scr_dsm5_somaticpr_r,  cbcl_scr_dsm5_somaticpr_t '''ADHD (DSM-5-Oriented):'''  cbcl_scr_dsm5_adhd_r,  cbcl_scr_dsm5_adhd_t '''ODD (DSM-5-Oriented):'''  cbcl_scr_dsm5_opposit_r,  cbcl_scr_dsm5_opposit_t '''Conduct Disorder (DSM-5-Oriented):'''  cbcl_scr_dsm5_conduct_r,  cbcl_scr_dsm5_conduct_t '''Sluggish Cognitive Temo:'''  cbcl_scr_07_sct_r,  cbcl_scr_07_sct_t '''OCD (DSM-5-Oriented):'''  cbcl_scr_07_ocd_r,  cbcl_scr_07_ocd_t '''Post Traumatic Stress:'''  cbcl_scr_07_stress_r,  cbcl_scr_07_stress_t 
|Raw Score and T-Score variables exist for the total score. Total Problems:  '''cbcl_scr_syn_totprob_r,  cbcl_scr_syn_totprob_t'''
|-
|Family History Assessment Survey&lt;ref&gt;Brown SA, Brumback T, Tomlinson K, Cummins K, Thompson WK, Nagel BJ, De Bellis MD, Hooper SR, Clark DB, Chung T, Hasler BP, Colrain IM, Baker FC, Prouty D, Pfefferbaum A, Sullivan EV, Pohl KM, Rohlfing T, Nichols BN, Chu W, Tapert SF. The National Consortium on Alcohol and NeuroDevelopment in Adolescence (NCANDA): A Multisite Study of Adolescent Development and Substance Use. J Stud Alcohol Drugs. 2015 Nov;76(6):895-908. doi: 10.15288/jsad.2015.76.895. PMID: 26562597; PMCID: PMC4712659.&lt;/ref&gt;&lt;ref&gt;Rice JP, Reich T, Bucholz KK, Neuman RJ, Fishman R, Rochberg N, Hesselbrock VM, Nurnberger JI Jr, Schuckit MA, Begleiter H. Comparison of direct interview and family history diagnoses of alcohol dependence. Alcohol Clin Exp Res. 1995 Aug;19(4):1018-23. doi: 10.1111/j.1530-0277.1995.tb00983.x. PMID: 7485811.&lt;/ref&gt;
|Mental Health
|Broad Psychopathology
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Symptoms &amp; Diagnoses
|Mental Health
|Broad Psychopathology
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Eating Disorders) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Eating
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|Difficulty in Emotion Regulation Scale&lt;ref&gt;Bardeen, J. R., Fergus, T. A., Hannan, S. M., &amp; Orcutt, H. K. (2016). Addressing psychometric limitations of the Difficulties in Emotion Regulation Scale through item modification. Journal of Personality Assessment.&lt;/ref&gt;&lt;ref&gt;Bunford, N., Dawson, A. E., Evans, S. W., Ray, A. R., Langberg, J. M., Owens, J. S., DuPaul, G. J., &amp; Allan, D. M. (2020). The Difficulties in Emotion Regulation Scale-Parent Report: A Psychometric Investigation Examining Adolescents With and Without ADHD. Assessment, 27(5), 921–940.&lt;/ref&gt;
|Mental Health
|Emotion
|Parent
|'''No subscale information available.''' Scale assesses child's awareness of emotion, experience with strong emotions, and behavioral and cognitive reactions to feelings of upset. 
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (ADHD) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Externalizing
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Conduct Disorders) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Externalizing
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Oppositional Defiant Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Externalizing
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Homicidality) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Harm
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Suicidality) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Harm
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|[[OToPS/Measures/7 Up 7 Down Inventory|General Behavior Inventory - Mania]]&lt;ref name=&quot;:9&quot; /&gt;
|Mental Health
|Mood
|Parent
|'''No subscale information available.''' Scale assesses child's experience with mania.
|N/A
|Total score is equal to the sum of all item responses.  '''pgbi_p_ss_score''' 
|-
|KSADS Diagnostic Interview for DSM-5 (Bipolar and Related Disorders) - Parent &lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Depressive Disorders) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Disruptive Mood Dysregulation Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Mood
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Psychotic Disorders) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Psychosis
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Background Items Survey - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Psychosocial
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|KSADS Diagnostic Interview for DSM-5 (Sleep Problems) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Sleep
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|Short Social Responsiveness Scale&lt;ref&gt;Aldridge, F. J., Gibbs, V. M., Schmidhofer, K., &amp; Williams, M. (2012). Investigating the clinical usefulness of the Social Responsiveness Scale (SRS) in a tertiary level, autism spectrum disorder specific assessment clinic. ''Journal of autism and developmental disorders'', ''42''(2), 294–300.&lt;/ref&gt;&lt;ref&gt;Constantino J. N. (2011). The quantitative nature of autistic social impairment. ''Pediatric research'', ''69''(5 Pt 2), 55R–62R.&lt;/ref&gt;&lt;ref&gt;Constantino, J. N., Przybeck, T., Friesen, D., &amp; Todd, R. D. (2000). Reciprocal social behavior in children with and without pervasive developmental disorders. ''Journal of developmental and behavioral pediatrics : JDBP'', ''21''(1), 2–11.&lt;/ref&gt;&lt;ref&gt;Constantino, J. N., &amp; Todd, R. D. (2000). Genetic structure of reciprocal social behavior. ''The American journal of psychiatry'', ''157''(12), 2043–2045.&lt;/ref&gt;&lt;ref&gt;Constantino, J. N., &amp; Todd, R. D. (2003). Autistic traits in the general population: a twin study. ''Archives of general psychiatry'', ''60''(5), 524–530.&lt;/ref&gt;&lt;ref&gt;Constantino, J. N., Gruber, C. P., Davis, S., Hayes, S., Passanante, N., &amp; Przybeck, T. (2004). The factor structure of autistic traits. ''Journal of child psychology and psychiatry, and allied disciplines'', ''45''(4), 719–726.&lt;/ref&gt;&lt;ref&gt;Hus, V., Bishop, S., Gotham, K., Huerta, M., &amp; Lord, C. (2013). Factors influencing scores on the social responsiveness scale. ''Journal of child psychology and psychiatry, and allied disciplines'', ''54''(2), 216–224.&lt;/ref&gt;&lt;ref&gt;Kaat, A. J., &amp; Farmer, C. (2017). Commentary: Lingering questions about the Social Responsiveness Scale short form. A commentary on Sturm et al. (2017). ''Journal of child psychology and psychiatry, and allied disciplines'', ''58''(9), 1062–1064.&lt;/ref&gt;&lt;ref&gt;Norris, M., &amp; Lecavalier, L. (2010). Screening accuracy of Level 2 autism spectrum disorder rating scales. A review of selected instruments. ''Autism : the international journal of research and practice'', ''14''(4), 263–284.&lt;/ref&gt;
|Mental Health
|Social
|Parent
|'''No subscale information available.''' Scale assesses child's social skills and social comfort.
|N/A
|Total score is equal to the sum of all item responses.  '''ssrs_p_ss_sum'''
|-
|KSADS Diagnostic Interview for DSM-5 (Post-Traumatic Stress Disorder) - Parent&lt;ref name=&quot;:6&quot; /&gt;&lt;ref name=&quot;:7&quot; /&gt;&lt;ref name=&quot;:2&quot; /&gt;&lt;ref name=&quot;:3&quot; /&gt;
|Mental Health
|Stress
|Parent
|'''No subscale information available.'''
|N/A
|N/A
|-
|Life Events Scale - Parent&lt;ref name=&quot;:10&quot; /&gt;&lt;ref name=&quot;:15&quot; /&gt;
|Mental Health
|Stress
|Parent
|'''Total Events:''' ple_died_p, ple_injured_p, ple_crime_p, ple_friend_p,  ple_friend_injur_p, ple_financial_p,  ple_sud_p, ple_ill_p, ple_injur_p, ple_argue_p, ple_job_p, ple_away_p, ple_arrest_p, ple_friend_died_p, ple_mh_p, ple_sib_p, ple_victim_p, ple_separ_p, ple_law_p, ple_school_p, ple_move_p, ple_jail_p, ple_step_p, ple_new_job_p, ple_new_sib_p '''Mostly Good/Mostly Bad Events:''' ''A response of &quot;1&quot; to the following items indicates a mostly good experience, while a response of &quot;2&quot; indicates a mostly bad experience.'' ple_died_fu_p,  ple_injured_fu_p,  ple_crime_fu_p,  ple_friend_fu_p,  ple_friend_injur_fu_p,  ple_financial_fu_p,  ple_sud_fu_p,  ple_ill_fu_p,  ple_injur_fu_p,  ple_argue_fu_p,  ple_job_fu_p,  ple_away_fu_p,  ple_arrest_fu_p,  ple_friend_died_fu_p,  ple_mh_fu_p,  ple_sib_fu_p,  ple_victim_fu_p,  ple_separ_fu_p,  ple_law_fu_p,  ple_school_fu_p,  ple_move_fu_p,  ple_jail_fu_p,  ple_step_fu_p,  ple_new_job_fu_p,  ple_new_sib_fu_p '''How Much Affected:'''  ple_died_fu2_p,  ple_injured_fu2_p,  ple_crime_fu2_p, ple_friend_fu2_p,  ple_friend_injur_fu2_p,  ple_financial_fu2_p,  ple_sud_fu2_p,  ple_ill_fu2_p,  ple_injur_fu2_p,  ple_argue_fu2_p,  ple_job_fu2_p,  ple_away_fu2_p, ple_arrest_fu2_p, ple_friend_died_fu2_p,  ple_mh_fu2_p,  ple_sib_fu2_p,  ple_victim_fu2_p,  ple_separ_fu2_p,  ple_law_fu2_p,  ple_school_fu2_p,  ple_move_fu2_p,  ple_jail_fu2_p,  ple_step_fu2_p,  ple_new_job_fu2_p,  ple_new_sib_fu2_p. '''Other Items:''' ''Additional events not included in events subscales, and variables for items that asked if events occurred in the past year.'' ple_foster_care_p,  ple_hit_p,  ple_homeless_p,  ple_lockdown_p,  ple_shot_p,  ple_deported_p, ple_foster_care_fu_p,  ple_hit_fu_p, ple_homeless_fu_p,  ple_lockdown_fu_p,  ple_shot_fu_p,  ple_deported_fu_p, ple_foster_care_fu2_p,  ple_hit_fu2_p,  ple_homeless_fu2_p,  ple_lockdown_fu2_p,  ple_shot_fu2_p,  ple_deported_fu2_p, ple_died_past_yr_p, ple_injured_past_yr_p, ple_crime_past_yr_p, ple_friend_past_yr_p,  ple_friend_injur_past_yr_p, ple_financial_past_yr_p,  ple_sud_past_yr_p, ple_ill_past_yr_p, ple_injur_past_yr_p, ple_argue_past_yr_p, ple_job_past_yr_p, ple_away_past_yr_p, ple_arrest_past_yr_p, ple_friend_past_yr_died_p, ple_mh_past_yr_p, ple_sib_past_yr_p, ple_victim_past_yr_p, ple_separ_past_yr_p, ple_law_past_yr_p, ple_school_past_yr_p, ple_move_past_yr_p, ple_jail_past_yr_p, ple_step_past_yr_p, ple_new_job_past_yr_p, ple_new_sib_past_yr_p
|All subscale scores are sums.  Variables describing mean impact of &quot;mostly good&quot; and &quot;mostly bad&quot; events also exist. '''Total Number of Events:'''  ple_p_ss_total_number; '''Total Number of Good Events:'''  ple_p_ss_total_good; '''Total Number of Bad Events:'''  ple_p_ss_total_bad; '''How Much Affected:'''  ple_p_ss_affect_sum,  ple_p_ss_affected_good_sum,   ple_p_ss_affected_good_mean (only includes experiences that the child said were &quot;mostly good&quot;),  ple_p_ss_affected_bad_sum,  ple_p_ss_affected_bad_mean, (only includes experiences that the child said were &quot;mostly bad&quot;).
|N/A
|-
|[[wikipedia:Perceived_Stress_Scale|Perceived Stress Scale]]&lt;ref&gt;Cohen, S., Kamarck, T., and Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 386-396. &lt;/ref&gt;
|Mental Health
|Stress
|Parent
|'''No subscale information available.''' Scale assesses experience with stressful events, cumulative stress, and confidence in handling issues.
|N/A
|Total score is equal to the prorated sum of the 10 items. '''pstr_ss_pr'''
|-
|Early Adolescent Temperament Questionnaire&lt;ref&gt;Latham MD, Dudgeon P, Yap MBH, Simmons JG, Byrne ML, Schwartz OS, Ivie E, Whittle S, Allen NB. Factor Structure of the Early Adolescent Temperament Questionnaire-Revised. Assessment. 2020 Oct;27(7):1547-1561. doi: 10.1177/1073191119831789. Epub 2019 Feb 21. PMID: 30788984.&lt;/ref&gt;
|Mental Health
|Temperament/Personality
|Parent
|'''Attention:''' eatq_phenx_concentrate_p, eatq_phenx_distracted_p, eatq_phenx_try_focus_p, eatq_phenx_peripheral_p, eatq_phenx_sidetracked_p, eatq_phenx_sidetracked_p '''Depressive Mood:''' eatq_phenx_enjoy_p, eatq_phenx_cry_p, eatq_phenx_sad_p, eatq_phenx_hardly_sad_p, eatq_phenx_seems_sad_p '''Fear:'''  eatq_phenx_trouble_p,  eatq_phenx_attachment_p,  eatq_phenx_ball_scared_p,  eatq_phenx_dark_scared_p,  eatq_phenx_alone_p,  eatq_phenx_worry_p '''Frustration:'''  eatq_phenx_annoyed_p,  eatq_phenx_irritated_crit_p,  eatq_phenx_irritated_place_p,  eatq_phenx_irritated_enjoy_p,  eatq_phenx_disagree_p,  eatq_phenx_frustrated_p '''Inhibitory:'''  eatq_phenx_turn_taking_p,  eatq_phenx_open_present_p,  eatq_phenx_impulse_p,  eatq_phenx_laugh_control_p,  eatq_phenx_stick_to_plan_p '''Activation:''' eatq_phenx_finish_p, eatq_phenx_deal_p, eatq_phenx_before_hw_p, eatq_phenx_right_away_p, eatq_phenx_finish_hw_p, eatq_phenx_early_start_p, eatq_phenx_puts_off_p '''Shyness:'''  eatq_phenx_social_p,  eatq_phenx_is_shy_p,  eatq_phenx_not_shy_p,  eatq_phenx_meet_p,  eatq_phenx_shy_meet_p '''Surgency:'''  eatq_phenx_africa_p,  eatq_phenx_ski_slope_p,  eatq_phenx_city_move_p,  eatq_phenx_sea_dive_p,  eatq_phenx_travel_p,  eatq_phenx_race_car_p,  eatq_phenx_school_excite_p,  eatq_phenx_energized_p,  eatq_phenx_rides_scared_p '''Affiliation:'''  eatq_phenx_care_p, eatq_phenx_share_p, eatq_phenx_spend_time_p, eatq_phenx_hugs_p, eatq_phenx_close_rel_p, eatq_phenx_friendly_p '''Aggression:''' eatq_phenx_insult_p, eatq_phenx_angry_hit_p, eatq_phenx_rude_p, eatq_phenx_blame_p, eatq_phenx_doorslam_p, eatq_phenx_makes_fun_p, eatq_phenx_no_criticize_p '''Effortful Control''' ''(Total of &quot;Attention&quot;, &quot;Inhibitory&quot;, and &quot;Activation&quot; subscale scores)''''':''' eatq_phenx_concentrate_p, eatq_phenx_distracted_p, eatq_phenx_try_focus_p, eatq_phenx_peripheral_p, eatq_phenx_sidetracked_p, eatq_phenx_sidetracked_p, eatq_phenx_turn_taking_p,  eatq_phenx_open_present_p,  eatq_phenx_impulse_p,  eatq_phenx_laugh_control_p,  eatq_phenx_stick_to_plan_p, eatq_phenx_finish_p, eatq_phenx_deal_p, eatq_phenx_before_hw_p, eatq_phenx_right_away_p, eatq_phenx_finish_hw_p, eatq_phenx_early_start_p, eatq_phenx_puts_off_p. '''Negative Affect''' ''(Total of &quot;Frustration&quot;, &quot;Depressive Mood&quot;, and &quot;Aggression&quot; subscale scores)''''':''' eatq_phenx_annoyed_p,  eatq_phenx_irritated_crit_p,  eatq_phenx_irritated_place_p,  eatq_phenx_irritated_enjoy_p,  eatq_phenx_disagree_p,  eatq_phenx_frustrated_p, eatq_phenx_enjoy_p, eatq_phenx_cry_p, eatq_phenx_sad_p, eatq_phenx_hardly_sad_p, eatq_phenx_seems_sad_p, eatq_phenx_insult_p, eatq_phenx_angry_hit_p, eatq_phenx_rude_p, eatq_phenx_blame_p, eatq_phenx_doorslam_p, eatq_phenx_makes_fun_p, eatq_phenx_no_criticize_p. '''Surgency - Expanded''' ''(Total of &quot;Surgency&quot;, &quot;Fear&quot; - reverse scored, and &quot;Shyness&quot; - reverse scored)''''':''' eatq_phenx_africa_p,  eatq_phenx_ski_slope_p,  eatq_phenx_city_move_p,  eatq_phenx_sea_dive_p,  eatq_phenx_travel_p,  eatq_phenx_race_car_p,  eatq_phenx_school_excite_p,  eatq_phenx_energized_p,  eatq_phenx_rides_scared_p. ''The following items are reverse scored:'' eatq_phenx_trouble_p,  eatq_phenx_attachment_p,  eatq_phenx_ball_scared_p,  eatq_phenx_dark_scared_p,  eatq_phenx_alone_p,  eatq_phenx_worry_p, eatq_phenx_social_p,  eatq_phenx_is_shy_p,  eatq_phenx_not_shy_p,  eatq_phenx_meet_p,  eatq_phenx_shy_meet_p.
|All subscale scores are sums. '''Attention:'''  eatq_p_ss_attention; '''Depressive Mood:''' eatq_p_ss_depressive_mood; '''Fear:''' eatq_p_ss_fear; '''Frustration:'''  eatq_p_ss_frustration; '''Inhibitory:'''  eatq_p_ss_inhibitory; '''Activation:''' eatq_p_ss_activation; '''Shyness:'''  eatq_p_ss_shyness; '''Surgency:'''  eatq_p_ss_surgency; '''Affiliation:'''  eatq_p_ss_affiliation; '''Aggression:''' eatq_p_ss_aggression; '''Effortful Control:''' 
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|Brief Problem Monitor
|Mental Health
|Broad Psychopathology 
|Teacher
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|Behavioral Indicator of Resiliency to Distress Task (BIRD)&lt;ref&gt;Lejuez, C. W., Kahler, C. W., &amp; Brown, R. A. (2003). A modified computer version of the Paced Auditory Serial Addition Task (PASAT) as a laboratory-based stressor. ''The Behavior Therapist, 26''(4), 290–293.&lt;/ref&gt;&lt;ref&gt;Feldner, M. T., Leen-Feldner, E. W., Zvolensky, M. J., &amp; Lejuez, C. W. (2006). Examining the association between rumination, negative affectivity, and negative affect induced by a paced auditory serial addition task. ''Journal of behavior therapy and experimental psychiatry'', ''37''(3), 171–187.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
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|Cash Choice Task&lt;ref&gt;Wulfert, E., Block, J. A., Santa Ana, E., Rodriguez, M. L., &amp; Colsman, M. (2002). Delay of gratification: impulsive choices and problem behaviors in early and late adolescence. ''Journal of personality'', ''70''(4), 533–552.&lt;/ref&gt;&lt;ref&gt;Anokhin, A. P., Golosheykin, S., Grant, J. D., &amp; Heath, A. C. (2011). Heritability of delay discounting in adolescence: a longitudinal twin study. ''Behavior genetics'', ''41''(2), 175–183.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
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|Delay Discounting Task&lt;ref&gt;Johnson, M. W., &amp; Bickel, W. K. (2008). An algorithm for identifying nonsystematic delay-discounting data. ''Experimental and clinical psychopharmacology'', ''16''(3), 264–274.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
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|Emotional Faces Stroop Task&lt;ref&gt;Başgöze, Z., Gönül, A. S., Baskak, B., &amp; Gökçay, D. (2015). Valence-based Word-Face Stroop task reveals differential emotional interference in patients with major depression. ''Psychiatry research'', ''229''(3), 960–967.&lt;/ref&gt;&lt;ref&gt;Kane, M. J., &amp; Engle, R. W. (2003). Working-memory capacity and the control of attention: the contributions of goal neglect, response competition, and task set to Stroop interference. ''Journal of experimental psychology. General'', ''132''(1), 47–70.&lt;/ref&gt;&lt;ref&gt;Stroop, J.R., 1935. Studies of interference in serial verbal reactions. J. Exp. Psychol. 18 (6), 643–662.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
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|Game of Dice Task&lt;ref&gt;Brand, M., Fujiwara, E., Borsutzky, S., Kalbe, E., Kessler, J., &amp; Markowitsch, H. J. (2005). Decision-making deficits of Korsakoff patients in a new gambling task with explicit rules: associations with executive functions. ''Neuropsychology'', ''19''(3), 267–277.&lt;/ref&gt;&lt;ref&gt;Drechsler, R., Rizzo, P., &amp; Steinhausen, H. C. (2008). Decision-making on an explicit risk-taking task in preadolescents with attention-deficit/hyperactivity disorder. ''Journal of neural transmission (Vienna, Austria : 1996)'', ''115''(2), 201–209.&lt;/ref&gt;&lt;ref&gt;Duperrouzel, J. C., Hawes, S. W., Lopez-Quintero, C., Pacheco-Colón, I., Coxe, S., Hayes, T., &amp; Gonzalez, R. (2019). Adolescent cannabis use and its associations with decision-making and episodic memory: Preliminary results from a longitudinal study. ''Neuropsychology'', ''33''(5), 701–710.&lt;/ref&gt;&lt;ref&gt;Ross, J. M., Graziano, P., Pacheco-Colón, I., Coxe, S., &amp; Gonzalez, R. (2016). Decision-Making Does not Moderate the Association between Cannabis Use and Body Mass Index among Adolescent Cannabis Users. ''Journal of the International Neuropsychological Society : JINS'', ''22''(9), 944–949.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
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|Little Man Task&lt;ref&gt;Acker, W. (1982). “A computerized approach to psychological screening—The Bexley-Maudsley Automated Psychological Screening and The Bexley-Maudsley Category Sorting Test.” ''International Journal of Man-Machine Studies'', ''17''(3): 361-369.&lt;/ref&gt;&lt;ref&gt;Nixon, S. J., Prather, R. A., &amp; Lewis, B. (2014). Sex differences in alcohol-related neurobehavioral consequences. In Edith V. Sullivan and Adolf Pfefferbaum (Eds.), Alcohol and the nervous system (Handbook of clinical neurology, 3rd series (Vol. 125)). Oxford, United Kingdom, Elsevier, pp. 253-272.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
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|NIH Toolbox Tasks - Dimensional Change Card Sort&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/dimensional-change-card-sort-test/|title=Dimensional Change Card Sort Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
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|NIH Toolbox Tasks - Flanker Inhibitory Control &amp; Attention&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/flanker-inhibitory-control-and-attention-test-age-12/|title=Flanker Inhibitory Control and Attention Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
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|NIH Toolbox Tasks - Oral Reading Recognition&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/a-dummy-iq-test/|title=Oral Reading Recognition Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
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|NIH Toolbox Tasks - Pattern Comparison Processing Speed&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/pattern-comparison-processing-speed/|title=Pattern Comparison Processing Speed Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
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|NIH Toolbox Tasks - Picture Sequence Memory&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/picture-sequence-memory-test/|title=Picture Sequence Memory Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
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|NIH Toolbox Tasks - Picture Vocabulary&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/picture-vocabulary-test/|title=Picture Vocabulary Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot;&gt;McDonald, Skye (Ed.) (2014). Special series on the Cognition Battery of the NIH Toolbox. ''Journal of International Neuropsychological Society'', 20 (6), 487-651.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
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|NIH Toolbox Tasks - List Sorting Working Memory&lt;ref&gt;{{Cite web|url=https://nihtoolbox.org/test/test/|title=List Sorting Working Memory Test|website=NIH Toolbox|language=en-US|access-date=2024-08-12}}&lt;/ref&gt;&lt;ref name=&quot;:12&quot; /&gt;
|Neurocognition
|Tasks
|Youth
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|RAVLT Delayed Recall&lt;ref name=&quot;:13&quot; /&gt;&lt;ref name=&quot;:14&quot; /&gt;
|Neurocognition
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|Youth
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|Rey Auditory Verbal Leanring Task (RAVLT) &lt;ref name=&quot;:13&quot;&gt;Strauss, E., Sherman, E.M.S., &amp; Spreen, O. (2006) A compendium of neuropsychological tests. Oxford University Press. New York, New York. Third Edition.&lt;/ref&gt;&lt;ref name=&quot;:14&quot;&gt;Lezak, M.D., Howieson, D.B., Bigler, E.D., &amp; Tranel, D. (2012) Neuropsychological assessment. 5th Edition. Oxford University Press. New York, NY.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
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|Social Influence Task&lt;ref&gt;Knoll, L. J., Leung, J. T., Foulkes, L., &amp; Blakemore, S. J. (2017). Age-related differences in social influence on risk perception depend on the direction of influence. ''Journal of adolescence'', ''60'', 53–63.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
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|Stanford Mental Arithmetic Response Time Evaluation (SMARTE)&lt;ref&gt;Starkey, G. S., &amp; McCandliss, B. D. (2014). The emergence of “groupitizing” in children’s numerical cognition. ''Journal of experimental child psychology'', ''126'', 120–137.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
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|Wechsler Intelligence Scale for Children - Matrix Reasoning Task&lt;ref&gt;Wechsler, D. (2014). Wechsler Intelligence Scale for Children - Fifth Edition Manual. San Antonio,TX, Pearson.&lt;/ref&gt;&lt;ref&gt;Daniel, M.H., Wahlstrom, D. &amp; Zhang, O. (2014) Equivalence of Q-interactive® and Paper Administrations of Cognitive Tasks: WISC®–V: Q-Interactive Technical Report.&lt;/ref&gt;
|Neurocognition
|Tasks
|Youth
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|Barkley Deficits in Executive Functioning Scale&lt;ref&gt;Barkley RA (2010). Differential diagnosis of adults with ADHD: the role of executive function and self-regulation. ''J Clin Psychiatry'', 71(7), e17. doi: 10.4088/JCP.9066tx1c&lt;/ref&gt;&lt;ref&gt;Barkley RA (2011). ''Barkley deficits in executive functioning scale (BDEFS for adults)''. New York: Guilford Press.&lt;/ref&gt;&lt;ref&gt;Barkley RA (2012). ''Barkley Deficits in Executive Functioning Scale--Children and Adolescents (BDEFS-CA)'': Guilford Press.&lt;/ref&gt;
|Neurocognition
|Questionnaire
|Parent
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|Alcohol Expectancies Questionnaire (AEQ-AB)&lt;ref&gt;Brown, S. A., Christiansen, B. A., &amp; Goldman, M. S. (1987). The Alcohol Expectancy Questionnaire: an instrument for the assessment of adolescent and adult alcohol expectancies. ''Journal of studies on alcohol'', ''48''(5), 483–491.&lt;/ref&gt;&lt;ref&gt;Greenbaum, P. E., Brown, E. C., &amp; Friedman, R. M. (1995). Alcohol expectancies among adolescents with conduct disorder: prediction and mediation of drinking. ''Addictive behaviors'', ''20''(3), 321–333.&lt;/ref&gt;&lt;ref&gt;Stein, L. A., Katz, B., Colby, S. M., Barnett, N. P., Golembeske, C., Lebeau-Craven, R., &amp; Monti, P. M. (2007). Validity and Reliability of the Alcohol Expectancy Questionnaire-Adolescent, Brief. ''Journal of child &amp; adolescent substance abuse'', ''16''(2), 115–127.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|Alcohol Motives Questionnaire (PhenX)&lt;ref&gt;Cooper, M. L. (1994). Motivations for alcohol use among adolescents: Development and validation of a four-factor model. Psychological Assessment, 6, 117−128.&lt;/ref&gt;&lt;ref&gt;Grant, V. V., Stewart, S. H., O’Connor, R. M., Blackwell, E., &amp; Conrod, P. J. (2007). Psychometric evaluation of the five-factor Modified Drinking Motives Questionnaire–Revised in undergraduates. ''Addictive behaviors'', ''32''(11), 2611–2632.&lt;/ref&gt;&lt;ref&gt;Kuntsche, E., &amp; Kuntsche, S. (2009). Development and validation of the Drinking Motive Questionnaire Revised Short Form (DMQ-R SF). Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, ''38''(6), 899–908.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|Cigarette Expectancies (ASCQ)&lt;ref&gt;Lewis-Esquerre, J. M., Rodrigue, J. R., &amp; Kahler, C. W. (2005). Development and validation of an adolescent smoking Consequence questionnaire. ''Nicotine &amp; tobacco research : official journal of the Society for Research on Nicotine and Tobacco'', ''7''(1), 81–90.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|Electronic Nictotine Delivery Systems Expectancies Questionnaire&lt;ref&gt;Pokhrel, P., Lam, T.H., Pagano, I., Kawamoto, C.T., &amp; Herzog, T.A. (2018). YPokhrel, P., Lam, T. H., Pagano, I., Kawamoto, C. T., &amp; Herzog, T. A. (2018). Young adult e-cigarette use outcome expectancies: Validity of a revised scale and a short scale. ''Addictive behaviors'', ''78'', 193–199.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|Electronic Nicotine Delivery System Motives Inventory&lt;ref&gt;Centers for Disease Control (CDC; Division of Nutrition). (2016). Anthropometry Procedures Manual.&lt;/ref&gt;&lt;ref name=&quot;:24&quot;&gt;Piper, M. E., Piasecki, T. M., Federman, E. B., Bolt, D. M., Smith, S. S., Fiore, M. C., &amp; Baker, T. B. (2004). A multiple motives approach to tobacco dependence: the Wisconsin Inventory of Smoking Dependence Motives (WISDM-68). Journal of consulting and clinical psychology, ''72''(2), 139–154.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|Marijuana Effect Expectancy Questionnaire (MEEQ-B)&lt;ref name=&quot;:21&quot;&gt;Torrealday, O., Stein, L. A., Barnett, N., Golembeske, C., Lebeau, R., Colby, S. M., &amp; Monti, P. M. (2008). Validation of the Marijuana Effect Expectancy Questionnaire-Brief. ''Journal of child &amp; adolescent substance abuse'', ''17''(4), 1–17.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|Marijuana Motives Questionnaire (PhenX)&lt;ref&gt;Lee, C. M., Neighbors, C., Hendershot, C. S., &amp; Grossbard, J. R. (2009). Development and preliminary validation of a comprehensive marijuana motives questionnaire. Journal of studies on alcohol and drugs, ''70''(2), 279–287.&lt;/ref&gt;&lt;ref&gt;Simons, J., Correia, C. J., Carey, K. B., &amp; Borsari, B. E. (1998). Validating a five-factor marijuana motives measure: Relations with use, problems, and alcohol motives. Journal of Counseling Psychology, ''45''(3), 265.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|PATH Intention to Use Alcohol, Nicotine, and Marijuana Survey &lt;ref&gt;Pierce, J. P., Choi, W. S., Gilpin, E. A., Farkas, A. J., &amp; Merritt, R. K. (1996). Validation of susceptibility as a predictor of which adolescents take up smoking in the United States. Health psychology : official journal of the Division of Health Psychology, American Psychological Association, ''15''(5), 355–361.&lt;/ref&gt;&lt;ref&gt;Strong, D. R., Hartman, S. J., Nodora, J., Messer, K., James, L., White, M., Portnoy, D. B., Choiniere, C. J., Vullo, G. C., &amp; Pierce, J. (2015). Predictive Validity of the Expanded Susceptibility to Smoke Index. Nicotine &amp; tobacco research : official journal of the Society for Research on Nicotine and Tobacco, ''17''(7), 862–869.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|PhenX Peer Group Deviance Survey&lt;ref&gt;Freedman, D., Thornton, A., Camburn, D., Alwin, D., &amp; Young-demarco, L. (1988). The life history calendar: a technique for collecting retrospective data. Sociological methodology, ''18'', 37–68.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|PhenX Peer Tolerance of Use&lt;ref name=&quot;:19&quot; /&gt;&lt;ref name=&quot;:20&quot; /&gt;
|Substance Use
|SU Attitude
|Youth
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|PhenX Perceived Harm of Substance Use&lt;ref name=&quot;:19&quot;&gt;Johnston, Lloyd D.; O’Malley, P. M.; Bachman, J. G.; Schulenberg, J. E.. (2009). Monitoring the Future. National Results on Adolescent Drug Use: Overview of Key Findings, 2009. NIH Publication Number 10-7583&lt;/ref&gt;&lt;ref name=&quot;:20&quot;&gt;Miech, R. A.; Johnston, L. D.; O’Malley, P. M.; Bachman, J. G.; Schulenberg, J. E.. (2015). Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 1, Secondary School Students. Ann Arbor: Institute for Social Research: The University of Michigan.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|Reasons for Electronic Nicotine Delivery Systems Use&lt;ref name=&quot;:24&quot; /&gt;&lt;ref&gt;Wills, T. A., Sandy, J. M., &amp; Yaeger, A. M. (2002). Moderators of the relation between substance use level and problems: test of a self-regulation model in middle adolescence. Journal of abnormal psychology, ''111''(1), 3–21.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|Tobacco Motives Inventory&lt;ref&gt;Smith, S. S., Piper, M. E., Bolt, D. M., Fiore, M. C., Wetter, D. W., Cinciripini, P. M., &amp; Baker, T. B. (2010). Development of the Brief Wisconsin Inventory of Smoking Dependence Motives. ''Nicotine &amp; tobacco research : official journal of the Society for Research on Nicotine and Tobacco'', ''12''(5), 489–499.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|Vaping Expectancies&lt;ref name=&quot;:21&quot; /&gt;
|Substance Use
|SU Attitude
|Youth
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|Vaping Motives&lt;ref&gt;Diez, S. L., Cristello, J. V., Dillon, F. R., De La Rosa, M., &amp; Trucco, E. M. (2019). Validation of the electronic cigarette attitudes survey (ECAS) for youth. Addictive behaviors, ''91'', 216–221.&lt;/ref&gt;
|Substance Use
|SU Attitude
|Youth
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|Alcohol Hangover Symptoms (HSS)&lt;ref&gt;Slutske, W. S., Piasecki, T. M., &amp; Hunt-Carter, E. E. (2003). Development and initial validation of the Hangover Symptoms Scale: prevalence and correlates of Hangover Symptoms in college students. Alcoholism, clinical and experimental research, ''27''(9), 1442–1450.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
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|Alcohol Subjective Effects (SRE; PhenX)&lt;ref&gt;Schuckit, M. A., Smith, T. L., &amp; Tipp, J. E. (1997). The Self-Rating of the Effects of alcohol (SRE) form as a retrospective measure of the risk for alcoholism. Addiction (Abingdon, England), ''92''(8), 979–988.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
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|Cannabis Withdrawal Scale (CWS)&lt;ref&gt;Allsop, D. J., Norberg, M. M., Copeland, J., Fu, S., &amp; Budney, A. J. (2011). The Cannabis Withdrawal Scale development: patterns and predictors of cannabis withdrawal and distress. Drug and alcohol dependence, ''119''(1-2), 123–129.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
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|Drug Problem Index (DAPI)&lt;ref name=&quot;:23&quot;&gt;Johnson, V., &amp; White, H. R. (1989). An investigation of factors related to intoxicated driving behaviors among youth. Journal of studies on alcohol, ''50''(4), 320–330.&lt;/ref&gt;&lt;ref&gt;Caldwell, P. E. (2002). Drinking levels, related problems and readiness to change in a college sample. Alcoholism Treatment Quarterly, ''20''(2), 1-15.&lt;/ref&gt;&lt;ref&gt;Kingston, J., Clarke, S., Ritchie, T., &amp; Remington, B. (2011). Developing and validating the “composite measure of problem behaviors”. Journal of clinical psychology, ''67''(7), 736–751.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
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|KSADS - Alcohol/Drug Use Disorder - Youth&lt;ref name=&quot;:3&quot; /&gt;
|Substance Use
|SU Consequence
|Youth
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|Marijuana Problem Index (MAPI)&lt;ref name=&quot;:23&quot; /&gt;&lt;ref&gt;Zvolensky, M. J., Vujanovic, A. A., Bernstein, A., Bonn-Miller, M. O., Marshall, E. C., &amp; Leyro, T. M. (2007). Marijuana use motives: A confirmatory test and evaluation among young adult marijuana users. Addictive behaviors, ''32''(12), 3122–3130.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
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|Marijuana Subjective Effects&lt;ref&gt;Agrawal, A., Madden, P. A., Bucholz, K. K., Heath, A. C., &amp; Lynskey, M. T. (2014). Initial reactions to tobacco and cannabis smoking: a twin study. Addiction (Abingdon, England), ''109''(4), 663–671.&lt;/ref&gt;&lt;ref&gt;Agrawal, A., Madden, P. A., Martin, N. G., &amp; Lynskey, M. T. (2013). Do early experiences with cannabis vary in cigarette smokers?. ''Drug and alcohol dependence'', ''128''(3), 255–259.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
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|Nicotine Dependence (PATH)&lt;ref name=&quot;:22&quot;&gt;Pomerleau, O. F., Pomerleau, C. S., &amp; Namenek, R. J. (1998). Early experiences with tobacco among women smokers, ex-smokers, and never-smokers. Addiction (Abingdon, England), ''93''(4), 595–599.&lt;/ref&gt;&lt;ref&gt;Prokhorov, A. V., Pallonen, U. E., Fava, J. L., Ding, L., &amp; Niaura, R. (1996). Measuring nicotine dependence among high-risk adolescent smokers. Addictive behaviors, ''21''(1), 117–127.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
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|Nicotine Subjective Response&lt;ref name=&quot;:22&quot; /&gt;&lt;ref&gt;Rodriguez, D., &amp; Audrain-McGovern, J. (2004). Construct validity analysis of the early smoking experience questionnaire for adolescents. Addictive behaviors, ''29''(5), 1053–1057.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
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|[[Evidence-based assessment/Rx4DxTx of SubstanceUse|Rutgers Alcohol Problem Index (RAPI)]]&lt;ref&gt;White, H. R., &amp; Labouvie, E. W. (1989). Towards the assessment of adolescent problem drinking. Journal of studies on alcohol, ''50''(1), 30–37.&lt;/ref&gt;
|Substance Use
|SU Consequence
|Youth
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|PhenX Community Risk and Protective Factors&lt;ref name=&quot;:25&quot;&gt;Arthur, M. W., Briney, J. S., Hawkins, J. D., Abbott, R. D., Brooke-Weiss, B. L., &amp; Catalano, R. F. (2007). Measuring risk and protection in communities using the Communities That Care Youth Survey. Evaluation and program planning, ''30''(2), 197–211.&lt;/ref&gt;&lt;ref name=&quot;:26&quot;&gt;Trentacosta, C. J., Criss, M. M., Shaw, D. S., Lacourse, E., Hyde, L. W., &amp; Dishion, T. J. (2011). Antecedents and outcomes of joint trajectories of mother-son conflict and warmth during middle childhood and adolescence. Child development, ''82''(5), 1676–1690.&lt;/ref&gt;
|Substance Use
|SU Environment
|Youth
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|Sibling Use&lt;ref&gt;Samek, D. R., Goodman, R. J., Riley, L., McGue, M., &amp; Iacono, W. G. (2018). The Developmental Unfolding of Sibling Influences on Alcohol Use over Time. Journal of youth and adolescence, ''47''(2), 349–368.&lt;/ref&gt;
|Substance Use
|SU Environment
|Youth
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|Caffeine Intake Survey - Substance Use Interview &lt;ref name=&quot;:17&quot; /&gt;&lt;ref name=&quot;:18&quot;&gt;Jackson, K. M., Barnett, N. P., Colby, S. M., &amp; Rogers, M. L. (2015). The prospective association between sipping alcohol by the sixth grade and later substance use. Journal of studies on alcohol and drugs, ''76''(2), 212–221.&lt;/ref&gt;
|Substance Use
|Substance Use
|Youth
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|ISay II Q2 Sipping Items (sip) - Substance Use Interview&lt;ref name=&quot;:17&quot; /&gt;&lt;ref name=&quot;:18&quot; /&gt;
|Substance Use
|Substance Use
|Youth
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|Low Level Marijuana Use (puff/taste) - Substance Use Interview&lt;ref name=&quot;:17&quot; /&gt;&lt;ref name=&quot;:18&quot; /&gt;
|Substance Use
|Substance Use
|Youth
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|Low Level Tobacco Use (puff) - Substance Use Interview&lt;ref name=&quot;:17&quot; /&gt;&lt;ref name=&quot;:18&quot; /&gt;
|Substance Use
|Substance Use
|Youth
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|Participant Last Use Survey (PLUS) (Day 1/2/3/4) - Youth&lt;ref name=&quot;:17&quot;&gt;Lisdahl, K. M., Sher, K. J., Conway, K. P., Gonzalez, R., Feldstein Ewing, S. W., Nixon, S. J., Tapert, S., Bartsch, H., Goldstein, R. Z., &amp; Heitzeg, M. (2018). Adolescent brain cognitive development (ABCD) study: Overview of substance use assessment methods. Developmental cognitive neuroscience, ''32'', 80–96.&lt;/ref&gt;
|Substance Use
|Substance Use
|Youth
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|Substance Use Phone Interview&lt;ref name=&quot;:17&quot; /&gt;
|Substance Use
|Substance Use
|Youth
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|Timeline Follow-Back Survey&lt;ref name=&quot;:17&quot; /&gt;&lt;ref&gt;Sobell, L. C., &amp; Sobell, M. B. (1996). Time Line Follow Back. User s Guide, Toronto. ''Addiction Research Foundation''.&lt;/ref&gt;
|Substance Use
|Substance Use
|Youth
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|Opportunity to Use Questionnaire
|Substance Use
|
|Youth
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|KSADS - Alcohol/Drug Use Disorder - Parent&lt;ref name=&quot;:3&quot; /&gt;
|Substance Use
|SU Consequence
|Parent
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|Household Substance Use, Density, Storage &amp; Second-Hand Exposure&lt;ref&gt;Bartels, K., Mayes, L. M., Dingmann, C., Bullard, K. J., Hopfer, C. J., &amp; Binswanger, I. A. (2016). Opioid Use and Storage Patterns by Patients after Hospital Discharge following Surgery. ''PloS one'', ''11''(1), e0147972.&lt;/ref&gt;&lt;ref&gt;Friese, B., Grube, J. W., &amp; Moore, R. S. (2012). How parents of adolescents store and monitor alcohol in the home. ''The journal of primary prevention'', ''33''(2-3), 79–83.&lt;/ref&gt;
|Substance Use
|SU Environment
|Parent
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|Parent Rules Survey&lt;ref&gt;Dishion, T.J., Kavanagh, K., 2003. Intervening in Adolescent Problem Behavior: A Family-centered Approach. The Guilford Press, New York, NY.&lt;/ref&gt;&lt;ref&gt;Dishion, T. J., Nelson, S. E., &amp; Kavanagh, K. (2003). The family check-up with high-risk young adolescents: Preventing early-onset substance use by parent monitoring. Behavior Therapy, ''34''(4), 553-571.&lt;/ref&gt;&lt;ref name=&quot;:18&quot; /&gt;&lt;ref&gt;Jackson, K. M., Roberts, M. E., Colby, S. M., Barnett, N. P., Abar, C. C., &amp; Merrill, J. E. (2014). Willingness to drink as a function of peer offers and peer norms in early adolescence. ''Journal of studies on alcohol and drugs'', ''75''(3), 404–414.&lt;/ref&gt;
|Substance Use
|SU Environment
|Parent
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|PhenX Community Risk and Protective Factors&lt;ref name=&quot;:25&quot; /&gt;&lt;ref name=&quot;:26&quot; /&gt;
|Substance Use
|SU Environment
|Parent
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|Participant Last Use Survey (PLUS) (Day 1/2/3/4) - Parent&lt;ref name=&quot;:17&quot; /&gt;
|Substance Use
|Substance Use
|Parent
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|Wills Problem Solving Scale&lt;ref&gt;Wills, T. A., Ainette, M. G., Stoolmiller, M., Gibbons, F. X., &amp; Shinar, O. (2008). Good self-control as a buffering agent for adolescent substance use: an investigation in early adolescence with time-varying covariates. ''Psychology of addictive behaviors : journal of the Society of Psychologists in Addictive Behaviors'', ''22''(4), 459–471.&lt;/ref&gt;
|Culture &amp; Environment
|Cognition
|Youth
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|Perceived Discrimination Scale&lt;ref&gt;Garnett, B. R., Masyn, K. E., Austin, S. B., Miller, M., Williams, D. R., &amp; Viswanath, K. (2014). The intersectionality of discrimination attributes and bullying among youth: an applied latent class analysis. Journal of youth and adolescence, 43(8), 1225–1239.&lt;/ref&gt;&lt;ref&gt;Phinney, J. S., Madden, T., &amp; Santos, L. J. (1998). Psychological variables as predictors of perceived ethnic discrimination among minority and immigrant adolescents. ''Journal of Applied Social Psychology, 28''(11), 937–953&lt;/ref&gt;
|Culture &amp; Environment
|Community
|Youth
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|PhenX Neighborhood Safety/Crime Survey - Youth&lt;ref name=&quot;:33&quot;&gt;Mujahid, M. S., Diez Roux, A. V., Morenoff, J. D., &amp; Raghunathan, T. (2007). Assessing the measurement properties of neighborhood scales: from psychometrics to ecometrics. ''American journal of epidemiology'', ''165''(8), 858–867.&lt;/ref&gt;
|Culture &amp; Environment
|Community
|Youth
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|Mexican American Cultural Values Scale - Youth&lt;ref&gt;Knight, G.P., Gonzales, N.A., Saenz, D.S., Bonds, D.D., German, M., Deardorff, J., Roosav, M.W., Updegraff, K.A., 2010. The Mexican American cultural values scale for adolescents and adults. J. Early Adolesc. 30 (3), 444–481.&lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
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|Multi-Group Ethnic Identity - Revised - Youth&lt;ref name=&quot;:36&quot;&gt;Phinney, J. S., &amp; Ong, A. D. (2007). Conceptualization and measurement of ethnic identity: Current status and future directions. Journal of Counseling Psychology, ''54''(3), 271-281.&lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
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|Native American Acculturation Survey - Youth&lt;ref name=&quot;:37&quot;&gt;Garrett MT, Pichette EF. Red as an apple: Native American acculturation and counseling with or without reservation. Journal of Counseling and Development. 2000;78:3–13. &lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
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|PhenX Acculturation Survey - Youth&lt;ref name=&quot;:28&quot;&gt;Alegria, M., Takeuchi, D., Canino, G., Duan, N., Shrout, P., Meng, X.-L., Gong, F., et al. (2004). Considering context, place, and culture: the national Latino and Asian American study. Int. J. Methods Psychiatr. Res. 13 (4), 208–22.&lt;/ref&gt;&lt;ref name=&quot;:29&quot;&gt;Marin, G., F. Sabogal, B. V. Marin, R. Otero-Sabogal and E. J. Perez-Stable (1987). “Development of a Short Acculturation Scale for Hispanics.” Hispanic Journal of Behavioral Sciences 9(2): 183-205.&lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
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|Vancouver Index of Acculturation - Youth&lt;ref name=&quot;:35&quot;&gt;Ryder, A.G., Alden, L.E., Paulhus, D.L., 2000. Is acculturation unidimensional or bidimensional? A head-to-head comparison in the prediction of personality, self-identity, and adjustment. J. Pers. Soc. Psychol. 79 (1), 49–65.&lt;/ref&gt;
|Culture &amp; Environment
|Culture
|Youth
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|Pet Ownership&lt;ref&gt;Purweal, R., Christley, R., Kordas, K., Joinson, C., Meints, K., Gee, N., &amp; Westgarth, C. (2017). Companion animals and child/adolescent development: A systematic review of the evidence. International Journal of Environmental Research and Public Health, 14(3), 234-259.&lt;/ref&gt;
|Culture &amp; Environment
|Family
|Youth
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|PhenX [[wikipedia:Family_Environment_Scale|Family Environment Scale]] - Family Conflict - Youth&lt;ref name=&quot;:32&quot;&gt;Moos, R.H., Moos, B.S. (1994). Family Environment Scale Manual. Consulting Psychologists Press, Palo Alto, CA.&lt;/ref&gt;
|Culture &amp; Environment
|Family
|Youth
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|Acceptance Subscale from Children's Report of Parental Behavior Inventory (CRPBI) - Short&lt;ref&gt;Schaefer, E.S., 1965. A configurational analysis of children’s reports of parent behavior. J. Consult. Psychol. 29, 552–557.&lt;/ref&gt;&lt;ref&gt;Schludermann, E. H., &amp; Schludermann, S. M. (1988). Children’s Report on Parent Behavior (CRPBI-108, CRPBI-30) for older children and adolescents. Winnipeg, MB, Canada: University of Manitoba.&lt;/ref&gt;&lt;ref&gt;Barber, B. K., Olsen, J. E., &amp; Shagle, S. C. (1994). Associations between parental psychological and behavioral control and youth internalized and externalized behaviors. Child development, 65(4), 1120-1136.&lt;/ref&gt;&lt;ref&gt;Barber, B. K., &amp; Olsen, J. A. (1997). Socialization in context: Connection, regulation, and autonomy in the family, school, and neighborhood, and with peers. Journal of Adolescent Research, 12(2), 287-315&lt;/ref&gt;
|Culture &amp; Environment
|Parenting
|Youth
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|Multidimensional Neglectful Behavior Scale&lt;ref&gt;Dubowitz, H., Villodas, M. T., Litrownik, A. J., Pitts, S. C., Hussey, J. M., Thompson, R., … &amp; Runyan, D. (2011). Psychometric properties of a youth self-report measure of neglectful behavior by parents. Child Abuse &amp; Neglect, 35(6), 414-424.&lt;/ref&gt;
|Culture &amp; Environment
|Parenting
|Youth
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|Parental Monitoring Survey&lt;ref&gt;Chilcoat, H. D., &amp; Anthony, J. C. (1996). Impact of parent monitoring on initiation of drug use through late childhood. Journal of the American Academy of Child and Adolescent Psychiatry, ''35''(1), 91–100.&lt;/ref&gt;&lt;ref name=&quot;:30&quot;&gt;Karoly, H. C., Callahan, T., Schmiege, S. J., &amp; Feldstein Ewing, S. W. (2015). Evaluating the Hispanic Paradox in the context of adolescent risky sexual behavior: the role of parent monitoring. Journal of pediatric psychology, 41(4), 429-440.&lt;/ref&gt;&lt;ref name=&quot;:31&quot;&gt;Stattin, H., &amp; Kerr, M. (2000). Parental monitoring: a reinterpretation. Child development, ''71''(4), 1072–1085.&lt;/ref&gt;
|Culture &amp; Environment
|Parenting
|Youth
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|Peer Behavior Profile: Prosocial Peer Involvement &amp; Delinquent Peer Involvement&lt;ref&gt;Bingham, C. R., Fitzgerald, H. E., &amp; Zucker, R. A. (1995). Peer Behavior Profile/Peer Activities Questionnaire. Unpublished questionnaire. Department of Psychology, Michigan State University. East Lansing.&lt;/ref&gt;&lt;ref&gt;Hirschi, T. (1969). Causes of delinquency. Berkeley, CA: University of California Press.&lt;/ref&gt;&lt;ref&gt;Jessor, R., &amp; Jessor, S.L. (1977). Problem behavior and psychosocial development: A longitudinal study of youth. New York, Academic Press.&lt;/ref&gt;
|Culture &amp; Environment
|Peers
|Youth
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|Peer Network Health: Protective Scale&lt;ref&gt;Mason, M., Light, J., Campbell, L., Keyser-Marcus, L., Crewe, S., Way, T., Saunders, H., King, L., Zaharakis, N.M., &amp; McHenry, C. (2015). Peer network counseling with urban adolescents: A randomized controlled trial with moderate substance users. Journal of Substance Abuse Treatment, 58, 16-24.&lt;/ref&gt;
|Culture &amp; Environment
|Peers
|Youth
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|Resistance to Peer Influence Scale/Questionnaire&lt;ref&gt;Steinberg, L., &amp; Monahan, K. C. (2007). Age differences in resistance to peer influence. ''Developmental psychology'', ''43''(6), 1531–1543.&lt;/ref&gt;
|Culture &amp; Environment
|Peers
|Youth
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|PhenX School Risk &amp; Protective Factors Survey&lt;ref&gt;Arthur, M. W., Briney, J. S., Hawkins, J. D., Abbott, R. D., Brooke-Weiss, B. L., &amp; Catalano, R. F. (2007). Measuring risk and protection in communities using the Communities That Care Youth Survey. ''Evaluation and program planning'', ''30''(2), 197–211.&lt;/ref&gt;&lt;ref&gt;Hamilton, C. M., Strader, L. C., Pratt, J. G., Maiese, D., Hendershot, T., Kwok, R. K., Hammond, J. A., Huggins, W., Jackman, D., Pan, H., Nettles, D. S., Beaty, T. H., Farrer, L. A., Kraft, P., Marazita, M. L., Ordovas, J. M., Pato, C. N., Spitz, M. R., Wagener, D., Williams, M., … Haines, J. (2011). The PhenX Toolkit: get the most from your measures. American journal of epidemiology, ''174''(3), 253–260.&lt;/ref&gt;
|Culture &amp; Environment
|School
|Youth
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|School Attendance of Youth &amp; Grades&lt;ref name=&quot;:34&quot;&gt;Zucker RA, Gonzalez R, Feldstein Ewing SW, Paulus MP, Arroyo J, Fuligni A, Morris AS, Sanchez M, Wills T. Assessment of culture and environment in the Adolescent Brain and Cognitive Development Study: Rationale, description of measures, and early data. Dev Cogn Neurosci. 2018 Aug;32:107-120&lt;/ref&gt;
|Culture &amp; Environment
|School
|Youth
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|Prosocial Behavior Survey - Youth&lt;ref name=&quot;:27&quot;&gt;Goodman, R., Meltzer, H., Bailey, V., 1998. The strengths and difficulties questionnaire: a pilot study on the validity of the self-report version. Eur. Child Adolesc. Psychiatry 7(3), 125–130.&lt;/ref&gt;
|Culture &amp; Environment
|Temperament/
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|Activity Space
|Culture &amp; Environment
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|Youth
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|Community Cohesion (PhenX)&lt;ref&gt;National Archive of Criminal Justice Data (NACJD), Project on Human Development in Chicago Neighborhoods (PHDCN). Community Survey 1994-1995.&lt;/ref&gt;&lt;ref&gt;PhenX Protocol - Neighborhood Collective Efficacy - Community Cohesion and Informal Social Control.&lt;/ref&gt;
|Culture &amp; Environment
|Community
|Parent
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|PhenX Neighborhood Safety/Crime Survey - Parent&lt;ref&gt;Echeverria, S. E., Diez-Roux, A. V., et al. (2004) Reliability of self-reported neighborhood characteristics. J Urban Health 81(4): 682-701.&lt;/ref&gt;&lt;ref name=&quot;:33&quot; /&gt;
|Culture &amp; Environment
|Community
|Parent
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|Mexican American Cultural Values Scale&lt;ref name=&quot;:36&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
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|Multi-Group Ethnic Identity Survey&lt;ref name=&quot;:36&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
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|Native American Acculturation Scale&lt;ref name=&quot;:37&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|
|
|
|-
|PhenX Acculturation Survey - Parent&lt;ref name=&quot;:28&quot; /&gt;&lt;ref name=&quot;:29&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|
|
|
|-
|Vancouver Index of Acculturation - Parent&lt;ref name=&quot;:35&quot; /&gt;
|Culture &amp; Environment
|Culture
|Parent
|
|
|
|-
|PhenX Family Environment Scale - Family Conflict - Parent&lt;ref name=&quot;:32&quot; /&gt;&lt;ref&gt;Sanford, K., Bingham, C.R., &amp; Zucker, R.A. (1999). Validity Issues with the Family Environment Scale: Psychometric Resolution and Research Application with Alcoholic Families. Psychological Assessment, 11(3),315‑325.&lt;/ref&gt;
|Culture &amp; Environment
|Family
|Parent
|
|
|
|-
|Parental Monitoring Survey&lt;ref name=&quot;:30&quot; /&gt;&lt;ref name=&quot;:31&quot; /&gt;
|Culture &amp; Environment
|Parenting
|Parent
|
|
|
|-
|School Attendance of Youth &amp; Grades&lt;ref name=&quot;:34&quot; /&gt;
|Culture &amp; Environment
|School
|Parent
|
|
|
|-
|Prosocial Behavior Survey - Parent&lt;ref name=&quot;:27&quot; /&gt;
|Culture &amp; Environment
|Temperament/Personality
|Parent
|
|
|
|-
|HOME Short Form Cognitive Stimulation&lt;ref&gt;Bailey, C.T. &amp; Boykin, A.W. (2001). The role of task variability and home contextual factors in the academic performance and task motivation of African American elementary school children. ''The Journal of Negro Education, 70''(1/2), 84-95. &lt;nowiki&gt;http://www.jstor.org/stable/2696285&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref&gt;Boykin, A.W. &amp; Cunningham, R.T. The effects of movement expressiveness in story content and learning context on the analogical reasoning performance of African American Children. ''Negro Education, 70''(1/2), 72-83. &lt;nowiki&gt;http://www.jstor.org/stable/2696284&lt;/nowiki&gt;&lt;/ref&gt;&lt;ref&gt;Zaslow, M. J., Weinfield, N. S., Gallagher, M., Hair, E. C., Ogawa, J. R., Egeland, B., ... &amp; De Temple, J. M. (2006). Longitudinal prediction of child outcomes from differing measures of parenting in a low-income sample. ''Developmental Psychology'', ''42''(1), 27-37. &lt;nowiki&gt;https://doi.org/10.1037/0012-1649.42.1.27&lt;/nowiki&gt;&lt;/ref&gt;
|Culture &amp; Environment
|
|Parent
|
|
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|-
|
|
|
|
|
|
|
|-
|Fitbit - Pre/Post-Assessment Survey
|Novel Technologies
|Actigraphy
|Parent
|
|
|
|-
|Fitbit - Pre/Post-Assessment Survey
|Novel Technologies
|Actigraphy
|Parent
|
|
|
|-
|EARS - Post-Assessment Survey
|Novel Technologies
|Screen Use
|Parent
|
|
|
|-
|EARS - Pre/Post-Assessment Survey (Pilot)
|Novel Technologies
|Screen Use
|Parent
|
|
|
|-
|Parent Screen Time Questionnaire
|Novel Technologies
|Screen Use
|Parent
|
|
|
|}

== Notes - Subscale Information ==

* For items without subscales, a general overview of variables that suggests ways that they may be sorted was given.
* The ABCD Data Dictionary should be used to view administrative (non-item) variables, precedents for validation, and to further explore total and subscale score calculation. 
* Item variables were copied directly from the ABCD Data Dictionary. 
* Subscale total variables were listed as they were provided in the Data Dictionary. A subscale without a total score variable indicates that one was not included in the Data Dictionary.
* A blank in any cell indicates that measure was mentioned in the ABCD Protocol by Wave PDFs, but could not be located in the Data Dictionary.
* If a scale included items that were not listed as counting toward a specific subscale score, the corresponding variables were listed under &quot;Other Items&quot;. Administrative variables (e.g., those pertaining to administration or missing data) were not included here. 
* Issues with variables in ABCD Data Dictionary
** The same variables were referred to by different names when listed independently and listed for subscale calulation in the PPS and the GISH. The spelling of these item variables should be verified. 
** In, the data dictionary the notes for total severity score describes the variable as being the sum of all items assessing &quot;How much did [this experience of psychosis] bother you&quot; plus the &quot;Did [this experience of psychosis] bother you?&quot; subscale score. However, the variable label includes the sum of of all items assessing &quot;How much did [this experience of psychosis] bother you&quot; plus the number of questions asking &quot;Did [this experience of psychosis] bother you?&quot; that the child answered &quot;no&quot; to. It should be clarified whether the total of &quot;no&quot; responses or the total of &quot;yes&quot; responses should be used. 
** Both modified and unmodified variables exist for all BIS/BAS scores, with the exception of BAS Fun Seeking. It is unclear what the difference between these variables is, and both the modified and unmodified versions were included in the table.
*All CBCL, ASR, and ABCL subscale coding information was taken from source papers and scoring manuals, as the Data Dictionary did not include subscale scoring instructions for these scales. It should be confirmed whether the subscale items listed in these source materials align with the way subscale total scores were calculated in the ABCD Study. 
**The ABCD Data Dictionary simply referred to a &quot;Stress&quot; subscale. As literature pertaining specifically to this subscale could not be located, it was assumed that the Data Dictionary was referring to the Post-Traumatic Stress Disorder Subscale. 
**Certain items were missing from the version of the ABCD version of the CBCL that were specifically mentioned in subscale literature. 
*All GISH items are coded under the table ''gish_p_gi'', with the exception of the &quot;GISH Male/Female Sum V2 Sum all male/female values&quot; subscale total variables (''gish_p_ss_m_sum2'', ''gish_p_ss_f_sum2'') which are coded under table ''mh_p_eatq'' (NDA 4.0: ''abcd_mph02'') according to the ABCD Data Dictionary.
**These subscale scores were not included under the Early Adolescent Temperament Questionnaire, and were instead added to the Gender Identity Scale row. 
*It is unclear how the subscale score for the Surgency super scale is calulated on the Early Adolescent Temperament Questionnaire.
**The variable label from the ABCD Data Dictionary reads: &quot;Super Scale Surgency Sum Score mean (eatq_ss_surgency_sum_p of fear items (reverse scores), sum of shyness items (reverse scored). This subscale is assumed to be a sum in the table above for the sake of continuity, but this assumption should be confirmed.  

== References ==</text>
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  <page>
    <title>Social Victorians/Diamond Jubilee Garden Party</title>
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      <text bytes="126084" sha1="60ksc54rec30jx7kdh9wq27hcjggk3r" xml:space="preserve">=Event=
On Monday 28 June 1897, Queen Victoria hosted a garden party at Buckingham Palace, inviting between 5,000 and 6,000 people. This party was the final official event of the London Diamond Jubilee celebrations. The Queen released to the press the names of people invited, which means the newspapers could print some or all of this list. The very long article in the London ''Morning Post'', for example, prints what may be the comprehensive list of those invited, although two columns are illegible in some places.

The original newspaper account seems to have been published by the ''Court Circular'', and then the popular newspapers reprinted pieces of that story, many adding contextualizing paragraphs of their own. Some of these later reports are quite long, perhaps 5 or more full columns. Sometimes the newspapers included short descriptions of the women's dresses, suggesting that for the list of people invited, the source was the ''Court Circular'', but the parts of the stories devoted to context, history or fashion might have been written by a reporter present at the event.

==Logistics==
* 28 June 1897, Monday, in the gardens at Buckingham Palace, hosted by Queen Victoria.
* Between 5,000 and 6,000 guests were invited.
* Many visitors from the empire who were in town for the Jubilee celebrations were invited to this garden party.
* The weather was fine, having improved since the day before.
* The garden party was held in the grounds around Buckingham Palace, and the Palace itself was open and available for guests to visit:&lt;blockquote&gt;Great preparations had been made in the splendid grounds adjoining the Royal Palace for the party, the whole scene presenting a fascinating appearance. The beautifully-kept grounds were partially covered with tents and marquees for the convenience of the many guests, and the lovely lake was really in the hands of the Queen’s bargemen, who had charge of the many boats which had been placed on the extensive ornamental waters for the use of guests. There was also plenty of music, several regimental bands being in attendance, while for those who wished to become acquainted with the valuable pictures and works art which are to be found at the Royal residence, all the State and reception rooms of the Palace were thrown open.&lt;ref name=&quot;:2&quot;&gt;“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.&lt;/ref&gt; (6, Col. 3a)&lt;/blockquote&gt;
*The streets around the entrances to Buckingham Palace were lined with spectators beginning hours before the Queen was to arrive:&lt;blockquote&gt;Although the Garden Party was not timed to commence until after five o’clock, the Mall from Marlborough House to Buckingham Palace was well lined by two o’clock, and an hour afterwards large crowds, for the most part composed of ladies, had taken up their positions. This was also the case along Constitution-hill, where the assembly which had gathered to witness the Queen’s arrival at the Palace from Windsor nad [sic] to a large extent remained. The heat was somewhat oppressive, but the trees along the Mall and the Green Park afforded welcome shelter. Many ladies had evidently come prepared for a long wait, as they had provided themselves with the now familiar camp stool, which is always prominent on these occasions. On the other hand, the police were waging war against the men who frequent such places with stools and forms, and as soon as any of them put in an appearance they were quickly pounced upon by the officers, who at once proceeded to destroy the intended stands before the eyes of the helpless owners. Among the sightseers were several of the Indian visitors in gorgeous coloured coats, tight-fitting trousers, and turbans, as well as some of the Australian and New Zealand troops.&lt;ref name=&quot;:2&quot; /&gt; (6, Col. 3a)&lt;/blockquote&gt;
==Related Events==
This garden party was the culminating event of the official celebrations for Queen Victoria's Diamond Jubilee, and more specific events led up to it:

# Trip from Windsor to Paddington Station Queen Victoria and a large retinue traveled by train from Windsor to Paddington Station the day before, preceded on an earlier train by &quot;the royal equipages sent from Buckingham Palace for the use of the Queen and her suite,&quot; which were&lt;blockquote&gt;First came the splendied semi-state landau in which the Queen made her now famous journey on June 22d. It was preceded by scarlet-coated outriders, and horsed by four magnificent bays driven by postilions in navy blue and white uniforms. Two similar carriages followed, and these were in turn succeeded by a number of pair-horse clarences for the conveyance of the household and suite, and several breaks and ‘buses for luggage. A captain's escort, furnished by the 2d Life Guards, and commanded by Captain Ellison, clattered along in rear of the carriages, and took up a position opposite the spot where, by prior arrangement, Her Majesty’s saloon was to be brought to a standstill. These magnificent troops, riding their great black horses, and with the sunlight dancing upon their nodding plumes, and reflected by their burnished helmets, cuirasses, and trappings, made a very fine show indeed. The escort did not carry the colour, as it did on the 21st, nor was it accompanied by the regimental trumpets.&lt;ref name=&quot;:0&quot;&gt;&quot;Jubilee Festivities. The Queen Again in London. Interesting Functions. A Visit to Kensington. The Garden Party.&quot; ''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.&lt;/ref&gt;{{rp|5, Col. 3b}}&lt;/blockquote&gt;
# Reception at Paddington
# Visit to Kensington
# Kensington to Buckingham Palace
# The Garden Party
# Return to Windsor by Way of Paddington

=== Foreign Admirals ===
On 29 June 1897, the day after the garden party, the ''North British Daily Mail'' reports that, after the Queen's garden party, the foreign admirals would return to Spithead for a tour around the dockyard and luncheon:&lt;blockquote&gt;THE FLEET AT SPITHEAD&lt;p&gt;
The fleet at Spithead was again illuminated last night, the railway companies having duplicated the ordinary train service to bring visitors down. The Koenig Wilhelm was to have sailed on Sunday evening, but her departure has been deferred, and last night her officers gave a private dinner party aboard for the anniversary of the Queen’s Coronation. All the commissioned ships in the harbour were dressed at noon. A royal salute was fired. The [Col. 6c–7a] foreign admirals will return from their visit to London on the occasion of the Queen’s garden party to be conducted round the dockyard to-day, and they will be entertained to luncheon.&lt;ref name=&quot;:0&quot; /&gt;{{rp|5, Col. 6c–7a}}&lt;/blockquote&gt;

=== Colonial Premiers ===
The day of the garden party the colonial premiers attended a meeting with Secretary of State for the Colonies, [[Social Victorians/People/Chamberlain|Joseph Chamberlain]]:&lt;blockquote&gt;THE COLONIAL PREMIERS

The whole of the Colonial Premiers went to the Colonial Office yesterday for further conference with Mr Chamberlain, who received them in his private room, attended by Mr F. H. Wilson, legal assistant, Mr Reid and the Hon. T. Cochrane, M.P., assistant private secretaries. The conference lasted hours, and was of a strictly private and confidential character, the matters discussed involving several points of high State policy.

Premiers will be entertained at Warwick Castle by the Earl and Countess of Warwick on July 15th. On the same occasion the Attorney General of Queensland will present a loving cup from Warwick, in Queensland, to the old county town of Warwick, from which it takes its name. He will be accompanied by the Colonial troopers.&lt;ref name=&quot;:0&quot; /&gt;{{rp|5, Col. 7a}}&lt;/blockquote&gt;

For these visitors to London during the Diamond Jubilee, the next major social event was on 15 July, at Warwick Castle, hosted by [[Social Victorians/People/Warwick|Daisy, Countess of Warwick and Francis, 5th Earl of Warwick]], although perhaps some attended the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 2 July 1897 fancy-dress ball]].

== Who Was Present ==
In the absence of a copy of the report about the garden party in the ''Court Circular'', the newspaper account with the fullest list of names is from the ''Morning Post'', although people further down the list can be impossible to identify, and two full columns are damaged (Col. 7 on p. 4 and Col. 1 on p. 5).&lt;ref name=&quot;:1&quot;&gt;“The Queen’s Garden Party.” ''Morning Post'' 29 June 1897, Tuesday: 4 [of 12], Cols. 1a–7c [of 7] and 5, Col. 1a–c. ''British Newspaper Archive''  https://www.britishnewspaperarchive.co.uk/viewer/BL/0000174/18970629/032/0004 and https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970629/032/0005.&lt;/ref&gt; Whenever possible, then, what is here has been amended with other newspaper reports that have names to help decipher the illegible ones in the ''Morning Post'' account. The names in the Morning Post are grouped, mostly by rank and name.

=== People of Color at This Event ===

One purpose of a closer look at this event is to get a more precise list of names of people of color from the various countries in the empire, who were not recognized and thus not named in newspaper descriptions of other events. For example, the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's 2 July 1897 fancy-dress ball]] was said to include a number of South Asian dignitaries, but because the Duchess did not release to the newspapers the names of those who were invited, those dignitaries went mostly unnamed in the newspaper reports, if their presence was noted at all. Besides the South Asian guests invited to this garden party, some South Asian visitors to London were spectators as well:&lt;blockquote&gt;Among the sightseers were several of the Indian visitors in gorgeous coloured coats, tight-fitting trousers, and turbans, as well as some of the Australian and New Zealand troops.&lt;ref name=&quot;:2&quot; /&gt; (6, Col. 3a)&lt;/blockquote&gt;In a section on what people — mostly women — wore, the reporter for the ''Daily News'' said,&lt;blockquote&gt;Suffice to say, the modistes had done their best, and that their achievements excited general admiration. Here and there, however, was an Eastern beauty whose golden lace drapery, loosely enveloping a figure that owed nothing to the corset, challenged comparison, we will not say with what success, with the European model. In the almost entire absence of uniforms or Court dress, the costumes of the East Indian notables lent colour to the assemblage, while their pearls and diamonds, the wealth of Ormuz and of Ind, were not allowed to pass unobserved.&lt;ref name=&quot;:3&quot; /&gt; (5, Col. 6b)&lt;/blockquote&gt;

=== People Invited ===
# Queen Victoria, with escort and attendants
## Captain's Escort of the 2nd Life Guards
## The Duchess of Buccleuch, Mistress of the Robes
## The Dowager Lady Churchill, Lady in Waiting
## The Hon. Harriet Phipps, Woman of the Bedchamber
## Maids of Honour in Waiting
### The Hon. Mary Hughes
### The Hon. Aline Majendie
## the Earl of Kintore, Lord in Waiting
## Captain Drummond, Groom in Waiting
## Equerries in Waiting
### Major-General Sir John M'Neill, V.C.
### Lieutenant Colonel Davidson, M.V O. [sic]
#Grand Duke and Grand Duchess Serge of Russia
#Princess Henry of Battenberg, with attendants
##Miss Minnie Cochrane
##Colonel John Clerk, C.S.I., C.V.O.
#Her Imperial Majesty the Empress Frederic, attended by 
##the Dowager Lady Ampthill
##Lord Harris
##Colonel S. Waller
##Princess Hatzfeldt Trachenberg
##Count Seckendorff
##Baron and Baroness Reischach
#Their Royal Highnesses the Prince and Princess of Wales, with attendants
##Lady Suffield, Lady in Waiting
##Miss Knollys, Woman of the Bedchamber
##Lord Colville of Culross, K.T., G.C.V.O., Chamberlain to the Princess of Wales
##The Earl of Gosford, K.P., Lord in Waiting
##General Sir D. Probyn, G.C.V.O., K.C.B., K.C.S.I., V.C, Comptroller
##Sir Francis Knollys, K.C.M.G., C.B., Groom in Waiting
##Major-General Stanley Clarke, C.M.G., Equerry in Waiting
#Princess Victoria of Wales
#Their Royal Highnesses Prince and Princess Charles of Denmark
#Their Royal Highnesses the Grand Duke and Grand Duchess of Mecklenburg-Strelitz, attended by
##Lady Caroline Cust
##Mr. Hugo Erskine Wemyss
##Count Reventlow Criminil
##Baron von der Wense
#Their Royal Highnesses Prince and Princess Christian, attended by
##Baroness von und zu Egloffstein
##Colonel the Hon. Charles Eliot
#Her Highness Princess Victoria
#His Highness Prince Christian Victor
#His Highness Prince Albert of Schleswig-Holstein
#Her Royal Highness Princess Louise Marchioness of Lorne and the Marquis of Lorne, attended by
##Lady Sophia Macnamara
##[[Social Victorians/People/Arthur Collins|Colonel Arthur Collins]], M.V.O.
#Their Royal Highnesses Prince and Princess Henry of Prussia, attended by
##Admiral of the Fleet Sir Edmund Commerell
##Baron and Baroness Seckendorff
##Count Hahn
##Captain Muller
#Their Royal Highnesses the Duke and Duchess of Saxe-Coburg and Gotha, attended by
##The Hon. Mrs. Monson
##His Excellency Herr von Schön
##Captain the Hon. D. J. Mouson [sic, s/b Monson?], M.V.O.
##Mr. A. D. J. Monson
##Captain von Ruxleben
#Princess Beatrice of Saxe-Coburg and Gotha
#The Hereditary Prince of Saxe-Coburg and Gotha
#Their Royal Highnesses the Duke and Duchess of Connaught and Strathearn, attended by
##Colonel and the Hon. Mrs. A. Egerton
#Her Royal Highness the Duchess of Albany, attended by
##Sir Robert and Lady Collins
##Miss Potts
#Her Royal Highness Princess Frederica of Hanover and Baron von Pawel Raminingen, attended by
##Mr. and Mrs. Charles Wood
#His Royal Highness the Duke of Cambridge, attended by
##Colonel A. C. FitzGeorge, C.B.
#Her Royal Highness the Duchess of Teck and his Highness the Duke of Teck, attended by
##Lady Katherine Coke
##The Hon. A. Nelson Hood
#Her Royal Highness Princess Louise Duchess of Fife and the Duke of Fife
#His Highness the Prince and her Royal Highness Princess Frederic Charles of Hesse, attended by
##The Hon. A. Hay
##Fraulein von Tasmund
##Baron von Kotwitz
#Their Highnesses Prince and Princess Aribert of Anhalt, attended by
##Miss Deverell
##Major Evan Martin
#Her Royal Highness the Hereditary Princess of Saxe-Meiningen and her Serene Highness Princess Feodore of Saxe-Meiningen, attended by
##The Hon. Aubrey FitzClarence
##Miss von Dreskan
##Baron von Roeder
#His Serene Highness the Prince of Schaumburg-Lippe
#Their Highnesses Prince and Princess Edward of Saxe-Weimar
#Her Serene Highness Princess Victor of Hohenlohe
#Countess Gleichen (x2)
#Their Serene Highnesses Prince and Princess Adolphus of Teck
#The Prince Francis and Prince Alexander of Teck
#His Highness Prince Augustus Leopold of Saxe-Coburg
#Their Serene Highnesses Prince and Princess Blucher von Wahlstatt
#Their Serene Highnesses Prince and Princess Joachim Murat
#Their Serene Highnesses [[Social Victorians/People/Pless|Prince and Princess Hans Henry Pless]]
#Prince and Princess Loewenstein
#Their Serene Highnesses the Duke and Duchess of Arenberg
#Prince Victor Duleep Singh
#Prince Frederick Duleep Singh
#Princess Duleep Singh (x2)
#ARGENTINE REPUBLIC — M. Florencio Dominguez and M. Carlos Dominguez
#BADEN — Herr yon Brauer, Mr. Brook Taylor, and Baron Bohlen Halbach
#BAVARIA — His Royal Highness the Prince Rupert, General Sir L. Gardiner, K.C.V.O., C.B., Major Fairholme, Lieutenant-Colonel Emile von le Bret Nucourt, and Captain Othon von Stettin
#BELGIUM — His Serene Highness the Prince Charles de Ligne, Princess de Ligne, Madlle. de Ligne, Mr. C. lnnes Ker, Count de Jonghe d'Ardoye, and the Marquis d’Asshe
#BOLIVIA — M. Caso, Mr. Conway Seymour, M. Pedro Suarez, Madame Suarez, and M. Adolfo Bolivian
#BRAZIL — M. [[Social Victorians/People/Souza Correa|de Souza Correa]] [Corréa?]
#BULGARIA — Their Royal Highnesses the Prince and Princess of Bulgaria, Colonel J. R. Slade, C.B., Madame Petrow Tchomakoff, Count Robert de Bourboulon, Lieutenant-Colonel Marcoff, Major Petrew, Captain Stoïanow, and Mr. Martin Furth
#CENTRAL AMERICA (Greater Republic) — M. Medina and Miss Medina
#CHILI — M. Ramon Subercasseaux and Mr. Raglan Somerset
#CHINA — His Excellency Chang Yen Hoon, Colonel Mark Bell, V.C,. Mr. Liang, Mr. Jui, and Mr. Koo
#COREA — His Excellency Min Young Hwan, Major A. Cavendish, Mr. Min Young Chan, Mr. Min Shangho, and Mr. von Rautenfeld
#COSTA RICA — Senor Don Demetrio Iglesias, Mr. C. Alban Young, Dona Eudoxia Castro, Señorita Maria Iglesias, Don Ricardo Fernandez Guardia, and Dona Christina Castro Keith
#DENMARK — His Royal Highness the Prince Waldemar, Major-General Arthur Ellis, C.S.I., M. Charles Rothe, and Captain Evers
#EGYPT — Prince Mohammed Ali Pasha, Colonel Larking, Tigrane Pasha, Colonel Aziz Bey, Mr. George Smart, Said Zoulfikar Bey
#ECUADOR — M. Navares, Colonel Concha
#FRANCE — General Davoust, Duc d'Auerstadt, Duchesse d'Auerstadt, and Madlle. Davoust, Colonel Brabazon, Colonel Dawson, General Hagron, M. Crozier, Colonel Humbert, and Captain Riviers de Mauny
#GERMANY — His Royal Highness the Prince Albert of Prussia, Prince Regent of Brunswick, Major-General Sir C. du Piat, K.C.B., Colonel Grierson, Lieutenant-General von Plessen, Colonel von Arnim, Captain Fischel, Count von der Schulenberg (Hofmarschall), Major Freiherr von Stein, Dr. Schreibe, Captain von Unzer
#GREECE — M. Rangabi, Mr. R. D. Norton
#GUATEMALA — Dr. Cruz, Madlles. Cruz (2), Señor Estrada
#HAWAIIAN ISLANDS — Mr. S. M. Damon, Captain the Hon. H. Napier, Major Curtis P. Jaukea
#HESSE — Their Royal Highnesses the Grand Duke and Grand Duchess of Hesse, Colonel the Hon. H. Byng, C.B., Baroness de Grancy, Baron Riedesel zu Eisenbach, Baron de Genadius Grancy
#ITALY — Their Royal Highnesses the Crown Prince and Princess, the Earl of Clarendon, Colonel Needham, Countess Giulia Trigona, Lieutenant-General Terzaghi, Major Cavaliere Viganoni, Captain Cavaliere Merli Miglietti, Count Romnaldo Trigona, Cavaliere F. Comotto
#JAPAN — His Imperial Highness the Prince Arisugawa, Mr. R. F. Synge, Captain Beaumont, R.N., Marquis Ito, Mr. S. Saito, Marquis Kido, Captain Funaki, Lieutenant-Colonel Murata, Lieutenant Kato, Mr. Nabeshima
#LIBERIA — Mr. H. Hayman
#LUXEMBURG — His Royal Highness the Hereditary Grand Duke of Luxemburg, Colonel H. D. Browne, Baron Ritter yon Grünstein
#MECKLENBURG-SCHWERIN — His Excellency Herr D. yon Vietinghoff, Mr. Eyre A. Crowe
#MEXICO — Don Antonio Mier y Celis, Mr. Arnold Royle, C.B., Don Francisco R. Gallardo, Don Eustagino dc Escaudon, and Captain Don Ponfirio Diaz
#MONTENEGRO — His Highness the Prince Danilo, Major the Hon. C Harbord, Colonel Djurcovitch, and Captain Pejanovitch
#NETHERLANDS — Count van Lynden, Countess van Lynden, Mr. Horace West, and Count W. de Bylandt
#PARAGUAY — M. E. Machain and Madame Machain
#PERSIA — His Imperial Highness the Prince Amir Khan, General Sir Thomas Gordon, K.C.I.E., C.B., C.S.I.[,] Mr. Harry Churchill, General Karim Khan, Mirza Ahmad Khan, Mirza Ohaness Khan, Mirza Mohamad Ali Khan
#PERU — Senor Canevaro, Duchesse de Zoagli Canevaro, Dr. Don A. N. Puente, Don Alfredo Elster, and Don Carlos von der Heyde
#PORTUGAL — His Royal Highness the Duke of Oporto, Major the Hon. H. C Legge, M.V.O., Colonel Duval Telles, Captain Moreira de Sà, Major d'Albuquerque, and Lieutenant Jose de Melie[?]
#ROME — Right Rev. Monsignore Sambucetti, [[Social Victorians/People/Stonor|Hon. Harry Stonor]], Right Rev. Monsignore Belmont, the Right Rev. Monsignore de Vaz, Marchesi and Marchesa Muccioli, of the Noble Guard
#ROUMANIA — General Pancovici, Colonel G. P. Georgescu
#RUSSIA — Their Imperial Highnesses the Grand Duke Serge and Grand Duchess Feodrowna, the Grand Duke Cyril, Lord Churchill, Lieutenant-Colonel Waters, Countess Olsouffiew, Princess Youssoupoff, Princess Lobanoff de Rostow, General Stépanoff, Colonel Gadon, and Prince Youssoupoff, Colonel Clements, Mr. Alexander Gordon Ross, and Sub-Lieutenant N. Coubé (A.D.C. to Grand Duke Cyril)
#SAXE-COBURG — His Royal Highness the Prince Philip of Saxe-Coburg, Captain Walter Campbell, and Herr von Schön
#SAXE-WEIMAR — His Highness the Prince Hermann of Saxe-Weimar, Mr. Frederick Campbell, and Count Zeppelin
#SAXONY — His Royal Highness the Prince Frederick Augustus, Duke of Saxony, Colonel Howard, Freiherr yon Reitzenstern, First Lieutenant von Metzsch, and Baron von Oppell
#SERVIA — M. Mijatovich and Madame Mijatovich
#SIAM — His Royal Highness the Crown Prince and the Prince Mahit of Siam, Colonel E. H. Sartorius, V.C., Lieutenant-Colonel Rajavallabha, Lieutenant-Colonel C. Vernon Hume, Colonel Indaraty, Surgeon-Major Yarr
#SPAIN — Duke of Sotomayor, Captain the Hon. A. Greville, Señor José Caro, Señor Alfonso Merry del Val, and Señor Benitez al Villar
#SWEDEN AND NORWAY — His Royal Highness the Prince Eugène of Sweden and Norway, Captain G. L. Holford, Count G. Gyldenstolpe, Captain Roeder, Captain Baron Cederstrom
#TURKEY — Munir Pasha, Major Surtees, Brigadier-General Nassir Pasha, Captain Enver Bey, Colonel Gordon Ponsonby
#UNITED STATES — His Excellency the Hon. Whitelaw Reid, Mrs. Whitelaw Reid, Colonel Hallam Parr, Major-General Nelson A. Miles, Mrs. Nelson Miles, Rear-Admiral Joseph N. Miller, Captain M. P. Maus, Mr. Ogden Mills, Mrs. Ogden Mills, Mr. G. Creighton Webb, Mr. Erskine Hewett, Commander W. H. Emory, Lieutenant Philip Andrews, Lieutenant T. S. Rogers
#URUGUAY — Dr. Alberto Nin, Madlle. Nin, Don Alfonso Saenz de Zumaran, Don Luis Posadas, Colonel C. Robido
#WURTEMBURG— His Royal Highness the Duke Albert of Wurtemburg, Colonel C. Swaine, Lieutenant-General von Bilfinger, First Lieutenant Count von Degenfeld- Schonburg; five officers of the Queen's German Regiment: Major C. R. Burn (in attendance), Lieutenant-Colonel von Falkenhayn, Major von Arnim, First Lieutenant Baron von Moeller-Lilienstern, First Lieutenant von Gerlach, Second Lieutenant von Studnitz
#&quot;Native Princes, and gentlemen and ladies accompanying them&quot;&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 2b)
##His Highness the Raja of Kaparthala
##His Highness the Thakur Sahib of Morvi, K.C.I.E.
##His Highness the Thakur Sahib of Gondal, C.I., and her Highness the Maharani of Gondal, C.I.
##Colonel Maharaj Dhiraz
##Sir Pratab Singh, K.C.S.I.
##Thakur Hari Singh[,?]
##Kunwar Dhokal Singh
##Rajah Ajit Singh of Khetri, attended by
##Rajkumar Unmaid Singh of Shahpura, attended by
###Colonel Trevor (in attendance upon the Rajah Ajit Singh of Khetri and the Rajkumar Unmaid Singh of Shahpura)
##Bijey Singh
##Sir Jamaetjee Jejeebhoy, Bart., C.S.I., Miss Jejeebhoy, Mr. Jejeebhoy
##Mr. and Mrs. Powrala
##Major J. G. Turner and Mrs. Turner
##Mr. A. R. Wood and Mrs. Wood
#The &quot;officers of the Imperial Service Troops, with British officers and ladies&quot;&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 2b)
##Captain Mir Hashim Ali Khan Hyderabad-Resaldar
##Major Sunayat Singh, Kashmir
##Commandant Abdul Ganny, Gwalior
##Commandant Gooind, Rao Matkar, Indore
##Commandant Mirza Kurim Beg, Bhopal
##Rai Bahadur Dhunpat Rai, Jeypore
##Commandant Nand Singh, Patiala
##Commandant Rai Bahadur Thakur Dip Sing, Bikanir
##Commandant Chatru Singh, Bhartpur
##Resaldar Abdul Majid Khan, Babawalpur
##Commandant Daud Khan, Ulwar
##Commandant Nazir Khan, Rampur
##Risalda-Major Didar Singh, Sindi
##Risaldar-Major Kishan Singh, Nabha
##Risaldar Hara Singh, Karpurthala
##Risaldar Dhan Singhi, Bhavnagar
##Colonel H. Melliss, C.S.I., and Mrs. Melliss
##Major F. H. R. Drummond and Mrs. Drummond
##Captain F. Angelo
##Lieutenant H. Coape-Smith
##Captain G. F. Chenevix-Trench
#The &quot;officers of Native Cavalry Corps with British officers and ladies&quot;&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 2b)
##Risaldar-Major Baha-ud-din-Khan
##Sardar Bahadur, A.D.C. to Viceroy
##Risaldar-Major Sayyid Abdul Aziz
##Risaldar-Major Khan Bahadur
##Risaldar-Major Izzat Khan
##Risaldar-Major Hukam Singh
##Risaldar-Major Sher Singh
##Risaldar-Major Husain Khan
##Risaldar-Major Mangal Singh
##Risaldar-Major Kesar Singh
##Risaldar- Major Faiz Khan
##Risaldar-Major Muhammad Umar Khan
##Risaldar-Major Ali Mahomed Khan
##Risaldar-Major Mihrab Ali Khan
##Risaldar Kaddam Khan
##Risaldar Jahanzir Khan
##Risaldar Nadir Khan
##Risaldar Mir Haidar Shah Khan
##Risaldar Makbul Khan
##Risaldar Net Ram
##Ressaidar Gurdatt Singh
##Subadar Muhammed Beg Junadar
##Abdul Karin Khan
##Lieutenant-Colonel J. C. H. Gordon and Mrs. Gordon
##Major A. Phayre and Mrs. Phayre
##Captain C. F. Campbell
##Captain P. Melville, in attendance on his Highness Thakur Sahib of Morvi
##Captain M'Cartney Filgate, in attendance on their Highnesses the Thakur Sahib and Maharani of Gondal
##Mr. Nowroz
##M. Parveez
##Sir M. Mansherjee Bhownaggree, M.P.
##Mr. Percy Armytage and Mrs. Armytage
##Mr. Frank Cook, C.I.E., and Mrs. Frank Cook
#The &quot;commanding officers of Colonial contingents, with the ladies accompanying them&quot;&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 2b)
##Colonel the Hon. M. and Mrs. Aylmer, Canada
##Colonel and Mrs. Lassetter, New South Wales
##Major Reay, Victoria
##Colonel Pitt, New Zealand
##Major and Miss King, Queensland
##Lieutenant and Mrs. Phillips, Cape of Good Hope
##Lieutenant-Colonel Rowell, South Australia
##Major Strickland, Western Australia
##Captain Shepstone, Natal
##Major and Miss Reeves, Ceylon
##Mr. Badeley, Hong Kong
##Colonel Walker, C.M.G., and Mrs. Walker, Straits Settlements
##Captain Lucie Smith, Jamaica
##Lieutenant-Colonel E. B. M'lnnis, C.M.G., and Mrs. M'lnnis, British Guiana
##Major Rooks, Trinidad
##Captain Bernard, Malta
##Captain Kershaw, Cyprus
##Captain and Mrs. Middlemist, Gold Coast
##Inspector Hook, Lagos
##Captain Blakeney, Sierra Leone
##Lieutenant Festing, Royal Niger Company
##Captain Flint, British North Borneo Company
##The Hon. M. Gifford, Rhodesian Horse
##The following British officers attached: Lieutenant-Colonel Boulton, Lieutenant-Colonel Prior, Lieutenant-Colonel Tucker, Lieutenant-Colonel Domville, Lieutenant-Colonel Gibson, and Lieutenant-Colonel Tyrwhitt
#The &quot;gentlemen representing the various races in the Island of Ceylon&quot;&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 2c)
##Maha Mudaliyar don Solomon Dias Bandaranaihe
##The Hon. Alexander Dealius Sonewiratne
##M. E. Rowland Goonoratne
##M. Charles de Soysa Dessanayaka
##Panabokko Jikiri Banda
##Nugawela Kuia Banda
##Kobbokeduwe Loku Banda
##M. E. S. W. Senathi rajah [sic] and Mrs. Senathi
##M. J. H. de Saram and Miss de Saram
##M. P. Ramanathan
##M. Saunders and Miss Saunders
#The &quot;members of the Corps Diplomatique and other foreigners of distinction&quot;&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 2c)
##The Russian Ambassador, Madame de Staal, Madlle. de Staal, Madame de Stoeckl, Princess de San Donato, Madame Yermoloff, Madlle. Yermoloff, the Councillor, three Secretaries, and four Attachés of Embassy
##The German Ambassador, Countess Paul Hatzfeldt-Wildenburg, her Serene Highness Princess Hans Hohenlohe-Oehringen, Baroness yon Eckardtstein, the Councillor, two Secretaries, three Attachés of Embassy, and the Director of the Chancery
##The Austro-Hungarian Ambassador, Countess Deym, Countess Isabella Deym, Countess Clary Aldringen, Baroness Ferstel, the Councillor, two Secretaries, and four Attachés of Embassy
##The French Ambassador, Baroness de Courcel[,] Madlle. de Courcel, Madame Geoffray, the Minister Plenipotentiary, five Secretaries, and three Attachés of Embassy
##The Italian Ambassador, Princess Ruspoli, three Secretaries, and three Attachés of Embassy
##The Spanish Ambassador, Countess de Casa Valencia; Mesdlles. de Alcala Galiano (2), Marquise de Guiria, Donna de Zea Bermudez, Countess de Morella, Donna de Ia Camara y Livermore, three Secretaries, and four Attachés of Embassy
##The Turkish Ambassador, Madame Antbopoulos, the Councillor, and two Secretaries of Embassy
##The United States Ambassador, Mrs. Hay, Miss Hay, Mrs. Henry White, Mrs. Carter, Mrs. Colwell, two Secretaries, one Attaché of Embassy, and the Private Secretary to the Ambassador
##The Argentine Minister, Madame Dominguez, Mesdlles. Dominguez (3), and the Secretary of Legation
##The Persian Minister, and one Secretary of Legation
##The Danish Minister, Madame de Bille, Madame Gosch, and the Secretary of Legation
##The Siamese Minister, Mrs. Verney, Miss Verney, Mrs. Loftus, the Councillor, the Secretary, the Attaché, and the Interpreter to the Legation
##The Liberian Minister
##The Roumanian Minister and the Councillor of the Legation
##The Netherlands Minister, Baroness de Goltstein d'Oldenaller, Baroness Schimmelpenninck van der Oye, and the Councillor of Legation
##The Belgian Minister, the Councillor, and two Secretaries of Legation
##The Mexican Minister, Madame Yturbe, Madame Romero, Madame Farias, Madame Garcia, two Secretaries and three Attachés of Legation
##The Japanese Minister, Madame Kato, two Secretaries, and three Atachés [sic] of Legation
##The Minister for Sweden and Norway, Countess Lewenhaupt, and the Attaché of Legation
##The Chinese Minister, Lady Macartney, the English Secretary, three Secretaries, and four Attachés of Legation
##The Portuguese Minister, Madlle. de Quilinan, three Secretaries, and one Attaché of Legation
##The Swiss Minister, Madame Bourcart, Madame de Salis, the Secretary, and the Attaché of Legation
##The Haytian Chargé d’Affaires
##The Chargé d’Affaires of Greece, Madame Metaxas, and the Attaché
##The Chargé d’Affaires of Chile and Madame Bascunan
##Two Secretaries and one Attaché of the Brazilian Legation
##Count E. van Rosen
##Mr. Hippolyte de Aranjo
##Vice-Admiral Montt
##Mr. Pinto, Mrs. Pinto
##Mr. and Mrs. Scaramanga
##Vicomte de Galard
##Dr. Arnold, and Madlle. von Rappoport
##Mrs. John Meiggs, Miss Meiggs
##Miss Margaret Butler
##Mrs. Henry Morgan
##Hon. Chauncey Depew
##Mr. and Mrs. James Taylor
##Mr. and Mrs. Charles Marshall
##Mr. and Mrs. Edmund Bayliss
##Mrs. Colgate
##Miss Furniss
##Miss Wells
##Miss Harris
##Hon. Levi P. Morton, Mrs. Morton, and the Misses Morton
##The Bishop of Illinois and Mrs. Leonard, Miss Leonard
##The Bishop of Albany and Mrs. Doane
##The Bishop of New York and Mrs. Potter
##the Bishop of Minnesota and Mrs. Whipple
##Mr. and Mrs. Walter Burns
##Mrs. Douglas Grant
##Miss Scott
##Mrs. Grace, Miss Margarita Grace
##Mrs. Wentworth
##Miss van Wart
##M. Valentin de Courcel
##Madame la Marquise de Talleyrand Perigord
##Comte Boson de Perigord
##Vicomte d'Espenilles
##Madame and Madlle. Thierry Delanoue
##Madlle. de la Cherè
##M. Cellerier
##M. and Madame Delawarre
##Madame Evelina Fenzi
##Count A. Zannini
##M. and Madame Jules Cottran
##Chevalier E. Mazzuechi
##Signor A. Tedeschi
##Signor A. Mariotti
##Captain Lucian von Ziegler
##Chevalier Lieutenant von Barry
##Baron Georg Rothschild
##Privy Councillor Count Berchtold
##Baron G. E. Levi, Baroness Levi
##Commander E. Philipson, Mrs. E. Philipson
##The Duke and Duchess of San Germano Calabritto
##The Marquis of San Vito
##Donna Lidia Serramezzana
##Donna Margherita Chigi
##Marchioness Vitelleschi
##Chevalier Elia
##Count de Franqueville
##Count Urbain Chevrau
##M. Marcel Fonquier
##M. Baudon de Mony, Madame Baudon de Mony
##Duchess de Rohan
##Marquis de Lastorgrie, Marchioness de Lastorgrie
##Count de Boisgelin, Countess L. de Boisgelin
##M. Stern, Madame Stern, Madlle. Stern
##Count Charles du Luart
##General de Saucy
##M. E. Seydoux
##Count Jean de Madre
##M. de Monbrison
##Baron de la Chevrelière
##Count de la Villestreux, Countess de la Villestreux
##Count Urbain de Maille, Countess Urbain de Maille
##General Faveret de Kerbrich
##Monsieur de la Haye Jousselin
##Baronne Faveret de Kerbrich
##Colonel Matton
##M. Ferinier Didet
##Madame Ferinier Didet
##Donna Isabella Colonna, Donna Victoria Colonna
##Pom-k-Soh
##Madame Reyntiens
##Marquis de Fuente Hermosa
##Herr Rudolf Swobody
##M. Lauritz Tuxen
##Duchesse de Baiten
##M. de Marcoarti
##Comte de Heeren, Madlle. de Heeren
##Monsieur M. de Mauny Talvande
##Senor Don Nicolas Campero
##Lieutenant Charny
##Lieutenant Sanders
##Madame and Madlle. de Mouni
##Comtesse de Montsoulmin
#&quot;Foreign Admirals and Commanding Officers and Staffs&quot;&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 3a / Col. 3b)
##Austrian Admiral Baron von Spaun, Commander von Ziegler, Lieutenant Retter yon Barry, Lieutenant Mitchell, R.N. (attached)
##Danish Admiral H. H. Koch, Captain Waudel, Lieutenant Middelboc, Lieutenant Majendie, R.N. (attached)
##French Admiral C. F. E. De Courthille, Captain Germinet, Commander Poidlone, Lieutenant Perdriel, Sub-Lieutenant de Caqueray, Lieutenant Phillimore, R.N. (attached)
##Italian Admiral C. E. Morin, Commander Count Prasca, Lieutenant Lunghetti, Lieutenant Count Morano, Lieutenant Henderson. R.N. (attached)
##German Admiral his Royal Highness Prince Henry of Prussia, Captain Muller, Lieutenant von Spee, Sub-Lieutenant Wittman, Lieutenant Garforth, R.N. (attached)
##Japanese Admiral H.I.H. Prince Arizugawa, Captain Miura, Commander Tsuda, Lieutenant Stewart, R.N. (attached)
##Netherlands Admiral F. K. Englebrecht, Captain de Groot, Lieutenant Baron von Hardenbrock, Lieutenant Woolcombe, R.N. (attached)
##Norwegian Rear-Admiral von Krogh, Captain Muller, Lieutenant Petersen, Lieutenant Kerr Pearse, R.N. (attached)
##Portuguese Captain Barreto de Vascomellos, Captain de Cartillo, Lieutenant Trye, R.N. (attached)
##Russian Admiral Nicholas Skrydloff, Captain Domojiroff, Lieutenant Stetsenkoff, Lieutenant Twisleton Wykeham Fiennes, R.N. (attached)
##Spanish Admiral Don Segismundo Bermijo y Merelo, Captain Don Antonio Eulate y Fery, Lieutenant Don Juan Romero, Lieutenant Don Antonio Romero, Lieutenant Fair, R.N. (attached)
##Swedish Admiral A. F. H. Klintberg, Captain Ingelman, Commander Flack, Lieutenant Alton, R.N. (attached)
##United States Admiral J. N. Miller, Lieutenaut Richmond (attached)
##Captain de Mar E. Guerra
##Captain R. S. D. Cumins
#The Lord Lieutenant of Ireland and Countess Cadogan
#The Right Hon. the Speaker and Mrs. Gully, Miss Gully, and Miss Shelly Gully
#Cardinal Vaughan
#Right Hon. the Lord Mayor and Lady Mayoress, and Misses Faudel Phillips (2)
#The Gold Stick in Waiting, Silver Stick in Waiting, Silver Stick Adjutant in Waiting
#Officer Commanding 1st Life Guards and five officers
#Officer Commanding 2nd Life Guards and four officers
#Officer Commanding Royal Horse Guards and four officers
#Officer Commanding 2nd Dragoons and three officers
#Field Officer in Brigade Waiting, Adjutant in Brigade Waiting
#Commanding Officer Grenadier Guards
#Commanding Officer Coldstream Guards
#Commanding Officer Scots Guards, a Regimental Adjutant
#Commanding Officer 1st, 2nd, and 3rd Battalions Grenadier Guards and three officers of each Battalion
#Commanding Officer 1st and 2nd Battalions Coldstream Guards and three officers of each Battalion
#Commanding Officer 1st and 2nd Battalions of Scots Guards and three officers of each Battalion
#Commanding Officer Woolwich District and six officers
#Commanding Officer R.H.A. Home District and two officers
#Commanding Officer R.E. and four officers
#Commanding Officer 2nd Battalion Lincolnshire Regiment and three officers
#Commanding Officer Royal Marines (Chatham) and four officers
#Commanding Officer Royal Marines (Portsmouth) and two officers
#Four officers of the Honourable Corps of the Gentlemen at Arms
#Archbishops — Canterbury, York, Armagh, Ontario, Rupertsland
#Dukes and Duchesses
##The Duke and Duchess of [[Social Victorians/People/Argyll|Argyll]]
##The Duke and Duchess of [[Social Victorians/People/Abercorn|Abercorn]]
##The Duchess of De Baileu
##The Duke and Duchess of [[Social Victorians/People/Buccleuch|Buccleuch]]
##The Duchess of [[Social Victorians/People/Cleveland|Cleveland]]
##The Duke and Duchess of [[Social Victorians/People/Devonshire|Devonshire]]
##The Duchess of [[Social Victorians/People/Douglas-Hamilton Duke of Hamilton|Hamilton]]
##The Duke and Duchess of [[Social Victorians/People/Leeds|Leeds]]
##The Duke and Duchess of [[Social Victorians/People/Marlborough|Marlborough]]
##The Duke and Duchess of [[Social Victorians/People/Manchester|Manchester]]
##The Duke and Duchess of [[Social Victorians/People/Montrose|Montrose]]
##The Duke and Duchess of [[Social Victorians/People/Newcastle|Newcastle]]
##The Duke of [[Social Victorians/People/Norfolk|Norfolk]]
##The Duke of [[Social Victorians/People/Northumberland|Northumberland]]
##The Duke and Duchess of [[Social Victorians/People/Portland|Portland]]
##The Duke of [[Social Victorians/People/Richmond and Gordon|Richmond and Gordon]]
##The Duke and Duchess of [[Social Victorians/People/Roxburghe|Roxburghe]]
##The Duke and Duchess of [[Social Victorians/People/Somerset|Somerset]]
##The Duke and Duchess of [[Social Victorians/People/Sutherland|Sutherland]]
##The Duke and Duchess of St. Albans
##The Duke and Duchess of Wellington
##The Duchess of [[Social Victorians/People/Westminster|Westminster]]
#Marquises and Marchionesses
##The Marquis of Abergavenny
##The Marchioness of Ailesbury
##The Marquis and Marchioness of Ailsa
##The Marquis of Anglesey
##The Marquis and Marchioness of [[Social Victorians/People/Breadalbane|Breadalbane]]
##The Marchioness of [[Social Victorians/People/Marlborough#Marchioness of Blandford|Blandford]]
##The Marquis and Marchioness of Bristol
##The Marquis of [[Social Victorians/People/Camden|Camden]]
##The Marquis and Marchioness of Conyngham
##Dowager [Marchioness of] Conyngham
##The Marchioness of Cassar de Sai[n]
##The Marquis and Marchioness of Cholmondeley
##The Marquis of D'Auerstadt
##The Marquis and Marchioness [[Social Victorians/People/Stonor|D'Hautpoul]]
##The Marquis and Marchioness of Downshire
##Dowager [Marchioness of] Downshire
##The Marquis and Marchioness of [[Social Victorians/People/Hamilton Temple Blackwood|Dufferin and Ava]]
##The Marquis and Marchioness of [[Social Victorians/People/Exeter|Exeter]]
##The Marquis and Marchioness of Granby
##The Marchioness of [[Social Victorians/People/Florence Rawdon-Hastings Chetwynd|Hastings]]
##The Marquis and Marchioness of [[Social Victorians/People/Bective|Headfort]]
##The Marquis and Marchioness of Hertford
##The Marquis and Marchioness of Huntly
##The Marquis and Marchioness of [[Social Victorians/People/Abercorn#James Hamilton, Marquess of Hamilton|Hamilton]]
##The Marquis and Marchioness of [[Social Victorians/People/Lansdowne|Lansdowne]]
##The Marquis and Marchioness of Lothian
##Dowager (Marchioness of) [[Social Victorians/People/Londonderry|Londonderry]]
##The Marquis and Marchioness of [[Social Victorians/People/Londonderry|Londonderry]]
##The Marquis and Marchioness of [[Social Victorians/People/Ormonde|Ormonde]]
##The Marchioness of [[Social Victorians/People/Queensberry|Queensberry]]
##The Marquis and Marchioness of [[Social Victorians/People/Ripon|Ripon]]
##The Marquis and Marchioness of [[Social Victorians/People/Salisbury|Salisbury]]
##The Marquis and Marchioness of [[Social Victorians/People/Tweeddale|Tweeddale]]
##Dowager (Marchioness of) [[Social Victorians/People/Tweeddale|Tweeddale]]
##John Stewart-Murray, [[Social Victorians/People/Atholl|Marquess of Tullibardine]]
##Lawrence, [[Social Victorians/People/Zetland|Marquess of Zetland]] and Lilian, [[Social Victorians/People/Zetland|Marchioness of Zetland]]
#Earls and Countesses 
##Countess of Aberdeen and Dowager Countess of Aberdeen
##Earl and Countess of Albemarle and Dowager Countess of Albemarle
##Earl and Countess of Ancaster
##Earl and Countess of Amherst
##Earl of Ava
##Earl and Countess of Antrim
##Earl and Countess of Aylesford
##Earl and Countess of Annesley
##Earl and Countess of Airlie
##Earl and Countess of Arran
##Earl of Aberdeen
##Earl and Countess of Bandon
##Countess of Bantry
##Earl and Countess of Beauchamp
##Earl and Countess of Bathurst and Dowager Countess of Bathurst
##Countess of Bective
##Earl and Countess of Belmore
##Earl of Bradford
##Countess of Bremer
##Earl and Countess of Brownlow
##Earl and Countess of Buckinghamshire
##Earl of Burford
##Earl and Countess of Cairns
##Earl and Countess of Caledon
##Earl of Camperdown
##Earl of Cardigan
##Earl and Countess of Carnarvon and Dowager Countess of Carnarvon
##Earl of Carnwath
##Earl and Countess of Carrington
##Earl and Countess of Carysfort
##Earl and Countess of Castlestuart
##Earl and Countess of Cathcart
##Earl and Countess of Cavan
##Earl and Countess of Chesterfield
##Earl and Countess of Chichester
##Dowager Countess of Clancarty
##Countess of Clanwilliam
##Earl and Countess of Compton
##Countess of Cottenham
##Earl of Courtown
##Earl and Countess of Cowper
##Earl and Countess of Cranbrook
##Earl and Countess of Craven and Dowager Countess of Craven
##Earl and Countess of Crawford
##Earl of Crewe
##Earl and Countess of Cork and Orrery
##Earl and Countess of Coventry
##Countess of Cromartie and Dowager Countess of Cromartie
##Earl and Countess of Dalkeith
##Earl and Countess of Dartmouth
##Earl and Countess of De Grey
##Dowager Countess of De La Warr
##Earl and Countess of Denbigh
##Earl and Countess of Derby
##Earl and Countess of Donoughmore
##Earl and Countess of Drogheda
##Earl of Ducie
##Earl and Countess of Dudley and Dowager Countess of Dudley
##Earl and Countess of Dundonald
##Earl and Countess of Dunmore
##Earl and Countess of Dunraven
##Earl of Durham
##Earl and Countess of Eglinton and Winton
##Earl of Eldon
##Earl and Countess of Ellesinere
##Earl and Countess of Enniskillen
##Earl and Countess of Erne
##Earl and Countess of Errol
##Earl and Countess of Essex and Dowager Countess of Erroll
##Earl of Euston
##Earl and Countess of Feversham
##Earl and Countess of Fingall
##Earl of Fortescue
##Earl and Countess of Gainsborough
##Earl and Countess of Galloway
##Earl and Countess of Glasgow
##Countess of Gosford
##Earl and Countess of Granard
##Countess of Granville
##Earl and Countess of Grey
##Countess of Grosvenor
##Countess of Guilford
##Earl and Countess of Harewood and Dowager Countess of Harewood
##Earl and Countess of Harrington
##Earl and Countess of Hopetoun
##Earl and Countess of Huntingdon
##Earl and Countess of Harrowby
##Countess of Hohenau
##Countess of Howe
##Earl and Countess of Iddesleigh
##Earl and Countess of Jersey
##Earl and Countess of Kenmare
##Earl of Kerry
##Earl and Countess of Kilmorey
##Earl of Kimberley
##Earl and Countess of Kingston
##Earl of Kinnoull
##Josephine, Countess Kinsky
##Earl and Countess of Kintore
##Countess of Leitrim
##Earl and Countess of Lanesborough
##Countess of Lathom
##Earl and Countess of Lauderdale
##Countess of Leicester
##Earl and Countess of Leven and Melville
##Earl and Countess of Lichfield
##Earl and Countess of Limerick
##Earl and Countess of Lindsay
##Earl and Countess of Lisburne
##Earl and Countess of Listowel
##Earl and Countess of Londesborough
##Earl and Countess of Longford
##Earl and Countess of Lonsdale and Dowager Countess of Lonsdale
##Earl and Countess of Loudoun
##Earl and Countess of Lovelace
##Earl and Countess of Lucan
##Countess of Lytton
##Countess of Macclesfield
##Earl and Countess of Malmesbury and Dowager Countess of Malmesbury
##Earl and Countess of Mar
##Earl and Countess of Mar and Kellie and Dowager Countess of Mar and Kellie
##Earl and Countess of Mayo and Dowager Countess of Mayo
##Countess of Meath
##Countess of Metaxas
##Earl and Countess of Mexborough
##Earl and Countess of Minto
##Earl of De Montalt
##Earl and Countess of Morley
##Earl and Countess of Morton and Dowager Countess of Morton
##Earl of Nelson
##Earl and Countess of Norbury
##Earl of Northbrook
##Earl and Countess of Northesk and Dowager Countess of Northesk
##Earl and Countess of Onslow
##Earl of Orford
##Countess of Oxford
##Earl and Countess of Pembroke
##Countess of Percy
##Earl and Countess of Portarlington
##Earl and Countess of Portsmouth
##Earl and Countess of Powis
##Earl and Countess of Radnor
##Earl and Countess of Ravensworth
##Earl and Countess of Roden
##Earl and Countess of Romney
##Lawrence, [[Social Victorians/People/Zetland|Earl of Ronaldshay]]
##Earl of Rosebery
##Earl and Countess of Rosse
##Earl and Countess of Rosslyn and Dowager Countess of Rosslyn
##Earl of Sandwich
##Earl of Scarbrough
##Earl and Countess of Selborne
##Countess of Selkirk
##Countess of Shaftesbury
##Dowager Countess of Shrewsbury and Talbot
##Earl and Countess of Spencer
##Earl and Countess of Stamford
##Earl and Countess of Stanhope
##Earl and Countess of St. Germans
##Earl of Stradbroke
##Earl of Strafford
##Earl and Countess of Suffolk and Berkshire
##Earl and Countess of Temple (of Stowe)
##Earl and Countess of Verulam
##Earl and Countess of Waldegrave
##Earl and Countess of Warwick
##Earl and Countess of Westmeath
##Earl and Countess of Wharncliffe
##Elizabeth, Dowager Countess of Wilton and Isabella, Dowager Countess of Wilton
##Earl and Countess of Winchilsea and Nottingham
##Earl and Countess of Winterton
##Earl and Countess of Yarborough and Dowager Countess of Yarborough
#Viscounts&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 3c / Col. 4a) and Viscountesses
##Viscount and Viscountess of Boyne
##Viscountess of Cantelupe
##Viscount and Viscountess of Castlerosse
##Viscount and Viscountess of Chelsea
##Viscount and Viscountess of Chetwynd
##Viscountess of Chewton
##Viscount and Viscountess of Clifden
##Viscount and Viscountess of Cobham
##Viscount and Viscountess of Coke
##Viscount of Corry
##Viscount and Viscountess of Cranborne
##Viscount of Crichton
##Viscount and Viscountess of Cross
##Viscount of Curzon
##Viscount and Viscountess of Dalrymple
##Viscount and Viscountess of Deerhurst
##Viscount and Viscountess of De Vesci
##Viscount and Viscountess of Dillon
##Viscount of Doneraile
##Viscount and Viscountess of Duncannon
##Viscount of Dungarvan
##Viscount and Viscountess of Ebrington
##Viscount and Viscountess of Emlyn
##Viscount of Encombe
##Viscount and Viscountess of Exmouth
##Viscount and Viscountess of Falkland
##Viscount and Viscountess of Falmouth
##Viscount of Fitz Harris
##Viscount and Viscountess of Folkestone
##Viscount and Viscountess of Frankfort de Montmorency
##Viscount and Viscountess of Gage
##Viscount and Viscountess of Galway
##Viscount and Viscountess of Garnock
##Viscount and Viscountess of Gough
##Viscount of Gort
##Viscount and Viscountess of Halifax
##Viscount and Viscountess of Hardinge
##Viscount of Harrington
##Viscount and Viscountess of Hood
##Viscount and Viscountess of Kilcoursie
##Viscount and Viscountess of Knutsford
##Viscount and Viscountess of Lifford
##Viscount of Llandaff
##Viscount and Viscountess of Maitland
##Viscount and Viscountess of Marsham
##Viscount and Viscountess of Massereene and Ferrard
##Viscount and Viscountess of Melville
##Viscount and Viscountess of Midleton
##Viscount and Viscountess of Milton
##Viscount and Viscountess of Monck
##Viscount and Viscountess of Morpeth
##Dowager Viscountess of Mountmorres
##Viscount and Viscountess of Newark
##Viscount and Viscountess of Newport
##Viscount and Viscountess of Oxenbridge
##Viscount of Parker
##Viscount of Peel
##Viscount and Viscountess of Portman
##Viscount and Viscountess of Powerscourt
##Viscount and Viscountess of Raincliffe
##Viscountess of Sherbrooke
##Viscount of Sidmouth
##Viscount of St. Cyres
##Viscount of Southwell
##Viscount of Suirdale
##Viscount and Viscountess of Templetown
##Viscountess of Torrington
##Viscount and Viscountess of Trafalgar
##Viscount and Viscountess of Valentia
##Viscount of Valletort
##Viscount of Villiers
##Viscountess of Wolseley
#Bishops — Auckland, Barry, Bath and Wells, British Colombia, Chichester, Durham, Ely, Exeter, Gloucester and Bristol, Gibraltar, Hereford, London, Lichfield, Lincoln, Manchester, Newcastle, Norwich, Oxford, Peterborough, Rochester, Ripon, Stepney, Southwark, St. Albans, Salisbury, Sodor and Man, Southwell, Sydney, Sierra Leone, Worcester, Winchester, Wellington
#Baronesses — Burdett-Coutts, Macdonald
#Lords and Ladies&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 4b / Col. 5a) — 
##Lord and Lady Abercromby
##Lord and Lady Aberdare
##Lord Aberdour
##Lady Abinger
##Lady Alexandra Acheson
##Lady Adam
##Lady Adderley
##Lord and Lady Addington
##Lady Adye
##Lady Agnew
##Lady Alderson
##Lord and Lady Alington
##Lady Alison
##Lady Mildred Allsopp
##Lord and Lady Amherst of Hackney
##Lady Heathcoat Amory
##Lord and Lady Ampthill
##Lady Agnes Anderson
##Lady Bertha Anson
##Lady Arbuthnot
##Lady Alice Archer Houblon
##Lord Ardee
##Lord and Lady Ardilaun
##Lady Armstrong
##Lady Arnold
##Lady Arnott
##Lord and Lady Ashbourne
##Lord and Lady Ashburton and Dowager Ashburton
##Lord and Lady Ashcombe
##Lady Alice Ashley
##Lady Edith Ashley
##Lady Ashmead-Bartlett
##Lord and Lady Ashton
##Lord and Lady Ashtown
##Lady Florence Astley
##Lady Gertrude Astley-Corbett
##Lady Austin
##Lord Bagot
##Lady Bailey
##Lady Blanche Baillie
##Lady Baird
##Lady Baker
##Lord Balcarres
##Lord and Lady Balfour of Burleigh, Lady Nina Balfour and Lady Betty Balfour
##Lord Balvaird
##Lord Bangor
##Dowager Lady Barclay
##Lord and Lady Barnard
##Lady Florence Barnardiston
##Lady Constance Barne
##Lady Barran
##Lady Barrington
##Lord and Lady Basing
##Lord and Lady Bateman
##Lady Evelyn Bathurst
##Lord and Lady Battersea
##Lady Steuart Bayley
##Lady Violet Beauchamp
##Lord Osborne Beauclerk and Lady Beauclerk (2)
##Lady A. Beaumont
##Lady Bedford
##Lord and Lady Belhaven and Stenton and Dowager Belhaven and Stenton
##Lord and Lady Bellew and Dowager Bellew
##Lord and Lady Belper
##Lady Charles Beresford
##Lady William Beresford (Lilian Duchess of Marlborough)
##Lady Bergne
##Lord and Lady Bertie and Lady Elizabeth Bertie
##Lady Biddulph, Lady Elizabeth Biddulph and Lady Wilfreda Biddulph
##Lady Bigge
##Lord and Lady Bingham
##Lord and Lady Binning
##Lord Blackwood, Lord Basil Blackwood. Lady Hermione Blackwood and Lord Terence Blackwood
##Lady Bloomfield
##Lady Blythswood
##Lord and Lady Bolton
##Lady Maud Bootle-Wilbraham, Lady Bertha Bootle-Wilbraham and Lady Edith Bootle-Wilbraham
##Lord Borthwick
##Lady Margaret Boscawen
##Lord and Lady Boston
##Lady Boughey
##Lady Albreda Bourke and Lady Florence Bourke
##Lady Bowen
##Lady Bower
##Lady Muriel Boyle and Lady Boyle (2)
##Lady Mary Brabazon
##Lady Brackenbury
##Lady Braddon
##Lady Bramwell
##Lady Bramston
##Lord Brassey, Lady Idina Brassey and Lady Violet Brassey
##Lord and Lady Braye
##Lady Mary Bridgeman
##Lady Eleanor Brodie
##Lady Hilda Brodrick
##Lady De Capel Brooke and Dowager Brooke
##Lady Cunliffe Brooks
##Lord and Lady Brougham and Vaux
##Lord and Lady Ulick Browne, Lady Browne and Lady Crichton Browne
##Lady Brownlow
##Lord and Lady F. Brudenell-Bruce
##Lady Brunner
##Dowager Buchanan-Riddeil
##Lady Audrey Buller
##Lady Burdett
##Lord and Lady Burghclere
##Lord Burghley
##Lady Agnes Burne
##Lady Burrell
##Lord and Lady Burton
##Lady Butler and Lady Butler (2)
##Lord and Lady Arthur Butter
##Lady Buxton and Lady Victoria Buxton
##Lady Susan Byng
##Lord and Calthorpe
##Lady C. Cameron and Lady Margaret Cameron
##Lord and Lady Archibald Campbell and Lady A. Campbell
##Lord and Lady George Campbell
##Lady Campbell-Bannerman
##Lord and Lady Camoys
##Lord and Lady Carbery and Dowager Carbery
##Lady Carbutt
##Lady Cardon
##Lord and Lady Cardross
##Lord and Lady Carew
##Lady Carmichael
##Lord and Lady Carnegie
##Lord and Lady Castlemaine
##Lord and Lady Castletown
##Lady Eva Cathcart and Lady R. Cathcart
##Lady Frederick Cavendish, Lady Myra Cavendish, Lady Evelyn Cavendish and Lady Harriet Cavendish
##Lord Charles Cavendish-Bentinck, Lord and Lady Henry Cavendish-Bentinck, Lord William Cavendish-Bentinck, Lady Ottoline Cavendish-Bentinck
##Lord and Eustace Cecil, Lord Hugh Cecil, Lord and John Cecil, Lord and Edward Cecil, Lord and Lady Robert Cecil, Lord W. Cecil, Lady Gwendolen Cecil, Lady Florence Cecil, Lady William Cecil, Lady Louisa Cecil
##Lady Francis Cecil-Dallas
##Lady Chamberlain
##Lady Chelmsford
##Lord and Lady Chesham
##Lady Chetwode
##Lord Cheylesmore
##Lord and Lady Fitzwarine Chichester
##Lady Chitty
##Lady Cholmeley
##Lady Henry Cholmondeley
##Lady Clements (2)
##Lady Churchill, Lady Randolph Churchill, Dowager Churchill, Lady Spencer Churchill (2)
##Lord Edward Spencer-Churchill, Lady Alfred Spencer-Churchill
##Lord and Lady Churston
##Lord and Lady Clifford of Chudleigh
##Lady Marshal Clarke, Lady E. Clarke
##Lady Isabel Clayton
##Lord and Lady Clinton
##Lord and Lady Clonbrock
##Lord Cloncurry
##Lady Muriel Close
##Lady Evelyn Cobbold
##Lady Cochrane, Lady Gertrude Cochrane, Lady Adela Cochrane
##Lady Coddington
##Lady Mabel Coke
##Lord and Lady Colchester
##Lady Cole (2)
##Lady Colebrooke
##Lord and Lady Coleridge
##Lady Collins
##Lady Colomb
##Lady Colvile, Lady Colville
##Lord and Lady Colville of Culross
##Lady Jane Seymour Combe, Lady Constance Combe
##Lady Commerell
##Lord and Lady Alwyne Compton
##Lady Dowager Congleton
##Lord and Lady Connemara
##Lady Conyers
##Lady Blanche Conyngham
##Lady Cooper
##Lady Evelyn Cotterell
##Lord and Lady Cottesloe
##Lady Couch
##Lord and Lady Courtenay
##Lady Coventry (2)
##Lady Cowell
##Lady Helen Craven
##Lord and Lady Crawshaw
##Lady Evelyn Crichton, Lady Emma Crichton
##Lord Crofton
##Lady Cromer
##Lady Mary Crosse
##Lady Crossley
##Lady Mary Cuffe
##Lady Culme-Seymour
##Lady Cunliffe
##Lady Georgiana Curzon
##Lady Elizabeth Cust
##Lady Ida Dalzell
##Lady Mary Dashwood
##Lord and Lady Davey
##Lady Victoria Dawnay, Lady Evelyn Dawnay, Lady Adelaide Dawnay
##Lady Decies
##Lord and Lady De Freyne
##Lord and Lady De L’Isle and Dudley
##Lord De Manley
##Lady Mildred Denison, Lady Elinor Denison
##Lord Deramore
##Lord and Lady De Ramsey
##Lady Dering
##Lady De Ross
##Lord and Lady De Saumarez
##Lady Des Voeux
##Lady De Trafford, Lady Agnes De Trafford
##Lady De Winton
##Lord and Lady Digby
##Lady Dorchester
##Lady Dorington
##Lady Margaret Douglas, Lady Edith Douglas
##Lady H. Douglas-Hamilton
##Lady Dowell
##Lady Drummond, Lady Edith Drummond
##Lady Du Cane
##Lady Duckworth
##Lady Eva Dugdale
##Lord Dunally
##Lady Florence Duncombe, Lady Ulrica Duncombe, Lady Caroline Duncombe
##Lady Alice Dundas
##Lord and Lady Dunleath
##Lord Dunglass
##Lady Dunn
##Lord Dunsandle and Clanconal
##Lady Durand
##Lord Dynevor
##Lord Ebury
##Lady Edmonstone
##Lady Edwards, Lady J. B. Edwards, Lady Blanche Edwards
##Lady Ernestine Edgcumbe
##Lady Egerton (2)
##Lord Egerton of Tatton
##Lady Grey-Egerton
##Lord and Lady Elcho
##Lord and Lady Elibank
##Lady Ellenborough
##Lady Ellis
##Lord and Lady Elphinstone
##Lady Winifred Cary-Elwes
##Lady Engleheart
##Lord Erskine, Lady Erskine (2), Lady Horatia Erskine, Lady Erskine
##Lord and Lady Esher
##Lady Evans
##Lady Evelyn Ewart, Lady Mary Ewart
##Lady Evelyn Eyre
##Lady Fairbairn
##Lady Fairfax
##Lady Anne Fane, Lady Augusta Fane
##Lady Farquhar
##Lord and Lady Farrer
##Lady Fayrer
##Lady Louisa Feilding
##Lady Helen Munro Ferguson
##Lady Fergusson
##Lady Ffolkes
##Lady Finlay
##Lady Fisher
##Lady Dorothea Fitz-Clarence, Lady Maria Fitz-Clarence, Lady Dorothy Fitzclarence
##Lord and Lady Henry Fitz-Gerald, Lady B. Fitz Gerald, Lady M. FitzGerald, Lord Seymour Fitz-Gerald
##Lady Beatrix Fitzmaurice
##Lord and Lady F. FitzRoy, Lady C. Fitz-Roy
##Lady Mary Fitzwilliam
##Lady FitzWygram
##Lady Fletcher
##Lady Flower, Lady Flower
##Lord Foley, Lady Mary Foley
##Lady Gertrude Foljambe
##Lady Angela Forbes, Lady Forbes (2), Dowager Helen Forbes
##Lord and Lady Forester
##Lady Forrest
##Lady Susan Fortescue
##Lady Forwood
##Lady Foster
##Lady Fowler
##Lady Edith Franklin
##Lady Fremantle, Lady Fremantle
##Lady Frere
##Lady Fulton
##Lady Gardiner, Lady Lynedoch Gardiner
##Lord Garioch
##Lady Galton
##Lady Katharine Gathorne-Hardy
##Lady Garvagh
##Lord and Lady Gerard
##Lady Gilbey
##Lady Gillford
##Lady Susan Gilmour
##Lady Gipps
##Lord and Lady Glamis
##Lord and Lady Glenesk
##Lady Glyn, Lady Mary Carr Glyn
##Lady D'Arcy Godolphin-Osborne
##Lady Gordon
##Lady Margaret Ormsby Gore, Lady Constance Gore
##Lady Gore Langton (2)
##Lord Walter Gordon-Lennox, Lord Algernon Gordon-Lennox
##Lady Evelyn Goschen
##Lord R. S. Gower
##Lady Graham, Lady Margaret Graham, Lady Helen Graham
##Lady Charlotte Graham-Toler
##Lady Grant, Lady Florence Grant
##Lady Grant-Duff
##Lady Green
##Lord Greenock
##Lady Grenfell
##Lady Frances Gresley
##Lady Victoria Grey, Lady Grey
##Lady Jane Grey-Trefusis
##Lady Griffin
##Lady Helen Grimston
##Lord and Lady Arthur Grosvenor, Lady Grosvenor (2)
##Lady Gull
##Lady Haldon
##Lady Haliburton
##Lady Basil Hall
##Lady Halle
##Lord and Lady Halsbury
##Lord and Lady E. Hamilton, Lord F. Hamilton, Lady F. Douglas Hamilton, Lady Alexandra Hamilton, Lady Baillie Hamilton (2), Lady C. Hamilton, Lady Victoria Hamilton, Lady George Hamilton
##Lady Hanson
##Lady Harcourt
##Lady Cicely Hardy, Lady Hardy
##Lady Beatrice Hare
##Lord Harlech
##Lady Constance Harris, Lady Harris
##Lady Harrison, Lady Harriet Harrison
##Lady Hart
##Lady Emily Hart-Dyke
##Lady Dixon-Hartland
##Lady Hartopp
##Lord and Lady Hastings
##Lord and Lady Hatherton
##Lady Alice Havelock-Allan
##Lady Hawke
##Lord and Lady Hawkesbury
##Lady John Hay, Lady Hay
##Lady Blanche Haygarth
##Lady Hayter
##Lady Hely-Hutchinson (2)
##Lady Hemming
##Lord and Lady Heneage
##Lord and Lady Henley
##Lord Henniker
##Lady Beatrix Herbert, Lady Herbert (2)
##Lord and Lady Herries
##Lord and Lady Herschell
##Lord Francis Hervey, Lady Augustus Hervey
##Lady Hervey-Bathurst
##Lady Fermor Hesketh
##Lady Hibbert
##Lady Lucy Hicks-Beach
##Lord and Lady Arthur Hill, Lady Clement Hill, Lady Stock Hill
##Lord and Lady Hillingdon
##Lord and Lady Hindlip
##Lord and Lady Hobhouse
##Lady Norah Hodgson
##Lady Holdich
##Lady Mary Holland
##Lady Beatrix Douglas Home
##Lady Maria Hood
##Lady Hood of Avalon
##Lady Hooker
##Lady Mary Hope
##Lady Hoskins
##Lord and Lady Hotham
##Lord and Lady Hothfield
##Lady Houldsworth
##Lady Eleanor Howard, Lady Agnes Howard, Lady Howard (2), Lady Mabel Howard, Lady Rachel Howard
##Lord and Lady Howard of Glossop
##Lady Howarth
##Lady Mary Hozier
##Lady Florentia Hughes
##Lady Seager Hunt
##Lady Hunter
##Lord Hyde
##Lady Hylton
##Lord and Lady Inchiquin
##Lord Inverurie
##Lord and Lady Iveagh
##Lady Jackson
##Lord James of Hereford
##Lady Margaret Jenkins, Lady Jenkins
##Lady Jenner
##Lady Jephson
##Dowager Jessel, Lady Jessell
##Lady Jeune
##Lady Hill Johnes
##Lady Joicey
##Lady Alice Jolliffe
##Lady Burn Jones
##Lady Caroline Lister Kaye, Lady Beatrice Lister Kaye, Lady Lister Kaye
##Lady Isabella Keane
##Lady Keith-Falconer (2)
##Lord and Lady Kelvin
##Lady Kemball
##Lady Beatrice Kemp
##Lady Kennard
##Lady Kennaway
##Lady Aline Kennedy
##Lady Kennett-Barrington
##Lord Kenyon
##Lady Mabel Kenyon-Slaney
##Lord Kensington
##Lady Mary Stuart Keppel
##Lady Innes-Ker (2)
##Lady Kerr (2)
##Lord Kilmarnock
##Lady King
##Lady Florence King King
##Lady Emily Kingscote
##Lady Edith King-Tenison
##Lord and Lady Kinnaird
##Lady Kitson
##Lady Laking
##Lady Frances Lambart, Lady Ellen Lambart
##Lady Victoria Lambton
##Lady Adela Larking
##Lady Isabel Larnach
##Lady Mary Lascelles
##Lord and Lady Lawrence
##Lady Lawson
##Lord and Lady Leconfield
##Lady Elliott Lees, Lady Lees
##Lady Leese
##Lady Legard
##Lord and Lady Leigh
##Lady Henry Gordon-Lennox, Lady Walter Gordon-Lennox, Lady Algernon Gordon-Lennox, Lady Caroline Gordon-Lennox
##Lady Katharine Le Poer Trench
##Lady Constance Leslie
##Lady Susan Leslie-Melville
##Lady Lewis
##Lady Lilian Liddell
##Lady Lindley
##Lady Harriet Lindsay, Lady Jane Lindsay, Lady Jane Lindsay
##Lord and Lady Lingen
##Lord and Lady Lister
##Lady Gwendolen Little
##Lady Margaret Littleton
##Lord and Lady Llangattock
##Lady Llewelyn
##Lord and Lady Loch
##Lady Lockwood
##Lady Louise Loder
##Lady Catherine Loftus
##Lady Doreen Long
##Lady Longley
##Lady Albertha Lopes
##Lady Loraine
##Lord and Lady Lovat
##Lady Drury Lowe, Lady Lucy Drury Lowe
##Lady Lowry-Corry (2)
##Lady Mary Loyd
##Lady Lubbock
##Lord and Lady Lurgan and Dowager Lurgan
##Lady Lyall
##Lady Lyell
##Lady Mary Lygon
##Lady Lyons
##Lady Lysons
##Lady Lyttelton
##Lady Emily Lytton
##Lady MacCormac
##Lord and Lady Macdonald
##Lady Macgregor, Lady MacGregor, Lady Helen MacGregor
##Lady Mackenzie, Lady Mackenzie
##Lady Mackworth
##Lady Maclean
##Lord and Lady Macnaghten
##Lady Macpherson-Grant
##Lady Caroline Madden, Lady Madden
##Lady Louisa Magenis
##Lady Magheramorne, Dowager Magheramorne
##Lady Nora Maitland
##Lady Margaret Crichton-Maitland
##Lady Margaret Majendie
##Lord Cecil Manners, Lord Edward Manners, Lord Manners, Lady Victoria Manners, Lady Manners
##Lady Blundell Maple
##Lady Mappin
##Lady Marjoribanks
##Lady Markham
##Lady Marriott
##Lady Martin, Lady Martin
##Lady Evelyn Mason
##Lady Maude (2)
##Lady H. Maxwell, Lady Maxwell, Lady Maxwell, Lady Maxwell
##Lady Heron-Maxwell
##Lady M'Clintock
##Lady Evelyn M'Donnell
##Lady Meade (2)
##Lord and Lady Medway
##Lady Methuen
##Lady Meysey-Thompson
##Lord and Lady Middleton, Lady Middleton
##Lady Mary Milbanke
##Lady Miller
##Lady Milner
##Lady Clementina Mitford
##Lady Lady M'lver
##Lady Hilda M'Neile
##Lady Monckton
##Lord Moncreiff, Lady Scott Moncrieff
##Lady Moncreiffe
##Lord and Lady Monkswell
##Lady Monson
##Lord Charles Montagu, Lady Cecil Scott Montagu, Lady S. Montagu, Lady Agneta Montagu
##Lord Montagu of Beaulieu
##Lord and Lady Monteagle
##Lady Edith Montgomerie, Lady Sophia Montgomerie
##Lady Charlotte Montgomery
##Lady More-Molyneux
##Lord and Lady Moreton
##Lady Morgan
##Lord and Lady Morris
##Lady Blanche Morris
##Lady Mary Morrison
##Lady Moseley
##Lord and Lady Mostyn
##Lord and Lady Mowbray and Stourton, Dowager Mowbray and Stourton, Lady Mowbray
##Lord and Lady Muncaster
##Lady Anne Murray
##Lady Murray (2)
##Lady Georgiana Mure, Lady Georgiana Mure [sic]
##Lord and Lady Napier and Ettrick
##Lord and Lady Napier of Magdala and Dowager Napier of Magdala
##Lady Naylor-Leyland
##Lady Nelson
##Lord and Lady Henry Nevill
##Lord and Lady Newton
##Lord and Lady Newtown-Butler
##Lady Nicolson
##Lady Augusta Noel, Lady Agnes Noel
##Lady Norman
##Lord and Lady Norreys
##Lord and Lady North, Lady Muriel North
##Lady Northcote, Lady Northcote (2)
##Lord Norton
##Lady Elizabeth Nugent
##Lady O'Brien, Lady O'Brien [sic]
##Lady O'Hagan
##Lady Olpherts
##Lord and Lady O'Neill
##Lady Gwendoline O'Shee
##Princep [sic] Alice Packe
##Lord and Lady Berkeley Paget
##Lady Alfred Paget
##Lady Paget of Cranmore
##Lady Katherine Pakenham
##Lady Palgrave
##Lady Sophia Palmer, Lady Palmer
##Lady Evelyn Parker
##Lady Parratt
##Lady Maude Parry
##Lady Muriel Parsons
##Lord and Lady Pearson, Lady Pearson
##Lady Peel, Lady Georgiana Peel
##Lady Constance Childe-Pemberton
##Lord and Lady Penrhyn
##Lady Mary Pepys
##Lady Perceval
##Lady Percy (2)
##Lady Petre
##Dowager Lady Peyton
##Lady Phillimore
##Lady William Phipps
##Lord and Lady Pirbright
##Lord and Lady Playfair
##Lady Chichele Plowden
##Lady Anna Chandos-Pole
##Lady Pollock
##Lord and Lady Poltimore
##Lady Pontifex
##Lady Alice Portal
##Lady Powell, Lady Powell [sic]
##Lady Baden-Powell
##Lady Dickson-Poynder
##Lady Poynter
##Lord and Lady George Pratt
##Lady Priestley
##Lady Probyn
##Lady Eva Wyndham-Quin, Lady Wyndham-Quin (2)
##Lord and Lady Raglan, Dowager Raglan
##Lady Ramsay
##Lord and Lady Rathdonnell
##Lady Rathmore
##Lord and Lady Rayleigh, Dowager Rayleigh
##Lord and Lady Reay
##Lady Reid
##Lord and Lady Rendel
##Lord Rendlesham
##Lady Jane Repton
##Lord Revelstoke
##Lord and Lady Ribblesdale
##Lady Laura Ridding
##Lord and Lady Robartes
##Lady O. Roberts
##Lady Roberts of Kandahar
##Lady Robinson
##Lord and Lady Rodney
##Lord Romilly
##Lord and Lady Rookwood
##Lord and Lady Rossmore
##Lord Rowton
##Lady Roxburgh
##Lord and Lady Rothschild
##Lady Victoria Russell, Lady Arthur Russell, Lady G. Russell, Lady W. H. Russell, Lady Alexander Russell
##Lord and Lady Russell of Killowen
##Lord and Lady Ruthven
##Lady Jane Ryan
##Lady Mary Sackville
##Lady Salmon
##Lord and Lady Saltoun
##Lady Samuelson, Lady S. Samuel
##Lady Mary Saurin
##Lord and Lady Savile, Lady Marie Savile
##Lady Savory
##Lord George Scott, Lord Henry Scott, Lord Herbert Scott, Lady Sophie Scott, Lady Charles Scott, Lady Louisa Scott, Lady Scott (2)
##Lord and Lady Seaton
##Lord and Lady Settrington
##Lady Seymour, Lady Albert Seymour, Lady William Seymour, Lady Seymour (2)
##Lord and Lady Shand
##Lady Shaw
##Lady Constance Shaw-Lefevre
##Lady Octavia Shaw-Stewart, Lady Alice Shaw-Stewart
##Lady Mary Shelley
##Lord and Lady Sherborne
##Lady Shippard
##Lady Shute
##Lady Kay-Shuttleworth
##Lady Simeon
##Lady Simmons
##Lady Simpson of Windsor
##Lord and Lady Sinclair
##Lord and Lady Skelmersdale
##Lady Esther Smith, Lady Barbara Smith, Lady Smith, Lady Blanche Smith, Lady Sybil Smith, Lady Euan Smith, Lady D. Smith
##Lady Smyth
##Lady Catherine Somerset, Lady Geraldine Somerset, Lady Henry Somerset
##Lord and Lady Southampton, Dowager Southampton
##Lady Edward Spencer-Churchill
##Lady Margaret Spicer
##Lady Sprigg
##Lady Stafford
##Lord Stalbridge
##Lady Stanhope (2)
##Lord Stanmore
##Lord Stanley, Lady Alice Stanley, Lady Isobel Stanley
##Lady Stansfield
##Lord Stavordale
##Lady Stephenson
##Lady Stevenson
##Lady Helen Stewart, Lady Mary Stewart, Lady Mark Stewart, Lady Stewart, Lady Houston Stewart, Lady Stewart [sic], Lady Isabel Stewart
##Lady Stewart of Grantully
##Lady Edith St. Aubyn
##Lord and Lady St. Levan
##Lady St. Leonards
##Lord and Lady St. Oswald
##Lady Stone
##Lady Charlotte Stopford
##Lord and Lady Stratheden and Campbell
##Lady Mary Stuart-Richardson
##Lord Suffield
##Lady Sutherland
##Lady Evelyn Sutton, Lady Susan Sutton
##Lord and Lady Swansea
##Lady Swinnerton Dyer
##Lady Kathleen Swinnerton-Pilkington
##Lord and Lady E. Talbot, Lady Emma Talbot
##Lady Jane Taylor
##Lady Taylour (2)
##Lady Tatton Sykes
##Lord Herbert Vane-Tempest, Lord Henry Vane-Tempest
##Lord and Lady Templemore
##Lady Tennant
##Lord and Lady Tennyson
##Lady Tenterden
##Lord Tewkesbury
##Lord and Lady Teynham
##Lord and Lady Thring
##Lady E. Thornton
##Lady Thursby
##Lady Ulrica Thynne
##Lord and Lady Tollemache
##Lady Agnes Townshend
##Lady Mary Trefusis
##Lady Tredegar
##Lady Trevelyan, Lady Trevelyan [sic]
##Lord and Lady Trevor
##Lady Troubridge
##Lady Turner
##Lady Henrietta Turnor
##Lady Tuson
##Lord and Lady Tweedmouth
##Lady Tyler
##Lady Emily Van De Weyer
##Lady Jane Van Koughnet
##Lord and Lady Ventry
##Lady Villiers (2), Lady Edith Villiers
##Lady Howard Vincent, Lady Helen Vincent, Lady Vincent
##Lady Vivian, Lady Jane Vivian
##Lady Mary Waldegrave
##Lady F. F. Walker, Lady James Walker
##Lady Walrond
##Lady Clementine Walsh
##Lord Wandsworth
##Lady Wantage
##Lord Warksworth
##Lady Leucha Warner
##Lady Warrender
##Lord and Lady Watson
##Lady Cecilia Webb
##Lady Rose Weigall
##Lord Welby
##Lady Willes
##Lady Willis
##Lady Arthur Wellesley
##Lord and Lady Wenlock
##Lord and Lady Westbury and Dowager Westbury
##Lady Isabella Whitbread
##Lady White
##Lady Whitehead
##Lady Whiteway
##Lady Elizabeth Williamson
##Lady Williams-Wynn
##Lady Willoughby (2)
##Lord Willoughby de Broke
##Lord Willoughby de Eresby
##Lady Willshire
##Lady Wilson, Lady Sarah Gordon Wilson
##Lord and Lady Wimborne
##Lady Windeyer
##Lord and Lady Windsor
##Lady Winnington
##Lady Constance Wodehouse
##Lord and Lady Wolverton
##Lady Julia Wombwell
##Lady Wood, Lady Mary Wood
##Lady Woods
##Lord Wrottesley
##Lady Hugh Wyndham
##Lady Barbara Yeatman
##Lady Lilian Yorke
##Lord Zouche
#Right Honourables
##H. H. Asquith
##E. Ashley
##A. H. Dyke Acland
##J. Atkinson
##J. B. Balfour
##Sir G. Bowen
##G. W. Balfour
##Sir Hicks-Beach
##A. J. Balfour
##James Bryce
##Sir H. Campbell-Bannerman
##A. H. Smith-Barry
##E. Carson
##H. Chaplin
##Sir J. Chitty
##Jesse Collings
##Sir R. Couch
##G. N. Curzon
##J. Chamberlain
##L. Courtney
##Sir M. Grant-Duff
##A. Akers-Douglas
##Sir W. Hart Dyke
##Sir H. Elliot
##F. Foljambe
##Sir H. Fowler
##Sir A. B. Forwood
##Sir J. Fergusson
##Herbert Gladstone
##Sir J. Gorst
##G. J. Goschen
##W. E. Gladstone
##Sir G. Grey
##C. H. Hemphill
##Charles Seale-Hayne
##R. W. Hanbury
##Lord George Hamilton
##Staveley Hill
##Sir J. T. Hibbert
##Sir W. Harcourt
##lon Hamilton
##Sir Arthur Hayter
##Sir F. Jeune
##W. L. Jackson
##Sir John Kennaway
##G. Shaw-Lefevre
##W. Lidderdale
##Sir Massey Lopes
##James Lowther
##Sir J. Lubbock
##Sir H. Lopes
##Walter Long
##Sir N. Lindley
##J. W. Mellor
##Sir G. O. Morgan
##John Morley
##Arnold Morley
##Sir J. Mowbray
##A. J. Mundella
##J. H. Macdonald
##F. Max Müller
##Sir W. Marriott
##Graham Murray (the Lord Advocate)
##Sir E. Monson
##Sir P. O'Brien
##Sir A. Otway
##Sir F. Peel
##Sir R. Paget of Cranmore
##W. J. Pirrie
##J. P. Robertson
##Sir. J. Rigby
##C. T. Ritchie
##Sir S. H. Strong
##Sir B. Saunderson
##Sir J. Stansfeld
##Sir A. Smith
##C. R. Spencer
##Sir C. Kay-Shuttleworth
##Sir R. Temple
##Sir R. Thompson
##Sir E. Thornton
##Lord Henry Thynne
##Sir G. O. Trevelyan
##C. P. Villiers
##Sir Algernon West
##Sir C. L. Wyke
##C. B. Stuart-Wortley
##S. J. Way
#Honourables&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 5a / Col. 5b) and Honourable Ladies&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 5b / Col. 5c)
##Mrs. Acland
##Mrs. Alexander
##H. Allsopp, Mrs. Allsopp, George Allsopp
##Mrs. Anstruther
##Mrs. Armytage
##[Hon. Lady] Vere Annesley
##Mrs. Bagot, Mrs. Bagot [sic 2x]
##Mrs. Baillie of Dochfour
##Mrs. Balfour
##[Hon.] Coplestone and [Hon.] Mrs. Bampfylde
##John Baring, Susan Baring, Lilian Baring
##Mrs. Barker
##Mrs. Barlow
##Eric Barrington, Mrs. Barrington
##Mrs. Hamar Bass
##Misses Bateman-Hanbury (2)
##Allen B. Bathurst
##Mrs. Benyon
##[Hon. Lady] Beresford
##[Hon.] R. Chetwynd
##Arthur Chichester
##Lady Biddulph
##C. E. Bingham, Mrs. Bingham, Albert Bingham, Mrs. Bingham [sic x2]
##Lady Birkbeck
##Ivo Bligh, Mrs. Bligh
##Diana Sclater-Booth
##O. Borthwick
##J. Boscawen
##Henry Bourke, Mrs. H. Bourke, Charles Bourke, Terence Bourke, Mrs. T. Bourke, Algernon Bourke, Mrs. A. Bourke, Mrs. E. R. Bourke
##Charles Brand, Arthur Brand, Mrs. Brand, Mrs. T. Brand
##T. Brassey, Mrs. A. Brassey
##Mrs. Stapleton Bretherton
##Reginald Brett, Mrs. Brett
##Mrs. F. Bridgeman, Misses Bridgeman (2)
##Mrs. Britten
##W. St. John Brodrick, Albinia Brodrick
##Emmeline Brownlow
##Mrs. T. C. Bruce, Misses Bruce (2)
##Misses M'Clintock Bunbury (2)
##Mary Byng
##T. J. Byrnes
##Arthur Cadogan, Mrs. A. Cadogan, Mrs. C. Cadogan, Ethel Cadogan
##Mrs. Gough-Calthorpe, Rachel (Gough) Calthorpe, Misses Gough Calthorpe (2)
##Mrs. Candy
##G. H. Campbell, K. Campbell, Hugh Campbell, Mrs. H. Campbell, Mrs. Ronald Campbell, Misses Campbell (2), Mrs. J. B. Campbell, Mildred Campbell
##Mrs. Carington
##Mrs. Carpenter
##Emily Cathcart
##W. Cavendish, Mrs. W. Cavendish, Mrs. Cavendish
##Eleonora Chetwynd, Mrs. R. Chetwynd
##Mrs. A. Chichester, Hilda Chichester
##Mrs. Clowes
##T. H. Cochrane
##Audrey Coleridge
##George Colville
##Mrs. Corbett
##Mrs. H. Corry
##Caroline Courtenay
##Henry Coventry
##Osbert Craven
##Misses Cross
##Mrs. P. Crutchley
##Henry Cubitt, Mrs. Cubitt
##Hamilton Cuffe, Mrs. Otway Cuffe
##Lady Cunningham
##Montagu Curzon, Darea Curzon, Mrs. Curzon
##Hew Dalrymple
##John Dawnay, Eustace Dawnay, W. Dawnay, Mrs. Dawnay (2)
##Misses de Montmorency (2)
##Mrs. H. Dennison
##R. C. Devereux, Mrs. R. C. Devereux
##Mrs. Digby
##Conrad Dillon, Mrs. C. Dillon, Edith Dillon
##Misses Douglas-Pennant (2)
##A. Hay Drummond, Mrs. Hay Drummond, Frances Drummond, Mrs. M. Drummond
##Hubert V. Duncombe, Cecil Duncombe, Mrs. C. Duncombe
##C. T. Dundas, Mrs. C. T. Dundas, W. Dundas, Mrs. W. Dundas, Mrs. John Dundas
##Lady Du Cane
##Herbert Eaton, Mrs. H. Eaton
##F. Egerton, Mrs. A. F. Egerton, Lady Grey Egerton, Tatton Egerton, Mrs. T. Egerton
##Arthur Elliot, Mrs. Arthur Elliot, Lady Elliot, Mrs. Eliot
##Lilian Elphinstone
##Mrs. Ellis
##Muriel Erskine
##H. Escombe, Mrs. Escombe
##Mrs. Evans
##Mrs. C. Keith-Falconer
##Sir S. Ponsonby Fane
##Mrs. W. Farquhar
##Ailwyn Fellowes, Mrs. A. Fellowes
##Mrs. Ferguson of Pitfour
##Everard Fielding
##N. Fitzgerald, Mrs. N. Fitzgerald, Mrs. Fitzgerald, , Mrs. F. G. FitzGerald, Lady FitzGerald
##R. Fitzwilliam, W. H. Fitzwilliam
##Mary Forester
##Sir John Forrest
##Mrs. W. H. Forster
##Mrs. Lionel Fortescue
##Sir C. Fremantle, Mary Fremantle
##Sir Malcolm Fraser, Misses Fraser (2)
##Mrs. Charles Keith-Fraser
##Violet Gibson
##Evelyn Giffard
##Mrs. Henry Gladstone
##Lady Godley
##George Ormsby Gore
##F. Leveson-Gower
##Mrs. Gough
##Mrs. Alaric Grant
##Ronald Greville, Mrs. R. Greville, Louis Greville, Mrs. L. Greville, Sidney Greville, Mrs. A. Greville, Mrs. A. H. F. Greville
##Robert Grosvenor, Algernon Grosvenor, Mrs. A. Grosvenor, Maud Grosvenor, Elizabeth Grosvenor
##Lady Hamilton Gordon, [Hon. Lady] Nevil Gordon
##Misses Guest (2)
##Geoffrey Browne Guthrie
##Mrs. Gye
##Mrs. A. Haig
##Mrs. Halford
##, Misses Hamilton (2)
##Mrs. North Dalrymple-Hamilton
##Mrs. Hobart Hampden
##Mrs. Assheton Harbord, Mrs. C. Harbord, Judith Harbord, Bridget Harbord, Mrs. Harbord
##C. Hardinge, Mrs. C. Hardinge, A. Hardinge
##A. E. Gathorne-Hardy, Nina Gathorne-Hardy
##Misses Hawke (2)
##C. G. Hay
##Misses Heneage (2)
##Helen Henniker, Mrs. Henniker
##Robert Herbert, Sir Robert Herbert, Mrs. R. Herbert, Mrs. Herbert
##A. Holland Hibbert, Mrs. A. Holland Hibbert
##Lady Higginson
##Mrs. Hill
##Lionel Holland, Sydney Holland
##Grosvenor Hood, Dorothy Hood
##Lady Acland-Hood
##Fanny Hood of Avalon
##Mrs. Curzon Howe
##[Hon.] Evelyn Hubbard, Mrs. E. Hubbard, Alice Hubbard
##Mary Hughes
##Mrs. Meynell Ingram
##G. Jolliffe, Sydney H. Jolliffe, Mrs. Jolliffe
##Lady Johnston
##G. Keppel, Mrs. Keppel, Derek Keppel, Mrs. William Keppel
##Mrs. Alfred Ker
##Constance Kerr
##Mrs. Kingscote
##C. C. Kingston
##Lady Knollys
##Bertha Lambart
##F. W. Lambton, Mrs. Lambton
##Mary Lascelles
##Charles Laurence, Herbert Laurence
##Wilfrid Laurier
##Mrs. Lawley
##Mrs. C. Lawrence, Misses Lawrence (2), Mrs. H. Lawrence
##Mrs. Legge
##T. W. Legh, Mrs. Legh, Sybil Legh
##F. D. Leigh, Mrs. F. D. Leigh, E. Chandos Leigh, Mrs. E. C. Leigh, Cordelia Leigh
##C. Hanbury Lennox, Mrs. Hanbury Lennox
##G. W. Leslie
##R. l’Estrange
##Atholl Liddell, Mrs. A. Liddell
##Mrs. H. Gore-Lindsay
##Reginald Lister
##Henry Littleton, Misses Littleton (2)
##Misses Loch (2)
##William Lowther, Mrs. W. Lowther, L. Lowther, Mrs. L. Lowther
##Mrs. E. H. Loyd
##Mrs. Lumley
##Alfred Lyttelton, Mrs. A. Lyttelton, Misses Lyttelton (2), Mrs. Lyttelton
##Flora Macdonald, Lady Macdonald
##Mrs. Mackinnon
##Mrs. Maclagan
##Mrs. Magniac
##Mrs. Maguire
##W. Massey-Mainwaring, Mrs. Massey-Mainwaring
##Mrs. Fuller-Maitland
##Aline Majendie
##Misses Henniker Major (2)
##Mrs. Mallet
##Archibald Marjoribanks
##Misses Constable Maxwell (2)
##Mrs. M'Calmont
##Schomberg M'Donnell
##Charles Mills, Violet Mills, Mrs. Mills
##Mrs. Percy Mitford
##Maud de Moleyns
##Mrs. C. Molyneux
##Annette Monck, Mrs. Monck
##Violet Monckton
##Mrs. Monson
##John Scott Montagu
##[Hon.] Evelyn Moore
##R. Moreton, Mrs. R. Moreton
##Mrs. Mostyn, Misses Mostyn (2)
##Mrs. G. H. Murray, Alice Murray
##Lady Musgrave
##[Hon. Lady] Napier, Emilia Napier, Mrs. Scott Napier
##Mrs. Neeld
##Sir Hugh Nelson
##[Hon.] R. Nevill
##Mrs. Newdigate
##Sir H. S. Northcote
##Misses O'Brien (2)
##Mary O'Hagan
##Mrs. Okeover
##Mrs. Oliphant
##R. Terence O'Neill, Henrietta O'Neill
##Misses Palk (2)
##Cecil Parker, R. Parker, F. Parker, Mrs. F. Parker, Mrs. Parker
##Mabel Parnell
##[Hon.] C. B. Parsons, Mrs. Parsons
##Mrs. W. Paton
##[Hon.] Sydney Peel, Misses Peel (2)
##Mrs. Anderson Pelham
##E. S. Douglas-Pennant, Mrs. E. S. Douglas-Pennant
##Mrs. Heber Percy
##Albert Petre, Mrs. A. Petre
##Harriet Phipps
##Mrs. Pirie
##Thomas Playford
##Horace C. Plunkett
##[Hon.] Ashley Ponsonby, Mrs. Ponsonby, Misses Ponsonby (2)
##H. Orde Powlett, Mrs. Orde-Powlett, Myra Orde-Powlett
##E. W. B. Portman, Mrs. Portman, Mary Portman
##Mrs. Pretyman
##C. Ramsay, Mrs. C. Ramsay
##G. H. Reid
##Misses Rendel (2)
##Misses Rice (2)
##Lady White Ridley
##Mrs. Ritchie
##F. Roberts, Mrs. Phillips Roberts
##Misses Roberts (of Kandahar) (2)
##J. M. Rolls, Eleanor Rolls
##W. Rothschild, Evelina Rothschild
##W. Rowley, Mrs W. Rowley, Lady Thelluson Rowley
##A. Russell, Misses Russell (2)
##Gustavus Hamilton-Russell, Misses Hamilton Russell (2)
##the Master of Ruthven, Mrs. Ruthven
##Mrs. J. D. Ryder
##Sir Saul Samuel
##A. Saumarez, Mrs. A. Saumarez
##Mrs. E. J. Saunderson
##J. Maxwell Scott, Mrs. Maxwell Scott
##R. J. Seddon
##Mary Sidney
##Lady Simeon
##Misses Skeffington (2)
##Sir Donald Smith, Mrs. A. H. Smith, [Hon.] W. F. D. Smith
##Granville Somerset, Mrs. G. Somerset, Arthur Somerset, Mrs. A. Somerset, R. Somerset, Violet Somerset
##Mrs. C. R. Spencer
##Sir J. Gordon Sprigg
##Lyulph Stanley, F. C. Stanley, George Stanley, Mrs. E. J. Stanley, Mrs. Stanley, Mrs. V. A. Stanley, Maude Stanley
##Lady Cowell-Stepney
##Randolph Stewart, Mrs. R. Stewart, FitzRoy Stewart, Mrs. Stewart
##Mabel St. Aubyn
##Misses St. Clair (2)
##Mrs. Stirling
##Horatia Stopford
##[Hon. Lady] Alison Stourton
##Mrs. Strutt, Misses Strutt (2)
##Hilda Sugden
##Alfred Talbot, Mrs. Talbot, Mrs. R. A. J. Talbot
##Sir D. Tennant
##S. R. Thayer
##Misses Thellusson (2)
##Edward Thesiger, Mrs. E. Thesiger, Frederick Thesiger, Mrs. F. Thesiger, Mary Thesiger
##Lady Thorold
##Katharine Thring
##Misses Tollemache (2)
##R. Marsham-Townshend, Mrs. Marsham-Townshend
##Alice Hanbury-Tracy
##Charles Grey Trefusis, Misses Trefusis (2)
##Mrs. Trelawny
##Mrs Tremayne
##Mrs. W. le Poer Trench
##Charles Trevor
##George Hill-Trevor, Marcus Hill-Trevor, Mrs. Hill-Trevor, Misses Hill-Trevor (2)
##Mrs. C. W. Trotter
##Lady Tryon
##Rosamond Tufton
##Sir G. Turner
##Rev. L. Tyrwhitt
##Misses Tyssen Amherst (2)
##Misses Vereker (2)
##R. Greville-Verney, Mrs. R. G. Verney, Misses Verney (2)
##F. Villiers, Mrs. F. Villiers
##Misses Vivian (2)
##Arthur Walsh
##Mrs. P. E. Warburton
##Robert Ward, Mrs. Dudley-Ward
##Mrs. West
##Mrs. Whateley
##Sir W. Whiteway
##F. Bootle-Wilbraham
##Ella Williamson
##Tatton Willoughby
##Lady Wilson
##[Hon.] Armine Wodehouse, Mrs. Wodehouse
##Frances Wolseley
##F. Wood, Misses Wood (2)
##Mrs. G. Wrottesley, Evelyn Wrottesley
##Percy Wyndham, Mrs. P. Wyndham, Misses Wyndham (2)
##Maud Wynn
##Lois Yarde-Buller
##Alex. G. Yorke, Mrs. J. Yorke, Mrs. E. C. Yorke
#Sirs&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 5c–6a)
##Augustus Adderley
##Edwin Arnold
##John Austin
##George Arthur
##John Heathcoat-Amory
##A. Armstrong
##Andrew Agnew
##Frederick Abel
##Henry Acland
##A. Arnold
##Alexander Arbuthnot
##John Barran
##G. Bower
##J. W. Bonser
##J. Crichton-Browne
##Joseph Bailey
##E. Ashmead-Bartlett
##Henry Barkly
##R. Beauchamp
##Raymond Burrell
##Charles Barrington
##David Baird
##Arthur Birch
##Edward Birkbeck
##W. Cunliffe Brooks
##A. de Capel Brooke
##Courtenay Boyle
##F. Burton
##F. Buxton
##Steuart Bayley
##John Bramston
##John Baker
##H. Bullard
##J. T. Brunner
##H. Bellingham
##Henry Bergne
##Thomas Boughey
##F. J. Bramwell
##E. Burne-Jones
##James Blyth
##Seymour Blane
##Henry Chamberlain
##Roderick Cameron
##Hugh Cholmeley
##John Conroy
##Edward Clarke
##C. Cameron
##E. Carbutt
##W. Coddington
##Marshal Clarke
##Reginald Cathcart
##Savile Crossley
##Edward Colebrooke
##Reginald Cust
##Charles Crosthwaite
##John Colomb
##Daniel Cooper
##F. Astley-Corbett
##Donald Currie
##Henry Cunningham
##Robert Cunliffe
##Henry Cotterell
##T. D. Gibson Carmichael
##F. Curden,
##George Dallas
##James Drummond
##Mortimer Durand
##G. Des Vieux
##Henry Dering
##J. N. Dick
##Dyce Duckworth
##T. Swinnerton Dyer
##E. Hastings Doyle
##John Dorington
##William Dunn
##Humphrey de Trafford
##Charles Dalrymple
##G. Dashwood
##Gardner
##Engleheart
##Francis Evans
##A. Edmonstone
##Whittaker Ellis
##W. H. Flower
##Horace Farquhar
##Joseph Fayrer
##H. Fletcher
##William Ffolkes
##William Fraser
##Bartle Frere
##Gerald Seymour Fitz-Gerald
##Robert Finlay
##B. Walter Foster
##Gerald FitzGerald
##R. FitzGerald
##Maurice FitzGerald
##Forrest Fulton
##William Flower
##Andrew Fairbairn
##John Gilbert
##E. T. Gourley
##Edward Grey
##W. Gull
##Walter Gilbey
##Lepel Griffin
##G. Macpherson-Grant
##Reginald Graham
##Philip Grey Egerton
##Douglas Galton
##R. Glyn
##Arthur Godley
##Charles Grant
##R. Gresley
##Alexander Acland-Hood
##T. G. Fermor Hesketh
##Arthur Haliburton
##Brydges Henniker
##F. Dixon-Hartland
##R. Hanson
##Alfred Hickman
##W. Houldsworth
##Henry Howorth
##F. Seager Hunt
##Charles Hall
##E. W. Hamilton
##Reginald Hardy
##Clement Hill
##Basil Hall
##Joseph Hooker
##Charles Hunter
##Charles Hartopp
##Victor Houlton
##Augustus Hemming
##Henry Irving
##Frederic Johnstone
##W. Jenner
##J. Jenkins
##James Joicey
##Charles Jessell
##Harry Johnston
##Edward Jenkinson
##James Hill Johnes
##John Jackson
##H. Seymour King
##James Kitson
##J. Lister-Kaye
##V. Kennett-Barrington
##George Kekewich
##John Leslie
##Thomas Dick Lander
##T. Villiers Lister
##James Linton
##Charles Lees
##Charles Legard
##Thomas Lea
##Wilfrid Lawson
##Elliott Lees
##A. C. Lyall
##J. T. D. Llewelyn
##Joseph Leese
##Leonard Lyell
##F. Laking
##Godfrey Lushington
##F. Lockwood
##Henry Longley
##George Lewis
##F. Milner
##Herbert Maxwell
##Francis Montefiore
##Graham Montgomery
##Robert Moncreiffe
##Musgrave
##Colin Scott Moncrieff
##Francis Mowatt
##Evan MacGregor
##J. G. Miller
##F. D. Maclean
##J. Blundell Maple
##Allan Mackenzie
##Lewis M'lver
##F. Mappin
##Theodore Martin
##Samuel Montagu
##William MacCormac
##Hubert Miller
##Lewis Morris
##Clements Markham
##A. C. Mackenzie
##John Monckton
##J. Stirling-Maxwell
##J. Heron Maxwell
##Kenneth Matheson
##J. S. Montefiore
##Acquin Martin
##W. Maxwell
##Oswald Moseley
##Arthur Nicolson
##Terence O'Brien
##Reginald Ogilvy
##Herbert Oakeley
##Hush Owen
##G. G. Petre
##Walter Parratt
##Frederick Pollock
##Herbert Perrott
##Douglas Powell
##Weetman Pearson
##Joseph Pease
##Francis S. Powell
##Reginald Palgrave
##W. Priestley
##E. G. Poynter
##G. S. Baden-Powell
##Charles Pontifex
##J. Dickson-Poynder
##James Paget
##C. M. Palmer
##C. Lennox Peel
##James B. Peile
##Westby Perceval
##Charles Pigott
##John Puleston
##W. Plowden
##Richard Quain
##George Russell
##C. Lister Ryan
##W. H. Russell
##J. Ramsay
##Owen Roberts
##R. T. Reid
##Charles Robinson
##J. Thellusson Rowley
##James Reid
##C. Euan-Smith
##J. Barrington Simeon
##J. B. Stone
##M. Shaw-Stewart
##Edward Sieveking
##T. H. Sanderson
##Augustus K. Stephenson
##Thomas Sutherland
##Mark Stewart
##Andrew Scoble
##Joseph Savory
##Douglas Straight
##Charles Shelley
##S. Shippard
##E. Sassoon
##A. Condie Stephen
##E. Sullivan
##Arthur Sullivan
##S. Scott
##H. Simpson
##E. Stafford
##Ernest Satow
##Tatton Sykes
##John Tyler
##Charles Tennant
##John Tenniel
##J. Thorold
##John Thursby
##Thomas Troubridge
##Charles Turner
##H. Meysey-Thompson
##W. Vincent
##Edgar Vincent
##Arthur Vicars
##W. Williams-Wynn
##James Walker
##R. Webster
##George Wombwell
##C. Rivers Wilson
##W. H. Wills
##Donald Mackenzie Wallace
##George Warrender
##F. Winnington
##James Whitehead
##Arthur Willshire
##Henry Wood
##Hugh Wyndham
##W. White
##Sidney Waterlow
##Hedworth Williamson
##Jacob Wilson
##W. Windeyer
##Albert Woods (Garter)
##Allen Young
#Chairman of County Council (Dr. Collins)
#Counts and Countesses
##Count Cassini
##Count and Countess De Ganay
##Count Gurowski
##Count Hohenau
##Count Theodor Bolesta Koziebrodski
##Count Leon Mniszeek
##Count and Countess Potocki
##Count and Countess Raben
#Barons and Baronesses
##Baroness Emile Beaumont d'Erlanger
##Baroness De Brienen
##Baron De Onethau and Baroness D’Onethan [sic]
##Baron and Baroness Alphonse de Rothschild
##Baron Ferdinand Rothschild
##Baron and Baroness Schröder
##Baron and Baroness von Deichmann
##Baron von Heeckeren van Wassenaer
##Baroness von Hügel, Baroness Gertrud von Hügel [sic]
##Baron and Baroness Campbell von Laurentz
##Baroness Wilhelm von Rothschild
#Rev. the Moderator of the General Assembly of the Church of Scotland
#Deans — Christ Church, St. Paul's, Westminster, Windsor
#The Provost of Eton
#Master of Trinity (Mr. Butler)
#The Sub-Dean of the Chapels Royal
#Canons — Blundell, Dalton, Duckworth, Fleming, Hervey, Teignmouth Shore, Wilberforce
#Dr. Adler (Chief Rabbi)
#Dr. M'Cormick
#Chaplain of the Fleet
#Chaplain General
#Reverend Doctors — Edmund Warre, C. J. Welldon
#Reverends — Prebendary Hawkshaw, Albert Baillie, W. H. Bliss, M. Ebrington Bisset, Lord W. Cecil, Lord Charles Fitzroy, J. H. Ellison, H. Haweis, W. R. Jolly, G. J. Martin, Newton Mant, Marquis of Normanby, A. Robins. W. Gunion Rutherford, Clement Smith, Montagu Villiers
#Doctors — Lennox Browne, J. V. Bridge, Barlow, Robert Farquharson, J. F. Fox, Surgeon-Major Kilkelly, John Lowe, C. H. H. Parry, G. V. Poore, Dorrien Smith, S. Wilks
#Messieurs&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 6b–7a),  Mesdames (4, Col. 7a–b) and Misses&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 7c – 5, Col. 1a)
##Mme Abdy
##Mr C. T. Dyke-Acland, Mme A. H. Dyke Acland, Mme Dyke Acland
##Mme Adair
##Misses Adam (2)
##Mr and Mme Adeane
##Misses Adye [?] (2)
##Mme Agar
##Mr Hamilton Aidé
##Mr John Aird, Misses Aird (2)
##Miss Akers-Douglas
##Mr Edward Alderson
##Mr George Alexander, Mme Alexander, Miss Alexander
##Miss Alison
##Mr and Mme Allhusen
##Mme Alma-Tadema
##Mr W. Ambrose
##Miss Heathcoat-Amory
##Mr R. Anderson, Miss Florence Anderson
##Mr E. H. Anson
##Mr H. T. Anstruther, Miss Rosomond Anstruther
##Mme Antrobus
##Mr Arbuthnot, Miss Arbuthnott [sic]
##Miss Archer-Houblon
##Mme Argles
##Mme Arkwright, Miss Arkwright
##Misses Armytage (2)
##Miss Arnott
##Mr and Mme Ascroft, Miss Ascroft
##Mr Arthur Ash
##Mr A. Asher
##Mme Ashton
##Mme Asquith
##Mr Astor, Mr W. Astor
##Mr B. F. Astley
##Mme Evelyn Atherley
##Mr and Mme Alfred Austin, Misses Austin (2)
##Mr and Mrs C. H. Babington
##Mr and Mrs Bagge
##Mrs Charles Bagot, Mrs J. F. Bagot, Miss Alice Bagot
##Mr James Bailey, Mrs J. Bailey, Mrs Bailey, Misses Bailey (2)
##Mrs Duncan Baillie, Misses Duncan Baillie (2)
##Mr Baillie of Dochfour
##Mr and Mrs W. A. Baillie-Hamilton
##Mr E. Bainbridge
##Mr and Mrs H. R. Baird, Mr and Mrs J. G. A. Baird, Misses Baird (2)
##Mr and Mrs Baldwin
##Mr and Mrs E. Balfour, Mr and Mrs Charles Balfour, Miss Balfour
##Mr and Mrs Banbury, Miss Banbury
##Mr and Mrs S. B. Bancroft [actor &quot;Bancroft and his wife accepted with becoming grace the congratulations with which they were well-nigh overwhelmed&quot;&lt;ref name=&quot;:3&quot; /&gt; (5, Col. 6b)]
##Bandanaratke [?]
##Mrs Bankes
##Mr Banks
##Mr and Mrs Walter Baring, Miss Baring
##Miss Barker
##Mr J. Emmott Barlow, Mrs Barlow, Mrs Barlow [sic 2x]
##Misses Barnardiston (2)
##Miss Barne
##Mr and Mrs F. G. Barnes, Mr and Mrs Barnes, Misses Barnes (2)
##Miss Barran (2)
##Mr and Mrs J. Wolfe Barry, Mr and Mrs F. Tress Barry, Mrs A. Barry
##Misses Bartlett (2)
##Mr and Mrs D. P. Barton, Mr and Mrs Barton
##Mr Hamar Bass
##Mrs Bates, Miss Bates
##Mr and Mrs H. Bathurst, Misses Bathurst (2)
##Mr and Mrs Baxendale, Miss Baxendale
##Miss Mariot [?] Bayley
##Mr and Mrs W. W. Beach, Miss Beach
##Misses Hicks-Beach (2)
##Mr R. M. Beachcroft
##Mr and Mrs Wentworth Beaumont, Mr Wentworth B. Beaumont, Mrs Beaumont, Miss Hilda Beaumont
##Mr and Mrs Rupert Beckett, Mr E. W. Beckett
##Mr and Mrs Beer
##Mr and Mrs F. F. Begg
##Mr  Charles Bell, Mr and Mrs Bell, Misses Bell (2)
##Miss Bellingham
##Mr and Mrs R. Benson, Mr and Mrs Benson
##Miss Berens
##Mr and Mrs Beresford, Miss Beresford
##Miss Berkeley, Misses Berkeley (2)
##Mr and Mrs Bertier, Miss Bertier
##Mr and Mrs Cosmo Bevan, Mr and Mrs F. Bevan, Miss Bevan
##Mr M. M. Bhownaggree
##Mr and Mrs F. Bibby
##Mr Leonard Biddulph, Mr Biddulph, Mr Victor Biddulph, Mr M. Biddulph, Mrs H. M. Biddulph, Misses Biddulph (2), Miss Biddulph, Miss Freda Biddulph
##Mr and Mrs Bigham
##Mr Bigwood
##Mrs C. Bill, Miss Bill
##Miss Birch
##Mrs Birch-Reynardson, Misses Birch-Reynardson (2)
##Mr A. Birrell, Mrs Birrell
##Mr and Mrs Bischoffsheim
##Mrs Ebrington Bissett
##Misses Blackwood (2)
##Mr and Mrs R. G. Blennerhassett
##Mrs W. H. Bliss
##Mrs Blundell, Miss Blundell
##Misses Blyth (2)
##Mr and Mrs Bolitho, Miss Bolitho
##Mr H. C. O. Bonsor, Mrs Bonsor, Miss Bonsor
##Mrs W. Borsel
##Mrs Griffith-Boscawen
##Mr and Mrs Boulnois
##Miss Bourke
##Mr W. R. Bousfield
##Mrs Bowden-Smith, Misses Bowden-Smith (2)
##Miss Bowen (2)
##Mr T. G. Bowles, Mrs Bowles
##Mr Edmund R. Boyle
##Miss Mabel Brackenbury
##Mrs Bradley, Miss Bradley
##Miss Beryl Bradford
##Miss Braddon
##Miss Bramwell
##Mr H. L. C. Brassey, Mrs H. A. Brassey, Misses Brassey (2), Misses Brassey (2) [sic 2x]
##Mr Stapleton Bretherton, Misses Stapleton Bretherton (2), Mr F. Stapleton Bretherton
##Mrs Bridge
##Mr G. Bridgman, Mr and Mrs C. G. O. Bridgeman
##Mr Brigg
##Mrs Brocklehurst
##Misses Brodie (2)
##Mr and Mrs Brookfield, Miss Brookfield
##Miss Bromley-Davenport
##Miss Brooke
##Miss Rhoda Broughton
##Mr and Mrs A. H. Brown, Miss Brown
##Mrs Browne, Misses Browne (2), Misses Browne (2) [sic 2x]
##Mrs Brownrigg, Miss Brownrigg
##Mr A. O. Bruce, Mrs A. C. Bruce [sic], Misses Bruce (2)
##Miss Brunner
##Mrs Bryce
##Mr Brymer
##Mr and Mrs Buchanan
##Mrs C. E. Buckle
##Mr Bucknill
##Miss Budgett
##Miss Mary Bulteel
##Miss Burdett
##Mr and Mrs Burges, Misses Burges (2)
##Mrs C. K. Burn
##Mr and Mrs F. C Burnand
##Miss Evelyne Burne
##Mr and Mrs W. Burns, Miss Burns
##Misses Burrell (2)
##Mr J. G. Butcher
##Mrs Butler, Mrs Butler, Miss Butler
##Mr Sydney Buxton, Mrs S. Buxton, Misses Buxton (2)
##Mr P. H. Calderon
##Mrs Calley
##Mrs Archibald Calvert, Miss Calvert
##Mr Cameron, Miss Cameron, Misses Cameron (2)
##Mr and Mrs J. D. Campbell, Mr J. A. Campbell, Miss J. A. Campbell, Mrs F. Campbell, Mrs W. Campbell, Mrs Hastings Campbell, Mrs W. Campbell [sic 2x], Mrs F. L. Campbell, Mrs D. B. O. Campbell, Miss Lilah Campbell, Miss Campbell, Miss Ronald Campbell, Misses Campbell (2)
##Miss Grace de Capell-Brooke
##Miss Carden
##Miss Carleton
##Mr and Mrs W. W. Carlile, Miss Carlisle
##Mrs Rivett Carnac
##Mrs Carnegy
##Mrs Boyd Carpenter, Misses Boyd Carpenter (2)
##Mrs Carson
##Mr and Mrs D'Oyly Carte
##Mrs Carter
##Mrs Castance
##Mr R. K. Causton, Mrs Causton, Miss Causton
##Mrs Cavaye
##Mr and Mrs C. Tyrall Cavendish, Mr Victor Cavendish, Mr Henry Cavendish, Mr Cavendish, Mrs Cavendish
##Mr and Mrs F. Cavendish-Bentinck, Mr Cavendish-Bentinck, Mrs W. G. Cavendish-Bentinck
##Mr F. Cawley
##Mr and Mrs Cayzer, Miss Cayzer
##Mr and Mrs W. M. Cazalet
##Mr F. Cazenove
##Mr Evelyn Cecil, Miss Cecil
##Mrs Chaine
##Mrs Chaloner
##Mr Austen Chamberlain, Mrs Chamberlain, Misses Chamberlain (2)
##Misses Chaning (2)
##Mr and Mrs Channing
##Mr and Mrs Cecil Chaplin, Misses Chaplin (2), Miss Edith Chaplin, Miss Chaplin
##Mrs Chapman
##Misses Chetwode (2)
##Mrs W. Chetwynd, Miss Chetwynd (2)
##Mr Childe-Pemberton
##Miss Chitty
##Miss Leila Crichton
##Miss Cholmeley (2)
##Miss Cholmondeley
##Miss Chrichton-Maitland
##Mrs H. Churchill
##Miss Spencer Churchill
##Mr J. D. Clark, Mr and Mrs Atkinson Clark, Mr Clark, Mrs B. F. Clark, Mrs G. D. Clark, Stanley Clark, Miss Clark
##Mr Purdon Clarke, Mr Ernest Clarke, Miss Clarke, Miss Stanley Clarke
##Mrs Clerk
##Mr and Mrs Henry Pelham Clinton
##Mrs Clive, Misses Clive (2)
##Mrs Close
##Mr Clough
##Mr Clowes, Misses Clowes (2)
##Mr Cobbold
##Mr T. B. Cochrane, Miss Cochrane
##Mr and Mrs W. A. Cockerell, Miss Cockerell, Miss Cockerell [sic 2x]
##Mr and Mrs D. Coghill
##Mr B. Cohen
##Mr Wentworth Cole
##Miss Colomb
##Mr and Mrs Colston
##Miss Colville
##Mr Richard Combe
##Miss Commerell, Miss Commerell [sic 2x]
##Mr and Mrs Compton
##Mr and Mrs Consett, Miss Vera Consett
##Mr and Mrs F. L. Cook, Mr Ward Cook, Miss Cook
##Mr and Mrs Kinloch Cooke, Mr Cooke, Mr and Mrs C. Kinloch Cooke
##Mr and Mrs Daniel Cooper, Mrs E. H. Cooper, Misses Cooper (2), Miss Cooper
##Mr and Mrs Cameron Corbett, Miss Corbett
##Mr and Mrs V. Seymour Corkran, Miss Corkran
##Mr and Mrs F. S. W. Cornwallis
##Mr and Mrs Cory
##Mrs Armar Corry, Mrs Clifford Corry, Miss Corry
##Mr J. R. G. Cotterell, Miss Cotterell (2)
##Mrs Stapleton Coton
##Mr and Mrs George Courroux
##Mrs Courtney
##Mr Burdett-Coutts
##Mrs Coventry
##Miss Cowell
##Miss Cowell-Stepney
##Mr and Mrs R. Cox, Mrs Cox, Miss Cox
##Mrs Crabbe, Misses Crabbe (2)
##Mrs Craik
##Mr and Mrs Crawshay
##Mrs Creignton, Miss Lucia Creighton
##Mr C. A. Cripps, Mr and Mrs Wilfrid Cripps
##Mr and Mrs Critchett
##Mr and Mrs Croombie
##Mrs A. B. Crosbie
##Mr and Mrs Shepherd Cross, Mr A. Cross, Miss Crosse
##Mr and Mrs Cruddas, Misses Cruddas (2)
##Mr and Mrs Percy Crutchley, Misses Crutchley (2)
##Miss Cuffe
##Miss Culme-Seymour
##Mrs Cuninghame
##Miss Cunliffe
##Mrs Dick-Cunynghame
##Mrs Curzon
##Misses Cust (2)
##Miss Custance
##Mrs Dalbiac
##Miss Gladys Dalgety [?]
##Mr C. B. Dalison
##Miss Dalrymple
##Mrs Dalton
##Mrs Denis Daly
##Mr and Mrs Darling
##Miss Dashwood
##Mr W. Bromley-Davenport
##Miss Davey
##Mr and Mrs Louis Davidson, Mrs Randall Davidson
##Mr W. Rees Davies, Mr Ben Davies, Mr and Mrs Vaughan Davies
##Mrs Davis
##Miss Dawnay (2)
##Mrs de Arcos
##Misses De Brienen (2)
##[Miss] La Baronne de Friesen
##Mrs R. C. de Grey Vyner
##[Miss] La Baronne Sirtema de Grovestins [?]
##Mr and Mrs J. de la Cour
##Mr and Mrs Edwin de Lisle
##Mr W. E. Denison
##Mrs Denny
##Miss De Perpigna
##Mrs de Salis
##Mr de Soria
##Mr De Trafford, Miss De Trafford
##Mr Deverell, Miss Deverell
##Mr and Mrs W. de Winton, Miss De Winton
##Mr and Mrs Gerard Dicconson
##Mr and Mrs Dicken
##Mr and Mrs C. S. Dickson, Mrs Dickson
##Mr J. K. Digby, Kenelm E. Digby, Mrs Digby, Misses Digby (2), Miss Digby
##Mr and Mrs J. Diggle
##Mr Lee Dillon, Misses Dillon (2)
##Mr and Mrs Coningsby Disraeli, Mr and Mrs R. Disraeli, Miss Disraeli
##Mrs Domvile, Miss Domvile
##Mr Greville Douglas, Mrs A. L. Douglas, Misses Douglas (2)
##Mrs Akers-Douglas
##Miss Dowell
##Mr and Mrs Doxford, Miss Doxford
##Mrs Geoffrey Drage
##Mr A. Drummond, Mr and Mrs G. Drummond, Mrs A. Hay Drummond, Mrs Lawrence Drummond, Mrs Drummond, Miss Edith Drummond,  Misses Drummond (2), Miss Mary Drummond, Miss Adelizs [?] Drummond, Misses Drummond (2) [sic 2x]
##Misses Du Cane (2)
##Miss Du Chair
##Mr W. H. Dudley-Ward, Miss Sybil Dudley-Ward
##Mr F. Dugdale
##Misses Duncombe (2)
##Mrs Dundas, Miss May Dundas
##Miss Dunn
##Mrs Dunne, Miss Marion Dunne
##Mr Du Plat Taylor, Mrs G. Du Plat Taylor
##Mrs Durnford
##Mr and Mrs Thiselton Dyer
##Mrs East, Misses East (2)
##Mr F. Eaton
##Mr R. Edgcumb
##Mrs Edis, Misses Edis (2)
##Mr Bevan Edwards, Miss Bevan Edwards (2), Mr C. C. Edwards, Mrs Edwards
##Mrs Egerton, Miss Egerton (2), Miss Egerton
##Miss Grey Egerton
##Mr and Mrs M. Eliot, Misses Eliot (2)
##Miss Ellaby
##Mrs Ellicott, Miss Ellicott
##Mr and Mrs F. Elliot, Mr T. H. Elliott, Miss Gertrude Elliot
##Mr T. E. Ellis, Miss Ellis (2), Miss Evelyn Ellis
##Mrs Ellison, Miss Ellison
##Misses Elphinstone (2)
##Mr Cary-Elwes
##Mr Erskine, Miss Rachel Erskine
##Mr Maurice Euphrussi
##Mr W. H. Evans, Misses Evans (2)
##Mr H. P. Ewart, Mrs C. B. Ewart
##Mr Eyre
##Mr Cecil Fane, Mr G. H. Fane, Mr Fane
##Mr Dyafer Fakhry
##Misses Keith Falconer (2)
##Mrs Fane
##Mrs Fanshawe, Miss Fanshawe
##Mr and Mrs Fardell, Misses Fardell (2)
##Mr and Mrs Farmer, Mrs Lancelot Farmer, Miss Farmer
##Mrs Farnham
##Mr Alfred Farquhar, Mr W. Farquhar, Mr and Mrs E. Farquhar, Mrs G. M. Farquhar
##Mr J. N. Farquharson, Miss Amelia Farquharson, Miss Henrietta Farquharson
##Mr and Mrs Farquharson of Invercauld, Misses Farquharson of Invercauld (2)
##Misses Feilding (2)
##Mrs Fellowes
##Mrs Fenn
##Mrs Fenwick, Misses Fenwick (2)
##Mr and Mrs Johnson-Ferguson
##Mr Munro-Ferguson
##Misses Ferguson of Pitfour (2)
##Miss Fergusson
##Miss Dorothy Ffolkes
##Mrs Field
##Mr and Mrs Fielden, Misses Fielden (2)
##Mrs G. H. Finch, Mrs Wynne Finch, Misses Finch (2)
##Mr and Mrs Firbank
##Mr Herbert Fisher, Mr and Mrs Hayes Fisher, Misses Fisher (2)
##Mr and Mrs Fison, Miss Fison
##Miss FitzClarence (2)
##Mrs FitzGeorge, Miss Olga FitzGeorge
##Mr Fitzgerald, Mr F. G. Fitzgerald, Miss Fitz Gerald
##Mr and Mrs Almeric Fitzroy, Miss Ethel Fitz-Roy
##Mrs R. Fitzwilliam, Misses Fitzwilliam (2)
##Mr Flannery
##Mr E. Flower, Miss Flower, Miss Flower [sic 2x]
##Mrs Floyd
##Mrs H. Fludyer
##Mr H. St. George Foley
##Mrs Barrington Foote
##Mr J. S. Forbes, Mr Forbes
##Mr John Ford
##Mr H. W. Forster
##Mr and Mrs Arnold-Forster
##Mr and Mrs Bevill Fortescue
##Misses Forwood (2)
##Mr W. S. Foster, Mrs W. H. Foster, Mrs H. S. Foster, Miss Foster
##Misses Fowler (2)
##Mr Franklin
##Mrs Houston French
##Misses Frere (2)
##Mr L. Fry
##Mrs Fullerton, Misses Fullerton (2)
##Mr Gadson
##Mr Wilhelm Ganz
##Miss Gardiner, Miss Gardiner [sic 2x]
##Mrs Gardner
##Mr and Mrs Garfit [?]
##Mrs Gathorne-Hardy, Miss Gathorne-Hardy
##Mr Hamilton Gatliff
##Mr and Mrs Scott Gatty
##Mr and Mrs Sydney Gedge
##Mr Geoffrey Drage [sic; does this belong here?]
##Mr F. W. Gibbs, Misses Gibbs (2)
##Mr and Mrs Walter Gibson
##Miss Gilbey
##Mr and Mrs Tyrell Giles
##Mr W. Gillett
##Mr and Mrs Gilliat, Misses Gilliat (2)
##Mr Henry Gladstone, Mrs Gladstone, Miss Helen Gladstone
##Miss Glyn
##Misses Godley (2)
##Mrs Godson
##Mr and Mrs Goelet, Miss Goelet
##Mr Charles Gold, Miss Gold
##Mr G. P. Goldney
##Mr and Mrs S. Hoffnung Goldnung Goldsmid
##Mrs A. Goldsmid, Miss Goldsmid
##Mr Otto Goldsmidt
##Mrs Goldsworthy
##Mrs Goodden, Miss Gurrney Goodden
##Mrs Goodenough
##Mr and Mrs John Gordon, Mr and Mrs J. E. Gordon, Mrs Gordon, Mrs G. G. Gordon, Mrs S. Gordon, Mrs Gordon [sic 2x], Miss Hamilton Gordon, Misses Gordon (2)
##Mr and Mrs Frank Gore, V. Gore, Mr and Mrs S. W. Gore, Mrs Gore, Miss Gore
##Mr and Mrs Goschen, Misses Goschen (2)
##Mr and Mrs A. Gosling, Miss Gosling
##Mr and Mrs F. R. Gosset
##Misses Gough-Calthorpe (2)
##Mr E. A. Goulding
##Mr G. Leveson-Gower
##Mr F. Graham, Mr Graham, Mr H. R. Graham, Mr and Mrs C. C. Graham
##Mrs Grant, Miss Grant
##Miss Victona Grant-Duff
##Mr and Mrs Henry Graves, Miss Graves
##Mr Ernest Gray
##Mrs Green
##Mr H. D. Greene, Mr W. R. Greene
##Mrs Gregory, Miss Gregory
##Mr and Mrs W. H. Grenfell, Mrs H. Grenfell, Miss Maud Grenfell
##Mr J. A. Gretton
##Mr Howard of Greystoke
##Mr Grifflth-Boscawen
##Mr and Mrs W. H. Kendal Grimston
##Mr George Grossmith [&quot;George Grossmith was not a little lionised by titled ladies&quot;&lt;ref name=&quot;:3&quot;&gt;“The Queen’s Garden Party. Buckingham Palace Grounds. A Brilliant Scene. The Queen’s Cup of Tea.” ''Daily News'' (London) 29 June 1897, Tuesday: 5 [of 10], Col. 6a [of 7] – 6, Col. 2a. ''British Newspaper Archive''  https://www.britishnewspaperarchive.co.uk/viewer/bl/0000051/18970629/021/0005. Print pp. 5–6.&lt;/ref&gt; (5, Col. 6b)]
##Mr Montagu Guest
##Mrs Gunter, Misses Gunter (2)
##Mr Gurdon
##Mrs Gurney
##Mrs Guy-Pym
##Mr and Mrs Gye
##Mr and Mrs Carl Haag, Miss Carl Haag
##The Munshi Abdul Hafiz Karim
##Mr and Mrs Haggard
##Miss Haig
##Mr R. B. Haldane
##Mr Halford, Misses Halford (2)
##Mr and Mrs Lewis Hall, Mrs Hall, Miss Hall, Miss (Lewis) Hall
##Mr and Mrs Thomas Halsey, Misses Halsey (2)
##Mr Francis Hamilton, Mrs R. W. Hamilton, Mrs Ian Hamilton, Misses Hamilton (2), Miss Hamilton
##Mrs Hammet
##Mr and Mrs Hanbury, Miss Dora Hanbury, Mrs Hanbury
##Miss V. Hanson
##Mr L. V. Harcourt
##Mr and Mrs Hardcastle, Misses Hardcastle (2)
##Mr and Mrs Hardy, Misses Hardy (2)
##Mr Cozens-Hardy
##Mr T. Hare, Mr Augustus Hare, Mr and Mrs John Hare, Mrs Marcus Hare, Mrs Marcus Hare [sic 2x], Miss Hare, Misses Hare (2), Misses Hare (2) [sic 2x]
##Mrs Harford
##Mrs Hargreaves-Rogers
##Mr C. Harrison, Miss Harrison
##Miss Hart
##Misses Hart-Dyke (2)
##Mr and Mrs Hartmann
##Mr George Harwood, Misses Harwood (2)
##Mr Hatch
##Mrs Hatton
##Mrs Haweis
##Mr and Mrs Claude Hay, Misses Hay (2), Misses Hay (2) [sic 2x]
##Mrs Arthur Heath, Mrs Heath
##Miss Louisa Heathcote
##Mr J. Henniker Heaton
##Misses Hemming (2)
##Mr Philip Henriques
##Mrs Heneage, Miss Heneage
##Mrs Henderson
##Miss (Brydges) Henniker
##Mrs Philip Henriques
##Mrs Herbert, Miss Herbert
##Mr and Mrs Hermon-Hodge
##Miss Heron Maxwell (2)
##Mr G. T. Hertslet
##Mrs Hervey, Miss Hervey
##Misses Hervey-Bathurst (2)
##Mr and Mrs Heseltine, Miss Heseltine
##Miss Hickman
##Mr H. Higgins, Mr Cecil Higgins, Mrs Higgins
##Mrs Platt-Higgins
##Miss Gladys Higginson
##Mrs Hildyard
##Mrs Staveley Hill, Miss Hill
##Misses (Stock) Hill (2)
##Mrs Hills
##Mrs Hippisley
##Mr and Mrs E. Brodie Hoare, Misses (Brodie) Hoare (2), Mr G. Hoare, Mrs S. Hoare, Misses Hoare (2)
##Mr and Mrs H. Hobhouse
##Mr R. K. Hodgson
##Mr and Mrs C. D. Hohler
##Mr R. R. Holmes, Mrs Holmes
##Mr R. Hallett Holt
##Mr Maurice Holzman
##Misses Hood (2)
##Miss Margaret Acland Hood
##Miss Hooker
##Mr and Mrs E. Hope, Mr and Mrs Adrian Hope, Misses Adrian Hope (2), Mr and Mrs James Hope, Mr Hope, Miss Mary Hope, Miss Hope
##Mr and Mrs Beresford-Hope, Miss Agnes Beresford Hope
##Mr and Mrs W. H. Hornby, Misses Hornby (2)
##Mr and Mrs Horner
##Mr and Mrs Hornyold [sic]
##Mr J. C. Horsley
##Miss Jean Hotham
##Misses Houldsworth (2)
##Mr R. P. Houston
##Mr E. S. Howard, Mr and Mrs A. C. Howard, Mr Joseph and Mrs J. Howard, Mr and Mrs H. Howard, Mrs Howard, Misses Howard (2), Miss Howard, Misses Howard (2) [sic 2x]
##Mr J. Hozier
##Mr and Mrs G. B. Hudson
##Hughes, Misses Hughes (2)
##Mr and Mrs A. C. Humphreys-Owen
##Mr and Mrs Hungerford
##Miss M. Carew Hunt
##Mrs W. G. G. Hutchinson, Miss Hutchinson
##Mr and Mrs G. M. Hutton, Mr John Hutton, Mr A. E. Hutton, Mrs G. Hutton
##Mrs Inglefield
##Mr and Mrs Wootton Isaacson
##Mrs Jackson, Miss Grace Jackson
##Mr Jacobs
##Mrs Jacoby
##Mr and Mrs W. James, Mr Arthur and Mrs A. James, Miss Helena James
##Mrs J. E. Jameson, Misses Jameson (2)
##Mr and Mrs Jebb
##Mr and Mrs A. F. Jeffreys
##Mr E. R. Jenkins, Missess Jenkins (2)
##Mrs Jenkinson
##Miss Jenner
##Mr and Mrs H. C. Jervoise, Miss Jervoise
##Mrs Jessel, Miss Jessel
##Mrs Cotton-Jodrell, Miss Cotton-Jodrell
##Mr and Mrs J. H. Johnstone, Mrs G. Johnstone, Miss Johnstone, Miss S. L. Johnstone
##Mrs Joicey, Miss Joicey
##Misses Jolliffe (2)
##Mr and Mrs Atherley-Jones
##Mr and Mrs Brynmor-Jones
##Mrs Inigo Jones
##Mr Philip Burne Jones
##Mrs Pryce Jones
##Mr Henry Joslin
##Mr and Mrs Kearley
##Mrs Keeley
##Misses Keith-Falconer (2)
##Miss Kemball
##Mr George Kemp
##Mr C. Kempe
##Mr and Mrs A. Kennard, Mrs Hegan Kennard, Miss Kennard, Misses Kennard (2)
##Misses Kennaway (2)
##Mrs Kennedy, Miss Kennedy
##Mrs Kennion [?]
##Mrs Kennison
##Mr and Mrs W. Kenny, Miss Ethel Kenny
##Mr J. Kenyon
##Mrs Colin Keppel, Miss Keppel
##Misses Ker (2)
##Misses Kerr (2), Miss Nona Kerr
##Mrs Kilkelly
##Mr and Mrs Kimber, Miss Kimber
##Mr King King, Miss King King
##Mr Nigel Kingscote, Mr T. Kingscote
##Mrs Kingston
##Mrs Kitching
##Misses Kitson (2)
##Mr Lees Knowles and Mrs Knowles
##Mr Knowles
##Mr and Mrs Kuhe
##Mrs A. P. Lake
##Misses Lambart (2)
##Miss Aline Lambton
##Mr Landon
##Mrs Lane
##Mrs Langenbach
##Miss Larking
##Mrs Lascelles
##Mr W. F. Laurence
##Mr Edwin Laurence
##Misses Laurie (2)
##Mrs Laurier
##Mr and Mrs E. Law
##Mrs E. Lawrence, Misses Lawrence (2)
##Mrs Lawrie
##Mr J. Grant Lawson, Miss J. Lawson
##Mr and Mrs Lecky
##Mrs Hanning Lee, Misses Hanning Lee (2)
##Miss C. Lees
##Miss Leese
##Miss Violet Leigh
##Mr and Mrs S. Leighton, Misses Leighton (2)
##Mrs Leslie
##Mr L’Estrange, Miss l’Estrange
##Mr Letchworth
##Mrs Lewis, Misses Lewis (2)
##Mrs Naylor Leyland
##Mrs Liddell, Miss Liddell, Misses Liddell (2)
##Mrs Lidderdale, Misses Lidderdale (2)
##Misses Lindley (2)
##Mr Henry Gore Lindsay, Miss Gore Lindsay, Mr H. B. Lindsay, Mr W. A. Lindsay, Miss Lindsay, Miss Lindsay [sic 2x]
##Mr Leonard Lindsey
##Misses Linton (2)
##Miss Lister
##Mr Cecil Lister-Kaye
##Miss Llewelyn
##Mr E. Lloyd, Mrs Lloyd, Misses Lloyd (2)
##Miss Alice Loch, Miss Emily Loch
##Mrs Lockhart
##Mrs Lockwood, Miss Lockwood
##Mr Loder
##Miss Loftus
##Mr Heathcote Long and Mrs Long
##Mr H. T. Lopes, Misses Lopes (2)
##Mr Drury Lowe and Mrs Lowe, Miss Drury Lowe
##Mr and Mrs J. W. Lowther, Miss Aimee Lowther
##Mr E. H. Loyd, Mr and Mrs A. K. Loyd
##Mr and Mrs H Lubbock, Miss Lubbock
##Mr Reginald Lucas, Mrs Lucas, Mrs F. A. Lucas
##Mrs Lucas-Shadwell, Miss Lucas-Shadwell
##Mrs Luck
##Mr and Mrs Fairfax Lucy
##Mr H. Luttrell, Mr W. C. F. Luttrell, Mrs Luttrell, Miss Luttrell
##Miss Lyall
##Misses Lyell (2)
##Mr and Mrs Lyon
##Miss Lyson
##Misses Lyte (2)
##Mr W. G. E. Macartney
##Mr and Mrs  J. C. Macdona
##Miss Macdonald
##Mr Alpin Macgregor, Misses MacGregor(2), Miss Macgregor
##Mr and Mrs Muir Mackenzie, Miss Margaret Muir MacKenzie, Miss Mackenzie
##Mr Mackinnon
##Misses Mackworth (2)
##Mr and Mrs J. Maclean
##Mr and Mrs J. W. Maclure, Miss Maclure
##Mr and Mrs Frederick Macmillan
##Miss Macnaghten
##Miss Macpherson-Grant
##Mr Madden, Miss Madden, Misses Madden (2)
##Misses Magniac (2)
##Mr R. Maguire
##Mr Fuller Maitland
##Mr lan Z. Malcolm
##Mrs Malet, Miss Malet
##Mr B. Mallet
##Mr and Mrs G. Manners
##Mrs Newton Mant
##Mr and Mrs Marjoribanks, Mrs Majoribanks
##Mr T. C. March
##Mrs Markham, Misses Markham (2)
##Mr and Mrs H. H. Marks
##Mrs Marshall
##Mr and Mrs W. A. M’Arthur
##Mr Martin, Mrs R. B. Martin
##Miss Martyn
##Mr Mason
##Miss Massey-Mainwaring
##Mr C. Maud
##Mr and Mrs F. W. Maude, Mrs C. Maude, Miss Constance Maude
##Mrs Maurice
##Misses Maxwell (2)
##Mr and Mrs Maxwell-Lyte
##Mrs May
##Mr H. L. B. MCalmont, Mrs J. M'Calmont
##Miss M'Clintock
##Mrs J. M'Donald
##Mrs Meeking, Miss Meeking
##Mrs Mellor, Misses Mellor (2)
##Mr and Mrs Beresford Melville
##Mr and Mrs T. G. Menzies, Miss Menzies
##Mr and Mrs M'Ewan
##Mr and Mrs P. C. Milbank, Miss May Milbank
##Mr F. Bingham Mildmay, Mr and Mrs Bingham Mildmay, Miss Beatrice Mildmay
##Mr and Mrs Arundel St. John Mildmay, Miss St. John Mildmay
##Mrs Napier Miles
##Mrs Millett
##Mr and Mrs A. Milman, Miss Lena Milman, Misses Milman (2)
##Mr and Mrs Milvain
##Mrs Victor Milward, Miss Milward
##Mr A. B. F. Mitford, Miss Mitford
##Mr and Mrs M’Laren
##Mrs M'Neile
##Mr and Mrs C. M’Neill, Mrs M’Neill
##Mrs W. C. F. Molyneux
##Mrs G. Moncrieff
##Mr Monk, Misses Monk (2)
##Mr E. P. Monckton
##Mr Ronald Moncrieffe
##Miss Cicely Monson
##Mr V. Montagu, Misses Montagu (2)
##Mrs Montefiore
##Mr Montgomerie
##Mrs Montgomery, Miss Montgomery
##Mr Moon
##Miss Mary Moore
##Mrs Moorhouse
##Mrs Manvers Moorson
##Mr R. J. More
##Miss More-Molyneux
##Miss Evelyn Moreton
##Mr Charles Morley
##Mr and Mrs Morrell
##Mrs Ashurst Morris, Misses Morris (2), Miss Ethel Morris
##Mr Hugh Morrison
##Misses Moseley (2)
##Mrs Mostyn
##Mr and Mrs Mount, Misses Mount (2)
##Misses Mowatt (2)
##Miss Mowbray
##Mrs Max Muller
##Miss Mundella
##Mr and Mrs Campbell Munro, Miss Campbell Munro
##Mr and Mrs Muntz, Miss Muntz
##Mr and Mrs Murdoch, Miss Murdoch
##Mr and Mrs W. J. Mure, Mr Mure, Miss Mure
##Mr C. J. Murray, Mr G. H. Murray, Mrs Graham Murray, Miss Graham Murray, Mrs J. Murray, Mrs Wyndham Murray, Miss Murray
##Mr W. H. Myers
##Mr M. Myther
##Misses Nelson (2)
##Misses Nevill (2), Miss Nevill
##Mrs F. Neville, Miss Neville
##Mrs Nevul [?]
##Mr F. A. Newdigate
##Mrs Newhouse
##Mrs H. F. Nicholson
##Mr and Mrs Nicol, Miss Nicol
##Mr G. and Mrs Noel, Misses Noel (2)
##Mrs Nugent
##Mr T. W. Nussey
##Mrs Oakley, Miss Oakley
##Misses O’Brien (2)
##Mr J. C. O'Dowd
##Miss Ogilvy
##Miss V. A. Okeover
##Mrs H. H. Oldham
##Mr and Mrs M. Oldroyd
##Mr and Mrs Arthur Oliphant
##Misses Olpherts [?] (2)
##Mr and Mrs Oppenheim, Miss Linda Oppenheim
##Mr and Mrs Charles Orde
##Mr C. L. Orr-Ewing
##Miss Alina O'Shee
##Mr and Mrs R. A. Oswald, Mr and Mrs Oswald
##Miss Phoebe Otway
##Miss Humphreys Owen
##Mr Hussey Packe, Misses Packe (2)
##Mrs A. Paget, Mrs Paget, Miss Alice Paget, Miss Paget
##Misses Paget of Cranmore (2)
##Mrs Pakenham, Mrs Pakenham
##Miss Palgrave
##Mrs Dampier Palmer, Miss Palmer
##Mr Paoli
##Miss Parker
##Mr E.  and Mrs Parkes
##Mrs H. Parr
##Miss Parry
##Mr Paton
##Mr and Mrs J. L. Pattison, Miss Pattison
##Mr J. Balfour Paul
##Mr J. M. Paulton
##Mr Walter Peace, Miss Peace
##Mrs Peacocke [?]
##Mr Godfrey and Mrs G. Pearse
##Mr Joseph and Mrs J. Pease, Mr Arthur and Mrs A. Pease, Mr A. E. Pease, Miss Pease, Miss Pease
##Mr A. Peckover, Misses Peekover [?]
##Mr Archibald Peel, Mr Algernon Peel, Mrs A. Peel, Misses Peel (2), Miss Cecilia Peel
##Mrs Aldrich Pelham, Miss Anderson Pelham
##Misses Pelly (2)
##Mr J. and Mrs Pender
##Mr J. Penn, Miss Penn
##Mr Pennefather
##Mr Heber Percy
##Miss Pereira
##Mr and Mrs Perks
##Mrs Perowne, Miss Perowne
##Mr Henry Petre
##Mrs Peyton, Miss Peyton
##Mrs N. G. Philips
##Mr and Mrs Phellps, Miss Pollock Phellps
##Mr and Mrs Lort Phillips, Miss [?] Phillips
##Mr B. Faudel-Phillips, Mr L. Faudel-Phillips
##Mrs Phillpotts
##Mr and Mrs Constantine Phipps, Mr Charles Phipps, Miss Phipps, Mr and Mrs Wilton Phipps, Miss Wilton Phipps
##Mrs Pipon
##Mrs Pirie [?]
##Mrs Pitman
##Mrs Fox Pitt
##Mr Platt-Higgins
##Mrs Poe
##Miss Pole, Miss Chandos Pole
##Mr and Mrs Pollock
##Mr and Mrs John Ponsonby, Miss Julia Ponsonby, Miss Ponsonby
##Mr and Mrs Wyndham Portal
##Mrs F. Post, Miss Post
##Mr and Mrs Powell, Miss Baden Powell, Miss Powell (2)
##Mrs Powlett, Miss Powlett, Miss Orde Powlett
##Mr Herbert Praed
##Mr and Mrs Price, Mr and Mrs Montagu Price
##Miss Priestley
##Mr H. W. and Mrs Primrose
##Mrs Upton Prior
##Mr and Mrs Leslie Probyn, Miss Charlotte Probyn
##Mr Roland and Mrs R. Protheroe
##Mr Provand
##Mr A. V. Pryor
##Mr Guy Pym
##Miss Quain
##Mr and Mrs Quilter, Misses Quilter (2)
##Mr Henry and Mrs H. Raikes, Mrs Raikes, Miss Lucy Raikes
##Mr Pandeli Ralli
##Mr and Mrs Alexander Ramsay, Miss Ramsay
##Mr and Mrs J. Rankin, Miss Rankin
##Mr Read
##Mr and Mrs Rebow, Miss Rebow
##Mr G. A. Redford and Mrs Redford
##Miss K. Reiss
##Mr and Mrs J. Rennell Rodd, Mrs Rennell Rodd
##Mr and Mrs Renshaw
##Mr J. A. Rentoul
##Mr Repton
##Mrs I[?]. Ricardo, Misses Ricardo (2), Miss Ricardo
##Mrs Rice, Miss Beatrix Rice
##Mr H. C. Richards
##Mr T. Richardson, Mr and Mrs Richardson
##Mrs Riddel
##Miss Rigby
##Alderman and Sheriff Ritchie, Misses Ritchie (2)
##Mr A. T. Phillips Roberts
##Mr Forbes Robertson, Mr Edmund Robertson, Mrs Robertson, Miss Sibyl Robertson
##Mrs Robins, Miss Robins
##Mr Brooke Robinson, Mrs Robinson
##Miss Frances Rod
##Sheriff Hargreaves Rogers
##Mrs Rolfe
##[[Social Victorians/People/Fanny Ronalds|Mrs Ronalds]]
##Mrs James Ronand
##Mrs Carl Rosa
##Mrs Harcourt Rose
##Mr and Mrs Leopold Rothschild, Mr Alfred Rothschild
##Mr James Round, Misses Round (2)
##Mr Bowen Rowlands
##Mr and Mrs Royds, Misses Royds (2)
##Mrs Arnold Royle [? Royce?], Mrs G. Royle
##Mr Hugo von Ruffer
##Mr G. W. E. Russell, Mr H. J. H. Russell, Mr T. W. RusseII, Mrs J. C. Russell, Mrs F. Russell, Miss Russell, Misses Russell (2), Misses Russell (2)
##Misses Russell of Killowen (2)
##Mrs W. W. Russon[?]
##Mr John Rutherford and Mrs Rutherford
##Miss Jane Ryan
##Mr G. L. Ryder, Mr J. D. Ryder
##Salting, H. S. Samuel, Albert Sandeman, Sant, R. Sassoon, Arthur Sassoon, Skeffington Smyth, Augustus Spalding, H. H. Shaw, E. Strachey, J. Murray Scott, J. Stern, P. L. Sclater, W. Sidebottom, Abel Smith, Louis Sinclair, C. H. Seely, Lucas Shadwell, W. E. T. Sharpe, C. E. Shaw, E. B. Sparke, T. H. Sidebottom, Steward, Stibbert, H. Somerset, J. P. Smith, Horace Seymour, A. H. Smith, H. M. Stanley, J. A. Swettenham, A. Spicer, Stevenson, J. H. Stock, J. Sturgis, H. C. Smith, C. J. Stewart, Leslie Stephen, T. Smith, Senhouse, Eames Storey, Christopher Sykes, H. Seton-Karr, Philip Somers-Cocks, T. Skewes-Cox, Shelley-Bontein, Leo Schuster, Smith, G. D. Smith, Shaw, Michael Shaw-Stewart, E. J. Stanley, Scaramanga, F. Sutton, Dudley Smith, C. E. Tritton. W. E. M. Tomlinson, H. F. Tollemache, A. M. Torrance, Tarleton, Edward Tighe, Alma-Tadema, W. H. Wilson-Todd, P. Thornton, F. Taylor, Beerbohm Tree, Dan Tupper, Montagu Tharp, Abel Thomas, Algernon Turnor, Tudway, C. W. Trotter, H. J. Tennant, J. C. Thynne, H. D. Trelawny, C. E. Thynne, F. J. Thynne, Montagu Thorold, Tremayne, H. Graham Toler, John Taylor, A. J. R. Trendell, Tosti, Christopher Tower, T. Usher, A. Ure, T. Usborne, Chas van Raalte, Graham Vivian, R. C. de Grey Vyner, Hope Vere, F. E. Villiers, Von André, Venning, L. Van Loon, Van De Weyer, Val Prinsep, Walter, Thomas Wayman, Hwfa Williams, Cornwallis West, R. G. Webster, Sackville West, Wanklyn, A. S. Wiison, G. Fleetwood Wilson, A. F. Warr, F. W. Wilson, Piers Egerton Warburton, S. Wombwell, Weigall, Powell Williams, John Welby, Wingfleld, Whitbread, J. W. Wilson, Walton, D’Arcy Wyvill, Wodehouse, Wylie, A. Wilson, John Wilson, C. H. Wilson, Herbert Whiteley, Wynne, Lee Warner, W. West, G. Whiteley, Spencer Walpole, H. C. Woods, M.D., Deputy Inspector-General, Charles Wyndham, J. Humphrey Ward, F. Walker, Whateley, W. Woodall, Wyndham, Godfrey Webb, J. Welby, Charles Waldstein, H. Yorke and Yerburgh
#Mesdames&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 7a–b) — , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , Teignmouth [?] Shore, Sandeman, Stopford, Graham Smith, Salting, Brinsley Sheridan, Salmon [?], Salmond, Edgar Shephard, Sant. A. Sandeman, H. Seymour, H. S. Samuel, St. Clair, AbeI Smith, J. P. Smith, H. M. Stanley, A. Spicer, Stevenson, Swaine, Sullivan, J. H. Stock. E. B. Sparke, J. Sturgis, Louis Sinclair, H. Seton-Karr, Slade, J. Stern, Skefflngton Smyth, P. L. Slater, A. C. Stewart, R. Sassoon, C. Smith, E. Strachey, Napier Sturt, Steward, Eames Storey, Starkie, Senhouse, Bridgman Simpson, Seddon, T. Smith, Leslie Stephen, Settle, Scaramanga [?], Arthur Sassoon, L. Seymour, Shaw. R. F. Synge, T. Skewes-Cox, Stevenson, H. C. Smith, Sterling, T. H. Sidebottom, C. H. Seely, Shelley-Bontem [?], Sandford, Hawley Smart, Sergison [?], Frederick Slade, Scobell, Graves Sawle, Scott, Settle, Smith-Barry, Stewart, J. A. Swettenham, Surtees, Synge, Dudley Smith, Thomson, M. Thorold, H. Graham Toler [?], J. W. Taylor, Christopher Tower, Tosti, Temple, Beerbohm Tree, Dan Tupper, R. T. Thynne, Montagu Tharp, Trotter, Anstruther Thomson, Tupper, Taylor, C. E. Tritton, C. F. Anstruther Thomson, Edward Tighe, F. Taylor, Tillard, Tillbrook, Brook Taylor, Tudway, C. E. Thynne, J. C. Thynne, H. Thomas, Thwaites, Tarleton, A. Ure, Usher, R. Vivian, Val Prinsep, Edmund Vaughan, E. Villiers, C. van Raalte, Von André, Verschoyle, F. E. Villiers, Vance, Hope Vere, Villiers, Venning, Sackviile West, Whatman, Williams Wynn, Watson, Wharton, John Wilson, Williams, Stuart Wortley, Wood, C. H. Wilson, S. J. Way, Walton, H. Whiteley, G. Whiteley, Ellis Williams, Wilson, Weywan, E. F. Wodehouse, John Welby, Wray, Wickham, Whatley, Spencer Walpole, Hwfa Williams. J. Woodford, Charles Wyndham, Wingfield, Charles Wood, Lee Warner, Warre, Humphrey Ward, Wallis, Wilberforce, Wynne, J. Welby, Eardley Wilmot, A. S. Wilson, C. [?] E. Ward, Walter, Warner, R. G. Webster, Wells, Cornwallis-West, F. Charteris Wemyss, Yerburgh
#Misses&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 7c – 5, Col. 1a) —  , , , , , , , , , , , , , , , , , , , , ,  , , , , Satyendra Bala '''Tagore''', , , , , Smith, Stafford, Stevenson, Stopford (2), M. Seymour, Kay Shuttleworth [?] (2), Seymour (2), Shaw, Shaw-Stewart, Evelyn Starling[?], Maxwell Scott, Abel Smith, Sartorius (2), Maud S[?]hey, Stewart, Magaret Stanley, Dorrien Smith, Smith (2), [?]-Smith, Saurin, Salmond (2), Sandeman (2), Sant, Dudley Smith[?], Swaine, Stephenson (2), Stewart (2), Dora Stone, Sparkes, [Stanley?], Nita Houston Stewart, Lily Severn, Evelyn Stanley, [Sheppart?], Saumarez Smith, Truda Saunderson, Swinburne, [Sullivan?], Mabel Seymour, Shute, R. Sterling, Stern (2), Sar[?] (2), Sassoon (2), P. L. Sclater, Sparke, Smith (Clement), [Sanderson?], Hilda Stewart, Seddon (2), Shelley, Sprigg (2), [?] Stephen, Ruby Spencer Churchill, Rachel Smith, [?], Tremayne (2), Ellen Terry, Ethel Thomas, Muriel [?], Taylor, Mary Talbot, Tomlinson, G. le M. Tupper, [?], Ella Taylor, Thorold, Taylor (2), E. Tuson, Trelawny [?], Adela[?] Trefusis, Rachel Thynne, Tritton (2), Thomson (2), [?], Thesiger, Thynne, I. C. (2), Thynne (2), Thornton (2), [Temple?], Turner, Talbot, Thynne, Usher, Van de Weyer (2), [Vivian?] (2), Dorothy Villiers, Freda Villiers, Verschoyle, Van [der Byl?], Villiers, Venning, Hilda von Deichmann, Wood[ford?], Fleetwood Wilson, Eardley-Wilmot, Maud Walpole, [?hend?] Wilson, Wilson, Wilberforce, Warren (2), [W?vil?] (2), Wills (2), Warrender (2), Walrond (2), Wynd[ham?] (2), Webster (2), Watson, Wombwell, Whitehead (2), [W?Ieyer?] (2), Evelyn Wellesley, Cornwallis West, Whatman {2), [?] (2), Rachel Weigall, F. Walker, Smart Walker, Wood (2), de la Wood[?], Ward, Wilbraham, Wilberforce (2), Walker, Williams, [Workham?] (2), Yeatman
#Admirals of the Fleet [initial large caps, rest sm caps] — Earl of Clanwilliam, Lord John [Hay?], the Hon. Sir H. Keppel
#Admirals — H. G. Andoe, C. E. Buckle, Sir F. Bedford, Britten, the Hon. W. Carpenter, H. F. Cleveland, Sir H. Chads, Close, [?], Carr, E. J. Church, Sir W. Dowell, R. G. Douglas, A. L. [?], C. E. Domvile, A. T. Dale, D’Eyncourt, Field, Sir A. [Farquhar?], Fitzgerald, Fellowes, Fanshawe, Sir H. Fairfax, Sir [?] Fisher, C. J. Fane, Fullerton, the Hon. Sir E. Fremantle, [?] FitzGeorge, Woods Pasha, Sir W. Hunt-Grubbe, Sir Anthony [?] Hoskin, Lord Hood of Avalon, Sir Leopold Heath, Sir [?] [F.?] Hotham, Sir Algernon Heneage, R. H. Hamond, the Right Hon. Sir [J.?] Hay, St. G. C. D’Arcy Irvine, Jones, Kennedy, Sir A. [?s], A. P. Lake, R. M. Lloyd, Sir L. Loraine, A. H. Markham, [Sir?] R. More-Molyneux, Sir F. L. M'Clintock, Sir R. Macdonald, [the?] Hon. V. Montagu, Nicholson, Noel, Marquis of Northampton, Sir E. Ommaney [?], Sir Augustus Phillimore, A. T. Powlett, [?], [?. ?.] Rowley, Sir F. Richards, Lord Charles Scott, [? St.? John?], W. H. C. St. Clair, Bowden Smith, Sulivan, E. H. Sey[mour?], H. Stephenson, Sir Nowell Salmon, Sir W. Houston [Stewart?], Sir M. [Cuhne?]-Seymour, E. W. Turnour, E. W. Van[?] Wharton, Sir G. Willes, the Hon. W. J. Ward
#Captain, R.N. — W. A. D. Acland, C. J. Barlow, F. R. Board[?], H. Bainbridge, Hon. T. Brand, Bickford, Lord Charles [B?ford?], B. F. Clark, Colville, Carter, Hon. S. Cecil Colville, [?ford?], A. G. Douglas, Sir C. Domville, Hon. A. Hay Dru[?], [?] [W.?] [?] Gordon, Hammet, Hon. Curzon Howe, Hender[?], [?] Ingles, Jellicoe, Jephson, Johnstone, Jeffreys, H. C. [?], Hon. A. Littleton, Hon. Hedworth Lambton, Moore, May, [? Net?], Poe, Pipon [?], Aldrich Pelham, Alfred Paget, [Bi.idcl?], Rolleston, John Sinclair, Bridgeman Simpson, [?], Van Koughnet [?], Burges Watson, Eardley-Wilmot, [?ham, Winsloe, Hon. J. Yorke
#[Lieutenants???] — Anson, G. R. Bethell, Blair, Bayley, Cave[?], [?] Cave,Hon. Cecil Cadogan, de Salis, Fraser, Floyd, Hon. [?] [F?], Alaric Grant, Morgan, Moore, Marescaux, [?] Stuart, Tupper, Wells, Williams, G. J. S. Warrender
#[Lieutenants?] R.N. — Alton, Murray Aynsley, Boyle, Bather, [?], [R. F.?] Boyle, Chaytor, Sir Charles Cust, G. W. Davy, [?] Wyndham-Fiennes, Fair, Godfrey Faussett, Garforth, [L?]ord Clifford, Hopkinson, Henderson, Keyes, Keppel, [?] Lloyd, Majendie, Mitchell, Morant, Kerr-Pearse, [?] Richmond, Rae, Stewart, Hon. Victor Stanley, [?] [Calta?]-Seymoar, Trye, Thring, Hon. Cyril Ward, W[?], R. E. Wemyss, Woolcombe
#[Captain?] Trinity House, Sir J. Sydney Webbe
#[Field?] Marshall — Sir F. P. Haines, Sir Lintorn Simmons, Sir [?] Stewart, Lord Roberts of Kandahar, Viscount Wolseley
#[Generals?] —Sir J. Ardagh, Sir A. Alison, Sir H. J. Alderson, [?n] Annesley, J. Alleyne, Sir J. M. Adye, Sir C. G. [Arbuth?]not, Sir H. Havelock-Allan, R. Bateson, Sir W. F. [B?er, Sir H. Brackenbury, H. M. Bengough, the Right Hon. [?] Buller, Sir Owen Tador-Burne, H. J. Buchanan, Sir C. H. [Brown?low], Sir S. Browne, Sir M. Biddulph, Viscount Bridport, [?. O.?] Barnard, E. F. Chapman, Lord Clarina, C. F. Clery, the Hon. S. Gough-Calthorpe, E. H. Clive, Godfrey Clerk, Lord [Ch?]sford, the Hon. Sir Andrew Clarke, Sir E. Du Cane, Crutchley [?], Lord de Ros, Sir John Donelly, J. H. Dunne, Sir Martin Dillon, Sir Collingwood Dickson, Sir H. de Bathe, Davis, Sir F. de Winton, Sir T. Dennehy, Sir H. Ewart, Sir J. B. Edwards, C. B. Ewart, Cecil East, Arthur French, Sir T. Fitz-Wygram, the Hon. Sir P. Feilding, Sir T. E. Gallwey, Sir T. Goldsmid, Sir R. Gipps, Sir R. Grant, Sir F. W. Grenfell, Coleridge Grove, Goldsworthy, J. J. H. Gordon, Sir E. A. Holdich, Sir E. W. Higginson, Sir R. J. Hay, Sir R. Harrison, Julian Hall, Earl Howe, the Hon. W. Home, J. Jameson, Sir Arnold Kemball, Kelly-Kenay, Lord Mark Kerr, F. T. Lloyd, Sir D. Lysons, Sir Drury Lowe, G. Luck, J. W. Laurie, F. Marshall, the Hon. R. Monck, Crichton Maitland, Sir J. M'Neill, Montgomery, the Hon. S. Mostyn, G. Moncrieff, E. Markham, Sir W. A. Mackinnon, Bryan Milman [?], H. M’Calmont [?], M'Donnell, W. C. F. Molyneux, Lord [Methuen?], J. F. Maurice, Sir F. Middleton, O. H. Nicolls, Sir E. [?] Newdegate, Sir H. N[orman?], Sir W. Olpherts, F. Peyton [?], G. [?] Upton Prior, T. H. Pakenham, G. W. T. Rich, Lord [?der] Russell, Robinson, Rowlands, J. C. Russell, F. [Russell?], A. C. Stewart, Sir Henry Smyth, Sterling, Sir C. [?] Shute, N. Stevenson, Swaine, Lord William Seymour, [?] [Sahmond?], Sir Frederick Stephenson, Sir John Stokes, Sir R. [?], Sir H. B. Tuson, the Hon. R. A. J. Talbot, G. le M. [Tupper?], Taylor, Hon. C. Thesiger, R. T. Thynne, Upperton, [?]H. Utterson, Sir J. Watson, Sir C. W. Wilson, Sir F. F. Walker, Sir Evelyn Wood, Sir C. Warren, Albert Williams, the Hon. G. Wrottesley, Sir G. H. Willis, Sir H. Wilmot
#Colonels — Armytage, Arkwright, Pat Boyle, Burges, the Hon. [?] Byng, H. B. H. Blundell, M. S. Brownrigg, Sir E. Bradford, Sir A. [Blyge? Bigge?], the Hon. F. Bridgeman, Brassey, Lord William Beresford, St. John Barne, N. Barnardiston, Lord Blythswood, [?] Cunynghame, F. H. Custance, Clayton, Sir Henry Colville, [?] Carnac [?], Cavaye, Seymour Corkran, the Hon. Charles [?], W. Campbell, Chaloner, Archibald Calvert, the Hon. [?] Campbell, the Hon. Wenman C. Coke, the Hon. W. [?ton], the Hon. Sir W. Colville, Chaine, A. B. Crosbie, [T.?] [R?] Crosse, Lord Edward Pelham Clinton, the Hon. Henry [C?hton], E. H. Cooper, the Hon. H. Corry, John Clerk, Lord Dorchestcr, C. R. Dease, the Hon, Lewis Dawnay, [the?] Hon. H. Denison, Denny, Dalbiac, A. Davidson, the Hon. Cathbert Edwards, the Right Hon. Sir F. Edwards, [?son], R. Edis, the Hon. Charles Edgecumbe, Aubone Fife, [?], Wynne Finch, Ferguson of Pitfour, Forster, Lancelot [?r] H. Frudyer, Barrington Foote, Goldsmid, Gore, Grenfell, [?n], C. G. Gordon, R. Gunter, Alan Gardner, Hon. G. Gough, [?] [?iton], the Hon. A. Hood, the Earl of Home, Lord Claud [Hamilton?], Harford, Herbert, the Earl of Haddington, Haygarth, G. Hatton [?], Hillyard, Arthur Haig, Sir E. Stock Hill, R. Hennell, Archer Houblon [?], the Hon. Cospatrick Home, the Hon. C. Gathorne-Hardy, Johnstone, Cotton-Jodrell, Hegan, [H?nard], Sir N. Kingscote, H. A. Lascelles, the Hon. Heneage [L?], Hanning Lee, F. A. Lucas, the Hon. H. Lyttelton, Lockwood, L. V. Loyd, C. W. Long, Ronald Lane, Lucas, J. Leslie, the Hon. Caryl [?]Molyneux, John Murray, Sir A. W. Mackworth, J. M'Calmont [?], Milward, the Hon. F. C. Morgan, J. J. Mellor, Meeking, Manvers [?], Moorsom, H. Malet, the Earl of Mount Edgecumbe, the [Earl?] of March, Wyndham Murray, Sir V. Majendie, the Hon. G. [Napper?], H. H. Oldham, L. J. Oliphant, A. Paget, Dampier Palmer, [Earl?] Percy, George Paget, C. D. Patterson, Arthur Peel, [Birch?] [Richardson?], the Hon. F. W. Stopford, Sir W. G. Stirling, E J. [Sanderson?], T. M. Sandys, H. Smith, J. F. Sandeman, Renyon-[Surrey?], C. E Stewart, E. H. Sartorius, the Hon. Walter [Stewart?], L. Seymour, Settle, Stevenson, Starkie, C. H. Seafe, the Hon. Sir W. P. Talbot, J. Du Plat[?] Taylor, H. Thomas, A. W. [T?], the Hon. W. Ie Poer Trench, H. P. Vance, Sir C. E. Howard Vincent, M.P.; R. Vivian, A. P. Vivian, E. Villiers, the Duke of Westminster, the Earl of Wemyss, Lord Wantage, Ward, [Waring?], [Earle?] Welby, Lord Arthur Wellesley, Robert Williams, the Hon. H. L. Wood, Sir W. H. Walroud, F. Smart Walker, A. [Williams?] Wynn, Wardrop
#Majors — Anne, Atherley, Ashton, F. H. Bowles, the Hon. [?] R. Bourke, Carnegy, H. Candy, Close, the Hon. F. Colborue, the Hon. Wenman Coke, Lawrence Drummond, Alfred [Edgecombe?], G. Egerton, E. H. Elliot, the Hon. A. Henniker, J. [H?a?h], the Hon. Assheton Harbord, the Hon. North Dalrymple [Hamilton?], Jameson, Pryce Jones, Larnach, the Hon. Osbert [Lumley?], C. Little, Marindin, the Hon. J. Scott Napier, Wyndham Quin, F. C Rasch, the Hon. A. Sidney, the Hon. J. T. St. Aubyn, Sir Edgar Sebright, Stirling, T. E. M. Swinnington-Parkington, [?.] M. Temple, Tillbrook, Anstruther Thomson, [E.?] [L.?] Woodhouse, and the Marquis of Winchester
#Captains — O. Ames, J. Acland, Alan Boisragon, Bates, H. M. [Biddulph?], the Hon. Baring, Butler, the Hon. J. Byng, the Hon. [N.?] Yarde-Butler, E. W. Blunt, J. F. Bagot, the Hon. W. Bagot, Seymour Combe, W. Chetwynd, Dundas, Denis Daly, Cecil Drummond, M. Drummond, Ellison, Houston French, Gye, R. G. [Gilmour?], P. Green, W. G. Grice-Hutchinson, Ahmed Hussain, G. [L.?] Holford, Jessel, the Hon. W. Lambton, the Hon. G. H. [L?], Sir H. Naylor-Leyland, G. Lister, Matthews, A. D. Miller, [?],M. M'Neill, C. Norton, Phillpotts, N. G. Philips, Prety[man?], Duncan Pirie, Pitman, Fox Pitt, Petre, Harcourt Rose, [W.?] [J.?] Stopford, Sir Eyre Shaw, H. G. D. Shute, Spicer, the Hon. [?.] St. Aubyn, Sutton, Tillard, Webbe, Wray, and Gordon [Watson?]
#Lieutenants — Baun, A. Cowell, the Hon. E. C. Lennox, F. Ponsonby, J. Ponsonby, Vandeleur, the Hon. C. Willoughby, and the Hon. C. S. H. D. Willoughby
===Entertainment===
&quot;The Bands of the 1st Life Guards, Grenadier Guards, and Royal Artillery played a selection of music during the afternoon.&quot;&lt;ref name=&quot;:1&quot; /&gt; (4, Col. 2c)

==Anthology==

====Quote Intro====
&lt;quote&gt;&lt;/quote&gt; ()

== Notes and Questions ==
# 

==References==
*
&lt;references /&gt;</text>
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{{complete}}
{{essay}}
Pedophilia is, as defined by notable Canadian sexologist and forensic psychologist Micheal C. Seto in his 2009 review of pedophilia, the &quot;persistent sexual interest in prepubescent children [children generally younger than 13]&quot;&lt;ref&gt;{{Cite journal|last=Seto|first=Michael C.|date=2009-04-01|title=Pedophilia|url=https://www.annualreviews.org/doi/10.1146/annurev.clinpsy.032408.153618|journal=Annual Review of Clinical Psychology|language=en|volume=5|issue=1|pages=391–407|doi=10.1146/annurev.clinpsy.032408.153618|issn=1548-5943}}&lt;/ref&gt;. [[w:ICD-11|ICD-11]] (the 11th revision of the International Classification of Diseases) requires, in order for a pedophilia diagnosis to be made, that the individual has consistent sexual thoughts, urges, and illusions of pre-pubertal children &amp; to have either acted on these urges or be clearly distraught by these feelings. The diagnosee cannot be a child (pre-pubertal) and extreme caution is urged when assessing an adolescene for this disorder&lt;ref name=&quot;ICD-11&quot;&gt;{{cite web|url=https://icd.who.int/browse11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f517058174|title=ICD-11 for Mortality and Morbidity Statistics|date=2024|publisher=[[World Health Organization]]/[[ICD-11]]|at=See section 6D32 Pedophilic disorder|access-date=November 6, 2024|quote=Pedophilic disorder is characterized by a sustained, focused, and intense pattern of sexual arousal—as manifested by persistent sexual thoughts, fantasies, urges, or behaviours—involving pre-pubertal children. In addition, in order for Pedophilic Disorder to be diagnosed, the individual must have acted on these thoughts, fantasies or urges or be markedly distressed by them. This diagnosis does not apply to sexual behaviours among pre- or post-pubertal children with peers who are close in age.}}&lt;/ref&gt;. Pedophilia is problematic, dangerous, and is a contributing factor behind many sexual crimes committed against children.

To assess the reason behind the development of pedophilia, it is essential to first cover the nature vs. nurture debate in criminology. The nature vs. nurture debate concerns which origin is more likely to be the source and cause of criminal behavior as one reaches an age where they can be held responsible for their behavior. The &quot;nature&quot; aspect puts fault on one's genetic predispositions, or the chance of developing certain traits due to one's genes&lt;ref&gt;{{Cite web|url=https://library.fiveable.me/key-terms/introduction-brain-behavior/genetic-predisposition|title=Genetic predisposition - (Intro to Brain and Behavior) - Vocab, Definition, Explanations {{!}} Fiveable|website=library.fiveable.me|access-date=2024-11-07}}&lt;/ref&gt;. On the other hand, the &quot;nurture&quot; aspect is concerned with one's upbringing and environmental living conditions. Throughout history, several theories have been posed on whether nature or nurture play a bigger role in one's development into embracing a criminal lifestyle. In this review, two theories will be analyzed and applied regarding pedophilia. 
[[File:Cesare Lombroso-scan by Alejandro Linconao-2012.jpg|thumb|270x270px|Cesare Lombroso's atavistic theory is not widely accepted today, but laid important foundations for the development of criminology as a whole.]]
The first theory is atavism, as applied to the field of criminology, by 1800s Italian criminologist [[w:Cesare_Lombroso|Cesare Lombroso]]. Cesare Lombroso proposed that a criminal can be identified by physical features that are a result of an evolutive degression. Criminals possess physical features, or atavistic anomalies, that are abnormal and distinct from normal human beings, with these atavistic anomalies closely resembling a &quot;savage&quot; or a &quot;primitive man&quot;&lt;ref name=&quot;:0&quot;&gt;{{Cite journal|last=Ellwood|first=Charles|date=1912-01-01|title=Lombroso's Theory of Crime|url=https://scholarlycommons.law.northwestern.edu/jclc/vol2/iss5/6/|journal=Journal of Criminal Law and Criminology|volume=2|issue=5|pages=716}}&lt;/ref&gt;&lt;ref name=&quot;:1&quot;&gt;{{Cite book|url=https://www.worldcat.org/title/on1285696621|title=Criminology|last=Siegel|first=Larry J.|date=2023|publisher=Cengage|isbn=978-0-357-62474-6|edition=Eighth edition|location=Boston, MA|oclc=on1285696621}}&lt;/ref&gt;. According to Lombroso, these traits could be darker skin, a bulky jaw, sharper teeth, ears akin to a monkey, and an insensitivity to pain&lt;ref name=&quot;:1&quot; /&gt;&lt;ref&gt;{{Cite journal|last=Mazzarello|first=Paolo|date=2011|title=Cesare Lombroso: an anthropologist between evolution and degeneration|url=https://pubmed.ncbi.nlm.nih.gov/21729591/|journal=Functional Neurology|volume=26|issue=2|pages=97–101|issn=0393-5264|pmc=3814446|pmid=21729591}}&lt;/ref&gt;. One could derive these traits via either &quot;indirect heredity&quot;, where the criminal's lineage were afflicted by monstrous illnesses (such as mental illnesses) and these traits were passed down to the criminal, or &quot;direct heredity&quot;, where these criminal traits were given to the criminal directly from their parents&lt;ref name=&quot;:1&quot; /&gt;. Despite Lombroso's atavist theory being rejected on the grounds of having been inspired by racist underpinnings &amp; and maintaining little to no scientific backing, Lombroso laid out an important road to studying the criminals themselves rather than just the crime&lt;ref name=&quot;:0&quot; /&gt;.      

On the other hand, the social learning theory states that people are not inherently criminals, but exhibit criminal-like behavior due to their upbringing or environment. Individuals witness criminal behavior and perceive the reward higher than the consequences. Notable psychologists, such as [[w:Albert_Bandura|Albert Bandura]], advocated for this theory. An example of this theory being demonstrated is like a son who watches his father abuse his mother and goes on to model his father's behavior when dealing with his significant other and his children&lt;ref name=&quot;:1&quot; /&gt;. The social learning theory expanded upon the &quot;tremendous complexity of human responsiveness&quot; by adding an additional element to the learning process: learning via rewards and consequences&lt;ref&gt;{{Cite book|title=Social learning theory|last=Bandura|first=Albert|date=1977|publisher=Prentice-Hall|isbn=978-0-13-816751-6|series=Prentice-Hall series in social learning theory|location=Englewood Cliffs, New Jersey}}&lt;/ref&gt;. The social learning theory is more accepted compared to the atavist theory by Lombroso. 

The nature vs. nurture debate in criminology has been a heated topic in the world of psychology &amp; criminology for centuries. Another popular take on the debate, as propagated by geneticists, is that neither origin is solely responsible for criminal behavior, and that criminal behavior is a combination of both nature and nurture done in a very &quot;complex and not yet fully understood [way]&quot;, which leads to offensive and law-breaking behavior. Some scientists, surprisingly enough, believe that the debate is &quot;unhelpful&quot; and &quot;outdated&quot;, yet the debate ravages on. Certain researchers hesitate to take a stance, fearing that leaning to one-side over the other may leave the door open to biased narrators who may use the debate to spread false agendas. For example, if someone were to believe that nature is responsible for crime vs. nurture, this could lead to a resurgence in racist propaganda disguised as &quot;scientific discourse&quot;. Alternatively, placing an emphasis on nurture could close the door for improvement for those riddled in poverty and other environmental disadvantages&lt;ref&gt;{{Cite journal|last=Levitt|first=Mairi|date=2013-12-12|title=Perceptions of nature, nurture and behaviour|url=https://lsspjournal.biomedcentral.com/articles/10.1186/2195-7819-9-13|journal=Life Sciences, Society and Policy|volume=9|issue=1|pages=13|doi=10.1186/2195-7819-9-13|issn=2195-7819|pmc=PMC4513026}}&lt;/ref&gt;. As detailed, there is significant controversy regarding which side of the nature vs. nurture debate is correct, but what is the scientific consensus concerning nature vs. nurture for pedophilia? Which side is more responsible for the disorder at hand and what are some measures that can be taken depending on whether nature or nurture is the culprit? 
[[File:Sexualisation model.pdf|left|thumb|300x300px|Could this be a viable method of assessing pedophilia? ]]
A 2009 study done on the etiology of pedophilia by researcher Juan Antonio Becerra García of the International University of La Rioja found several &quot;structural deteriorations&quot; within brain regions that were essential to sexual development, including a smaller right amygdala (less control over ability to inhibit certain behaviors),  a significant decline of gray matter in the hypothalamus (which leads to a score of neurological issues, including memory loss and other cognitive impairments), and a decline in the activity of the dorsolateral prefrontal cortex (which leads to poor executive functioning)&lt;ref name=&quot;:2&quot;&gt;{{Cite journal|last=Becerra García|first=Juan Antonio|date=2009-01-01|title=Etiology of pedophilia from a neurodevelopmental perspective: markers and brain alterations|url=https://linkinghub.elsevier.com/retrieve/pii/S2173505009700512|journal=Revista de Psiquiatría y Salud Mental (English Edition)|volume=2|issue=4|pages=190–196|doi=10.1016/S2173-5050(09)70051-2|issn=2173-5050}}&lt;/ref&gt;. Another review of the disorder published in 2015 affirmed that other studies conducted on pedophiles found similar findings, including a reduction of inhibition and executive functioning&lt;ref&gt;{{Cite journal|last=Tenbergen|first=Gilian|last2=Wittfoth|first2=Matthias|last3=Frieling|first3=Helge|last4=Ponseti|first4=Jorge|last5=Walter|first5=Martin|last6=Walter|first6=Henrik|last7=Beier|first7=Klaus M.|last8=Schiffer|first8=Boris|last9=Kruger|first9=Tillmann H. C.|date=2015-06-24|title=The Neurobiology and Psychology of Pedophilia: Recent Advances and Challenges|url=http://journal.frontiersin.org/Article/10.3389/fnhum.2015.00344/abstract|journal=Frontiers in Human Neuroscience|volume=9|doi=10.3389/fnhum.2015.00344|issn=1662-5161|pmc=PMC4478390|pmid=26157372}}&lt;/ref&gt;. However, García concluded that there really wasn't a &quot;determinant explanation&quot; for one to become a pedophile. García suggested that the brain abnormalities were brought about during neurodevelopment through &quot;adverse events” but emphasizes that these cognitive shifts in the brain do not render an individual free from such horrific sexual crimes, if one were to act on such impulses&lt;ref name=&quot;:2&quot; /&gt;. 

Another study published in 2018, completed by Dr. Kelly M Babchishin and a team of researchers in Sweden, also mentioned that previous studies have found that pedophiles generally have a lower cognitive ability than non-pedophilic offenders and physical abnormalities that relate to neurological deficiences&lt;ref name=&quot;:3&quot;&gt;{{Cite journal|last=Babchishin|first=Kelly M.|last2=Seto|first2=Michael C.|last3=Fazel|first3=Seena|last4=Långström|first4=Niklas|date=2019-02-12|title=Are There Early Risk Markers for Pedophilia? A Nationwide Case-Control Study of Child Sexual Exploitation Material Offenders|url=https://www.tandfonline.com/doi/full/10.1080/00224499.2018.1492694|journal=The Journal of Sex Research|language=en|volume=56|issue=2|pages=203–212|doi=10.1080/00224499.2018.1492694|issn=0022-4499|pmc=PMC6225987|pmid=30064261}}&lt;/ref&gt;. However, Dr. Babchishin's study of 655 Swedish men convicted of child sex crimes yielded inconclusive and inconsisent results in pinpointing any &quot;risk markers&quot; for pedophilia, stating that there was no &quot;clear evidence for the specificity of early risk markers for pedophilia&quot;&lt;ref name=&quot;:3&quot; /&gt;.  

It seems that although there are certain patterns of neurological deficiencies in pedophilies, there isn't a specific &quot;trait&quot; or &quot;gene&quot; that propels an individual to have a sexual attraction to prepubescent kids. From the research covered so far, there does not seem to be sufficient evidence to allocate a definite cause for the disorder. Although poor executive functioning is evident, this does not automatically cause a person to have sexual desires for prepubescent children. In fact, using this as evidence that pedophilia is nature would be a casual fallacy. On the other hand, there is no evidence to support that pedophilic attractions are solely brought on by one's environment either. There is a common myth that pedophiles are largely spawned from sexual abuse, but this belief cannot be scientifically substantiated. Australian criminologist Richard Kelly affirms that a sizeable number of pedophiles &quot;were abused themselves as children&quot; but refuses to support the notion that pedophilia is brought on by past sexual abuses because it is &quot;very difficult&quot; to provide sufficient backing for such claims (https://doi.org/10.52922/ti258908). As it stands from reviewing the literature, pedophilia seems to be more of a mix between nature and nurture. Neurological deficiencies seem to manifest into pedophilia through a singular or multiple harmful events. It is clear that more research should be done in this field.  

== See also ==

* [[w:Pedophilia|Pedophilia]]
* [[w:Child_sexual_abuse|Child sexual abuse]]
* [[w:Age_disparity_in_sexual_relationships|Age disparity in sexual relationships]]

== References ==
{{Reflist}}
[[Category:Atcovi's Work]]</text>
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    <title>What is the purpose of architecture and history?</title>
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      <text bytes="310" sha1="tiivg2c5huy4mbfg2iu0hemi253zypi" xml:space="preserve">&quot;Currently, the topic of architecture is borrowed by the building and craftmanship that is formulated with purpose.&quot; 

- Skylar Fountier 


&quot;When there is a plan for a building; it is known as blueprints. When an Architect purposes a sketch or scale model it is called a rendering.&quot; 

-Skylar Fountier
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      <text bytes="6166" sha1="sabhixycc3fmyhurtyrtwz6v6h20lhk" xml:space="preserve">:''This is a discussion of a Zoom interview to be recorded 2024-12-13 with communications professor [[w:Victor Pickard (professor)|Victor Pickard]] about his research discussing how information is a public good and the public policy implications of that claim. A 29:00 mm:ss podcast excerpted from the companion video will be posted here after it is released to the fortnightly &quot;Media &amp; Democracy&quot; show&lt;ref name=M&amp;D&gt;&lt;!--Media &amp; Democracy--&gt;{{cite Q|Q127839818}}&lt;/ref&gt; syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]&lt;ref&gt;&lt;!--Pacifica Radio Network--&gt;{{cite Q|Q2045587}}&lt;/ref&gt; Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].&lt;ref&gt;&lt;!--list of Pacifica Radio stations and affiliates--&gt;{{cite Q|Q6593294}}&lt;/ref&gt; 

:''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV&gt;The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs&lt;/ref&gt; and treating others with respect.&lt;ref name=AGF&gt;[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|&quot;Don't assume things; be skeptical about everything.&quot;]] That's wise. However, we should still treat others with respect while being skeptical.&lt;/ref&gt;'' 

[[File:Information is a public good per communications prof Pickard.webm|thumb|Interview claiming that information is a public good and discussing market failures in for-profit media according to [[w:Victor Pickard (professor)|Victor Pickard]], communications professor in the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]]]
&lt;!--[[File: ... .ogg|thumb|29:00 mm:ss extract from interview recorded 2024-12-13 regarding professor Pickard's claim that information is a public good and public policy implications of that claim.]]--&gt;

[[w:Victor Pickard (professor)|Victor Pickard]] discusses how information is a public good and public policy implications of that claim. He is interviewed by Spencer Graves.&lt;ref&gt;&lt;!--Spencer Graves--&gt;{{cite Q|Q56452480}}&lt;/ref&gt; In particular, it is in your best interests and mine to help supporters of our worst enemies get information they want, because doing so will make it harder for their leaders and ours to convince us to support policies that may threaten our lives and futures to please those who control most of the money for the media. Research suggests that better media reduces political corruption and improves the quality of life for the vast majority. News deserts, ghost newspapers, and major media conglomerates have the opposite effect, encouraging public officials to focus less on protecting the interests of voters and often clandestinely reward campaign contributors to the detriment of the electorate. Commercial media are not likely to expose this corruption, because they make money selling advertising to the beneficiaries of that political corruption and from increasing political polarization and violence.&lt;ref&gt;Pickard (2020, 2023). See also [[Information is a public good: Designing experiments to improve government]].&lt;/ref&gt; Research by McChesney and Nichols suggests that most people alive today benefit from subsidies for newspapers in the US in the early 1800s, even they've never read those newspapers. This follows, because those newspapers encouraged literacy and limited political corruption, both of which helped the new US stay together and grow both in land area and economically, while contemporary New Spain / Mexico fractured, shrank, and stagnated economically.&lt;ref&gt;For more on this, see [[The Great American Paradox]].&lt;/ref&gt; People in other countries benefit from scientific advances that would not have occurred without that diverse media environment in the US before media consolidation began in the late 1800s. 

Pickard is a media studies scholar and a professor at the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]. He works on the intersections of US and global media activism and politics and the role of the media in political economy.&lt;ref&gt;[[w:Victor Pickard (professor)|Victor Pickard]].&lt;/ref&gt; He is also the Chair of the Board of Free Press. He has written or edited six books,&lt;ref&gt;&lt;!--Free Press Board--&gt;{{cite Q|Q131398406}}&lt;/ref&gt; including (2015) ''America's Battle for Media Democracy'',&lt;ref&gt;Pickard (2015)&lt;/ref&gt; and (2020) ''Democracy Without Journalism? Confronting the Misinformation Society''.&lt;ref&gt;Pickard (2020).&lt;/ref&gt;

== The threat == 

Internet company executives have knowingly increased political polarization and violence including the [[w:Rohingya genocide|Rohingya genocide]] in [[w:Myanmar|Myanmar]], because doing otherwise might have reduced their profits. Documentation of this is summarized in [[:Category:Media reform to improve democracy]].

==Discussion == 

:''[Interested readers are invite to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV/&gt; and treating others with respect.&lt;ref name=AGF/&gt;]''

== Notes ==
{{reflist}}

== Bibliography ==

* &lt;!--Victor Pickard (2023) Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting, Janost--&gt;{{cite Q|Q131398460}}
* &lt;!--Victor Pickard (2020) Democracy without journalism? : confronting the misinformation society, Oxford U. Pr.--&gt;{{cite Q|Q131398359}}
* &lt;!--Victor Pickard (2015) America's Battle for Media Democracy, Cambridge U. Pr.--&gt;{{cite Q|Q131398237}}

[[Category:Politics]]
[[Category:Freedom and abundance]]
[[Category:Media reform to improve democracy]]</text>
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      <comment>add quotes</comment>
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      <text bytes="7284" sha1="fdvtq9m67e58ixnt2dcytd89r4je1ps" xml:space="preserve">:''This is a discussion of a Zoom interview to be recorded 2024-12-13 with communications professor [[w:Victor Pickard (professor)|Victor Pickard]] about his research discussing how information is a public good and the public policy implications of that claim. A 29:00 mm:ss podcast excerpted from the companion video will be posted here after it is released to the fortnightly &quot;Media &amp; Democracy&quot; show&lt;ref name=M&amp;D&gt;&lt;!--Media &amp; Democracy--&gt;{{cite Q|Q127839818}}&lt;/ref&gt; syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]&lt;ref&gt;&lt;!--Pacifica Radio Network--&gt;{{cite Q|Q2045587}}&lt;/ref&gt; Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].&lt;ref&gt;&lt;!--list of Pacifica Radio stations and affiliates--&gt;{{cite Q|Q6593294}}&lt;/ref&gt; 

:''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV&gt;The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs&lt;/ref&gt; and treating others with respect.&lt;ref name=AGF&gt;[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|&quot;Don't assume things; be skeptical about everything.&quot;]] That's wise. However, we should still treat others with respect while being skeptical.&lt;/ref&gt;'' 

[[File:Information is a public good per communications prof Pickard.webm|thumb|Interview claiming that information is a public good and discussing market failures in for-profit media according to [[w:Victor Pickard (professor)|Victor Pickard]], communications professor in the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]]]
&lt;!--[[File: ... .ogg|thumb|29:00 mm:ss extract from interview recorded 2024-12-13 regarding professor Pickard's claim that information is a public good and public policy implications of that claim.]]--&gt;

[[w:Victor Pickard (professor)|Victor Pickard]] discusses how information is a public good and public policy implications of that claim. He is interviewed by Spencer Graves.&lt;ref&gt;&lt;!--Spencer Graves--&gt;{{cite Q|Q56452480}}&lt;/ref&gt; 

== Primary concerns == 

It is in your best interests and mine to help supporters of our worst enemies get information they want, because doing so will make it harder for their leaders and ours to convince us to support policies that may threaten our lives and futures to please those who control most of the money for the media. Research suggests that better media reduces political corruption and improves the quality of life for the vast majority. News deserts, ghost newspapers, and major media conglomerates have the opposite effect, encouraging public officials to focus less on protecting the interests of voters and often clandestinely reward campaign contributors to the detriment of the electorate. 

Commercial media are not likely to expose this corruption, because they make money selling advertising to the beneficiaries of that political corruption and from increasing political polarization and violence.&lt;ref&gt;Pickard (2020, 2023). See also [[Information is a public good: Designing experiments to improve government]].&lt;/ref&gt; If we look at how the major media in the US are generally funded, &quot;Their business model ... at least for about 125 years or so has been advertising. ... This really developed somewhere in the mid to late 1800s&quot;. The newspaper industry, &quot;even in its beleaguered state, is still the source of most of our original reporting, original news and information that gets disseminated. So newspapers have historically been sort of the information feeders for our entire media ecosystem. ... But actually, media subsidies are as American as apple pie. Going back to our first major communication system, which was the postal system, and our newspapers  were tremendously subsidized.&quot; 

&quot;Then there was this transformation of the logic driving our newspaper industry, ... this primary business model was to deliver audiences to advertisers. ... That began to come apart in the early 2000s, when readers and advertisers migrated to the web ... . There is no viable economic model to support the level of journalism that democracy requires. We have to start thinking about other models ... .&quot; 

Research by McChesney and Nichols suggests that most people alive today benefit from subsidies for newspapers in the US in the early 1800s, even they've never read those newspapers. This follows, because those newspapers encouraged literacy and limited political corruption, both of which helped the new US stay together and grow both in land area and economically, while contemporary New Spain / Mexico fractured, shrank, and stagnated economically.&lt;ref&gt;For more on this, see [[The Great American Paradox]].&lt;/ref&gt; People in other countries benefit from scientific advances that would not have occurred without that diverse media environment in the US before media consolidation began in the late 1800s. 

== About Pickard == 

Pickard is a media studies scholar and a professor at the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]. He works on the intersections of US and global media activism and politics and the role of the media in political economy.&lt;ref&gt;[[w:Victor Pickard (professor)|Victor Pickard]].&lt;/ref&gt; He is also the Chair of the Board of Free Press. He has written or edited six books,&lt;ref&gt;&lt;!--Free Press Board--&gt;{{cite Q|Q131398406}}&lt;/ref&gt; including (2015) ''America's Battle for Media Democracy'',&lt;ref&gt;Pickard (2015)&lt;/ref&gt; and (2020) ''Democracy Without Journalism? Confronting the Misinformation Society''.&lt;ref&gt;Pickard (2020).&lt;/ref&gt;

== The threat == 

Internet company executives have knowingly increased political polarization and violence including the [[w:Rohingya genocide|Rohingya genocide]] in [[w:Myanmar|Myanmar]], because doing otherwise might have reduced their profits. Documentation of this is summarized in [[:Category:Media reform to improve democracy]].

==Discussion == 

:''[Interested readers are invite to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV/&gt; and treating others with respect.&lt;ref name=AGF/&gt;]''

== Notes ==
{{reflist}}

== Bibliography ==

* &lt;!--Victor Pickard (2023) Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting, Janost--&gt;{{cite Q|Q131398460}}
* &lt;!--Victor Pickard (2020) Democracy without journalism? : confronting the misinformation society, Oxford U. Pr.--&gt;{{cite Q|Q131398359}}
* &lt;!--Victor Pickard (2015) America's Battle for Media Democracy, Cambridge U. Pr.--&gt;{{cite Q|Q131398237}}

[[Category:Politics]]
[[Category:Freedom and abundance]]
[[Category:Media reform to improve democracy]]</text>
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      <comment>/* Primary concerns */</comment>
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      <text bytes="7283" sha1="16ulakgo0rmgf060jafh3n6pg7ay6qv" xml:space="preserve">:''This is a discussion of a Zoom interview to be recorded 2024-12-13 with communications professor [[w:Victor Pickard (professor)|Victor Pickard]] about his research discussing how information is a public good and the public policy implications of that claim. A 29:00 mm:ss podcast excerpted from the companion video will be posted here after it is released to the fortnightly &quot;Media &amp; Democracy&quot; show&lt;ref name=M&amp;D&gt;&lt;!--Media &amp; Democracy--&gt;{{cite Q|Q127839818}}&lt;/ref&gt; syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]&lt;ref&gt;&lt;!--Pacifica Radio Network--&gt;{{cite Q|Q2045587}}&lt;/ref&gt; Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].&lt;ref&gt;&lt;!--list of Pacifica Radio stations and affiliates--&gt;{{cite Q|Q6593294}}&lt;/ref&gt; 

:''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV&gt;The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs&lt;/ref&gt; and treating others with respect.&lt;ref name=AGF&gt;[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|&quot;Don't assume things; be skeptical about everything.&quot;]] That's wise. However, we should still treat others with respect while being skeptical.&lt;/ref&gt;'' 

[[File:Information is a public good per communications prof Pickard.webm|thumb|Interview claiming that information is a public good and discussing market failures in for-profit media according to [[w:Victor Pickard (professor)|Victor Pickard]], communications professor in the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]]]
&lt;!--[[File: ... .ogg|thumb|29:00 mm:ss extract from interview recorded 2024-12-13 regarding professor Pickard's claim that information is a public good and public policy implications of that claim.]]--&gt;

[[w:Victor Pickard (professor)|Victor Pickard]] discusses how information is a public good and public policy implications of that claim. He is interviewed by Spencer Graves.&lt;ref&gt;&lt;!--Spencer Graves--&gt;{{cite Q|Q56452480}}&lt;/ref&gt; 

== Primary concerns == 

It is in your best interests and mine to help supporters of our worst enemies get information they want, because doing so will make it harder for their leaders and ours to convince us to support policies that may threaten our lives and futures to please those who control most of the money for the media. Research suggests that better media reduces political corruption and improves the quality of life for the vast majority. News deserts, ghost newspapers, and major media conglomerates have the opposite effect, encouraging public officials to focus less on protecting the interests of voters and often clandestinely reward campaign contributors to the detriment of the electorate. 

Commercial media are not likely to expose this corruption, because they make money selling advertising to the beneficiaries of that political corruption and from increasing political polarization and violence.&lt;ref&gt;Pickard (2020, 2023). See also [[Information is a public good: Designing experiments to improve government]].&lt;/ref&gt; If we look at how the major media in the US are generally funded, &quot;Their business model ... at least for about 125 years or so has been advertising. ... This really developed somewhere in the mid to late 1800s&quot;. The newspaper industry, &quot;even in its beleaguered state, is still the source of most of our original reporting, original news and information that gets disseminated. So newspapers have historically been sort of the information feeders for our entire media ecosystem. ... But actually, media subsidies are as American as apple pie. Going back to our first major communication system, which was the postal system, and our newspapers  were tremendously subsidized.&quot; 

&quot;Then there was this transformation of the logic driving our newspaper industry, ... this primary business model was to deliver audiences to advertisers. ... That began to come apart in the early 2000s, when readers and advertisers migrated to the web ... . There is no viable economic model to support the level of journalism that democracy requires. We have to start thinking about other models ... .&quot; 

Research by McChesney and Nichols suggests that most people alive today benefit from subsidies for newspapers in the US in the early 1800s, even they've never read those newspapers. This follows, because those newspapers encouraged literacy and limited political corruption, both of which helped the new US stay together and grow both in land area and economically, while contemporary New Spain / Mexico fractured, shrank, and stagnated economically.&lt;ref&gt;For more on this, see [[The Great American Paradox]].&lt;/ref&gt; People in other countries benefit from scientific advances that would not have occurred without that diverse media environment in the US before media consolidation began in the late 1800s.

== About Pickard == 

Pickard is a media studies scholar and a professor at the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]. He works on the intersections of US and global media activism and politics and the role of the media in political economy.&lt;ref&gt;[[w:Victor Pickard (professor)|Victor Pickard]].&lt;/ref&gt; He is also the Chair of the Board of Free Press. He has written or edited six books,&lt;ref&gt;&lt;!--Free Press Board--&gt;{{cite Q|Q131398406}}&lt;/ref&gt; including (2015) ''America's Battle for Media Democracy'',&lt;ref&gt;Pickard (2015)&lt;/ref&gt; and (2020) ''Democracy Without Journalism? Confronting the Misinformation Society''.&lt;ref&gt;Pickard (2020).&lt;/ref&gt;

== The threat == 

Internet company executives have knowingly increased political polarization and violence including the [[w:Rohingya genocide|Rohingya genocide]] in [[w:Myanmar|Myanmar]], because doing otherwise might have reduced their profits. Documentation of this is summarized in [[:Category:Media reform to improve democracy]].

==Discussion == 

:''[Interested readers are invite to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV/&gt; and treating others with respect.&lt;ref name=AGF/&gt;]''

== Notes ==
{{reflist}}

== Bibliography ==

* &lt;!--Victor Pickard (2023) Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting, Janost--&gt;{{cite Q|Q131398460}}
* &lt;!--Victor Pickard (2020) Democracy without journalism? : confronting the misinformation society, Oxford U. Pr.--&gt;{{cite Q|Q131398359}}
* &lt;!--Victor Pickard (2015) America's Battle for Media Democracy, Cambridge U. Pr.--&gt;{{cite Q|Q131398237}}

[[Category:Politics]]
[[Category:Freedom and abundance]]
[[Category:Media reform to improve democracy]]</text>
      <sha1>16ulakgo0rmgf060jafh3n6pg7ay6qv</sha1>
    </revision>
    <revision>
      <id>2692519</id>
      <parentid>2692509</parentid>
      <timestamp>2024-12-18T21:35:12Z</timestamp>
      <contributor>
        <username>DavidMCEddy</username>
        <id>218607</id>
      </contributor>
      <minor />
      <comment>/* Bibliography */ add John and Silberstein-Loeb</comment>
      <origin>2692519</origin>
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      <text bytes="7552" sha1="6964996wu3wkieuzj48gnmf8pe60g8m" xml:space="preserve">:''This is a discussion of a Zoom interview to be recorded 2024-12-13 with communications professor [[w:Victor Pickard (professor)|Victor Pickard]] about his research discussing how information is a public good and the public policy implications of that claim. A 29:00 mm:ss podcast excerpted from the companion video will be posted here after it is released to the fortnightly &quot;Media &amp; Democracy&quot; show&lt;ref name=M&amp;D&gt;&lt;!--Media &amp; Democracy--&gt;{{cite Q|Q127839818}}&lt;/ref&gt; syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]&lt;ref&gt;&lt;!--Pacifica Radio Network--&gt;{{cite Q|Q2045587}}&lt;/ref&gt; Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].&lt;ref&gt;&lt;!--list of Pacifica Radio stations and affiliates--&gt;{{cite Q|Q6593294}}&lt;/ref&gt; 

:''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV&gt;The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs&lt;/ref&gt; and treating others with respect.&lt;ref name=AGF&gt;[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|&quot;Don't assume things; be skeptical about everything.&quot;]] That's wise. However, we should still treat others with respect while being skeptical.&lt;/ref&gt;'' 

[[File:Information is a public good per communications prof Pickard.webm|thumb|Interview claiming that information is a public good and discussing market failures in for-profit media according to [[w:Victor Pickard (professor)|Victor Pickard]], communications professor in the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]]]
&lt;!--[[File: ... .ogg|thumb|29:00 mm:ss extract from interview recorded 2024-12-13 regarding professor Pickard's claim that information is a public good and public policy implications of that claim.]]--&gt;

[[w:Victor Pickard (professor)|Victor Pickard]] discusses how information is a public good and public policy implications of that claim. He is interviewed by Spencer Graves.&lt;ref&gt;&lt;!--Spencer Graves--&gt;{{cite Q|Q56452480}}&lt;/ref&gt; 

== Primary concerns == 

It is in your best interests and mine to help supporters of our worst enemies get information they want, because doing so will make it harder for their leaders and ours to convince us to support policies that may threaten our lives and futures to please those who control most of the money for the media. Research suggests that better media reduces political corruption and improves the quality of life for the vast majority. News deserts, ghost newspapers, and major media conglomerates have the opposite effect, encouraging public officials to focus less on protecting the interests of voters and often clandestinely reward campaign contributors to the detriment of the electorate. 

Commercial media are not likely to expose this corruption, because they make money selling advertising to the beneficiaries of that political corruption and from increasing political polarization and violence.&lt;ref&gt;Pickard (2020, 2023). See also [[Information is a public good: Designing experiments to improve government]].&lt;/ref&gt; If we look at how the major media in the US are generally funded, &quot;Their business model ... at least for about 125 years or so has been advertising. ... This really developed somewhere in the mid to late 1800s&quot;. The newspaper industry, &quot;even in its beleaguered state, is still the source of most of our original reporting, original news and information that gets disseminated. So newspapers have historically been sort of the information feeders for our entire media ecosystem. ... But actually, media subsidies are as American as apple pie. Going back to our first major communication system, which was the postal system, and our newspapers  were tremendously subsidized.&quot; 

&quot;Then there was this transformation of the logic driving our newspaper industry, ... this primary business model was to deliver audiences to advertisers. ... That began to come apart in the early 2000s, when readers and advertisers migrated to the web ... . There is no viable economic model to support the level of journalism that democracy requires. We have to start thinking about other models ... .&quot; 

Research by McChesney and Nichols suggests that most people alive today benefit from subsidies for newspapers in the US in the early 1800s, even they've never read those newspapers. This follows, because those newspapers encouraged literacy and limited political corruption, both of which helped the new US stay together and grow both in land area and economically, while contemporary New Spain / Mexico fractured, shrank, and stagnated economically.&lt;ref&gt;For more on this, see [[The Great American Paradox]].&lt;/ref&gt; People in other countries benefit from scientific advances that would not have occurred without that diverse media environment in the US before media consolidation began in the late 1800s.

== About Pickard == 

Pickard is a media studies scholar and a professor at the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]. He works on the intersections of US and global media activism and politics and the role of the media in political economy.&lt;ref&gt;[[w:Victor Pickard (professor)|Victor Pickard]].&lt;/ref&gt; He is also the Chair of the Board of Free Press. He has written or edited six books,&lt;ref&gt;&lt;!--Free Press Board--&gt;{{cite Q|Q131398406}}&lt;/ref&gt; including (2015) ''America's Battle for Media Democracy'',&lt;ref&gt;Pickard (2015)&lt;/ref&gt; and (2020) ''Democracy Without Journalism? Confronting the Misinformation Society''.&lt;ref&gt;Pickard (2020).&lt;/ref&gt;

== The threat == 

Internet company executives have knowingly increased political polarization and violence including the [[w:Rohingya genocide|Rohingya genocide]] in [[w:Myanmar|Myanmar]], because doing otherwise might have reduced their profits. Documentation of this is summarized in [[:Category:Media reform to improve democracy]].

==Discussion == 

:''[Interested readers are invite to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV/&gt; and treating others with respect.&lt;ref name=AGF/&gt;]''

== Notes ==
{{reflist}}

== Bibliography ==

* &lt;!--Richard R. John and Jonathan Silberstein-Loeb (2015) Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet, Oxford U. Pr.--&gt;{{cite Q|Q131468166|editors=Richard R. John and Jonathan Silberstein-Loeb}}
* &lt;!--Victor Pickard (2023) Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting, Janost--&gt;{{cite Q|Q131398460}}
* &lt;!--Victor Pickard (2020) Democracy without journalism? : confronting the misinformation society, Oxford U. Pr.--&gt;{{cite Q|Q131398359}}
* &lt;!--Victor Pickard (2015) America's Battle for Media Democracy, Cambridge U. Pr.--&gt;{{cite Q|Q131398237}}

[[Category:Politics]]
[[Category:Freedom and abundance]]
[[Category:Media reform to improve democracy]]</text>
      <sha1>6964996wu3wkieuzj48gnmf8pe60g8m</sha1>
    </revision>
    <revision>
      <id>2692520</id>
      <parentid>2692519</parentid>
      <timestamp>2024-12-18T21:39:28Z</timestamp>
      <contributor>
        <username>DavidMCEddy</username>
        <id>218607</id>
      </contributor>
      <minor />
      <comment>/* Primary concerns */ add note mentioning John and Silberstein-Loeb (2015)</comment>
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      <text bytes="7839" sha1="8ilensm6dbky0dfz9yyfdvxfeemm7kj" xml:space="preserve">:''This is a discussion of a Zoom interview to be recorded 2024-12-13 with communications professor [[w:Victor Pickard (professor)|Victor Pickard]] about his research discussing how information is a public good and the public policy implications of that claim. A 29:00 mm:ss podcast excerpted from the companion video will be posted here after it is released to the fortnightly &quot;Media &amp; Democracy&quot; show&lt;ref name=M&amp;D&gt;&lt;!--Media &amp; Democracy--&gt;{{cite Q|Q127839818}}&lt;/ref&gt; syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]&lt;ref&gt;&lt;!--Pacifica Radio Network--&gt;{{cite Q|Q2045587}}&lt;/ref&gt; Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].&lt;ref&gt;&lt;!--list of Pacifica Radio stations and affiliates--&gt;{{cite Q|Q6593294}}&lt;/ref&gt; 

:''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV&gt;The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs&lt;/ref&gt; and treating others with respect.&lt;ref name=AGF&gt;[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|&quot;Don't assume things; be skeptical about everything.&quot;]] That's wise. However, we should still treat others with respect while being skeptical.&lt;/ref&gt;'' 

[[File:Information is a public good per communications prof Pickard.webm|thumb|Interview claiming that information is a public good and discussing market failures in for-profit media according to [[w:Victor Pickard (professor)|Victor Pickard]], communications professor in the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]]]
&lt;!--[[File: ... .ogg|thumb|29:00 mm:ss extract from interview recorded 2024-12-13 regarding professor Pickard's claim that information is a public good and public policy implications of that claim.]]--&gt;

[[w:Victor Pickard (professor)|Victor Pickard]] discusses how information is a public good and public policy implications of that claim. He is interviewed by Spencer Graves.&lt;ref&gt;&lt;!--Spencer Graves--&gt;{{cite Q|Q56452480}}&lt;/ref&gt; 

== Primary concerns == 

It is in your best interests and mine to help supporters of our worst enemies get information they want, because doing so will make it harder for their leaders and ours to convince us to support policies that may threaten our lives and futures to please those who control most of the money for the media. Research suggests that better media reduces political corruption and improves the quality of life for the vast majority. News deserts, ghost newspapers, and major media conglomerates have the opposite effect, encouraging public officials to focus less on protecting the interests of voters and often clandestinely reward campaign contributors to the detriment of the electorate. 

Commercial media are not likely to expose this corruption, because they make money selling advertising to the beneficiaries of that political corruption and from increasing political polarization and violence.&lt;ref&gt;Pickard (2020, 2023). See also [[Information is a public good: Designing experiments to improve government]].&lt;/ref&gt; If we look at how the major media in the US are generally funded, &quot;Their business model ... at least for about 125 years or so has been advertising. ... This really developed somewhere in the mid to late 1800s&quot;.&lt;ref&gt;This interview also briefly mentioned John and Silberstein-Loeb, ed (2015). ''Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet'', cited by Pickard (2020), which places these changes in a much broader context.&lt;/ref&gt; The newspaper industry, &quot;even in its beleaguered state, is still the source of most of our original reporting, original news and information that gets disseminated. So newspapers have historically been sort of the information feeders for our entire media ecosystem. ... But actually, media subsidies are as American as apple pie. Going back to our first major communication system, which was the postal system, and our newspapers  were tremendously subsidized.&quot; 

&quot;Then there was this transformation of the logic driving our newspaper industry, ... this primary business model was to deliver audiences to advertisers. ... That began to come apart in the early 2000s, when readers and advertisers migrated to the web ... . There is no viable economic model to support the level of journalism that democracy requires. We have to start thinking about other models ... .&quot; 

Research by McChesney and Nichols suggests that most people alive today benefit from subsidies for newspapers in the US in the early 1800s, even they've never read those newspapers. This follows, because those newspapers encouraged literacy and limited political corruption, both of which helped the new US stay together and grow both in land area and economically, while contemporary New Spain / Mexico fractured, shrank, and stagnated economically.&lt;ref&gt;For more on this, see [[The Great American Paradox]].&lt;/ref&gt; People in other countries benefit from scientific advances that would not have occurred without that diverse media environment in the US before media consolidation began in the late 1800s.

== About Pickard == 

Pickard is a media studies scholar and a professor at the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]. He works on the intersections of US and global media activism and politics and the role of the media in political economy.&lt;ref&gt;[[w:Victor Pickard (professor)|Victor Pickard]].&lt;/ref&gt; He is also the Chair of the Board of Free Press. He has written or edited six books,&lt;ref&gt;&lt;!--Free Press Board--&gt;{{cite Q|Q131398406}}&lt;/ref&gt; including (2015) ''America's Battle for Media Democracy'',&lt;ref&gt;Pickard (2015)&lt;/ref&gt; and (2020) ''Democracy Without Journalism? Confronting the Misinformation Society''.&lt;ref&gt;Pickard (2020).&lt;/ref&gt;

== The threat == 

Internet company executives have knowingly increased political polarization and violence including the [[w:Rohingya genocide|Rohingya genocide]] in [[w:Myanmar|Myanmar]], because doing otherwise might have reduced their profits. Documentation of this is summarized in [[:Category:Media reform to improve democracy]].

==Discussion == 

:''[Interested readers are invite to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV/&gt; and treating others with respect.&lt;ref name=AGF/&gt;]''

== Notes ==
{{reflist}}

== Bibliography ==

* &lt;!--Richard R. John and Jonathan Silberstein-Loeb (2015) Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet, Oxford U. Pr.--&gt;{{cite Q|Q131468166|editors=Richard R. John and Jonathan Silberstein-Loeb}}
* &lt;!--Victor Pickard (2023) Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting, Janost--&gt;{{cite Q|Q131398460}}
* &lt;!--Victor Pickard (2020) Democracy without journalism? : confronting the misinformation society, Oxford U. Pr.--&gt;{{cite Q|Q131398359}}
* &lt;!--Victor Pickard (2015) America's Battle for Media Democracy, Cambridge U. Pr.--&gt;{{cite Q|Q131398237}}

[[Category:Politics]]
[[Category:Freedom and abundance]]
[[Category:Media reform to improve democracy]]</text>
      <sha1>8ilensm6dbky0dfz9yyfdvxfeemm7kj</sha1>
    </revision>
    <revision>
      <id>2692522</id>
      <parentid>2692520</parentid>
      <timestamp>2024-12-18T21:48:06Z</timestamp>
      <contributor>
        <username>DavidMCEddy</username>
        <id>218607</id>
      </contributor>
      <minor />
      <comment>/* Bibliography */ add McC and Nichols to bib</comment>
      <origin>2692522</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="8240" sha1="on8r2opefr56lhqnkuj03qf6v6jptze" xml:space="preserve">:''This is a discussion of a Zoom interview to be recorded 2024-12-13 with communications professor [[w:Victor Pickard (professor)|Victor Pickard]] about his research discussing how information is a public good and the public policy implications of that claim. A 29:00 mm:ss podcast excerpted from the companion video will be posted here after it is released to the fortnightly &quot;Media &amp; Democracy&quot; show&lt;ref name=M&amp;D&gt;&lt;!--Media &amp; Democracy--&gt;{{cite Q|Q127839818}}&lt;/ref&gt; syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]&lt;ref&gt;&lt;!--Pacifica Radio Network--&gt;{{cite Q|Q2045587}}&lt;/ref&gt; Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].&lt;ref&gt;&lt;!--list of Pacifica Radio stations and affiliates--&gt;{{cite Q|Q6593294}}&lt;/ref&gt; 

:''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV&gt;The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs&lt;/ref&gt; and treating others with respect.&lt;ref name=AGF&gt;[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|&quot;Don't assume things; be skeptical about everything.&quot;]] That's wise. However, we should still treat others with respect while being skeptical.&lt;/ref&gt;'' 

[[File:Information is a public good per communications prof Pickard.webm|thumb|Interview claiming that information is a public good and discussing market failures in for-profit media according to [[w:Victor Pickard (professor)|Victor Pickard]], communications professor in the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]]]
&lt;!--[[File: ... .ogg|thumb|29:00 mm:ss extract from interview recorded 2024-12-13 regarding professor Pickard's claim that information is a public good and public policy implications of that claim.]]--&gt;

[[w:Victor Pickard (professor)|Victor Pickard]] discusses how information is a public good and public policy implications of that claim. He is interviewed by Spencer Graves.&lt;ref&gt;&lt;!--Spencer Graves--&gt;{{cite Q|Q56452480}}&lt;/ref&gt; 

== Primary concerns == 

It is in your best interests and mine to help supporters of our worst enemies get information they want, because doing so will make it harder for their leaders and ours to convince us to support policies that may threaten our lives and futures to please those who control most of the money for the media. Research suggests that better media reduces political corruption and improves the quality of life for the vast majority. News deserts, ghost newspapers, and major media conglomerates have the opposite effect, encouraging public officials to focus less on protecting the interests of voters and often clandestinely reward campaign contributors to the detriment of the electorate. 

Commercial media are not likely to expose this corruption, because they make money selling advertising to the beneficiaries of that political corruption and from increasing political polarization and violence.&lt;ref&gt;Pickard (2020, 2023). See also [[Information is a public good: Designing experiments to improve government]].&lt;/ref&gt; If we look at how the major media in the US are generally funded, &quot;Their business model ... at least for about 125 years or so has been advertising. ... This really developed somewhere in the mid to late 1800s&quot;.&lt;ref&gt;This interview also briefly mentioned John and Silberstein-Loeb, ed (2015). ''Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet'', cited by Pickard (2020), which places these changes in a much broader context.&lt;/ref&gt; The newspaper industry, &quot;even in its beleaguered state, is still the source of most of our original reporting, original news and information that gets disseminated. So newspapers have historically been sort of the information feeders for our entire media ecosystem. ... But actually, media subsidies are as American as apple pie. Going back to our first major communication system, which was the postal system, and our newspapers  were tremendously subsidized.&quot; 

&quot;Then there was this transformation of the logic driving our newspaper industry, ... this primary business model was to deliver audiences to advertisers. ... That began to come apart in the early 2000s, when readers and advertisers migrated to the web ... . There is no viable economic model to support the level of journalism that democracy requires. We have to start thinking about other models ... .&quot; 

Research by McChesney and Nichols suggests that most people alive today benefit from subsidies for newspapers in the US in the early 1800s, even they've never read those newspapers. This follows, because those newspapers encouraged literacy and limited political corruption, both of which helped the new US stay together and grow both in land area and economically, while contemporary New Spain / Mexico fractured, shrank, and stagnated economically.&lt;ref&gt;For more on this, see [[The Great American Paradox]].&lt;/ref&gt; People in other countries benefit from scientific advances that would not have occurred without that diverse media environment in the US before media consolidation began in the late 1800s.

== About Pickard == 

Pickard is a media studies scholar and a professor at the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]. He works on the intersections of US and global media activism and politics and the role of the media in political economy.&lt;ref&gt;[[w:Victor Pickard (professor)|Victor Pickard]].&lt;/ref&gt; He is also the Chair of the Board of Free Press. He has written or edited six books,&lt;ref&gt;&lt;!--Free Press Board--&gt;{{cite Q|Q131398406}}&lt;/ref&gt; including (2015) ''America's Battle for Media Democracy'',&lt;ref&gt;Pickard (2015)&lt;/ref&gt; and (2020) ''Democracy Without Journalism? Confronting the Misinformation Society''.&lt;ref&gt;Pickard (2020).&lt;/ref&gt;

== The threat == 

Internet company executives have knowingly increased political polarization and violence including the [[w:Rohingya genocide|Rohingya genocide]] in [[w:Myanmar|Myanmar]], because doing otherwise might have reduced their profits. Documentation of this is summarized in [[:Category:Media reform to improve democracy]].

==Discussion == 

:''[Interested readers are invite to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV/&gt; and treating others with respect.&lt;ref name=AGF/&gt;]''

== Notes ==
{{reflist}}

== Bibliography ==

* &lt;!--Richard R. John and Jonathan Silberstein-Loeb (2015) Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet, Oxford U. Pr.--&gt;{{cite Q|Q131468166|editors=Richard R. John and Jonathan Silberstein-Loeb}}
* &lt;!-- Robert W. McChesney; John Nichols (2021). &quot;The Local Journalism Initiative: a proposal to protect and extend democracy&quot;. Columbia Journalism Review, 30 November 2021 --&gt;{{cite Q|Q109978060}}
* &lt;!-- Robert W. McChesney; John Nichols (2022), To Protect and Extend Democracy, Recreate Local News Media (PDF), FreePress.net (updated 25 January 2022) --&gt;{{cite Q|Q109978337|access-date=2024-06-23}}
* &lt;!--Victor Pickard (2023) Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting, Janost--&gt;{{cite Q|Q131398460}}
* &lt;!--Victor Pickard (2020) Democracy without journalism? : confronting the misinformation society, Oxford U. Pr.--&gt;{{cite Q|Q131398359}}
* &lt;!--Victor Pickard (2015) America's Battle for Media Democracy, Cambridge U. Pr.--&gt;{{cite Q|Q131398237}}

[[Category:Politics]]
[[Category:Freedom and abundance]]
[[Category:Media reform to improve democracy]]</text>
      <sha1>on8r2opefr56lhqnkuj03qf6v6jptze</sha1>
    </revision>
    <revision>
      <id>2692523</id>
      <parentid>2692522</parentid>
      <timestamp>2024-12-18T21:58:38Z</timestamp>
      <contributor>
        <username>DavidMCEddy</username>
        <id>218607</id>
      </contributor>
      <comment>/* Primary concerns */ local news bureaus w boards selected like jury duty</comment>
      <origin>2692523</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="8923" sha1="jb9soos2keeojnwwi5y813ctol387bt" xml:space="preserve">:''This is a discussion of a Zoom interview to be recorded 2024-12-13 with communications professor [[w:Victor Pickard (professor)|Victor Pickard]] about his research discussing how information is a public good and the public policy implications of that claim. A 29:00 mm:ss podcast excerpted from the companion video will be posted here after it is released to the fortnightly &quot;Media &amp; Democracy&quot; show&lt;ref name=M&amp;D&gt;&lt;!--Media &amp; Democracy--&gt;{{cite Q|Q127839818}}&lt;/ref&gt; syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]&lt;ref&gt;&lt;!--Pacifica Radio Network--&gt;{{cite Q|Q2045587}}&lt;/ref&gt; Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].&lt;ref&gt;&lt;!--list of Pacifica Radio stations and affiliates--&gt;{{cite Q|Q6593294}}&lt;/ref&gt; 

:''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV&gt;The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs&lt;/ref&gt; and treating others with respect.&lt;ref name=AGF&gt;[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|&quot;Don't assume things; be skeptical about everything.&quot;]] That's wise. However, we should still treat others with respect while being skeptical.&lt;/ref&gt;'' 

[[File:Information is a public good per communications prof Pickard.webm|thumb|Interview claiming that information is a public good and discussing market failures in for-profit media according to [[w:Victor Pickard (professor)|Victor Pickard]], communications professor in the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]]]
&lt;!--[[File: ... .ogg|thumb|29:00 mm:ss extract from interview recorded 2024-12-13 regarding professor Pickard's claim that information is a public good and public policy implications of that claim.]]--&gt;

[[w:Victor Pickard (professor)|Victor Pickard]] discusses how information is a public good and public policy implications of that claim. He is interviewed by Spencer Graves.&lt;ref&gt;&lt;!--Spencer Graves--&gt;{{cite Q|Q56452480}}&lt;/ref&gt; 

== Primary concerns == 

It is in your best interests and mine to help supporters of our worst enemies get information they want, because doing so will make it harder for their leaders and ours to convince us to support policies that may threaten our lives and futures to please those who control most of the money for the media. Research suggests that better media reduces political corruption and improves the quality of life for the vast majority. News deserts, ghost newspapers, and major media conglomerates have the opposite effect, encouraging public officials to focus less on protecting the interests of voters and often clandestinely reward campaign contributors to the detriment of the electorate. 

Commercial media are not likely to expose this corruption, because they make money selling advertising to the beneficiaries of that political corruption and from increasing political polarization and violence.&lt;ref&gt;Pickard (2020, 2023). See also [[Information is a public good: Designing experiments to improve government]].&lt;/ref&gt; If we look at how the major media in the US are generally funded, &quot;Their business model ... at least for about 125 years or so has been advertising. ... This really developed somewhere in the mid to late 1800s&quot;.&lt;ref&gt;This interview also briefly mentioned John and Silberstein-Loeb, ed (2015). ''Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet'', cited by Pickard (2020), which places these changes in a much broader context. McChesney and Nichols have suggested that that most people alive today benefit from subsidies for newspapers in the US in the early 1800s, even though they've never read those newspapers. This follows, because those newspapers encouraged literacy and limited political corruption, both of which helped the new US stay together and grow both in land area and economically, while contemporary New Spain / Mexico fractured, shrank, and stagnated economically. For more on this, see [[The Great American Paradox]]. People in other countries benefit from scientific advances that would not have occurred without that diverse media environment in the US before media consolidation began in the late 1800s.&lt;/ref&gt; The newspaper industry, &quot;even in its beleaguered state, is still the source of most of our original reporting, original news and information that gets disseminated. So newspapers have historically been sort of the information feeders for our entire media ecosystem. ... But actually, media subsidies are as American as apple pie. Going back to our first major communication system, which was the postal system, and our newspapers  were tremendously subsidized.&quot; 

&quot;Then there was this transformation of the logic driving our newspaper industry, ... this primary business model was to deliver audiences to advertisers. ... That began to come apart in the early 2000s, when readers and advertisers migrated to the web ... . There is no viable economic model to support the level of journalism that democracy requires. We have to start thinking about other models ... .&quot; 

McChesney and Nichols (2021, 2022) recommend distributing 0.15% of national income (Gross Domestic Product, GDP) to local news nonprofits on the basis of local elections. Pickard likes their model but prefers other alternatives, like local news bureaus managed by local people elected their boards or selected at random, similar to jury duty. The main point is to provide public funding not censored by other government bureaucrats nor corporate bureaucrats. 

Pickard continues, &quot;We basically want a system that allows journalists to be journalists, to do the work that originally drew them to the craft ... . Profit a driven media is always going to privilege profits over democracy.&quot;

== About Pickard == 

Pickard is a media studies scholar and a professor at the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]. He works on the intersections of US and global media activism and politics and the role of the media in political economy.&lt;ref&gt;[[w:Victor Pickard (professor)|Victor Pickard]].&lt;/ref&gt; He is also the Chair of the Board of Free Press. He has written or edited six books,&lt;ref&gt;&lt;!--Free Press Board--&gt;{{cite Q|Q131398406}}&lt;/ref&gt; including (2015) ''America's Battle for Media Democracy'',&lt;ref&gt;Pickard (2015)&lt;/ref&gt; and (2020) ''Democracy Without Journalism? Confronting the Misinformation Society''.&lt;ref&gt;Pickard (2020).&lt;/ref&gt;

== The threat == 

Internet company executives have knowingly increased political polarization and violence including the [[w:Rohingya genocide|Rohingya genocide]] in [[w:Myanmar|Myanmar]], because doing otherwise might have reduced their profits. Documentation of this is summarized in [[:Category:Media reform to improve democracy]].

==Discussion == 

:''[Interested readers are invite to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV/&gt; and treating others with respect.&lt;ref name=AGF/&gt;]''

== Notes ==
{{reflist}}

== Bibliography ==

* &lt;!--Richard R. John and Jonathan Silberstein-Loeb (2015) Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet, Oxford U. Pr.--&gt;{{cite Q|Q131468166|editors=Richard R. John and Jonathan Silberstein-Loeb}}
* &lt;!-- Robert W. McChesney; John Nichols (2021). &quot;The Local Journalism Initiative: a proposal to protect and extend democracy&quot;. Columbia Journalism Review, 30 November 2021 --&gt;{{cite Q|Q109978060}}
* &lt;!-- Robert W. McChesney; John Nichols (2022), To Protect and Extend Democracy, Recreate Local News Media (PDF), FreePress.net (updated 25 January 2022) --&gt;{{cite Q|Q109978337|access-date=2024-06-23}}
* &lt;!--Victor Pickard (2023) Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting, Janost--&gt;{{cite Q|Q131398460}}
* &lt;!--Victor Pickard (2020) Democracy without journalism? : confronting the misinformation society, Oxford U. Pr.--&gt;{{cite Q|Q131398359}}
* &lt;!--Victor Pickard (2015) America's Battle for Media Democracy, Cambridge U. Pr.--&gt;{{cite Q|Q131398237}}

[[Category:Politics]]
[[Category:Freedom and abundance]]
[[Category:Media reform to improve democracy]]</text>
      <sha1>jb9soos2keeojnwwi5y813ctol387bt</sha1>
    </revision>
    <revision>
      <id>2692530</id>
      <parentid>2692523</parentid>
      <timestamp>2024-12-18T22:21:27Z</timestamp>
      <contributor>
        <username>DavidMCEddy</username>
        <id>218607</id>
      </contributor>
      <comment>/* Primary concerns */ mention Neff</comment>
      <origin>2692530</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="11538" sha1="iup0kil81xnfyb55w7y253x5ls6csm5" xml:space="preserve">:''This is a discussion of a Zoom interview to be recorded 2024-12-13 with communications professor [[w:Victor Pickard (professor)|Victor Pickard]] about his research discussing how information is a public good and the public policy implications of that claim. A 29:00 mm:ss podcast excerpted from the companion video will be posted here after it is released to the fortnightly &quot;Media &amp; Democracy&quot; show&lt;ref name=M&amp;D&gt;&lt;!--Media &amp; Democracy--&gt;{{cite Q|Q127839818}}&lt;/ref&gt; syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]&lt;ref&gt;&lt;!--Pacifica Radio Network--&gt;{{cite Q|Q2045587}}&lt;/ref&gt; Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].&lt;ref&gt;&lt;!--list of Pacifica Radio stations and affiliates--&gt;{{cite Q|Q6593294}}&lt;/ref&gt; 

:''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV&gt;The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs&lt;/ref&gt; and treating others with respect.&lt;ref name=AGF&gt;[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|&quot;Don't assume things; be skeptical about everything.&quot;]] That's wise. However, we should still treat others with respect while being skeptical.&lt;/ref&gt;'' 

[[File:Information is a public good per communications prof Pickard.webm|thumb|Interview claiming that information is a public good and discussing market failures in for-profit media according to [[w:Victor Pickard (professor)|Victor Pickard]], communications professor in the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]]]
&lt;!--[[File: ... .ogg|thumb|29:00 mm:ss extract from interview recorded 2024-12-13 regarding professor Pickard's claim that information is a public good and public policy implications of that claim.]]--&gt;

[[w:Victor Pickard (professor)|Victor Pickard]] discusses how information is a public good and public policy implications of that claim. He is interviewed by Spencer Graves.&lt;ref&gt;&lt;!--Spencer Graves--&gt;{{cite Q|Q56452480}}&lt;/ref&gt; 

== Primary concerns == 

It is in your best interests and mine to help supporters of our worst enemies get information they want, because doing so will make it harder for their leaders and ours to convince us to support policies that may threaten our lives and futures to please those who control most of the money for the media. Research suggests that better media reduces political corruption and improves the quality of life for the vast majority. News deserts, ghost newspapers, and major media conglomerates have the opposite effect, encouraging public officials to focus less on protecting the interests of voters and often clandestinely reward campaign contributors to the detriment of the electorate. 

Commercial media are not likely to expose this corruption, because they make money selling advertising to the beneficiaries of that political corruption and from increasing political polarization and violence.&lt;ref&gt;Pickard (2020, 2023). See also [[Information is a public good: Designing experiments to improve government]].&lt;/ref&gt; If we look at how the major media in the US are generally funded, &quot;Their business model ... at least for about 125 years or so has been advertising. ... This really developed somewhere in the mid to late 1800s&quot;.&lt;ref&gt;This interview also briefly mentioned John and Silberstein-Loeb, ed (2015). ''Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet'', cited by Pickard (2020), which places these changes in a much broader context. McChesney and Nichols have suggested that that most people alive today benefit from subsidies for newspapers in the US in the early 1800s, even though they've never read those newspapers. This follows, because those newspapers encouraged literacy and limited political corruption, both of which helped the new US stay together and grow both in land area and economically, while contemporary New Spain / Mexico fractured, shrank, and stagnated economically. For more on this, see [[The Great American Paradox]]. People in other countries benefit from scientific advances that would not have occurred without that diverse media environment in the US before media consolidation began in the late 1800s.&lt;/ref&gt; The newspaper industry, &quot;even in its beleaguered state, is still the source of most of our original reporting, original news and information that gets disseminated. So newspapers have historically been sort of the information feeders for our entire media ecosystem. ... But actually, media subsidies are as American as apple pie. Going back to our first major communication system, which was the postal system, and our newspapers  were tremendously subsidized.&quot; 

&quot;Then there was this transformation of the logic driving our newspaper industry, ... this primary business model was to deliver audiences to advertisers. ... That began to come apart in the early 2000s, when readers and advertisers migrated to the web ... . There is no viable economic model to support the level of journalism that democracy requires. We have to start thinking about other models ... .&quot; 

Earlier this year, Pickard published an article with Neff, which compared newspapers in 33 different countries.&lt;ref&gt;Neff and Pickard (2024).&lt;/ref&gt; &quot;In a kind of comparative framework ... we are literally off the chart for how little we fund our public media. ... At a national level it comes to ... a little bit over a $1.50 per person per year that we pay at the Federal level towards our public media. If you throw in local and regional and state subsidies, it gets up to a little bit over $3 per person per year. Now compare that to the Brits, who spend about $100 per person per year for the BBC. Or look at northern European countries where they're spending far more than that.&quot; 

Conservative organizations that evaluate the level of democracy have found that &quot;the strongest democracies on the planet ... also happen to have the strongest public media systems on the planet. ... These same institutions have qualified the US as being a flawed democracy. We've been considered a flawed democracy for a number of years now. And, of course, we have a very weakly funded public broadcasting system. So what this shows at the very least, is that if you publicly subsidize your media systems, your public media systems, if you make those public investments in the news and information that democracy requires, these countries are not sliding into totalitarianism. They're not becoming fascist countries overnight. Quite the contrary. They're they're very strong. There are shining exemplars of democratic countries. This doesn't mean that we shouldn't also be concerned about state capture of public media systems, and we can point to some cautionary tales like in Turkey and Hungary and Poland, you know, that can happen. But those are the exceptions. Most of these strong democracies have strong public broadcasting systems, public media systems. So I would argue that that should also be part of our redemocratization project here in the United States is to actually fund our public media so that they don't have to rely on private funders. NPR gets more than a third of its money from corporate funding, which sort of defeats the purpose.. It's a misnomer even to call it public broadcasting if they're taking in all this corporate money, and any casual listener or viewer of NPR and PBS will have to sit through what's uphemistically called enhanced underwriting. ... That's kind of absurd for a public media system. So we need to change that. But I do think that that's something we need to focus on more. We need to really build out our public media systems so that it can serve local information needs.&quot;


McChesney and Nichols (2021, 2022) recommend distributing 0.15% of national income (Gross Domestic Product, GDP) to local news nonprofits on the basis of local elections. Pickard likes their model but prefers other alternatives, like local news bureaus managed by local people elected their boards or selected at random, similar to jury duty. The main point is to provide public funding not censored by other government bureaucrats nor corporate bureaucrats. 

Pickard continues, &quot;We basically want a system that allows journalists to be journalists, to do the work that originally drew them to the craft ... . Profit a driven media is always going to privilege profits over democracy.&quot;

== About Pickard == 

Pickard is a media studies scholar and a professor at the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]. He works on the intersections of US and global media activism and politics and the role of the media in political economy.&lt;ref&gt;[[w:Victor Pickard (professor)|Victor Pickard]].&lt;/ref&gt; He is also the Chair of the Board of Free Press. He has written or edited six books,&lt;ref&gt;&lt;!--Free Press Board--&gt;{{cite Q|Q131398406}}&lt;/ref&gt; including (2015) ''America's Battle for Media Democracy'',&lt;ref&gt;Pickard (2015)&lt;/ref&gt; and (2020) ''Democracy Without Journalism? Confronting the Misinformation Society''.&lt;ref&gt;Pickard (2020).&lt;/ref&gt;

== The threat == 

Internet company executives have knowingly increased political polarization and violence including the [[w:Rohingya genocide|Rohingya genocide]] in [[w:Myanmar|Myanmar]], because doing otherwise might have reduced their profits. Documentation of this is summarized in [[:Category:Media reform to improve democracy]].

==Discussion == 

:''[Interested readers are invite to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV/&gt; and treating others with respect.&lt;ref name=AGF/&gt;]''

== Notes ==
{{reflist}}

== Bibliography ==

* &lt;!--Richard R. John and Jonathan Silberstein-Loeb (2015) Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet, Oxford U. Pr.--&gt;{{cite Q|Q131468166|editors=Richard R. John and Jonathan Silberstein-Loeb}}
* &lt;!-- Robert W. McChesney; John Nichols (2021). &quot;The Local Journalism Initiative: a proposal to protect and extend democracy&quot;. Columbia Journalism Review, 30 November 2021 --&gt;{{cite Q|Q109978060}}
* &lt;!-- Robert W. McChesney; John Nichols (2022), To Protect and Extend Democracy, Recreate Local News Media (PDF), FreePress.net (updated 25 January 2022) --&gt;{{cite Q|Q109978337|access-date=2024-06-23}}
* &lt;!--Victor Pickard (2023) Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting, Janost--&gt;{{cite Q|Q131398460}}
* &lt;!--Victor Pickard (2020) Democracy without journalism? : confronting the misinformation society, Oxford U. Pr.--&gt;{{cite Q|Q131398359}}
* &lt;!--Victor Pickard (2015) America's Battle for Media Democracy, Cambridge U. Pr.--&gt;{{cite Q|Q131398237}}

[[Category:Politics]]
[[Category:Freedom and abundance]]
[[Category:Media reform to improve democracy]]</text>
      <sha1>iup0kil81xnfyb55w7y253x5ls6csm5</sha1>
    </revision>
    <revision>
      <id>2692532</id>
      <parentid>2692530</parentid>
      <timestamp>2024-12-18T22:40:08Z</timestamp>
      <contributor>
        <username>DavidMCEddy</username>
        <id>218607</id>
      </contributor>
      <minor />
      <comment>/* Bibliography */ add Neff and Pickard to bib</comment>
      <origin>2692532</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="11664" sha1="fvt29o11la73hayruho716pyl7qmalq" xml:space="preserve">:''This is a discussion of a Zoom interview to be recorded 2024-12-13 with communications professor [[w:Victor Pickard (professor)|Victor Pickard]] about his research discussing how information is a public good and the public policy implications of that claim. A 29:00 mm:ss podcast excerpted from the companion video will be posted here after it is released to the fortnightly &quot;Media &amp; Democracy&quot; show&lt;ref name=M&amp;D&gt;&lt;!--Media &amp; Democracy--&gt;{{cite Q|Q127839818}}&lt;/ref&gt; syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]&lt;ref&gt;&lt;!--Pacifica Radio Network--&gt;{{cite Q|Q2045587}}&lt;/ref&gt; Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].&lt;ref&gt;&lt;!--list of Pacifica Radio stations and affiliates--&gt;{{cite Q|Q6593294}}&lt;/ref&gt; 

:''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV&gt;The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs&lt;/ref&gt; and treating others with respect.&lt;ref name=AGF&gt;[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|&quot;Don't assume things; be skeptical about everything.&quot;]] That's wise. However, we should still treat others with respect while being skeptical.&lt;/ref&gt;'' 

[[File:Information is a public good per communications prof Pickard.webm|thumb|Interview claiming that information is a public good and discussing market failures in for-profit media according to [[w:Victor Pickard (professor)|Victor Pickard]], communications professor in the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]]]
&lt;!--[[File: ... .ogg|thumb|29:00 mm:ss extract from interview recorded 2024-12-13 regarding professor Pickard's claim that information is a public good and public policy implications of that claim.]]--&gt;

[[w:Victor Pickard (professor)|Victor Pickard]] discusses how information is a public good and public policy implications of that claim. He is interviewed by Spencer Graves.&lt;ref&gt;&lt;!--Spencer Graves--&gt;{{cite Q|Q56452480}}&lt;/ref&gt; 

== Primary concerns == 

It is in your best interests and mine to help supporters of our worst enemies get information they want, because doing so will make it harder for their leaders and ours to convince us to support policies that may threaten our lives and futures to please those who control most of the money for the media. Research suggests that better media reduces political corruption and improves the quality of life for the vast majority. News deserts, ghost newspapers, and major media conglomerates have the opposite effect, encouraging public officials to focus less on protecting the interests of voters and often clandestinely reward campaign contributors to the detriment of the electorate. 

Commercial media are not likely to expose this corruption, because they make money selling advertising to the beneficiaries of that political corruption and from increasing political polarization and violence.&lt;ref&gt;Pickard (2020, 2023). See also [[Information is a public good: Designing experiments to improve government]].&lt;/ref&gt; If we look at how the major media in the US are generally funded, &quot;Their business model ... at least for about 125 years or so has been advertising. ... This really developed somewhere in the mid to late 1800s&quot;.&lt;ref&gt;This interview also briefly mentioned John and Silberstein-Loeb, ed (2015). ''Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet'', cited by Pickard (2020), which places these changes in a much broader context. McChesney and Nichols have suggested that that most people alive today benefit from subsidies for newspapers in the US in the early 1800s, even though they've never read those newspapers. This follows, because those newspapers encouraged literacy and limited political corruption, both of which helped the new US stay together and grow both in land area and economically, while contemporary New Spain / Mexico fractured, shrank, and stagnated economically. For more on this, see [[The Great American Paradox]]. People in other countries benefit from scientific advances that would not have occurred without that diverse media environment in the US before media consolidation began in the late 1800s.&lt;/ref&gt; The newspaper industry, &quot;even in its beleaguered state, is still the source of most of our original reporting, original news and information that gets disseminated. So newspapers have historically been sort of the information feeders for our entire media ecosystem. ... But actually, media subsidies are as American as apple pie. Going back to our first major communication system, which was the postal system, and our newspapers  were tremendously subsidized.&quot; 

&quot;Then there was this transformation of the logic driving our newspaper industry, ... this primary business model was to deliver audiences to advertisers. ... That began to come apart in the early 2000s, when readers and advertisers migrated to the web ... . There is no viable economic model to support the level of journalism that democracy requires. We have to start thinking about other models ... .&quot; 

Earlier this year, Pickard published an article with Neff, which compared newspapers in 33 different countries.&lt;ref&gt;Neff and Pickard (2024).&lt;/ref&gt; &quot;In a kind of comparative framework ... we are literally off the chart for how little we fund our public media. ... At a national level it comes to ... a little bit over a $1.50 per person per year that we pay at the Federal level towards our public media. If you throw in local and regional and state subsidies, it gets up to a little bit over $3 per person per year. Now compare that to the Brits, who spend about $100 per person per year for the BBC. Or look at northern European countries where they're spending far more than that.&quot; 

Conservative organizations that evaluate the level of democracy have found that &quot;the strongest democracies on the planet ... also happen to have the strongest public media systems on the planet. ... These same institutions have qualified the US as being a flawed democracy. We've been considered a flawed democracy for a number of years now. And, of course, we have a very weakly funded public broadcasting system. So what this shows at the very least, is that if you publicly subsidize your media systems, your public media systems, if you make those public investments in the news and information that democracy requires, these countries are not sliding into totalitarianism. They're not becoming fascist countries overnight. Quite the contrary. They're they're very strong. There are shining exemplars of democratic countries. This doesn't mean that we shouldn't also be concerned about state capture of public media systems, and we can point to some cautionary tales like in Turkey and Hungary and Poland, you know, that can happen. But those are the exceptions. Most of these strong democracies have strong public broadcasting systems, public media systems. So I would argue that that should also be part of our redemocratization project here in the United States is to actually fund our public media so that they don't have to rely on private funders. NPR gets more than a third of its money from corporate funding, which sort of defeats the purpose.. It's a misnomer even to call it public broadcasting if they're taking in all this corporate money, and any casual listener or viewer of NPR and PBS will have to sit through what's uphemistically called enhanced underwriting. ... That's kind of absurd for a public media system. So we need to change that. But I do think that that's something we need to focus on more. We need to really build out our public media systems so that it can serve local information needs.&quot;


McChesney and Nichols (2021, 2022) recommend distributing 0.15% of national income (Gross Domestic Product, GDP) to local news nonprofits on the basis of local elections. Pickard likes their model but prefers other alternatives, like local news bureaus managed by local people elected their boards or selected at random, similar to jury duty. The main point is to provide public funding not censored by other government bureaucrats nor corporate bureaucrats. 

Pickard continues, &quot;We basically want a system that allows journalists to be journalists, to do the work that originally drew them to the craft ... . Profit a driven media is always going to privilege profits over democracy.&quot;

== About Pickard == 

Pickard is a media studies scholar and a professor at the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]. He works on the intersections of US and global media activism and politics and the role of the media in political economy.&lt;ref&gt;[[w:Victor Pickard (professor)|Victor Pickard]].&lt;/ref&gt; He is also the Chair of the Board of Free Press. He has written or edited six books,&lt;ref&gt;&lt;!--Free Press Board--&gt;{{cite Q|Q131398406}}&lt;/ref&gt; including (2015) ''America's Battle for Media Democracy'',&lt;ref&gt;Pickard (2015)&lt;/ref&gt; and (2020) ''Democracy Without Journalism? Confronting the Misinformation Society''.&lt;ref&gt;Pickard (2020).&lt;/ref&gt;

== The threat == 

Internet company executives have knowingly increased political polarization and violence including the [[w:Rohingya genocide|Rohingya genocide]] in [[w:Myanmar|Myanmar]], because doing otherwise might have reduced their profits. Documentation of this is summarized in [[:Category:Media reform to improve democracy]].

==Discussion == 

:''[Interested readers are invite to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV/&gt; and treating others with respect.&lt;ref name=AGF/&gt;]''

== Notes ==
{{reflist}}

== Bibliography ==

* &lt;!--Richard R. John and Jonathan Silberstein-Loeb (2015) Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet, Oxford U. Pr.--&gt;{{cite Q|Q131468166|editors=Richard R. John and Jonathan Silberstein-Loeb}}
* &lt;!-- Robert W. McChesney; John Nichols (2021). &quot;The Local Journalism Initiative: a proposal to protect and extend democracy&quot;. Columbia Journalism Review, 30 November 2021 --&gt;{{cite Q|Q109978060}}
* &lt;!-- Robert W. McChesney; John Nichols (2022), To Protect and Extend Democracy, Recreate Local News Media (PDF), FreePress.net (updated 25 January 2022) --&gt;{{cite Q|Q109978337|access-date=2024-06-23}}
* &lt;!--Neff and Pickard (2024) &quot;Funding Democracy: Public Media and Democratic Health in 33 Countries&quot;--&gt;{{cite Q|Q131468289}}
* &lt;!--Victor Pickard (2023) Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting, Janost--&gt;{{cite Q|Q131398460}}
* &lt;!--Victor Pickard (2020) Democracy without journalism? : confronting the misinformation society, Oxford U. Pr.--&gt;{{cite Q|Q131398359}}
* &lt;!--Victor Pickard (2015) America's Battle for Media Democracy, Cambridge U. Pr.--&gt;{{cite Q|Q131398237}}

[[Category:Politics]]
[[Category:Freedom and abundance]]
[[Category:Media reform to improve democracy]]</text>
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    <revision>
      <id>2692535</id>
      <parentid>2692532</parentid>
      <timestamp>2024-12-18T22:43:01Z</timestamp>
      <contributor>
        <username>DavidMCEddy</username>
        <id>218607</id>
      </contributor>
      <minor />
      <comment>/* Primary concerns */ SYNTAX</comment>
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      <text bytes="11662" sha1="1hbpgtbflz73s2ycmj7k0ez7ixp61b6" xml:space="preserve">:''This is a discussion of a Zoom interview to be recorded 2024-12-13 with communications professor [[w:Victor Pickard (professor)|Victor Pickard]] about his research discussing how information is a public good and the public policy implications of that claim. A 29:00 mm:ss podcast excerpted from the companion video will be posted here after it is released to the fortnightly &quot;Media &amp; Democracy&quot; show&lt;ref name=M&amp;D&gt;&lt;!--Media &amp; Democracy--&gt;{{cite Q|Q127839818}}&lt;/ref&gt; syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]&lt;ref&gt;&lt;!--Pacifica Radio Network--&gt;{{cite Q|Q2045587}}&lt;/ref&gt; Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].&lt;ref&gt;&lt;!--list of Pacifica Radio stations and affiliates--&gt;{{cite Q|Q6593294}}&lt;/ref&gt; 

:''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV&gt;The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs&lt;/ref&gt; and treating others with respect.&lt;ref name=AGF&gt;[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|&quot;Don't assume things; be skeptical about everything.&quot;]] That's wise. However, we should still treat others with respect while being skeptical.&lt;/ref&gt;'' 

[[File:Information is a public good per communications prof Pickard.webm|thumb|Interview claiming that information is a public good and discussing market failures in for-profit media according to [[w:Victor Pickard (professor)|Victor Pickard]], communications professor in the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]]]
&lt;!--[[File: ... .ogg|thumb|29:00 mm:ss extract from interview recorded 2024-12-13 regarding professor Pickard's claim that information is a public good and public policy implications of that claim.]]--&gt;

[[w:Victor Pickard (professor)|Victor Pickard]] discusses how information is a public good and public policy implications of that claim. He is interviewed by Spencer Graves.&lt;ref&gt;&lt;!--Spencer Graves--&gt;{{cite Q|Q56452480}}&lt;/ref&gt; 

== Primary concerns == 

It is in your best interests and mine to help supporters of our worst enemies get information they want, because doing so will make it harder for their leaders and ours to convince us to support policies that may threaten our lives and futures to please those who control most of the money for the media. Research suggests that better media reduces political corruption and improves the quality of life for the vast majority. News deserts, ghost newspapers, and major media conglomerates have the opposite effect, encouraging public officials to focus less on protecting the interests of voters and often clandestinely reward campaign contributors to the detriment of the electorate. 

Commercial media are not likely to expose this corruption, because they make money selling advertising to the beneficiaries of that political corruption and from increasing political polarization and violence.&lt;ref&gt;Pickard (2020, 2023). See also [[Information is a public good: Designing experiments to improve government]].&lt;/ref&gt; If we look at how the major media in the US are generally funded, &quot;Their business model ... at least for about 125 years or so has been advertising. ... This really developed somewhere in the mid to late 1800s&quot;.&lt;ref&gt;This interview also briefly mentioned John and Silberstein-Loeb, ed (2015). ''Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet'', cited by Pickard (2020), which places these changes in a much broader context. McChesney and Nichols have suggested that that most people alive today benefit from subsidies for newspapers in the US in the early 1800s, even though they've never read those newspapers. This follows, because those newspapers encouraged literacy and limited political corruption, both of which helped the new US stay together and grow both in land area and economically, while contemporary New Spain / Mexico fractured, shrank, and stagnated economically. For more on this, see [[The Great American Paradox]]. People in other countries benefit from scientific advances that would not have occurred without that diverse media environment in the US before media consolidation began in the late 1800s.&lt;/ref&gt; The newspaper industry, &quot;even in its beleaguered state, is still the source of most of our original reporting, original news and information that gets disseminated. So newspapers have historically been sort of the information feeders for our entire media ecosystem. ... But actually, media subsidies are as American as apple pie. Going back to our first major communication system, which was the postal system, and our newspapers  were tremendously subsidized.&quot; 

&quot;Then there was this transformation of the logic driving our newspaper industry, ... this primary business model was to deliver audiences to advertisers. ... That began to come apart in the early 2000s, when readers and advertisers migrated to the web ... . There is no viable economic model to support the level of journalism that democracy requires. We have to start thinking about other models ... .&quot; 

Earlier this year, Pickard published an article with Neff, which compared newspapers in 33 different countries.&lt;ref&gt;Neff and Pickard (2024).&lt;/ref&gt; &quot;In a kind of comparative framework ... we are literally off the chart for how little we fund our public media. ... At a national level it comes to ... a little bit over a $1.50 per person per year that we pay at the Federal level towards our public media. If you throw in local and regional and state subsidies, it gets up to a little bit over $3 per person per year. Now compare that to the Brits, who spend about $100 per person per year for the BBC. Or look at northern European countries where they're spending far more than that.&quot; 

Conservative organizations that evaluate the level of democracy have found that &quot;the strongest democracies on the planet ... also happen to have the strongest public media systems on the planet. ... These same institutions have qualified the US as being a flawed democracy. We've been considered a flawed democracy for a number of years now. And, of course, we have a very weakly funded public broadcasting system. So what this shows at the very least, is that if you publicly subsidize your media systems, your public media systems, if you make those public investments in the news and information that democracy requires, these countries are not sliding into totalitarianism. They're not becoming fascist countries overnight. Quite the contrary. They're they're very strong. There are shining exemplars of democratic countries. This doesn't mean that we shouldn't also be concerned about state capture of public media systems, and we can point to some cautionary tales like in Turkey and Hungary and Poland, you know, that can happen. But those are the exceptions. Most of these strong democracies have strong public broadcasting systems, public media systems. So I would argue that that should also be part of our redemocratization project here in the United States is to actually fund our public media so that they don't have to rely on private funders. NPR gets more than a third of its money from corporate funding, which sort of defeats the purpose.. It's a misnomer even to call it public broadcasting if they're taking in all this corporate money, and any casual listener or viewer of NPR and PBS will have to sit through what's uphemistically called enhanced underwriting. ... That's kind of absurd for a public media system. So we need to change that. But I do think that that's something we need to focus on more. We need to really build out our public media systems so that it can serve local information needs.&quot;

McChesney and Nichols (2021, 2022) recommend distributing 0.15% of national income (Gross Domestic Product, GDP) to local news nonprofits on the basis of local elections. Pickard likes their model but prefers other alternatives, like local news bureaus managed by local people elected their boards or selected at random, similar to jury duty. The main point is to provide public funding not censored by other government bureaucrats nor corporate bureaucrats. 

Pickard continues, &quot;We basically want a system that allows journalists to be journalists, to do the work that originally drew them to the craft ... . Profit a driven media is always going to privilege profits over democracy.&quot;

== About Pickard == 

Pickard is a media studies scholar and a professor at the [[w:Annenberg School for Communication at the University of Pennsylvania|Annenberg School for Communication at the University of Pennsylvania]]. He works on the intersections of US and global media activism and politics and the role of the media in political economy.&lt;ref&gt;[[w:Victor Pickard (professor)|Victor Pickard]].&lt;/ref&gt; He is also the Chair of the Board of Free Press. He has written or edited six books,&lt;ref&gt;&lt;!--Free Press Board--&gt;{{cite Q|Q131398406}}&lt;/ref&gt; including (2015) ''America's Battle for Media Democracy'',&lt;ref&gt;Pickard (2015)&lt;/ref&gt; and (2020) ''Democracy Without Journalism? Confronting the Misinformation Society''.&lt;ref&gt;Pickard (2020).&lt;/ref&gt;

== The threat == 

Internet company executives have knowingly increased political polarization and violence including the [[w:Rohingya genocide|Rohingya genocide]] in [[w:Myanmar|Myanmar]], because doing otherwise might have reduced their profits. Documentation of this is summarized in [[:Category:Media reform to improve democracy]].

==Discussion == 

:''[Interested readers are invite to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]&lt;ref name=NPOV/&gt; and treating others with respect.&lt;ref name=AGF/&gt;]''

== Notes ==
{{reflist}}

== Bibliography ==

* &lt;!--Richard R. John and Jonathan Silberstein-Loeb (2015) Making News: The Political Economy of Journalism in Britain and America from the Glorious Revolution to the Internet, Oxford U. Pr.--&gt;{{cite Q|Q131468166|editors=Richard R. John and Jonathan Silberstein-Loeb}}
* &lt;!-- Robert W. McChesney; John Nichols (2021). &quot;The Local Journalism Initiative: a proposal to protect and extend democracy&quot;. Columbia Journalism Review, 30 November 2021 --&gt;{{cite Q|Q109978060}}
* &lt;!-- Robert W. McChesney; John Nichols (2022), To Protect and Extend Democracy, Recreate Local News Media (PDF), FreePress.net (updated 25 January 2022) --&gt;{{cite Q|Q109978337|access-date=2024-06-23}}
* &lt;!--Neff and Pickard (2024) &quot;Funding Democracy: Public Media and Democratic Health in 33 Countries&quot;--&gt;{{cite Q|Q131468289}}
* &lt;!--Victor Pickard (2023) Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting, Janost--&gt;{{cite Q|Q131398460}}
* &lt;!--Victor Pickard (2020) Democracy without journalism? : confronting the misinformation society, Oxford U. Pr.--&gt;{{cite Q|Q131398359}}
* &lt;!--Victor Pickard (2015) America's Battle for Media Democracy, Cambridge U. Pr.--&gt;{{cite Q|Q131398237}}

[[Category:Politics]]
[[Category:Freedom and abundance]]
[[Category:Media reform to improve democracy]]</text>
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    <title>User:Atcovi/Health Psychology</title>
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      <id>2692534</id>
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      <timestamp>2024-12-18T22:41:25Z</timestamp>
      <contributor>
        <username>Atcovi</username>
        <id>276019</id>
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      <text bytes="430" sha1="3t6rnma35jjje873aymyal5m0qk5qx4" xml:space="preserve">* [[User:Atcovi/Health Psychology/Chapter 1 - What is Health?]]
* [[User:Atcovi/Health Psychology/Chapter 5 - Diverse Understandings of Stress]]
* [[User:Atcovi/Health Psychology/Chapter 6 - Coping and Social Support]]
* [[User:Atcovi/Health Psychology/Chapter 7 -Why Don’t We Do What We Need to?|User:Atcovi/Health Psychology/Chapter 7 - Why Don’t We Do What We Need to?]]

[[Category:Psychology]]

[[Category:Atcovi's Work]]</text>
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  <page>
    <title>User:Atcovi/Health Psychology/Chapter 6 - Coping and Social Support</title>
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      <id>2692515</id>
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      <timestamp>2024-12-18T20:53:42Z</timestamp>
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      <text bytes="4204" sha1="78yizx5k1zaqpevxxp5sw3075mftsg2" xml:space="preserve">==6.1 - What Is Coping and How Do We Measure It?==

* '''Coping''' - “constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person” (Lazarus &amp; Folkman, 1984, p. 141). Essentially, it's what we are doing to ''reestablish our homeostatic balances''. '''Social support''' is a critical component of coping and varies between cultures. Can be measured on an item level, such as drug use, to a &quot;higher order level, mode, or style&quot;, as in investigating the coping methods employed by African Americans. 
* A ''coping style'' is different for everyone and may be different given the situations for one individual, this referring to ''situational coping''. Tons of influences go into your behavior and coping style when facing a stressor.
* '''Moderators''' and '''mediators''' are the individual differences and different factors that influence the process. 

'''COPE'''

* '''COPE Inventory''' - Psychological tool contrived to assess a broad range of coping responses. These subscales account for problem-focused and emotion-focused coping. Alcohol use was added later. 

'''Other Coping Questionnaires'''

# '''Revised Way of Coping''' (RWOC) - 66 items, 4 point Likert-type response format. Written to allow comparisons across different types of stress situations, assessing the different ways of coping and measures of how each cope is used.
# Other measures of coping are directed towards &quot;special&quot; populations, middle-aged to older-aged men, and specific coping behaviors.  
# Researchers do warn against the overuse of coping instruments, as these coping instruments ask too general of questions &amp; neglect the unique aspects of different stressors, certain spects of coping behavior (such as the appropriateness of it), and the mix between coping style and/or personality dealing with a stressor.
# The '''coping process''' is quantified and well-researched through a study of large samples. They also include interviews and observations, providing a ''mixed methods approach''.

'''New Developments in Coping Research'''

# Relationships are being studied more ('''relationship-focused coping''': maintaining relationships). Includes '''familism''' (stresses importance of family). 
# '''Daily process methodology''', or essentially &quot;daily diaries&quot;, are a great way of assessing the &quot;clear&quot; process one has with coping. 
# New statistical techniques used to analyze complex data.

== 6.2 - The Structure of Coping ==

* Two most basic styles of coping are '''approach-coping''', which is where you actively approach the problem at hand, and '''avoidant coping''', which is where you focus more on emotions than the actual stressor. 
* '''Coping strategies''' are the specific ways, either through behavior or mind, that people use to master or minimize stressors.
** '''Problem-focused coping''' involves dealing with the situation and working to resolve it. (ex, &quot;How do I deal with an angry boss? Report them to HR!)
** '''Emotion-focused coping''' involves ignoring or shying away from the situation. (ex, &quot;I tell myself it's not real&quot;)
*** Both focuses can be beneficial for a healthy human facing difficulties.
*'''B. F. Skinner''' &amp; his colleagues believed that there are five categories of coping: support seeking, problem solving, avoidance, distraction, and positive cognitive restructuring. 
'''What is the best way to cope?'''

* Generally, problem-solving coping &gt; avoidant coping. 
* Some coping mechanisms may be both problem-solving and emotion-focused. 
* Best coping style depends on the '''severity, duration, controllability,''' and '''emotionality''' of the situation. 

''The '''Psychosocial Aspects of Hereditary Cancer (PAHC)''' questionnaire is a 26-item questionnaire organized into six problem domains: genetics, practical issues, family, living with cancer, emotions, and children that screens for psychosocial problems and stress levels within the cancer genetic counseling setting.''

* Simple takeaway? Cope with the situation based on your comfort level. Avoidant/emotion-focused coping may be good for the short term to give you time to heal, then act.</text>
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      <text bytes="7705" sha1="tmcayq2qbe464g4jgza941cc5o67c4m" xml:space="preserve">==6.1 - What Is Coping and How Do We Measure It?==

* '''Coping''' - “constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person” (Lazarus &amp; Folkman, 1984, p. 141). Essentially, it's what we are doing to ''reestablish our homeostatic balances''. '''Social support''' is a critical component of coping and varies between cultures. Can be measured on an item level, such as drug use, to a &quot;higher order level, mode, or style&quot;, as in investigating the coping methods employed by African Americans. 
* A ''coping style'' is different for everyone and may be different given the situations for one individual, this referring to ''situational coping''. Tons of influences go into your behavior and coping style when facing a stressor.
* '''Moderators''' and '''mediators''' are the individual differences and different factors that influence the process. 

'''COPE'''

* '''COPE Inventory''' - Psychological tool contrived to assess a broad range of coping responses. These subscales account for problem-focused and emotion-focused coping. Alcohol use was added later. 

'''Other Coping Questionnaires'''

# '''Revised Way of Coping''' (RWOC) - 66 items, 4 point Likert-type response format. Written to allow comparisons across different types of stress situations, assessing the different ways of coping and measures of how each cope is used.
# Other measures of coping are directed towards &quot;special&quot; populations, middle-aged to older-aged men, and specific coping behaviors.  
# Researchers do warn against the overuse of coping instruments, as these coping instruments ask too general of questions &amp; neglect the unique aspects of different stressors, certain spects of coping behavior (such as the appropriateness of it), and the mix between coping style and/or personality dealing with a stressor.
# The '''coping process''' is quantified and well-researched through a study of large samples. They also include interviews and observations, providing a ''mixed methods approach''.

'''New Developments in Coping Research'''

# Relationships are being studied more ('''relationship-focused coping''': maintaining relationships). Includes '''familism''' (stresses importance of family). 
# '''Daily process methodology''', or essentially &quot;daily diaries&quot;, are a great way of assessing the &quot;clear&quot; process one has with coping. 
# New statistical techniques used to analyze complex data.

== 6.2 - The Structure of Coping ==

* Two most basic styles of coping are '''approach-coping''', which is where you actively approach the problem at hand, and '''avoidant coping''', which is where you focus more on emotions than the actual stressor. 
* '''Coping strategies''' are the specific ways, either through behavior or mind, that people use to master or minimize stressors.
** '''Problem-focused coping''' involves dealing with the situation and working to resolve it. (ex, &quot;How do I deal with an angry boss? Report them to HR!)
** '''Emotion-focused coping''' involves ignoring or shying away from the situation. (ex, &quot;I tell myself it's not real&quot;)
*** Both focuses can be beneficial for a healthy human facing difficulties.
*'''B. F. Skinner''' &amp; his colleagues believed that there are five categories of coping: support seeking, problem solving, avoidance, distraction, and positive cognitive restructuring. 
'''What is the best way to cope?'''

* Generally, problem-solving coping &gt; avoidant coping. 
* Some coping mechanisms may be both problem-solving and emotion-focused. 
* Best coping style depends on the '''severity, duration, controllability,''' and '''emotionality''' of the situation. 

''The '''Psychosocial Aspects of Hereditary Cancer (PAHC)''' questionnaire is a 26-item questionnaire organized into six problem domains: genetics, practical issues, family, living with cancer, emotions, and children that screens for psychosocial problems and stress levels within the cancer genetic counseling setting.''

* Simple takeaway? Cope with the situation based on your comfort level. Avoidant/emotion-focused coping may be good for the short term to give you time to heal, then act.

== 6.3 - Diverse Ways of Coping With Stress ==
Examining some of the factors that influence one's appraisals and coping:

* One's '''personality''', or an individual's unique set of consistent behavioral traits, can be a set of &quot;durable dispositions&quot; to act in a certain way given a situation. For example, if you are 'easy-going', this trait of yours can help you cope with a situation. 

'''History of the [[w:Big_Five_personality_traits|Big Five]]:''' ''One of the earliest personality psychologists, Gordon Allport (1961), scoured an unabridged dictionary and collected more than 4,500 descriptors used to describe personality. Later personality theorists such as Cattell (1966) used statistical analyses to measure correlations between these different descriptors. Cattell found that all 4,500 descriptors could be encompassed by just 16 terms. It gets better. McCrae and Costa (1987) further narrowed these 16 terms down to a core of only five as part of their five-factor model of personality. A wealth of research has led to the Big Five or the Five Factor Model, suggesting that personality can be sufficiently measured by assessing how '''conscientious, agreeable, neurotic, open to experience, and extroverted''' a person is (John &amp; Srivastava, 1999; Lee et al., 2005). And, personality traits can be the basis for individual differences in the biological response of stress (Soliemanifar et al., 2018). For an easy way to remember them, we like to use the acronym CANOE, or OCEAN if you live on the coast.''

* Big Five traits can influence health. &quot;[[w:Type_A_and_Type_B_personality_theory#Type_A|Type A personalities]]&quot; may lead an individual to '''Type A coronary-prone behavior pattern''', which is linked to coronary heart disease and stress. Being hostile is also a no-no for health, as hostile individuals may find support &quot;stressful&quot;.
* Coping styles ≠ reflections of personality.
* Coping styles = mediate between personality &amp; well-being.
* '''Optimism, mastery, hardiness,''' and '''resilience''' all play roles in how we cope. Optimism are positive outcome expectations. Mastery is the regard that one has for control in their affairs and is also a mediator. Hardiness is the ability to take on and power through tough times, as these people see stress as something that makes life &quot;more interesting&quot;. Resilience is withstanding difficult times. It can be studied under group settings and is affected by culture. 

''Clauss-Ehlers (2008) found that cultural factors were related to measures of five aspects of resilience: childhood stressors, global coping, adaptive coping, maladaptive coping, and sociocultural support. Childhood stressors were experienced differentially by individuals from different racial/ethnic and social class status backgrounds, supporting proposals that ecological aspects, notably cultural background and experiences, influence the development of resilience. In another example, African American college students who received racial socialization messages (e.g., messages emp hasizing pride in being Black) and perceived that they had social support were more resilient (Brown, 2008). Similarly, Aboriginal Peoples in Canada have diverse notions of resilience grounded in culturally distinctive concepts of the person that connect people to community and the environment, the importance of collective history, the richness of Aboriginal languages and traditions, as well as individual and collective agency and activism (Kirmayer et al., 2011)''</text>
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      <text bytes="7755" sha1="1hlj3itsrp4jyu2fejn3cki0swtrihm" xml:space="preserve">==6.1 - What Is Coping and How Do We Measure It?==

* '''Coping''' - “constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person” (Lazarus &amp; Folkman, 1984, p. 141). Essentially, it's what we are doing to ''reestablish our homeostatic balances''. '''Social support''' is a critical component of coping and varies between cultures. Can be measured on an item level, such as drug use, to a &quot;higher order level, mode, or style&quot;, as in investigating the coping methods employed by African Americans. 
* A ''coping style'' is different for everyone and may be different given the situations for one individual, this referring to ''situational coping''. Tons of influences go into your behavior and coping style when facing a stressor.
* '''Moderators''' and '''mediators''' are the individual differences and different factors that influence the process. 

'''COPE'''

* '''COPE Inventory''' - Psychological tool contrived to assess a broad range of coping responses. These subscales account for problem-focused and emotion-focused coping. Alcohol use was added later. 

'''Other Coping Questionnaires'''

# '''Revised Way of Coping''' (RWOC) - 66 items, 4 point Likert-type response format. Written to allow comparisons across different types of stress situations, assessing the different ways of coping and measures of how each cope is used.
# Other measures of coping are directed towards &quot;special&quot; populations, middle-aged to older-aged men, and specific coping behaviors.  
# Researchers do warn against the overuse of coping instruments, as these coping instruments ask too general of questions &amp; neglect the unique aspects of different stressors, certain spects of coping behavior (such as the appropriateness of it), and the mix between coping style and/or personality dealing with a stressor.
# The '''coping process''' is quantified and well-researched through a study of large samples. They also include interviews and observations, providing a ''mixed methods approach''.

'''New Developments in Coping Research'''

# Relationships are being studied more ('''relationship-focused coping''': maintaining relationships). Includes '''familism''' (stresses importance of family). 
# '''Daily process methodology''', or essentially &quot;daily diaries&quot;, are a great way of assessing the &quot;clear&quot; process one has with coping. 
# New statistical techniques used to analyze complex data.

== 6.2 - The Structure of Coping ==

* Two most basic styles of coping are '''approach-coping''', which is where you actively approach the problem at hand, and '''avoidant coping''', which is where you focus more on emotions than the actual stressor. 
* '''Coping strategies''' are the specific ways, either through behavior or mind, that people use to master or minimize stressors.
** '''Problem-focused coping''' involves dealing with the situation and working to resolve it. (ex, &quot;How do I deal with an angry boss? Report them to HR!)
** '''Emotion-focused coping''' involves ignoring or shying away from the situation. (ex, &quot;I tell myself it's not real&quot;)
*** Both focuses can be beneficial for a healthy human facing difficulties.
*'''B. F. Skinner''' &amp; his colleagues believed that there are five categories of coping: support seeking, problem solving, avoidance, distraction, and positive cognitive restructuring. 
'''What is the best way to cope?'''

* Generally, problem-solving coping &gt; avoidant coping. 
* Some coping mechanisms may be both problem-solving and emotion-focused. 
* Best coping style depends on the '''severity, duration, controllability,''' and '''emotionality''' of the situation. 

''The '''Psychosocial Aspects of Hereditary Cancer (PAHC)''' questionnaire is a 26-item questionnaire organized into six problem domains: genetics, practical issues, family, living with cancer, emotions, and children that screens for psychosocial problems and stress levels within the cancer genetic counseling setting.''

* Simple takeaway? Cope with the situation based on your comfort level. Avoidant/emotion-focused coping may be good for the short term to give you time to heal, then act.

== 6.3 - Diverse Ways of Coping With Stress ==
Examining some of the factors that influence one's appraisals and coping:

* One's '''personality''', or an individual's unique set of consistent behavioral traits, can be a set of &quot;durable dispositions&quot; to act in a certain way given a situation. For example, if you are 'easy-going', this trait of yours can help you cope with a situation. 

'''History of the [[w:Big_Five_personality_traits|Big Five]]:''' ''One of the earliest personality psychologists, Gordon Allport (1961), scoured an unabridged dictionary and collected more than 4,500 descriptors used to describe personality. Later personality theorists such as Cattell (1966) used statistical analyses to measure correlations between these different descriptors. Cattell found that all 4,500 descriptors could be encompassed by just 16 terms. It gets better. McCrae and Costa (1987) further narrowed these 16 terms down to a core of only five as part of their five-factor model of personality. A wealth of research has led to the Big Five or the Five Factor Model, suggesting that personality can be sufficiently measured by assessing how '''conscientious, agreeable, neurotic, open to experience, and extroverted''' a person is (John &amp; Srivastava, 1999; Lee et al., 2005). And, personality traits can be the basis for individual differences in the biological response of stress (Soliemanifar et al., 2018). For an easy way to remember them, we like to use the acronym CANOE, or OCEAN if you live on the coast.''

* Big Five traits can influence health. &quot;[[w:Type_A_and_Type_B_personality_theory#Type_A|Type A personalities]]&quot; may lead an individual to '''Type A coronary-prone behavior pattern''', which is linked to coronary heart disease and stress. Being hostile is also a no-no for health, as hostile individuals may find support &quot;stressful&quot;.
* Coping styles ≠ reflections of personality.
* Coping styles = mediate between personality &amp; well-being.
* '''Optimism, mastery, hardiness,''' and '''resilience''' all play roles in how we cope. Optimism are positive outcome expectations. Mastery is the regard that one has for control in their affairs and is also a mediator. Hardiness is the ability to take on and power through tough times, as these people see stress as something that makes life &quot;more interesting&quot;. Resilience is withstanding difficult times. It can be studied under group settings and is affected by culture. 

''Clauss-Ehlers (2008) found that cultural factors were related to measures of five aspects of resilience: childhood stressors, global coping, adaptive coping, maladaptive coping, and sociocultural support. Childhood stressors were experienced differentially by individuals from different racial/ethnic and social class status backgrounds, supporting proposals that ecological aspects, notably cultural background and experiences, influence the development of resilience. In another example, African American college students who received racial socialization messages (e.g., messages emp hasizing pride in being Black) and perceived that they had social support were more resilient (Brown, 2008). Similarly, Aboriginal Peoples in Canada have diverse notions of resilience grounded in culturally distinctive concepts of the person that connect people to community and the environment, the importance of collective history, the richness of Aboriginal languages and traditions, as well as individual and collective agency and activism (Kirmayer et al., 2011).''

== 6.4 - Culture, Coping, and Social Support ==</text>
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      <text bytes="10269" sha1="m18acdcc213uhbuqlt9xlcvqd5sz5wj" xml:space="preserve">==6.1 - What Is Coping and How Do We Measure It?==

* '''Coping''' - “constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person” (Lazarus &amp; Folkman, 1984, p. 141). Essentially, it's what we are doing to ''reestablish our homeostatic balances''. '''Social support''' is a critical component of coping and varies between cultures. Can be measured on an item level, such as drug use, to a &quot;higher order level, mode, or style&quot;, as in investigating the coping methods employed by African Americans. 
* A ''coping style'' is different for everyone and may be different given the situations for one individual, this referring to ''situational coping''. Tons of influences go into your behavior and coping style when facing a stressor.
* '''Moderators''' and '''mediators''' are the individual differences and different factors that influence the process. 

'''COPE'''

* '''COPE Inventory''' - Psychological tool contrived to assess a broad range of coping responses. These subscales account for problem-focused and emotion-focused coping. Alcohol use was added later. 

'''Other Coping Questionnaires'''

# '''Revised Way of Coping''' (RWOC) - 66 items, 4 point Likert-type response format. Written to allow comparisons across different types of stress situations, assessing the different ways of coping and measures of how each cope is used.
# Other measures of coping are directed towards &quot;special&quot; populations, middle-aged to older-aged men, and specific coping behaviors.  
# Researchers do warn against the overuse of coping instruments, as these coping instruments ask too general of questions &amp; neglect the unique aspects of different stressors, certain spects of coping behavior (such as the appropriateness of it), and the mix between coping style and/or personality dealing with a stressor.
# The '''coping process''' is quantified and well-researched through a study of large samples. They also include interviews and observations, providing a ''mixed methods approach''.

'''New Developments in Coping Research'''

# Relationships are being studied more ('''relationship-focused coping''': maintaining relationships). Includes '''familism''' (stresses importance of family). 
# '''Daily process methodology''', or essentially &quot;daily diaries&quot;, are a great way of assessing the &quot;clear&quot; process one has with coping. 
# New statistical techniques used to analyze complex data.

== 6.2 - The Structure of Coping ==

* Two most basic styles of coping are '''approach-coping''', which is where you actively approach the problem at hand, and '''avoidant coping''', which is where you focus more on emotions than the actual stressor. 
* '''Coping strategies''' are the specific ways, either through behavior or mind, that people use to master or minimize stressors.
** '''Problem-focused coping''' involves dealing with the situation and working to resolve it. (ex, &quot;How do I deal with an angry boss? Report them to HR!)
** '''Emotion-focused coping''' involves ignoring or shying away from the situation. (ex, &quot;I tell myself it's not real&quot;)
*** Both focuses can be beneficial for a healthy human facing difficulties.
*'''B. F. Skinner''' &amp; his colleagues believed that there are five categories of coping: support seeking, problem solving, avoidance, distraction, and positive cognitive restructuring. 
'''What is the best way to cope?'''

* Generally, problem-solving coping &gt; avoidant coping. 
* Some coping mechanisms may be both problem-solving and emotion-focused. 
* Best coping style depends on the '''severity, duration, controllability,''' and '''emotionality''' of the situation. 

''The '''Psychosocial Aspects of Hereditary Cancer (PAHC)''' questionnaire is a 26-item questionnaire organized into six problem domains: genetics, practical issues, family, living with cancer, emotions, and children that screens for psychosocial problems and stress levels within the cancer genetic counseling setting.''

* Simple takeaway? Cope with the situation based on your comfort level. Avoidant/emotion-focused coping may be good for the short term to give you time to heal, then act.

== 6.3 - Diverse Ways of Coping With Stress ==
Examining some of the factors that influence one's appraisals and coping:

* One's '''personality''', or an individual's unique set of consistent behavioral traits, can be a set of &quot;durable dispositions&quot; to act in a certain way given a situation. For example, if you are 'easy-going', this trait of yours can help you cope with a situation. 

'''History of the [[w:Big_Five_personality_traits|Big Five]]:''' ''One of the earliest personality psychologists, Gordon Allport (1961), scoured an unabridged dictionary and collected more than 4,500 descriptors used to describe personality. Later personality theorists such as Cattell (1966) used statistical analyses to measure correlations between these different descriptors. Cattell found that all 4,500 descriptors could be encompassed by just 16 terms. It gets better. McCrae and Costa (1987) further narrowed these 16 terms down to a core of only five as part of their five-factor model of personality. A wealth of research has led to the Big Five or the Five Factor Model, suggesting that personality can be sufficiently measured by assessing how '''conscientious, agreeable, neurotic, open to experience, and extroverted''' a person is (John &amp; Srivastava, 1999; Lee et al., 2005). And, personality traits can be the basis for individual differences in the biological response of stress (Soliemanifar et al., 2018). For an easy way to remember them, we like to use the acronym CANOE, or OCEAN if you live on the coast.''

* Big Five traits can influence health. &quot;[[w:Type_A_and_Type_B_personality_theory#Type_A|Type A personalities]]&quot; may lead an individual to '''Type A coronary-prone behavior pattern''', which is linked to coronary heart disease and stress. Being hostile is also a no-no for health, as hostile individuals may find support &quot;stressful&quot;.
* Coping styles ≠ reflections of personality.
* Coping styles = mediate between personality &amp; well-being.
* '''Optimism, mastery, hardiness,''' and '''resilience''' all play roles in how we cope. Optimism are positive outcome expectations. Mastery is the regard that one has for control in their affairs and is also a mediator. Hardiness is the ability to take on and power through tough times, as these people see stress as something that makes life &quot;more interesting&quot;. Resilience is withstanding difficult times. It can be studied under group settings and is affected by culture. 

''Clauss-Ehlers (2008) found that cultural factors were related to measures of five aspects of resilience: childhood stressors, global coping, adaptive coping, maladaptive coping, and sociocultural support. Childhood stressors were experienced differentially by individuals from different racial/ethnic and social class status backgrounds, supporting proposals that ecological aspects, notably cultural background and experiences, influence the development of resilience. In another example, African American college students who received racial socialization messages (e.g., messages emp hasizing pride in being Black) and perceived that they had social support were more resilient (Brown, 2008). Similarly, Aboriginal Peoples in Canada have diverse notions of resilience grounded in culturally distinctive concepts of the person that connect people to community and the environment, the importance of collective history, the richness of Aboriginal languages and traditions, as well as individual and collective agency and activism (Kirmayer et al., 2011).''

== 6.4 - Culture, Coping, and Social Support ==

* East Asian cultures are '''collectivistic''', while US culture is '''individualistic'''.

''Specific coping methods within the collectivistic orientation included individualistic coping (coping alone through participation in solitary activities); seeking social support from family, members of own ethnic groups, or individuals who had gone through similar loss; forbearance (emotion-based coping); religiosity; and traditional healing practices. Coping strategies typically associated with individualistic cultures are approach-based, while avoidance-based coping strategies are often associated with collectivistic cultures (Chun et al., 2006).''

* '''Ethnic Identity:''' Strong ethnic identity is a strong factor to improved coping skills. Immigrants outside of their home have a significant disadvantage when looking at mental health.

* '''Acculturation''': Important variable in stressors and negative health consequences, as non-European Americans are very much 'well aware' of their status as non-Whites, which can affect one's ethnic identity if surrounded by whites. Potentially serves as a mediator between perceptions of discrimination and distress, and varies between ethnic groups. 

''Berry and colleagues (1986) define '''four models of acculturation''' that directly pertain to the issues we have raised here. A strong identification with both groups is indicative of integration or '''biculturalism'''; a strong identification with only the dominant culture reflects '''assimilation'''; with only the ethnic group, '''separation'''; with neither group, '''marginalization'''.''

'''Types of Social Support'''

* '''Social support''' is always a positive factor in mental health, reduced mortality, and positive recovery from illness.
** Looking at the types of social support is important and is divided between &quot;network&quot; measures and &quot;functional&quot; measures. 
** Functional support is broken down into '''received support''' (can be instrumental, informational, and emotional) and '''perceived support'''. 

'''Cultural Variables in Social Support'''

* Despite Asian culture being largely collectivist, Asians are less likely to seek social support for coping with stress as the aim of keeping together is more important than potentially altering the 'harmony' between one another. 
* Gender also plays a role, with women having more strong relationships than men. 
* Latinas have stronger '''familialism''' vs. European Americans.

'''Theoretical Perspectives on Social Support Change'''

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      <text bytes="10953" sha1="jg3tvhm9ntiov36nz3x7wly9s2zbr7v" xml:space="preserve">==6.1 - What Is Coping and How Do We Measure It?==

* '''Coping''' - “constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person” (Lazarus &amp; Folkman, 1984, p. 141). Essentially, it's what we are doing to ''reestablish our homeostatic balances''. '''Social support''' is a critical component of coping and varies between cultures. Can be measured on an item level, such as drug use, to a &quot;higher order level, mode, or style&quot;, as in investigating the coping methods employed by African Americans. 
* A ''coping style'' is different for everyone and may be different given the situations for one individual, this referring to ''situational coping''. Tons of influences go into your behavior and coping style when facing a stressor.
* '''Moderators''' and '''mediators''' are the individual differences and different factors that influence the process. 

'''COPE'''

* '''COPE Inventory''' - Psychological tool contrived to assess a broad range of coping responses. These subscales account for problem-focused and emotion-focused coping. Alcohol use was added later. 

'''Other Coping Questionnaires'''

# '''Revised Way of Coping''' (RWOC) - 66 items, 4 point Likert-type response format. Written to allow comparisons across different types of stress situations, assessing the different ways of coping and measures of how each cope is used.
# Other measures of coping are directed towards &quot;special&quot; populations, middle-aged to older-aged men, and specific coping behaviors.  
# Researchers do warn against the overuse of coping instruments, as these coping instruments ask too general of questions &amp; neglect the unique aspects of different stressors, certain spects of coping behavior (such as the appropriateness of it), and the mix between coping style and/or personality dealing with a stressor.
# The '''coping process''' is quantified and well-researched through a study of large samples. They also include interviews and observations, providing a ''mixed methods approach''.

'''New Developments in Coping Research'''

# Relationships are being studied more ('''relationship-focused coping''': maintaining relationships). Includes '''familism''' (stresses importance of family). 
# '''Daily process methodology''', or essentially &quot;daily diaries&quot;, are a great way of assessing the &quot;clear&quot; process one has with coping. 
# New statistical techniques used to analyze complex data.

== 6.2 - The Structure of Coping ==

* Two most basic styles of coping are '''approach-coping''', which is where you actively approach the problem at hand, and '''avoidant coping''', which is where you focus more on emotions than the actual stressor. 
* '''Coping strategies''' are the specific ways, either through behavior or mind, that people use to master or minimize stressors.
** '''Problem-focused coping''' involves dealing with the situation and working to resolve it. (ex, &quot;How do I deal with an angry boss? Report them to HR!)
** '''Emotion-focused coping''' involves ignoring or shying away from the situation. (ex, &quot;I tell myself it's not real&quot;)
*** Both focuses can be beneficial for a healthy human facing difficulties.
*'''B. F. Skinner''' &amp; his colleagues believed that there are five categories of coping: support seeking, problem solving, avoidance, distraction, and positive cognitive restructuring. 
'''What is the best way to cope?'''

* Generally, problem-solving coping &gt; avoidant coping. 
* Some coping mechanisms may be both problem-solving and emotion-focused. 
* Best coping style depends on the '''severity, duration, controllability,''' and '''emotionality''' of the situation. 

''The '''Psychosocial Aspects of Hereditary Cancer (PAHC)''' questionnaire is a 26-item questionnaire organized into six problem domains: genetics, practical issues, family, living with cancer, emotions, and children that screens for psychosocial problems and stress levels within the cancer genetic counseling setting.''

* Simple takeaway? Cope with the situation based on your comfort level. Avoidant/emotion-focused coping may be good for the short term to give you time to heal, then act.

== 6.3 - Diverse Ways of Coping With Stress ==
Examining some of the factors that influence one's appraisals and coping:

* One's '''personality''', or an individual's unique set of consistent behavioral traits, can be a set of &quot;durable dispositions&quot; to act in a certain way given a situation. For example, if you are 'easy-going', this trait of yours can help you cope with a situation. 

'''History of the [[w:Big_Five_personality_traits|Big Five]]:''' ''One of the earliest personality psychologists, Gordon Allport (1961), scoured an unabridged dictionary and collected more than 4,500 descriptors used to describe personality. Later personality theorists such as Cattell (1966) used statistical analyses to measure correlations between these different descriptors. Cattell found that all 4,500 descriptors could be encompassed by just 16 terms. It gets better. McCrae and Costa (1987) further narrowed these 16 terms down to a core of only five as part of their five-factor model of personality. A wealth of research has led to the Big Five or the Five Factor Model, suggesting that personality can be sufficiently measured by assessing how '''conscientious, agreeable, neurotic, open to experience, and extroverted''' a person is (John &amp; Srivastava, 1999; Lee et al., 2005). And, personality traits can be the basis for individual differences in the biological response of stress (Soliemanifar et al., 2018). For an easy way to remember them, we like to use the acronym CANOE, or OCEAN if you live on the coast.''

* Big Five traits can influence health. &quot;[[w:Type_A_and_Type_B_personality_theory#Type_A|Type A personalities]]&quot; may lead an individual to '''Type A coronary-prone behavior pattern''', which is linked to coronary heart disease and stress. Being hostile is also a no-no for health, as hostile individuals may find support &quot;stressful&quot;.
* Coping styles ≠ reflections of personality.
* Coping styles = mediate between personality &amp; well-being.
* '''Optimism, mastery, hardiness,''' and '''resilience''' all play roles in how we cope. Optimism are positive outcome expectations. Mastery is the regard that one has for control in their affairs and is also a mediator. Hardiness is the ability to take on and power through tough times, as these people see stress as something that makes life &quot;more interesting&quot;. Resilience is withstanding difficult times. It can be studied under group settings and is affected by culture. 

''Clauss-Ehlers (2008) found that cultural factors were related to measures of five aspects of resilience: childhood stressors, global coping, adaptive coping, maladaptive coping, and sociocultural support. Childhood stressors were experienced differentially by individuals from different racial/ethnic and social class status backgrounds, supporting proposals that ecological aspects, notably cultural background and experiences, influence the development of resilience. In another example, African American college students who received racial socialization messages (e.g., messages emp hasizing pride in being Black) and perceived that they had social support were more resilient (Brown, 2008). Similarly, Aboriginal Peoples in Canada have diverse notions of resilience grounded in culturally distinctive concepts of the person that connect people to community and the environment, the importance of collective history, the richness of Aboriginal languages and traditions, as well as individual and collective agency and activism (Kirmayer et al., 2011).''

== 6.4 - Culture, Coping, and Social Support ==

* East Asian cultures are '''collectivistic''', while US culture is '''individualistic'''.

''Specific coping methods within the collectivistic orientation included individualistic coping (coping alone through participation in solitary activities); seeking social support from family, members of own ethnic groups, or individuals who had gone through similar loss; forbearance (emotion-based coping); religiosity; and traditional healing practices. Coping strategies typically associated with individualistic cultures are approach-based, while avoidance-based coping strategies are often associated with collectivistic cultures (Chun et al., 2006).''

* '''Ethnic Identity:''' Strong ethnic identity is a strong factor to improved coping skills. Immigrants outside of their home have a significant disadvantage when looking at mental health.

* '''Acculturation''': Important variable in stressors and negative health consequences, as non-European Americans are very much 'well aware' of their status as non-Whites, which can affect one's ethnic identity if surrounded by whites. Potentially serves as a mediator between perceptions of discrimination and distress, and varies between ethnic groups. 

''Berry and colleagues (1986) define '''four models of acculturation''' that directly pertain to the issues we have raised here. A strong identification with both groups is indicative of integration or '''biculturalism'''; a strong identification with only the dominant culture reflects '''assimilation'''; with only the ethnic group, '''separation'''; with neither group, '''marginalization'''.''

'''Types of Social Support'''

* '''Social support''' is always a positive factor in mental health, reduced mortality, and positive recovery from illness.
** Looking at the types of social support is important and is divided between &quot;network&quot; measures and &quot;functional&quot; measures. 
** Functional support is broken down into '''received support''' (can be instrumental, informational, and emotional) and '''perceived support'''. 

'''Cultural Variables in Social Support'''

* Despite Asian culture being largely collectivist, Asians are less likely to seek social support for coping with stress as the aim of keeping together is more important than potentially altering the 'harmony' between one another. 
* Gender also plays a role, with women having more strong relationships than men. 
* Latinas have stronger '''familialism''' vs. European Americans.

'''Theoretical Perspectives on Social Support Change'''

*'''Social Convoy model -''' People maintain their social circles as they grow older, despite their networks changing and possessing unique positives and negatives. Despite dropping some non-supportive folks, support will be either constant or increase. 
*'''Socioemotional selectivity theory''' - This theory proposes that as individuals perceive their time as more limited, they start to selectively reduce their social networks. They focus more on relationships that enhance their emotional well-being. Essentially, as people age, they prioritize spending time with those who contribute positively to their emotional state, leading to changes in social preferences over the lifespan</text>
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      <text bytes="11853" sha1="69wakdjox858xosocgxaoun00y78zb6" xml:space="preserve">==6.1 - What Is Coping and How Do We Measure It?==

* '''Coping''' - “constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person” (Lazarus &amp; Folkman, 1984, p. 141). Essentially, it's what we are doing to ''reestablish our homeostatic balances''. '''Social support''' is a critical component of coping and varies between cultures. Can be measured on an item level, such as drug use, to a &quot;higher order level, mode, or style&quot;, as in investigating the coping methods employed by African Americans. 
* A ''coping style'' is different for everyone and may be different given the situations for one individual, this referring to ''situational coping''. Tons of influences go into your behavior and coping style when facing a stressor.
* '''Moderators''' and '''mediators''' are the individual differences and different factors that influence the process. 

'''COPE'''

* '''COPE Inventory''' - Psychological tool contrived to assess a broad range of coping responses. These subscales account for problem-focused and emotion-focused coping. Alcohol use was added later. 

'''Other Coping Questionnaires'''

# '''Revised Way of Coping''' (RWOC) - 66 items, 4 point Likert-type response format. Written to allow comparisons across different types of stress situations, assessing the different ways of coping and measures of how each cope is used.
# Other measures of coping are directed towards &quot;special&quot; populations, middle-aged to older-aged men, and specific coping behaviors.  
# Researchers do warn against the overuse of coping instruments, as these coping instruments ask too general of questions &amp; neglect the unique aspects of different stressors, certain spects of coping behavior (such as the appropriateness of it), and the mix between coping style and/or personality dealing with a stressor.
# The '''coping process''' is quantified and well-researched through a study of large samples. They also include interviews and observations, providing a ''mixed methods approach''.

'''New Developments in Coping Research'''

# Relationships are being studied more ('''relationship-focused coping''': maintaining relationships). Includes '''familism''' (stresses importance of family). 
# '''Daily process methodology''', or essentially &quot;daily diaries&quot;, are a great way of assessing the &quot;clear&quot; process one has with coping. 
# New statistical techniques used to analyze complex data.

== 6.2 - The Structure of Coping ==

* Two most basic styles of coping are '''approach-coping''', which is where you actively approach the problem at hand, and '''avoidant coping''', which is where you focus more on emotions than the actual stressor. 
* '''Coping strategies''' are the specific ways, either through behavior or mind, that people use to master or minimize stressors.
** '''Problem-focused coping''' involves dealing with the situation and working to resolve it. (ex, &quot;How do I deal with an angry boss? Report them to HR!)
** '''Emotion-focused coping''' involves ignoring or shying away from the situation. (ex, &quot;I tell myself it's not real&quot;)
*** Both focuses can be beneficial for a healthy human facing difficulties.
*'''B. F. Skinner''' &amp; his colleagues believed that there are five categories of coping: support seeking, problem solving, avoidance, distraction, and positive cognitive restructuring. 
'''What is the best way to cope?'''

* Generally, problem-solving coping &gt; avoidant coping. 
* Some coping mechanisms may be both problem-solving and emotion-focused. 
* Best coping style depends on the '''severity, duration, controllability,''' and '''emotionality''' of the situation. 

''The '''Psychosocial Aspects of Hereditary Cancer (PAHC)''' questionnaire is a 26-item questionnaire organized into six problem domains: genetics, practical issues, family, living with cancer, emotions, and children that screens for psychosocial problems and stress levels within the cancer genetic counseling setting.''

* Simple takeaway? Cope with the situation based on your comfort level. Avoidant/emotion-focused coping may be good for the short term to give you time to heal, then act.

== 6.3 - Diverse Ways of Coping With Stress ==
Examining some of the factors that influence one's appraisals and coping:

* One's '''personality''', or an individual's unique set of consistent behavioral traits, can be a set of &quot;durable dispositions&quot; to act in a certain way given a situation. For example, if you are 'easy-going', this trait of yours can help you cope with a situation. 

'''History of the [[w:Big_Five_personality_traits|Big Five]]:''' ''One of the earliest personality psychologists, Gordon Allport (1961), scoured an unabridged dictionary and collected more than 4,500 descriptors used to describe personality. Later personality theorists such as Cattell (1966) used statistical analyses to measure correlations between these different descriptors. Cattell found that all 4,500 descriptors could be encompassed by just 16 terms. It gets better. McCrae and Costa (1987) further narrowed these 16 terms down to a core of only five as part of their five-factor model of personality. A wealth of research has led to the Big Five or the Five Factor Model, suggesting that personality can be sufficiently measured by assessing how '''conscientious, agreeable, neurotic, open to experience, and extroverted''' a person is (John &amp; Srivastava, 1999; Lee et al., 2005). And, personality traits can be the basis for individual differences in the biological response of stress (Soliemanifar et al., 2018). For an easy way to remember them, we like to use the acronym CANOE, or OCEAN if you live on the coast.''

* Big Five traits can influence health. &quot;[[w:Type_A_and_Type_B_personality_theory#Type_A|Type A personalities]]&quot; may lead an individual to '''Type A coronary-prone behavior pattern''', which is linked to coronary heart disease and stress. Being hostile is also a no-no for health, as hostile individuals may find support &quot;stressful&quot;.
* Coping styles ≠ reflections of personality.
* Coping styles = mediate between personality &amp; well-being.
* '''Optimism, mastery, hardiness,''' and '''resilience''' all play roles in how we cope. Optimism are positive outcome expectations. Mastery is the regard that one has for control in their affairs and is also a mediator. Hardiness is the ability to take on and power through tough times, as these people see stress as something that makes life &quot;more interesting&quot;. Resilience is withstanding difficult times. It can be studied under group settings and is affected by culture. 

''Clauss-Ehlers (2008) found that cultural factors were related to measures of five aspects of resilience: childhood stressors, global coping, adaptive coping, maladaptive coping, and sociocultural support. Childhood stressors were experienced differentially by individuals from different racial/ethnic and social class status backgrounds, supporting proposals that ecological aspects, notably cultural background and experiences, influence the development of resilience. In another example, African American college students who received racial socialization messages (e.g., messages emp hasizing pride in being Black) and perceived that they had social support were more resilient (Brown, 2008). Similarly, Aboriginal Peoples in Canada have diverse notions of resilience grounded in culturally distinctive concepts of the person that connect people to community and the environment, the importance of collective history, the richness of Aboriginal languages and traditions, as well as individual and collective agency and activism (Kirmayer et al., 2011).''

== 6.4 - Culture, Coping, and Social Support ==

* East Asian cultures are '''collectivistic''', while US culture is '''individualistic'''.

''Specific coping methods within the collectivistic orientation included individualistic coping (coping alone through participation in solitary activities); seeking social support from family, members of own ethnic groups, or individuals who had gone through similar loss; forbearance (emotion-based coping); religiosity; and traditional healing practices. Coping strategies typically associated with individualistic cultures are approach-based, while avoidance-based coping strategies are often associated with collectivistic cultures (Chun et al., 2006).''

* '''Ethnic Identity:''' Strong ethnic identity is a strong factor to improved coping skills. Immigrants outside of their home have a significant disadvantage when looking at mental health.

* '''Acculturation''': Important variable in stressors and negative health consequences, as non-European Americans are very much 'well aware' of their status as non-Whites, which can affect one's ethnic identity if surrounded by whites. Potentially serves as a mediator between perceptions of discrimination and distress, and varies between ethnic groups. 

''Berry and colleagues (1986) define '''four models of acculturation''' that directly pertain to the issues we have raised here. A strong identification with both groups is indicative of integration or '''biculturalism'''; a strong identification with only the dominant culture reflects '''assimilation'''; with only the ethnic group, '''separation'''; with neither group, '''marginalization'''.''

'''Types of Social Support'''

* '''Social support''' is always a positive factor in mental health, reduced mortality, and positive recovery from illness.
** Looking at the types of social support is important and is divided between &quot;network&quot; measures and &quot;functional&quot; measures. 
** Functional support is broken down into '''received support''' (can be instrumental, informational, and emotional) and '''perceived support'''. 

'''Cultural Variables in Social Support'''

* Despite Asian culture being largely collectivist, Asians are less likely to seek social support for coping with stress as the aim of keeping together is more important than potentially altering the 'harmony' between one another. 
* Gender also plays a role, with women having more strong relationships than men. 
* Latinas have stronger '''familialism''' vs. European Americans.

'''Theoretical Perspectives on Social Support Change'''

*'''Social Convoy model -''' People maintain their social circles as they grow older, despite their networks changing and possessing unique positives and negatives. Despite dropping some non-supportive folks, support will be either constant or increase. 
*'''Socioemotional selectivity theory''' - This theory proposes that as individuals perceive their time as more limited, they start to selectively reduce their social networks. They focus more on relationships that enhance their emotional well-being. Essentially, as people age, they prioritize spending time with those who contribute positively to their emotional state, leading to changes in social preferences over the lifespan

== 6.5 - Keys to Coping With Stress ==
[[File:Aromatherapie.jpg|thumb|320x320px|Smell the scents ([[w:aromatherapy|aromatherapy]])!]]
Two categories that help people cope better:

* '''Relaxation-based approaches -''' Reduce cognitive load, activate PSNS, reduce sympathetic system. Includes meditation, yoga, guided imagery, and aromatherapy. Could use ''biofeedback'' (feedback of your biological [physiological] processes; also used in cognitive-behavioral therapy) to assist you in this process. ''Systematic desensitization'' is a form of classical conditioning where stressful thoughts/events are paired with relaxation. 
* '''Cognitive-behavioral approaches -''' Includes ''cognitive restructuring'' (fancy way of saying &quot;change how one person thinks&quot;), emotional expression (a diary), and exercise (influences metabolism of stress hormones).
* Evidence of positive coping is feeling better!</text>
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      <comment>/* 6.4 - Culture, Coping, and Social Support */</comment>
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      <text bytes="12028" sha1="l8wakeglrhl40gatiyvnzo94lijykz0" xml:space="preserve">==6.1 - What Is Coping and How Do We Measure It?==

* '''Coping''' - “constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person” (Lazarus &amp; Folkman, 1984, p. 141). Essentially, it's what we are doing to ''reestablish our homeostatic balances''. '''Social support''' is a critical component of coping and varies between cultures. Can be measured on an item level, such as drug use, to a &quot;higher order level, mode, or style&quot;, as in investigating the coping methods employed by African Americans. 
* A ''coping style'' is different for everyone and may be different given the situations for one individual, this referring to ''situational coping''. Tons of influences go into your behavior and coping style when facing a stressor.
* '''Moderators''' and '''mediators''' are the individual differences and different factors that influence the process. 

'''COPE'''

* '''COPE Inventory''' - Psychological tool contrived to assess a broad range of coping responses. These subscales account for problem-focused and emotion-focused coping. Alcohol use was added later. 

'''Other Coping Questionnaires'''

# '''Revised Way of Coping''' (RWOC) - 66 items, 4 point Likert-type response format. Written to allow comparisons across different types of stress situations, assessing the different ways of coping and measures of how each cope is used.
# Other measures of coping are directed towards &quot;special&quot; populations, middle-aged to older-aged men, and specific coping behaviors.  
# Researchers do warn against the overuse of coping instruments, as these coping instruments ask too general of questions &amp; neglect the unique aspects of different stressors, certain spects of coping behavior (such as the appropriateness of it), and the mix between coping style and/or personality dealing with a stressor.
# The '''coping process''' is quantified and well-researched through a study of large samples. They also include interviews and observations, providing a ''mixed methods approach''.

'''New Developments in Coping Research'''

# Relationships are being studied more ('''relationship-focused coping''': maintaining relationships). Includes '''familism''' (stresses importance of family). 
# '''Daily process methodology''', or essentially &quot;daily diaries&quot;, are a great way of assessing the &quot;clear&quot; process one has with coping. 
# New statistical techniques used to analyze complex data.

== 6.2 - The Structure of Coping ==

* Two most basic styles of coping are '''approach-coping''', which is where you actively approach the problem at hand, and '''avoidant coping''', which is where you focus more on emotions than the actual stressor. 
* '''Coping strategies''' are the specific ways, either through behavior or mind, that people use to master or minimize stressors.
** '''Problem-focused coping''' involves dealing with the situation and working to resolve it. (ex, &quot;How do I deal with an angry boss? Report them to HR!)
** '''Emotion-focused coping''' involves giving into &quot;negative&quot; emotions to ease the stress fo a situation. (ex, &quot;I tell myself it's not real&quot;)
*** Both focuses can be beneficial for a healthy human facing difficulties.
**'''Avoidant coping''' is completely avoiding the situation, such as someone going to the movies to not think about their upcoming exam the next day. 
*'''B. F. Skinner''' &amp; his colleagues believed that there are five categories of coping: support seeking, problem solving, avoidance, distraction, and positive cognitive restructuring. 
'''What is the best way to cope?'''

* Generally, problem-solving coping &gt; avoidant coping. 
* Some coping mechanisms may be both problem-solving and emotion-focused. 
* Best coping style depends on the '''severity, duration, controllability,''' and '''emotionality''' of the situation. 

''The '''Psychosocial Aspects of Hereditary Cancer (PAHC)''' questionnaire is a 26-item questionnaire organized into six problem domains: genetics, practical issues, family, living with cancer, emotions, and children that screens for psychosocial problems and stress levels within the cancer genetic counseling setting.''

* Simple takeaway? Cope with the situation based on your comfort level. Avoidant/emotion-focused coping may be good for the short term to give you time to heal, then act.

== 6.3 - Diverse Ways of Coping With Stress ==
Examining some of the factors that influence one's appraisals and coping:

* One's '''personality''', or an individual's unique set of consistent behavioral traits, can be a set of &quot;durable dispositions&quot; to act in a certain way given a situation. For example, if you are 'easy-going', this trait of yours can help you cope with a situation. 

'''History of the [[w:Big_Five_personality_traits|Big Five]]:''' ''One of the earliest personality psychologists, Gordon Allport (1961), scoured an unabridged dictionary and collected more than 4,500 descriptors used to describe personality. Later personality theorists such as Cattell (1966) used statistical analyses to measure correlations between these different descriptors. Cattell found that all 4,500 descriptors could be encompassed by just 16 terms. It gets better. McCrae and Costa (1987) further narrowed these 16 terms down to a core of only five as part of their five-factor model of personality. A wealth of research has led to the Big Five or the Five Factor Model, suggesting that personality can be sufficiently measured by assessing how '''conscientious, agreeable, neurotic, open to experience, and extroverted''' a person is (John &amp; Srivastava, 1999; Lee et al., 2005). And, personality traits can be the basis for individual differences in the biological response of stress (Soliemanifar et al., 2018). For an easy way to remember them, we like to use the acronym CANOE, or OCEAN if you live on the coast.''

* Big Five traits can influence health. &quot;[[w:Type_A_and_Type_B_personality_theory#Type_A|Type A personalities]]&quot; may lead an individual to '''Type A coronary-prone behavior pattern''', which is linked to coronary heart disease and stress. Being hostile is also a no-no for health, as hostile individuals may find support &quot;stressful&quot;.
* Coping styles ≠ reflections of personality.
* Coping styles = mediate between personality &amp; well-being.
* '''Optimism, mastery, hardiness,''' and '''resilience''' all play roles in how we cope. Optimism are positive outcome expectations. Mastery is the regard that one has for control in their affairs and is also a mediator. Hardiness is the ability to take on and power through tough times, as these people see stress as something that makes life &quot;more interesting&quot;. Resilience is withstanding difficult times. It can be studied under group settings and is affected by culture. 

''Clauss-Ehlers (2008) found that cultural factors were related to measures of five aspects of resilience: childhood stressors, global coping, adaptive coping, maladaptive coping, and sociocultural support. Childhood stressors were experienced differentially by individuals from different racial/ethnic and social class status backgrounds, supporting proposals that ecological aspects, notably cultural background and experiences, influence the development of resilience. In another example, African American college students who received racial socialization messages (e.g., messages emp hasizing pride in being Black) and perceived that they had social support were more resilient (Brown, 2008). Similarly, Aboriginal Peoples in Canada have diverse notions of resilience grounded in culturally distinctive concepts of the person that connect people to community and the environment, the importance of collective history, the richness of Aboriginal languages and traditions, as well as individual and collective agency and activism (Kirmayer et al., 2011).''

== 6.4 - Culture, Coping, and Social Support ==

* East Asian cultures are '''collectivistic''', while US culture is '''individualistic'''.

''Specific coping methods within the collectivistic orientation included individualistic coping (coping alone through participation in solitary activities); seeking social support from family, members of own ethnic groups, or individuals who had gone through similar loss; forbearance (emotion-based coping); religiosity; and traditional healing practices. Coping strategies typically associated with individualistic cultures are approach-based, while avoidance-based coping strategies are often associated with collectivistic cultures (Chun et al., 2006).''

* '''Ethnic Identity:''' Strong ethnic identity is a strong factor to improved coping skills. Immigrants outside of their home have a significant disadvantage when looking at mental health.

* '''Acculturation''': Important variable in stressors and negative health consequences, as non-European Americans are very much 'well aware' of their status as non-Whites, which can affect one's ethnic identity if surrounded by whites. Potentially serves as a mediator between perceptions of discrimination and distress, and varies between ethnic groups. 

''Berry and colleagues (1986) define '''four models of acculturation''' that directly pertain to the issues we have raised here. A strong identification with both groups is indicative of integration or '''biculturalism'''; a strong identification with only the dominant culture reflects '''assimilation'''; with only the ethnic group, '''separation'''; with neither group, '''marginalization'''.''

'''Types of Social Support'''

* '''Social support''' is always a positive factor in mental health, reduced mortality, and positive recovery from illness.
** Looking at the types of social support is important and is divided between &quot;network&quot; measures and &quot;functional&quot; measures. 
** Functional support is broken down into '''received support''' (can be instrumental, informational, and emotional) and '''perceived support'''. 

'''Cultural Variables in Social Support'''

* Despite Asian culture being largely collectivist, Asians are less likely to seek social support for coping with stress as the aim of keeping together is more important than potentially altering the 'harmony' between one another. 
* Gender also plays a role, with women having more strong relationships than men. 
* Latinas have stronger '''familialism''' vs. European Americans.

'''Theoretical Perspectives on Social Support Change'''

*'''Social Convoy model -''' People maintain their social circles as they grow older, despite their networks changing and possessing unique positives and negatives. Despite dropping some non-supportive folks, support will be either constant or increase. 
*'''Socioemotional selectivity theory''' - This theory proposes that as individuals perceive their time as more limited, they start to selectively reduce their social networks. They focus more on relationships that enhance their emotional well-being. Essentially, as people age, they prioritize spending time with those who contribute positively to their emotional state, leading to changes in social preferences over the lifespan

== 6.5 - Keys to Coping With Stress ==
[[File:Aromatherapie.jpg|thumb|320x320px|Smell the scents ([[w:aromatherapy|aromatherapy]])!]]
Two categories that help people cope better:

* '''Relaxation-based approaches -''' Reduce cognitive load, activate PSNS, reduce sympathetic system. Includes meditation, yoga, guided imagery, and aromatherapy. Could use ''biofeedback'' (feedback of your biological [physiological] processes; also used in cognitive-behavioral therapy) to assist you in this process. ''Systematic desensitization'' is a form of classical conditioning where stressful thoughts/events are paired with relaxation. 
* '''Cognitive-behavioral approaches -''' Includes ''cognitive restructuring'' (fancy way of saying &quot;change how one person thinks&quot;), emotional expression (a diary), and exercise (influences metabolism of stress hormones).
* Evidence of positive coping is feeling better!</text>
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      <text bytes="749" sha1="illhunhuvnis2c0wj1lsctidi0s8p6f" xml:space="preserve">== The 25 Statements Necessary for Relationship Success ==

The article [https://substack.com/app-link/post?publication_id=1697966&amp;post_id=153286953&amp;utm_source=post-email-title&amp;utm_campaign=email-post-title&amp;isFreemail=true&amp;r=12mtpn&amp;token=eyJ1c2VyX2lkIjo2NDg5MDM0NywicG9zdF9pZCI6MTUzMjg2OTUzLCJpYXQiOjE3MzQ0Nzc2OTksImV4cCI6MTczNzA2OTY5OSwiaXNzIjoicHViLTE2OTc5NjYiLCJzdWIiOiJwb3N0LXJlYWN0aW9uIn0.E6xFXjVB0G-DGQFOBaNwZUze3uIp8Q9rO2dlwgqQsMM The 25 Statements Necessary for Relationship Success] provides useful phrases for strenghening a relationship. Study these and use these insights to improve the course.  [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 18:46, 18 December 2024 (UTC)</text>
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      <text bytes="2320" sha1="how3n1o2hipd1rnsbox7bjax3c6n622" xml:space="preserve">==Welcome==
{{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]],  Yinuo May Liu!'''|width=100%}}
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&lt;!-- Template:Welcome --&gt;
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      <comment>New resource with &quot;[[../December_20th_2024|December 20th 2024]]&quot;</comment>
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      <comment>New resource with &quot;I have struggled with the idea of God's reality / existence, in relation to action theory at church, in relationships. I would like to be married.  I have no idea how pornography is related to everything.  I am not trying to rush God's plan. (???)  I use Facebook and Wikiversity, and blog, and journal. (???)  &lt;syntaxhighlight lang=&quot;text&quot;&gt;  Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowl...&quot;</comment>
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I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;</text>
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      <comment>Indexcard88 moved page [[User:Indexcard88/Archive/December 20th 2024]] to [[User:Indexcard88/Archive/December 19th 2024]]: Misspelled title</comment>
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I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;</text>
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I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

[[Wikipedia:Telegram (software)]]</text>
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I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

[[Wikipedia:Telegram (software)]]

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NLT) ⁵Trust in the Lord with all your heart; do not depend on your own understanding. ⁶Seek his will in all you do, and he will show you which path to take.

&lt;/syntaxhighlight&gt;

Has anyone acknowledged how sad I am, or what the problem is?</text>
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I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

[[Wikipedia:Telegram (software)]]

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NLT) ⁵Trust in the Lord with all your heart; do not depend on your own understanding. ⁶Seek his will in all you do, and he will show you which path to take.

&lt;/syntaxhighlight&gt;

Has anyone acknowledged how sad I am, or what the problem is?

Because God isn't real?</text>
      <sha1>3osrbnnft1l4qlgtoq5iwccxj22meye</sha1>
    </revision>
    <revision>
      <id>2692587</id>
      <parentid>2692586</parentid>
      <timestamp>2024-12-19T10:23:59Z</timestamp>
      <contributor>
        <username>Indexcard88</username>
        <id>118020</id>
      </contributor>
      <origin>2692587</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2399" sha1="szw09kf4l9bn12p9gb5o5x0uakz8kre" xml:space="preserve">I have struggled with the idea of God's reality / existence, in relation to action theory at church, in relationships. I would like to be married.

I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

[[Wikipedia:Telegram (software)]]

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NLT) ⁵Trust in the Lord with all your heart; do not depend on your own understanding. ⁶Seek his will in all you do, and he will show you which path to take.

&lt;/syntaxhighlight&gt;

Has anyone acknowledged how sad I am, or what the problem is?

Because God isn't real?

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NRSVUE) ⁵Trust in the Lord with all your heart, and do not rely on your own insight. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;</text>
      <sha1>szw09kf4l9bn12p9gb5o5x0uakz8kre</sha1>
    </revision>
    <revision>
      <id>2692588</id>
      <parentid>2692587</parentid>
      <timestamp>2024-12-19T10:24:57Z</timestamp>
      <contributor>
        <username>Indexcard88</username>
        <id>118020</id>
      </contributor>
      <origin>2692588</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2421" sha1="ej7gqbx0utym1qj5lf39m4wao77cu0h" xml:space="preserve">I have struggled with the idea of God's reality / existence, in relation to action theory at church, in relationships. I would like to be married.

I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

[[Wikipedia:Telegram (software)]]

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NLT) ⁵Trust in the Lord with all your heart; do not depend on your own understanding. ⁶Seek his will in all you do, and he will show you which path to take.

&lt;/syntaxhighlight&gt;

Has anyone acknowledged how sad I am, or what the problem is?

Because God isn't real?

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NRSVUE) ⁵Trust in the Lord with all your heart, and do not rely on your own insight. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

I will ask Facebook.</text>
      <sha1>ej7gqbx0utym1qj5lf39m4wao77cu0h</sha1>
    </revision>
    <revision>
      <id>2692589</id>
      <parentid>2692588</parentid>
      <timestamp>2024-12-19T10:27:07Z</timestamp>
      <contributor>
        <username>Indexcard88</username>
        <id>118020</id>
      </contributor>
      <origin>2692589</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2507" sha1="g209nemwxwpp1r6srtn7hdch327sbu0" xml:space="preserve">I have struggled with the idea of God's reality / existence, in relation to action theory at church, in relationships. I would like to be married.

I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

[[Wikipedia:Telegram (software)]]

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NLT) ⁵Trust in the Lord with all your heart; do not depend on your own understanding. ⁶Seek his will in all you do, and he will show you which path to take.

&lt;/syntaxhighlight&gt;

Has anyone acknowledged how sad I am, or what the problem is?

Because God isn't real?

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NRSVUE) ⁵Trust in the Lord with all your heart, and do not rely on your own insight. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

I will ask Facebook.

https://learn.microsoft.com/en-us/windows-server/administration/windows-commands/rem</text>
      <sha1>g209nemwxwpp1r6srtn7hdch327sbu0</sha1>
    </revision>
    <revision>
      <id>2692590</id>
      <parentid>2692589</parentid>
      <timestamp>2024-12-19T10:29:37Z</timestamp>
      <contributor>
        <username>Indexcard88</username>
        <id>118020</id>
      </contributor>
      <origin>2692590</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2537" sha1="lds2rddafs1dy5kn4r6jtwuyawl5sl3" xml:space="preserve">I have struggled with the idea of God's reality / existence, in relation to action theory at church, in relationships. I would like to be married.

I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

[[Wikipedia:Telegram (software)]]

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NLT) ⁵Trust in the Lord with all your heart; do not depend on your own understanding. ⁶Seek his will in all you do, and he will show you which path to take.

&lt;/syntaxhighlight&gt;

Has anyone acknowledged how sad I am, or what the problem is?

Because God isn't real?

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NRSVUE) ⁵Trust in the Lord with all your heart, and do not rely on your own insight. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

I will ask Facebook.

https://learn.microsoft.com/en-us/windows-server/administration/windows-commands/rem

[[Wikipedia:Mary Magdalene]]</text>
      <sha1>lds2rddafs1dy5kn4r6jtwuyawl5sl3</sha1>
    </revision>
    <revision>
      <id>2692591</id>
      <parentid>2692590</parentid>
      <timestamp>2024-12-19T10:33:24Z</timestamp>
      <contributor>
        <username>Indexcard88</username>
        <id>118020</id>
      </contributor>
      <origin>2692591</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2563" sha1="lbbott084ns8k0b7xlwcuga5mmr99ob" xml:space="preserve">I have struggled with the idea of God's reality / existence, in relation to action theory at church, in relationships. I would like to be married.

I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

[[Wikipedia:Telegram (software)]]

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NLT) ⁵Trust in the Lord with all your heart; do not depend on your own understanding. ⁶Seek his will in all you do, and he will show you which path to take.

&lt;/syntaxhighlight&gt;

Has anyone acknowledged how sad I am, or what the problem is?

Because God isn't real?

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NRSVUE) ⁵Trust in the Lord with all your heart, and do not rely on your own insight. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

I will ask Facebook.

https://learn.microsoft.com/en-us/windows-server/administration/windows-commands/rem

[[Wikipedia:Mary Magdalene]]

[[Wikipedia:God's plan]]</text>
      <sha1>lbbott084ns8k0b7xlwcuga5mmr99ob</sha1>
    </revision>
    <revision>
      <id>2692592</id>
      <parentid>2692591</parentid>
      <timestamp>2024-12-19T10:34:11Z</timestamp>
      <contributor>
        <username>Indexcard88</username>
        <id>118020</id>
      </contributor>
      <origin>2692592</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2563" sha1="0o041j3w0vb66tuyvajomuttrf3gtgz" xml:space="preserve">I have struggled with the idea of God's reality / existence, in relation to action theory at church, in relationships. I would like to be married.

I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

[[Wikipedia:Telegram (software)]]

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NLT) ⁵Trust in the Lord with all your heart; do not depend on your own understanding. ⁶Seek his will in all you do, and he will show you which path to take.

&lt;/syntaxhighlight&gt;

Has anyone acknowledged how sad I am, or what the problem is?

Because God isn't real?

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NRSVUE) ⁵Trust in the Lord with all your heart, and do not rely on your own insight. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

I will ask Facebook.

https://learn.microsoft.com/en-us/windows-server/administration/windows-commands/rem

[[Wikipedia:Mary Magdalene]]

[[Wikipedia:God's Plan]]</text>
      <sha1>0o041j3w0vb66tuyvajomuttrf3gtgz</sha1>
    </revision>
    <revision>
      <id>2692593</id>
      <parentid>2692592</parentid>
      <timestamp>2024-12-19T10:34:47Z</timestamp>
      <contributor>
        <username>Indexcard88</username>
        <id>118020</id>
      </contributor>
      <origin>2692593</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2590" sha1="rwuoq21wr5hdryzujpnaaqda03bzfd3" xml:space="preserve">I have struggled with the idea of God's reality / existence, in relation to action theory at church, in relationships. I would like to be married.

I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

[[Wikipedia:Telegram (software)]]

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NLT) ⁵Trust in the Lord with all your heart; do not depend on your own understanding. ⁶Seek his will in all you do, and he will show you which path to take.

&lt;/syntaxhighlight&gt;

Has anyone acknowledged how sad I am, or what the problem is?

Because God isn't real?

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NRSVUE) ⁵Trust in the Lord with all your heart, and do not rely on your own insight. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

I will ask Facebook.

https://learn.microsoft.com/en-us/windows-server/administration/windows-commands/rem

[[Wikipedia:Mary Magdalene]]

[[Wikipedia:God's Plan]]

[[Wikipedia:Will of God]]</text>
      <sha1>rwuoq21wr5hdryzujpnaaqda03bzfd3</sha1>
    </revision>
    <revision>
      <id>2692594</id>
      <parentid>2692593</parentid>
      <timestamp>2024-12-19T10:36:04Z</timestamp>
      <contributor>
        <username>Indexcard88</username>
        <id>118020</id>
      </contributor>
      <origin>2692594</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="2660" sha1="65i2epc3sj3ef7bmicb6b2modlffg1h" xml:space="preserve">I have struggled with the idea of God's reality / existence, in relation to action theory at church, in relationships. I would like to be married.

I have no idea how pornography is related to everything.

I am not trying to rush God's plan. (???)

I use Facebook and Wikiversity, and blog, and journal. (???)

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (ESV) ⁵Trust in the Lord with all your heart, and do not lean on your own understanding. ⁶In all your ways acknowledge him, and he will make straight your paths. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (VOICE) ⁵Place your trust in the Eternal; rely on Him completely; never depend upon your own ideas and inventions. ⁶Give Him the credit for everything you accomplish, and He will smooth out and straighten the road that lies ahead.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (MSG) ⁵⁻⁶Trust God from the bottom of your heart; don’t try to figure out everything on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (KJV) ⁵Trust in the Lord with all thine heart; and lean not unto thine own understanding. ⁶In all thy ways acknowledge him, and he shall direct thy paths.

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV11) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways submit to him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NIV84) ⁵Trust in the Lord with all your heart and lean not on your own understanding; ⁶in all your ways acknowledge him, and he will make your paths straight. 

&lt;/syntaxhighlight&gt;

[[Wikipedia:Telegram (software)]]

&lt;syntaxhighlight lang=&quot;text&quot;&gt;

Proverbs 3:5-6 (NLT) ⁵Trust in the Lord with all your heart; do not depend on your own understanding. ⁶Seek his will in all you do, and he will show you which path to take.

&lt;/syntaxhighlight&gt;

Has anyone acknowledged how sad I am, or what the problem is?

Because God isn't real?

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Proverbs 3:5-6 (NRSVUE) ⁵Trust in the Lord with all your heart, and do not rely on your own insight. ⁶In all your ways acknowledge him, and he will make straight your paths. 

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I will ask Facebook.

https://learn.microsoft.com/en-us/windows-server/administration/windows-commands/rem

[[Wikipedia:Mary Magdalene]]

[[Wikipedia:God's Plan]]

[[Wikipedia:Will of God]]

I would believe God has a plan if it is on Wikiversity or Wikipedia.</text>
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