Talk:Motivation and emotion/Book/2019/Cocaine use and motivation

Comments

I have some suggestions for references for your cocaine withdrawal side effects:

Volkow, N. D., Fowler, J. S., Wolf, A. P., Hitzemann, R., Dewey, S., Bendriem, B., ... & Hoff, A. (1991). Changes in brain glucose metabolism in cocaine dependence and withdrawal. American Journal of Psychiatry, 148, 621-626.

Grimm, J. W., Lu, L., Hayashi, T., Hope, B. T., Su, T. P., & Shaham, Y. (2003). Time-dependent increases in brain-derived neurotrophic factor protein levels within the mesolimbic dopamine system after withdrawal from cocaine: implications for incubation of cocaine craving. Journal of Neuroscience, 23, 742-747.

Chartoff, E., Sawyer, A., Rachlin, A., Potter, D., Pliakas, A., & Carlezon, W. A. (2012). Blockade of kappa opioid receptors attenuates the development of depressive-like behaviors induced by cocaine withdrawal in rats. Neuropharmacology, 62(1), 167-176. --U3125721 (discuss • contribs) 06:55, 18 October 2019 (UTC)U3125721

This topic looks so interesting! Only thing I could suggest is maybe add some photos you could also make a reference to in your text, to back up what you are saying? Really looking forward to reading the final product! - U3160551

Hi! This looks very interesting, i found a link while researching my topic that i think might help. It relates to how ex-offenders commonly abuse drugs and gives some statistics. https://www.aihw.gov.au/reports/alcohol/alcohol-tobacco-other-drugs-australia/contents/priority-populations/people-in-contact-with-the-criminal-justice-system It also might be useful to look into the 'Substance/medication induced depressive disorder' in the Diagnostic and Statistical manual of mental disorders. Hope this helps! U3178428 (discuss • contribs) 3:57, 20 October 2019 (UTC)

Hi Patrick, this is shaping up to be a really interesting chapter! Just FYI, I noticed that your reference list didn't have a hanging indent, so I put it in for you. I also added a green box in there for you to put your case study in if you would like, I think it breaks it up nicely and adds a bit of colour too. Keep up the good work and best of luck! Thanks, Maddie--Maddiebunday (discuss • contribs) 09:44, 20 October 2019 (UTC)

Chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via UCLearn Canvas, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is an excellent chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem. For additional feedback, see following comments and these copyedits. Theory Relevant theories are well selected, described, and explained. Research Relevant research is well reviewed and discussed in relation to theory. Written expression Written expression Overall, the quality of written expression is very good. Use third person perspective rather than first person (e.g., "we") or second person (e.g., "you") perspective. Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. The chapter benefited from a well developed Overview and Conclusion, with clear focus question(s) and take-home messages. Layout The chapter is well structured, with major sections using sub-sections. Sections which include sub-sections should also include an introductory paragraph (which doesn't need a separate heading) before branching into the sub-headings. Learning features Very good use of interwiki links to Wikipedia articles. No use of embedded links to related book chapters (e.g., about other drugs). Embedding links links to related book chapters helps to integrate this chapter into the broader book project. Good use of images. No use of tables. Basic use of feature boxes. No use of quizzes. Excellent use of case studies or examples. Grammar Check and correct use of affect vs. effect. Check and correct use of that vs. who. Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[1]. Abbreviations Where "i.e." has been used, it should be replaced by "e.g.,". APA style Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numerals (e.g., 10). Direct quotes need page numbers. Figures and tables Refer to each Table and Figure at least once within the main text (e.g., see Figure 1). Citations use correct APA style. A serial comma is needed before "&" or "and" for citations involving three or more authors. Citations are not in full APA style. For example: Use ampersand (&) inside brackets and "and" outside brackets. References use correct APA style. References are not in full APA style. For example: Check and correct use of capitalisation. Social contribution ~2 logged, minor, social contributions; 1 with direct link to evidence

-- Jtneill - Talk - c 07:08, 20 November 2019 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Canvas site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.

Overall Overall, this is a basic presentation. This presentation makes effective use of simple tools. The presentation is over the maximum time limit - content beyond 3 mins is ignored for marking purposes. Structure and content An appropriate amount of content is presented - not too much or too little. The presentation is well/poorly structured. Add and narrate a Title slide, to help the viewer understanding the focus and goal of the presentation. Add and narrate an Overview slide (e.g., with focus questions), to help orientate the viewer about what will be covered. A Conclusion slide is presented with a take-home message(s). What are the practical take-home message(s) that we can use to help improve our everyday lives? The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages. There is too much content, in too much detail, presented within the allocated time frame. Zoom out and provide a higher-level presentation at a slower pace. It is best to do a small amount well than a large amount poorly. Communication The presentation makes basic use of text and image based slides with narrated audio. The audio narration is pedestrian. Consider using greater intonation to enhance listener interest and engagement. Some of the font size should be larger to make it easier to read. Remove speaker symbol from centre of screen. Limited visual display (e.g., a single, minimal slide is shown for most of the second half of the presentation). Consider leaving longer pauses between sentences. The visual communication is supplemented by images in a basic way. Production quality The chapter title but not the sub-title are used in the video title - the latter would help to clearly convey the purpose of the presentation. The chapter title and sub-title are used on the opening slide - this helps to clearly convey the purpose of the presentation. Audio recording quality was poor - quiet with a lot of white noise - review microphone set-up. Probably an on-board microphone was used because keyboard clicks were audible. Consider using an external microphone. Visual display quality was basic. A copyright license for the presentation is provided in the video description but not in the meta-data. A link to the book chapter is provided. A link from the book chapter is provided. A written description of the presentation is provided.

-- Jtneill - Talk - c 07:20, 20 November 2019 (UTC)