Talk:Motivation and emotion/Book/2016/Bystander intervention motivation

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Comments[edit source]

Thank you for your note, more than happy that you provide the link. I made a link to your chapter also. I had a look at your audio also, which is great. I am having extreme difficulty using prezi - but hopefully get there soon!. U109993 (discusscontribs) 22:00, 19 October 2016 (UTC)[reply]

Hi, I enjoyed reading your chapter, parts link neatly to mine, which is on social needs of bullies. On sentence that you may want to look at under the Active v Passive section - "Unfortunately, more often than not, people assume the role of a passive bystander an individual who fails to intervene in the situation." It may just need a common, or a reference for the definition. --U109993 (discusscontribs) 09:42, 17 October 2016 (UTC)[reply]

Hey :) I really like your topic and I think that it links in well with my topic too, which is extreme altruism - what motivates people to risk their lives for others. Once I have started writing my topic, if it is ok with you, I want to add your chapter as an internal link for further reading

my chapter link is here: --JazNF (discusscontribs) 05:02, 12 October 2016 (UTC)[reply]

Well written and quite capivating so far, will add to my watch list :) well done! HomerIncognito (discusscontribs) 06:27, 13 September 2016 (UTC)[reply]

Hi, what an interesting topic for your chapter! I have done a little research and found a great article I think you will find helpful, it is titled: Pluralistic ignorance in the bystander effect: informational dynamics of unresponsive witnesses in situations calling for intervention. The article can be accessed through the university library website using EBSCOhost. The introduction of the article will help you with information for your title bystander effect. The article also has a section in it which discusses the intervention process which includes 3 steps that the individual must take before they will intervene. I think that will be very helpful for you to include in your chapter. Best of luck! --LeoDean1993 (discusscontribs) 04:13, 2 October 2016 (UTC)[reply]

Hey, I found some articles that might be useful for your chapter. I'm putting in the DOI numbers in case the the links don't work for whatever reason. This one is a meta analysis on bystander effect in dangerous vs. non dangerous situations: (DOI:10.1037/a0023304), and the second is on how social 'in' and 'out' groups influence likelihood of helping behaviours: (DOI:10.1177/0146167204271651) --CeeJay95 (discusscontribs) 23:20, 4 October 2016 (UTC)[reply]

Hi. I thought that perhaps you could use an example of the bystander effect other than Kitty, so I wrote this short fictional piece. "Tim Lives in a crowded, busy city. One morning, on his way to work, he is driving down a busy street, when he suddenly sees a crowd of cars, people, and smashed glass near a busy intersection. He realises there has been a car accident. He pulls over, gets out of his car and rushes to the scene. When he arrives at the edge of the crowd, he sees that the driver of the car is barely conscious, but is still asking for help. Tim then notices that the crowd, which is made up of at least twenty people, isn't doing anything; in fact, they're all just staring. Tim rushes forward and speaks to the man. He sees if he can loosen him from his car, and when unable to, tells him help is coming, and then calls for the police and an ambulance." I'm not sure if you like this, but I thought maybe you could use it as an example for people to pick out what coul have stopped Tim, and what actually motivated Tim to help in the end. Good luck, I hope this is useful. --U3083662 (discusscontribs) 23:10, 9 October 2016 (UTC)[reply]

Hi, I really enjoyed your chapter so far! I have put a link to a talk from Dr Phillip Zimbardo about the bystander effect and his take on it. The site also has a lot of resources, they look at the bystander effect through the lens of bullying and social change. I thought it may be an interesting side note to your chapter if you choose to include it. Best of luck with your chapter :) (discusscontribs) 18:31, 12 October 2016 (UTC)[reply]

Hi. You have chosen a really fantastic topic and it is sounding really well done so far! Great job!!! I fixed a really minor grammatical error under "Failure to intervene due to audience inhibition". Keep up the great work!!!! --U113403 (discusscontribs) 09:32, 14 October 2016 (UTC)[reply]

Fixed a minor grammer issue. Your chapter is great and I love your media overview. Really good work! --U113403 (discusscontribs) 12:29, 19 October 2016 (UTC)[reply]

Heading casing[edit source]

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FYI, the convention on Wikiversity is for lower-cased headings. For example, use:

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-- Jtneill - Talk - c 21:40, 21 October 2016 (UTC)[reply]

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 Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.

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Overall[edit source]

  1. Overall, this is a strong chapter which incorporates a balanced, critical overview of relevant theory and research and makes effective use of the wiki environment.
  2. For more feedback see these copyedits and the comments below.

Theory[edit source]

  1. Theory is well covered anD explained.
  2. In the Overview, establish why the topic is important.
  3. The Conclusion offers a succint summary and emphasises solutions.
  4. The case studies were helpful.

Research[edit source]

  1. A wide range of appropriate research is well considered.
  2. When discussing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship.

Written expression[edit source]

  1. Written expression is generally very good to excellent.
    1. Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences.
    2. Write in third person rather than first person (e.g., avoid "I', "we", "our", "your" etc.).
    3. Use gender-neutral language (e.g., man-made -> human-made).
  2. Layout
    1. The chapter is well-structured.
    2. Add bullet-points for See also and External links.
    3. Tables and/or Figures are used effectively.
  3. Learning features
    1. Some good use is made of Interwiki links, although more could be added.
  4. Grammar and proofreading
    1. Check and correct the use of ownership apostrophes (e.g., individuals vs. individual's vs. individuals').
  5. Spelling, grammar, and proofreading is generally very good.
  6. APA style
    1. Put in-text citations in alphabetical order.
    2. The APA style for the reference list is very good; remove issue numbers for paginated journals.

-- Jtneill - Talk - c 02:35, 11 November 2016 (UTC)[reply]

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Moodle 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[edit source]

  1. Overall, this is a very well prepared and executed presentation, with an excellent message.

Structure and content[edit source]

  1. Overview
    1. Didn't autostart (had to manually advance- stayed on music intro?
    2. What is the Overview of this presentation?
    3. Tell the listener what they will find out about if they watch this presentation.
  2. Selection and organisation
    1. Well structured.
    2. Theory was well covered.
    3. Research was well covered.
    4. Citations and references are included.
  3. Conclusion
    1. Excellent - Take-home messages / key points are well summarised.

Communication[edit source]

  1. Audio
    1. Audio narration is well scripted and spoken.
    2. Remove background music.
    3. Varied intonation adds interest and engagement.
  2. Image/Video
    1. Visuals are well prepared, clear, and easy to read.
    2. The combination of images and text is effective.

Production quality[edit source]

  1. Overall, very well produced.
  2. Meta-data
    1. Rename the title so that it includes the subtitle (and matches the book chapter).
    2. Link to chapter provided on first slide.
    3. Also use the Description field to provide a link to the chapter.
    4. Minimal but sufficient use of the Description field.
  3. Audio recording quality
    1. Reduce the amount of lead-in time music.
    2. Remove the background music from the main presentation - it makes it more difficult to concentrate on the narration and visuals.
    3. Otherwise, very good.
  4. Image/video recording quality
    1. Excellent
    2. Note auto-advance didn't work for me at start of presentation.
  5. Licensing
    1. A copyright license for the presentation is correctly shown in at least one location. Creative Commons.
    2. The copyright licenses and sources of the images are indicated.

-- Jtneill - Talk - c 01:25, 22 November 2016 (UTC)[reply]