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.
Well selected content - not too much or too little.
The presentation is well structured (Title, Overview, Body, Conclusion).
The presentation is poorly structured. In particular, it lacks a Title, Overview, and Conclusion.
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).
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.
The presentation is fun, easy to follow, and interesting to watch and listen to.
The presentation makes effective use of text and image based slides with narrated audio.
Well paced. Excellent pauses between sentences. This helps the viewer to cognitively digest the information that has just been presented before moving on to the next point.
Consider slowing down and leaving longer pauses between sentences. This can help the viewer to cognitively digest the information that has just been presented before moving on to the next point.
Excellent/Consider using greater intonation to enhance listener interest and engagement.
The font size is sufficiently large to make it easy to read.
Some of the font size should be larger to make it easier to read.
The visual communication is effectively supplemented by images.
The visual communication could be improved by including some relevant images.
Communicate the chapter title and sub-title in both the video title and on the opening slide this helps to clearly convey the purpose of the presentation.
The chapter title and sub-title are used in the video title - this helps to clearly convey the purpose of the presentation.
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.
Use the chapter title and sub-title on the opening slide and in the name of the video because this helps to match the book chapter and to clearly convey the purpose of the presentation.
Audio recording quality was excellent/very good/good/a bit quiet - review microphone set-up.
Video recording quality was excellent/very good/good/basic.
Consider muting the music during narration to help the viewer concentrate on the combination of visual information and narrated audio.
Mute the music during narration to help the viewer concentrate on the combination of visual information and narrated audio.
Image sources and their copyright status are/not provided.
A copyright license for the presentation is/not provided.
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/not provided.
A link from the book chapter is/not provided.
A written description of the presentation is/not provided.
Hi there, can I suggest that the sub-heading you have for Theory becomes its own outright heading as it doesnt quite fit as to why it is under the Personality heading. Good luck with the research --U3092376 (discuss • contribs) 08:56, 30 August 2019 (UTC)[reply]
Hello, it was interesting to read your chapter. I noticed two typos: 1. in your Sub-heading3 - should be Neuroticism. And 2. in the paragraph:
"Higher score - Calm, self-confident, stable, resilient, and well-adjusted (vs.) Lower score - Neurotic, nervous, insecure, fearful, and anxious"
words "Higher score" and "lower score" should swap places so that it reads: Higher score - Neurotic, nervous, insecure, fearful, and anxious.
--Lanau3186551 (discuss • contribs) 03:13, 3 September 2019 (UTC)[reply]
Hi there your chapter looks great. Perhaps consider putting quiz questions throughout the chapter rather then one big section at the hand. --BMPENFOLD (discuss • contribs) 02:29, 13 October 2019 (UTC) 13:29, 13 October 2019 (UTC)[reply]
Hey there, such an interesting chapter. I always find it so amazing when you watch Doomsday Prepper's and that there are actually people out there that prepared. Also just as a heads up, I have had a bit of a review of your article and updated some of the capitalisation. Just for info any mention of theories when you are writing do not need to be capitalised, unless someone's name is a part of it. Cheers, --U3069703 (discuss • contribs) 08:54, 20 October 2019 (UTC)[reply]
The topic development 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 the chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.
Well developed 3-level heading structure, with meaningful headings that directly relate to the core topic.
Sections which include sub-sections should also include an overview paragraph (which doesn't need a separate heading) before branching into the sub-headings.
I would have loved to work on this topic for an entertaining and educational assignment. Lighthearted and fun, with some interesting psychological content as well. I look forward to seeing the version on submission. I have always found the show ridiculous and would like to understand their motivations more.
I would like to contribute some external links to some enjoyable doomsday prep YouTube videos for posterity.
Also, how would the author prep for doomsday after studying this topic?
Hi i would also like to offer a an external link to a podcast - The survivalist prepper podcast - Thanks u31149665 (9ː35, 20th October. social contributions)
What an interesting topic!! My only thought is that the quiz question was a little confusing, maybe instead of asking what conspiracy thinkers "don't score low" in, you could word it as what they "score high" in, otherwise it's a bit of a double negative! But other than that, really great chapter!! It was very in-depth, and I thought all the theories fit really well in the topic :)
--Demimimimi (discuss • contribs) 11:46, 20 October 2019 (UTC)[reply]
Hi, I just noticed that your in-text citations have the full stop before the authors in brackets. I think it's supposed to be the other way around so that the authors and dates that are relevant to the sentence written are enclosed in the same full stop.
e.g. ...affect job satisfaction (Mander et al., 2018).--U3144248 (discuss • contribs) 20:37, 20 October 2019 (UTC)[reply]
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, this is a good chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem.
Relevant theories are well selected, described, and explained.
I think it is also important to consider that a certain amount of prepping is desirable and healthy (e.g., saving money for a rainy day, preparing to prevent bushfire and having a bushfire emergency plan, and so on).
A "spectrum" is referred to in two different contexts, but never really explained with clear examples. A table could be helpful here.
The grasshopper and the ant might be a useful fable to refer to, to illustrate that the tension/issue has been around for a long time.
Relevant research is well reviewed and discussed in relation to theory.
When describing important research findings, consider including a bit more detail about the methodology and indicate the size of effects in addition to whether or not there was an effect or relationship.
Greater emphasis on major reviews and meta-analyses would be helpful.
The quality of written expression is not of professional standard.
Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences.
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
Use of Interwiki links could be improved (e.g., there are several links to video games in the Overview, but not so many links to other key concepts as they are introduced.)
Embedding interwiki links links to related book chapters would help to integrate this chapter into the broader book project.
Basic use of images.
No use of tables.
Basic use of feature boxes; adjust width of quiz boxes.
Basic use of quizzes.
Very good use of case studies or examples.
Grammar
The grammar for some sentences could be improved (e.g., see the [grammar?] tags).
Check and make correct use of commas. Commas are overused in this chapter. Often a full-stop and a new sentence would be a better option.
Check and correct use of ownership apostrophes (e.g., individuals vs. individual's).
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.
Communicate the chapter title and sub-title in both the video title and on the opening slide this helps to clearly convey the purpose of the presentation.
Audio recording quality was good.
Visual display quality was good.
Image sources and their copyright status are not provided.
A copyright license for the presentation is not provided.
Meta-data - why is the video categorised in "how-to"? "Education" is probably better.
A link to the book chapter is not provided.
A link from the book chapter was not provided (I've added).
A written description of the presentation is/not provided.
