Talk:Motivation and emotion/Book/2021/Criminal culpability and motivation

Comments

Hi, your chapter looks great so far! I just wanted to inform you of some minor changes/suggestions. Firstly, I think your title has a typo in it (crime not criminal). But also, I think that an additional motive that would be beneficial to explore is the economic/social status reasoning to commit crimes. This area has a lot of depth and would allow you to discuss increased crime rates amongst low socio-economic areas as well as criminal behaviour by those who may not show the typical 'criminal traits' e.g., stealing because they can't afford food. I have linked a few resources that may be of interest (these are available using your UC log in); - https://www.jstor.org/stable/3487133 - https://www.jstor.org/stable/2578311 - https://www.jstor.org/stable/2083937 - https://www.jstor.org/stable/23636631 - Australia study

Hi great work so far! You have done an amazing job and your research is very impressive. I really like how you included case studies when discussing motives and particular behaviours. I do think that it could be useful to include an end of chapter quiz or even a diagram of some of the psychological theories you used. For example, with the psychodynamic theory by Freud, having the iceberg image: https://commons.wikimedia.org/wiki/File:Diagram_of_Freud%27s_Psychoanalytic_Theory_of_Personality_.webp, such an image could be useful to break up some of your text :) Hopefully this helps, but best of luck with your research! U3204463, --U3204463 (discuss • contribs) 05:03, 29 August 2021 (UTC)

Topic development feedback

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.

Title The title is correctly worded and formatted The sub-title is correctly worded and formatted Author name fixed User page Excellent - used effectively Description about self provided Consider linking to your eportfolio page and/or any other professional online profile or resume such as LinkedIn. This is not required, but it can be useful to interlink your professional networks. Link provided to book chapter Social contribution Excellent - summarised with direct link(s) to evidence Headings Overall, well developed 2-level heading structure, with meaningful headings that directly relate to the core topic Maybe section 2 isn't needed (or not so much - could be abbreviated, with links to further info). The other sections seem to be more directly related to the central topic of the chapter (i.e., motive and culpability). Avoid having sections with 1 sub-heading - use 0 or 2+ sub-headings (i.e., revise Section 4) Key points Main suggestion - there is plenty of well developed content here. There is a high likelihood that you'll run into the maximum word count. The main area for improvement is to keep returning to the sub-title question - what is the relation between motive and culpability? If content is interesting but not directly addressing this question then it can be abbreviated or removed. Key points are well developed for each section, with relevant citations Overview - Excellent APA style - citations should be in alphabetical order Good balance of theory and research Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. Excellent use of examples/case studies Conclusion (the most important section): under way in a nutshell, what are the answer(s) to the question(s) in the sub-title and/or focus questions? excellent take-home message! Figure A figure is presented Caption should include Figure X. ... (APA style) Ideally, captions should explain how the image connects to key points being made in the main text Cite each figure at least once in the main text References Good For APA referencing style, check and correct: completeness (some details are missing) capitalisation move non-peer reviewed sources into the External links section remove "Retrieved from ..." doi formatting Resources See also Very good External links Good Use bullet-points Include source in brackets after link

-- Jtneill - Talk - c 23:43, 17 September 2021 (UTC)

Feedback

Hi there,

Great job on your book chapter so far! Having completed the Criminal Law unit at UC, I do have some pointers that might be helpful as you continue to look at criminal culpability and motivation. When talking about actus reus, it is important to recognise that this is dependant on the criminal offence and may include an act, an omission to act or simply a status (for example being part of a terrorist organisation). On the other hand, mens rea refers to the culpable state of mind, and may include intent, but also knowledge and recklessness. This is a good outline of mens rea: https://www.alrc.gov.au/publication/traditional-rights-and-freedoms-encroachments-by-commonwealth-laws-ip-46/12-strict-and-absolute-liability/a-common-law-principle-2/ . Doli incapax is a presumption that children are incapapble of wrongdoing under criminal law. The age of criminal responsibility (where it is possible to be convicted of a criminal offence) depends on the jurisdiction, but there is debate in the ACT currently to raise the age of criminal responsibility from 10 years to 14 years ( https://hdp-au-prod-app-act-yoursay-files.s3.ap-southeast-2.amazonaws.com/4516/2433/2390/Discussion_Paper_-_FINAL.pdf ). Note that this is different to doli incapax, which may be rebutted by the prosecution in certain situations. Also, it might be good to consider mental impairment which I have included here (not just as a mitigating factor in sentencing): https://www.countycourt.vic.gov.au/files/documents/2018-08/factsheet-9-mental-illness-and-criminal-law.pdf . Aggravating and mitigating factors are taken into account in sentencing (so after a person has entered a plea or been found guilty). Broadly, the process in the court would look like: offence -> charged by prosecution -> enter plea OR trial -> finding of guilt (guilty or not guilty) -> if guilty, the court sentences the person (and would take into account aggravating or mitigating factors here).

Hope that helps :)

U3202904 (discuss • contribs) 23:38, 12 October 2021 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn 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. The presentation is over the maximum time limit - content beyond 3 mins is ignored for marking and feedback purposes. Overview An opening slide with the title and sub-title is presented and narrated - this helps to clearly convey the purpose of the presentation. This presentation has an engaging introduction. A context for the topic is established. Briefly explain why this topic is important. Content The presentation addresses the topic. An appropriate amount of content is presented - not too much or too little. The presentation is well structured. The presentation makes good use of relevant psychological theory. The presentation makes no use of relevant psychological research. The presentation makes very good use of one or more examples or case studies or practical advice. The case study could be abbreviated. Conclusion A Conclusion slide is presented with good take-home message(s). Audio The audio is interesting to listen to. The presentation makes effective use of narrated audio. Audio communication is clear. 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. Good intonation enhances listener interest and engagement. Audio recording quality was good. Video Overall, visual display quality is good. The presentation makes good use of text-based slides, with some images. The font size is sufficiently large to make it easy to read. Consider using a sans-serif typeface to make the text easier to read. The amount of text presented per slide makes it easy to read and listen at the same time. The presentation is basically produced using simple tools. Meta-data The correct chapter title and sub-title are missing from the name of the presentation - this would help to clearly convey the purpose of the presentation. A written description of the presentation is not provided. A brief written description of the presentation is provided. Consider expanding. A link to the book chapter is not provided. A link from the book chapter is provided. Licensing Image sources and their copyright status are not provided. Probably the images are all from PowToon but this is not explicitly stated. A copyright license for the presentation is not provided.

-- Jtneill - Talk - c 08:32, 21 November 2021 (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. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is a basic, but sufficient chapter. Well over the maximum word count. This chapter "beats around the bush". The chapter only starts directly addressing the topic in the section titled: "What is criminal culpability and what factors increase/decrease culpability?". Unfortunately this section is in bullet-points. The lead-up content should be abbreviated or removed and this culpability content expanded. For additional feedback, see the following comments and these copyedits. Overview Well developed Overview. Could more clearly explains the problem or phenomenon - i.e., how is culpability determined? Clear focus question(s). May be too broad, given that the chapter is too long. For example, consider dropping the first question. Consider introducing a case study or example to help engage reader interest. Theory — Breadth Too broad; narrow on in the theory most directly relevant to the topic. There is too much general/background theoretical material about the causes of crime. Instead, summarise and link to further information (such as other book chapters or Wikipedia articles), to allow this chapter to focus on the specific topic (i.e., the sub-title question). Build more strongly on other forensic-related chapters (e.g., by embedding links to other chapters in this category: Category:Motivation and emotion/Book/Forensic). Theory — Depth Basic depth is provided about the theory(ies) about motive and culpability. More examples about motive and culpability could be useful to illustrate key concepts. Use fewer examples of general crime motive unless they are more directly tied to culpability. Research — Key findings Basic overview of relevant research. More detail about key studies would be ideal. Greater emphasis on effect sizes, major reviews, and/or meta-analyses would be helpful. Research — Critical thinking Insufficient critical thinking about research is evident. Critical thinking about research could be further evidenced by: describing the methodology (e.g., sample, measures) in important studies discussing the direction of relationships considering the strength of relationships acknowledging limitations suggesting specific directions for future research Integration The chapter places more emphasis on theory and case study than research. Conclusion Basic summary, with a take-home message. Written expression — Style Written expression Overall, the quality of written expression is good. Layout Avoid having sections with 1 sub-heading - use 0 or 2+ sub-headings. Grammar Check and correct use of that vs. who. Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[1]. Proofreading Sometimes spaces are missing after full-stops. APA style Do not capitalise the names of disorders, therapies, theories, etc.. Figures Figure captions use the correct format. Each Figure is referred to at least once within the main text. Refer to each Figure at least once within the main text (e.g., see Figure 1). Citations are not in full APA style (7th ed.). For example: Multiple citations in parentheses should be listed in alphabetical order by first author surname. If there are three or more authors, cite the first author followed by et al., then year. For example, either: in-text, Smith et al. (2020), or in parentheses (Smith et al., 2020) References are not in full APA style. For example: Check and correct use of capitalisation[2] Page numbers should be separated by an en-dash (–) rather than a hyphen (-) Include hyperlinked dois Written expression — Learning features Overall, the use of learning features is very good. Very good use of links to Wikipedia articles. However, use in-text interwiki links, rather than external links, per Tutorial 1. No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. Very good use of image(s). No use of table(s). Excellent use of feature box(es). Very good use of quiz(zes). Promising use of case studies or examples. Good use of interwiki links in the "See also" section. Excessive use of external links in the "External links" section - be more selective. Social contribution ~2 logged, very minor social contributions with direct links to evidence. ~1 contribution was unhelpful (changing sentence casing for headings to capitalised headings).

-- Jtneill - Talk - c 22:25, 22 November 2021 (UTC)