Latest comment: 2 years ago1 comment1 person in discussion
Hey Alec,
This topic will be incredibly interesting! To help you get a start on some research, I found a source that looks at the role of emotional dysregulation and Bipolar disorder (BD) with a specific focus on healthy populations with hypomanic personalities. Interestingly, the results suggested that the brain activity involved in a lack of emotional regulation, may present as a marker for the development of BD. Hope this helps you :)
Latest comment: 2 years ago1 comment1 person in discussion
Alec,
I'm eager to see what information you find on this topic and to see the final product of your chapter!
While I was looking for resources I could share with you to help you that you may have not found yourself, I stumbled across a textbook on bipolar disorder that could serve as a launchpad into a wide range of other references.
The textbook: Yatham, Lakshmi N.; Maj, Mario (2010). Bipolar Disorder (Clinical and Neurobiological Foundations) || doi:10.1002/9780470661277
I accessed the textbook for free through Sci-Hub but I believe a PDF can be borrowed through the library.
Latest comment: 2 years ago1 comment1 person in discussion
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 see editing changes made whilst reviewing this 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 below may also be about all material on the page at the time of providing this feedback.
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.
Excellent – Well developed 2-level heading structure, with meaningful headings that directly relate to the core topic
The section that is probably least relevant is for the theories at the end; to the extent that you think these are relevant, then look to embed their use into the other sections
Latest comment: 1 year ago1 comment1 person in discussion
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, 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 the following comments and these copyedits.
Use double (not single) quotation marks "to introduce a word or phrase used as an ironic comment, as slang, or as an invented or coined expression; use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" (APA 7th ed., 2020, p. 159).
Overall, the use of learning features is very good.
Excellent use of embedded in-text interwiki links to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See example.
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.
Links to non-peer-reviewed sources should be moved to the external links section.
Good use of image(s).
No use of table(s).
Very good use of feature box(es).
Good use of quiz(zes).
Good use of case studies or examples.
Good use of interwiki links in the "See also" section.
Very good use of external links in the "External links" section.
Latest comment: 1 year ago1 comment1 person in discussion
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.
An opening slide with the title and sub-title is displayed and the sub-title is narrated — this helps to clearly convey the purpose of the presentation
This presentation has a basic introduction to engage audience interest
A context for the topic is established
Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation.
The audio is easy to follow and interesting to listen to
The presentation makes effective use of narrated audio
Audio communication is clear and 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.
Good intonation enhances listener interest and engagement
The chapter sub-title (question mark missing) but not the chapter title is used in the name of the presentation. The title would help to clearly convey the purpose of the presentation.
A brief written description of the presentation is provided. Consider expanding.
A link to the book chapter is provided but it is not clickable