Latest comment: 2 years ago1 comment1 person in discussion
Hi,
It looks like you have got a great outline. There are some other researchers who have studied regret and their work might be useful for this chapter. Below are the references.
Loomes, G., & Sugden, R. (1982). Regret Theory: An Alternative Theory of Rational Choice Under Uncertainty. The Economic Journal (London), 92(368), 805–824. https://doi.org/10.2307/2232669
Zeelenberg, M., van Dijk, W. W., Manstead, A. S. R., & van der Pligt, J. (1998). The experience of regret and disappointment. Cognition and Emotion, 12(2), 221–230. https://doi.org/10.1080/026999398379727
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.
At least one contribution has been made and summarised with indirect link(s) to evidence
Add direct links to evidence. To do this: View the page history, select the version of the page before and after your contributions, click "compare selected revisions", and then use this website address as a direct link to evidence for listing on your user page. For more info, see Making and summarising social contributions.
Latest comment: 2 years 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 incorrect sub-title is displayed. Correct the sub-title. Also narrate to clearly convey the purpose of the presentation
Consider creating an engaging introduction to hook audience interest (e.g., the example at ~2:40 mins would be great)
Establish a context for the topic (e.g., by using an example or explaining why it is important), to help the viewer understand
Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation.
The chapter title is used, but the sub-title (or a shortened version of it) is not used, as the name of the presentation. The sub-title (or an abbreviation of the sub-title that fits within the 100 character limit) would help to clearly convey the purpose of the presentation.
A written description of the presentation is provided
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, the quality of written expression is reasonably good
Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences
The chapter could be improved by developing some of the bullet-points into full paragraph format
"People" is often a better term than "individuals"
Layout
Sections which branch into sub-sections should include an introductory paragraph before branching into the sub-sections (see [Provide more detail] tags)
Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
Grammar
Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats')[1]
Spelling can be improved (e.g., see the [spelling?] tags). Spell-checking tools are available in most internet browsers and word processing software packages.
APA style
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)
Figures
Figures are very well captioned
Figure captions should use this format: Figure X. Descriptive caption in sentence casing. See example
Refer to each Figure using APA style (e.g., do not use italics, check and correct capitalisation)
Citations are not in full APA style (7th ed.). For example:
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)
Multiple citations in parentheses should be listed in alphabetical order by first author surname
References are not in full APA style. For example:
Check and correct use of italicisation
Page numbers should be separated by an en-dash (–) rather than a hyphen (-)
Overall, the use of learning features is insufficient
No 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.
Basic use of image(s)
No use of table(s)
Basic/No use of feature box(es)
No use of case studies or examples
Basic use of interwiki links in the "See also" section