Hello, it looks like you're making really good progress. I have done some proof-reading and made some changes. I've also changed your overview section to a third-person write-up as James has advised to keep first- and second-person for feature boxes and case studies. I love your opening feature box, though, it makes me tired just reading it. I have also added a reference for the criticism of Hobfoll's resources definition - you may find this useful for further clarifying CoR when applying it to micro-breaks. Good luck with the rest of your chapter, U3141987 (discuss • contribs) 09:20, 10 October 2022 (UTC)Reply
Latest comment: 1 year 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.
Very brief description about self provided – consider expanding
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.
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
Abbreviations (such as e.g., i.e., etc.) should only be used inside parentheses
Spelling
Spelling can be improved (e.g., see the [spelling?] tags). Spell-checking tools are available in most internet browsers and word processing software packages.
Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour)
Proofreading
More proofreading is needed to fix typos and bring the quality of written expression closer to a professional standard
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)
Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numerals (e.g., 10)
Replace double spaces with single spaces
Figures
Figures are very well captioned
Figure captions use the correct format
Refer to each Figure at least once within the main text (e.g., see Figure 1)
Overall, the use of learning features is very good
Basic 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)
Good use of table(s)
Very good use of feature box(es)
Excellent use of quiz(zes), especially the question with graphs for answers!
Good use of case studies or examples
Good use of interwiki links in the "See also" section. Use bullet-points.
Basic 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.
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 brief written description of the presentation is provided. Consider expanding.
Links to and from the book chapter are provided
The presentation is incorrectly categorised as being for kids. This introduces limitations, such as being unable to add the presentation to a playlist. More info.