Latest comment: 3 months ago1 comment1 person in discussion
The topic development submission has been reviewed according to the marking criteria. Written feedback is below, plus see the general feedback page. Please also check the page history for 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. Marks are available via UCLearn. Marks are based on the latest version before the due date.
Promising 2-level heading structure – could benefit from further development by expanding the structure
Reduce explanation of ACEs and RT as stand-alone concepts (briefly summarise and embed links to other book chapters and/or Wikipedia article for more info)
Concentrate on the relationship between ACEs and RT based on psychological science
Reasonably good alignment between focus questions and heading structure, but consider closer alignment
Partial development of key points for some sections, with some relevant citations
Lack of sufficient citations
For sections which include sub-sections, include the key points for an overview paragraph prior to branching into the sub-headings
Avoid providing too much background information. Briefly summarise general concepts and provide internal wiki links to relevant book chapters and/or Wikipedia pages for further information. Then focus most of the content of this on directly answering the core question(s) posed by the chapter sub-title.
Strive for an integrated balance of theory and research, with practical examples
It is unclear whether the best available psychological theory and research has been consulted in the preparation of this plan
Conclusion (the most important section):
Underway
Currently reads like a wall of text - is it AI-generated? If so, this hasn't been acknowledged and would be a violation of academic integrity.
What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?)
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.
Throughout the content of my headings, if a source I use utilise capitalises every word for a specific thing (e.g. Behavioural Inhibition System) do I follow what they do? Or do I stick to the sentence casing and keep second words as lowercase? (e.g. Behavioural inhibition system). I would like to know this regarding my reference list as well, as some sources capitalise every word in their titles and others do not. Krobertsonn (discuss • contribs) 11:24, 30 September 2024 (UTC)Reply
Similarly, for APA style references, the title of the work should be in sentence casing (other than for proper nouns). The journal title uses capitalisation for the main words (e.g., Journal of Personality and Individual Differences). This means that you can't necessarily rely on the capitalisation in the original source. -- Jtneill - Talk - c22:45, 30 September 2024 (UTC)Reply
Latest comment: 1 month ago1 comment1 person in discussion
Hey Kira! I love this topic! anything to do with childhood experiences and adulthood behaviours is super interesting.
You've made great progress so far! Here is some guidance on potential enhancement for your chapter!
I think discussing the psychological mechanisms behind risk taking behaviours can enhance your chapter. For example, when speaking on peer pressure and risk-taking, you could back this up with theories like social learning theory or attachment theory. I found an interesting study on social learning theory and promoting honesty amongst young children. This could be used to argue that although antisocial behaviour can be learned from observation, prosocial behaviour can also be observed and actioned. Here is the link: https://doi.org/10.1016/j.jecp.2017.11.003
Consider potentially speaking on ACE combined with other variables? This could be titled "who is most susceptible to ACE and later risk-taking behaviour?". This can allow for further exploration into what variables increase the likelihood of damaging future behaviours along with already being exposed to a damaging upbringing. I found a study you could use which focuses on ACE and environmental exposures (such as pollution) and neurocognitive outcomes. Here is the link: doi: 10.3390/toxics11030259
That brings me to my next suggestion of looking into the neurological implications of ACE which could then read to risk-taking behaviours, this would be really interesting! Even factors such as gender and age could influence these results which i think would be useful to touch on.
Latest comment: 15 days 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 — this helps to clearly convey the purpose of the presentation. Also narrate title and sub-title.
Basic verbal scenario to engage audience. The scenario doesn't, however, depict the connection between ACEs and risk-taking.
A basic context is established
Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation.
Provide a conclusion slide which summarises the most relevant psychological theory and research about this topic, with practical, take-home messages in response to each focus question
The narration is reasonably well practiced and/or performed
Audio recording quality was basic (quite quiet)
Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were audible). Consider using an external microphone.
The narrated content is well matched to the target topic
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 good written description of the presentation is provided. Consider expanding.
An inactive hyperlink to the book chapter is provided (maybe because the YouTube user account does not yet have access to advanced features)
Latest comment: 8 days 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. It successfully uses psychological theory and research to address a practical, real-world phenomenon or problem.
Excellent use of academic, peer-reviewed citations to support claims
For additional feedback, see the following comments and these copyedits
Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" (APA Style 7th ed., 2020, p. 159)
Reasonably good use of embedded in-text interwiki links to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even 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 figure(s)
No use of table(s)
Basic use of feature box(es)
No use of scenarios, case studies, or examples
No use of quiz(zes) and/or reflection question(s)
Basic use of interwiki links in the "See also" section