Talk:Motivation and emotion/Book/2019/Methamphetamine and emotion

Comments

Hi there, really interested in this topic, specifically interested in understanding why well educated people make the choices to use methamphetamines. Could be interesting to look into why highly educated, intelligent people still fall into that trap. Just food for thought - u3169884

This topic is very interesting! I just thought that this comment may benefit the development of this chapter. A general overview would be a great introduction for this topic, while also the use of subheadings would improve the flow of discussion! -u3190016 --U3190016 (discuss • contribs) 08:08, 30 August 2020 (UTC)

Heading casing

FYI, the convention on Wikiversity is for lower-cased headings (or sentence casing). For example, use: ==Cats and dogs== rather than ==Cats and Dogs== -- Jtneill - Talk - c 02:07, 22 November 2019 (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. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via UCLearn Canvas, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is an insufficient chapter. The chapter could benefit from further development of the Overview and Conclusion - it should be possible to only read these sections and get a good sense of why the topic is important and what is known/recommended. Overview - consider building on the sub-title by presenting focus questions to help guide the reader and the chapter structure. This chapter is well under the maximum word count. For additional feedback, see following comments and these copyedits. Theory Overall, this chapter makes insufficient use of theory. Neurobiological theory about the effects of M via dopamine is reasonably well described. Clearer consideration of the effect on different types of emotion would be useful. Research Overall, this chapter makes insufficient use of research. There is some useful consideration of short-term positive and long-term negative emotional effects of M use. When describing important research findings, consider including a bit more detail about the methodology and indicate the size of effects in addition to whether or not there was an effect or relationship. Greater emphasis on major reviews and/or meta-analyses would be helpful. Some claims are unreferenced (e.g., see the tags). Written expression Written expression Overall, the quality of written expression is fair. Use third person perspective rather than first person (e.g., "we") or second person (e.g., "you") perspective[1]. Direct quotes should be embedded within sentences and paragraphs, rather than dumped holus-bolus. Even better, communicate the concept in your own words. Internationalise: Write for an international, not just a domestic audience. Australians make up only 0.32% of the world human population. The chapter would benefit from a more developed Overview and Conclusion, with clearer focus question(s) (Overview) and take-home self-help message for each focus question (Conclusion). Layout See earlier comments about heading casing. Learning features Use bullet-points and numbered lists, per Tutorial 1. No use of interwiki links to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. No use of embedded links to related book chapters. Embedding links links to related book chapters helps to integrate this chapter into the broader book project. No use of images. No use of tables. No use of feature boxes. Basic use of quizzes. The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than being presented as a set of questions at the end. No use of case studies or examples. Grammar Check and correct use of affect vs. effect. Abbreviations Abbreviations (such as e.g., i.e.., etc.) should only be used inside parentheses. Spelling Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour; fulfillment vs. fulfilment). Proofreading Remove unnecessary capitalisation (e.g., "Methamphetamine"). APA style Direct quotes need page numbers. References are not in full APA style. For example: Check and correct use of italicisation. Add spaces between author initials. Social contribution No logged social contributions

-- Jtneill - Talk - c 02:07, 22 November 2019 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Canvas 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. This presentation makes use of simple tools. Structure and content An appropriate amount of content is presented - not too much or too little. Add and narrate an Overview slide (e.g., with focus questions), to help orientate the viewer about what will be covered. The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages. Communication The presentation is easy to follow. The presentation makes basic use of text and image based slides with narrated audio. Well paced. Some of the font size should be larger to make it easier to read. The visual communication is supplemented by images. Production quality Communicate the chapter title and sub-title in both the video title and on the opening slide - this helps to clearly convey the purpose of the presentation. Audio recording quality was OK but faded out in places - check microphone set-up. Visual display quality was basic. Image sources and their copyright status are not provided. Either acknowledge the image sources and their licenses in the video description or remove the presentation. A copyright license for the presentation is provided in the video description but not in the meta-data. A link to the book chapter is provided. A link from the book chapter was not provided (has now been added). A written description of the presentation is not provided.

-- Jtneill - Talk - c 02:18, 22 November 2019 (UTC)