Latest comment: 1 month ago1 comment1 person in discussion
Hello,
I've just finished reading your chapter so far, and it looks like you're off to a great start! One thing I would recommend in the 'Mechanisms of breathing exercises' section is to put the 'types of breathing exercises' at the beginning of this section before discussing the psychophysiological mechanisms. Or, you could even do a seperate section for the types of breathing exercises before the 'mechanisms of breathing exercises' section. This way, I think your reader will be better able to visualise the breathing exercises before you begin talking about how they impact the brain, nervous system, etc. Hope this helps! --U3236447 (discuss • contribs) 08:59, 30 September 2024 (UTC)Reply
Latest comment: 3 months ago1 comment1 person in discussion
Hi there,
I'm very eager to see what information you put together for this topic. I feel like our two topics are very closely related - Mine is Guided Meditation and Emotion Regulation.
It's very early on in the semester so I don't expect you to have thought of all points you are going to make in your chapter, however some food for thought - How might breathing exercises help with pain management?
What psychological theory(ies) can help to understand and explain this topic? Broadly speaking, physiological theory/theories make sense. But perhaps also consider e.g., cognitive perspectives?
What is the main research in this area?
Let me know if I can do anything else to support the development of this chapter.
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.
Excellent – at least three different types of contributions with direct link(s) to evidence
At least one contribution has been made and summarised with indirect link(s) to evidence
If adding the second or subsequent link to a page (or a talk/discussion page), create a direct link like / 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.
None summarised on user page with direct link(s) to evidence – this was covered in Tutorial 03. Looking ahead to the book chapter submission, see how to earn marks for social contributions.
Latest comment: 1 month ago1 comment1 person in discussion
Hi!
Really interesting chapter, wanted to give a few thoughts and suggestions I had going through it.
One thing to make sure of is having the capitalisation correct for headings and subheadings, with only the first word having its first letter capitalised and not the following words. I noticed this on a few of the main headings/subheadings, just a minor thing to easily fix up.
Another thing that may help improve the readability a bit is in the Breathing Exercises section . Perhaps presenting the information for the specific benefits as more complete sets of sentences if you can find a way to have them flow together or connect them. Or possibly having some of the information in small tables.
A final suggestion is that you could present your quiz lower down in a box, just to make it look a bit more colorful. Purely a cosmetic point and nothing else, if you wanted to do this though here is the code for it.
{{RoundBoxTop}}
Your quiz information, layout, template etc, as you have it now
{{RoundBoxBottom}}
Then just change the theme in its edit for different colours.
Latest comment: 13 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.
The correct title is used, but the sub-title (or a shortened version of it) is not used, as the name of the presentation. This would help to convey the purpose of the presentation and be consistent.
Provide a written description of the presentation to help potential viewers
Latest comment: 7 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.
The main area for potential improvement is to write using your own words based on reading and citing of the most relevant peer-reviewed academic literature about the topic
I suspect that some of this chapter is based on unacknowledged use of genAI output; if so, it violates academic integrity principles
Overall, the quality of written expression is OK but reads like it has been AI-generated without acknowledgement and the lack citations mean that the work falls below the standard of Level 3 academic work
Figures
Very well well captioned
Use this format for captions: Figure X. Descriptive caption goes here in sentence casing. See example.
Refer to each Figure at least once within the main text (e.g., "(see Figure 1)")
Citations use basic APA style (7th ed.). To improve:
If there are three or more authors, cite the first author followed by et al., then year. For example, either:
Two uses 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.
One use of figure(s)
No use of table(s)
One use of feature box(es)
Very good use of scenarios, case studies, or examples
No use of quiz(zes) and/or reflection question(s)
No use of interwiki links in the "See also" section
No use of external links in the "External links" section