help

1. Makes sounds reference to HoE and the role of meta-analysis and systematic review.  Needed further consideration of peer review and markers of journal quality.  Second half less well argued.  Needed underpinning. 10/20

2.  The core premise that discordance may help us understand modern disease is described (somewhat repetitive).  Examples needed and consideration of  the nature of the evidence.  No underpinning.  4/10

3. Some understanding of core concepts.  No decription of the interrelationship/ links to food insecurity.  No egs, of hidden hunger nor understanding of issues around food quality, quantity, continuity etc..  No mention of dual burden pathways.  No underpinning.  Some misundertanding. 3/10.

4. Inaccurate answer.  Insufficient.  0/5

5. Some appropriate suggestions in response to pt2.  Pt1 not answered.  Not academically supported.  1/5 

18/50

______

6. The is a litte light for 30 marks. mentions a couple of relevant studies (without citation) but with a lack of clarity in the discussion points made.  Doesn't address the question. 7/30

7. Some very good points made but the answer lacks stucture and needs supporting with appropriate citations. Also needs more consideration for stage of disease. 12/20. 

19/50

The abstract is quite vague (e.g. The study objectives were to understand the effects of Covid-19, both positive and negative - what kind of positive and negative effects?). 

You do not include any supportive citations in your introduction - this is also a theme throughout the review. You must support the statements/inferences that you are making with citations from peer reviewed journal articles.

The range of appropriate literature that you use is very limited - you need to include a much wider range of literature (more peer reviewed journal articles) to make the review much more detailed and comprehensive. Sometimes your discussion of the literature is vague and needs to include much more depth and detail (e.g. 'There was a significant reduction in average exercise intensity across both genders.' - by how much?). The review is very disjointed and lacks fluency (e.g. under the heading 'change in food intake' you discuss stress and anxiety). There is very little evidence of critical evaluation of the literature - you need to make sure that you are giving sufficient crtical evaluation of the literature that you discuss - what are the strentgths/limitation of the literature base). 

Try to make the review more focussed on nutrition - much of your discussion are about stress/anxiety/physical activity, etc... - I think the review would be easier for you to write by just focusing on nutritional impacts of covid-19. 

Try to improve your academic writing style - this will help with clarity of meaning and also try to avoid the use of emotive language in scientific writing (e.g. 'choked'). 

There was no need to include a methods section - you could use these words to improve your review in other areas. 

Your citation and referencing style is not always in line with APA referencing guidelines - please check these through the refercning support section of the Skills Centre. 

Please make sure that you follow the ‘guidelines for authors’ carefully – you needed to include line numbers.

Further instructions

Task 1 is designed to allow you to demonstrate you have achieved the following module learning outcomes:

Demonstrate a deep understanding of selected topical issues nutrition within the local, national and international arenas.

Critically analyse the connections between, and the complexities of, a range of important nutrition issues.

Interpret and disseminate contemporary nutrition information in order to broaden knowledge in a given topical area.

Critically evaluate the reliability of a range of sources of nutritional information.

Develop learning, communication, and practical skills, and formulate ideas and opinions about nutrition, including those relevant to graduate employment.

Screen cast narrative

Hi and welcome to the Issues in Nutrition Task one screen cast briefing.

0:01

In this session, I will explain the basics of Task one and also show you where to find all the information about Tascon.

0:06

Please note that there will be dedicated sessions to your assessment.

0:14

We will be briefing you and supporting you throughout the module. And if you would like to,

0:18

you can review all of the sessions available under the schedule of today and I'll show you where to access that information in a moment.

0:23

You will now hopefully be familiar with the Blackboard site.

0:30

This is the issues in Nutrition Blackboard site, and you'll see on the left hand menu that we've broken it down into the module,

0:33

your learning assessment and support resources. And so I'm going to take you through some of the assessment space today.

0:39

Predominantly, this first page that will load up does also contain really useful information.

0:47

However, you can, for example, look at the module descriptor.

0:51

You can find out more about the course team, and you can also look at detail about the assessment.

0:55

And this is the case for all of your modules. Will you be able to find the different types of assessment,

1:01

what the weightings are and then what the deadline is and when you can expect your feedback on this module?

1:07

So that's the first piece of information. If you would like to see how we support you, you can go to the schedule of study.

1:13

So under your learning, the scheduler study is in there and it takes you week by week through the module.

1:20

And in this final column here, all of the information about assessment and feedback is available,

1:26

telling you what you'll get from each of the sessions and how it will support your development and your learning throughout this module.

1:31

It will allow you to plan your learning journey through the module, take ownership of the assessment,

1:38

and also interact with the materials in a meaningful and helpful way.

1:43

The sessions that I talk about today relate to not just this module lecture here,

1:50

which is where we're going to start to introduce how the module comes together,

1:57

including the assessment plan, but also the seminar here called Owning Your Issues in Nutrition Assessment Journey, your learning journey.

2:00

And then finally, the workshop in the first week,

2:09

which will give you all of the skills and competencies that you need to be able to make a really good start on your first piece of assessment.

2:13

You will also get the opportunity to discuss your assessment one to one.

2:21

And this is a critical meeting and there will be some preparatory work required for that meeting.

2:25

But you will get feedback from your tutors and then later on in the module, you will start to work through the task to learning activities.

2:29

And these are preparatory tasks, getting you ready for that second task, which is the exam.

2:41

So let's go to the assessment part of the blackboard site. And today we're just going to focus on task one, which is the narrative review.

2:46

So Task one is designed it designed to achieve the learning outcomes, the module that highlighted here in red.

2:54

I won't read them out, but you can read those for yourselves and you can see what it is we're actually trying to assess

3:00

you on and how you will demonstrate that you have achieved those learning outcomes to us.

3:06

The second part of the the site here is that the narrative review assessment brief and what you can see

3:12

here is all the detail that you need telling you about what a narrative review is and how it works.

3:21

And if you come to the assessment owning your learning journey session in week one,

3:26

I will tell you more about narrative views and how you're going to undertake this task.

3:31

You will undertake the task individually. It's a 1500 word narrative review, which is a type of literature review.

3:36

Don't overthink it. It's just a type of literature review and it's probably the type you're most familiar with.

3:43

It's worth 50 percent of the marks, the module. And we've got some support resources in here for you.

3:48

We would ask that you consider that no one does, no module retrieval for this task.

3:55

And number two, you will be designing your own question.

4:00

And this is to enable you to really own this assessment, to explore something that you're passionate about or interested in.

4:03

But we have given you some guidance on how to structure that question so that you can make the very best job of it.

4:10

One thing we would say is that you do need to get that approved. You need to work with your tutor to make sure that your question is answerable.

4:16

And that gives sufficient depth and detail to score a good mark at level six.

4:23

So the example we've given here is critically review representative literature from recent

4:27

years linking a contemporary data feature with a measurable health or social outcome.

4:32

And of course, you will need to tweak that wording so that it represents your question and the question that you're going to answer.

4:38

Don't forget, whilst you're answering the question,

4:46

you will need to give due consideration to the types of research methods that have been used within the field of study and,

4:48

of course, the strengths and limitations of those research methods and also how the chosen dietary exposure could affect the outcome.

4:55

So what is the means by which we see, in effect, what is the mechanism of action?

5:03

And for a very scientific topic that might be something physiological, for something more consumer driven,

5:08

it could be a psychological state or it could be about upbringing or habits or environment.

5:14

So you will be able to find all the details that you need here.

5:20

And one of the critical things that you need to be aware of is that there are attached documents to this section of the website.

5:23

The first one you need to read in detail, which is the guide for authors now, the guide for authors.

5:29

When you open that, you will see that this is a a word document that outlines the specifics about how you will prepare your narrative review.

5:34

So inevitably, when you have questions, you will see that most of these questions have been answered here in the document and you will

5:46

be able to fulfil the requirements of the assessment task without seeking any further guidance.

5:53

These these principles, this guide for authors have been put together based on the types of guides for authors that we see in general publications.

5:59

And this is the kind of thing we work to all the time.

6:08

And you will see there are general principles, including word count and so on, some detail about including line numbering and the use of headings.

6:11

What to include on your title page, how to use the referencing techniques that are required of you, queries about abbreviations,

6:20

figures and tables, the fact there should be no appendices, and then how to go about submitting the work as well.

6:29

So all of the detail that you need about how to prepare this manuscript can be found within that document.

6:37

The second document here is the assessment and feedback grid.

6:45

Now, this is the way in which we communicate how well you have met the learning

6:50

outcomes and we would typically do this at the time that we release your grade.

6:56

And you can see that this assessment grade is based around the BSEE awarding category.

7:01

So first or second, lower second, etc., but that there are categories of performance here,

7:09

and this is based on the university standard assessment grade and we will be

7:14

using categorical grades to award you a final mark for this task at task level.

7:20

You'll see that the dominant part of the work is about how you choose and discuss, critically, evaluate and reference the sources that you use.

7:27

And there's lots of things to take on board there. And then there is 20 percent of the marks.

7:39

So a much smaller proportion of the marks available for how you actually communicate with us.

7:44

And of course, communication is critical. It's one of the learning outcomes for the module and we will need to test you on that.

7:49

So thinking really carefully about how you are going to demonstrate that you have achieved these learning outcomes using this grid.

7:56

And this is the kind of thing I would have printed out and pinned on your PIN board next to

8:05

your laptop so that you can constant refer to it whilst you're preparing your manuscript.

8:10

So I've identified for you where to get support and at what stage you should be at for each of the the weeks of the schedule of study.

8:17

I've also told you how to find information about the assessment task.

8:30

And I have in addition to that, I'm showing you how to use the guide for authors and the assessment.

8:36

The other document I want to draw your attention to is this one here, which is the template for one to one meetings.

8:43

Now, this template is a requirement of your once one meeting, which will happen in either week 14 or 15, depending on when you've been scheduled.

8:50

And it is it's a requirement that you keep this document up to date and that

8:58

you bring it and screen share it at your meeting so that we can discuss it.

9:03

And you will see that it is quite substantial. It's not something that can be done overnight.

9:07

You need to be keeping this document current right from the outset of the module and you are

9:13

required to review with those all of the different proposals you have around topic areas.

9:18

What reading you've done so far to support that, how are you going to structure the work?

9:24

And that needs to be meaningful for paddlings, not just introduction, for example, what questions you already have at this stage.

9:30

And then we are asking you to complete account charts simply by filling in the boxes here,

9:39

selecting a colour that you want to use and showing us that you have done a certain amount of work per week and

9:46

then planning the rest of the time that you have on the module out so that you can hit the required deadline,

9:56

which of course is the twenty ninth of November before 3:00.

10:05

So please make sure that this document is kept up to date and that this document is

10:11

brought to that meeting with your tutor in readiness for us to give you some feedback.

10:16

We've included here as well a narrative review. U.S. so frequently asked questions.

10:24

There's a brilliant piece of work that's been done by our specialist library team who support the food and nutrition group.

10:29

And they have put together a literature search best practise part of that website, which is specifically aimed at food and nutrition students.

10:36

And it's really excellent. So I would encourage you to have a look at that. And there are also some links here to questions that you may already have.

10:44

The submission of your work is via the blackboard submission point and turn it into a submission point,

10:54

which can be found by scrolling to the bottom of the page.

11:01

Finally, before we move away from this, I just want to show you this section of the blackboard site, which is the assessment support resources.

11:05

And you will see in here that if you're struggling, there are links to an exercise to practise academic writing.

11:15

There are links to detail around avoiding plagiarism, which, of course, is critical and have to reference.

11:23

We're now using API seven and then, of course,

11:29

links to book on to the fabulous skill centre sessions that you can book into on critical writing and so on.

11:32

And in addition to that,

11:39

there is a peer to peer assessment discussion board where you can either choose the narrative review of the exam to pose questions to you,

11:40

your peers, and you can answer those questions between you.

11:48

And we will dip in and moderate that chat as well. So do use that as a way to explore any queries that you might have in relation to your assessment.

11:52

So that brings me to the end of this screen cast.

12:03

Hopefully it's giving you a very brief introduction to Task one, but rest assured, in week ten, we'll be doing task one in a lot more detail.

12:07

And I can't wait to discuss your ideas with you. Thanks for listening.