peer review task I need you to to do the survey I will send the questions in it and you will have to choose the level form (very poor ,poor, average ,good, great) and a comment (feedback for each one) there is 5 posters you will need to review will send them
Peer review assessment - Internal/Externals 23/9/19, 6)00 pmPeer review assessment - Internal/Externals Page 1 of 4https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976 My home / Units / BIOL260_SHFYR_2019_ALL_U / Peer Review Assessment / Peer review assessment - Internal/Externals / Assessing example submission BIOL260 Science of Sex Peer review assessment - Internal/Externals Assessed example submission Example 1 with no comments.pdf Instructions for assessment Please review and grade the five posters as a pair. You should grade the posters with respect to the criteria listed. Constructive comments are welcome, but not compulsory. You should be as honest and accurate as possible because your ability to grade these posters (compared to other students and the convenor) will determine your mark for this assessment. Assessment form TITLE: Title is appropriate and large TITLE: Author name and affiliation given and correct INTRO: Background coverage is adequate INTRO: Hypothesis/objective is clearly stated Example 1 Your assessment by Amanuel Assefa Not assessed yet Criteria Levels Very Poor Very Poor Very Poor Very Poor https://ilearn.mq.edu.au/my/ https://ilearn.mq.edu.au/course/index.php https://ilearn.mq.edu.au/course/view.php?id=35828 https://ilearn.mq.edu.au/mod/workshop/view.php?id=5108374 https://ilearn.mq.edu.au/pluginfile.php/5699065/mod_workshop/submission_attachment/51839/Example%201%20with%20no%20comments.pdf?forcedownload=1 https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976# https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976# https://ilearn.mq.edu.au/user/view.php?id=227879&course=35828 https://ilearn.mq.edu.au/user/view.php?id=227879&course=35828 23/9/19, 6)00 pmPeer review assessment - Internal/Externals Page 2 of 4https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976 INTRO: Other literature is used and cited appropriately INTRO: Format/order of info is correct METHODS: All methods are clearly stated METHODS: All methods are sufficiently but succinctly stated RESULTS: Appropriate textual description of all data RESULTS: All figs and tables are referenced in text and have captions RESULTS: Figure and table captions are complete RESULTS: Figures are accurate and of high quality RESULTS: Statistical analyses included and accurate DISCUSSION: Data are discussed appropriately DISCUSSION: Discussion is related to literature cited in the intro DISCUSSION: Additional literature is used and cited appropriately DISCUSSION: Conclusions are clearly related to the aim/hypothesis REFERENCES: Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor 23/9/19, 6)00 pmPeer review assessment - Internal/Externals Page 3 of 4https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976 Overall feedback REFERENCES: Appropriate no. of refs used & listed REFERENCES: References used in-text and on photos REFERENCES: Referencing style correct APPEARANCE: Figs are sized appropriately APPEARANCE: Colour/contrast is acceptable and pleasant APPEARANCE: Format of sections is logical APPEARANCE: Poster is pleasant to look at APPEARANCE: Type is large enough and readable SPELLING: Spelling and grammar are correct Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor Very Poor Feedback for the author Path: p Paragraph Styles Attachment Maximum size for new files: 200MB, maximum attachments: 7 ! " Files # $ % javascript:; javascript:; javascript:; javascript:; javascript:; javascript:; javascript:; javascript:; javascript:; javascript:; javascript:; javascript:; https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976# https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976# https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976# https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976# https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976# https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976# 23/9/19, 6)00 pmPeer review assessment - Internal/Externals Page 4 of 4https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976 © Copyright Macquarie University | Confidentiality & Privacy Statement You are logged in as Amanuel Assefa (Log out) Files You can drag and drop files here to add them. Save and close Save and continue editing Cancel General iLearn or IT question? help.mq iLearn info Library Handbook Unit Guides Learning and Teaching Policies Security Confidentiality & Privacy Statement Students iLearn Quick Guides for students General question? ask.mq IT Information (printing, iLab, technologies) Student life - help and advice Email eStudent Student Policy Gateway Staff iLearn Quick Guides for staff L&T Workshops and services iTeach (iLearn & unit guides setup) Echo360 Lecture Recordings Info TEDS (evaluation surveys) http://www.mq.edu.au/iLearn/student_info/confidentiality.htm https://ilearn.mq.edu.au/user/profile.php?id=227879 https://ilearn.mq.edu.au/login/logout.php?sesskey=kKv0MFu4QP https://ilearn.mq.edu.au/mod/workshop/exassessment.php?asid=266976# http://help.mq.edu.au/ http://help.ilearn.mq.edu.au/ http://www.mq.edu.au/on_campus/library/ http://handbook.mq.edu.au/ http://unitguides.mq.edu.au/ https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central http://www.mq.edu.au/security https://ishare.mq.edu.au/prod/file/dbc1a9c8-7bcd-4a60-a4a1-f46ab50af7b2/1/iLearn%20Confidentiality%20and%20Privacy%20Collection%20Statement.pdf https://students.mq.edu.au/support/study/tools-and-resources/ilearn/ilearn-quick-guides-for-students http://ask.mq.edu.au/ http://students.mq.edu.au/it_services/ http://students.mq.edu.au/support/ https://mail.google.com/ https://student1.mq.edu.au/ https://students.mq.edu.au/support/study/student-policy-gateway https://staff.mq.edu.au/teach/learning-technologies-and-spaces/teaching-technologies-and-tools/ilearn/ilearn-quick-guides-for-staff https://staff.mq.edu.au/teach/learning-technologies-and-spaces/teaching-technologies-and-tools/ilearn/ilearn-training-and-workshops https://iteach.mq.edu.au/ https://staff.mq.edu.au/teach/learning-technologies-and-spaces/teaching-technologies-and-tools/ilearn/lecture-recordings https://staff.mq.edu.au/teach/design-for-learning/teaching-evaluation Bird (Starling) M ating preference of the fem ales depends on m ale’s hym n in Sturnus vulgaris (S. vulgaris) H a Thanh N guyen D epartm ent of Biological Sciences, M acquarie U niversity, Australia . R eferences: R iters, L.V , Stevenson, S,A , D eV ries, M S & C ordes, M ,A 2014,R ew ard associated w ith singing behavior correlates w ith opioid-related gene expression in the m edial preoptic nucleus in m ale European starlings.PloS one,9(12),p.e115285. Spencer,K ,A ,Buchanan,K ,L,G oldsm ith,A ,R & C atchpole,C ,K 2004,D evelopm entalstress,socialrank and song com plexity in the European starling (Sturnus vulgaris).Proceedings ofthe R oyalSociety ofLondon.Series B: BiologicalSciences,271(suppl_3),pp.S121-S123. Introduction R esults M ethodology D iscussion and C onclusion G eneral feature: European starling (S. vulgaris), a bird of low land, belongs to Sturnide fam ily, characterized by iridescent glossed feathers and coloured legs (red, brow n,etc.)(Figure 1) M ating feature: M ales can produce vocal m im ics for m ore than 18 different frequency forattracting fem ales (Spenceretal.2004) A im : D eterm ining the relationship betw een the fem ale m ating preference and song pitched by m ale in Sturnusvulgaris • 36 identicalnestboxes seton study site • M ale & fem ales caught and m arked w ith unique w ing tags • Tagged m ale singing recorded • M alescategorized according to frequency • Fem ales preference for m ale’s song pitch recorded Figure 1: S.vulgaris (Source: A W D , 2014) • Based on paired t-test result, the fem ale m ating preference is significant (p=0.004; w here t=-4.5; df=6)(G raph 1) • M ales producing high frequency song are m ore preferable by fem ale Birdsong com prise vocal sequence that attracts m ates and repel com petitors during the m ating season (Riters etal.2014). A bility to sw itch the frequency ofsong actas attractive characteristics as fem ale tend to m ate w ith m ale w ho has ability to sw itch m ore frequency (Spenceretal.2004). O verall, song frequency in m ale determ ines fem ale m ating preference in S. vulgaris Flat Lizard_Yiran Shang W hich O ne D oes Lizard Like, Large or Sm all? Yiran Shang D epartm ent of Biological Sciences, M acquarie U niversity, Australia Introduction Body size has alw ays been an im portant m easurem ent for insects, as w ell as for Platysaurus broadleyi (Exhibit 2). It is an im portant feature because it is closely related to natural selection and evolution (Chow n, 2010). According to a research experim ent, no m atter w hich species the fem ales belong to, m ales tend to select fem ales w ith large body size (W ym ann & W hiting, 2003). Therefore, in general, the above tw o researches indicates that the size of fem ale is one essential factor w hen m ales considers to choose m ates. A im To test the relationship betw een the tw o variables: the size of fem ale (being independent variable) and m ale’s choice (being dependent variable). M ethod • Choose 20 longest fem ale lizards out of 50 to form group L, 20 of the shortest fem ales to form group S • A cham ber that is divided into three parts • Put one longer fem ale into one part and one shorter fem ale into another, leave the third part for 20 m ale lizards to enter and select their m ates • Selection of size from m ale and fem ale body sizes w ill be recorded and com pared Exhibit 1: C om parison of m ale choice in S group and L group R esult There is significant difference, at 5% significance level, in the selected fem ale’s body size betw een. Critical value at 10.26 degree of freedom is -1.8110, higher than t = -2.95, m eaning that the body size of chosen fem ale is significantly sm aller rather than larger. (df=10.26, critical=-1.8110>t=-2.95) P value from Fisher test is less than 0.001, also proves that the selected fem ale is significantly sm all at 5% significance level. Therefore, m ale lizard like to choose fem ales of larger body m ore than those of sm aller body, and body size is one significant factor for m ale w hen selecting m ating partners. (T-test: p=0.001<0.05) c onclusion supported by the statistical outcom e in the experim ent, there is significant relationship betw een the size (large and sm all)of fem ale body and m ale choice. m ale tend to choose fem ales of larger size. sam e result also can be searched from another research. another study from other scholar show s that, as the body length of fem ale becom e longer, m ore m ale w ill go chase after and m ate w ith them (w hiting, 1999). therefore, according to the experim ent above and supported by the scholar’s research, body size of fem ale lizard is one significant factor that m ale lizard use w hen selecting m ates. r eferences • chow n, s.l. and g aston, k .j., 2010. body size variation in insects: a m acroecological perspective. biological review s, 85(1), pp.139-169. • w ym ann, m .n . and w hiting, m .j., 2003. m ale m ate preference for large size overrides species recognition in allopatric flat lizards (platysaurus broadleyi). acta ethologica, 6(1), pp.19-22. • w hiting, m .j. and batem an, p.w ., 1999. m ale preference for large fem ales in the lizard platysaurus broadleyi. journal of h erpetology, 33(2), pp.309- 312.exhibit 2: platysaurus b roadleyi standing on the ground photo: tropical h obbies w ebsite kuo wang-poster-false garden mantid you are w hat you eat: eat m ore, g row stronger introduction the false garden m antid (pseudom antis albofim briata) (figure i) is a m oderate insect com m only seen in australia (allen et al. 2011). previous study dem onstrated that in the case of this species, the lack of resource during c="" onclusion="" supported="" by="" the="" statistical="" outcom="" e="" in="" the="" experim="" ent,="" there="" is="" significant="" relationship="" betw="" een="" the="" size="" (large="" and="" sm="" all)of="" fem="" ale="" body="" and="" m="" ale="" choice.="" m="" ale="" tend="" to="" choose="" fem="" ales="" of="" larger="" size.="" sam="" e="" result="" also="" can="" be="" searched="" from="" another="" research.="" another="" study="" from="" other="" scholar="" show="" s="" that,="" as="" the="" body="" length="" of="" fem="" ale="" becom="" e="" longer,="" m="" ore="" m="" ale="" w="" ill="" go="" chase="" after="" and="" m="" ate="" w="" ith="" them="" (w="" hiting,="" 1999).="" therefore,="" according="" to="" the="" experim="" ent="" above="" and="" supported="" by="" the="" scholar’s="" research,="" body="" size="" of="" fem="" ale="" lizard="" is="" one="" significant="" factor="" that="" m="" ale="" lizard="" use="" w="" hen="" selecting="" m="" ates.="" r="" eferences="" •="" chow="" n,="" s.l.="" and="" g="" aston,="" k="" .j.,="" 2010.="" body="" size="" variation="" in="" insects:="" a="" m="" acroecological="" perspective.="" biological="" review="" s,="" 85(1),="" pp.139-169.="" •="" w="" ym="" ann,="" m="" .n="" .="" and="" w="" hiting,="" m="" .j.,="" 2003.="" m="" ale="" m="" ate="" preference="" for="" large="" size="" overrides="" species="" recognition="" in="" allopatric="" flat="" lizards="" (platysaurus="" broadleyi).="" acta="" ethologica,="" 6(1),="" pp.19-22.="" •="" w="" hiting,="" m="" .j.="" and="" batem="" an,="" p.w="" .,="" 1999.="" m="" ale="" preference="" for="" large="" fem="" ales="" in="" the="" lizard="" platysaurus="" broadleyi.="" journal="" of="" h="" erpetology,="" 33(2),="" pp.309-="" 312.exhibit="" 2:="" platysaurus="" b="" roadleyi="" standing="" on="" the="" ground="" photo:="" tropical="" h="" obbies="" w="" ebsite="" kuo="" wang-poster-false="" garden="" mantid="" you="" are="" w="" hat="" you="" eat:="" eat="" m="" ore,="" g="" row="" stronger="" introduction="" the="" false="" garden="" m="" antid="" (pseudom="" antis="" albofim="" briata)="" (figure="" i)="" is="" a="" m="" oderate="" insect="" com="" m="" only="" seen="" in="" australia="" (allen="" et="" al.="" 2011).="" previous="" study="" dem="" onstrated="" that="" in="" the="" case="" of="" this="" species,="" the="" lack="" of="" resource="">