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AQ 12/3 Draft

Submitted by atquang on Tue, 12/03/2019 - 00:06

DefB103 shows that we have do not have 3 G’s in a row, (shown in Figure 3). Since the data gets messy after the 2 G’s, we are favorable for the deletion and can conclude that our dog does not have wild-type DefB103 gene. However, at the third G, there is a heterozygous peak (A/G): there is one copy of the DNA strand that has the 5 G’s in a row, while another copy of DNA does not have 5 G’s in a row. Having a copy of both 5 Gs and 2 Gs means that we can conclude that we are heterozygous for β-Defensin, so our dog’s genotype is KB/kY at the K locus.

Schmutz and Dreger (n.d.) provide a table that answers the “phenotypes produced by the genotype interactions of ASIP, DEFB103, and MC1R in dogs.” Understanding that our dog has no e allele for MC1R, no ay allele for ASIP, and is heterozygous for DEFB103, we can look at the table to predict our dog’s phenotype. Figure 6 shows the table that presents our dog’s genotype.



From this table, we can conclude that our dog’s phenotype has a black coat with black lips and a black mouth.

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Citations - Slime moulds

Submitted by zalam on Fri, 10/18/2019 - 14:04

Reid CR, Latty T. Collective behaviour and swarm intelligence in slime moulds Gibbs K. FEMS Microbiology Reviews [Internet]. 2016 ;40(6):798 - 806. Available from: https://academic.oup.com/femsre/article-lookup/doi/10.1093/femsre/fuw033http://academic.oup.com/femsre/article-pdf/40/6/798/10741808/fuw033.pdf

Evangelidis V, Jones J, Dourvas N, Tsompanas M-A, Sirakoulis GCh., Adamatzky A. Physarum machines imitating a Roman road network: the 3D approach. Scientific Reports [Internet]. 2017 ;7(1). Available from: http://www.nature.com/articles/s41598-017-06961-yhttp://www.nature.com/articles/s41598-017-06961-y.pdfhttp://www.nature.com/articles/s41598-017-06961-yhttp://www.nature.com/articles/s41598-017-06961-y.pdf

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Cigarette Smoking and Diabetes

Submitted by dfmiller on Fri, 10/18/2019 - 13:56

Journal:

Duncan A, Heyer MP, Ishikawa M, Caligiuri SPB, Liu X-an, Chen Z, Di Bonaventura MVittoria M, Elayouby KS, Ables JL, Howe WM, et al. Habenular TCF7L2 links nicotine addiction to diabetes. Nature [Internet]. 2019 ;574(7778):372 - 377. Available from: http://www.nature.com/articles/s41586-019-1653-xhttp://www.nature.com/articles/s41586-019-1653-x.pdfhttp://www.nature.com/articles/s41586-019-1653-x.pdfhttp://www.nature.com/articles/s41586-019-1653-x

Review:

Yammine L, Kosten TR, Pimenova M, Schmitz JM. Cigarette smoking, type 2 diabetes mellitus, and glucagon-like peptide-1 receptor agonists as a potential treatment for smokers with diabetes: An integrative review. Diabetes Research and Clinical Practice [Internet]. 2019 ;149:78 - 88. Available from: https://www.ncbi.nlm.nih.gov/pubmed/30735771

 

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Seed Germination and Plant growth rates

Submitted by nskinner on Fri, 10/18/2019 - 13:56

ABBASI, F. F. et al. Priming Comparison of Corticated and Decorticated Mango Seeds for Productive Seedling Rootstocks. Pakistan Journal of Agricultural Sciences, [s. l.], v. 56, n. 4, p. 839–846, 2019. Disponível em: <https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=138410793&.... Acesso em: 18 out. 2019.

 

 

Emerging technology applications for improving seed germination
Rifna E.J., Ratish Ramanan K., Mahendran R.
(2019)  Trends in Food Science and Technology,  86 , pp. 95-108.

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citations using bioinformatics

Submitted by ziweiwang on Fri, 10/18/2019 - 13:55

These articles are about using bioinformatic in order to identify targets for drugs and drug resistance using data that was previously obtained and stored in the databases. 

 

Musa A, Ghoraie LSoltan, Zhang S-D, Galzko G, Yli-Harja O, Dehmer M, Haibe-Kains B, Emmert-Streib F. A review of connectivity map and computational approaches in pharmacogenomics. Briefings in Bioinformatics [Internet]. 2017 :bbw112. Available from: https://academic.oup.com/bib/article-lookup/doi/10.1093/bib/bbw11

 

Huang R, Gu W, Sun B, Gao L. Identification of COL4A1 as a potential gene conferring trastuzumab resistance in gastric cancer based on bioinformatics analysis. Molecular Medicine Reports [Internet]. 2018 . Available from: http://www.spandidos-publications.com/10.3892/mmr/http://www.spandidos-publications.com/10.3892/mmr/downloadhttp://www.spandidos-publications.com/10.3892/mmr.2018.8664
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Citations for Proposal Project (Eye color in a population)

Submitted by nkantorovich on Fri, 10/18/2019 - 13:52

1: Salvoro, Cecilia, et al. “Performance of Four Models for Eye Color Prediction in an Italian Population Sample.” Forensic Science International: Genetics, vol. 40, 2019, pp. 192–200., doi:10.1016/j.fsigen.2019.03.008. 

doi:https://doi.org/10.1016/j.fsigen.2019.03.008

2:Denton Bobeldyk, Arun Ross, "Analyzing Covariate Influence on Gender and Race Prediction From Near-Infrared Ocular Images", Access IEEE, vol. 7, pp. 7905-7919, 2019.

doi:10.1109/ICB2018.2018.00026

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Bibliographic references: Slime Molds

Submitted by ashorey on Fri, 10/18/2019 - 13:48

Schenz D, Nishigami Y, Sato K, Nakagaki T. Uni-cellular integration of complex spatial information in slime moulds and ciliates. Current Opinion in Genetics & Development [Internet]. 2019 ;57:78 - 83. Available from: https://www.ncbi.nlm.nih.gov/pubmed/31449977

Reid CR, Latty T, Dussutour A, Beekman M. Slime mold uses an externalized spatial "memory" to navigate in complex environments. Proceedings of the National Academy of Sciences [Internet]. 2012 ;109(43):17490 - 17494. Available from: http://www.pnas.org/cgi/doi/10.1073/pnas.1215037109https://syndication.highwire.org/content/doi/10.1073/pnas.1215037109

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Robotic Vitreoretinal Surgery

Submitted by mlabib on Fri, 10/18/2019 - 13:48

Citation: Pitcher JD, Wilson JT, Tsao TC, Schwartz SD, Hubschman JP (2012) Robotic Eye Surgery: Past, Present, and Future. J Comput Sci Syst Biol S3:001. doi:10.4172/jcsb.S3-001

Channa, Roomasa, et al. “Robotic Vitreoretinal Surgery.” Retina (Philadelphia, Pa.), U.S. National Library of Medicine, July 2017, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5441978/ doi: 10.1097/IAE.0000000000001398

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Proposal paper citations - leaf miners

Submitted by semans on Fri, 10/18/2019 - 13:47

Gripenberg S, Mayhew PJ, Parnell M, Roslin T. A meta-analysis of preference-performance relationships in phytophagous insects. Ecology Letters [Internet]. 2010 ;13(3):383 - 393. Available from: http://blackwell-synergy.com/doi/abs/10.1111/ele.2010.13.issue-3http://doi.wiley.com/10.1111/j.1461-0248.2009.01433.xhttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fj.1461-0248.2009.01433.x

 

Chew FS. Coevolution of Pierid Butterflies and Their Cruciferous Foodplants. II. The Distribution of Eggs on Potential Foodplants. Evolution [Internet]. 1977 ;31(3):568. Available from: https://www.jstor.org/stable/2407522?origin=crossref

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Exploratory Data Analysis

Submitted by sbrewer on Fri, 10/18/2019 - 12:45

 

  • Install R and Rcmdr.
  • Refer to R Commander Installation Notes for details: http://socserv.socsci.mcmaster.ca/jfox/Misc/Rcmdr/installation-notes.html
    • Only use binary sources
    • One a Mac, be sure to turn off "App Nap" (until "Tools" menu.)
  • Import the data:
    • In Rcmdr. under “Data” menu “Import data” from “text file”
    • Set the “Field Separator” to “Commas”.
    • Navigate to the CSV file and select it.
    • Click the “Edit data set” button to open the data set in a window.
    • Make a note of all outliers (to put in the legend of the figure).
    • Click on the number of each row with an outlier, then right-click and “Delete current row”.
    • Click OK to save edited data set.
  • Under “Graphs” choose “Scatterplot matrix...”
    • Select all three variables.
    • Click “Plot by groups”, select Gender, and click OK.
    • Click “Options” and select the checkbox for Least-squares line and click OK.
    • Check for outliers and repeat as necessary.
  • Each student independently choose one pair of variables to report in a scatter plot
    • Choose independent and dependent variables
    • Click “Plot by groups”, select Sex, and click OK.
    • Click “Options” and select the checkbox for Least-squares line and click OK.
    • Save as PDF (use this for posters)
    • Convert to PNG (use this to post at website)
    • Post as Image: write legend that includes title, description, and reports outliers.
    • (If time available, report relevant statistics, e.g. means, linear regression, or one-way ANOVA)

GIYF and here is a book for additional assistance: https://stellmack.dl.umn.edu/sites/g/files/pua2461/f/media/_the_rcmdr_gu...

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Comparison of METHODS example 22.

Submitted by bkrislov on Fri, 09/27/2019 - 15:26

Similarities:

The plant in panel A of both figures can be deduced to be the same plant. It is a small potted plant with brown coloring to the leaves. Both figures have the same chart on the wall to the left of the plant, and background window behind. The pattern on the leaves of the plant are identical as well as the matching position of the leaf formations. Both figures have a ruler placed to the left of the plant to allow for height estimation of the fauna. The picture in both figures is oriented horizontally.

Panel B is a different plant from panel A, and again is the same plant from figure to figure. It is a potted plant with white color alteration to the center of the leaves. There is a wooden flat top in front of the potted plant, as well as a lowered dirt section between the flat top and the windowsill behind. Again the ruler is to the left of the potted plant, and both figures can be viewed to identify matching key descriptive factors (coloration of the leaves, position and overhang of the plant above the pot, leaf distribution) that confirms both figure makers have found the same plant. In both figures the picture is oriented vertically.

Panel C for both figures is a final, third plant that has a purple color tinting the leaves. The plant seems to have much more purple color on the leaves towards the top of the plant, and more traditional green towards the bottom. Both figures have matching plants, framed by the dark wooden flat top in front, a lowered dirt enclosure and a windowsill behind.  In this photo there is a tan clay pot to the back left of the plant, and the positioning, coloration and leaf health (holes and damage) match from plant to plant. There is a tag on the wooden flat top in front of the plant, that would most likely list the species of plant but it is not legible in either photograph. Its position in relation to the plant is identical in both figures. A ruler for height estimation is off to the left of the plant in both figures. 

Differences:

Panel A is taken from a much closer and lower angle to the plant. The pot is visible in the second figure, and not in the first. A human hand is visible holding the ruler on the left in the first Figure, while the second Figure is not suspended by anything in frame. The wooden flat top that is present in front of all of the plants is not visible in panel A of Figure 1, neither is the lowered dirt enclosure. Some of the lower leaves are not visible in the 1st Figure that are visible in the 2nd. Additionally, a tan wooden windowsill is visible behind the plant.

The photos for panel B are taken from opposing angles, the plant viewed from the right in Figure 1 and from the left in Figure 2. Figure 2 is taken from further back, and there is a tan potted plant visible to the right behind the center plant. The bars on the window behind are much more visible in Figure 2, and there is a name tag taped to the wooden flat top visible.

Panel C is notably different in that Figure 1 is a vertically oriented photograph and horizontal in Figure 2. The ruler is mostly obscured and out of frame in Figure 1, and the photographs are taken from different directions. Figure one is taken from the front, right side of the plant and Figure 2 is taken from the left. This changes what is visible, and the potted plant inthe background is much more visible in Figure 2.

Overall the picture quality is also different, with much higher saturation and fuzziness to the image quality of Figure 1. Figure 2 is much sharper, and has a colder image effect with more blue light hues than yellow. In all photos in Figure 2 they are taken from approximately the same difference from the subject, where the subjects in Figure 1 are variable from panel to panel. These may be attributed to camera type or quality, and hand dominance of the photographer. The demarcation of panels in Figure 1 and 2 is relatively the same in both figures, but consistently Figure 1 seemed slightly higher on the panel placement.

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Observation and Inference

Submitted by semans on Fri, 09/27/2019 - 15:21

Observations:

  • Lighting

    • Lighting is whiter and brighter in the right hand (RH) figure

    • Lighting is yellower and darker in the left hand (LH) figure

  • Background

    • Wooden surface and white wall as background in RH figure

    • Yellow-white surface as background in LH figure

  • Ruler type

    • Stainless steel ruler in RH figure

    • Blue plastic ruler in LH figure

  • Natural differences

    • Egg colour and texture

    • Apple colour 

    • Pinecone staining and size

  • Perspective

    • More of a frontal perspective in RH figure images relative to LH figure images

    • More of a top-down angle in LH figure images relative to RH figure images

  • Labels

    • RH figure labels are smaller and don’t have parentheses

    • LH figure labels are larger and have parentheses. 

    • RH figure labels are aligned to top left corners of each image

    • LH figure labels are not aligned but vaguely placed in top left corners of each image

 

  • Size

    • Lower right hand corner image in RH figure is squished relative to other images in the figure.

    • Lower right hand corner image in LH figure is not as squished as analog in RH figure but is on a smaller scale than the rest of the images in the figure. 

Inferences:

  • Picture inferences

    • Different objects were probably used as the subjects between the RH and LH figure, accounting for the differences in their respective appearances. 

    • A different camera angle accounts for the difference in perspective. The RH figure camera was likely placed more frontal to the objects than in the LH figure. The LH figure camera was likely placed more above the objects than in the RH figure.

    • A different light accounts for the difference in lighting between each figure. 

    • Different rulers likely account for the differences in ruler appearance between each figure. 

    • Different rooms likely account for the differences in background. Rooms are made differently and this could account for the cream background in the LH figure versus the wood surface and white wall background in the RH figure.

  • Layout inferences

    • The methods likely didn’t specify how the labels were made which plausibly explains why the labels are different between the RH and LH figure. Alternatively, the methods weren’t followed leading to different labels. 

    • A different picture orientation could account for the widthwise squishing observed between panel C in the LH figure relative to the RH figure. 

 

The lighting is whiter and brighter in the right hand (RH) figure images relative to the left hand (LH) figure images. The lighting in the LH figure images is yellower and dimmer. The lighting in the pictures of both figures shines downwards on the pictures’ subjects. The background in the RH figure is a wooden surface and a white wall whereas the background in the LH figure is a cream coloured surface. A stainless steel ruler is used for scale in the RH figure but a blue, plastic ruler is used for scale in the LH figure. There are some natural differences between the two figures. Between each figure, the egg colour and texture differ, the pinecone staining differs, and the apple colour differs slightly. The pictures in the RH figure had a more frontal perspective relative to the LH figure. Relative to the RH figure the LH figure pictures were taken from a more top-down perspective. The labels of the RH figure are smaller than the LH figure labels and lack the parentheses found in the LH figure labels. Additionally, the RH figure labels appear to be aligned in the top left corner of each image whereas the LH figure labels have been vaguely placed in the top left corner of each image. The lower right hand corner image in the RH figure is squished widthwise relative to the other images in the figure. The lower right hand corner image in the LH figure is not squished as the analog in the RH figure but is nonetheless on a smaller scale than the rest of the images in the LH figure. 

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figure 3

Submitted by ziweiwang on Fri, 09/27/2019 - 15:17

One of the major catergory of difference that makes the photos look different or simmilar is what is in the picture. In the example given for example, the things that the most different is the weather one of the picture is clearly taken at a sunny day and the other is taken at a cloudy windy day. Another thing that is noticable is that one of the picture has people in it and the other does not. Another thing that is diffferent and would cuase the photos to be quite different is perspective. The place where the picture was taken is slightly different and the angle that it is taken from, again is slightly different. Becaus of thsese slight differences, it can be seen that one of the picture includes the library, others don't. In one picture the tree is closer compared to the other photograph.Another catergory of difference is how  the picture is organized. One of the figure has large borders, and the other does not. One has  large clear lettering and the other does not. One have black arrows and the other have blue arrow that is relatively hard to see against the blue background. The last catergory of difference is much less noticable, is the quality of the picture. some of the puicutres are more grainier than the other.

 

The inference for the first type is that the picture was taken by different people at different time, the secound type is due to the fact that the agle that the camera is being held is different. the third catergory is due to difference in how the picture are formatted and the forth type is due to the fact that they used a differnet camera.

 

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outline

Submitted by nkantorovich on Fri, 09/27/2019 - 15:02

  1. Introductory sentence on the Figure type

    1. Type of figure

      1. Similarities in the figure

        1. Types of photos

          1. Map

            1. There is a map on the bottom of both

          2. Replication

            1. There are two of the same pictures in the figures

          3. Labels

            1. The photos all have the same labels based on where they are located in the figure

          4. Grouping

            1. Both figures grouped the images into groups of three, including a picture of the tree, the flower and a map

          5. Sizing

            1. The pictures within the figures are all sized in the same pattern

      2. Difference

        1. Sizing

          1. The pictures on the right are slightly smaller

          2. The map on the left side is closer up then the one on the right

        2. Map

          1. The maps have different locations highlighted correlation to a different region

        3. Picture angles

          1. The angles of the flower in the pictures is different

    2. Concluding sentence on the figures

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figure 3

Submitted by ziweiwang on Fri, 09/27/2019 - 15:00

One of the major catergory of difference that makes the photos look different or simmilar is what is in the picture. In the example given for example, the things that the most different is the weather one of the picture is clearly taken at a sunny day and the other is taken at a cloudy windy day. Another thing that is noticable is that one of the picture has people in it and the other does not. Another thing that is diffferent and would cuase the photos to be quite different is perspective. The place where the picture was taken is slightly different and the angle that it is taken from, again is slightly different. Becaus of thsese slight differences, it can be seen that one of the picture includes the library, others don't. In one picture the tree is closer compared to the other photograph.Another catergory of difference is how  the picture is organized. One of the figure has large borders, and the other does not. One has  large clear lettering and the other does not. One have black arrows and the other have blue arrow that is relatively hard to see against the blue background. The last catergory of difference is much less noticable, is the quality of the picture. some of the puicutres are more grainier than the other.

 

The inference for the first type is that the picture was taken by different people at different time, the secound type is due to the fact that the agle that the camera is being held is different. the third catergory is due to difference in how the picture are formatted and the forth type is due to the fact that they used a differnet camera.

 

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AQ 9/27 Figure #25 Comparison

Submitted by atquang on Fri, 09/27/2019 - 14:44

Observation

The first difference between the two figures on page 25 includes the difference in length of the stamen, assuming that the picture on the left was the picture that was taken first. The second difference is that the maps in both images do not highlight the same areas. Unlike the leftmost map, almost all of Cuba is not highlighted on the rightmost map. The third difference is that the pictures of the pink leaf do not have the same rotation. The fourth difference that can be seen is that the picture on the right has labeled their photos with letters, while the one on the left has not. The fifth difference is that the photo on the left is more spaced out, while the photo on the right has their pictures less spaced out and evenly spaced in the horizontal and vertical direction.

Inferences

The first difference could be due to the amount of time that was given for the stamen to grow (time between the photos taken). One doubt I have is that the stamen length may be the same, but the angles of the leaf deceive the actual length of the stamen in the leftmost photo. The differences with the image formatting (differences 3, 4, and 5) could be due to inexperience with graphics software (e.g., Inkspace) or laziness. The difference in picture rotation could be due to style preferences, or because the figure was too large to fit.

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Outline of Catagories in Figure 30 Differences

Submitted by nskinner on Fri, 09/27/2019 - 14:39

Center of Flowers:

  • The center of the flowers in the figures differ. In the original (a) the center of the flower is bigger than the non-original (a).
  • In the original figure (b) the center of the flower is more conal shaped and larger than that of the non-original (b).
  • In the original figure (c), the center is larger and pointing to the right corner of the photo. The non-original figure (c) has a smaller, more pointed center pointing to the top left corner of the photo.
  • Figure (d) in the original is only two flower centers without petals but the non-original figure (d) has several flower heads with cones and petals.

Photo Clarity:

  • The original set of photos has better clarity than the second set.

The Ruler

  • In both sets of photos, the ruler is the same and only present in the figure (b). In the original, the ruler is coming from the bottom right corner of the phot and about 2 inches of the ruler is shown extending into the center of the photo. In the non-original photo, the ruler comes from the middle of the bottom of the photo and still shows about 2 inches but it reaches all the way to the right side of the photo.
  • The mom-original photo figure (b) also seems to have a more close up angle of the ruler.

Petals

  • The petals in the original photos differ from the non-original photos. In the originals, the petals in some of the photos are pointed downward whereas the non-original photos have petals that are more radial and ray-like making a circle out of the flower head rather than a cone shape.

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Outline for differences

Submitted by kheredia on Fri, 09/27/2019 - 14:38

This is an outline to organize how differences between these two pictures for #5 be written in paragraph.

Overarching differences throughout

- weather

- camera quality

- labels are different

-arrows are different lengths and widths

Differences in panel a

- locations are different. Different buildings / objects / background

-there are additional plants in view in the first figure

-the first figure is a little bit more zoomed in

Differences in panel b

-less surrounding leaves in the first figure than the second

-the leaves in the first figure are yellow while in the second they are green

Differences in panel c

-background is different; bush and concrete behind figure 1. Grass and bush is absent in figure 2

-figure 1 arrow is pointing to a white spot on the bark

-figure 2 arrow is not pointing to a white spot on the bark

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Page 7 Comparisons

Submitted by ekirchner on Fri, 09/27/2019 - 14:36

Figure Format

  • Descriptions inside frame of figure vs. hanging outside
  • Border between pics vs. no border
  • Aligned images vs. not aligned
  • A, B and C labels consistently placed vs. not
  • Good arrow color contrast vs. blending of arrow into image

Image Quality

  • Consistent lighting vs. sun spots
  • No glare vs. glare
  • Contrasting zoom and frames between images vs. similarity among images within one figure

Camera angle

  • Panel A: One individual leaf vs. bundle
  • Panel B: Camera pointed at trunk vs. pointed more upward
  • Panel C: Smaller frame of trunk vs. including surrounding ground and separate trees

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Differences and Inferences

Submitted by mpetracchi on Fri, 09/27/2019 - 14:28

Figure 17.

Panel A Dif

Shadows

  • Time of day picture taken

Size of images/ stretching

  • Different cameras store pictures in different sizes so they won't be exact across phones. Maybe specific measurements were given that stretched the photos

Angles of pictures

  • Getting an exact match of distance and from what angle you took the picture is hard to communicate.

Font/ font size

  • One of the panels has a different label font because they forgot to change it. Size of fonts are different

Unaligned

  • Maybe the methods said to have a certain height/width which didn’t allow the image to fit right. Forgetting to scale it down

Panel B Dif

Shadows

  • Time of day picture taken

Size of images/ stretching

  • Different cameras store pictures in different sizes so they won't be exact across phones. Maybe specific measurements were given that stretched the photos

Angles of pictures

  • Getting an exact match of distance and from what angle you took the picture is hard to communicate.

Font/ font size

  • One of the panels has a different label font because they forgot to change it. Size of fonts are different

Panel C Dif

Shadows

  • Time of day picture taken

Size of images/ stretching

  • Different cameras store pictures in different sizes so they won't be exact across phones. Maybe specific measurements were given that stretched the photos

Angles of pictures

  • Getting an exact match of distance and from what angle you took the picture is hard to communicate.

Font/ font size

  • One of the panels has a different label font because they forgot to change it. Size of fonts are different

Panel D Dif

Shadows

  • Time of day picture taken

Size of images/ stretching

  • Different cameras store pictures in different sizes so they won't be exact across phones. Maybe specific measurements were given that stretched the photos

Angles of pictures

  • Getting an exact match of distance and from what angle you took the picture is hard to communicate.

Font/ font size

  • One of the panels has a different label font because they forgot to change it. Size of fonts are different

Different flower

  • Both were similar but not the same one. Describing exactly what to photograph is hard when your trying to pick out 1 element from many

Overall Dif

Image layout

  •  

Image sizing

  • The panels used on one figure are larger than the other, which may have happened due to lack of instruction 

Image spacing

  • Distance between the panels may have been changed manually and not noted or not properly aligned

 

 



Differences

What caused it

Shadows

Time of day picture taken

Size of images/ stretching

Different cameras store pictures in different sizes so they won't be exact across phones. Maybe specific measurements were given that stretched the photos

Different flower

Both were similar but not the same one. Describing exactly what to photograph is hard when your trying to pick out 1 element from many

Angles of pictures

Getting an exact match of distance and from what angle you took the picture is hard to communicate.

Font/ font size

One of the panels has a different label font because they forgot to change it. Size of fonts are different

Unaligned

Maybe the methods said to have a certain height/width which didn’t allow the image to fit right. Forgetting to scale it down

Post:

Figure comparison

Submitted by zalam on Fri, 09/27/2019 - 14:05

I compared the figures on page 27. The image quality for the first one is better than the second - it is quite blurry. The first one has a close up shot of B and was most possibly taken at night rather than the day – unlike B in the second figure. Part C is also a close up shot for the first figure unlike the second one – the first one shows a single tree while the second one shows multiple and is slightly more vague since it has a greater amount of background. There is relatively less moss in the second figure for D compared to the first figure. Part E in the second figure seems to be the same image as D, but perhaps another angle or area. On the other hand, E in the first figure looks different from D.

Categories and cause:

Image quality - The blurriness could be due to the software used - Inkscape vs. Word. It could also be caused due to the camera quality.

Time of the day - Part B of the first figure has darkness in the background indicating that the image could have been taken at night while the Part B for the second image may have been taken during the day.

Distance between the person and the object - The person making the second figure may not have been entirely sure of which tree was to be photographed and so they were further away when taking the picture for C, making it quite vague.

Different areas - The second figure had less moss in comparison to the first figure. The area could have been different.

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Page 18 Figure Comparison

Submitted by damianszyk on Fri, 09/27/2019 - 14:04

The differences between the two scientific panels are the angles the picture is being taken from, the fliter or lighting between the pictures, the overall sharpness or quality of the pictures, and the labeling of the pictures between the two figures. The reason for the two different angles between the two figures may be due to a lack of description of how the orginal person took the pictures of the plants. One possibe way to fix this difference, for example, would be to say something like "get to eye level with the plants and take a photo." As for the differences in lighting, background, and overall sharpness of the pictures in the two figures, this may have been caused due to different cameras that were used to take the photos. The filter on the camera can also be another factor that could explain the differences between the two figures.

The two categories to separate the differences would be overall quality of the image and labelling of the pictures in each figure.

Quality of images:

  • Photos taken at different angles
  • Left figure has sharper images than the right figure
  • Different lightings, camera quality, or filter between the two figures

Labelling images in each figure:

  • Different fonts used
  • Figure right has a . after each letter

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Observations/Inferences of Multifigure Panel 12

Submitted by asalamon on Fri, 09/27/2019 - 14:04

Observations

  • In all the images
    • letters are of different sizes
    • the letters are in different locations
  • In images A and B
    • the scope of the image is different, the left panel is from a closer perspective using google earth
    • the right figure uses pink arrows and the left does not use arrows
  • In image c
    • the light is different
    • the scope of the image is different as the sidewalk is visible in the left image
    • the angle of the picture is different as the library is in different positions of each picture
    • the quaility of the image is less in the right image
    • there is tent/event in the right image

Alternative catagories

  • formatting issues
  • phography method
  • scaling of images
  • timing of images

Factors:

  • lack of scaling
  • time of day
  • type of camera
  • perspective/location of camera
  • direction to taking the image

 

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picture 9

Submitted by mlabib on Fri, 09/27/2019 - 14:04

Figure 1 and Figure 2 are the same building, however they are taken at different angles and potentially different sesons.

LETTER MIXING

I believe the person who recreated the multi-panel figure  (Person B)  mixed up his letter A with his letter B, compared to the methods of the original person A.

PICTURE TAKING

I also think that the recreator took the pictures of the building using a drone or something, not a 3D satellite map as the angle of the building is not the same as the Figure A. I think the picture of C is very well done, but could be a little closer, as the recreated image looks a lot further.

GRAPHICS 

I also noticed that the recreator put arrows in their figure, when the original person did not. Finally, I believe the original photo has used a bold A, B, C, in their font, while person B did not.

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Difference Between Multipanel Figures of Yellow Flowers (Figure 30)

Submitted by nskinner on Fri, 09/27/2019 - 14:04

The original set of photos has better image quality. The second set has some blurry photos. The flower in the orignal figure (a) has a larger center than the flower in the non-orginal figure (a) photo. The orginal panel figure (b) has a flower that has a larger center then the non-orignal panel b flower and it is taken at a different angle. The petals in the orignal photo of the photo labeled (b) has petals that are moving downward whereas the non-orignal figure b photo has petals that are more radial and sticking out making the whole top of the flower more circular rather than cone shaped. The photo looks like it was taken up closer than the original as well since the ruler looks bigger in the second photo than the original. The ruler is the same ruler it appears. The original figure (c) has the flower cone pointed towards the top right corner of the flower and the second photo has the flower pointing to the top left. The figure (d) in the original has almost no petals present in the photo. It looks like they all died back. The non-orignal photo has several flower heads that all have petals on them in the photo. Overall, at first glance they do all look similar but these difference set apart the orginal photos from the non-orginals. 

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Figure Comparison

Submitted by kheredia on Fri, 09/27/2019 - 14:02

Comparison to Picture 5



Differences

Factors that caused this difference

  • Figure 1 is on a cloudy day

  • Figure 2 is on a sunny day

  • Weather, (not controllable)

  • Figure 1 and 2 have entirely different colored labels

  • Maybe lack of description from the original owner of the pictures to the person who followed their methods because they are not even close to being the same

  • Figure 1 and figure 2 (a) panel are taken in different angles or possibly not the same tree?

  • In figure 1 there is a bush next to it and in figure 2 the bush is absent???

  • The building’s in figure 2’s (a) are not the same as figure 1’s.

  • Either the description was confusing, there wasn’t enough detail, or the person following the methods did not understand or know the names of the surrounding buildings which led them to take a picture of an entirely different tree

  • Figure 2’s (b) panel has leaves that are an entirely different color than figure 1’s (b). 

  • Figure 1 has yellow-ish leaves

  • Figure 2 has pure green leaves

  • The leaves could have easily changed color as they do so rather quickly or the person following the method’s just took a picture of the wrong tree

  • The person who wrote the methods may not have discussed the color of the leaves

  • Figure 1’s ( c ) panel looks similar to the one in figure 2, so they might be the same tree but in a different location because figure 1 background is concrete and figure 2 background is grass

  • The markings of the bark are almost identical so it must be the same species?

  • Same reason as #3

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Comparison of Methods

Submitted by rbudnick on Fri, 09/27/2019 - 14:01

Potential broad categories could be presentation, and content.

Presentation includes details such as how the images are cropped, how they are oriented, lighting differences between the images, quality of the images, where and how markings such as arrows and labels are placed on the images.

Content includes details such as whether or not the images between the methods are the same and use the same object for comparison, how much of the plant is seen or cut off in each picture, the angle the pictures are taken from, the tools used for measurement included in the image for scale, and background seen in the pictures.

The lighting is different for each picture and the angles the plants are viewed from in image A are different. In image B, the measurements are taken from two different position on the leaf, one from the middle of the leaf (the left method) the other with the ruler along the side the leaf (the right method.) The leaves pictured in image B are not the same leaf. The leaves used in images C and D are not the same between the two methods. Image C has drastically different leaves in term of surface pattern. Image D has very similar leaves used but the location of phytophagy as labeled by the yellow arrows are very different. In the left method the arrow points to an area very close to the leaf margin, the right method has the arrow pointing close to the main vein on the opposite side of the leaf. Images C and D are taken close to the leaf in the left method, and noticeably farther away in the right method. 

Lighting and color of the images helped me make an inference on the time of day and weather for each method. This could also be due to a difference in camera. The lighting in the left method is much more white, and noticably less intense than in the method on the right. The method on the right shows very intense golden light, usually indicative of mid afternoon and earl evening where the sun has started towards setting. This leads me to believe that the pictures were taken at two different times. Despite the difference in light intensity, I infer that the images were both taken during sunny weather with clear skies, and shadows present on the leaves were a result of leaves around them and not from clouds.

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Figure Comparison

Submitted by imadjidov on Fri, 09/27/2019 - 13:58

I chose to analyze figure #13. The methods seem to have led to the same locations inside a conservatory. I notice this because of the background similarities between the two flowering plant images. The flower seems identical to size as both the images show a standard card width flower. The images do not seem to specify the exact flower as all the petals are similar and might be the same in size. One difference between the two images is the map. The left map colors in the countries of China, Japan, and South Korea. The right map colors in maps of India, China, Japan, and South Korea. Another difference is in figures A. The plant on the left seems to have more flowers than the figure on the right. This might be due to just photographing the wrong side of the plant. 

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Differences in Figures Practice

Submitted by rmmcdonald on Fri, 09/27/2019 - 13:56

Figure 26:

The lighting of the figures seem significantly different. The figure on the left might have only used the flash for picture A while the figure on the right used the flash for photo A. However both figures used the flash for picture B. As for picture C, it is hard to tell what might have caused the difference in lighting. It might be caused by a difference in focus. As for the picture, the picture meant to establish the setting, the figure on the left has the flower to the side while the picture on the right has the flower focused in the middle. As for picture B, the one on the left is more zoomed in than the one on the right. This same difference occured in picture C as well. The flower appears to have changed as well. It seems to have wilted in the time between when the photos were taken.
 

Possible Categories:

Lighting:

Figure on the left had better lighting than the figre on the right. The right seemed to used the flash more which distorted the imade.

Sizing:

The images altogether are the same physical size. However the zoom on the images differ since the figure on the left has photos that are generally more close up.

Coloring:

The flash impacted the coloring diference between the two figures. The figure on the right had more grey in it because of the flash.

Set up of Figure:

The set up of the figures are exactly the same except for the font of the letters that mark what the images are.

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Figure 6 Amanda Differences List

Submitted by ashorey on Fri, 09/27/2019 - 13:55

The figure on the left:

-A has two arrows, one on the lower left side

-B is taken slightly closer

-C the plant has gathering water at the base in the pot

 

The figure on the right:

- A's exposure is higher so that the background of the sky is white instead of blue and the plant is drooping to the right, also there is only one arrow and the photo overall is more blurry

-In B the plant of interest is slightly farther away

C has an arrow pointing to the leaves of the plant where there wasn't one before, the root of the plant is less centered in the picture, and the base of the plant does not have collected water

-

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Methods Practice

Submitted by dfmiller on Fri, 09/27/2019 - 13:54

In figure 28, the two images appear to be very much alike. First of all, the color between the two diagrams appear to be different. The second figure features pictures that seem to be a bit more washed out than the first. Secondly, in comparing example A between the two figures, the second figure seems to be at a different angle to the tree than the first. Finally, the lettering among the two figures is different. When compared to the first, the second figure features slightly smaller lettering and a larger black background to the letter than the first figure.

 

Outline:

  1. Image Quality
    1. Second figure appears to be much more blue in tone; washed out
    2. This color range decreases the quality of the overall figure
    3. Less contrast in 2nd figure, less detail
  2. Camera Position
    1. Figure 2 features a different camera angle for panel A
    2. Figure 2 features a further camera distance for panel B
    3. Figure 2 features a lower camera angle for panel C
  3. Formatting of Figure
    1. Lettering for each figure is different
    2. Figure 2 features smaller lettering and a widening of black background square behind text than figure 1

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Different Figure Descriptions

Submitted by asalamon on Fri, 09/20/2019 - 14:01

Figure 1. Drosera rotundifolia.  Drosera rotundifolia has tendril-like extensions which collect dew. "Drosera rotundifolia." flickr photo by Free the Image https://flickr.com/photos/freetheimage/14129398634 shared under a Creative Commons (BY) license

Figure 2. Water Properties.  Surface tension is one of the properties of water as seen on the Drosera rotundifolia which keeps the water in spheres on the tips of the red tendrils. "Drosera rotundifolia." flickr photo by Free the Image https://flickr.com/photos/freetheimage/14129398634 shared under a Creative Commons (BY) license

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Making Figures with Inkscape

Submitted by sbrewer on Fri, 09/20/2019 - 11:59

Screencasts for making multipanel scientific figures using Inkscape

Creating Figures: Part 1. Compositing
Creating Figures: Part 2. Labels and Arrows
Creating Figures: Part 3. Document Properties and Exporting

Hints

  • Think ahead of time. What is your figure going to look like? Should you crop imagery ahead of time? Do you need to adjust image or exposure? (Note: Some journals don't allow digital manipulation of imagery). Do this in a bitmap editing program (e.g. GIMP or Photoshop).
  • Do all your work in a folder. Put your image files in there. Save your SVG file in there. Save early and often.

Workflow

  1. Import all your images: Either Link or Embed. Note things can be “above” or “below” others. Click or drag over to select. Hold the “shift” key to select multiple objects.
  2. Composite your images to make your design: Lock proportions to avoid stretching. Turn “snapping” on or off. Set height and width directly to resize. Use Align and Distribute (switch to "relative to first selected").
  3. Construct one label: Consider font and contrast.
  4. Duplicate label to make more: Select label, duplicate object, move. Repeat as necessary.
  5. Finish each label: Replace each letter as necessary. Use Align and Distribute to center. Use align and distribute to put labels at corners of each panel.
  6. Create arrows: Use the Line Tool to draw a straight line segment (click, click-click). Then use Fill and Stroke tool to set the line width and add arrow head to start (or end).
  7. Set the Page Size: Open Document Properties. Resize Page to Drawing. Set background to not be transparent (increase alpha channel to 255).
  8. Export Finished Figure: Export PAGE. Set width to 1200pixels. Save with name “Lastname-Original.png” The resultant PNG file is your finished figure.

Note: Do not share your finished figure or include in your METHODS manuscript until your methods have been followed!

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Daily Exercise

Submitted by wdoyle on Fri, 09/13/2019 - 15:37

Daily Routine: Approx. 52.5 min

I woke up at 6:45am

Slept again until 7am

Brushed my teeth

Took vitamins 

Showered and changed

Made breakfast and coffee

Ate breakfast

 

Personal Health: Approx. 55 min

Did squats

Did deadlifts

Did power cleans

Did calf raises

Did leg extensions and curls

 

I was joined by a close friend today for my daily workout before heading to Umass. We started off with squats, doing 4 sets of 6 repetitions starting at 185 pounds and increasing 40/50 pounds each time until 315 pounds was done. We then rotated between calf raises and deadlifts. Calf raises being more of a burn exercise, we did 20 to 25 repetitions of 185 pounds for 4 sets. Deadlifts were done in a similar way to squats, with 4 sets of 6 repetitions done from 185 to 315 pounds. Additional repetitions were done to see if I could increase my personal best, and I was able to deadlift 405 pounds for a new max repetition. Power cleans were done next, but having not done them in a long time and being exhausted from earlier exercises, 3 sets of 8 repetitions were done from 95 to 135 pounds. Finally, leg extension and curl machines were used for 3 sets of 10 repetitions ranging from 145 to 175 pounds.

 

Transportation: Approx. 85 min

Drove with my friend to workout

Got back home

Drove to my Umass lot

Rode the bus to the ILC stop

Walked to my physics class

Went to a lounge between classes

Walked to the BCRC

 

Academic: Approx. 115 min

Worked on group problems in physics

Brainstormed/coordinated with my team what topic we would cover in our assigned physics project

Finished up the Scientific Literature assignment for this class

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List of my days activities

Submitted by nkantorovich on Fri, 09/13/2019 - 15:34

  • I woke up this morning. (5)

  • I checked my phone. (5)

  • I put on my contacts. (2)

  • I got dressed. (10)

  • I brushed my teeth. (5)

  • I walked to the bus stop. (5)

  • I got on the bus. (1)

  • I walked to Frank. (5)

  • I ate breakfast. (25)

  • I walked to my physics class. (5)

  • I took notes (50 min)

  • I left my class (2)

  • I walked to work. (5)

  • I worked. (60)

  • I left work (2)

  • I walked to my Plant ecology class. (10)

  • I took notes (50 min)

  • I left that class (2)

  • I walked to my Neurobio class. (10)

  • I took notes (50)

  • I left that class (2)

  • I walked to MorrilI. (5)

  • I bought a snack.  (5)

  • I walked to my writing in Biology class. (5)

  • I ate my snack in the BCRC.(5)

 

Categories

  • Morning Activities

  • Transportation throughout the day

  • In-class Activities

  • Eating on campus

  • Transitions in the day

 

Transportation throughout the day:

Transportation takes up a large portion of my day. Walking is the primary form of transportation that I used on campus. I spent 50 minutes of my day today waking while I spent 10 minutes using other forms of transportation. I will list the breakdown of my day based on these forms of transportation. I walked to the bus stop and I got on the bus. I got off the bus at the first stop on campus and I walked to Frank. After a period of time, I walked to my physics class. At the end of my class, I walked to work. From there, I walked to my Plant ecology class. After that, I walked to my Neurobio class. At the end of that class, I walked to MorrilI II. From Morril II, I walked to my writing in Biology class.

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My day

Submitted by mpetracchi on Fri, 09/13/2019 - 15:32

School work

Go to first class

Finish class walk around 

Next class in same hall

Do some homework

Meet with Grad Lab TA

Do homework

 

Food

Go to frank/eat

Go to Worcester/eat

Go to hamp/eat

 

Morning/night routine

Wake up to alarm

Check phone

Get up from bed

Drink water

Go to the bathroom

Get changed

brush teeth

Do some HW if I have any

Get my school stuff

Shower

Get changed

Sleep

 

 

Leisure

Go to gym

Hang out with friends

Hang out

 

travel

Head out to bus stop

Get off bus by fine arts center

Wait for bus

Go back to apartment

Drive to campus

Drive back to apartment

 

Paragraph for morning/night routine

On a daily basis I wake up at 9:30 AM to my alarm and turn it off. Then I check my phone for any emails or messages I should be responding to, mainly school emails or friends and family. Once I'm ready, I get up from my bed and stretch a bit before standing up. From here I go to the kitchen and drink some water because I get thirsty at night. I go to the bathroom and then back to my room to get changed. If I had missd any work in from last night I try nd get some done during this time. My stuff school is generally sprawled out on my desk so I pack it up in my bag. Now I'm ready to go out to the bus and go to school. Having this routine prepares me for the day and anything I may come across. When my day has concluded I make sure to shower and clean myself up before bed. I leave the shower and get changed for bed. From here I try and fall asleep quick to get the most amount of time sleeping

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In-class Exercises

Submitted by imadjidov on Fri, 09/13/2019 - 15:30

  • Woke up 

  • Fixed the bed

  • Took a shower

  • Put some clothes on

  • Walked downstairs to eat breakfast

  • Rushed out the door

  • Turned on the car and started to drive

  • Got stuck on BigE traffic

  • Drove for 30 minutes

  • Parked the vehicle in Lot12

  • Rushed to the bust stop

  • Missed the bus

  • Waited for another bus

  • Made it on time to class

  • Participated

  • Walked to the cafe and had breakfast

  • Advising some students during the advising hours

  • Met with a friend to finish a hw

  • Tried to get lunch, but realized card was left at the car

 

Activities in the house: (60 minutes)

  • Waking up

  • Fixing the bed

  • Taking a shower

  • Clothes 

  • Walking to the car

Vehicle: (60 minute)

  • Turning on the car and starting to drive

  • Getting stuck in traffic

  • Driving

  • Parking

Bus Stop: (30 minute)

  • Rushing to the bus stop

  • Missing the bus

  • Waiting for another bus

Campus: (180 minute)

  • Made it on time for class

  • Participated

  • Breakfast at the Cafe

Advising: (360 minutes)

  • Advised two students at the CNS office

Meeting: (60 minute)

  • Meeting to discuss homework

Bus Stop #2: (30 minute)

  • Leaving money in the car

  • Taking a bus back to the car

Lunch:

Muffin

 

I organized my daily activities as activities in the house, vehicle, bus stop, campus, advising, meeting, bus stop 2, and lunch. This morning I woke up without an alarm clock. I fixed my bed and took a shower. I did not have much time, so I quickly put on some clothes, and walked out to my car. I categorized such activities as being in my house. All such activities took a total of 60 minutes. The next activities took place in my vehicle. This consisted of turning on the car, getting stuck in traffic, and driving to the campus. All the activities took a total of 60 minutes. The next list of activities took place at the bus stop. I missed my first bus so I had to wait for another one. I made it to my morning class, I participated, and I had breakfast, which consisted of a single muffin. After my morning class, I did my advising hours. During advising, I helped two students with navigating Spire. After advising, I met with my classmate to work on homework that is due tonight. 

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what I did in a day

Submitted by ziweiwang on Fri, 09/13/2019 - 15:30

The category that I have the most activities on is hygiene. However, when I listed the amount of time that I spent on each activity, I also spent the least amount of time on hygiene. I think that this is due to the fact that while there are many varieties of things that I do throughout the day that is related to hygiene but none of them actually take very long.  For example, brushing teeth and washing face only takes 5 min even the longest activity in this category, taking a bath, 45 min, is still shorter than things like reading, which I do at stretches of hours at a time. It is also interesting, at least to me that this category is the most reflexive of all of the categories. almost everything comes in the sets of twos. I brush my teeth twice a day. I change twice, I put on make up, and I take it off. This shows that the category often bookends the day. This is different from things like work where I just do a certain thing at a certain time and never come back to it at a later time. The short time, the number of activity and the fact that it bookends the day indicates that this category of the day is something that is necessary to my daily life but is not necessarily something that I would think to myself that this is something that I'm going to do today.

 

 

 

hygiene

work

reading

food

 

 

 

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General Daily Routine

Submitted by bpmccarthy on Fri, 09/13/2019 - 15:28

Things I did on campus

  • Went to class
  • Went to the library to do homework
  • Ate lunch
  • Went to the gym and worked out

Things I did at home

  • Woke up
  • Got dressed
  • Made and ate breakfast
  • Did the dishes
  • Brushed my teeth
  • Did homework
  • Watched TV
  • Got ready for bed
  • Went to sleep

Getting ready

  • Brushed my teeth
  • Showered
  • Put in contacts
  • Getting dressed

Places I went to eat

  • Dining Hall
  • Home

Places I went to do homework/study

  • Library
  • Home

 

 

I woke and checked my phone. After looking at my phone for 10 or so minutes, I get out of bed and go to the bathroom. I then head to the kitchen where I make breakfast and eat it. After I’m done with breakfast, I wash any dishes I used and return to my room to get dressed. After I get dressed, I brush my teeth and put in my contact lenses. I then gather anything I need for school and leave my house for my car. I drive to campus lot 12 and then walk to class. After being in class I head to the library to get some work done. I then head to the dining hall to eat some lunch, after which is usually time for my next class. After my last class, I head to the gym to work out. I then head back to my car and drive back home. Once inside I shower and then eat some dinner. If there is work, I feel needs to be done I would then do it, otherwise I would relax and watch TV or play guitar. Once I’m tired, I’ll get ready for bed and then go to sleep.

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Daily routine

Submitted by smomalley on Fri, 09/13/2019 - 15:28

Categories of the day:

- morning

My morning routine is almost the same every day, the timing varies depending on when my classes or work starts. In the morning I wake up, shut off my alarm, and sit on my phone for a few minutes. I get out of bed and go to the bathroom to shower. After that I go to the kitchen for breakfast. For breakfast I have vanilla yogurt and fruit. I sit at the kitchen table and talk to my roommates. After breakfast I go to my room to get dressed and ready for the day. I pack my backpack with my charger, notebooks, laptop, a snack, and my waterbottle. I put my headphones in and walk out the door, locking it behind me, and walk down the street to the bus stop. The bus is usually late so I stand at the bus stop while other people arrive to wait. I get on the bus and stand while the bus makes its way to campus. I get off the bus at the ILC and walk to my first class. Almost everyday by first class is in Hasbrouke. I sit in class and take notes while the professor lectures. When the class ends I made my way to bluewall to get lunch. 

- afternoon

- eat lunch, go to class, take the bus home, walk from the bus stop to my house, go in and talk with my roommates

- evening

- make dinner, eat, clean my dishes, sit in the living room, do homework, watch netflix, get ready for bed, sit on my phone, go to sleep

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Day's activities

Submitted by zalam on Fri, 09/13/2019 - 15:27

Activities

I woke up at 7AM and brushed my teeth, after which I picked an outfit and changed. I met my friends outside of my dorm and we walked to class together. I had a granola bar on the way. The first class was a 50 minute Psychology lecture. At the end of it I walked over to Tobin for my neurobiology research lab and Nisl stained microscope slides for 2 hours. Then I went to my second class of the day for another 50 minutes - History lecture. I had some time at hand, so I had lunch and did some homework at the Campus Center. Finally I went to the last class of the day – Biochemistry and at the end of it, walked over to a lab meeting for my psychology lab, which had lasted for 1 hour. I had dinner at Frank and then went back to my room. 

Categories

Food/Meals - Granola bar, Lunch, Dinner

Labs - Neurobiology lab; Psychology lab

Academics/classes - Biochemistry, History, Psychology

 

Food/Meals

On my way to class, I had a chocolate Cliff bar to avoid missing breakfast. Around 1:10pm, I had a longer break than usual, so I first walked over to the library to get food. However, they were almost out and there was a long line of people waiting. Then I decided to go to Blue Wall and get a rice bowl from Tamales. After my lab meeting ended around 6PM, I decided to meet up with my friends for dinner at Franklin dining hall. It took us a while to find a table and settle down. Then I went to the sandwich station to get a tuna sandwich. 

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Average Day

Submitted by rbudnick on Fri, 09/13/2019 - 15:26

The categories I created were: sleep, food, academics, and leisure.
I am not providing a list of all my daily activities.

The category I will be detailing is academics. This encompasses anything to do with school and my education.
This begins early in the morning when my alarm goes off, always set an hour and a half before my first class to give ample time to do anything else I need to do before class. It takes about 5 minutes to check over my email for information about the day’s classes and to check the class websites for announcements and check on assignments. Next, I head to class, between 10 and 1 depending on the day. Walking to class takes between 10 and 15 minutes depending on the class location. Class each day can take between 3 and 6 hours. This includes the 5-10 minute walks needed to get from each class to the next. Once class is over I head home, where I write a list of what homework needs to be done for the evening or for the next few days. I spend 60 to 120 minutes initially doing homework that needs to be done, usually that time is spent doing readings for the course. I continue doing homework for another 120 or more minutes after a short break, and if needed continue after dinner break. I will spend around 5 minutes before bed sending emails or asking questions to classmates or professors as needed. This has an upper estimate of 281 minutes a day spent on academics.

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Daily Routine

Submitted by nskinner on Fri, 09/13/2019 - 15:26

Morning Routine: 8am-10am

  • I woke up
  • I grabbed my dogs’ leash and put her collar on and walked my dog
  • Brushed teeth
  • Fed all my pets
  • Made a cup of coffee and drank coffee
  • Replaced the seat to my bike
  • Showered
  • Got dressed for work
  • Made myself a lunch to bring to work.

Errands 10:00am-10:20am

  • Drove to PetSmart.
  • Stopped at PetSmart along the way.
  • Purchased bird seed at PetSmart

Work Routine 10:20am-8:45pm

  • Drove to work
  • Clocked in at work
  • Started to look at appointments on my schedule
  • Saw several appointments
  • Took lunch
  • Saw more appointment
  • Cleaned the hospital treatment area
  • Drove home

Nightly Routine 8:45pm-11pm

  • Showered again
  • Ate dinner
  • Wrote for about 30 minutes for this class.
  • Watched Netflix
  • Went to bed

 

My morning routine starts with waking up and ends with getting ready for work. In between those activities are various things that I need to get done every morning as well some as to-do list activities that get done occasionally. On Thursday morning this week I woke up naturally without an alarm clock at about 7:00am. I brushed my teeth. The first thing I do every morning after brushing my teeth is grab my dogs’ collar and leash and put them on her and take her for a walk. I then go back inside with her and take her leash off. I feed her, my cats, my birds, and lastly my tortoise. I then made a cup of coffee from a pot of coffee that was already made by someone else and drank it. Once I finished my cup of coffee I went out to my garage and replaced the seat to my bike with tools that were located in the garage. I then went back into my house and showered. After showering, I got dressed in my scrubs for work. It then packed my lunch by grabbing a tuber ware of left overs out of the fridge and putting it in my work bag.

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AQ 9/13 In-class Exercise

Submitted by atquang on Fri, 09/13/2019 - 15:25

I woke up and brushed my teeth.

I greeted a floormate “Good morning.”

I got changed for school.

I decided what should or should not be in my backpack.

I walked to physics class.

On the way to class, I opened up Pokemon Go to swipe at Pokestops.I sat in physics class.

I got an email for a lab research opportunity during class

I walked to Morill to meet up with the professor and I was able to get the position.

I signed a paper to be able to take 1 credit from the lab as Independent Study.

I went to Worcester Dining Hall to eat.

I studied for my EMT test on Saturday while in Worcester until it was almost time to head for my next class.

I walked to genetics class.

I sat in genetics class.

I walked to the wrong room for my writing in biology class, but shortly got notified and found the right room.

I sat in my writing in biology class.

 

CATEGORIES:

WALKING

I walked to physics class.

I walked to Morill to meet up with the professor and I was able to get the position.

I walked to genetics class.

I walked to the wrong room for my writing in biology class, but shortly got notified and found the right room.

CLASS

I sat in physics class.

I sat in genetics class.

I sat in my writing in biology class.

PREPARING

I woke up and brushed my teeth.

I got changed for school.

I decided what should or should not be in my backpack.

I studied for my EMT test on Saturday while in Worcester until it was almost time to head for my next class.

MISCELLANEOUS

I greeted a floormate “Good morning.”

On the way to class, I opened up Pokemon Go to swipe at Pokestops.

I got an email for a lab research opportunity during class

I signed a paper to be able to take 1 credit from the lab as Independent Study.

I went to Worcester Dining Hall to eat.

 

TURN A CATEGORY INTO A PARAGRAPH:

    WALKING

    Walking is nothing more than a chore when trying to go from one place to the other. As a student, walking is the primary way of transportation. What feels worse is not knowing where to go when you are walking. Realizing you are walking the opposite direction of your destination makes you know your effort has gone down the drain. On the other hand, walking the same direction of your destination while knowing you haven’t made it to the end yet can feel less hopeless, as you can physically see progress being made each step of the way. It is hard for humans to continue to do something without seeing progress, but walking inhibits this. One special exception is when you are walking on a treadmill, in which you are going nowhere, and the only thing you know is that your heavy breathing is related to the extra burger you decided to eat for yesterday’s lunch. Walking with purpose is the key to gain motivation, whether it is to your academic classes, or to a job interview you have been excited for.

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Thursday, self care

Submitted by semans on Fri, 09/13/2019 - 15:25

Self care: 575 min

I woke up and took a shower for 5 minutes. I made and drank a protein shake for 5 minutes. I made and drank my coffee over 10 minutes. I acquired a coffee from the cafeteria and drank it over about 15 minutes. I had dinner which took 10 minutes. I brushed my teeth for 5 minutes. I read my book for 75 minutes. I slept for 450 minutes.

Homework: 440 min

Class: 330 min

Travel: 50 min

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Walking

Submitted by rmmcdonald on Fri, 09/13/2019 - 15:24

I woke up to my roommate's alarm. 

I climbed out of bed to make coffee. 

I reached under the kitchen sink to remove my metal tub of coffee grounds and coffee filters. 

I disposed of the coffee grounds left in the machine from yesterday and set up a new pot of coffee.

 While that brews I prepare myself for the day by getting dressed and brushing teeth. 

I bring up the daily new podcasts on my phone to listen to the recap of the presidential debates as I eat my pumpkin pie and drink my orange juice.

 I dumped my coffee into my coffee mug with some milk.

 I head to my civil war discussion section. 

I walk to shade tree labs for my pre med advising with wilmore webley.

 I walk to Durfey so that I can do work outside. 

I walk to blue wall to get food. 

I order a sandwich from the Deli. 

I took the sandwich to the geology lounge in order to consume it. 

I completed an assignment for my Roman history class.

 I walked to the BCRC to attend Writing and Biology. 

 

Categories:

 

Walking: walking between buildings 

Preparing: preparing the coffee, the podcast, and myself

Eating: I ate the pumpkin pie and the sandwich 

Drinking: I drank the coffee and the orange juice

Working: I did work for class

 

Walking acts as my primary mode of transportation around campus. I spend approximately most of my time ambling between Morrill and the Honors College. This 7-10 minute stroll accommodates the largest distance I must walk, therefore taking the most time. Once I am on the other side of campus, where Morrill is located, most of my walks will not take longer than 5 minutes. The walk between Morrill and Blue Wall falls in the middle of the day and marks the time where I purchase lunch. I will then walk with my lunch to various locations to consume it. Today I again walked for 5 minutes from Blue Wall to Morrill so that I can eat my lunch in the geology lounge. Sometimes I get ambitious and walk around Morrill without a map when I need to find a professor’s office. In that case I spend an extra 15 minutes lost in Morrill until I give up and look at a map. At the end of the day, after walking around to all my classes, I amble back to my dorm to eat a snack. From there I walk three minutes to the gym where I walk up the stair climber for approximately 15 minutes. After I walk back to my dorm, my strolls cease for the day unless I go to visit a friend.

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blog entry in class

Submitted by mlabib on Fri, 09/13/2019 - 15:24

EARLY MORNING

Today I had to get up at 5:25 AM as I had morning practice. My alarm rang on my phone, which is on my bedside table. It took me about 10 minutes to actually get out of bed so from 5:25 to around 5:35, I was enjoying the warmth of my bed. Before driving to the pool, I put my shoes on, as I was aleady wearing sweat pants, grabbed my keys, and said hi to my dog Prince. This took about 5 minutes. Then, I got in my car and drove to the pool for my swim practice in Boyden which started at 6, but we are advised to come at leas 10-15 minutes early. My car ride was about 7 minutes long, so I arrive around 5:48. I went to the locker room and quickly changed into my bathing suit. This took me around 2 minutes, so I was on deck and ready to swim at 5:50 AM.

MORNING 

I then swam from 6-7:30.  My practice was not too hard, but it has been a long week, so I was exhausted. We did a small warmup o deck, which included some stretches that took 20 minutes. After the on deck stretches, we did a 3 minute loosen swim, and then our coach explained us the set. The set was stations, it was 6 different stations that were each 9 minutes long. They were tiring, but timing ended perfectly and we finished around 7:30. At 7:30, I returned in my locker room to put my comfy clothes back on, which took me about 7 minutges. I then went home by car again, made some bland coffee in my Keurig that is located in my kitchen, and got ready for school in my bedroom on the first floor. My first class was at 9:05 AM and I had gotten home around 7:48. This took about 25 minutes. I brushed my teeth in the bathroom, put on some weather appropriate clothes from my bedroom. I left with 2 other girls, and my friend Sydnee drove me to class.

CLASS TIME

My 9:05 was Physics 132 locted in Hasbrouck, then my 10:10 was Microbiology 310. After those two classes, I had a sushi bowl from Blue Wall, relaxed a bit, drank some more coffee, did some homework and came to my 1:25. After this class is over, I have another swim practice from 3:30-6:30 PM. 

 

Categories: Early morning, Morning, Afternoon, Swimming, Studying/Academics, Coffee time,Transportation 

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Activities 9/13

Submitted by ekirchner on Fri, 09/13/2019 - 15:24
Miscellaneous
10 My alarm went off and I checked my phone.
2 I put my books and supplies in my backpack.
1 I plugged in my headphones and started playing music.
1 I paused my music and unplugged my headphones.
Hygiene
3 I brushed my teeth.
15 I took a shower.
10 I got dressed and brushed my hair.
2 I took off my sweatshirt because I was hot.
2 I put my sweatshirt back on.
Food
5 I ate some Cocoa Dynobites
15 I got pizza at blue wall and ate it.
10 I bought a croissant from Peet’s and ate it.
 
The food I ate today included two meals and one snack. First, I prepared and ate some Cocoa Dynobites, the Big Y brand of cocoa pebbles, with almond milk. I ate this at home shortly before I had to leave for class. Once on campus, I purchased and ate a croissant from Peet's Cafe in the ILC. The croissant was difficult to eat because of how flakey it was and because I was not sitting down while eating. The last item I ate today was a piece of cheese pizza from harvest. I took me a while to buy this because the line to pay was so long, but I ate the pizza at a table in Blue Wall.
 
Transportation
3 I walked to the bus stop.
10 I took the bus to campus.
15 I walked to work and delivered campus mail to Whitmore.
15 I walked back to work to deliver the mail I picked up from Whitmore.
5 I walked to Morrill.
Academic
60 I went to the lab I work in and listened to Des explain how to use the Vast Lite software.
50 I went to class and took notes.
120 I sat in class and am doing this activity.
30 I wrote another draft entry for this class.

 

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My day- Amanda

Submitted by ashorey on Fri, 09/13/2019 - 15:22

Narrative Paragraph

I woke up to my alarm. I pondered that I had gotten more sleep or slept for more consecutive hours than I did the past five nights. I checked the weather: cold enough to wear pants. I responded to two snapchats. After getting dressed, I got my backpack together with all the notebooks I needed, noting that today only required my laptop. In the kitchen, I started making my breakfast. I had planned to make a nice full meal for Friday morning so I did; I got out all the ingredients and went to work. The fire alarm promptly went off and I sprinted to stop it. My roommates probably woke up. I finished making my breakfast, left my apartment, locked the door, walked through the woods to my bus stop, got on the bus, started playing music in my headphones, and ignored the eye contact of a semi-friend semi-acquaintance so we wouldn’t have to deal with the small talk that came with it. I got off the bus and called my friend back who had called me while on the bus. We talked while I walked to my lab and then as I sat down in my low seat I ended the call to remain professional.

 

List of categories

-Traveling

-Social

-Tasks/Getting Ready

-Thinking

 

Social Exposition Paragraph

The social interactions I made in a day consisted of different forms of interacting with people: in person, over the phone, avoiding interaction, and shared experiences and cause and effect without direct contact either physical or verbal. I am the first to wake up in my apartment, and today I accidentally set off the fire alarm twice while preparing my breakfast. While my roommates remained in their rooms silently, I include this as an interaction because my activities impacted their day, likely waking them up earlier than they wanted, disturbing their sleep and effecting the rest of their day. Then I consider phone calls, text, and social media messages to be interacting too. I called my friend from highschool back on the phone after I had to decline her call on the bus. We conversed as I walked to my lab in the morning from the bus stop. I also avoided saying hello to a person on the bus whom I only know in glacing passes.

 

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Tuesday

Submitted by asalamon on Fri, 09/13/2019 - 15:21
At home
I got up
I checked my phone
I went to the bathroom
I got dressed
I put on deodorant
I went home and cooked salmon for dinner.
I did homework
I watched The Great Food Truck Race
I was exhausted so I went to bed early
I got home and put away my groceries.
I took a hot shower.
On campus
I struggled finding parking in lot 12
I went to my Orgo Lab
I finished first in my orgo lab and returned to my truck
I went the gym
I squatted and did accessory leg machines
Transitions between home and campus
I went to walk a dog, Jojo at the Sugarloaf Apartments
I went to Shelburne Falls Coffee Roasters
I went to CVS
I journeyed to Stop and Shop.
I called my mom as I was shopping.
I filled up my gas tank
 
 
In my transitions between home and campus, I many stops to take on my journey. I was driving my own truck, Delilah who was running low on gas which I noticed when I was driving to Shelburne Falls Coffee Roasters.  At the coffee shop, I got an iced coffee and water.   I had to go CVS then Stop and Shop.  While I was at Stop and Shop, I called my mom and talked to her.  On my way home, I stopped at the Cumberland Farms in Amherst.  At the Sugarloaf Apartments, I walked a dog, Jojo.

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My Day

Submitted by damianszyk on Fri, 09/13/2019 - 15:13

I woke up.

I showered.

I got dressed

I made two waffles and a banana for breakfast.

I brushed my teeth and put on deodorant.

I left my apartment to catch the bus.

I got on the bus.

I arrived on campus for my Physics class.

I worked on in-class problems the whole time.

Class ended so I went to sit in the ILC to do work until 11:15.

At 11:15, I went to Blue Wall to eat.

I left Blue Wall to go to class.

I arrived to my 12:20 pm class at noon.

I sat with my friend.

I took notes.

I left class when it was over to go to my lab class.

In lab, I dissected zebrafish brain.

I ate dinner after lab was over.

I went back to my apartment and did homework.

I watched TV.

I left for tryouts.

I evaluated players trying out.

Tryouts ended.

I went back to my apartment.

I showered.

I did more work and watched more TV.

I brushed my teeth.

I went to bed.

 

Category 1: Activities done at my apartment ~ 5 hours

Category 2: Activities done on campus ~ 12 hours

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Expository Writing Exercise

Submitted by dfmiller on Fri, 09/13/2019 - 14:56

Narrative Paragraph:

    I woke up to the sound of my alarm. I quickly reached below my lofted bed to my desk and turned off the phone alarm, since my roomate was still sleeping. I got out of bed and turned on my coffee maker that I had prepped the night before. While the coffee maker was brewing, I showered and dressed, then sat down at my desk to review some last minute work before heading to class. I looked at the weather before I left, and put on a sweater since it appeared to be a bit cold out. I walked to my first class-history 264 in Herter Hall. After class, I ate breakfast at Worcester and returned to my room, and then worked on a paragraph for biology 312. 

Categories:

  • Preperation
    • Shower
    • Dress
  • Movement
    • Walk to Herter
    • Walk to breakfast
    • Return to room
  • Work
    • Schoolwork before history
    • Paragraph before 312
  • Nutrition
    • Coffee
    • Breakfast

Expository Paragraph:

    As a student at UMass Amherst, the sprawling campus and variety of buildings assigned per class requires a decent amount of travel. Just this morning, my day began walking from my dorm room in the northeast residential area to Herter Hall, about a 15 minute walk across campus. After this class had finished, I walked to Worcester dining commons, located fairly close to my dorm. After this, I walked from the dining common to my room. I remained in my room for several hours until it was time for my next class. From my dorm room I walked to Morrill III, where I am currently located. My life as a UMass Amherst student is full of walking on any given day, and I will be walking much more over the remaining year.

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