All of the differences between these two figures have reasons behind them, and most of them are because of an unspecific methods section. For example, when it came to the discrepancies in the labels on the image, it was because the methods did not describe what color or size the letters should be. In addition to that, the methods did not include that there was a white square placed behind the letters in order to distinguish them from the picture. In addition to that, the space between the photos is because the methods didn’t specify how close the pictures should be in the figure. This could have been fixed by including the coordinates and sizes of the images when they were arranged on inkscape in the methods.
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Many differences can be seen when comparing the photo C of both figures. In the original figure, all of the highlighted areas have labels and arrows pointing to them, while those are absent in the replicate figure. The lines that encircle the areas on the map are larger and less smooth in the replicate image. In addition to that, the circled areas of the original figure are completely filled in with the color, while in the replicate there is only color on the landmass encompassed by the circle. In the original photo, there are red, green, and purple stripes where all three areas overlap. However, in the replicate figure, there are only patterns of red and purple stripes and green and purple stripes, and no areas where all three of the colors are represented.
The replicate and original figures look somewhat similar, however they bear many differences. One difference is the labels in the corner of the images. In the original figure, the letters are black and have a white square behind them, while in the replicate figure the letters “A” and “B” are in white font, and the letter “C” is in black font. On the same note, the letters are bigger in the replicate figure. In addition to that, the background of the replicate figure is transparent, while the background of the original figure is white. In the original figure, there is no empty space in between photos A, B, and C. However, in the replicate, there is white space between photos A and B, and between photos B and C.
In scientific writing, a methods section is one of the most important parts of a research paper, because it allows the project to be recreated. Recreation of a scientific project is the first step towards turning an experiment into a theory or a scientific law. In this project, the main goal was to design a figure about a plant and include a methods section along with it that would allow another person to recreate the figure with a high degree of accuracy. The figure that was recreated included photos of a plant and its geographical range. The plant that was used is a Blc Momilani ‘The Gypsy’ and it was selected because of its ease of access. The most important variable to control in making this figure was it being simple and reasonable for the other student to recreate. The greenhouse where the plant is found is open for most of the day and the plants are well taken care of, which provides a good environment for a plant that needs to be photographed. If the plant was found and photographed outdoors, there was a risk that it could have died or been removed by the time the other student could have attempted to recreate the figure.
- In Figure 2, it has a purple arrow pointing to flags, while Figure 1 doesn’t.
- In the Figure 2, the letter labels are in bigger font and in the top right of the photos, while in Figure 1, the letter labels are smaller and in the bottom right of the photo.
- Inference: the original creator didn’t specify where to place the labels
- In the Figure 2, the area captured is larger and the buildings look smaller.
- Inference: The student on the right used the same maps program (visible from the similar car patterns), however they were more zoomed out than the student on the left.
- In Figure 2c, more of the UMass bush landmark is visible.
- In Figure 1c, there is a big white circus tent in the background.
Earlier this year, whenever I would walk out to my car, I would repeatedely observe that there was a wet spot right underneath the front of the car. Considering the location of the wet spot, and where it was dripping from when I looked under the car, I inferred that I had a transmission leak. When I put my fingers in the wet spot, it left a red liquid on my finger tips, which confirmed my inference of having a transmission leak. When I tried adding more transmission fluid to it, much more fluid leaked out, so I just decided to go to the mechanic and get the line patched up.
Singer is a utilitarian, so he believes that people should follow actions that bring the most good to the world. Therefore, Singer argues that the quality of a child’s life is paramount when it comes to parents deciding if their child should live or die. For example, Singer brings up the disease spina bifida, a disease that, “the lives of the worst affected children are so miserable that it is wrong to resort to surgery to keep them alive” (188). In this situation, the parents would not want the child to live because the child would be in such awful pain. Consequently, there is no reason to keep a child with this condition alive. When it comes to children with a less debilitating disease, Singer proposes how infants are replaceable.
Following his utilitarian views, Singer argues that it could be better to kill a child with a non-major disability if it meant replacing it with a normal child who will be capable of experiencing and giving more happiness. Singer writes that society treats fetuses as replaceable and considers birth as the moment when the being has moral standing. However, he disagrees with this view, saying that if society is going to treat fetuses as replaceable, then society should also treat newborn infants as replaceable too. Ultimately, since infants are replaceable and their value is extrinsic of themselves, it is wrong to equate them to normal human beings in terms of moral standing.
When designing the figures associated with this plant, three images are used. First, the photo taken of the entire plant is labeled “A” in the top left corner of the photo. Next, the second photo used is the close-up of the flower. This photo is labeled “B” in the top left corner of the photo. Finally, the third figure was the geographical range of the plant. Owing to the fact that there is no clear range of this specific flower, the range of the three plants that “Blc Momilani ‘The Gypsy’” is a hybrid of are used to design the map.
Starting with a blank world map, the range of Brassavola, the first plant, is added. Brassavola range includes Mexico, the West Indies, and Central America, so the areas are circled in black and then lightly filled with green, making it possible to slightly see the world map beneath. Next, the second plant, Cattleya’s range is added to the map. Cattleya’s range includes Costa Rica to Argentina, so that area is circled in black and lightly filled with red. Finally, the last plant, Laelia, has a range that spans from Western Mexico to Southern Bolivia. This area is circled in black and then lightly filled with purple. In some areas of the map, these colors overlap, so the colors that overlap are arranged in stripes in any areas where this happens. Once the world map is complete, it is labeled with a “C” in the top left of the picture. Figure A and B are arranged next to each other, with C arranged directly below them.
The plant was in the Durfee Conservatory across the street from University Health Services. The plant can be found by entering through the West entrance door and then going through the next door. Once inside the second room, the plant called “Blc Momilani ‘The Gypsy’” will be in the middle of the far left row. Facing the plant, a picture was taken so the entire plant would fill up the photo. Next a picture was taking of the flower part of the plant. The picture was taken of the right-most flower on the plant, close enough so the flower filled the picture. In order to get a sense of the size of the flower, a picture was taken with a UCard oriented upright held next to the flower.