Exercise: Using Visuals in Document Design

Instructions

Select one of the following sample visual reports to analyze:

Sample_ReportwViz_Dept of Ed2?

Sample_ReportwViz_EPA ?

Sample_ReportwViz_NASA ?

Sample_ReportwViz_Alcoa?

Analyze the document for use of the following design elements. For each of the following elements, answer the following questions:

Elements

Headers, footers, titles

Headings and bulleted lists

Labeling of visuals

Placement and size of visuals

References to visuals in the text

Use of color

Questions

Is the elements used in the report?

How is the element used? What’s the element’s purpose?

Is the element used effectively?

2/6/2019
about-us-alcoa-overview.png (731×852)
http://media.nngroup.com/media/editor/2013/03/14/about-us-alcoa-overview.png
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Space Technology
Game Changing Development
ADEPT SR-1 Flight Experiment
NASA’s future missions will require ever-greater
mass delivery capability in order to place scientifically significant instrument packages on
distant bodies of interest, to facilitate sample
returns from them, and to enable future human
exploration of Mars. The Adaptable, Deployable Entry and Placement Technology Sounding Rocket 1 (ADEPT SR-1) project is developing a mechanically deployable low-ballistic
coefficient aeroshell entry system to perform
entry, descent and landing (EDL) functions for
planetary missions.
The ADEPT architecture represents a completely new approach for entry vehicle design
using a high-performance carbon fabric to
serve as the primary drag surface of the mechanically deployed decelerator and to protect the payload from hypersonic aerothermal
heating during entry. The initial system-level
development of the “nano-ADEPT” architecture will culminate in the launch of a 0.7-m
deployed diameter ADEPT sounding rocket
flight experiment. The SR-1 sounding rocket
flight experiment is a critical milestone in the
technology maturation plan for ADEPT and
will generate performance data on in-space
deployment and aerodynamic stability.
The ADEPT project team is advancing this de­
celerator technology via systems-level testing
at the 1-m diameter, or nano-ADEPT, scale.
A subsonic aeroloads test (May 2015) and
an arc-jet aeroheating test (Sept. 2015) have
already been completed. A successful SR-1
flight experiment will bring the 1-m-class nanoADEPT to technology readiness level (TRL) 5,
achieving component or breadboard validation in a relevant environment.
Top: A flight-like ADEPT being tested in a subsonic
wind tunnel. Bottom: A flight-like ADEPT skirt being
tested in an arc-jet flow.
NASAfacts
National Aeronautics and Space Administration
Launch is planned for fall of 2018. The test will use the
NASA Flight Opportunities Program sounding rocket
platform provided by UP Aerospace to launch SR-1 to
an apogee over 100 km and achieve reentry conditions
with a peak velocity near Mach 3. The flight duration from
launch to ground impact and recovery is approximately
15 minutes. The SR-1 flight experiment will demonstrate
most of the primary end-to-end mission stages including
launch in a stowed configuration, separation and deployment in exo-atmospheric conditions, and passive ballistic
reentry of a 70-degree half-angle faceted cone geometry.
ADEPT SR-1 will determine supersonic through transonic
aerodynamic stability of the unique ADEPT axisymmetric,
blunt body shape with an open-back (no backshell) entry
vehicle configuration. The flight experiment will use many
features intended for 1-m scale
space flight missions such as
the carbon-fabric decelerator, two-stage spring
system for deployment,
ADEPT landing scenario.
and accommodating a payload geometry approximating
a 3U CubeSat.
The design of SR-1 is focused on simple, robust solutions that are responsive to the flight experiment technical objectives while meeting the challenges of budget
and schedule. After SR-1, the logical next step for the
technology is an Earth reentry experiment from orbital velocities. Such an experiment would mature nano-ADEPT
to TRL 6 for entry from low-Earth orbit and direct entry at
Venus, Mars, and Titan.
The Game Changing Development (GCD) Program investigates ideas and approaches that could solve sig­nificant
technological problems and revo­lutionize future space
endeavors. GCD projects develop technologies through
component and sub­s ystem testing on
Earth to pre­pare them for future use in
space. GCD is part of NASA’s Space
Tech­nology Mission Directorate.
For more information
about GCD, please visit
http://gameon.nasa.gov/
National Aeronautics and Space Administration
Ames Research Center
Moffett Field, CA 94035
www.nasa.gov
NASA Facts
FS-2017-03-01-ARC
DATA
POINT
Beginning College Students
Who Change Their Majors
Within 3 Years of Enrollment
U.S. DEPARTMENT OF EDUCATION
NCES 2018-434 DECEMBER 2017
This Data Point examines the extent to which first-time associate’s and bachelor’s degree students change their majors within 3 years of
enrollment. Rates of change in major are shown for students by degree program and by original declared field of study.
Data in this report are from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14), a nationally representative study of
about 25,000 students who enrolled in postsecondary education for the first time in the 2011–12 academic year. These analyses are restricted to
students who had ever enrolled in an associate’s or bachelor’s degree program and declared a major within 3 years of initial enrollment. Students
with declared majors represent a majority in both associate’s (94 percent) and bachelor’s (97 percent) degree programs (NCES 2017).
What percentage of
students enrolled in
associate’s and
bachelor’s degree
programs had changed
their majors within
3 years of initial
enrollment?
Within 3 years of initial enrollment,
about 30 percent of undergraduates in associate’s and bachelor’s
degree programs who had declared
a major had changed their major at
least once (figure 1).
About one-third of students enrolled
in bachelor’s degree programs
changed majors, compared with
28 percent of those enrolled in
associate’s degree programs.
About 1 in 10 students changed
majors more than once: 10 percent
of associate’s degree students and
9 percent of bachelor’s degree
students.
FIGURE 1. Percentage of 2011–12 beginning postsecondary
students who ever changed majors and number of times
students changed their major, by undergraduate degree
program: 2014
Percent
100
80
60
40
30
28
33
20
20
0
19
24
10
Ever changed major
One time
10
9
Two or more times
Number of major changes
Total
Associate’s
Bachelor’s
NOTE: The total percentage includes all students who had ever enrolled in either an associate’s or a
bachelor’s degree program and declared a major. The associate’s and bachelor’s degree percentages
are not mutually exclusive: the associate’s percentage includes all students who had ever enrolled and
declared a major in an associate’s degree program, whereas the bachelor’s percentage includes all
students who had ever enrolled and declared a major in a bachelor’s degree program. Students who
had any enrollment in both degree programs within 3 years after initial enrollment, e.g., associate’sdegree holders transferring into bachelor’s degree programs, are therefore included in both
percentages. Detail may not sum to totals because of rounding. Standard error tables are available at
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018434.
SOURCE: U.S. Department of Education, National Center for Education Statistics, 2012/14 Beginning
Postsecondary Students Longitudinal Study (BPS:12/14).
To learn more about BPS:12/14, visit https://nces.ed.gov/surveys/bps.
For questions about content or to view this report online, go to
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018434.
Beginning College Students Who Change Their Majors Within 3 Years of Enrollment
What percentage of all students had
changed their majors within 3 years of
initial enrollment, by original field of study?
The rate at which students changed majors varied by
their original field of study. Whereas 35 percent of
students who had originally declared a science,
technology, engineering, or mathematics (STEM)
major had changed their field of study within 3 years,
29 percent of those who had originally declared a
non-STEM major had done so (figure 2).
• About half (52 percent) of students whose original
declared major was mathematics switched majors
within 3 years. Mathematics majors changed majors
at a rate higher than that of students in all other
fields, both STEM and non-STEM, except the
natural sciences.
• Among students in STEM fields, those majoring in
computer and information sciences and in engineering and engineering technology changed majors at
lower rates than did students majoring in either
natural sciences or mathematics (28 and 32 percent
vs. 40 and 52 percent, respectively).
• Students whose original major was computer and
information sciences changed majors at a rate that
was lower than the rates for students who originally
majored in humanities and education, but was not
statistically different from those of students who
majored in any other non-STEM field.
• Among students in non-STEM fields, those in other
applied fields had the lowest rates of major change
(22 percent), followed by students in health care
fields (26 percent).
References
National Center for Education Statistics (NCES). (2017). Percentage of 2011–12
First Time Postsecondary Students Who Had Ever Declared a Major in an
Associate’s or Bachelor’s Degree Program Within 3 Years of Enrollment, by Type
of Degree Program and Control of First Institution: 2014. Institute of Education
Sciences, U.S. Department of Education. Washington, DC.
https://nces.ed.gov/datalab/tableslibrary/viewtable.aspx?tableid=11764.
FIGURE 2. Percentage of 2011–12 beginning postsecondary students who ever changed majors,
by original declared field of study: 2014
Percent
100
80
52
60
40
40
35
29
32
28
37
36
32
31
31
Social
sciences
Business
26
22
20
0
Total Mathematics Natural Engineering Computer Education Humanities General
studies
and
nonsciences
and
and other
STEM
engineering information
technology sciences
Total
STEM
Total
STEM fields
Health
care fields
Other
applied
Non-STEM fields
Original declared field of study
NOTE: Natural sciences includes biological and physical science, science technology, agriculture, and natural resources. Other applied includes personal and
consumer services; manufacturing, construction, repair, and transportation; military technology and protective services; architecture; communications; public
administration and human services; design and applied arts; law and legal studies; library sciences; and theology and religious vocations. Standard error tables
are available at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018434.
SOURCE: U.S. Department of Education, National Center for Education Statistics, 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14).
This National Center for Education Statistics (NCES) Data Point presents
information on education topics of interest. It was authored by Katherine Leu
of RTI International. Estimates based on samples are subject to sampling
variability, and apparent differences may not be statistically significant. All
noted differences are statistically significant at the .05 level. In the design,
conduct, and data processing of NCES surveys, efforts are made to minimize
the effects of nonsampling errors, such as item nonresponse, measurement
error, data processing error, or other systematic error.
www.epa.gov/research
science in ACTION
I N N O VAT I V E R E S E A R C H F O R A S U S TA I N A B L E F U T U R E
Computational
Toxicology Research
Fast, Automated Screening for Risk-Based Chemical Priortization
Tens of thousands of chemicals are currently in commerce, and hundreds more are introduced every year. Since
current chemical testing is expensive and time consuming, only a small fraction of chemicals have been fully
evaluated for potential human health effects.
Through its computational toxicology research (CompTox), the U.S. Environmental Protection Agency (EPA) is
working to figure out how to change the current approach used to evaluate the safety of chemicals. CompTox
research integrates advances in biology, biotechnology, chemistry, and computer science to identify important
biological processes that may be disrupted by chemicals and tracing those biological disruptions to a related
dose and human exposure to chemicals. The combined information allows the chemicals to be prioritized for
more in depth testing based on the specific processes they disrupt and potential health risks. Using CompTox,
thousands of chemicals can be evaluated at a small cost in a very short amount of time.
CompTox Tools and
Resources
ACToR
(Aggregated Computational Toxicology Resource)
EPA’s Need for Toxicity Data
ACToR enables scientists and the interested public to search and
download thousands of toxicity testing results on thousands of
chemicals. ACToR aggregates data from more than 1,000 public
sources on over 500,000 chemicals. It can be used to query a
specific chemical and find all publicly available hazard, exposure
and risk assessment data.
1
U.S. Environmental Protection Agency
Office of Research and Development
iCSS Dashboards
(iChemical Safety for Sustainability Dashboards)
iCSS Dashboards (iCSS) are web-based applications that provide a
portal to computational toxicology data. Currently, iCSS Dashboards
provide a portal for users to search and query rapid, automated
(high-throughput) screening data on thousands of chemicals.
Advances in computational toxicology allow iCSS Dashboards to
integrate these diverse sources of information and make it available
to decision-makers and the public via an easy-to-use, interactive
software application. Users can access iCSS Dashboards to search
and interact with the data compiled by the CompTox program in
order to better understand potential risks to human health and
the environment.
Computational Toxicology Research Program
ToxRefDB
(Toxicity Reference Database)
ToxRefDB contains approximately 30 years
and $2 billion worth of animal studies.
ToxRefDB allows scientists and the
interested public to search and download
thousands of animal toxicity testing results
for hundreds of chemicals that were
previously found only in paper documents.
Currently, there are 474 chemicals in
ToxRefDB, primarily the data rich pesticide
active ingredients, but the number will
continue to expand.
DSSTox
(Distributed StructureSearchable Toxicity Database)
DSSTox provides scientists and decisionmakers with high quality chemical
structures and annotations in association
with toxicity data. It helps to build a data
foundation for improved structure-activity
relationships and predictive toxicology.
DSSTox publishes summarized chemical
activity representations for structure-activity
modeling and provides a structure browser.
It also houses the chemical inventories for
the ToxCast and Tox21 projects.
ToxCast™
(Toxicity Forecaster)
A large contributor to ToxCast is the
Toxicity Testing in the 21st century (Tox21)
federal agency collaboration. Tox21 is
using robotics technology to screen over
10,000 chemicals in a subset of the highthroughput assays. The Tox21 collaboration
pools resources from the EPA, US Food
and Drug Administration (FDA), the National
Toxicology Program/National Institute of
Environmental Health Sciences and the
National Center for Advancing Translational
Sciences. All ToxCast chemical screening
data is publicly available through the iCSS
dashboard. The iCSS dashboard provides
access to chemicals, assays, genes,
pathways and endpoints.
EPA is working with scientific review boards
and external stakeholders to identify and
evaluate applications of ToxCast data for
informing chemical safety decisions. One
potential application is to use ToxCast to
help prioritize chemicals for EPA’s Endocrine
Disruption Screening Program. Using
ToxCast, EPA researchers have evaluated
almost 1,800 chemicals in approximately
50 endocrine-related high-throughput
assays.
ExpoCast
(Exposure Forecaster)
EPA’s ExpoCast effort is developing rapid,
automated chemical exposure predictions
for thousands of chemicals based on
manufacture and use information. EPA
scientists developed the ExpoCast model
to predict exposures for 1,763 chemicals
using production volume, environmental
fate and transport models, and a simple
indicator of consumer product use. The
ExpoCast approach can be used to make
high-throughput exposure predictions for
human exposures to chemicals and to
understand where additional information
is required to improve these estimates.
The ExpoCast model is being improved by
adding more refined indoor and consumer
use information since these are also large
determinants of exposure.
Virtual Tissues
ToxCast is a multiyear, multimillion dollar
effort that uses advanced science tools
to help understand how human biology is
impacted by exposure to chemicals and
to determine which exposures may lead
to adverse health effects. ToxCast uses
automated chemical screening technologies
(called “high-throughput screening assays”)
to expose living cells or isolated proteins
to chemicals. The cells or proteins are
then screened for changes in biological
activity that may suggest potential toxic
effects. ToxCast has generated data on
over 2,000 chemicals evaluated in over
700 high-throughput assays.
Virtual Tissue Models map existing
chemical research to dynamic computer
simulated models of biological tissues.
These computer models are able to
virtually simulate how chemicals interact
with important biological processes
or signaling pathways and how those
interactions lead to potential adverse effects
in human tissues. The computer models
are constructed using an adverse outcome
pathway (AOP) approach. The research is
currently focusing on developing advanced
computer simulated models of biological
processes critical for normal development
and function. An example includes the
Virtual Embryo (v-Embryo™) model for
predicting a chemical’s potential to lead to
developmental toxicity due to disruption
of blood vessel development in embryos.
Ultimately, the suite of v-Embryo models
will help predict what chemical-biological
interactions might lead to developmental
toxicity and birth defects.
Collaboration
Opportunities
CompTox actively engages a wide-range
of partners including EPA regions and
program offices, industry, academia, trade
associations, other federal agencies,
state and local government agencies and
non-governmental organizations to help
make this new chemical information more
understandable and useable. CompTox
has workshops, webinars, and training for
partners and to ask for partner feedback
about how to improve CompTox research.
CompTox hosts monthly Communities
of Practice webinars and anyone with
an interest in CompTox research can
participate. CompTox also partners with
hundreds of outside organizations to
collaborate on research and it funds
academic centers working on various
aspects of computational toxicology
through EPA’s Science to Achieve Results
(STAR) program. In addition, CompTox
hosts visiting scientists, doctoral students
and post-doctoral fellows collaborating on
computational research.
More information at:
www.epa.gov/comptox
National Center for
Computational Toxicology
Rusty Thomas
Director
thomas.russell@epa.gov
Monica Linnenbrink
Communications Director
linnenbrink.monica@epa.gov
Main Office: 919.541.4219
www.epa.gov/comptox
109 T.W. Alexander Drive (B-205-01)
Research Triangle Park, NC 27711
Recycled/Recyclable
Printed on paper that contains a minimum
of 50% postconsumer fiber content
processed chlorine free