DD8HW9 Project 2

Project 2: Using Visuals in Nutrition Education Column and Annotated Bibliography


Rhetorical Situation:
The purpose of this document was to remind nutrition educators of their ethical responsibilities when working with visuals. The target audience for this ethics column is Health University's Campus Health Service.  This department trains health educators to provide nutritional counseling and education to members of campus and the community. This column will be provided to new and current employees, and published in the company's weekly newsletter; therefore, it will include links to various websites and images. This will allow employees to access additional information as needed.

Project:

• What are you most proud of in the entire project? Why?
• I am proud of the final document because I learned a lot while writing it. I was familiar with some nutrition and public health ethical and cultural considerations, but had never written about them. I learned a lot about paramedic editing and varying sentence style and am proud of the changes I made to this document. 
• What do you wish you had time to further expand, include, or revise in the project?
• I would like to learn more about the paramedic method. I use a lot of prepositions and although I made a lot of changes to my column, there are still areas that could be revised if given more time. 
• When and where did you get stuck while working on the project? How did you overcome your problem?
• I had a hard time narrowing down visuals and ethical issues when I first started the process. Public Health is a very broad field including mental health, physical health, socioeconomic status, and health disparities, as well as educational aspects, health promotion, health prevention and data collection. Even after I decided on nutrition, I still had to narrow down my focus to nutrition education. I overcame this issue by conducting a lot of research. I reviewed many peer-reviewed articles and used a few different databases. 

Learning:

• What technologies did you use to complete this project? Why were they appropriate? What processes did you take to learn the technology application/s? What did you learn? What more you hope to learn in the future? How/why might you use the technology application/s again?
• I used a variety of technologies to complete this project. I used my laptop at home and my desktop at work to complete my research. I used the Arizona Health Science Library website to choose Google Scholar, PubMed, and OvidSP databases. I used links provided  on D2L as well to research Technical Communication Journals. Lastly, I used Google and various nutrition websites. I was reminded of the various visuals that are often used in the nutrition field, such as photographs and illustrations, and MyPlate and MyPyramid.  I learned about the importance of adapting visuals to your audience, but maintaining ethical standards in the process. For example, using simple illustrations for people with low literacy skills. I will continue to conduct research and use visuals in health education, especially when designing educational materials for different populations. I will also pay more attention to and consider cultural considerations in my current profession at Campus Health. 

• Discuss at least three of the course outcomes you feel you worked towards with this assignment. Provide evidence of your learning by pointing to specific aspects of the project.
• 1. Critique and use flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing using a variety of technologies.
• This project focused a lot on proofreading, editing, peer-reviewing and grammar. Using the style checklist, proofreading checklist and usability checklist on my peers' docuemnts, aided me in the drafting and editing process of my own.
• 2. Develop intentional cross-cultural connections and relationships with others to participate in the collaborative and social aspects of technical writing processes, including giving and responding to productive feedback and working in teams.
• We were not required to work in teams for this project, but I felt like this peer review process was more collaborative. I chatted with another student while peer reviewing and felt like the comments I received on my document were more detailed and helpful. I reviewed all of the comments and made necessary changes to my column and bibliography, based on some of the feedback.
• 3. Explain why genre conventions for structure, paragraphing, tone, and mechanics vary and extrapolate common formats and/or design features for different kinds of technical texts.
• I learned a lot about technical writing this week while working on this project. Writing an ethics newsletter was a different style of writing for me, and I enjoyed learning about different ways to improve my writing style, especially when completing the Paramedic Editing exercise.

• Discuss at least one personal course goal you feel you worked towards with this assignment. Provide evidence of your learning by pointing to specific aspects of the project. 
• Personal Goal: To gain a better understanding of what Technical Writing and Technical Communication are and how to properly apply them.
• I feel like I am starting to understand more aspects of technical communication. I conducting research using various databases, incorporated themes of ethics and visualizations into a field of my interest and put it all together into a column for a newsletter. I used various forms of technical communication and applied them to produce one document.

• What did you learn about yourself as a technical writer?
• As mentioned in my description of my personal goal, I learned a lot about technical communication and writing this week. I realized there is a lot more thought that goes into technical writing, but that the more I practice these writing style techniques and exercises, the more likely I will begin to incorporate them into my writing on a regular basis. 

DD8HW6 Sentence Variety and Style

Original: 

     Photographs are also a commonly used visual by Nutrition Educators, where ethical issues need to be considered. Editing a photograph by cropping out part of an image, or altering a photo in a way that it is different than it's original intent becomes an ethical issue if that alteration changes the context of the photo and the accompanying information. Photographs of healthy foods are often used to show examples of nutritious choices. Photographs are also used to show the differences in various cultures and their eating habits.  Culture plays a big role in nutritional health and photographs should avoid displaying any cultural stereotypes.

     Nutritionists and Nutrition educators often use tables to show a particular food, along with its serving size, calories, fat, carbohydrates and proteins.

Revised:

     Photographs are also a commonly used visual by Nutrition Educators that require ethical considerations. They are often used to represent examples of healthy and unhealthy food items. When photo editing techniques change the context of a photograph, and a persons' understanding of accompanying information, this is unethical. Examples of these changes include cropping out part of a photo, altering a photograph to distort the image, and changing the colors of a photo from color to a black and white. Photographs are also used to show the differences in various cultures and cultural eating habits. Culture plays a big role in nutritional health and photographs should avoid displaying any cultural stereotypes.

     Tables are often used by nutrition educators to display a type of food, amount of calories in that food, and categories of nutrients in that food, such as carbohydrates, proteins, and fats.   

Reflection:

• I noticed three of the six sentences started with the word "photographs" so I chose to vary the sentence opening in one of the sentences. I kept "photographs" as the opening in two of the sentences to show emphasis. by changing those sentences, which helped with the flow of my paragraph. 
• The Various Methods for Joining Ideas handout was useful and I edited some sentences using commas and conjunctions to to join ideas. 
• I started two of my paragraphs with the name of the visuals (graphic illustrations and photographs), but I didn't for the third.  I changed this and started that paragraph with Tables, to provide consistency and emphasis. 

DD8HW4 Self-Review of Full Bibliographic Citations

I used American Medical Association (AMA) style for my annotated bibliography. I had used this in graduate school for public health research papers, but it had been a few years so I needed to do my own research to remember how to properly cite articles. At first, I found some conflicting information, but after I continued my research, I was able to properly complete my annotated bibliography.

The following were the most commonly revised issues:

• Capitalization: Some examples I found showed only the first word in the journal article title capitalized and the rest of the key words were not, and some examples showed all the words capitalized, as they were in the article. 
• Punctuation:  I did not need to put periods after initials. 
• Volume/Issue:  It took some time for me to figure out how to include these.
• DOIs or URLs:  I didn't add this in the first draft, but went back to do so after reviewing.  
• Title: Some examples showed an italicized title, but a few didn't. I researched more and found out it should be italicized if it's an online journal article.  
• Order: Items in the bibliography needed to be listed numerically, as they appeared in the text, not alphabetically. 

I also found an AMA style guide that gave recommendations for using AMA style within the paper. These included adding page numbers to the document, and adding a header aligned with left margin.

DD7HW6 Ethical Issues Mind Map

DD7HW5 Key Ethical Issues

Illustrations: An ethical consideration when using illustrations or similar visuals, is to include an image that accurately portrays your message. It is recommended when using color to use it sparingly and maintain consistency.

Photographs: Editing a photo by cropping out part of an image, or altering a photo in a way that it is different than it's original intent could be an issue if that changes the context of the photo and the accompanying document.

Symbols and Icons:  These are usually widely known and should be presented in a way that they are representing what they stand for, and are not misleading.

Tables:  When constructing tables, you want to be sure to include all relevant information, but not omit information that could change others' opinions on the data. Keeping all tables the same size, with the same font and style is also recommended.

Graphs (Bar graphs):  The scales on graphs can be changed to show an accurate portrayal, or an overstated or understated portrayal of data. It is important to follow ethical considerations when constructing graphs from your data, so that you aren't misleading the audience.

With all of these various types of visualizations it is important to remember your audience, and to place visuals where they can easily be seen, aren't crowded and can easily be understood or interpreted.

DD7HW4 Key Visualization Techniques

Illustrations: Food Pyramid, drawings of food

• Where: On nutrition education materials 
• How: This is a commonly used educational tool that can be found in textbooks and online.
• Why: The food pyramid is a universal way for people to know what foods and food groups are recommended. Drawings of food can also be a helpful visual. 

 
Photographs: Photos of food

• Where: Handouts, brochures, presentations, magnets, any health messaging 
• How: Drawings can be made by an instructor, or a graphic designer, depending on the audience.
• Why: People can identify with things they see that they are familiar with.  It is also helpful for a person to see what a food looks like, so they can identify it when they go grocery shopping. 

Symbols and Icons:   MyPlate

• Where: On nutrition education materials
• How: These are given in presentations in classrooms and to children on placemats. 
• Why: This image is easy for children to understand. It is a commonly used image symbolizing healthy eating.  

Tables are often used. Numerical- used to compare exact values. Prose- used to organize verbal information.

• Where: In textbooks, or in presentations. 
• How: Tables are used to show food sources of vitamins, minerals, fats, carbs, proteins, etc. They include the food, the recommended serving size and health benefit.  
• Why: Tables can be an easy way to look up a vitamin and check to see what food you can eat in order to reach daily recommended intakes. 

Graphs:  Bar graphs Results of a Nutrition survey.

• Where: Results of a the Health & Wellness Survey at UA. 
• How: Graphs show the amount of students who report healthy eating habits. 
• Why: These can be a good way to see what students are doing well, and how they can improve, which helps staff to learn what areas they can strength in health promotion. 

DD7HW3 Chapter 9, Article #2

I followed the guidelines for TC's Summarizing Information (pp. 176-177). 

Article Title:
Visual Representation of Health Information:  A Critique of the 2005 Food Pyramid

USDA guidelines have changed over the years since the first recommendations were made in 1917. Originally there were 5 food groups, including "fruits and vegetables," "meats and proteins (including milk for children)," cereals and starches," "sweets," and "fatty foods." There are still five groups but they are categorized differently, shifting away from Sugar and Fat, and identifying Grains, Vegetables, Fruits, Milk, and Meat & Beans as the five categories. The goal of USDA guidelines have also shifted from telling people to "eat more" to ensure they had enough nutrients, to "eat less" because of the rise of obesity and other chronic diseases stemming from food consumption.

The Food Pyramid has also changed over the years, but the goal has remained the same. The purpose of the pyramid is to show people what the daily recommendations dietary guidelines are to live a healthy life. Descriptions of visual differences between the food pyramids and why they may be confusing to users have been identified. The original food pyramid was a pyramid with visual representation of foods in horizontal divisions.  The focus was that there is a foundation of foods to eat on the bottom, and then recommendations for smaller amounts of food groups as you went up the pyramid.  The new representation has made vertical divisions, with six different colors separating the five food groups, with a small colored line added for oils. Visually, the vertical bands of color appear to be different sizes, but it is not as easy to understand recommended portion sizes, as it was on the original horizontal pyramid.

The new Food Pyramid is visually more appealing for users due to the design and colors. It also includes an image of a person climbing up stairs along the side of the pyramid, representing recommendations for physical activity.  Although there are some benefits to this pyramid, the original is easier to understand and to use when following recommenced dietary guidelines.


Citation:

Noland, Carey, and M. Isabel Meirelles. Visual Representation of Health Information: A Critique of the 2005 Food Pyramid. American Communication Journal 10. 2008; 431-432.

DD7HW1 Citation Style

I will be using AMA style for Project #2.  AMA style is the American Medical Association style, which is used by many scientific journals, and primarily used for medical and public health journals. My topic for Project #2 is a public health topic- Nutrition Education/Visuals/Ethics.


1. The AMA Manual of Style is a guide that includes the following sections:

• Preparing An Article for Publication
• Style
• Terminology
• Measurement and Quantitation
• Technical Information

The manual itself must be purchased, but this website does include links with some descriptive information that is useful, such as Visual Presentation of Data. 

2. This Biomedical Editor website includes samples of references, with 1 author, 2-6 authors and 6+ authors.  It also includes examples of citations, and how they should look in an article.

3. This University of the Sciences website is useful because it includes specific examples of how to cite an online journal article with six or fewer authors and an online journal article with more than six authors.

DD7HW2 Chapter 9, Article #1

Article Title:  Picture This: Visual Cues Enhance Health Education Messages for People with Low Literacy Skills

Informative Abstract (Summary):
Using visuals on nutritional health information can help people understand the written information more easily, especially people with low literacy skills. This is important because nutritional health professionals want to build a rapport with their clients and assist them with making healthy behavioral changes. 

Health information is often lengthy and wordy, and can become confusing for readers with low literacy skills. Foremost, when constructing visuals, start with a clear main message then review the written text to see if reducing the text will still allow the reader to understand the content. The type of visual (photograph or drawing) is not as important as the appropriateness of the visual and how it portrays the desired health message. 

When designing nutritional health media with text and visuals, the following considerations are recommended:  

• Use simple drawings with few distracting details.
• Manage visual space on a wed-based format to facilitate reading. 
• Use sans serif fonts (Arial or Century Gothic) for electronic messages. 
• Use serif font (TImes New Roman) for printed messages. 
• Avoid using all capital letters. 
• When using bullets, start a sentence with a capital letter and end with a period. 
• Consider cultural relevance of images. 
• Include people from your target audience in creating these health messages. 

Best practices for communicating nutritional health messages include various distribution formats, such as web-sites, video self-modeling, text messaging and general uses of smartphones. Nutritional health messaging can be a powerful educational tool, but only if it is clear and easy to understand, allowing clients to feel comfortable enough to make decisions about their health.


Descriptive Abstract:
Educational materials with visuals can aid in comprehension of nutritional health information for people with low literacy skills. Visual cues and messaging are identified and recommendations are made for making both printed and electronic formats easy to navigate. The better understanding people have of educational material, the more likely they are to incorporate the information into their lives and make healthy nutritional decisions about their health.


Citation:

Peregrin, Tony.  Picture this: visual cues enhance health education messages for people with low literacy skills.  Journal of the American Dietetic Association 110.4. 2010; 500-505.

DD6HW8 Evaluating a Source

Title of article:  College Freshman Perceptions of Effective and Ineffective Aspects of Nutrition


Purpose:  Why was the resource written: to inform, to present options, to report research, or to sell a product? For what audience is it intended?

• The purpose of this article was to report research.  The purpose of the research was to assess the effectiveness of nutrition education taught to college freshman by graduate students. The audience intended for this article is anyone in the public health field studying nutrition, or using and implementing different nutrition education models. 

Authority:  What are the author's credentials? Are qualifications, experience, or institutional affiliation given? 

• Three of authors are employed at Georgia State University, two in the Division of Nutrition and one int eh Department of Educational Psychology and Special Education. The other author is employed at Georgia Perimeter College in the Department of Humanities. Three of the four authors are PhDs, two are RDs, one is a MFA/MS. Their credentials appear to make them qualified (strength); however 3 are from the same university.  I would be interested in hearing from other higher-ed institutions as well. 

Accuracy:  Is the information correct and free from errors?

• This article includes information that appears to be correct. Visuals of focus group questions are included, as well as the themes from the focus groups.  The authors also include limitations of the study after the results, which shows there may be potential bias. Use of visuals is a strength, as well as the headings throughout this article, specifically the Themes. 

Timelines:  Is the information current or does it provide the proper historical context for your research?

• The research study was conducted in 2004, but published in the Journal of American College Health in 2010. Since it takes time to conduct research, have it peer-reviewed and published, this time frame amy be appropriate; however, I would be interested in seeing updated information to see if this nutritional education model is currently producing the same results. Therefore, the timeline could be both a strength and a weakness. 

Coverage:  Does the source cover the topic in depth, partially, or is it a broad overview?

• The source covers the topic in depth (strength). The introduction gives history, background and current examples of the issues with nutrition among college students.  In the Methods section they describe procedure and list the focus group questions, and in the Results section, they list and describe various themes discovered from focus groups. 

Objectivity:  Does the information show bias or does it present multiple viewpoints?

• As with any research study, there are always potential biases.  This article focused on the viewpoint of the benefits of nutrition education, and in particular, one specific nutrition model. They used both open-ended and close-ended questions which is a strength and helps eliminate bias, but there sample was relatively small (weakness) since it was a qualitative study. They did note some limitations, such as the lack of ability to generalize results since all the students came from one university, and the students that participated were already interested in nutrition. 

Kicklighter, Jana Regina, et al. "College freshmen perceptions of effective and ineffective aspects of nutrition education." Journal of American College Health 59.2 (2010): 98-104.

DD6HW7 Annotated Scholarly Article

DD6HW2 Chapter 8

Hasty generalization:  I have witnessed this with an employee that I used to work with. My team would be discussing alcohol and other drug use on campus, and among students, and this person was quick to "blame" problems with alcohol on fraternities and sororities. There had been some students who were from these groups, that had been an issue, at one point, but that does not mean that all fraternity and sorority members fall into this problem area.

Deceptive framing of facts:  I have had friends tell me stories or explain situations, but they omit details. They are not lying, but they are being deceptive because having that additional information may make my opinion on the subject change. I feel like this happens a lot during political season with each candidate portraying only "bits and pieces" leaving citizens to believe something to be true that is not.

MEMORANDUM

To:                   Antonnet Johnson, Technical Writing Instructor 

From:              Christiana Castillo, Campus Health Service

Date:               July 26, 2016

Subject:          Evaluating and Interpreting Information

When interpreting and evaluating health data in the Campus Health department, we need to be sure we are not being bias, or making unjust assumptions. As you know, ethics plays an important role in both Technical Communication and Public Health, and we need to ensure we are evaluating the evidence and portraying data results in a professional and ethical manner. 

A hasty generalization occurred when an employee reviewed data showing different groups on campus and their alcohol consumption. One graph showed an increase in alcohol use among fraternities, and an employee made a follow-up statement that all fraternity members have a problem with alcohol, when that was not the case. 

The deceptive framing of facts can also be an issue. When we collect data from our Health & Wellness Survey, we cannot just pick and choose which results we want to show and which we do not. We may highlight areas we believe are important; however, we cannot deceptively misguide our audience. 

It is important to follow ethical guidelines.  Please refer to the Public Health Code of Ethics, as needed.

Cc:       All employees, Campus Health Service

DD6HW6 Tech Comm Journal Search

Technical Communication Journal Search


1.

• article title:  Applied Visual Analytics for Exploring the National Health and Nutrition Examination Survey
• author(s): Siliva Oliveros Torres, Heather Eicher-Miller, Carol Bushy, David Ebert, Ross Maciejewski 
• journal title: System Science, (HICSS)
• where/how you found the full text of the article:  I used the IEEE Transactions on Professional Communication Advanced Search option and typed in "visuals" OR "visualization" OR "ethics" AND "nutrition" into the search engine. 

2. 

• article title:  Scientific and Ethical Foundations of Nutritional Medicine. Part 1-- Evolution, Adaption and Health 
• author(s): Stephen Davies
• journal title: Journal of Nutritional Medicine
• where/how you found the full text of the article:  I found this article by using the key search terms, "ethics" and "nutrition" in the Technical Communication Quarterly.  

DD6HW4 Library Database Search

UA Library Research by Subject --> I looked for Public Health but that was not an option; however, Nutritional Sciences was so I chose that. I am currently involved in both Public Health and Nutritional Sciences.

1.

• article title:  College Freshman Perceptions of Effective and Ineffective Aspects of Nutrition
• author(s):  Jana Regina Kicklighter, Valerie Jean Koonce, Christine Ann Rosenbloom, Nannette, Evans Commander
• journal title: Journal of American Public Health
• database title:  Universities Library E-Journals- Health & Biological Sciences

2.

• article title:  The Role of Implied Motion in Engaging Audiences for Health Promotion:  Encouraging Naps on a College Campus
• author(s):  Michael Mackert, Allison Lazard, Marie Guadagni, Jessica Hughes Warner
• journal title:  Journal of American Public Health
• database title: Universities Library E-Journals- Health & Biological Sciences

3.  

• article title:  Social Media as a Supplement to face-to-face-education: the perspectives of Expanded Food and Nutrition Education Program paraprofessionals and graduates
• author(s): J.A. Harrison, S.R. Elmer, V.R. da Silva
• journal title:  Journal of Extension
• database title: Ovid- CAB Abstracts

DD6HW1 Chapter 7 Research Wikipedia

I started my research by typing the words "Human Nutrition" into Wikipedia, and read through the definition and description. I read through all of the Notes and References (footnotes) and noticed many article titles about children.  These articles had to do with global issues, malnutrition and undernutrition in children. I chose a few articles that pertained to nutrition in childhood because childhood nutrition was a topic I recently read about in another class, and I it pertains to my personal life because I feed my toddler. I then went to the University of Arizona Health Sciences Library online and began my research with Google Scholar. I copied and pasted the whole link from the footnotes into Google Scholar, I had difficulty finding the articles; however, when I typed in just the article name I had better luck and was able to locate the articles I was looking for from Wikipedia.

The first article I picked from the footnotes was "Progress for Children: A Report Card on Nutrition (No. 4)."  I copied and pasted the footnote into Google Scholar and was able to find an html version of this book, which was published in May 2006. I read the introduction and foreword in the beginning of the book to get a better idea of what the article was about and to decide if I wanted to read the whole chapter.

The second article I picked from the footnotes was, The European Health Report 2005:  Public Health Action for Healthier Children and Populations. I found this article as a PDF in Google Scholar; however, it was in another language that I was unable to read. So this publication would not be useful to me.

The third article I picked was Maternal and Child Undernutrition:  Global and regional exposures and health consequences.  This article was available as an HTML document, with full-text from the UA library. I read the "Summary" and the "Introduction" of this article.

One thing I noticed from conducting this research was the year of the publications. They were over 7 years old. I reviewed the footnotes to see if there were any recent articles about childhood nutrition and found one from the World Health Organization in 2013. It was titled, "Essential Nutrition Actions:  improving maternal, newborn, infant and young child health and nutrition." There was a full pdf available of this article.

DD6HW5 Google Scholar Search

Google Scholar Search

1.

• article title:  Improving Readability of an Evaluation Tool for Low-Income Clients Using Visual Information Processing Theories
• author(s):  Marilyn Townsend, Kathryn Sylva, Anne Martin, Diane Metz, Patti Wooten-Swanson
• journal title:  Journal of Nutrition Education and Behavior 
• where/how you found the full text of the article:  I typed in "visuals used in nutrition" into the search engine in Google Scholar to find this article. 

2. 

• article title: Obesity in Preschool Children is More Prevalent and Identified at a Younger Age when WHO Growth Charts are Used Compared with CDC Charts
• author(s): Zeina Maalouf-Manasseh, Elizabeth Medallions-Katsaras, Kathryn Dewey
• journal title: JN, The Journal of Nutrition
• where/how you found the full text of the article: I found this article in the footnotes of another article when searching for "visual growth charts, ethics" in Google Scholar

3. 

• article title: Health literacy: How Visuals Can Help Tell the Healthcare Story
• author(s):  Helen Osborne
• journal title:  Journal of Visual Communication in Medicine
• where/how you found the full text of the article:  I found this article when I used "visuals and health" as key search terms in Google Scholar.

DD5HW5 Chapters 4 & 12

CHAPTER 4

The role of ethical communication varies across different fields. You can find The American Public Health Association Code of Ethics here. This website also links this A Code of Ethics for Public Health from the National Institute of Health.

Three Principles of the Ethical Practice of Public Health that are included in the Code of Ethics that address communication-related issues are as follows:

1. "Public health institutions should provide communities with the information they have that is needed for decisions on policies or programs and should obtain the community's consent for their implementation." Public health programs often conduct key stakeholder interviews and focus groups to find out the needs of a community before implementing a program. It would be unethical to go into a community and implement a program without consent of the community. 

2. "Public health programs and policies should incorporate a variety of approaches that anticipate and respect diverse values, beliefs, and cultures in the community." Respecting diverse values, beliefs, and cultures is all part of being ethical. Exploiting cultural differences, as noted in TC is unethical.

3.  "Public health institutions and their employees should engage in collaborations and affiliations in ways that build the public's trust and the institution's effectiveness."  Collaborations and communication between employees should remain ethical, as well as between the public health institutions and the public, in order for public health policies to benefit the community. 



CHAPTER 12

Line Graph
This version of displaying the data would be most effective for someone who wonders how overall enrollments are changing.



Figure 1.0



Bar Graph
This version of displaying the data would be most effective for someone who wants to compare enrollments at each college in a certain year.



Figure 2.0




Table 
This version of displaying the data would be most effective for someone who wants exact figures.

Number of Applications
Year	College X	College Y	College Z
2008	2341	3116	1807
2009	2410	3224	1784
2010	2689	2976	1929
2011	2714	2840	1992
2012	2872	2615	2112
2013	2868	2421	2267

Figure 3.0