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For this assignment, redesign the data visualizations presented in Module 4 – Case Study – FAASTeam. Using the same data provided by the visuals (you will not have access to the original spreadsheets that support the visuals, but can view the data as text (DOCX), Preview the document create alternative visualizations that exemplify the best design and ethics practices outlined in Module 4’s readings.

You can use any suitable program to create your redesigns.

Additionally, you are required to submit a Reflection Memo that succinctly outlines the changes you made and the rhetorical and ethical choices that support those changes.

You are working for the Federal Aviation Administration’s Safety Team
(FAASTeam). Your particular workgroup is preparing a presentation for the
annual Pan American Safety Summit (PASS) that reports the findings of
FAASTeam research documenting typical injuries in minor small plane crashes.
Your supervisor has assigned you the specific task of reviewing and editing the
presentation’s data visualizations. Your teammates are less experienced with
presenting technical information, and you have a reputation for being a skilled
Your supervisor, Margaret Farnsworth, sends you the graphics your
teammates have developed in a memo that asks you to edit their work: “I want
you to work with the graphics that Tiffany Marcus, Jacob Klochner, and Julia
Yutani have developed for this year’s PASS conference.”
You ask Margaret what she is looking for in revisions to the graphics. “They’re
good researchers,” she replies. “However, they don’t always choose the most
appropriate kind of graphics. They also unnecessarily complicate their graphics
with too much junk and fluff. Their graphics are difficult to read and to decipher.
Please edit them for appropriateness and clarity.”
You find the following graphics attached to the memo:
Figure 1. Tiffany Marcus
Figure 2. Jacob Klochner
Figure 3. Julie Yutani
You send your colleagues a memo asking them what they are trying to convey
in each graphic.
Tiffany Marcus replies, “In my graphic, I want to show the distribution of the
most common causes of small plane crashes.”
Jacob Klochner replies, “I’m trying to show how the use of restraint devices
affect pilots’ risk of sustaining serious or fatal injuries in four body regions. I
want to show that arm injuries are slightly more likely when restraint devices
are properly worn than without them, but that lower extremity injuries – the type
that often leads to lifelong disabilities – are significantly lower.”
Julia Yutani replies, “I want to demonstrate the average number of moderate
lower-extremity injuries occurring annually to pilots in minor small plane
crashes when restraint devices are properly worn. I want to communicate the
scope of the issue. I want people to know that an average total of 17,699 lower
extremity injuries occur annually in small plane crashes involving mechanical
error where the pilot is properly wearing their restraint device.”
You respond to Julia asking, “What type of injuries are ‘tib.plat’ and ‘tib.shaft?”
Julia replies, “They’re both types of injuries to the tibia, the lower leg.”
You thank your colleagues and tell them that you will have their graphics
reviewed, edited, and ready for the presentation by the end of the week.
ENGL 221 Reflection Letter
ENGL 221: Technical Report Writing
February 12, 2021
Dear Dr.Priscilla
I want to offer critics and a concrete plan to remediate visualization on why I think my
new design is an improvement from what was presented by Tiffany Marcus, Jacob Klochner, and
Julia Yutani.
Julia Yutani opted to use a pie/doughnut chart to represent her work. These charts are
attractive to the eye and are meant to represent data that entail an entire year. There is the use of
a wrong chart that is to say all charts are not equal. The combination of multiple colors and sizes
can be interpreted as additional tiring work that is unnecessary for interpretation. It would be
better to use numbers without any visualizations. A pie chart is best suited when one is trying to
work out the composition of something. One of its best-suited roles is when showing the
relationship between parts of a whole. Using charts makes the interpreter’s work more
comfortable, making it hard to compare and time-consuming. To maintain readability, this kind
of chart should be used to represent a maximum of six categories. It is important to note that if
the types are more than six, the rest of the categories should be put into one type to be referred to
as “others.” If need be, this category should be shown on a different chart. From our chart, it is
clear that they are not arranged in any particular order. Order is critical and should be done by
value from biggest to smallest starting at 12 o’clock on the right with the largest segment,
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referred to as the most important of all. It is also believed that the human eye is not reliable when
distinguishing differences in angles. 3D Charts create a false representation. This is because our
eyes perceive objects as closer and more extensive than they are. They also make the
interpretation and comparison of segments harder. To improve this, the legend can be moved to
the bottom of the chart, which would enhance its overall appearance. I would also raise critics on
the chart; Julia inserted a legend on the side while labeling each segment would directly have
made it easy to read.
On the other hand, since Jacob tries to present the data that arms are more likely to be
more injured, the data presented fails to identify which types of devices are likely to influence
arm injuries during a crash. Instead, the presentation shows that head injuries are likely to be
more affected; thus, Jacob’s data should present higher injuries than other body parts by
increasing the armbar’s height. This will allow the audience to identify arms injuries with or
without devices. Similarly, arranging the data in alphabetical order contributes to better visual
data presentation; hence Jacob should consider using alphabetical order in his data.
In tiffany’s presentation, the mistake of retaining the small fonts is evident. She presents
the graphs with a small front of 10, which is very small for the audience to see; she uses the
difficult font size shown in the excel file. Instead, I would have used a front size 18, which is
large and comfortable to read for the audience. Similarly, she uses a table to interpret her data.
Therefore, it occupies a large space. Alternatively, they should have removed the table and
remain with the menu, which clearly identifies and clearly defines the data. Therefore,
personally, I would have presented the data using the graph and menu only; these changes ensure
the data is exact, preventing overrepresentation and misinterpretation of data
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