Editing graphics ACES Denver 2008 Bill Cloud University of North Carolina at Chapel Hill.
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Transcript of Editing graphics ACES Denver 2008 Bill Cloud University of North Carolina at Chapel Hill.
A good map or chart:A good map or chart:
• Is free of errors.• Is easily understood by the readers.• Makes good use of its allotted
space.• Is clearly connected to the story.• Has text elements that complement,
rather than repeat, accompanying headlines.
A good map …• Includes, in most cases, both a north
pointer and a distance scale.• Clearly labels the significant elements
on the map.• Labels streets and other landmarks
mentioned in the story.• Aids a reader who may go to or pass
through the area.
A good chart …
¶ Presents information clearly without wasting space.
¶ Reflects changes in the value of the dollar.
¶ Reflects changes in the population.¶ Appropriately rounds off large numbers.¶ Puts numbers into perspective.
Distance scales:Needed or not?Distance
scales:Needed or not?
This is probably a reasonable exception because we’re showing the entire United States and aren’t concerned with distances.
Do story and map connect?
Shouldn’t we tell our readers that the line shows the migratory route and let them know the flying distance?
Does the map aid the reader?
Where is Eighth Avenue?
How will traffic detour?
Can we show the route?
Accounting for inflation
…unless you consider the
changing value of the dollar, as
indicated by the
lengthened lines.
Check inflation at bls.gov
Accounting for inflation
Here’s an interesting chart
showing the growth of the Maine lobster business. The problem is …
Accounting for inflation
Value of lobsters in 2000 dollars
… It doesn’t reflect the change in the value of the dollar
Accounting for inflation
Price Per Pound in 2000 dollars
Actually, the price peaked in 1973!
1950 2002
6.00
$3.00
Linear deception
Is the footnote enough here? Shouldn’t we do something else to show readers that
the ’04 figures are for part of
a year?
Controlling for population
The chart shows differences in funding amounts among states and some cities, but those differences mainly reflect population differences. Compare it with a graph of the state populations.
Out of?
For perspective, we should be told how many people are employed in each office and in the state as a whole.
Out of?Again, we need
the totals for the district and for each school to understand the
scope of the problem.
Beware, pie charts
• They do a poor job in ranking proportions.
• The numbers and the slices can be hard to connect.
• The slices get to be too thin for nourishment.
What to do instead?
• Often, simple tables are best.
• Consider the “cake” chart.
•Shares are more clear.
•Rank ordering is simpler. But: What about the number of accidents?
0
20
40
60
80
100
120
140
160
180
1980-81 1990-91 2000-01
Car fatalities, by direction of impact – 1980-2001
Driver deaths in cars 1-3 years old, per million cars
registered
86 (52%)
62 (53%) 41
(46%)
42 (26%)
37 (32%)
32 (37%)
36 (22%)
18(15%)14(17%)
Front Impact
Other
Side Impact
Car safety experts shift focus to side impact
As highway deaths have declined, the share of deaths blamed on side impact crashes has risen.
A lot more information in
the same space.