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https://opentextbc.ca/isvinternational/chapter/valuing-international-students-knowledge/
|
Valuing International Students’ Knowledge
Communication, Healthy Relationships, and Consent was originally intended to address the lack of dedicated sexualized violence response/training for international students. As the environmental scan for the resource stated, “International students have different understandings of what constitutes sexualized violence, consent, respect for boundaries, and gender norms.”
However, as the curriculum writers began their work, they pointed to research suggesting that sexualized violence education on Canadian university campuses may fail to meet the needs of international students by treating them as “non-Western people and therefore, culturally inferior visitors in need of special instruction regarding sexuality and violence” (Todorova et al., 2022). While international students in British Columbia share the experience of no longer living in their countries of origin, minimizing their extremely diverse experiences to identify them as one audience re-enacts the complex and troubling dynamics that inherently other international students.
Therefore, with the support of the International Student Resource Working Group, the resource was developed with a commitment to expanding beyond a solely Western value–led perspective, through honouring and recognizing international students’ existing knowledge, experiences, and strengths in relation to engaging in discussions about sexualized violence.
The resource acknowledges that international students may encounter a higher risk of sexual victimization than domestic students because of unique challenges associated with living in new environments, such as:
- Isolation and lack of strong networks in their new country
- Lack of information about community resources available to them
- Limited funds and employment opportunities because of visa status
- Barriers to reporting or disclosing incidents of sexualized violence or accessing available support services (Mosaic, 2019)
The approach taken also sought to elevate international students’ “agency and active negotiation of the social, educational and institutional realities related to violence in both their countries of origin and in Canada, [… their] capacity for individual and collective action, resourcefulness, and ability to find and interpret critically information related to sexuality, intimacy, and gender relations” (Todorova et al., 2022).
The resource therefore takes into account the complexity of recognizing and valuing international students’ existing knowledge, while aiming to expand on that knowledge to better equip them as they engage with the topic of sexualized violence in the Canadian context. As a result, Communication, Healthy Relationships, and Consent is foundational and preliminary for any future sexualized violence educational opportunities, not just for international students but for all students in the B.C. post-secondary sector.
References
MOSAIC. (2019). Peer Creating Awareness to Facilitate Education and Support (PEER CAFES): International Student Safety Guide. https://www.mosaicbc.org/wp-content/uploads/2020/03/International-Student-Safety-Guide.pdf
Todorova, M. S., Brooks, H. H., Persaud, R. S., & Moorhouse, E. A. (2022). Sexual violence prevention and international students in Canadian universities: Misalignments, gaps and ways forward. Comparative and International Education, 50(2), 33–50 (quoted from p. 34). https://doi.org/10.5206/cieeci.v50i2.14250
|
pressbooks
|
2025-03-22T05:09:22.693349
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/valuing-international-students-knowledge/",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/valuing-international-students-knowledge/#chapter-48-section-1
|
Valuing International Students’ Knowledge
Communication, Healthy Relationships, and Consent was originally intended to address the lack of dedicated sexualized violence response/training for international students. As the environmental scan for the resource stated, “International students have different understandings of what constitutes sexualized violence, consent, respect for boundaries, and gender norms.”
However, as the curriculum writers began their work, they pointed to research suggesting that sexualized violence education on Canadian university campuses may fail to meet the needs of international students by treating them as “non-Western people and therefore, culturally inferior visitors in need of special instruction regarding sexuality and violence” (Todorova et al., 2022). While international students in British Columbia share the experience of no longer living in their countries of origin, minimizing their extremely diverse experiences to identify them as one audience re-enacts the complex and troubling dynamics that inherently other international students.
Therefore, with the support of the International Student Resource Working Group, the resource was developed with a commitment to expanding beyond a solely Western value–led perspective, through honouring and recognizing international students’ existing knowledge, experiences, and strengths in relation to engaging in discussions about sexualized violence.
The resource acknowledges that international students may encounter a higher risk of sexual victimization than domestic students because of unique challenges associated with living in new environments, such as:
- Isolation and lack of strong networks in their new country
- Lack of information about community resources available to them
- Limited funds and employment opportunities because of visa status
- Barriers to reporting or disclosing incidents of sexualized violence or accessing available support services (Mosaic, 2019)
The approach taken also sought to elevate international students’ “agency and active negotiation of the social, educational and institutional realities related to violence in both their countries of origin and in Canada, [… their] capacity for individual and collective action, resourcefulness, and ability to find and interpret critically information related to sexuality, intimacy, and gender relations” (Todorova et al., 2022).
The resource therefore takes into account the complexity of recognizing and valuing international students’ existing knowledge, while aiming to expand on that knowledge to better equip them as they engage with the topic of sexualized violence in the Canadian context. As a result, Communication, Healthy Relationships, and Consent is foundational and preliminary for any future sexualized violence educational opportunities, not just for international students but for all students in the B.C. post-secondary sector.
References
MOSAIC. (2019). Peer Creating Awareness to Facilitate Education and Support (PEER CAFES): International Student Safety Guide. https://www.mosaicbc.org/wp-content/uploads/2020/03/International-Student-Safety-Guide.pdf
Todorova, M. S., Brooks, H. H., Persaud, R. S., & Moorhouse, E. A. (2022). Sexual violence prevention and international students in Canadian universities: Misalignments, gaps and ways forward. Comparative and International Education, 50(2), 33–50 (quoted from p. 34). https://doi.org/10.5206/cieeci.v50i2.14250
|
pressbooks
|
2025-03-22T05:09:22.702800
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/valuing-international-students-knowledge/#chapter-48-section-1",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/resource-overview/
|
Resource Overview
The Communication, Healthy Relationships, and Consent resource includes three online, self-paced, and non-facilitated modules. Each module takes seven to ten minutes to complete. Learners will explore what it means for them to establish healthy communication practices, build healthy relationships, and discuss consent, by engaging in activities that will give them an opportunity to use self-reflection and apply their learning. The modules provide foundational knowledge that supports future learning about sexualized violence.
After completing the modules, learners will be able to:
- Explore and reflect on the role of communication in establishing boundaries as well as safe and healthy relationships
- Explore ways to engage in conversations about safe and healthy relationships
- Reflect on how our cultural contexts influence our understanding of consent
- Explore different ways to express consent (verbal, non-verbal, direct, indirect)
|
pressbooks
|
2025-03-22T05:09:22.711039
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/resource-overview/",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/using-the-modules/
|
Using the Modules
The modules are ready to use, and learners can be directed to complete them in this Pressbooks site. Institutions can share the modules individually by copying and sharing the following links:
- Module 1: Understanding and Communicating Our Boundaries
- Module 2: Boundaries and Healthy Relationships
- Module 3: Talking About Consent
The complete set of modules can also be shared with this link:
Institutions also have the option to install the modules in a learning management system or on a website. Information on how to do that is provided in Obtaining, Installing and Editing the Modules.
These modules are open education resources, so any of the included materials can be edited or adapted in H5P or another medium. Suggestions for possible adaptations are provided below.
If new H5P activities are added, the H5P information on accessibility (Content types recommendations) should be reviewed. Any additional graphics or images should have alt text available for anyone using a screen reader.
Note: The training does not include graded assessments, such as a final quiz. Institutions may add formal assessments using H5P and incorporate them into the modules if desired.
Adapting the Modules
The modules can be adapted to reflect the needs of an institution. Areas that lend themselves to change include the following:
- Land acknowledgement: Each module starts with a land acknowledgement, which is a first step toward reconciliation and an important way to encourage learners to think about their own next steps for reconciliation. Institutions with approved territory acknowledgements are welcome to use them in the modules.
- Videos: Each module includes a video in which people discuss key ideas and themes. The questions and reflections that follow each video are closely tied to that material, so changing the video will require modifications to the entire module. However, the videos can be incorporated into other training, such as a workshop on boundaries and consent.
- Questions and reflections: Each module contains questions and reflection prompts to help learners deepen their knowledge. The questions focus less on right or wrong answers, and more on helping learners consider multiple viewpoints around healthy communication, relationships, and boundaries, as well as different strategies for giving and asking for consent. Institutions can edit or change any of the questions to better meet the needs of their learners.
- Handouts: Each module has two handouts, available for download, that provide guiding questions and prompts to help learners think about boundaries and consent. The second handout in each module provides additional questions and scenarios drawn from the Interrobang game. Institutions may edit the handouts, replace them with their own handouts, or add further handouts.
Opportunities for Extended Learning
The Communication, Healthy Relationships, and Consent modules include materials, such as scenarios and reflection questions, that could be used in small-group discussions, either in person or online. Institutions could offer peer-discussion sessions in which learners complete the modules and then gather to share their reflections and learnings. The modules can also be used as “pre-learning” for other training – for example, on setting boundaries or on consent.
In addition, since the training is designed to provide foundational information on healthy relationships, communication, boundaries, and consent, institutions may want to follow up with additional training on these topics or with training on sexualized violence, building on the topics found in this resource.
Attributions
Communication, Healthy Relationships, and Consent by Intersectional Sexualized Violence – International Student Resource Development Team is © 2024 Government of British Columbia and licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
The Creative Commons licence permits you to retain, reuse, copy, redistribute, and revise the course – in whole or in part – for free, providing the creators are attributed. These attributions can be found in the References and Attributions section of the course. If you add to the content, you will need to update these attributions. If you use components of the course, please check the attribution carefully to ensure that you credit the correct creator.
|
pressbooks
|
2025-03-22T05:09:22.722689
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/using-the-modules/",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/using-the-modules/#chapter-52-section-1
|
Using the Modules
The modules are ready to use, and learners can be directed to complete them in this Pressbooks site. Institutions can share the modules individually by copying and sharing the following links:
- Module 1: Understanding and Communicating Our Boundaries
- Module 2: Boundaries and Healthy Relationships
- Module 3: Talking About Consent
The complete set of modules can also be shared with this link:
Institutions also have the option to install the modules in a learning management system or on a website. Information on how to do that is provided in Obtaining, Installing and Editing the Modules.
These modules are open education resources, so any of the included materials can be edited or adapted in H5P or another medium. Suggestions for possible adaptations are provided below.
If new H5P activities are added, the H5P information on accessibility (Content types recommendations) should be reviewed. Any additional graphics or images should have alt text available for anyone using a screen reader.
Note: The training does not include graded assessments, such as a final quiz. Institutions may add formal assessments using H5P and incorporate them into the modules if desired.
Adapting the Modules
The modules can be adapted to reflect the needs of an institution. Areas that lend themselves to change include the following:
- Land acknowledgement: Each module starts with a land acknowledgement, which is a first step toward reconciliation and an important way to encourage learners to think about their own next steps for reconciliation. Institutions with approved territory acknowledgements are welcome to use them in the modules.
- Videos: Each module includes a video in which people discuss key ideas and themes. The questions and reflections that follow each video are closely tied to that material, so changing the video will require modifications to the entire module. However, the videos can be incorporated into other training, such as a workshop on boundaries and consent.
- Questions and reflections: Each module contains questions and reflection prompts to help learners deepen their knowledge. The questions focus less on right or wrong answers, and more on helping learners consider multiple viewpoints around healthy communication, relationships, and boundaries, as well as different strategies for giving and asking for consent. Institutions can edit or change any of the questions to better meet the needs of their learners.
- Handouts: Each module has two handouts, available for download, that provide guiding questions and prompts to help learners think about boundaries and consent. The second handout in each module provides additional questions and scenarios drawn from the Interrobang game. Institutions may edit the handouts, replace them with their own handouts, or add further handouts.
Opportunities for Extended Learning
The Communication, Healthy Relationships, and Consent modules include materials, such as scenarios and reflection questions, that could be used in small-group discussions, either in person or online. Institutions could offer peer-discussion sessions in which learners complete the modules and then gather to share their reflections and learnings. The modules can also be used as “pre-learning” for other training – for example, on setting boundaries or on consent.
In addition, since the training is designed to provide foundational information on healthy relationships, communication, boundaries, and consent, institutions may want to follow up with additional training on these topics or with training on sexualized violence, building on the topics found in this resource.
Attributions
Communication, Healthy Relationships, and Consent by Intersectional Sexualized Violence – International Student Resource Development Team is © 2024 Government of British Columbia and licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
The Creative Commons licence permits you to retain, reuse, copy, redistribute, and revise the course – in whole or in part – for free, providing the creators are attributed. These attributions can be found in the References and Attributions section of the course. If you add to the content, you will need to update these attributions. If you use components of the course, please check the attribution carefully to ensure that you credit the correct creator.
|
pressbooks
|
2025-03-22T05:09:22.733544
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/using-the-modules/#chapter-52-section-1",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/using-the-modules/#chapter-52-section-2
|
Using the Modules
The modules are ready to use, and learners can be directed to complete them in this Pressbooks site. Institutions can share the modules individually by copying and sharing the following links:
- Module 1: Understanding and Communicating Our Boundaries
- Module 2: Boundaries and Healthy Relationships
- Module 3: Talking About Consent
The complete set of modules can also be shared with this link:
Institutions also have the option to install the modules in a learning management system or on a website. Information on how to do that is provided in Obtaining, Installing and Editing the Modules.
These modules are open education resources, so any of the included materials can be edited or adapted in H5P or another medium. Suggestions for possible adaptations are provided below.
If new H5P activities are added, the H5P information on accessibility (Content types recommendations) should be reviewed. Any additional graphics or images should have alt text available for anyone using a screen reader.
Note: The training does not include graded assessments, such as a final quiz. Institutions may add formal assessments using H5P and incorporate them into the modules if desired.
Adapting the Modules
The modules can be adapted to reflect the needs of an institution. Areas that lend themselves to change include the following:
- Land acknowledgement: Each module starts with a land acknowledgement, which is a first step toward reconciliation and an important way to encourage learners to think about their own next steps for reconciliation. Institutions with approved territory acknowledgements are welcome to use them in the modules.
- Videos: Each module includes a video in which people discuss key ideas and themes. The questions and reflections that follow each video are closely tied to that material, so changing the video will require modifications to the entire module. However, the videos can be incorporated into other training, such as a workshop on boundaries and consent.
- Questions and reflections: Each module contains questions and reflection prompts to help learners deepen their knowledge. The questions focus less on right or wrong answers, and more on helping learners consider multiple viewpoints around healthy communication, relationships, and boundaries, as well as different strategies for giving and asking for consent. Institutions can edit or change any of the questions to better meet the needs of their learners.
- Handouts: Each module has two handouts, available for download, that provide guiding questions and prompts to help learners think about boundaries and consent. The second handout in each module provides additional questions and scenarios drawn from the Interrobang game. Institutions may edit the handouts, replace them with their own handouts, or add further handouts.
Opportunities for Extended Learning
The Communication, Healthy Relationships, and Consent modules include materials, such as scenarios and reflection questions, that could be used in small-group discussions, either in person or online. Institutions could offer peer-discussion sessions in which learners complete the modules and then gather to share their reflections and learnings. The modules can also be used as “pre-learning” for other training – for example, on setting boundaries or on consent.
In addition, since the training is designed to provide foundational information on healthy relationships, communication, boundaries, and consent, institutions may want to follow up with additional training on these topics or with training on sexualized violence, building on the topics found in this resource.
Attributions
Communication, Healthy Relationships, and Consent by Intersectional Sexualized Violence – International Student Resource Development Team is © 2024 Government of British Columbia and licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
The Creative Commons licence permits you to retain, reuse, copy, redistribute, and revise the course – in whole or in part – for free, providing the creators are attributed. These attributions can be found in the References and Attributions section of the course. If you add to the content, you will need to update these attributions. If you use components of the course, please check the attribution carefully to ensure that you credit the correct creator.
|
pressbooks
|
2025-03-22T05:09:22.743881
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/using-the-modules/#chapter-52-section-2",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/using-the-modules/#chapter-52-section-3
|
Using the Modules
The modules are ready to use, and learners can be directed to complete them in this Pressbooks site. Institutions can share the modules individually by copying and sharing the following links:
- Module 1: Understanding and Communicating Our Boundaries
- Module 2: Boundaries and Healthy Relationships
- Module 3: Talking About Consent
The complete set of modules can also be shared with this link:
Institutions also have the option to install the modules in a learning management system or on a website. Information on how to do that is provided in Obtaining, Installing and Editing the Modules.
These modules are open education resources, so any of the included materials can be edited or adapted in H5P or another medium. Suggestions for possible adaptations are provided below.
If new H5P activities are added, the H5P information on accessibility (Content types recommendations) should be reviewed. Any additional graphics or images should have alt text available for anyone using a screen reader.
Note: The training does not include graded assessments, such as a final quiz. Institutions may add formal assessments using H5P and incorporate them into the modules if desired.
Adapting the Modules
The modules can be adapted to reflect the needs of an institution. Areas that lend themselves to change include the following:
- Land acknowledgement: Each module starts with a land acknowledgement, which is a first step toward reconciliation and an important way to encourage learners to think about their own next steps for reconciliation. Institutions with approved territory acknowledgements are welcome to use them in the modules.
- Videos: Each module includes a video in which people discuss key ideas and themes. The questions and reflections that follow each video are closely tied to that material, so changing the video will require modifications to the entire module. However, the videos can be incorporated into other training, such as a workshop on boundaries and consent.
- Questions and reflections: Each module contains questions and reflection prompts to help learners deepen their knowledge. The questions focus less on right or wrong answers, and more on helping learners consider multiple viewpoints around healthy communication, relationships, and boundaries, as well as different strategies for giving and asking for consent. Institutions can edit or change any of the questions to better meet the needs of their learners.
- Handouts: Each module has two handouts, available for download, that provide guiding questions and prompts to help learners think about boundaries and consent. The second handout in each module provides additional questions and scenarios drawn from the Interrobang game. Institutions may edit the handouts, replace them with their own handouts, or add further handouts.
Opportunities for Extended Learning
The Communication, Healthy Relationships, and Consent modules include materials, such as scenarios and reflection questions, that could be used in small-group discussions, either in person or online. Institutions could offer peer-discussion sessions in which learners complete the modules and then gather to share their reflections and learnings. The modules can also be used as “pre-learning” for other training – for example, on setting boundaries or on consent.
In addition, since the training is designed to provide foundational information on healthy relationships, communication, boundaries, and consent, institutions may want to follow up with additional training on these topics or with training on sexualized violence, building on the topics found in this resource.
Attributions
Communication, Healthy Relationships, and Consent by Intersectional Sexualized Violence – International Student Resource Development Team is © 2024 Government of British Columbia and licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
The Creative Commons licence permits you to retain, reuse, copy, redistribute, and revise the course – in whole or in part – for free, providing the creators are attributed. These attributions can be found in the References and Attributions section of the course. If you add to the content, you will need to update these attributions. If you use components of the course, please check the attribution carefully to ensure that you credit the correct creator.
|
pressbooks
|
2025-03-22T05:09:22.754359
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/using-the-modules/#chapter-52-section-3",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/obtaining-a-copy-of-the-content/
|
Obtaining a Copy of the Content
This H5P content has been created using the Pressbooks H5P plugin. It can be embedded in any website that allows for the use of an iFrame.
Use the Embed button below the content and copy the code to your institution’s site.
Below are instructions for embedding the content in several common formats for your institution’s use.
Learning Management Systems
Blackboard
- Navigate to the content area in the course where you’d like to add this content. Click on Build Content and choose Create Item in the dropdown menu:
- In the Content Information section, add in the Name/Title for your content Item. Then, in the text box editor, click on the Source Code icon [<>] to switch to the HTML editor. A pop-up window should appear with the HTML editor.
- In the Source code pop-up window, paste in your iFrame embed code.
- Click on the Save button in the bottom right-hand corner of the window.
- Choose the settings for your new item.
- Click on the Submit button at the bottom right-hand side of the screen to add the changes to your course content.
Canvas
There are two ways to embed H5P into a Canvas course: use the embed code tool or insert the code in HTML view.
Using the Embed Code Tool
- Navigate to where you want to insert your embed code and place your cursor in the text box.
- To get to the embed code tool, you can either:
- Click on the Insert menu and select Embed.
- Or click on the Embed icon in the toolbar [2]. Note: If your browser window is too narrow, you may need to click on the More Tools (3 dots) icon [1] first and then click on the Embed icon [2].
- Click on the Insert menu and select Embed.
- When the Embed pop-up appears, paste the code in the Embed Code box, and then click on Submit.
- Once you have submitted, the embedded content should appear in the text box.
- When you are returned to the main page, click on Save or Save and Publish to finalize your changes.
Inserting Embed Code in HTML View
- Navigate to where you want to insert your embed code and place your cursor in the text box.
- Either click on the View menu and select </> HTML Editor
Or click on the </> icon in the toolbar located just below the text box.
- Paste your embed code in the text area provided, and then click on Save.
Moodle
- Navigate to the content area where you want to add your embed code.
- Click on the </> icon in the tool bar to switch to HTML view.
- Paste your embed code in the text box.
- Click on Save and return to course or Save and display to apply your changes.
Brightspace by D2L
(See Brightspace by D2L: Embedding objects into content)
- Navigate to the content area where you want to add your embed code.
- Click on Insert Stuff, then scroll down to the bottom and select Enter Embed Code.
- In the text box, paste your embed code. Then click on the Next button to preview your content.
- Click on Insert to add the code to your content.
- Click on Publish to complete your changes.
Web Content
H5P content can also be used on websites and HTML pages.
WordPress
To embed H5P content in a WordPress blog post:
- Click on the Embed link below the content you want to embed.
- Copy the code.
- In the WordPress blog post editor, switch to Text editor and paste in the code.
- Switch back to Visual editor to see the content you just embedded.
- Continue editing the blog post, and save as usual.
Pressbooks
To embed H5P content on a Pressbooks page:
- Click on Embed below the content you want to embed.
- Copy the code.
- In the Pressbooks editor, switch to Text editor, and paste in the code.
- Switch back to Visual editor to see the content you just embedded.
- Continue editing the content, and save as usual.
Pressbooks Using the H5P Plugin
Alternatively, you can also add the H5P activity to your library of activities to share from there. Please ensure that the H5P plugin is activated in your Pressbook.
- From the Admin panel, choose Plugins.
- Click on Activate under H5P.
Adding the H5P Activity to Your Library
Once you have activated the H5P plugin, you can follow the steps below to download the H5P content, upload to your library, and add the activity to your Pressbook.
Downloading the H5P File
You can save your H5P file to your local machine with two simple steps:
- Click on the Reuse button at the bottom of the activity.
- Click on Download.
The file is now saved on your local machine.
Uploading the H5P File to Your Content Library
- Open the H5P plugin in the Admin tab of the Pressbook you want to install it in.
- Click on Add New.
- Open the Upload tab.
- Find the file and upload it.
- Click on Save.
Adding the H5P activity to your Pressbook
The visual editor will have an Add H5P button next to the Add Media button.
You can use this button to add the shortcodes for H5P activities. To add an H5P activity you’ve created:
- Navigate to the location on the page where you would like add the activity.
- Click on the Add H5P button.
- Find the activity you’d like to add to your book and click on Insert.
- Save the chapter and view the web version to see your embedded activity.
Drupal
- Navigate to the content page/area where you want to add your embed code.
- Click on the Source icon in the tool area to open the HTML view.
- Paste your embed code in the text area.
- Click on the Source icon again to switch back to Rich Editor view.
Editing or Adapting an H5P Activity
This H5P content is adaptable and editable for reuse. You may wish to customize or change any of the content to fit your context.
To obtain an editable version of the H5P content:
- Save the H5P file to your local machine by clicking the Reuse button below the content.
- Click on Download.
The file is now saved on your local machine.
Note: You can’t open the H5P file on your machine. It must first be uploaded to a site supporting H5P.
Uploading the H5P file
Now that you have downloaded the H5P content, you can upload it to your instance of H5P or to the H5P plugin in a Pressbook.
- Open your H5P plugin or instance.
- Click on Add New.
- Open the Upload tab.
- Find the file and upload it.
- Click on Save.
- Edit the H5P activity.
|
pressbooks
|
2025-03-22T05:09:22.776824
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/obtaining-a-copy-of-the-content/",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/obtaining-a-copy-of-the-content/#chapter-87-section-1
|
Obtaining a Copy of the Content
This H5P content has been created using the Pressbooks H5P plugin. It can be embedded in any website that allows for the use of an iFrame.
Use the Embed button below the content and copy the code to your institution’s site.
Below are instructions for embedding the content in several common formats for your institution’s use.
Learning Management Systems
Blackboard
- Navigate to the content area in the course where you’d like to add this content. Click on Build Content and choose Create Item in the dropdown menu:
- In the Content Information section, add in the Name/Title for your content Item. Then, in the text box editor, click on the Source Code icon [<>] to switch to the HTML editor. A pop-up window should appear with the HTML editor.
- In the Source code pop-up window, paste in your iFrame embed code.
- Click on the Save button in the bottom right-hand corner of the window.
- Choose the settings for your new item.
- Click on the Submit button at the bottom right-hand side of the screen to add the changes to your course content.
Canvas
There are two ways to embed H5P into a Canvas course: use the embed code tool or insert the code in HTML view.
Using the Embed Code Tool
- Navigate to where you want to insert your embed code and place your cursor in the text box.
- To get to the embed code tool, you can either:
- Click on the Insert menu and select Embed.
- Or click on the Embed icon in the toolbar [2]. Note: If your browser window is too narrow, you may need to click on the More Tools (3 dots) icon [1] first and then click on the Embed icon [2].
- Click on the Insert menu and select Embed.
- When the Embed pop-up appears, paste the code in the Embed Code box, and then click on Submit.
- Once you have submitted, the embedded content should appear in the text box.
- When you are returned to the main page, click on Save or Save and Publish to finalize your changes.
Inserting Embed Code in HTML View
- Navigate to where you want to insert your embed code and place your cursor in the text box.
- Either click on the View menu and select </> HTML Editor
Or click on the </> icon in the toolbar located just below the text box.
- Paste your embed code in the text area provided, and then click on Save.
Moodle
- Navigate to the content area where you want to add your embed code.
- Click on the </> icon in the tool bar to switch to HTML view.
- Paste your embed code in the text box.
- Click on Save and return to course or Save and display to apply your changes.
Brightspace by D2L
(See Brightspace by D2L: Embedding objects into content)
- Navigate to the content area where you want to add your embed code.
- Click on Insert Stuff, then scroll down to the bottom and select Enter Embed Code.
- In the text box, paste your embed code. Then click on the Next button to preview your content.
- Click on Insert to add the code to your content.
- Click on Publish to complete your changes.
Web Content
H5P content can also be used on websites and HTML pages.
WordPress
To embed H5P content in a WordPress blog post:
- Click on the Embed link below the content you want to embed.
- Copy the code.
- In the WordPress blog post editor, switch to Text editor and paste in the code.
- Switch back to Visual editor to see the content you just embedded.
- Continue editing the blog post, and save as usual.
Pressbooks
To embed H5P content on a Pressbooks page:
- Click on Embed below the content you want to embed.
- Copy the code.
- In the Pressbooks editor, switch to Text editor, and paste in the code.
- Switch back to Visual editor to see the content you just embedded.
- Continue editing the content, and save as usual.
Pressbooks Using the H5P Plugin
Alternatively, you can also add the H5P activity to your library of activities to share from there. Please ensure that the H5P plugin is activated in your Pressbook.
- From the Admin panel, choose Plugins.
- Click on Activate under H5P.
Adding the H5P Activity to Your Library
Once you have activated the H5P plugin, you can follow the steps below to download the H5P content, upload to your library, and add the activity to your Pressbook.
Downloading the H5P File
You can save your H5P file to your local machine with two simple steps:
- Click on the Reuse button at the bottom of the activity.
- Click on Download.
The file is now saved on your local machine.
Uploading the H5P File to Your Content Library
- Open the H5P plugin in the Admin tab of the Pressbook you want to install it in.
- Click on Add New.
- Open the Upload tab.
- Find the file and upload it.
- Click on Save.
Adding the H5P activity to your Pressbook
The visual editor will have an Add H5P button next to the Add Media button.
You can use this button to add the shortcodes for H5P activities. To add an H5P activity you’ve created:
- Navigate to the location on the page where you would like add the activity.
- Click on the Add H5P button.
- Find the activity you’d like to add to your book and click on Insert.
- Save the chapter and view the web version to see your embedded activity.
Drupal
- Navigate to the content page/area where you want to add your embed code.
- Click on the Source icon in the tool area to open the HTML view.
- Paste your embed code in the text area.
- Click on the Source icon again to switch back to Rich Editor view.
Editing or Adapting an H5P Activity
This H5P content is adaptable and editable for reuse. You may wish to customize or change any of the content to fit your context.
To obtain an editable version of the H5P content:
- Save the H5P file to your local machine by clicking the Reuse button below the content.
- Click on Download.
The file is now saved on your local machine.
Note: You can’t open the H5P file on your machine. It must first be uploaded to a site supporting H5P.
Uploading the H5P file
Now that you have downloaded the H5P content, you can upload it to your instance of H5P or to the H5P plugin in a Pressbook.
- Open your H5P plugin or instance.
- Click on Add New.
- Open the Upload tab.
- Find the file and upload it.
- Click on Save.
- Edit the H5P activity.
|
pressbooks
|
2025-03-22T05:09:22.798262
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/obtaining-a-copy-of-the-content/#chapter-87-section-1",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/obtaining-a-copy-of-the-content/#chapter-87-section-2
|
Obtaining a Copy of the Content
This H5P content has been created using the Pressbooks H5P plugin. It can be embedded in any website that allows for the use of an iFrame.
Use the Embed button below the content and copy the code to your institution’s site.
Below are instructions for embedding the content in several common formats for your institution’s use.
Learning Management Systems
Blackboard
- Navigate to the content area in the course where you’d like to add this content. Click on Build Content and choose Create Item in the dropdown menu:
- In the Content Information section, add in the Name/Title for your content Item. Then, in the text box editor, click on the Source Code icon [<>] to switch to the HTML editor. A pop-up window should appear with the HTML editor.
- In the Source code pop-up window, paste in your iFrame embed code.
- Click on the Save button in the bottom right-hand corner of the window.
- Choose the settings for your new item.
- Click on the Submit button at the bottom right-hand side of the screen to add the changes to your course content.
Canvas
There are two ways to embed H5P into a Canvas course: use the embed code tool or insert the code in HTML view.
Using the Embed Code Tool
- Navigate to where you want to insert your embed code and place your cursor in the text box.
- To get to the embed code tool, you can either:
- Click on the Insert menu and select Embed.
- Or click on the Embed icon in the toolbar [2]. Note: If your browser window is too narrow, you may need to click on the More Tools (3 dots) icon [1] first and then click on the Embed icon [2].
- Click on the Insert menu and select Embed.
- When the Embed pop-up appears, paste the code in the Embed Code box, and then click on Submit.
- Once you have submitted, the embedded content should appear in the text box.
- When you are returned to the main page, click on Save or Save and Publish to finalize your changes.
Inserting Embed Code in HTML View
- Navigate to where you want to insert your embed code and place your cursor in the text box.
- Either click on the View menu and select </> HTML Editor
Or click on the </> icon in the toolbar located just below the text box.
- Paste your embed code in the text area provided, and then click on Save.
Moodle
- Navigate to the content area where you want to add your embed code.
- Click on the </> icon in the tool bar to switch to HTML view.
- Paste your embed code in the text box.
- Click on Save and return to course or Save and display to apply your changes.
Brightspace by D2L
(See Brightspace by D2L: Embedding objects into content)
- Navigate to the content area where you want to add your embed code.
- Click on Insert Stuff, then scroll down to the bottom and select Enter Embed Code.
- In the text box, paste your embed code. Then click on the Next button to preview your content.
- Click on Insert to add the code to your content.
- Click on Publish to complete your changes.
Web Content
H5P content can also be used on websites and HTML pages.
WordPress
To embed H5P content in a WordPress blog post:
- Click on the Embed link below the content you want to embed.
- Copy the code.
- In the WordPress blog post editor, switch to Text editor and paste in the code.
- Switch back to Visual editor to see the content you just embedded.
- Continue editing the blog post, and save as usual.
Pressbooks
To embed H5P content on a Pressbooks page:
- Click on Embed below the content you want to embed.
- Copy the code.
- In the Pressbooks editor, switch to Text editor, and paste in the code.
- Switch back to Visual editor to see the content you just embedded.
- Continue editing the content, and save as usual.
Pressbooks Using the H5P Plugin
Alternatively, you can also add the H5P activity to your library of activities to share from there. Please ensure that the H5P plugin is activated in your Pressbook.
- From the Admin panel, choose Plugins.
- Click on Activate under H5P.
Adding the H5P Activity to Your Library
Once you have activated the H5P plugin, you can follow the steps below to download the H5P content, upload to your library, and add the activity to your Pressbook.
Downloading the H5P File
You can save your H5P file to your local machine with two simple steps:
- Click on the Reuse button at the bottom of the activity.
- Click on Download.
The file is now saved on your local machine.
Uploading the H5P File to Your Content Library
- Open the H5P plugin in the Admin tab of the Pressbook you want to install it in.
- Click on Add New.
- Open the Upload tab.
- Find the file and upload it.
- Click on Save.
Adding the H5P activity to your Pressbook
The visual editor will have an Add H5P button next to the Add Media button.
You can use this button to add the shortcodes for H5P activities. To add an H5P activity you’ve created:
- Navigate to the location on the page where you would like add the activity.
- Click on the Add H5P button.
- Find the activity you’d like to add to your book and click on Insert.
- Save the chapter and view the web version to see your embedded activity.
Drupal
- Navigate to the content page/area where you want to add your embed code.
- Click on the Source icon in the tool area to open the HTML view.
- Paste your embed code in the text area.
- Click on the Source icon again to switch back to Rich Editor view.
Editing or Adapting an H5P Activity
This H5P content is adaptable and editable for reuse. You may wish to customize or change any of the content to fit your context.
To obtain an editable version of the H5P content:
- Save the H5P file to your local machine by clicking the Reuse button below the content.
- Click on Download.
The file is now saved on your local machine.
Note: You can’t open the H5P file on your machine. It must first be uploaded to a site supporting H5P.
Uploading the H5P file
Now that you have downloaded the H5P content, you can upload it to your instance of H5P or to the H5P plugin in a Pressbook.
- Open your H5P plugin or instance.
- Click on Add New.
- Open the Upload tab.
- Find the file and upload it.
- Click on Save.
- Edit the H5P activity.
|
pressbooks
|
2025-03-22T05:09:22.819341
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/obtaining-a-copy-of-the-content/#chapter-87-section-2",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/obtaining-a-copy-of-the-content/#chapter-87-section-3
|
Obtaining a Copy of the Content
This H5P content has been created using the Pressbooks H5P plugin. It can be embedded in any website that allows for the use of an iFrame.
Use the Embed button below the content and copy the code to your institution’s site.
Below are instructions for embedding the content in several common formats for your institution’s use.
Learning Management Systems
Blackboard
- Navigate to the content area in the course where you’d like to add this content. Click on Build Content and choose Create Item in the dropdown menu:
- In the Content Information section, add in the Name/Title for your content Item. Then, in the text box editor, click on the Source Code icon [<>] to switch to the HTML editor. A pop-up window should appear with the HTML editor.
- In the Source code pop-up window, paste in your iFrame embed code.
- Click on the Save button in the bottom right-hand corner of the window.
- Choose the settings for your new item.
- Click on the Submit button at the bottom right-hand side of the screen to add the changes to your course content.
Canvas
There are two ways to embed H5P into a Canvas course: use the embed code tool or insert the code in HTML view.
Using the Embed Code Tool
- Navigate to where you want to insert your embed code and place your cursor in the text box.
- To get to the embed code tool, you can either:
- Click on the Insert menu and select Embed.
- Or click on the Embed icon in the toolbar [2]. Note: If your browser window is too narrow, you may need to click on the More Tools (3 dots) icon [1] first and then click on the Embed icon [2].
- Click on the Insert menu and select Embed.
- When the Embed pop-up appears, paste the code in the Embed Code box, and then click on Submit.
- Once you have submitted, the embedded content should appear in the text box.
- When you are returned to the main page, click on Save or Save and Publish to finalize your changes.
Inserting Embed Code in HTML View
- Navigate to where you want to insert your embed code and place your cursor in the text box.
- Either click on the View menu and select </> HTML Editor
Or click on the </> icon in the toolbar located just below the text box.
- Paste your embed code in the text area provided, and then click on Save.
Moodle
- Navigate to the content area where you want to add your embed code.
- Click on the </> icon in the tool bar to switch to HTML view.
- Paste your embed code in the text box.
- Click on Save and return to course or Save and display to apply your changes.
Brightspace by D2L
(See Brightspace by D2L: Embedding objects into content)
- Navigate to the content area where you want to add your embed code.
- Click on Insert Stuff, then scroll down to the bottom and select Enter Embed Code.
- In the text box, paste your embed code. Then click on the Next button to preview your content.
- Click on Insert to add the code to your content.
- Click on Publish to complete your changes.
Web Content
H5P content can also be used on websites and HTML pages.
WordPress
To embed H5P content in a WordPress blog post:
- Click on the Embed link below the content you want to embed.
- Copy the code.
- In the WordPress blog post editor, switch to Text editor and paste in the code.
- Switch back to Visual editor to see the content you just embedded.
- Continue editing the blog post, and save as usual.
Pressbooks
To embed H5P content on a Pressbooks page:
- Click on Embed below the content you want to embed.
- Copy the code.
- In the Pressbooks editor, switch to Text editor, and paste in the code.
- Switch back to Visual editor to see the content you just embedded.
- Continue editing the content, and save as usual.
Pressbooks Using the H5P Plugin
Alternatively, you can also add the H5P activity to your library of activities to share from there. Please ensure that the H5P plugin is activated in your Pressbook.
- From the Admin panel, choose Plugins.
- Click on Activate under H5P.
Adding the H5P Activity to Your Library
Once you have activated the H5P plugin, you can follow the steps below to download the H5P content, upload to your library, and add the activity to your Pressbook.
Downloading the H5P File
You can save your H5P file to your local machine with two simple steps:
- Click on the Reuse button at the bottom of the activity.
- Click on Download.
The file is now saved on your local machine.
Uploading the H5P File to Your Content Library
- Open the H5P plugin in the Admin tab of the Pressbook you want to install it in.
- Click on Add New.
- Open the Upload tab.
- Find the file and upload it.
- Click on Save.
Adding the H5P activity to your Pressbook
The visual editor will have an Add H5P button next to the Add Media button.
You can use this button to add the shortcodes for H5P activities. To add an H5P activity you’ve created:
- Navigate to the location on the page where you would like add the activity.
- Click on the Add H5P button.
- Find the activity you’d like to add to your book and click on Insert.
- Save the chapter and view the web version to see your embedded activity.
Drupal
- Navigate to the content page/area where you want to add your embed code.
- Click on the Source icon in the tool area to open the HTML view.
- Paste your embed code in the text area.
- Click on the Source icon again to switch back to Rich Editor view.
Editing or Adapting an H5P Activity
This H5P content is adaptable and editable for reuse. You may wish to customize or change any of the content to fit your context.
To obtain an editable version of the H5P content:
- Save the H5P file to your local machine by clicking the Reuse button below the content.
- Click on Download.
The file is now saved on your local machine.
Note: You can’t open the H5P file on your machine. It must first be uploaded to a site supporting H5P.
Uploading the H5P file
Now that you have downloaded the H5P content, you can upload it to your instance of H5P or to the H5P plugin in a Pressbook.
- Open your H5P plugin or instance.
- Click on Add New.
- Open the Upload tab.
- Find the file and upload it.
- Click on Save.
- Edit the H5P activity.
|
pressbooks
|
2025-03-22T05:09:22.840393
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/obtaining-a-copy-of-the-content/#chapter-87-section-3",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/what-is-the-medical-certificate-of-death/
|
Module 1 Introduction
What is the Medical Certificate of Death?
The Medical Certificate of Death is a form that serves as a legal record of the death of an individual. It includes particulars about the deceased person, such as their name, date of birth, place of death, and cause and manner of death. It also indicates whether an autopsy will be conducted. The certificate must be completed to obtain a burial permit and for insurance purposes (Public Legal Education Association [PLEA], n.d.).
The Medical Certificate of Death
- Serves as legal documentation that the named person is deceased and therefore accuracy is extremely important.
- Provides information about the deceased (name, sex, date of birth and death, Saskatchewan health number, and place of death).
- Provides information that may be used to evaluate the cause, manner, and circumstances of death (as it relates to insurance, and genetics).
- Provides information that may be used by provincial and federal governments, public health agencies or researchers to plan or fund programs designed to analyze, reduce or prevent deaths (e health Saskatchewan, n.d.).
|
pressbooks
|
2025-03-22T05:09:22.849090
|
03-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/what-is-the-medical-certificate-of-death/",
"book_url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/front-matter/table-of-contents/",
"title": "Completing the Medical Certificate of Death in Saskatchewan",
"author": "Shelley Giebel NP MScN (APN)",
"institution": "Saskatchewan Polytechnic",
"subject": "Health systems and services"
}
|
https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/what-is-the-purpose-of-the-medical-certificate-of-death/
|
Module 1 Introduction
What is the Purpose of the Medical Certificate of Death?
The Medical Certificate of Death provides mortality statistics that inform public health systems. This form is required by Statistics Canada to produce estimates of population, monitor demographics, monitor health trends, contribute to studies, support government policy, and assist with disease surveillance and epidemiological analyses. The statistics obtained form the basis for health and demographic indicators including life expectancy, infant mortality, fertility, cause of death, and mortality rates (eHealth Saskatchewan, nd).
The Medical Certificate of Death is encompassed under the Vital Statistics Act, 2009 in which the purpose is to record the occurrence in Saskatchewan of deaths on the basis of information provided to the registrar by a person who has the duty to register the event. The Vital Statistics Act, 2009 governs the completion of documents relating to the death of a human being. The process of registering a death is a permanent legal record of death from which official copies are made and includes two parts (eHealth Saskatchewan, n.d.):
- Medical Certificate of Death- completed by a physician, nurse practitioner, or coroner who serves as the “certifier” of the death. The Medical Certificate of Death goes to the funeral director or person in charge of the body.
- Statement of the Death- this is the responsibility of the funeral director or anyone who takes charge of the body for burial, cremation, or other disposition to forward on to vital statistics for further processing.
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/who-can-pronounce-death/
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Module 1 Introduction
Who can Pronounce Death?
Although there is no legal requirement for pronouncement of death, it is customarily done to provide assurance to relatives and the public that the individual is indeed dead. In Saskatchewan, there is no legal requirement that a physician has to pronounce death. A licensed Registered Nurse, Licensed Practical Nurse, or a licensed Psychiatric Nurse may pronounce death if the death is expected, anticipated, or due to natural causes. A paramedic may pronounce death in the field whether or not cardiopulmonary resuscitation was performed. A physician or nurse practitioner may pronounce death in the field, in the hospital, or in the community (eHealth Saskatchewan, n.d.; College of Physicians and Surgeons of Saskatchewan, 2019). It is important to note, a coroner cannot pronounce death, they only become involved after the fact of death has been established (Saskatchewan Coroners Service, n.d.).
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/who-is-responsible-for-completing-the-medical-certificate-of-death/
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Module 1 Introduction
Who is Responsible for Completing the Medical Certificate of Death?
Although many disciplines may pronounce death, there are only certain disciplines that can complete the Medical Certificate of Death.
The Medical Certificate of Death is a form that can be completed by any of the certifiers listed below:
- A physician who was present at the time of death (attending) or cared for the deceased during their last illness and can determine the medical cause of death.
- Any physician (physician attending after death) who can make a reasonable determination of the cause of death.
- A prescribed practitioner (nurse practitioner) in attendance at the time of death or that cared for the deceased during their last illness and can determine the medical cause of death.
- A prescribed practitioner (nurse practitioner attending after death) who can make a reasonable determination of the cause of death.
- A coroner
It is a legal and ethical expectation that physicians and nurse practitioners will complete the Medical Certificate of Death unless the death arose from circumstances that required a report to the coroner or if the provider is unable to make a reasonable determination of the medical cause of death. There is no legal requirement that the body must be viewed prior to signing the death certificate (College of Physicians and Surgeons of Saskatchewan, 2019).
If the situation arises that the physician, prescribed practitioner, or a coroner is awaiting the results of an autopsy, an interim Medical Certificate of Death can be completed in order for the family to obtain a burial permit. It is important to note, that families cannot proceed with disposition (burial or cremation) until this form is completed and received by the funeral home. As soon as the results have been received, a final Medical Certificate of Death must be submitted to the registrar (The Vital Statistics Regulations, 2010).
If death occurs in a hospital or out of hospital but the decedent is transferred to the hospital, the hospital will provide a Medical Certificate of Death form to the person who is authorized to complete it. The hospital will then send the form to the funeral director or to other persons to whom the body has been released or to the registrar if the body has not been released to a funeral director (Vital Statistics, 2009).
A funeral director to whom the body is released shall provide a Medical Certificate of Death form to the person who is authorized to complete it, if the form has not been obtained any other way (i.e. in hospital). They will then send a confirmation of receipt of the completed form and submit the completed Medical Certificate of Death to the registrar (Vital Statistics, 2009).
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/key-takeaways-module-1/
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Primary Navigation
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Book Contents Navigation
Table of Contents
What is the Medical Certificate of Death?
What is the Purpose of the Medical Certificate of Death?
Who can Pronounce Death?
Who is Responsible for Completing the Medical Certificate of Death?
Key Takeaways Module 1
Completing the Medical Certificate of Death: General Instructions
Demographic Information- Sections 1 to 6
Cause of Death- Section 7
Autopsy Information- Sections 8 to 10
Manner of Death- Section 11
Deaths Related to Injuries- Sections 12 to14
Information Sections 15to18
Contact Information and Signature Sections 19 to 21
Key Takeaways Module 2
Coroner Roles and Responsibilities
When to Call a Coroner
Why is the coroner calling me to complete the Medical Certificate of Death?
Key Takeaways Module 3
References
Module 1 Introduction
Previous/next navigation
Completing the Medical Certificate of Death in Saskatchewan Copyright © 2023 by Shelley Giebel NP MScN (APN) is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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"book_url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/front-matter/table-of-contents/",
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/general-instructions/
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Module 2 Guidelines for Completing the Medical Certificate of Death
Completing the Medical Certificate of Death: General Instructions
- Original forms provided by eHealth Saskatchewan must be used as per the Vital Statistics Act, 2009.
- All alterations or corrections must be initialed, do not use whiteout.
- Avoid the use of medical abbreviations due to the possibility of misinterpretation.
- Complete the form in a legible manner as this affects the quality of statistics.
- Original copies are to be submitted, however in extenuating circumstances, eHealth Saskatchewan may approve submission of a copy.
- Hospital demographic labels are not to be affixed to the form as this is a legal document and is required to be completed by an individual.
- Complete the document in either black or blue ink (eHealth Saskatchewan, n.d.).
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/demographic-information-section-1-6/
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Module 2 Guidelines for Completing the Medical Certificate of Death
Demographic Information- Sections 1 to 6
- Surname and given names of the deceased (as written on their provincial health card or passport).
- Date of death.
- Date of birth.
- Sex of deceased (as written on their provincial health card). In cases where the deceased may identify as a different gender, the gender on the provincial health card must be used.
- Provincial Health Card Number.
- Place of death- must be as specific as possible, if death was not in a hospital or institution or a physical address cannot be ascertained, a land location is required, post office boxes cannot be used.
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/cause-of-death-section-7/
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Module 2 Guidelines for Completing the Medical Certificate of Death
Cause of Death- Section 7
7. Ensure this section is completed as accurately and completely as possible.
Guidelines for Determining Cause of Death
This section contains two parts, Part I is designed to record the sequence of conditions causing death in an ascending casual order with one cause recorded per line, and Part II is designed to record any significant contributing conditions. The cause of death reported is to be the best opinion/reasonable determination of the individual completing it. Your duty is to indicate a cause of death as accurately as possible recognizing that medicine is not an exact science, and an exact cause of death is sometimes elusive. The cause must consist of a diagnostic entity which is a term used to describe a disease or other morbid condition (Office of the Registrar General, 2010). The cause of death must only meet the test of “being more likely than not” (Saskatchewan Coroners Service, nd). It is sometimes easiest to consider the conditions leading up to the death in a bottom to top fashion with the immediate cause being the top.
Important Definitions
Underlying Cause of Death (Part I)
The disease that initiated the chain of events that led directly to the death. This is considered to be what started it all, the first and oldest condition and must have caused all of the conditions on the lines above it (reported on line C in Part I of the Medical Certificate of Death).
Intermediate (Antecedent) Cause of Death (Part I)
For some deaths, the sequence of disease involves conditions that occur at a time between the underlying cause and immediate cause. This is considered to be an event older than the condition listed on line A and newer than the condition listed on line C (recorded on line B in Part I of the Medical Certificate of Death).
Immediate Cause of Death (Part I)
The final disease or complication resulting from the underlying cause of death that directly caused death. This is considered to be the most recent condition that caused the death (recorded on line A in Part I of the Medical Certificate of Death).
The terms cardiac arrhythmia, asystole, shock, exsanguination, respiratory failure, or cardiac arrest should never be used as an immediate cause of death (line A Part I) unless it is accompanied by a specific disease entity (line B or C Part I).
It is not necessary or always required to use all the lines in Part I. The underlying, intermediate, and immediate cause of death are linked in a cause-and-effect relationship from bottom to top.
Other Significant Conditions (Part II)
Pre-existing or co-existing disease(s) that contributed to death but did not result in the underlying cause of death (recorded in Part II of the Medical Certificate of Death).
Interval Between Onset and Death
This section is used to record the time interval between the presumed onset of the condition (not necessarily the date of diagnosis) and the date of death. Intervals should be listed for all conditions in Part I, they are established by the certifier on the basis of available information. In some cases, this interval will have to be estimated and the terms unknown or approximately may be used. This time can be stated in minutes, hours, days, or months or if it is entirely unknown state the interval as unknown. This information is useful in coding diseases and provides a useful check on the accuracy of the reported sequence of conditions (Saskatchewan Coroners Service, nd).
Cause of Death Examples
Example 1
A 70 year old man with documented cardiovascular disease (diagnosed 20 years ago) requiring nitroglycerin was found deceased in bed. There was a history of hypertension and prior ECG showed ventricular hypertrophy. No autopsy was performed, and it is unknown whether he had an acute myocardial infarction or a fatal dysrhythmia without infarction. There is no evidence of injury or foul play.
Medical Certificate of Death:
Part I line C -Atherosclerotic Cardiovascular Disease (an all encompassing term that reflects death caused by cerebrovascular accident, pulmonary embolism, and cardiac death). The interval is listed as 20 years.
Part II- Hypertension
Example 2
A 55 year old woman with long standing hypertension. Over time she developed renal failure (3 years prior to death) ultimately requiring dialysis which became ineffective and she died of severe uremia.
Medical Certificate of Death:
Part I line C- Hypertension. The interval listed is 20 years.
Part I line A- Dialysis dependent renal failure. The interval listed is 3 years.
Example 3
An elderly woman with dementia is bedridden. The dementia was diagnosed 6 years from the date of death and she became bedridden 2 years prior to death. She developed pressure ulcers and within a week of death developed a wound infection with fatal systemic sepsis. She had diabetes.
Medical Certificate of Death:
Part I line C- Dementia. The interval listed is 6 years.
Part I line B- Immobility and bedridden. The interval listed is 2 years.
Part I line A- Systemic bacterial infection from pressure ulcers. The interval listed is 1 week.
Example 4
A person with longstanding alcoholism developed cirrhosis 3 years ago, followed by hepatic encephalopathy. There was also some GI bleeding and pneumonia which complicated management and were thought to have contributed to the death.
Medical Certificate of Death:
Part I line C- Chronic alcoholism. The interval listed is unknown.
Part I line B- Cirrhosis of the Liver. The interval listed is 3 years.
Part I line A- Hepatic encephalopathy. The interval listed is the number of days.
Part II- Gastrointestinal bleeding (listed in Part II as it was thought to have contributed to death and resulted from chronic alcoholism but did not result in chronic alcoholism)
Pneumonia (listed in Part II as it was thought to have contributed to death)
Example 5
An elderly man has small cell lung cancer with metastases to the brain. An autopsy was not performed as death was expected.
Medical Certificate of Death:
Part I line C- Small cell carcinoma of the lung with metastases to the brain. The interval listed is 10 months.
Example 6
A 67 year old male has known coronary artery disease (CAD) diagnosed 15 years ago. At home he had chest pain and goes to the ER, dying before diagnostic tests can be performed.
Medical Certificate of Death:
Part I line C- Coronary Artery Disease. The interval listed is 15 years.
Part I line A- Probable Acute Myocardial Infarction. The interval listed is minutes.
It is acceptable to use the word probable or presumed when certainty about the cause of death is lacking.
Example 7
Shortly after dinner on the day prior to admission to the hospital, a 48-year-old male developed a cramping, epigastric pain, which radiated to his back, followed by nausea and vomiting. The pain was not relieved by
positional changes or antacids. The pain persisted, and 24 hours after its onset, the patient sought medical attention. He had a 10-year history of excessive alcohol consumption and a 2-year history of frequent episodes of similar epigastric pain. The patient denied diarrhea, constipation, hematemesis, or melena. The patient was admitted to the hospital with a diagnosis of an acute exacerbation of chronic pancreatitis. Radiological findings included a duodenal ileus and pancreatic calcification. Serum amylase was elevated. The day after admission, the patient seemed to improve. However, that evening he became disoriented, restless, and hypotensive. Despite intravenous fluids and vasopressors, the patient remained hypotensive and died.
Medical Certificate of Death:
Part I line C- Chronic alcohol abuse. The interval listed is 10 years.
Part 1 line B- Chronic pancreatitis. The interval listed is 2 years.
Part I line A- Acute exacerbation of chronic pancreatitis. The interval listed is 3 days.
Example 8
A 75-year-old male was admitted to the hospital complaining of severe chest pain. He had a 10-year history of arteriosclerotic heart disease with ECG findings of myocardial ischemia and several episodes of congestive
heart failure controlled by digoxin and diuretics. Five months before this admission, the patient was found to be anemic, and to have occult blood in the stool. A barium enema revealed a large polypoid mass in the cecum diagnosed as carcinoma by biopsy. Because of the patient’s cardiac status, he was not considered to be a
surgical candidate. Instead, he was treated with a 5-week course of radiation therapy and periodic packed red blood cell transfusions. He completed this course 3 months before this hospital admission. On this admission the ECG showed an acute anterior wall myocardial infarction. He expired 2 days later.
Medical Certificate of Death:
Part I line B- Atherosclerotic cardiovascular disease. The interval listed is 10 years.
Part I line A- Acute myocardial infarction. The interval listed is 2 years.
Part II- Carcinoma of cecum (listed in Part II as it was thought to have contributed to death)
Congestive heart failure (listed in Part II as it was thought to have contributed to death)
Example 9
A 34-year-old male was admitted to the hospital with severe shortness of breath. He had a 9-month history of unintentional weight loss, night sweats, and diarrhea. The patient had no history of any medical condition
that would cause immunodeficiency. A test for human immunodeficiency virus (HIV) was positive. A lung biopsy was positive for pneumocystis carinii pneumonia (PCP), indicating a diagnosis of acquired immunodeficiency syndrome (AIDS). The patient’s pneumonia responded to therapy, and the patient was discharged. The patient had two additional admissions for PCP. Seventeen months after the patient was first discovered to be HIV positive, he again developed PCP but did not respond to therapy. He died 2 weeks later.
Medical Certificate of Death:
Part I line C- HIV infection. The interval listed is over 17 months.
Part I line B- Acquired immunodeficiency syndrome. The interval listed is 17 months.
Part I line A- Pneumocystis carinii pneumonia. The interval listed is 2 weeks.
It is important to note that AIDS is due to HIV infection, the terms are not synonymous
Example 10
A 75-year-old male had a 10-year history of chronic bronchitis associated with smoking two packs of cigarettes a day for more than 45 years. When seen by his physician approximately 2 years prior to his terminal episode, he had moderately reduced FEV1 and FVC with no response to bronchodilators. During his last year, he required corticosteroids to prevent wheezing and coughing at night; however, he was unable to reduce his smoking to less than one pack of cigarettes per day. When seen 2 months prior to his terminal episode, he had significantly reduced FEV1 and FVC with no response to bronchodilators. He awoke one evening complaining to his wife about coughing and worsening shortness of breath. He was taken to the emergency room where he was found to have an acute exacerbation of obstructive airway disease. He was admitted to the hospital. At the patient’s request, no mechanical ventilation was initiated, and he died 12 hours later in respiratory arrest.
Medical Certificate of Death:
Part 1 line B- Chronic bronchitis. The interval listed is 10 years.
Part 1 line A- Acute exacerbation of obstructive airway disease. The interval listed is 12 hours.
It is important to note that respiratory arrest is a mechanism of death not a cause so it is not listed on the Medical Certificate of Death.
Cause of Death Errors
A nonspecific anatomical process is a complication of an underlying cause of death and may be a macroscopic or microscopic alteration that may have consequences and more than one possible cause (i.e., cirrhosis).
A mechanism of death is a nonspecific functional disturbance that is a complication of an underlying cause of death and may have more than one cause (i.e., hemorrhage).
It is appropriate to include the above in cause of death statements as immediate or intermediate causes of death but must be accompanied by the underlying cause of death.
The most common processes used in error (i.e., alone with no accompanying disease entity):
- Sepsis, congestive heart failure, gastrointestinal hemorrhage, hypoxic brain injury, cirrhosis, pneumonia, renal failure, bowel obstruction, pulmonary edema, abdominal hemorrhage, intracranial hemorrhage.
- Hemorrhage, peritonitis, hepatic encephalopathy, metabolic encephalopathy, cerebrovascular insufficiency, multi organ failure, abscess, acute MI, altered mental status, anemia, arrhythmia, ascites, aspiration, atrial fibrillation, cardiomyopathy, cellulitis, compression fracture, dehydration, dementia, end stage renal or liver disease, failure to thrive, hepatitis, hyperglycemia, hyperkalemia, hypotension, old age, pleural Effusion, pulmonary embolism, respiratory arrest, shock, sudden death, urinary tract infection (Saskatchewan Coroners Service, nd).
Deaths Associated With Aging
There is no uniformly accepted way to document the cause of death in the elderly when the death is natural. Using terms such as old age, infirmity, and advanced age should not be used for convenience. Instead, if there is a specific condition that has a high likelihood of having caused death, that condition should be listed as the underlying cause of death. If an underlying cause of death is elusive (for example the elderly on no medications) the death can be listed as “unspecified natural causes” (Saskatchewan Coroners Service, n.d.).
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/cause-of-death-section-7/#chapter-64-section-1
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Module 2 Guidelines for Completing the Medical Certificate of Death
Cause of Death- Section 7
7. Ensure this section is completed as accurately and completely as possible.
Guidelines for Determining Cause of Death
This section contains two parts, Part I is designed to record the sequence of conditions causing death in an ascending casual order with one cause recorded per line, and Part II is designed to record any significant contributing conditions. The cause of death reported is to be the best opinion/reasonable determination of the individual completing it. Your duty is to indicate a cause of death as accurately as possible recognizing that medicine is not an exact science, and an exact cause of death is sometimes elusive. The cause must consist of a diagnostic entity which is a term used to describe a disease or other morbid condition (Office of the Registrar General, 2010). The cause of death must only meet the test of “being more likely than not” (Saskatchewan Coroners Service, nd). It is sometimes easiest to consider the conditions leading up to the death in a bottom to top fashion with the immediate cause being the top.
Important Definitions
Underlying Cause of Death (Part I)
The disease that initiated the chain of events that led directly to the death. This is considered to be what started it all, the first and oldest condition and must have caused all of the conditions on the lines above it (reported on line C in Part I of the Medical Certificate of Death).
Intermediate (Antecedent) Cause of Death (Part I)
For some deaths, the sequence of disease involves conditions that occur at a time between the underlying cause and immediate cause. This is considered to be an event older than the condition listed on line A and newer than the condition listed on line C (recorded on line B in Part I of the Medical Certificate of Death).
Immediate Cause of Death (Part I)
The final disease or complication resulting from the underlying cause of death that directly caused death. This is considered to be the most recent condition that caused the death (recorded on line A in Part I of the Medical Certificate of Death).
The terms cardiac arrhythmia, asystole, shock, exsanguination, respiratory failure, or cardiac arrest should never be used as an immediate cause of death (line A Part I) unless it is accompanied by a specific disease entity (line B or C Part I).
It is not necessary or always required to use all the lines in Part I. The underlying, intermediate, and immediate cause of death are linked in a cause-and-effect relationship from bottom to top.
Other Significant Conditions (Part II)
Pre-existing or co-existing disease(s) that contributed to death but did not result in the underlying cause of death (recorded in Part II of the Medical Certificate of Death).
Interval Between Onset and Death
This section is used to record the time interval between the presumed onset of the condition (not necessarily the date of diagnosis) and the date of death. Intervals should be listed for all conditions in Part I, they are established by the certifier on the basis of available information. In some cases, this interval will have to be estimated and the terms unknown or approximately may be used. This time can be stated in minutes, hours, days, or months or if it is entirely unknown state the interval as unknown. This information is useful in coding diseases and provides a useful check on the accuracy of the reported sequence of conditions (Saskatchewan Coroners Service, nd).
Cause of Death Examples
Example 1
A 70 year old man with documented cardiovascular disease (diagnosed 20 years ago) requiring nitroglycerin was found deceased in bed. There was a history of hypertension and prior ECG showed ventricular hypertrophy. No autopsy was performed, and it is unknown whether he had an acute myocardial infarction or a fatal dysrhythmia without infarction. There is no evidence of injury or foul play.
Medical Certificate of Death:
Part I line C -Atherosclerotic Cardiovascular Disease (an all encompassing term that reflects death caused by cerebrovascular accident, pulmonary embolism, and cardiac death). The interval is listed as 20 years.
Part II- Hypertension
Example 2
A 55 year old woman with long standing hypertension. Over time she developed renal failure (3 years prior to death) ultimately requiring dialysis which became ineffective and she died of severe uremia.
Medical Certificate of Death:
Part I line C- Hypertension. The interval listed is 20 years.
Part I line A- Dialysis dependent renal failure. The interval listed is 3 years.
Example 3
An elderly woman with dementia is bedridden. The dementia was diagnosed 6 years from the date of death and she became bedridden 2 years prior to death. She developed pressure ulcers and within a week of death developed a wound infection with fatal systemic sepsis. She had diabetes.
Medical Certificate of Death:
Part I line C- Dementia. The interval listed is 6 years.
Part I line B- Immobility and bedridden. The interval listed is 2 years.
Part I line A- Systemic bacterial infection from pressure ulcers. The interval listed is 1 week.
Example 4
A person with longstanding alcoholism developed cirrhosis 3 years ago, followed by hepatic encephalopathy. There was also some GI bleeding and pneumonia which complicated management and were thought to have contributed to the death.
Medical Certificate of Death:
Part I line C- Chronic alcoholism. The interval listed is unknown.
Part I line B- Cirrhosis of the Liver. The interval listed is 3 years.
Part I line A- Hepatic encephalopathy. The interval listed is the number of days.
Part II- Gastrointestinal bleeding (listed in Part II as it was thought to have contributed to death and resulted from chronic alcoholism but did not result in chronic alcoholism)
Pneumonia (listed in Part II as it was thought to have contributed to death)
Example 5
An elderly man has small cell lung cancer with metastases to the brain. An autopsy was not performed as death was expected.
Medical Certificate of Death:
Part I line C- Small cell carcinoma of the lung with metastases to the brain. The interval listed is 10 months.
Example 6
A 67 year old male has known coronary artery disease (CAD) diagnosed 15 years ago. At home he had chest pain and goes to the ER, dying before diagnostic tests can be performed.
Medical Certificate of Death:
Part I line C- Coronary Artery Disease. The interval listed is 15 years.
Part I line A- Probable Acute Myocardial Infarction. The interval listed is minutes.
It is acceptable to use the word probable or presumed when certainty about the cause of death is lacking.
Example 7
Shortly after dinner on the day prior to admission to the hospital, a 48-year-old male developed a cramping, epigastric pain, which radiated to his back, followed by nausea and vomiting. The pain was not relieved by
positional changes or antacids. The pain persisted, and 24 hours after its onset, the patient sought medical attention. He had a 10-year history of excessive alcohol consumption and a 2-year history of frequent episodes of similar epigastric pain. The patient denied diarrhea, constipation, hematemesis, or melena. The patient was admitted to the hospital with a diagnosis of an acute exacerbation of chronic pancreatitis. Radiological findings included a duodenal ileus and pancreatic calcification. Serum amylase was elevated. The day after admission, the patient seemed to improve. However, that evening he became disoriented, restless, and hypotensive. Despite intravenous fluids and vasopressors, the patient remained hypotensive and died.
Medical Certificate of Death:
Part I line C- Chronic alcohol abuse. The interval listed is 10 years.
Part 1 line B- Chronic pancreatitis. The interval listed is 2 years.
Part I line A- Acute exacerbation of chronic pancreatitis. The interval listed is 3 days.
Example 8
A 75-year-old male was admitted to the hospital complaining of severe chest pain. He had a 10-year history of arteriosclerotic heart disease with ECG findings of myocardial ischemia and several episodes of congestive
heart failure controlled by digoxin and diuretics. Five months before this admission, the patient was found to be anemic, and to have occult blood in the stool. A barium enema revealed a large polypoid mass in the cecum diagnosed as carcinoma by biopsy. Because of the patient’s cardiac status, he was not considered to be a
surgical candidate. Instead, he was treated with a 5-week course of radiation therapy and periodic packed red blood cell transfusions. He completed this course 3 months before this hospital admission. On this admission the ECG showed an acute anterior wall myocardial infarction. He expired 2 days later.
Medical Certificate of Death:
Part I line B- Atherosclerotic cardiovascular disease. The interval listed is 10 years.
Part I line A- Acute myocardial infarction. The interval listed is 2 years.
Part II- Carcinoma of cecum (listed in Part II as it was thought to have contributed to death)
Congestive heart failure (listed in Part II as it was thought to have contributed to death)
Example 9
A 34-year-old male was admitted to the hospital with severe shortness of breath. He had a 9-month history of unintentional weight loss, night sweats, and diarrhea. The patient had no history of any medical condition
that would cause immunodeficiency. A test for human immunodeficiency virus (HIV) was positive. A lung biopsy was positive for pneumocystis carinii pneumonia (PCP), indicating a diagnosis of acquired immunodeficiency syndrome (AIDS). The patient’s pneumonia responded to therapy, and the patient was discharged. The patient had two additional admissions for PCP. Seventeen months after the patient was first discovered to be HIV positive, he again developed PCP but did not respond to therapy. He died 2 weeks later.
Medical Certificate of Death:
Part I line C- HIV infection. The interval listed is over 17 months.
Part I line B- Acquired immunodeficiency syndrome. The interval listed is 17 months.
Part I line A- Pneumocystis carinii pneumonia. The interval listed is 2 weeks.
It is important to note that AIDS is due to HIV infection, the terms are not synonymous
Example 10
A 75-year-old male had a 10-year history of chronic bronchitis associated with smoking two packs of cigarettes a day for more than 45 years. When seen by his physician approximately 2 years prior to his terminal episode, he had moderately reduced FEV1 and FVC with no response to bronchodilators. During his last year, he required corticosteroids to prevent wheezing and coughing at night; however, he was unable to reduce his smoking to less than one pack of cigarettes per day. When seen 2 months prior to his terminal episode, he had significantly reduced FEV1 and FVC with no response to bronchodilators. He awoke one evening complaining to his wife about coughing and worsening shortness of breath. He was taken to the emergency room where he was found to have an acute exacerbation of obstructive airway disease. He was admitted to the hospital. At the patient’s request, no mechanical ventilation was initiated, and he died 12 hours later in respiratory arrest.
Medical Certificate of Death:
Part 1 line B- Chronic bronchitis. The interval listed is 10 years.
Part 1 line A- Acute exacerbation of obstructive airway disease. The interval listed is 12 hours.
It is important to note that respiratory arrest is a mechanism of death not a cause so it is not listed on the Medical Certificate of Death.
Cause of Death Errors
A nonspecific anatomical process is a complication of an underlying cause of death and may be a macroscopic or microscopic alteration that may have consequences and more than one possible cause (i.e., cirrhosis).
A mechanism of death is a nonspecific functional disturbance that is a complication of an underlying cause of death and may have more than one cause (i.e., hemorrhage).
It is appropriate to include the above in cause of death statements as immediate or intermediate causes of death but must be accompanied by the underlying cause of death.
The most common processes used in error (i.e., alone with no accompanying disease entity):
- Sepsis, congestive heart failure, gastrointestinal hemorrhage, hypoxic brain injury, cirrhosis, pneumonia, renal failure, bowel obstruction, pulmonary edema, abdominal hemorrhage, intracranial hemorrhage.
- Hemorrhage, peritonitis, hepatic encephalopathy, metabolic encephalopathy, cerebrovascular insufficiency, multi organ failure, abscess, acute MI, altered mental status, anemia, arrhythmia, ascites, aspiration, atrial fibrillation, cardiomyopathy, cellulitis, compression fracture, dehydration, dementia, end stage renal or liver disease, failure to thrive, hepatitis, hyperglycemia, hyperkalemia, hypotension, old age, pleural Effusion, pulmonary embolism, respiratory arrest, shock, sudden death, urinary tract infection (Saskatchewan Coroners Service, nd).
Deaths Associated With Aging
There is no uniformly accepted way to document the cause of death in the elderly when the death is natural. Using terms such as old age, infirmity, and advanced age should not be used for convenience. Instead, if there is a specific condition that has a high likelihood of having caused death, that condition should be listed as the underlying cause of death. If an underlying cause of death is elusive (for example the elderly on no medications) the death can be listed as “unspecified natural causes” (Saskatchewan Coroners Service, n.d.).
|
pressbooks
|
2025-03-22T05:09:22.946833
|
03-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/cause-of-death-section-7/#chapter-64-section-1",
"book_url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/front-matter/table-of-contents/",
"title": "Completing the Medical Certificate of Death in Saskatchewan",
"author": "Shelley Giebel NP MScN (APN)",
"institution": "Saskatchewan Polytechnic",
"subject": "Health systems and services"
}
|
https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/cause-of-death-section-7/#chapter-64-section-2
|
Module 2 Guidelines for Completing the Medical Certificate of Death
Cause of Death- Section 7
7. Ensure this section is completed as accurately and completely as possible.
Guidelines for Determining Cause of Death
This section contains two parts, Part I is designed to record the sequence of conditions causing death in an ascending casual order with one cause recorded per line, and Part II is designed to record any significant contributing conditions. The cause of death reported is to be the best opinion/reasonable determination of the individual completing it. Your duty is to indicate a cause of death as accurately as possible recognizing that medicine is not an exact science, and an exact cause of death is sometimes elusive. The cause must consist of a diagnostic entity which is a term used to describe a disease or other morbid condition (Office of the Registrar General, 2010). The cause of death must only meet the test of “being more likely than not” (Saskatchewan Coroners Service, nd). It is sometimes easiest to consider the conditions leading up to the death in a bottom to top fashion with the immediate cause being the top.
Important Definitions
Underlying Cause of Death (Part I)
The disease that initiated the chain of events that led directly to the death. This is considered to be what started it all, the first and oldest condition and must have caused all of the conditions on the lines above it (reported on line C in Part I of the Medical Certificate of Death).
Intermediate (Antecedent) Cause of Death (Part I)
For some deaths, the sequence of disease involves conditions that occur at a time between the underlying cause and immediate cause. This is considered to be an event older than the condition listed on line A and newer than the condition listed on line C (recorded on line B in Part I of the Medical Certificate of Death).
Immediate Cause of Death (Part I)
The final disease or complication resulting from the underlying cause of death that directly caused death. This is considered to be the most recent condition that caused the death (recorded on line A in Part I of the Medical Certificate of Death).
The terms cardiac arrhythmia, asystole, shock, exsanguination, respiratory failure, or cardiac arrest should never be used as an immediate cause of death (line A Part I) unless it is accompanied by a specific disease entity (line B or C Part I).
It is not necessary or always required to use all the lines in Part I. The underlying, intermediate, and immediate cause of death are linked in a cause-and-effect relationship from bottom to top.
Other Significant Conditions (Part II)
Pre-existing or co-existing disease(s) that contributed to death but did not result in the underlying cause of death (recorded in Part II of the Medical Certificate of Death).
Interval Between Onset and Death
This section is used to record the time interval between the presumed onset of the condition (not necessarily the date of diagnosis) and the date of death. Intervals should be listed for all conditions in Part I, they are established by the certifier on the basis of available information. In some cases, this interval will have to be estimated and the terms unknown or approximately may be used. This time can be stated in minutes, hours, days, or months or if it is entirely unknown state the interval as unknown. This information is useful in coding diseases and provides a useful check on the accuracy of the reported sequence of conditions (Saskatchewan Coroners Service, nd).
Cause of Death Examples
Example 1
A 70 year old man with documented cardiovascular disease (diagnosed 20 years ago) requiring nitroglycerin was found deceased in bed. There was a history of hypertension and prior ECG showed ventricular hypertrophy. No autopsy was performed, and it is unknown whether he had an acute myocardial infarction or a fatal dysrhythmia without infarction. There is no evidence of injury or foul play.
Medical Certificate of Death:
Part I line C -Atherosclerotic Cardiovascular Disease (an all encompassing term that reflects death caused by cerebrovascular accident, pulmonary embolism, and cardiac death). The interval is listed as 20 years.
Part II- Hypertension
Example 2
A 55 year old woman with long standing hypertension. Over time she developed renal failure (3 years prior to death) ultimately requiring dialysis which became ineffective and she died of severe uremia.
Medical Certificate of Death:
Part I line C- Hypertension. The interval listed is 20 years.
Part I line A- Dialysis dependent renal failure. The interval listed is 3 years.
Example 3
An elderly woman with dementia is bedridden. The dementia was diagnosed 6 years from the date of death and she became bedridden 2 years prior to death. She developed pressure ulcers and within a week of death developed a wound infection with fatal systemic sepsis. She had diabetes.
Medical Certificate of Death:
Part I line C- Dementia. The interval listed is 6 years.
Part I line B- Immobility and bedridden. The interval listed is 2 years.
Part I line A- Systemic bacterial infection from pressure ulcers. The interval listed is 1 week.
Example 4
A person with longstanding alcoholism developed cirrhosis 3 years ago, followed by hepatic encephalopathy. There was also some GI bleeding and pneumonia which complicated management and were thought to have contributed to the death.
Medical Certificate of Death:
Part I line C- Chronic alcoholism. The interval listed is unknown.
Part I line B- Cirrhosis of the Liver. The interval listed is 3 years.
Part I line A- Hepatic encephalopathy. The interval listed is the number of days.
Part II- Gastrointestinal bleeding (listed in Part II as it was thought to have contributed to death and resulted from chronic alcoholism but did not result in chronic alcoholism)
Pneumonia (listed in Part II as it was thought to have contributed to death)
Example 5
An elderly man has small cell lung cancer with metastases to the brain. An autopsy was not performed as death was expected.
Medical Certificate of Death:
Part I line C- Small cell carcinoma of the lung with metastases to the brain. The interval listed is 10 months.
Example 6
A 67 year old male has known coronary artery disease (CAD) diagnosed 15 years ago. At home he had chest pain and goes to the ER, dying before diagnostic tests can be performed.
Medical Certificate of Death:
Part I line C- Coronary Artery Disease. The interval listed is 15 years.
Part I line A- Probable Acute Myocardial Infarction. The interval listed is minutes.
It is acceptable to use the word probable or presumed when certainty about the cause of death is lacking.
Example 7
Shortly after dinner on the day prior to admission to the hospital, a 48-year-old male developed a cramping, epigastric pain, which radiated to his back, followed by nausea and vomiting. The pain was not relieved by
positional changes or antacids. The pain persisted, and 24 hours after its onset, the patient sought medical attention. He had a 10-year history of excessive alcohol consumption and a 2-year history of frequent episodes of similar epigastric pain. The patient denied diarrhea, constipation, hematemesis, or melena. The patient was admitted to the hospital with a diagnosis of an acute exacerbation of chronic pancreatitis. Radiological findings included a duodenal ileus and pancreatic calcification. Serum amylase was elevated. The day after admission, the patient seemed to improve. However, that evening he became disoriented, restless, and hypotensive. Despite intravenous fluids and vasopressors, the patient remained hypotensive and died.
Medical Certificate of Death:
Part I line C- Chronic alcohol abuse. The interval listed is 10 years.
Part 1 line B- Chronic pancreatitis. The interval listed is 2 years.
Part I line A- Acute exacerbation of chronic pancreatitis. The interval listed is 3 days.
Example 8
A 75-year-old male was admitted to the hospital complaining of severe chest pain. He had a 10-year history of arteriosclerotic heart disease with ECG findings of myocardial ischemia and several episodes of congestive
heart failure controlled by digoxin and diuretics. Five months before this admission, the patient was found to be anemic, and to have occult blood in the stool. A barium enema revealed a large polypoid mass in the cecum diagnosed as carcinoma by biopsy. Because of the patient’s cardiac status, he was not considered to be a
surgical candidate. Instead, he was treated with a 5-week course of radiation therapy and periodic packed red blood cell transfusions. He completed this course 3 months before this hospital admission. On this admission the ECG showed an acute anterior wall myocardial infarction. He expired 2 days later.
Medical Certificate of Death:
Part I line B- Atherosclerotic cardiovascular disease. The interval listed is 10 years.
Part I line A- Acute myocardial infarction. The interval listed is 2 years.
Part II- Carcinoma of cecum (listed in Part II as it was thought to have contributed to death)
Congestive heart failure (listed in Part II as it was thought to have contributed to death)
Example 9
A 34-year-old male was admitted to the hospital with severe shortness of breath. He had a 9-month history of unintentional weight loss, night sweats, and diarrhea. The patient had no history of any medical condition
that would cause immunodeficiency. A test for human immunodeficiency virus (HIV) was positive. A lung biopsy was positive for pneumocystis carinii pneumonia (PCP), indicating a diagnosis of acquired immunodeficiency syndrome (AIDS). The patient’s pneumonia responded to therapy, and the patient was discharged. The patient had two additional admissions for PCP. Seventeen months after the patient was first discovered to be HIV positive, he again developed PCP but did not respond to therapy. He died 2 weeks later.
Medical Certificate of Death:
Part I line C- HIV infection. The interval listed is over 17 months.
Part I line B- Acquired immunodeficiency syndrome. The interval listed is 17 months.
Part I line A- Pneumocystis carinii pneumonia. The interval listed is 2 weeks.
It is important to note that AIDS is due to HIV infection, the terms are not synonymous
Example 10
A 75-year-old male had a 10-year history of chronic bronchitis associated with smoking two packs of cigarettes a day for more than 45 years. When seen by his physician approximately 2 years prior to his terminal episode, he had moderately reduced FEV1 and FVC with no response to bronchodilators. During his last year, he required corticosteroids to prevent wheezing and coughing at night; however, he was unable to reduce his smoking to less than one pack of cigarettes per day. When seen 2 months prior to his terminal episode, he had significantly reduced FEV1 and FVC with no response to bronchodilators. He awoke one evening complaining to his wife about coughing and worsening shortness of breath. He was taken to the emergency room where he was found to have an acute exacerbation of obstructive airway disease. He was admitted to the hospital. At the patient’s request, no mechanical ventilation was initiated, and he died 12 hours later in respiratory arrest.
Medical Certificate of Death:
Part 1 line B- Chronic bronchitis. The interval listed is 10 years.
Part 1 line A- Acute exacerbation of obstructive airway disease. The interval listed is 12 hours.
It is important to note that respiratory arrest is a mechanism of death not a cause so it is not listed on the Medical Certificate of Death.
Cause of Death Errors
A nonspecific anatomical process is a complication of an underlying cause of death and may be a macroscopic or microscopic alteration that may have consequences and more than one possible cause (i.e., cirrhosis).
A mechanism of death is a nonspecific functional disturbance that is a complication of an underlying cause of death and may have more than one cause (i.e., hemorrhage).
It is appropriate to include the above in cause of death statements as immediate or intermediate causes of death but must be accompanied by the underlying cause of death.
The most common processes used in error (i.e., alone with no accompanying disease entity):
- Sepsis, congestive heart failure, gastrointestinal hemorrhage, hypoxic brain injury, cirrhosis, pneumonia, renal failure, bowel obstruction, pulmonary edema, abdominal hemorrhage, intracranial hemorrhage.
- Hemorrhage, peritonitis, hepatic encephalopathy, metabolic encephalopathy, cerebrovascular insufficiency, multi organ failure, abscess, acute MI, altered mental status, anemia, arrhythmia, ascites, aspiration, atrial fibrillation, cardiomyopathy, cellulitis, compression fracture, dehydration, dementia, end stage renal or liver disease, failure to thrive, hepatitis, hyperglycemia, hyperkalemia, hypotension, old age, pleural Effusion, pulmonary embolism, respiratory arrest, shock, sudden death, urinary tract infection (Saskatchewan Coroners Service, nd).
Deaths Associated With Aging
There is no uniformly accepted way to document the cause of death in the elderly when the death is natural. Using terms such as old age, infirmity, and advanced age should not be used for convenience. Instead, if there is a specific condition that has a high likelihood of having caused death, that condition should be listed as the underlying cause of death. If an underlying cause of death is elusive (for example the elderly on no medications) the death can be listed as “unspecified natural causes” (Saskatchewan Coroners Service, n.d.).
|
pressbooks
|
2025-03-22T05:09:22.963297
|
03-17-2024
|
{
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"url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/cause-of-death-section-7/#chapter-64-section-2",
"book_url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/front-matter/table-of-contents/",
"title": "Completing the Medical Certificate of Death in Saskatchewan",
"author": "Shelley Giebel NP MScN (APN)",
"institution": "Saskatchewan Polytechnic",
"subject": "Health systems and services"
}
|
https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/cause-of-death-section-7/#chapter-64-section-3
|
Module 2 Guidelines for Completing the Medical Certificate of Death
Cause of Death- Section 7
7. Ensure this section is completed as accurately and completely as possible.
Guidelines for Determining Cause of Death
This section contains two parts, Part I is designed to record the sequence of conditions causing death in an ascending casual order with one cause recorded per line, and Part II is designed to record any significant contributing conditions. The cause of death reported is to be the best opinion/reasonable determination of the individual completing it. Your duty is to indicate a cause of death as accurately as possible recognizing that medicine is not an exact science, and an exact cause of death is sometimes elusive. The cause must consist of a diagnostic entity which is a term used to describe a disease or other morbid condition (Office of the Registrar General, 2010). The cause of death must only meet the test of “being more likely than not” (Saskatchewan Coroners Service, nd). It is sometimes easiest to consider the conditions leading up to the death in a bottom to top fashion with the immediate cause being the top.
Important Definitions
Underlying Cause of Death (Part I)
The disease that initiated the chain of events that led directly to the death. This is considered to be what started it all, the first and oldest condition and must have caused all of the conditions on the lines above it (reported on line C in Part I of the Medical Certificate of Death).
Intermediate (Antecedent) Cause of Death (Part I)
For some deaths, the sequence of disease involves conditions that occur at a time between the underlying cause and immediate cause. This is considered to be an event older than the condition listed on line A and newer than the condition listed on line C (recorded on line B in Part I of the Medical Certificate of Death).
Immediate Cause of Death (Part I)
The final disease or complication resulting from the underlying cause of death that directly caused death. This is considered to be the most recent condition that caused the death (recorded on line A in Part I of the Medical Certificate of Death).
The terms cardiac arrhythmia, asystole, shock, exsanguination, respiratory failure, or cardiac arrest should never be used as an immediate cause of death (line A Part I) unless it is accompanied by a specific disease entity (line B or C Part I).
It is not necessary or always required to use all the lines in Part I. The underlying, intermediate, and immediate cause of death are linked in a cause-and-effect relationship from bottom to top.
Other Significant Conditions (Part II)
Pre-existing or co-existing disease(s) that contributed to death but did not result in the underlying cause of death (recorded in Part II of the Medical Certificate of Death).
Interval Between Onset and Death
This section is used to record the time interval between the presumed onset of the condition (not necessarily the date of diagnosis) and the date of death. Intervals should be listed for all conditions in Part I, they are established by the certifier on the basis of available information. In some cases, this interval will have to be estimated and the terms unknown or approximately may be used. This time can be stated in minutes, hours, days, or months or if it is entirely unknown state the interval as unknown. This information is useful in coding diseases and provides a useful check on the accuracy of the reported sequence of conditions (Saskatchewan Coroners Service, nd).
Cause of Death Examples
Example 1
A 70 year old man with documented cardiovascular disease (diagnosed 20 years ago) requiring nitroglycerin was found deceased in bed. There was a history of hypertension and prior ECG showed ventricular hypertrophy. No autopsy was performed, and it is unknown whether he had an acute myocardial infarction or a fatal dysrhythmia without infarction. There is no evidence of injury or foul play.
Medical Certificate of Death:
Part I line C -Atherosclerotic Cardiovascular Disease (an all encompassing term that reflects death caused by cerebrovascular accident, pulmonary embolism, and cardiac death). The interval is listed as 20 years.
Part II- Hypertension
Example 2
A 55 year old woman with long standing hypertension. Over time she developed renal failure (3 years prior to death) ultimately requiring dialysis which became ineffective and she died of severe uremia.
Medical Certificate of Death:
Part I line C- Hypertension. The interval listed is 20 years.
Part I line A- Dialysis dependent renal failure. The interval listed is 3 years.
Example 3
An elderly woman with dementia is bedridden. The dementia was diagnosed 6 years from the date of death and she became bedridden 2 years prior to death. She developed pressure ulcers and within a week of death developed a wound infection with fatal systemic sepsis. She had diabetes.
Medical Certificate of Death:
Part I line C- Dementia. The interval listed is 6 years.
Part I line B- Immobility and bedridden. The interval listed is 2 years.
Part I line A- Systemic bacterial infection from pressure ulcers. The interval listed is 1 week.
Example 4
A person with longstanding alcoholism developed cirrhosis 3 years ago, followed by hepatic encephalopathy. There was also some GI bleeding and pneumonia which complicated management and were thought to have contributed to the death.
Medical Certificate of Death:
Part I line C- Chronic alcoholism. The interval listed is unknown.
Part I line B- Cirrhosis of the Liver. The interval listed is 3 years.
Part I line A- Hepatic encephalopathy. The interval listed is the number of days.
Part II- Gastrointestinal bleeding (listed in Part II as it was thought to have contributed to death and resulted from chronic alcoholism but did not result in chronic alcoholism)
Pneumonia (listed in Part II as it was thought to have contributed to death)
Example 5
An elderly man has small cell lung cancer with metastases to the brain. An autopsy was not performed as death was expected.
Medical Certificate of Death:
Part I line C- Small cell carcinoma of the lung with metastases to the brain. The interval listed is 10 months.
Example 6
A 67 year old male has known coronary artery disease (CAD) diagnosed 15 years ago. At home he had chest pain and goes to the ER, dying before diagnostic tests can be performed.
Medical Certificate of Death:
Part I line C- Coronary Artery Disease. The interval listed is 15 years.
Part I line A- Probable Acute Myocardial Infarction. The interval listed is minutes.
It is acceptable to use the word probable or presumed when certainty about the cause of death is lacking.
Example 7
Shortly after dinner on the day prior to admission to the hospital, a 48-year-old male developed a cramping, epigastric pain, which radiated to his back, followed by nausea and vomiting. The pain was not relieved by
positional changes or antacids. The pain persisted, and 24 hours after its onset, the patient sought medical attention. He had a 10-year history of excessive alcohol consumption and a 2-year history of frequent episodes of similar epigastric pain. The patient denied diarrhea, constipation, hematemesis, or melena. The patient was admitted to the hospital with a diagnosis of an acute exacerbation of chronic pancreatitis. Radiological findings included a duodenal ileus and pancreatic calcification. Serum amylase was elevated. The day after admission, the patient seemed to improve. However, that evening he became disoriented, restless, and hypotensive. Despite intravenous fluids and vasopressors, the patient remained hypotensive and died.
Medical Certificate of Death:
Part I line C- Chronic alcohol abuse. The interval listed is 10 years.
Part 1 line B- Chronic pancreatitis. The interval listed is 2 years.
Part I line A- Acute exacerbation of chronic pancreatitis. The interval listed is 3 days.
Example 8
A 75-year-old male was admitted to the hospital complaining of severe chest pain. He had a 10-year history of arteriosclerotic heart disease with ECG findings of myocardial ischemia and several episodes of congestive
heart failure controlled by digoxin and diuretics. Five months before this admission, the patient was found to be anemic, and to have occult blood in the stool. A barium enema revealed a large polypoid mass in the cecum diagnosed as carcinoma by biopsy. Because of the patient’s cardiac status, he was not considered to be a
surgical candidate. Instead, he was treated with a 5-week course of radiation therapy and periodic packed red blood cell transfusions. He completed this course 3 months before this hospital admission. On this admission the ECG showed an acute anterior wall myocardial infarction. He expired 2 days later.
Medical Certificate of Death:
Part I line B- Atherosclerotic cardiovascular disease. The interval listed is 10 years.
Part I line A- Acute myocardial infarction. The interval listed is 2 years.
Part II- Carcinoma of cecum (listed in Part II as it was thought to have contributed to death)
Congestive heart failure (listed in Part II as it was thought to have contributed to death)
Example 9
A 34-year-old male was admitted to the hospital with severe shortness of breath. He had a 9-month history of unintentional weight loss, night sweats, and diarrhea. The patient had no history of any medical condition
that would cause immunodeficiency. A test for human immunodeficiency virus (HIV) was positive. A lung biopsy was positive for pneumocystis carinii pneumonia (PCP), indicating a diagnosis of acquired immunodeficiency syndrome (AIDS). The patient’s pneumonia responded to therapy, and the patient was discharged. The patient had two additional admissions for PCP. Seventeen months after the patient was first discovered to be HIV positive, he again developed PCP but did not respond to therapy. He died 2 weeks later.
Medical Certificate of Death:
Part I line C- HIV infection. The interval listed is over 17 months.
Part I line B- Acquired immunodeficiency syndrome. The interval listed is 17 months.
Part I line A- Pneumocystis carinii pneumonia. The interval listed is 2 weeks.
It is important to note that AIDS is due to HIV infection, the terms are not synonymous
Example 10
A 75-year-old male had a 10-year history of chronic bronchitis associated with smoking two packs of cigarettes a day for more than 45 years. When seen by his physician approximately 2 years prior to his terminal episode, he had moderately reduced FEV1 and FVC with no response to bronchodilators. During his last year, he required corticosteroids to prevent wheezing and coughing at night; however, he was unable to reduce his smoking to less than one pack of cigarettes per day. When seen 2 months prior to his terminal episode, he had significantly reduced FEV1 and FVC with no response to bronchodilators. He awoke one evening complaining to his wife about coughing and worsening shortness of breath. He was taken to the emergency room where he was found to have an acute exacerbation of obstructive airway disease. He was admitted to the hospital. At the patient’s request, no mechanical ventilation was initiated, and he died 12 hours later in respiratory arrest.
Medical Certificate of Death:
Part 1 line B- Chronic bronchitis. The interval listed is 10 years.
Part 1 line A- Acute exacerbation of obstructive airway disease. The interval listed is 12 hours.
It is important to note that respiratory arrest is a mechanism of death not a cause so it is not listed on the Medical Certificate of Death.
Cause of Death Errors
A nonspecific anatomical process is a complication of an underlying cause of death and may be a macroscopic or microscopic alteration that may have consequences and more than one possible cause (i.e., cirrhosis).
A mechanism of death is a nonspecific functional disturbance that is a complication of an underlying cause of death and may have more than one cause (i.e., hemorrhage).
It is appropriate to include the above in cause of death statements as immediate or intermediate causes of death but must be accompanied by the underlying cause of death.
The most common processes used in error (i.e., alone with no accompanying disease entity):
- Sepsis, congestive heart failure, gastrointestinal hemorrhage, hypoxic brain injury, cirrhosis, pneumonia, renal failure, bowel obstruction, pulmonary edema, abdominal hemorrhage, intracranial hemorrhage.
- Hemorrhage, peritonitis, hepatic encephalopathy, metabolic encephalopathy, cerebrovascular insufficiency, multi organ failure, abscess, acute MI, altered mental status, anemia, arrhythmia, ascites, aspiration, atrial fibrillation, cardiomyopathy, cellulitis, compression fracture, dehydration, dementia, end stage renal or liver disease, failure to thrive, hepatitis, hyperglycemia, hyperkalemia, hypotension, old age, pleural Effusion, pulmonary embolism, respiratory arrest, shock, sudden death, urinary tract infection (Saskatchewan Coroners Service, nd).
Deaths Associated With Aging
There is no uniformly accepted way to document the cause of death in the elderly when the death is natural. Using terms such as old age, infirmity, and advanced age should not be used for convenience. Instead, if there is a specific condition that has a high likelihood of having caused death, that condition should be listed as the underlying cause of death. If an underlying cause of death is elusive (for example the elderly on no medications) the death can be listed as “unspecified natural causes” (Saskatchewan Coroners Service, n.d.).
|
pressbooks
|
2025-03-22T05:09:22.979991
|
03-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/cause-of-death-section-7/#chapter-64-section-3",
"book_url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/front-matter/table-of-contents/",
"title": "Completing the Medical Certificate of Death in Saskatchewan",
"author": "Shelley Giebel NP MScN (APN)",
"institution": "Saskatchewan Polytechnic",
"subject": "Health systems and services"
}
|
https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/cause-of-death-section-7/#chapter-64-section-4
|
Module 2 Guidelines for Completing the Medical Certificate of Death
Cause of Death- Section 7
7. Ensure this section is completed as accurately and completely as possible.
Guidelines for Determining Cause of Death
This section contains two parts, Part I is designed to record the sequence of conditions causing death in an ascending casual order with one cause recorded per line, and Part II is designed to record any significant contributing conditions. The cause of death reported is to be the best opinion/reasonable determination of the individual completing it. Your duty is to indicate a cause of death as accurately as possible recognizing that medicine is not an exact science, and an exact cause of death is sometimes elusive. The cause must consist of a diagnostic entity which is a term used to describe a disease or other morbid condition (Office of the Registrar General, 2010). The cause of death must only meet the test of “being more likely than not” (Saskatchewan Coroners Service, nd). It is sometimes easiest to consider the conditions leading up to the death in a bottom to top fashion with the immediate cause being the top.
Important Definitions
Underlying Cause of Death (Part I)
The disease that initiated the chain of events that led directly to the death. This is considered to be what started it all, the first and oldest condition and must have caused all of the conditions on the lines above it (reported on line C in Part I of the Medical Certificate of Death).
Intermediate (Antecedent) Cause of Death (Part I)
For some deaths, the sequence of disease involves conditions that occur at a time between the underlying cause and immediate cause. This is considered to be an event older than the condition listed on line A and newer than the condition listed on line C (recorded on line B in Part I of the Medical Certificate of Death).
Immediate Cause of Death (Part I)
The final disease or complication resulting from the underlying cause of death that directly caused death. This is considered to be the most recent condition that caused the death (recorded on line A in Part I of the Medical Certificate of Death).
The terms cardiac arrhythmia, asystole, shock, exsanguination, respiratory failure, or cardiac arrest should never be used as an immediate cause of death (line A Part I) unless it is accompanied by a specific disease entity (line B or C Part I).
It is not necessary or always required to use all the lines in Part I. The underlying, intermediate, and immediate cause of death are linked in a cause-and-effect relationship from bottom to top.
Other Significant Conditions (Part II)
Pre-existing or co-existing disease(s) that contributed to death but did not result in the underlying cause of death (recorded in Part II of the Medical Certificate of Death).
Interval Between Onset and Death
This section is used to record the time interval between the presumed onset of the condition (not necessarily the date of diagnosis) and the date of death. Intervals should be listed for all conditions in Part I, they are established by the certifier on the basis of available information. In some cases, this interval will have to be estimated and the terms unknown or approximately may be used. This time can be stated in minutes, hours, days, or months or if it is entirely unknown state the interval as unknown. This information is useful in coding diseases and provides a useful check on the accuracy of the reported sequence of conditions (Saskatchewan Coroners Service, nd).
Cause of Death Examples
Example 1
A 70 year old man with documented cardiovascular disease (diagnosed 20 years ago) requiring nitroglycerin was found deceased in bed. There was a history of hypertension and prior ECG showed ventricular hypertrophy. No autopsy was performed, and it is unknown whether he had an acute myocardial infarction or a fatal dysrhythmia without infarction. There is no evidence of injury or foul play.
Medical Certificate of Death:
Part I line C -Atherosclerotic Cardiovascular Disease (an all encompassing term that reflects death caused by cerebrovascular accident, pulmonary embolism, and cardiac death). The interval is listed as 20 years.
Part II- Hypertension
Example 2
A 55 year old woman with long standing hypertension. Over time she developed renal failure (3 years prior to death) ultimately requiring dialysis which became ineffective and she died of severe uremia.
Medical Certificate of Death:
Part I line C- Hypertension. The interval listed is 20 years.
Part I line A- Dialysis dependent renal failure. The interval listed is 3 years.
Example 3
An elderly woman with dementia is bedridden. The dementia was diagnosed 6 years from the date of death and she became bedridden 2 years prior to death. She developed pressure ulcers and within a week of death developed a wound infection with fatal systemic sepsis. She had diabetes.
Medical Certificate of Death:
Part I line C- Dementia. The interval listed is 6 years.
Part I line B- Immobility and bedridden. The interval listed is 2 years.
Part I line A- Systemic bacterial infection from pressure ulcers. The interval listed is 1 week.
Example 4
A person with longstanding alcoholism developed cirrhosis 3 years ago, followed by hepatic encephalopathy. There was also some GI bleeding and pneumonia which complicated management and were thought to have contributed to the death.
Medical Certificate of Death:
Part I line C- Chronic alcoholism. The interval listed is unknown.
Part I line B- Cirrhosis of the Liver. The interval listed is 3 years.
Part I line A- Hepatic encephalopathy. The interval listed is the number of days.
Part II- Gastrointestinal bleeding (listed in Part II as it was thought to have contributed to death and resulted from chronic alcoholism but did not result in chronic alcoholism)
Pneumonia (listed in Part II as it was thought to have contributed to death)
Example 5
An elderly man has small cell lung cancer with metastases to the brain. An autopsy was not performed as death was expected.
Medical Certificate of Death:
Part I line C- Small cell carcinoma of the lung with metastases to the brain. The interval listed is 10 months.
Example 6
A 67 year old male has known coronary artery disease (CAD) diagnosed 15 years ago. At home he had chest pain and goes to the ER, dying before diagnostic tests can be performed.
Medical Certificate of Death:
Part I line C- Coronary Artery Disease. The interval listed is 15 years.
Part I line A- Probable Acute Myocardial Infarction. The interval listed is minutes.
It is acceptable to use the word probable or presumed when certainty about the cause of death is lacking.
Example 7
Shortly after dinner on the day prior to admission to the hospital, a 48-year-old male developed a cramping, epigastric pain, which radiated to his back, followed by nausea and vomiting. The pain was not relieved by
positional changes or antacids. The pain persisted, and 24 hours after its onset, the patient sought medical attention. He had a 10-year history of excessive alcohol consumption and a 2-year history of frequent episodes of similar epigastric pain. The patient denied diarrhea, constipation, hematemesis, or melena. The patient was admitted to the hospital with a diagnosis of an acute exacerbation of chronic pancreatitis. Radiological findings included a duodenal ileus and pancreatic calcification. Serum amylase was elevated. The day after admission, the patient seemed to improve. However, that evening he became disoriented, restless, and hypotensive. Despite intravenous fluids and vasopressors, the patient remained hypotensive and died.
Medical Certificate of Death:
Part I line C- Chronic alcohol abuse. The interval listed is 10 years.
Part 1 line B- Chronic pancreatitis. The interval listed is 2 years.
Part I line A- Acute exacerbation of chronic pancreatitis. The interval listed is 3 days.
Example 8
A 75-year-old male was admitted to the hospital complaining of severe chest pain. He had a 10-year history of arteriosclerotic heart disease with ECG findings of myocardial ischemia and several episodes of congestive
heart failure controlled by digoxin and diuretics. Five months before this admission, the patient was found to be anemic, and to have occult blood in the stool. A barium enema revealed a large polypoid mass in the cecum diagnosed as carcinoma by biopsy. Because of the patient’s cardiac status, he was not considered to be a
surgical candidate. Instead, he was treated with a 5-week course of radiation therapy and periodic packed red blood cell transfusions. He completed this course 3 months before this hospital admission. On this admission the ECG showed an acute anterior wall myocardial infarction. He expired 2 days later.
Medical Certificate of Death:
Part I line B- Atherosclerotic cardiovascular disease. The interval listed is 10 years.
Part I line A- Acute myocardial infarction. The interval listed is 2 years.
Part II- Carcinoma of cecum (listed in Part II as it was thought to have contributed to death)
Congestive heart failure (listed in Part II as it was thought to have contributed to death)
Example 9
A 34-year-old male was admitted to the hospital with severe shortness of breath. He had a 9-month history of unintentional weight loss, night sweats, and diarrhea. The patient had no history of any medical condition
that would cause immunodeficiency. A test for human immunodeficiency virus (HIV) was positive. A lung biopsy was positive for pneumocystis carinii pneumonia (PCP), indicating a diagnosis of acquired immunodeficiency syndrome (AIDS). The patient’s pneumonia responded to therapy, and the patient was discharged. The patient had two additional admissions for PCP. Seventeen months after the patient was first discovered to be HIV positive, he again developed PCP but did not respond to therapy. He died 2 weeks later.
Medical Certificate of Death:
Part I line C- HIV infection. The interval listed is over 17 months.
Part I line B- Acquired immunodeficiency syndrome. The interval listed is 17 months.
Part I line A- Pneumocystis carinii pneumonia. The interval listed is 2 weeks.
It is important to note that AIDS is due to HIV infection, the terms are not synonymous
Example 10
A 75-year-old male had a 10-year history of chronic bronchitis associated with smoking two packs of cigarettes a day for more than 45 years. When seen by his physician approximately 2 years prior to his terminal episode, he had moderately reduced FEV1 and FVC with no response to bronchodilators. During his last year, he required corticosteroids to prevent wheezing and coughing at night; however, he was unable to reduce his smoking to less than one pack of cigarettes per day. When seen 2 months prior to his terminal episode, he had significantly reduced FEV1 and FVC with no response to bronchodilators. He awoke one evening complaining to his wife about coughing and worsening shortness of breath. He was taken to the emergency room where he was found to have an acute exacerbation of obstructive airway disease. He was admitted to the hospital. At the patient’s request, no mechanical ventilation was initiated, and he died 12 hours later in respiratory arrest.
Medical Certificate of Death:
Part 1 line B- Chronic bronchitis. The interval listed is 10 years.
Part 1 line A- Acute exacerbation of obstructive airway disease. The interval listed is 12 hours.
It is important to note that respiratory arrest is a mechanism of death not a cause so it is not listed on the Medical Certificate of Death.
Cause of Death Errors
A nonspecific anatomical process is a complication of an underlying cause of death and may be a macroscopic or microscopic alteration that may have consequences and more than one possible cause (i.e., cirrhosis).
A mechanism of death is a nonspecific functional disturbance that is a complication of an underlying cause of death and may have more than one cause (i.e., hemorrhage).
It is appropriate to include the above in cause of death statements as immediate or intermediate causes of death but must be accompanied by the underlying cause of death.
The most common processes used in error (i.e., alone with no accompanying disease entity):
- Sepsis, congestive heart failure, gastrointestinal hemorrhage, hypoxic brain injury, cirrhosis, pneumonia, renal failure, bowel obstruction, pulmonary edema, abdominal hemorrhage, intracranial hemorrhage.
- Hemorrhage, peritonitis, hepatic encephalopathy, metabolic encephalopathy, cerebrovascular insufficiency, multi organ failure, abscess, acute MI, altered mental status, anemia, arrhythmia, ascites, aspiration, atrial fibrillation, cardiomyopathy, cellulitis, compression fracture, dehydration, dementia, end stage renal or liver disease, failure to thrive, hepatitis, hyperglycemia, hyperkalemia, hypotension, old age, pleural Effusion, pulmonary embolism, respiratory arrest, shock, sudden death, urinary tract infection (Saskatchewan Coroners Service, nd).
Deaths Associated With Aging
There is no uniformly accepted way to document the cause of death in the elderly when the death is natural. Using terms such as old age, infirmity, and advanced age should not be used for convenience. Instead, if there is a specific condition that has a high likelihood of having caused death, that condition should be listed as the underlying cause of death. If an underlying cause of death is elusive (for example the elderly on no medications) the death can be listed as “unspecified natural causes” (Saskatchewan Coroners Service, n.d.).
|
pressbooks
|
2025-03-22T05:09:22.996314
|
03-17-2024
|
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"url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/cause-of-death-section-7/#chapter-64-section-4",
"book_url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/front-matter/table-of-contents/",
"title": "Completing the Medical Certificate of Death in Saskatchewan",
"author": "Shelley Giebel NP MScN (APN)",
"institution": "Saskatchewan Polytechnic",
"subject": "Health systems and services"
}
|
https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/cause-of-death-section-7/#chapter-64-section-5
|
Module 2 Guidelines for Completing the Medical Certificate of Death
Cause of Death- Section 7
7. Ensure this section is completed as accurately and completely as possible.
Guidelines for Determining Cause of Death
This section contains two parts, Part I is designed to record the sequence of conditions causing death in an ascending casual order with one cause recorded per line, and Part II is designed to record any significant contributing conditions. The cause of death reported is to be the best opinion/reasonable determination of the individual completing it. Your duty is to indicate a cause of death as accurately as possible recognizing that medicine is not an exact science, and an exact cause of death is sometimes elusive. The cause must consist of a diagnostic entity which is a term used to describe a disease or other morbid condition (Office of the Registrar General, 2010). The cause of death must only meet the test of “being more likely than not” (Saskatchewan Coroners Service, nd). It is sometimes easiest to consider the conditions leading up to the death in a bottom to top fashion with the immediate cause being the top.
Important Definitions
Underlying Cause of Death (Part I)
The disease that initiated the chain of events that led directly to the death. This is considered to be what started it all, the first and oldest condition and must have caused all of the conditions on the lines above it (reported on line C in Part I of the Medical Certificate of Death).
Intermediate (Antecedent) Cause of Death (Part I)
For some deaths, the sequence of disease involves conditions that occur at a time between the underlying cause and immediate cause. This is considered to be an event older than the condition listed on line A and newer than the condition listed on line C (recorded on line B in Part I of the Medical Certificate of Death).
Immediate Cause of Death (Part I)
The final disease or complication resulting from the underlying cause of death that directly caused death. This is considered to be the most recent condition that caused the death (recorded on line A in Part I of the Medical Certificate of Death).
The terms cardiac arrhythmia, asystole, shock, exsanguination, respiratory failure, or cardiac arrest should never be used as an immediate cause of death (line A Part I) unless it is accompanied by a specific disease entity (line B or C Part I).
It is not necessary or always required to use all the lines in Part I. The underlying, intermediate, and immediate cause of death are linked in a cause-and-effect relationship from bottom to top.
Other Significant Conditions (Part II)
Pre-existing or co-existing disease(s) that contributed to death but did not result in the underlying cause of death (recorded in Part II of the Medical Certificate of Death).
Interval Between Onset and Death
This section is used to record the time interval between the presumed onset of the condition (not necessarily the date of diagnosis) and the date of death. Intervals should be listed for all conditions in Part I, they are established by the certifier on the basis of available information. In some cases, this interval will have to be estimated and the terms unknown or approximately may be used. This time can be stated in minutes, hours, days, or months or if it is entirely unknown state the interval as unknown. This information is useful in coding diseases and provides a useful check on the accuracy of the reported sequence of conditions (Saskatchewan Coroners Service, nd).
Cause of Death Examples
Example 1
A 70 year old man with documented cardiovascular disease (diagnosed 20 years ago) requiring nitroglycerin was found deceased in bed. There was a history of hypertension and prior ECG showed ventricular hypertrophy. No autopsy was performed, and it is unknown whether he had an acute myocardial infarction or a fatal dysrhythmia without infarction. There is no evidence of injury or foul play.
Medical Certificate of Death:
Part I line C -Atherosclerotic Cardiovascular Disease (an all encompassing term that reflects death caused by cerebrovascular accident, pulmonary embolism, and cardiac death). The interval is listed as 20 years.
Part II- Hypertension
Example 2
A 55 year old woman with long standing hypertension. Over time she developed renal failure (3 years prior to death) ultimately requiring dialysis which became ineffective and she died of severe uremia.
Medical Certificate of Death:
Part I line C- Hypertension. The interval listed is 20 years.
Part I line A- Dialysis dependent renal failure. The interval listed is 3 years.
Example 3
An elderly woman with dementia is bedridden. The dementia was diagnosed 6 years from the date of death and she became bedridden 2 years prior to death. She developed pressure ulcers and within a week of death developed a wound infection with fatal systemic sepsis. She had diabetes.
Medical Certificate of Death:
Part I line C- Dementia. The interval listed is 6 years.
Part I line B- Immobility and bedridden. The interval listed is 2 years.
Part I line A- Systemic bacterial infection from pressure ulcers. The interval listed is 1 week.
Example 4
A person with longstanding alcoholism developed cirrhosis 3 years ago, followed by hepatic encephalopathy. There was also some GI bleeding and pneumonia which complicated management and were thought to have contributed to the death.
Medical Certificate of Death:
Part I line C- Chronic alcoholism. The interval listed is unknown.
Part I line B- Cirrhosis of the Liver. The interval listed is 3 years.
Part I line A- Hepatic encephalopathy. The interval listed is the number of days.
Part II- Gastrointestinal bleeding (listed in Part II as it was thought to have contributed to death and resulted from chronic alcoholism but did not result in chronic alcoholism)
Pneumonia (listed in Part II as it was thought to have contributed to death)
Example 5
An elderly man has small cell lung cancer with metastases to the brain. An autopsy was not performed as death was expected.
Medical Certificate of Death:
Part I line C- Small cell carcinoma of the lung with metastases to the brain. The interval listed is 10 months.
Example 6
A 67 year old male has known coronary artery disease (CAD) diagnosed 15 years ago. At home he had chest pain and goes to the ER, dying before diagnostic tests can be performed.
Medical Certificate of Death:
Part I line C- Coronary Artery Disease. The interval listed is 15 years.
Part I line A- Probable Acute Myocardial Infarction. The interval listed is minutes.
It is acceptable to use the word probable or presumed when certainty about the cause of death is lacking.
Example 7
Shortly after dinner on the day prior to admission to the hospital, a 48-year-old male developed a cramping, epigastric pain, which radiated to his back, followed by nausea and vomiting. The pain was not relieved by
positional changes or antacids. The pain persisted, and 24 hours after its onset, the patient sought medical attention. He had a 10-year history of excessive alcohol consumption and a 2-year history of frequent episodes of similar epigastric pain. The patient denied diarrhea, constipation, hematemesis, or melena. The patient was admitted to the hospital with a diagnosis of an acute exacerbation of chronic pancreatitis. Radiological findings included a duodenal ileus and pancreatic calcification. Serum amylase was elevated. The day after admission, the patient seemed to improve. However, that evening he became disoriented, restless, and hypotensive. Despite intravenous fluids and vasopressors, the patient remained hypotensive and died.
Medical Certificate of Death:
Part I line C- Chronic alcohol abuse. The interval listed is 10 years.
Part 1 line B- Chronic pancreatitis. The interval listed is 2 years.
Part I line A- Acute exacerbation of chronic pancreatitis. The interval listed is 3 days.
Example 8
A 75-year-old male was admitted to the hospital complaining of severe chest pain. He had a 10-year history of arteriosclerotic heart disease with ECG findings of myocardial ischemia and several episodes of congestive
heart failure controlled by digoxin and diuretics. Five months before this admission, the patient was found to be anemic, and to have occult blood in the stool. A barium enema revealed a large polypoid mass in the cecum diagnosed as carcinoma by biopsy. Because of the patient’s cardiac status, he was not considered to be a
surgical candidate. Instead, he was treated with a 5-week course of radiation therapy and periodic packed red blood cell transfusions. He completed this course 3 months before this hospital admission. On this admission the ECG showed an acute anterior wall myocardial infarction. He expired 2 days later.
Medical Certificate of Death:
Part I line B- Atherosclerotic cardiovascular disease. The interval listed is 10 years.
Part I line A- Acute myocardial infarction. The interval listed is 2 years.
Part II- Carcinoma of cecum (listed in Part II as it was thought to have contributed to death)
Congestive heart failure (listed in Part II as it was thought to have contributed to death)
Example 9
A 34-year-old male was admitted to the hospital with severe shortness of breath. He had a 9-month history of unintentional weight loss, night sweats, and diarrhea. The patient had no history of any medical condition
that would cause immunodeficiency. A test for human immunodeficiency virus (HIV) was positive. A lung biopsy was positive for pneumocystis carinii pneumonia (PCP), indicating a diagnosis of acquired immunodeficiency syndrome (AIDS). The patient’s pneumonia responded to therapy, and the patient was discharged. The patient had two additional admissions for PCP. Seventeen months after the patient was first discovered to be HIV positive, he again developed PCP but did not respond to therapy. He died 2 weeks later.
Medical Certificate of Death:
Part I line C- HIV infection. The interval listed is over 17 months.
Part I line B- Acquired immunodeficiency syndrome. The interval listed is 17 months.
Part I line A- Pneumocystis carinii pneumonia. The interval listed is 2 weeks.
It is important to note that AIDS is due to HIV infection, the terms are not synonymous
Example 10
A 75-year-old male had a 10-year history of chronic bronchitis associated with smoking two packs of cigarettes a day for more than 45 years. When seen by his physician approximately 2 years prior to his terminal episode, he had moderately reduced FEV1 and FVC with no response to bronchodilators. During his last year, he required corticosteroids to prevent wheezing and coughing at night; however, he was unable to reduce his smoking to less than one pack of cigarettes per day. When seen 2 months prior to his terminal episode, he had significantly reduced FEV1 and FVC with no response to bronchodilators. He awoke one evening complaining to his wife about coughing and worsening shortness of breath. He was taken to the emergency room where he was found to have an acute exacerbation of obstructive airway disease. He was admitted to the hospital. At the patient’s request, no mechanical ventilation was initiated, and he died 12 hours later in respiratory arrest.
Medical Certificate of Death:
Part 1 line B- Chronic bronchitis. The interval listed is 10 years.
Part 1 line A- Acute exacerbation of obstructive airway disease. The interval listed is 12 hours.
It is important to note that respiratory arrest is a mechanism of death not a cause so it is not listed on the Medical Certificate of Death.
Cause of Death Errors
A nonspecific anatomical process is a complication of an underlying cause of death and may be a macroscopic or microscopic alteration that may have consequences and more than one possible cause (i.e., cirrhosis).
A mechanism of death is a nonspecific functional disturbance that is a complication of an underlying cause of death and may have more than one cause (i.e., hemorrhage).
It is appropriate to include the above in cause of death statements as immediate or intermediate causes of death but must be accompanied by the underlying cause of death.
The most common processes used in error (i.e., alone with no accompanying disease entity):
- Sepsis, congestive heart failure, gastrointestinal hemorrhage, hypoxic brain injury, cirrhosis, pneumonia, renal failure, bowel obstruction, pulmonary edema, abdominal hemorrhage, intracranial hemorrhage.
- Hemorrhage, peritonitis, hepatic encephalopathy, metabolic encephalopathy, cerebrovascular insufficiency, multi organ failure, abscess, acute MI, altered mental status, anemia, arrhythmia, ascites, aspiration, atrial fibrillation, cardiomyopathy, cellulitis, compression fracture, dehydration, dementia, end stage renal or liver disease, failure to thrive, hepatitis, hyperglycemia, hyperkalemia, hypotension, old age, pleural Effusion, pulmonary embolism, respiratory arrest, shock, sudden death, urinary tract infection (Saskatchewan Coroners Service, nd).
Deaths Associated With Aging
There is no uniformly accepted way to document the cause of death in the elderly when the death is natural. Using terms such as old age, infirmity, and advanced age should not be used for convenience. Instead, if there is a specific condition that has a high likelihood of having caused death, that condition should be listed as the underlying cause of death. If an underlying cause of death is elusive (for example the elderly on no medications) the death can be listed as “unspecified natural causes” (Saskatchewan Coroners Service, n.d.).
|
pressbooks
|
2025-03-22T05:09:23.012799
|
03-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/cause-of-death-section-7/#chapter-64-section-5",
"book_url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/front-matter/table-of-contents/",
"title": "Completing the Medical Certificate of Death in Saskatchewan",
"author": "Shelley Giebel NP MScN (APN)",
"institution": "Saskatchewan Polytechnic",
"subject": "Health systems and services"
}
|
https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/cause-of-death-section-7/#chapter-64-section-6
|
Module 2 Guidelines for Completing the Medical Certificate of Death
Cause of Death- Section 7
7. Ensure this section is completed as accurately and completely as possible.
Guidelines for Determining Cause of Death
This section contains two parts, Part I is designed to record the sequence of conditions causing death in an ascending casual order with one cause recorded per line, and Part II is designed to record any significant contributing conditions. The cause of death reported is to be the best opinion/reasonable determination of the individual completing it. Your duty is to indicate a cause of death as accurately as possible recognizing that medicine is not an exact science, and an exact cause of death is sometimes elusive. The cause must consist of a diagnostic entity which is a term used to describe a disease or other morbid condition (Office of the Registrar General, 2010). The cause of death must only meet the test of “being more likely than not” (Saskatchewan Coroners Service, nd). It is sometimes easiest to consider the conditions leading up to the death in a bottom to top fashion with the immediate cause being the top.
Important Definitions
Underlying Cause of Death (Part I)
The disease that initiated the chain of events that led directly to the death. This is considered to be what started it all, the first and oldest condition and must have caused all of the conditions on the lines above it (reported on line C in Part I of the Medical Certificate of Death).
Intermediate (Antecedent) Cause of Death (Part I)
For some deaths, the sequence of disease involves conditions that occur at a time between the underlying cause and immediate cause. This is considered to be an event older than the condition listed on line A and newer than the condition listed on line C (recorded on line B in Part I of the Medical Certificate of Death).
Immediate Cause of Death (Part I)
The final disease or complication resulting from the underlying cause of death that directly caused death. This is considered to be the most recent condition that caused the death (recorded on line A in Part I of the Medical Certificate of Death).
The terms cardiac arrhythmia, asystole, shock, exsanguination, respiratory failure, or cardiac arrest should never be used as an immediate cause of death (line A Part I) unless it is accompanied by a specific disease entity (line B or C Part I).
It is not necessary or always required to use all the lines in Part I. The underlying, intermediate, and immediate cause of death are linked in a cause-and-effect relationship from bottom to top.
Other Significant Conditions (Part II)
Pre-existing or co-existing disease(s) that contributed to death but did not result in the underlying cause of death (recorded in Part II of the Medical Certificate of Death).
Interval Between Onset and Death
This section is used to record the time interval between the presumed onset of the condition (not necessarily the date of diagnosis) and the date of death. Intervals should be listed for all conditions in Part I, they are established by the certifier on the basis of available information. In some cases, this interval will have to be estimated and the terms unknown or approximately may be used. This time can be stated in minutes, hours, days, or months or if it is entirely unknown state the interval as unknown. This information is useful in coding diseases and provides a useful check on the accuracy of the reported sequence of conditions (Saskatchewan Coroners Service, nd).
Cause of Death Examples
Example 1
A 70 year old man with documented cardiovascular disease (diagnosed 20 years ago) requiring nitroglycerin was found deceased in bed. There was a history of hypertension and prior ECG showed ventricular hypertrophy. No autopsy was performed, and it is unknown whether he had an acute myocardial infarction or a fatal dysrhythmia without infarction. There is no evidence of injury or foul play.
Medical Certificate of Death:
Part I line C -Atherosclerotic Cardiovascular Disease (an all encompassing term that reflects death caused by cerebrovascular accident, pulmonary embolism, and cardiac death). The interval is listed as 20 years.
Part II- Hypertension
Example 2
A 55 year old woman with long standing hypertension. Over time she developed renal failure (3 years prior to death) ultimately requiring dialysis which became ineffective and she died of severe uremia.
Medical Certificate of Death:
Part I line C- Hypertension. The interval listed is 20 years.
Part I line A- Dialysis dependent renal failure. The interval listed is 3 years.
Example 3
An elderly woman with dementia is bedridden. The dementia was diagnosed 6 years from the date of death and she became bedridden 2 years prior to death. She developed pressure ulcers and within a week of death developed a wound infection with fatal systemic sepsis. She had diabetes.
Medical Certificate of Death:
Part I line C- Dementia. The interval listed is 6 years.
Part I line B- Immobility and bedridden. The interval listed is 2 years.
Part I line A- Systemic bacterial infection from pressure ulcers. The interval listed is 1 week.
Example 4
A person with longstanding alcoholism developed cirrhosis 3 years ago, followed by hepatic encephalopathy. There was also some GI bleeding and pneumonia which complicated management and were thought to have contributed to the death.
Medical Certificate of Death:
Part I line C- Chronic alcoholism. The interval listed is unknown.
Part I line B- Cirrhosis of the Liver. The interval listed is 3 years.
Part I line A- Hepatic encephalopathy. The interval listed is the number of days.
Part II- Gastrointestinal bleeding (listed in Part II as it was thought to have contributed to death and resulted from chronic alcoholism but did not result in chronic alcoholism)
Pneumonia (listed in Part II as it was thought to have contributed to death)
Example 5
An elderly man has small cell lung cancer with metastases to the brain. An autopsy was not performed as death was expected.
Medical Certificate of Death:
Part I line C- Small cell carcinoma of the lung with metastases to the brain. The interval listed is 10 months.
Example 6
A 67 year old male has known coronary artery disease (CAD) diagnosed 15 years ago. At home he had chest pain and goes to the ER, dying before diagnostic tests can be performed.
Medical Certificate of Death:
Part I line C- Coronary Artery Disease. The interval listed is 15 years.
Part I line A- Probable Acute Myocardial Infarction. The interval listed is minutes.
It is acceptable to use the word probable or presumed when certainty about the cause of death is lacking.
Example 7
Shortly after dinner on the day prior to admission to the hospital, a 48-year-old male developed a cramping, epigastric pain, which radiated to his back, followed by nausea and vomiting. The pain was not relieved by
positional changes or antacids. The pain persisted, and 24 hours after its onset, the patient sought medical attention. He had a 10-year history of excessive alcohol consumption and a 2-year history of frequent episodes of similar epigastric pain. The patient denied diarrhea, constipation, hematemesis, or melena. The patient was admitted to the hospital with a diagnosis of an acute exacerbation of chronic pancreatitis. Radiological findings included a duodenal ileus and pancreatic calcification. Serum amylase was elevated. The day after admission, the patient seemed to improve. However, that evening he became disoriented, restless, and hypotensive. Despite intravenous fluids and vasopressors, the patient remained hypotensive and died.
Medical Certificate of Death:
Part I line C- Chronic alcohol abuse. The interval listed is 10 years.
Part 1 line B- Chronic pancreatitis. The interval listed is 2 years.
Part I line A- Acute exacerbation of chronic pancreatitis. The interval listed is 3 days.
Example 8
A 75-year-old male was admitted to the hospital complaining of severe chest pain. He had a 10-year history of arteriosclerotic heart disease with ECG findings of myocardial ischemia and several episodes of congestive
heart failure controlled by digoxin and diuretics. Five months before this admission, the patient was found to be anemic, and to have occult blood in the stool. A barium enema revealed a large polypoid mass in the cecum diagnosed as carcinoma by biopsy. Because of the patient’s cardiac status, he was not considered to be a
surgical candidate. Instead, he was treated with a 5-week course of radiation therapy and periodic packed red blood cell transfusions. He completed this course 3 months before this hospital admission. On this admission the ECG showed an acute anterior wall myocardial infarction. He expired 2 days later.
Medical Certificate of Death:
Part I line B- Atherosclerotic cardiovascular disease. The interval listed is 10 years.
Part I line A- Acute myocardial infarction. The interval listed is 2 years.
Part II- Carcinoma of cecum (listed in Part II as it was thought to have contributed to death)
Congestive heart failure (listed in Part II as it was thought to have contributed to death)
Example 9
A 34-year-old male was admitted to the hospital with severe shortness of breath. He had a 9-month history of unintentional weight loss, night sweats, and diarrhea. The patient had no history of any medical condition
that would cause immunodeficiency. A test for human immunodeficiency virus (HIV) was positive. A lung biopsy was positive for pneumocystis carinii pneumonia (PCP), indicating a diagnosis of acquired immunodeficiency syndrome (AIDS). The patient’s pneumonia responded to therapy, and the patient was discharged. The patient had two additional admissions for PCP. Seventeen months after the patient was first discovered to be HIV positive, he again developed PCP but did not respond to therapy. He died 2 weeks later.
Medical Certificate of Death:
Part I line C- HIV infection. The interval listed is over 17 months.
Part I line B- Acquired immunodeficiency syndrome. The interval listed is 17 months.
Part I line A- Pneumocystis carinii pneumonia. The interval listed is 2 weeks.
It is important to note that AIDS is due to HIV infection, the terms are not synonymous
Example 10
A 75-year-old male had a 10-year history of chronic bronchitis associated with smoking two packs of cigarettes a day for more than 45 years. When seen by his physician approximately 2 years prior to his terminal episode, he had moderately reduced FEV1 and FVC with no response to bronchodilators. During his last year, he required corticosteroids to prevent wheezing and coughing at night; however, he was unable to reduce his smoking to less than one pack of cigarettes per day. When seen 2 months prior to his terminal episode, he had significantly reduced FEV1 and FVC with no response to bronchodilators. He awoke one evening complaining to his wife about coughing and worsening shortness of breath. He was taken to the emergency room where he was found to have an acute exacerbation of obstructive airway disease. He was admitted to the hospital. At the patient’s request, no mechanical ventilation was initiated, and he died 12 hours later in respiratory arrest.
Medical Certificate of Death:
Part 1 line B- Chronic bronchitis. The interval listed is 10 years.
Part 1 line A- Acute exacerbation of obstructive airway disease. The interval listed is 12 hours.
It is important to note that respiratory arrest is a mechanism of death not a cause so it is not listed on the Medical Certificate of Death.
Cause of Death Errors
A nonspecific anatomical process is a complication of an underlying cause of death and may be a macroscopic or microscopic alteration that may have consequences and more than one possible cause (i.e., cirrhosis).
A mechanism of death is a nonspecific functional disturbance that is a complication of an underlying cause of death and may have more than one cause (i.e., hemorrhage).
It is appropriate to include the above in cause of death statements as immediate or intermediate causes of death but must be accompanied by the underlying cause of death.
The most common processes used in error (i.e., alone with no accompanying disease entity):
- Sepsis, congestive heart failure, gastrointestinal hemorrhage, hypoxic brain injury, cirrhosis, pneumonia, renal failure, bowel obstruction, pulmonary edema, abdominal hemorrhage, intracranial hemorrhage.
- Hemorrhage, peritonitis, hepatic encephalopathy, metabolic encephalopathy, cerebrovascular insufficiency, multi organ failure, abscess, acute MI, altered mental status, anemia, arrhythmia, ascites, aspiration, atrial fibrillation, cardiomyopathy, cellulitis, compression fracture, dehydration, dementia, end stage renal or liver disease, failure to thrive, hepatitis, hyperglycemia, hyperkalemia, hypotension, old age, pleural Effusion, pulmonary embolism, respiratory arrest, shock, sudden death, urinary tract infection (Saskatchewan Coroners Service, nd).
Deaths Associated With Aging
There is no uniformly accepted way to document the cause of death in the elderly when the death is natural. Using terms such as old age, infirmity, and advanced age should not be used for convenience. Instead, if there is a specific condition that has a high likelihood of having caused death, that condition should be listed as the underlying cause of death. If an underlying cause of death is elusive (for example the elderly on no medications) the death can be listed as “unspecified natural causes” (Saskatchewan Coroners Service, n.d.).
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/autopsy-information-section-8-10/
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Module 2 Guidelines for Completing the Medical Certificate of Death
Autopsy Information- Sections 8 to 10
8. Check the appropriate box regarding whether or not an autopsy is being performed. Medical practitioners have the ability to order an autopsy if the family wants one completed.
9. Does the cause of death take into account the autopsy findings? – if no autopsy is completed, leave this section blank.
10. May further information relating to the cause of death be available later?- if this is an interim form (i.e.: waiting for autopsy results) you would check yes, if it is the final Medical Certificate of Death you would check no.
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/manner-of-death-section-11/
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Module 2 Guidelines for Completing the Medical Certificate of Death
Manner of Death- Section 11
11. Manner of death- as it relates to health care providers, you would only check natural in this section. If the death is caused by any of the other manners listed, other care providers would be completing the certificate.
Important Definitions
Natural Death
A death that is due solely or nearly totally to disease and/or the aging process. Deaths in which hot weather or cold weather seem to precipitate death primarily caused by underlying disease such as cardiovascular or respiratory illness may be classified as Natural.
Suicide
Suicide results from an injury or poisoning as a result of an intentional, self-inflicted act committed to do self harm or cause the death of one’s self.
Homicide
Homicide occurs when death results from an act committed by another person to cause fear, harm, or death. The intention to cause death is a common element but it is not required for classification as homicide. It is important that the classification of homicide for the purposes of death certification is a “neutral” term and neither indicates nor implies criminal intent, which remains a determination within the provincial legal processes.
Accident
Accident applies when an injury or poisoning causes death and there is little or no evidence that the injury or poisoning occurred with the intent to harm or cause death. In essence, the fatal outcome was unintentional.
Undetermined
Undetermined is a classification used when the information pointing to one manner of death is no more compelling than one or more of the other competing manners of death following thorough consideration of all available information.
Unclassified
Unclassified is a manner used exclusively by Medical Assistance in Dying providers.
(Hanzlick et al., 2002)
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/manner-of-death-section-11/#chapter-68-section-1
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Module 2 Guidelines for Completing the Medical Certificate of Death
Manner of Death- Section 11
11. Manner of death- as it relates to health care providers, you would only check natural in this section. If the death is caused by any of the other manners listed, other care providers would be completing the certificate.
Important Definitions
Natural Death
A death that is due solely or nearly totally to disease and/or the aging process. Deaths in which hot weather or cold weather seem to precipitate death primarily caused by underlying disease such as cardiovascular or respiratory illness may be classified as Natural.
Suicide
Suicide results from an injury or poisoning as a result of an intentional, self-inflicted act committed to do self harm or cause the death of one’s self.
Homicide
Homicide occurs when death results from an act committed by another person to cause fear, harm, or death. The intention to cause death is a common element but it is not required for classification as homicide. It is important that the classification of homicide for the purposes of death certification is a “neutral” term and neither indicates nor implies criminal intent, which remains a determination within the provincial legal processes.
Accident
Accident applies when an injury or poisoning causes death and there is little or no evidence that the injury or poisoning occurred with the intent to harm or cause death. In essence, the fatal outcome was unintentional.
Undetermined
Undetermined is a classification used when the information pointing to one manner of death is no more compelling than one or more of the other competing manners of death following thorough consideration of all available information.
Unclassified
Unclassified is a manner used exclusively by Medical Assistance in Dying providers.
(Hanzlick et al., 2002)
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/deaths-related-to-injuries-section-12-14/
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Module 2 Guidelines for Completing the Medical Certificate of Death
Deaths Related to Injuries- Sections 12 to14
12. Place of injury- as it relates to health care providers you would not complete this section. If the death is related to an accident/injury, a coroner will be involved and would complete this form to register the death.
13. Date of injury- as it relates to health care providers you would not complete this section. If the death is related to an accident/injury, a coroner will be involved and would complete this form to register the death.
14. How did injury occur- as it relates to health care providers you would not complete this section. If the death is related to an accident/injury, a coroner will be involved and would complete this form to register the death.
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Module 2 Guidelines for Completing the Medical Certificate of Death
Information Sections 15to18
15. If the decedent is female, indicate if the death occurred either during pregnancy or within 90 days following termination of pregnancy- check yes or no.
16. Was their a surgical operation within 28 days of death?- check yes or no
17. If yes, give the date of the surgical operation.
18. Describe the operative findings. This is where you would list what the procedure was as well as what the findings were.
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/section-19-21/
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Module 2 Guidelines for Completing the Medical Certificate of Death
Contact Information and Signature Sections 19 to 21
19. Print your name and mailing address
20. Check off the appropriate box as it relates to who is completing the form
21. Sign your name and date the form on the day it was completed.
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/key-takeaways-module-2/
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Primary Navigation
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Book Contents Navigation
Table of Contents
What is the Medical Certificate of Death?
What is the Purpose of the Medical Certificate of Death?
Who can Pronounce Death?
Who is Responsible for Completing the Medical Certificate of Death?
Key Takeaways Module 1
Completing the Medical Certificate of Death: General Instructions
Demographic Information- Sections 1 to 6
Cause of Death- Section 7
Autopsy Information- Sections 8 to 10
Manner of Death- Section 11
Deaths Related to Injuries- Sections 12 to14
Information Sections 15to18
Contact Information and Signature Sections 19 to 21
Key Takeaways Module 2
Coroner Roles and Responsibilities
When to Call a Coroner
Why is the coroner calling me to complete the Medical Certificate of Death?
Key Takeaways Module 3
References
Module 2 Guidelines for Completing the Medical Certificate of Death
Previous/next navigation
Completing the Medical Certificate of Death in Saskatchewan Copyright © 2023 by Shelley Giebel NP MScN (APN) is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/coroner-roles-and-responsibilities/
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Module 3 The Role of the Coroner
Coroner Roles and Responsibilities
The Coroners Act, of Saskatchewan is the provincial statute that provides coroners with the legal authority to investigate, and hold public inquests regarding the circumstances surrounding sudden, unexpected, unnatural, or unexplained deaths in order to improve the health, safety and quality of life of the citizens of our province. The Saskatchewan Coroners Service is an independent agency operating under the direction of the Chief Coroner of Saskatchewan (Saskatchewan Coroners Service, nd).
It is the responsibility of the coroner in the course of their investigation to determine the identity of a deceased person and how, when, where, and by what means that person died. The coroner works to uncover dangerous practices or conditions that may lead to death, educate the public respecting dangerous practices and conditions, and publicizes and maintains records of the circumstances and causes of death (Saskatchewan Coroners Service, nd).
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/types-of-deaths-that-must-be-reported-to-a-coroner/
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Module 3 The Role of the Coroner
When to Call a Coroner
Every person has a legal responsibility to report deaths to a Coroner that fall under Sections 7 to 10 of The Coroners Act, 1999. Sections 7 to 10 of the Act states:
7(1) Every person shall immediately notify a coroner or a peace officer of any death that the persons knows or has reason to believe: (a) Occurred as a result of an accident or violence or was self-inflicted; (b) Occurred from a cause other than disease or sickness; (c) Occurred as a result of negligence, misconduct or malpractice on the part of others; (d) Occurred suddenly and unexpectedly when the deceased appeared to be in good health; ( Deaths that occurred suddenly and unexpectedly when the deceased appeared to be in good health typically include, but are not limited to, deaths where the deceased had no pre-existing medical history) (e) Occurred in Saskatchewan under circumstances in which the body is not available because: (i) The body or part of the body has been destroyed; (ii) The body is in a place from which it cannot be recovered; or (iii) The body cannot be located; (f) Was a stillbirth that occurred without the presence of a duly qualified medical practitioner; (g) Occurred as a direct or immediate consequence of the deceased being engaged in employment, an occupation or a business; or (h) Occurred under circumstances that require investigation. (2) Every peace officer who is notified of a death pursuant to subsection (1) shall immediately notify a coroner of the death. 8(1) Where an inmate of a jail, military guardroom, remand center, penitentiary, lock-up or place where the person is held under a warrant of a judge or a correctional facility as defined in The Correctional Services Act, 2012 dies, the person in charge of that place shall immediately notify a coroner of the death. (2) Where a person dies while in a custody facility as defined in The Youth Justice Administration Act, the person in charge of that facility shall immediately notify a coroner of the death. (3) Where a minor dies while a resident of a foster home, group home or place of safety within the meaning of The Child and Family Services Act, the person in charge of that place shall immediately notify a coroner of the death. (4) Where an involuntary patient admitted pursuant to section 23 or 24, or detained pursuant to section 24.1, of The Mental Health Services Act to an inpatient facility within the meaning of that Act dies, the person in charge of that facility shall immediately notify a coroner of the death. (5) The duty mentioned in this section applies whether or not: (a) the person died on the premises or in actual custody; or (b) the person was an inmate, resident or patient at the time of death if the death was caused at that place. (6) Where a person dies while in a hospital to which the person was transferred from a place mentioned in this section, the person in charge of the hospital shall immediately notify the coroner of the death. 9 Where a person dies as a result of an act or omission of a peace officer in the course of duty or while detained by or in the custody of a peace officer, the peace officer shall immediately notify a coroner of the death. 10 Where a minor dies while under the care, custody or supervision of the Minister of Community Resources and Employment, officers or employees of the Department of Community Resources and Employment or its designates or an agency that has entered into an agreement with the Minister of Community Resources and Employment pursuant to section 61 of The Child and Family Services Act, an officer or employee of the Department of Community Resources and Employment, its designate or the agency who has knowledge of the death shall immediately notify a coroner of the death (pages 6-8).
Once a coroner has been called, there is an OBLIGATION TO SECURE THE SCENE AND BODY. The area around the deceased should be protected and secured leaving all items and objects in their place as they were at the time that the individual died. If during their investigation, the coroner determines that the police should be notified, the coroner will do so. The deceased should not be moved until authorized by the coroner. Medical equipment, including lines, tubes, solutions and medical devices are not to be removed without the permission of the coroner. If the coroner cannot attend the scene, it is reasonable to ask the coroner what medical equipment/devices can be removed. Staff or other witnesses to the death who can provide information related to the circumstances of the death and/or the medical/social history of the individual should make themselves available to the coroner (or police as the case may be) for questioning (Saskatchewan Coroners Service, n.d.).
There will be times when a death occurs in a home, hospital, or a care home from natural causes (disease or sickness) but no planning has been done. While the death may appear to be sudden, it is not unexpected particularly given the person’s medical history, recent illness, age, or a combination of these. Like palliative care, these deaths do not fall under The Coroners Act, 1999 and as such, they are not reportable to the coroner or police. The deceased’s family physician or the physician or nurse practitioner who was in attendance at the last illness has an ethical obligation to attend and/or complete the Medical Cause of Death (Saskatchewan Coroners Service, n.d.).
Deaths that occur within 24 hours of admission to hospital, and meet the criteria of death due to disease or sickness are considered natural even though they were sudden. There is no provision in the act that requires reporting the death to a coroner.
There are times that deaths occur in hospital for which there is probable cause that points to a natural death but there is clinical interest on behalf of medical staff or families for an autopsy to be completed. It is not the responsibility of the coroner to become involved solely for the purpose of authorizing a postmortem examination. If the coroner determines the death is reportable under The Coroners Act, they must decide whether or not a post mortem examination is required for the purposes of their investigation (Saskatchewan Coroners Service, n.d.).
In general, the time interval between an injury/poisoning event and death is not relevant in regard to the classification if the death resulted from the effects or complications of the injury/poisoning and there is no clear supervening cause. For example, if a person dies 10 years after being in a motor vehicle accident, with death resulting from pneumonia as a result of quadriplegia caused by the accident, the manner of death would be classified as an accident. The “but-for” principle is commonly applicable to this situation. “But-for the injury, would the person have died when he/she did?” A coroner must be involved in these types of deaths (Hanzlick et al., 2002).
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/why-is-the-coroner-calling-me-to-complete-the-medical-certificate-of-death/
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Module 3 The Role of the Coroner
Why is the coroner calling me to complete the Medical Certificate of Death?
If a matter is reported to the coroner and the coroner determines that they will not investigate the death the coroner can authorize a physician to complete the Medical Certificate of Death. You can be well assured that if the coroner is calling you to complete the certificate, they have done a thorough analysis of the scene and body, have considered medical history including medications, have conducted interviews surrounding the circumstances, and have come to the conclusion that the death was due to natural causes.
Physicians completing the Medical Certificate of Death should carefully review the medical records or make the necessary inquiries to satisfy themselves that the information provided about the circumstances of death is correct. Physicians who are unsure whether or not a death constitutes a coroner’s case should consult directly with the coroner. A consult with the coroner does not automatically make it a coroner’s case.
Disagreements about who is the “last attending physician” in a particular situation can delay the timely completion of a Medical Certificate of Death. Given the ambiguity sometimes associated with this term, the following criteria should be used to determine who should complete it:
- In general, the physician who has the most complete and recent knowledge of the decedent should complete the Medical Certificate of Death. This is often a family physician, or nurse practitioner but may also be a specialist who has a good knowledge of the decedent’s medical history.
- Physicians covering for their colleagues are urged to make every effort to complete the Medical Certificate of Death. A chart review is often enough to establish a reasonable determination of the medical cause of death (College of Physicians and Surgeons Saskatchewan, 2019).
Some physicians are hesitant to certify death if they do not know an exact cause of death. Such hesitancy is usually unwarranted. Although the cause of death should ideally be accurate and specific, legally it is not a guarantee of accuracy. When the certifier indicates a cause of death and signs the death certificate, the cause of death is based on available information and designates that the cause of death was determined to the best of the certifier’s knowledge. Every effort should be made to base the cause of death on all information that is available from medical records, and any other individuals with knowledge regarding the death (Hanzlick, 2006). The certifier should select the causes that are suspected to have been involved and use words such as ‘‘probable’’ or ‘‘presumed’’ to indicate that the description provided is not completely certain. (Centers for Disease Control and Prevention, 2003).
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|
https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/key-takeaways-module-3/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Table of Contents
What is the Medical Certificate of Death?
What is the Purpose of the Medical Certificate of Death?
Who can Pronounce Death?
Who is Responsible for Completing the Medical Certificate of Death?
Key Takeaways Module 1
Completing the Medical Certificate of Death: General Instructions
Demographic Information- Sections 1 to 6
Cause of Death- Section 7
Autopsy Information- Sections 8 to 10
Manner of Death- Section 11
Deaths Related to Injuries- Sections 12 to14
Information Sections 15to18
Contact Information and Signature Sections 19 to 21
Key Takeaways Module 2
Coroner Roles and Responsibilities
When to Call a Coroner
Why is the coroner calling me to complete the Medical Certificate of Death?
Key Takeaways Module 3
References
Module 3 The Role of the Coroner
Previous/next navigation
Completing the Medical Certificate of Death in Saskatchewan Copyright © 2023 by Shelley Giebel NP MScN (APN) is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/references/
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References
References
References
Plea. (n.d.). Deaths and estates, a death in the family, paperwork. https://www.plea.org/death-estates/a-death-in-the-family/paperwork#:~:text=A%20Medical%20Certificate%20of%20Death%20will%20include%20particulars,completed%20in%20order%20to%20obtain%20a%20burial%20permit.
eHealth Saskatchewan. (n.d.) Guidelines for completing the medical certificate of death and the medical certificate of stillbirth.
https://www.ehealthsask.ca/residents/deaths/Documents/HowToCmpltMCD%20v7.pdf
College of Physicians and Surgeons Saskatchewan. (2019) Physician obligations regarding medical certification of death. https://www.cps.sk.ca/imis/Documents/Legislation/Policies/POLICY%20-%20Physician%20Obligations%20Regarding%20Medical%20Certification%20of%20Death.pdf
The Vital Statistics Regulations. (2008). https://www.canlii.org/en/sk/laws/regu/rrs-c-v-7.1-reg-1/latest/rrs-c-v-7.1-reg-1.html
Saskatchewan Coroners Service. (n.d.). Training manual: The role of the coroner.
Hanzlick, R., Hunsaker, J., Davis, G. (2002). A guide for manner of death classification. https://name.memberclicks.net/assets/docs/MANNEROFDEATH.pdf
The Coroners Act. (1999). https://www.canlii.org/en/sk/laws/stat/rss-1978-c-c-38/latest/rss-1978-c-c-38.html
Hanzlick, R. (2006). Cause of death and the death certificate. Important information for physicians, coroners, medical examiners, and the public. https://www.health.state.mn.us/people/vitalrecords/physician-me/docs/capcodbook.pdf
Office of the Registrar General. (2010). Handbook on medical certification of death. https://www.publications.gov.on.ca/store/20170501121/Free_Download_Files/016600.pdf
The Vital Statistics Act. (2009). https://publications.saskatchewan.ca/#/products/28725
Centers for Disease Control and Prevention. (2003). Physicians handbook on medical certification of death. https://stacks.cdc.gov/view/cdc/6533
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pressbooks
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2025-03-22T05:09:23.170940
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03-17-2024
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{
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"url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/chapter/references/",
"book_url": "https://pressbooks.saskpolytech.ca/medcertdeathsask/front-matter/table-of-contents/",
"title": "Completing the Medical Certificate of Death in Saskatchewan",
"author": "Shelley Giebel NP MScN (APN)",
"institution": "Saskatchewan Polytechnic",
"subject": "Health systems and services"
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https://pressbooks.pub/husamalshareef/chapter/chapter-1-public-vs-private-sectors/
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The main difference between a private and public construction project is that, while the former is commissioned and paid by private institutions, businesses or building owners, a public construction job is closely associated with the rules that are determined by either the federal or state government. Public projects are defined as any project owned, controlled or commissioned by a government agency. This type of project is broken down into two categories, either state or federal. State projects are controlled by any part that is funded by the state and federal projects are either controlled or owned by the federal government. When the government is the United States or federal agency, the applicable rules are found within the “Miller Act.” When the government is the state or a state agency, the applicable rules are usually found within a “Little Miller Act” statute. Private project included any project that is owned or controlled by anyone other than a government agency. This includes anything from a homeowner to a publicly traded company. Below are some comparison between the public and private sectors from different prospective.
Wages: While doing construction for a commissioned by a private owner the employer is only required to pay federal or local minimum wage, whichever is higher. This means that is Colorado a company owner could pay everyone from the project manager to the laborers $12/hour without any legal repercussions. This could obviously not be done due to the supply and demand of workers; however, legally the company would not be under any obligations. If the same company conducts a job that was publicly funded, then things could be more complicated and in this case, all worker would need to be paid in accordance to the Davis-Bacon Act. While working on public projects, the company may need to maintain a certified payroll, which means every week the company must fill out a WH-347 form for every employee to include wages, benefits, hours worked and projects worked on.
Bidding: to put it simply, the major difference between bidding on a private project versus a public project is the wiliness of the bidder to comply with the requirements and bonding capacity. Depending on the type of project delivery method, private projects require an invitation to bid, Request for Qualification (RFQ), or Request for Proposal (RFP) with several stipulations and guidelines to follow to qualify for bidding. Public projects are more open to bidding for public with less requirements to meet because these projects are paid by the taxpayer. In other words, public projects are open bid, which means an open bid is advertised publicly and allows any contractor to submit a bid. The problem with that is there is no restrictions to the number of bidders. However, public projects enforced some reasonable stipulations represented by the preventive measures. Preventive measures help to safeguard the public from problems regarding contractor competency or financial capability, so three bonds are required such as bid bond, performance bond, and labor and material payment bond. Bonds are issued by a surety company and act like a form of credit, use their financial resources to back the obligations of the contractor. The prequalification weed out the contractors that are not qualified to bid on the project. For example, the bid bond assures the owner that if the contractor is the low bidder, the contract will indeed enter into a contract with the owner. If the low bidder cannot go forward with the contract, then the owner can award it to the next higher bidder with the surety stepping in to cover the difference between the two bids. The owner as a result is protected from paying higher price. If the contractor is unable to perform the work as promised or fails to pay suppliers and subcontractors, the performance and payment bonds kick in, and the suety for completion of the work done by another contractor. In the case of private projects, closed bid the mostly the option. The close bid senior includes an invitation to bid, which is a notification that sent to a selected list of contractors who are chosen to bid on the project. This approach benefits the owner in terms of limiting the number of contractors and have much more flexibility in selecting the right qualified contractor. As far as the qualifications, the preventive measures can be used in this type of projects as well.
Permitting: Privately-owned construction is defined as buildings owned or partially owned by a private company or individual at the time of the building permit is issued. This includes houses built by nonprofit organizations and “Turnkey” housing (i.e., housing owned privately during construction to be sold to a public housing authority when completed. Also, housing units built with private/public partnerships (such as military housing built by private developers) would be considered privately-owned construction.
The Construction Industry in Four Categories
The construction industry is divided into four categories (e.g., residential, commercial, infrastructure and heavy highway, and industrial). These different types of construction are what built the world we live in today, so just like everything else the different types of businesses have very different ways of building and going through projects. Also, construction professionals such as designers, government officials and inspectors, estimators, superintend are each specialized in construction category different than the others. Construction is big business in the United States, so according to the Bureau of Labor Statistics, the industry employs 7.2 million people and represents 5% of the workforce in 2019. Opportunities in construction have increased significantly in the last 10 years. Even with the economy recession back in 2008, the industry remained fairly steady and construction companies were able to maintain their employees while salaries were slightly affected. Also even with the current pandemic (COVID 19), the industry remains vital and companies remain hiring employees and developments remain expanding and increasing. The construction industry is very rewarding because professional put thoughts and ideas on papers and then convert them into projects. This industry is inspiring it is nature because every project is unique on its own even if the same project is built on similar land. It has been like that since the old ancients and until these days. That comes with price, and this price is risk factor that every project possess. This risk factor is much higher in construction than it is in other industries due to the unpredictable nature of the work itself. These risk factors vary from sector to another. While all the construction sectors share one common factor, which is construction takes place outside, these sectors have a large list of differences, which as a result encourages professionals to specialize in one sector not all.
Residential sector: this sector refers to single home family, condominiums, and apartment complexes. The lead designer on these projects are architects and not engineers. Three common factors among these types of residential, first they all house people, and second they are funding by either individuals or developers, and third they mostly owned privately. They may get designed by architects or based on presets of drawings they are used multiple times over and over. Those type of housing are mostly built on site, but sometimes developers tend to build by using prefabricated homes. The type of technologies used in the construction are fairly low advanced because these type of housings are not too complicated to build and most of the technologies as building tools are available in the market (Alshareef et al. 2020). Therefore, the capital to set up for projects and start projects are fairly low comparing with the other sectors. The residential sector is risker than other in a sense of financial resources. Because most of the residential projects are funded privately, if a company is not controlling and monitoring closely, they may go out of business quickly. Also, when working on this types of housing, developers are expected to have a high level of customer service because they may work directly with homeowners, which make building these buildings are their biggest investments.
Commercial sector: this sector includes office buildings, large apartment complexes, shopping malls, theaters, schools, universities, and hospitals. The lead designer on these projects are architects and not engineers. This sector has somewhat similarities in terms of funding, so some of these projects can be funded by private, public or both sectors. The projects may get designed by architects, engineers, and other professionals as needed. The technologies required for building commercial buildings are more sophisticated then the residential buildings. Also, the capital to set up and start projects are much more and the logistical and safety plans are more complex, therefore, professional companies are less than the residential projects. Within this sector, specializations are required. For example, schools and high education buildings typically have their own professionals who are specialized in constructing these types of buildings. Similarly, professionals who usually work on hospitals like to continue working on healthcare projects because those professionals understand the demand and level of criticality needed to meet expectations. This sector requires construction companies to hire more specialized professionals with up-to-date technologies and licenses to be able to meet the demand set forth by the owners and also be on the same level of communications with designers and government officials.
Infrastructure and Heavy Highway sector: This sector includes highways, bridges, canals, dams, and tunnels. The lead designer on these projects are engineers and not architects. Heavy construction professionals are mostly to be involved in the construction because the construction is a horizontal construction. The construction companies involved are larger than residential or commercial projects and they mostly tend to own heavy machine equipment that are used. Projects under this sector are publicly funded and designed, bided, and built by either public, private, or public private partnership. Department of Transportation and Federal Highway Administration are mostly the organizations that are involved besides some other governable agencies. While budgets of these projects are higher than the residential and commercial projects, schedule activities are less. The reason for that is on horizontal projects tasks and activities take longer to complete and the tasks are minimal. For example, to build a bridge and to put simply, 1) break ground 2) compaction of soil 3) pour abutments 4) girder placement 5) decking plan 6) railing installed 7) paint and décor 8) testing. While in building a hospital building for instance, the work between the design and construction involves significant number of tasks that take some critical thinking to for general schedule, which may need sub-schedule depends on the complexity of the project.
Industrial sector: This sector includes pharmaceutical, steel mill, petroleum refineries, chemical processing plant, and automobile production facilities. The lead designer on these projects are engineers and not architects. These projects are defined by the production activities within the facility rather than the facility itself. The design and construction of the building itself depend on the needs of the process and production equipment. These types of projects are privately funded and owned. Because the high level of complexity and sophistication of these projects, fewer designers and construction professionals have specialty in industrial sector. Therefore, it is common to people to travel and/or relocate domestically or internationally to be able to work on such projects. People are paid higher wages with higher benefits if they would like to purse specialty in this field. Since the process technology is critical, designs and builders collaborate closely throughout the project. As a result, construction companies and designers usually deliver services as a single company. The most common delivery method on industrial projects (depends on the size and complexity of the project) is the Integrated Project Delivery. Also, the most common contract type (depends on the size and complexity of the project) is cost-plus.
Construction is a very important industry and will never die out. As long as humans are on this earth there will always be some sort of construction in process. All four industries of construction are very crucial in society. Residential construction will never go away because people need homes to live in. Roads will always need updated and paved so heavy highway construction will always be needed. Construction is very important to the human society and will never go away.
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pressbooks
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2025-03-22T05:09:23.183622
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10-1-2022
|
{
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"url": "https://pressbooks.pub/husamalshareef/chapter/chapter-1-public-vs-private-sectors/",
"book_url": "https://pressbooks.pub/husamalshareef/front-matter/introduction/",
"title": "Construction Management from a Modernized Perspective",
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"subject": "Construction and building industry"
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|
https://pressbooks.pub/husamalshareef/chapter/chapter-2-construction-management-at-risk-and-not-at-risk/
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The idea of having a skilled construction manager involved in a project is t provide a builder perspective into the process during the design phase. Construction management delivery method is commonly divided into two types, construction management at risk (CMAR), or construction management not at risk (CM-Agent). Although the term CM-Agent is similar to CMAR, it is not much of a project delivery method. CM-Agent typically describes a type of relationship or as a project management method. “A method of managing design and construction services. A CM Agent performs the role expected of an agent in an agency relationship, acting as a representative of the owner of the project” (Gaudet & Lynch, 2018). As well as exclusively serves the interest of the owner, advises the owner, and helps the owner to make critical decisions during each stage of the project. Unlike CMAR, which is a delivery method in which the construction manager commits to an owner that they will deliver a project within a guaranteed maximum price (GMP). This means that Cm is responsible for all estimating in the project and the first one to be hired by the owner. This method is very similar to a traditional design-bid-build delivery method, but slightly faster. At the beginning of the project the owner hires both the designer and the CM Agent. Each of these firms are awarded based on their qualifications, not the lowest bid and negotiate their fees. During the design phase the CM Agent will typically assist the owner and the design firm with input on costs, cost effective construction methods, constructability, value engineering, general technical assistance, scheduling, and sequencing issues. This collaboration leads to fewer change orders down the road. During the construction phase the owner can hire the subcontractors with the CM Agent acting as a consultant representing the owner’s best interest. The subcontractor will be awarded based on qualifications. The CM Agent oversees all subcontractors on behalf of the owner, manages overall progress, quality and coordinates the inspection of the work of the various trade contractors with the Architect or Engineers. In this phase, the CM Agent would fulfill the functions of a general contractor except for providing a performance bond or a fixed price for the project. In addition, the owner is fully responsible for procuring and holding all trade contracts.
When using this method it’s important to know that the CM Agent does not take on any contractor risk regarding the project’s schedule or budget because the CM Agent does not serve as the constructor of the project. The CM Agent only provides guidance to the owner, while the owner hired the trade contractors directly (multi-prime) or with a separate general contractor to provide the actual construction of the work. “While serving in this role, the CM Agent must be mindful of its actions because it represents the governmental entity in a fiduciary capacity. This fiduciary relationship means that the Construction Manager-Agent owes the governmental entity the highest standard of care and loyalty under the law”(Gaudet & Lynch, 2018). “In contrast, a CM at Risk is a delivery method by which the CM at Risk turns into the constructor of the project when the project moves out of the design phase and into the construction phase. The CM at Risk operates as a general contractor, holding a single contract with the owner and all of the subcontracts with subcontractors. In this role, the CM at Risk takes on the schedule and monetary risks for constructing the project and maintaining the schedule” (Gaudet & Lynch, 2018). Although the CM agent does not actually commit to delivering the project, it does provide great advantages. One main advantage is that it maximizes advocacy for the owner in every stage of the project’s timeline. This helps provide scheduled delivery options allowing for a fast project delivery. In addition, it provides design and construction expertise without conflict of interest. Which in result reduces the amount of change orders. Another advantage, is that the owner has complete access to all cost information for the project including materials, vendors and subcontractors. This method allows the owner early budget input and control. Also all vendors, subcontractors and general contractors are based on qualification selection which means that these trades are most likely guaranteed to complete the project within budget and time. Unlike the lowest bid, who may provide the lost cost but necessarily have the most appropriate experience, labor capacity, and reputation to finish a project. Lastly, CM agency can be used in conjunction with other project delivery methods including Design-bid-build, multiple prime, design-build, and CM at risk.
For the CMAR, it is much like a traditional construction project, the owner hires a construction manager first. In this delivery method, the CM is in charge of giving the owner an estimate on the project, ensuring that the actual cost of the project doesn’t exceed that GMP, and help select the other members of the project, including all the subcontractors. The CM can also act as a consultant to the owner during the design and the construction phases of the project. The CM will also give their estimated GMP to the owner before any bids are received, this makes it so that the team doesn’t necessarily have to pick the lowest bid. This delivery method was designed to take as much risk off the owner as possible while still giving them the final say in the project. CMAR has many benefits to it, including ensuring a budget success. Meaning that this delivery method is a great choice if someone is trying to stay within a strict budget. This is also a very owner friendly method, as stated before, it takes a lot of risk and burden off of the owner and puts it on the CM. Another pro of choosing the CMAR is that “the cost certainty that can be provided at an early stage of the project,” (Brennan, 2020). This allows the owner to weigh their options when it comes to other services, such as surveyors, engineers, and other professionals that might come into the project later on. Along with an early estimate, this delivery method is giving the owner the final say on anything that goes on during the project. Meaning that “any changes the owner makes to the structure’s design or construction will be borne by the owner,” (Rodriguez, 2019). Though it has many benefits, this method does have some drawbacks. One is that there is a lack of contact and oftentimes, communication between the different divisions, such as the designer and engineer. Because of this lack of communication, there are also often “Disagreements regarding construction quality, the completeness of the design, and impacts to schedule and budget,” (Choosing a Project Delivery Method, 2020). Another con of using this method is that it does not work well for smaller construction projects. There are some concerns about the scope of the project between the CM and the owner before the GMP is set. The only setback that directly affects the owner is that they are going to be held financially responsible for any exclusions that occur during the duration of the project.
Nevertheless, like any other delivery method there are several factors that will work against the owner or the general contractor. The main disadvantage when using a CM Agency delivery, is that the owner holds the subcontracts and assumes the risks of delivery including cost and schedule. “It is important to note that the CM (Agency) is an advisor, but is not accountable for schedule and budget. Similarly the owner enters into the trade contracts, not the CM (Agency). Depending on how the contract is structured, the CM (Agency) may be compensated for some general condition items. This agreement places the majority of the risk during construction on the shoulders of the Owner” (Construction Delivery Methods Explain, 2018). Another disadvantage is the limitations of the CM Agent to the owner. There are several tasks a CM Agent cannot accomplish for example they are not allowed to self-perform any part of a public project such construction, rehabilitation, alterations or repairs. Many owners may prefer “an approach that guarantees delivery for a set cost over a delivery system where an agent is only providing management advice.
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pressbooks
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2025-03-22T05:09:23.194181
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10-1-2022
|
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"url": "https://pressbooks.pub/husamalshareef/chapter/chapter-2-construction-management-at-risk-and-not-at-risk/",
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"title": "Construction Management from a Modernized Perspective",
"author": "Dr. Husam Alshareef",
"institution": "",
"subject": "Construction and building industry"
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|
https://pressbooks.pub/husamalshareef/chapter/chapter-3-form-of-business-organization/
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Business organization is the single-most important choice people make to start companies. Multiple factors decide the type of the company being formed and worked for. Aligning people goals with the business organization that they want to work for is important step to understand the pros and cons and better future career. Companies are formed based on four factors how the company is taxed, legal liability, cost of formation, and operational costs. Therefore, there are three types of business organization in the construction industry one may end up working for. These business companies are sole proprietorship, partnership, and corporation. Some construction companies offer partnerships and other offer share in the company, while others offer salary with health benefits (Alshareef et al., 2020). It is important for individuals who are starting their careers to understand the structure, policy, and standards of the potential employee to be able to negotiate their benefits and future careers (Alshareef et al., 2020).
Sole proprietorship: a sole proprietorship is a business form that is owned and usually operated by one individual. It is different from other forms of business organizations in that the business and the business owner have the same legal entity. Examples of sole proprietorship are grocer, dentist, and medical doctor. While starting a business, it is usually unnecessary for a sole proprietorship to be resisted or incorporated. The business should be either small or medium scale to be considered a sole proprietorship. The process of operating the business rotates around the business owner alone in that costs incurred are met by him/her and the profits gained and enjoyed by him/her. Some of the pros are the capital on the investments are to the minimal and fairly easy to establish. The total capital depends on the business owner and the willingness to invest. Profits are enjoyed by the business owner alone, which makes the owner the sole control over the business. The owner in this type of business manages all the assets, capital, and liability of the business. No stakeholder is involved or required to make transactions unless the owner does it on behalf of the business owner. Since the business owner is eligible to calculate the amount of taxes that are paid to the government, filing for tax income is fairly easy. Some of the cons in this type of business are the owner has the sole control, power, and decision over the business, which puts the owner under higher risk. Protection insurance sole owners business may buy are more expensive and could be the business at risk. A sole proprietorship also faces the burden of Payment for federal and state income taxes that requires more income. Moreover, in case the sole proprietor passes away, the business also comes to an end (Murray, 2020).
Partnership: partnership is business organization that is owned by two or more individuals (Kohler, 201). This type of business is involved a minimum of two people and to start the business a partnership deed is required. The purpose of this business is to benefit all partners equally, so each partner has a role to play in the business (Kaylee, 2018). It has some pros such as ideas and contributions are provided by more than one person to make decisions. Another pros is the business may remain even after the fall or loss of one individual. Some cons on the other hand are starting the partnership requires more capital and other documents like partnership deed. Another cons may be disagreements are common in the business, so bureaucracy is exist. Lability and loss could be there too, so the other partners may have to contribute to recover finical loss if any (Kohler, 201).
Corporation: a corporation is a business organization usually formed by a company or a group of individuals given authority by a state operate as a separate entity. It is also stated under law to conduct specific purposes. Corporations’ structures are more complex than the other two organizations. A state charter has to be issued in order for a corporation to be formed. Legal services must be present represented by a lawyer and for major decisions, formal meetings have to take place (Kaylee, 2018). Partners in corporations have share stocks and their ownerships are recognized by the amount of stock, so each share is given a par value and a book value. The par value is a unit of measure, and the book value is the actual amount contributed by each owner. Some pros about the corporation are potential of attracting investors, personal assets of investors are protected in event of the company loses business, ownership transfer is easy under corporation. Also, a corporation can recover some of its lost in the market by receiving subsidies and tax holidays from the state to continue operating (Green Garage, 2018). Some cons corporations may have are longer time to start a corporation because it requires planning, time, cost, and permitting process are lengthy. The state charges corporation significantly, and also it is subject to double tax unlike the sole proprietorship and partnership. The cost of operation and maintenance of a corporation are significantly high (Wasmi, 2016).
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pressbooks
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2025-03-22T05:09:23.203992
|
10-1-2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.pub/husamalshareef/chapter/chapter-3-form-of-business-organization/",
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"title": "Construction Management from a Modernized Perspective",
"author": "Dr. Husam Alshareef",
"institution": "",
"subject": "Construction and building industry"
}
|
https://pressbooks.pub/husamalshareef/chapter/chapter-4-ethics-in-construction/
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Ethics can be defined as the moral principles that govern a person’s behavior or the conducting of an activity. It is a branch of moral philosophy stemming from Ancient Greece. Ethics is based around two central questions: “What is the best way for people to live” and “What actions are right or wrong in particular circumstances”. Ethical behavior is measured by the degree of trustworthiness and integrity with which companies conduct their businesses. Practicing good ethics is an essential part of a company’s reputation. It is important that Ethics is practiced by everyone, not only in the construction business, but also by engineers, lawyers, surveyors, government officials, and so no. Therefore, practicing good ethical behavior is essential in the construction business. Nobody, especially business owners would like to hire a constructor who is known for unethical conducts. The construction business is vast and
The Society of Construction Law developed the following ethical principles with the intention of making these principles applicable to every business area.
- Honesty: Acting honestly and avoiding behavior likely to result in deception of others.
- Fairness: Not looking to obtain a benefit which result from the unfair treatment of others.
- Fair Reward: Avoidance of acts likely to rob another party of a fair reward for work.
- Reliability: Only provide services and skills within areas of competence
- Integrity: Respect for the public’s interest.
- Objectivity: Identify possible conflicts of interest and disclose this to the party who would be unfavorably impacted.
- Accountability: Provide right information so effective action can be taken where necessary.
Construction professionals should be familiar with these principles and practicing them on daily basis as they serve as guidance to avoid potential gray areas when one makes a decision. All the construction professionals would face a situation that involves almost always moral and ethical decisions. These decisions would have instantons results or future effect depends on the circumstances. Therefore, making these principles are part of the daily routine and helping factors in making decision, should be the essence one’s intension. Construction ethics are an essential part of the industry because relationships are everything in business. If a company has bad ethical practices it will end up impacting the amount of work they have. By upholding the ethical codes set by construction leaders the industry can focus on building a better future.
In addition to ethical principles, the Construction Management Association of America (CMAA) adopted the following code of ethics to hold individuals in the construction industry accountable to the public, the client, the profession, as well as the environment.
1) Obligation to the Public
- a) Representation of Qualification: Only doing work in which one is qualified to do.
- b) Legal Compliance: Work will be done abiding all laws and will be performed to the same standard regardless of race, religion, sex, etc.
- c) Fair Competition: Work should only be awarded if it were won in a fair bid competition.
- d) Public Contracts: No one should bribe public officials to benefit themselves or a project.
- e) Safety: Individuals should have an active role in safety culture and helping to further develop it.
2) Obligations to the Client
- a) Client Service: Work should be done with the interest of the client in mind.
- b) Conflicts of Interest: Individuals should avoid conflicts of interests and disclose any conflicts that may impact a decision.
- c) Fair Compensation: Work should be negotiated and paid for fairly and reasonably.
- d) Release of Information: Individuals will only make truthful statements as well as keep information confidential in the interest of colleagues and clients.
3) Obligations to the Profession
- a) Industry Standards: Individuals will hold themselves to the standard of practice in the Construction Management profession.
- b) Honesty: Individuals must speak the truth and must not participate in bribery or fraud.
- c) Professional Development: Individuals will work to develop themselves professionally as well as nurture fellow professionals throughout their career.
- d) Integrity of Profession: Individuals will not act on self- interest at the expense of the profession.
4) Obligations to the Environment
- a) Sustainability: Work must follow environmental and sustainable business practices, providing the needs of the present without compromising the needs for future generations.
Demographic change in construction
People from different cultural backgrounds and ethnicity groups tend of occupy positions in construction, positions vary from field laborer to senior executive and higher positions. The current construction industry has been experiencing a significant change in the demographic of employees. In most cases, the construction industry depends on demographic factors like age, gender, ethnicity, and health of employees (Alonso, 2016). The construction industry appears to lose its past workers and as time goes by, new employees are hired. The older age employees phase out and younger generation are phasing in. This as a result is calling for improvement in health conditions of worker and as a result, health policies and procedures governing the construction sites are affected. Also, race, ethnicity, and minority groups exert noticeable effect over job employment, orientation, and internist. Therefore, age, gender, race, and ethnicity are addressed in term of their effect over the construction business and future impacts as a result.
Age: age is the primary determinants of work in any field. The construction work is such a demanding field that requires experience and skills to operate. IT is discovered that most of the construction workers are aged since they have many experience years in the field. For example, in 2013 research was made on Chinese construction workers and it was discovered that over 35,000 workers were above 55 years. However, since a lot of energy is needed in some areas, the youths are called to take on those works requiring more energy. This is because the ageing population can easily be affected by the heavy workloads. However, trades off for skills, experience and physical energy is not required. Therefore, companies were encouraged to group workforce into groups according to their ages. This can be done by placing the elder workers in areas that require more skills and experience but with minimal demand for physical energy, assign the older workers with training of young workers and giving those roles of supervision mainly of safety responsibilities. The concept of age has changed the demographic construction in such a way that the biggest population currently engaged in the construction industry is composed of the medium age group between 30 to 65 years (Barnes et al. 2004). Age in construction may have some benefits by grouping the workforce base on their ages. Older people have all the experiences required to guide the young generation in constructing firm buildings. The young ones also have the energy of constructing and so all age groups involves are equally important. In addition, age plays a great role of promoting the construction company, as the older people train young ones, the process becomes continuous and the industry never lacks labors to conduct activities. Some advantages to that might be, job employments to the youths may get challenging if older people hold their positions longer than usual. Another disadvantage is that relying on older people for construction at times leads to imperfection of work at the construction site. Certain age may not be able to carry out a particular activity as oppose others.
Gender: the term gender is used to refer to conventions based on the responsibilities, behaviors, characteristics, and relation that men, women, girls and boys. In the past, the construction field was mainly for men due to the cultural beliefs that women are generally weak. However, in the current construction company, women n adman practice construction irrespective of their gender. Although the discrimination of outright is prohibited by legislation, statistical data from various sources indicate that the construction industry is mainly composed of men and boys compared to women and girls. Basing on the population data of United Stated regarding construction industry, men engage in construction of buildings, roads, and other infrastructures compared to women (Barnes et al. 2012). In other counties like China, the women population engaged in construction is higher than of other countries. The reason behind this may be that the rate of work segregation in China is lower than that of other countries mainly in America, Africa, and Australia. Women are considered to be delicate and since the construction industry is risky, men are meant to take on the construction work. Besides, the behaviors and perspectives concerning safety of women make them to be minority in the construction industry. However, limited advantages associated with gender in the construction industry and some of them include women are truly weaker than men and this makes them to be a minority group at the construction site. On the other hand, a disadvantage of gender discrimination is that women are denied the right to engage in construction activities. Due to gender, the demographic construction has changed through including both men and women in the construction industry. One of the advantages of age in the construction sector is that it reduces the rate of discrimination as it engages every gender to participate in the field (Battu & Soalne, 2002). However, the disadvantage of gender in this industry is that women who are usually weak may fail to reach the company’s expectations making it fall into loss of revenue.
Race: race is not among the main determinates of the construction industry. However, in the past, construction is predicted to have been brought about by civilization and so specific races and ethnic people were considered to be better constructors than people from other races. To assess the effects of cultural diversity in the population of the construction industry, the National Research Council conducted a research on the issue of racism some decades back. This research included demographic changes like age, sex, race, and education (Battu & Soalne, 2002). It was discovered that all these demographic apply in a couple of occupations including construction industry. Although some occupations take the racial demographic as an important to include women, the construction company employs few women since it requires a lot of technicality. Women are also from specific races are considered to have better construction tactics. The discrimination based on racism may affect other races, which it is by itself is a disadvantage.
Ethnicity: several construction companies that have a workforce which is ethnically diverse usually have the potential of providing better services to their clients. Companies in this condition also offer greater opportunities to their employees. (Bamford & Watson, 2013) discussed the ethnic black minority groups in Asia, who have come up to show interest and persistently progressing in the construction industry. The research also indicated that the population in United Kingdom that is estimated to be ethnically diverse in future together with the black Asia minority ethnic group sees its future earnings in the construction industry. A workforce that is ethnically diverse attracts both the employees and customers and also increase innovation in its approach. Some construction companies believe that having a diverse workface together brings about better ideas that motivate and increase innovation. Furthermore, opportunities meant for ethnic groups are encouraged by law. The Equality Act 2010 fights over ethnic discrimination and it continuously provides current powers that are employed by public entities to apply procurement in promoting equality. If a public entity supports a construction company that is said to practice discrimination it its operations, then the public organization is responsible for the acts (Equality Act 2010). The intention of this is to place the business of construction in a spotlight. The concept of ethnicity is affected by the demographic construction in that some people within those ethnic groups do not suit in the group.
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https://pressbooks.pub/husamalshareef/chapter/chapter-5-construction-safety/
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Construction Safety is perhaps the most important thing to any Construction Company or Organization, and if it’s not, then it absolutely should be. There are different organizations worldwide that have forced companies to make safety a priority, and they have been very successful in doing that. Construction safety involves any safety procedure that is related to the construction industry or construction sites. Everybody involved in the construction of a project is always required to go through a safety briefing and is almost always required to go through safety classes that cover dangers of construction work as a whole, and more specifically dangers that pertain to that specific job site. According to the Bureau of Labor Statistics, 21.1% of all private industry deaths occur in construction, ad construction ranks fourth amongst the deadliest professions, with the second most fatal industries. These staggering statistics are the main reason why many worldwide organizations have stepped in to try mitigate risk and lower the number of incidences occurring throughout the industry. Not only construction safety vital to the personnel involved in the work on a job site, but it is also vitally important to keep the public safe from any hazards. Protecting the public is probably one of the biggest concerns for a contractor that is focused on safety. Part of protecting the public is also ensuring that the product being built is up to standard and is safe structure when it is turned over to the owner. One of the main organizations that has stepped in to eliminate injuries and death is Occupational Safety and Health Administration (OSHA). OSHA is responsible for putting in place many strict regulations and guidelines that contractors must follow. According to OSHA guidelines, if a contractor fails to comply with OSHA regulations, that specific contractor could face heavy consequences, potentially lose their license. Many contractors complain that they make things difficult to work with because of the strict regulations and guidelines; however, they have made a significant impact in reduction of incidences compared to when safety was not a large factor in the industry. OSHA as an organization acts as a first line of defense, however, the last line of defense the Personal Protective Equipment (PPE). PPE (shown in Figure 2) is equipment worn to minimize exposure to hazards that cause serious workplace injuries or illnesses. PPE can include gloves, safety glasses, reinforced work boots, hard hats, ear protection, respirators, protective clothing, and many other protective devices (Jones, 2020). According with OSHA requirements and ANSI Z89.1 standards, all construction projects should war hard hats to protect from falling and flying objects. Also, vests, T-shirts, long sleeve shits, sweatshirts or jackets, and hard sole work shoes are good practice of protection. OSHA CRF 1926.52 and under construction operation 85 dB and above, individuals must wear hearing protection. Safety glasses to be worn in all construction areas 100% of all time. For grinding, chipping, handling chemicals, and drilling, face shield plus safety glasses must be worn. Over the years, with the advancement of technology, PPE has developed and made getting work done a lot safer for workers. No matter how god, or high quality the PPE is, it is still the last line of defense, and all incidences can be prevented through good knowledge and preparation beforehand, rather than relying on protective equipment after incident occurs. Construction safety today is leaps and bounds ahead of where it was decades ago and is evident from statistics that support this. However, like the construction process, there are always ways to improve construction safety, which is by far the most important thing on any job site. With this being said, construction safety will always be a concern, and will always continue to try and be improved.
(Click on the photo to enlarge)
Figure 2. Personal Protective Equipment. This figure is a courtesy of Minnesota Local Road Research Board.
Confined Space in Construction
Confined spaces is one of the safety issues OSHA emphasis on it. The Administration and Advance Notice Proposed Rulemaking (ANPR) had the first meeting on March 25th 1980 on confined spaces in construction, which consisted of 31 questions and 75 comments that initiated the confined space in construction rights movement. According to OSHA, there are three criteria to consider in order to identify if the space is confined or not.
- 1- The space is large enough and is configured so the entire body of an employee can enter
- 2- The space has limited or restricted means for entry or exit.
- 3- The space is not designed for continuous employee occupancy
According to the Department of Labor, OSHA breakdown confined spaces into four categories: Standards, Compliance Assistance Materials, Federal Register Notice, Case Studies.
Standards Category: for a confined space to be categorized under the Standards category, an employer must follow the guideline below.
- 1- Identify all of your spaces
- 2- Determine which confined spaces are permit-required confined space and which are not.
- Employer must evaluate all confined spaces regales of whether or not employees will enter them
- Documentation of the evaluation is not required.
The flow chart that is developed by Department of Labor, OSHA shown in Figure 3 facilitates for employers the process of identifying the permit requirement and right procedure.
Compliance Assistance Materials: below steps much be followed to identify the second category of the confined spaces.
- 1- Is 911 your confined space plan?
- 2- Temporary enforcement policy of residential construction work in confined spaces
- 3- Protecting construction workers in confined spaces: small entity compliance guide
- 4- Asphyxiation in sewer manhole
- 5- Frequently asked questions
- 6- Temporary enforcement policy for construction work in confined spaces
- 7- Confined spaces in construction: pits
- 8- Confined spaces in construction: sewer systems
- 9- Permit-Required confined spaces in general industry
(click on the chart to enlarge)
Figure 3. Permit-Required Confined Space Decision Flow Chart developed by Department of Labor, OSHA.
Federal Register Notice: confined spaces in construction-proposal rule: 72 FR 67351-67425 (November 28, 2007).
- 1- First determine whether there is a confined space at a job site
- 2- If there is, employer would determine if there are existing or potential hazards in the space
- 3- If there are hazards, employer then would classify the space according to the physical and atmospheric hazards found in it.
- Isolated-Hazard Confined Space
- Controlled-Atmosphere Confined Space
- Permit-Required Confined Space
- Continuous System Permit-Required Confined Space
Case Studies: confined spaces in construction case studies analyze the following concepts.
- Reasons for the intervention h. Sewer
- The site i. Lift Stations/ Digesters
- Code requirements j. Septic Values
- The incident k. Utility Tunnels
- Inspection activity L. Pipelines
- Carbon dioxide m. Tanks
Oxygen deficient atmosphere n. Air Handlers
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https://pressbooks.pub/husamalshareef/chapter/chapter-6-sample-of-projects-and-special-construction-challenges/
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First Project: 50fifty office building
Background and Introduction: Hensel Phelps was the contractor that built the 50 fifty tower. It is 12-story tower with six floors of office space, an enclosed parking garage, and ground floor retail space. The focus for this building was to bring in natural light on both the interior and exterior. This structure appeared successfully through about a 24-month period, opening its door in November of 2018 in Denver, Colored. This commercial structure was built with materials such as steel, concrete, and glass. This allowed construction managers to utilize ironworkers, pipefitters, and glaziers to produce this project in a timely manner. The owner (Corium Real Estate Group) wanted to have, not just another average office building, but one that was different from the rest and had everything their employees deserved. This building consists of a convenient location with nearby restaurants and amazing 360 views throughout the building, conference rooms, fitness center, bicycle storage, and 100% covered parking garages. In addition to these amazing features, the building is of the top tier, both elegant and luxurious.
Pros and Cons: A complex design like this seems almost too good for an office building, although that was the whole goal of this building. Not only is this building visually pleasing but it is built with amazing ecofriendly features. For instance, it is LEED gold certified. The windows are made to reduce heat and glare, as well as the insulated roof and walls to limit heat transfer. Very high-quality water source heat pumps for space conditioning. Twenty-six percent energy cost savings over LEED baseline design, and low flow fixtures. Although like every project there are disadvantages. With this specific project it is hard to recognize these disadvantages, but if I had to say, I would go with the fact that there is limited office space and of course that it is only available to the companies that rent out the spaces. Also, the bookings for the offices will be booked for quite some time since this will be the desired office location in Denver.
Future Impacts, Recommendations, and Conclusions: the design of this project was unique and risky. This is a great example for architects and interior designers or even property owners who need inspiration, and the concept behind this building well thought out. The project represents an office space building with some fashion and efficient workspace for their employees and good return on investment by building an ecofriendly building.
Second Project: Assault Battalion Maintenance Hanger
Background and Introduction: The US Army Corps of Engineers (USACE) and the 4th Infantry Division (ID) Combat Aviation Bridge (CAB) needed a home for their fleet of 30 Black Hawk helicopters, also known as the Sikorsky UH-60, so the USACE built one on Butts Army Airfield on Fort Carson. According to (Barth, 2014), the general contractor (David Boland Inc.) was awarded the $52 million contract to build the hanger both designed and owned by USACE, Omaha District. The building is a Commercial/Military use 88,000 square foot high-bay hangar. The overall square footage of the project was 113,800. The contract also included 92,667 square yards of concrete on the airfield flight line and the demolition of six buildings on the airfield. Special concrete pads were used due to the corrosive nature of the soil. Additional features include six helicopter bays, a two story interior space for office space, classrooms, administrative areas, supply storage, company readiness purposes, pedestrian bridge and bridge cranes, an elevator and fire suppression systems which include wet, dry and foam application in their perspective areas. Over 1,250 tons of steel and 107,375 square feet of decking were used in the process. The project was completed on December 6, 2017.
Pros and Cons: One very interesting feature of the fire suppression system is the use of foam. In the event of a fire inside the hangar a certain type of foam is released which begins to fill the entire maintenance bay extinguishing the fire before it is all drained back out. This process takes only a matter of minutes to complete its cycle. The Project Manager at Pioneer Civil Construction showed us a video he recorded with his cell phone of the test of the foam system being deployed. It is amazing how quickly a building that size can be filled with foam. Our time on the jobsite concluded with finishing items on the punch list like, installing test stations for the utilities we installed, raising and lowering valve boxes, and using loaders and skid steers to bring the dirt back to final grade before the landscapers came in to spray the area to promote grass growth.
Third Project: The Construction of the Pentagon
Background and Introduction: The pentagon is a very strange looking building located in Washington DC. It can be seen in a multitude of movies, television shows, and many other forms of media. Yet the Pentagon serves a much larger purpose in the United States. The Pentagon is the main department building for the US Department of defense. Being that the Pentagon is a building meant for a government agency, it falls under the Commercial building sector of construction. There were many powerful players in the construction of the Pentagon. For example the main architect of the Pentagon was G. Edwin Bergstorm (History.com, 2009). Being that the building was for the US Department of Defense, they are the owners of the building. The main contractor of the Pentagon was John McShain, who owned one of the largest construction companies in the US (Fowler, 1989).
Pros and Cons: According to the (History.com, 2009), the construction of the Pentagon was a very lengthy process. Yet the process was forcefully rushed after a few events in history. There were over 3000 workers on the site at a time. The Pentagon was finished in only 16 months, which was due to the start of World War II. This was due to the attack on Pearl Harbor. There
were upwards of 10,000 to 15,000 workers on site at a time; yet it seems as if the construction of the Pentagon has not ended yet. For example the terrorist attack of 9/11 forced the Department of Defense to rebuild part of the Pentagon. Along with the two planes that attacked the twin towers, another plane was hijacked and flown at the Pentagon
Future Impacts, Recommendations, and Conclusions: countless time and money has been constantly poured into the Pentagon. In fact the initial completion of the project cost was around $83 million dollars (Fowler, 1989). The pentagon first opened its doors in 1943, yet the many attacks on the building have caused it to open and close almost periodically. The building covers over 29 acres of land and has a 5 acre court in the center (Fowler, 1989). It has 5 floors and around 17.5 miles of hallways throughout the building. Therefore, the Pentagon was one of the largest construction projects of US defense history. The project had thousands and thousands of workers at a time. Including the best of the best when it came to architects and project managers. The project has been under constant construction and repairs. Yet the building still stands as a show of US power and hard work.
Fourth Project: Leaning Tower of Pisa
Background and Introduction: the leaning Tower of Pisa is a famous building that intrigues tourists to Pisa daily due to the fact that it leans over 16 feet south off its centric. The purpose of constructing the tower was to show the advanced construction technology and capability Pisa city had at the time.
Future Impacts, Recommendations, and Conclusions: many people had participated in building the building, so the building undergone three phases. During the first phase, which started in the year 1173, two architects were in-charge on the design and construction Bonanno Pisano and Din Gherardo (Rodriguez, 2019). As the third floor was being built in the year of 1178, the two architects noticed the lean in the structure, which were due to the facts soil moving about and destabilizing the foundation and the building materials were clay and fine sand and shells. When this happened, the construction stopped. The second phase started again in 1275 by Giovani di Simone, who tried to alter the angle that the three previous levels were built at for the next four, but this did not fix the problem. The construction stopped again in the year1284 due a war, but then it started back up in the year1350. The overall construction took 176 years from start to finish and costed around $35,462,550. The failure of planning and construction resulted in a remarkable historical building; similarly, it was able to withstand all the war Pisa went through.
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https://books.lib.uoguelph.ca/copyrightcc/chapter/copyright-law/
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1 Copyright Law
Let’s start at the beginning with Copyright law. Copyright is protecting, quite literally, the right to copy, and is acknowledged almost everywhere in the world, thanks to most states signing on to the Berne Convention. While the Berne Convention gives general principles or minimum expectations, what makes copyright actually enforceable are national laws. This means there are slight differences between countries in the rights that are protected, for how long they’re protected, and in what ways they are protected. Continue reading for more information about the purpose of copyright.
Comic Version
Text Version of the Comic
Image of blue cartoon robot in a fighting stance in front of two yellow bunnies. Robot says “Don’t worry, I’ll protect you!”, while one bunny says “Did you call copyright?” and the other says “No, did you?*” Caption below begins with the * and says “Copyright is applied automatically in most jurisdictions, whether the creator wants it or not”.
Text block: Copyright law exists to protect original, creative works, such as literature, music, visual arts, translations, databases, software, and more! It is literally protecting the right to copy – which includes adaptations, publications, translations and more.
Text block: Protections are intended to incentivize new creations by protecting the economic-, and in many places moral-, rights of creators.
Image of blue cartoon robot fist punching upward beside a copper and a green coloured robot fist which are making the same gesture. Above them is a banner that reads “INTELLECTUAL PROPERTY DEFENDERS LEAGUE”.
Text block: Copyright law is only one of many Intellectual Property defenders. Two of the others are Trademark Law & Patent Law, which are also intended to protect the rights of creators, giving them power to decide what can be done with their creations. In some cases a work can be protected in multiple ways (ex. A mascot’s image could be protected by both copyright- and trademark-law), but all of these laws are protecting different rights.
Image of blue cartoon robot talking to one of the yellow bunnies. Robot says “Are you sure you don’t need my protection right now?”, and the bunny replies “We’re ok! Education & satire are our friends!” while the other yellow bunny is playing with a jester dressed in an orange and pink costume.
Text block: Copyright law is always there, but over time (and through challenges in court) it has realized that not all situations are dangerous to the works – these are Exceptions & Limitations. Depending on jurisdiction, they include: research, education, satire, criticism, news reporting, and modifying to make the work accessible for a person with a disability.
Image of blue cartoon robot waving goodbye to the yellow bunnies, who are hopping past a sign that reads “You are now entering Public Domain … we’re so glad you’re here!”
Text block: As the creative works get older, copyright law realizes they no longer need protection, and they enter the *Public Domain*. In the public domain anyone can interact with the works without restriction.
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11-19-2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://books.lib.uoguelph.ca/copyrightcc/chapter/copyright-law/",
"book_url": "https://books.lib.uoguelph.ca/copyrightcc/front-matter/introduction/",
"title": "Copyright and Creative Commons",
"author": "Jordan Pedersen",
"institution": "",
"subject": "Copyright law"
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https://books.lib.uoguelph.ca/copyrightcc/chapter/canadian-copyright/
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2 Canadian Copyright
As mentioned, copyright law is a national matter, so let’s get into the specifics for the Canadian context. In Canada we have the Copyright Act. In Canada copyright is applied automatically. There is no need to register, but if you want to you can with the Canadian Intellectual Property Office.
In the previous chapter we saw that copyright is meant to protect the rights of creator, and there are some balances for the benefit of society. In other words, it’s meant to incentivize new creations by protecting the rights of the creator while also ensuring that the public can derive benefits from new creations. In Canada, the Copyright Act asserts the rights of the creator by saying:
3(1) For the purposes of this Act, copyright, in relation to a work, means the sole right to produce or reproduce the work or any substantial part thereof in any material form whatever, to perform the work or any substantial part thereof in public or, if the work is unpublished, to publish the work or any substantial part thereof, and includes the sole right
- o (a)to produce, reproduce, perform or publish any translation of the work,
- o …
and to authorize any such acts.
Please note that section 3 of the Act is actually longer than what is quoted here because there are more rights for other formats (dramatic, musical, etc.). However, in this book we’re focusing on the rights that are generally most applicable for research in a university, specifically publications.
Canada is an example of a jurisdiction that recognizes both economic and moral rights. So far we’ve been talking about economic rights, which are activities that are connected to the ability to generate profit from a work (such as publishing). Moral rights in Canada cover the “right to the integrity of the work and, in connection with an act mentioned in section 3, the right, where reasonable in the circumstances, to be associated with the work as its author by name or under a pseudonym and the right to remain anonymous” (Copyright Act, section 14.1). The Copyright Act goes on to explain that “the term for which copyright subsists is the life of the author, the remainder of the calendar year in which the author dies, and a period of 70 years following the end of that calendar year (Copyright Act, section 6). These are some of the main protections given to the creator of works protected by copyright.
However, as noted in the previous section, copyright exceptions apply for some uses. These exceptions are intended to provide balance between the rights of the creators and the rights of the public to benefit from new knowledge and resources. In the Canada the copyright exceptions are for research, private study, education, parody or satire. There are also exceptions for criticism or review, and news reporting, but they have additional citation requirements (Copyright Act, section 29). There are also exceptions for making accessible copies for people with perceptual disabilities (Copyright Act, section 32). For more information on how libraries can make accessible copies available, check out this accessibility resource from OCUL.
In the next section we’ll talk about how copyright can be transferred or rights can be licensed, specifically by looking at Creative Commons licenses. But first a Q&A about copyright…
QUESTION: How do I know what jurisdiction applies when I am using someone else’s work?
Generally, the rule of territoriality applies: national laws are limited in their reach to activities taking place within the country. This also means that, generally speaking, the law of the country where a work is used applies to that particular use. For example: if you are a Canadian citizen traveling to Sri Lanka and using a copyrighted work in your PowerPoint presentation, then Sri Lankan copyright law normally applies to your use. With webinars hosting speakers from multiple countries, or PowerPoints presented in multiple countries, it can become complex to determine applicable copyright laws. To avoid confusion, the Creative Commons course recommends using resources that are CC licensed (more on that later!), or creating one’s own content rather than copying other resources. (2.2 Global Aspects of Copyright by Creative Commons. CC BY 4.0.)
QUESTION: Are there times when I might be the creator of a work, but not the copyright holder by default?
Yes! Two of the most common cases are works created in association with the Government of Canada (unless otherwise specified, copyright in works prepared by or under the direction or control of the Government of Canada (Crown) is owned by the Crown), and works created by employees (where an author/creator is employed, and the work is made as part of that employment, the employer instead of the author/creator is regularly the first owner of the copyright). (About Copyright, Government of Canada). If you are a University of Guelph community member, copyright ownership is subject to the University’s Intellectual Property Policy (Requires SSO), or for University of Guelph Faculty Association (UGFA) members, the UGFA Collective Agreement. If you’re a student, you own copyright in the works you produce as part of your program of study, including works you submit in partial fulfilment of the requirements for completing a degree (Copyright for Students).
Do you have more copyright questions? Check out the University of Guelph’s Copyright FAQs.
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{
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"url": "https://books.lib.uoguelph.ca/copyrightcc/chapter/canadian-copyright/",
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"title": "Copyright and Creative Commons",
"author": "Jordan Pedersen",
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"subject": "Copyright law"
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https://books.lib.uoguelph.ca/copyrightcc/chapter/copyright-tl/
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3 Copyright: Transferrable and Licensable
Because creator’s rights are protected by national copyright legislation, such as the Copyright Act in Canada, anyone else who wants to do an action that is protected (i.e. publish a work) must get permission from the copyright holder. The way this is done is through assigning (a.k.a. giving away) copyright or licensing rights.
How this works for creators
Copyright and licensing is at the heart of all publishing agreements. When a publisher agrees to publish an article you’ve submitted, or a book manuscript that you’ve been shopping around, they will ask you to sign a publishing agreement (which is also sometimes called an author contract). This is because under copyright law the copyright holder is the only one who can exercise the rights in copyright, but by getting the copyright holder to agree to a license or to agree to assign their copyright, they are free to exercise the right to publish. In a contract you’ll likely be asked to either:
- assign copyright (meaning that you are no longer the copyright holder, the publisher is), or
- license some, or all, of your rights to the publisher.
Both of these are the “authorizing” that the Copyright Act talks about. If you license some or all rights to a publisher, you remain the copyright holder, but the publisher still may be the only ones who can exercise the rights in the contract.
When licensing, there are exclusive licenses (where only the party named in the license can exercise the rights), and non-exclusive licenses (where the copyright holder can grant as many parties the rights in the license as they want). It’s also possible to split the rights, and license only some but not others. For example, you could grant a publisher an exclusive license to publish in English, but reserve the translation rights.
How this works for users of copyrighted works
If you are using works that are protected by copyright, you will need to either:
- be using them in a way that is allowed through a copyright exception,
- have received permission from the copyright holder for your use, or
- you will need a license
When thinking about licenses, if you’re associated with a university, chances are your library will hold licenses to many journals, databases, and other resources, which they negotiate with the publishers or aggregators. They will let you know which uses are allowed, often spelled out in the catalogue record for the material. However, there’s another alternative, which is openly-licensed content. Open licenses exist to let you, the user of the work, know what you’re allowed to do, and those rights are granted to all members of the public provided they follow the requirements laid out in the license. Creative Commons (CC) is one of the most recognized open licenses, and we will spend the next couple of sections covering CC licenses.
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://books.lib.uoguelph.ca/copyrightcc/chapter/copyright-tl/",
"book_url": "https://books.lib.uoguelph.ca/copyrightcc/front-matter/introduction/",
"title": "Copyright and Creative Commons",
"author": "Jordan Pedersen",
"institution": "",
"subject": "Copyright law"
}
|
https://books.lib.uoguelph.ca/copyrightcc/chapter/cc/
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4 History of Creative Commons
In the section about Canadian Copyright we learned that in Canada the copyright term lasts for the life of the author plus 70 years after their death. This is a relatively recent extension, up from 50 years, which came into effect on December 30, 2022. This term extension was agreed to in the Canada-United States-Mexico Agreement trade treaty, and the new term of 70 years was introduced to match the current term in the United States.
However, the United States also previously had a shorter copyright term, but through industry lobbying it was extended to 70 years in 1998 via the Sonny Bono Copyright Term Extension Act (CTEA). This was also the catalyst for the creation of the Creative Commons organization and Creative Commons (CC) licenses.
Comic Version
The comics recommend using CC licenses when sharing your work. In the next section we’ll get into what those licenses look like and how to use them.
Text Version of the Comic
First Image: 1998 Battle
Image of two cartoon robots in coloured spotlights. Text layered on top of robots reads “Sharing on the Internet vs. Copyright law restrictions”.
It’s 1998, and the United States has just enacted the Sonny Bono Copyright Term Extension Act (CTEA), lengthening copyright by 20 years!
Image of the “sharing on the internet” robot hitting the “copyright law restrictions” robot.
2001: Creative Commons (CC) is formed. The organization is part of an international movement.
2022: Creative Commons licenses are published. These free, public licenses allow creators to keep their copyrights, while sharing more openly than the default “all rights reserved” of copyright.
Image of the “copyright law restrictions” robot hitting the “sharing on the internet” robot.
1999: The legal process begins for what will become ELDRED V. ASHCROFT. Lawrence Lessig represents Eldred and argues that the CTEA is unconstitutional.
2003: Eldred loses in the Supreme Court, and the CTEA copyright extension remains.
Second Image: Creative Commons “CC” Trading Card
Image of cartoon robot with a championship belt and “CC” written on it’s chest.
Non-profit organization born in 2001.
First published licenses in 2002.
Licenses applied to over 2.5 billion works (to date)!
Promotes values of openness, sharing and the public good
Got what it takes to be involved with CC?
- Join the CC Global Network (CCGN). With more than 700 members & 45 chapters, you’re sure to find community!
- Use CC licenses when sharing your work.
- Advocate for open movements. CC is one of many players in the open movement which includes open data, open access, open science & more!
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pressbooks
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://books.lib.uoguelph.ca/copyrightcc/chapter/cc/",
"book_url": "https://books.lib.uoguelph.ca/copyrightcc/front-matter/introduction/",
"title": "Copyright and Creative Commons",
"author": "Jordan Pedersen",
"institution": "",
"subject": "Copyright law"
}
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https://books.lib.uoguelph.ca/copyrightcc/chapter/anatomy-of-a-cc-license/
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5 Anatomy of a CC license
Comic Version
Now we know Creative Commons licenses developed out of the need to have an alternative to the all-rights-reserved default of copyright. CC licenses are an example of non-exclusive licenses, granting some of the rights usually reserved under copyright to the general public, as long as the user follows the rules of the license. They work entirely within the confines of copyright, and so works with CC licenses are also subject to the same copyright exceptions that their all rights reserved counterparts are.
While the images at the start of this section may be interpreted to suggest that CC licenses are customizable, that’s not the case. Creators are encouraged to use the 6 CC licenses exactly as they are to avoid confusion by the people who are using their works. They are encouraged to think about the individual license elements (BY, NC, SA, and ND), and what matters to them with respect to each. In fact, two of the elements cannot even be used with one another (SA and ND)!
To fully understand the license elements, let’s break them down with some examples.
- BY: This requires a reuser to give credit to the author of the original work credit (which is an example of the moral rights of an author). This is present in all the CC licenses.
- SA: This stands for “Share Alike”. It means that anyone who creates something new using the original work would have to apply a compatible license to the new work.
- NC: This stands for “Non-Commercial”. This requires that users cannot use the work for commercial purposes. Put simply, they can’t make money off their use of the work. This is a condition that is sometimes confusing, because it is the use of the work that has to be non-commercial, not the actor. For example, a for profit entity can use a work with an NC licensed if their use is not making money, but a non-profit organization could not use an NC licensed work in a fundraising capacity. It is also not always clear how far “commercial” goes (ex. Does ad revenue from a website count as commercial use?), and so if you are unsure, it is best not to use the NC licensed work.
- ND: This stands for “No Derivatives”. This means that the work needs to be kept whole, with no new works created from it. This too can be a little confusing, because as of Version 4.0, all CC licenses, even the NoDerivatives licenses, allow anyone to make an adaptation of a CC licensed work. The difference between the ND licenses and the other licenses is that if an adaptation of an ND-licensed work has been created, it cannot be shared with others. This allows, for example, an individual user to create adaptations of an ND licensed work. But ND does not allow the individual to share adaptations with the public (4.4 Remixing CC licensed work by Creative Commons. CC BY 4.0.).
From the images at the start of this section, we can see that CC licenses are effectively a non-exclusive license granted to anyone who is using the work, and there are three layers to the license. There is a machine-readable layer, human-readable, and finally the legal code. The legal code is where we can see some of the familiar terms from the Canadian Copyright section. For example, the CC BY 4.0 License legal code reads:
License grant
- Subject to the terms and conditions of this Public License, the Licensor hereby grants You a worldwide, royalty-free, non-sublicensable, non-exclusive, irrevocable license to exercise the Licensed Rights in the Licensed Material to:
- reproduce and Share the Licensed Material, in whole or in part; and
- produce, reproduce, and Share Adapted Material.
You means the individual or entity exercising the Licensed Rights under this Public License. Your has a corresponding meaning.
Users can also consult the more human-friendly Commons deed for each license, ensuring that they are able to confidently use CC licensed material. For example, the CC BY 4.0 Commons Deed explains what can be done in a more user-friendly manner than the legal code above.
Text Version of the Comic
Image of pink cartoon robot in a box with a starburst on it’s chest that reads “Customize me!”. Above the box is a banner that reads “Build the CC license that’s right for you”. On the front of the box there are the logos for the four creative commons license elements: BY, NC, SA, and ND, along with the two public domain tools: CC0 and the Public Domain Mark.
The edge of the box is split into three layers. The first layer reads “Machine-readable Layer. The standardized way to make licenses decipherable by computers -increasing findability of CC resources”. The second layer reads “Human-readable layer – “Commons Deed”. Not legally enforceable, these webpages explain the CC licenses in plain language.” The third layer reads “Lawyer-readable layer – legal code. Terms & conditions that are legally enforceable in court.”
On a new page there are 6 robots with creative commons license elements on their chest. Beside each is the license they represent and information about the license.
CC BY: Reusers can distribute, remix, adapt, and build upon the material as long as attribution is given to the creator. This is the least restrictive licese.
CC BY-SA: Similar to the CC BY license, but with the additional requirement that is the reuser is remixing, adapting, or building on the original, they must license the modified material under these identical terms.
CC BY-NC: Similar to the CC BY license, but only non-commercial reuse is permitted (the use of the material cannot make the reuser money).
CC BY-NC-SA: A combination of the CC BY-NC and CC BY-SA licenses, this license requires reusers to share their modified material under identical terms and the use must be non-commercial.
CC BY-ND: Reusers can copy and distribute in unadapted form only. Attribution must also be given to the creator.
CC BY-NC-ND: Similar to the CC BY-ND, but with the additional requirement that only non-commercial reuse is permitted. This is the most restrictive of the CC licenses.
Below the robots there is a note: All CC licenses work with copyright law to indicate to users what the copyright holder permits them to do without asking. Copyright limitations and exceptions still apply.
At the bottom of the page there is a heading that says “Public Domain Tools: these are not equivalent to licenses!”. Below there is the icon and description for each tool.
CC0 (a.k.a. CC zero): enables creators to dedicate their work to the public domain to the greatest extent possible. In some jurisdictions it is not possible to waive all rights, but there are mechanisms to deal with this situation as it arises.
Public Domain Mark: Has no legal effect, is only used to inform people about the public domain status of a work.
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pressbooks
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://books.lib.uoguelph.ca/copyrightcc/chapter/anatomy-of-a-cc-license/",
"book_url": "https://books.lib.uoguelph.ca/copyrightcc/front-matter/introduction/",
"title": "Copyright and Creative Commons",
"author": "Jordan Pedersen",
"institution": "",
"subject": "Copyright law"
}
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https://books.lib.uoguelph.ca/copyrightcc/chapter/cite-a-cc/
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6 How to Cite a CC licensed resource
Because all CC licenses require giving credit to the creator, it’s worth noting that there are best practices on how to cite the work. Creative Commons recommends that the attribution include the Title, Author, Source, and License. The rest of this section is borrowed from Recommended Practices for Attribution by Creative Commons, which is licensed under a Creative Commons Attribution 4.0 license.
Title: What is the name of the work?
If a title was provided for the work, include it as a part of the attribution. Sometimes a title is not provided; in that case, there’s no need to mention the title. The inclusion of title is a requirement of all CC licenses version 3.0 or earlier, and it is optional for the 4.0 suites. See License details.
Author: Who allows you to use the work?
We often use “author” as a shorthand when we are, legally speaking, referring to the “licensor” (a.k.a., the “copyright holder” or “rightsholder”). This is because, in most CC-licensed works, the licensor is the same person or entity as the author. When an author is licensing their work under a CC license, and has made their name available, include the author’s name as a component in your attribution. Sometimes, the licensor may want you to give credit to some other entity, like a company or institution, or the licensor may want to be credited by a pseudonym instead of their real name. In rare cases, the licensor may not want to be attributed at all. In all of these cases, do what the licensor requests.
Sometimes, the author will also provide a copyright notice, which consists of the copyright symbol, year of publication, and the name of the author/licensor. Include the copyright notice as a part of your attribution if such information is provided.
Source: Where can people find the work?
Please make it possible for future users to find the source of the material by including a URL or hyperlink where the work resides. This often is where you found the work. If you found it somewhere other than the original site, try to include information about the original site where the work was first shared publicly. It is also better to use the original URL instead of a shortened link, whether you are hyperlinking or printing out the entire URL.
License: How can you use the work?
You must specify which CC license was applied to the work you are reusing. Each of the six different CC licenses come with distinct requirements for re-use. We recommend that you name and provide a link to the license, e.g., CC BY 4.0 for a work licensed under CC BY 4.0.
Consider also including the “disclaimer of warranties,” which clarifies that the author makes no representations or warranties about the non-infringement or absence of other defects concerning the CC-licensed work. In plain English, this means that the users will use the work at their own risk.
To sum up, if the licensor has provided any information related to TASL, consider including them in your attribution. We also recommend providing links to the Title, Author, Source, and License, where possible, so future users can easily access the information they need on a work and the license terms.
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://books.lib.uoguelph.ca/copyrightcc/chapter/cite-a-cc/",
"book_url": "https://books.lib.uoguelph.ca/copyrightcc/front-matter/introduction/",
"title": "Copyright and Creative Commons",
"author": "Jordan Pedersen",
"institution": "",
"subject": "Copyright law"
}
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https://books.lib.uoguelph.ca/copyrightcc/chapter/reusing-cc/
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7 Reusing CC Licensed Materials in Adaptations and Collections
As we saw in the last section, one component of CC licenses is ND (no derivatives), which is used in the CC BY-ND and the CC BY-NC-ND licenses. No derivatives means that anyone reusing the work cannot remix or adapt it (note: remix, adaptation, and derivative work are synonymous). But what counts as an adaptation? Legally, what counts as an adaptation is dependent on the laws of each country (ex. most countries require some level of “originality”, and in Canada that is a combinations of creativity and “independent conception” – CC FAQ). In practical terms, this means that adaptations take some or all of some other work(s), and modify them enough that it’s unclear where one ends and the other begins. In the process of modifying, the creator is demonstrating creativity, and is essentially creating a new copyrightable work, that clearly is derived from the earlier work(s). Examples of adaptations can include translations, combining images and text to create a new image, or combining various Open Educational Resources into a chapter in an open textbook.
Separate from adaptations are collections. Collections keep the original work(s) independent and easily identifiable and citable. Examples of collections are anthologies, using a photograph in a slide, or a book of curated images.
Licensing Considerations
So let’s head back to the ND element, because there are licensing considerations that differ for adaptations and collections.
Adaptations
- All works used in the adaptation must be given proper attribution.
- Cannot be created using CC BY-ND or CC BY-NC-ND licensed works, unless you are not sharing the adaptation publicly
- If the original works are licensed under a license that uses the SA (ShareAlike) element, the adaptation must use a compatible license.
- If more than one original work is used that has a CC license, the person making the adaptation needs to ensure license compatibility
Collections
- All works used in the collection must be given proper attribution and their license should be clear.
- The collection may result in new copyright, but if so, it only applies to the new contributions that were made. For example, the arrangement of an anthology along with a new cover design could be a new copyright, but all the essays within the anthology would retain their original licenses.
For more detailed information about the compatibility of CC licensed materials, check out the CC License Compatibility Chart by Kennisland, made available under the CC0 public domain tool:
If there is a green checkmark at the intersection of two licenses it means that those works can be combined into an adaptation, while a black x means they cannot be. Note that the licenses with ND cannot be used with any other material, because they do not permit an adaptation to be made.
A synonym of “derivative”.
When reusing copyrighted content to create something new, it’s possible that the new work could be a collection or derivative. If all of the component parts are easily identifiable, the work is likely a collection. An example would be book of short stories. The creator of the collection of short stories would hold copyright over the particular arrangement and any new content they provide (i.e. an introduction).
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://books.lib.uoguelph.ca/copyrightcc/chapter/reusing-cc/",
"book_url": "https://books.lib.uoguelph.ca/copyrightcc/front-matter/introduction/",
"title": "Copyright and Creative Commons",
"author": "Jordan Pedersen",
"institution": "",
"subject": "Copyright law"
}
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https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/using-our-pressbooks-templates/
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1 Creating a Digital Artifact
If you’ve been assigned a project that uses our Pressbook template… welcome aboard.
A brief introduction to the Digital Artifact assignment
We designed the templates to allow students to work together, as a group, to design a page to be included in an ebook. MAKE A COPY of the template and share it with your group. All you need to do is fill out the template and submit it to your course website.
The ‘purple text‘ sections are instructions for how the text will be laid out in the page. You simple need to replace ALL the black text.
Important notes:
Choosing images
Please make sure you have the ‘rights’ to republish any text, image or video. Things you find on the Internet are generally copyrighted by default. It doesn’t need a little (c) next to it to be protected. You can, of course, use anything you yourself have created. You can also use resources that have been specifically marked for use. Look for a Creative Commons license. See the following video for more details. If you are using a creative commons image in your page, please include a link to the original image in the template.
Creating video
If you’ve decided to create a video, there are several simple approaches that you can use. The first is to use a platform like Zoom or Teams to create a group video. You can also create video in platforms like yuja.
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2025-03-22T05:09:23.334340
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/using-our-pressbooks-templates/",
"book_url": "https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/using-our-pressbooks-templates/",
"title": "Creating Ebooks in Pressbooks",
"author": "Trevor Winchester, Harsh Bhavsar, madelyn, paesanom, Dave Cormier",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
}
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https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/should-i-use-pressbooks-in-my-classroom/
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2 Should I use Pressbooks in my classroom?
Pressbooks is one way to get student or faculty content on the web. It allows you to take your content and shape it like an ebook. Like any platform it has some advantages and disadvantages.
Advantages
- Pressbooks is a reasonably popular book publishing platform.
- It is reasonably easy to use (for a web publishing platform).
- It allows some pages to be public and other pages to be private.
- It is reasonably accessible
- It can be free
Disadvantages
- It is probably not attached to your school’s infrastructure (for logins etc…)
- It will not allow you to create something that doesn’t look like a book
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pressbooks
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2025-03-22T05:09:23.344199
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08-16-2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/should-i-use-pressbooks-in-my-classroom/",
"book_url": "https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/using-our-pressbooks-templates/",
"title": "Creating Ebooks in Pressbooks",
"author": "Trevor Winchester, Harsh Bhavsar, madelyn, paesanom, Dave Cormier",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
}
|
https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/design-3-large-sections/
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Introduction
For a long period of human history we had one main tool for remembering things – our brains. If we needed information that was critically important, we either had to have it in our heads or we had to be standing next to someone who did. This meant that if I, as a teacher, was meant to teach someone something, a fairly large chunk of what I had to do was get things in your head. In order to try and ensure that stuff was in your brain, we’ve developed methods of assessing you that involve you, by yourself, proving that you’ve shoved those important things into your brain. Sure… education has always been about more than that, but a sizeable part has simply been about making you you remember things that you might need later.
A fair amount of very good educational literature has talked about collaborative learning – particularly over the last 100 years or so. But from a teacher’s perspective, you still needed to be responsible for all the other voices in the room. Whether the rest of the voices were represented by a book or by your ‘experience’ or ‘expertise’ you, as a teacher, needed to have it prepared in advance to bring to the classroom to allow for collaborative learning to happen. If the conversation diverged from your specialty or away from the materials on hand… you were cooked. For a long time, then, we needed to think of ‘curriculum’ as separate from ‘subset of people thinking about certain kinds of things’ for practical reasons. Organizing access to hundreds or thousands of people who are thinking a certain thing, summarizing it, editing it, printing it on paper, putting it on a truck – these things take time.
Broadly speaking, when we think about learning, we have some foundational questions we all want to have answered when looking into a given field like:
- What have people thought of this particular concept before?
- Are there general agreements about how you might think about something?
- Are there good/best practices?
- What mistakes have others made?
Jamming these things into a textbook or collection of books was much more efficient than trying to organize travel for thousands of people to come and talk to a classroom. Our goals are mostly the same now as they were in the ‘print it/drive it around era’ – help someone be an effective member of a given discipline. Help them be understood in that discipline. Help them to make decisions in that discipline. Ideally, help them to become a member of that discipline. And those disciplines have changed along with the communications technologies that have changed mine. Whether you’re a historian, a mechanic or a pilot – life is different than it was 30 years ago.
I think that the scale and the abundance of the internet has changed how we can/should go about it.
Now that we have access to those thousands of people, to those mistakes, and best practices through the internet the community of learning can be the curriculum of a course. A course can be designed so that each of you will do your own work by bringing in those ideas from across the field and will be sharing that work with other learners. When we see and respond to your work we’ll not only understand your perspective better, but we’ll have engaged in a interaction inside our context. As we use these collaborate tools and practices you’ll experience first hand what its like for others to learn. What have they found? What have they figured out? Where does what I know match what they know and how does it differ? As we start to work together, hopefully we’ll begin to rely on each other’s perspective to make our own better.
Why don’t you just tell us what to learn?
There is certainly a time and place to be told to do/know something or not to do/know it – don’t eat the poison berries. I can imagine a situation where it would be useful to have some kind of computer assisted remedial program that would help people understand some fundamental language in the sciences for instance. But I don’t consider actually just ‘getting the job done’, or ‘being able to repeat what that guy said’ to be the same thing as understanding or learning. There are many options out there to choose from to simply be told what to think. I think when we normally ‘tell people what success looks like’ we’re really setting them up to tell us what they remembered. Or, worse, to spend the whole time they are in class trying to figure out the secret code to getting a passing grade.
Uncertainty
And, truth be told, there aren’t a huge amount of real ‘best practices’ for complex or interesting things out there anyway. Every situation is different. A quick look around any classroom, with the different backgrounds and different levels of experience, gives you a sense of the flexibility that we need to have to be able to truly have a student centered classroom. You have to consider your context, what you already know, what you suspect, who you are before you can add new stuff to your understanding. Learning how to deal with uncertainty… with that feeling of not being sure what the right answer is and deciding anyway – that is the critical step towards knowing.
Community as Curriculum
Most people in the educational technology industry aren’t able to understand the technology by themselves. We all rely on each other to help us learn and understand our work. I tend to think this is true of any industry. We used to have to turn to books to pass knowledge around but with the communications technologies that we have now, we can work with each other in real time to come up with the answers to our challenges. We can use these technologies for more than simply telling each other ‘things’ we can use it to negotiate ideas between us.
The learning contract
One of the flaws that I’ve had in this approach when I started was that I was lacking a way to bring a method of assessment to the course that reflects the philosophy of education I’ve been working with. The idea of saying that you understood 92% of the ‘right’ way of seeing something is the exact opposite of the way that I see this course. From a traditional perspective… I want you to cheat. I want you to ‘get the answer’ from your neighbor. I want you to tell me that you did that… but more importantly, I’m hoping that you’ll tell each other that. So the an effective learning contract in this instance measures how much work you’re doing – how much you are contributing – not what piece of information you grabbed and were able to regurgitate.
And, if you take anything from this course, is that making meaning, creating knowledge, is something that happens with people.
Optional Resources
Bibliography
-
Cormier, Dave. (n.d.). Why we work together – cheating as learning. Retrieved September 26, 2022, from https://ecampusontario.pressbooks.pub/communityascurriculum/chapter/why-we-work-together-cheating-as-learning/
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pressbooks
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2025-03-22T05:09:23.358486
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08-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/design-3-large-sections/",
"book_url": "https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/using-our-pressbooks-templates/",
"title": "Creating Ebooks in Pressbooks",
"author": "Trevor Winchester, Harsh Bhavsar, madelyn, paesanom, Dave Cormier",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
}
|
https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/design-10-web-native-text/
|
Design 2: Web-Native Text
Technical Communication
Adapting technical knowledge needs clarity, precision, and effort. An expert that uses technical words to communicate must be able to translate the information for audiences who may have less knowledge about the technical subject. To be effective in this translation, you should explain information in simplified ways so that non-technical audiences can understand it. Be careful not to mistake simplified with unintelligent. Avoiding jargon and offering explicit details about technical content makes a strong communicator.
An example of using too many technical words to communicate the details of a “Turbo Encabulator” can be seen below [1].
This video shows how using too many technical words can cause confusion and make topics of discussion harder to understand [1].
The Rhetorical Situation
When you are figuring out how to communicate complex information, it is necessary to recognize that all communication needs awareness of the rhetorical situation. We can imagine the rhetorical situation as the “formula” for good communication. The next video below, shows how to use the “formula” [2].
This video explains the different aspects of good communication and how together, they make the Rhetorical Situation [2].
Check your Understanding
Real-Life Example
You are the manager of a project team and everyone in the company uses a software that follows a monthly subscription. There are different versions of the software but right now everyone is using the cheapest version. The project your team is working on would go faster and produce better quality of work if they were using the more expensive version of the software. As the manager, you are responsible for deciding how you would convince the finance team that upgrading to the more expensive software is necessary.
Documenting the Process Clearly and Professionally
It might be obvious to you why it is important to get the software upgrade, but as a non-technical receiver of the request, the finance department may not understand why this upgrade is necessary. For this, the thinking behind your pitch needs to be clearly said in an understandable way.
To do so, it might be a good idea to try and convince yourself before anyone else. You need to analyze this pitch from different points of view so that you can create the most convincing proposal. Think about the points that would be compelling to you as an audience member. These points might positively affect the real audience (the finance team). The finance team are experts in finance but are not experts in the technical workings of the software you’re using for the project.
You need to analyze this pitch from different perspectives so that you can create the most persuasive proposal.
Creating a plan that is supported with evidence is key to ensuring that a project can be reviewed. Taking notes and recording meeting minutes can help keep track of the ideas that come up along the way. Records of meetings can be collectively reviewed by everyone involved with the particular technology. This can minimize the risk of different points of view being overlooked. It’s important to ensure that all voices are heard.
Focus on the Audience
Even though the benefits of adopting the pitched technology might be obvious to you, that might not be the case for the people on the receiving end. It is your responsibility to make it so that they are on the same page as you. The audience in this example is the finance team that will be approving or denying the request for the software upgrade. However, your project team is also your audience since that team will be using the software. You will likely find that there are multiple audiences for any report or communication event. It is important that your pitch is inclusive of the different audiences. Focus on empathy and determining what the audience needs. Try to address those needs through your preparation, research, and communication. Channel the emotions that got you pitching the technology in the first place, and try your best to let that show through to your audience.
There will likely be more than one audience you are talking to at any communication event.
For example, the finance team will need to understand why the increase of cost for the software upgrade is needed. If the team’s goal is to reduce overall cost, the team will be focused on minimizing how much is spent. However, the team may recognize that the return on investment, increase in productivity, and more contracts to work on is worth the up-front expense. As the person communicating, it is your job to ensure that the finance team understands the benefits of upgrading to the new software. Whatever the reasoning, be clear, be honest, and provide evidence.
Be clear, be honest, and provide evidence.
Tip: If you are preparing presentation slides, consider making them more engaging by including well-balanced graphics. Use examples based on evidence to make your pitch relevant to your audience. Involving the audience and making the presentation interactive can help make sure that the audience is involved every step of the way.
Creating an Executive Summary
It is important to remember that not everyone will have the time to read an entire pitch. This is where an executive summary can be useful. For any report that you prepare, create a brief summary of the key pieces of information. The executive summary is a summary intended for executives. They need clear and concise details that will help them make fast decisions. If the readers want further details, they are able to review the entire report.
Keeping this in mind, you should list the specifics that need to be conveyed about your technology. Include information such as the description of the technology, what your technology attempts to solve, how your technology can be expanded further, how much it will cost, and for how long you can expect to use the software. Address these topics in a clear and concise way that is both informative and understandable.
Key Points to Understand
- The audience you are speaking to may not understanding the information you are telling when using technical language. You must translate your technical words for the non-technical audience to understand.
- The Rhetorical Situation refers to factors that bring communication to existence. It helps communicators think through and determine the purpose of the text and for the audience to develop a more detailed understanding of the text.
Bibliography (IEEE Citation Style)
[1] Dave Rondot, “Turbo Encabulator” the Original, (Apr. 09, 2010). [Online Video]. https://www.youtube.com/watch?v=Ac7G7xOG2Ag. [Accessed Nov. 03, 2021].
[2] University of Jamestown Writing Center, The Rhetorical Situation, (Aug. 17, 2020). [Online Video]. https://www.youtube.com/watch?v=QE0thkr6GPA. [Accessed Nov. 03, 2021].
[3] Department of Communication, University of Pittsburgh, “Audience Adaptation”, [n.d.] https://www.comm.pitt.edu/audience-adaptation
[4] A. Bruzzese, “How to Explain Technical Information to Non-Techies”, 2019, https://careerlaunch.mays.tamu.edu/blog/2019/03/19/how-to-explain-technical-information-to-non-techies/
[5] E. Markowitz, “How to write an executive summary”, 2021, https://www.inc.com/guides/2010/09/how-to-write-an-executive-summary.html
[6] University of Illinois Springfield, “The rhetorical situation – center for academic success”, 2021, https://www.uis.edu/cas/thelearninghub/writing/handouts/rhetorical-concepts/the-rhetorical-situation/
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pressbooks
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2025-03-22T05:09:23.376056
|
08-16-2024
|
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"author": "Trevor Winchester, Harsh Bhavsar, madelyn, paesanom, Dave Cormier",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
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|
https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/21/
|
Online learning allows you to learn whenever and wherever works best for you, making it easier to earn a degree while balancing other commitments. However, courses taken online can require just as much, if not more, time and energy as traditional classroom courses. They also require specific tactical and technical skills (i.e. time management and communication) in order to succeed. Upon developing these skills, you will find that online courses can be an excellent alternative to courses in the traditional classroom setting.
2.1 Time Management Skills
One of the biggest benefits of online learning is flexibility, but too much freedom can pose new challenges. To stay on top of your university workload and achieve your goals, it is recommended to use these two approaches:
Term Schedule: On a 4-month calendar, plot your course work, due dates, and other personal commitments.
Weekly Schedule: Set up a practical study schedule for yourself and stick to it. Students who succeed are those who follow their schedule and make progress every day. This is especially important after the novelty of online classes starts to wear off.
2.2 Communication Skills
Communication skills are vital in online learning. Instructors are willing to help their students, but they are unable to pick up on non-verbal cues, such as a look of confusion on a student’s face, in an online environment.
Here are some points to keep in mind:
- Use the tools provided by the school to communicate with your instructors (i.e. email, virtual classroom etc.)
- Use appropriate language in chat rooms and emails
- Join active classroom discussions to keep yourself up to date on what is happening during classes
2.3 Technical Skills
Most online schools have student orientation programs. These teach students how to use the school’s Learning Management System (LMS) and other online tools. It is important to familiarize yourself with the LMS that your university uses.
Online learners need basic technical skills to succeed. These include the ability to create new documents and navigate the internet to look up information. There are a variety of tutorials online that can help you develop basic technical skills.
In Conclusion…
Implementing these skills throughout the semester will help you in becoming a more successful online learner. Remember, perseverance is needed to succeed in online learning. Students who do well are those who work through technical problems, seek help when needed, set aside study time for each course and persist through challenges.
Bibliography
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pressbooks
|
2025-03-22T05:09:23.388529
|
08-16-2024
|
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|
https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/29/
|
Design 4: Embedded Activities
View Template Here
H5P is the Way to Be
Education is changing! The center of learning has shifted from a passive one-way communication towards an active and equitable practice. After years of being the second option, online learning is in the spotlight. The shift to virtual spaces has highlighted many possibilities that suit the interests of a new generation of learners. The traditional method of education provides the affordance of students being physically present, but classrooms risk falling into the trap of passive learning. Students favour grades over feedback, while learning has been reduced to how well you can memorize and regurgitate information. In contrast, online learning provides a more flexible and engaging environment that allows for a more customized learning experience.
Yet, every classroom struggles with the same question: How do I get students interested in learning? The answer is H5P. For your convenience, we’ve researched, created and compiled a list of the top 5 coolest, and accessible H5P interactives.
Interactive Video
At the top of our list is the Interactive Video! This is an excellent tool for enriching the learning experience. It offers a visual input of information, while simultaneously engaging the learner through knowledge checkpoints. This allows for a gradual, but entertaining gain of content knowledge. Interactive videos are a useful tool for lecturers to augment their students’ learning experience that not only helps the learning process but also adds an aesthetic to it.
In the cases of asynchronous delivery, lecturers can use H5P Interactive video features to upload video files of their presentations and enhance them with interactivity, such as descriptions and explanations, additional images, tables, multiple-choice, and fill-in-the-blank questions. H5P Interactive videos are a brilliant platform designed to attract students’ attention while watching the lecture presentation. For those who just want to skim the video, the navigation bar can be bookmarked. In other words, the video can also be sectioned into “sections” or “chapters,” giving the option to students who want to skip already known information. This adds to the flexibility of the interactive videos, in addition to questions that allow the student to skip to another section of the video depending on their feedback.
A drawback may be that the simple games or interactives enhance students’ memorization, but can make it difficult for open-ended questions or critical thinking. It should be noted that each video can be used to create “user-driven decision-making” if desired. Overall, this interactive does not require special software or multimedia skills.
Interactive video created by Lisa Koster on the H5P Studio and is licensed under CC-BY-NC-SA.
Branching Scenario (Beta)
Branching Scenario is a free HTML5 that allows multiple interactive contents to be combined in a branching scenario content type. It allows the author to present information in a unique way, capturing its audience by forcing interactions. These interactions are made by asking questions and completing activities in order to move to the next section. The main content types that can be combined are Course Presentation, Text, Image, Image Hotspot, Interactive Video and Videos. It allows Adaptive Learning as the user goes through varying subject related scenarios with the option to choose from a list of choices which all have customized response.
The benefit of Branching Scenario is that it focuses on dilemmas and scenarios using visual organization to interact with the readers. The ability to customize content and add multiple interactives allows the author to structure those content as a tree with multiple branches and endings. The main issue with traditional education is that there is a lack of interaction by both the students and course presenters, which the branching scenario effectively removes.
Some disadvantages of Branching Scenario come from all the content types that it allows users to add. Some content types lack read-aloud features, while the pan & zoom features cause issues when it comes to accessibility. This is still only the Beta version, so there is still hope that these issues may be resolved when the final update comes out.
Interactive Book
One of the coolest content types available in H5P is the Interactive Book. This content allows a student, educator, or user to collect a large amount of information and present it in user-friendly learning modules. Each of these modules can easily group together topics and be created to contain a variety of interactives that are engaging and open-source. The great thing about creating an Interactive Book is that it is compatible with other content types (i.e., course presentation, interactive videos, multiple-choice quizzes). This content is ideal for organizing a display of modules for learners based on specific units of study. While an LMS provides this same ability, the Interactive Book encourages the use of open-source material that may supplement outdated, inequitable, and expensive resources. For example, the creation of your own H5P book could replace an expensive or ageing textbook. Rather than relying on rote learning, students can directly interact with interactives, videos, and knowledge checkpoints. Once completed, results are provided in a summary of feedback for students to review their progress. The goal of these interactives is not simply to provide a grade, but to guide students through the different modules. Students are given the freedom to explore each topic at their own pace and through the convenience of a virtual and free platform!
Not only is this a great diagnostic or formative tool, but it also includes accessibility features for those visually and hearing impaired. The downside of including a variety of different content types is that the accessibility for each of those differ. While most of the interactives include read-aloud and keyboard functionality, there are instances where the degree of their effectiveness and practical use changes.
Image Juxtaposition
Tell visual stories using the Image Juxtaposition feature in H5P! Image juxtaposition is a content type that allows users to compare two images interactively. This content type Is ideal for comparing two images with a changing variable, e.g., showing the effects that a flood has on an area of your choosing. The slider that separates the images can either be horizontal or vertical. Not only does it look cool, but it could be a tremendous help for students in all disciplines.
The visual capabilities support diverse learners and can help solidify concepts or content knowledge. For example, in environmental studies, the image can display the before and aftereffects from diverse ecosystems vs non-diverse ecosystems. In the Biomedical discipline, the image juxtaposition can be used to show the before and aftereffects of CRISPR gene editing.
In terms of accessibility, there is a significant drawback. Unlike the other interactives in this list, Image Juxtaposition does not offer read-aloud or keyboard accessibility. While these are key features, it would be difficult to implement them on a purely visual application. Overall, the image juxtaposition has a unique way of comparing two images which could have a positive impact on student learning. The image can be published in the following systems: Canvas, Brightspace, Blackboard, Moodle, and WordPress.
Course Presentation
A good lesson provides a balance of information and critical engagement. Providing opportunities for students to be active participants in their learning is required, but content knowledge cannot always be evaded. The creation of engaging lecture slides is half the battle in keeping a good flow of information and creativity for any lesson. The use of different fonts, colours and inserting pictures and videos are all great tools to grab the viewers’ attention, as well as keeping them hooked on your words. Yet, does it have its limit?
There is a point in any lesson where feedback is required. Luckily, the Course Presentation is an H5P content type that allows for the integration of knowledge checkpoints to assess students’ level of understanding. Each presentation slide can embed a variety of multimedia that includes multiple-choice quiz, matching, scenarios, true and false, as well as other content types listed in this article! Not only can this strengthen content retention, but it can provide an active learning experience for students.
Conclusion
We’ve provided a list of our top 5 H5P interactives for you to try! Each of these content types offer an alternative method of learning that can be added to everyone’s professional toolbox. H5P offers students and users a platform to critically think and engage with course content, while also encouraging versatility in the learning process. Learners are provided with detailed and automated notes, and instructors can monitor their involvement through a library of H5P exercises. This kind of toolkit can be applied in schools, colleges and universities regardless of the discipline, as interactive videos maximize the students’ engagement and enhance their active and interactive participation. All in all, there is an H5P interactive that meets your educational needs!
Optional Resources
Bibliography
“How university open debates and discussions introduced me to open source” by opensourceway is licensed under CC BY-SA 2.0
Singleton, R., & Charlton, A. (2020). Creating H5P content for active learning. Pacific Journal of Technology Enhanced Learning, 2(1), 13-14. 1 Four Benefits of Interactive Video for Learning – Training Industry
Terada, Y. (2020, May 4). Powerful Model for Understanding Good Tech Integration. Retrieved from Edutopia: https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration
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pressbooks
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2025-03-22T05:09:23.408752
|
08-16-2024
|
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"title": "Creating Ebooks in Pressbooks",
"author": "Trevor Winchester, Harsh Bhavsar, madelyn, paesanom, Dave Cormier",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
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|
https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/design-2-video/
|
Design 5: Video
View Template Here
Keep it Simple – Teaching Online
View the written transcript for this placeholder video
Our fields all contain an abundance of information, and I get that its tempting to want to “cover all the content”. But you don’t need to. Seriously. It’s your course. You can teach fewer concepts, but work to make those concepts stick at a deeper level. It’s all too easy to fall into the traditional way of thinking: must. cover. content. Resist. Keep it simple.
This is a chance to rethink the structure of the concepts in your course. How many major concepts are necessary? What’s most important? Do away with the rest. Better yet, make them optional for students who want more (there are always a few).
Same goes for the tools you use. No need to get all fancy and have 5 applications going to run a 1-hour session, or record a 5-minute video. Keep it simple. Your students, and your future self will thank you.
Action:
Take a look at your goals/objectives and ask yourself if you really need that many of them. Review the different technologies/platforms you are going to use – will they cause confusion? Simple is usually better.
Optional Resources:
- What is Universal Design for Learning (UDL)? – Amanda Morin
- The Edtech Imaginary – Audrey Watters
- Digital Redlining Access and Privacy – Chris Gilliard
Bibliography
|
pressbooks
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2025-03-22T05:09:23.420698
|
08-16-2024
|
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"author": "Trevor Winchester, Harsh Bhavsar, madelyn, paesanom, Dave Cormier",
"institution": "",
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|
https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/design-9-audio-and-podcasts/
|
Design 6: Audio and Podcasts
View Template Here
Open Scholarship: We need to make peer review valuable
For my second discussion I reached out to Leddy Library librarian and long time open thinker Mita Williams to get a different perspective on open scholarship. Mita was kind enough to listen to the conversation I had with Lenandlar Singh so we continued that conversation right where we left off.
One of the key conversations that has come up in my exploration so far is that some of the things that I might call open scholarship is that all of it need not be called ‘research’ in order to be recognized by universities. A faculty member is credited for teaching, service and research. Could some of the actions we do in the open be credited as service? Can we think of open scholarship as moving towards research as it moves to artifact and peer review?
Other thoughts and comments from the podcast
- I think of open scholarship I think of it as the whole eco-system around open access.
- How does your public, open scholarship integrate into the longer term conversation in your field?
- Zines!
- What counts as ephemera?
- Metrics – we don’t just want to ask for numbers
- What I keep coming back to is ‘careful readership’. Whatever peer review system we use needs to be valuable.
- Lots more!
Optional Resources:
- Open Scholarship: Twitter Autoethnography? A chat with Lenandlar Singh
- Open Scholarship: Bringing the Human to the Scholarship with Martin Weeler
- Open Scholarship: A discussion about Responsibility with Alec Couros
Bibliography
Cormier, D. (2021, November 12). Open Scholarship: We need to make peer review valuable – Open Educational Practice Hub. https://uwinopenlearn.ca/blog/open-scholarship/open-scholarship-we-need-to-make-peer-review-valuable/
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pressbooks
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2025-03-22T05:09:23.432296
|
08-16-2024
|
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|
https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/design-5-textbox/
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Design 7: Textbox
This section includes:
Introduction
During a semester, there are many tasks that need your time, energy, attention, and care which can get stressful. To achieve your desired academic goals, you must find a way to balance the required tasks with your time, energy, attention and care. This section can help give ideas on how to find and maintain an academic balance to be able to do things you want to do, in a less stressful way.
Managing your time and energy so you can complete everything you need to be a key part of school. Poor management of these resources can lead to negative consequences such as poor productivity, decrease quality in assignment, and missed opportunities to further your learning and understanding. It can make achieving your goals more difficult and add unneeded stress.
An important part of managing your resources is that conflicts will occur. You will get new tasks to do when you’re already busy. To help you deal with this, the next part is about prioritizing your workload.
Knowing what assignments to do first, second, and third can help reduce stress, improve your resource utilization, and improve your academic balance as you work towards your goals. There are multiple methods of planning and prioritizing you can use but each has their positive and negative outcomes. Depending on the situation you find yourself in, the methods below can be used to help you focus on your important priorities.
Method 1: Important and urgent assignments
Description
This method of planning prioritizes the most important and urgent assignments to complete so you can stay on track to meet your goals. The other assignments are secondary.
Positives
Using this method will keep major activities moving forward and can be effective when you want to finish multiple assignments or tasks quickly.
Be aware of
This method requires you to pick the most important assignment to do, which can be difficult when you are given too many important assignments. Also, that the other less important or less urgent assignments can nag you and make you worry about not having enough time or resources to complete them.
Method 2: Build momentum
Description
Similar but opposite to Method 1, this method to prioritize is to do the easy and shorter activities first. The idea is to build momentum by completing smaller or easier tasks first then the larger, more important tasks.
Positives
With this method you can get more things checked from your to-do list, so you are able to get ahead in school. Every time you complete a task, it can give you a boost of motivation to continue studying.
Be aware of
It is easy to spend too much time and energy on minor tasks, so you may not have enough time or energy to do the difficult, important tasks. To use this method effectively, you must not make the short-minor task into long-minor tasks.
Method 3: Relative prioritizing
Description
This method of planning incorporates parts of Method 1 and 2 as it takes into accounts your resource capacity by mixing short, easy activities with the longer, harder activities. Instead of doing all the easy or hard activities back-to-back, you mix it up based upon your motivation for each activity. You can begin working on the major activities when your mind is fresh, then take it easy with easier assignments as you recover and rebuild momentum to tackle the next major activity.
Positives
This method can reduce the chances of getting mired down by the constant work demand of school. Changing the thing you are working to align with your resource capacity and motivation provides a better solution than Method 1 and 2 on how to keep productive.
Be aware of
To use this method effectively, you should not make short minor tasks into longer minor tasks. Finishing these shorter tasks is a way of building momentum to tackle other tasks quicker and better
Regardless of which method you feel best suits your situation, it is always recommended to write down the tasks and assessments.
- Working on a study assignment from start to finish in 1 sitting can end up taking a longer time than working on the same activity but in 2 or more times. Try to rotate between other study assignment or tasks to increase your productivity.
- After studying for numerous hours, you may get fatigued or receive diminishing returns for time and work quality. It can be an innovative idea to take a small break to refocus. Below are some recommendations from students:
- Get up and stretch for a few minutes after sitting down for so long. Yoga stretches can be used to stretch out your body and to refocus your thoughts.
- Spend a few minutes looking away from a computer screen, especially looking longer distances. Going for a short walk can be a part of this.
- The length of the break will depend on how fatigued you are. Sometimes the length will be a longer one day but shorter on another day.
- Grab a quick snack to eat. Refueling your body with food will help energize you and recover from a fatigued state.
Optional Resources:
Bibliography
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pressbooks
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2025-03-22T05:09:23.453493
|
08-16-2024
|
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|
https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/design-6-inforgraphics/
|
Design 8: Infographics
What is an Infographic?
An infographic is a collection of images, visual data such as pie charts and bar graphs as well as minimal text to give a quick understanding of the topic.
CAUTION: Canva has a very detailed data terms of services and privacy policy which explains the data they collect from users. Before using Canva, be sure to read their privacy policy. If this is something that concerns you, use at your own discretion. Other services to make infographics are Microsoft PowerPoint, Piktochart, and Visme, but this chapter will focus on Canva.
Sign Up
Once you have arrived at the Home page of Canva, you will see a Sign up button. You will need a name and an email address.
Starting Your First Infographic
Once you have signed up and logged in, you will see your profile at the top right as well as a “Create a Design” button to the left of your profile.
After clicking on the “Create a Design” button, a drop down menu will appear, containing numerous designs. Pick “Infographic”. You will then be greeted with a blank page and a side menu.
Side Menu
On the left side of the page, you will see 5 options:
- Templates
- Choose a template that suits best for your content
- Elements
- Adding shapes, graphics, pictures and more can help liven up your infographic
- Uploads
- Upload images, videos and audio to use in your design
- You can also record yourself using your device’s camera and or microphone in this section
- Text
- Include text headings with multiple font combinations to add variation to your infographic
- More
- Allows you to access more content to create amazing designs
- Includes apps and integrations as well as popular websites you can embed to your design
Optional Resources:
Bibliography
|
pressbooks
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2025-03-22T05:09:23.465796
|
08-16-2024
|
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|
https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/design-8-story-telling/
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Design 9: Story Telling
The Tragedy of Hamlet, Prince of Denmark
Act I
Scene 1
Elsinore. A platform before the castle.
FRANCISCO at his post. Enter to him BERNARDO
BERNARDO
Who’s there?
FRANCISCO
Nay, answer me: stand, and unfold yourself.
BERNARDO
Long live the king!
FRANCISCO
Bernardo?
BERNARDO
He.
FRANCISCO
You come most carefully upon your hour.
BERNARDO
‘Tis now struck twelve; get thee to bed, Francisco.
FRANCISCO
For this relief much thanks: ’tis bitter cold,
And I am sick at heart.
BERNARDO
Have you had quiet guard?
FRANCISCO
Not a mouse stirring.
Questions To Ask Yourself
- What can you infer about the state of Demark based on the first few lines?
BERNARDO
Well, good night.
If you do meet Horatio and Marcellus,
The rivals of my watch, bid them make haste.
FRANCISCO
I think I hear them. Stand, ho! Who’s there?
Enter HORATIO and MARCELLUS
HORATIO
Friends to this ground.
MARCELLUS
And liegemen to the Dane.
FRANCISCO
Give you good night.
MARCELLUS
O, farewell, honest soldier:
Who hath relieved you?
FRANCISCO
Bernardo has my place.
Give you good night.
Exit
MARCELLUS
Holla! Bernardo!
BERNARDO
Say,
What, is Horatio there?
HORATIO
A piece of him.
BERNARDO
Welcome, Horatio: welcome, good Marcellus.
MARCELLUS
What, has this thing appear’d again to-night?
BERNARDO
I have seen nothing.
MARCELLUS
Horatio says ’tis but our fantasy,
And will not let belief take hold of him
Touching this dreaded sight, twice seen of us:
Therefore I have entreated him along
With us to watch the minutes of this night;
That if again this apparition come,
He may approve our eyes and speak to it.
HORATIO
Tush, tush, ’twill not appear.
BERNARDO
Sit down awhile;
And let us once again assail your ears,
That are so fortified against our story
What we have two nights seen.
HORATIO
Well, sit we down,
And let us hear Bernardo speak of this.
BERNARDO
Last night of all,
When yond same star that’s westward from the pole
Had made his course to illume that part of heaven
Where now it burns, Marcellus and myself,
The bell then beating one,–
Questions To Ask Yourself:
- Why has Horatio joined the 2 watchmen?
Bibliography
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pressbooks
|
2025-03-22T05:09:23.481787
|
08-16-2024
|
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"url": "https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/design-8-story-telling/",
"book_url": "https://ecampusontario.pressbooks.pub/pressbookdesigntemplates/chapter/using-our-pressbooks-templates/",
"title": "Creating Ebooks in Pressbooks",
"author": "Trevor Winchester, Harsh Bhavsar, madelyn, paesanom, Dave Cormier",
"institution": "",
"subject": "Reference, Information and Interdisciplinary subjects"
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|
https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/an-introduction/
|
An Introduction
Two elements at play in the project
The building and refining of a 4 university alliance within Northern Ontario
Prior to this project, an unofficial alliance had been formed between Lakehead, Laurentian, Nipissing and Algoma universities to support their smaller centers of teaching and learning, and their common strategic initiatives, through collegial sharing of resources and faculty development opportunities. At the outset of the pandemic, this group co-hosted the Borealis Summer Institute for Teaching and Learning in 2020.
This collaboration formed the foundation of partnership for the Encouraging Faculty Development Through Micro-Credentialing VLS 2.0 project proposal as it provided an opportunity to utilize a real project to formalize the impact this alliance could have, to support these centers, and Northern Ontario university faculty effectively.
Benefits
- Ongoing discussion between these centers occurred throughout the project that would not have been otherwise possible, and
- Leadership involvement allowed for discussion on specific elements of the alliance that would be supported, and to identify processes that could be tested and refined (notification of shared events/workshops, personnel who could market shared events/workshops, etc).
Challenges
- This element made the mapping and reward system a much more complex endeavor (pathways needed to be relevant/possible for all faculty across all universities),
- Not all centers offered the same events/supports, making each university ‘unique’, and
- Not all centers were ready to frame their offerings in such a way that ‘evidence’ could be provided (key badge award criteria) as validation of upskilling/mastery.
The building and refining of a reward and recognition system
Previous to this project some reward elements (badges/certificates) were being issued in some workshops/events, some of the time, across multiple platforms (Credly, LMS, center-created, etc). There was no transparent connection between rewards that offered faculty explicit direction to scaffold/ladder their learning.
The use of eCampusOntario’s Passport functionality, along with a CanCred Pro account allowed the group of 4 members in the Northern Ontario Universities Alliance (herein referred to as NOUA) to create a dedicated space for their faculty, and to implement the overarching goals and tasks outlined in the VLS 2.0 proposal submitted.
These platforms/spaces allowed for a robust series of badges, and a set of development pathways that link these badges together, to be created/implemented so that they could be available to all NOUA faculty.
Benefits
- To amplify the offerings of each institution, so that instructors at all institutions can attend training offered by all member universities,
- To allow workshops/events to be delivered, which may not have run at a single institution due to small enrollment numbers,
- Financial commitments to offer a full scope of faculty development offerings is reduced, and
- Staffing commitments to offer a full scope of faculty development offerings is mitigated.
Challenges
- Scheduling emerging support events is often ‘on the fly’ and so may not provide enough notice to other alliance members
- Securing an Alliance Lead for each institution to collaborate on the maintenance and currency of the system, and to review badge applications on an ongoing basis, and
- The transition from system development to sustainable and integrated element of each center (post VLS) will need to be managed
Project Proposal Goals/Tasks
The Teaching Commons (Lakehead) and Teaching Hub (Nipissing) proposed to develop and pilot a system of reward and recognition within the NOUA that supports faculty development, in ways that are appropriate to current teaching and learning environments, while recognizing faculty who improve their practice in large and small, formal and informal ways by;
- Mapping the landscape of development opportunities open to instructors within the universities of the NOUA,
- Recognizing informal and non formal acts which positively impact teaching development/excellence,
- Building a set of pathways instructors can follow, to develop in areas of;
- highest determined need, and/or
- highest determined interest
- Using these pathways to guide the execution of future development opportunities within and beyond university centers of teaching and learning.
The expectation from the integration of a badging system, to the educational development practice of NOUA centers is community growth and deeper learning, in increasingly flexible ways, which meet faculty where they are at, and motivate their continued growth and development.
Proposed Project overarching Question
How will university centers of Teaching and Learning, to encourage faculty experimentation and growth, reward (faculty) educational development in ways that honor the complexity of educational development practices?
Proposed Project Design Questions & Assumptions
The project design aimed to answer the following questions, originating from the following assumptions;
Questions & Assumptions
Design and Development questions:
- What approaches to rewarding experimentation and growth encourage further experimentation and growth?
- What reward characteristics contribute to the legitimacy of micro-credentialing at an institutional level?
Aligned to design assumptions :
- by making the self-directed, informal and formal ways that faculty improve their practice explicit, we create pathways that encourage long term participation in educational development practices (generally across all NOUA institutions), and
- by adding rewards for self-directed and informal activity to our current formal workshop credentials/rewards the NOUA will increase faculty participation in formal activities, and in emerging conversations that connect educational practices to varied contexts (specifically within each institution).
|
pressbooks
|
2025-03-22T05:09:23.495826
|
08-17-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/front-matter/background/",
"title": "Creating Faculty Development Pathways Through Badging",
"author": "Lisa O'Neill",
"institution": "Algoma University, Lakehead University, Laurentian University, Nipissing University",
"subject": "Education, Competence development"
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|
https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/recommendations-for-your-implementation/
|
Recommendations For Your Implementation
Recommendations for others Universities/Alliances
Based on the collective experience from project team discussions, implementation changes, and the desire to help you ‘future-proof’ your own implementation, we would like to provide you with a collection of recommendations.
Key recommendations that a project similar to our own should follow are;
The above infographic can be better informed with aid of the following detailed list of recommendations.
Suggested practices for forming alliances
- Taking the idea of a reward and recognition system to full fledged alliance is not a light switch, it’s a process,
- Events that are supported and shared help to build a richer set of offerings across all member institutions,
- Start small and build relationships across institutions to see what blossoms,
- Reach out to other universities to help you with problem solving or gap filling,
- Allow for concerns to ‘just sit there’ (eg. what if leadership changes?) during the formation process. These questions connect to discussions around the degree to which the alliance should be ‘formalized’, and these take time,
- Recognize the scope of each center, and the manner in which each can contribute, accepting various degrees of participation,
- Incorporate events/discussions/etc that build trust between centers,
- ‘Alliance Lead’ role should be formalized for each center, assuring that any staffing change/downsizing is planned for,
- Alliance Lead ‘tasks’ (maintaining space, reviewing applications, collaborating with other leads, etc) should also be the person to communicate shared events as a means of making efficient communication channels, and
- The ‘contributions’ of each member should be transparent, but will only be ‘on balance’ long term (eg. scheduling, speakers, marketing, platform supports, etc).
Suggested practices for mapping current and future offerings
- Where centers have persons employed with soft funding, do these people offer unique events? Determine, in a pathway, if it can continue to be offered (to assure the pathway is future-proof),
- All rewards placed in the system should be made available to faculty within a ‘reasonable’ time,
- ‘Reasonable’ time is flexible and so the alliance should agree on a set of strategies that can be put in place to allow faculty to ‘quickly’ participate in self directed offerings, or choose ‘down the road’ facilitated options,
- The alliance can support the offerings and ‘balance’ the offering load in some cases some of the time
- Future offerings not yet known need to have a ‘space’
- Auditing pathways each year for currency
- Topical/emerging pedagogies/strategies are not always accounted for in ‘big’ systems
- Creative commons license an offering wherever possible to share offerings across alliance members
- Record visiting scholars, gaining permission for ‘open sharing’
Suggested practices for validating faculty self-directed learning
- Inclusion of the ‘application’ mechanism within the Faculty Development passport that asks for evidence or reflection to occur as a part of the reward process
- ‘Alliance Lead’ audit of self directed (SD) learning, within the public domain, so that current/future gaps can be filled (maintaining validity)
L: authority to encourage faculty to participate in SD learning, and can direct toward the passport as a valid means of accomplishing SD learning that is valued - Leadership communications should promote development opportunities of all forms as they have a full faculty distribution list. This is currently a practice for formal learning offerings/events but must be expanded to include self directed learning that is embedded in the FD passport space
- Development of statement/agreement that can be shared with other academic leaders, that supports the validity of self directed forms of professional development
- Annual check ins of VP Teaching & Learning (or equivalent roles) within the alliance to assure support/value of development in all forms
Suggested practices for creating a shared/alliance space
- Staff/admin/developer change/downsizing needs to be expected with documentation/guides developed to make the system future-proof
- Alliance members are open to sharing. This is fundamental to the building of an impactful alliance. This benefits the passport space also in that it allows ‘back-linking’ to alliance member sites/resources/etc
- ‘Alliance lead’ role is most aware of the platform/space and is a ‘go to’ person for anyone who may have questions/issues arise
- Auditing process led by the ‘alliance leads’ to assure continuing offerings are represented in center yearly schedules, and new/trending
|
pressbooks
|
2025-03-22T05:09:23.508868
|
08-17-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/front-matter/background/",
"title": "Creating Faculty Development Pathways Through Badging",
"author": "Lisa O'Neill",
"institution": "Algoma University, Lakehead University, Laurentian University, Nipissing University",
"subject": "Education, Competence development"
}
|
https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/aligning-universities/
|
Aligning university offerings to design the space
The process of Aligning our Universities’ centers
We undertook a three phase alignment process at the beginning of this project. To begin, each institution shared their annual teaching and learning offerings within a mapping document format (see mapping section). Examples of this include Lakehead University’s EdMedia Protege (EMP) Program, and Nipissing University’s annual offering of the Designing Quality Tech-Enabled Learning Experiences course. These maps helped the project team expose what faculty development outcomes our centers currently supported, and the activities that faculty engaged in within center offerings/events. Once done, we could then see the strengths and the diversity of each member institution offering, and the offerings in alignment across our centers of teaching and learning.
As a next step, we sought to achieve increased alignment by grouping offerings/events into logical and legible development pathways that faculty could follow (to connect each offering/event). Each pathway provided a central theme (for example, ‘Humanizing Learning’ or ‘Teaching with Tech’). During this process we also identified gaps in our offering, so that we could discuss areas of improvement. This was extremely instructive as each member in NOUA looked forward to planning future teaching and learning offerings at each university.
Finally, we sought to supplement our offerings with open and accessible external faculty development opportunities. This was done by looking at the many resources from the first round of Virtual Learning Strategy projects, and choosing what was applicable to our teaching and learning context. This final step helped to bridge our identified gaps by leveraging open and accessible faculty development offerings/events that each of the universities believed to be valid and impactful.
The process of Designing our shared space
Challenges with selecting a ‘Faculty Development Passport’ space
The proposed platform for the build of the Faculty Development Passport was Badgr. During project startup Badgr changed ownership, causing many months to pass with company representatives ‘stalling’ the team’s ability to implement the prototype within Badgr.
Once a meeting was possible, the new Badgr cost, now under new ownership, was significantly higher than originally discussed. As a next step, the team looked to either i) build a custom space that allowed for faculty to interact with development maps, and link to badge requests, or ii) connect to other badging platforms/functionality that could support the mapping of NOUA faculty development opportunities.
After review it was determined that building a custom faculty development passport space could not be done within the timeline committed for this project.
At the time of this project’s launch (April 2022) CanCred and eCampusOntario were working to pilot the use of CanCred ‘spaces’ functionality, linked to the eCampusOntario Passport already known to many Ontario faculty members. The expected release of these upgrades was unknown at the time of our original inquiry, but the team was confident that by the time the design was complete, the platform and support provided would allow for basic supports and interactions to be tested.
Approach to designing the Faculty Development Passport space
In the end, for this project, once CanCred released the Open Badge Factory spaces and minimaps functionality in the Fall of 2022, the team moved quickly to build out a prototype space for faculty co-designers to utilize, in order for them to be able to provide feedback. Maps previously created for offline access, having been refined by co-designer feedback, were built into the space. Within the simplified functionality provided by spaces and minimaps, visual communication elements (color, iconography, layout, etc) were tested to determine if they were perceived accurately by our co-designers. This is a critical step to help with the perceived ‘ease of use’ for all NOUA faculty, utilizing the development passport space. The team went with standard/common communication elements knowing that the co-designers would use the space in ‘beta’ to communicate their perceptions of ease of use of the Faculty Development Passport in phase 2. Two more iterations were needed to refine these choices thanks to co-designer and critical friend feedback.
|
pressbooks
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2025-03-22T05:09:23.518760
|
08-17-2024
|
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"url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/aligning-universities/",
"book_url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/front-matter/background/",
"title": "Creating Faculty Development Pathways Through Badging",
"author": "Lisa O'Neill",
"institution": "Algoma University, Lakehead University, Laurentian University, Nipissing University",
"subject": "Education, Competence development"
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|
https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/setting-agreements/
|
Setting agreements for alliance & space
The process of setting alliance agreements
Moving forward, how the NOUA becomes more formal, then its current informal nature, is a key conversation. Senior Teaching and Learning Leadership from Lakehead and Nipissing Universities met to discuss “what’s next?”
As one might expect this led to more questions than answers:
Considerations for Faculty members
- Where does this faculty development sit – voluntary or mandatory?
- If voluntary, is there potential it could create a two tiered system among faculty? What impact might this have on tenure and promotion or merit evaluations?
- If mandatory, what are the implications for systems such as tenure and promotion, merit, collective agreements, etc?
- Would the passport be viewed/used as a “carrot” or a “stick” in encouraging and supporting better instructors in the university sphere?
Institutional Considerations
- Are there levels of congruency amongst some of the alliance partners, but not others? Is that OK?
- How do we make this alliance sustainable given all the universities’ different financial and priority constraints, sizes of T&L Centre teams, etc.? Given the variability amongst institutions, we are open to varied participation across the institutions, over time.
- What might a larger and more formalized alliance look like – is NOUA on a trajectory towards the Maple League (https://www.mapleleague.ca/)?
Discussion has led to standardized agreement elements being set up. If you are looking to implement a similar alliance, NOUA suggests that your agreement include;
| Always include NOUA (all ** must be true) | Sometimes include NOUA | Not possible to include NOUA |
| ** Where the number of participates does not have a maximum | Where # of participants is limited and is hybrid/online BUT registration is low: notify designate person from each alliance Uni 3 business days prior to workshop start to promote. | One on one support/mentorship |
| ** If no significant assessment of learning | Self-directed learning award approvals (must be done by faculty Institution) | |
| ** Delivered in hybrid/online manner. Event location must allow for external persons to view (using ‘canned account’ or other means).
|
||
| Self-directed learning courses/workshops gifted to other Uni’s in Alliance, with agreement any assessment is done by delivering Uni. Updates are responsibility of each Uni. | ||
| Publicly accessible virtual events (eg. Teaching Techniques of the Holidays series: 2020 ; 2021 ; 2022) |
|
pressbooks
|
2025-03-22T05:09:23.529960
|
08-17-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/front-matter/background/",
"title": "Creating Faculty Development Pathways Through Badging",
"author": "Lisa O'Neill",
"institution": "Algoma University, Lakehead University, Laurentian University, Nipissing University",
"subject": "Education, Competence development"
}
|
https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/codesigner-inputs/
|
Leader & co-designer input to develop & refine
To initiate the project draft designs for development pathways were created based on the current offerings from within each member institution. Draft designs were produced to share with faculty and leadership to help them provide input to the reward process and the Faculty Development (FD) Passport space. Co-designer input also helped to beta test the FD Passport, in order to assure its ease of use, and value to both parties (faculty and their institutional leaders).
The process of leadership involvement
Including senior leadership from the teaching and learning centres created the opportunity to ensure that institutional perspectives were included in the space design, as they identified key priorities and alignment with strategic objectives common among universities. They also assisted in creating and embedding appropriate language to support and reflect the institutional perspectives, while aligning with and being accessible to faculty users. Importantly, they also Identified potential barriers to faculty participation and engagement related to contractual obligations and the comprehensive nature of faculty positions.
The process of co-designer involvement
Faculty as co-designer
A set of 12 faculty co-designers were identified from across all 4 universities within the alliance. An agreement was set up to make transparent their expected contribution to the project. Three tasks were asked of each co-designer;
- Share their current state of practice, and their prior knowledge/expectation around reward and recognition,
- A 2 hour small group discussion, guided by design documents, in order to gather detailed feedback about their current practices for professional development, their expectations of their institution for assistance, their thoughts about the proposed design/goals of the system, and
- Use of the FD Passport in its beta form in order to refine the space prior to it being made accessible to all NOUA faculty.
Faculty co-designer Badge in recognition
Initial feedback was provided by co-designers in the form of a questionnaire, and as a follow-up a focus group discussion was implemented to gather detailed feedback. These elements helped to build the initial space for reward and recognition of faculty development activity.
Once co-designers utilized the space, the final feedback mechanism was implemented (built into the space). Each co-designer shared their response to a series of questions through the platforms ‘badge application’ functionality. These answers formed the final co-designer feedback element: their perceived value of the space they explored. Based on the completeness of their answers, by review from an Alliance Lead, a badge was issued for their contributions.
Co-designers prompts in the badge application, as a method of collecting final feedback data, and reward members for their contributions:
- Describe your favorite map/pathway. Why are you interested in it? In attempting to connect to it did you have any barriers [something that did not work as you expected]?
- Please share the perceived impact that you expect following this map/pathway will have on you/your teaching.
- Share one challenge you have identified, and any suggestions you have to resolve it, that the space presents in helping you to develop new/novel teaching and learning strategies.
Insight in to favorite pathways
Theme: Growth in confidence, knowledge, and tools
“Most of us don’t know what the heck we’re doing [in relation to decolonizing learning] but we want to be doing it and doing it well.”
“Decolonizing learning . . . is something that I have always wanted to focus on and learn how I can incorporate new practices that embrace the different ways of being and learning.”
Thoughts on perceived impact
Theme 1: Improving the learning experience for students
“Better classroom learning environment … feel welcome and appreciated … I can see that will improve my teaching practice … create more effective digital assets (ie videos) that my students will love”
Theme 2: Clear, manageable workload
“Small doable action items … make a small change to my courses on a yearly basis … [still needing] clear guidance and progress tracking for what “bite size” pieces I can complete when I have the time.”
In response to challenges they faced during the beta phase:
Theme 1: Help me understand the WHY
“Helping the faculty member understand WHY they would pursue particular pathways would be a good starting point.”
Theme 2: Design and functionality
“There isn’t always consistency in how these are displayed. I would like/prefer them all to look like the Online Facilitator Star OR at least say to click on the badge.”
Faculty as critical friend
Once faculty co-designers had completed the tasks outlined above, and after initial changes were made, additional university faculty were called upon, in order to incorporate alternative perspectives of those who would experience the space.
The process involved an initial meeting with the faculty member to discuss the basics of badging, and the project goals. The faculty member was then invited to the space where they were asked to utilize the guidebook, and the space to ‘embed’ themselves into the NOUA passport community. Another meeting was then held to review critical friend journal notes, in order to make final revisions to the guidebook, revisions to the pathways (mainly the way that they were viewed and interpreted by faculty). This step helped with final changes and identified some (previously unknown) just-in-time training that could occur, for areas needing further support/tutorial.
Indigenous curriculum specialist, and EDI team as critical friend & pathway developers
The Lakehead University Indigenous Curriculum Specialist and EDI team were called upon to conduct a review of the Faculty Development Passport space. This review, as critical friends, helped the project team to consider some very important questions that directly impacted the experience our faculty have when seeking/participating in faculty development.
Changes made the to space resulting from this review;
- Navigation of the space makes explicit the types of learning experience (self directed, collaborative, etc) that each event/offering provides. This will help indigenous faculty learners see experiences that the prefer, and those that precede/follow. This will also benefit all faculty who are drawn to specific type of learning and development opportunities.
Longer term discussions/tasks resulting from this review;
- A review of all offerings will will be done to identify covert and overt elements of each offering that support i) indigenous faculty learners ways of knowing and being (groups work, storytelling, etc), and ii) embed content and resources that work to decolonize the experience (eg. example of digital storytelling changed from bobby on the bus to fern calling the circle).
- A review of offerings to offer a wider compliment of chose between self-directed and facilitated offerings to caters to the widest possible set of preference and constraints faculty may have and any time.
Other contributions to this project were the creation of development pathways which could i) guide faculty to instill decolonizing practices, and ii) guide faculty to instill inclusive practices.
This is a much larger task than this project allows for but with the space already built, and guidance already provided, the implementation of this pathway can be aligned to all other pathways already implemented. The pathway design template (see mapping pathways section for format), will be utilized to speed up the pathway design prior to its’ implementation within the FD Passport.
The impact from leader and co-designer involvement
Once other university members were provided access to the space direction needed to be provided to aid in the navigation of the eCampusOntario space. A meeting with all co-designers to introduce them to the space was helpful in this process. Alongside this a draft guidebook was created for use by the co-designers. The feedback provided by the co-designers about their use of the space was affected by the completeness of the guidebook provided.
After initial use a review of the guidebook was also completed by critical friends to help with this documents completeness. It is now hosted on the homepage of the NOUA Faculty Development Passport space, to serve as a critical new member’s ‘orientation’ resource.
|
pressbooks
|
2025-03-22T05:09:23.544191
|
08-17-2024
|
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"url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/codesigner-inputs/",
"book_url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/front-matter/background/",
"title": "Creating Faculty Development Pathways Through Badging",
"author": "Lisa O'Neill",
"institution": "Algoma University, Lakehead University, Laurentian University, Nipissing University",
"subject": "Education, Competence development"
}
|
https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/closing-remarks/
|
Closing remarks from the project team
Those of us on the Encouraging Faculty Development Through Micro-Credentialing project team, hope this resource is helpful to people considering the build of a faculty development reward and recognition system at their University, or for their region.
In closing; a few final remarks from the project team:
Algoma University
“It is tremendously exciting to get to contribute to something that I believe adds up to more than the sum of its parts. This project has given Northern Ontario universities the opportunity to pool resources and give faculty access to developmental pathways that might otherwise be unavailable. While we may be geographically isolated by the vastness of the North, it is partnerships like this that help bring our institutions close together.” Dave Jamieson
Lakehead University
“When teaching and learning centres are small (in terms of staff), it is wonderful to be able to share resources and experience across institutions – we are able to provide more and varied training opportunities through the collaboration. However, sustaining the opportunity requires commitment and intentionality, that is sustained by careful thought and planning. The importance of relationships can not be minimized.” Dr. Rhonda Koster
“Effective teaching practices, that support learning, is a complex process to master, and continues to evolve with and through technology. Centers of teaching and learning live and breadth faculty development as a means to support engaging and enjoyable learning experiences. Because we appreciate that is incremental and long term, so a significant commitment, every tool we can employ to support and reward this development investment is appreciated. Expecially in areas where we are under resourced to meet all of the areas where this commitment is being made!” Dr. Lisa O’Neill
Laurentian University
“This project has provided the opportunity to work with our educational partners in Northern Ontario to provide a variety of teaching development opportunities. These in turn have allowed faculty to customize their individual paths as teachers and have strengthened the collective missions of our teaching and learning centres.” Bettina Brockerhoff-Macdonald, PhD
Nipissing University
“Most Ontario universities are large and located in major populations centers. As a small, regional university, Nipissing is neither. Thus, we’ve always seen the need to collaborate, and start small, in order to create big change. Teaching and learning is the “bread and butter” of a university, and thus cooperating with our Northern partners in this area was a perfect fit. This project built on a relationship of trust and empowerment that we mobilized in early 2020, and as we move forward the need to share training and development opportunities and document the interconnectivity is even more important.” Dr Patrick Maher
“Working on this project, and seeing it come to life through co-design, was so rewarding. As a member of a small but mighty teaching and learning centre, it is so valuable to work alongside others and to strengthen the teaching and learning landscape in our region. Providing opportunities to share programming and ideas with the other NOUA institutions serves to strengthen all of our faculty development work” Heather Carroll
|
pressbooks
|
2025-03-22T05:09:23.554432
|
08-17-2024
|
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"url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/closing-remarks/",
"book_url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/front-matter/background/",
"title": "Creating Faculty Development Pathways Through Badging",
"author": "Lisa O'Neill",
"institution": "Algoma University, Lakehead University, Laurentian University, Nipissing University",
"subject": "Education, Competence development"
}
|
https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/faculty-contributions/
|
Faculty Co-designer Contributions
Faculty co-designer contributions helped the team validate the direction the project was headed. It also helped the team to refine the FD space functionality, and pathway development so that they were more likely to be perceived as interesting and valuable pursuits to all faculty within the Northern Ontario University Alliance.
Elements of data gathered from faculty co-designers – A top ten list
Element # |
Element description |
Element usage |
Stage of data gathering |
1 |
background/context |
To sort data gathered from usageTo report on any patterns forming from usage by years previous experiences |
1: questionnaire |
2 |
‘Common’ approaches to development |
To see if reproducing these connected to passport has pos effect on ‘uptake’ |
1: questionnaire |
3 |
Specific expectation of Uni/employer |
To learn about practices/supports that will be well receivedTo validate current offerings aligned to expectations so adjustments can be made |
1: questionnaire |
4 |
Motivating factors that have faculty prioritize T&L development (in relation to other priorities) |
To learn about practices/supports that will be well receivedTo validate current practices/communications aligned to these factors so adjustments can be made |
2: focus group |
5 |
Feedback on Passport chosen ‘top levels’ (rockstar) of development pathways (finishlines) to determine validity/ and value |
To adjust final pathways so they reflect motivation, expectations, and value to co-designersTo compare to leadership strategic ‘top level’ development categories |
2: focus group |
6 |
gathering/brainstorming development areas of personal interest to each co-designer |
To create patterns from individual contributions |
1: questionnaire |
7 |
Feedback on functionality of system built in draft |
First impressions, compared to long term use to determine marketing, and job aids for other faculty |
3: system use & journalling |
8 |
Analytic data on use of the system |
Frequency of ‘acceptance’ of the system oas designed |
3: system use & journalling |
9 |
Reflective feedback from use of the system |
To report on initial ‘value’ of system to usersTo identify, and implement refinements to system prior to wide spred use |
3: system use & journalling |
10 |
NOUA previous study reports provided by alliance members |
0: backgroundin |
Highlights from questionnaire contributions
- when sharing the draft map/paths it was stated that language used for the badge ‘levels’ can be mis-interpreted
- indigenization and equity within one pathway was flagged [whether these can/should be combined or should follow separate paths]
- faculty are open to many methods of developing self since covid though a return to campus for our students implied that tech-enabled development areas are now less necessary
- general descriptive language is important to the interpretation of ‘stations’ in the draft maps/pathway shared
- faculty invest a lot of time in their development (both formal and informal)!
- faculty questioned showed evidence of being great self-directed learners
- mid-career faculty are doing their development a bit differently and doing so in less time than early and late career faculty [utilizing student, conference, and industry]
Highlights from focus group interviews
How faculty co-designers apply their learning; their ‘evidence’
Focus group discussion asked faculty to share learning that they applied to the ir practice, that they are proud of. There were asked to provide what they beleived to be evidence of this application. this helped the project team to consider an approach to rewarding self directed learning in an evidence-based manner.
Responses:
- I took the time to learn the advanced features of the LMS, and have been sharing with others to encourage consistency in the student experience, also sharing analytics for reporting purposes. My course is proof of concept for this learning… it has my SCORM session and H5P workshop learning applied.
- Grant funding helped me to develop databases and websites for folks who don’t have geographical access to a campus. I use these sites for T&L.
- Through time in workshops and course I’ve adjusted my course to have no exams, no tests; just research-based pedagogy. I now am connecting ‘people places and events to the land’. My evidence = My students’ course work product, I have a book chapter forthcoming – My creation/use of burn stereotypes [‘pyro epistemology’].
- I had issues procuring a textbook for my course, so I researched OERs & opened community work. I looked at OER databases and spoke to colleagues to find textbook replacements resources. My evidence: My found oer’s, the way I have been remixing them, and my work to find a likeminded community to provide resources to students.
- My attendance at annual conference for PD: The ‘CAAA’ helped me to gather EdTech tools and then data. My evidence: in speaking with students about the value of this data, their improved course grades, my recently published paper on using doodlecastpro.
- I participated in book club: It was valuable to learn from education professors (outside of my discipline). I was encouraged by them to make small changes in classroom such as encouraging students to form study groups. I’ve watched my students do it, create whatsapp. I have benefited from the encouragement, and am getting feedback from current students (about what they are learning in their study groups) to share with the next students.
- It seems that academics were (previously) never trained to deliver content online. I was humbled by watching myself on video, and I had to learn how to illustrate the same concepts online that I was already able to do on campus. I worked to de-constructing how to teach by watching self and learning how to be more engaging. I learned in practice without formal workshop support.
- I attended workshops for best practices in online teaching: As a result I did ‘chunking’ my course in to shorter segments; I changed assessment / quizzes to move away from clickers. My evidence: My learners satisfaction, that I get less ‘excuses’ from students.
- I took workshops early in the pandemic, and also talked with colleagues about tips they wanted to share: I keep trying different ideas that I am getting from workshops and discussions, and adjusting based on those in order to relate the course activity to my students daily life, in ways that can help them to apply their own creativity.
How faculty co-designers perceived themes in faculty development
When looking to create pathways that faculty can interpret with ease, and which they are motivated to participate in, the ‘clustering’ of badges and terminology used is critical.
Faculty co-designers were asked to share their perspectives and issue with two thematic approached to pathway development:
- the timeline for faculty practice/experience, and
- the development themes that occur during faculty practice/experience.
Responses:
Theme based pathways
|
Seniority based pathways
|
Team discussions resulting from focus group input
The project needed to clearly delineate private development events from public/shared events within the alliance. NOUA should agree to create a ‘6 month development ‘calendar for each institutions shared events/workshops, and post it in the passport space as so that 2 times each year this detail is available to faculty for development planning.
This will also help with any future badge developments/creation to account for emerging practice supports. Also needed is to determine how new offerings can provide ‘evidence’ for reward issuing.
Highlights from system use and journalling
Favorite maps/pathways, why they’re interesting, and the perceived impact expected by following them:
- Teaching with Technology
- “I was most interested in the teaching with tech mini map. As someone who has investigated a variety of digital teaching tools and incorporated several into individual courses, I was excited to see what additional training might be offered through this pathway.”
- “I am most interested in the Teaching with Tech Rockstar pathway. This is most interesting to me as I have a strong interested in technology, both inside and outside, of the classroom.”
- “I think I will be able to pick a few things up from it, and it will focus my efforts to improve my courses. Hopefully I can implement it into D2L and set an example for others in my faculty. I also hope it will help me create more effective digital assets (ie videos) that my students will love.”
- Decolonizing Learning
- “I really see a lot of value and it is a way to formalize a commitment to incorporating ways of knowing in a culturally responsive and respectful framework. We, as a community, talk alot about reconciliation but we don’t always have the tools or perhaps the confidence to use those tools. I think that this pathway gives us both.”
- “At a personal level, I think decolonizing learning will add a lot of value, this is something that I have always wanted to focus on and learn how I can incorporate new practices that embrace the different ways of being and learning.”
Challenges identified, and suggestions provided to resolve them, that the space presents in helping faculty develop new/novel teaching and learning strategies:
- Lack of familiarity with emerging platforms for FD and badging
- “I am not sure if it is a challenge or if it is just me, but I found it hard to start when I hit the landing page. I think that this is just due to my lack of familiarity with the platform, but I had to familiarize myself through trial-and-eror before being able to feel more comfortable with where to go and where to find different items. For example, I did not find it very intuitive to instantly find the maps/pathways. So, I had to explore a bit before I could find what I was looking for.”
|
pressbooks
|
2025-03-22T05:09:23.581287
|
08-17-2024
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/faculty-contributions/",
"book_url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/front-matter/background/",
"title": "Creating Faculty Development Pathways Through Badging",
"author": "Lisa O'Neill",
"institution": "Algoma University, Lakehead University, Laurentian University, Nipissing University",
"subject": "Education, Competence development"
}
|
https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/mapping-templates-examples/
|
Mapping Pathways; Templates & Examples
Mapping faculty development in centers, utilizing meta themes
A template that maps a meta study of faculty development themes:
Building badge ‘stations’, and pathway ‘maps’ to guide faculty development
An example that outlines the build of NOUA initial pathways within their faculty development passport:
Building station applications to aid faculty providing development evidence
A template that outlines the requisite elements to implement a badge application process within the CanCred system. This application process can be ‘pushed’ to workshop/event finishers or available within the faculty development passport to allow members to ‘pull’ a badge by submitting evidence of completion/competence:
|
pressbooks
|
2025-03-22T05:09:23.591697
|
08-17-2024
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/chapter/mapping-templates-examples/",
"book_url": "https://ecampusontario.pressbooks.pub/creatingfacultydevelopmentpathways/front-matter/background/",
"title": "Creating Faculty Development Pathways Through Badging",
"author": "Lisa O'Neill",
"institution": "Algoma University, Lakehead University, Laurentian University, Nipissing University",
"subject": "Education, Competence development"
}
|
https://psu.pb.unizin.org/crimj100/chapter/introduction-to-criminal-justice/
|
Chapter One: Introduction to Criminal Justice
Section One: Overview of system and theories
Define Crime – How do you define something as a crime or criminal?
- A wrong against society proclaimed by law and if committed under certain circumstances, punishable by society. We can break apart this definition and find 3 key terms.
- Harm
- Law
- Punishment
What is Society?
Societies evolve and change, and so do its concept of criminality. We also know that society evolves and changes. We can look at several examples to illustrate that this is factual.
Models of Crime Control
These are two basic models that are found in United States that are key in determining how we control time.
Consensus Model
- The majority of citizens in a society who share the same values and beliefs. Criminal acts are those acts that conflict with those values and beliefs and are deemed harmful to society.
- Assumes that a diverse group of people will have the same morals. It also assumes that ethics is very consistent and the majority of people in society would know right verse wrong.
Conflict Model
- The content of criminal law is determined by the groups tat hold economic, political, and social power in a community.
- Other wise known as the Have and the Have nots
- Society is divided by class, income age, race
- Constant struggle to maintain and hold power
- Mala Prohibita
Otherwise known as the “Have and the Have nots.”
Society is divided by class, income, age, and race. It is a constant struggle to maintain and hold power.
For the following H5P activity, drag the correct word to the answer box drop zone on the image. Based on the image, choose whether it represents the conflict model, the consensus model, or neither. The image displayed below is a representation of muffins that have had Marijuana baked into them for consumption.
For the following H5P activity, drag the correct word to the answer box drop zone on the image. Based on the image, choose whether it represents the conflict model, the consensus model, or neither. The image displayed below is a representation of prostitution.
For the following H5P activity, drag the correct word to the answer box drop zone on the image. Based on the image, choose whether it represents the conflict model, the consensus model, or neither. The image displayed below is a graph showing the amount required for a five year prison sentence with both crack cocaine, and powder cocaine.
For the following H5P activity, drag the correct word to the answer box drop zone on the image. Based on the image, choose whether it represents the conflict model, the consensus model, or neither. The image displayed below displays 3 criminals sitting next to each other that all have 1 more strike. One criminal has a sign that reads “Indecent Exposure”, Another criminal has one that reads “Vandalism”, and the last criminal has a sign that reads “Littering”.
Integrated Definition of Crime
Punishable under criminal law, as determined by the majority of a society, in some cases a powerful minority.
Considered and offense against society as a whole and prosecuted by public officials, not by victims and their relatives and friends.
Punishable by statutorily determined sanctions that bring about the loss of personal freedom or life.
Only in PA: Laws specific to PA
- It is contrary to Pennsylvania law to discharge a gun, cannon, revolver or other explosive weapon at a wedding.
- You may not catch a fish by any body part except the mouth.
- Dynamite is not to be used to catch fish.
- It is illegal to have over 16 women live in a house together because that constitutes a brothel.
- It it illegal to sleep on top of a refrigerator outdoors.
- No more than two packages of beer at a time may be purchased, unless you are buying from an official “beer distributor”.
- All liquor stores must be run by the state.
- Motorized vehicles are not to be sold on Sundays.
Which do you agree with and why?
How we create policy depends on our views:
Conservative
- role of government as “the less the better.
- Government should tax less, spend less. Tax rate should not be higher for high-income earners
- Like the death Penalty and feels it reduces crime
- Tough on Crime
- POLICY?
Liberal
- individual freedom
- not afraid to explore and implement new and different ideas
- wants the government deeply involved in our lives
- Rehabilitation not Punish
- POLICY?
Categories of Crime
Violent Crime
- Crimes against persons
- Dominate our perspectives on crime
- Includes:
- Murder
- Sexual assault
- Assault and battery
- Robbery
Question?
Property Crime
- Larceny/theft
- Burglary
- Motor vehicle theft
- Arson
Public Order Crime
- Public drunkenness
- Prostitution
- Gambling
- Illicit drug use
White Collar Crime
- Fraud
- Embezzlement
Questions
- How is white collar crime different from other kinds of crime?
- How is white collar crime similar to other kinds of crime?
Organized Crime
- Committed by illegal organizations.
- Usually focused on satisfying a public demand for unlawful goods and services.
- Implies a conspiratorial and illegal relationship among a number of persons engaged in unlawful acts.
- Includes:
- Gambling
- Prostitution
- Illegal narcotics
- Loan sharking
High-Tech Crime
- Selling pornographic materials
- Soliciting minors
- Defrauding consumers
The Purpose of the Criminal Justice System
–To control crime
–To prevent crime
–To provide and maintain justice
The question is how do we accomplish each of these?
The Structure of the Criminal Justice System
Federalism – government powers are shared by the national government and the states.
Local and County Law Enforcement
- Investigations
- Patrol activities
- Trial proceedings
- Keeping the peace
State Law Enforcement
- State police
- Highway patrols
- Fire marshals
- Fish, game, watercraft wardens
- Alcoholic beverage control officers
- Food stamp fraud
Federal Law Enforcement
- Department of Homeland Security
- Federal Bureau of Investigation
- Drug Enforcement Administration
- U.S. Secret Service –Bureau of Alcohol, Tobacco, Firearms, and Explosives
- Almost every federal agency has some kind of police power.
Courts
The US has a dual court system:
- Federal Courts
- State Courts
Corrections Systems
The corrections systems include:
- Probation
- Jails
- Prisons
- Community-based corrections
The Wedding Cake Model
Question: What is the symbolic nature of using this cake to illustrate the courts?
The Crime Control Model
- Law enforcement must be counted on to control criminal activity.
- Control is difficult and probably impossible.
- The system must be quick and efficient.
- Police are in a better position than courts to determine guilt.
The Due Process Model
- Strives to make it difficult to prove guilt.
- Ultimate goal – fairness, not efficiency.
- Rejects idea of a criminal justice system with unlimited powers.
Classical Criminology
- Individuals have free will to engage in any behavior, including criminal behavior.
- Utilitarianism
- Believed that crime was an expression of a person’s rational decision-making process
- Cost benefit Analysis/Pro Con List
Cesare Beccaria
- Crime occurs when the benefits outweigh the costs
- Crime is a free–willed choice
Jeremy Bentham
- Pain and Pleasure principle
- Hedonistic Calculus
- Individual will seek the greatest amount of pleasure With the least amount of pain.
Positivism
- criminal and delinquent behavior as the result of biological, psychological, and social forces
- Cesare Lombroso
- “father of criminology”
- criminals were a throwback to the early savagery of humankind and that criminality was predetermined at birth
- Born Criminal
- Most common attributes included the following:
- Unusually shaped ears, occasionally very small but more likely large “jug handle” types similar to those of chimpanzees;
- Upturned or twisted noses – hawk-like in murderers and flattened in thieves;
- Large, protruding jaws;
- High cheekbones;
- Fleshy, swollen, or protruding lips;
- Hard, shifty eyes; and,
- Excessively long arms.
Question: If he was alive today what types of things would he look at to determine criminality?
Let us test this theory.
Psychology and Crime
Box 1: Freud’s psychoanalytic theory
Box 2: attributes our thoughts and actions to unconscious motives through the id, ego, and superego
Box 3:
Sociological Theory
Examine social and physical environments that produce Criminal Behavior.
Social Disorganization by: Shaw and McKay
– There are four major assumptions
- Crime is caused by social factors
- Structures and institutions of society are assumed to be in disarray and in complete mess
- Leads to uncertainty and confusion which leads them to be more susceptible to crime
- Effect of uncertainty and confusion is most pronounced in lower class areas.
The Model for this Looks Like:
Social disorganization puts the blame and responsibility on the institutions = they are so screwed up that even if I wanted to get attached you could not.
Organize the boxes below in the correct order of events that happened pertaining to the Irish potato famine
|
pressbooks
|
2025-03-22T05:09:23.658697
|
11-3-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://psu.pb.unizin.org/crimj100/chapter/introduction-to-criminal-justice/",
"book_url": "https://psu.pb.unizin.org/crimj100/chapter/introduction-to-criminal-justice/",
"title": "CRIMJ 100",
"author": "Ronald Kelly",
"institution": "",
"subject": "Criminal justice law"
}
|
https://psu.pb.unizin.org/crimj100/chapter/section-two-policing/
|
Chapter Two: Policing
Chapter 2: Policing in America
History of Policing in the United States
Early Police
- Not focused on fighting crime instead were used to control certain people such as slaves.
- Other duties included:
- Most were volunteers because a force was $$$$
- As the population grew the need for public order grew
Early Police Experience:
- English Model – Constables and watchman
- Governor was in charge of hiring Sheriff, picking juries, and managing jails/prisons
- 1730 – Had to make it a law in PA prohibiting strong liquor to any person under arrest, which means?
First Police Department
- 1801 in Boston a formal night watch shift
- Night watchmen were paid 50 cents a night
- For almost 3 decades this system was only on in United States.
- 1833 Philadelphia first city to employ both day and night watchmen in order to prevent crime
- Five years later Boston organized first police dept. of 6 full time officers
This lead to police more concerned with the interest and protection of the political party than its citizens.
Major Eras in Law Enforcement
- Political
- Reform
- Community
- Homeland Security
Law Enforcement Agencies
- Municipal
- Sheriffs
- State and Highway Patrol –Note 1-4 + Texas Rangers
- Homeland Security
- Border Patrol
- Customs
- Secret Service
U.S. Marshal
Job Description:
- Provide security at federal courts, control property that has been ordered seized by federal courts, and protect government witnesses who put themselves in danger by testifying against the targets of federal criminal investigations.
- Transport federal prisoners to detention institutions and hunt and capture fugitives from federal law.
What Kind of Training Is Required ?
- A bachelor’s degree or three years of qualifying experience, which includes work in law enforcement, correctional supervision, and volunteer teaching or counseling.
- A rigorous seventeen-and-a-half-week basic training program at the U.S Marshals Service Training Academy in Glynco, Georgia.
Annual Salary Range
$37,000–$47,000
Federal Bureau of Investigation (FBI) Agent
Job Description:
- Primary role is to oversee intelligence and investigate federal crimes. Agents might track the movement of stolen goods across state lines, examine accounting and business records, listen to legal wiretaps, and conduct undercover investigations.
- Special agent careers are divided into five paths: intelligence, counterintelligence, counterterrorism, criminal, and cyber crime.
What Kind of Training Is Required ?
- A bachelor’s and/or master’s degree, plus three years of work experience, along with a written and oral examination, medical and physical examinations, a psychological assessment, and an exhaustive background investigation.
- Critical skills required in one or more of the following areas: accounting, finance, computer science/information technology, engineering, foreign language(s), law, law enforcement, intelligence, military, and/or physical sciences.
Annual Salary Range
$61,100–$69,900
DOJ – Department of Justice
Federal Law Enforcement Agencies
- Department of Justice
- Federal Bureau of Investigation
- Drug Enforcement Agency
- Bureau of Alcohol, Tobacco, Firearms, and Explosives
- U.S. Marshals Service
- The Department of the Treasury
Private Security
- Privatizing law enforcement
- Citizen’s arrest
- The deterrence factor
Responsibilities of Police Officers
- Enforce Laws
- Provide Services
- Prevent Crime
- Preserve Peace
How does someone become a Police Officer?
- Basic Requirements
- U.S. Citizen
- No felony convictions
- Valid Driver’s License
- Minimum 21 years of age
- Pass a drug test
-
FBI Background checks
-
Educational, military and driving records
-
Credit checks
-
Polygraph
-
Previous Employers
- The training period
- Academy training fitness
Six Levels Fitness Test
Below is an h5p activity that requires users to drag an action done in this fitness test to the appropriate level at which it occurs. The dropbox for the begining of the test, level one, is labeled “Level one Dropbox”. All the other dropboxes are labeled accordingly for each of the six levels. Order the actions in the correct sequence for the six levels.
Drag the actions to the correct level of the fitness test where they occur.
Other Information
Age
- 21-45 usually age to accept.
- 20 % of police lie during the screening process and are not allowed to continue.
Education
- 83% of local police require at least high school
Two Concepts in Training
- Classroom = 637 hours
- Field Work = 417 hours
Rookies
- Minorities and Women
- #’s have steadily increased
- EEO 1972 set stage for Affirmative Act.
- Women and Minorities today are in lead roles such as Chiefs
Do women make bad Cops?
- Myth – Women under constant pressure to prove effectiveness verse male counter parts
- REALITY – Citizen prefer to deal with female officers, are less aggressive, use verbal skills better than males in hostile situations, 43 to 1 with regard to cases of misconduct male and female
Police Efficiency
How Do We know police are good and providing services?
- Incident – Driven Policing – A reactive approach to policing that emphasizes a speedy response to calls for service.
- Response Time
- A measurement of police efficiency based on the rapidity with which calls for service are answered.
- Differential Response – time is adapted to the seriousness of the call.
- Hot and Cold Crime
Arrest Rates
- The more arrest does not lead to less crime.
- Problem ?
REFOCUS on the COMMUNITY
-
- Citizen Satisfaction – How do you rate them?
- Community Policing -community support for and cooperation with police in preventing crime.
- Problem Solving Policing – police to identify potential criminal activity and develop strategies to prevent or respond to that activity.
Wilson and Killings Theory that a neighborhood in disrepair signals criminal activity is tolerated in those areas.
- These neighborhoods send out signals that crime is tolerated.
- This disorder promotes fear among citizens
- Must reduce the fear to reduce the crime.
Backbone of the department
Life on the street is not an easy task
Purpose of Patrol
- Deterrence of crime by maintaining a visible police presence
- Maintenance of public order and sense of security in the community
- The 24 hour supervision of services not related to crime
The First 2 are deterrence based. The third is more of view of police as “public servants”
Patrol Activities
- Preventive Patrol – By maintaining the presence in a community officers can prevent crimes from occurring, 40% of time
- Calls for Service –Responding to citizens emergencies and complaints, 25% of time
- Administrative Duties – Patrol time and doing the required paperwork, 20% of time
- Officer Initiated Activities – Contacts with citizens, stopping motorists, questioning pedestrians, 15% of time
Two Types of Patrol
- Directed Patrol
-
Strategies that are designed to respond to specific criminal activity at a specific time.
-
“Flooding the hot spots”
-
- General Patrol
-
Rely on police officers monitoring a certain area with the goal of detecting crimes in progress or preventing crime due to their existence.
-
Kansas City Experiment
- Control Beat
- Proactive Beat
- Reactive Beat
Outcome of Experiment:
Increasing or decreasing patrol had little to no impact on crime, public opinion, police response time, and traffic accidents.
Police Investigation
- Make up 15% of police
- are the most common.
- Why is TV version so nice?
- Vice crimes – Prostitution, gambling, porn
- Confidential Informant – A human source for police who provides information concerning illegal activities that he/she was/is involved. Some are $ some get breaks
Police Subculture
- Values and perceptions that are shared by members of a police department.
- These are formed in environments involving stress, danger, boredom and violence.
Socialization – Policization
- Process through which a police officer is taught the values and accepted behaviors of the police subculture:
- Include:
- Academy
- Field Training (Senior Officer)
- Initial Felony Arrest
- Using force the 1st time
- Using or witnessing deadly force
- Major Traumatic events
Blue Curtain
- The value placed on secrecy and general mistrust of the outside world shared by many officers.
- It is a metaphor that separates them from normal citizens.
Police Cynicism
- The view that citizens are weak, corrupt, and dangerous.
- Officers are exposed to civilians at their worst and this can affect the officers performance.
Use of Force
- Reasonable
- The degree of force that is appropriate to protect the police officer and other citizens but is not excessive
- Deadly
-
Force applied by an officer that is likely or intended to cause death.
-
Police Corruption
- Bribery – Officer Accepts money in exchange for favors. What are favors that officers can provide for you?
- Shakedowns – Officer attempts to coerce money or goods from a citizen or criminal
- Mooching – Police officer accepts gifts. Grass Eater and Meat-eaters
Internal Affairs Unit
Ethics in Policing
The rules or standards of behaviors governing the profession, aimed at fairness and rightness of actions
Ethical Dilemmas
Happen for a Few Reasons in Policing:
- Some officers just do not know the right course of action to take.
- Officers have difficulty doing what they consider to be right.
- Officers might find the wrong choice very tempting.
Elements in Ethics
- Discretion – How officers need to act.
- Duty – moral and manner of actions
- Honesty – is the policy
- Loyalty – hard at times because you are loyal to :
- Partner, department, community
- Officers need to ask Themselves three Key Questions
- Is it Legal?
- Is in Right?
- How does it make me feel about myself?
Investigators
- Knowledge in ?
- Creative
- Patient
- Persistent
Stages
- Report a crime
- Initial Investigation
- Case Screening
- Follow up Investigation
- Case Prep.
- Prosecution
First Responders
- Rapid Response
- Planning routes
- Need to take charge of media, witnesses, offenders.
- Parities at Scene:
- Emergencies
- Secure
- Investigate
Conduct
- Question
- Canvass
- Measure
- Search
- Process
- Record
Crime Scene Investigators
- Specialty in organized scientific collection and processing of evidence
-
Collect, handle, and process all physical evidence
Types
-
Proactive
-
Knowing before the crime
-
Prostitution Sting
-
Tend to be proactive and are COVERT (secret) using decoys
-
-
REACTIVE
-
Waiting until the crime has occurred
-
Based on citizen complaints that involves a follow up
-
Unknown Rules of Operation
- Watch out for you Partner first
- Don’t EVER give up another cop
- Be aggressive but not eager
- Don’t Get involved in another guys sector
- Protect your ass through documentation
- Don’t talk too much or too little
- Never take on the Sergeant by yourself
-
Hold up your end of the work
-
If you get caught don’t implicate anyone
-
Never trust the new guy
-
Never tell anyone more information then they need to know
-
Don’t look for favors
-
Know your boss
-
Don’t do the boss work
-
Don’t trust the boss to look out for your best interest
|
pressbooks
|
2025-03-22T05:09:23.721635
|
11-3-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://psu.pb.unizin.org/crimj100/chapter/section-two-policing/",
"book_url": "https://psu.pb.unizin.org/crimj100/chapter/introduction-to-criminal-justice/",
"title": "CRIMJ 100",
"author": "Ronald Kelly",
"institution": "",
"subject": "Criminal justice law"
}
|
https://psu.pb.unizin.org/crimj100/chapter/section-three-courts-in-the-united-states/
|
Chapter Three: Courts in the United States
Chapter Three: Courts in the United States
Project for this Section
Case Brief
Court Cases: Look up the following cases and bring them to class on due date noted in syllabus. I would recommend using this website. Those submitted that are incomplete or missing cases/sections will be an automatic zero. Those late will also be a zero; the due date is at the start of class. No Exceptions. Any blanks on any case will result in a zero for all cases. Do not wait until the last minute to look at this.
- Mapp v Ohio (1961)
- Gideon v Wainwright (1963)
- Tinker v Des Moines (1969)
- Miranda v Arizona (1966)
Sections of the Brief
Facts of the case:
In this section you will identify the key players in the case and the reason the case in court. For example in MAPP V OHIO you will need to identify who is MAPP and what is the connection with the state of OHIO? This will need to be in paragraph form and in YOUR OWN WORDS, DO NOT COPY AND PASTE.
Issues
Each of the cases that are assigned deal with and Amendment Issue. In this section you will need to identify what amendment’s are being addressed and why?
Decisions
This is where you will note what the final vote was in the case. In all cases the vote with the most majority is the winner of the trial.
Reasoning
Separate Opinions
At the end of every case you will see concurring and dissenting opinions. You will need to summarize the one that has the majority. Hint – it has more judges names listed before it.
Analysis
How did this case change life for future generations?
Terms
Path-models of the systems in the United States
Typical State Systems
Magistrate
A public civil official with limited authority and jurisdiction and in a particular geographic area. She/he will hear and decide cases and issue warrants.
PA Court System
- Supreme Court
- Highest court in Pa
- Superior Court
- Criminal and Civil Appeals
- Hears cases on matters involving children and families
- Commonwealth Court
- Case against the Commonwealth
- Common Pleas
- All Major Criminal and Civil Cases
- Special Courts
- Less Serious, non criminal, civil and all traffic matters
- Matters pertaining to bail
- What cases need to move up such as murder
Case Flow in PA
Criminal Case Flow
- Crime occurs
- Arrest takes place
- Preliminary Hearing to see if trial is needed
- Trial takes place OR defendant pleas
- If there is a conviction a sentencing hearing is scheduled
- Defendant can appeal conviction to the Superior Court
Civil Case Flow
- Dispute Develops
- Complaint is filed and then served to both parties
- Defendant files an answer
- Both sides gather evidence
- Pre-trial conference takes place between attorneys and judge
- If no settlement then a trial takes place
- Either party can appeal the decision to the appellate court
United States Supreme Court
- Reviews only 5% of the cases decided in the country
- The court has addressed every important facet of criminal law
- Supreme Court makes Criminal Justice Policy in Two important ways
- Judicial Review
- Authority to interpret the law
- Writ of Certiorari
- A request from a high court asking the lower court for the record of a case.
- Rule of 4
- A writ will not be issued unless 4 Justices approve the case
Oral Arguments
Verbal arguments presented in person by attorneys to a court.
Concurring Opinions
Separate opinions prepared by judges who support the decision of the majority
Dissenting Opinion
Separate opinion in which the judges disagree with the majority and what to expand on why.
During Pre-trial Detention
Initial Appearance
An accused first appearance before a judge following an arrest. Informed of charges, advised of right to counsel, told of the bail amount, and provided follow up date for preliminary hearing.
Bail
Amount or conditions set by the court to ensure that and individual accused of a crime will appear for further criminal proceedings. If met you can go home.
Purpose of Bail
Provided under the 8th Amendment “excessive bail shall not be required” but does not mean the defendants ability to pay.
Steps to Trial
- Arrest
- Booking – searched, photo, fingerprinted and allowed 1 phone call.
- Initial Appearance – Judge tells you what you are being charged with, seek counsel, bail is set.
- Grand Jury – Determines if there is probable cause to believe that the defendant committed the crime. (federal)
- Preliminarily Hearing – the prosecutor presents the evidence and the judge determines if there is probable cause to hold the defendant over for a trial.
- Indictment – charging instrument that is issued by Grand Jury
- Information – Charging instrument issued by the prosecutor
- Arraignment – brought before a judge and told of charges and asked to enter a plea
- Plea Bargain – Prosecutors promise that in return for your guilty plea you will get less charges or reduced time.
- Guilty Plea – The judge sets date for sentencing
- Trial – if the defendant does not plead guilty he/she will go to trial.
Setting Bail
- Uncertainty
- Risk
- Overcrowded Jails
- Average Bail Amounts per crime last year
- Murder – 250,00
- Rape – 30,000
- Robbery – 25,000*Assault – 10,000
- Drug Charge – 7,500
- Pretrial Release
- ROR – Released on own Recognizance
- Judges order that releases an accused from jail with the understanding that he/she will return for further proceedings.
- Most ROR do NOT go to trial – Victimless crimes
Bail bondsperson
Business person who agrees for a fee to pay the bail amount if the accused fails to appear in court as ordered.
Preventive Detention
Retention of an accused person in custody due to fears that he/she will commit a crime if released before trial.
Discovery
Formal investigation, prior to trial the defense uses various methods to obtain information from the prosecution to prepare trial.
Case Attrition
Prosecutors, by deciding whether or not to prosecute each person arrested effect of overall reduction in the number of persons prosecuted.
Defenses and Justifications
Defense
Evidence and arguments offered by a defendant and his/her attorney to show why that person should not be held liable for the charges
Defense built on 4 bases
- Alibi
- Inability
- Justification
- Excuse
Justifications
Defendant admits committing the act in question but claims it was necessary in order to avoid some greater evil.
Meaning – the benefits outweigh the harm.
Examples: Self Defense and Entrapment
Excuses
Defendant claims that some personal condition or circumstance at the time of the act makes them unaccountable under criminal law.
They will admit the harm but claims absence of ability.
Example:
Justifications as a Defense
- Necessity
- Self Defense
- Defense of others
- Defense of home and property
- Resisting unlawful arrest
- Consent
Necessity
- Claims that it was needed to commit some unlawful actin order to prevent or avoid a greater harm.
- Regina V Dudley and Stephen
- Fire
- Steals
- Drugs
Self Defense
A person has an inherent right to self – protection and that to reasonably defend oneself from unlawful attack is a natural response to threatening situations.
- Mens Rea – Defendant did not mean or intend to kill but instead was preserving his/her own life.
- Concept of Reasonable Person – The accused should act under the same under similar circumstances.
- Reasonable Person – Acts with common sense and a mental capacity of average.
- Apparent Danger – Conduct or activity of the attacker makes the threat of danger obvious.
- Danger
- When a threatening person draws a gun or knife, immediacy of action is required.
- Take into your own hands
- Do not show Vengeance
- Victim had it coming does not work
- Danger
Force
- Reasonable force
- A degree of force that is appropriate in a given situation and I not excessive.
- Minimum to protect ones self, property in the face of a threat.
- Pocket
- If someone is making verbal threats and then proceeds to place hands in pocket, you are able to use reasonable force to protect yourself.
- Deadly Force
- Force likely to cause death or great bodily harm, can not be used against undeadly force, once the person is down and no longer a threat it is illegal to pursue further course of action
Rape Occurence
- 1997 a women was raped and severely beaten. After stealing all her money the rapist forced the women in the car and to drive him out of town
- When she gets in the car she locks all the doors and runs over her rapist multiple times.
- After being taken to the hospital she was charged with assault with a deadly weapon
Precipitate or incite
- People who do this are not able to claim self defense
- Person being attacked must retreat in order to avoid the necessity of using force against the attacker
- Only 2 places this rule does not exist is your home or work
- Claim of self defense that meets all the requirement’s and conditions to be valid. Death must prove imminent or fear of death.
Defense of Others
- Alter Ego Rule
- Can only defend the third party under circumstances and only to the degree that the third party could act on their behalf
- Defense will not work for:
- A family member who helps another win a fight
Defense of Home and Property
-
- Protection of Personal Property
- Human life outweighs any type or form of property
- Defense of home and habitation
- Robber – If a robber has a weapon then lethal force is appropriate
- Defense of another property
- NO BOOBY TRAPS
- Bear Claws, cement mail box etc.
- Protection of Personal Property
- Castle Exception
- Exception to the retreat rule that recognizes a person fundamental right to be in his or her home as a final place of retreat.
Unlawful Arrest
- Public Duty
- Possibility of police officers and other public employees from being prosecuted when lawfully exercising their authority
- Officers
- Are not required to retreat instead of making an arrest
- Fleeing felon Rule
- Defunct law – allowing officers to shoot a suspect felon who attempted to flee lawful arrest
- Tennessee V Garner – Constitutionally is unreasonable
Consent
- Sports
- Tackling in football – common
- Tackling in Tennis = NOT COMMON
- Assault
- Beyond Normal
- Fighting ref in boxing match or ref in basketball game.
- Sexual Consent
- Sexual consent for advances is not the same as consent to intercourse.
- When can one stop consent
- Consent During Sex
- Robert Chambers
-
Expressed Consent
-
Verbally expressed willingness to engage in an activity
-
-
Homicide
-
A person states go ahead and shoot me.
-
Does this give you consent to kill them?
-
-
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pressbooks
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2025-03-22T05:09:23.773825
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11-3-2024
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https://psu.pb.unizin.org/crimj100/chapter/punishment-and-sentencing/
|
Chapter Four: Corrections
Chapter Four: CORRECTIONS
Why Do We Punish Criminals?
- Retribution
- Deterrence
- Incapacitation
- Rehabilitation
- Restorative Justice
Structure of Sentencing
- Indeterminate Sentencing
- A period of incarceration that is determined by the judge, operating within a set of minimum and maximum sentences determined by the legislature
- Determinate Sentencing
- A period of incarceration that is fixed by a sentencing authority and cannot be reduced by judges or other corrections officials.
- Good Time
- A reduction in time served by prisoners based on good behavior, conformity to rules, and other positive actions.
Truth- in- Sentencing – convicts will serve approximately the terms to which they were initially sentenced. 85%
Correction has 3 Levels
Reintegration - A goal of corrections that focuses on preparing the offender for a return to the community.
Diversion - A strategy to divert those offenders who qualify away from prison and jail and toward community- based and intermediate sanctions
Probation- A criminal sanction in which a convict is allowed to remain in the community rather than be imprisoned as long as she or he follows certain conditions set by the court
Intermediate Sanction
- Shock Incarceration
- Day Reporting Centers
- Drug Court
- Forfeiture
- Home Confinement
- Pretrial Diversion Programs
- Electronic Monitoring
- Intensive Supervision Probation
History of Penitentiary
- In 1776, PA passed legislation to switch from punishment to rehabilitation.
- PA opened first Penitentiary in 1790 -Walnut Street
- Penitentiary – An early form of correctional facility that emphasized separating inmates from society and from each other so that they would have an environment in which to reflect on their wrongdoing and ponder their reformation.
-
Opened in 1829 with the controversial goal of changing the behavior of the inmates instead of merely punishing them.
-
A essential part of this structure was the layout of the facility
-
Designed in the form of a wagon wheel. Known today as the radial style
-
The back to back cells in each spoke of the wheel faced outward from the center to limit contact among inmates.
-
Nearly 350 prisons around the US have been built to this same design.
Separate Confinement
-
A 19th century penitentiary system developed in Pa in which inmates were kept separate from each other at all times, with daily activities in the cell.
Congregate System
-
Developed in NY in which inmates were kept in separate cells during the night but would work together in the daytime under a code of enforced silence. Known as Auburn system
Medical Model
-
A model of corrections in which the psychological and biological roots of an intimate’s criminal behavior are identified and treated.
Increased Probability of Incarceration
- The chance of someone who is arrested going to prison today is much greater than it was 20 years ago. Mostly this occurs in those arrested for murders, sexual assault and weapons offense.
Inmates Serving More Time for Each Crime
- After the Sentencing Reform Act in 1984, the length of time served by federal convicts for their crimes rose significantly.
- 6-10 convicted for drugs will serve a mandatory offense.
- States require truth in sentencing act which states that 85% of the sentence must be completed.
Federal Prison Growth
- The federal prison acquires 150,000 inmates which is the largest in the world. Also the gun possessions crimes that were passed by Clinton and Bush increases 68 % of the population in 1995-2001 along with immigration laws that increased by 133 % which represented 10% of the inmate population.
Rising Incarceration of Women
- 8% of inmates population
- Mandatory Minimums
Types of Prisons
- Maximum Security Prison
- A correctional institute designed and organized to control and discipline dangerous felons, as well as prevents escapes, with intense supervision cement walls, and electronic barbed wire fences.
- Medium Security Prison
- A correctional institute that houses less dangerous inmates and therefore uses less restrictive measures to avoid violence and escapes.
- Minimum Security Prisons
- A correctional institution designed to allow inmates most of whom pose low security risk a great deal of freedom of movement and contact with the outside world.
History of Correctional Institutions
- Original punishments were banishment, slavery, restitution, corporal punishment and execution.
- Jails have been run throughout history so that the sheriff can obtain financial gain.
- 1776 – Inmate population on the rise in Europe, Decided on use of Prison Hulks.
Corrections in US
- American correctional system originated in Pennsylvania under William Penn
- He revised the criminal codes to forbid any form of torture
- He emphasized hard labor, fines, and property forfeiture
PA System
- Single inmate to a cell
- Cell designed as a mini Prison
- Wagon Wheel Style
- Constant Solitary Confinement
Auburn System
- Was created due to the constant overcrowding in the PA system
- Based on the fear of punishment
- Silence for all
- Inmates worked all day and then in cells at night.
Developing Prison System
- Michael Foucault’s Theory of Development
- Punishments evolves with society
- Complex Societies seek complex forms of punishment
- Punishment evolved from physical to psychological
- Auburn system was the best suited for the US and the PA system was only used for worst inmates. (Segregation in the SHU)
Jails
- Relieve prison overcrowding
- Used as pretrial detention
- Used of inmates who need to be sentenced
- Confinement of Misdemeanors
- Probation and Parole Violations
Jail Demographics
- 15,000 Municipal, can only hold you for __ hours
- County Jails can hold inmates for up to ___ year
- Annual increase in population is around 4-5%
- 50,000 Youths are admitted to jail each year
- 90% of population are male
Jail Conditions
- Lowest Priority in the System
- Based on Taxes
- Overcrowded and ineffective
Gender
- Women underrepresented
- Male to female Arrest ratio = 3:5 overall, Violent crimes 1:5
- Most female inmates are in for less serious crimes
Minorities
- Prison is Predominately minority
- 16% of black males between the ages of 25-29 are in prison.
Types of Offenses
- A little of ½ of all inmates are serving time for violent behavior.
- Inmates who are in for doing time for drug related offenses is increasing year after year
Substance Abuse
- Strong association in prison between substance use and inmate status
- 50% under the influence at time of arrest.
Physical Abuse
- About 19% of all inmates have a history of prior physical abuse before entering prison
- Mental Health issues
- Only a few members of the middle and upper class end up in prison
Camps
Farms – located in the South and west, agricultural emphasize.
Ranches
- Raise Cattle
- Breed Horses
- 60 in operation mostly in the west
Road Camps
- Repair Roads and Highways
- 80 in US
Types of Prison Release
Separate System for Kids
-
- The Child Saving Movement
- Parents Patriae- A doctrine that holds that the state has a responsibility to look after the well- being of children.
- The first case of abuse
- The Child Saving Movement
Juvenile Delinquency
- Status Offender
- A juvenile who has been found to have engaged in behavior deemed unacceptable for those under a certain statutorily determined age. EX.
- Juvenile Delinquency
- Behavior that is illegal under federal or state law that has been committed by a person who is under an age limit specified by statute.
Constitutional Protections
- Kent v United States – Due Process for Juveniles
- In re Gault – right to counsel, and not self incrimination.
How Delinquency is Determined
Competency– The mental capacity of an individual to participate in legal proceedings, based on that person’s ability to understand the nature of the those proceedings.
Free Crime – Who are you in class with?
Bank Robbers – 11
Killer – 2
Car Jacking – 2
Smoke Dope – 1
Free Defenders – 1
Speeding -1
Burglary – 1
Rooftop Jumping -1
Punishment Terms
- Judicial Waiver
- Detention
- Graduated Sanctions
- Residential Treatment Facility (RTF)
- Training Schools
-
Juvenile Probation
-
Secure Confinement
-
Boot Camp
-
Aftercare
-
The variety of therapeutic, educational, and counseling programs for juvenile delinquents (and some adults) after they have been released from a correctional facility.
-
Terrorism
Terms
The Patriot Act makes it easier for law enforcement agents to conduct searches
– Patriot Act amends the law to allow the FBI or other federal agency to obtain warrants for “terrorism” investigations, “chemical weapons” investigations, or “computer fraud and abuse” investigations as long as agents can prove that such actions have a “significant purpose.” In other words, no proof of criminal activity need be provided.
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pressbooks
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2025-03-22T05:09:23.818111
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11-3-2024
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/introduction/
|
Module 1: An Introduction to Data Literacy and Data Visualization
Introduction
The need to understand has never been more important. Every day we are inundated with more data, graphs and charts. Some of these data visualizations are well-designed and easy to understand, and others are confusing and misleading.
is often framed as a set of skills for data professionals, but we believe data literacy is for everyone. Everyone can benefit from improving their understanding of how data is created and their ability to analyze and interpret data.
In this module, we will introduce the key stages in the data journey, discuss why data visualizations can be so effective at conveying information, and provide an overview of different ways of presenting data and different types of data visualizations.
Learning Objectives
By the end of this module, you should be able to:
- Discuss the different stages of the data journey.
- Explain why data visualizations are effective.
- Differentiate between different types of data visualizations.
The graphical or pictorial representation of information and data
The ability to derive meaningful information from data.
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pressbooks
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2025-03-22T05:09:23.831275
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07-7-2023
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"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/the-data-journey/
|
Module 1: An Introduction to Data Literacy and Data Visualization
The Data Journey
To get started, let’s consider the data visualization[1] in Figure 1.1 below.
The underlying raw data went through many stages before it was presented to you in this data visualization. The information had to be:
- Collected via surveys
- Inputted into a database
- Stored on secure servers
- Cleaned for accuracy and consistency
- Analyzed to understand the trends
- Presented as a bar graph
It is likely that multiple people, with complementary areas of expertise, worked on turning the raw dataset into a well-presented data visualization.
Deeper Dive
Watch this 4min video from Statistics Canada to learn more about the data journey: The Data Journey: What you need to know for successful navigation
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
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pressbooks
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2025-03-22T05:09:23.843650
|
07-7-2023
|
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/the-data-journey/",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/methods-of-data-presentation/
|
Module 1: An Introduction to Data Literacy and Data Visualization
Methods of Data Presentation
Once data has been collected and analyzed, there are many different ways you can communicate those results:
- Write a report describing your results
- Organize your results into a table
- Display your results visually in a chart or infographic
For example, if a university wanted to find out if their students preferred virtual or in-person classes, they might conduct a survey. That survey might ask students if they prefer attending their classes virtually or in-person, but would probably also include an option for students who wanted to do a mix of both and students who didn’t have a strong preference.
When the data is ready to be presented, it could be written in text, perhaps as part of a report:
“Of the 1260 students surveyed, 560 students stated a preference for attending their classes virtually, 440 preferred in-person, 1006 stated that they would prefer a mix of both virtual and in-person classes and 194 did not have a strong preference.”
This is a simple way of presenting the data, but does require reading through quite a bit of text, and doesn’t allow for easy comparison between the results.
To really focus in on the numbers, this information could also be presented in a table, as in Table 1.1 below.
| Preferences for Attending Class | Number of Students |
| Virtually | 560 |
| In-Person | 440 |
| Mix of Virtual and In-Person | 1006 |
| No Preference | 194 |
The advantage of presenting this data in a table is that it’s all about the numbers. This table makes it clear that most students prefer a mix of virtual and in-person classes. However, it still doesn’t allow for immediate comparison between all of the results. When you are looking to compare more than two numbers, it is often better to present the data in a more visual way.
To make it easier to compare the results, this information could also be presented visually in a bar graph[1] (see Figure 1.2 below).
From looking at this graph, it is clear straight away that most students prefer a mix of virtual and in-person classes. This illustrates how powerful data visualizations can be; you can tell a clear story without using words or numbers.
Key Takeaways
There are three main methods of data presentation:
- Textual
- Tabular
- Visual
- Author: Nora Mulvaney, License CC0 1.0 https://creativecommons.org/publicdomain/zero/1.0/ ↵
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pressbooks
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2025-03-22T05:09:23.857942
|
07-7-2023
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"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/different-types-of-data-visualizations/
|
Module 1: An Introduction to Data Literacy and Data Visualization
Different Types of Data Visualizations
If you’ve decided that you want to represent your data visually, you’ll also need to think about which type of data visualization would best represent your data. Choosing the right kind of visualization depends on many factors:
- What kind of data do you have?
- Are there patterns in the data? Do they change over time?
- What is the purpose of your data visualization?
- Who is your intended audience?
Keep reading for an introduction to some basic types of data visualizations.
Bar Chart
A bar chart (also known as a bar graph or a column graph) is a good option for making comparisons between different groups of things and for identifying patterns. Typically, a bar chart uses either vertical or horizontal bars to show numerical comparisons across categories. One axis of the chart shows the categories being compared and the other axis displays the value scale of the numbers that are being compared. Bar charts with a large number of bars can become difficult to read as the labels for the categories will be more difficult to display clearly. (See Figure 1.3[1] below for an example.)
Key Takeaways
A bar graph is good for making comparisons and identifying patterns.
Pie Chart
A pie chart is a good option for displaying the composition of a whole or the proportional distribution of the data. A pie chart consists of a circle that is divided into proportional segments, with the full circle representing the total sum of the data. (See Figure 1.4[2] below for an example.)
Key Takeaways
A pie chart is: good for making comparisons, indicating proportional representation and showing part-to-a-whole
Line Graph
A line graph is used to display quantitative values over a time period or other continuous interval, and is usually used to display trends and portray change over time. A line graph can also be used for comparison when grouped with other lines; this can, however, become cluttered and difficult to read if you are using more than 3-4 lines per graph. (See Figure 1.5[3] below for an example.)
Key Takeaways
A line graph is good for identifying patterns, showing data over time and making comparisons (when the lines are grouped in a single graph).
Scatterplot
A scatter plot (also known as a scatter graph, scatter chart, point graph or X-Y plot) uses a collection of points to display values from two variables. By displaying the values in each axis, you can detect if a correlation or relationship exists between the two variables. (See Figure 1.6[4] below for an example.)
Key Takeaways
A scatterplot is good for identifying patterns and relationships.
Maps
A map can display data in many different ways. Maps can display divided geographical areas that are coloured, shaded or patterned in relation to a data variable. Maps can also be used to detect spatial patterns or the distribution of data over a geographical region using a gradient colour scheme. (See Figure 1.7[5] below for an example, where each province is a different colour representing its raspberry production.)
Key Takeaways
A map is good for mapping distribution, identifying patterns, and making comparisons.
Infographic
An infographic consists of several data visualizations, and combines information and graphics (as the name suggests) to tell a clear data story. (See Figure 1.8[6] below for an example.)
Key Takeaways
An infographic is good for telling a comprehensive data story.
Dashboard
A dashboard is when several data visualizations are put together. Dashboards can use tables, charts and graphics to display information, often to inform business decisions. Dashboards are usually updated regularly and show changes over time. (See Figure 1.9[7] below for an example, which includes a pie chart and a bar chart presented under a header that describes their relation to each other.)
Key Takeaways
A dashboard is very versatile and is often used in a variety of ways to inform decision making.
Exercises
Take a moment to test your understanding of the different types of data visualization. In the activity below, you’ll find a series of scenarios. Match the type of data visualization to the most appropriate use.
Deeper Dive
Want to learn more about different types of data visualizations? Check out the Data Visualization Catalogue.
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:23.880267
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07-7-2023
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/different-types-of-data-visualizations/",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
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"institution": "",
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/different-types-of-data-visualizations/#chapter-263-section-1
|
Module 1: An Introduction to Data Literacy and Data Visualization
Different Types of Data Visualizations
If you’ve decided that you want to represent your data visually, you’ll also need to think about which type of data visualization would best represent your data. Choosing the right kind of visualization depends on many factors:
- What kind of data do you have?
- Are there patterns in the data? Do they change over time?
- What is the purpose of your data visualization?
- Who is your intended audience?
Keep reading for an introduction to some basic types of data visualizations.
Bar Chart
A bar chart (also known as a bar graph or a column graph) is a good option for making comparisons between different groups of things and for identifying patterns. Typically, a bar chart uses either vertical or horizontal bars to show numerical comparisons across categories. One axis of the chart shows the categories being compared and the other axis displays the value scale of the numbers that are being compared. Bar charts with a large number of bars can become difficult to read as the labels for the categories will be more difficult to display clearly. (See Figure 1.3[1] below for an example.)
Key Takeaways
A bar graph is good for making comparisons and identifying patterns.
Pie Chart
A pie chart is a good option for displaying the composition of a whole or the proportional distribution of the data. A pie chart consists of a circle that is divided into proportional segments, with the full circle representing the total sum of the data. (See Figure 1.4[2] below for an example.)
Key Takeaways
A pie chart is: good for making comparisons, indicating proportional representation and showing part-to-a-whole
Line Graph
A line graph is used to display quantitative values over a time period or other continuous interval, and is usually used to display trends and portray change over time. A line graph can also be used for comparison when grouped with other lines; this can, however, become cluttered and difficult to read if you are using more than 3-4 lines per graph. (See Figure 1.5[3] below for an example.)
Key Takeaways
A line graph is good for identifying patterns, showing data over time and making comparisons (when the lines are grouped in a single graph).
Scatterplot
A scatter plot (also known as a scatter graph, scatter chart, point graph or X-Y plot) uses a collection of points to display values from two variables. By displaying the values in each axis, you can detect if a correlation or relationship exists between the two variables. (See Figure 1.6[4] below for an example.)
Key Takeaways
A scatterplot is good for identifying patterns and relationships.
Maps
A map can display data in many different ways. Maps can display divided geographical areas that are coloured, shaded or patterned in relation to a data variable. Maps can also be used to detect spatial patterns or the distribution of data over a geographical region using a gradient colour scheme. (See Figure 1.7[5] below for an example, where each province is a different colour representing its raspberry production.)
Key Takeaways
A map is good for mapping distribution, identifying patterns, and making comparisons.
Infographic
An infographic consists of several data visualizations, and combines information and graphics (as the name suggests) to tell a clear data story. (See Figure 1.8[6] below for an example.)
Key Takeaways
An infographic is good for telling a comprehensive data story.
Dashboard
A dashboard is when several data visualizations are put together. Dashboards can use tables, charts and graphics to display information, often to inform business decisions. Dashboards are usually updated regularly and show changes over time. (See Figure 1.9[7] below for an example, which includes a pie chart and a bar chart presented under a header that describes their relation to each other.)
Key Takeaways
A dashboard is very versatile and is often used in a variety of ways to inform decision making.
Exercises
Take a moment to test your understanding of the different types of data visualization. In the activity below, you’ll find a series of scenarios. Match the type of data visualization to the most appropriate use.
Deeper Dive
Want to learn more about different types of data visualizations? Check out the Data Visualization Catalogue.
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:23.901046
|
07-7-2023
|
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/different-types-of-data-visualizations/#chapter-263-section-1",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/different-types-of-data-visualizations/#chapter-263-section-2
|
Module 1: An Introduction to Data Literacy and Data Visualization
Different Types of Data Visualizations
If you’ve decided that you want to represent your data visually, you’ll also need to think about which type of data visualization would best represent your data. Choosing the right kind of visualization depends on many factors:
- What kind of data do you have?
- Are there patterns in the data? Do they change over time?
- What is the purpose of your data visualization?
- Who is your intended audience?
Keep reading for an introduction to some basic types of data visualizations.
Bar Chart
A bar chart (also known as a bar graph or a column graph) is a good option for making comparisons between different groups of things and for identifying patterns. Typically, a bar chart uses either vertical or horizontal bars to show numerical comparisons across categories. One axis of the chart shows the categories being compared and the other axis displays the value scale of the numbers that are being compared. Bar charts with a large number of bars can become difficult to read as the labels for the categories will be more difficult to display clearly. (See Figure 1.3[1] below for an example.)
Key Takeaways
A bar graph is good for making comparisons and identifying patterns.
Pie Chart
A pie chart is a good option for displaying the composition of a whole or the proportional distribution of the data. A pie chart consists of a circle that is divided into proportional segments, with the full circle representing the total sum of the data. (See Figure 1.4[2] below for an example.)
Key Takeaways
A pie chart is: good for making comparisons, indicating proportional representation and showing part-to-a-whole
Line Graph
A line graph is used to display quantitative values over a time period or other continuous interval, and is usually used to display trends and portray change over time. A line graph can also be used for comparison when grouped with other lines; this can, however, become cluttered and difficult to read if you are using more than 3-4 lines per graph. (See Figure 1.5[3] below for an example.)
Key Takeaways
A line graph is good for identifying patterns, showing data over time and making comparisons (when the lines are grouped in a single graph).
Scatterplot
A scatter plot (also known as a scatter graph, scatter chart, point graph or X-Y plot) uses a collection of points to display values from two variables. By displaying the values in each axis, you can detect if a correlation or relationship exists between the two variables. (See Figure 1.6[4] below for an example.)
Key Takeaways
A scatterplot is good for identifying patterns and relationships.
Maps
A map can display data in many different ways. Maps can display divided geographical areas that are coloured, shaded or patterned in relation to a data variable. Maps can also be used to detect spatial patterns or the distribution of data over a geographical region using a gradient colour scheme. (See Figure 1.7[5] below for an example, where each province is a different colour representing its raspberry production.)
Key Takeaways
A map is good for mapping distribution, identifying patterns, and making comparisons.
Infographic
An infographic consists of several data visualizations, and combines information and graphics (as the name suggests) to tell a clear data story. (See Figure 1.8[6] below for an example.)
Key Takeaways
An infographic is good for telling a comprehensive data story.
Dashboard
A dashboard is when several data visualizations are put together. Dashboards can use tables, charts and graphics to display information, often to inform business decisions. Dashboards are usually updated regularly and show changes over time. (See Figure 1.9[7] below for an example, which includes a pie chart and a bar chart presented under a header that describes their relation to each other.)
Key Takeaways
A dashboard is very versatile and is often used in a variety of ways to inform decision making.
Exercises
Take a moment to test your understanding of the different types of data visualization. In the activity below, you’ll find a series of scenarios. Match the type of data visualization to the most appropriate use.
Deeper Dive
Want to learn more about different types of data visualizations? Check out the Data Visualization Catalogue.
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:23.921913
|
07-7-2023
|
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/different-types-of-data-visualizations/#chapter-263-section-2",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/different-types-of-data-visualizations/#chapter-263-section-3
|
Module 1: An Introduction to Data Literacy and Data Visualization
Different Types of Data Visualizations
If you’ve decided that you want to represent your data visually, you’ll also need to think about which type of data visualization would best represent your data. Choosing the right kind of visualization depends on many factors:
- What kind of data do you have?
- Are there patterns in the data? Do they change over time?
- What is the purpose of your data visualization?
- Who is your intended audience?
Keep reading for an introduction to some basic types of data visualizations.
Bar Chart
A bar chart (also known as a bar graph or a column graph) is a good option for making comparisons between different groups of things and for identifying patterns. Typically, a bar chart uses either vertical or horizontal bars to show numerical comparisons across categories. One axis of the chart shows the categories being compared and the other axis displays the value scale of the numbers that are being compared. Bar charts with a large number of bars can become difficult to read as the labels for the categories will be more difficult to display clearly. (See Figure 1.3[1] below for an example.)
Key Takeaways
A bar graph is good for making comparisons and identifying patterns.
Pie Chart
A pie chart is a good option for displaying the composition of a whole or the proportional distribution of the data. A pie chart consists of a circle that is divided into proportional segments, with the full circle representing the total sum of the data. (See Figure 1.4[2] below for an example.)
Key Takeaways
A pie chart is: good for making comparisons, indicating proportional representation and showing part-to-a-whole
Line Graph
A line graph is used to display quantitative values over a time period or other continuous interval, and is usually used to display trends and portray change over time. A line graph can also be used for comparison when grouped with other lines; this can, however, become cluttered and difficult to read if you are using more than 3-4 lines per graph. (See Figure 1.5[3] below for an example.)
Key Takeaways
A line graph is good for identifying patterns, showing data over time and making comparisons (when the lines are grouped in a single graph).
Scatterplot
A scatter plot (also known as a scatter graph, scatter chart, point graph or X-Y plot) uses a collection of points to display values from two variables. By displaying the values in each axis, you can detect if a correlation or relationship exists between the two variables. (See Figure 1.6[4] below for an example.)
Key Takeaways
A scatterplot is good for identifying patterns and relationships.
Maps
A map can display data in many different ways. Maps can display divided geographical areas that are coloured, shaded or patterned in relation to a data variable. Maps can also be used to detect spatial patterns or the distribution of data over a geographical region using a gradient colour scheme. (See Figure 1.7[5] below for an example, where each province is a different colour representing its raspberry production.)
Key Takeaways
A map is good for mapping distribution, identifying patterns, and making comparisons.
Infographic
An infographic consists of several data visualizations, and combines information and graphics (as the name suggests) to tell a clear data story. (See Figure 1.8[6] below for an example.)
Key Takeaways
An infographic is good for telling a comprehensive data story.
Dashboard
A dashboard is when several data visualizations are put together. Dashboards can use tables, charts and graphics to display information, often to inform business decisions. Dashboards are usually updated regularly and show changes over time. (See Figure 1.9[7] below for an example, which includes a pie chart and a bar chart presented under a header that describes their relation to each other.)
Key Takeaways
A dashboard is very versatile and is often used in a variety of ways to inform decision making.
Exercises
Take a moment to test your understanding of the different types of data visualization. In the activity below, you’ll find a series of scenarios. Match the type of data visualization to the most appropriate use.
Deeper Dive
Want to learn more about different types of data visualizations? Check out the Data Visualization Catalogue.
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:23.944072
|
07-7-2023
|
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/different-types-of-data-visualizations/#chapter-263-section-3",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/different-types-of-data-visualizations/#chapter-263-section-4
|
Module 1: An Introduction to Data Literacy and Data Visualization
Different Types of Data Visualizations
If you’ve decided that you want to represent your data visually, you’ll also need to think about which type of data visualization would best represent your data. Choosing the right kind of visualization depends on many factors:
- What kind of data do you have?
- Are there patterns in the data? Do they change over time?
- What is the purpose of your data visualization?
- Who is your intended audience?
Keep reading for an introduction to some basic types of data visualizations.
Bar Chart
A bar chart (also known as a bar graph or a column graph) is a good option for making comparisons between different groups of things and for identifying patterns. Typically, a bar chart uses either vertical or horizontal bars to show numerical comparisons across categories. One axis of the chart shows the categories being compared and the other axis displays the value scale of the numbers that are being compared. Bar charts with a large number of bars can become difficult to read as the labels for the categories will be more difficult to display clearly. (See Figure 1.3[1] below for an example.)
Key Takeaways
A bar graph is good for making comparisons and identifying patterns.
Pie Chart
A pie chart is a good option for displaying the composition of a whole or the proportional distribution of the data. A pie chart consists of a circle that is divided into proportional segments, with the full circle representing the total sum of the data. (See Figure 1.4[2] below for an example.)
Key Takeaways
A pie chart is: good for making comparisons, indicating proportional representation and showing part-to-a-whole
Line Graph
A line graph is used to display quantitative values over a time period or other continuous interval, and is usually used to display trends and portray change over time. A line graph can also be used for comparison when grouped with other lines; this can, however, become cluttered and difficult to read if you are using more than 3-4 lines per graph. (See Figure 1.5[3] below for an example.)
Key Takeaways
A line graph is good for identifying patterns, showing data over time and making comparisons (when the lines are grouped in a single graph).
Scatterplot
A scatter plot (also known as a scatter graph, scatter chart, point graph or X-Y plot) uses a collection of points to display values from two variables. By displaying the values in each axis, you can detect if a correlation or relationship exists between the two variables. (See Figure 1.6[4] below for an example.)
Key Takeaways
A scatterplot is good for identifying patterns and relationships.
Maps
A map can display data in many different ways. Maps can display divided geographical areas that are coloured, shaded or patterned in relation to a data variable. Maps can also be used to detect spatial patterns or the distribution of data over a geographical region using a gradient colour scheme. (See Figure 1.7[5] below for an example, where each province is a different colour representing its raspberry production.)
Key Takeaways
A map is good for mapping distribution, identifying patterns, and making comparisons.
Infographic
An infographic consists of several data visualizations, and combines information and graphics (as the name suggests) to tell a clear data story. (See Figure 1.8[6] below for an example.)
Key Takeaways
An infographic is good for telling a comprehensive data story.
Dashboard
A dashboard is when several data visualizations are put together. Dashboards can use tables, charts and graphics to display information, often to inform business decisions. Dashboards are usually updated regularly and show changes over time. (See Figure 1.9[7] below for an example, which includes a pie chart and a bar chart presented under a header that describes their relation to each other.)
Key Takeaways
A dashboard is very versatile and is often used in a variety of ways to inform decision making.
Exercises
Take a moment to test your understanding of the different types of data visualization. In the activity below, you’ll find a series of scenarios. Match the type of data visualization to the most appropriate use.
Deeper Dive
Want to learn more about different types of data visualizations? Check out the Data Visualization Catalogue.
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:23.966853
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07-7-2023
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/different-types-of-data-visualizations/#chapter-263-section-5
|
Module 1: An Introduction to Data Literacy and Data Visualization
Different Types of Data Visualizations
If you’ve decided that you want to represent your data visually, you’ll also need to think about which type of data visualization would best represent your data. Choosing the right kind of visualization depends on many factors:
- What kind of data do you have?
- Are there patterns in the data? Do they change over time?
- What is the purpose of your data visualization?
- Who is your intended audience?
Keep reading for an introduction to some basic types of data visualizations.
Bar Chart
A bar chart (also known as a bar graph or a column graph) is a good option for making comparisons between different groups of things and for identifying patterns. Typically, a bar chart uses either vertical or horizontal bars to show numerical comparisons across categories. One axis of the chart shows the categories being compared and the other axis displays the value scale of the numbers that are being compared. Bar charts with a large number of bars can become difficult to read as the labels for the categories will be more difficult to display clearly. (See Figure 1.3[1] below for an example.)
Key Takeaways
A bar graph is good for making comparisons and identifying patterns.
Pie Chart
A pie chart is a good option for displaying the composition of a whole or the proportional distribution of the data. A pie chart consists of a circle that is divided into proportional segments, with the full circle representing the total sum of the data. (See Figure 1.4[2] below for an example.)
Key Takeaways
A pie chart is: good for making comparisons, indicating proportional representation and showing part-to-a-whole
Line Graph
A line graph is used to display quantitative values over a time period or other continuous interval, and is usually used to display trends and portray change over time. A line graph can also be used for comparison when grouped with other lines; this can, however, become cluttered and difficult to read if you are using more than 3-4 lines per graph. (See Figure 1.5[3] below for an example.)
Key Takeaways
A line graph is good for identifying patterns, showing data over time and making comparisons (when the lines are grouped in a single graph).
Scatterplot
A scatter plot (also known as a scatter graph, scatter chart, point graph or X-Y plot) uses a collection of points to display values from two variables. By displaying the values in each axis, you can detect if a correlation or relationship exists between the two variables. (See Figure 1.6[4] below for an example.)
Key Takeaways
A scatterplot is good for identifying patterns and relationships.
Maps
A map can display data in many different ways. Maps can display divided geographical areas that are coloured, shaded or patterned in relation to a data variable. Maps can also be used to detect spatial patterns or the distribution of data over a geographical region using a gradient colour scheme. (See Figure 1.7[5] below for an example, where each province is a different colour representing its raspberry production.)
Key Takeaways
A map is good for mapping distribution, identifying patterns, and making comparisons.
Infographic
An infographic consists of several data visualizations, and combines information and graphics (as the name suggests) to tell a clear data story. (See Figure 1.8[6] below for an example.)
Key Takeaways
An infographic is good for telling a comprehensive data story.
Dashboard
A dashboard is when several data visualizations are put together. Dashboards can use tables, charts and graphics to display information, often to inform business decisions. Dashboards are usually updated regularly and show changes over time. (See Figure 1.9[7] below for an example, which includes a pie chart and a bar chart presented under a header that describes their relation to each other.)
Key Takeaways
A dashboard is very versatile and is often used in a variety of ways to inform decision making.
Exercises
Take a moment to test your understanding of the different types of data visualization. In the activity below, you’ll find a series of scenarios. Match the type of data visualization to the most appropriate use.
Deeper Dive
Want to learn more about different types of data visualizations? Check out the Data Visualization Catalogue.
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:23.989451
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07-7-2023
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/different-types-of-data-visualizations/#chapter-263-section-6
|
Module 1: An Introduction to Data Literacy and Data Visualization
Different Types of Data Visualizations
If you’ve decided that you want to represent your data visually, you’ll also need to think about which type of data visualization would best represent your data. Choosing the right kind of visualization depends on many factors:
- What kind of data do you have?
- Are there patterns in the data? Do they change over time?
- What is the purpose of your data visualization?
- Who is your intended audience?
Keep reading for an introduction to some basic types of data visualizations.
Bar Chart
A bar chart (also known as a bar graph or a column graph) is a good option for making comparisons between different groups of things and for identifying patterns. Typically, a bar chart uses either vertical or horizontal bars to show numerical comparisons across categories. One axis of the chart shows the categories being compared and the other axis displays the value scale of the numbers that are being compared. Bar charts with a large number of bars can become difficult to read as the labels for the categories will be more difficult to display clearly. (See Figure 1.3[1] below for an example.)
Key Takeaways
A bar graph is good for making comparisons and identifying patterns.
Pie Chart
A pie chart is a good option for displaying the composition of a whole or the proportional distribution of the data. A pie chart consists of a circle that is divided into proportional segments, with the full circle representing the total sum of the data. (See Figure 1.4[2] below for an example.)
Key Takeaways
A pie chart is: good for making comparisons, indicating proportional representation and showing part-to-a-whole
Line Graph
A line graph is used to display quantitative values over a time period or other continuous interval, and is usually used to display trends and portray change over time. A line graph can also be used for comparison when grouped with other lines; this can, however, become cluttered and difficult to read if you are using more than 3-4 lines per graph. (See Figure 1.5[3] below for an example.)
Key Takeaways
A line graph is good for identifying patterns, showing data over time and making comparisons (when the lines are grouped in a single graph).
Scatterplot
A scatter plot (also known as a scatter graph, scatter chart, point graph or X-Y plot) uses a collection of points to display values from two variables. By displaying the values in each axis, you can detect if a correlation or relationship exists between the two variables. (See Figure 1.6[4] below for an example.)
Key Takeaways
A scatterplot is good for identifying patterns and relationships.
Maps
A map can display data in many different ways. Maps can display divided geographical areas that are coloured, shaded or patterned in relation to a data variable. Maps can also be used to detect spatial patterns or the distribution of data over a geographical region using a gradient colour scheme. (See Figure 1.7[5] below for an example, where each province is a different colour representing its raspberry production.)
Key Takeaways
A map is good for mapping distribution, identifying patterns, and making comparisons.
Infographic
An infographic consists of several data visualizations, and combines information and graphics (as the name suggests) to tell a clear data story. (See Figure 1.8[6] below for an example.)
Key Takeaways
An infographic is good for telling a comprehensive data story.
Dashboard
A dashboard is when several data visualizations are put together. Dashboards can use tables, charts and graphics to display information, often to inform business decisions. Dashboards are usually updated regularly and show changes over time. (See Figure 1.9[7] below for an example, which includes a pie chart and a bar chart presented under a header that describes their relation to each other.)
Key Takeaways
A dashboard is very versatile and is often used in a variety of ways to inform decision making.
Exercises
Take a moment to test your understanding of the different types of data visualization. In the activity below, you’ll find a series of scenarios. Match the type of data visualization to the most appropriate use.
Deeper Dive
Want to learn more about different types of data visualizations? Check out the Data Visualization Catalogue.
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.012180
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07-7-2023
|
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/different-types-of-data-visualizations/#chapter-263-section-7
|
Module 1: An Introduction to Data Literacy and Data Visualization
Different Types of Data Visualizations
If you’ve decided that you want to represent your data visually, you’ll also need to think about which type of data visualization would best represent your data. Choosing the right kind of visualization depends on many factors:
- What kind of data do you have?
- Are there patterns in the data? Do they change over time?
- What is the purpose of your data visualization?
- Who is your intended audience?
Keep reading for an introduction to some basic types of data visualizations.
Bar Chart
A bar chart (also known as a bar graph or a column graph) is a good option for making comparisons between different groups of things and for identifying patterns. Typically, a bar chart uses either vertical or horizontal bars to show numerical comparisons across categories. One axis of the chart shows the categories being compared and the other axis displays the value scale of the numbers that are being compared. Bar charts with a large number of bars can become difficult to read as the labels for the categories will be more difficult to display clearly. (See Figure 1.3[1] below for an example.)
Key Takeaways
A bar graph is good for making comparisons and identifying patterns.
Pie Chart
A pie chart is a good option for displaying the composition of a whole or the proportional distribution of the data. A pie chart consists of a circle that is divided into proportional segments, with the full circle representing the total sum of the data. (See Figure 1.4[2] below for an example.)
Key Takeaways
A pie chart is: good for making comparisons, indicating proportional representation and showing part-to-a-whole
Line Graph
A line graph is used to display quantitative values over a time period or other continuous interval, and is usually used to display trends and portray change over time. A line graph can also be used for comparison when grouped with other lines; this can, however, become cluttered and difficult to read if you are using more than 3-4 lines per graph. (See Figure 1.5[3] below for an example.)
Key Takeaways
A line graph is good for identifying patterns, showing data over time and making comparisons (when the lines are grouped in a single graph).
Scatterplot
A scatter plot (also known as a scatter graph, scatter chart, point graph or X-Y plot) uses a collection of points to display values from two variables. By displaying the values in each axis, you can detect if a correlation or relationship exists between the two variables. (See Figure 1.6[4] below for an example.)
Key Takeaways
A scatterplot is good for identifying patterns and relationships.
Maps
A map can display data in many different ways. Maps can display divided geographical areas that are coloured, shaded or patterned in relation to a data variable. Maps can also be used to detect spatial patterns or the distribution of data over a geographical region using a gradient colour scheme. (See Figure 1.7[5] below for an example, where each province is a different colour representing its raspberry production.)
Key Takeaways
A map is good for mapping distribution, identifying patterns, and making comparisons.
Infographic
An infographic consists of several data visualizations, and combines information and graphics (as the name suggests) to tell a clear data story. (See Figure 1.8[6] below for an example.)
Key Takeaways
An infographic is good for telling a comprehensive data story.
Dashboard
A dashboard is when several data visualizations are put together. Dashboards can use tables, charts and graphics to display information, often to inform business decisions. Dashboards are usually updated regularly and show changes over time. (See Figure 1.9[7] below for an example, which includes a pie chart and a bar chart presented under a header that describes their relation to each other.)
Key Takeaways
A dashboard is very versatile and is often used in a variety of ways to inform decision making.
Exercises
Take a moment to test your understanding of the different types of data visualization. In the activity below, you’ll find a series of scenarios. Match the type of data visualization to the most appropriate use.
Deeper Dive
Want to learn more about different types of data visualizations? Check out the Data Visualization Catalogue.
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Government of British Columbia. Grizzly Bear Population Units. Retrieved January 8th, 2022. URL: https://open.canada.ca/data/en/dataset/caa22f7a-87df-4f31-89e0-d5295ec5c725 Government of British Columbia, Contains information licensed under the Open Government Licence – British Columbia. https://www2.gov.bc.ca/gov/content/data/open-data/open-government-licence-bc ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0364-01 Area, production and farm gate value of marketed fruits. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210036401-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
- Statistics Canada. Table 32-10-0356-01 Area, production and sales of mushrooms. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved January 9th, 2022. DOI: https://doi.org/10.25318/3210035601-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.039373
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07-7-2023
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/why-are-data-visualizations-effective/
|
Module 1: An Introduction to Data Literacy and Data Visualization
The Power of Data Visualizations to Tell Impactful Stories
Data visualizations are powerful because they help us identify patterns, make sense of relationships between variables, understand trends … and because they enable us to more readily tell a story.
Florence Nightingale
One of the most famous examples of the power of data visualizations to persuade involves Florence Nightingale. She is probably best known as the founder of modern nursing, but she was also a statistician and early pioneer of data visualizations.
Nightingale tended to soldiers during the Crimean War (1853 to 1856) where she observed that more soldiers were dying from diseases caught in camp than on the actual battlefield. For two years, she meticulously gathered mortality data and arranged them in very detailed tables that contained several columns and rows upon rows of numbers.
She subsequently conveyed the patterns she found in her data in what has come to be known as the Nightingale Rose Chart (see Figure 1.10[1], below), also known as a polar area diagram or a ‘coxcomb’ chart.
This visualization might look a bit like a pie chart, but it was designed to show change over time with each triangular wedge indicating the month of the year. The different colours convey the cause of death: blue represents soldier deaths from infections and preventable diseases, red were those from wounds, while black indicates deaths from accidents and other causes.
Nightingale used data visualization to convey meaningful patterns in her data and to communicate them to others in a very compelling way. Her “Diagram of the causes of mortality in the army in the East” was published in Notes on Matters Affecting the Health, Efficiency, and Hospital Administration of the British Army and sent to Queen Victoria in 1858.
Shared with leading influencers and decision makers, her work sparked a revolution in hygiene and health care that saved countless lives, both in battlefield and public hospitals around the world.
Nightingale’s story teaches us that clearly conveyed data can inform actions that have tremendous impact.
Deeper Dive
Interested in more about Florence Nightingale’s use of data visualizations?
Listen to episode of the 99% Invisible podcast: Episode 433 – Florence Nightingale: Data Viz Pioneer.
- Florence Nightingale, Public domain, circa 1858 via Wikimedia Commons https://commons.wikimedia.org/wiki/File:Nightingale-mortality.jpg ↵
|
pressbooks
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2025-03-22T05:09:24.052404
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07-7-2023
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/why-are-data-visualizations-effective/#chapter-261-section-1
|
Module 1: An Introduction to Data Literacy and Data Visualization
The Power of Data Visualizations to Tell Impactful Stories
Data visualizations are powerful because they help us identify patterns, make sense of relationships between variables, understand trends … and because they enable us to more readily tell a story.
Florence Nightingale
One of the most famous examples of the power of data visualizations to persuade involves Florence Nightingale. She is probably best known as the founder of modern nursing, but she was also a statistician and early pioneer of data visualizations.
Nightingale tended to soldiers during the Crimean War (1853 to 1856) where she observed that more soldiers were dying from diseases caught in camp than on the actual battlefield. For two years, she meticulously gathered mortality data and arranged them in very detailed tables that contained several columns and rows upon rows of numbers.
She subsequently conveyed the patterns she found in her data in what has come to be known as the Nightingale Rose Chart (see Figure 1.10[1], below), also known as a polar area diagram or a ‘coxcomb’ chart.
This visualization might look a bit like a pie chart, but it was designed to show change over time with each triangular wedge indicating the month of the year. The different colours convey the cause of death: blue represents soldier deaths from infections and preventable diseases, red were those from wounds, while black indicates deaths from accidents and other causes.
Nightingale used data visualization to convey meaningful patterns in her data and to communicate them to others in a very compelling way. Her “Diagram of the causes of mortality in the army in the East” was published in Notes on Matters Affecting the Health, Efficiency, and Hospital Administration of the British Army and sent to Queen Victoria in 1858.
Shared with leading influencers and decision makers, her work sparked a revolution in hygiene and health care that saved countless lives, both in battlefield and public hospitals around the world.
Nightingale’s story teaches us that clearly conveyed data can inform actions that have tremendous impact.
Deeper Dive
Interested in more about Florence Nightingale’s use of data visualizations?
Listen to episode of the 99% Invisible podcast: Episode 433 – Florence Nightingale: Data Viz Pioneer.
- Florence Nightingale, Public domain, circa 1858 via Wikimedia Commons https://commons.wikimedia.org/wiki/File:Nightingale-mortality.jpg ↵
|
pressbooks
|
2025-03-22T05:09:24.066008
|
07-7-2023
|
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"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/summary-2/
|
Module 1: An Introduction to Data Literacy and Data Visualization
Summary
In this module, you learned about the stages in the data journey and the different ways data can be presented, different types of data visualizations, were introduced to some basic types of data visualizations and learned about the power of data visualizations to tell impactful and persuasive stories.
Now that we understand the basics of data visualization, we can dive deeper into analyzing and breaking down data visualizations in order to identify any misleading features.
Next up, in Module 2, we are going to learn how to critically assess data visualizations and identify misleading features.
|
pressbooks
|
2025-03-22T05:09:24.077520
|
07-7-2023
|
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"title": "Critical Data Literacy",
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"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/introductio/
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Introduction
As we learned in the first module, data visualizations are an effective way to present information because they allow us to discover insights relatively quickly and easily–at least compared to sifting through the original data ourselves.
But are data visualizations always easy to understand? Can they always be interpreted quickly?
Not necessarily. Some data visualizations will require more time to analyze and understand, either because they are complex or confusing or just not what we were expecting.
In this module, we will discuss strategies and tools for critically assessing data visualizations and will identify features of data visualizations that can be confusing or manipulative.
Learning Objectives
By the end of this module, you should be able to:
- Analyze and break down a data visualization.
- Identify misleading features in a data visualization.
- Evaluate a data visualization using data literacy strategies.
|
pressbooks
|
2025-03-22T05:09:24.090933
|
07-7-2023
|
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"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/introductio/",
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"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-for-critically-assessing-data-visualizations/
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Strategies for Critically Assessing Data Visualizations
Critically assessing data visualizations can be tricky, so we’ve broken it down into several steps:
- Step 1: Stop and Slow Down
- Step 2: Separate the Scaffolding from the Visual Encoding
- Step 3: Focus on Scaffolding
- Step 4: Focus on Content and Visual Encoding
- Step 5: Step Back to Spot Patterns and Relationships
- Step 6: Examine Your Own Biases
Keep reading to learn more about each step.
|
pressbooks
|
2025-03-22T05:09:24.106036
|
07-7-2023
|
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"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-and-tools-for-critically-assessing-data-sources-and-evaluating-datasets-part-1/
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Step 1: Stop and Slow Down
Stop.
The first step is easy in principle, but often hard to do. Before you jump to any conclusions about the data visualization in front of you, stop, slow down and take your time to understand it.
As we’ve discussed, data visualizations can be very powerful, persuasive and sometimes overwhelming. When you come across a chart, graph or other visualization you haven’t seen before, don’t feel pressured to understand it straight away. Take the time to understand what the visualization is trying to say by analyzing its features and contents, as any patterns, relationships or outliers that you notice. More on this in the next steps!
|
pressbooks
|
2025-03-22T05:09:24.115850
|
07-7-2023
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"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-for-critically-assessing-data-visualizations-step-2/
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Step 2: Separate the Scaffolding From the Visual Encoding
Now that we aren’t feeling rushed, it may be helpful to break a data visualization down into its scaffolding and content:
Exercises
Take a moment to test your understanding of the different features of a data visualization. In the activity below, you’ll see an example of a data visualization. Click on the hotspots to learn more about which features of the data visualization are the scaffolding and which are the content.
|
pressbooks
|
2025-03-22T05:09:24.129249
|
07-7-2023
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"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-and-tools-for-critically-assessing-data-sources-and-evaluating-datasets-part-2/
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Step 3: Focus on Scaffolding
Type of Data Visualization
To get the background information you need to interpret a data visualization, start by focusing on its scaffolding and considering some of the following questions:
- Is the chart appropriate for the data?
- Does the format enable clear comparison of the data?
The type of chart will determine the questions you need to ask, so there may be more questions to consider.
For example, review Figure 2.1[1] below. What type of data visualization is this? Focus on the content highlighted in the graph area.
Title
Next, consider some of the following questions as you review the data visualization’s title:
- Is there a title?
- Does the title tell you what to expect from the chart?
- Does the chart support the title?
For example, review the title in Figure 2.2 below (found above the graph area).
Key/Legends
Next, consider some of the following questions as you review the data visualization’s key/legends:
- Is there a key?
- Does it explain the features of the data visualization (colours, shapes, etc.)?
- Are data points labelled?
For example, review Figure 2.3 below for the information in its key/legend (found below the graph area).
Scales
Next, consider some of the following questions as you review the data visualization’s scales:
- What are the scales?
- Do they start at zero? [Note: there are lots of good reasons to not start the scale at zero, but pay attention to it!]
- Are the scales complete?
- Are the axes appropriate for the data?
For example, review information in the scales for Figure 2.4 below (which run across each of the two axes of the graph).
Bylines
Next, consider some of the following questions as you review the data visualization’s byline:
- Who made the data visualization?
- Did they also collect and analyze the underlying data?
For example, review information in the byline for Figure 2.5 below (which is found below the key/legend for the graph).
Sources
Next, consider some of the following questions as you review the data visualization for its source:
- Is it clear where the data come from?
- Is the source reputable? (More on this in the next module!)
For example, review information in the source for Figure 2.6 below (which is found below the source information).
After reviewing the data visualizations scaffolding, you should have a better sense of what the visualization is trying to convey and are ready to dive into analyzing the content.
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.145722
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07-7-2023
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|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-and-tools-for-critically-assessing-data-sources-and-evaluating-datasets-part-2/#chapter-194-section-1
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Step 3: Focus on Scaffolding
Type of Data Visualization
To get the background information you need to interpret a data visualization, start by focusing on its scaffolding and considering some of the following questions:
- Is the chart appropriate for the data?
- Does the format enable clear comparison of the data?
The type of chart will determine the questions you need to ask, so there may be more questions to consider.
For example, review Figure 2.1[1] below. What type of data visualization is this? Focus on the content highlighted in the graph area.
Title
Next, consider some of the following questions as you review the data visualization’s title:
- Is there a title?
- Does the title tell you what to expect from the chart?
- Does the chart support the title?
For example, review the title in Figure 2.2 below (found above the graph area).
Key/Legends
Next, consider some of the following questions as you review the data visualization’s key/legends:
- Is there a key?
- Does it explain the features of the data visualization (colours, shapes, etc.)?
- Are data points labelled?
For example, review Figure 2.3 below for the information in its key/legend (found below the graph area).
Scales
Next, consider some of the following questions as you review the data visualization’s scales:
- What are the scales?
- Do they start at zero? [Note: there are lots of good reasons to not start the scale at zero, but pay attention to it!]
- Are the scales complete?
- Are the axes appropriate for the data?
For example, review information in the scales for Figure 2.4 below (which run across each of the two axes of the graph).
Bylines
Next, consider some of the following questions as you review the data visualization’s byline:
- Who made the data visualization?
- Did they also collect and analyze the underlying data?
For example, review information in the byline for Figure 2.5 below (which is found below the key/legend for the graph).
Sources
Next, consider some of the following questions as you review the data visualization for its source:
- Is it clear where the data come from?
- Is the source reputable? (More on this in the next module!)
For example, review information in the source for Figure 2.6 below (which is found below the source information).
After reviewing the data visualizations scaffolding, you should have a better sense of what the visualization is trying to convey and are ready to dive into analyzing the content.
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
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2025-03-22T05:09:24.162826
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07-7-2023
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-and-tools-for-critically-assessing-data-sources-and-evaluating-datasets-part-2/#chapter-194-section-2
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Step 3: Focus on Scaffolding
Type of Data Visualization
To get the background information you need to interpret a data visualization, start by focusing on its scaffolding and considering some of the following questions:
- Is the chart appropriate for the data?
- Does the format enable clear comparison of the data?
The type of chart will determine the questions you need to ask, so there may be more questions to consider.
For example, review Figure 2.1[1] below. What type of data visualization is this? Focus on the content highlighted in the graph area.
Title
Next, consider some of the following questions as you review the data visualization’s title:
- Is there a title?
- Does the title tell you what to expect from the chart?
- Does the chart support the title?
For example, review the title in Figure 2.2 below (found above the graph area).
Key/Legends
Next, consider some of the following questions as you review the data visualization’s key/legends:
- Is there a key?
- Does it explain the features of the data visualization (colours, shapes, etc.)?
- Are data points labelled?
For example, review Figure 2.3 below for the information in its key/legend (found below the graph area).
Scales
Next, consider some of the following questions as you review the data visualization’s scales:
- What are the scales?
- Do they start at zero? [Note: there are lots of good reasons to not start the scale at zero, but pay attention to it!]
- Are the scales complete?
- Are the axes appropriate for the data?
For example, review information in the scales for Figure 2.4 below (which run across each of the two axes of the graph).
Bylines
Next, consider some of the following questions as you review the data visualization’s byline:
- Who made the data visualization?
- Did they also collect and analyze the underlying data?
For example, review information in the byline for Figure 2.5 below (which is found below the key/legend for the graph).
Sources
Next, consider some of the following questions as you review the data visualization for its source:
- Is it clear where the data come from?
- Is the source reputable? (More on this in the next module!)
For example, review information in the source for Figure 2.6 below (which is found below the source information).
After reviewing the data visualizations scaffolding, you should have a better sense of what the visualization is trying to convey and are ready to dive into analyzing the content.
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.177829
|
07-7-2023
|
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-and-tools-for-critically-assessing-data-sources-and-evaluating-datasets-part-2/#chapter-194-section-3
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Step 3: Focus on Scaffolding
Type of Data Visualization
To get the background information you need to interpret a data visualization, start by focusing on its scaffolding and considering some of the following questions:
- Is the chart appropriate for the data?
- Does the format enable clear comparison of the data?
The type of chart will determine the questions you need to ask, so there may be more questions to consider.
For example, review Figure 2.1[1] below. What type of data visualization is this? Focus on the content highlighted in the graph area.
Title
Next, consider some of the following questions as you review the data visualization’s title:
- Is there a title?
- Does the title tell you what to expect from the chart?
- Does the chart support the title?
For example, review the title in Figure 2.2 below (found above the graph area).
Key/Legends
Next, consider some of the following questions as you review the data visualization’s key/legends:
- Is there a key?
- Does it explain the features of the data visualization (colours, shapes, etc.)?
- Are data points labelled?
For example, review Figure 2.3 below for the information in its key/legend (found below the graph area).
Scales
Next, consider some of the following questions as you review the data visualization’s scales:
- What are the scales?
- Do they start at zero? [Note: there are lots of good reasons to not start the scale at zero, but pay attention to it!]
- Are the scales complete?
- Are the axes appropriate for the data?
For example, review information in the scales for Figure 2.4 below (which run across each of the two axes of the graph).
Bylines
Next, consider some of the following questions as you review the data visualization’s byline:
- Who made the data visualization?
- Did they also collect and analyze the underlying data?
For example, review information in the byline for Figure 2.5 below (which is found below the key/legend for the graph).
Sources
Next, consider some of the following questions as you review the data visualization for its source:
- Is it clear where the data come from?
- Is the source reputable? (More on this in the next module!)
For example, review information in the source for Figure 2.6 below (which is found below the source information).
After reviewing the data visualizations scaffolding, you should have a better sense of what the visualization is trying to convey and are ready to dive into analyzing the content.
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.192882
|
07-7-2023
|
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-and-tools-for-critically-assessing-data-sources-and-evaluating-datasets-part-2/#chapter-194-section-4
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Step 3: Focus on Scaffolding
Type of Data Visualization
To get the background information you need to interpret a data visualization, start by focusing on its scaffolding and considering some of the following questions:
- Is the chart appropriate for the data?
- Does the format enable clear comparison of the data?
The type of chart will determine the questions you need to ask, so there may be more questions to consider.
For example, review Figure 2.1[1] below. What type of data visualization is this? Focus on the content highlighted in the graph area.
Title
Next, consider some of the following questions as you review the data visualization’s title:
- Is there a title?
- Does the title tell you what to expect from the chart?
- Does the chart support the title?
For example, review the title in Figure 2.2 below (found above the graph area).
Key/Legends
Next, consider some of the following questions as you review the data visualization’s key/legends:
- Is there a key?
- Does it explain the features of the data visualization (colours, shapes, etc.)?
- Are data points labelled?
For example, review Figure 2.3 below for the information in its key/legend (found below the graph area).
Scales
Next, consider some of the following questions as you review the data visualization’s scales:
- What are the scales?
- Do they start at zero? [Note: there are lots of good reasons to not start the scale at zero, but pay attention to it!]
- Are the scales complete?
- Are the axes appropriate for the data?
For example, review information in the scales for Figure 2.4 below (which run across each of the two axes of the graph).
Bylines
Next, consider some of the following questions as you review the data visualization’s byline:
- Who made the data visualization?
- Did they also collect and analyze the underlying data?
For example, review information in the byline for Figure 2.5 below (which is found below the key/legend for the graph).
Sources
Next, consider some of the following questions as you review the data visualization for its source:
- Is it clear where the data come from?
- Is the source reputable? (More on this in the next module!)
For example, review information in the source for Figure 2.6 below (which is found below the source information).
After reviewing the data visualizations scaffolding, you should have a better sense of what the visualization is trying to convey and are ready to dive into analyzing the content.
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.208192
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07-7-2023
|
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https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-and-tools-for-critically-assessing-data-sources-and-evaluating-datasets-part-2/#chapter-194-section-5
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Step 3: Focus on Scaffolding
Type of Data Visualization
To get the background information you need to interpret a data visualization, start by focusing on its scaffolding and considering some of the following questions:
- Is the chart appropriate for the data?
- Does the format enable clear comparison of the data?
The type of chart will determine the questions you need to ask, so there may be more questions to consider.
For example, review Figure 2.1[1] below. What type of data visualization is this? Focus on the content highlighted in the graph area.
Title
Next, consider some of the following questions as you review the data visualization’s title:
- Is there a title?
- Does the title tell you what to expect from the chart?
- Does the chart support the title?
For example, review the title in Figure 2.2 below (found above the graph area).
Key/Legends
Next, consider some of the following questions as you review the data visualization’s key/legends:
- Is there a key?
- Does it explain the features of the data visualization (colours, shapes, etc.)?
- Are data points labelled?
For example, review Figure 2.3 below for the information in its key/legend (found below the graph area).
Scales
Next, consider some of the following questions as you review the data visualization’s scales:
- What are the scales?
- Do they start at zero? [Note: there are lots of good reasons to not start the scale at zero, but pay attention to it!]
- Are the scales complete?
- Are the axes appropriate for the data?
For example, review information in the scales for Figure 2.4 below (which run across each of the two axes of the graph).
Bylines
Next, consider some of the following questions as you review the data visualization’s byline:
- Who made the data visualization?
- Did they also collect and analyze the underlying data?
For example, review information in the byline for Figure 2.5 below (which is found below the key/legend for the graph).
Sources
Next, consider some of the following questions as you review the data visualization for its source:
- Is it clear where the data come from?
- Is the source reputable? (More on this in the next module!)
For example, review information in the source for Figure 2.6 below (which is found below the source information).
After reviewing the data visualizations scaffolding, you should have a better sense of what the visualization is trying to convey and are ready to dive into analyzing the content.
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.223417
|
07-7-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-and-tools-for-critically-assessing-data-sources-and-evaluating-datasets-part-2/#chapter-194-section-5",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-and-tools-for-critically-assessing-data-sources-and-evaluating-datasets-part-2/#chapter-194-section-6
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Step 3: Focus on Scaffolding
Type of Data Visualization
To get the background information you need to interpret a data visualization, start by focusing on its scaffolding and considering some of the following questions:
- Is the chart appropriate for the data?
- Does the format enable clear comparison of the data?
The type of chart will determine the questions you need to ask, so there may be more questions to consider.
For example, review Figure 2.1[1] below. What type of data visualization is this? Focus on the content highlighted in the graph area.
Title
Next, consider some of the following questions as you review the data visualization’s title:
- Is there a title?
- Does the title tell you what to expect from the chart?
- Does the chart support the title?
For example, review the title in Figure 2.2 below (found above the graph area).
Key/Legends
Next, consider some of the following questions as you review the data visualization’s key/legends:
- Is there a key?
- Does it explain the features of the data visualization (colours, shapes, etc.)?
- Are data points labelled?
For example, review Figure 2.3 below for the information in its key/legend (found below the graph area).
Scales
Next, consider some of the following questions as you review the data visualization’s scales:
- What are the scales?
- Do they start at zero? [Note: there are lots of good reasons to not start the scale at zero, but pay attention to it!]
- Are the scales complete?
- Are the axes appropriate for the data?
For example, review information in the scales for Figure 2.4 below (which run across each of the two axes of the graph).
Bylines
Next, consider some of the following questions as you review the data visualization’s byline:
- Who made the data visualization?
- Did they also collect and analyze the underlying data?
For example, review information in the byline for Figure 2.5 below (which is found below the key/legend for the graph).
Sources
Next, consider some of the following questions as you review the data visualization for its source:
- Is it clear where the data come from?
- Is the source reputable? (More on this in the next module!)
For example, review information in the source for Figure 2.6 below (which is found below the source information).
After reviewing the data visualizations scaffolding, you should have a better sense of what the visualization is trying to convey and are ready to dive into analyzing the content.
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.238721
|
07-7-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-and-tools-for-critically-assessing-data-sources-and-evaluating-datasets-part-2/#chapter-194-section-6",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-for-critically-assessing-data-visualizations-step-4/
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Step 4: Focus on Content and Visual Encoding
The most important element of most data visualizations is their content and how that content is .
Essentially, data visualizations are always built with symbols that follow a set of rules. This might sound a bit complicated, so let’s break it down using Figure 2.7[1] below, a standard bar chart of monthly average retail prices for two food categories in Canada from January to July 2021.
Let’s focus on the visual encoding, and the “rules” that this chart is following. Click on each method below to learn more about the “rules” that are being followed in Figure 2.7.
This may all seem obvious, but it is important to understand the “rules” of the data visualization that you are looking at to interpret it correctly. This will also help you recognize when the rules are being broken to manipulate the data or alter the way that you perceive the data.
Exercises
- Statistics Canada. Table 18-10-0002-01 Monthly average retail prices for food and other selected products. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/1810000201-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
Representing the data with a visual element or symbol.
|
pressbooks
|
2025-03-22T05:09:24.252565
|
07-7-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-for-critically-assessing-data-visualizations-step-4/",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-and-tools-for-critically-assessing-data-sources-and-evaluating-datasets-part-3/
|
Module 2: How to Critically Analyze and Interpret Data Visualizations
Step 5: Step Back to Spot Patterns and Relationships
Now that you’ve spent some time identifying the features that support the data visualization (the scaffolding) and how the content itself is represented (visual encoding), you’re ready to step back and look for patterns, relationships and trends in the data. Figure 2.7[1] below displays an increase in data.
Some patterns or relationships may be immediately obvious, and others may take more time to make sense of.
Again, take your time.
- Statistics Canada. Table 37-10-0079-01 Registered apprenticeship training, registrations by major trade groups and sex. Data is reproduced and distributed on an "as is" basis with the permission of Statistics Canada. Retrieved February 2nd, 2022. DOI: https://doi.org/10.25318/3710007901-eng. Statistics Canada Open Licence: https://www.statcan.gc.ca/en/reference/licence ↵
|
pressbooks
|
2025-03-22T05:09:24.264324
|
07-7-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/chapter/strategies-and-tools-for-critically-assessing-data-sources-and-evaluating-datasets-part-3/",
"book_url": "https://pressbooks.library.torontomu.ca/criticaldataliteracy/front-matter/funding-acknowledgement/",
"title": "Critical Data Literacy",
"author": "Nora Mulvaney, Audrey Wubbenhorst, Amtoj Kaur",
"institution": "",
"subject": "Information visualization, Disinformation and misinformation"
}
|
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