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https://pressbooks.justwrite.in/englishcommunication/chapter/pronunciation-adding-s-for-plural-and-simple-present-third-person/	Pronunciation Practice Pronunciation: Adding S for plural and simple present third person Consonants: Final ‘s’ sounds You can watch, listen, and repeat these sounds in Eric’s video: English has three sounds for the letter “s.” You have to pay attention to the final sound before the s. - Voiceless sounds: /s/ - Voiced sounds: /z/ - The sounds in s, z, sh, ch, j, g: /ɪz/ A. Type one: Voiceless + /s/ Verbs and nouns ending in voiceless consonants + /s/ Practice: Circle or find the final sound before the s Example : takes The last sound before s is /k/ Steps ____ looks____ laughs ____ fits_____ taps_____ fakes______ Eric’s ______ B. Type two: Voiced + /z/ Verbs and nouns ending in voiced consonants + /z/ Practice: Circle or find the final sound before the s Example : dogs The last sound before s is /g/ Plans____ tags ____ halves ____ goes______ labels_____ climbs ___ stars ______ minds_____ Plays _____ sees _____ sues ___ teacher’s _____ C. Type three: /ɪz/ Verbs and nouns ending in /s/, /z/, sh/ʃ/, zh/ʒ/, ch/ʧ/, j/ʤ/, x/ks/ + /ɪz/ Practice: Circle or find the final sound before the s Example : misses The last sound before s is /s/ kisses_______ fizzes _____ wishes ______ garages _____ churches ____ judges ____ fixes ______ Chris’s _______	pressbooks	2025-03-22T05:08:58.702113	04-19-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.justwrite.in/englishcommunication/chapter/pronunciation-adding-s-for-plural-and-simple-present-third-person/", "book_url": "https://pressbooks.justwrite.in/englishcommunication/front-matter/introduction/", "title": "Green Tea Intermediate English Communication OER", "author": "", "institution": "", "subject": "Language learning: listening skills, Language learning: speaking skills" }
https://pressbooks.justwrite.in/englishcommunication/chapter/251/	Pronunciation Practice Final S sounds practice D. Final S sounds practice Write the final sound and say the word 1. watches 2. Tastes 3. Places 4. Grabs 5. Picks 6. boxes 7. cries 8. oranges 9. waits 10. dishes E.Read the sentences out loud. Focus on the “s” pronunciation and voiced/voiceless sounds. - Chris’s friends are helping him move his boxes from upstairs to two different garages. - Mary grabs lunch at different restaurants with her sisters on Saturdays. - If the weather looks clear and there are no clouds, Nancy washes her cars on the weekends. Practice, and record	pressbooks	2025-03-22T05:08:58.714714	04-19-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.justwrite.in/englishcommunication/chapter/251/", "book_url": "https://pressbooks.justwrite.in/englishcommunication/front-matter/introduction/", "title": "Green Tea Intermediate English Communication OER", "author": "", "institution": "", "subject": "Language learning: listening skills, Language learning: speaking skills" }
https://pressbooks.justwrite.in/englishcommunication/chapter/ed-pronunciation-for-past-tense-and-adjectives/	Pronunciation Practice -ED pronunciation for Past Tense and Adjectives Type one: Voiceless + /t/ verbs and adjectives ending in voiceless consonants = /t/ Stepped ____ looked______ laughed ____ wished ____ Switched ___ clapped ____ kissed ______ faked _____ Type two: Voiced + /d/ verbs and adjectives ending in voiced consonants = /d/ Planned ____ tagged ____ halved ____ rubbed ______ labeled_____ lazed _____ climbed ___ starred ______ Played _____ peed _____ sued ___ pawed _____ Type three: /d/ and /t/ + / ɪd/ Verbs and adjectives ending in /t/ or /d + / ɪd/ Toasted _____ participated _____ faded ____ minded _____ Practice out loud with a teacher or tutor: Focus on the final sounds: /t/, /d/ or / ɪd/ - Tasted _____ - Placed _____ - Grabbed _____ - Clogged _____ - Guided _____ - Lived _____ - Picked _____ - waited _____ - clapped _____ - cried _____ Find the -ed sound in these examples Focus on the ed words first. Then, read the sentence. Each sentence is an English proverb. Can you find the meaning with a tutor or teacher’s help? - Curiosity killed the cat. - If you play with fire, you’ll get burned. - A fool and his money are soon parted. - You can’t unscramble a scrambled egg. - The road to hell is paved with good intentions. - Grief divided is made lighter. Listen to Eric read, and repeat.	pressbooks	2025-03-22T05:08:58.729300	04-19-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.justwrite.in/englishcommunication/chapter/ed-pronunciation-for-past-tense-and-adjectives/", "book_url": "https://pressbooks.justwrite.in/englishcommunication/front-matter/introduction/", "title": "Green Tea Intermediate English Communication OER", "author": "", "institution": "", "subject": "Language learning: listening skills, Language learning: speaking skills" }
https://pressbooks.justwrite.in/englishcommunication/chapter/t-pronunciation/	Pronunciation Practice T Pronunciation In American English, there are many ways that we say the letter T in normal speaking situations. These three ways can help you understand more — and to help others understand you! You can start by watching Eric explain and say the words, or you can read the information below. Type One: “normal” T The International Phonetic Alphabet (IPA) symbol: [t] Notice the air that follows the t! - Beginning of words: - teacher - today - two - tall - After most consonants (but not R!) - best - faster - guilty - alter / altar - doctor - optimist Type 2: Flap T/ Quick T This is a “fast d” sound. There is no extra air with the T! The IPA is: [d] or [ɾ] This usually happens when we have a “t sandwich” — a vowel before the T and a vowel after the T. - vowel + t / tt / d + vowel - writing - bottle - water - tutor - city - This combination (vowel + t + vowel ) can happen with more than one word together in normal speech. - It isn’t my problem. - Can you figure it out? - Wait a minute! - What if you’re wrong? - Exception: If the “t” is in the beginning of a stressed syllable, we use the “normal T”: - until - attorney - attack - eternal - Notice: This fast d / flap t sound is the same for words that usually have a “d” with a vowel before and after. So, these words sound the same for most American English accents: - writing / riding - liter / leader - metal / medal Type 3: Glottal Stop T /ʔ/ The glottal stop /ʔ/ is the stop of air in your voice. Example: uh-oh. This kind of t sound often happens when there is a vowel + t + n, and the syllable after the t is not stressed. - Vowel+t+n - sentence - partner - important - Common Contractions: - can’t - won’t - haven’t - couldn’t - shouldn’t - -tten or -tain spellings: - written - gotten - mountain - fountain - Britain Other spellings and sounds T can change into some other sounds, too: - T becomes a “ch” sound or, in IPA: [tʃ ] - T+R together: - true - tree - attribute - T + U together — specifically, when “u” is pronounced with a [j] + vowel sound - picture - natural - capture - T+R together: - T becomes a “sh” sound, or in IPA: [ʃ] - with -tion endings - information - caption - station - with -tious endings - cautious - superstitious - with -tion endings Practice the words on this page. Can you hear all the different kinds of T? Can you pronounce the American accent sounds if you say them slowly? Here are all the words on this page. Can you read them and remember the pattern? - Normal T - teacher - today - two - tall - best - faster - guilty - alter / altar - doctor - optimist - until - attorney - attack - eternal - Flap T - writing - bottle - water - tutor - city - It isn’t my problem. - Can you figure it out? - Wait a minute! - What if you’re wrong? - writing / riding - liter / leader - metal / medal - Glottal Stop T - sentence - partner - important - can’t - won’t - haven’t - couldn’t - shouldn’t - written - gotten - mountain - fountain - Britain - Other sounds (ch and sh) - true - tree - attribute - picture - natural - capture - information - caption - station - cautious - superstitious	pressbooks	2025-03-22T05:08:58.755507	04-19-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.justwrite.in/englishcommunication/chapter/t-pronunciation/", "book_url": "https://pressbooks.justwrite.in/englishcommunication/front-matter/introduction/", "title": "Green Tea Intermediate English Communication OER", "author": "", "institution": "", "subject": "Language learning: listening skills, Language learning: speaking skills" }
https://pressbooks.justwrite.in/englishcommunication/chapter/word-stress-compound-words-and-adj-noun-combinations/	Pronunciation Practice Word Stress: Compound Words and Adj. + Noun Combinations Eric Dodson What is word stress? Example: Portland Oregon PORTland ORegon Oo Ooo <– The capital O means stressed syllables. The small o means unstressed syllables. not: portLAND oREgon Stress is: - Longer - Louder - Higher (in pitch, like music) - Clearer (the vowel is easy to hear and full; it is NOT a schwa /ə/, usually) - Bigger (easy to see!) Practice by listening, repeating, and checking with a tutor or teacher: Compound Nouns The stress usually is on the first word or part: - classmate - homework - football - bathroom - website - keyboard - writing teacher - English class - reading test - due date Normal Adjectives + Nouns The stress will usually fall on the noun. The adjective may have some stress, but it will have less than the noun — usually! If you change the stress patterns, you may be changing the meaning or the feeling of what you’re saying. Can you practice these common phrases with stress on the nouns? - a long walk - a good grade - a short speech - a clear voice - a hard quiz - some organized notes - a confident speaker - an interesting person Extra: Stress on numbers! Numbers also almost always receive stress: - example 1 - speech number 2 - exercise 3 - My group had 4 classmates - I’m in level 5 - But I’m getting ready for communication 6 Listen and Repeat One good resource for teachers or tutors: British Council Teaching English – Word Stress	pressbooks	2025-03-22T05:08:58.770639	04-19-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.justwrite.in/englishcommunication/chapter/word-stress-compound-words-and-adj-noun-combinations/", "book_url": "https://pressbooks.justwrite.in/englishcommunication/front-matter/introduction/", "title": "Green Tea Intermediate English Communication OER", "author": "", "institution": "", "subject": "Language learning: listening skills, Language learning: speaking skills" }
https://pressbooks.justwrite.in/englishcommunication/chapter/stress-and-reductions-in-sentences/	Pronunciation Practice Stress and Reductions and Example 1 Stress + Reduced Syllables We have talked about stressed syllables before. We can imagine that they are 100% whole and complete. Remember that stress means: louder, longer, higher, clearer, and bigger 😁 Reduction is the opposite of stress in English. Reduction, or reduced syllables are: - Quicker: they are not as long, and you might delete some of the sounds. - Less clear: the vowels might change to “uh” /ə/ - Quieter: they are not as loud - Normal pitch: they are not musical, high or low - Smaller: speakers’ mouths do not open or move as much You can imagine that they are chopped up. Reduced stress makes it easier to put things together in spoken English, once you learn how. This can help you with understanding other speakers, too. For example: - I just want to have some peace and quiet around here. - Sorry, but I didn’t hear that. - How is it going? Example 1: And In normal American English, the word “and” usually reduces to “an” with a schwa sound: /ən/ Here are some common phrases and idioms. Can you practice reducing “and”? A. Reducing and - peace and quiet - rock and roll - bread and butter - pride and joy - death and taxes - fair and square - by and large - smoke and mirrors - blood, sweat and tears - it cost an arm and a leg	pressbooks	2025-03-22T05:08:58.785023	04-19-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.justwrite.in/englishcommunication/chapter/stress-and-reductions-in-sentences/", "book_url": "https://pressbooks.justwrite.in/englishcommunication/front-matter/introduction/", "title": "Green Tea Intermediate English Communication OER", "author": "", "institution": "", "subject": "Language learning: listening skills, Language learning: speaking skills" }
https://pressbooks.justwrite.in/englishcommunication/chapter/content-words-function-words-and-stress/	Pronunciation Practice Content words, function words, and stress Content Words Nouns, verb, adjectives and adverbs are usually stressed in sentences. Prepositions, articles and conjunctions are usually not stressed. You can usually understand the main ideas if you focus on the content words, too! - FIre KItchen - FIre in KItchen - FIre in the KItchen - a FIre in the KItchen - There’s a FIre in the Kitchen - SNOW exPECted FRIday - SNOW is exPECted FRIday - SNOW is exPECted on FRIday - the SNOW is exPECted on FRIday B. Which words are stressed in these sentences? - Sorry, but I didn’t hear that. - Could you say that again? - The student accounts office is in the CC building. - Go outside and walk to the library. - If you look to the right, you should see the CC building.	pressbooks	2025-03-22T05:08:58.797509	04-19-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.justwrite.in/englishcommunication/chapter/content-words-function-words-and-stress/", "book_url": "https://pressbooks.justwrite.in/englishcommunication/front-matter/introduction/", "title": "Green Tea Intermediate English Communication OER", "author": "", "institution": "", "subject": "Language learning: listening skills, Language learning: speaking skills" }
https://pressbooks.justwrite.in/englishcommunication/chapter/example-reduction-her-hers-he-him-his/	Pronunciation Practice Example Reduction: Her, hers, he, him, his Example Reductions: Her, Hers, He, Him, His These pronouns usually loose the “H” in normal US English sentences. But, they keep the stress and the full “H” if they are the first word. - I like her –> I liker - I like him –> I likim - Where is hers? –> Wherzerz? - Where is his? –> Wherziz? C. Find these pronouns in this short conversation. Can you reduce them and combine them in a fluent sentence? - How is it going? Wait, is everything ok? - Where is Adam? Did you see him leave? - Sara came and he got really mad at her. - I don’t know what his problem is, or maybe it’s her problem. - They have both had a hard time. - I don’t think he has been happy at his job. - I know she wants to quit hers. - Oh, did you get his text? They both had to leave, but I guess things are ok.	pressbooks	2025-03-22T05:08:58.808671	04-19-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.justwrite.in/englishcommunication/chapter/example-reduction-her-hers-he-him-his/", "book_url": "https://pressbooks.justwrite.in/englishcommunication/front-matter/introduction/", "title": "Green Tea Intermediate English Communication OER", "author": "", "institution": "", "subject": "Language learning: listening skills, Language learning: speaking skills" }
https://openwa.pressbooks.pub/photographyand3dproduction/chapter/chapter-1-high-dynamic-range/	1 High Dynamic Range HDR stands for High Dynamic Range. The range in this case is the total exposure referred to in a scene–the lightest lights and the darkest darks. A high range scene means there is an extremity to the brightest light sources and the darkest shadows. Have you ever struggled to see your phone’s screen in the sun? Even though the phone is technically a light source, it is impossibly overpowered by the sun. The last component, the dynamic part, refers to a photographer’s ability to capture that range and maintain the ability to adjust it after the fact. A camera raw file has a certain quantity of built-in dynamic range, which varies based on the quality of an image sensor. However, a single raw image will fall short when trying to capture the lightest lights and darkest darks; a dark exposure will capture the sun and sky’s nuance, but leave everything else underexposed. A light exposure will do the opposite. By capturing multiple exposures (called bracketing), they can be combined in post, where their full range can be dynamically shifted or combined. Easy HDR: Sun Through Foliage The easiest way to make an HDR image is using the camera’s native method, which will combine 3 exposures into one photo just using the DSLR. \| \| Original \| Edited \| The resulting photo automatically captures what is impossible in a single image: the green of the trees, the blue of the sky, and the sun. It also retains an increased amount of editing flexibility, shown here by the darkened blues in the sky and the lightened greens in the trees. Bracketed HDR: Locks Ladder For greater control, we can shoot a bracketed HDR and combine it later in other software. \| Once you’ve imported the photos to a computer, they are combined to an HDR in software, in this case using Lightroom and Photoshop. \| \| 1/800, f22, ISO 100 \| 1/4000, f22, ISO 100 \| 1/100, f22, ISO 100 \| The finished photo allows for much more dramatic editing possibilities than a single RAW file offers. DSLR Controller HDR: Locks Water The native bracketing in a camera is often limited by the default firmware. By using an alternative interface, many greater functions can be unlocked. A popular option is the Magic Lantern plugin, that can void your camera’s warranty. I prefer to use DSLR Controller and a USB-C to Mini USB cord to shoot HDR with a greater range of brackets. \| \| If you have dirt on your lens, it will repeat across all the brackets in the same spot, so you can clean them with the Spot Healing tool on one photo, then replicate the change across photos by right clicking and choosing Develop Settings > Copy Settings, and turn on Spot Removal. The two brightest exposures end up too bright to be useful, so I merge the other 5 to HDR Pro in Photoshop, a range of exposure from 1/4000” to 1/15”, 10 total EVs. This time, switch the mode to 32 Bit. The 16 bit mode is actually better referred to as tone mapping, where the dynamic range is used to make an artistic effect. By using 32 bit, the actual HDR capabilities of the photo will be stored; it can have the exposure increased or decreased without damaging the file through clipping the lights or darks. The ability to modify the colors in Adobe Camera RAW is greatly increased. However, you can see a common HDR defect in the clouds: ghosting, where their movement over a matter of seconds makes it struggle to align. HDR with ND Filters: Magnuson Parking Lot Note how the sun still has a visible rays in the darkest exposure. This means that, even on our camera’s darkest settings, we have still failed to capture the full range of our scene. Through the use of neutral density film, an even darker exposure can be captured. This shoot progresses like the last one, with one exception: I also shoot an extra exposure at 1/4000”, but with two layers of ND 1.2 gelatin. At -4 stops each (-8 total) this is the equivalent of a 1/512000” exposure! The resulting image is pitch black, except for a single dot of sun, with no corona. Export these from Lightroom as 32 bit TIFFs. Angle 1_1 isn’t aligned with the others, since taking the lens off and inserting the ND film causes some movement. Fix this in Photoshop by putting angle1_2 over it in Photoshop set to Screen and 30% opacity. Next, use Filter>Offset to modify angle1_1 until it’s aligned. Discard the guide layer. This photo’s EXIF data doesn’t know we adjusted the exposure artificially, which makes it inaccurate for HDR merging. Download, rename, and place exiftool.exe in C:\Windows so it’s discoverable by the system path, and then use exiftoolGUI to set the exposure time to our modified custom amount (1/512000.) Merge these to HDR Pro in Photoshop, and your two photos shot at 1/4000 will now have different EVs listed on import. Finish with necessary cleanup for lens flares and dirt with the Clone Stamp tool. Having previously installed the EXR-IO plugin, save this as a .EXR. By design, there are no creative edits to this photo. The beauty of this EXR is in the successful composite of its file format to be used later. In modern CGI pipelines, multiple lighting assets compile together in the beginning: HDR backgrounds, background plates, video footage, model textures, 3D lights, etc. As separate ingredients in a soup, it’s important they all stay truthful before they are combined, or else all their individual edits will work against each other when combined. The creative artistry that affects them is the last stage in this pipeline, using final compositing tools. Much of that beyond the scope of this document, but below you can see the fruits of this HDR process: the image has successfully recorded the lighting data, meaning we can cast hard, realistic shadows off of just an image. Of course, the oblong black shape in the sphere’s reflection reveals our next problem: this single HDR image leaves much of the environment left out. Which brings us to panoramas. Feedback/Errata	pressbooks	2025-03-22T05:08:58.826149	11-10-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openwa.pressbooks.pub/photographyand3dproduction/chapter/chapter-1-high-dynamic-range/", "book_url": "https://openwa.pressbooks.pub/photographyand3dproduction/front-matter/gsdfgsdfhsdf/", "title": "HDR Panoramas", "author": "oscarbaechler", "institution": "Lake Washington Institute of Technology", "subject": "Photography and photographs, Photography: subject-specific techniques and principles, Digital photography, 3D graphics and modelling" }
https://openwa.pressbooks.pub/photographyand3dproduction/chapter/chapter-2-panoramas/	2 Panoramas Panoramas combine multiple angles to make a single image with a wider field of view. You can stitch any pile of related images together, but we’ll focus on a few likely cases: cylindrical panoramas, spherical panoramas, fisheye lens panoramas, and pano head panoramas. Easy Cylindrical Panorama: Ballard Locks Hill Cylindrical panoramas are made using a single 360 degree spin on a tripod. - Set your tripod and camera up with your camera vertical, to better capture the sky and ground, and the camera level. Pick your starting angle sensibly, such as starting at the sun, North, or aligned with man-made lines from tiles, sidewalks, etc. - Turn off anything automatic on your camera: White Balance, ISO, and autofocus should all be off. Otherwise, the camera will pick and choose different settings based on the angle, and your angles won’t stitch together due to the discrepancy. - Use a high F-stop. As we are capturing our whole environment, the foreground and background should ideally both have a sharp focus. Outside that, choose whatever exposure settings you like. - Take a photo, and note in the viewfinder where objects align in a Rule of Thirds grid. - Pick a landmark ⅓ of the way across, and rotate the tripod such that it is now at the ⅔ mark. This will ensure overlap from photo to photo. Shoot this new angle. - Repeat until you’ve gone all the way around the photo. You can also use degree markers on a tripod, or just be conservative in your photo overlap and wing it. Once you’ve gotten these into Lightroom, we can make an easy panorama by right-clicking and choosing Photo Merge > Panorama (or Edit In > Merge to Panorama in Photoshop) For a cylinder panorama, Lightroom’s native panorama stitcher is perfectly capable as a starting point. However, Photoshop offers more capabilities for some of the remaining issues, such as missing edge pixels. - Right click and choose Edit in > Edit in Photoshop. - Control Click on the layer thumbnail to load it as a selection. - Invert the selection with Ctrl I, then use Select > Modify > Expand to encompass a tiny bit of the existing photo. - Use Edit > Content Aware Fill to replace the empty pixels - The lines of the concrete often stitch wrong, and the best solution is manually fixing it. Select chunks of sidewalk cracks with a 4 px feathered polygonal lasso, duplicate it to a new layer with Ctrl J, enter Transform with Ctrl T, and right click to choose Distort. Move the layer around until the sidewalk crack lines up with its neighbors. - Spot heal any dirt or lens flares, and finish with some creative touches in with the Camera Raw filter. I start from Auto, then up the yellows and greens. - To choose an interesting center point, use Filter > Offset, and rotate it horizontally until you like the center focus, such as the sun. This can also reveal an edge that doesn’t align, which you can then clean up with the Stamp tool. The final image is a whopping 23556 by 5741 pixels! Increased Angles Spherical Panorama: Gasworks Platform Spherical panoramas essentially combine multiple cylindrical panoramas (a middle, low, and high angle) to get the entire field of view. For the next panorama, shooting starts in a manner similar to the cylindrical panorama. Upon return to your starting point, tilt the camera upward, until just the horizon is in the shot, and repeat. Next, tilt the camera downward until the sky is just barely in the shot, and repeat. This results in three cylinders: middle, top, and bottom, with overlap needed to stitch to their horizontal and vertical neighbors. \| Middle \| Top \| Bottom \| With 36 photos total (12 per cylinder), cleanup must be done in stages: edits to everything, followed by edits to individual angles, followed by another round of edits to the final panorama. Start by an initial correction to brightness and spot heal lens dirt (which will repeat on all 36 angles), then copy these settings to all photos. Next, spot heal individual photos, such as the sunny angles that get lens flares. This time, we’ll use Photoshop to stitch the panorama. Select all the angles, right click, then choose Edit in > Merge to Panorama in Photoshop. With 36 raw files, this can take a while, and uses a lot of RAM! The finished result has more overlap then necessary, so I crop to a shared edge, then immediately flatten the image and purge history to get memory back. After offsetting, I then use the Spot Healing Brush, Content Aware Fill, and manually transformed chunks of layer to clean up seams again, and fill the missing pixels with Content Aware Fill again like before. On the less technical side, this sunrise panorama highlights one of the key skills of shooting panoramas: waking up early. If you wake up at 5 AM for a sunrise, even dense urban spots will be completely empty. If you go at sunset, even remote areas will be swarmed with cars, pedestrians, picnickers, and other pano nightmares. Minimal Angles Spherical Panorama: Gasworks Hill A fisheye lens and full frame camera offer such a vast field of view that a panorama can be created in only 3 angles. This reduces the processing and cleanup necessary. The 36 angles needed with the 24mm lens was already a drain on system resources, so imagine the impact of multiplying that by even just 3 brackets! \| The resulting 4 angles: I use Lightroom to fix exposures and spot heal lens flares. However, Photoshop and Lightroom both struggle with stitching fisheye panoramas. Instead, we’ll use a dedicated panorama program: Hugin, which is free and open source. \| The final panorama is not as high resolution as the previous panorama. However, it took far less work to shoot, with far less chance of errors compromising it. Additionally, the composited panorama compiles together much faster. Feedback/Errata	pressbooks	2025-03-22T05:08:58.843501	11-10-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openwa.pressbooks.pub/photographyand3dproduction/chapter/chapter-2-panoramas/", "book_url": "https://openwa.pressbooks.pub/photographyand3dproduction/front-matter/gsdfgsdfhsdf/", "title": "HDR Panoramas", "author": "oscarbaechler", "institution": "Lake Washington Institute of Technology", "subject": "Photography and photographs, Photography: subject-specific techniques and principles, Digital photography, 3D graphics and modelling" }
https://openwa.pressbooks.pub/photographyand3dproduction/chapter/part-3-hdr-panoramas/	3 HDR Panoramas Now for the ultimate challenge. We’re going to combine these two disciplines of HDR and panoramas into a final, fully realized HDR image. This will require a careful approach to making sure the files are processed correctly. Full HDR Panorama: Magnuson Park \| \| \| Upon import, we’ve got our organizational work cut out for us. - Right click on the lowest double-ND bracket, create a virtual copy, and lower the exposure on this copy by -4 stops. This is rearranged to #1. - Create virtual copies for image 1, 2, and 3, and rearrange these to be in spots 9, 10, and 11. - Use the Spot Healing tool to erase the sun on spots 9, 10, and 11. Now it’s the equivalent of those exposure rotated. - Create virtual copies of 9, 10, and 11, and shift these to be in positions 17/18/19, and 25/26/27. - Fix the sun position with offset in Photoshop like we did before. - Export 1 through 8 renamed as angle1_1.tiff through angle 1_8.tiff. Repeat with 9 through 16 as angle2, and so on with the 3rd and 4th angle. - Use ExifToolGUI to edit the EXIF exposure time metadata as before. Exposures 3, 2, and 1, all listed as their recorded 1/4000 exposure, are -4, -8, and -12 exposure stops from there. When you do the exposure math, you get: 1/64000, 1/1024000, and a whopping 1/16384000! HDR panorama creation must choose one of three methods: merging brackets first and stitching the outputs, stitching each bracket individually and then merging them, or doing it all at one time. In our case, we will first use Photoshop to make our finished EXRs, then stitch the EXRs together. - In Photoshop, use File > Automate > Merge to HDR Pro. Select your first angle’s brackets. Note on import how the modified EXIF data successfully interprets the ND-affected and manually underexposed brackets as lower EVs than the 1/4000 exposure. Use 32 Bits. - Save as an EXR. Repeat for the other 3 angles. Next, we need to stitch these angles together. \| \| \| \| \| So we’ve got a finished panorama. What’s the big deal? Why bother with all that format mess when the earlier methods worked? The reason is because the saved EXR truly stores lighting data inside the file. Now it’s ready for use in 3D applications, and the total light in the scene is actually captures successfully enough that objects can cast shadows, reflect highlights, and be reprocessed with 3D exposure settings as if the objects were right there in the Magnuson Park field. The 3D scene below has no other light objects except the HDRI. Of course, using Blender is a another tutorial entirely! Second Cool Thing Fully realized HDR panoramas, suitable for use in a 3D production, is a very specialized subset of photography. As a result, the tools are often so esoteric that we are left with a choice of spending extra for special software, or suffering the consequences of their inadequacies in both HDR merging and panoramic stitching. This next HDR panorama shows an alternative software pipeline with more desirable results. Feedback/Errata	pressbooks	2025-03-22T05:08:58.857689	11-10-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openwa.pressbooks.pub/photographyand3dproduction/chapter/part-3-hdr-panoramas/", "book_url": "https://openwa.pressbooks.pub/photographyand3dproduction/front-matter/gsdfgsdfhsdf/", "title": "HDR Panoramas", "author": "oscarbaechler", "institution": "Lake Washington Institute of Technology", "subject": "Photography and photographs, Photography: subject-specific techniques and principles, Digital photography, 3D graphics and modelling" }
https://openwa.pressbooks.pub/photographyand3dproduction/chapter/chapter-4-what-else-can-we-do/	4 What else can we do? Enough of this horrible 3D HDRI stuff, let’s do something more fun with our panoramas! These projects all start with a panorama using the earlier methods, but uses it for something that’s bound to delight. Little Planet: Gasworks Hill Here we’ve got a perfectly nice panorama from a sunrise on the hill of Gasworks Park, edges cleaned up and everything. Let’s make it into a little planet! - In Photoshop, use Image > Image Size, and change the height and width to be identical (in this case, 2048×2048.) You might need to uncheck the linked size icon. - Resizing will create some pixel artifacting on the edge. Clean this up by first centering the edge with Filter > Other > Offset, with 1024 on the X axis. Use the Spot Healing brush to clean the seam up, then use Offset again to recenter the sun. - Flip the image upside down with Image >Image Rotation > 180. - Create your little planet using Filter > Distort > Polar Coordinates. - If you’re really fancy, you can expand the clouds to better fill the sky in the corners. Injecting Metadata into panoramas For all this panoramic labor, you might find yourself struggling to match the output of a panorama made on a phone, which often allows for 3D navigation on Facebook and other media platforms. When a panorama is made automatically on a phone, it includes native metadata that specifies it as a panorama. To get this with our panoramas, we’ll export this with panorama settings directly in Photoshop. Consider, for instance, this cleaned up panorama of the Golden Gardens Estuary. - In Photoshop, use 3D > Spherical Panorama > New Panorama Layer from Selected Layers. This enters into Photoshop’s 3D interface. - Export this with 3D > Spherical Panorama > Export Panorama. - Upload this photo to Facebook. The spherical panorama metadata will be detected, and allow the pano to be spun around at will. Flexifying for fun and papercraft Through the Flexify plugin, a panorama can be transformed in Photoshop into a variety of spatial mappings. This is a helpful way to reposition panoramas, make a psychedelic remapping, or even create a printable origami papercraft printout. Here’s another panorama from Gasworks Park at sunrise. To use Flexify, download and install it in your Photoshop directory. Restart Photoshop, and use it on a panorama via Filter > Flaming Pear > Flexify 2. The interface offers a vast quantity of remapping options. The Latitude, Longitude, and Spin options can be used to level a horizon if your panorama is tilted. But some of the other options, like quasar, tube, or in this instance, hypertriple, can make a mesmerizing psychedelic effect. Or Stereo Twice. Several of the options, like Dodecahedron, also allow for a fun papercraft project. HDR panoramas are complex subjects that can take years to truly master. On their own, they’re a riveting form of photography, but have a vast quantity of applications in film, video games, and even social media. But aside from all that technical mumbo jumbo, they’re terrific fodder for bizarre, psychadelic photographic experiments. Feedback/Errata	pressbooks	2025-03-22T05:08:58.869377	11-10-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openwa.pressbooks.pub/photographyand3dproduction/chapter/chapter-4-what-else-can-we-do/", "book_url": "https://openwa.pressbooks.pub/photographyand3dproduction/front-matter/gsdfgsdfhsdf/", "title": "HDR Panoramas", "author": "oscarbaechler", "institution": "Lake Washington Institute of Technology", "subject": "Photography and photographs, Photography: subject-specific techniques and principles, Digital photography, 3D graphics and modelling" }
https://openoregon.pressbooks.pub/homeandschool/chapter/niki-and-matt-are-classmates/	Niki and Matt are classmates Her name is Niki. His name is Matt. They are happy. They are friends. They go to English class. They are talking. “Hi! How are you?” “I’m good. Thanks. How are you?” Comprehension Questions Discussion Question Introduce yourself: What is your first name? What is your last name? Where are you from? Sources Images courtesy of stockimages at FreeDigitalImages.net.	pressbooks	2025-03-22T05:08:58.881553	09-28-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/homeandschool/chapter/niki-and-matt-are-classmates/", "book_url": "https://openoregon.pressbooks.pub/homeandschool/front-matter/welcome/", "title": "Home and School", "author": "Timothy Krause", "institution": "", "subject": "Language readers" }
https://openoregon.pressbooks.pub/homeandschool/chapter/minako-and-tom-study-in-the-computer-lab/	Minako and Tom study in the computer lab Her name is Minako. Her classroom is big. She studies English on a computer. This is a monitor. She reads on a monitor. This is a keyboard. She types on a keyboard. This is a mouse. She clicks with a mouse. Minako listens to the computer. A classmate says “Shh!” Minako uses headphones. Tom asks, “Where is a printer?” “It’s over there.” Tom sees the printer. “Thanks!” Comprehension Questions Discussion Question What things are in your classroom? Point to them. - computer - monitor - mouse - keyboard - headphones - printer Sources Images of Minako courtesy of mrsiraphol at freedigitalphotos.net Images of Tom courtesy of artur84 at freedigitalphotos.net All other images are public domain.	pressbooks	2025-03-22T05:08:58.897635	09-28-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/homeandschool/chapter/minako-and-tom-study-in-the-computer-lab/", "book_url": "https://openoregon.pressbooks.pub/homeandschool/front-matter/welcome/", "title": "Home and School", "author": "Timothy Krause", "institution": "", "subject": "Language readers" }
https://openoregon.pressbooks.pub/homeandschool/chapter/wu-buys-food/	Wu buys food Wu buys food. He buys lemons. Wu buys garlic. He buys rice. He buys fish. He buys apples. He buys cabbage. Wu goes home. He cooks dinner. What is your favorite food? What foods are from your country? All images are public domain.	pressbooks	2025-03-22T05:08:58.910988	09-28-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/homeandschool/chapter/wu-buys-food/", "book_url": "https://openoregon.pressbooks.pub/homeandschool/front-matter/welcome/", "title": "Home and School", "author": "Timothy Krause", "institution": "", "subject": "Language readers" }
https://openoregon.pressbooks.pub/homeandschool/chapter/omar-goes-to-the-doctor/	Omar goes to the doctor His name is Omar. Her name is Rosa. They are married. They are parents. He is a father. She is a mother. They have two children. They have two daughters. They don’t have a son. Omar is sick today. They visit the doctor’s office. They talk to a nurse. “How many children do you have?” “We have two daughters.” “How old are your daughters?” Rosa answers, “One is 3 years old. One is 4 years old.” Here is the doctor. “Omar is OK.” Comprehension Questions Discussion Question How do you feel today? - I feel great! - I feel OK. - I am tired. - I don’t feel well. I am sick. Sources Family images courtesy of David Castillo Dominici at freedigitalphotos.net Medical images courtesy of stockimages at freedigitalphotos.net All other images are public domain.	pressbooks	2025-03-22T05:08:58.925944	09-28-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/homeandschool/chapter/omar-goes-to-the-doctor/", "book_url": "https://openoregon.pressbooks.pub/homeandschool/front-matter/welcome/", "title": "Home and School", "author": "Timothy Krause", "institution": "", "subject": "Language readers" }
https://openoregon.pressbooks.pub/homeandschool/chapter/sunee-and-chet-live-in-an-apartment/	Sunee and Chet live in an apartment Her name is Sunee. His name is Chet. They are married. They are husband and wife. They live in Portland. They live in an apartment. Chet is in the kitchen. He cooks dinner. Sunee is in the living room. She studies English. They have a son. He plays a game. They have a daughter. She does homework. The children are in the living room. “Dinner is ready. Let’s eat!” They watch TV after dinner. Comprehension Questions Discussion Question What do you do after dinner? Sources Images of Sunee and Chet Vichaya Kiatying-Angsulee at FreeDigitalPhotos.net Image of son by kdshutterman at FreeDigitalPhotos.net Image of daughter by khunaspix at FreeDigitalPhotos.net All other images are public domain.	pressbooks	2025-03-22T05:08:58.940429	09-28-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/homeandschool/chapter/sunee-and-chet-live-in-an-apartment/", "book_url": "https://openoregon.pressbooks.pub/homeandschool/front-matter/welcome/", "title": "Home and School", "author": "Timothy Krause", "institution": "", "subject": "Language readers" }
https://openoregon.pressbooks.pub/homeandschool/chapter/bob-gets-ready-for-school/	Bob gets ready for school His name is Bob. Bob needs things for school. He has a list. Bob needs five things. He asks his mother. “Do you have a pencil?” “No, I don’t have a pencil.” She has rubber bands. “Thanks!” Bob asks his father. “Do you have a pencil?” “No, I don’t have a pencil.” His father has an eraser. “Thanks!” He asks his sisters. “Do you have a pencil?” “No, we don’t have a pencil.” They have a pen. “Thanks!” Bob asks his brother. “Do you have a pencil?” “No, I don’t have a pencil.” His brother has a paperclip. “Thanks!” Bob needs five things. He has four things. Bob doesn’t have a pencil. Who has a pencil? “Thank you, Max!” “Woof!” Comprehension Questions Discussion Question Find these things in your classroom: - Pencil - Rubber band - Eraser - Pen - Paper clip Sources Images of Bob and his sisters by artur84 at FreeDigitalPhotos.net Image of the paperclip by lobster20 at FreeDigitalPhotos.net Image of the brother and the rubber bands by David Castillo Dominici at FreeDigitalPhotos.net Images of the mother and father by stockimages at FreeDigitalPhotos.net All other images are public domain.	pressbooks	2025-03-22T05:08:58.961153	09-28-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/homeandschool/chapter/bob-gets-ready-for-school/", "book_url": "https://openoregon.pressbooks.pub/homeandschool/front-matter/welcome/", "title": "Home and School", "author": "Timothy Krause", "institution": "", "subject": "Language readers" }
https://openoregon.pressbooks.pub/homeandschool/chapter/ann-visits-the-market/	Ann visits the market Her name is Ann. Ann buys food at a market. The market has many fruits and vegetables. There are red tomatoes. There are brown mushrooms. There is a watermelon. Ann has a list. “Do you have red apples?” “No. We don’t have apples. We have pears.” “I have red apples.” Ann buys red apples. Ann sees green peppers, red peppers, and yellow peppers. She buys a green pepper. She sees red grapes. She sees cabbage. She sees garlic. Ann buys yellow corn … … and one orange for a snack. Ann reads her list. “Do I have everything?” Ann sees one more thing … … flowers! She has fruits, vegetables, and flowers. “Now it’s time to make something to eat!” Comprehension Questions Discussion Question Where do you buy food? What do you buy? Sources Images of Ann by Witthaya Phonsawat at FreeDigitalPhotos.net Image of man with pear by marin at FreeDigitalPhotos.net Image of man with apple by imagerymajestic at FreeDigitalPhotos.net All other images are public domain.	pressbooks	2025-03-22T05:08:58.979469	09-28-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/homeandschool/chapter/ann-visits-the-market/", "book_url": "https://openoregon.pressbooks.pub/homeandschool/front-matter/welcome/", "title": "Home and School", "author": "Timothy Krause", "institution": "", "subject": "Language readers" }
https://openoregon.pressbooks.pub/homeandschool/chapter/hugo-goes-to-school-and-work/	Hugo goes to school and work He is Hugo. His dog is Luis. Hugo is a student. He has English class on Monday, Wednesday, and Friday. He takes a bus to school. Sometimes he rides his bike. He has many friends in English class. He studies in the computer lab. Hugo has a job. He works on Tuesday, Thursday, and Saturday. He takes the train to work. He drives a truck. Sometimes he drives a van. Every day, Hugo walks outside. He walks with his dog. They go to a park. They do not like the rain. Luis does not like water. “Is it raining today?” Comprehension Questions Discussion Question How do you come to school? Do you drive? Do you take the bus? Sources “Man and Dog – Beach at Niteroi – Rio de Janeiro – Brazil” by Adam Jones, Ph.D. is licensed under CC BY-SA 3.0 “Fort Worth Library Computer Lab” by Informationwave is licensed under CC BY 3.0 “TriMet D40LFR bus” by Steve Morgan is licensed under CC BY-SA 3.0 “Man on Bike; Night” by Sascha Kohlmann is licensed under CC BY-SA 2.0 “Men and women at a town hall meeting” by CDC/ Dawn Arlotta acquired from Public Health Image Library is in the Public Domain “Man in computer lab” is in the Public Domain, CC0 “Trimet Train” is in the Public Domain “StrongPak Navistar Utilimaster delivery truck” by MobiusDaXter is licensed under CC BY-SA 3.0 “Dodge RAM ProMaster parcel delivery van” by MobiusDaXter is licensed under CC BY-SA 4.0 “Man Walking Dog” is copyright Neil Theasby and licensed for reuse under this Creative Commons Licence. “Downpour in Chinatown. Toronto, Canada.” by Unknown is licensed under CC BY 2.0 “Wet dog – Tygrys” by Wiktor Batorski is licensed under CC BY-SA 3.0 “Doggie in the Window” by Linnaea Mallette is in the Public Domain, CC0	pressbooks	2025-03-22T05:08:58.997823	09-28-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/homeandschool/chapter/hugo-goes-to-school-and-work/", "book_url": "https://openoregon.pressbooks.pub/homeandschool/front-matter/welcome/", "title": "Home and School", "author": "Timothy Krause", "institution": "", "subject": "Language readers" }
https://openoregon.pressbooks.pub/homeandschool/chapter/malee-asks-about-the-weather/	Malee asks about the weather She is Malee. She lives in Portland. The weather is beautiful today. She calls her parents. They live in California. “How is the weather today?” “It’s nice. It’s warm and sunny.” Malee’s aunt lives in Thailand. She calls her aunt. “How is the weather today?” “It is very hot today.” Her friend is Ahmed. He lives in Seattle. Malee texts Ahmed. Her friend Laura is in Toronto. “Hi, Laura. How is the weather in Toronto?” “It’s cold and snowy. I have my hat, my scarf, and my gloves.” Malee calls her friend Lou. He lives in England. “How is the weather today?” “It’s cold and rainy. I need my umbrella.” Malee calls her friend Tom. “How is the weather in Spain?” “It is nice. I can eat lunch outside.” Malee’s friend Susan is at the beach. “How is the weather?” “It is windy and foggy. I can’t see the ocean.” Malee calls her husband. His name is Joe. Joe doesn’t answer his phone. Comprehension Questions Discussion Question How is the weather today? How was the weather yesterday? Go to weather.com. How is the weather in your country? Sources All images of “Malee” by tiniroma at FreeDigitalPhotos.net. “Pioneer Courthouse Square” by Steve Morgan is licensed under CC BY-SA 3.0 Image of “parents” by Witthaya Phonsawat at FreeDigitalPhotos.net. “Red Hot” by Matthew Kenwrick is licensed under CC BY-ND 2.0 Image of “Ahmed” by nenetus at FreeDigitalPhotos.net. Image of text message is public domain. Images of “Laura” by adamr at FreeDigitalPhotos.net. ” Alpha shivering on the deck – Pub Bistro, Thredbo” by Alpha is licensed under CC BY-SA 2.0 Image of “Tom” by stockimages at FreeDigitalPhotos.net. Image of “Susan” is public domain. Image of “Tom” by Tuomas_Lehtinen at FreeDigitalPhotos.net.	pressbooks	2025-03-22T05:08:59.017433	09-28-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/homeandschool/chapter/malee-asks-about-the-weather/", "book_url": "https://openoregon.pressbooks.pub/homeandschool/front-matter/welcome/", "title": "Home and School", "author": "Timothy Krause", "institution": "", "subject": "Language readers" }
https://openoregon.pressbooks.pub/homeandschool/chapter/we-celebrate-different-holidays/	We celebrate different holidays We have many holidays in the United States. We celebrate holidays in different ways. New Year’s Day is January 1. We have parties on December 31. We call it New Year’s Eve. Martin Luther King, Jr. Day is in January. Martin Luther King, Jr., worked for peace and equal rights for everyone. We remember him on the third Monday of January. (Jr. = junior) Valentine’s Day is February 14. Some people give candy, flowers, and cards to the person they love. (February 14 is also Oregon’s birthday!) Mother’s Day is in May. We remember our mothers in many ways. Memorial Day is also in May. Memorial Day is the last Monday in May. We remember people who died in war. Father’s Day is in June. We remember our fathers in many ways. Independence Day is July 4. Our country’s birthday is July 4, 1776. We often have flags, fireworks, picnics, and parades. Labor Day is in September. Labor Day is the first Monday in September. We remember all workers. Halloween is October 31. Children wear fun costumes, and they get candy. Veterans Day is November 11. We remember all soldiers. Thanksgiving Day is in November. Families often spend time together and eat a big meal. Christmas is December 25. There are many holidays in December, such as Hanakkuh, Kwanzaa, and the winter solstice. We like to spend time with our friends and family. Comprehension Questions Discussion Question Tell your classmates about a holiday in your country. Sources All images are public domain.	pressbooks	2025-03-22T05:08:59.032744	09-28-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/homeandschool/chapter/we-celebrate-different-holidays/", "book_url": "https://openoregon.pressbooks.pub/homeandschool/front-matter/welcome/", "title": "Home and School", "author": "Timothy Krause", "institution": "", "subject": "Language readers" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/	1 Interpreting metal fab drawings Interpreting metal fab drawings is a course that introduces the principles of interpretation and application of industrial fabrication drawings. Basic principles and techniques of metal fabrication are introduced by planning and construction of fixtures used in fabrication from drawings. Basic tools and equipment for layout fitting of welded fabrications are utilized. Covers the use and application of the AWS welding symbols. This course will utilize blueprints and welding symbols and will apply them in classroom and in shop as practical assignments. The largest reason for understanding this information is to communicate between all parties involved. This could include the welder, engineer, quality control, as well as many more. This is a universal language that provides clear instructions for a quality part. American Welding Society has created a detailed publication (Standard Symbols for Welding, Brazing, and Nondestructive Examination AWS A2.4) that gives an extended amount of knowledge in this language. Below is an overview of what the elements of a welding symbol may or may not include. The welding symbol provides a visualization for the welder or those involved to be able to apply the applicable weld to the work piece. http://www.weldersuniverse.com/welding_symbols.html	pressbooks	2025-03-22T05:08:59.041124	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/__unknown__/	2 Blue Print Review Blue Print Reading Review Understanding blue prints is a vital skill in the metals industry. Whether it be as a structural welder, pipe fitter, or quality control, this is the language that is universal for all individuals involved in a project. This chapter is here to recap some line types as well as visualizing blue prints and plans. Line Types 1. Object Line A visible line is a thick line, without breaks, that indicates all edges and visible surfaces of an object. An object line may also be called a visible line. 2. Hidden Line A hidden line is a medium weight line, made of short dashes, to show edges, surfaces and corners which cannot be seen. Sometimes they are used to make a drawing easier to understand. Often they are omitted. 3. Section Line Section lines are used on a drawing to show how an object would look if it were sectioned, or cut apart, to give a better picture of shape or internal construction. Section lines are very thin (size), and are usually drawn at an angle of 45 degrees. They show the cut surface of an object in a sectional view. Sections and section lines will be explained in BPR 7. 4. Center Line Center lines are used to indicate the centers of holes, arcs, and symmetrical objects. They are very thin (size), long-short-long kinds of lines. (More detail needed?) 5. Dimension Line Dimension lines are thin lines with a break for entering a measurement of some sort. The ends of the lines will also have an arrow head pointing to an extension line (below.) 6. Extension Line Extension lines are also thin lines, showing the limits of dimensions. Dimension line arrowheads touch extension lines. 7. Leader Line Leaders are more thin lines used to point to an area of a drawing requiring a note for explanation. Visualizing parts As a welder it is imperative that you can visualize the part you are building from the print. This is not always an easy task. Prints may have a variety of parts or are not detailed as well as they should be but being able to distinguish sides and faces can help decipher these harder prints. Surface identification quiz	pressbooks	2025-03-22T05:08:59.051387	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/__unknown__/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-2/	3 Joint types and Terminology Terminology of joints may play a large role in communication with supervisors and others working on the same weldment. Understanding the concepts associated with joint design as well as identification of parts is critical for any metal worker. Joint Types There are 5 basic joint types used in the metal fabrication field: Butt Joint: A joint type in which the butting ends of one or more work pieces are aligned in approximately the same plane. A butt joint has a possibility of many prepared faces. We will talk about these in subsequent chapters. Represented is a square groove butt joint. Possible Welds for a Butt Joint: Square Groove Bevel Groove V Groove J Groove U Groove Flare Bevel Groove Flare Vee Groove Flanged Edge Scarf (Brazed Joint) Corner Joint: being one of the most popular welds in the sheet metal industry the corner joint is used on the outer edge of the piece. This weld is a type of joint that comes together at right angles between two metal parts to form an L. These are common in the construction of boxes, box frames and similar fabrications. There are variations of a corner joint, shown is a closed corner joint. Possible welds for a corner joint: Fillet Edge Flange Corner Flange Bevel Groove V Groove Flare Bevel Flare V Groove J Groove U Groove Square Groove Seam Spot Projection Slot Plug Lap Joint: A joint between two overlapping members in parallel planes. Possible welds for lap joint: Fillet Bevel Groove Square Groove Flare V groove J Groove Plug Slot Spot Projection Seam *Braze Tee Joint: A joint which are two pieces of metal are perpendicular to each other. This is one of the most common joint that will be encountered in the metal fabrication industry. Possible welds for a Tee joint: Fillet Bevel Groove Square Groove Flare V groove J Groove Plug Slot Spot Projection Seam Edge Joint: A joint formed by uniting two edges or two surfaces (as by welding) especially making a corner. Possible welds for edge joints: Square Groove Bevel Groove V Groove Edge J Groove U Groove Flare Bevel Groove Flare V Groove Corner Flange Edge Flange Seam Joints may be left as cut but some may have a prepared surface that is determined by the engineer, designer or welder. This is commonly seen with a Butt weld when the members to be joined are larger in thickness. This will be visited in subsequent chapters. Joint terminology Outside of specific joint types there are some terms that will play a role in deciding the correct procedure for welding or prepping the member(s) of a weldment. Joint Root- This is the area which is in closest proximity to another member making the joint. This could be viewed as a line, area, or a point depending on the view in front of you. Groove Face- The surface within the groove the weld may be applied to. This can be measured at an angle from the surface of the part to the root edge. Root Edge- This is a root face that has no width (land) to it. In GTAW it is commonly referred to as a knife edge preparation. Root Face- This part of the prepped member is the portion of the groove face that is also within the joint root. This is commonly called a flat or land in the industry. This is usually a predetermined size even though the size is not always called out. If you take the overall thickness of the member and subtract the groove depth you will be left with the root face depth. Bevel Angle- an angle between the bevel of a member and a perpendicular plane in relation to the surface. This may be only equal to half of a groove angle if the opposite joining member is also prepped. If only a single member is prepped this is also considered the groove angle. Depth of Bevel- the distance from the surface of the base metal to the root edge or beginning of the root face. Groove Angle- an included angle of the groove between work pieces. If both members are prepared this angle is from groove face to groove face. This dimension is shown in degrees above or below the welding symbol depending on if it is arrow side or other side designation. Groove Radius-This pertains specifically to J or U groove welds as these have a radius most commonly specific by machining. Root Opening- a gap between two joining members. Joint Root Examples. Some may be shown with hatching. Groove Face, Root Edge, Root Face examples. Some are shown with or without hatching to better depict a visual. Shown below are examples of bevel angle, groove angle, depth of bevel, groove radius, and root opening.	pressbooks	2025-03-22T05:08:59.069742	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-2/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-1/	4 Basics of Welding Symbols Understanding Weld vs. Welding symbol A weld symbol is not the same as a welding symbol. The weld symbol specifies the type of weld to be applied to a part. The welding symbol is made of several parts including the reference line, arrow, and weld symbol when required. The symbols in this book are a representation of what weld and welding symbols look like. There are specific design requirements when used in accordance to a blueprint. Reference Line and Arrow There are two parts that make up the main body of a welding symbol. These include the reference line and the arrow. The horizontal line that makes up the main body is called the reference line. This is the anchor to which all the other welding symbols are tied. The information that is pertinent for making the weld are place on the reference line in specific places. The arrow connects the reference line to the joint in which the weld(s) is (are) to be made. There are several combinations of the reference line and arrow, but the reference line will always be placed in a horizontal position. This symbol is also always read from the left to the right. If you have been around blueprints the arrow may look a lot like a leader line. They are not the same thing so be mindful when reviewing welding symbols. The reference line may include what is called the tail. This looks like the letter V turned sideways. Such as this >. This tail gives an area to write specifics about what weld process, welding procedure, and even material specifications are required for that specific welding symbol. Arrow vs Other Side Placement of the weld will depend on placement of the symbol above or below the reference line. If the symbol has been placed above the reference line this is calling for the other side. If it is placed below the reference line this is calling for the arrow side. Other and arrow side define exactly what it is calling for. If the arrow is pointing to the right side of the joint the weld will be placed on the right side if an arrow side weld is called out. If the arrow is pointing at the right side of the joint and another side weld is called then the weld will be applied to the left side of the part. If a weld is to be placed on the other side of a joint a symbol will be placed above the reference line. If a weld is to be placed on the arrow side of a joint the symbol will be placed below the reference line. It is very important to understand the difference of these two sides as it could finish a product or if done incorrectly send it back to be reworked in order to get the correct outcome. The concept behind this may seem very simple at the moment but as we work through this book and start adding more elements to the welding symbol it may become more taxing on the thought process. The most important thing to do is break it down piece by piece and truly understand what the symbol is asking/ requiring for the weld. At times there may be multiple reference lines. If this is the case it is important to remember the order of which the welding is to occur. The reference line nearest the arrow will be the first operation, followed by the second, and so on until all operations are complete. Symbol Fundamental Quiz Label the image below with the appropriate letter (arrow/other) designation. Letter ______ designates the Arrow side of the joint. Letter ______ designates the Other side of the joint. Letter ______ designates the Arrow side of the joint. Letter ______ designates the Other side of the joint.	pressbooks	2025-03-22T05:08:59.080430	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-1/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-9/	5 Supplementary Welding Symbols These are symbols that are added onto a weld symbol to give further instruction or knowledge of the final product. Weld all around This symbol is simply a circle at the junction of the arrow and the reference line. This indicates that on a part that a weld could be completed around an entire joint. A common place you could see this is the junction of a square or round tube and a plate. Field Weld The symbol is a flag that will be at the junction of the arrow and reference line. This indicates that the part while may be assembled in a shop setting, its final welding procedures will be completed in the field during installation. The flag itself should point in the direction of the tail (end of reference line.) It can also be placed above or below the reference line for an other or arrow side specification. Melt Through Melt through is most commonly associated with a groove weld. This is indicating you are achieving 100% penetration with a root reinforcement. This symbol can also be seen when sheet metal is being welded and there is an implied melt through in seams and joints. Melt through may include a finishing contour as well as finishing method as parts are often cleaned up before they are sent to be painted, powder coated, or put into service. Consumable Insert A consumable insert symbol is used when an insert is used within a welded joint that becomes part of the weld. These are commonly specified in shape, size, and material. The symbol is placed on the opposite side of the groove weld symbol. The consumable insert class must be placed in the tail of the welding symbol. This class is defined by the American Welding Society. Backing A backing strip is specified by placing a rectangle on the opposite side of the reference line from the groove weld symbol. If the backing must be removed after the welding operation has been finished, the letter R must be placed inside of the backing symbol. Material to be used as well as the dimensions must be placed in the tail of the symbol or somewhere on the drawing. Spacer A spacer may be used on a double groove weld. In this case both the top and bottom are prepped and a spacer is added to the middle of the groove. The symbol is a rectangle the breaks the reference line. A note on the print or in the tail can specify material and dimensions. Weld contour There are 3 symbols used for specifying the contour finish of a weld. This is the final appearance of a weld as it goes into service. These are commonly associated with fillet welds but sometimes will present themselves with groove welds. If a “flat” symbol is used with a groove weld it will then be called a flush contour rather than flat. Contour symbols may also include yet another element which will show to the right of the fillet weld symbol above the contour. These are letter designations which will be for finishing methods. C- Chipping G- Grinding H- Hammering M- Machining P- Planishing R- Rolling U- Unspecified Shown is a fillet weld to be applied to the other side with a flat contour by grinding.	pressbooks	2025-03-22T05:08:59.091983	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-9/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-3/	6 Fillet Weld Symbols Fillet welds are one of the most common weld types in the industry. This weld is used when the joint has two members coming together to form an intersection of commonly 90 degrees. These welds can be applied on varying angles but this would be the most prominent. A fillet weld symbol can be used with an arrow side (below reference line) other side (above reference line) significance or on both sides (both sides of the reference line.) When a fillet weld is required on both sides of the reference line it is called a double fillet weld. The vertical leg of the symbol will always be placed to the left regardless of which way the arrow is pointing. Fillet welds may have a size associated with them. This size is called out on the left side of the symbol before the vertical side. The size is indicating the leg length of the weld. If a single size is called out this is specifying that weld should have equal leg sizes. If it is an equal leg fillet weld it is not common to dimension it on the print as shown below for demonstration purpose. If a double fillet weld is called out the size will be shown for both sides of the joint, depending on the part these welds could vary in size so it is necessary to provide this information. There are times when an unequal leg fillet weld is called out. In this situation the part must be dimensioned in order to apply the correct leg size to the right member being welded. This may include only one of the two leg lengths. If there were no indication of which leg is which the part could be welded incorrectly. Sometimes fillet welds will not be shown with a size but will rather have a note in the tail of the symbol that gives required information for size. This is common when fillet welds will all be the same size. In the case of the length of a weld, this may or may not have a dimension associated with it. If the weld does not have a dimension the weld will be the continuous length of the joint. Whether the part is 2” or 60” long if it has no dimension the weld will run the length of the joint. A weld may be applied only to a specific length of a joint. This must be shown in the weld symbol to communicate the information between individuals. The weld length will be provided on the right side of the fillet weld symbol. This shows a 6” fillet weld to be applied to the arrow side. There may be times where a length is given on a part and the location of the weld will be given with a dimension in order to achieve the correct location. Hatching lines may be used to indicate the length of a weld instead of using a dimension on the weld symbol itself. There are instances when a weld may change direction because of part geometry. If this happens it will be called out using multiple arrows off of one reference line. When a weld is not required to be continuous it is common to apply an intermittent weld. This means that there are gaps between the termination of one weld and the start of the next. These are called weld segments. They are commonly referred to as skip welds in the industry. When using an intermittent weld there is a call out specified for the length of the weld and also the pitch that is to be applied. When this is shown on the right side of the symbol and it is called as the length of segment a hyphen and then the pitch of the welds. The pitch of the weld is measured as center to center of the next segment. (Ex. 1-2) At times that there are welds on both sides of the joint and they are intermittent, this now becomes chain intermittent welding. This can be seen on long sections of a tee joint that isn’t under a large amount of stress. When an intermittent fillet is not a chain weld it will then be called out as a staggered intermittent fillet weld. The welds will be placed on both sides of the joint but it will be offset with one another. This offset shows on the reference line as well. It could be staggered in either direction on the reference line. Dimensions of these welds must be specified on both sides of the reference line. If the weld is only to be intermittent on one side and a continuous weld on the other the symbol must be dimensioned individually. Not all pitch will be the same, or necessarily common space. You must be able to calculate the spacing between weld stops and weld starts in order to apply the correct welds to the specification. An easy way to find this distance is simply subtract the pitch from the weld length (segment.) 7 inches (pitch) – 3 inches (length of segment) = 4 inches (spacing in between welds) At times there will be a mixture of continuous welding as well as intermittent welding. If this occurs the spacing between these segments will all be the same. If this combination occurs welding symbols should specify continuous and intermittent on the same side of the joint. These are also often dimensioned. Fillet Weld Quiz Write down the corresponding information with each letter and specify what it is.	pressbooks	2025-03-22T05:08:59.104543	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-3/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-6/	7 Groove Welding Symbols A groove weld will be used when to parts come together in the same plane. These welds will be applied in a butt joint and may have a preparation or not before welding. This is the reason there are several types of groove welding symbols. The symbols for these grooves are nearly identical to the symbols that represent them. When a weld is to be applied to only one side of a joint it will be called a single groove weld. For example below is a welding symbol of a single V-Groove weld on the other side. All single groove welds should be considered complete joint penetration (CJP) unless otherwise specified. If a weld is to be applied to both sides of the joint this is called a double groove weld. For example below is a welding symbol of a double bevel groove weld. The theory behind the single groove weld and double groove weld translate to all of the groove weld symbols. It would be redundant to recreate all of these images. What do these symbols call for? In some cases you will see a jog in the arrow. This is called a break in the arrow that will designate which side of the joint will be required to have the preparation done to it. For example if a single bevel is to be applied to the left side of the joint a broken arrow will be pointing specifically at that side of the joint. If there was not an indicating arrow the welder or fitter would choose which side should be prepared according to their knowledge. This could be an issue if an engineer has specific needs for the part or weld. Quiz Draw the symbol representing the below groove and name it (don’t forget to specify which side of the joint is prepared): Draw the symbol for a V groove on the other side below: Groove weld dimensioning There are several dimensions that may be added to a groove weld if it is needed. This can include a groove angle, root opening, a groove radius, depth of the groove preparation, and groove weld size. There are times that this information may not be included at all. This would mean that it is the welder’s discretion as to how the part will be prepared and welded. Groove angle is shown in degrees and will include all of the groove, if it is a V Groove it will be a dimension from one groove face to the other. This can be confused with bevel angle. Bevel angle is only one half of a V groove. This dimension is shown within the weld symbol itself. There is a possibility for two different angles if you are applying to a double groove weld. The arrow and other side do not have to necessarily match in angles. A groove weld is the most common weld to have a root opening. This is a gap that is predetermined to have between two members to be welded. There is not always a root opening and this dimension can be omitted from the welding symbol. It is common to put a root opening on a part to ensure complete penetration or even melt through. The melt through symbol is included in supplementary welding symbols. Grooves that associate with U and J preparations are a rather special weld. These welds if done to correct standards are machined with a specific radius of groove as well as root face. These dimensions must be shown in a detail or section view that is noted in the tail of the welding symbol. The preparation of the groove may be called out for how deep you are to prepare the part. This is called the depth of groove. V- Grooves, j- grooves, and u- grooves are the most commonly sized welds for depth. Although this does not mean it cannot be applied to others. The dimension will be shown to the left of the weld symbol. As we start adding more elements the symbols get fairly complicated looking. The easiest thing to do is slow down and look at each individual piece and apply it to what we have learned. For example the below weld is a single V-groove weld on the other side. This weld has a ½ inch groove depth, 1/16inch root opening, and 90 degree groove angle. When using a groove depth that is not the full depth of the part we leave a flat area in the root. This area is called the root face. A more common term you will hear is the land. In the diagram above we have a ½ inch groove depth and we have a ¾ inch part. This leaves us a ¼ inch root face. Often associated with a groove weld is going to be the weld size. This weld size is the depth of penetration you will be getting when applying the weld. When a weld is applied we should be melting into the root of the part so our weld should be larger in dimension than the preparation of the joint. This dimension will show to the left of the weld symbol. When paired with a groove depth the weld size will be within parentheses. If no weld size is shown the weld should be complete joint penetration. In the case of a groove that shows a depth of groove preparation but the weld size does not show. The weld shall not be less than the depth of preparation. If you did not perform a weld that was at least this size you will not have completed adequate fusion or the weld will not fill the groove. There are times when dimensions will not be shown on grooves. If the joint is symmetrical then the weld shall be complete joint penetration. This is easily pictured with a double v-Groove. The above image shown is a double V-Groove weld. There is no groove depth shown so by welder’s discretion the parts are prepped to ¼ inch on both sides to create a symmetrical joint. When working with a double groove that has the same dimensions on both sides it is required that dimensions are shown on both sides of the reference line. This is important because if one dimension is left off there will be an unknown size and this may compromise the weld. There are also times that a weld is not required to penetrate the depth of the groove. The easiest way to accomplish this would be to place a weld size dimension to the left of the weld symbol that is of smaller size than the material thickness. There may be a weld applied to both sides in order to get penetration through the groove thickness without preparation of the part. This is going to be limited to smaller thickness of material depending on the process that is used for the welding. The two flare type grooves including a bevel and a Vee are going to be very common when working with sheet metal and also if there are welds being made to tubing that may have a large radius on the corners. This is fairly common in tubing that is ¼” and above in thickness. If working with sheet metal it is common to make a joint type of this type in order to fuse the parts together. Instead of using filler the material that is making the flare bevel may have a leg of an 1/8” or so and it will make up for the filler. When using either of these symbols it is important to know the difference between the preparation of groove depth as well as the weld size. Similar to a regular bevel or vee the preparation of groove depth is going to be to the left of the weld symbol and also to the left of the weld size which will be shown in parenthesis. Length can be added in a dimension to the right of the weld symbol. Back, Backing weld, Surfacing weld A back or backing symbol is the same for both, you must look in the tail for further information to distinguish between them. A back weld is when a weld is made in the groove of a joint and followed by a weld applied to the root side. This is most commonly used to insure complete penetration on CJP grooves. The Back weld is usually applied after the root has been ground or gouged out to make sure that the weld is made to sufficient material. When trying to remember the difference between a back and backing weld, you must always go back in order to do a back weld. A backing weld is made on the root side of a groove in order to ensure that the weld that is going to be made in the groove does not melt through the backside. This may also help ensure CJP. Below is a representation of a backing weld. Below is a representation of a back weld. There are times where the tail will be omitted from the drawing and in the tail there will be a note that may say which order the welds are to be made. It may be as simple as “other side weld made first” or may include true terms such as “other side bevel groove welded before back weld on arrow side.” Surfacing welds Surfacing welds are made by single or multiple passes to parts for a variety of reasons. These may include buildup of worn material, hard facing a part, or increasing part dimensions. This symbol may be on the arrow side of a joint only. It is important that the arrow points specifically where the surfacing shall be added. These welds may include a thickness of weld which will be located to the left of the weld symbol and may also show a length to the right of the symbol. With this type of weld it will more than likely have a detail view with dimensions for the welding. When a surfacing weld may need multiple layers this may be shown in a note on the blueprint or it could also be determined by the reference lines. There are times where there may be more than one reference line which gives it an order of operation. For example if you think of a backing weld this would be listed on the reference line which is closest to the arrow, the groove weld would be placed on the second reference line. To show this in surfacing welds it may ask for a specific size for the first layer of buildup and then a different size for the second or subsequent layers. If there is a change in direction this may be shown in the tail of a multi reference welding symbol. A surfacing weld will run the entire length of the part unless there is a dimension, note, or other designating it is not full. This also plays a part when welding a shaft or other round object. With a round object rather than a longitudinal (long dimension) or lateral (short dimension) of the part you may see axial (the length of the shaft) or circumferential (around the shaft.) When a weld will be done to a shaft or other round part this must be called out or an incorrect procedure may be applied.	pressbooks	2025-03-22T05:08:59.121167	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-6/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-4/	8 Plug Weld symbols Plug welds are a round weld that is made inside of an existing hole most commonly in one piece of metal, welding that piece to another member. The plug weld symbol is a rectangle with a diameter symbol placed to the left of the symbol as well as the number associated with that diameter. Some drawings will not indicate the hole in the print so the use of dimensions come in to play when locating where a plug weld will be executed. The location will be indicated by a centerline through the part. Above is indicating a ½” plug weld offset 1” from the edge to the center of the weld. Some plug welds may include a countersink of the hole of the plug weld. This is called the included angle of countersink. This angle is shown below the rectangle of the symbol itself or if the plug weld is to be on the other side it will be placed above the weld symbol. When figuring sizing of the hole remember that the diameter will be the narrow of the hole at the base of the weld. Without a countersink included it will be necessary to follow shop standards and procedures to dictate what this needs to be, if any angle. Most shops have a procedure in place for tasks that will be done often. If it is needed it may be listed on a welding procedure for the plug welds that are being completed. If a number of plug welds are needed there will be yet another element added to the symbol. This will be a number that is surrounded in parentheses, such as (6) for example. When applying a plug weld it is important to know the depth of fill that is required. If the plug weld should fill the hole provided then the symbol will be left empty. This means there will be no dimension inside of the rectangle. If the hole should be filled only so much then this will be placed inside of the rectangle. This dimension will be in a fraction and indicates the amount in inches the hole will be filled, not the necessarily how much the hole will be filled. Another element that can be added to this weld symbol may be the pitch (spacing) for multiple welds. This is located to the right of the symbol and is a number representing the center to center spacing for weld location. Plug welds may have a contour symbol which will be added below the symbol or countersink angle if on the arrow side and above if it is on the other side of the reference line. There are many types of contours and finishing designations, these are covered in supplementary welding symbols. This symbol represents: Plug Weld Arrow Side ½ inch in diameter 1/8” amount of fill 45 degree included angle of countersink Flat contour Finished by Machining Slot Weld Symbol The slot weld symbol is the same that is used for plug welds. The symbol will not show a diameter symbol before the size however. The size of the weld will be the slot width instead. This is shown to the left of the symbol just as it is shown in plug welds. 1/2” width slot weld The length of the slot weld will be presented to the right of the symbol. This may also include a pitch showing the center to center spacing of the slot welds. If there is a pitch there will be a number of slot welds provided in parenthesis under the symbol on the arrow side or above the symbol on an other side weld. The drawing must show the orientation of the slot welds as to not confuse direction along the part. The above image shows the slots with a vertical orientation to the part versus a horizontal layout as shown below. A slot weld can include any number of elements, these are very similar to the plug weld symbol that was just explained. These can include: Arrow or other side Size (width) Length of slot Pitch Depth of fill Number of welds required Contour Finish Make no mistake on the fill of a plug or slot weld fill. There is a possibility of having a fillet weld inside of a hole versus actually filling the hole for a plug weld. This could also be mistakenly done on a slot weld. Plug and Slot Quiz Write down all information regarding the below Welding Symbols.	pressbooks	2025-03-22T05:08:59.135018	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-4/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-5/	9 Spot, Seam, Stud Welding Symbols Spot Weld The spot weld symbol is simply a circle that may be placed above, below, or centered on the reference line. When the symbol is centered on the reference line this indicates that there is no side significance. When there is no side significance this can commonly be applied using a resistance spot welder which is used widely in sheet metal work. A spot weld is simple a weld applied to the surface of one member that has enough heat input to melt into the material that is creating the faying surface. This is done with no prior preparation to the parts. An example of arrow side spot weld and a no side significance resistance spot weld below. The size of a spot weld is going to be placed to the left side of the welding symbol. This number indicates the diameter of said spot weld at the faying surface. The faying surface is where two parts are placed on top of each other at close proximity. The number of spot welds required will be added in parenthesis above or below the symbol depending on location of the symbol. If it is centered on the reference line the placement of required welds could be placed above or below the symbol. Pitch can be added to the spot weld symbol as well. This will be presented to the right of the symbol. When a pitch is used this is stating that this will be continued across the full length of the part. For example if the part is 20 inches long you would be applying welds every 2 inches using the above symbol for the length of that 20 inch part. If the spot welding will not be covering the full length of the part this will need to be shown with dimension lines on the print in order to communicate this information properly. Full length call out: Partial length of part: There are times when instead of using a diameter dimension the call out will be for shear strength. This is how resistant something is to shearing. This can be called out in pound-force (lbf) or if the blueprint is in metric it would call for Newton’s (N). This calls for a spot weld with 500 pound-force shear strength. (500 lbf specifies that the part will be able to resist shearing to a minimum of 500 lbf. It may be specified what process will be used to achieve the weld and this will be put into the tail. Common processes for this would be resistance spot welding, and gas tungsten arc welding. The reasoning behind these are there could be no added filler used with the weld so there will be less of a chance for lack of fusion. Many other processes may be used as long as the effects of the weld are known and still acceptable for the outcome of the weld. A contour may be added to the spot symbol in order to ensure that the surface is flush as if no weld has taken place. This will go into further detail in supplementary welding symbols. For an example below is an arrow side weld with a flush contour by grinding. Seam Weld The seam weld uses a similar process as a spot weld but in an elongated fashion. There is no preparation like a plug or slot weld, rather the weld projects through the top surface and melts into the other member by means of heat input. The symbol is similar but it carries two parallel lines through it. An example of a seam weld: Seam welds will have a size or shear strength associated with the welding symbol commonly. This number will go to the left of the welding symbol. A size is an indication of width of the bead. Shear strength is the same as a spot weld and is the amount of pound-force the weld can take minimum per 1 inch of weld. Length can be added to the right side of the symbol to indicate how long the weld to be made is. An additional element can be a pitch if it is needed for applying several welds. This will be added to the right side of the weld symbol after the length with a hyphen. Seam welds can also have elements as spot welds do such as a process associated in the tail as well as a contour. The contour is shown above or below the symbol depending on the way the symbol is on the reference line. The next image shows a weld call out for a Seam weld on the arrow side. ½ inch in width with 2.5” segments and a 5.5” pitch. All intermittent welds (pitch) are made in a lengthwise pattern unless there is a detail on the print that says otherwise. Stud Welds Stud welds are a common practice in many shops. This process often uses a stud welder which is sometimes a standalone or handheld unit. These welds require the symbol to be on the arrow side only of a joint. The elements of size, pitch, and amount of stud welds are placed in the same locations as spot and seam welds. Symbol Added elements The above weld is calling for six ½” diameter stud welds placed at a 4” center to center spacing. Studs come in all sorts of sizes, shapes, and varieties. For example there are studs for concrete anchors, threaded bolt patterns, tapped studs to use as a bolt, insulation hangers, and even hard faced studs to replace hard facing a part. Spot, Stud, Seam Quiz In the space below draw a symbol for the following: 3/16” spot weld on the arrow side, ground flush, a pitch of 2”, and 8 total welds. 1” Stud welds on the arrow side, 2” pitch, 20 total studs. Resistance seam weld with no side significance, 8” pitch, 16” length. 1/4” stud welds on the arrow side with a pitch of 2”. If the part is 20” long and the first stud is placed 1” from the edge how many studs are required?	pressbooks	2025-03-22T05:08:59.148516	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-5/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-7/	10 Edge Weld Symbols Edge weld symbols are most commonly associated with sheet metal or “gauge” material. This gauge is a system used in order to call out sheet metal similar to that of electricians and wire. This chart can range from the largest gauge of carbon steel at #7 which is a decimal of .1793” all the way to the smallest which is #28 at a decimal of .0149.” This system is much simpler than using a fraction for how small these numbers are. It is also important to know that there are specific charts for carbon steel, aluminum, stainless steel, brass, copper, and galvanized steel. The edge weld may include a weld size which will be shown to the left of the weld symbol. The weld size is a measurement of depth of fusion, not necessarily the width of the weld. This does not mean these dimensions couldn’t be the same. If there is not a size specified it will be up to the welder’s discretion. Single sided edge welds are used on edge joints, flanged butt joints, and flanged corner joints. If there is a double edge weld it will be used only with a flat edge joint. This is shown below: For edge welds a length can be associated with the symbol and it will be shown to the right of the weld symbol. If there is not a dimension shown to the right it will be full length of the part. There may be other indicators shown on a print of what weld length is required by using hatching or notes. Below shows an edge symbol with an 8” length as well as a detail view of a part to show specifically where two 2” welds will be located. In chapter 3 Fillet Welds there was a section on length and pitch. An edge weld can also be welded in this same manner. This will be shown to the right with length followed by a hyphen and then the pitch. This can also include a chain intermittent edge weld for an edge joint. This will be more common with thicker material when it is a lengthy weld. There may be a staggered intermittent edge weld as well. This is shown the same as a chain intermittent edge weld but the symbols will be offset. When the location for these welds are not obvious it will be called out on the blueprint. This may come from a note or detail drawing or even by using extension lines. Some edge welds will be including more than 2 members. In this case there will be only one arrow that points at the joint but encompasses all of the members. This will be more common with sheet metal. With an edge joint on a flanged butt joint or corner joint there could be the possibility of melt through. This is talked more in detail in Supplementary Symbols. When this symbol shows it is an indicator that the weld is by design supposed to burn through the back side of the material. This is quite common with sheet metal when the worry of burning a hole or something of the sort is a concern. Melt through may be left as simple as the symbol or it may include a size. This is shown to the left of the symbol and indicates how much penetration past the weld joint is required. This is referred to as melt-through. Another type of weld that is commonly seen with an edge weld is a flare bevel or flare v groove. This is because the opposite side of the edge is exactly that type of configuration. This may be called for on materials that adequate melt through cannot be achieved or an engineer’s request.	pressbooks	2025-03-22T05:08:59.158871	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-7/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-8/	11 Process and Method \| Type \| Process \| Designation \| \| Arc Welding \| \| \| \| \| Shielded Metal Arc Welding \| SMAW \| \| \| Gas Tungsten Arc Welding \| GTAW \| \| \| Gas Metal Arc Welding \| GMAW \| \| \| Gas Metal Arc Welding Pulsed \| GMAW-P \| \| \| Flux Cored Arc Welding Gas Shielded \| FCAW-G \| \| \| Flux Cored Arc Welding Self Shielded \| FCAW-S \| \| \| Submerged Arc Welding \| SAW \| \| \| Plasma Arc Welding \| PAW \| \| \| Electro slag Welding \| ESW \| \| \| Electro gas Welding \| EGW \| \| Gas Welding \| \| \| \| \| Oxyacetylene Welding \| OAW \| \| Brazing \| \| \| \| \| Torch Brazing \| TB \| \| \| Furnace Brazing \| FB \| \| \| Induction Brazing \| IB \| \| Cutting \| \| \| \| \| Oxyacetylene Cutting \| OFC-A \| \| \| Air Carbon Arc Cutting \| CAC-A \| \| \| Plasma Arc Cutting \| PAC \| \| \| Arc Cutting \| AC \| \| \| Gas Metal Arc Cutting \| GMAC \| \| \| Oxygen Cutting \| OC \| \| \| Gas Tungsten Arc Cutting \| GTAC \| \| \| \| \| There are a lot of processes in the welding industry, in order to streamline the call out of these there are letter designations for them. This designation is a letter callout and it commonly follows the first letter of the process name. For example Flux Cored Arc Welding is FCAW. When a process is specified it will be located in the tail of the welding symbol. This can be added to several other components on the welding symbol. Method The method by which the weld is applied may also be listed in the welding symbol. This will often be seen after a process with a hyphen. There are four different methods of applying a weld and the designation is the first two letters from the first word for the first three. Number Four comes from the first two letters of the hyphenated words. These methods vary depending on process and may not be applicable to all welding processes. Automatic WeldingAU Manual WeldingMA Mechanized WeldingME Semi-Automatic WeldingSA The above image shows a Gas Tungsten Arc Weld process using a Manual method. Also included in the tail could be a reference to a drawing number, a welding procedure (commonly called out as WP,) filler material, or any other pertinent information that may need to be communicated to the welder or fitter. Examples of this information: Drawing Number 5DWG5 Welding Procedure 6WP-6 Gas Tungsten Arc Welding – Manual ER70-s FillerGTAW-MA ER70-s	pressbooks	2025-03-22T05:08:59.184962	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/chapter-8/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/pipe-drawings/	12 Pipe Symbols Pipe Drawings are much different from specific weld symbols but they do have a similar relationship from part to symbol. Some individuals will not see these in their line of work but it is important to be aware of them. As with weld symbols, pipe symbols are a reflection of what that part would look like in theory. For example if a 90 degree elbow is to be placed in service the drawing will reflect a 90 degree angle. There may be multiple symbols for one fitting or part depending on the fashion it is to be installed (Butt weld, Socket Weld, Threaded.) Below is a breakdown of almost every type of fitting and connection. Coordination System Symbols for Isometrics Note: Symbols are shown in black lines. Lighter lines show connected pipe, and are not parts of the symbols. Provided by: www.wermac.org.	pressbooks	2025-03-22T05:08:59.193508	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/pipe-drawings/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://openoregon.pressbooks.pub/weldsymbols/chapter/pipe-drawings-2/	13 Pipe Drawings Pipe drawings differ from common blueprints one would see in the construction or welding field. The drawings we often see in these fields would be orthographic views which may include top, front, right side, left side, bottom, and back views depending on what is needed to convey information. Pipe drawings are presented in an Isometric view (ISO.) This view is drawn in order to show a pictorial view of what is needed. Commonly these are drawn at a 30 degree angle from the horizontal plane. This can cause some distortion in dimensions so it is imperative that the correct dimensions are shown. The image below shows a orthographic view of a butt welded pipe with three sizes (A, B, C). - The A size is measured from the front to the center line of the elbow / pipe. - The B size is measured from centerline to centerline. - The C size is like the A size, measured from the front to the center line of the elbow / pipe. ORTHOGRAPHIC VIEW (DOUBLE LINE PRESENTATION) ISOMETRIC VIEW Isometric, Plan and Elevation Presentations of a Piping System The image below show the presentation used in drafting. The isometric view clearly show the piping arrangement, but the plan view fails to show the bypass loop and valve, and the supplementary elevation view is needed. Isometric views in more than one plane Below are some examples of isometric drawings. The auxiliary lines in the shape of a cube, ensure better visualization of the pipeline routing. Figure 1 shows a pipeline which runs through three planes. The pipe line begins and ends with a flange. Routing starting point X - pipe runs to the east - pipe runs up - pipe runs to the north - pipe runs to the west - pipe runs down Figure 2 is almost identical to the drawing above. A different perspective is shown, and the pipe that comes from above is longer. Because this pipe in isometric view, runs behind the other pipe, this must be indicated by a break in the line. Routing starting point X - pipe runs to the south - pipe runs up - pipe runs to the west - pipe runs to the north - pipe runs down Figure 3 shows a pipe that runs through three planes and in two planes it make a bow. Routing starting point X - pipe runs to the south - pipe runs up - pipe runs up and to the west - pipe runs up - pipe runs to the west - pipe runs to the north-west - pipe runs to the north Figure 4 shows a pipe that runs through three planes, from one plane to a opposite plane. Routing starting point X - pipe runs to the south - pipe runs up - pipe runs up and to the north-west - pipe runs to the north	pressbooks	2025-03-22T05:08:59.207511	11-13-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/pipe-drawings-2/", "book_url": "https://openoregon.pressbooks.pub/weldsymbols/chapter/interpreting-metal-fab-drawings-2/", "title": "Interpretation of Metal Fab Drawings", "author": "Cameren Moran", "institution": "", "subject": "Engineering graphics and draughting / technical drawing" }
https://pressbooks.bccampus.ca/climatepolicy/chapter/foundations-of-climate-change-policy/	Module 1: Foundations of Climate Change Policy Video: Global Commission on Adaptation (gca.org) Adapting to climate change is important in order: to protect people, communities and livelihoods on a day-to-day basis, to reduce vulnerability, and to build resilience. This allows all of us to thrive amidst the consequences of a changing climate. In your sector, (whether as engineers, hydrologists, agrologists or in another profession), your day-to-day activities largely take place within a policy framework of some kind, whether legislative, regulatory, or in the form of guidelines. Whether you are aware of it yet or not, you are also working within the climate change policy space. This policy space can include frameworks as high level and voluntary as, for example agreements made by Canada to participate as a member country in the international Intergovernmental Panel on Climate Change (ipcc.ch), or as locally based as a Climate Adaptation chapter in a BC municipality’s Official Community Plan (OCP). This course will provide information about the range of climate policy frameworks that act as context, and/or act as the ‘rulebook’ for your work as industry professionals. It will also offer discussions and activities that allow you to consider how to apply this knowledge in your own function and role. This module (Module 1) covers topics like: the role of public policy, what is climate adaptation policy, why do we need climate adaptation policy, and the connection between higher level policy and your work as professionals. So what will you be doing in this module? You will watch some lecture video content, hear interviews with relevant experts in short videos, read some materials and respond to a few questions about them, and finally, contribute to some class discussions. You can work through the material in any order you like. Welcome to Module 1 ! Discussion #1 – Climate Change Adaptation Impacts and Issues This first discussion space will set the stage for your learning in this course, by thinking first about climate change impacts. It will also allow you to share your ideas and knowledge with other learners. Please click on the link above to start a new thread, and share your thoughts on the following topic: WHAT ARE SOME EXAMPLES OF CLIMATE CHANGE IMPACTS AND ISSUES THAT YOU SEE ON A DAY-TO-DAY BASIS IN YOUR JOB? Respond to at least two other people’s posts (or as many as you like), in order for us to generate a conversation about this topic amongst our class. I will also respond to as many as I can. Let me start with an example from my own day-to-day experience, so you can see the kind of thing I am hoping you can also share. Every year at Vancouver Island University, we have a number of ‘snow days’ where school is cancelled to reduce risks to faculty, staff and students from travelling to and from, and also reduce risk from being on our hilly campus with its own cooler microclimate. As climate change advances, we expect to see more extreme weather, including more winter precipitation, meaning more ‘snow days’ where VIU may be closed. If students have to miss more classes, this may have an impact on how we teach, leading us to consider developing more fully online, or blended (partially online) classes than we have had in the past; so that extra cancelled days of school doesn’t mean students have to stop learning. (We have, of course, already had to do this because of COVID-19). What is an example you can share? Next is a short video interview with Dr. Jeff Lewis that will provide some basic scientific information about what kinds of climate change impacts we might see in the future. Dr. Lewis will also highlight how scientists think about the connection between climate change mitigation and climate change adaptation. This is an important distinction in climate change policy. Video attribution: “Jeff Lewis” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY 4.0. Lectures Lecture #1 What is Public Policy? (8 minutes) Video attribution: “Lecture #1” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY 4.0. Lecture #2 What is Climate Adaptation Policy? (16 minutes) Video attribution: “Lecture #2” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY 4.0. Interviews with Experts These three, short pre-recorded videos offer you a chance to hear from some experts about climate adaptation policy. There is a place following these videos, where we can have a bit of a discussion about anything here that particularly interested you. First Nations Lens: Dallas Smith, Board President, Nanwakolas Council, Campbell River, BC Video attribution: “First Nations Lens: Dallas Smith, Board President, Nanwakolas Council, Campbell River, BC” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY-NC-ND 4.0. . Key Takeaways Please watch the video above to see Dallas’ response to the following two questions: 1. As President of Nanwakolas Council, you support your member First Nations with information services, technical support, coordination and advice to assist them in their decision-making and work. How is Nanwakolas Council supporting its member nations in preparing to adapt to the realities of climate change? 2. What does Nanwakolas Council still need from other governments and agencies in terms of policy guidance or other supports in order to ensure your member nations are prepared to adapt to climate change? Federal Lens: Craig Stewart, VP Federal Affairs, Insurance Bureau of Canada, Ottawa, Ontario Video attribution: “Federal Lens: Craig Stewart, VP Federal Affairs, Insurance Bureau of Canada, Ottawa, Ontario” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY 4.0. Key Takeaways Please watch the video above, for Craig’s response to the following two questions: 1. Your job as VP, Federal Affairs, for the Insurance Bureau of Canada involves leading their work on disaster resilience and climate change. You have also been part of a Federal Expert Panel on climate change adaptation. How would you characterize the Federal Government’s work on climate change adaptation policy? 2. What are the financial risks for Canada in not addressing climate adaptation right? (for people, for assets, for economy, etc.) Organizational Lens: Robert Okashimo, Director, Enterprise Risk Management, Vancouver Island University, Nanaimo, BC Video attribution: “Organizational Lens: Robert Okashimo, Director, Enterprise Risk Management, Vancouver Island University, Nanaimo, BC” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY 4.0. Key Takeaways Please watch the video above for Robert’s response to the following two questions: 1. Your job as Director, Enterprise Risk Management at Vancouver Island University means that, among other risks, you would be the person who would be in charge of planning for climate change risks to VIU assets and people. How would you describe some of the climate change risks that you might have to consider? 2. What policy frameworks or other guidance do risk management experts work within, and what are some examples of how these would be used in thinking about adapting to the impacts of climate change? Discussion: Module 1 Interviews with Experts Was there something in one of these three videos that stood out to you? Do you have a question about anything you heard here? Share it with us, by starting a new thread and we can discuss it as a class.	pressbooks	2025-03-22T05:08:59.226192	10-12-2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.bccampus.ca/climatepolicy/chapter/foundations-of-climate-change-policy/", "book_url": "https://pressbooks.bccampus.ca/climatepolicy/front-matter/introduction/", "title": "Intro to Climate Policy for Climate Adaptation Professionals", "author": "Michele Patterson", "institution": "", "subject": "Climate change" }
https://pressbooks.bccampus.ca/climatepolicy/chapter/climate-change-adaptation-policy-a-deep-dive/	Module 2: Climate Change Adaptation Policy: A Deep Dive In this module (Module 2) you will become more familiar with the overall policy landscape for climate adaptation. While Modules 3 and 4 will narrow down and look more closely at policy in your own professional disciplinary areas, or work you manage in your government role, it is important to first know something about where those more specific policies came from – which is from the public policy space. This space includes: International, Federal, Provincial, Local and First Nations policy areas. We will look at these policy spaces through three lenses: a) policy gaps due to climate uncertainty (International), b) stakeholder involvement in policy development (Federal), and c) policy innovation (Local). So what will you be doing in this module? You will review lecture material, contribute to discussions based on some readings, and watch videos with expert interviews: TOPIC #1: Climate Adaptation, Uncertainty, and Policy Gaps (International policy example) TOPIC #2: Climate Adaptation Policy and Stakeholder Involvement (Federal policy example) TOPIC #3: Climate Adaptation Policy Innovation (Local policy example) Note: There are also sections in this module for both Provincial and First Nations policy, but for these, there are readings only. Topic #1 Reading The complete 2014 International Panel on Climate Change (IPCC) AR5 Climate Change 2014: Impacts, Adaptation, and Vulnerability report is almost 1800 pages long. In that document, the word uncertainty appears 588 times! How on earth do we make decisions in the face of so much uncertainty! Scientists deal with uncertainty by being extremely conservative in their communications. We can see this in the cropped image below: “Observed Impacts Attributed to Climate Change” from this same report. Full image is here (Summary for Policymakers\/Graphics/Figure SPM2): https://www.ipcc.ch/report/ar5/wg2/ On the left hand side of the legend below, you can see a box labelled “Confidence in Attribution“. The number of stacked bars here indicates a measure of how confident IPCC scientists are about whether the specific impacts seen on the map are related to climate change. You can see they are very confident in some areas, and less confident in others. Being transparent about uncertainty is an important part of communication about science. So, how do policy makers deal with climate change adaptation uncertainty? Let’s talk about that in the Topic #1 Discussion next. Please review Section A of this Summary, which includes both A2-Adaptation Experience and A3-The Decision-making Context. This reading is about 7 pages in total: IPCC Climate Change Fifth Assessment Report / Impacts, Adaptation and Vulnerability. Summary for Policy Makers (2014) https://www.ipcc.ch/site/assets/uploads/2018/02/ar5_wgII_spm_en.pdf Fig. SPM2. IPCC AR5 Summary for Policymakers. Found in: IPCC, 2014: Summary for policymakers. In: Climate Change 2014: Impacts, Adaptation, and Vulnerability.Part A: Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Field, C.B., V.R. Barros, D.J. Dokken, K.J. Mach, M.D. Mastrandrea, T.E. Bilir, M. Chatterjee, K.L. Ebi, Y.O. Estrada, R.C. Genova, B. Girma, E.S. Kissel, A.N. Levy, S. MacCracken, P.R. Mastrandrea, and L.L. White (eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA, pp. 1-32. Topic #1: Discussion Designing and implementing climate change adaptation policy is not easy, including in the face of uncertainty about severity and timing of impacts. How much flooding will we see? How hot will our summers be next year, or five years from now? As you read in the IPCC Summary for Policy Makers above, the decision-making context for addressing these issues is complicated and challenging. Based on what you learned in the reading of Section A2 and A3 (in particular), please click on the link above to start a new thread and respond to the following question, through the lens of your own discipline: How should policymakers deal with climate change adaptation uncertainty in making economic, social, or other kinds of decisions? Please respond to posts from others as well, so we can have a conversation on this topic. Topic #2: Reading In general, public policy is implemented by government bodies. So, a citizen, and as a professional in your particular field, how do you see your role as an actor in the climate change adaptation policy space? Are you a policy ‘taker’, or are you also a policy ‘maker’? The figure below (28.2) from the 2014 US National Climate Assessment Report (full report here): https://nca2014.globalchange.gov/report/response-strategies/adaptation shows a variety of areas in which stakeholders may be involved in helping develop government led climate adaptation policy. These may include: identification of risks; planning, implementing and monitoring options; or revising and communicating options as needed. Do you see a role for yourself, or for your profession here? In Canada, our main climate change policy document is the Federal Government’s Pan-Canadian Framework on Clean Growth and Climate Change (2016). Please review pages 27 to 35 of it (Adaptation and Climate Resilience), in order to participate in the Topic #2 discussion coming next below: http://publications.gc.ca/site/archivee-archived.html?url=http://publications.gc.ca/collections/collection_2017/eccc/En4-294-2016-eng.pdf Topic #2: Discussion Were you personally, or professionally involved in developing Canada’s national climate plan? (Does that seem like a funny question?) We would like to think that as stakeholders, the policy positions and documents put forward by our elected governments documents (mostly) reflect our aspirations, needs and expertise. So let’s take a look and see. In the reading above of the Pan-Canadian Framework, you looked at the adaptation section of Canada’s 2016 climate plan. In thinking about yourself and your discipline, are your aspirations, needs and expertise reflected here? If not, what is missing? It would be great if you could also respond to other people’s posts so we can have a bit of a conversation on this topic. Topic #3: Reading Local and regional governments shoulder a lot of the burden of ensuring communities and citizens are prepared to adapt to the impacts of climate change. They are often on the front line of implementing policies (developed there or at other levels), that affect people most directly. In many ways they end up being innovators as they have to plan and implement policies in order to solve problems that affect communities here and now. Here are three examples of innovative planning and implementation from local governments, one in Ucluelet, and in North Vancouver. There is also a video posted here below, where the City of Nanaimo’s Community and Environmental Planners discuss issues they deal with in implementing climate change adaptation policy in this coastal city. Following this section is a discussion you can participation in about policy innovation in your own communities. A) UCLUELET, BC: INNOVATION IN COMMUNICATION This document (linked here) highlights information about a video series on municipal and regional climate adaptation initiatives: https://ucluelet.ca/images/Adapting_to_Climate_Change_on_the_BC_Coast.pdf One video in the series mentioned is on the ‘Green Shores’ approaches to erosion control. Here it is: B) THE DISTRICT OF NORTH VANCOUVER, BC: AWARD WINNING INNOVATION IN PROCESS In 2017, the District of North Vancouver developed a comprehensive climate adaptation strategy. They won awards from the international association: ICLEI Local Governments for Sustainability organization (iclei.org) https://www.dnv.org/sites/default/files/edocs/CCAS-presentation-24072017.pdf C. CITY OF NANAIMO: INNOVATION IN INTERGOVERNMENTAL RELATIONS: Lisa Bhopalsingh & Rob Lawrance Note: there are two speakers in this video. They are both from the city of Nanaimo: - Lisa Bhopalsingh, Manager of Community and Cultural Planning - Rob Lawrance, Environmental Planner (Environmental Services) Video attribution: “CITY OF NANAIMO: INNOVATION IN INTERGOVERNMENTAL RELATIONS: Lisa Bhopalsingh & Rob Lawrance” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY 4.0. Key Takeaways Please watch the video below, for Lisa and Rob’s responses to the following two questions: - Planning for the City of Nanaimo involves ensuring a resilient and adaptive community in terms of climate change impacts. What policy tools and frameworks guide your efforts? - What are some of the practical realities of trying to apply policy tools and frameworks that you face in your role? BC Government Adaptation Policy and Frameworks Climate adaptation policy development also takes place at the provincial government level. The BC Government recently launched their new Climate Preparedness and Adaptation Strategy website, where they are seeking input on the strategy until mid August 2021: https://engage.gov.bc.ca/climatereadybc/ The 50 page strategy document itself can be found here: https://engage.gov.bc.ca/app/uploads/sites/568/2021/06/Climate-Preparedness-and-Adaptation-Strategy-2021.pdf The summary of the strategy document can be found at: https://engage.gov.bc.ca/app/uploads/sites/568/2021/06/Climate-Preparedness-and-Adaptation-Strategy-Summary.pdf You will note in the summary document just how many of the proposed actions are actually policy related (eg: new policies needed, or reviewing previous policies) Finally, there is also a video below featuring a former Provincial Deputy Minister of the BC Ministry of Environment (Jon O’Riordan). NOTE: There is no specific course activity related to this report, or to the video other than for you to review them. Provincial Lens EXPERT VIDEO: Jon O’Riordan, Research Assoc., UVic POLIS Project; Former Dep. Minister, Govt of BC, Victoria, BC Video attribution: “Provincial Lens EXPERT VIDEO: Jon O’Riordan, Research Assoc., UVic POLIS Project; Former Dep. Minister, Govt of BC, Victoria, BC” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY 4.0. Key Takeaways Please watch the video above, for Jon’s response to the following two questions: - Freshwater availability is an important issue in terms of climate change adaptation. Based on your past work with the Government of BC, and current work with the Polis project, how would you describe the policy agenda needed to ensure healthy watersheds in BC by the mid 21st century? - How might a water security fund be one part of BC’s climate adaptation policy framework in order to ensure healthy watersheds and sustain clean water? First Nations Adaptation Policy and Frameworks First Nations in BC have done also some recent policy development work related to climate change adaptation. The BC Assembly of First Nations surveyed members in 2019, and are now developing a climate change strategy based on what they heard from their members: First Nations Leadership Council Climate Emergency Survey The report that came from this survey is here: https://www.bcafn.ca/sites/default/files/docs/reports-presentations/2020.27.05%20FNLC%20CE%20Survey%20Findings_Executive%20Summary%20.pdf There is also an Expert Video posted in this section, which is an interview with the Chief of the Wei-Wai-Kum First Nation in Campbell River about climate change adaptation and his community. NOTE: There is no specific course activity related to this material, or to the video. They are here for you to review on your own. First Nations Community Lens: Chris Roberts, Chief, Wei Wai Kum First Nation, Campbell River, BC Video attribution: “First Nations Community Lens: Chris Roberts, Chief, Wei Wai Kum First Nation, Campbell River, BC” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY-NC-ND 4.0. Key Takeaways Please watch the video above to see Chris’ response to the following two questions: 1. As Chief of Wei-Wai Kum First Nation in Campbell River, you have responsibility for members who may be impacted by advancing climate change. What are some of the potential impacts of climate change that your community, and the broader Nanwakolas Nation may need to adapt to in the future? 2. What does Wei-Wai Kum need from other governments and agencies in terms of policy guidance or other supports in order to ensure the community is prepared for dealing with climate change impacts?	pressbooks	2025-03-22T05:08:59.251567	10-12-2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.bccampus.ca/climatepolicy/chapter/climate-change-adaptation-policy-a-deep-dive/", "book_url": "https://pressbooks.bccampus.ca/climatepolicy/front-matter/introduction/", "title": "Intro to Climate Policy for Climate Adaptation Professionals", "author": "Michele Patterson", "institution": "", "subject": "Climate change" }
https://pressbooks.bccampus.ca/climatepolicy/chapter/applications-and-practice-industry-specific-professionals-or-govt-staff/	Module 3: Applications and Practice: Industry Specific Professionals or Govt Staff Photo: Michele Patterson Welcome to Module 3. In this module you will be learning about climate adaptation policy relevant to your specific discipline. The BC Adaptation Learning Network (ALN) project, through which this professional development course and others were developed (https://alnportal.ca/all-courses/) involves both partners from BC universities and many of BC’s disciplinary-based professional organizations/regulatory bodies whose members may need to know about climate change adaptation. These organizations are: - Applied Science Technologists & Technicians of BC - BC Society of Landscape Architects - Engineers and Geoscientists BC - BC Institute of Agrologists - College of Applied Biology - Planning Institute of BC - Association of BC Forest Professionals Some professional organizations have more specific climate change policy resources than others. However, all have professional practice guidelines, bylaw, ethical statements, and other kinds of documents that provide a policy foundation for any kind of professional activity. Many of these are also based in provincial legislation. In BC, the new Professional Governance Act (BC) (discussed below in Overview), also provides new regulation and policy guidance for many of these self-regulating professional groups. So what will you be doing in this module? You will: - Complete a short survey about climate change policy and your professional organization (regulatory body). I will share results of this information with the class in Module 4. Survey link here: Climate Change Policy Professional Association Survey - Everyone taking the course will review the sub-module called “Overview.” (There is a Part 1 and a Part 2 of this Overview section). - Find the ONE other sub-module below most relevant to your discipline and complete the readings and activities in there. There is also a short quiz associated with each sub-module, but you only have to do one. If you are not based in BC, and/or you are not part of one of these professional associations (ie: you work for government or some other body), please pick one of these disciplinary areas that is the most interesting to you, or most relevant to your day to day function. Alternatively, there is a module below, specific to government employees. Welcome to Module 3! Overview: For All Industry Professionals (Part 1 & Part 2) OVERVIEW: PART 1 (Quiz) [please note the quiz is omitted for the Creative Commons licensed version of this course] This overview section is focused on the British Columbia context, however, even if you are not based in BC (or not working in one of the disciplinary areas noted above), please work through this section. The information here reflects that dealing with climate change adaptation in resource management professions is an overall issue of ethics, standards and professionalism. Additionally, other jurisdictions (and disciplines) are also considering issues of industry self-regulation so this may be an issue that comes your way in the future. A new policy document (legislation) now guides many of BC’s professional associations in their activities – the Professional Governance Act (PGA). This piece of legislation came into force in 2021. Here is a description of what “professional governance” is all about. “Professional governance relates to the oversight of a profession and its designated professionals by a governing body. This includes professional self-regulation which is an agreement between an occupational group or profession and the government to regulate the activities of its registrants. Self-regulation is a privilege granted to a profession through legislation to protect the public interest. In this arrangement, government trusts professionals to set aside their self-interest in favour of professional standards set in the public interest, and relies on an ethos of professionalism that includes a commitment to public service. This system is used by government to reduce the risks of incompetent and unethical practice. It allows government some control over the practice of the profession while enabling professionals to use their expertise to set and enforce appropriate requirements.” (Retrieved from: https://professionalgovernancebc.ca/about/professional-governance/) It is important to note that the relationship between the PGA and climate adaptation policy is not explicit in this new legislation, however the PGA provides for industry self-governance, ensuring competent, ethical, and accountable professional practice in the activities of all its regulatory bodies. (This might include things like, for example, ensuring the public interest is protected by the requirement to report situations where potential climate change impacts are not being considered, but need to be.) For this Overview section, please complete the short quiz [note: omitted from CC licensed course] on professional governance (below) after reviewing information from the following resources: - Professional Governance Act: https://www.leg.bc.ca/parliamentary-business/legislation-debates-proceedings/41st-parliament/3rd-session/bills/third-reading/gov49-3 - Office of the Superintendent of Professional Governance website: https://professionalgovernancebc.ca/ - PGA-Overview video (below…watch 1:00 to 3:00 for an overview and then 10:00 to 23:00 approx. for more details) Overview: Part 2 Discussion PART 2: Five of the seven regulatory bodies covered under the PGA have also developed a joint statement on climate change: https://www.cab-bc.org/file-download/joint-statement-climate-change. In looking at Section 1 of this joint statement: “Commitment of Professional Organizations”, pick one bullet point and expand on it in terms of what it means to you and your own discipline. How might it be applied? What are some examples of this? Geoscience & Engineering EGBC Sustainability Guidelines Agrologists Authority, Values, Mission, Vision Agrologist Lens: Pierre Iachetti, PAg., Resilience Environmental Solutions, Victoria, BC Video attribution: “Agrologist Lens: Pierre Iachetti, PAg., Resilience Environmental Solutions, Victoria, BC” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY 4.0. Please watch the video above for Pierre’s responses to the following two questions: - Your current work as an agricultural consultant for the District of Saanich has involved implementing some new food security planning. In particular you have drafted some bylaws that are climate adaptation focused as they are aimed at building resilience into the food supply. Could you describe a bit more about this work? - Indigenous people in BC have been adapting to changes in environmental conditions affecting food supplies for thousands of years. As an agrologist who works with indigenous communities, can you give us some examples of indigenous approaches to adaptation in agriculture that would be smart to weave into BC’s agricultural policy frameworks? Applied Biologists Applied Science Technologists & Technicians ASTTBC Technology Professionals Mission Statement Foresters ABCFP Standards of Professional Practice ABCFP Principles of Forest Stewardship Forestry Lens: Dr. Bill Beese, RPF, Forestry Professor, Vancouver Island University Video attribution: “Forestry Lens: Dr. Bill Beese, RPF, Forestry Professor, Vancouver Island University” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY 4.0. Please watch video above to see Bill’s answers to the following two questions: - Adapting to climate change in a forestry context means adapting how we manage forests. What are some of the policy challenges foresters and the sector face in dealing with climate change? - A few years ago you created a climate change strategy for one of BC’s forest companies. What were some of the aspects of that policy framework as they related to climate adaptation? Landscape Architecture BC Society of Landscape Architects Bylaws (2017) Canadian Society of Landscape Architects – Your Response to Climate Change Professional Planners PIBC: Climate – A Call to Action Legal Implications of Climate Change Plan Canada Magazine Fall 2018 Edition (page 46/47 of issue) Professional Planner Lens: Christine Callihoo, Climate Change Advisor, and Sr. Planner, Vancouver, BC Video attribution: “Professional Planner Lens: Christine Callihoo, Climate Change Advisor, and Sr. Planner, Vancouver, BC” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY 4.0. Please watch video above to see Christine’s answers to the following three questions: - It would seem to me that climate change adaptation is really fundamental in terms of municipal planning. How would you characterize, in general, the planning community’s perspective and knowledge about climate change, and climate change adaptation in particular? - Planning for climate change impacts to municipal infrastructure (eg: road networks, sewer systems, buildings, and other assets) should be a part of climate change adaptation planning. Can you talk about the benefits of ensuring this kind of asset management planning is a focal point of municipal climate change policy frameworks? - You have been working with a First Nation in the Yukon as they develop a community plan for their traditional territory that includes the climate lens (including bringing in climate projections for the region to inform all relevant aspects of the plan). How will adapting to climate change impacts figure into this community plan? Public Health Professionals Canadian Public Health Association: Climate Change and Human Health Johns Hopkins Public Health on Call Podcast Episode 218: The Health Impacts of Climate Change (14 min) Video: Public Health Lens: Shannon Turner, Executive Director, Public Health Association of BC, Victoria, BC Video attribution: “Public Health Lens: Shannon Turner, Executive Director, Public Health Association of BC, Victoria, BC” by Michele Patterson, Introduction to Climate Policy for Climate Adaptation Professionals, Adaptation Learning Network is licensed under CC BY 4.0. Please watch the video above to see Shannon’s answers to the following two questions: - As Executive Director for the Public Health Association of BC you lead an organization that focuses on promoting health, wellbeing and social equity. PHABC provides resources to public health professionals to increase professional competency; and also advocates on issues relevant to public health, including climate change. Can you tell us a bit about what PHABC has done in terms of providing policy guidance about climate change to your members? - Climate change will impact some people and communities much more negatively than others. What are some adaptation strategies in public health that can reduce the impacts of climate change on marginalized people and communities? Any examples you could share from your experience? Government Employees If you work as a government employee in resource management or other fields, you may be the one charged with developing policy to guide the actions of people who work in professional organizations like planners, or foresters or hydrologists, etc. The three links below provide examples of how government agencies are planning for climate change adaptation through policy development in different areas of professional practice. Please review one or all, and then complete the quiz below based on the reading you did. [Note: Quiz removed from Creative Commons licensed version of this course] - The City of Copenhagen – Cloudburst Management Plan 2012 - National Park Service, US Department of the Interior – Resist-Accept-Direct (RAD) – A Framework for the 21st-century Natural Resource Manager. Natural Resource Report NPS/NRSS/CCRP/NRR—2020/ 2213. Dec 2020 - (Two short related articles) - Planning and Planting Future Forests with Climate Change in Mind: https://eos.org/articles/planning-and-planting-future-forests-with-climate-change-in-mind - Assisted Migration: What it Means to Nursery Managers and Tree Planters: https://www.fs.fed.us/rm/pubs_other/rmrs_2014_williams_m002.pdf	pressbooks	2025-03-22T05:08:59.278550	10-12-2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.bccampus.ca/climatepolicy/chapter/applications-and-practice-industry-specific-professionals-or-govt-staff/", "book_url": "https://pressbooks.bccampus.ca/climatepolicy/front-matter/introduction/", "title": "Intro to Climate Policy for Climate Adaptation Professionals", "author": "Michele Patterson", "institution": "", "subject": "Climate change" }
https://pressbooks.bccampus.ca/climatepolicy/chapter/module-4-capstone-activity/	Module 4: Capstone Activity “Victoria BC Marriott Green Roof” by pnwra is licensed under CC BY 2.0 In this final module, you will have a chance to do one of two things (or two things if you want!), that will get you thinking about how you can take what you learned in this course, and continue to use it in your work life. You can either: - Share and discuss with colleagues in a different discipline how you might better share and use knowledge to collaborate, and make decisions across your separate disciplinary policy areas for greater overall integration in climate change adaptation. You might be interested in this because, for example, you are a planner who works with agrologists, or you are a forester who works with applied biologists. If you are interested in this kind of exchange, please start a new thread in Discussion #1. - Share and discuss with colleagues in your own discipline how you might work together to further collaborate in increasing information and knowledge about the climate adaptation policy space with others. You might be interested in this because, for example, you are a public health professional who now has new knowledge you now want to use to inform your your colleagues in a local Nurses association; or you are a civil engineer who has new knowledge you might like to present at an upcoming meeting of your Association. If you are interested in this kind of exchange, please start a new thread in Discussion #2. And as mentioned, you can contribute to both of these discussions as well. If you are not a member of one of these disciplines, please pick whichever discussion would be most relevant to your own function.	pressbooks	2025-03-22T05:08:59.288675	10-12-2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.bccampus.ca/climatepolicy/chapter/module-4-capstone-activity/", "book_url": "https://pressbooks.bccampus.ca/climatepolicy/front-matter/introduction/", "title": "Intro to Climate Policy for Climate Adaptation Professionals", "author": "Michele Patterson", "institution": "", "subject": "Climate change" }
https://pressbooks.claremont.edu/thelibraryinstitutionalrepository/chapter/chapter-1/	1 Libraries and the Institutional Repository What Is An Institutional Repository? Open Access (OA) Institutional Repositories (IRs) are essentially large digital libraries that have contributed to the access of scholarly research in an OA system.[1] In terms of an organizational structure, IRs are digital-asset management systems associated with a university or research institution, on which the intellectual content of an academic community is organized, preserved, and made openly available via the internet to the public. IRs are thus broadly defined as “a set of services that a university offers to the members of its community for the management and dissemination of digital materials created by the institution and its community members” (Pinfield, 2009, p. 165). To this end, IRs have been organized “by discipline or by institution” (Suber, 2012). Many works within them are peer-reviewed with a similar version also appearing in a research journal. Other works may not be peer-reviewed but still hold some intellectual value. Further, according to a 2002 Scholarly Publishing and Academic Resources Coalition (SPARC) position paper, an IR acts as a “digital archive of the intellectual product created by the faculty, research staff, and students of an institution and accessible to end-users both within and outside of the institution, with few if any barriers to access” (Crow, 2002, p. 16). Over the past two decades, OA IRs have facilitated scholarly communications, making scholarship more openly accessible. Additionally, global trends in the communication of research have moved almost entirely into the digital environment, made possible by developments in electronic publishing, the Open-Access movement, the sharing of data, and open collaboration (Harnad, 2001; Suber, 2016; Willinsky, 2005). From approximately 2002, with the dissemination of the Budapest Open Access Initiative (BOAI), many institutions and organizations, both national and international funding organizations, gave their pledge to OA for scholarly literature (Suber, 2004). Governments, universities, and institutions in the United States, United Kingdom, Germany, Netherlands, and Australia began to look into the issue of public access to taxpayer-funded research results and how that research would be provided free to the public via IR systems (Neto, Willinsky, & Alperin, 2016). Why Do Libraries Manage IRs? In the early 2000s, many North American university and college libraries began coordinating and administering IRs systems as an extension of the libraries’ digital library role. In North America, IRs are typically managed via each university or institution – possibly even within an individual institution’s research office, academic affairs office, or graduate school. Historically, “libraries, by nature of their experience manage informational resources and the ‘scholarly publication process’—scholarly journals, database subscriptions, and the like—took the lead in coordinating the establishment, structure, implementation, and maintenance of IRs” (Dubinsky, 2014, p. 2). SPARC North America (NA) became instrumental as partners with the libraries (or the librarian serving as the IR administrator), as advocates and educators (promoting open access, promoting the institution’s value as a generator of scholarship), and often as facilitators (addressing faculty concerns, faculty participation, copyright, publisher pushback) (Beamer, 2021, p. 182). SPARC NA has built its identity around many of the identities of those who work in libraries and IR support. There are many reasons why a library might wish to maintain an institutional repository. Explore a few of these institutions to see if you can find out the goals and values of the library and its institutional repository: 1. University of British Columbia – cIRcle https://circle.ubc.ca/about/ 2. University of Washington – ReasearchWorks https://lib.washington.edu/scholpub/scholarly-publishing-services/researchworks 3. IUPUI – ScholarWorks https://scholarworks.iupui.edu/page/about 4. University of California – California Digital Library https://cdlib.org/about/mission-vision-and-values/ 5. University of North Texas – Scholarly Works https://library.unt.edu/scholarly-works/ Afterward, consider the following questions: - How would you define an institutional repository in your own words? - What do you notice about the IRs above? - What are the characteristics of the IRs above? - Do think it is important that libraries manage IRs? If not, who should? References: Beamer, J. E. (2021). Examining Open Access Information Infrastructures: A Sociotechnical Exploration of Institutional Repository Models in Japan and the United States (Doctoral dissertation, University of Hawai’i at Manoa). https://scholarspace.manoa.hawaii.edu/items/bbd3e975-a0f8-4c12-94f8-932c3534818c Crow, R. (2002). The case for institutional repositories: A SPARC position paper. ARL, no. 223, 1-4. Retrieved from https://rc.library.uta.edu/uta-ir/bitstream/handle/10106/24350/Case%20for%20IRs_SPARC.pdf Dubinsky, E. (2014). A current snapshot of Institutional Repositories: Growth rate, disciplinary content, and faculty contributions. Journal of Librarianship and Scholarly Communication(3), eP1167. DOI: 10.7710/2162-3309.1167. https://www.iastatedigitalpress.com/jlsc/article/12715/galley/12382/download/ Harnad, S. (2001). The self-archiving initiative. Nature, 410(6832), 1024-1025. DOI: 10.1038/35074210 Neto, S. C., Willinsky, J., and Alperin,. (2016). Measuring, rating, supporting, and strengthening open access scholarly publishing in Brazil. Education Policy Analysis Archives, 24(54). DOI: 10.14507/epaa.24.2391. https://epaa.asu.edu/index.php/epaa/article/view/2391 Pinfield, S. (2009). Journals and repositories: An evolving relationship? Learned Publishing, 22(3), 165–175. DOI: 10.1087/2009302. https://onlinelibrary.wiley.com/doi/pdfdirect/10.1087/2009302 Suber, P. (2016). Knowledge Unbound: Selected Writings on Open Access, 2002–2011. Cambridge, MA: MIT Press. https://library.oapen.org/bitstream/handle/20.500.12657/26045/1004040.pdf?sequence=1 Suber, P. (2012). Open access overview. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:4729737 Suber, P. (2004, November 2). Who should control access to research literature? SPARC Open Access Newsletter. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:4725018 Willinsky, J. (2005). The unacknowledged convergence of open source, open access, and open science. First Monday, 10(8). https://firstmonday.org/ojs/index.php/fm/article/download/1265/1185?inline=1 - According to the Budapest Open Access Initiative, open access is defined as “free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.” ↵	pressbooks	2025-03-22T05:08:59.304143	04-24-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.claremont.edu/thelibraryinstitutionalrepository/chapter/chapter-1/", "book_url": "https://pressbooks.claremont.edu/thelibraryinstitutionalrepository/front-matter/introduction/", "title": "Introduction to the Library's Institutional Repository for Scholarly Communications", "author": "Jennifer Beamer, Sumayyah Jewell", "institution": "", "subject": "Library and information services" }
https://pressbooks.claremont.edu/thelibraryinstitutionalrepository/chapter/how-does-the/	2 Contents of the Library Repository What are the Contents of a Library IR? Fundamentally, libraries with OA IRs provide permanent access to digital objects and allow for increased accessibility through open access initiatives, such as OAIster, [1] an Open Archives Initiative (OAI) compliant metadata harvester that can search any digital repository, or through Google Scholar,[2] which includes IR content in its searches. Therefore, the digital content in library IRs may take a number of different forms, including text, data, and rich media (such as video). This content is usually fully available, meaning that the content is accessible in its entirety rather than in a partial form (in the case of a journal article, for example, this would mean the full text is available and not just the abstract). Additionally, the contents are freely available, meaning there are no costs charged (paywall free) at the point of access (although costs are, of course, incurred in generating and disseminating the content) (Pinfield et al., 2014). The content is immediately available, meaning there are no formal delays or embargoes on its availability. It is also permanently available, meaning it is available on an ongoing basis so that it can be accessed and cited (usually involving a commitment to maintaining persistent access paths to as well as preservation of the content itself) (Pinfield et al., 2014). Thus, the content may be viewed and also reused with minimal restrictions. The ability to view the content means it can be read (normally by humans), and the ability to reuse the content means it can be copied, mined, processed, analyzed, indexed, and redistributed (often by machines) with minimal rights restrictions. (Suber, 2012; Suber, 2016). OpenDOAR Contents of IRs: The most common content types for library repositories listed in OpenDOAR, the global Directory of Online Repositories, are: - Why is it important for content to be fully available, and accessible in its entirety rather than in a partial form? - What other content might make sense for libraries to post in their IR? References OpenDOAR Statistics (2022). Retrieved February 15, 2022 from https://v2.sherpa.ac.uk/view/repository_visualisations/1.html, Pinfield, S., Salter, J., Bath, P. A., Hubbard, B., Millington, P., Anders, J. H., & Hussain, A. (2014). Open‐access repositories worldwide, 2005–2012: Past growth, current characteristics, and future possibilities. Journal of the Association for Information Science and Technology, 65(12), 2404-2421. Suber, P. (2016). Knowledge Unbound: Selected Writings on Open Access, 2002–2011. Cambridge, MA: MIT Press. https://library.oapen.org/bitstream/handle/20.500.12657/26045/1004040.pdf?sequence=1 Suber, P. (2012). Open access overview. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:4729737	pressbooks	2025-03-22T05:08:59.324041	04-24-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.claremont.edu/thelibraryinstitutionalrepository/chapter/how-does-the/", "book_url": "https://pressbooks.claremont.edu/thelibraryinstitutionalrepository/front-matter/introduction/", "title": "Introduction to the Library's Institutional Repository for Scholarly Communications", "author": "Jennifer Beamer, Sumayyah Jewell", "institution": "", "subject": "Library and information services" }
https://pressbooks.claremont.edu/thelibraryinstitutionalrepository/chapter/labor-and-the-library-repository/	3 Labor and the Library Repository Who is Involved with Library Repositories? Most IRs are coordinated or administered through the university’s library, though some are managed by a Research Office, Academic Affairs Office, or Graduate School. Libraries, by nature of their experience managing informational resources and the scholarly publication process—scholarly journals, database subscriptions, and the like—have taken the lead in coordinating the establishment, structure, implementation, and maintenance of repositories. Various people with in the library may be interact with the activities of the repository in many different ways. Some examples of people that might be involved with the IR : - Scholarly Communication Librarians - Institutional Repository manager - Subject /Liaison Librarians - Technical Support staff - Digital initiatives or publishing Services staff - Copyright Services - Data Management staff / librarians - Digital Humanities staff - Open Educational Resources (OER) Librarian Sometimes a library may have one or more people in these roles, dependent upon its size, amount of scholarly output, and commitment to archiving the institutions scholarly output. In some cases one person in the library may take on many roles related to the IR, or just a few roles dependent on how the IR intersects with their main work responsibilities. What kind of activities happen around Library Repositories? There are many types of activities that may occur around the library IR. Types of social activities may include promoting the repository, education and or advocacy around the types of content, open access policies, rights permissions, compliance checking, user training and a liaising with a wide range of institutional departments, administration and/or external contacts. Types of technical activities may include repository implementation, customization and management of repository software, management of metadata and quality, creating usage reports and tracing and the preservation issues (Beamer, 2021). Below is what a day in the life of a librarian who is an Institutional Repository Manager might look like. A “Day in the Life” of an Institutional Repository Manager: - Manage the daily operations of the digital repository at the Library. - Read the newest article on Open Access research agreements and permissions. - Create outreach and marketing for Open Access Week. - Work with the repository, directing content strategies and policies for repository content, managing the ingest and curation of content, developing appropriate workflows and schema for ingesting and maintaining data and digital materials, and coordinating training, and supervising the work of other repository staff on the use and workflows of the digital repositories. - Develop and implement procedures, workflows, and other necessary documentation for the institutional repository, in consultation with colleagues within Library. - Consult with faculty and researchers in relevant programs throughout the campus community to promote the retention and accessibility of research output. - Promote the repository to the campus community and solicits content from university stakeholders. - Locate a library IR listed in chapter 1 of this resource. What people do you see that are listed above? - What are the kinds of activities they perform that intersect with the IR? References: Beamer, J. E. (2021). Examining Open Access Information Infrastructures: A Sociotechnical Exploration of Institutional Repository Models in Japan and the United States (Doctoral dissertation, University of Hawai’i at Manoa).	pressbooks	2025-03-22T05:08:59.340282	04-24-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.claremont.edu/thelibraryinstitutionalrepository/chapter/labor-and-the-library-repository/", "book_url": "https://pressbooks.claremont.edu/thelibraryinstitutionalrepository/front-matter/introduction/", "title": "Introduction to the Library's Institutional Repository for Scholarly Communications", "author": "Jennifer Beamer, Sumayyah Jewell", "institution": "", "subject": "Library and information services" }
https://pressbooks.claremont.edu/thelibraryinstitutionalrepository/chapter/organizations-and-the-library-repository/	4 Organizations that Support the Library Institutional Repository Who are the Organizations that Support Library IRs? Below is an iterative list of organizations that support Library IRs, and the work that goes on related to them. - Coalition of Open Access Policy Institutions The Coalition of Open Access Policy Institutions (COAPI) brings together representatives from North American universities with established faculty open access policies and those in the process of developing such policies. It was formed to share information and experiences and to illuminate opportunities for moving faculty-led open access forward at member institutions and advocating for open access nationally and internationally. COAPI will offer a collection of best and evolving practices to act as a roadmap for inspiring, promoting and implementing open access policies at institutions without existing or effective open access policies. - Creative Commons is an American non-profit organization devoted to expanding the range of creative works available for others to build upon legally and to share. - Library Publishing Coalition The LPC is an independent, community-led membership association of academic and research libraries and library consortia engaged in scholarly publishing. - Open Access Scholarly Publishers Association: OASPA The Open Access Scholarly Publishers Association is a non-profit trade association representing the interests of open access journal publishers globally in all scientific, technical, and scholarly disciplines. - PLOS \| Public Library of Science PLOS is a non-profit open-access science, technology, and medicine publisher, innovator, and advocacy organization with a library of open access journals and other scientific literature under an open content license. - OpenDOAR An authoritative and searchable directory of academic open access repositories. - ROAR (Registry of Open Access Repositories) The aim of ROAR is to promote the development of open access by providing timely information about the growth and status of repositories throughout the world. - RightsStatements.org provides a set of standardized rights statements that can be used to communicate the copyright and re-use status of digital objects to the public. These can be useful in repositories and other digital collections such as digital cultural heritage. - Initiative started by the Association of Research Libraries (ARL) and the Center for Open Science to create a searchable open database of funded research with an available API for institutional repositories - List of resources including Big Deal Knowledge Base, Transitioning Your Journal from Subscription to Open Access, and SPARC Landscape Analysis - A compendium of simple factual lists about open access to science and scholarship, maintained by the OA community at large. - Information about the initiative for Open Access publishing supported by cOAlition S, an international consortium of research funders. - SPA-OPS Transformative Agreement Toolkit Society Publishers Accelerating Open Access and Plan S developed this toolkit as a starting point in drafting transformative agreement offers. - Paywall: The Business of Scholarship A documentary that focuses on the need for open access to research and science. It is free to stream and download, for private or public use, and maintains the most open CC BY 4.0 Creative Commons designation. The website provides instructions on how to provide a public screening. - Sherpa Romeo An online resource that aggregates and analyses publisher open access policies from around the world and provides summaries of publisher copyright and open access archiving policies on a journal-by-journal basis. - Which organizations do you think would be most helpful for information on Institutional Repositories? - Are there other organizations that you think are useful?	pressbooks	2025-03-22T05:08:59.364859	04-24-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://pressbooks.claremont.edu/thelibraryinstitutionalrepository/chapter/organizations-and-the-library-repository/", "book_url": "https://pressbooks.claremont.edu/thelibraryinstitutionalrepository/front-matter/introduction/", "title": "Introduction to the Library's Institutional Repository for Scholarly Communications", "author": "Jennifer Beamer, Sumayyah Jewell", "institution": "", "subject": "Library and information services" }
https://iu.pressbooks.pub/iuiglobal24/chapter/your-career-starts-here/	240+ Majors and Programs at Indiana University Indianapolis Indiana University Indianapolis is Indiana’s premier urban public research university. Combining the resources of the prestigious Indiana University with our downtown Indianapolis location, we offer you the opportunity to earn a respected degree from Indiana University while enjoying all the benefits of city life. Careers Launched When you graduate, you are ready for the future. Employers and graduate programs across the country look for the expertise and career-ready skills you develop at IU Indianapolis. Employers of recent international graduates: Top-ranked graduate programs admitting IU Indianapolis graduates: Harvard University – Columbia University – Cornell University University of California, Berkeley – University of Pennsylvania Stanford University – Yale University Ria Vavhal \| MUMBAI, INDIA \| BFA, VISUAL COMMUNICATION DESIGN \| 2023 Why IU: The city of Indianapolis and the Herron School of Art and Design both caught my eye immediately. The school has its own diverse culture and I saw how easy it would be to make connections. At IU: Getting involved opened doors that resulted in a position as a visual communication specialist for the Office of International Affairs. After IU: I am continuing my studies working on interdisciplinary projects within the Indianapolis community in the Master of Design program. \| \|	pressbooks	2025-03-22T05:08:59.378337	01-28-2025	{ "license": "Public Domain", "url": "https://iu.pressbooks.pub/iuiglobal24/chapter/your-career-starts-here/", "book_url": "https://iu.pressbooks.pub/iuiglobal24/chapter/your-career-starts-here/", "title": "IU Indianapolis International Viewbook 2024", "author": "IU Indianapolis International Admissions", "institution": "", "subject": "The Arts" }
https://iu.pressbooks.pub/iuiglobal24/chapter/put-your-future-in-motion/	Put Your Future in Motion IU Indianapolis is always on the move—and you will be too. Intern for Fortune 500 companies just steps from campus. Work on the next research breakthrough in healthcare or artificial intelligence. Help improve people’s lives through community service. By graduation, you will have the real-life experience to move into your career without looking back. 66% of students complete at least one internship 75% of students take advantage of hands-on learning opportunities in the city of Indianapolis 94% of graduates report positive career outcomes	pressbooks	2025-03-22T05:08:59.386927	01-28-2025	{ "license": "Public Domain", "url": "https://iu.pressbooks.pub/iuiglobal24/chapter/put-your-future-in-motion/", "book_url": "https://iu.pressbooks.pub/iuiglobal24/chapter/your-career-starts-here/", "title": "IU Indianapolis International Viewbook 2024", "author": "IU Indianapolis International Admissions", "institution": "", "subject": "The Arts" }
https://iu.pressbooks.pub/iuiglobal24/chapter/tomorrow-starts-now/	Tomorrow Starts Now Your future begins at IU Indianapolis. We are a premier US research university—home to life-changing discoveries, endless learning opportunities, and an inclusive community of exceptional students. Here you can pursue your interests in fields such as healthcare, technology, and business, and get the experience to take your career to the next level—all in the heart of a top American city. When you start here, you go further. 100+ undergraduate majors and 140+ graduate programs 1900+ international students 100+ countries represented on campus	pressbooks	2025-03-22T05:08:59.395491	01-28-2025	{ "license": "Public Domain", "url": "https://iu.pressbooks.pub/iuiglobal24/chapter/tomorrow-starts-now/", "book_url": "https://iu.pressbooks.pub/iuiglobal24/chapter/your-career-starts-here/", "title": "IU Indianapolis International Viewbook 2024", "author": "IU Indianapolis International Admissions", "institution": "", "subject": "The Arts" }
https://iu.pressbooks.pub/iuiglobal24/chapter/campus-life/	A leader in sustainability IU Indianapolis is one of the top universities worldwide for delivering on the United Nations Sustainable Development Goals. Our impressive rankings reflect the commitment of our students, faculty, and staff to creating a community where people, nature, and economic opportunity thrive in tandem. Honors College High achieving scholars can live and learn together in this exclusive supportive community. - Scholarships - Community - Prestige - Smaller classes - Housing - Support International Student Services From application to graduation, we’re here to support your success. - Transition support - Advising - Community connections - Peer mentors - Visa services More Than a Place to Live Convenience, safety, and a student-focused environment make on-campus housing the best choice. - Furnished rooms and apartments - Lounges and study spaces - 24-hour security - Convenient dining - 500+ student organizations International Student Services \| From application to graduation, we’re to support your success Transition support Advising Community connections Peer mentors Visa services More Than a Place to Live \| Convenience, safety, and a student-focused environment make on-campus housing the best choice. Furnished rooms and apartments Lounges and study spaces 24-hour security Convenient dining 500+ student organizations Honors College \| High achieving scholars can live and learn together in this exclusive supportive community. Scholarships Community Prestige Smaller classes Housing Support	pressbooks	2025-03-22T05:08:59.409723	01-28-2025	{ "license": "Public Domain", "url": "https://iu.pressbooks.pub/iuiglobal24/chapter/campus-life/", "book_url": "https://iu.pressbooks.pub/iuiglobal24/chapter/your-career-starts-here/", "title": "IU Indianapolis International Viewbook 2024", "author": "IU Indianapolis International Admissions", "institution": "", "subject": "The Arts" }
https://iu.pressbooks.pub/iuiglobal24/chapter/indianapolis/	Indianapolis, the city for you Located in the heart of the city, IU Indianapolis is close to everything you need. From the 100+ restaurants and shops within walking distance to museums and professional sports, there’s something for everyone here. Everywhere you look, you’ll see opportunity—and opportunity is always looking at IU Indy. Weather Indianapolis has four distinct seasons. Average temperatures in Celsius are: \| #1 Airport in the U.S. –Conde Nast \| #2 For per-capita solar energy in the nation \| 11 Pro sports teams \| \| 212 Parks \| 29 Museums \| 7 Cultural districts \| \| #5 in the U.S. for high-tech job growth \| 5 Fortune 500 companies \|	pressbooks	2025-03-22T05:08:59.420416	01-28-2025	{ "license": "Public Domain", "url": "https://iu.pressbooks.pub/iuiglobal24/chapter/indianapolis/", "book_url": "https://iu.pressbooks.pub/iuiglobal24/chapter/your-career-starts-here/", "title": "IU Indianapolis International Viewbook 2024", "author": "IU Indianapolis International Admissions", "institution": "", "subject": "The Arts" }
https://iu.pressbooks.pub/iuiglobal24/chapter/undergraduate/	Create your perfect path IU Indianapolis allows you to combine majors with minors and certificates to create a personalized program of study that matches your interests and prepares you for your ideal career. You can even design your own major. IU Indianapolis Programs 1st Luddy School of Informatics, Computing, and Engineering is the first school of informatics in the nation 1st Lilly Family School of Philanthropy is first of its kind in the world 7+ IU Kelley School of Business undergraduate programs #23 undergraduate nursing programs (US News and World Report) Schools by university Undergraduate degrees † Five-year bachelor’s/master’s degree options * Dual degree program	pressbooks	2025-03-22T05:08:59.431648	01-28-2025	{ "license": "Public Domain", "url": "https://iu.pressbooks.pub/iuiglobal24/chapter/undergraduate/", "book_url": "https://iu.pressbooks.pub/iuiglobal24/chapter/your-career-starts-here/", "title": "IU Indianapolis International Viewbook 2024", "author": "IU Indianapolis International Admissions", "institution": "", "subject": "The Arts" }
https://iu.pressbooks.pub/iuiglobal24/chapter/graduate/	Success Secured You want your ideas, your discoveries, and your career to go far. At Indiana University Indianapolis—a premier US metropolitan research university—you go further. From internships and jobs with local Fortune 500 companies to nationally funded research, your opportunities here are limitless—and so is your future. 140+ graduate degrees $772 million in sponsored research funding across IU campuses $250 million investment in biosciences, advancing discoveries to treat diseases and improve health Graduate admission Each IU Indianapolis graduate program has unique requirements and costs. Contact the program or department you’re interested in to learn about the admission requirements, application process, and estimated expenses. Learn more at iugraduate2024. Graduate degrees	pressbooks	2025-03-22T05:08:59.441802	01-28-2025	{ "license": "Public Domain", "url": "https://iu.pressbooks.pub/iuiglobal24/chapter/graduate/", "book_url": "https://iu.pressbooks.pub/iuiglobal24/chapter/your-career-starts-here/", "title": "IU Indianapolis International Viewbook 2024", "author": "IU Indianapolis International Admissions", "institution": "", "subject": "The Arts" }
https://iu.pressbooks.pub/iuiglobal24/chapter/52/	Program for Intensive English (PIE) Our PIE program offers a unique opportunity for international students to experience the IU Indianapolis campus while improving their English proficiency. With seven proficiency levels, PIE students can seamlessly transition into diverse IU Indy academic programs without needing TOEFL or IELTS scores. Additionally, PIE provides free tutoring, conversation partner programs, and courses in Listening, Speaking, Writing, Grammar, and Reading, with six sessions per year for flexible start times. You’ll take a placement test at orientation to find your starting level. When you pass a certain level, you’ll meet the English proficiency requirement for IU Indianapolis programs and won’t have to show a TOEFL or IELTS score when you apply. The PIE offers six sessions each year, and you can start at the beginning of any session. Each session has 140 class hours, and the current cost for full- time tuition at the PIE is $2,650 per session. For more information or to apply, go to PIE. PIE class session calendar \| IU Indianapolis \| Fall semester \| August–December \| PIE fall 1 session PIE fall 2 session \| \| Spring semester \| January–May \| PIE spring 1 session PIE spring 2 session \| \| Summer session 1 \| May–June \| PIE summer 1 session \| \| Summer session 2 \| June–July/early August \| PIE summer 2 session \| Talitha Krenk \| JOÃO PESSOA, BRAZIL Program for Intensive English, Master of Laws, Doctor of Jurisprudence \| 2022 Why IU: The difference between IU Indianapolis and other places I visited was how welcoming people made me feel. IU Indy truly embraces diversity. At IU: Student organizations are an incredible opportunity to make new friends and network with professionals. I became president of the Master of Laws Association, and the people that I met there always refer me to new opportunities even today. After IU: I am now an immigration attorney and opened my law firm in Indiana. We represent clients around the world.	pressbooks	2025-03-22T05:08:59.453568	01-28-2025	{ "license": "Public Domain", "url": "https://iu.pressbooks.pub/iuiglobal24/chapter/52/", "book_url": "https://iu.pressbooks.pub/iuiglobal24/chapter/your-career-starts-here/", "title": "IU Indianapolis International Viewbook 2024", "author": "IU Indianapolis International Admissions", "institution": "", "subject": "The Arts" }
https://iu.pressbooks.pub/iuiglobal24/chapter/apply/	Invest in your future Estimated costs ACADEMIC YEAR 2024–25 - $35,420 Non-resident tuition and required fees - $1,250 Books and supplies - $1,843 Health insurance - $13,308 Living expenses (housing, food) - $348 Transportation - $2,270 Personal Expenses $54,439 Total estimated cost of attendance Costs vary by program. Visit Cost of Attendance for a personalized estimate. Application Deadlines FALL (August) - MAY 1 Regular application deadline - DEC. 15 Honors College application deadline* - FEB. 15 Merit Scholarship - JUN. 1 Transfer student** SPRING (January) - DEC. 1 Regular application deadline * The Honors College requires an additional application. ** Students transferring from a U.S. college or university may apply until June 1. Steps to Apply - Complete application - Pay $65 application fee - Academic records - Demonstration of English proficiency - SAT or ACT scores (optional) The Honors College has a separate application which you should complete after applying to IU Indianapolis. See honors.indianapolis.iu.edu for more information. English Proficiency Requirements - TOEFL iBT 80 - IELTS 6.5 - SAT EBRW 560 - ACT (English) 21 - DUOLINGO (DET) 90 Students with TOEFL scores of 60+ or IELTS of 5.5+ are eligible for admission but should anticipate taking additional English for Academic Purposes courses along with their academic program. Test-Optional Policy Starting spring 2021, SAT or ACT test scores are not required for admission or merit scholarship consideration. Instead, we review each application for its individual merits and qualities, including your academic performance and preparation, curriculum quality, recent grade trends, and class rank. However, if you have taken these exams, you are encouraged to submit your scores to be considered for the Honors College or to meet minimum English proficiency requirements. $10,000–$33,000 Scholarships IU Indianapolis rewards your academic accomplishments. Visit Scholarships to learn more about which scholarships you may qualify for. International JAGUAR Excellence Awards \| IU Indianapolis Providing world-class education at an affordable price is central to IU Indy’s mission. International undergraduate students who are admitted to IU Indianapolis for the Fall 2023 term (or later) with a minimum GPA of 3.0 and advanced English proficiency will receive our International Student Jaguar Award. These scholarships will be automatically awarded at the time of admission and can help you save up to $64,000 in tuition during your academic career at IU Indianapolis.	pressbooks	2025-03-22T05:08:59.468490	01-28-2025	{ "license": "Public Domain", "url": "https://iu.pressbooks.pub/iuiglobal24/chapter/apply/", "book_url": "https://iu.pressbooks.pub/iuiglobal24/chapter/your-career-starts-here/", "title": "IU Indianapolis International Viewbook 2024", "author": "IU Indianapolis International Admissions", "institution": "", "subject": "The Arts" }
https://iu.pressbooks.pub/iuiglobal24/chapter/connect-with-us/	ON SOCIAL MEDIA Facebook: @IUIGlobalAdmissions and @IUIglobal Instagram: @IUIglobal_admissions and @IUIglobal X (formerly Twitter): @IUIglobal YouTube: @IUIglobal LinkedIn: @IUIglobal BY TRADITIONAL CHANNELS Undergraduate student email: iapply@iu.edu Graduate student email: igradapp@iu.edu Website: international.indianapolis.iu.edu Phone: 317-274-7000 Meet a representative virtually: international.indianapolis.iu.edu/admissions/connect Map: 902 W. New York Street ES 2126 Indianapolis, IN 46202	pressbooks	2025-03-22T05:08:59.479682	01-28-2025	{ "license": "Public Domain", "url": "https://iu.pressbooks.pub/iuiglobal24/chapter/connect-with-us/", "book_url": "https://iu.pressbooks.pub/iuiglobal24/chapter/your-career-starts-here/", "title": "IU Indianapolis International Viewbook 2024", "author": "IU Indianapolis International Admissions", "institution": "", "subject": "The Arts" }
https://openoregon.pressbooks.pub/layoutformetals/chapter/chapter-1-2/	1 We will start out with a flat pan template build. This will be one the simplest template we will construct, but there are key components of this simple template that will follow through to more complex templates. Here we have both the perspective view and an orthographic drawing. Using this format it is easy to see what the finish product will look like. What we have to do here is reverse the process to see what shape we have to start with to build the pan. The one thing we need now are dimensions. Now that we have the parts overall size we can determine how to go about laying this part flat and work with the dimensions given so we can create the pan. By inspecting the drawing we can see that the over flat portion of the pan or the inside dimension is 8” x 12”. Each side has a total inside height of 1” each. By adding these together we can tell that what we will need to material to build the pan. This can commonly be called the STRETCHOUT. 8” + 1” + 1” + 12” + 1” +1” gives us an overall sheet size needed of 10” X 14”. Before we get too far, let just draw the inside base of the pan. A simple rectangle that measure 8” x12”. Now we need to add the 1” to all four corners that will become the edges of the pan. First you need to extend each line by 1” at each corner. Now we simply connect a line on each side for each 1” extended line. Now you can see in each corner there is a square notch. These notches allow 1” portion of the sheet to be bent up 90° to form the pan. After sides are bent at 90°, the finish product should looks like this. Notes about flat sheet layout and dimensions. You need to pay attention to how the parts are dimensioned, inside or outside. If parts are dimensioned to the outside you will need to account for material thickness for each formed edge to properly determine Stretch-out. The Stretch-out will be based off of the inside surface. For each 90° bend .12” will be gained to overall length. For example: The outside dimension are 6.24” x 8.24” x 1” tall. To figure out what inside dimension is for bottom of pan for layout we need to take 2 x the sheet thickness minus the given outside dimension. The inside dimension of pan is 6” x 8” with an inside height of .88”. To figure the stretch-out, we will need to add 6” + .88” + .88” = 7.76” and 8” + .88” +.88”=9.76” The flat Stretch-out will look like this:	pressbooks	2025-03-22T05:08:59.490535	10-1-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/layoutformetals/chapter/chapter-1-2/", "book_url": "https://openoregon.pressbooks.pub/layoutformetals/front-matter/introduction-2/", "title": "Layout Procedures for Metals", "author": "Marc Rose", "institution": "", "subject": "Metals technology / metallurgy" }
https://openoregon.pressbooks.pub/layoutformetals/chapter/rectangular-sleeve/	2 Rectangular Sleeve For this example we want to build a template for a “chimney” or sleeve that will rest on a sloped roof surface. The roof surface will have a slope of 30° and the sleeve will have the dimensions of the drawing below. Now that we have needed measurements we can begin to draw the stretch-out. To help keep everything in order it helps to number points on stretch-out so they match up to each corner. Since this part will have a seam, we can use “0” to indicate the seam. Looking at the side & top view we can see that the points 1&4 have the same height as well as points 2&3 since they are in the same plane. The blue lines are there to show how the lines to extend to help develop the stretch-out. Next we will transfer the measurements from the side view to the stretch-out to determine the shape of the template. We know at points 0, 1 & 4, the height is the overall height measure at 9.46”, since all those point are in the same plane in the side view. For points 2 & 3 we can see that the overall height there is 6”. We need to transfer this to the stretch-out. There are a few ways to this function. You can simply measure 6” down from each point on stretch-out at points 2 & 3 and mark it with a tic mark, you can also transfer the line 90° to the right and where the horizontal line intersects points 2 & 3 place a tic mark. Now we can add a couple lines connecting the base of the stretch-out to vertical line 2 & 3 to show what the final shape of stretch-out will be. We can also remove any lines we used to transfer features from side view to stretch-out. The green line indicate the sheet size and shape the red lines indicate where the sheet will be formed.	pressbooks	2025-03-22T05:08:59.499226	10-1-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/layoutformetals/chapter/rectangular-sleeve/", "book_url": "https://openoregon.pressbooks.pub/layoutformetals/front-matter/introduction-2/", "title": "Layout Procedures for Metals", "author": "Marc Rose", "institution": "", "subject": "Metals technology / metallurgy" }
https://openoregon.pressbooks.pub/layoutformetals/chapter/circumference/	3 Circumference & Bisecting Angles CIRCUMFERENCE AND HOW TO FIND There are a few ways to find the circumference of pipe and round tube. Knowing the circumference is key into building accurate templates for use with pipe. The more accurate your numbers are when developing these template, the better fit you will have. As with anything, practice and experience in building templates will also increase accuracy. The most used method for figuring circumference is using the formula of Pi x diameter. 6” OD round tube has a circumference of 18.85”. 6”x Pi=18.85”. When it comes to working with pipe, you need to be aware that pipe is measure nominally. This means that 6” pipe is not 6” OD. Luckily, all pipe manufactures follow a standard and there is a countless number of tables and charts that list all pipe sizes and even include the circumference of all sizes! Please refer to index to locate these tables, charts and other information. Over the next several sections we will begin to develop templates for use with pipe. No matter the complexity of the template there are several key concepts that are used with all of them, including determining the circumference. We will only introduce these concepts in detail once, if you need help please refer back to an earlier sections. We will be talking about dividing the circumference of pipe into several equal parts that will help develop the template. We will refer to these lines as element lines. The more element lines you have the more accurate the fit. Like was stated earlier, there are many ways that craftspeople have figured out solutions to complex problems, this is book offers one of those. Below we have some 4” pipe. By referring to the chart we can see that the OD of that pipe is 4.50”. Also on the chart we see that it has a total circumference of 14.125”. For this book, we will divide all circumferences into 16 equal spaces in which will become the element lines. The handy chart in the back also shows us the spacing for dividing circumference into 16 parts, as well as 12, 8, 6, 4 and 2. Remember, the more element lines you have the more accurate your template will be. If we did not have the chart, you would have to divide the total circumference by the number of spaces needed. Some rounding will be required when doing this but you need to be aware that being off 1/16”, 16 times will end up being off by a full 1”. If you divide 14.125 by 16 you end up at .883. The chart in the back state .875. .875, or 7/8” is much easier to work with on a tape measure than .883. The difference is about 1/132 per line, this will be acceptable. To get started we will draw a side view that will show the height of our section of pipe. Next we need to draw in our stretch-out. We know the circumference is 14.125. We can draw a vertical adjacent to side view a pipe and then extend out the horizontal lines (shown in red) that are the top and bottom lines from side view to establish the overall height of the pipe and run them out to a length of 14.125”. Once we have the height and stretch-out complete we are ready to place the element lines. When working with pipe and developing templates you will need to brush up on some basic geometry and the bisecting of angles. We will use a compass for this task. Below we have angle CAB with a vertex of point A. First we can draw an arc from vertex A that crosses the line near point C & B. From those two intersection we can then draw two additional arcs to the right. From vertex A draw a line that crosses at point D where the arc intersect. Using this method will equally split the angle into two angle of the same measurement. This method and can repeated if necessary to split it again into 4 equal parts. Lets try a similar method on a circle. The drawn circle has a diameter of 3” so a radius of 1 ½”. By setting your compass to the radius of the circle, 1 ½” and then drawing an arc from point A and then B they intersect at 1 & 2. If you then to draw a line from the center of the circle to each point, you just divided that quarter of the circle into three equal parts. See below… If you then did this again between A, 1, 2, & B you can divide that quarter of a circle into 6 equal areas. As we covered briefly earlier, we use numbers to help with lining up of where lines will connect. These lines will be used when we are joining two or more parts together to make one assembly. As we keep going, you will better understand how this numbering system works.	pressbooks	2025-03-22T05:08:59.509787	10-1-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/layoutformetals/chapter/circumference/", "book_url": "https://openoregon.pressbooks.pub/layoutformetals/front-matter/introduction-2/", "title": "Layout Procedures for Metals", "author": "Marc Rose", "institution": "", "subject": "Metals technology / metallurgy" }
https://openoregon.pressbooks.pub/layoutformetals/chapter/67/	4 2 piece 90° Depending of what size of pipe you are working with will determine what size of paper you need. Typically you will work with the paper in a landscape(sideways) orientation. Once it is confirmed your template will work, you can then trace your working template onto heavier paper or sheet material that you can easily reuse time and time again. We will be constructing a template to help us generate a 2 piece 90° elbow. With some basic geometry we know that the two angles that make up a 90° are 45°. To start with we will draw a view that shows the pipe and the miter cut joint. Lets remove one half of the elbow to begin making our template. Now let’s draw a half circle off the bottom end and divide that into 8 equal parts. Number each place where a line intersects the arc of half circle. Now, at each point on the arc draw a straight line from arc to where it intercepts the 45° line. Those are you element lines. Now we will construct the stretch out of the template. Extend the bottom and top lines to the right from the first view drawn. The overall length of your stretch out will be determined by the circumference of your pipe. The green line indicate how we transfer the overall height of object to the stretch-out. Now divide your stretch-out into 16 equal parts. Now we have both the stretch-out and the side view in alignment and can start to transfer elements over to the stretch-out. The numbers will correlate to each other from one drawing to the other. Place a straight horizontal line from mitered line over to the stretch-out and where the numbers math-up, make a tick mark. Now with connect a line between tick marks with a curved line. You can now remove the top section of lines above the curve on the stretch-out. Cut your template out and it is ready to use. Now you can take the stretch-out and wrap around your pipe, trace the curved line onto pipe and proceed to cut.	pressbooks	2025-03-22T05:08:59.519858	10-1-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/layoutformetals/chapter/67/", "book_url": "https://openoregon.pressbooks.pub/layoutformetals/front-matter/introduction-2/", "title": "Layout Procedures for Metals", "author": "Marc Rose", "institution": "", "subject": "Metals technology / metallurgy" }
https://openoregon.pressbooks.pub/layoutformetals/chapter/3-piece-90/	5 3 Piece 90° Three piece turn- We know that when building a two piece 90° turn we needed to cut two pieces at 45°. When making a three piece turn we will need to add one more piece of pipe and thus change the angle we need to cut. The plan view of the joint will look like this. We have bisected the joint to show what the finished angle will be, once our template is completed. When will use the center portion of our elbow to make our stretch-out and begin to develop the template. As before, we will draw a half circle off one end and also draw our stretch-out. The green lines are to show how to transfer elements from one drawing to another. You will need to calculate the stretch-out depending on what size pipe you are working with. Since we will be making a template that can be used to cut two ends at same time, the dark line on stretch out is in reference to center of stretch-out. Next we will divide the half circle into 8 equal parts and the stretch-out into 16. Now we can transfer elements to the stretch-out. Indicated by dashed lines you see how they reference the numbered lines on each drawing. Now we can draw in our curved line to all tick marks giving the template shape. Now remove all the non-essential lines and what is left is the final shape of the template. You can take your template, wrap around pipe, trace the patter and then cut and fit.	pressbooks	2025-03-22T05:08:59.528539	10-1-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/layoutformetals/chapter/3-piece-90/", "book_url": "https://openoregon.pressbooks.pub/layoutformetals/front-matter/introduction-2/", "title": "Layout Procedures for Metals", "author": "Marc Rose", "institution": "", "subject": "Metals technology / metallurgy" }
https://openoregon.pressbooks.pub/layoutformetals/chapter/branch-and-header-connections/	6 Branch and Header Connections Many times in the piping industry there is a need to make a connection to a pipe where it is not practical or feasible to use a manufactured fitting or it is not possible to do so. These types of connections are sometime called branch and header connections. The “Header” is the main line that is being tied into and the “Branch” is the line come off of the Header. The branch is either the same size as Header or smaller in size. We will go over three types of templates for making these types connections. We will use all of the tools from the two and three piece 90° turns covered in previous chapters.	pressbooks	2025-03-22T05:08:59.535850	10-1-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/layoutformetals/chapter/branch-and-header-connections/", "book_url": "https://openoregon.pressbooks.pub/layoutformetals/front-matter/introduction-2/", "title": "Layout Procedures for Metals", "author": "Marc Rose", "institution": "", "subject": "Metals technology / metallurgy" }
https://openoregon.pressbooks.pub/layoutformetals/chapter/concentric-90-branch-on-header/	7 Concentric 90° Branch on Header Concentric 90° branch This fitting is Concentric, meaning the branch and header are on the center line. We will begin by drawing the header pipe from an end view and the branch connection on same center line directly above. Remember, all pipe regardless of wall thickness has the same O.D. so we will only worry about drawing the O.D. lines and not worry about the I.D. Now we will draw the half circle on end of branch and extend out the height of branch and draw the stretch-out. You will have to verify size of pipe or refer to chart to find total circumference. Greens lines are to show the extension of branch to develop the stretch-out. Now we can divide up the stretch-out into 16 equal spaces and divide the half circle up as well. Note: Since this is a concentric branch and everything is off of center, we can get away with only dividing half the half circle, it is a mirror of the other side. Remember to number each line… Now we can transfer lines from end view to the stretch-out and number match them and place out tick marks. Now we can draw our curved line between tick marks and remove transfer line. Remove the non-essential lines and the template is ready to use.	pressbooks	2025-03-22T05:08:59.544420	10-1-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/layoutformetals/chapter/concentric-90-branch-on-header/", "book_url": "https://openoregon.pressbooks.pub/layoutformetals/front-matter/introduction-2/", "title": "Layout Procedures for Metals", "author": "Marc Rose", "institution": "", "subject": "Metals technology / metallurgy" }
https://openoregon.pressbooks.pub/layoutformetals/chapter/eccentric-branch/	8 Eccentric Branch The procedure for the Eccentric and Concentric are near identical. The only real difference comes into the fact that the Eccentric branch if off center. If you remember back when we divided up the half circle for the concentric, we could get away with only laying out half because it was a mirror image. The Eccentric is off center and to show the details of where the lines intersect, we will divide up the entire circle. Let get started by drawing the end view of Header and Branch. You will notice that the Branch in off of the center line of the header. This off set will be determined by layout needed to make up this fitting and may vary depending on what the situation dictates. Now we will draw the half circle on end of branch and extend out the height of branch and draw the stretch-out. You will have to verify size of pipe or refer to chart to find total circumference. Greens lines are to show the extension of branch to develop the stretch-out. Now we can divide up the stretch-out into 16 equal spaces and divide the half circle up as well. Note: Since this is an eccentric branch and it is not on center. We have to divide up the entire half circle. Now we can transfer lines from end view to the stretch-out and number match them and place out tick marks. Remember to number each line as well. Now we can draw our curved line between tick marks and remove transfer lines. Remove the non-essential lines and the template is ready to use.	pressbooks	2025-03-22T05:08:59.552843	10-1-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/layoutformetals/chapter/eccentric-branch/", "book_url": "https://openoregon.pressbooks.pub/layoutformetals/front-matter/introduction-2/", "title": "Layout Procedures for Metals", "author": "Marc Rose", "institution": "", "subject": "Metals technology / metallurgy" }
https://openoregon.pressbooks.pub/layoutformetals/chapter/149/	9 45 lateral branch 45 degree lateral We will begin by drawing a side and end view of what we want the fitting to look like. Depending the size of pipe you use, your drawing may differ. Refer to pipe chart to find the correct size OD piping material. This example is for 45 degree fit, you can draw this to any angle you may need and use the same steps. Now as before, we will draw half circle on the ends of pipe and divide them up into equal parts to help develop our element lines. Remember to number the lines as well so when we draw out the stretch-out. Now we can draw lines horizontally between the two views to help develop the first set of lines we will need. Line up and draw from point 1 to point 1 and so on through point 5. You will notice how the lines will go straight through line 6, 7, 8 & 9. Since this is a concentric reducer from end view, the points will be the same on both side of the pipe. Place a tick mark and each point of intersection. When you draw a curved line from tick mark to tick mark it will look like this. Now we can make our stretch-out from the 45 lateral and divide up as we have on past templates. Divide the stretch-out up into 160 equal spaces. Now we can transfer lines at a 45° angle down from the side view and connect them to same number lines on the stretch-out. Place a tick mark on each point that intersect with the same number as that of where the line originated from. Now we can connect between tick marks and draw in our curved line. Getting rid of all the nonessential lines our template is ready for use.	pressbooks	2025-03-22T05:08:59.561799	10-1-2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openoregon.pressbooks.pub/layoutformetals/chapter/149/", "book_url": "https://openoregon.pressbooks.pub/layoutformetals/front-matter/introduction-2/", "title": "Layout Procedures for Metals", "author": "Marc Rose", "institution": "", "subject": "Metals technology / metallurgy" }
https://openpress.usask.ca/lightboard/chapter/studioconfiguration/	Studio Configuration Options Popular Use Cases Writing The lightboard is a great tool for explaining complex concepts, processes, equations with visual impact. Drawing or writing directly on the lightboard with florescent markers provides an illuminated image for the instructor to stand behind and explain. Through gesturing and facial expressions common to their face-to-face teaching environment, instructors can deliver a teaching experience similar to a live classroom with the enhancement of dynamic visual aids. Keying Taking things a step further with the lightboard, instructors can incorporate slides, animations, videos and more as part of the on screen materials with which they can interact. Using the keying functions of the lightboard studio hardware, we’re able to overlay Power Points, animation, images and video for instructors to annotate, label, and draw over top of within the same video capture.	pressbooks	2025-03-22T05:08:59.571247	02-28-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openpress.usask.ca/lightboard/chapter/studioconfiguration/", "book_url": "https://openpress.usask.ca/lightboard/front-matter/introduction/", "title": "Lightboard Studio Guide", "author": "Jordan Epp", "institution": "University of Saskatchewan", "subject": "Digital, video and new media arts" }
https://openpress.usask.ca/lightboard/chapter/your-recording-session/	Your Recording Session LOGISTICS TECHNICAL SUPPORT One of our professional technicians will be in studio waiting to greet you when you arrive. Your technician can help you find the right look and configuration for your session on the day, but it’s best to let us know ahead of time if you know what type of set up you’re looking for so we can have it ready to go when you arrive. Technicians will be close at hand during your session and help is just a quick call away should you need some support. There is a phone in the room and you can call 306-966-4285 to get a tech to pop back in anytime. What you’ll need to bring with you - Your presentation materials – Bring your slides, images, video files, etc. with you on a USB Drive. These can be loaded onto the UCreate computer console for use during recording. A presentation slide clicker will be provided. - A USB Drive for your Recordings – Your media will be recorded directly to your USB Drive with should be formatted to a FAT32 standard. 16-32GB drives work best with the studio hardware. Recording your Media - Login to the Lightboard Computer Console on the right with your NSID. - Load your presentations onto the console desktop from your USB Drive using the USB Hub on the cabinet. - Insert your FAT32 USB Drive into the Recording Hardware in the cabinet below the computer console. - Once you’re ready to go, just press Record on the control box on the cabinet. Once the flashing light turns solid, its Lights, Camera, Action! Note: Each time you start and stop the recording a new video file will be created on your USB Drive. Wardrobe Considerations - Dark clothing works best for blending into the background. Light colours can make the neon markers hard to read. Greys, navy, deep red, etc. are perfect choices. - Avoid black. If your cloths are too dark you may find your body disappearing all together when you step away from the lightboard lighting. - Avoid logos or text. Graphics, logos and text can be distracting and will also be reversed when the Lightboard image is flipped for student viewing.	pressbooks	2025-03-22T05:08:59.581269	02-28-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openpress.usask.ca/lightboard/chapter/your-recording-session/", "book_url": "https://openpress.usask.ca/lightboard/front-matter/introduction/", "title": "Lightboard Studio Guide", "author": "Jordan Epp", "institution": "University of Saskatchewan", "subject": "Digital, video and new media arts" }
https://openpress.usask.ca/lightboard/chapter/shooting-the-lightboard-video/	Shooting the Lightboard Video Shooting Best Practices There are a few helpful tips to keep in mind when recording your Lightboard Videos. - Stay close to the Lightboard. Moving too far away from the lightboard may cause you to plunge into darkness and also appear out of focus for the camera which is sharpest at the glass. - Identify the Lightboard edges in the Preview monitor before you start. The camera frame may not be able to capture edge to edge of the lightboard. - Try to keep your face in an open area while explaining things you’ve drawn. This allows students to engage with you the instructor and ensures they can clearly see the writing. - Point to your written content from off to the side of it. This will give students the best perspective to see what you’re talking about. - Look at the camera. Think of the camera as your audience and engage directly with them whenever possible. - Don’t cap the marker throughout the presentation. This can be louder than you think on the recording and may be distracting to viewers. Things to remember - Slow down. If you think you’re talking too slow, that’s probably perfect. - Editing is inevitable. Don’t feel like you have to do the whole presentation perfect from end to end. If you stumble just pause for a few seconds and start from where you left off. You can edit out the slip ups in Panopto when you’re done. - Practice ahead of time on a regular whiteboard to get the spacing of your layout sorted before you start. - There’s lots of examples out there online so search for some ways people have used the lightboard in your discipline before for some great ideas.	pressbooks	2025-03-22T05:08:59.590989	02-28-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openpress.usask.ca/lightboard/chapter/shooting-the-lightboard-video/", "book_url": "https://openpress.usask.ca/lightboard/front-matter/introduction/", "title": "Lightboard Studio Guide", "author": "Jordan Epp", "institution": "University of Saskatchewan", "subject": "Digital, video and new media arts" }
https://openpress.usask.ca/lightboard/chapter/lightboard-media-design-best-practices/	Lightboard Media Design Best Practices When developing educational media for your course it’s important to consider HOW this media will connect within the overall course design. Here are a few questions you might want to ask as you begin to plan out your recordings: - Which course learning outcomes is this media connecting to? - How/where will I be delivering this media (canvas course, f2f class, etc)? - Why is video the best format for this learning material (visually present a concept, demonstrate something, enhance engagement)? - What accompanying learning material will this media connect to (written intro or preamble in Canvas, formative review questions or reflective activity to follow, discussion questions, etc.)? - How might I assess the students’ learning related to this media. Designing your Media Making a plan before you arrive will ensure you get the most out of your recording session time and your media will have the impact you intend. Creating videos is an effective way to deliver presentations to supplement lectures as well as reinforce and emphasizing concepts that are harder to explain. The Lightboard Studio is a great facility for creating lectures for use in online and distance education or a for use in a flipped classroom. Like with any curriculum design, its best to have a plan and make sure the anticipated outcomes are clear before you start. Ask yourself, why is it important to present this material using video? How will I use this video along side my other course materials? How will I integrate active learning opportunities into and around this video recording? An Instructional Designer in Media Production can help you think through your media design and come up with a plan to help ensure your media serves the outcomes you intend. Pre-production A little pre-production planning can save you a lot of time down the road. Preparing your presentations visual elements as well as giving yourself some talking points for each video can be helpful when it comes time for your session. Making use of the Media Production DIY Script Template can help you organize what you’re going to say and do in your recording. The Lightboard is a 4×6′ writing space that can fill up fast. Drawing out your completed board of visuals on a piece of paper to bring with you or practising on a regular chalk board or whiteboard ahead of time is a great way to ensure you’ll be able to fit the whole concept on one board. “Chunking” Best Practices You may already have a number of presentations and lectures prepared from your face-to-face class, but remember that without the ability to see your audience and without their ability to ask questions, or interact with you in real time you may want to consider “chunking” your presentations into more digestible pieces. A 30 minute lecture can feel a lot longer when students are watching a small screen and have no way to ask questions or show confusion with body language. The recommended length for most educational videos is 5-15 minutes in length. Often the shorter the better, which is why it’s a good idea to look at your presentations for logical places to start and stop a new concept or topic. It’s recommended to try and create short concise videos that present a single concept at a time. These short segments can then be supplemented with some text, examples, learning activities, and opportunities for formative learning assessment such as review questions, reflection exercises, or check your knowledge quizzes. Canvas provides an excellent platform for mixing written text, embedded readings and interactive components with video and collaborative peer-to-peer discussion tools. Consider how these videos will be delivered along side these other elements of your overall course design. Additional Tips: - Set a clear objective (one topic) for each recording. - Be able to meet your objective with one board’s worth of content or develop a transition statement for a “part 2”. - Consider pre-drawing some content BEFORE you hit record to save some time. - Speed up long drawing sections with no dialogue in post. - Images and graphics you want to key over the Lightboard should be on a black background. - Practice on a similar sized whiteboard before your session. Here are a few additional resources to help you consider how best to “chunk” your learning materials into effective bite sized segments. - What is Chunking? WHY Does it matter for online course design? - A more in-depth look at chunking and sequencing your online course materials - Organizing Content Overview: Course Design Plan – https://youtu.be/FRGKPX9Yo8o - Organizing Content Overview: Chunking Content – https://youtu.be/gLvxNOt-qA4 - Organizing Content Overview: Sequencing Content – https://youtu.be/2CRX_O3BafI	pressbooks	2025-03-22T05:08:59.602708	02-28-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openpress.usask.ca/lightboard/chapter/lightboard-media-design-best-practices/", "book_url": "https://openpress.usask.ca/lightboard/front-matter/introduction/", "title": "Lightboard Studio Guide", "author": "Jordan Epp", "institution": "University of Saskatchewan", "subject": "Digital, video and new media arts" }
https://openpress.usask.ca/lightboard/chapter/editing-your-lightboard-videos/	Editing your Lightboard Videos Basic Editing in Panopto Now that you have your video recordings from the UCreate Studio safely stored on your USB Drive there is likely some minor editing that you’ll want to do before you share your masterpieces. At a minimum, you’ll likely want to trim the front and back off of each video to give it a clear start and finishing point. This can be easily done in Panopto if you’re not familiar with other video editing platforms. Follow the link below to learn more about the USask supported Panopto software and how to edit and distribute your work using this integrated tool from the USask Learning Technologies Ecosystem. https://teaching.usask.ca/learning-technology/tools/teaching-guides/panopto-resource.php	pressbooks	2025-03-22T05:08:59.611109	02-28-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openpress.usask.ca/lightboard/chapter/editing-your-lightboard-videos/", "book_url": "https://openpress.usask.ca/lightboard/front-matter/introduction/", "title": "Lightboard Studio Guide", "author": "Jordan Epp", "institution": "University of Saskatchewan", "subject": "Digital, video and new media arts" }
https://openpress.usask.ca/lightboard/chapter/adding-active-learning-enhancements/	Adding Active Learning Enhancements Doing more with your Lightboard Media In a face-to-face class students would have the opportunity to ask questions and check their understanding through discussions and interactions with peers and their instructor. Give students the same opportunities to interact as they watch the Lightboard media you’ve produced by adding in active learning opportunities through Panopto. Here are 5 great ways to make your media into an interactive learning experience. - How to add Discussions into Panopto videos– https://support.panopto.com/s/article/How-to-Use-Discussions-in-Videos - Add quiz questions to any Panopto video– https://support.panopto.com/s/article/How-to-Add-a-Quiz-to-a-Video - How to embed a YouTube video INTO a Panopto video– https://support.panopto.com/s/article/Embed-a-YouTube-Video-into-a-Panopto-Session - How to Add a Table of Contents to a Video in the Editor – https://support.panopto.com/s/article/Table-of-Contents - How to Use Smart Chapters – https://support.panopto.com/s/article/How-to-Use-Smart-Chapters	pressbooks	2025-03-22T05:08:59.619655	02-28-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openpress.usask.ca/lightboard/chapter/adding-active-learning-enhancements/", "book_url": "https://openpress.usask.ca/lightboard/front-matter/introduction/", "title": "Lightboard Studio Guide", "author": "Jordan Epp", "institution": "University of Saskatchewan", "subject": "Digital, video and new media arts" }
https://openpress.usask.ca/lightboard/chapter/embedding-your-media/	Embedding Your Media Embedding in Canvas If your media was developed for teaching and learning purposes then it’s likely that you’re wanting to incorporate your videos into an online course along side your other learning materials. In this case Canvas and Panopto will work together to ensure students have the access they need and that Banner automatically sets permissions correctly each term. Proper course provisioning for your Panopto videos is important for several reasons. When copying content into a new Canvas course shell for subsequent terms, for example, you’ll ensure that the videos you want to keep move over properly and that your students can access them without issue. Here are a couple Knowledge Base articles to ensure that the transition to Summer or Fall course builds goes smoothly for your Panopto videos. Step one: Upload video to Panopto Step Two: Enable Panopto in Canvas Step Three: EMBED Video USING THE Canvas Editor See the Panopto page on the Learning Technologies Ecosystem webpage for more information and support.	pressbooks	2025-03-22T05:08:59.629256	02-28-2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://openpress.usask.ca/lightboard/chapter/embedding-your-media/", "book_url": "https://openpress.usask.ca/lightboard/front-matter/introduction/", "title": "Lightboard Studio Guide", "author": "Jordan Epp", "institution": "University of Saskatchewan", "subject": "Digital, video and new media arts" }
https://umaryland.pressbooks.pub/march/chapter/module-1-abortion-in-perspective/	1 Abortion in Perspective Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - MARCH Program Maryland Appendix: An Overview of Abortion Laws in Maryland - Structures & Self: Advancing Equity and Justice in SRH. (n.d.). Innovating Education in Reproductive Health. https://www.innovating-education.org/course/structures-self-advancing-equity-and-justice-in-sexual-and-reproductive-healthcare/ Additional Suggested Content - Sterilization Violence. (n.d.). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/module-1- sterilization-violence/ - Jackson Women’s Health Organization v. Dobbs. (2023, May 17). Innovating Education in Reproductive Health. https://www.innovating-education.org/2023/05/jackson-womens-health-organization-v-dobbs/ - When Abortion is Not Available. (n.d.). Innovating Education in Reproductive Health. Retrieved June 11, 2024, from https://www.innovating-education.org/course/when-abortion-is-not-available/ - University of California San Francisco. (2020, June 2). The Turnaway Study. Www.ansirh.org. https://www.ansirh.org/research/ongoing/turnaway-study - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:08:59.640422	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-1-abortion-in-perspective/", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-1-abortion-in-perspective/#chapter-204-section-1	1 Abortion in Perspective Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - MARCH Program Maryland Appendix: An Overview of Abortion Laws in Maryland - Structures & Self: Advancing Equity and Justice in SRH. (n.d.). Innovating Education in Reproductive Health. https://www.innovating-education.org/course/structures-self-advancing-equity-and-justice-in-sexual-and-reproductive-healthcare/ Additional Suggested Content - Sterilization Violence. (n.d.). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/module-1- sterilization-violence/ - Jackson Women’s Health Organization v. Dobbs. (2023, May 17). Innovating Education in Reproductive Health. https://www.innovating-education.org/2023/05/jackson-womens-health-organization-v-dobbs/ - When Abortion is Not Available. (n.d.). Innovating Education in Reproductive Health. Retrieved June 11, 2024, from https://www.innovating-education.org/course/when-abortion-is-not-available/ - University of California San Francisco. (2020, June 2). The Turnaway Study. Www.ansirh.org. https://www.ansirh.org/research/ongoing/turnaway-study - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:08:59.651038	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-1-abortion-in-perspective/#chapter-204-section-1", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-1-abortion-in-perspective/#chapter-204-section-2	1 Abortion in Perspective Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - MARCH Program Maryland Appendix: An Overview of Abortion Laws in Maryland - Structures & Self: Advancing Equity and Justice in SRH. (n.d.). Innovating Education in Reproductive Health. https://www.innovating-education.org/course/structures-self-advancing-equity-and-justice-in-sexual-and-reproductive-healthcare/ Additional Suggested Content - Sterilization Violence. (n.d.). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/module-1- sterilization-violence/ - Jackson Women’s Health Organization v. Dobbs. (2023, May 17). Innovating Education in Reproductive Health. https://www.innovating-education.org/2023/05/jackson-womens-health-organization-v-dobbs/ - When Abortion is Not Available. (n.d.). Innovating Education in Reproductive Health. Retrieved June 11, 2024, from https://www.innovating-education.org/course/when-abortion-is-not-available/ - University of California San Francisco. (2020, June 2). The Turnaway Study. Www.ansirh.org. https://www.ansirh.org/research/ongoing/turnaway-study - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:08:59.661106	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-1-abortion-in-perspective/#chapter-204-section-2", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/	An Overview of Maryland Abortion Law Maryland Appendix to TEACH Curriculum Chapter 1 Gracie Nichols, MSN, CRNP and Erika Bramlette, MBA, PA-C Introduction Abortion-related laws in Maryland reflect a commitment to protecting reproductive rights and abortion access. Maryland’s policies extend beyond legal protections for abortion to encompass measures aimed at facilitating access to reproductive healthcare. These progressive laws and policies have made the state of Maryland a safe haven for abortion care. It is important to note that laws and policies surrounding abortion are rapidly evolving, both in Maryland and across the United States. The information in this section is current as of April 2024. Learning Outcomes - Describe two recent legislative changes in Maryland that have protected or expanded abortion access. - Explain the Abortion Care Access Act and how it impacts APC practice in Maryland. - Describe parental notification requirements for minors receiving an abortion in Maryland and list exemption criteria. Maryland Law and Policy Highlights Abortion is legally protected in Maryland up to fetal viability. Thereafter, abortion remains legal only if necessary to protect the health or life of the pregnant person or if the fetus is affected by a genetic defect or serious abnormality[1]. Viability is defined as when, in a clinician’s best medical judgment, there is a reasonable likelihood of the fetus’ sustained survival outside the uterus. Abortion Protections in Maryland Maryland has enacted comprehensive legal protections for abortion access, including: - Statutory abortion protections: Maryland law protects abortion up to fetal viability and at any time during the pregnancy if necessary to protect the health or life of the pregnant person or in the case of severe fetal abnormality1. Marylanders will have the opportunity to enshrine the right to reproductive freedom in the state constitution by voting in favor of a constitutional amendment in the 2024 general election[2]. If passed, this would provide even stronger protections for abortion in Maryland. - Medicaid coverage: Maryland is one of only 17 states in which state Medicaid funding covers abortion in most cases. By providing Medicaid funding for abortion, Maryland ensures that individuals with low incomes have equitable access to comprehensive reproductive healthcare services regardless of their financial circumstances[3][4]. - Private insurance coverage: The Maryland Abortion Care Access Act, passed in 2022, requires certain state-regulated insurance providers to cover abortion services without deductible or other cost-sharing requirements4. - Expanded qualified healthcare providers of abortion: Another component of the Maryland Abortion Care Access Act removed “physician-only” requirements to allow other qualified providers including nurse practitioners, physician assistants/associates, certified nurse midwives, and licensed certified midwives for whom abortion is within the scope of the individual’s license or certification to provide abortion4. - Interstate shield: The Reproductive Health Protection Act was passed in 2023 as part of the Reproductive Freedom bill package. It protects Maryland healthcare providers who perform abortion from out-of-state legal prosecution and safeguards the ability of healthcare providers to offer abortion services without fear of retaliation or interference2,[5]. - Health record data privacy: Also passed as part of the Reproductive Freedom bill package in 2023, new legislation provides additional privacy protections for electronic health record data to reduce legal risk for out-of-state patients seeking abortion care in Maryland2,[6]. - Reproductive health services plan at higher education institutions: Beginning on August 1, 2024, Maryland law will require public higher education institutions to have a plan to provide or refer for comprehensive sexual and reproductive health services, including abortion2,[7]. - Protection against clinic violence: Maryland law protects access to abortion clinics by prohibiting interference with entering and exiting a facility[8]. - Maryland has no state-mandated counseling, waiting period, or medically unnecessary ultrasound requirements. Abortion Restrictions in Maryland While Maryland boasts robust legal protections for abortion, some restrictions remain: - Parental notification requirement for minors: Maryland law mandates a parent or guardian to be notified of a minor’s abortion. However, the qualified provider may perform an abortion without notifying a parent or guardian if the minor does not live with a parent or guardian and the qualified provider’s efforts to notify them have failed. The qualified provider may also perform the abortion without notice to a parent or guardian if, in the professional judgment of the qualified provider: - Notice to the parent or guardian may lead to physical or emotional abuse of the minor; - The minor is mature and capable of giving informed consent to an abortion; or - Notification would not be in the best interest of the minor[9]. Minors in Maryland may consent for other reproductive health services including pregnancy testing, sexually transmitted infection testing and treatment, and contraception without the involvement of a parent or guardian[10]. While many minors choose to involve a parent in this decision-making, minors can access these services confidentially without parental notification or permission. - Targeted regulation of abortion providers – Facility and transfer requirements: Abortion clinics in Maryland are subject to special facility and transfer agreement requirements. Targeted Regulation of Abortion Providers, or TRAP laws, often impose logistical and administrative burdens that hinder the establishment and operation of new clinics and thus limit access to abortion services, particularly in underserved areas[11]. Exercise: Use these Interactive Maps from Guttmacher Institute and Center for Reproductive Rights to explore abortion laws in the states that surround Maryland. Center for Reproductive Rights Interactive Map Guttmacher Institute Interactive Map DISCUSSION Consider the following questions: - Discuss gestational age limitations and restrictions on abortion in neighboring states. - How might abortion policies in nearby states impact abortion access in Maryland? Advanced Practice Clinicians as Abortion Providers Advanced practice clinicians (APCs) include nurse practitioners (NPs), physician assistants/associates (PAs), certified nurse midwives (CNMs), and licensed certified midwives. APCs can competently provide all components of medication and aspiration abortion with complication rates comparable to those of physician abortion providers[12][13][14]. Research supports the adoption of policies that allow APCs to perform aspiration abortion procedures. APCs are already competent sources of primary and reproductive healthcare, particularly in medically underserved and rural settings. In states without laws prohibiting APCs from providing abortion, these clinicians play an essential role in increasing patient access to timely and compassionate abortion care in areas where it is needed most[15]. Despite this, their involvement in abortion care is often limited by restrictive state laws (i.e. physician-only laws), lack of training opportunities, and institutional policies. This topic is discussed again in TEACH Chapter 10: Becoming a Provider, Leader, and Advocate. Legal and Regulatory Considerations for APC Abortion Providers in Maryland The Abortion Care Access Act was enacted in 2022 with the goal of protecting and expanding access to abortion in Maryland. This legislation removed Maryland’s physicians-only law to allow other qualified providers including NPs, PAs, CNMs, and licensed certified midwives, within the scope of their license and certification, to provide abortion6. Maryland has a shortage of abortion providers. Data from 2020 shows that approximately ⅔ of Maryland counties don’t have an abortion provider[16][17]. Removing “physician-only” laws expand the pool of qualified abortion providers and serves as an important way to expand access in states like Maryland where abortion remains legal[18]. Maryland boasts a thriving community of practicing APCs who play integral roles in delivering high-quality primary and reproductive care to patients across various healthcare settings. As abortion legislation across the nation becomes more restrictive, APCs in Maryland have an important role to play in addressing healthcare disparities and expanding access to abortion. Physician Assistant/Associate (PA) Practice in Maryland PAs play a critical role in addressing healthcare shortages in Maryland. The recent passage of the Maryland PA Modernization Act of 2024 (H.B. 806) addresses the changing landscape of healthcare delivery and is a significant step forward in removing barriers to PA practice. Once effective on October 1, 2024, the Physician Assistant Modernization Act [19] will advance several key changes to PA regulation and practice. Some highlights include replacing longstanding delegation agreements with collaboration agreements, removing PAs as agents of physicians, thus allowing PAs to practice under their education, training, and experience, waiving approval of advanced procedure for PAs with more than 7000 hours of clinical practice and PAs practicing in certain settings, and requiring updates to core and advanced duties. This year, PAs will work collaboratively with the Maryland Board of Physicians to revise the current advanced procedures list by January 2025. Advanced procedures are defined by the Board as medical acts that require additional training beyond the basic PA education program. The list currently includes several gynecologic procedures such as endometrial biopsy and long-acting reversible contraception (LARC) insertion/removal. The upcoming revision of this list will be key for PAs seeking to provide reproductive health services to patients without potential delays in care. Nurse Practitioner (NP) and Certified Nurse Midwife (CNM) Practice in Maryland Maryland is a state with full practice authority for nurse practitioners and certified nurse midwives. Full practice authority refers to state practice and licensure laws which allow NPs and CNMs to autonomously practice to the full extent of their education, clinical training, and board certification under the licensure authority of the Maryland Board of Nursing without supervision or collaborative agreement requirements[20][21]. Medicaid Billing for Abortion Services in Maryland While Maryland Medicaid should cover abortion services in most circumstances, navigating eligibility and billing can be challenging. The Maryland Department of Health’s Abortion Services fact sheet provides information regarding how to verify a Medicaid participant’s eligibility for abortion coverage and how to submit claims for abortion services to the Medicaid fee-for-service program. Malpractice Coverage for Abortion Services Securing affordable liability insurance is a significant obstacle for many clinicians who wish to provide abortion care. Abortion services are often bundled with general obstetrics and gynecology coverage, despite significantly lower complication rates. Clinicians without coverage for abortion services under their institution’s liability insurance can seek supplemental malpractice insurance. This topic is discussed again in more detail in TEACH Chapter 10: Practice Integration. Professional and Legal Resources Laws and policies related to abortion and professional practice will continue to evolve. Participating in professional organizations and groups with expertise in abortion and reproductive health, such as those listed here, is an essential way to remain knowledgeable of policy changes and engaged in advocacy efforts. - National Abortion Federation (NAF) - Society of Family Planning (SFP) - Reproductive Health Access Project (Advanced Practice Clinician Cluster and Mid-Atlantic Cluster) - Nurses for Sexual and Reproductive Health (NSRH) - If/When/How: Lawyers for Reproductive Justice - Abortion Defense Network - American College of Obstetricians and Gynecologists (ACOG) - Association of Physician Associates in Obstetrics and Gynecology (APAOG) - Maryland Academy of Physician Assistants (MdAPA) - American College of Nurse-Midwives (ACNM) - National Association of Nurse Practitioners in Women’s Health (NPWH) - Nurse Practitioner Association of Maryland (NPAM) - American Association of Nurse Practitioners (AANP) State licensing boards are also important resources for practice information. Resources for Maryland Patients Additional patient resources are found throughout the TEACH curriculum including in Chapter 2: Counseling and Informed Consent under the subsections Making Referrals and Post-Procedure Support. Suggested Reading - Jenkins J, Pitney C, Nuzzo M, Eagen-Torkko M. Midwifery and APRN Scope of Practice in Abortion Care in the Early Post-Roe Era: Everything Old Is New Again. J Midwifery Womens Health 2023;68:734–43. https://doi.org/10.1111/JMWH.13599. - AP Toolkit: https://aptoolkit.org/ Disclaimer: The information provided is not intended to, and does not, constitute legal advice. All content available here is for general informational purposes only. - MD. CODE, HEALTH-GEN. § 20-209. ↵ - Dominiski C. Maryland’s ballot measure to protect reproductive freedom: What it is and why it matters. Plannedparenthoodaction.org. Published March 7, 2024. Accessed May 2, 2024. https://www.plannedparenthoodaction.org/planned-parenthood-advocates-dc-maryland-nova/ppadmv-blog/marylands-ballot-measure-to-protect-reproductive-freedom-what-it-is-and-why-it-matters. ↵ - Guttmacher Institute. State funding of abortion under Medicaid. Published August 31, 2023. Accessed April 13, 2024. https://www.guttmacher.org/node/26272/printable/print. ↵ - H.B. 937, 444th Leg., Reg. Sess. 2022. ↵ - S.B. 859, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 812, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 477, 445th Leg., Reg. Sess. 2023. ↵ - MD. CODE, CRIM. LAW § 10-204. ↵ - MD. CODE., HEALTH-GEN. § 20-103. ↵ - MD. CODE., HEALTH-GEN. §20–102. ↵ - MD. CODE REGS. 10.12.01.01-20. ↵ - Goldman MB, Occhiuto JS, Peterson LE, Zapka JG, Palmer RH. Physician assistants as providers of surgically induced abortion services. Am J Public Health. 2004;94:1352–7. https://doi.org/10.2105/AJPH.94.8.1352. ↵ - Freedman MA, Jillson DA, Coffin RR, Novick LF. Comparison of complication rates in first trimester abortions performed by physician assistants and physicians. Am J Public Health. 1986;76:550–4. https://doi.org/10.2105/AJPH.76.5.550. ↵ - National Academies of Sciences, Engineering, and Medicine. The Safety and Quality of Abortion Care in the United States. The National Academies Press; 2018. doi: https://doi.org/10.17226/24950. ↵ - American Public Health Association. Provision of abortion care by advanced practice nurses and physician assistants. Published November 1, 2011. Accessed April 13, 2024. https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2014/07/28/16/00/provision-of-abortion-care-by-advanced-practice-nurses-and-physician-assistants. ↵ - Jones RK, Kirstein M, Philbin J. Abortion incidence and service availability in the United States, 2020. Perspect Sex Reprod Health. 2022; 54(4): 128-141. doi:10.1363/psrh.12215. ↵ - Guttmacher Institute. Interactive map: US abortion policies and access after roe. Guttmacher.org. Updated April 8, 2024. Accessed April 13, 2024. https://states.guttmacher.org/policies/maryland/abortion-policies. ↵ - American College of Obstetricians and Gynecologists. Increasing access to abortion: ACOG committee opinion, number 815. Obstetrics and Gynecology. 2020;136:e107–15. https://doi.org/10.1097/AOG.0000000000004176. ↵ - H.B. 806, 446th Leg., Reg. Sess. (Ma. 2023). ↵ - America Association of Nurse Practitioners. State practice environment. Aanp.org. Updated October 2023. Accessed April 13, 2024. https://www.aanp.org/advocacy/state/state-practice-environment. ↵ - American College of Nurse-Midwives. Full practice authority. Midwive.org. Updated June 2023. Accessed April 13, 2024. https://www.midwife.org/full-practice-authority-stad. ↵	pressbooks	2025-03-22T05:08:59.694491	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-1	An Overview of Maryland Abortion Law Maryland Appendix to TEACH Curriculum Chapter 1 Gracie Nichols, MSN, CRNP and Erika Bramlette, MBA, PA-C Introduction Abortion-related laws in Maryland reflect a commitment to protecting reproductive rights and abortion access. Maryland’s policies extend beyond legal protections for abortion to encompass measures aimed at facilitating access to reproductive healthcare. These progressive laws and policies have made the state of Maryland a safe haven for abortion care. It is important to note that laws and policies surrounding abortion are rapidly evolving, both in Maryland and across the United States. The information in this section is current as of April 2024. Learning Outcomes - Describe two recent legislative changes in Maryland that have protected or expanded abortion access. - Explain the Abortion Care Access Act and how it impacts APC practice in Maryland. - Describe parental notification requirements for minors receiving an abortion in Maryland and list exemption criteria. Maryland Law and Policy Highlights Abortion is legally protected in Maryland up to fetal viability. Thereafter, abortion remains legal only if necessary to protect the health or life of the pregnant person or if the fetus is affected by a genetic defect or serious abnormality[1]. Viability is defined as when, in a clinician’s best medical judgment, there is a reasonable likelihood of the fetus’ sustained survival outside the uterus. Abortion Protections in Maryland Maryland has enacted comprehensive legal protections for abortion access, including: - Statutory abortion protections: Maryland law protects abortion up to fetal viability and at any time during the pregnancy if necessary to protect the health or life of the pregnant person or in the case of severe fetal abnormality1. Marylanders will have the opportunity to enshrine the right to reproductive freedom in the state constitution by voting in favor of a constitutional amendment in the 2024 general election[2]. If passed, this would provide even stronger protections for abortion in Maryland. - Medicaid coverage: Maryland is one of only 17 states in which state Medicaid funding covers abortion in most cases. By providing Medicaid funding for abortion, Maryland ensures that individuals with low incomes have equitable access to comprehensive reproductive healthcare services regardless of their financial circumstances[3][4]. - Private insurance coverage: The Maryland Abortion Care Access Act, passed in 2022, requires certain state-regulated insurance providers to cover abortion services without deductible or other cost-sharing requirements4. - Expanded qualified healthcare providers of abortion: Another component of the Maryland Abortion Care Access Act removed “physician-only” requirements to allow other qualified providers including nurse practitioners, physician assistants/associates, certified nurse midwives, and licensed certified midwives for whom abortion is within the scope of the individual’s license or certification to provide abortion4. - Interstate shield: The Reproductive Health Protection Act was passed in 2023 as part of the Reproductive Freedom bill package. It protects Maryland healthcare providers who perform abortion from out-of-state legal prosecution and safeguards the ability of healthcare providers to offer abortion services without fear of retaliation or interference2,[5]. - Health record data privacy: Also passed as part of the Reproductive Freedom bill package in 2023, new legislation provides additional privacy protections for electronic health record data to reduce legal risk for out-of-state patients seeking abortion care in Maryland2,[6]. - Reproductive health services plan at higher education institutions: Beginning on August 1, 2024, Maryland law will require public higher education institutions to have a plan to provide or refer for comprehensive sexual and reproductive health services, including abortion2,[7]. - Protection against clinic violence: Maryland law protects access to abortion clinics by prohibiting interference with entering and exiting a facility[8]. - Maryland has no state-mandated counseling, waiting period, or medically unnecessary ultrasound requirements. Abortion Restrictions in Maryland While Maryland boasts robust legal protections for abortion, some restrictions remain: - Parental notification requirement for minors: Maryland law mandates a parent or guardian to be notified of a minor’s abortion. However, the qualified provider may perform an abortion without notifying a parent or guardian if the minor does not live with a parent or guardian and the qualified provider’s efforts to notify them have failed. The qualified provider may also perform the abortion without notice to a parent or guardian if, in the professional judgment of the qualified provider: - Notice to the parent or guardian may lead to physical or emotional abuse of the minor; - The minor is mature and capable of giving informed consent to an abortion; or - Notification would not be in the best interest of the minor[9]. Minors in Maryland may consent for other reproductive health services including pregnancy testing, sexually transmitted infection testing and treatment, and contraception without the involvement of a parent or guardian[10]. While many minors choose to involve a parent in this decision-making, minors can access these services confidentially without parental notification or permission. - Targeted regulation of abortion providers – Facility and transfer requirements: Abortion clinics in Maryland are subject to special facility and transfer agreement requirements. Targeted Regulation of Abortion Providers, or TRAP laws, often impose logistical and administrative burdens that hinder the establishment and operation of new clinics and thus limit access to abortion services, particularly in underserved areas[11]. Exercise: Use these Interactive Maps from Guttmacher Institute and Center for Reproductive Rights to explore abortion laws in the states that surround Maryland. Center for Reproductive Rights Interactive Map Guttmacher Institute Interactive Map DISCUSSION Consider the following questions: - Discuss gestational age limitations and restrictions on abortion in neighboring states. - How might abortion policies in nearby states impact abortion access in Maryland? Advanced Practice Clinicians as Abortion Providers Advanced practice clinicians (APCs) include nurse practitioners (NPs), physician assistants/associates (PAs), certified nurse midwives (CNMs), and licensed certified midwives. APCs can competently provide all components of medication and aspiration abortion with complication rates comparable to those of physician abortion providers[12][13][14]. Research supports the adoption of policies that allow APCs to perform aspiration abortion procedures. APCs are already competent sources of primary and reproductive healthcare, particularly in medically underserved and rural settings. In states without laws prohibiting APCs from providing abortion, these clinicians play an essential role in increasing patient access to timely and compassionate abortion care in areas where it is needed most[15]. Despite this, their involvement in abortion care is often limited by restrictive state laws (i.e. physician-only laws), lack of training opportunities, and institutional policies. This topic is discussed again in TEACH Chapter 10: Becoming a Provider, Leader, and Advocate. Legal and Regulatory Considerations for APC Abortion Providers in Maryland The Abortion Care Access Act was enacted in 2022 with the goal of protecting and expanding access to abortion in Maryland. This legislation removed Maryland’s physicians-only law to allow other qualified providers including NPs, PAs, CNMs, and licensed certified midwives, within the scope of their license and certification, to provide abortion6. Maryland has a shortage of abortion providers. Data from 2020 shows that approximately ⅔ of Maryland counties don’t have an abortion provider[16][17]. Removing “physician-only” laws expand the pool of qualified abortion providers and serves as an important way to expand access in states like Maryland where abortion remains legal[18]. Maryland boasts a thriving community of practicing APCs who play integral roles in delivering high-quality primary and reproductive care to patients across various healthcare settings. As abortion legislation across the nation becomes more restrictive, APCs in Maryland have an important role to play in addressing healthcare disparities and expanding access to abortion. Physician Assistant/Associate (PA) Practice in Maryland PAs play a critical role in addressing healthcare shortages in Maryland. The recent passage of the Maryland PA Modernization Act of 2024 (H.B. 806) addresses the changing landscape of healthcare delivery and is a significant step forward in removing barriers to PA practice. Once effective on October 1, 2024, the Physician Assistant Modernization Act [19] will advance several key changes to PA regulation and practice. Some highlights include replacing longstanding delegation agreements with collaboration agreements, removing PAs as agents of physicians, thus allowing PAs to practice under their education, training, and experience, waiving approval of advanced procedure for PAs with more than 7000 hours of clinical practice and PAs practicing in certain settings, and requiring updates to core and advanced duties. This year, PAs will work collaboratively with the Maryland Board of Physicians to revise the current advanced procedures list by January 2025. Advanced procedures are defined by the Board as medical acts that require additional training beyond the basic PA education program. The list currently includes several gynecologic procedures such as endometrial biopsy and long-acting reversible contraception (LARC) insertion/removal. The upcoming revision of this list will be key for PAs seeking to provide reproductive health services to patients without potential delays in care. Nurse Practitioner (NP) and Certified Nurse Midwife (CNM) Practice in Maryland Maryland is a state with full practice authority for nurse practitioners and certified nurse midwives. Full practice authority refers to state practice and licensure laws which allow NPs and CNMs to autonomously practice to the full extent of their education, clinical training, and board certification under the licensure authority of the Maryland Board of Nursing without supervision or collaborative agreement requirements[20][21]. Medicaid Billing for Abortion Services in Maryland While Maryland Medicaid should cover abortion services in most circumstances, navigating eligibility and billing can be challenging. The Maryland Department of Health’s Abortion Services fact sheet provides information regarding how to verify a Medicaid participant’s eligibility for abortion coverage and how to submit claims for abortion services to the Medicaid fee-for-service program. Malpractice Coverage for Abortion Services Securing affordable liability insurance is a significant obstacle for many clinicians who wish to provide abortion care. Abortion services are often bundled with general obstetrics and gynecology coverage, despite significantly lower complication rates. Clinicians without coverage for abortion services under their institution’s liability insurance can seek supplemental malpractice insurance. This topic is discussed again in more detail in TEACH Chapter 10: Practice Integration. Professional and Legal Resources Laws and policies related to abortion and professional practice will continue to evolve. Participating in professional organizations and groups with expertise in abortion and reproductive health, such as those listed here, is an essential way to remain knowledgeable of policy changes and engaged in advocacy efforts. - National Abortion Federation (NAF) - Society of Family Planning (SFP) - Reproductive Health Access Project (Advanced Practice Clinician Cluster and Mid-Atlantic Cluster) - Nurses for Sexual and Reproductive Health (NSRH) - If/When/How: Lawyers for Reproductive Justice - Abortion Defense Network - American College of Obstetricians and Gynecologists (ACOG) - Association of Physician Associates in Obstetrics and Gynecology (APAOG) - Maryland Academy of Physician Assistants (MdAPA) - American College of Nurse-Midwives (ACNM) - National Association of Nurse Practitioners in Women’s Health (NPWH) - Nurse Practitioner Association of Maryland (NPAM) - American Association of Nurse Practitioners (AANP) State licensing boards are also important resources for practice information. Resources for Maryland Patients Additional patient resources are found throughout the TEACH curriculum including in Chapter 2: Counseling and Informed Consent under the subsections Making Referrals and Post-Procedure Support. Suggested Reading - Jenkins J, Pitney C, Nuzzo M, Eagen-Torkko M. Midwifery and APRN Scope of Practice in Abortion Care in the Early Post-Roe Era: Everything Old Is New Again. J Midwifery Womens Health 2023;68:734–43. https://doi.org/10.1111/JMWH.13599. - AP Toolkit: https://aptoolkit.org/ Disclaimer: The information provided is not intended to, and does not, constitute legal advice. All content available here is for general informational purposes only. - MD. CODE, HEALTH-GEN. § 20-209. ↵ - Dominiski C. Maryland’s ballot measure to protect reproductive freedom: What it is and why it matters. Plannedparenthoodaction.org. Published March 7, 2024. Accessed May 2, 2024. https://www.plannedparenthoodaction.org/planned-parenthood-advocates-dc-maryland-nova/ppadmv-blog/marylands-ballot-measure-to-protect-reproductive-freedom-what-it-is-and-why-it-matters. ↵ - Guttmacher Institute. State funding of abortion under Medicaid. Published August 31, 2023. Accessed April 13, 2024. https://www.guttmacher.org/node/26272/printable/print. ↵ - H.B. 937, 444th Leg., Reg. Sess. 2022. ↵ - S.B. 859, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 812, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 477, 445th Leg., Reg. Sess. 2023. ↵ - MD. CODE, CRIM. LAW § 10-204. ↵ - MD. CODE., HEALTH-GEN. § 20-103. ↵ - MD. CODE., HEALTH-GEN. §20–102. ↵ - MD. CODE REGS. 10.12.01.01-20. ↵ - Goldman MB, Occhiuto JS, Peterson LE, Zapka JG, Palmer RH. Physician assistants as providers of surgically induced abortion services. Am J Public Health. 2004;94:1352–7. https://doi.org/10.2105/AJPH.94.8.1352. ↵ - Freedman MA, Jillson DA, Coffin RR, Novick LF. Comparison of complication rates in first trimester abortions performed by physician assistants and physicians. Am J Public Health. 1986;76:550–4. https://doi.org/10.2105/AJPH.76.5.550. ↵ - National Academies of Sciences, Engineering, and Medicine. The Safety and Quality of Abortion Care in the United States. The National Academies Press; 2018. doi: https://doi.org/10.17226/24950. ↵ - American Public Health Association. Provision of abortion care by advanced practice nurses and physician assistants. Published November 1, 2011. Accessed April 13, 2024. https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2014/07/28/16/00/provision-of-abortion-care-by-advanced-practice-nurses-and-physician-assistants. ↵ - Jones RK, Kirstein M, Philbin J. Abortion incidence and service availability in the United States, 2020. Perspect Sex Reprod Health. 2022; 54(4): 128-141. doi:10.1363/psrh.12215. ↵ - Guttmacher Institute. Interactive map: US abortion policies and access after roe. Guttmacher.org. Updated April 8, 2024. Accessed April 13, 2024. https://states.guttmacher.org/policies/maryland/abortion-policies. ↵ - American College of Obstetricians and Gynecologists. Increasing access to abortion: ACOG committee opinion, number 815. Obstetrics and Gynecology. 2020;136:e107–15. https://doi.org/10.1097/AOG.0000000000004176. ↵ - H.B. 806, 446th Leg., Reg. Sess. (Ma. 2023). ↵ - America Association of Nurse Practitioners. State practice environment. Aanp.org. Updated October 2023. Accessed April 13, 2024. https://www.aanp.org/advocacy/state/state-practice-environment. ↵ - American College of Nurse-Midwives. Full practice authority. Midwive.org. Updated June 2023. Accessed April 13, 2024. https://www.midwife.org/full-practice-authority-stad. ↵	pressbooks	2025-03-22T05:08:59.724468	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-1", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-2	An Overview of Maryland Abortion Law Maryland Appendix to TEACH Curriculum Chapter 1 Gracie Nichols, MSN, CRNP and Erika Bramlette, MBA, PA-C Introduction Abortion-related laws in Maryland reflect a commitment to protecting reproductive rights and abortion access. Maryland’s policies extend beyond legal protections for abortion to encompass measures aimed at facilitating access to reproductive healthcare. These progressive laws and policies have made the state of Maryland a safe haven for abortion care. It is important to note that laws and policies surrounding abortion are rapidly evolving, both in Maryland and across the United States. The information in this section is current as of April 2024. Learning Outcomes - Describe two recent legislative changes in Maryland that have protected or expanded abortion access. - Explain the Abortion Care Access Act and how it impacts APC practice in Maryland. - Describe parental notification requirements for minors receiving an abortion in Maryland and list exemption criteria. Maryland Law and Policy Highlights Abortion is legally protected in Maryland up to fetal viability. Thereafter, abortion remains legal only if necessary to protect the health or life of the pregnant person or if the fetus is affected by a genetic defect or serious abnormality[1]. Viability is defined as when, in a clinician’s best medical judgment, there is a reasonable likelihood of the fetus’ sustained survival outside the uterus. Abortion Protections in Maryland Maryland has enacted comprehensive legal protections for abortion access, including: - Statutory abortion protections: Maryland law protects abortion up to fetal viability and at any time during the pregnancy if necessary to protect the health or life of the pregnant person or in the case of severe fetal abnormality1. Marylanders will have the opportunity to enshrine the right to reproductive freedom in the state constitution by voting in favor of a constitutional amendment in the 2024 general election[2]. If passed, this would provide even stronger protections for abortion in Maryland. - Medicaid coverage: Maryland is one of only 17 states in which state Medicaid funding covers abortion in most cases. By providing Medicaid funding for abortion, Maryland ensures that individuals with low incomes have equitable access to comprehensive reproductive healthcare services regardless of their financial circumstances[3][4]. - Private insurance coverage: The Maryland Abortion Care Access Act, passed in 2022, requires certain state-regulated insurance providers to cover abortion services without deductible or other cost-sharing requirements4. - Expanded qualified healthcare providers of abortion: Another component of the Maryland Abortion Care Access Act removed “physician-only” requirements to allow other qualified providers including nurse practitioners, physician assistants/associates, certified nurse midwives, and licensed certified midwives for whom abortion is within the scope of the individual’s license or certification to provide abortion4. - Interstate shield: The Reproductive Health Protection Act was passed in 2023 as part of the Reproductive Freedom bill package. It protects Maryland healthcare providers who perform abortion from out-of-state legal prosecution and safeguards the ability of healthcare providers to offer abortion services without fear of retaliation or interference2,[5]. - Health record data privacy: Also passed as part of the Reproductive Freedom bill package in 2023, new legislation provides additional privacy protections for electronic health record data to reduce legal risk for out-of-state patients seeking abortion care in Maryland2,[6]. - Reproductive health services plan at higher education institutions: Beginning on August 1, 2024, Maryland law will require public higher education institutions to have a plan to provide or refer for comprehensive sexual and reproductive health services, including abortion2,[7]. - Protection against clinic violence: Maryland law protects access to abortion clinics by prohibiting interference with entering and exiting a facility[8]. - Maryland has no state-mandated counseling, waiting period, or medically unnecessary ultrasound requirements. Abortion Restrictions in Maryland While Maryland boasts robust legal protections for abortion, some restrictions remain: - Parental notification requirement for minors: Maryland law mandates a parent or guardian to be notified of a minor’s abortion. However, the qualified provider may perform an abortion without notifying a parent or guardian if the minor does not live with a parent or guardian and the qualified provider’s efforts to notify them have failed. The qualified provider may also perform the abortion without notice to a parent or guardian if, in the professional judgment of the qualified provider: - Notice to the parent or guardian may lead to physical or emotional abuse of the minor; - The minor is mature and capable of giving informed consent to an abortion; or - Notification would not be in the best interest of the minor[9]. Minors in Maryland may consent for other reproductive health services including pregnancy testing, sexually transmitted infection testing and treatment, and contraception without the involvement of a parent or guardian[10]. While many minors choose to involve a parent in this decision-making, minors can access these services confidentially without parental notification or permission. - Targeted regulation of abortion providers – Facility and transfer requirements: Abortion clinics in Maryland are subject to special facility and transfer agreement requirements. Targeted Regulation of Abortion Providers, or TRAP laws, often impose logistical and administrative burdens that hinder the establishment and operation of new clinics and thus limit access to abortion services, particularly in underserved areas[11]. Exercise: Use these Interactive Maps from Guttmacher Institute and Center for Reproductive Rights to explore abortion laws in the states that surround Maryland. Center for Reproductive Rights Interactive Map Guttmacher Institute Interactive Map DISCUSSION Consider the following questions: - Discuss gestational age limitations and restrictions on abortion in neighboring states. - How might abortion policies in nearby states impact abortion access in Maryland? Advanced Practice Clinicians as Abortion Providers Advanced practice clinicians (APCs) include nurse practitioners (NPs), physician assistants/associates (PAs), certified nurse midwives (CNMs), and licensed certified midwives. APCs can competently provide all components of medication and aspiration abortion with complication rates comparable to those of physician abortion providers[12][13][14]. Research supports the adoption of policies that allow APCs to perform aspiration abortion procedures. APCs are already competent sources of primary and reproductive healthcare, particularly in medically underserved and rural settings. In states without laws prohibiting APCs from providing abortion, these clinicians play an essential role in increasing patient access to timely and compassionate abortion care in areas where it is needed most[15]. Despite this, their involvement in abortion care is often limited by restrictive state laws (i.e. physician-only laws), lack of training opportunities, and institutional policies. This topic is discussed again in TEACH Chapter 10: Becoming a Provider, Leader, and Advocate. Legal and Regulatory Considerations for APC Abortion Providers in Maryland The Abortion Care Access Act was enacted in 2022 with the goal of protecting and expanding access to abortion in Maryland. This legislation removed Maryland’s physicians-only law to allow other qualified providers including NPs, PAs, CNMs, and licensed certified midwives, within the scope of their license and certification, to provide abortion6. Maryland has a shortage of abortion providers. Data from 2020 shows that approximately ⅔ of Maryland counties don’t have an abortion provider[16][17]. Removing “physician-only” laws expand the pool of qualified abortion providers and serves as an important way to expand access in states like Maryland where abortion remains legal[18]. Maryland boasts a thriving community of practicing APCs who play integral roles in delivering high-quality primary and reproductive care to patients across various healthcare settings. As abortion legislation across the nation becomes more restrictive, APCs in Maryland have an important role to play in addressing healthcare disparities and expanding access to abortion. Physician Assistant/Associate (PA) Practice in Maryland PAs play a critical role in addressing healthcare shortages in Maryland. The recent passage of the Maryland PA Modernization Act of 2024 (H.B. 806) addresses the changing landscape of healthcare delivery and is a significant step forward in removing barriers to PA practice. Once effective on October 1, 2024, the Physician Assistant Modernization Act [19] will advance several key changes to PA regulation and practice. Some highlights include replacing longstanding delegation agreements with collaboration agreements, removing PAs as agents of physicians, thus allowing PAs to practice under their education, training, and experience, waiving approval of advanced procedure for PAs with more than 7000 hours of clinical practice and PAs practicing in certain settings, and requiring updates to core and advanced duties. This year, PAs will work collaboratively with the Maryland Board of Physicians to revise the current advanced procedures list by January 2025. Advanced procedures are defined by the Board as medical acts that require additional training beyond the basic PA education program. The list currently includes several gynecologic procedures such as endometrial biopsy and long-acting reversible contraception (LARC) insertion/removal. The upcoming revision of this list will be key for PAs seeking to provide reproductive health services to patients without potential delays in care. Nurse Practitioner (NP) and Certified Nurse Midwife (CNM) Practice in Maryland Maryland is a state with full practice authority for nurse practitioners and certified nurse midwives. Full practice authority refers to state practice and licensure laws which allow NPs and CNMs to autonomously practice to the full extent of their education, clinical training, and board certification under the licensure authority of the Maryland Board of Nursing without supervision or collaborative agreement requirements[20][21]. Medicaid Billing for Abortion Services in Maryland While Maryland Medicaid should cover abortion services in most circumstances, navigating eligibility and billing can be challenging. The Maryland Department of Health’s Abortion Services fact sheet provides information regarding how to verify a Medicaid participant’s eligibility for abortion coverage and how to submit claims for abortion services to the Medicaid fee-for-service program. Malpractice Coverage for Abortion Services Securing affordable liability insurance is a significant obstacle for many clinicians who wish to provide abortion care. Abortion services are often bundled with general obstetrics and gynecology coverage, despite significantly lower complication rates. Clinicians without coverage for abortion services under their institution’s liability insurance can seek supplemental malpractice insurance. This topic is discussed again in more detail in TEACH Chapter 10: Practice Integration. Professional and Legal Resources Laws and policies related to abortion and professional practice will continue to evolve. Participating in professional organizations and groups with expertise in abortion and reproductive health, such as those listed here, is an essential way to remain knowledgeable of policy changes and engaged in advocacy efforts. - National Abortion Federation (NAF) - Society of Family Planning (SFP) - Reproductive Health Access Project (Advanced Practice Clinician Cluster and Mid-Atlantic Cluster) - Nurses for Sexual and Reproductive Health (NSRH) - If/When/How: Lawyers for Reproductive Justice - Abortion Defense Network - American College of Obstetricians and Gynecologists (ACOG) - Association of Physician Associates in Obstetrics and Gynecology (APAOG) - Maryland Academy of Physician Assistants (MdAPA) - American College of Nurse-Midwives (ACNM) - National Association of Nurse Practitioners in Women’s Health (NPWH) - Nurse Practitioner Association of Maryland (NPAM) - American Association of Nurse Practitioners (AANP) State licensing boards are also important resources for practice information. Resources for Maryland Patients Additional patient resources are found throughout the TEACH curriculum including in Chapter 2: Counseling and Informed Consent under the subsections Making Referrals and Post-Procedure Support. Suggested Reading - Jenkins J, Pitney C, Nuzzo M, Eagen-Torkko M. Midwifery and APRN Scope of Practice in Abortion Care in the Early Post-Roe Era: Everything Old Is New Again. J Midwifery Womens Health 2023;68:734–43. https://doi.org/10.1111/JMWH.13599. - AP Toolkit: https://aptoolkit.org/ Disclaimer: The information provided is not intended to, and does not, constitute legal advice. All content available here is for general informational purposes only. - MD. CODE, HEALTH-GEN. § 20-209. ↵ - Dominiski C. Maryland’s ballot measure to protect reproductive freedom: What it is and why it matters. Plannedparenthoodaction.org. Published March 7, 2024. Accessed May 2, 2024. https://www.plannedparenthoodaction.org/planned-parenthood-advocates-dc-maryland-nova/ppadmv-blog/marylands-ballot-measure-to-protect-reproductive-freedom-what-it-is-and-why-it-matters. ↵ - Guttmacher Institute. State funding of abortion under Medicaid. Published August 31, 2023. Accessed April 13, 2024. https://www.guttmacher.org/node/26272/printable/print. ↵ - H.B. 937, 444th Leg., Reg. Sess. 2022. ↵ - S.B. 859, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 812, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 477, 445th Leg., Reg. Sess. 2023. ↵ - MD. CODE, CRIM. LAW § 10-204. ↵ - MD. CODE., HEALTH-GEN. § 20-103. ↵ - MD. CODE., HEALTH-GEN. §20–102. ↵ - MD. CODE REGS. 10.12.01.01-20. ↵ - Goldman MB, Occhiuto JS, Peterson LE, Zapka JG, Palmer RH. Physician assistants as providers of surgically induced abortion services. Am J Public Health. 2004;94:1352–7. https://doi.org/10.2105/AJPH.94.8.1352. ↵ - Freedman MA, Jillson DA, Coffin RR, Novick LF. Comparison of complication rates in first trimester abortions performed by physician assistants and physicians. Am J Public Health. 1986;76:550–4. https://doi.org/10.2105/AJPH.76.5.550. ↵ - National Academies of Sciences, Engineering, and Medicine. The Safety and Quality of Abortion Care in the United States. The National Academies Press; 2018. doi: https://doi.org/10.17226/24950. ↵ - American Public Health Association. Provision of abortion care by advanced practice nurses and physician assistants. Published November 1, 2011. Accessed April 13, 2024. https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2014/07/28/16/00/provision-of-abortion-care-by-advanced-practice-nurses-and-physician-assistants. ↵ - Jones RK, Kirstein M, Philbin J. Abortion incidence and service availability in the United States, 2020. Perspect Sex Reprod Health. 2022; 54(4): 128-141. doi:10.1363/psrh.12215. ↵ - Guttmacher Institute. Interactive map: US abortion policies and access after roe. Guttmacher.org. Updated April 8, 2024. Accessed April 13, 2024. https://states.guttmacher.org/policies/maryland/abortion-policies. ↵ - American College of Obstetricians and Gynecologists. Increasing access to abortion: ACOG committee opinion, number 815. Obstetrics and Gynecology. 2020;136:e107–15. https://doi.org/10.1097/AOG.0000000000004176. ↵ - H.B. 806, 446th Leg., Reg. Sess. (Ma. 2023). ↵ - America Association of Nurse Practitioners. State practice environment. Aanp.org. Updated October 2023. Accessed April 13, 2024. https://www.aanp.org/advocacy/state/state-practice-environment. ↵ - American College of Nurse-Midwives. Full practice authority. Midwive.org. Updated June 2023. Accessed April 13, 2024. https://www.midwife.org/full-practice-authority-stad. ↵	pressbooks	2025-03-22T05:08:59.753256	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-2", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-3	An Overview of Maryland Abortion Law Maryland Appendix to TEACH Curriculum Chapter 1 Gracie Nichols, MSN, CRNP and Erika Bramlette, MBA, PA-C Introduction Abortion-related laws in Maryland reflect a commitment to protecting reproductive rights and abortion access. Maryland’s policies extend beyond legal protections for abortion to encompass measures aimed at facilitating access to reproductive healthcare. These progressive laws and policies have made the state of Maryland a safe haven for abortion care. It is important to note that laws and policies surrounding abortion are rapidly evolving, both in Maryland and across the United States. The information in this section is current as of April 2024. Learning Outcomes - Describe two recent legislative changes in Maryland that have protected or expanded abortion access. - Explain the Abortion Care Access Act and how it impacts APC practice in Maryland. - Describe parental notification requirements for minors receiving an abortion in Maryland and list exemption criteria. Maryland Law and Policy Highlights Abortion is legally protected in Maryland up to fetal viability. Thereafter, abortion remains legal only if necessary to protect the health or life of the pregnant person or if the fetus is affected by a genetic defect or serious abnormality[1]. Viability is defined as when, in a clinician’s best medical judgment, there is a reasonable likelihood of the fetus’ sustained survival outside the uterus. Abortion Protections in Maryland Maryland has enacted comprehensive legal protections for abortion access, including: - Statutory abortion protections: Maryland law protects abortion up to fetal viability and at any time during the pregnancy if necessary to protect the health or life of the pregnant person or in the case of severe fetal abnormality1. Marylanders will have the opportunity to enshrine the right to reproductive freedom in the state constitution by voting in favor of a constitutional amendment in the 2024 general election[2]. If passed, this would provide even stronger protections for abortion in Maryland. - Medicaid coverage: Maryland is one of only 17 states in which state Medicaid funding covers abortion in most cases. By providing Medicaid funding for abortion, Maryland ensures that individuals with low incomes have equitable access to comprehensive reproductive healthcare services regardless of their financial circumstances[3][4]. - Private insurance coverage: The Maryland Abortion Care Access Act, passed in 2022, requires certain state-regulated insurance providers to cover abortion services without deductible or other cost-sharing requirements4. - Expanded qualified healthcare providers of abortion: Another component of the Maryland Abortion Care Access Act removed “physician-only” requirements to allow other qualified providers including nurse practitioners, physician assistants/associates, certified nurse midwives, and licensed certified midwives for whom abortion is within the scope of the individual’s license or certification to provide abortion4. - Interstate shield: The Reproductive Health Protection Act was passed in 2023 as part of the Reproductive Freedom bill package. It protects Maryland healthcare providers who perform abortion from out-of-state legal prosecution and safeguards the ability of healthcare providers to offer abortion services without fear of retaliation or interference2,[5]. - Health record data privacy: Also passed as part of the Reproductive Freedom bill package in 2023, new legislation provides additional privacy protections for electronic health record data to reduce legal risk for out-of-state patients seeking abortion care in Maryland2,[6]. - Reproductive health services plan at higher education institutions: Beginning on August 1, 2024, Maryland law will require public higher education institutions to have a plan to provide or refer for comprehensive sexual and reproductive health services, including abortion2,[7]. - Protection against clinic violence: Maryland law protects access to abortion clinics by prohibiting interference with entering and exiting a facility[8]. - Maryland has no state-mandated counseling, waiting period, or medically unnecessary ultrasound requirements. Abortion Restrictions in Maryland While Maryland boasts robust legal protections for abortion, some restrictions remain: - Parental notification requirement for minors: Maryland law mandates a parent or guardian to be notified of a minor’s abortion. However, the qualified provider may perform an abortion without notifying a parent or guardian if the minor does not live with a parent or guardian and the qualified provider’s efforts to notify them have failed. The qualified provider may also perform the abortion without notice to a parent or guardian if, in the professional judgment of the qualified provider: - Notice to the parent or guardian may lead to physical or emotional abuse of the minor; - The minor is mature and capable of giving informed consent to an abortion; or - Notification would not be in the best interest of the minor[9]. Minors in Maryland may consent for other reproductive health services including pregnancy testing, sexually transmitted infection testing and treatment, and contraception without the involvement of a parent or guardian[10]. While many minors choose to involve a parent in this decision-making, minors can access these services confidentially without parental notification or permission. - Targeted regulation of abortion providers – Facility and transfer requirements: Abortion clinics in Maryland are subject to special facility and transfer agreement requirements. Targeted Regulation of Abortion Providers, or TRAP laws, often impose logistical and administrative burdens that hinder the establishment and operation of new clinics and thus limit access to abortion services, particularly in underserved areas[11]. Exercise: Use these Interactive Maps from Guttmacher Institute and Center for Reproductive Rights to explore abortion laws in the states that surround Maryland. Center for Reproductive Rights Interactive Map Guttmacher Institute Interactive Map DISCUSSION Consider the following questions: - Discuss gestational age limitations and restrictions on abortion in neighboring states. - How might abortion policies in nearby states impact abortion access in Maryland? Advanced Practice Clinicians as Abortion Providers Advanced practice clinicians (APCs) include nurse practitioners (NPs), physician assistants/associates (PAs), certified nurse midwives (CNMs), and licensed certified midwives. APCs can competently provide all components of medication and aspiration abortion with complication rates comparable to those of physician abortion providers[12][13][14]. Research supports the adoption of policies that allow APCs to perform aspiration abortion procedures. APCs are already competent sources of primary and reproductive healthcare, particularly in medically underserved and rural settings. In states without laws prohibiting APCs from providing abortion, these clinicians play an essential role in increasing patient access to timely and compassionate abortion care in areas where it is needed most[15]. Despite this, their involvement in abortion care is often limited by restrictive state laws (i.e. physician-only laws), lack of training opportunities, and institutional policies. This topic is discussed again in TEACH Chapter 10: Becoming a Provider, Leader, and Advocate. Legal and Regulatory Considerations for APC Abortion Providers in Maryland The Abortion Care Access Act was enacted in 2022 with the goal of protecting and expanding access to abortion in Maryland. This legislation removed Maryland’s physicians-only law to allow other qualified providers including NPs, PAs, CNMs, and licensed certified midwives, within the scope of their license and certification, to provide abortion6. Maryland has a shortage of abortion providers. Data from 2020 shows that approximately ⅔ of Maryland counties don’t have an abortion provider[16][17]. Removing “physician-only” laws expand the pool of qualified abortion providers and serves as an important way to expand access in states like Maryland where abortion remains legal[18]. Maryland boasts a thriving community of practicing APCs who play integral roles in delivering high-quality primary and reproductive care to patients across various healthcare settings. As abortion legislation across the nation becomes more restrictive, APCs in Maryland have an important role to play in addressing healthcare disparities and expanding access to abortion. Physician Assistant/Associate (PA) Practice in Maryland PAs play a critical role in addressing healthcare shortages in Maryland. The recent passage of the Maryland PA Modernization Act of 2024 (H.B. 806) addresses the changing landscape of healthcare delivery and is a significant step forward in removing barriers to PA practice. Once effective on October 1, 2024, the Physician Assistant Modernization Act [19] will advance several key changes to PA regulation and practice. Some highlights include replacing longstanding delegation agreements with collaboration agreements, removing PAs as agents of physicians, thus allowing PAs to practice under their education, training, and experience, waiving approval of advanced procedure for PAs with more than 7000 hours of clinical practice and PAs practicing in certain settings, and requiring updates to core and advanced duties. This year, PAs will work collaboratively with the Maryland Board of Physicians to revise the current advanced procedures list by January 2025. Advanced procedures are defined by the Board as medical acts that require additional training beyond the basic PA education program. The list currently includes several gynecologic procedures such as endometrial biopsy and long-acting reversible contraception (LARC) insertion/removal. The upcoming revision of this list will be key for PAs seeking to provide reproductive health services to patients without potential delays in care. Nurse Practitioner (NP) and Certified Nurse Midwife (CNM) Practice in Maryland Maryland is a state with full practice authority for nurse practitioners and certified nurse midwives. Full practice authority refers to state practice and licensure laws which allow NPs and CNMs to autonomously practice to the full extent of their education, clinical training, and board certification under the licensure authority of the Maryland Board of Nursing without supervision or collaborative agreement requirements[20][21]. Medicaid Billing for Abortion Services in Maryland While Maryland Medicaid should cover abortion services in most circumstances, navigating eligibility and billing can be challenging. The Maryland Department of Health’s Abortion Services fact sheet provides information regarding how to verify a Medicaid participant’s eligibility for abortion coverage and how to submit claims for abortion services to the Medicaid fee-for-service program. Malpractice Coverage for Abortion Services Securing affordable liability insurance is a significant obstacle for many clinicians who wish to provide abortion care. Abortion services are often bundled with general obstetrics and gynecology coverage, despite significantly lower complication rates. Clinicians without coverage for abortion services under their institution’s liability insurance can seek supplemental malpractice insurance. This topic is discussed again in more detail in TEACH Chapter 10: Practice Integration. Professional and Legal Resources Laws and policies related to abortion and professional practice will continue to evolve. Participating in professional organizations and groups with expertise in abortion and reproductive health, such as those listed here, is an essential way to remain knowledgeable of policy changes and engaged in advocacy efforts. - National Abortion Federation (NAF) - Society of Family Planning (SFP) - Reproductive Health Access Project (Advanced Practice Clinician Cluster and Mid-Atlantic Cluster) - Nurses for Sexual and Reproductive Health (NSRH) - If/When/How: Lawyers for Reproductive Justice - Abortion Defense Network - American College of Obstetricians and Gynecologists (ACOG) - Association of Physician Associates in Obstetrics and Gynecology (APAOG) - Maryland Academy of Physician Assistants (MdAPA) - American College of Nurse-Midwives (ACNM) - National Association of Nurse Practitioners in Women’s Health (NPWH) - Nurse Practitioner Association of Maryland (NPAM) - American Association of Nurse Practitioners (AANP) State licensing boards are also important resources for practice information. Resources for Maryland Patients Additional patient resources are found throughout the TEACH curriculum including in Chapter 2: Counseling and Informed Consent under the subsections Making Referrals and Post-Procedure Support. Suggested Reading - Jenkins J, Pitney C, Nuzzo M, Eagen-Torkko M. Midwifery and APRN Scope of Practice in Abortion Care in the Early Post-Roe Era: Everything Old Is New Again. J Midwifery Womens Health 2023;68:734–43. https://doi.org/10.1111/JMWH.13599. - AP Toolkit: https://aptoolkit.org/ Disclaimer: The information provided is not intended to, and does not, constitute legal advice. All content available here is for general informational purposes only. - MD. CODE, HEALTH-GEN. § 20-209. ↵ - Dominiski C. Maryland’s ballot measure to protect reproductive freedom: What it is and why it matters. Plannedparenthoodaction.org. Published March 7, 2024. Accessed May 2, 2024. https://www.plannedparenthoodaction.org/planned-parenthood-advocates-dc-maryland-nova/ppadmv-blog/marylands-ballot-measure-to-protect-reproductive-freedom-what-it-is-and-why-it-matters. ↵ - Guttmacher Institute. State funding of abortion under Medicaid. Published August 31, 2023. Accessed April 13, 2024. https://www.guttmacher.org/node/26272/printable/print. ↵ - H.B. 937, 444th Leg., Reg. Sess. 2022. ↵ - S.B. 859, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 812, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 477, 445th Leg., Reg. Sess. 2023. ↵ - MD. CODE, CRIM. LAW § 10-204. ↵ - MD. CODE., HEALTH-GEN. § 20-103. ↵ - MD. CODE., HEALTH-GEN. §20–102. ↵ - MD. CODE REGS. 10.12.01.01-20. ↵ - Goldman MB, Occhiuto JS, Peterson LE, Zapka JG, Palmer RH. Physician assistants as providers of surgically induced abortion services. Am J Public Health. 2004;94:1352–7. https://doi.org/10.2105/AJPH.94.8.1352. ↵ - Freedman MA, Jillson DA, Coffin RR, Novick LF. Comparison of complication rates in first trimester abortions performed by physician assistants and physicians. Am J Public Health. 1986;76:550–4. https://doi.org/10.2105/AJPH.76.5.550. ↵ - National Academies of Sciences, Engineering, and Medicine. The Safety and Quality of Abortion Care in the United States. The National Academies Press; 2018. doi: https://doi.org/10.17226/24950. ↵ - American Public Health Association. Provision of abortion care by advanced practice nurses and physician assistants. Published November 1, 2011. Accessed April 13, 2024. https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2014/07/28/16/00/provision-of-abortion-care-by-advanced-practice-nurses-and-physician-assistants. ↵ - Jones RK, Kirstein M, Philbin J. Abortion incidence and service availability in the United States, 2020. Perspect Sex Reprod Health. 2022; 54(4): 128-141. doi:10.1363/psrh.12215. ↵ - Guttmacher Institute. Interactive map: US abortion policies and access after roe. Guttmacher.org. Updated April 8, 2024. Accessed April 13, 2024. https://states.guttmacher.org/policies/maryland/abortion-policies. ↵ - American College of Obstetricians and Gynecologists. Increasing access to abortion: ACOG committee opinion, number 815. Obstetrics and Gynecology. 2020;136:e107–15. https://doi.org/10.1097/AOG.0000000000004176. ↵ - H.B. 806, 446th Leg., Reg. Sess. (Ma. 2023). ↵ - America Association of Nurse Practitioners. State practice environment. Aanp.org. Updated October 2023. Accessed April 13, 2024. https://www.aanp.org/advocacy/state/state-practice-environment. ↵ - American College of Nurse-Midwives. Full practice authority. Midwive.org. Updated June 2023. Accessed April 13, 2024. https://www.midwife.org/full-practice-authority-stad. ↵	pressbooks	2025-03-22T05:08:59.782868	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-3", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-4	An Overview of Maryland Abortion Law Maryland Appendix to TEACH Curriculum Chapter 1 Gracie Nichols, MSN, CRNP and Erika Bramlette, MBA, PA-C Introduction Abortion-related laws in Maryland reflect a commitment to protecting reproductive rights and abortion access. Maryland’s policies extend beyond legal protections for abortion to encompass measures aimed at facilitating access to reproductive healthcare. These progressive laws and policies have made the state of Maryland a safe haven for abortion care. It is important to note that laws and policies surrounding abortion are rapidly evolving, both in Maryland and across the United States. The information in this section is current as of April 2024. Learning Outcomes - Describe two recent legislative changes in Maryland that have protected or expanded abortion access. - Explain the Abortion Care Access Act and how it impacts APC practice in Maryland. - Describe parental notification requirements for minors receiving an abortion in Maryland and list exemption criteria. Maryland Law and Policy Highlights Abortion is legally protected in Maryland up to fetal viability. Thereafter, abortion remains legal only if necessary to protect the health or life of the pregnant person or if the fetus is affected by a genetic defect or serious abnormality[1]. Viability is defined as when, in a clinician’s best medical judgment, there is a reasonable likelihood of the fetus’ sustained survival outside the uterus. Abortion Protections in Maryland Maryland has enacted comprehensive legal protections for abortion access, including: - Statutory abortion protections: Maryland law protects abortion up to fetal viability and at any time during the pregnancy if necessary to protect the health or life of the pregnant person or in the case of severe fetal abnormality1. Marylanders will have the opportunity to enshrine the right to reproductive freedom in the state constitution by voting in favor of a constitutional amendment in the 2024 general election[2]. If passed, this would provide even stronger protections for abortion in Maryland. - Medicaid coverage: Maryland is one of only 17 states in which state Medicaid funding covers abortion in most cases. By providing Medicaid funding for abortion, Maryland ensures that individuals with low incomes have equitable access to comprehensive reproductive healthcare services regardless of their financial circumstances[3][4]. - Private insurance coverage: The Maryland Abortion Care Access Act, passed in 2022, requires certain state-regulated insurance providers to cover abortion services without deductible or other cost-sharing requirements4. - Expanded qualified healthcare providers of abortion: Another component of the Maryland Abortion Care Access Act removed “physician-only” requirements to allow other qualified providers including nurse practitioners, physician assistants/associates, certified nurse midwives, and licensed certified midwives for whom abortion is within the scope of the individual’s license or certification to provide abortion4. - Interstate shield: The Reproductive Health Protection Act was passed in 2023 as part of the Reproductive Freedom bill package. It protects Maryland healthcare providers who perform abortion from out-of-state legal prosecution and safeguards the ability of healthcare providers to offer abortion services without fear of retaliation or interference2,[5]. - Health record data privacy: Also passed as part of the Reproductive Freedom bill package in 2023, new legislation provides additional privacy protections for electronic health record data to reduce legal risk for out-of-state patients seeking abortion care in Maryland2,[6]. - Reproductive health services plan at higher education institutions: Beginning on August 1, 2024, Maryland law will require public higher education institutions to have a plan to provide or refer for comprehensive sexual and reproductive health services, including abortion2,[7]. - Protection against clinic violence: Maryland law protects access to abortion clinics by prohibiting interference with entering and exiting a facility[8]. - Maryland has no state-mandated counseling, waiting period, or medically unnecessary ultrasound requirements. Abortion Restrictions in Maryland While Maryland boasts robust legal protections for abortion, some restrictions remain: - Parental notification requirement for minors: Maryland law mandates a parent or guardian to be notified of a minor’s abortion. However, the qualified provider may perform an abortion without notifying a parent or guardian if the minor does not live with a parent or guardian and the qualified provider’s efforts to notify them have failed. The qualified provider may also perform the abortion without notice to a parent or guardian if, in the professional judgment of the qualified provider: - Notice to the parent or guardian may lead to physical or emotional abuse of the minor; - The minor is mature and capable of giving informed consent to an abortion; or - Notification would not be in the best interest of the minor[9]. Minors in Maryland may consent for other reproductive health services including pregnancy testing, sexually transmitted infection testing and treatment, and contraception without the involvement of a parent or guardian[10]. While many minors choose to involve a parent in this decision-making, minors can access these services confidentially without parental notification or permission. - Targeted regulation of abortion providers – Facility and transfer requirements: Abortion clinics in Maryland are subject to special facility and transfer agreement requirements. Targeted Regulation of Abortion Providers, or TRAP laws, often impose logistical and administrative burdens that hinder the establishment and operation of new clinics and thus limit access to abortion services, particularly in underserved areas[11]. Exercise: Use these Interactive Maps from Guttmacher Institute and Center for Reproductive Rights to explore abortion laws in the states that surround Maryland. Center for Reproductive Rights Interactive Map Guttmacher Institute Interactive Map DISCUSSION Consider the following questions: - Discuss gestational age limitations and restrictions on abortion in neighboring states. - How might abortion policies in nearby states impact abortion access in Maryland? Advanced Practice Clinicians as Abortion Providers Advanced practice clinicians (APCs) include nurse practitioners (NPs), physician assistants/associates (PAs), certified nurse midwives (CNMs), and licensed certified midwives. APCs can competently provide all components of medication and aspiration abortion with complication rates comparable to those of physician abortion providers[12][13][14]. Research supports the adoption of policies that allow APCs to perform aspiration abortion procedures. APCs are already competent sources of primary and reproductive healthcare, particularly in medically underserved and rural settings. In states without laws prohibiting APCs from providing abortion, these clinicians play an essential role in increasing patient access to timely and compassionate abortion care in areas where it is needed most[15]. Despite this, their involvement in abortion care is often limited by restrictive state laws (i.e. physician-only laws), lack of training opportunities, and institutional policies. This topic is discussed again in TEACH Chapter 10: Becoming a Provider, Leader, and Advocate. Legal and Regulatory Considerations for APC Abortion Providers in Maryland The Abortion Care Access Act was enacted in 2022 with the goal of protecting and expanding access to abortion in Maryland. This legislation removed Maryland’s physicians-only law to allow other qualified providers including NPs, PAs, CNMs, and licensed certified midwives, within the scope of their license and certification, to provide abortion6. Maryland has a shortage of abortion providers. Data from 2020 shows that approximately ⅔ of Maryland counties don’t have an abortion provider[16][17]. Removing “physician-only” laws expand the pool of qualified abortion providers and serves as an important way to expand access in states like Maryland where abortion remains legal[18]. Maryland boasts a thriving community of practicing APCs who play integral roles in delivering high-quality primary and reproductive care to patients across various healthcare settings. As abortion legislation across the nation becomes more restrictive, APCs in Maryland have an important role to play in addressing healthcare disparities and expanding access to abortion. Physician Assistant/Associate (PA) Practice in Maryland PAs play a critical role in addressing healthcare shortages in Maryland. The recent passage of the Maryland PA Modernization Act of 2024 (H.B. 806) addresses the changing landscape of healthcare delivery and is a significant step forward in removing barriers to PA practice. Once effective on October 1, 2024, the Physician Assistant Modernization Act [19] will advance several key changes to PA regulation and practice. Some highlights include replacing longstanding delegation agreements with collaboration agreements, removing PAs as agents of physicians, thus allowing PAs to practice under their education, training, and experience, waiving approval of advanced procedure for PAs with more than 7000 hours of clinical practice and PAs practicing in certain settings, and requiring updates to core and advanced duties. This year, PAs will work collaboratively with the Maryland Board of Physicians to revise the current advanced procedures list by January 2025. Advanced procedures are defined by the Board as medical acts that require additional training beyond the basic PA education program. The list currently includes several gynecologic procedures such as endometrial biopsy and long-acting reversible contraception (LARC) insertion/removal. The upcoming revision of this list will be key for PAs seeking to provide reproductive health services to patients without potential delays in care. Nurse Practitioner (NP) and Certified Nurse Midwife (CNM) Practice in Maryland Maryland is a state with full practice authority for nurse practitioners and certified nurse midwives. Full practice authority refers to state practice and licensure laws which allow NPs and CNMs to autonomously practice to the full extent of their education, clinical training, and board certification under the licensure authority of the Maryland Board of Nursing without supervision or collaborative agreement requirements[20][21]. Medicaid Billing for Abortion Services in Maryland While Maryland Medicaid should cover abortion services in most circumstances, navigating eligibility and billing can be challenging. The Maryland Department of Health’s Abortion Services fact sheet provides information regarding how to verify a Medicaid participant’s eligibility for abortion coverage and how to submit claims for abortion services to the Medicaid fee-for-service program. Malpractice Coverage for Abortion Services Securing affordable liability insurance is a significant obstacle for many clinicians who wish to provide abortion care. Abortion services are often bundled with general obstetrics and gynecology coverage, despite significantly lower complication rates. Clinicians without coverage for abortion services under their institution’s liability insurance can seek supplemental malpractice insurance. This topic is discussed again in more detail in TEACH Chapter 10: Practice Integration. Professional and Legal Resources Laws and policies related to abortion and professional practice will continue to evolve. Participating in professional organizations and groups with expertise in abortion and reproductive health, such as those listed here, is an essential way to remain knowledgeable of policy changes and engaged in advocacy efforts. - National Abortion Federation (NAF) - Society of Family Planning (SFP) - Reproductive Health Access Project (Advanced Practice Clinician Cluster and Mid-Atlantic Cluster) - Nurses for Sexual and Reproductive Health (NSRH) - If/When/How: Lawyers for Reproductive Justice - Abortion Defense Network - American College of Obstetricians and Gynecologists (ACOG) - Association of Physician Associates in Obstetrics and Gynecology (APAOG) - Maryland Academy of Physician Assistants (MdAPA) - American College of Nurse-Midwives (ACNM) - National Association of Nurse Practitioners in Women’s Health (NPWH) - Nurse Practitioner Association of Maryland (NPAM) - American Association of Nurse Practitioners (AANP) State licensing boards are also important resources for practice information. Resources for Maryland Patients Additional patient resources are found throughout the TEACH curriculum including in Chapter 2: Counseling and Informed Consent under the subsections Making Referrals and Post-Procedure Support. Suggested Reading - Jenkins J, Pitney C, Nuzzo M, Eagen-Torkko M. Midwifery and APRN Scope of Practice in Abortion Care in the Early Post-Roe Era: Everything Old Is New Again. J Midwifery Womens Health 2023;68:734–43. https://doi.org/10.1111/JMWH.13599. - AP Toolkit: https://aptoolkit.org/ Disclaimer: The information provided is not intended to, and does not, constitute legal advice. All content available here is for general informational purposes only. - MD. CODE, HEALTH-GEN. § 20-209. ↵ - Dominiski C. Maryland’s ballot measure to protect reproductive freedom: What it is and why it matters. Plannedparenthoodaction.org. Published March 7, 2024. Accessed May 2, 2024. https://www.plannedparenthoodaction.org/planned-parenthood-advocates-dc-maryland-nova/ppadmv-blog/marylands-ballot-measure-to-protect-reproductive-freedom-what-it-is-and-why-it-matters. ↵ - Guttmacher Institute. State funding of abortion under Medicaid. Published August 31, 2023. Accessed April 13, 2024. https://www.guttmacher.org/node/26272/printable/print. ↵ - H.B. 937, 444th Leg., Reg. Sess. 2022. ↵ - S.B. 859, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 812, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 477, 445th Leg., Reg. Sess. 2023. ↵ - MD. CODE, CRIM. LAW § 10-204. ↵ - MD. CODE., HEALTH-GEN. § 20-103. ↵ - MD. CODE., HEALTH-GEN. §20–102. ↵ - MD. CODE REGS. 10.12.01.01-20. ↵ - Goldman MB, Occhiuto JS, Peterson LE, Zapka JG, Palmer RH. Physician assistants as providers of surgically induced abortion services. Am J Public Health. 2004;94:1352–7. https://doi.org/10.2105/AJPH.94.8.1352. ↵ - Freedman MA, Jillson DA, Coffin RR, Novick LF. Comparison of complication rates in first trimester abortions performed by physician assistants and physicians. Am J Public Health. 1986;76:550–4. https://doi.org/10.2105/AJPH.76.5.550. ↵ - National Academies of Sciences, Engineering, and Medicine. The Safety and Quality of Abortion Care in the United States. The National Academies Press; 2018. doi: https://doi.org/10.17226/24950. ↵ - American Public Health Association. Provision of abortion care by advanced practice nurses and physician assistants. Published November 1, 2011. Accessed April 13, 2024. https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2014/07/28/16/00/provision-of-abortion-care-by-advanced-practice-nurses-and-physician-assistants. ↵ - Jones RK, Kirstein M, Philbin J. Abortion incidence and service availability in the United States, 2020. Perspect Sex Reprod Health. 2022; 54(4): 128-141. doi:10.1363/psrh.12215. ↵ - Guttmacher Institute. Interactive map: US abortion policies and access after roe. Guttmacher.org. Updated April 8, 2024. Accessed April 13, 2024. https://states.guttmacher.org/policies/maryland/abortion-policies. ↵ - American College of Obstetricians and Gynecologists. Increasing access to abortion: ACOG committee opinion, number 815. Obstetrics and Gynecology. 2020;136:e107–15. https://doi.org/10.1097/AOG.0000000000004176. ↵ - H.B. 806, 446th Leg., Reg. Sess. (Ma. 2023). ↵ - America Association of Nurse Practitioners. State practice environment. Aanp.org. Updated October 2023. Accessed April 13, 2024. https://www.aanp.org/advocacy/state/state-practice-environment. ↵ - American College of Nurse-Midwives. Full practice authority. Midwive.org. Updated June 2023. Accessed April 13, 2024. https://www.midwife.org/full-practice-authority-stad. ↵	pressbooks	2025-03-22T05:08:59.812019	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-4", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-5	An Overview of Maryland Abortion Law Maryland Appendix to TEACH Curriculum Chapter 1 Gracie Nichols, MSN, CRNP and Erika Bramlette, MBA, PA-C Introduction Abortion-related laws in Maryland reflect a commitment to protecting reproductive rights and abortion access. Maryland’s policies extend beyond legal protections for abortion to encompass measures aimed at facilitating access to reproductive healthcare. These progressive laws and policies have made the state of Maryland a safe haven for abortion care. It is important to note that laws and policies surrounding abortion are rapidly evolving, both in Maryland and across the United States. The information in this section is current as of April 2024. Learning Outcomes - Describe two recent legislative changes in Maryland that have protected or expanded abortion access. - Explain the Abortion Care Access Act and how it impacts APC practice in Maryland. - Describe parental notification requirements for minors receiving an abortion in Maryland and list exemption criteria. Maryland Law and Policy Highlights Abortion is legally protected in Maryland up to fetal viability. Thereafter, abortion remains legal only if necessary to protect the health or life of the pregnant person or if the fetus is affected by a genetic defect or serious abnormality[1]. Viability is defined as when, in a clinician’s best medical judgment, there is a reasonable likelihood of the fetus’ sustained survival outside the uterus. Abortion Protections in Maryland Maryland has enacted comprehensive legal protections for abortion access, including: - Statutory abortion protections: Maryland law protects abortion up to fetal viability and at any time during the pregnancy if necessary to protect the health or life of the pregnant person or in the case of severe fetal abnormality1. Marylanders will have the opportunity to enshrine the right to reproductive freedom in the state constitution by voting in favor of a constitutional amendment in the 2024 general election[2]. If passed, this would provide even stronger protections for abortion in Maryland. - Medicaid coverage: Maryland is one of only 17 states in which state Medicaid funding covers abortion in most cases. By providing Medicaid funding for abortion, Maryland ensures that individuals with low incomes have equitable access to comprehensive reproductive healthcare services regardless of their financial circumstances[3][4]. - Private insurance coverage: The Maryland Abortion Care Access Act, passed in 2022, requires certain state-regulated insurance providers to cover abortion services without deductible or other cost-sharing requirements4. - Expanded qualified healthcare providers of abortion: Another component of the Maryland Abortion Care Access Act removed “physician-only” requirements to allow other qualified providers including nurse practitioners, physician assistants/associates, certified nurse midwives, and licensed certified midwives for whom abortion is within the scope of the individual’s license or certification to provide abortion4. - Interstate shield: The Reproductive Health Protection Act was passed in 2023 as part of the Reproductive Freedom bill package. It protects Maryland healthcare providers who perform abortion from out-of-state legal prosecution and safeguards the ability of healthcare providers to offer abortion services without fear of retaliation or interference2,[5]. - Health record data privacy: Also passed as part of the Reproductive Freedom bill package in 2023, new legislation provides additional privacy protections for electronic health record data to reduce legal risk for out-of-state patients seeking abortion care in Maryland2,[6]. - Reproductive health services plan at higher education institutions: Beginning on August 1, 2024, Maryland law will require public higher education institutions to have a plan to provide or refer for comprehensive sexual and reproductive health services, including abortion2,[7]. - Protection against clinic violence: Maryland law protects access to abortion clinics by prohibiting interference with entering and exiting a facility[8]. - Maryland has no state-mandated counseling, waiting period, or medically unnecessary ultrasound requirements. Abortion Restrictions in Maryland While Maryland boasts robust legal protections for abortion, some restrictions remain: - Parental notification requirement for minors: Maryland law mandates a parent or guardian to be notified of a minor’s abortion. However, the qualified provider may perform an abortion without notifying a parent or guardian if the minor does not live with a parent or guardian and the qualified provider’s efforts to notify them have failed. The qualified provider may also perform the abortion without notice to a parent or guardian if, in the professional judgment of the qualified provider: - Notice to the parent or guardian may lead to physical or emotional abuse of the minor; - The minor is mature and capable of giving informed consent to an abortion; or - Notification would not be in the best interest of the minor[9]. Minors in Maryland may consent for other reproductive health services including pregnancy testing, sexually transmitted infection testing and treatment, and contraception without the involvement of a parent or guardian[10]. While many minors choose to involve a parent in this decision-making, minors can access these services confidentially without parental notification or permission. - Targeted regulation of abortion providers – Facility and transfer requirements: Abortion clinics in Maryland are subject to special facility and transfer agreement requirements. Targeted Regulation of Abortion Providers, or TRAP laws, often impose logistical and administrative burdens that hinder the establishment and operation of new clinics and thus limit access to abortion services, particularly in underserved areas[11]. Exercise: Use these Interactive Maps from Guttmacher Institute and Center for Reproductive Rights to explore abortion laws in the states that surround Maryland. Center for Reproductive Rights Interactive Map Guttmacher Institute Interactive Map DISCUSSION Consider the following questions: - Discuss gestational age limitations and restrictions on abortion in neighboring states. - How might abortion policies in nearby states impact abortion access in Maryland? Advanced Practice Clinicians as Abortion Providers Advanced practice clinicians (APCs) include nurse practitioners (NPs), physician assistants/associates (PAs), certified nurse midwives (CNMs), and licensed certified midwives. APCs can competently provide all components of medication and aspiration abortion with complication rates comparable to those of physician abortion providers[12][13][14]. Research supports the adoption of policies that allow APCs to perform aspiration abortion procedures. APCs are already competent sources of primary and reproductive healthcare, particularly in medically underserved and rural settings. In states without laws prohibiting APCs from providing abortion, these clinicians play an essential role in increasing patient access to timely and compassionate abortion care in areas where it is needed most[15]. Despite this, their involvement in abortion care is often limited by restrictive state laws (i.e. physician-only laws), lack of training opportunities, and institutional policies. This topic is discussed again in TEACH Chapter 10: Becoming a Provider, Leader, and Advocate. Legal and Regulatory Considerations for APC Abortion Providers in Maryland The Abortion Care Access Act was enacted in 2022 with the goal of protecting and expanding access to abortion in Maryland. This legislation removed Maryland’s physicians-only law to allow other qualified providers including NPs, PAs, CNMs, and licensed certified midwives, within the scope of their license and certification, to provide abortion6. Maryland has a shortage of abortion providers. Data from 2020 shows that approximately ⅔ of Maryland counties don’t have an abortion provider[16][17]. Removing “physician-only” laws expand the pool of qualified abortion providers and serves as an important way to expand access in states like Maryland where abortion remains legal[18]. Maryland boasts a thriving community of practicing APCs who play integral roles in delivering high-quality primary and reproductive care to patients across various healthcare settings. As abortion legislation across the nation becomes more restrictive, APCs in Maryland have an important role to play in addressing healthcare disparities and expanding access to abortion. Physician Assistant/Associate (PA) Practice in Maryland PAs play a critical role in addressing healthcare shortages in Maryland. The recent passage of the Maryland PA Modernization Act of 2024 (H.B. 806) addresses the changing landscape of healthcare delivery and is a significant step forward in removing barriers to PA practice. Once effective on October 1, 2024, the Physician Assistant Modernization Act [19] will advance several key changes to PA regulation and practice. Some highlights include replacing longstanding delegation agreements with collaboration agreements, removing PAs as agents of physicians, thus allowing PAs to practice under their education, training, and experience, waiving approval of advanced procedure for PAs with more than 7000 hours of clinical practice and PAs practicing in certain settings, and requiring updates to core and advanced duties. This year, PAs will work collaboratively with the Maryland Board of Physicians to revise the current advanced procedures list by January 2025. Advanced procedures are defined by the Board as medical acts that require additional training beyond the basic PA education program. The list currently includes several gynecologic procedures such as endometrial biopsy and long-acting reversible contraception (LARC) insertion/removal. The upcoming revision of this list will be key for PAs seeking to provide reproductive health services to patients without potential delays in care. Nurse Practitioner (NP) and Certified Nurse Midwife (CNM) Practice in Maryland Maryland is a state with full practice authority for nurse practitioners and certified nurse midwives. Full practice authority refers to state practice and licensure laws which allow NPs and CNMs to autonomously practice to the full extent of their education, clinical training, and board certification under the licensure authority of the Maryland Board of Nursing without supervision or collaborative agreement requirements[20][21]. Medicaid Billing for Abortion Services in Maryland While Maryland Medicaid should cover abortion services in most circumstances, navigating eligibility and billing can be challenging. The Maryland Department of Health’s Abortion Services fact sheet provides information regarding how to verify a Medicaid participant’s eligibility for abortion coverage and how to submit claims for abortion services to the Medicaid fee-for-service program. Malpractice Coverage for Abortion Services Securing affordable liability insurance is a significant obstacle for many clinicians who wish to provide abortion care. Abortion services are often bundled with general obstetrics and gynecology coverage, despite significantly lower complication rates. Clinicians without coverage for abortion services under their institution’s liability insurance can seek supplemental malpractice insurance. This topic is discussed again in more detail in TEACH Chapter 10: Practice Integration. Professional and Legal Resources Laws and policies related to abortion and professional practice will continue to evolve. Participating in professional organizations and groups with expertise in abortion and reproductive health, such as those listed here, is an essential way to remain knowledgeable of policy changes and engaged in advocacy efforts. - National Abortion Federation (NAF) - Society of Family Planning (SFP) - Reproductive Health Access Project (Advanced Practice Clinician Cluster and Mid-Atlantic Cluster) - Nurses for Sexual and Reproductive Health (NSRH) - If/When/How: Lawyers for Reproductive Justice - Abortion Defense Network - American College of Obstetricians and Gynecologists (ACOG) - Association of Physician Associates in Obstetrics and Gynecology (APAOG) - Maryland Academy of Physician Assistants (MdAPA) - American College of Nurse-Midwives (ACNM) - National Association of Nurse Practitioners in Women’s Health (NPWH) - Nurse Practitioner Association of Maryland (NPAM) - American Association of Nurse Practitioners (AANP) State licensing boards are also important resources for practice information. Resources for Maryland Patients Additional patient resources are found throughout the TEACH curriculum including in Chapter 2: Counseling and Informed Consent under the subsections Making Referrals and Post-Procedure Support. Suggested Reading - Jenkins J, Pitney C, Nuzzo M, Eagen-Torkko M. Midwifery and APRN Scope of Practice in Abortion Care in the Early Post-Roe Era: Everything Old Is New Again. J Midwifery Womens Health 2023;68:734–43. https://doi.org/10.1111/JMWH.13599. - AP Toolkit: https://aptoolkit.org/ Disclaimer: The information provided is not intended to, and does not, constitute legal advice. All content available here is for general informational purposes only. - MD. CODE, HEALTH-GEN. § 20-209. ↵ - Dominiski C. Maryland’s ballot measure to protect reproductive freedom: What it is and why it matters. Plannedparenthoodaction.org. Published March 7, 2024. Accessed May 2, 2024. https://www.plannedparenthoodaction.org/planned-parenthood-advocates-dc-maryland-nova/ppadmv-blog/marylands-ballot-measure-to-protect-reproductive-freedom-what-it-is-and-why-it-matters. ↵ - Guttmacher Institute. State funding of abortion under Medicaid. Published August 31, 2023. Accessed April 13, 2024. https://www.guttmacher.org/node/26272/printable/print. ↵ - H.B. 937, 444th Leg., Reg. Sess. 2022. ↵ - S.B. 859, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 812, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 477, 445th Leg., Reg. Sess. 2023. ↵ - MD. CODE, CRIM. LAW § 10-204. ↵ - MD. CODE., HEALTH-GEN. § 20-103. ↵ - MD. CODE., HEALTH-GEN. §20–102. ↵ - MD. CODE REGS. 10.12.01.01-20. ↵ - Goldman MB, Occhiuto JS, Peterson LE, Zapka JG, Palmer RH. Physician assistants as providers of surgically induced abortion services. Am J Public Health. 2004;94:1352–7. https://doi.org/10.2105/AJPH.94.8.1352. ↵ - Freedman MA, Jillson DA, Coffin RR, Novick LF. Comparison of complication rates in first trimester abortions performed by physician assistants and physicians. Am J Public Health. 1986;76:550–4. https://doi.org/10.2105/AJPH.76.5.550. ↵ - National Academies of Sciences, Engineering, and Medicine. The Safety and Quality of Abortion Care in the United States. The National Academies Press; 2018. doi: https://doi.org/10.17226/24950. ↵ - American Public Health Association. Provision of abortion care by advanced practice nurses and physician assistants. Published November 1, 2011. Accessed April 13, 2024. https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2014/07/28/16/00/provision-of-abortion-care-by-advanced-practice-nurses-and-physician-assistants. ↵ - Jones RK, Kirstein M, Philbin J. Abortion incidence and service availability in the United States, 2020. Perspect Sex Reprod Health. 2022; 54(4): 128-141. doi:10.1363/psrh.12215. ↵ - Guttmacher Institute. Interactive map: US abortion policies and access after roe. Guttmacher.org. Updated April 8, 2024. Accessed April 13, 2024. https://states.guttmacher.org/policies/maryland/abortion-policies. ↵ - American College of Obstetricians and Gynecologists. Increasing access to abortion: ACOG committee opinion, number 815. Obstetrics and Gynecology. 2020;136:e107–15. https://doi.org/10.1097/AOG.0000000000004176. ↵ - H.B. 806, 446th Leg., Reg. Sess. (Ma. 2023). ↵ - America Association of Nurse Practitioners. State practice environment. Aanp.org. Updated October 2023. Accessed April 13, 2024. https://www.aanp.org/advocacy/state/state-practice-environment. ↵ - American College of Nurse-Midwives. Full practice authority. Midwive.org. Updated June 2023. Accessed April 13, 2024. https://www.midwife.org/full-practice-authority-stad. ↵	pressbooks	2025-03-22T05:08:59.841295	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-5", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-6	An Overview of Maryland Abortion Law Maryland Appendix to TEACH Curriculum Chapter 1 Gracie Nichols, MSN, CRNP and Erika Bramlette, MBA, PA-C Introduction Abortion-related laws in Maryland reflect a commitment to protecting reproductive rights and abortion access. Maryland’s policies extend beyond legal protections for abortion to encompass measures aimed at facilitating access to reproductive healthcare. These progressive laws and policies have made the state of Maryland a safe haven for abortion care. It is important to note that laws and policies surrounding abortion are rapidly evolving, both in Maryland and across the United States. The information in this section is current as of April 2024. Learning Outcomes - Describe two recent legislative changes in Maryland that have protected or expanded abortion access. - Explain the Abortion Care Access Act and how it impacts APC practice in Maryland. - Describe parental notification requirements for minors receiving an abortion in Maryland and list exemption criteria. Maryland Law and Policy Highlights Abortion is legally protected in Maryland up to fetal viability. Thereafter, abortion remains legal only if necessary to protect the health or life of the pregnant person or if the fetus is affected by a genetic defect or serious abnormality[1]. Viability is defined as when, in a clinician’s best medical judgment, there is a reasonable likelihood of the fetus’ sustained survival outside the uterus. Abortion Protections in Maryland Maryland has enacted comprehensive legal protections for abortion access, including: - Statutory abortion protections: Maryland law protects abortion up to fetal viability and at any time during the pregnancy if necessary to protect the health or life of the pregnant person or in the case of severe fetal abnormality1. Marylanders will have the opportunity to enshrine the right to reproductive freedom in the state constitution by voting in favor of a constitutional amendment in the 2024 general election[2]. If passed, this would provide even stronger protections for abortion in Maryland. - Medicaid coverage: Maryland is one of only 17 states in which state Medicaid funding covers abortion in most cases. By providing Medicaid funding for abortion, Maryland ensures that individuals with low incomes have equitable access to comprehensive reproductive healthcare services regardless of their financial circumstances[3][4]. - Private insurance coverage: The Maryland Abortion Care Access Act, passed in 2022, requires certain state-regulated insurance providers to cover abortion services without deductible or other cost-sharing requirements4. - Expanded qualified healthcare providers of abortion: Another component of the Maryland Abortion Care Access Act removed “physician-only” requirements to allow other qualified providers including nurse practitioners, physician assistants/associates, certified nurse midwives, and licensed certified midwives for whom abortion is within the scope of the individual’s license or certification to provide abortion4. - Interstate shield: The Reproductive Health Protection Act was passed in 2023 as part of the Reproductive Freedom bill package. It protects Maryland healthcare providers who perform abortion from out-of-state legal prosecution and safeguards the ability of healthcare providers to offer abortion services without fear of retaliation or interference2,[5]. - Health record data privacy: Also passed as part of the Reproductive Freedom bill package in 2023, new legislation provides additional privacy protections for electronic health record data to reduce legal risk for out-of-state patients seeking abortion care in Maryland2,[6]. - Reproductive health services plan at higher education institutions: Beginning on August 1, 2024, Maryland law will require public higher education institutions to have a plan to provide or refer for comprehensive sexual and reproductive health services, including abortion2,[7]. - Protection against clinic violence: Maryland law protects access to abortion clinics by prohibiting interference with entering and exiting a facility[8]. - Maryland has no state-mandated counseling, waiting period, or medically unnecessary ultrasound requirements. Abortion Restrictions in Maryland While Maryland boasts robust legal protections for abortion, some restrictions remain: - Parental notification requirement for minors: Maryland law mandates a parent or guardian to be notified of a minor’s abortion. However, the qualified provider may perform an abortion without notifying a parent or guardian if the minor does not live with a parent or guardian and the qualified provider’s efforts to notify them have failed. The qualified provider may also perform the abortion without notice to a parent or guardian if, in the professional judgment of the qualified provider: - Notice to the parent or guardian may lead to physical or emotional abuse of the minor; - The minor is mature and capable of giving informed consent to an abortion; or - Notification would not be in the best interest of the minor[9]. Minors in Maryland may consent for other reproductive health services including pregnancy testing, sexually transmitted infection testing and treatment, and contraception without the involvement of a parent or guardian[10]. While many minors choose to involve a parent in this decision-making, minors can access these services confidentially without parental notification or permission. - Targeted regulation of abortion providers – Facility and transfer requirements: Abortion clinics in Maryland are subject to special facility and transfer agreement requirements. Targeted Regulation of Abortion Providers, or TRAP laws, often impose logistical and administrative burdens that hinder the establishment and operation of new clinics and thus limit access to abortion services, particularly in underserved areas[11]. Exercise: Use these Interactive Maps from Guttmacher Institute and Center for Reproductive Rights to explore abortion laws in the states that surround Maryland. Center for Reproductive Rights Interactive Map Guttmacher Institute Interactive Map DISCUSSION Consider the following questions: - Discuss gestational age limitations and restrictions on abortion in neighboring states. - How might abortion policies in nearby states impact abortion access in Maryland? Advanced Practice Clinicians as Abortion Providers Advanced practice clinicians (APCs) include nurse practitioners (NPs), physician assistants/associates (PAs), certified nurse midwives (CNMs), and licensed certified midwives. APCs can competently provide all components of medication and aspiration abortion with complication rates comparable to those of physician abortion providers[12][13][14]. Research supports the adoption of policies that allow APCs to perform aspiration abortion procedures. APCs are already competent sources of primary and reproductive healthcare, particularly in medically underserved and rural settings. In states without laws prohibiting APCs from providing abortion, these clinicians play an essential role in increasing patient access to timely and compassionate abortion care in areas where it is needed most[15]. Despite this, their involvement in abortion care is often limited by restrictive state laws (i.e. physician-only laws), lack of training opportunities, and institutional policies. This topic is discussed again in TEACH Chapter 10: Becoming a Provider, Leader, and Advocate. Legal and Regulatory Considerations for APC Abortion Providers in Maryland The Abortion Care Access Act was enacted in 2022 with the goal of protecting and expanding access to abortion in Maryland. This legislation removed Maryland’s physicians-only law to allow other qualified providers including NPs, PAs, CNMs, and licensed certified midwives, within the scope of their license and certification, to provide abortion6. Maryland has a shortage of abortion providers. Data from 2020 shows that approximately ⅔ of Maryland counties don’t have an abortion provider[16][17]. Removing “physician-only” laws expand the pool of qualified abortion providers and serves as an important way to expand access in states like Maryland where abortion remains legal[18]. Maryland boasts a thriving community of practicing APCs who play integral roles in delivering high-quality primary and reproductive care to patients across various healthcare settings. As abortion legislation across the nation becomes more restrictive, APCs in Maryland have an important role to play in addressing healthcare disparities and expanding access to abortion. Physician Assistant/Associate (PA) Practice in Maryland PAs play a critical role in addressing healthcare shortages in Maryland. The recent passage of the Maryland PA Modernization Act of 2024 (H.B. 806) addresses the changing landscape of healthcare delivery and is a significant step forward in removing barriers to PA practice. Once effective on October 1, 2024, the Physician Assistant Modernization Act [19] will advance several key changes to PA regulation and practice. Some highlights include replacing longstanding delegation agreements with collaboration agreements, removing PAs as agents of physicians, thus allowing PAs to practice under their education, training, and experience, waiving approval of advanced procedure for PAs with more than 7000 hours of clinical practice and PAs practicing in certain settings, and requiring updates to core and advanced duties. This year, PAs will work collaboratively with the Maryland Board of Physicians to revise the current advanced procedures list by January 2025. Advanced procedures are defined by the Board as medical acts that require additional training beyond the basic PA education program. The list currently includes several gynecologic procedures such as endometrial biopsy and long-acting reversible contraception (LARC) insertion/removal. The upcoming revision of this list will be key for PAs seeking to provide reproductive health services to patients without potential delays in care. Nurse Practitioner (NP) and Certified Nurse Midwife (CNM) Practice in Maryland Maryland is a state with full practice authority for nurse practitioners and certified nurse midwives. Full practice authority refers to state practice and licensure laws which allow NPs and CNMs to autonomously practice to the full extent of their education, clinical training, and board certification under the licensure authority of the Maryland Board of Nursing without supervision or collaborative agreement requirements[20][21]. Medicaid Billing for Abortion Services in Maryland While Maryland Medicaid should cover abortion services in most circumstances, navigating eligibility and billing can be challenging. The Maryland Department of Health’s Abortion Services fact sheet provides information regarding how to verify a Medicaid participant’s eligibility for abortion coverage and how to submit claims for abortion services to the Medicaid fee-for-service program. Malpractice Coverage for Abortion Services Securing affordable liability insurance is a significant obstacle for many clinicians who wish to provide abortion care. Abortion services are often bundled with general obstetrics and gynecology coverage, despite significantly lower complication rates. Clinicians without coverage for abortion services under their institution’s liability insurance can seek supplemental malpractice insurance. This topic is discussed again in more detail in TEACH Chapter 10: Practice Integration. Professional and Legal Resources Laws and policies related to abortion and professional practice will continue to evolve. Participating in professional organizations and groups with expertise in abortion and reproductive health, such as those listed here, is an essential way to remain knowledgeable of policy changes and engaged in advocacy efforts. - National Abortion Federation (NAF) - Society of Family Planning (SFP) - Reproductive Health Access Project (Advanced Practice Clinician Cluster and Mid-Atlantic Cluster) - Nurses for Sexual and Reproductive Health (NSRH) - If/When/How: Lawyers for Reproductive Justice - Abortion Defense Network - American College of Obstetricians and Gynecologists (ACOG) - Association of Physician Associates in Obstetrics and Gynecology (APAOG) - Maryland Academy of Physician Assistants (MdAPA) - American College of Nurse-Midwives (ACNM) - National Association of Nurse Practitioners in Women’s Health (NPWH) - Nurse Practitioner Association of Maryland (NPAM) - American Association of Nurse Practitioners (AANP) State licensing boards are also important resources for practice information. Resources for Maryland Patients Additional patient resources are found throughout the TEACH curriculum including in Chapter 2: Counseling and Informed Consent under the subsections Making Referrals and Post-Procedure Support. Suggested Reading - Jenkins J, Pitney C, Nuzzo M, Eagen-Torkko M. Midwifery and APRN Scope of Practice in Abortion Care in the Early Post-Roe Era: Everything Old Is New Again. J Midwifery Womens Health 2023;68:734–43. https://doi.org/10.1111/JMWH.13599. - AP Toolkit: https://aptoolkit.org/ Disclaimer: The information provided is not intended to, and does not, constitute legal advice. All content available here is for general informational purposes only. - MD. CODE, HEALTH-GEN. § 20-209. ↵ - Dominiski C. Maryland’s ballot measure to protect reproductive freedom: What it is and why it matters. Plannedparenthoodaction.org. Published March 7, 2024. Accessed May 2, 2024. https://www.plannedparenthoodaction.org/planned-parenthood-advocates-dc-maryland-nova/ppadmv-blog/marylands-ballot-measure-to-protect-reproductive-freedom-what-it-is-and-why-it-matters. ↵ - Guttmacher Institute. State funding of abortion under Medicaid. Published August 31, 2023. Accessed April 13, 2024. https://www.guttmacher.org/node/26272/printable/print. ↵ - H.B. 937, 444th Leg., Reg. Sess. 2022. ↵ - S.B. 859, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 812, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 477, 445th Leg., Reg. Sess. 2023. ↵ - MD. CODE, CRIM. LAW § 10-204. ↵ - MD. CODE., HEALTH-GEN. § 20-103. ↵ - MD. CODE., HEALTH-GEN. §20–102. ↵ - MD. CODE REGS. 10.12.01.01-20. ↵ - Goldman MB, Occhiuto JS, Peterson LE, Zapka JG, Palmer RH. Physician assistants as providers of surgically induced abortion services. Am J Public Health. 2004;94:1352–7. https://doi.org/10.2105/AJPH.94.8.1352. ↵ - Freedman MA, Jillson DA, Coffin RR, Novick LF. Comparison of complication rates in first trimester abortions performed by physician assistants and physicians. Am J Public Health. 1986;76:550–4. https://doi.org/10.2105/AJPH.76.5.550. ↵ - National Academies of Sciences, Engineering, and Medicine. The Safety and Quality of Abortion Care in the United States. The National Academies Press; 2018. doi: https://doi.org/10.17226/24950. ↵ - American Public Health Association. Provision of abortion care by advanced practice nurses and physician assistants. Published November 1, 2011. Accessed April 13, 2024. https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2014/07/28/16/00/provision-of-abortion-care-by-advanced-practice-nurses-and-physician-assistants. ↵ - Jones RK, Kirstein M, Philbin J. Abortion incidence and service availability in the United States, 2020. Perspect Sex Reprod Health. 2022; 54(4): 128-141. doi:10.1363/psrh.12215. ↵ - Guttmacher Institute. Interactive map: US abortion policies and access after roe. Guttmacher.org. Updated April 8, 2024. Accessed April 13, 2024. https://states.guttmacher.org/policies/maryland/abortion-policies. ↵ - American College of Obstetricians and Gynecologists. Increasing access to abortion: ACOG committee opinion, number 815. Obstetrics and Gynecology. 2020;136:e107–15. https://doi.org/10.1097/AOG.0000000000004176. ↵ - H.B. 806, 446th Leg., Reg. Sess. (Ma. 2023). ↵ - America Association of Nurse Practitioners. State practice environment. Aanp.org. Updated October 2023. Accessed April 13, 2024. https://www.aanp.org/advocacy/state/state-practice-environment. ↵ - American College of Nurse-Midwives. Full practice authority. Midwive.org. Updated June 2023. Accessed April 13, 2024. https://www.midwife.org/full-practice-authority-stad. ↵	pressbooks	2025-03-22T05:08:59.870402	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-6", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-7	An Overview of Maryland Abortion Law Maryland Appendix to TEACH Curriculum Chapter 1 Gracie Nichols, MSN, CRNP and Erika Bramlette, MBA, PA-C Introduction Abortion-related laws in Maryland reflect a commitment to protecting reproductive rights and abortion access. Maryland’s policies extend beyond legal protections for abortion to encompass measures aimed at facilitating access to reproductive healthcare. These progressive laws and policies have made the state of Maryland a safe haven for abortion care. It is important to note that laws and policies surrounding abortion are rapidly evolving, both in Maryland and across the United States. The information in this section is current as of April 2024. Learning Outcomes - Describe two recent legislative changes in Maryland that have protected or expanded abortion access. - Explain the Abortion Care Access Act and how it impacts APC practice in Maryland. - Describe parental notification requirements for minors receiving an abortion in Maryland and list exemption criteria. Maryland Law and Policy Highlights Abortion is legally protected in Maryland up to fetal viability. Thereafter, abortion remains legal only if necessary to protect the health or life of the pregnant person or if the fetus is affected by a genetic defect or serious abnormality[1]. Viability is defined as when, in a clinician’s best medical judgment, there is a reasonable likelihood of the fetus’ sustained survival outside the uterus. Abortion Protections in Maryland Maryland has enacted comprehensive legal protections for abortion access, including: - Statutory abortion protections: Maryland law protects abortion up to fetal viability and at any time during the pregnancy if necessary to protect the health or life of the pregnant person or in the case of severe fetal abnormality1. Marylanders will have the opportunity to enshrine the right to reproductive freedom in the state constitution by voting in favor of a constitutional amendment in the 2024 general election[2]. If passed, this would provide even stronger protections for abortion in Maryland. - Medicaid coverage: Maryland is one of only 17 states in which state Medicaid funding covers abortion in most cases. By providing Medicaid funding for abortion, Maryland ensures that individuals with low incomes have equitable access to comprehensive reproductive healthcare services regardless of their financial circumstances[3][4]. - Private insurance coverage: The Maryland Abortion Care Access Act, passed in 2022, requires certain state-regulated insurance providers to cover abortion services without deductible or other cost-sharing requirements4. - Expanded qualified healthcare providers of abortion: Another component of the Maryland Abortion Care Access Act removed “physician-only” requirements to allow other qualified providers including nurse practitioners, physician assistants/associates, certified nurse midwives, and licensed certified midwives for whom abortion is within the scope of the individual’s license or certification to provide abortion4. - Interstate shield: The Reproductive Health Protection Act was passed in 2023 as part of the Reproductive Freedom bill package. It protects Maryland healthcare providers who perform abortion from out-of-state legal prosecution and safeguards the ability of healthcare providers to offer abortion services without fear of retaliation or interference2,[5]. - Health record data privacy: Also passed as part of the Reproductive Freedom bill package in 2023, new legislation provides additional privacy protections for electronic health record data to reduce legal risk for out-of-state patients seeking abortion care in Maryland2,[6]. - Reproductive health services plan at higher education institutions: Beginning on August 1, 2024, Maryland law will require public higher education institutions to have a plan to provide or refer for comprehensive sexual and reproductive health services, including abortion2,[7]. - Protection against clinic violence: Maryland law protects access to abortion clinics by prohibiting interference with entering and exiting a facility[8]. - Maryland has no state-mandated counseling, waiting period, or medically unnecessary ultrasound requirements. Abortion Restrictions in Maryland While Maryland boasts robust legal protections for abortion, some restrictions remain: - Parental notification requirement for minors: Maryland law mandates a parent or guardian to be notified of a minor’s abortion. However, the qualified provider may perform an abortion without notifying a parent or guardian if the minor does not live with a parent or guardian and the qualified provider’s efforts to notify them have failed. The qualified provider may also perform the abortion without notice to a parent or guardian if, in the professional judgment of the qualified provider: - Notice to the parent or guardian may lead to physical or emotional abuse of the minor; - The minor is mature and capable of giving informed consent to an abortion; or - Notification would not be in the best interest of the minor[9]. Minors in Maryland may consent for other reproductive health services including pregnancy testing, sexually transmitted infection testing and treatment, and contraception without the involvement of a parent or guardian[10]. While many minors choose to involve a parent in this decision-making, minors can access these services confidentially without parental notification or permission. - Targeted regulation of abortion providers – Facility and transfer requirements: Abortion clinics in Maryland are subject to special facility and transfer agreement requirements. Targeted Regulation of Abortion Providers, or TRAP laws, often impose logistical and administrative burdens that hinder the establishment and operation of new clinics and thus limit access to abortion services, particularly in underserved areas[11]. Exercise: Use these Interactive Maps from Guttmacher Institute and Center for Reproductive Rights to explore abortion laws in the states that surround Maryland. Center for Reproductive Rights Interactive Map Guttmacher Institute Interactive Map DISCUSSION Consider the following questions: - Discuss gestational age limitations and restrictions on abortion in neighboring states. - How might abortion policies in nearby states impact abortion access in Maryland? Advanced Practice Clinicians as Abortion Providers Advanced practice clinicians (APCs) include nurse practitioners (NPs), physician assistants/associates (PAs), certified nurse midwives (CNMs), and licensed certified midwives. APCs can competently provide all components of medication and aspiration abortion with complication rates comparable to those of physician abortion providers[12][13][14]. Research supports the adoption of policies that allow APCs to perform aspiration abortion procedures. APCs are already competent sources of primary and reproductive healthcare, particularly in medically underserved and rural settings. In states without laws prohibiting APCs from providing abortion, these clinicians play an essential role in increasing patient access to timely and compassionate abortion care in areas where it is needed most[15]. Despite this, their involvement in abortion care is often limited by restrictive state laws (i.e. physician-only laws), lack of training opportunities, and institutional policies. This topic is discussed again in TEACH Chapter 10: Becoming a Provider, Leader, and Advocate. Legal and Regulatory Considerations for APC Abortion Providers in Maryland The Abortion Care Access Act was enacted in 2022 with the goal of protecting and expanding access to abortion in Maryland. This legislation removed Maryland’s physicians-only law to allow other qualified providers including NPs, PAs, CNMs, and licensed certified midwives, within the scope of their license and certification, to provide abortion6. Maryland has a shortage of abortion providers. Data from 2020 shows that approximately ⅔ of Maryland counties don’t have an abortion provider[16][17]. Removing “physician-only” laws expand the pool of qualified abortion providers and serves as an important way to expand access in states like Maryland where abortion remains legal[18]. Maryland boasts a thriving community of practicing APCs who play integral roles in delivering high-quality primary and reproductive care to patients across various healthcare settings. As abortion legislation across the nation becomes more restrictive, APCs in Maryland have an important role to play in addressing healthcare disparities and expanding access to abortion. Physician Assistant/Associate (PA) Practice in Maryland PAs play a critical role in addressing healthcare shortages in Maryland. The recent passage of the Maryland PA Modernization Act of 2024 (H.B. 806) addresses the changing landscape of healthcare delivery and is a significant step forward in removing barriers to PA practice. Once effective on October 1, 2024, the Physician Assistant Modernization Act [19] will advance several key changes to PA regulation and practice. Some highlights include replacing longstanding delegation agreements with collaboration agreements, removing PAs as agents of physicians, thus allowing PAs to practice under their education, training, and experience, waiving approval of advanced procedure for PAs with more than 7000 hours of clinical practice and PAs practicing in certain settings, and requiring updates to core and advanced duties. This year, PAs will work collaboratively with the Maryland Board of Physicians to revise the current advanced procedures list by January 2025. Advanced procedures are defined by the Board as medical acts that require additional training beyond the basic PA education program. The list currently includes several gynecologic procedures such as endometrial biopsy and long-acting reversible contraception (LARC) insertion/removal. The upcoming revision of this list will be key for PAs seeking to provide reproductive health services to patients without potential delays in care. Nurse Practitioner (NP) and Certified Nurse Midwife (CNM) Practice in Maryland Maryland is a state with full practice authority for nurse practitioners and certified nurse midwives. Full practice authority refers to state practice and licensure laws which allow NPs and CNMs to autonomously practice to the full extent of their education, clinical training, and board certification under the licensure authority of the Maryland Board of Nursing without supervision or collaborative agreement requirements[20][21]. Medicaid Billing for Abortion Services in Maryland While Maryland Medicaid should cover abortion services in most circumstances, navigating eligibility and billing can be challenging. The Maryland Department of Health’s Abortion Services fact sheet provides information regarding how to verify a Medicaid participant’s eligibility for abortion coverage and how to submit claims for abortion services to the Medicaid fee-for-service program. Malpractice Coverage for Abortion Services Securing affordable liability insurance is a significant obstacle for many clinicians who wish to provide abortion care. Abortion services are often bundled with general obstetrics and gynecology coverage, despite significantly lower complication rates. Clinicians without coverage for abortion services under their institution’s liability insurance can seek supplemental malpractice insurance. This topic is discussed again in more detail in TEACH Chapter 10: Practice Integration. Professional and Legal Resources Laws and policies related to abortion and professional practice will continue to evolve. Participating in professional organizations and groups with expertise in abortion and reproductive health, such as those listed here, is an essential way to remain knowledgeable of policy changes and engaged in advocacy efforts. - National Abortion Federation (NAF) - Society of Family Planning (SFP) - Reproductive Health Access Project (Advanced Practice Clinician Cluster and Mid-Atlantic Cluster) - Nurses for Sexual and Reproductive Health (NSRH) - If/When/How: Lawyers for Reproductive Justice - Abortion Defense Network - American College of Obstetricians and Gynecologists (ACOG) - Association of Physician Associates in Obstetrics and Gynecology (APAOG) - Maryland Academy of Physician Assistants (MdAPA) - American College of Nurse-Midwives (ACNM) - National Association of Nurse Practitioners in Women’s Health (NPWH) - Nurse Practitioner Association of Maryland (NPAM) - American Association of Nurse Practitioners (AANP) State licensing boards are also important resources for practice information. Resources for Maryland Patients Additional patient resources are found throughout the TEACH curriculum including in Chapter 2: Counseling and Informed Consent under the subsections Making Referrals and Post-Procedure Support. Suggested Reading - Jenkins J, Pitney C, Nuzzo M, Eagen-Torkko M. Midwifery and APRN Scope of Practice in Abortion Care in the Early Post-Roe Era: Everything Old Is New Again. J Midwifery Womens Health 2023;68:734–43. https://doi.org/10.1111/JMWH.13599. - AP Toolkit: https://aptoolkit.org/ Disclaimer: The information provided is not intended to, and does not, constitute legal advice. All content available here is for general informational purposes only. - MD. CODE, HEALTH-GEN. § 20-209. ↵ - Dominiski C. Maryland’s ballot measure to protect reproductive freedom: What it is and why it matters. Plannedparenthoodaction.org. Published March 7, 2024. Accessed May 2, 2024. https://www.plannedparenthoodaction.org/planned-parenthood-advocates-dc-maryland-nova/ppadmv-blog/marylands-ballot-measure-to-protect-reproductive-freedom-what-it-is-and-why-it-matters. ↵ - Guttmacher Institute. State funding of abortion under Medicaid. Published August 31, 2023. Accessed April 13, 2024. https://www.guttmacher.org/node/26272/printable/print. ↵ - H.B. 937, 444th Leg., Reg. Sess. 2022. ↵ - S.B. 859, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 812, 445th Leg., Reg. Sess. 2023. ↵ - H.B. 477, 445th Leg., Reg. Sess. 2023. ↵ - MD. CODE, CRIM. LAW § 10-204. ↵ - MD. CODE., HEALTH-GEN. § 20-103. ↵ - MD. CODE., HEALTH-GEN. §20–102. ↵ - MD. CODE REGS. 10.12.01.01-20. ↵ - Goldman MB, Occhiuto JS, Peterson LE, Zapka JG, Palmer RH. Physician assistants as providers of surgically induced abortion services. Am J Public Health. 2004;94:1352–7. https://doi.org/10.2105/AJPH.94.8.1352. ↵ - Freedman MA, Jillson DA, Coffin RR, Novick LF. Comparison of complication rates in first trimester abortions performed by physician assistants and physicians. Am J Public Health. 1986;76:550–4. https://doi.org/10.2105/AJPH.76.5.550. ↵ - National Academies of Sciences, Engineering, and Medicine. The Safety and Quality of Abortion Care in the United States. The National Academies Press; 2018. doi: https://doi.org/10.17226/24950. ↵ - American Public Health Association. Provision of abortion care by advanced practice nurses and physician assistants. Published November 1, 2011. Accessed April 13, 2024. https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2014/07/28/16/00/provision-of-abortion-care-by-advanced-practice-nurses-and-physician-assistants. ↵ - Jones RK, Kirstein M, Philbin J. Abortion incidence and service availability in the United States, 2020. Perspect Sex Reprod Health. 2022; 54(4): 128-141. doi:10.1363/psrh.12215. ↵ - Guttmacher Institute. Interactive map: US abortion policies and access after roe. Guttmacher.org. Updated April 8, 2024. Accessed April 13, 2024. https://states.guttmacher.org/policies/maryland/abortion-policies. ↵ - American College of Obstetricians and Gynecologists. Increasing access to abortion: ACOG committee opinion, number 815. Obstetrics and Gynecology. 2020;136:e107–15. https://doi.org/10.1097/AOG.0000000000004176. ↵ - H.B. 806, 446th Leg., Reg. Sess. (Ma. 2023). ↵ - America Association of Nurse Practitioners. State practice environment. Aanp.org. Updated October 2023. Accessed April 13, 2024. https://www.aanp.org/advocacy/state/state-practice-environment. ↵ - American College of Nurse-Midwives. Full practice authority. Midwive.org. Updated June 2023. Accessed April 13, 2024. https://www.midwife.org/full-practice-authority-stad. ↵	pressbooks	2025-03-22T05:08:59.899013	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/overview-maryland-abortion-law/#chapter-5-section-7", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-2-counseling-and-informed-consent/	2 Counseling and Informed Consent Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Options Counseling Videos. (n.d.). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/patient-centered-pregnancy-options-counseling/ - Maryland Minor Laws. (n.d.). Planned Parenthood. Retrieved June 11, 2024, from https://www.plannedparenthood.org/planned-parenthood-maryland/client-resources/maryland-minor-laws - Project Implicit. (2011). Implicit Association Test. Harvard Project Implicit. Retrieved June 11, 2024, from https://implicit.harvard.edu/implicit/takeatest.html Additional Suggested Resources - Cahill, E. P., & Doyle, A. (2021). Trauma-informed abortion care. Current Opinion in Obstetrics & Gynecology, 33(6), 453–457. https://doi.org/10.1097/gco.0000000000000749 - Schell, B. (2023, January 26). Maryland’s Approach to Enhancing Access to Abortion: Expanding Scope of Practice. Network for Public Health Law. https://www.networkforphl.org/news-insights/marylands-approach-to-enhancing-access-to-abortion-expanding-scope-of-practice/ - Maryland Department of Health Interpretation, Translation, and Visual Communication Services. (n.d.). Maryland.gov. Retrieved June 11, 2024, from https://health.maryland.gov/OEOP/Pages/Interpretation-and-Translation-Services.aspx - Interpreter Services. (n.d.). UMMS. Retrieved June 11, 2024, from https://www.umms.org/ummc/patients-visitors/interpreter-services - 2023 March Of Dimes Report Card For Maryland. (2023). March of Dimes. Retrieved June 11, 2024, from https://www.marchofdimes.org/peristats/reports/maryland/report-card - Sorhaindo, A. M., & Lavelanet, A. F. (2022). Why Does Abortion Stigma Matter? A Scoping Review and Hybrid Analysis of Qualitative Evidence Illustrating the Role of Stigma in the Quality of Abortion Care. Social Science & Medicine, 311, 115271. https://doi.org/10.1016/j.socscimed.2022.115271 - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:08:59.910351	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-2-counseling-and-informed-consent/", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-2-counseling-and-informed-consent/#chapter-207-section-1	2 Counseling and Informed Consent Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Options Counseling Videos. (n.d.). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/patient-centered-pregnancy-options-counseling/ - Maryland Minor Laws. (n.d.). Planned Parenthood. Retrieved June 11, 2024, from https://www.plannedparenthood.org/planned-parenthood-maryland/client-resources/maryland-minor-laws - Project Implicit. (2011). Implicit Association Test. Harvard Project Implicit. Retrieved June 11, 2024, from https://implicit.harvard.edu/implicit/takeatest.html Additional Suggested Resources - Cahill, E. P., & Doyle, A. (2021). Trauma-informed abortion care. Current Opinion in Obstetrics & Gynecology, 33(6), 453–457. https://doi.org/10.1097/gco.0000000000000749 - Schell, B. (2023, January 26). Maryland’s Approach to Enhancing Access to Abortion: Expanding Scope of Practice. Network for Public Health Law. https://www.networkforphl.org/news-insights/marylands-approach-to-enhancing-access-to-abortion-expanding-scope-of-practice/ - Maryland Department of Health Interpretation, Translation, and Visual Communication Services. (n.d.). Maryland.gov. Retrieved June 11, 2024, from https://health.maryland.gov/OEOP/Pages/Interpretation-and-Translation-Services.aspx - Interpreter Services. (n.d.). UMMS. Retrieved June 11, 2024, from https://www.umms.org/ummc/patients-visitors/interpreter-services - 2023 March Of Dimes Report Card For Maryland. (2023). March of Dimes. Retrieved June 11, 2024, from https://www.marchofdimes.org/peristats/reports/maryland/report-card - Sorhaindo, A. M., & Lavelanet, A. F. (2022). Why Does Abortion Stigma Matter? A Scoping Review and Hybrid Analysis of Qualitative Evidence Illustrating the Role of Stigma in the Quality of Abortion Care. Social Science & Medicine, 311, 115271. https://doi.org/10.1016/j.socscimed.2022.115271 - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:08:59.921030	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-2-counseling-and-informed-consent/#chapter-207-section-1", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-2-counseling-and-informed-consent/#chapter-207-section-2	2 Counseling and Informed Consent Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Options Counseling Videos. (n.d.). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/patient-centered-pregnancy-options-counseling/ - Maryland Minor Laws. (n.d.). Planned Parenthood. Retrieved June 11, 2024, from https://www.plannedparenthood.org/planned-parenthood-maryland/client-resources/maryland-minor-laws - Project Implicit. (2011). Implicit Association Test. Harvard Project Implicit. Retrieved June 11, 2024, from https://implicit.harvard.edu/implicit/takeatest.html Additional Suggested Resources - Cahill, E. P., & Doyle, A. (2021). Trauma-informed abortion care. Current Opinion in Obstetrics & Gynecology, 33(6), 453–457. https://doi.org/10.1097/gco.0000000000000749 - Schell, B. (2023, January 26). Maryland’s Approach to Enhancing Access to Abortion: Expanding Scope of Practice. Network for Public Health Law. https://www.networkforphl.org/news-insights/marylands-approach-to-enhancing-access-to-abortion-expanding-scope-of-practice/ - Maryland Department of Health Interpretation, Translation, and Visual Communication Services. (n.d.). Maryland.gov. Retrieved June 11, 2024, from https://health.maryland.gov/OEOP/Pages/Interpretation-and-Translation-Services.aspx - Interpreter Services. (n.d.). UMMS. Retrieved June 11, 2024, from https://www.umms.org/ummc/patients-visitors/interpreter-services - 2023 March Of Dimes Report Card For Maryland. (2023). March of Dimes. Retrieved June 11, 2024, from https://www.marchofdimes.org/peristats/reports/maryland/report-card - Sorhaindo, A. M., & Lavelanet, A. F. (2022). Why Does Abortion Stigma Matter? A Scoping Review and Hybrid Analysis of Qualitative Evidence Illustrating the Role of Stigma in the Quality of Abortion Care. Social Science & Medicine, 311, 115271. https://doi.org/10.1016/j.socscimed.2022.115271 - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:08:59.931669	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-2-counseling-and-informed-consent/#chapter-207-section-2", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-3-pre-abortion-evaluation/	3 Pre-Abortion Evaluation Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Methods for Estimating the Due Date: Committee Opinion Number 700. (2017). Obstetrics & Gynecology, 129(5), e150–e154. https://doi.org/10.1097/aog.0000000000002046 - Please review Table 1 in detail - Ultrasound Course from either NAF (preferred) or UW (alternative) Ultrasound Course – National Abortion Federation Ultrasounds. (2023). National Abortion Federation. Retrieved June 11, 2024, from https://education.prochoice.org/#/catalog/17aa6f0c-1004-49cc-90e1-0e73281bd7fa Membership is required to access the Learning Lab. Log-in at NAF’s Members-Only Site. Select the tab for the Learning Lab → Online Learning → Abortion Trainings → Ultrasound Folder Required Videos: - Ultrasound 1: Introduction to Ultrasound - Ultrasound 2: Anatomy and Planes - Ultrasound 3: Early Pregnancy Landmarks & Dating - Ultrasound 4: Systematic Scan - Pregnancy of Uncertain Location Complete the post-test to claim up to 1 Category 1 CME for each module. Feel free to complete additional modules but note they are not required. If you do not have NAF membership, please complete the UW Ultrasound Course videos listed below as an alternative. You do not need to complete the UW Ultrasound Course videos if you are able to access the NAF ultrasound videos. Ultrasounds – University of Washington Department of Obstetrics & Gynecology Ultrasound Course. (n.d.). University of Washington Department of Obstetrics & Gynecology. Retrieved June 11, 2024, from https://obgyn.uw.edu/education/ultrasound/videos Required Videos: - Video 2: How Ultrasound Works - Video 3: Tomography - Video 8: 1st Trimester Anatomy - Video 9: 1st Trimester Dating - Video 13: 1st Trimester Pain and Bleeding - Video 14: Ectopic Pregnancy - Video 15: Multiple Gestation Pregnancy Feel free to complete additional videos but note they are not required. Additional suggested reading: - Placenta Accreta Spectrum: Obstetric Care Consensus Number 7. (2018). Obstetrics & Gynecology, 132(6), e259–e275. https://doi.org/10.1097/aog.0000000000002983 - Adu‐Bredu, T. K., Rijken, M. J., Nieto‐Calvache, A. J., Stefanovic, V., Aryananda, R. A., Fox, K. A., & Collins, S. L. (2022). A simple guide to ultrasound screening for placenta accreta spectrum for improving detection and optimizing management in resource limited settings. International Journal of Gynecology & Obstetrics. https://doi.org/10.1002/ijgo.14376 - Miller, R., & Gyamfi-Bannerman, C. (2022). Society for Maternal-Fetal Medicine Consult Series #63: Cesarean scar ectopic pregnancy. American Journal of Obstetrics and Gynecology. https://doi.org/10.1016/j.ajog.2022.06.024 - Timor-Tritsch, I. E., Monteagudo, A., & Agten, A. K. (2015, November 24). Cesarean scar pregnancy diagnosis and management. Contemporary OB/GYN. https://www.contemporaryobgyn.net/view/cesarean-scar-pregnancy-diagnosis-and-management - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:08:59.947085	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-3-pre-abortion-evaluation/", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-3-pre-abortion-evaluation/#chapter-209-section-1	3 Pre-Abortion Evaluation Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Methods for Estimating the Due Date: Committee Opinion Number 700. (2017). Obstetrics & Gynecology, 129(5), e150–e154. https://doi.org/10.1097/aog.0000000000002046 - Please review Table 1 in detail - Ultrasound Course from either NAF (preferred) or UW (alternative) Ultrasound Course – National Abortion Federation Ultrasounds. (2023). National Abortion Federation. Retrieved June 11, 2024, from https://education.prochoice.org/#/catalog/17aa6f0c-1004-49cc-90e1-0e73281bd7fa Membership is required to access the Learning Lab. Log-in at NAF’s Members-Only Site. Select the tab for the Learning Lab → Online Learning → Abortion Trainings → Ultrasound Folder Required Videos: - Ultrasound 1: Introduction to Ultrasound - Ultrasound 2: Anatomy and Planes - Ultrasound 3: Early Pregnancy Landmarks & Dating - Ultrasound 4: Systematic Scan - Pregnancy of Uncertain Location Complete the post-test to claim up to 1 Category 1 CME for each module. Feel free to complete additional modules but note they are not required. If you do not have NAF membership, please complete the UW Ultrasound Course videos listed below as an alternative. You do not need to complete the UW Ultrasound Course videos if you are able to access the NAF ultrasound videos. Ultrasounds – University of Washington Department of Obstetrics & Gynecology Ultrasound Course. (n.d.). University of Washington Department of Obstetrics & Gynecology. Retrieved June 11, 2024, from https://obgyn.uw.edu/education/ultrasound/videos Required Videos: - Video 2: How Ultrasound Works - Video 3: Tomography - Video 8: 1st Trimester Anatomy - Video 9: 1st Trimester Dating - Video 13: 1st Trimester Pain and Bleeding - Video 14: Ectopic Pregnancy - Video 15: Multiple Gestation Pregnancy Feel free to complete additional videos but note they are not required. Additional suggested reading: - Placenta Accreta Spectrum: Obstetric Care Consensus Number 7. (2018). Obstetrics & Gynecology, 132(6), e259–e275. https://doi.org/10.1097/aog.0000000000002983 - Adu‐Bredu, T. K., Rijken, M. J., Nieto‐Calvache, A. J., Stefanovic, V., Aryananda, R. A., Fox, K. A., & Collins, S. L. (2022). A simple guide to ultrasound screening for placenta accreta spectrum for improving detection and optimizing management in resource limited settings. International Journal of Gynecology & Obstetrics. https://doi.org/10.1002/ijgo.14376 - Miller, R., & Gyamfi-Bannerman, C. (2022). Society for Maternal-Fetal Medicine Consult Series #63: Cesarean scar ectopic pregnancy. American Journal of Obstetrics and Gynecology. https://doi.org/10.1016/j.ajog.2022.06.024 - Timor-Tritsch, I. E., Monteagudo, A., & Agten, A. K. (2015, November 24). Cesarean scar pregnancy diagnosis and management. Contemporary OB/GYN. https://www.contemporaryobgyn.net/view/cesarean-scar-pregnancy-diagnosis-and-management - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:08:59.962206	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-3-pre-abortion-evaluation/#chapter-209-section-1", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-4-medication-abortion/	4 Medication Abortion Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Medication Abortion Checklist. (2023, March). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/medication-abortion-checklist/ - Medication Abortion Up to 70 Days of Gestation: ACOG Practice Bulletin Number 225. (2020). Obstetrics & Gynecology, 136(4), e31–e47. https://doi.org/10.1097/aog.0000000000004082 - Updated Mifepristone REMS Requirements: ACOG Practice Advisory. (2023). ACOG. Retrieved June 11, 2024, from https://www.acog.org/clinical/clinical-guidance/practice-advisory/articles/2023/01/updated-mifepristone-rems-requirements - Raymond, E. G., Mark, A., Grossman, D., Beasley, A., Brandi, K., Castle, J., Creinin, M. D., Gerdts, C., Gil, L., Grant, M., Lockley, A., Perritt, J., Shochet, T., Truan, D., & Upadhyay, U. D. (2023). Medication Abortion with Misoprostol-Only: A Sample Protocol. Contraception, 109998. https://doi.org/10.1016/j.contraception.2023.109998 - Fiastro, A., & Godfrey, E. (2023, July 25). Insights: Telehealth Provision of Medication Abortion: Facilitating Access Across Geographies. Reproductive Health Access Project. Retrieved June 11, 2024, from https://www.reproductiveaccess.org/resource/telehealth-provision-of-medication-abortion-facilitating-access-across-geographies/ Additional Suggested Resources - Information for Patients: Medication Abortion. (2023, April). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/information-for-patients-after-medication-abortion/ - Medication Abortion Protocol. (2023, April). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/medication-abortion-protocol/ - Frequently asked questions about mifepristone dispensing at CVS Pharmacy. (2024, March 12). CVS Health. Retrieved June 27, 2024, from https://www.cvshealth.com/news/pharmacy/mifepristone-dispensing-at-cvs-pharmacy-faq.html NB: Legal and regulatory restrictions on mifepristone will continue to evolve and may be impacted by the SCOTUS decision expected in the summer of 2024. It is important to remain knowledgeable of changing restrictions within your practice state. The following list contains legal resources to help you stay up-to-date. - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:08:59.975994	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-4-medication-abortion/", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-4-medication-abortion/#chapter-211-section-1	4 Medication Abortion Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Medication Abortion Checklist. (2023, March). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/medication-abortion-checklist/ - Medication Abortion Up to 70 Days of Gestation: ACOG Practice Bulletin Number 225. (2020). Obstetrics & Gynecology, 136(4), e31–e47. https://doi.org/10.1097/aog.0000000000004082 - Updated Mifepristone REMS Requirements: ACOG Practice Advisory. (2023). ACOG. Retrieved June 11, 2024, from https://www.acog.org/clinical/clinical-guidance/practice-advisory/articles/2023/01/updated-mifepristone-rems-requirements - Raymond, E. G., Mark, A., Grossman, D., Beasley, A., Brandi, K., Castle, J., Creinin, M. D., Gerdts, C., Gil, L., Grant, M., Lockley, A., Perritt, J., Shochet, T., Truan, D., & Upadhyay, U. D. (2023). Medication Abortion with Misoprostol-Only: A Sample Protocol. Contraception, 109998. https://doi.org/10.1016/j.contraception.2023.109998 - Fiastro, A., & Godfrey, E. (2023, July 25). Insights: Telehealth Provision of Medication Abortion: Facilitating Access Across Geographies. Reproductive Health Access Project. Retrieved June 11, 2024, from https://www.reproductiveaccess.org/resource/telehealth-provision-of-medication-abortion-facilitating-access-across-geographies/ Additional Suggested Resources - Information for Patients: Medication Abortion. (2023, April). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/information-for-patients-after-medication-abortion/ - Medication Abortion Protocol. (2023, April). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/medication-abortion-protocol/ - Frequently asked questions about mifepristone dispensing at CVS Pharmacy. (2024, March 12). CVS Health. Retrieved June 27, 2024, from https://www.cvshealth.com/news/pharmacy/mifepristone-dispensing-at-cvs-pharmacy-faq.html NB: Legal and regulatory restrictions on mifepristone will continue to evolve and may be impacted by the SCOTUS decision expected in the summer of 2024. It is important to remain knowledgeable of changing restrictions within your practice state. The following list contains legal resources to help you stay up-to-date. - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:08:59.988936	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-4-medication-abortion/#chapter-211-section-1", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-4-medication-abortion/#chapter-211-section-2	4 Medication Abortion Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Medication Abortion Checklist. (2023, March). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/medication-abortion-checklist/ - Medication Abortion Up to 70 Days of Gestation: ACOG Practice Bulletin Number 225. (2020). Obstetrics & Gynecology, 136(4), e31–e47. https://doi.org/10.1097/aog.0000000000004082 - Updated Mifepristone REMS Requirements: ACOG Practice Advisory. (2023). ACOG. Retrieved June 11, 2024, from https://www.acog.org/clinical/clinical-guidance/practice-advisory/articles/2023/01/updated-mifepristone-rems-requirements - Raymond, E. G., Mark, A., Grossman, D., Beasley, A., Brandi, K., Castle, J., Creinin, M. D., Gerdts, C., Gil, L., Grant, M., Lockley, A., Perritt, J., Shochet, T., Truan, D., & Upadhyay, U. D. (2023). Medication Abortion with Misoprostol-Only: A Sample Protocol. Contraception, 109998. https://doi.org/10.1016/j.contraception.2023.109998 - Fiastro, A., & Godfrey, E. (2023, July 25). Insights: Telehealth Provision of Medication Abortion: Facilitating Access Across Geographies. Reproductive Health Access Project. Retrieved June 11, 2024, from https://www.reproductiveaccess.org/resource/telehealth-provision-of-medication-abortion-facilitating-access-across-geographies/ Additional Suggested Resources - Information for Patients: Medication Abortion. (2023, April). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/information-for-patients-after-medication-abortion/ - Medication Abortion Protocol. (2023, April). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/medication-abortion-protocol/ - Frequently asked questions about mifepristone dispensing at CVS Pharmacy. (2024, March 12). CVS Health. Retrieved June 27, 2024, from https://www.cvshealth.com/news/pharmacy/mifepristone-dispensing-at-cvs-pharmacy-faq.html NB: Legal and regulatory restrictions on mifepristone will continue to evolve and may be impacted by the SCOTUS decision expected in the summer of 2024. It is important to remain knowledgeable of changing restrictions within your practice state. The following list contains legal resources to help you stay up-to-date. - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.001622	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-4-medication-abortion/#chapter-211-section-2", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-5-pain-management-and-other-medications/	5 Pain Management and Other Medications Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Hoffman, K. M., Trawalter, S., Axt, J. R., & Oliver, M. N. (2016). Racial bias in pain assessment and treatment recommendations, and false beliefs about biological differences between blacks and whites. Proceedings of the National Academy of Sciences of the United States of America, 113(16), 4296–4301. https://doi.org/10.1073/pnas.1516047113 Additional Suggested Content - Schoenthaler, A., & Williams, N. (2022). Looking beneath the surface: Racial bias in the treatment and management of pain. JAMA Network Open, 5(6), e2216281. https://doi.org/10.1001/jamanetworkopen.2022.16281 - Vu, P. D., Malik, A., Cohen, A. S., Bansal, V., Cowan, M. R., Blazek, G. M., & Champagne-Langabeer, T. (2023). Shared Decision Making in Acute Pain Management in Patients with Opioid Use Disorder: A Scoping Review. Journal of Clinical Medicine, 12(10), 3555. https://doi.org/10.3390/jcm12103555 - Providers Clinical Support System (PCSS): Acute Pain Management in the Individual with OUD Webinar - Create an account to access FREE webinar - Vox. (2017, December 7). The US medical system is still haunted by slavery [Video]. YouTube. Retrieved June 11, 2024, from https://www.youtube.com/watch?v=IfYRzxeMdGs - Consider reflection Question #2 from RHEDI Captive Patients Module - Captive Patients: Gynecology, Slavery, and the Rise of American Medicine. (2024, April). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/captive-patients-gynecology-slavery-and-the-rise-of-american-medicine/ - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.013243	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-5-pain-management-and-other-medications/", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-5-pain-management-and-other-medications/#chapter-213-section-1	5 Pain Management and Other Medications Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Hoffman, K. M., Trawalter, S., Axt, J. R., & Oliver, M. N. (2016). Racial bias in pain assessment and treatment recommendations, and false beliefs about biological differences between blacks and whites. Proceedings of the National Academy of Sciences of the United States of America, 113(16), 4296–4301. https://doi.org/10.1073/pnas.1516047113 Additional Suggested Content - Schoenthaler, A., & Williams, N. (2022). Looking beneath the surface: Racial bias in the treatment and management of pain. JAMA Network Open, 5(6), e2216281. https://doi.org/10.1001/jamanetworkopen.2022.16281 - Vu, P. D., Malik, A., Cohen, A. S., Bansal, V., Cowan, M. R., Blazek, G. M., & Champagne-Langabeer, T. (2023). Shared Decision Making in Acute Pain Management in Patients with Opioid Use Disorder: A Scoping Review. Journal of Clinical Medicine, 12(10), 3555. https://doi.org/10.3390/jcm12103555 - Providers Clinical Support System (PCSS): Acute Pain Management in the Individual with OUD Webinar - Create an account to access FREE webinar - Vox. (2017, December 7). The US medical system is still haunted by slavery [Video]. YouTube. Retrieved June 11, 2024, from https://www.youtube.com/watch?v=IfYRzxeMdGs - Consider reflection Question #2 from RHEDI Captive Patients Module - Captive Patients: Gynecology, Slavery, and the Rise of American Medicine. (2024, April). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/captive-patients-gynecology-slavery-and-the-rise-of-american-medicine/ - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.024023	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-5-pain-management-and-other-medications/#chapter-213-section-1", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-5-pain-management-and-other-medications/#chapter-213-section-2	5 Pain Management and Other Medications Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Hoffman, K. M., Trawalter, S., Axt, J. R., & Oliver, M. N. (2016). Racial bias in pain assessment and treatment recommendations, and false beliefs about biological differences between blacks and whites. Proceedings of the National Academy of Sciences of the United States of America, 113(16), 4296–4301. https://doi.org/10.1073/pnas.1516047113 Additional Suggested Content - Schoenthaler, A., & Williams, N. (2022). Looking beneath the surface: Racial bias in the treatment and management of pain. JAMA Network Open, 5(6), e2216281. https://doi.org/10.1001/jamanetworkopen.2022.16281 - Vu, P. D., Malik, A., Cohen, A. S., Bansal, V., Cowan, M. R., Blazek, G. M., & Champagne-Langabeer, T. (2023). Shared Decision Making in Acute Pain Management in Patients with Opioid Use Disorder: A Scoping Review. Journal of Clinical Medicine, 12(10), 3555. https://doi.org/10.3390/jcm12103555 - Providers Clinical Support System (PCSS): Acute Pain Management in the Individual with OUD Webinar - Create an account to access FREE webinar - Vox. (2017, December 7). The US medical system is still haunted by slavery [Video]. YouTube. Retrieved June 11, 2024, from https://www.youtube.com/watch?v=IfYRzxeMdGs - Consider reflection Question #2 from RHEDI Captive Patients Module - Captive Patients: Gynecology, Slavery, and the Rise of American Medicine. (2024, April). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/captive-patients-gynecology-slavery-and-the-rise-of-american-medicine/ - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.034803	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-5-pain-management-and-other-medications/#chapter-213-section-2", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-6-uterine-aspiration-procedure/	6 Uterine Aspiration Procedure Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Animated Uterine Aspiration Simulation Workshop. (2016, June 14). Innovating Education in Reproductive Health. Retrieved June 11, 2024, from https://www.innovating-education.org/2016/06/uterine-aspirtation-aninmated-simulation/ - Interactive Tray for Manual Vacuum Aspiration. (n.d.). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/interactive-tray-for-manual-vacuum-aspiration/ Additional Suggested Content - Manual Vacuum Aspiration (MVA) Protocol. (n.d.). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/mva-protocol/ - Allen, R. H., & Goldberg, A. B. (2016). Cervical dilation before first-trimester surgical abortion (< 14 weeks’ gestation). Contraception, 93(4), 277–291. https://doi.org/10.1016/j.contraception.2015.12.001 - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.044712	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-6-uterine-aspiration-procedure/", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-6-uterine-aspiration-procedure/#chapter-215-section-1	6 Uterine Aspiration Procedure Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Animated Uterine Aspiration Simulation Workshop. (2016, June 14). Innovating Education in Reproductive Health. Retrieved June 11, 2024, from https://www.innovating-education.org/2016/06/uterine-aspirtation-aninmated-simulation/ - Interactive Tray for Manual Vacuum Aspiration. (n.d.). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/interactive-tray-for-manual-vacuum-aspiration/ Additional Suggested Content - Manual Vacuum Aspiration (MVA) Protocol. (n.d.). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/mva-protocol/ - Allen, R. H., & Goldberg, A. B. (2016). Cervical dilation before first-trimester surgical abortion (< 14 weeks’ gestation). Contraception, 93(4), 277–291. https://doi.org/10.1016/j.contraception.2015.12.001 - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.054365	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-6-uterine-aspiration-procedure/#chapter-215-section-1", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-6-uterine-aspiration-procedure/#chapter-215-section-2	6 Uterine Aspiration Procedure Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Animated Uterine Aspiration Simulation Workshop. (2016, June 14). Innovating Education in Reproductive Health. Retrieved June 11, 2024, from https://www.innovating-education.org/2016/06/uterine-aspirtation-aninmated-simulation/ - Interactive Tray for Manual Vacuum Aspiration. (n.d.). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/interactive-tray-for-manual-vacuum-aspiration/ Additional Suggested Content - Manual Vacuum Aspiration (MVA) Protocol. (n.d.). RHEDI. Retrieved June 11, 2024, from https://rhedi.org/mva-protocol/ - Allen, R. H., & Goldberg, A. B. (2016). Cervical dilation before first-trimester surgical abortion (< 14 weeks’ gestation). Contraception, 93(4), 277–291. https://doi.org/10.1016/j.contraception.2015.12.001 - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.063959	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-6-uterine-aspiration-procedure/#chapter-215-section-2", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-7-contraception-and-abortion-aftercare/	7 Contraception and Abortion Aftercare Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Curtis, K. M., Tepper, N. K., Jatlaoui, T. C., Berry-Bibee, E., Horton, L. G., Zapata, L. B., Simmons, K. B., Pagano, H. P., Jamieson, D. J., & Whiteman, M. K. (2016). U.S. Medical Eligibility Criteria for Contraceptive Use, 2016. MMWR. Recommendations and Reports, 65(3), 1–103. https://doi.org/10.15585/mmwr.rr6503a1 - American College of Obstetricians and Gynecologists’ Committee on Health Care for Underserved Women, Contraceptive Equity Expert Work Group, and Committee on Ethics. (2022). Patient-Centered Contraceptive Counseling: ACOG Committee Statement Number 1. Obstetrics and Gynecology, 139(2), 350–353. https://doi.org/10.1097/AOG.0000000000004659 - Guttmacher Institute. (2023, August 30). Minors’ Access to Contraceptive Services. Guttmacher Institute. Retrieved June 11, 2024, from https://www.guttmacher.org/state-policy/explore/minors-access-contraceptive-services - Maryland Contraceptive Equity Act. (n.d.). Planned Parenthood. Retrieved June 11, 2024, from https://www.plannedparenthood.org/planned-parenthood-maryland/get-involved-locally/action-network/maryland-contraceptive-equity-act Additional Suggested Content - Committee Opinion Number 710: Counseling Adolescents About Contraception. (2017). Obstetrics and Gynecology, 130(2), e74–e80. https://doi.org/10.1097/AOG.0000000000002234 - State Contraception Policies. (2023, September 7). NCSL. Retrieved June 11, 2024, from https://www.ncsl.org/health/state-contraception-policies - Contraception During COVID-19: Best Practices and Resources. (2020, March 31). Beyond the Pill. Retrieved June 11, 2024, from https://beyondthepill.ucsf.edu/sites/beyondthepill.ucsf.edu/files/UCSF%20BtP%20COVID-19%20Resources%203-31-20%20%28003%29.pdf - Telehealth for Reproductive Health Care Resources. (n.d.). Reproductive Health Access Project. Retrieved June 11, 2024, from https://www.reproductiveaccess.org/telehealth/ - Methods. (n.d.). Bedsider. Retrieved June 11, 2024, from https://www.bedsider.org/birth-control - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.075203	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-7-contraception-and-abortion-aftercare/", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-7-contraception-and-abortion-aftercare/#chapter-217-section-1	7 Contraception and Abortion Aftercare Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Curtis, K. M., Tepper, N. K., Jatlaoui, T. C., Berry-Bibee, E., Horton, L. G., Zapata, L. B., Simmons, K. B., Pagano, H. P., Jamieson, D. J., & Whiteman, M. K. (2016). U.S. Medical Eligibility Criteria for Contraceptive Use, 2016. MMWR. Recommendations and Reports, 65(3), 1–103. https://doi.org/10.15585/mmwr.rr6503a1 - American College of Obstetricians and Gynecologists’ Committee on Health Care for Underserved Women, Contraceptive Equity Expert Work Group, and Committee on Ethics. (2022). Patient-Centered Contraceptive Counseling: ACOG Committee Statement Number 1. Obstetrics and Gynecology, 139(2), 350–353. https://doi.org/10.1097/AOG.0000000000004659 - Guttmacher Institute. (2023, August 30). Minors’ Access to Contraceptive Services. Guttmacher Institute. Retrieved June 11, 2024, from https://www.guttmacher.org/state-policy/explore/minors-access-contraceptive-services - Maryland Contraceptive Equity Act. (n.d.). Planned Parenthood. Retrieved June 11, 2024, from https://www.plannedparenthood.org/planned-parenthood-maryland/get-involved-locally/action-network/maryland-contraceptive-equity-act Additional Suggested Content - Committee Opinion Number 710: Counseling Adolescents About Contraception. (2017). Obstetrics and Gynecology, 130(2), e74–e80. https://doi.org/10.1097/AOG.0000000000002234 - State Contraception Policies. (2023, September 7). NCSL. Retrieved June 11, 2024, from https://www.ncsl.org/health/state-contraception-policies - Contraception During COVID-19: Best Practices and Resources. (2020, March 31). Beyond the Pill. Retrieved June 11, 2024, from https://beyondthepill.ucsf.edu/sites/beyondthepill.ucsf.edu/files/UCSF%20BtP%20COVID-19%20Resources%203-31-20%20%28003%29.pdf - Telehealth for Reproductive Health Care Resources. (n.d.). Reproductive Health Access Project. Retrieved June 11, 2024, from https://www.reproductiveaccess.org/telehealth/ - Methods. (n.d.). Bedsider. Retrieved June 11, 2024, from https://www.bedsider.org/birth-control - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.085891	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-7-contraception-and-abortion-aftercare/#chapter-217-section-1", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-7-contraception-and-abortion-aftercare/#chapter-217-section-2	7 Contraception and Abortion Aftercare Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - Curtis, K. M., Tepper, N. K., Jatlaoui, T. C., Berry-Bibee, E., Horton, L. G., Zapata, L. B., Simmons, K. B., Pagano, H. P., Jamieson, D. J., & Whiteman, M. K. (2016). U.S. Medical Eligibility Criteria for Contraceptive Use, 2016. MMWR. Recommendations and Reports, 65(3), 1–103. https://doi.org/10.15585/mmwr.rr6503a1 - American College of Obstetricians and Gynecologists’ Committee on Health Care for Underserved Women, Contraceptive Equity Expert Work Group, and Committee on Ethics. (2022). Patient-Centered Contraceptive Counseling: ACOG Committee Statement Number 1. Obstetrics and Gynecology, 139(2), 350–353. https://doi.org/10.1097/AOG.0000000000004659 - Guttmacher Institute. (2023, August 30). Minors’ Access to Contraceptive Services. Guttmacher Institute. Retrieved June 11, 2024, from https://www.guttmacher.org/state-policy/explore/minors-access-contraceptive-services - Maryland Contraceptive Equity Act. (n.d.). Planned Parenthood. Retrieved June 11, 2024, from https://www.plannedparenthood.org/planned-parenthood-maryland/get-involved-locally/action-network/maryland-contraceptive-equity-act Additional Suggested Content - Committee Opinion Number 710: Counseling Adolescents About Contraception. (2017). Obstetrics and Gynecology, 130(2), e74–e80. https://doi.org/10.1097/AOG.0000000000002234 - State Contraception Policies. (2023, September 7). NCSL. Retrieved June 11, 2024, from https://www.ncsl.org/health/state-contraception-policies - Contraception During COVID-19: Best Practices and Resources. (2020, March 31). Beyond the Pill. Retrieved June 11, 2024, from https://beyondthepill.ucsf.edu/sites/beyondthepill.ucsf.edu/files/UCSF%20BtP%20COVID-19%20Resources%203-31-20%20%28003%29.pdf - Telehealth for Reproductive Health Care Resources. (n.d.). Reproductive Health Access Project. Retrieved June 11, 2024, from https://www.reproductiveaccess.org/telehealth/ - Methods. (n.d.). Bedsider. Retrieved June 11, 2024, from https://www.bedsider.org/birth-control - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.096741	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-7-contraception-and-abortion-aftercare/#chapter-217-section-2", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-8-early-pregnancy-loss-management/	8 Early Pregnancy Loss Management Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - ACOG Practice Bulletin Number 200: Early Pregnancy Loss. (2018). Obstetrics and Gynecology, 132(5), e197–e207. https://doi.org/10.1097/AOG.0000000000002899 - Please review Table 1 in detail Additional Suggested Content - Early Pregnancy Loss. (2023, October 26). Innovating Education in Reproductive Health. Retrieved June 11, 2024, from https://www.innovating-education.org/course/early-pregnancy-loss/ - Miscarriage Management Resources. (n.d.). The TEAMM Project. Retrieved June 11, 2024, from https://www.miscarriagemanagement.org/resources - Patient Treatment Priorities for Miscarriage. (n.d.). Innovating Education in Reproductive Health. Retrieved June 11, 2024, from https://www.innovating-education.org/wp-content/uploads/2016/02/Counseling_Decision_Tool-1.pdf - Loss and Grief in Pregnancy and Postpartum. (2024, May 6). Postpartum Support International. Retrieved June 11, 2024, from https://www.postpartum.net/get-help/loss-grief-in-pregnancy-postpartum/ - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.107102	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-8-early-pregnancy-loss-management/", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-8-early-pregnancy-loss-management/#chapter-219-section-1	8 Early Pregnancy Loss Management Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - ACOG Practice Bulletin Number 200: Early Pregnancy Loss. (2018). Obstetrics and Gynecology, 132(5), e197–e207. https://doi.org/10.1097/AOG.0000000000002899 - Please review Table 1 in detail Additional Suggested Content - Early Pregnancy Loss. (2023, October 26). Innovating Education in Reproductive Health. Retrieved June 11, 2024, from https://www.innovating-education.org/course/early-pregnancy-loss/ - Miscarriage Management Resources. (n.d.). The TEAMM Project. Retrieved June 11, 2024, from https://www.miscarriagemanagement.org/resources - Patient Treatment Priorities for Miscarriage. (n.d.). Innovating Education in Reproductive Health. Retrieved June 11, 2024, from https://www.innovating-education.org/wp-content/uploads/2016/02/Counseling_Decision_Tool-1.pdf - Loss and Grief in Pregnancy and Postpartum. (2024, May 6). Postpartum Support International. Retrieved June 11, 2024, from https://www.postpartum.net/get-help/loss-grief-in-pregnancy-postpartum/ - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.117282	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-8-early-pregnancy-loss-management/#chapter-219-section-1", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }
https://umaryland.pressbooks.pub/march/chapter/module-8-early-pregnancy-loss-management/#chapter-219-section-2	8 Early Pregnancy Loss Management Complete the corresponding TEACH[1] chapter and TEACH CME Post Test at the end of the chapter to self-evaluate your learning. Then, review the supplementary content including readings, videos, and resources provided. required Supplementary Resources - ACOG Practice Bulletin Number 200: Early Pregnancy Loss. (2018). Obstetrics and Gynecology, 132(5), e197–e207. https://doi.org/10.1097/AOG.0000000000002899 - Please review Table 1 in detail Additional Suggested Content - Early Pregnancy Loss. (2023, October 26). Innovating Education in Reproductive Health. Retrieved June 11, 2024, from https://www.innovating-education.org/course/early-pregnancy-loss/ - Miscarriage Management Resources. (n.d.). The TEAMM Project. Retrieved June 11, 2024, from https://www.miscarriagemanagement.org/resources - Patient Treatment Priorities for Miscarriage. (n.d.). Innovating Education in Reproductive Health. Retrieved June 11, 2024, from https://www.innovating-education.org/wp-content/uploads/2016/02/Counseling_Decision_Tool-1.pdf - Loss and Grief in Pregnancy and Postpartum. (2024, May 6). Postpartum Support International. Retrieved June 11, 2024, from https://www.postpartum.net/get-help/loss-grief-in-pregnancy-postpartum/ - Goodman S, Flaxman G, and the TEACH Trainers Collaborative Working Group. (2022). TEACH Early Abortion Training Workbook, Seventh Edition. UCSF Bixby Center for Global Reproductive Health. https://pressbooks.pub/workbook/ ↵	pressbooks	2025-03-22T05:09:00.127153	03-4-2025	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://umaryland.pressbooks.pub/march/chapter/module-8-early-pregnancy-loss-management/#chapter-219-section-2", "book_url": "https://umaryland.pressbooks.pub/march/front-matter/introduction/", "title": "Maryland Abortion and Reproductive Clinical Health Training Program", "author": "", "institution": "University of Maryland, Baltimore", "subject": "Reproductive medicine, Ethical issues: abortion and birth control, Birth control, contraception, family planning" }

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