Junk Charts

The French takes back cinema but can you see it?

I like independent cinema, and here are three French films that come to mind as I write this post: Delicatessen, The Class (Entre les murs), and 8 Women (8 femmes). 

The French people are taking back cinema. Even though they purchased more tickets to U.S. movies than French movies, the gap has been narrowing in the last two decades. How do I know? It's the subject of this infographic: 

How do I know? That's not easy to say, given how complicated this infographic is. Here is a zoomed-in view of the top of the chart:

 

You've got the slice of orange, which doubles as the imagery of a film roll. The chart uses five legend items to explain the two layers of data. The solid donut chart presents the mix of ticket sales by country of origin, comparing U.S. movies, French movies, and "others". Then, there are two thin arcs showing the mix of movies by country of origin. 

The donut chart has an usual feature. Typically, the data are coded in the angles at the donut's center. Here, the data are coded twice: once at the center, and again in the width of the ring. This is a self-defeating feature because it draws even more attention to the area of the donut slices except that the areas are highly distorted. If the ratios of the areas are accurate when all three pieces have the same width, then varying those widths causes the ratios to shift from the correct ones!

The best thing about this chart is found in the little blue star, which adds context to the statistics. The 61% number is unusually high, which demands an explanation. The designer tells us it's due to the popularity of The Lion King.

***

The one donut is for the year 1994. The infographic actually shows an entire time series from 1994 to 2014.

The design is most unusual. The years 1994, 1999, 2004, 2009, 2014 receive special attention. The in-between years are split into two pairs, shrunk, and placed alternately to the right and left of the highlighted years. So your eyes are asked to zig-zag down the page in order to understand the trend. 

To see the change of U.S. movie ticket sales over time, you have to estimate the sizes of the red-orange donut slices from one pie chart to another. 

Here is an alternative visual design that brings out the two messages in this data: that French movie-goers are increasingly preferring French movies, and that U.S. movies no longer account for the majority of ticket sales.

A long-term linear trend exists for both U.S. and French ticket sales. The "outlier" values are highlighted and explained by the blockbuster that drove them.

 

P.S.

1. You can register for the free seminar in Lyon here. To register for live streaming, go here.
2. Thanks Carla Paquet at JMP for help translating from French.

No Latin honors for graphic design

This chart appeared on a recent issue of Princeton Alumni Weekly.

If you read the sister blog, you'll be aware that at most universities in the United States, every student is above average! At Princeton,  47% of the graduating class earned "Latin" honors. The median student just missed graduating with honors so the honors graduate is just above average! The 47% number is actually lower than at some other peer schools - at one point, Harvard was giving 90% of its graduates Latin honors.

Side note: In researching this post, I also learned that in the Senior Survey for Harvard's Class of 2018, two-thirds of the respondents (response rate was about 50%) reported GPA to be 3.71 or above, and half reported 3.80 or above, which means their grade average is higher than A-.  Since Harvard does not give out A+, half of the graduates received As in almost every course they took, assuming no non-response bias.

***

Back to the chart. It's a simple chart but it's not getting a Latin honor.

Most readers of the magazine will not care about the decimal point. Just write 18.9% as 19%. Or even 20%.

The sequencing of the honor levels is backwards. Summa should be on top.

***

Warning: the remainder of this post is written for graphics die-hards. I go through a bunch of different charts, exploring some fine points.

People often complain that bar charts are boring. A trendy alternative when it comes to count or percentage data is the "pictogram."

Here are two versions of the pictogram. On the left, each percent point is shown as a dot. Then imagine each dot turned into a square, then remove all padding and lines, and you get the chart on the right, which is basically an area chart.

The area chart is actually worse than the original column chart. It's now much harder to judge the areas of irregularly-shaped pieces. You'd have to add data labels to assist the reader.

The 100 dots is appealing because the reader can count out the number of each type of honors. But I don't like visual designs that turn readers into bean-counters.

So I experimented with ways to simplify the counting. If counting is easier, then making comparisons is also easier.

Start with this observation: When asked to count a large number of objects, we group by 10s and 5s.

So, on the left chart below, I made connectors to form groups of 5 or 10 dots. I wonder if I should use different line widths to differentiate groups of five and groups of ten. But the human brain is very powerful: even when I use the same connector style, it's easy to see which is a 5 and which is a 10.

On the left chart, the organizing principles are to keep each connector to its own row, and within each category, to start with 10-group, then 5-group, then singletons. The anti-principle is to allow same-color dots to be separated. The reader should be able to figure out Summa = 10+3, Magna = 10+5+1, Cum Laude = 10+5+4.

The right chart is even more experimental. The anti-principle is to allow bending of the connectors. I also give up on using both 5- and 10-groups. By only using 5-groups, readers can rely on their instinct that anything connected (whether straight or bent) is a 5-group. This is powerful. It relieves the effort of counting while permitting the dots to be packed more tightly by respective color.

Further, I exploited symmetry to further reduce the counting effort. Symmetry is powerful as it removes duplicate effort. In the above chart, once the reader figured out how to read Magna, reading Cum Laude is simplified because the two categories share two straight connectors, and two bent connectors that are mirror images, so it's clear that Cum Laude is more than Magna by exactly three dots (percentage points).

***

Of course, if the message you want to convey is that roughly half the graduates earn honors, and those honors are split almost even by thirds, then the column chart is sufficient. If you do want to use a pictogram, spend some time thinking about how you can reduce the effort of the counting!

 

 

 

 

 

Finding simple ways to explain complicated data and concepts, using some Pew data

A reader submitted the following chart from Pew Research for discussion.

The reader complained that this chart was difficult to comprehend. What are some of the reasons?

The use of color is superfluous. Each line is a "cohort" of people being tracked over time. Each cohort is given its own color or hue. But the color or hue does not signify much.

The dotted lines. This design element requires a footnote to explain. The reader learns that some of the numbers on the chart are projections because those numbers pertain to time well into the future. The chart was published in 2014, using historical data so any numbers dated 2014 or after (and even some data before 2014) will be projections. The data are in fact encoded in the dots, not the slopes. Look at the cohort that has one solid line segment and one dotted line segment - it's unclear which of those three data points are projections, and which are experienced.

The focus on within-cohort trends. The line segments indicate the desire of the designer to emphasize trends within each cohort. However, it's not clear what the underlying message is. It may be that more and more people are not getting married (i.e. fewer people are getting married). That trend affects each of the three age groups - and it's easier to paint that message by focusing on between-cohort trends.

***
Here is a chart that emphasizes the between-cohort trends.

A key decision is to not mix oil and water. The within-cohort analysis is presented in its own chart, next to the between-cohort analysis. It turns out that some of the gap between cohorts can be explained by people deferring marriage to later in life. The steep line on the right indicates that a bigger proportion of people now gets married between 35 and 44 than in previous cohorts.

I experimented a bit with the axes here. Several pie charts are used in lieu of axis labels. I also plotted a dual axis with the proportion of unmarried on the one side, and the corresponding proportion of married on the other side.

Education deserts: places without schools still serve pies and story time

I very much enjoyed reading The Chronicle's article on "education deserts" in the U.S., defined as places where there are no public colleges within reach of potential students.

In particular, the data visualization deployed to illustrate the story is superb. For example, this map shows 1,500 colleges and their "catchment areas" defined as places within 60 minutes' drive.

It does a great job walking through the logic of the analysis (even if the logic may not totally convince - more below). The areas not within reach of these 1,500 colleges are labeled "deserts". They then take Census data and look at the adult population in those deserts:

This leads to an analysis of the racial composition of the people living in these "deserts". We now arrive at the only chart in the sequence that disappoints. It is a pair of pie charts:

 The color scheme makes it hard to pair up the pie slices. The focus of the chart should be on the over or under representation of races in education deserts relative to the U.S. average. The challenge of this dataset is the coexistence of one large number, and many small numbers.

Here is one solution:

***

The Chronicle made a commendable effort to describe this social issue. But the analysis has a lot of built-in assumptions. Readers should look at the following list and see if you agree with the assumptions:

• Only public colleges are considered. This restriction requires the assumption that the private colleges pretty much serve the same areas as public colleges.
• Only non-competitive colleges are included. Precisely, the acceptance rate must be higher than 30 percent. The underlying assumption is that the "local students" won't be interested in selective colleges. It's not clear how the 30 percent threshold was decided.
• Colleges that are more than 60 minutes' driving distance away are considered unreachable. So the assumption is that "local students" are unwilling to drive more than 60 minutes to attend college. This raises a couple other questions: are we only looking at commuter colleges with no dormitories? Is the 60 minutes driving distance based on actual roads and traffic speeds, or some kind of simple model with stylized geometries and fixed speeds?
• The demographic analysis is based on all adults living in the Census "blocks" that are not within 60 minutes' drive of one of those colleges. But if we are calling them "education deserts" focusing on the availability of colleges, why consider all adults, and not just adults in the college age group? One further hidden assumption here is that the lack of colleges in those regions has not caused young generations to move to areas closer to colleges. I think a map of the age distribution in the "education deserts" will be quite telling.
• Not surprisingly, the areas classified as "education deserts" lag the rest of the nation on several key socio-economic metrics, like median income, and proportion living under the poverty line. This means those same areas could be labeled income deserts, or job deserts.

At the end of the piece, the author creates a "story time" moment. Story time is when you are served a bunch of data or analyses, and then when you are about to doze off, the analyst calls story time, and starts making conclusions that stray from the data just served!

Story time starts with the following sentence: "What would it take to make sure that distance doesn’t prevent students from obtaining a college degree? "

The analysis provided has nowhere shown that distance has prevented students from obtaining a college degree. We haven't seen anything that says that people living in the "education deserts" have fewer college degrees. We don't know that distance is the reason why people in those areas don't go to college (if true) - what about poverty? We don't know if 60 minutes is the hurdle that causes people not to go to college (if true).We know the number of adults living in those neighborhoods but not the number of potential students.

The data only showed two things: 1) which areas of the country are not within 60 minutes' driving of the subset of public colleges under consideration, 2) the number of adults living in those Census blocks.

***

So we have a case where the analysis is incomplete but the visualization of the analysis is superb. So in our Trifecta analysis, this chart poses a nice question and has nice graphics but the use of data can be improved. (Type QV)

 

 

 

Environmental science can use better graphics

Mike A. pointed me to two animated maps made by Caltech researchers published in LiveScience (here).

The first map animation shows the rise and fall of water levels in a part of California over time. It's an impressive feat of stitching together satellite images. Click here to play the video.

The animation grabs your attention. I'm not convinced by the right side of the color scale in which the white comes after the red. I'd want the white in the middle then the yellow and finally the red.

In order to understand this map and the other map in the article, the reader has to bring a lot of domain knowledge. This visualization isn't easy to decipher for a layperson.

Here I put the two animations side by side:

The area being depicted is the same. One map shows "ground deformation" while the other shows "subsidence". Are they the same? What's the connection between the two concepts (if any)?  On a further look, one notices that the time window for the two charts differ: the right map is clearly labeled 1995 to 2003 but there is no corresponding label on the left map. To find the time window of the left map, the reader must inspect the little graph on the top right (1996 to 2000).

This means the time window of the left map is a subset of the time window of the right map. The left map shows a sinusoidal curve that moves up and down rhythmically as the ground shifts. How should I interpret the right map? The periodicity is no longer there despite this map illustrating a longer time window. The scale on the right map is twice the magnitude of the left map. Maybe on average the ground level is collapsing? If that were true, shouldn't the sinusoidal curve drift downward over time?

The chart on the top right of the left map is a bit ugly. The year labels are given in decimals e.g. 1997.5. In R, this can be fixed by customizing the axis labels.

I also wonder how this curve is related to the map it accompanies. The curve looks like a model - perfect oscillations of a fixed period and amplitude. But one suppose the amount of fluctuation should vary by location, based on geographical features and human activities.

The author of the article points to both natural and human impacts on the ground level. Humans affect this by water usage and also by management policies dictated by law. It would be very helpful to have a map that sheds light on the causes of the movements.

Graphical advice for conference presenters - demo

Yesterday, I pulled this graphic from a journal paper, and said one should not copy and paste this into an oral presentation.

So I went ahead and did some cosmetic surgery on this chart.

I don't know anything about the underlying science. I'm just interpreting what I see on the chart. It seems like the key message is that the Flowering condition is different from the other three. There are no statistical differences between the three boxplots in the first three panels but there is a big difference between the red-green and the purple in the last panel. Further, this difference can be traced to the red-green boxplots exhibiting negative correlation under the Flowering condition - while the purple boxplot is the same under all four conditions.

I would also have chosen different colors, e.g. make red-green two shades of gray to indicate that these two things can be treated as the same under this chart. Doing this would obviate the need to introduce the orange color.

Further, I think it might be interesting to see the plots split differently: try having the red-green boxplots side by side in one panel, and the purple boxplots in another panel.

If the presentation software has animation, the presenter can show the different text blocks and related materials one at a time. That also aids comprehension.

***

Note that the plot is designed for an oral presentation in which you have a minute or two to get the message across. It's debatable as to whether journal editors should accept this style for publications. I actually think such a style would improve reading comprehension but I surmise some of you will disagree.

Steel tariffs, and my new dataviz seminar

I am developing a new seminar aimed at business professionals who want to improve their ability to communicate using charts. I want any guidance to be tool-agnostic, so that attendees can implement them using Excel if that’s their main charting software. Over the 12+ years that I’ve been blogging, certain ideas keep popping up; and I have collected these motifs and organized them for the seminar. This post is about a recent chart that brings up a few of these motifs.

This chart has been making the rounds in articles about the steel tariffs.

The chart shows the Top 10 nations that sell steel to the U.S., which together account for 78% of all imports. 

The chart shows a few signs of design. These things caught my eye:

1. the pie chart on the left delivers the top-line message that 10 countries account for almost 80% of all U.S. steel imports
2. the callout gives further information about which 10 countries and how much each nation sells to the U.S. This is a nice use of layering
3. on the right side, progressive tints of blue indicate the respective volumes of imports

On the negative side of the ledger, the chart is marred by three small problems. Each of these problems concerns inconsistency, which creates confusion for readers.

1. Inconsistent use of color: on the left side, the darker blue indicates lower volume while on the right side, the darker blue indicates higher volume
2. Inconsistent coding of pie slices: on the right side, the percentages add up to 78% while the total area of the pie is 100%
3. Inconsistent scales: the left chart carrying the top-line message is notably smaller than the right chart depicting the secondary message. Readers’ first impression is drawn to the right chart.

Easy fixes lead to the following chart:

***

The central idea of the new dataviz seminar is that there are many easy fixes that are often missed by the vast majority of people making Excel charts. I will present a stack of these motifs. If you're in the St. Louis area, you get to experience the seminar first. Register for a spot here.

Send this message to your friends and coworkers in the area. Also, contact me if you'd like to bring this seminar to your area.

***

I also tried the following design, which brings out some other interesting tidbits, such as that Canada and Brazil together sell the U.S. about 30% of its imported steel, the top 4 importers account for about 50% of all steel imports, etc. Color is introduced on the chart via a stylized flag coloring.

 

 

 

 

 

The tech world in which everyone is below average

Laura pointed me to an infographic about tech worker salaries in major tech hubs (link).

What's wrong with this map?

The box "Global average" is doubly false. It is not global, and it is not the average!

The only non-American cities included in this survey are Toronto, Paris and London.

The only city with average salary above the "Global average" is San Francisco Bay Area. Since the Bay Area does not outweigh all other cities combined in the number of tech workers, it is impossible to get an average of $135,000.

***

Here is the second chart.

What's wrong with these lines?

This chart frustrates the reader's expectations. The reader interprets it as a simple line chart, based on three strong hints:

• time along the horizontal axis
• data labels show dollar units
• lines linking time

Each line seems to show the trend of average tech worker salary, in dollar units.

However, that isn't the designer's intention. Let's zoom in on Chicago and Denver:

The number $112,000 (Denver) sits below the number $107,000 (Chicago). It appears that each chart has its own scale. But that's not the case either.

For a small-multiples setup, we expect all charts should use the same scale. Even though the data labels are absolute dollar amounts, the vertical axis is on a relative scale (percent change). To make things even more complicated, the percent change is computed relative to the minimum of the three annual values, no matter which year it occurs.

That's why $106,000 (Chicago) is at the same level as $112,000 (Denver). Those are the minimum values in the respective time series. As shown above, these line charts are easier to understand if the axis is displayed in its true units of percent change.

The choice of using the minimum value as the reference level interferes with comparing one city to the next. For Chicago, the line chart tells us 2015 is about 2 percent above 2016 while 2017 is 6 percent above. For Denver, the line chart tells us that 2016 is about 2 percent above the 2015 and 2017 values. Now what's the message again?

Here I index all lines to the earliest year.

 

In a Trifecta Checkup analysis (link), I'd be suspicious of the data. Did tech salaries in London really drop by 15-20 percent in the last three years?

 

 

When design goes awry

One can't accuse the following chart of lacking design. Strong is the evidence of departing from convention but the design decisions appear wayward. (The original link on Money here)

 

The donut chart (right) has nine sections. Eight of the sections (excepting A) have clearly all been bent out of shape. It turns out that section A does not have the right size either. The middle gray circle is not really in the middle, as seen below.

The bar charts (left) suffer from two ills. Firstly, the full width of the chart is at the 50 percent mark, so readers are forced to read the data labels to understand the data. Secondly, only the top two categories are shown, thus the size of the whole is lost. A stacked bar chart would serve better here.

Here is a bardot chart; the "dot" part of it makes it easier to see a Top 2 box analysis.

I explain the bardot chart here.

 

 PS. Here is Jamie's version (from the comment below):

 

 

Excellent visualization of gun violence in American cities

I like the Guardian's feature (undated) on gun violence in American cities a lot.

The following graphic illustrates the situation in Baltimore.

The designer starts by placing where the gun homicides occured in 2015. Then, it leads readers through an exploration of the key factors that might be associated with the spatial distribution of those homicides.

The blue color measures poverty levels. There is a moderate correlation between high numbers of dots (homicides) and deeper blue (poorer). The magenta color measures education attainment and the orange color measures proportion of blacks. In Baltimore, it appears that race is substantially better at explaining the prevalence of homicides.

This work is exemplary because it transcends description (first map) and explores explanations for the spatial pattern. Because three factors are explored together in a small-multiples layout, readers learn that no single factor can explain everything. In addition, we learn that different factors have different degrees of explanatory power.

Attentive readers will also find that the three factors of poverty, education attainment and proportion black are mutually correlated.  Areas with large black populations also tend to be poorer and less educated.

***

I also like the introductory section in which a little dose of interactivity is used to sequentially present the four maps, now superimposed. It then becomes possible to comprehend the rest quickly.

 ***

The top section is less successful as proportions are not easily conveyed via dot density maps.

Dropping the map form helps. Here is a draft of what I have in mind. I just pulled some data from online sources at the metropolitan area (MSA) level, and it doesn't have as striking a comparison as the city-level data, it seems.

 

 PS. On Twitter, Aliza tells me the article was dated January 9, 2017.