April     2013   08  Fall   S o c i a l   S o l u t i o n s   I n t e r n a t i o n a l   I n c .   |   8 0 7 0   G e o r g i a   A v e .   S t e .   2 0 1 ,  S i l v e r   S p r i n g ,   M D   2 0 9 1 0   Research  Design  for  the  Multi-­?Market  Study  of  Critical  Information  Needs:  Final  Research  Design   Prepared by: Social Solutions International, Inc. For: Federal Communications Commission   2  |  P a g e     Overview   Social Solutions International (Social Solutions) is pleased to present this research design to the Federal Communications Commission (FCC). Social Solutions has been tasked with the development of a research design that can be used to identify and understand the critical information needs (CINs) of the American public (with special emphasis on vulnerable/disadvantaged populations). To inform the research design, Social Solutions held a subject matter expert conference on September 13-14, 2012. The meeting included a review of a comprehensive literature scan of available research, and discussion of methodology, protocols, and procedures best suited to implementation of both a Media Market Census and a Community Ecology Study. Based on the discussion and insights garnered from the 20 participants, as well as feedback from key stakeholders at FCC, Social Solutions has developed this research design. The design is based on the assumption that the period of performance for this project will be approximately one year. Overall  Project  Goals  and  Objectives   We understand that the purpose of this Study of Critical Information Needs (CINs) is to provide a comprehensive analysis of access/barriers to CINs in diverse American communities.  The objectives of the study are to: • collect data to inform: o the access (or potential barriers) to CINs as identified by the FCC; o the media that makes up media ecologies (i.e., what media is actually included in that ecology; ownership of that market; what specific type of content dominates those media ecologies; what is the flow of information within the ecology, etc); o the use of and interaction between media that makes media ecologies (i.e., how do different layers of the ecology interact to provide for CINs; how do individuals of diverse neighborhoods/communities differ in terms of access to CINs); • validate data collection tools/templates and protocols; • demonstrate high internal validity and reliability of measured constructs Study  Goals  and  Objectives   The objectives of the study are to help FCC answer the following questions: • How does this study inform the acquisition and/or barriers to CINs in American communities? 3  |  P a g e     • What barriers to entry exist in the FCC regulated markets and to what extent do those barriers to entry have a negative impact? • Do the tools/templates demonstrate a high degree of internal validity? Do the tools/templates demonstrate a high degree of reliability across diverse target markets? Research  Design  Plan   We will (1) develop and finalize the study research design; (2) develop research protocols and survey instruments for CINs data collection; (3) obtain IRB and OMB Clearance; (4) develop facilitator recruitment materials; (5) provide relevant materials and/or training to assist the facilitators in applying the research protocols; (6) code, analyze and interpret the individual data; and, (7) prepare a study findings report. I. Proposed Study Design Overview MEDIA MARKET CENSUS Content Analysis of Media Content a. Broadcast News Content: Utilizing a one constructed week sample of local broadcast television news, we will perform a content analysis of CINs and how they are presented within that content (with emphasis on descriptive, content, and production elements within each broadcast) (n=minimum of 504 TV broadcasts). b. Newspaper Content: Utilizing a one constructed week sample of daily newspaper content, as well as weekly newspaper content, we will perform a content analysis of CINs and how they are presented within that content (n=maximum of 252 newspaper issues). c. Radio News Content: Utilizing a one constructed week sample of local radio news, we will perform a content analysis of CINs and how they are presented in that content (n=maximum 504 radio broadcasts). d. Internet Content: Utilizing a list of websites to be crawled for each category of CINs, we will perform a content analysis of CINs within a constructed week of Internet content. e. Qualitative Analysis of Media Providers: Utilizing a sample of media providers (n= maximum of 280), we will conduct a qualitative analysis of local media services providing for CINs via in-depth interviewing, with particular emphasis on ownership characteristics, employment data, demographics on decision makers and barriers to entry. Note: The constructed week for television, newspaper, radio, and Internet are anticipated to all be the same in order to control for actual news events (i.e., the null hypothesis states that the same news coverage would occur equally across different media types). COMMUNITY ECOLOGY STUDY a. General Population Survey: Utilizing a multi-level sampling method, this survey will measure community members’ actual and perceived critical information needs (n=4392). 4  |  P a g e     b. In-depth Neighborhood Interviews: In order to tap into not only individual level effects, but also neighborhood effects, we will conduct in-depth interviews with individuals in diverse neighborhoods (determined utilizing census tract data) (n=504). These two studies (the Media Market Census and the Community Ecology Study) within the overall study will not be conducted independently of each other. Instead, they will each inform the other to provide a deeper analysis of the overall media ecology, specifically how media providers and user both interact with CINs. a. Media Market Census i. Understanding of Media Market Census goals The core goal of the media market census is to determine whether and how FCC-regulated and related media construct news and public affairs to provide for CINs across different communities. This includes a thorough study of local media ecologies, with special emphasis on performance and access/barriers to CINs. This census will consist of two primary components: 1) Constructed databases of local content1 (including services/media providing alternative languages, media description, closed captioning, etc.) for a constructed 1-week period that tap into CINs (i.e., accessibility or lack thereof), coded per research design. 2) A qualitative analysis of local media services providing for CINs, with particular emphasis on media ownership/management characteristics, employment data, demographics of decision makers, and barriers to entry. Specific research questions of interest concerning the Media Market Census include the following: • What media is actually included in the media ecology being studied? • What specific type of content dominates the media ecologies? • How is the ownership of that market characterized? • What is the flow of information within the ecology? ii. Methodological considerations During the FCC expert panel meeting, there was considerable debate regarding the methodological approach to the two aforementioned components of the Media Market Census. Regarding the former, much of this discussion centered upon the use of constructed versus consecutive week samples of media content (newspapers, TV newscasts, and Internet content). Due to the cyclic nature of news content, recent research indicates that drawing a random block of news content may not be representative of a larger time frame (e.g., randomly selecting two                                                                                                                          1  This  study  will  not  include  all  local  content.  For  example,  it  does  not  include  scanning  cable  PEG  channels.     5  |  P a g e     consecutive weeks of content to generalize to a year’s events). One solution that has taken into account systematic variation in daily newspaper content, as well as broadcast television news, is a stratified sampling procedure that leads to constructed weeks. This ensures that each source of cyclic variation (i.e., days of the week) is represented equally in the sample. Given the vast research on newspaper content analysis (for both single and multi-year studies), as well as broadcast television news content analysis, in the past 20 years, we have identified the use of constructed samples as one methodological consideration that would demonstrate empirical rigor to the final study design. With respect to qualitative analysis of local media services, FCC stakeholders (Research Design meeting participants) noted the difficulties inherent in both interview- and survey-based research of media owners, managers and employees, particularly with respect to: 1) establishing contact with those entities; and, 2) the challenge of obtaining socially desirable responses to potentially sensitive questions. With respect to the former issue, contact with media providers (particular those at the management level) can often be very difficult in light of busy schedules and reluctance to speak to “outsiders” about potentially sensitive issues. This feeds into the latter issue of media owners may choose to supply inaccurate answers, which cast their companies and practices in a more positive light than is accurate. In order to avoid relying solely on potentially biased responses from media owners, it is critical to examine providers at multiple levels. Therefore it is critical to develop valid instruments that accurately tap into the provision of CINs across multiple contexts, ecologies, and markets. iii. Sampling and research protocols Broadcast television news For broadcast television news, a constructed week consisting of newscasts of a particular day of the week will be gathered over an extended period. A constructed week sample involves identifying all Mondays in a given month (i.e. January), and randomly selecting one Monday, then identifying all Tuesdays in the subsequent month (i.e. February), and randomly selecting one Tuesday, etc., to ‘construct‘ a week that ensures that each source of cyclic variation-each day of the week-is represented equally. This procedure of constructing the week over a period of time greatly reduces the danger of a particular story dominating the data set, thereby biasing the sample. Past research has limited the broadcast week to the Monday through Friday newscasts to eliminate the potential impact of weekend sporting events that might preempt news broadcasts (see Yanich, 2001). However, given the FCC mission to study CINs specifically, we propose to include all seven days of the week in the constructed sample. Although the empirical literature customarily recommends a minimum of two constructed weeks of broadcast content in order to yield a reliable sample (see generally: Riffe, Lacy, Nagovan, & Burkum, 2000), more recent research by Yanich (2011) illustrates the utility of a one constructed week sample, provided this constructed week passes methodological muster. The selection of a starting date that extends across both sweeps and non-sweeps periods is important to the construction of this week. Nielsen has announced its sweeps dates for 2013. For November 2012, they are Oct 25 -Nov 21; for February 2013 they are January 31-Feb 27; for May 2013 they are April 25-May 22 and for July 2013, they are June 27-July 24. For 2014, we expect the sweeps dates to fall roughly within the 6  |  P a g e     same period. Presuming that the contract period for this project will be one year, an example of a reasonable constructed week, therefore, would include the following dates: Sunday, July 7 ; Monday, August 7 ; Tuesday, September 17 ; Wednesday, October 30 ; Thursday, November 14; Friday, December 20 ; and Saturday, February 1 . Once the content of this constructed week is acquired, we will randomly sample content from each day. Looking at the content universe available for television, we have noted a number of resources that may potentially provide for CINs. These include: local TV news, locally produced morning talk/news shows, newscasts produced by networks, news magazine shows produced by networks, cable news programs, and entertainment programs. Provided that station owners make the legitimate claim that their decisions regarding what content to present is dictated largely by the forces that exist in the local market, we must concentrate our efforts on examining first content that is controlled within the market. To that end, only local television sources are to be included in this sample. Data will be acquired from DateLine Media, a media monitoring corporation based in Honolulu, Hawaii. Data will be delivered via DVD and will include content from four stations in each of the six markets. The unit of analysis will be the individual story that was presented on the newscasts, excluding sports. Sports will not be included in this mix because those segments are structural features of the newscast as a matter of policy and do not address CINs. However, we will code for the amount of time per broadcast spent covering sports material. A minimum of 504 broadcasts (including 30-minute and 60-minute broadcasts) will be coded and analyzed across the six markets. A coding schematic will be developed for a team of coders to assess CINs in television newscasts. Coders will receive content analysis training and appropriate precautions will be taken to ensure inter-rater reliability, including Cohen’s Kappa scores for 10 percent of all newscast codings. The issue of sampling parts of the day will be guided first by what content the triage model says we should examine. On the presumption that we restrict our study to locally-produced content, parts of the day during which they appear will present the universe of time. For example, if those periods are between 5am-9am; 12pm-1pm; 5pm-7pm; 9pm-11pm, we would choose a stratified random sample of that content (stratified by time slot). We propose sampling three broadcasts, per channel, per day. This sample would consist of the largest news block, plus two randomly selected blocks, for each channel, each day (including weekends).Where available, non-English broadcasts will be captured; we propose sampling no more than 10 percent of such broadcasts across all markets. To ensure that stations broadcasting in languages other than English are included, the first ranked foreign language station will be ranked ahead of the fourth ranked English language station. As noted above, a minimum of 504 broadcasts are recommended for inclusion and analysis. 504 is derived from the collection of three broadcasts per channel, per day, assuming the minimum inclusion of network affiliated broadcasts): 3 broadcasts X 42 channels X 7 days = 84 broadcasts/market (84 X 6 = 504)                                                                                                                            2  In the event that a market has fewer than 4 local channels, we will reconcile this with an oversampling of channels in another market that has more than 4 local channels.   7  |  P a g e     Three broad categories of variables will be examined for each newscast. The first of these categories is identification variables, which describe the descriptive/demographic features of the newscast. These include the broadcast number, the station, the network, the time of broadcast, and the duration of the broadcast. The second category of variables concerns the content of individual news stories. These include the topic of the story and the story type (for the current project, we would craft the coding of story type to reflect CINs). Finally, the third category of variables focuses on the production of the news stories. These variables include the mode of presentation, place of the story (i.e. chronological position in the entire broadcast), live vs. remote, block/segment of the story, as well as the beginning and end time of individual stories within each broadcast. Given that content is a particularly crucial element of this coding procedure (this is where CINs are evoked), more detail on that component follows here. We propose a 3-stage coding scheme in order to fully capture content related to CINs. The first part would specify a 0/1 dichotomous variable for each of the eight categories for each of the stories/segments that are part of the analysis. A zero would indicate that information pertaining to that particular CIN was not part of the story; a one would indicate that it was part of the story. The second stage would develop a summary variable in which we could specify the extent to which any individual story/segment provided information across a set of CIN categories. The third stage of the coding scheme would be to understand the frame of the coverage of the CIN. At the most basic level we would determine if the coverage is framed to suggest who/what was responsible for the condition and who/what might be responsible for any action. For example, a story/segment that presents health information about prescription drugs might frame the story as one of personal responsibility in which individuals (not physicians or pharmacists) are responsible for making sure that there are no contra-indications across the drugs they are taking. Another story looking at the same issue might frame such oversight as the responsibility of health professionals. Each has very different implications for how citizens might react to the story. Newspapers A stratified sampling procedure will be implemented for the identification, acquisition and analysis of local content that will be included in the compiled database. Specifically, we will sample from local daily newspaper sources, obtained either through microfiche or digital download formats. We will utilize a constructed week sample in order to maximize both validity and reliability of collected data sources. For newspapers, we propose a one week constructed sample, which will represent roughly six months’ worth of material (Hester & Dougall, 2007; Riffe, Lacy, Nagovan, & Burkum, 1996). This will correspond to the same constructed week for broadcast television (Sunday, July 7; Monday, August 7; Tuesday, September 17; Wednesday, October 30; Thursday, November14; Friday, December 20; and Saturday, Feb 1.). Concurrently, we will also sample from weekly newspapers. Selection of weekly newspapers will not be randomly stratified by month, but rather will correspond to the daily newspaper selected for each month. We propose a cap to the number of newspapers sampled, dependent on market size. For small markets, we propose a maximum of three newspapers per day in the constructed week, in addition to seven weekly newspapers that coincide with each day in the constructed week. Therefore, in two small markets, we would sample 56 newspapers. For medium markets, we propose a maximum of five newspapers per day in the constructed week, in addition to seven 8  |  P a g e     weekly newspapers that coincide with each day in the constructed week. Therefore, in two medium markets, we would sample 84 newspapers. For large markets, we propose a maximum of seven newspapers per day in the constructed week, in addition to seven weekly newspapers that coincide with each day in the constructed week. Therefore, in two large markets, we would 112 newspapers. The maximum number of newspapers to be coded, therefore, is 252. Small Market: 3 newspapers X 7 days = 21 + 7 issues of weekly papers = 28 X 2 = 56 Medium Market: 5 newspapers X 7 days = 35 + 7 issues of weekly papers = 42 X 2 = 84 Large Market: 73 newspapers X 7 days = 49 + 7 issues of weekly papers = 56 X 2 = 112 Total: 252 In the event that each small, medium, and large market have more than three, five, or seven daily or weekly newspapers, respectively, we will utilize choice criterion for selecting which newspapers to include in the sample. For instance, we may choose to sample newspapers with the highest circulation (i.e. newspapers with the greatest “reach”). Where and when possible, non-English newspapers will be sampled. However, no more than 10% of sampled issues will be non-English. This breaks down to sampling roughly one non-English newspaper per day in the constructed week of medium and large markets, and no non-English newspapers in small markets. Coding categories will mirror those for broadcast television, in that we will follow a 3-stage coding process to fully explore content related to CINs. Additional production coding will include news source, article length (in column inches), whether the story was a news source’s top story, and presence of photographs. We will also remain mindful of the potential impact for content variance on our sampling procedures. Specifically, once we have collected, coded and entered all data for our relevant variables, we will statistically analyze these variables to determine the representativeness of samples from that content. A coefficient of variance will be calculated for each variable. Following the convention of Riffe, Lacy and Fico (1998) if the coefficient of variance exceeds .5, this indicates that we may consider increasing the size of the sample of newspaper content. Similar to broadcast news, stories will be coded by a minimum of two coders, who will receive a content analysis training and appropriate precautions will be taken to ensure inter-rater reliability, including Cohen’s Kappa scores for 10 percent of all newspaper codings. Radio Given that the vast majority of radio content is music, we plan to only sample from radio stations that potentially provide for CINs (i.e. news content). This includes news and talk radio stations. We may consider obtaining this media at cost from DateLine Media (same as television). As mentioned previously, the constructed week for radio content will be identical to that of television and newspaper content. A maximum of 1.5 hours of content will be captured per station, per day. Similar to television broadcast news, the largest radio block4, plus two randomly selected blocks will be captured per station, per day. Similar to TV broadcast, we suggest a minimum of 504 broadcasts. When possible, we will capture non-English radio broadcasts (no                                                                                                                          3  In the event that a large market has fewer than 7 daily or weekly papers, we will reconcile this with an oversampling of newspapers in another large market which has more than 7 daily or weekly papers.  4  The  Arbitron  daypart  with  greatest  listening.   9  |  P a g e     more than 10 percent of all radio broadcasts across all markets). Coding categories will mirror those for broadcast television, in that we will follow a 3-stage coding process to fully explore content related to CINs. A coding schematic will be developed for a team of coders to assess CINs in radio newscasts. Coders will receive content analysis training and appropriate precautions will be taken to ensure inter-rater reliability, including Cohen’s Kappa scores for 10 percent of all radio newscast codings. 3 broadcasts X 4 stations X 7 days = 84 broadcasts/market (84 X 6 = 504) Internet Web archiving will be used to pull content from websites, which will then be analyzed to see how online content addresses the CINs of Americans. In 2006, the Internet Archive [a 501(c)(3) non-profit digital library] launched Archive-It, a web archiving service that allows organizations to capture web content to build, manage and preserve collections of digital information. Archive-It creates a thematic or topical collection of web content from many sources including html, video, audio, social networking, images, PDF and online newspapers. Organizations set up crawls, to harvest web data to create a collection, which are customizable by scope and frequency. Crawls capture content, by subject or event, indexed for full text searches and catalogued with metadata. Content is stored by the Internet Archive and accessible with 24 hours of a completed crawl. Reports and a quality assurance tool are available for organizations to use. We will generate a list of websites (called seeds) to be crawled for each category of CIN, to include TV station websites, university websites, local school system websites, blogs, local radio station websites, and state/local government websites. Overlap between certain website content (state/local governments; universities) and other media (PEG channels) is likely. Therefore it is anticipated that the research team will be able to capture some of the information through this process that might be missed by not being able to scan all local television content. A sample list of seeds can be found in Appendix E. The final list will be reviewed and approved by FCC and Archive-It. Seeds may include URLs, social media and specific news stories. Customizing the frequency and scope of the crawl will allow us to generate a collection of content to be analyzed for CINs. As with the aforementioned media outlets, Internet content will be crawled on the same constructed weekdays that TV, radio, and newspaper are sampled. Archive-It provides the opportunity to follow the cyclic nature of news content development by selecting the frequency of crawling. We will select thematic topics as well as metadata (data about data used in describing a resource) to focus the results of each crawl. The Dublin Core Standard Element set of 15 metadata fields is included (creator, description, title and so forth); along with customizable fields. Customized fields will include language specific to each CIN. Each crawl will harvest all available content from the seeds that fit within the scope we have specified. The seed is the starting point; every URL associated with that seed will be culled for content. After each crawl, a set of reports are automatically generated to run analysis on the content that was collected. These reports will provide us with overview data (how many files were 10  |  P a g e     generated), seed status (which seeds produced the most URLs), hosts (information about the host, including embedded content), file types (which file type collected the most data), PDFs (ability to view PDFs directly and add metadata), videos (file type, direct view and add metadata) and a QA report to visualize specifically what was not captured and why it was not captured. The tool provides a mechanism to run a “patch crawl” to collect content that was not captured the first time around. Results of each crawl are provided in WARC (Web ARChive) files. The WARC file provides information on all of the communication between the crawler and the source, as well as the associated metadata and the payload, or actual content. Each WARC record includes a heading, record ID, content length, date, content type, whether the content has changed since the last crawl, relationship to other records (records created as part of the same capture event), the IP address and associated metadata. Once the content is captured, we will use Archive-It reports as well as the search function to analyze content. WARC files index the captured content for full text search, and attaching metadata before crawling allows targeted searches. A report will provide information about how content is being disseminated, the relationship between webpages, and which URLs each seed is linking to. Another report will provide a page count against a particular CIN category or other metadata. For further analysis, we will search the WARC files for specific themes or simple phrases. Archive-It analysis techniques have the ability to examine the relationship between, as well as the flow of, content. Qualitative Analysis of Media Providers In order to establish a dialogue between the findings of the content analysis of media sources and what is actually reported by news providers, we propose an exploration of three levels of employment: corporate management, local management, and lower level employees (reporters, editors, etc). This exploration needs to determine who is actually concerned with CINS and at what level this concern exists in markets. The qualitative component is designed to answer the question of WHY the content analysis says what it says (i.e. we don't want our content analysis to be random, arbitrary noise).      In order to accomplish this task, we first must identify ownership characteristics of target markets. The first step is to determine who owns the broadcast stations (television and radio, (henceforth collectively referred to as ‘news media property or properties’), which of the broadcast stations are duopolies, which of the stations provide news and information, whether they originate local news and whether they employ news staff. For owners of multiple stations, do they simulcast news on all their stations, do they employ separate news staffs, or do they air syndicated news programming? Some of the information on the news media properties can be obtained by examining the respective websites. For instance, it is possible to determine the owner and, for the television stations, the identities of the on-air staff members. Using this method, we can learn the names of the top managers at the television stations and newspapers. Finding radio station news managers 11  |  P a g e     is not always successful using the Internet. The most reliable way to collect this information is through personal contact with news media property staff or someone familiar with the staff. However this also presents challenges. It is important to identify and talk with people who are willing to provide demographic information about their respective property’s work force. Official inquiries of this type are normally directed to the Human Resources office, which often refers such questions to the corporate office. Consequently two strategies must be employed: 1. Locating someone in the station who can provide demographic information; and 2. Making a formal request for the demographic information from Human Resources and/or corporate headquarters. Strategy #1 could be accomplished by reaching out to acquaintances at news media properties. Strategy #2 usually requires sending a formal, written request to HR and/or corporate headquarters, which could delay results significantly. The final component of this qualitative piece involves the execution of in-depth interviews with corporate management, local management, and support staff. We suggest a maximum of 56 media provider sites (radio and television stations) be surveyed. Within that maximum, interviews will be conducted within each market, stratified by market size. We propose that interviews be conducted at six sites in each of the selected small markets, ten sites in the selected medium markets, and 12 sites in large markets. Five interviews will be conducted at each media site. The selection of the type of staff to interview within each market shall be largely dependent on the number of properties within each market. The maximum number of interviews will be capped at 2805. Small Market: 6 sites X 5 interviews = 30 X 2 = 60 Medium Market: 10 sites X 5 interviews = 50 X 2 = 100 Large Market: 12 sites X 5 interviews = 60 X 2 = 120 Total: 280 In order to maximize productivity, we propose that qualitative analysis of media providers occurs in conjunction with the construction of the media census. Given that these activities may mutual inform one another, it is crucial that consistent progress updates on both media market census components are furnished. These will be used, for example, to determine whether appropriate variables and measures are captured for the market census of inventories (e.g. interviews with providers may allude to important data elements worth capturing).                                                                                                                            5  In  the  event  that  one  market  calls  for  interviews  at  fewer  sites  than  we  budgeted  for,  we  may  be  able  to  conduct  interviews  at  an  additional  site  in  a  different  market  as  applicable.   12  |  P a g e     The purpose of these interviews is to ascertain the process by which stories are selected, station priorities (for content, production quality, and populations served), perceived station bias, perceived percent of news dedicated to each of the eight CINs, and perceived responsiveness to underserved populations. Due to the highly sensitive nature of information collected (particularly among reporters and anchors of television news stations), demographic information will not be reported. Additionally, confidentiality will be assured among all participants interviewed. iv. Instrumentation • Interview protocols for providers (Appendix A) • Coding schematics for content analysis of TV broadcasts, radio broadcasts and newspapers (Appendices B, C, D) • Coding schematics for content analysis of Internet inventories (Dublin Core Elements) (Appendices F, G) v. Data analysis The final constructed database will contain data for all media outlets at multiple units of analysis. We anticipate that the most granular unit of analysis will be individual news stories, while higher order variables will tap into higher units of analysis. For example, for broadcast television and radio, we also will include station demographics. Likewise, for newspaper content, we will also include newspaper-specific variables. Such data formatting will allow for potential hierarchical analysis of the data, including multi-level modeling (e.g. analysis of news stories that are clustered within particular stations within markets). We anticipate employing a number of statistical methodologies for the analysis of the constructed census of media content. These methods include univariate and descriptive statistics of variables of interest, as well as bivariate analyses (including t-tests and chi-square analyses) in order to illustrate relationships between key variables of interest. For example, we may wish to examine the relationship between presentation mode of story and station (in other words, is there a difference across station types in the mode in which stories are presented?). Chi-square analysis is well suited to questions such as these, while t-tests can answer questions concerning continuous, non-categorical variables. Should the need arise for multi-variate techniques (i.e. exploring the relationship among several independent variables and one dependent variable), we are also equipped with the skill set to handle this type of analysis, including multiple regression, logistic regression, and factor analysis. It may also be possible to employ a multi-level modeling approach, which takes into account differences among individual news stories, nested within broadcasts, nested within stations. The final analysis utilized will be largely dependent on the variables selected for inclusion on data collection templates. These analyses will be executed using Stata 12.0, a robust statistical package that can perform complex analysis techniques. Table 1 below presents a battery of quantitative analyses techniques with associated descriptions of how each can be employed. Table 1 Analysis Plan Element Description Detailing the key variables A codebook will be acquired/developed identifying each variable utilized in the 13  |  P a g e     analysis, including variable code name, level of measurement (i.e., nominal, ordinal, interval), and descriptive statistics (i.e., mean, median, mode, standard deviation, and range). Data cleaning/reformatting Often, it is necessary to reformat data sources and variables so that they are readily transferrable between multiple data software/analysis programs. At Social Solutions, we utilize StatTransfer© for quick transfer of data between several data entry/analysis programs, including Microsoft Excel, SPSS, Stata, SAS, and 1-2-3. As well, we also understand that it is often necessary to recode/transform variables (e.g. continuous à? categorical level of measurement). To this end, we have developed extensive code/syntax so that this process is time- and cost-efficient. Model specification Model specification refers to the construction of statistical models that explore the relationships between multiple independent variables and a single (sometimes multiple) dependent variable. Specification of an appropriate model is multi-faceted, requiring interaction analysis, residual analysis, and goodness-of-fit analysis. Robustness checks/sensitivity analyses Successful model specification is largely verified by robustness checks. Essentially, this refers to the statistical ability to validate an existing model through the empirical testing of alternative models. For example, models can often be verified by executing a 10% random sample elimination and re-running that model to determine if covariates still retain the same direction and magnitude (known as sensitivity analyses). Bi-variate statistics One example of how bi-variate statistics can be utilized in our analysis involves the examination of how various media ecologies provide for each of the 8 CINs. For example, if provision of CINs is quantified as a continuous measure (e.g. a raw score), we may choose to employ ANOVA to examine differences among various media ecologies (newspaper, radio, television, Internet). Conversely, if provision is categorized (e.g. yes/no response), we would employ a chi-square analysis to detect differences among various groups. Multi-variate statistics One aspect of each media ecology we may choose to analyze is how certain factors explain the variance of provision for CINs. Depending on how provision is operationalized (continuously or categorically), we may opt to employ multiple regression or logistic regression to examine how certain factors (e.g. demographics of media outlet) explain/predict provision of certain CINs. For qualitative analysis of interviews with media providers, we propose the use of Dedoose software, a web-based application for analyzing textual data. This software is unique in that it allows users and teams to analyze qualitative and mixed methods research data when conducting surveys and interviews in market research, psychology research, ethnographic research, and anthropology research. Users are able to work on projects simultaneously, while enjoying a high degree of security which is compliant with NIST, HIPAA, SOX, and GLBA. We propose using this software for a textual analysis of detailed interview notes and short answer survey responses from media providers. This analysis will enable us to identify patterns, themes, and connections in the data that might not otherwise be detected from multiple readings of text and surveys. The ability to tap into latent material from these interviews will allow us to establish whether a dialogue exists between what the media providers report, and what is found from the census of acquired media content. Further, this analysis will allow us to explore potential barriers to entry into select media markets, with particular emphasis on elements/characteristics that factor into such a barrier to entry. 14  |  P a g e     b. Community Ecology Study i. Understanding of Community Ecology Study goals The Community Ecology Study seeks to determine the CINs of a broad and demographically diverse population of a metropolitan area, as they are perceived and demanded by individuals nested in neighborhoods within those areas. This research is subject to two very important constraints. The first is that the CINs identified represent concrete needs of diverse communities. That means that demand for many of them will be both contextual and latent. Peoples’ CINs vary by context: emergency information is relevant only during a tiny portion of the time, but extremely relevant during a period of emergency or threat. It is also latent, in that it is neither needed nor necessarily perceived to be needed until that threat is activated. A major challenge is to create valid instruments that measure needs across multiple contexts, some of which are latent. The second constraint is that interpersonal social networks (both on and offline) are both a structure that provides media content as well as a conduit in the flow of information. . Networks provide and circulate information, including CINs. Health information is as likely to come via kin or friends as it is via the media, and, increasingly, via social media. Therefore, the Community Ecology Study will need to capture demand that is both contextual and latent and to capture the social network structure of respondents as both provider and conduit of information. The Community Ecology Study will also have to be multi-level and embedded. In any standard metropolitan statistical area (SMSA) there are metro-wide media–newspapers and television news–that still provide an overwhelming share of local news and information. The content and structure of these media form the macro-environment in which news is most likely to originate, and from which it circulates. But because neighborhoods in America remain significantly stratified by race and ethnicity, as well as income, the meso-layer of community and neighborhood also matters. For example, while some CINs may be met via the open Internet, or provided at the macro-level, this information may not flow through channels of communication at the neighborhood level. Whether and how this varies is a key research goal of these studies. Finally, the micro-layer of reception is simultaneously both an individual and network layer. Individuals have been shown to receive significant information through their social networks (kin, friends, neighbors, co-workers). To some extent these networks are online, but as researchers have shown, neither online access nor skills are distributed equally in the local SMSA. Simply, whether one goes online or has access to broadband or mobile broadband varies greatly by race, ethnicity and income, and these effects are clustered in the metropolitan environment. This research question is directly linked (embedded) in the problem of neighborhood-level effects. ii. Methodological considerations Conducting the Community Ecology Study will require a set of methods that take the above into account: the instruments measuring individual needs will need to incorporate context and latency; they will need to measure individuals’ social networks in a form that can be used as 15  |  P a g e     aggregate data; and they will need to gather data about individuals’ information use at multiple levels of the media/community environment. The first task is to build a validated instrument for measuring individuals’ actual and perceived CINs. The foundation for that instrument was laid in the literature review, but no extant instrument that measures response to the group of eight CINs exists. The Critical Review of the Literature established a set of necessary thresholds in each of the eight categories, many of which have both an objective and individual component. For example, in a given community, are there channels for emergency communication that can reach the entire population? If not, who is excluded, for what reasons, under what conditions? Is there a sufficiently robust market in employment information, in print, online or other? After these parameters have been established, the next task is to conduct individual level research (surveys and in-depth interviews) to determine whether individuals in varied communities perceive these needs and, if so, how they meet them, and whether they believe adequate information exists to meet them. In addition to survey instruments, in-depth interviews should also be conducted with multiple individuals in pre-determined diverse neighborhoods nested within each market. These interviews are the most efficient means to both obtain the data that will allow us to arrive at a deeper, higher-order level of analysis of the perception and demand side of CINs, as well as provide additional insights to potential revisions of the survey instrument. This will include a maximum of 504 interviews with trained researchers, depending on the size and diversity of the chosen SMSAs. In order to capture diverse neighborhoods (not only marginalized neighborhoods, but also middle-class, and upper establishments), we will rely on Census tract data, including data concerning racial heterogeneity, socio-economic status, and economic inequality. Sociological research indicates these variables are often indicative of concentrated disadvantage within a community or neighborhood. iii. Sampling and research protocols In the six communities of interest, we propose a multistage sampling strategy for both targeted interviews and a general population survey. Because we are interested in neighborhood effects, we will then draw up a purposive sampling frame of neighborhoods that include principal demographic categories of interest: race and ethnicity, and income. We will begin first by developing a sampling strategy for targeting individuals from diverse neighborhoods for in-depth interviews. The sampling frame would use Census data to establish geographic neighborhood boundaries. By utilizing Census tracts as a unit of analysis, we will establish thresholds of poverty/income levels and racial compositions to construct diverse neighborhoods (including disadvantaged neighborhoods). Utilizing Geolytics, a software program that allows for capturing Census data at granulated levels, including census tract levels, we will develop a comprehensive list of all census tracts in each market. From there we will analyze the distribution of income levels, poverty levels, and racial groups present in those tracts for the most current year available. In consultation with FCC, we will select census tracts that represent diverse neighborhoods in each market. We will then collaborate with Prospectus Influential, Inc. (described below) to obtain contact information for a random sample of individuals from each neighborhood (i.e. Census tract). We propose a sample of nine 16  |  P a g e     neighborhood residents, within each Census tract (six Census tracts within each small market, 10 within each medium market, and 12 Census within each large market respectively). This will yield a total of 504 interviews. We will conduct in-depth, one-on-one interviews with recruited respondents concerning: general demographics; CINs; forms of media use; and social network environment. We will then turn our attention to the general population survey. This survey will be informed by the in-depth interviews described above. In order to derive a representative, reliable sample in each of the six markets, a power analysis must be conducted. The following analysis was conducted for a hypothetical, multilevel modeling of studies in six cities. We assume that the cities will be selected through a purposive sampling process, with cities selected on substantive criteria including size and ethnic diversity. Because the cities have not yet been selected, we suggest the following framework for sample size and power calculation. We have assumed three metropolitan population parameters: areas of 1 million or above, areas from 500,000 to 999,999 and areas of 150,000 or below. Within each region, the calculations are for a multilevel or hierarchical model. For such models there are a number of important constraints. True power calculations can only be performed where the instrument is known and has been validated. Therefore, the calculations for metropolitan areas given here will remain estimates until the instrument has been validated and the actual cities selected. Neighborhoods for targeted interviews and surveying will be selected by a stratified design. For the Community Ecology Study we propose a design that includes racial and ethnically diverse neighborhoods crossed with three-tiers of income: lower, middle, and upper. Most cities of concern will contain a majority white population, with significant African-American and Latino populations, clustered in neighborhoods. In addition, for some of the medium and the largest cities, there will likely be at least one additional population group (most likely Asian). So, for example, in the largest cities, we would have the following table for neighborhood sampling. Ethnicity/Income Lower Middle Upper-Middle White X X X African-American X X ? Latino X X ? Asian X X ? All cells will not necessarily be filled in all cities. In the largest cities, for example (Los Angeles or New York) we would see all cells filled, but in cities of 1 million we may see missing cells. Again, we are illustrating a possible distribution for a large city of 1 million, assuming there will not be clustered minority neighborhoods in the upper-middle category, but that minority members of this income group will be distributed randomly through majority white upper-middle class neighborhoods. 17  |  P a g e     Further, we note that balanced sampling in each cluster will not likely hold, as neighborhoods vary substantially in size. Adjustments will have to be made as the design proceeds. We note that calculation of sample size and power in neighborhoods uses an intra-class correlation coefficient, a measure of neighborhood homogeneity, which will vary. For power calculations, the “relationship between variance and power is nonlinear so determining the variance or sample size that will yield a particular power (for a fixed significance level) can be difficult (Cohen 2005, p. 282). This is further complicated because of the addition of multiple parameters. The estimation of power changes significantly with the choice of effect size. For our estimates, we are using small effect sizes of .15. The choice is driven by the substantive nature of CINs, which are both contextual and latent, as discussed above. Finally, we have chosen a power level of .80; below this level the risk of Type II error is too great, above it requires significantly higher sample size (Cohen, 1992, p.156). For the hypothetical city of 1 million, assuming 12 neighborhoods sampled (allowing for all cells or an additional clustered group) and a small effect size of .15, an alpha of .05 and power of .80, the required sample size would be 732. For the hypothetical city of 500,000, assuming ten neighborhoods, a small effect size of .15, an alpha of .05 and power of .80, the required sample size would also be 732. For the hypothetical city of 100,000, assuming six neighborhoods, a small effect size of .15, an alpha of .05 and power of .80, the required sample size would also be 732. It will be important for this survey to use a combination of mail and cellphone methodologies in order to maximize response rate. Therefore, we will begin by mailing the surveys, sending them out to the required number of individuals in each market (as determined by the power analyses). One to two weeks later a reminder post-card will be sent. One week following the post-card reminder, we will attempt telephone interviews with non-respondents. Using a multi-method data collection approach will not only increase response rates but can also produce less biased samples than mail-only protocols. Non-returns to mail surveys are likely to be related to survey content and hence are potentially biased. That is to say, individuals who do not complete surveys may do so because of negative feelings or opinions related to the survey content or questions. Completed surveys, consequentially, may be skewed in certain directions on certain measures. Non-response to phone surveys, conversely, is less directly related to survey content. Therefore, we propose conducting an initial mass mailing of surveys, and following up with non-respondents via telephone or cell phone. We will work with Prospects Influential, Inc to pull a multi-channel list of consumers in each of the target markets from which to draw our sample (for both the in-depth interviews and the larger-scale survey). Prospectus Influential, Inc is a direct marketing list broker with access to more than 70,000 direct marketing lists worldwide. We will work with Prospectus Influential to set the specifications for the list, including geography down to neighborhood level. The list will provide name, address, and phone number. Once the list has been created, we will select a random sample, guided by the power analysis, of community citizens. After our sample is selected, we will send the survey via mail and then follow up by telephone. Prospectus Influential also provides information to ensure compliance with “Do-Not-Call” list regulations. 18  |  P a g e     iv. Instrumentation • Survey (Appendices H) • Reminder post-card (Appendix I) • In-depth interview questions (Appendix J) • Demographics form for interviews (Appendix K) v. Data analysis We anticipate employing a number of statistical methodologies for the analysis of the quantitative portion of the Community Ecology Study. These methods include univariate and descriptive statistics of variables of interest, as well as bivariate analyses (including t-tests and chi-square analyses) in order to illustrate relationships between key variables of interest. Chi-square analysis is well suited to questions that address relationship between categorical variables, while t-tests can answer questions concerning continuous, non-categorical variables. Should the need arise for multi-variate techniques (i.e. exploring the relationship among several independent variables and one dependent variable), we are also equipped with the skill set to handle this type of analysis, including multiple regression, logistic regression, and factor analysis. Due to the multi-level sampling methodology of individuals for the general population survey, we are convinced that it may be necessary to employ a multi-level random coefficient model to illustrate the relationship between individual-level characteristics, neighborhood-level characteristics, and CINs. When we come to the analysis stage of the survey data, a multi-level modeling strategy (e.g. two stage least square regression or some variant) would be the most appropriate way to model the relationship between individual characteristics, neighborhood characteristics, and CINs. We would begin by running an intra-class correlation coefficient (described above), which we can also utilize to assess whether or not the "clustering" of individuals in each neighborhood is meaningful. We must pay attention to the clustering of individuals into neighborhoods. Otherwise, running an analysis as if all observations are independent may result in standard errors that are too small and test statistics that are too big (i.e. probability of making Type I error becomes inflated). The final analysis utilized will be largely dependent on the variables selected for inclusion on data collection templates. These analyses will be executed using Stata 12.0, a robust statistical package that can perform complex analysis techniques. For qualitative analysis of interviews with community citizens, we propose the use of Dedoose software, a web-based application for analyzing textual data. This software is unique in that it allows users and teams to analyze qualitative and mixed methods research data when conducting surveys and interviews in market research, psychology research, ethnographic research, and anthropology research. Users are able to work on projects simultaneously, while enjoying a high degree of security which is compliant with NIST, HIPAA, SOX, and GLBA. We propose using this software for a textual analysis of detailed interview notes and short answer survey responses from community citizens. This analysis will enable us to identify patterns, themes, and connections in the data that might not otherwise be detected from multiple readings of each transcript. 19  |  P a g e     II. Preparation for IRB and OMB Clearance In an effort to maintain the highest levels of research integrity, all of our research is conducted in accordance with the standards for involvement of human subjects. As such, when the evaluation design and protocol has been finalized, our team will prepare and submit an Institutional Review Board and an Office of Management and Budget (OMB) Clearance Package.   We have established an Institutional Review Board (IRB No. 00004885, FWA No. 00008632). As necessary with all research involving human subjects, project staff will present the research protocol, consent and assent forms to the IRB for review. Because our IRB meets quarterly, or more frequently as needed, expeditious review of the project is ensured.   As a condition of employment, all Social Solutions staff and consultants involved in research must complete the required NIH Internet training course on the protection of human subjects.  The OMB Clearance package will be developed at the same time as the IRB Clearance Package. It will include all of the data collection instruments as well as the evaluation protocol approved by FCC. The OMB clearance function is designed to ensure that studies undertaken by government agencies are safe, efficient, and useful. The Social Solutions process for OMB Clearance consists of the following steps:   1. Posting a notice in the Federal Register announcing the intention to initiate a new data collection study and to solicit comments from the public 2. Allowing 60 days to receive and respond to any comments from the public 3. Producing and submitting a draft OMB clearance package that includes a Supporting Statement and complete set of exhibits, including the material to be used for respondent recruitment, to the FCC Project Officer 4. Posting a second notice in the Federal Register allowing 30 days for public comment 5. After receiving FCC and public feedback, revise the OMB clearance package and resubmit it to the PO for approval 6. Once the PO provides approval of the clearance package, we will forward an electronic version of the Supporting Statement and five complete sets of the clearance package to the OMB Reports Clearance Officer 7. An OMB clearance package consists of a cover memorandum; standard forms; the supporting statement (generally no more than 20 pages); a copy of the Federal Register notice; legal authority to conduct the study; copies of data collection instruments, including cover letters and instructions; institutional review board information and approval letter (IRB); and statement of Privacy Act non-applicability or appropriate System of Records Notice from the Federal Register. 20  |  P a g e     We have experience drafting and submitting documents for each of these clearances. Our staff will submit all drafts of notices and supporting statements and document to the FCC Project Officer for internal review and will revise the packages as needed. When the packages are submitted to IRB and OMB, the submission components (e.g., data collection instruments, data collection protocol, etc.) will not be further changed except in response to OMB or IRB comments. Based on previous experience, the Team will plan for and allow one month for IRB approval and five to six months for OMB review and approval.   III. Selecting Markets a. Defining Markets Six markets will be included in the planned study: 2 large, 2 medium, and 2 small markets. Market sizes were defined using the Nielsen TV Designated Market Area (DMA)6 Estimates and Ranks. Markets 1-62 are defined as large (any market with over 500,000 TV homes); market 63-150 as medium (markets with 150,000-500,000 TV homes); markets 151-210 as small (markets with less than 150,000 TV homes). b. Primary Criteria The primary criteria used to select markets will be size and racial/ethnic diversity (including the availability of news in multiple languages). Given the multi-national, racial and ethnic composition of the United States, it is important that markets selected are representative of our increasing diversity. Further, given the focus of the study and FCC’s particular interest in access to CINs by minority and underserved populations, diversity of the selected markets is integral. c. Additional Criteria Additional criteria considered are geographic diversity, urban vs. rural, and the percentage of the elderly and poor populations. Practicality will also be a concern, which is why availability of partners, as determined through participants at the expert meeting, or the presence of a local School of Journalism/Communications, etc., is being considered. IV. Data Plans Training. We will provide training for all researchers who will be conducting interviews. The training will help ensure researcher commitment to the methodology, as well as encourage consistency                                                                                                                          6  DMA's  are  defined  by  Nielsen  Media  Research  Company  as  a  group  of  counties  that  make  up  a  particular  television  market.  These  counties  comprise  the  major  viewing  audience  for  the  television  stations  located  in  their  particular  metropolitan  area.  For  the  most  part,  the  metropolitan  areas  correspond  to  the  standard  metropolitan  statistical  areas  defined  by  the  U.S.  Office  of  Management  and  Budget  (OPM).  Therefore  the  counties  included  in  each  DMA  are  defined  by  OPM  to  include  the  county  which  contains  the  urban  core,  as  well  as  any  adjacent  counties  that  have  a  high  degree  of  social  and  economic  integration  with  the  urban  core.    The  areas  do  not  overlap,  and  each  county  belongs  to  only  one  DMA.   21  |  P a g e     between interviews and therefore make data more reliable. Training will consist of the following components: • Setting up the interview (using recording equipment, explaining the context and format to the participant, how long it will take, asking participants if they have questions, etc.) • Interview questions (researcher familiarity with the tool, clarification of terms) • Techniques for strong interviewing (asking one question at a time, avoiding strong emotional reactions to responses, maintaining control of the interview, transitioning between major topics) We will also provide training for researchers who will be coding both interview data and media content. This training will ensure inter-rater reliability, without which data validity is impossible. Coder training can also be used as an informal test of the instrument and coding instructions, which can then be refined as needed. Coder training will consist of guided practice sessions, starting with coders working together and discussing categories, and then progressing to working independently. There will also be training on the database that will be used and an annotated coding manual will be provided. Coders will learn operational definitions of terms and specific interpretations of the indicators to be rated. They will also learn techniques for avoiding fatigue. Data Collection. Data scoring, entry, and analysis will be conducted by our research team. The data analysis will potentially include examination of the frequencies, demographic comparisons, multi-variate modeling, and in-depth interview analysis Database Development. We will construct a user-friendly and intuitively designed database. Construction of the database will be a collaborative effort between FCC staff and Social Solutions to ensure feasibility of use and acceptability of final analysis and reporting outcomes. We have used a number of statistical programs (including SPSS, SAS and Stata) to develop databases for purposes of data collection, handling, analysis, and reporting. We recommend use of Stata. Stata is a highly regarded statistical package, which can handle all of the projected bivariate and multivariate analyses planned for this study, including scale reliability analyses. We can export the final database in a format compatible with other formats, including SPSS and SAS, should FCC so desire. Data Storage. All study data will be collected and then housed at our office. Data will be kept in a locked filing cabinet in a locked office. Data will be stored in this office for seven years after the completion of the study and destroyed in accordance with the American Psychological Association standards.   V. Study Report 22  |  P a g e     Upon receipt of FCC’s comments, edits, and suggested changes, we will finalize the project findings report. Although the content and format of the final report will be determined during the project period, we anticipate the report will include the following:   • Executive Summary • Evaluation Protocol • Methodology • Participant Characteristics • Measures • Data Analyses • Findings • Recommendations for Fine Tuning Research Design (based on field experience) Projected  Timeline  The proposed 6 market design described above assumes a 1 year project timeline. We will finalize the study design collaboration with FCC. Following approval of the design, the protocols will be refined and submitted with the design for OMB review and clearance. Assuming submission to OMB on January 31, 2013, we anticipate that we will be able to start collecting data by April 2013. We expect to finalize data collection by mid-September, 2013, and to be able to provide a report to FCC by December 31, 2013. PROJECTED STUDY TIMELINE (Contingent on OMB approval, Assumes Expedited Approval) PROPOSED TASK ANTICIPATED PROJECT TIMELINE PROJECTED COMPLETION DATE DELIVERABLE(s) Meeting Report and Draft Study Design September 17-October 31, 2012 October 31, 2012 1) Research Design Meeting Summary Report 2) Draft Research Design Final Study Design October 12, 2012 to December 17, 2012 December 31, 2012 Approved Research Design OMB and IRB Approval January 2, 2013 to January 31, 2013 Submit January 31, 2012 Approval by March 31, 2013* OMB and IRB Approval Code Data, Develop Database, Conduct Data Training February 1, 2013 to March 31, 2013 March 31, 2013 Database Developed All Collectors Trained Collect and Enter Data April 1, 2013 to September 15, 2013 September 15, 2013 Data Collected and Entered Analyze Data September 16, 2013-October 31, 2013 October 31, 2013 Preliminary Analysis Report Write Final Report November 1, 2013 to December 15, 2013 December 15, 2013 Final Report 23  |  P a g e     24  |  P a g e     Appendix  Table  of  Contents  Appendix  A:  Media  Market  Census,  In-­?depth  Interview  Questions    ..........................................................  25  Appendix  B:  Coding  Schematic  for  Broadcast  Television  ...........................................................................  26  Appendix  C:  Coding  Schematic  for  Radio  ...................................................................................................  30  Appendix  D:  Coding  Schematic  for  Newspapers  ........................................................................................  34  Appendix  E:  Sample  Internet  Crawl  Seed  List  ............................................................................................  37  Appendix  F:  Dublin  Core  Elements  for  Internet  Content  Analysis  .............................................................  55  Appendix  G:  Coding  Schematic  for  Internet  ...............................................................................................  58  Appendix  H:  Community  Ecology  Study  Individual  In-­?depth  Interview  Questions  ....................................  61  Appendix  I:  Community  Ecology  Study  Individual  In-­?depth  Interview  Demographics  ...............................  63  Appendix  J:  Community  Ecology  Study  Survey  ..........................................................................................  67  Appendix  K:  Follow-­?up  Reminder  Postcard  ................................................................................................  78   25  |  P a g e     Appendix  A:  Media  Market  Census,  Qualitative  Analysis  of  Media  Providers  In-­?depth  Interview  Questions,  Stratified  by  Employment  Level   Station Owners, Managers or HR • What is the news philosophy of the station? • Who is your target audience? • How do you define critical information that the community needs? • How do you ensure the community gets this critical information? • How much does community input influence news coverage decisions?  • What are the demographics of the news management staff (HR)? • What are the demographics of the on air staff (HR)? • What are the demographics of the news production staff (HR)? Corporate, General Managers, News Directors, Editors, etc • What is the news philosophy of the station? • Who else in your market provides news? • Who are your main competitors? • How much news does your station (stations) air every day? • Is the news produced in-house or is it provided by an outside source? • Do you employ news people? • How many reporters and editors do you employ? • Do you have any reporters or editors assigned to topic “beats”? If so how many and what are the beats? • Who decides which stories are covered? • How much influence do reporters and anchors have in deciding which stories to cover? • How much does community input influence news coverage decisions? • How do you define critical information that the community needs? • How do you ensure the community gets this critical information? On-Air Staff (Reporters, Anchors) • What is the news philosophy of the station? • How much news does your station air every day? • Who decides which stories are covered? • How much influence do you have in deciding which stories to cover? • Have you ever suggested coverage of what you consider a story with critical information for your customers (viewers, listeners, readers) that was rejected by management? o If so, can you give an example? o What was the reason given for the decision? o Why do you disagree?   26  |  P a g e     Appendix  B:  Coding  Schematic  for  Broadcast  Television     Variables   Instructions     CoderID   Enter  your  unique  coder  identification  number  for  every  news  story  that  you  coded     ID#   Continuous   ID  variables   Broadcast  number   Each  news  broadcast  must  have  its  own  unique  continuous  number   Station   Channel  call  letters   Network   Network  affiliation;  For  example,  Fox,  NBC,  CBS,  ABC,  CW,  MyNetworkTV   Station  owner   categorical  variable   Station  part  of  SSA/JSA/LMA/LNS   0=No;  1=Yes   Time  of  broadcast   5=5pm;  5:30pm=  530;  6=6pm;  6:30pm  =  630;  7=7pm;  9=9pm;  10=10pm  (or  whatever  time  is  specified)   Broadcast  duration   1=  30  minutes;  2=  60  minutes   Date  of  broadcast   categorical  variable   Begin  Min   Minute  in  the  time  counter  in  which  story  begins   Production  variables  Begin  Sec   Second  of  the  minute  in  the  time  counter  in  which  story  begins   Begin  Time   Enter  Formula:  =BeginMin*60+BeginSec   End  Min   Minute  in  the  time  counter  in  which  story  ends   End  Sec   Second  of  the  minute  in  the  time  counter  in  which  story  ends   End  Time   Enter  Formula:  =EndMin*60+EndSec   Duration   Length  of  story  in  seconds  -­?  Enter  formula:  =EndTime-­?BeginTime   Sports  Duration   Length  of  Sports  coverage  in  Second  –  Enter  formula:  =  EndTimeSports-­?BeginTimeSports   Production  Variables   Topic     Content   27  |  P a g e     Narrative  indicating  subject     variables   Type  (story  type)7       City/Place   Name  of  city/town,  etc.  in  which  action  takes  place.  (If  a  city/town  is  not  mentioned  but  a  place,  building,  etc.  is  provided  search  the  Internet  for  the  city/town  where  it  is  located.  If  no  city/town/building/place  is  provided  a  code  of  "9"  is  to  be  used  for  city)   County   Name  of  county  in  which  action  takes  place  if  no  city  is  mentioned.  (If  a  city  was  provided  a  code  of  "9"  is  to  be  used  for  county.)   State/Country   Name  of  US  state  (use  abbreviation)  or  foreign  country  in  which  action  takes  place                                                                                                                            7  These  categories  will  be  mapped  to  each  CIN  following  the  data  collection  stage.   28  |  P a g e     In/Out  DMA   Location  of  story:  0=outside  DMA;  1=inside  DMA   Place   Chronological  position  of  story  within  total  broadcast   Production  variables  Block     Enter  the  block  (segment)  #  in  which  story  appears;  Blocks  are  separated  by  commercial  breaks    Mode    (Primary  mode  of  presentation)       Authorities/Sources  Cited   Number  of  Authorities/Sources  Cited   Content  Variable   CIN  emergency   0=No;  1=Yes     Content  variables  CIN  health   0=No;  1=Yes   CIN  education   0=No;  1=Yes   CIN  transporation   0=No;  1=Yes   CIN  economic  opportunities   0=No;  1=Yes   CIN  environment   0=No;  1=Yes   CIN  civic  info   0=No;  1=Yes   CIN  political  info   0=No;  1=Yes   ApprCIN  emergency   CIN  emergency  *  10000000   These  are  constructed  variables  that  are  were  added  to  the  database  after  it  was  entered  into  SPSS  to  accommodat ApprCIN  health   CIN  health  *  1000000   ApprCIN  education   CIN  education  *  100000   ApprCIN  transportation   CIN  transportation  *  10000   ApprCIN  economic  opportunities   CIN  economic  opps  *  1000   ApprCIN  environment   CIN  environment  *  100   29  |  P a g e     ApprCIN  civic  info   CIN  civic  info  *  10   e  various  RQs.  ApprCIN  political  info   CIN  political  info  *  1   ApprCINSum   ApprCIN  emergency  +  ApprCIN  health  +  ApprCIN  education  +  ApprCIN  transporation  +  ApprCIN  econ  opps  +  ApprCIN  environment  +  ApprCIN  civic  info  +  ApprCIN  political  info   CIN  frame  responsibility  appear   0=No;  1=Yes   CIN  frame  responsibility  who?   1=  individual;  2=govt  institution;  3=3rd  sector  (non-­?profit/NGO);  4=private  firm;  5=other   CIN  frame  accountability   0=No;  1=Yes   CIN  frame  accountability  who?   1=  individual;  2=govt  institution;  3=3rd  sector  (non-­?profit/NGO);  4=private  firm;  5=other   BlockR   1=1st  block;  2=2nd  block;  3=3+  blocks   ModeRec   1=Vo  anchor;  2=Package;  3=Other  (anchor  read,  etc.)   Station  Status  (StnStatus)   1=SSA;  2=LMA;  3=Independent                               30  |  P a g e        Appendix  C:  Coding  Schematic  for  Radio     Variables   Instructions     CoderID   Enter  your  unique  coder  identification  number  for  every  news  story  that  you  coded     ID#   Continuous   ID  variables   Broadcast  number   Each  news  broadcast  must  have  its  own  unique  continuous  number   Station   Radio  call  letters/numbers   Network   Network  affiliation   Station  owner   categorical  variable   Time  of  broadcast   5=5pm;  5:30pm=  530;  6=6pm;  6:30pm  =  630;  7=7pm;  9=9pm;  10=10pm  (or  whatever  time  is  specified)   Broadcast  duration   1=  30  minutes;  2=  60  minutes   Date  of  broadcast   categorical  variable   Begin  Min   Minute  in  the  time  counter  in  which  story  begins   Production  variables  Begin  Sec   Second  of  the  minute  in  the  time  counter  in  which  story  begins   Begin  Time   Enter  Formula:  =BeginMin*60+BeginSec   End  Min   Minute  in  the  time  counter  in  which  story  ends   End  Sec   Second  of  the  minute  in  the  time  counter  in  which  story  ends   End  Time   Enter  Formula:  =EndMin*60+EndSec   Duration   Length  of  story  in  seconds  -­?  Enter  formula:  =EndTime-­?BeginTime   Topic     Narrative  indicating  subject     Content  variables   31  |  P a g e     Type  (story  type)       City/Place   Name  of  city/town,  etc.  in  which  action  takes  place.  (If  a  city/town  is  not  mentioned  but  a  place,  building,  etc.  is  provided  search  the  Internet  for  the  city/town  where  it  is  located.  If  no  city/town/building/place  is  provided  a  code  of  "9"  is  to  be  used  for  city)   County   Name  of  county  in  which  action  takes  place  if  no  city  is  mentioned.  (If  a  city  was  provided  a  code  of  "9"  is  to  be  used  for  county.)   State/Country   Name  of  US  state  (use  abbreviation)  or  foreign  country  in  which  action  takes  place   In/Out  DMA   Location  of  story:  0=outside  DMA;  1=inside  DMA   Place   Chronological  position  of  story  within  total  broadcast   Production  variables   32  |  P a g e     CIN  emergency   0=No;  1=Yes     Content  variables  CIN  health   0=No;  1=Yes   CIN  education   0=No;  1=Yes   CIN  transportation   0=No;  1=Yes   CIN  economic  opportunities   0=No;  1=Yes   CIN  environment   0=No;  1=Yes   CIN  civic  info   0=No;  1=Yes   CIN  political  info   0=No;  1=Yes   ApprCIN  emergency   CIN  emergency  *  10000000   These  are  constructed  variables  that  are  were  added  to  the  database  after  it  was  entered  into  SPSS  to  accommodate  various  RQs.   ApprCIN  health   CIN  health  *  1000000   ApprCIN  education   CIN  education  *  100000   ApprCIN  transportation   CIN  transportation  *  10000   ApprCIN  economic  opportunities   CIN  economic  opps  *  1000   ApprCIN  environment   CIN  environment  *  100   ApprCIN  civic  info   CIN  civic  info  *  10   ApprCIN  political  info   CIN  political  info  *  1   ApprCINSum   ApprCIN  emergency  +  ApprCIN  health  +  ApprCIN  education  +  ApprCIN  transporation  +  ApprCIN  econ  opps  +  ApprCIN  environment  +  ApprCIN  civic  info  +  ApprCIN  political  info   CIN  frame  responsibility  appear   0=No;  1=Yes   CIN  frame  responsibility  who?   1=  individual;  2=govt  institution;  3=3rd  sector  (non-­?profit/NGO);  4=private  firm;  5=other   CIN  frame  accountability   0=No;  1=Yes   CIN  frame  accountability  who?   1=  individual;  2=govt  institution;  3=3rd  sector  (non-­?profit/NGO);  4=private  firm;  5=other   BlockR   1=1st  block;  2=2nd  block;  3=3+  blocks   33  |  P a g e     ModeRec   1=Vo  anchor;  2=Package;  3=Other  (anchor  read,  etc.)   Station  Status  (StnStatus)   1=SSA;  2=LMA;  3=Independent                                                   34  |  P a g e     Appendix  D:  Coding  Schematic  for  Newspapers     Variables   Instructions     CoderID   Enter  your  unique  coder  identification  number  for  every  news  story  that  you  coded     ID#   Continuous   ID  variables   News   Each  news  broadcast  must  have  its  own  unique  continuous  number   Newspaper   Name  of  Newspaper   Section   Section  story  appears  in   Page   1  =  front  page;  2  =  front  page  of  section   Story  length   number  of  words   Production  variables  Placement   1  =  above  the  fold;  2  =  below  the  fold   Pictures   Pictures  accompany  the  story  (yes/no)   Story  dimension   area  of  story  in  square  inches   Topic     Narrative  indicating  subject     Content  variables   35  |  P a g e     Type  (story  type)       City/Place   Name  of  city/town,  etc.  in  which  action  takes  place.  (If  a  city/town  is  not  mentioned  but  a  place,  building,  etc.  is  provided  search  the  Internet  for  the  city/town  where  it  is  located.  If  no  city/town/building/place  is  provided  a  code  of  "9"  is  to  be  used  for  city)   County   Name  of  county  in  which  action  takes  place  if  no  city  is  mentioned.  (If  a  city  was  provided  a  code  of  "9"  is  to  be  used  for  county.)   State/Country   Name  of  US  state  (use  abbreviation)  or  foreign  country  in  which  action  takes  place   In/Out  DMA   Location  of  story:  0=outside  DMA;  1=inside  DMA   CIN  emergency   0=No;  1=Yes     Content   36  |  P a g e     CIN  health   0=No;  1=Yes   variables   CIN  education   0=No;  1=Yes   CIN  transportation   0=No;  1=Yes   CIN  economic  opportunities   0=No;  1=Yes   CIN  environment   0=No;  1=Yes   CIN  civic  info   0=No;  1=Yes   CIN  political  info   0=No;  1=Yes   ApprCIN  emergency   CIN  emergency  *  10000000   These  are  constructed  variables  that  are  were  added  to  the  database  after  it  was  entered  into  SPSS  to  accommodate  various  RQs.   ApprCIN  health   CIN  health  *  1000000   ApprCIN  education   CIN  education  *  100000   ApprCIN  transportation   CIN  transportation  *  10000   ApprCIN  economic  opportunities   CIN  economic  opps  *  1000   ApprCIN  environment   CIN  environment  *  100   ApprCIN  civic  info   CIN  civic  info  *  10   ApprCIN  political  info   CIN  political  info  *  1   ApprCINSum   ApprCIN  emergency  +  ApprCIN  health  +  ApprCIN  education  +  ApprCIN  transportation  +  ApprCIN  econ  opps  +  ApprCIN  environment  +  ApprCIN  civic  info  +  ApprCIN  political  info   CIN  frame  responsibility  appear   0=No;  1=Yes   CIN  frame  responsibility  who?   1=  individual;  2=govt  institution;  3=3rd  sector  (non-­?profit/NGO);  4=private  firm;  5=other   CIN  frame  accountability   0=No;  1=Yes   CIN  frame  accountability  who?   1=  individual;  2=govt  institution;  3=3rd  sector  (non-­?profit/NGO);  4=private  firm;  5=other         37  |  P a g e     Appendix  E:  Sample  Internet  Crawl  Seed  List8     For  each  DMA,  Patch.com  will  be  included  in  the  seed  list.    Patch  is  a  community-specific news, information and engagement platform. Patch is available in many, but not all communities.   TUSCSON   PRIVATE   Arizona  Daily  Star   Pages   Private,  Newspaper   http://azstarnet.com/   Tucson  Area  Paper  with  local  and  national  news,  sports,  opinion,  food,  lifestyles,  real  estate,  classifieds,  jobs,  home,  entertainment  and  travel.  Includes  blogs   http://azstarnet.com/news/   http://azstarnet.com/news/blogs/   http://azstarnet.com/news/local/border/   http://azstarnet.com/business/   http://azstarnet.com/news/local/crime/   http://azstarnet.com/news/local/education/   http://azstarnet.com/elections/   http://azstarnet.com/news/science/environment/   http://azstarnet.com/news/local/   http://azstarnet.com/online/multimedia/   http://azstarnet.com/real-­?estate/   http://azstarnet.com/news/science/   http://azstarnet.com/news/weather/   http://azstarnet.com/news/opinion/   http://dynamic.azstarnet.com/adpay/   http://azstarnet.com/rentals/   http://azstarnet.com/jobs/   Tucson  Weekly   Pages                                                                                                                            8  As  previously  described,  the  areas  included  in  each  DMA  are  defined  by  Nielsen  and  OPM.     38  |  P a g e     Private,  Newspaper   http://www.tucsonweekly.com/     http://www.tucsonweekly.com/tucson/opinion/Section?oid=1063711   http://www.tucsonweekly.com/tucson/currents/Section?oid=1063709   http://www.tucsonweekly.com/tucson/cityweek/Section?oid=1063710   Topix  Tucson   Pages   Private,  News  Community   http://www.topix.com/   Recent  news,  discussions  and  forums   http://www.topix.com/forum/tucson  http://www.topix.com/localbusiness/tucson   http://www.topix.com/tucson   Inside  Tucson  Business   Pages   Private,  Newspaper   http://www.insidetucsonbusiness.com/   Associated  with  the  Daily  Territorial.  Financial,  business  focus   http://www.insidetucsonbusiness.com/news/   http://www.insidetucsonbusiness.com/opinion/   http://www.insidetucsonbusiness.com/sales_marketing/   http://www.insidetucsonbusiness.com/daily_territorial/   Daily  Wildcat   Pages   Private,  Newspaper   http://www.wildcat.arizona.edu/   Student  newspaper,  Tucson  news  section   http://www.wildcat.arizona.edu/section/tucson   KVOA   Pages   Private,  Television   http://www.kvoa.com/home/   NBC  Affiliate     http://www.kvoa.com/local/   http://www.kvoa.com/category/news-­?links/   http://www.kvoa.com/weather/   http://www.tucsonhealth101.com/home/   http://www.kvoa.com/crime-­?trackers1/   39  |  P a g e     http://www.kvoa.com/investigators/   Tucson  News  Now   Pages   Private,  Television   http://www.tucsonnewsnow.com/   KOLD  (CBS  Affiliate/  KMSB  (Fox  Affiliate)   http://www.tucsonnewsnow.com/category/5168/local  http://www.tucsonnewsnow.com/weather   http://www.tucsonnewsnow.com/category/233482/local-­?business-­?announcements   KGUN-­?TV   Pages   Private,  Television   http://www.kgun9.com/   ABC  Affiliate   http://www.kgun9.com/news/local/   http://www.kgun9.com/features/healthwatch/   http://www.kgun9.com/news/regional/   http://www.kgun9.com/news/business/   http://www.kgun9.com/gmt/   http://www.kgun9.com/hottopics/   http://www.kgun9.com/features/   KNST   Pages   Private,  Radio  Station   http://www.knst.com   97.1FM/  AM790  News,  sports  and  talk   http://www.knst.com/cc-­?common/news/sections/  http://www.knst.com/cc-­?common/onair/   http://www.knst.com/event_portal/view/calendar/calendar.html   http://www.knst.com/cc-­?common/news/sections/newsarticle.html   http://www.knst.com/cc-­?common/weather/   http://www.knst.com/cc-­?common/seasonal/economy/   http://www.knst.com/cc-­?common/seasonal/health/     GOVERNMENT   40  |  P a g e     Tucson  City  Government   Pages   Local  Government   http://cms3.tucsonaz.gov   City  government  site,  includes  department  information  and  calendar  of  mayor  and  council  meeting  schedule.  Includes  Police  Department,  neighborhood  newsletters   http://cms3.tucsonaz.gov/information?t1=87&t2=93   http://cms3.tucsonaz.gov/information?t1=87&t2=94   http://cms3.tucsonaz.gov/information?t1=87&t2=95   http://cms3.tucsonaz.gov/information?t1=87&t2=96   http://cms3.tucsonaz.gov/information?t1=87&t2=97   http://cms3.tucsonaz.gov/information?t1=87&t2=98   http://cms3.tucsonaz.gov/information?t1=87&t2=99   http://cms3.tucsonaz.gov/information?t1=87&t2=100   http://cms3.tucsonaz.gov/citygov   http://cms3.tucsonaz.gov/citymgr   http://cms3.tucsonaz.gov/clerks   http://cms3.tucsonaz.gov/neighborhoods   http://cms3.tucsonaz.gov/business   http://cms3.tucsonaz.gov/info/press   http://cms3.tucsonaz.gov/info/news   http://cms3.tucsonaz.gov/info/newsletter   http://cms3.tucsonaz.gov/police   http://cms3.tucsonaz.gov/police/crime-­?prevention   http://cms3.tucsonaz.gov/police/services-­?resources   http://cms3.tucsonaz.gov/police/media-­?releases   http://cms3.tucsonaz.gov/police/emergency-­?preparedness   http://cms3.tucsonaz.gov/police/alarm-­?education   http://cms3.tucsonaz.gov/police/stats     http://cms3.tucsonaz.gov/hcd/neighborhood-­?newsletters   41  |  P a g e     Tucson  Unified  School  District   Pages   Local  Government   http://www.tusd.k12.az.us/index.htm   Information  on  enrolling,  directory,  information  for  parents,  students,  educators  and  alumni   http://www.tusd.k12.az.us/contents/distinfo/superletter/index.asp   http://www.tusd.k12.az.us/parents.html   http://www.tusd.k12.az.us/educators.html   http://www.tusd.k12.az.us/community.html   http://www.tusd1.org/contents/distinfo/enroll.html   Pima  County  Public  Library   Pages   Local  Government   http://www.library.pima.gov/   Provides  information  as  well  as  access  to  information   http://www.library.pima.gov/about/news/media-­?releases.php  http://www.library.pima.gov/about/news/   Arizona  State  Government   Pages   State  Government   http://az.gov/   Links  to  state  agency  directory,  cities  and  counties,  bills  laws/  legislations,  courts,  elected  officials,  voting  &  election  and  tribal  government,  AZ  Department  of  Public  Safety  Press  Releases  and  Governor’s  Office  Press  Releases   http://az.gov/news.html   http://azgovernor.gov/Newsroom/Gov_PR.asp   http://www.azsos.gov/releases/   http://aset.azdoa.gov/   http://www.azdoa.gov/news/default.asp   http://www.azcommerce.com/about-­?us/news   http://www.azcorrections.gov/Minh_news_gov.asp   https://www.azed.gov/public-­?relations/category/press-­?releases/   http://www.azdeq.gov/function/news/releases.html   http://www.azdps.gov/Media/News/   http://azdhs.gov/diro/pio/news/   http://www.arizonaguide.com/press-­?room   http://www.azdot.gov/ccpartnerships/News/   42  |  P a g e     http://az.gov/services.html   http://az.gov/government.html   http://az.gov/licensing.html   http://az.gov/education.html   http://az.gov/business.html   Arizona  State  Legislature   Pages   State  Government   http://www.azleg.gov/     http://www.azleg.gov/PressReleases.asp?Body=1   http://www.azleg.gov/PressReleases.asp?Body=4   http://www.azleg.gov/PressReleases.asp?Body=2   http://www.azleg.gov/AlisToday.asp   http://www.azleg.gov/aspwebcalendar/calendar.asp     BLOGS   Tucson  Citizen.com   Pages   Blog   http://tucsoncitizen.com/   Compendium  of  blogs  that  provide  news,  information,  opinion,  commentary  and  perspective  on  the  issues,  interests  and  events  that  affect  daily  life   http://tucsoncitizen.com/about-­?tucsoncitizencom/           NONPROFIT   Tucson  Sentinel.com   Pages   Nonprofit   http://www.tucsonsentinel.com/   Independent  nonprofit  online  news  and  civic  dialogue   http://www.tucsonsentinel.com/category/breaking/  http://www.tucsonsentinel.com/local/   43  |  P a g e     http://www.tucsonsentinel.com/category/border/   http://www.tucsonsentinel.com/opinion/   http://www.tucsonsentinel.com/category/arizona/   http://www.tucsonsentinel.com/category/downtown/   http://www.tucsonsentinel.com/category/politics/   http://www.tucsonsentinel.com/category/education/   http://www.tucsonsentinel.com/category/environment/   http://www.tucsonsentinel.com/category/media/   http://www.tucsonsentinel.com/category/health/   http://www.tucsonsentinel.com/category/sci_tech/   Downtown  Tucson  Partnership   Pages   Nonprofit   http://www.downtowntucson.org/   Info  on  transportation,  schools,  neighborhoods,  etc  within  the  downtown  area   http://www.downtowntucson.org/news/   Armory  Park  Neighborhood  Association   Pages   Nonprofit,  Neighborhood   http://armoryparktucson.org/     http://armoryparktucson.net/category/upcoming-­?events/   http://armoryparktucson.net/category/about/   Barrio  Centro  Neighborhood   Pages   Nonprofit,  Neighborhood   https://sites.google.com/site/barriocentroneighborhood/     https://sites.google.com/site/barriocentroneighborhood/Home/current_information   https://sites.google.com/site/barriocentroneighborhood/Home/tucson-­?announcements-­?for-­?you   Dunbar  Spring  Neighborhood  Association   Pages   Nonprofit,  Neighborhood   http://www.wp.dunbarspring.org/     http://www.wp.dunbarspring.org/current-­?issues/   44  |  P a g e     http://www.wp.dunbarspring.org/dunbar-­?school/   http://www.wp.dunbarspring.org/90/   Elvira  Neighborhood  Association   Pages   Nonprofit,  Neighborhood   http://www.neighborhoodlink.com/Elvira     http://www.neighborhoodlink.com/Elvira/info   http://www.neighborhoodlink.com/Elvira/events   http://www.neighborhoodlink.com/Elvira/topics   http://www.neighborhoodlink.com/Elvira/pages   Feldmans  Neighborhood  Association   Pages   Nonprofit,  Neighborhood   http://www.neighborhoodlink.com/Feldmans     http://www.neighborhoodlink.com/Feldmans/events   http://www.neighborhoodlink.com/Feldmans/pages   Flowing  Wells  Neighborhood  Association  and  Community  Coalition   Pages   Nonprofit,  Neighborhood   http://www.flowingwellsnacc.org/     http://www.flowingwellsnacc.org/info   http://www.flowingwellsnacc.org/events   Garden  District  Neighborhood  Association   Pages   Nonprofit,  Neighborhood   http://gdna.weebly.com/index.html     http://gdna.weebly.com/80-­?most-­?recent-­?police-­?incidents.html   http://gdna.weebly.com/agi-­?crime-­?forum-­?with-­?tpd.html   http://gdna.weebly.com/calendar.html   http://gdna.weebly.com/minutes-­?gdna.html   Hendrick  Acres  Neighborhood  Association   Pages   Nonprofit,  Neighborhood   http://www.hedrickacres.org/index.php     http://www.hedrickacres.org/news.php   45  |  P a g e     http://www.hedrickacres.org/issues.php   http://www.hedrickacres.org/calendar.php   http://www.hedrickacres.org/safety.php   The  Highland  Vista  Neighborhood  Association   Pages   Nonprofit,  Neighborhood     http://www.gografx.com/hvna/index.html   Jefferson  Park  Neighborhood   Pages   Nonprofit,  Neighborhood   http://jeffersonpark.info/     http://jeffersonpark.info/information/schools   http://jeffersonpark.info/information/news   http://jeffersonpark.info/information/garbage-­?and-­?recylcling   http://jeffersonpark.info/newsletters   Miramonte  Neighborhood  Association   Pages   Nonprofit,  Neighborhood   http://miramontena.wordpress.com/     http://miramontena.wordpress.com/organization/   http://miramontena.wordpress.com/happenings/   Oracle  Foothills  Neighborhood  Association   Pages   Nonprofit,  Neighborhood   http://ofna.org/     http://www.ofna.org/meetings.html   http://www.ofna.org/newsletter.html   http://www.ofna.org/issues.html   http://www.ofna.org/crime.html   Richland  Heights  East  Neighborhood  Association   Pages   Nonprofit,  Neighborhood   http://www.rhenatucson.org/     http://www.rhenatucson.org/announcements   http://www.rhenatucson.org/calendar-­?of-­?events   46  |  P a g e     http://www.rhenatucson.org/newsletters   http://www.rhenatucson.org/neighborhood-­?watch   http://www.rhenatucson.org/neighborhood-­?business-­?partnership   Sam  Hughes  Neighborhood  Association   Pages   Nonprofit,  Neighborhood   http://samhughes.org/index.php     http://samhughes.org/BoardBus.html   http://samhughes.org/News-­?letters.html   http://samhughes.org/newcomers.html   http://samhughes.org/documents/neighborhood-­?watch.htm   http://samhughes.org/upcoming-­?events.html   West  University  Neighborhood  Association   Pages   Nonprofit,  Neighborhood   http://www.westuniversityneighborhood.org/home     http://www.westuniversityneighborhood.org/meetings   http://www.westuniversityneighborhood.org/calendar   http://www.westuniversityneighborhood.org/newsletter     NOT  INCLUDING   Here  in  Tucson   Pages   Private   http://www.hereintucson.com/homepage.htm   Collection  of  links  to  sites  and  information  that  is  mostly  included  elsewhere.  Nothing  in  the  current  headlines  section   http://www.hereintucson.com/news.htm   http://www.hereintucson.com/newscurrent.htm   Tucson  12  TV   Pages   Public,  Television   http://www.tucson12.tv/   47  |  P a g e     Division  of  the  City’s  Information  Technology  Department.  Provides  programming  includes  government  and  community  meetings,  series,  and  special  features  highlighting  the  diverse  civic  and  cultural  landscape.  Videos,  no  text     Arizona  Bilingual   Pages   Blog,  newsletter   http://www.newsazb.com/TheAZB/   Spanish     Tucson  Jewish  Post   Pages   Private,  Newspaper   http://azjewishpost.com/   Religious  Focus   http://azjewishpost.com/category/news/local/   Tucson  Observer   Pages   Private,  Newspaper   http://www.observerweekly.com/   GLBTQ  Focus.  Website  under  construction,  currently  available  in  print  only.       FootHills  News   Pages   Private   http://www.thefoothillsnews.com/v2_main_page.php   Online  newsletter,  some  features  require  log  in.  Nothing  in  the  news  section   http://www.thefoothillsnews.com/v2_e_edition.php?heading=8&page_id=e-­?edition   http://www.thefoothillsnews.com/v2_news_articles.php?heading=0   New  Vision   Pages   Private,  Newspaper   http://www.newvisiononline.org/   Catholic  paper,  Religious  Content     SYRACUSE   48  |  P a g e     PRIVATE   Syracuse.com     Pages   Private,  Newspaper   www.syracuse.com     Affiliated  with  the  Post-­?Standard  newspaper,  includes  content  from  the  Post-­?Standard  as  well  as  original  content.  Serves  Central  New  York.  "news,  information  and  social  interaction  network".  Most  searches  for  news  in  Syracuse  bring  up  this  site,  includes  blogs.   http://www.syracuse.com/news/   http://www.syracuse.com/business/   http://www.syracuse.com/living/   http://www.syracuse.com/schools/   http://www.syracuse.com/health/   http://www.syracuse.com/jobs/   http://businessfinder.syracuse.com/NY-­?Syracuse   http://realestate.syracuse.com/   http://realestate.syracuse.com/for-­?rent/   http://classifieds.syracuse.com/   http://www.syracuse.com/community-­?blogs/   Eagle  News  Online   Pages   Private,  Newspaper   http://www.eaglenewsonline.com/   Content  from  Syracuse  City  Eagle  newspaper.  Local  content  only,  includes  blogs   http://www.eaglenewsonline.com/news/   http://www.eaglenewsonline.com/weather/   http://www.eaglenewsonline.com/news/opinion/   http://www.eaglenewsonline.com/news/excellence/   http://www.eaglenewsonline.com/weblogs/   http://www.eaglenewsonline.com/events/   The  Stand  –  South  Side  News  Online   Pages   Private,  Neighborhood,  Newspaper   http://mysouthsidestand.com/   Product  of  the  South  Side  Newspaper  Project.  Collaboration  between  community  residents  and  SU  students.  Includes  directors  blog,  current  and  past     49  |  P a g e     issues   The  Constitution  (Urban  CNY  Online)   Pages   Private,  Newspaper   http://www.urbancny.com/   Content  from  CNY  Central,  may  already  be  included  from  that  source?   http://urbancny.com/news/index.php  http://urbancny.com/events/index.php   http://urbancny.com/business/index.php   http://urbancny.com/health/index.php   http://urbancny.com/opinion/index.php   Central  New  York  Business  Journal   Pages   Private,  Newspaper   http://www.cnybj.com/   Written  for  business  owners  and  managers,  provides  news  information  about  businesses  (e.g.  Verizon’s  local  service  offerings),  includes  news  on  a  wide  range  of  business  types  (health  care,  small  businesses,  nonprofits,  etc.)   http://www.cnybj.com/News/BreakingNews.aspx   http://www.cnybj.com/Research.aspx   Scotsman  Online  -­?  Syracuse   Pages   Private,  Newspaper   http://scotsmanonline.com/category/syracuse/   Provides  community  news  and  shopping  information.  Printed  editions  can  be  read  online     CNY  Central  (WSTM,  WTVH)   Pages    Private,  TV  Station   http://www.cnycentral.com/   NBC,  CBS,  CW.  Lots  of  local  content   http://www.cnycentral.com/news/#.UKwpsocmfng   http://www.cnycentral.com/weather/#.UKwpwocmfng   http://www.cnycentral.com/neighborhood/#.UKwpzIcmfng   News  Channel  9  (WYSR)   Pages   Private,  TV  station   http://www.9wsyr.com   Local  news  channel,  ABC  Affiliate  station.   http://www.9wsyr.com/news/default.aspx   50  |  P a g e     http://www.9wsyr.com/weather/default.aspx   http://www.9wsyr.com/mediacenter/local.aspx   http://www.9wsyr.com/content/family_healthcast/default.aspx   http://www.9wsyr.com/business/default.aspx   http://www.9wsyr.com/traffic/default.aspx   YNN   Pages   Private,  TV  Station   http://centralny.ynn.com/   Owned  by  Time  Warner,  largest  local  TV  news  team   http://centralny.ynn.com/content/all_news/  http://centralny.ynn.com/content/sandy/   http://centralny.ynn.com/content/weather/   http://centralny.ynn.com/content/traffic/506980/central-­?ny-­?road-­?report/   http://centralny.ynn.com/content/decision_2012/   http://centralny.ynn.com/content/capital_tonight/   http://centralny.ynn.com/content/health/   http://centralny.ynn.com/content/features/   http://centralny.ynn.com/content/special_coverage/   http://centralny.ynn.com/content/business/   http://centralny.ynn.com/content/calendar/   http://centralny.ynn.com/content/community/   Fox  Syracuse  (WSYT)   Pages   Private,  Television  Station   http://www.foxsyracuse.com/   Not  much  local  news.    Include  because  of  the  “Big  List  of  Local  Links”  which  is  an  extensive  list  of  links  to  sites  that  may  provide  news  and  information.   http://www.foxsyracuse.com/shared/sections/community/features/big-­?list/   NCC  News  Online   Pages   Private   https://nccnews.expressions.syr.edu/   51  |  P a g e     Produced  by  students  at  the  Broadcast  and  Digital  Journalism  Department  at  the  S.I.  Newhouse  School  of  Communications  at  Syracuse  University.  Sections  on  News,  Politics,  Consumer,  Health.    Some  content  is  particularly  relevant  to  students.   https://nccnews.expressions.syr.edu/?cat=9   https://nccnews.expressions.syr.edu/?cat=37   https://nccnews.expressions.syr.edu/?cat=237   https://nccnews.expressions.syr.edu/?cat=91   https://nccnews.expressions.syr.edu/?cat=1005     LOCAL  GOVERNMENT   Syracuse  City  Government   Pages   Local  Government   http://www.syracuse.ny.us   City  government  site,  includes  news  page  (press  releases)  and  calendar  of  public  meetings   http://www.syracuse.ny.us/Mayor_Press_Releases.aspx   http://www.syracuse.ny.us/Public_Meetings.aspx   Syracuse  City  School  District   Pages   Local  Government   http://www.syracusecityschools.com/   Information  on  schools,  school  closings,  resources  for  parents   http://www.syracusecityschools.com/news  http://www.syracusecityschools.com/schools   http://www.syracusecityschools.com/parents-­?and-­?students   http://www.syracusecityschools.com/parents/ppn/news   http://www.syracusecityschools.com/node/24290   Syracuse  Police  Department   Pages   Local  Government   http://www.syracusepolice.org/   http://www.syracusepolice.org/listing.asp?orgId=140&parent=166   Information  and  news  on  crime,  etc.     Onadaga  County  Public  Library   Pages   Local  Government   http://www.onlib.org/web/news_cal/index.htm   Provides  information  as  well  as  access     52  |  P a g e     to  information     STATE  GOVERNMENT   New  York  State  Government   Pages   Links  to  news  and  press  rooms  for  each  government  agency   http://www.ny.gov/  http://www.nysegov.com/citGuide.cfm?superCat=28   http://www.nysegov.com/citGuide.cfm?superCat=64   http://www.nysegov.com/citGuide.cfm?superCat=82   http://www.nysegov.com/citGuide.cfm?superCat=106   http://www.nysegov.com/citGuide.cfm?superCat=129   http://www.nysegov.com/citGuide.cfm?superCat=245   http://www.nysegov.com/citGuide.cfm?superCat=396   http://www.nysegov.com/citGuide.cfm?superCat=102   http://www.nysegov.com/citGuide.cfm?superCat=119   http://www.nysegov.com/citGuide.cfm?superCat=219   http://www.nysegov.com/citGuide.cfm?superCat=36   http://www.nysegov.com/citGuide.cfm?superCat=142   http://www.nysegov.com/citGuide.cfm?superCat=212     BLOG   Syracuse  City  Living   Pages   Blog,  Local,  Government   http://citylivingsyracuse.wordpress.com/author/lindsayspeicher/   Blog  from  the  Mayor’s  Director  of  Constituent  Services.  Information,  news  and  tips  on  quality  of  life  in  Syracuse.  Everyday  topics       53  |  P a g e     NONPROFIT   Tomorrow’s  Neighborhoods  Today   Pages   Nonprofit   http://www.syracuse.ny.us/TNT_Home.aspx   Links  to  resources  and  news  for  each  neighborhood,  calendar  of  events.  Covers  all  neighborhoods,  should  encompass  each  of  the  neighborhood  association  webpages,  etc.     http://www.syracuse.ny.us/Calendar_City.aspx     NOT  INCLUDING   CNY  Latino     Pages   Private  Spanish   http://www.cnylatino.com/   Info  about  the  newspaper,  no  news  content     The  Catholic  Sun   Pages   Private  Religious   http://thecatholicsun.com/   Limited  to  religious  news     The  Salt  District  of  the  Near  Westside   Pages   Neighborhood,  Nonprofit   http://www.saltdistrict.com/   Limited  news,  more  information  on  entrepreneurship     Westcot  East  Neighborhood  Association   Pages   Neighborhood,  Nonprofit   http://www.wenanation.org/   Meeting  Minutes,  Newsletters,  etc.  Last  newsletter  was  in  2006,  not  a  lot  of  current  information.   http://www.wenanation.org/#2   http://www.wenanation.org/#5   http://www.wenanation.org/#7   Greater  Strathmore  Neighborhood  Association   Pages   Neighborhood,  Nonprofit   http://www.strathmoreneighborhood.com/   54  |  P a g e     Website  is  in  development     South  East  University  Neighborhood  Association  (SEUNA)   Pages   Neighborhood,  Nonprofit   http://www.seuna.org/default.html   Newsletter  are  posted  online.  Not  much  info  provided  in  news  section.   http://www.seuna.org/news/default.html  http://www.seuna.org/Newsletters/default.html   Greater  Sedgwich  Neighborhood  Watch   Pages   Neighborhood,  Private   https://sites.google.com/site/greatersedgwicknw/   Informs  residents  of  problems  in  their  neighborhoods.  Monthly    newsletters  are  not  posted  online.  Last  updated  in  September,  may  not  provide  much  information  within  the  time  period  we  look  at.   https://sites.google.com/site/greatersedgwicknw/special-­?announcements   https://sites.google.com/site/greatersedgwicknw/community-­?info-­?resources-­?2   Lincoln  Hill  Neighborhood  Association   Pages   Neighborhood,  Private   http://lincolnhillsyr.org/   News  and  calendar  of  events,  resources  for  the  neighborhood,  links  to  other  city  resources   http://lincolnhillsyr.org/lhna_events.asp   http://lincolnhillsyr.org/lhna_communityresources.asp   http://lincolnhillsyr.org/lhna_resources.asp   Syracuse  New  Times   Pages   Private   http://www.syracusenewtimes.com/newyork/   Locally  owned,  alternative  newsweekly.  Directed  toward  an  “educated,  affluent  readership  to  discover  options  for  their  disposable  time  and  income”.       Family  Times:  The  Parenting  Guide  of  Central  New  York   Pages   Private,  Newspaper   http://www.familytimes.biz/index.php   Mostly  events  that  are  taking  place     55  |  P a g e     Appendix  F:  Dublin  Core  Elements  for  Internet  Content  Analysis     Term  Name:  contributor   Definition:   An  entity  responsible  for  making  contributions  to  the  resource.   Comment:   Examples  of  a  Contributor  include  a  person,  an  organization,  or  a  service.  Typically,  the  name  of  a  Contributor  should  be  used  to  indicate  the  entity.   Term  Name:  coverage   Definition:   The  spatial  or  temporal  topic  of  the  resource,  the  spatial  applicability  of  the  resource,  or  the  jurisdiction  under  which  the  resource  is  relevant.   Comment:   Spatial  topic  and  spatial  applicability  may  be  a  named  place  or  a  location  specified  by  its  geographic  coordinates.  Temporal  topic  may  be  a  named  period,  date,  or  date  range.  A  jurisdiction  may  be  a  named  administrative  entity  or  a  geographic  place  to  which  the  resource  applies.  Recommended  best  practice  is  to  use  a  controlled  vocabulary  such  as  the  Thesaurus  of  Geographic  Names  [TGN].  Where  appropriate,  named  places  or  time  periods  can  be  used  in  preference  to  numeric  identifiers  such  as  sets  of  coordinates  or  date  ranges.   Term  Name:  creator   Definition:   An  entity  primarily  responsible  for  making  the  resource.   Comment:   Examples  of  a  Creator  include  a  person,  an  organization,  or  a  service.  Typically,  the  name  of  a  Creator  should  be  used  to  indicate  the  entity.   Term  Name:  date   Definition:   A  point  or  period  of  time  associated  with  an  event  in  the  lifecycle  of  the  resource.   Comment:   Date  may  be  used  to  express  temporal  information  at  any  level  of  granularity.  Recommended  best  practice  is  to  use  an  encoding  scheme,  such  as  the  W3CDTF  profile  of  ISO  8601  [W3CDTF].   Term  Name:  description   Definition:   An  account  of  the  resource.   Comment:   Description  may  include  but  is  not  limited  to:  an  abstract,  a  table  of  contents,  a  graphical  representation,  or  a  free-­?text  account  of  the  resource.   Term  Name:  format   Definition:   The  file  format,  physical  medium,  or  dimensions  of  the  resource.   56  |  P a g e     Comment:   Examples  of  dimensions  include  size  and  duration.  Recommended  best  practice  is  to  use  a  controlled  vocabulary  such  as  the  list  of  Internet  Media  Types  [MIME].   Term  Name:  identifier   Definition:   An  unambiguous  reference  to  the  resource  within  a  given  context.   Comment:   Recommended  best  practice  is  to  identify  the  resource  by  means  of  a  string  conforming  to  a  formal  identification  system.   Term  Name:  language   Definition:   A  language  of  the  resource.   Comment:   Recommended  best  practice  is  to  use  a  controlled  vocabulary  such  as  RFC  4646  [RFC4646].   Term  Name:  publisher   Definition:   An  entity  responsible  for  making  the  resource  available.   Comment:   Examples  of  a  Publisher  include  a  person,  an  organization,  or  a  service.  Typically,  the  name  of  a  Publisher  should  be  used  to  indicate  the  entity.   Term  Name:  relation   Definition:   A  related  resource.   Comment:   Recommended  best  practice  is  to  identify  the  related  resource  by  means  of  a  string  conforming  to  a  formal  identification  system.   Term  Name:  rights   Definition:   Information  about  rights  held  in  and  over  the  resource.   Comment:   Typically,  rights  information  includes  a  statement  about  various  property  rights  associated  with  the  resource,  including  intellectual  property  rights.   Term  Name:  source   Definition:   A  related  resource  from  which  the  described  resource  is  derived.   Comment:   The  described  resource  may  be  derived  from  the  related  resource  in  whole  or  in  part.  Recommended  best  practice  is  to  identify  the  related  resource  by  means  of  a  string  conforming  to  a  formal  identification  system.   Term  Name:  subject   Definition:   The  topic  of  the  resource.   57  |  P a g e     Comment:   Typically,  the  subject  will  be  represented  using  keywords,  key  phrases,  or  classification  codes.  Recommended  best  practice  is  to  use  a  controlled  vocabulary.   Term  Name:  title   Definition:   A  name  given  to  the  resource.   Comment:   Typically,  a  Title  will  be  a  name  by  which  the  resource  is  formally  known.   Term  Name:  type   Definition:   The  nature  or  genre  of  the  resource.   Comment:   Recommended  best  practice  is  to  use  a  controlled  vocabulary  such  as  the  DCMI  Type  Vocabulary  [DCMITYPE].  To  describe  the  file  format,  physical  medium,  or  dimensions  of  the  resource,  use  the  Format  element.   58  |  P a g e     Appendix  G:  Coding  Schematic  for  Internet     Variables   Instructions     CoderID   Enter  your  unique  coder  identification  number  for  every  news  story  that  you  coded     ID#   Continuous   ID  variables   Publisher   Person,  organization  or  service   Coverage   Location/  time  period   Date   Date  content  was  created   Format   Text,  video,  image   Title   Title  of  piece   Story  Length   Word  count   Production  variables  Relation   Related  resources.  1  =  none;  2  =  private;  3  =  government;  4  =  blog;  5  =  non-­?profit   Source   Related  resource  from  which  it  was  derived.  1  =  original  content;  2  =  private;  3  =  government;  4  =  blog;  5  =  non-­?profit   Topic     Narrative  indicating  subject     Content  variables   59  |  P a g e     Type  (story  type)9       City/Place   Name  of  city/town,  etc.  in  which  action  takes  place.  (If  a  city/town  is  not  mentioned  but  a  place,  building,  etc.  is  provided  search  the  Internet  for  the  city/town  where  it  is  located.  If  no  city/town/building/place  is  provided  a  code  of  "9"  is  to  be  used  for  city)   County   Name  of  county  in  which  action  takes  place  if  no  city  is  mentioned.  (If  a  city  was  provided  a  code  of  "9"  is  to  be  used  for  county.)   State/Country   Name  of  US  state  (use  abbreviation)  or  foreign  country  in  which  action  takes  place   In/Out  DMA   Location  of  story:  0=outside  DMA;  1=inside  DMA                                                                                                                            9  These  25  categories  will  be  mapped  to  each  CIN  prior  to  the  data  collection  stage.     60  |  P a g e     Place   Clicks  from  the  home  page   Production  variables   CIN  emergency   0=No;  1=Yes     Content  variables  CIN  health   0=No;  1=Yes   CIN  education   0=No;  1=Yes   CIN  transportation   0=No;  1=Yes   CIN  economic  opportunities   0=No;  1=Yes   CIN  environment   0=No;  1=Yes   CIN  civic  info   0=No;  1=Yes   CIN  political  info   0=No;  1=Yes   61  |  P a g e     Appendix  H:  Community  Ecology  Study  Individual  In-­?depth  Interview  Questions     1. Tell us about how you find information when you need it? (Provide examples if necessary: politics, emergencies, traffic, weather, etc) a. Do you use newspapers, television, radio, the internet? b. Which source do you use the most? c. Do you use different sources to find different kinds of information? d. Please name all of the local news/public affairs sources you rely upon. e. Please name all of the local news/public affairs sources you trust. f. Please name all of the local news/public affairs sources you think are biased. g. Please name all of the local news/public affairs sources you think are fair. h. Please name all of the local news/public affairs sources you think best understands/represents you? i. Please name all of the local news/public affairs sources you share with family/friends? j. Please name all of the local news/public affairs sources you give information to/call in/blog for/contribute comments on-line to? k. Please name all of the local news/public affairs sources you think offer you a chance to share your views? l. Which is the easiest to use? Which gives you the best information? 2. Where do you get information about emergencies and risks, both immediate and long term? How important is this information to you? Why? Do you feel the information you get is adequate? a. Probe for all remaining CINs: health and welfare; education - including information about schools; transportation – including available options, schedules and costs; economic opportunities, including job openings, job training and information and small business assistance; environment, including air and water quality, and access to parks and other recreation; civic information, including what civic institutions and opportunities to associate with other people are available; political information, including information about candidates at all levels, information about public policy initiatives affecting your community and neighborhood 3. Are there particular people or community groups/institutions that help you find the information you need? (Provide examples if necessary: PTA, house of worship, neighbors, etc) a. Who/what are they, what kinds of information do they give you? b. How do they provide that information? 4. What are the barriers you encounter when trying to obtain information? a. What would make it easier for you to get the information you need? 62  |  P a g e     b. With what frequency are you able to obtain information in your native language? c. What culturally specific resources to do you reference, if any? (Provide examples, if necessary: culture-specific community centers. Listservs, websites, etc.) 63  |  P a g e     Appendix  I:  Community  Ecology  Study  Individual  In-­?depth  Interview       Demographics Form Thank you for taking the time to complete this survey. The information you provide will help us to understand how individuals obtain information up-to-date news and other critical information. Please answer each question as honestly as possible. Your name will not be linked to the answers you provide. The information you provide will be completely confidential. Do not include your name on this survey. Background  Information  Please  provide  the  following  information  about  yourself:   Sex:    ___  Female        ___  Male      Age:  ___      Race/Ethnicity:       ____  African  American/Black       ____  American  Indian/Alaskan  Native       ____  Asian  American       ____  Caucasian/White    ____  Latino/Hispanic    ____  Native  Hawaiian/Pacific  Islander       ____  Multi-­?racial       ____  Other,  please  describe  _______________________    In  what  country  were  you  born?:    _______________________    Length  of  time  in  the  U.S.:  _____  years    Are  you  an  immigrant   ___  Yes     ___  No    If  yes,  are  you       ___  1st  Generation   ___2nd  Generation    First  language  spoken:  ___  English   ___  Spanish   ___________  Other  (please  specify)    Level  of  Spoken  English  Fluency:    ___  Fluent/Proficient   ___  Good/Moderate   ___  Limited    Currently  living  with  a  disability?:      ___  Yes    (please  describe  __________________)    ___  No    Highest  degree  of  education:      ___  Some  High  School     ___  Completed  High  School/GED          ___  Some  College             ___  Completed  College      ___  Some  Graduate  School   ___  Completed  Graduate  School      ___  Other  (Please  describe  ____________________)   64  |  P a g e      Marital  status:       ___  Married       ___  Widowed     ___  Divorced       ___  Separated     ___  Never  Married    Children:    ____  (total  number  you  care  for,  birth,  adopted,  step,  foster,  etc.)    Current  living  situation  (check  all  that  apply)  :       ___  With  parents/family     ___  With  friends   ___  With  partner       ___  Own  a  home     ___  Rent  a  home/apartment     ___  Homeless    Annual  Household  Income:    ___0-­?$9,999  ___$10,000-­?$19,999  ___$20,000-­?$29,999  ___$30,000-­?$39,999  ___$40,000-­?$49,999  ___$50,000-­?$59,999  ___$60,000-­?$69,999  ___$70,000-­?$79,999  ___$80,000-­?$89,999  ___$90,000-­?$99,999  ___$100,000  and  above    Currently  employed:        ___  Yes   ___  No    If  employed,  field  of  employment:     ___  IT/Technology      ___  Retail    ___  Education  ___  Government    ___  Student  ___  Healthcare  ___  Community  ___  Advocate  ___  Communications  ___  Construction  ___  Financial  ___  Other  (Please  describe  ____________________)    If  employed,  current  title:  ____________________    Do  you  have  access  to  a  computer  at  work?:    ___  Yes   ___  No     65  |  P a g e     Own  a  personal  computer:  ___  Yes      ___  No    Own  a  mobile  phone:          ___  Yes      ___  No    Have  internet  access  at  home?:  ___  Yes  ___  No    Have  internet  access  at  work?:  ___  Yes   ___  No    Use  the  following  social  marketing/new  media  applications  (Check  all  that  apply):     ___  MySpace     ___  Facebook     ___  Twitter     ___  YouTube     ___  Personal  blog   ___  Other  (Please  describe  ____________________).    Media  Use  Please  provide  the  following  information  about  your  use  of  different  types  of  media    On  a  scale  from  1  to  5  (1  indicating  “Not  at  all  informed  and  5  indicating  “always/almost  always  informed”),  please  rate  how  much  you  are  informed  by  the  following  resources  on  a  daily  basis  (think  about  the  past  month):  (1=Not  at  all  informed;  2=  Slightly  informed;  3=  Somewhat  informed;  4=  Frequently  informed;  5=  Always  informed)    RADIO               1   2   3   4   5    LOCAL  TELEVISION  NEWS         1   2   3   4   5    NATIONAL  TELEVISION  NEWS         1   2   3   4   5    LOCAL  NEWSPAPERS           1   2   3   4   5    NATIONAL  NEWSPAPERS           1   2   3   4   5    INTERNET  (EXCLUDING  SOCIAL  MEDIA)       1   2   3   4   5    SOCIAL  CIRCLE  (FRIENDS,  CO-­?WORKERS,  ETC)       1   2   3   4   5    SOCIAL  MEDIA  (FACEBOOK,  TWITTER,  ETC)       1   2   3   4   5    On  a  scale  from  1  to  5  (1  indicating  “not  at  all  likely”  and  5  indicating  “extremely  likely”),  please  rate  how  likely  you  are  to  follow  advice  regarding  warnings  when  provided  by  the  follow  resources:  (1=Not  at  all  likely;  2=Slightly  likely;  3=Somewhat  likely;  4=Very  Likely;  5=  Extremely  likely)      RADIO                   1   2   3   4   5    LOCAL  TELEVISION  NEWS         1   2   3   4   5    NATIONAL  TELEVISION  NEWS         1   2   3   4   5   66  |  P a g e      LOCAL  NEWSPAPERS           1   2   3   4   5    NATIONAL  NEWSPAPERS           1   2   3   4   5    INTERNET  (EXCLUDING  SOCIAL  MEDIA)       1   2   3   4   5    SOCIAL  NETWORK  (FRIENDS,  CO-­?WORKERS,  ETC)     1   2   3   4   5    SOCIAL  MEDIA  (FACEBOOK,  TWITTER,  ETC)       1   2   3   4   5    How  many  days  per  week  do  you  reference  or  seek  out  news?  (Circle  one)             1   2   3   4   5   6   7    If  you  seek  out  news  less  than  three  times  a  week,  why  is  that  (Circle  all  that  apply)?      a)  LACK  OF  TIME  b)  LACK  OF  INTEREST  c)  LACK  OF  RELEVANCE  TO  MY  LIFE  d)  LACK  OF  NEWS  SOURCES  IN  MY  LANGUAGE  OF  CHOICE  (preferred  language:  ______________)  e)  OTHER:      __________________                          How  many  days  per  week  do  you  look  for  or  obtain  news  from  the  following  sources:  (Circle  one)               #  of  Days  RADIO               1   2   3   4   5   6   7    LOCAL  TELEVISION  NEWS     1   2   3   4   5   6   7    NATIONAL  TELEVISION  NEWS     1   2   3   4   5   6   7    LOCAL  NEWSPAPERS       1   2   3   4   5   6   7    NATIONAL  NEWSPAPERS       1   2   3   4   5   6   7    INTERNET           1   2   3   4   5   6   7  (EXCLUDING  SOCIAL  MEDIA)      SOCIAL  NETWORK         1   2   3   4   5   6   7  (FRIENDS,  CO-­?WORKERS,  ETC)        SOCIAL  MEDIA         1   2   3   4   5   6   7  (FACEBOOK,  TWITTER,  ETC) Appendix  J:  Community  Ecology  Study  Survey       Thank you for taking the time to complete this survey. The information you provide will help us to understand how individuals obtain information up-to-date news and other critical information. Please answer each question as honestly as possible. Your name will not be linked to the answers you provide. The information you provide will be completely confidential. Do not include your name on this survey. Background  Information  Please  provide  the  following  information  about  yourself:   Sex:    ___  Female        ___  Male     Age:  ___     Race/Ethnicity:    ____  African  American/Black       ____  American  Indian/Alaskan  Native       ____  Asian  American       ____  Caucasian/White    ____  Latino/Hispanic    ____  Native  Hawaiian/Pacific  Islander       ____  Multi-­?racial       ____  Other,  please  describe  _______________________    In  what  country  were  you  born?:    _______________________    Length  of  time  in  the  U.S.:  _____  years    Are  you  an  immigrant   ___  Yes     ___  No    If  yes,  are  you       ___  1st  Generation   ___2nd  Generation    First  language  spoken:  ___  English   ___  Spanish   ___________  Other  (please  specify)    Level  of  Spoken  English  Fluency:    ___  Fluent/Proficient   ___  Good/Moderate   ___  Limited    Currently  living  with  a  disability?:      ___  Yes    (please  describe  __________________)    ___  No    Highest  degree  of  education:    ___  Some  High  School     ___  Completed  High  School/GED          ___  Some  College             ___  Completed  College      ___  Some  Graduate  School   ___  Completed  Graduate  School      ___  Other  (Please  describe  ____________________)   68  |  P a g e     Marital  status:       ___  Married       ___  Widowed     ___  Divorced       ___  Separated     ___  Never  Married    Children:    ____  (total  number  you  care  for,  birth,  adopted,  step,  foster,  etc.)    Current  living  situation  (check  all  that  apply)  :     ___  With  parents/family     ___  With  friends     ___  With  partner       ___  Own  a  home     ___  Rent  a  home/apartment     ___  Homeless    Annual  Household  Income:  ___0-­?$9,999  ___$10,000-­?$19,999  ___$20,000-­?$29,999  ___$30,000-­?$39,999  ___$40,000-­?$49,999  ___$50,000-­?$59,999  ___$60,000-­?$69,999  ___$70,000-­?$79,999  ___$80,000-­?$89,999  ___$90,000-­?$99,999  ___$100,000  and  above    Currently  employed:        ___  Yes   ___  No    If  employed,  field  of  employment:     ___  IT/Technology      ___  Retail    ___  Education  ___  Government    ___  Student  ___  Healthcare  ___  Community  ___  Advocate  ___  Communications  ___  Construction  ___  Financial  ___  Other  (Please  describe  ____________________)      If  employed,  current  title:  ____________________   69  |  P a g e      Do  you  have  access  to  a  computer  at  work?:    ___  Yes   ___  No    Own  a  personal  computer:  ___  Yes      ___  No    Own  a  mobile  phone:          ___  Yes      ___  No    Have  internet  access  at  home?:  ___  Yes  ___  No    Have  internet  access  at  work?:  ___  Yes   ___  No    Use  the  following  social  marketing/new  media  applications  (Check  all  that  apply):     ___  MySpace     ___  Facebook     ___  Twitter     ___  YouTube     ___  Personal  blog   ___  Other  (Please  describe  ____________________).     Media  Use  Please  provide  the  following  information  about  your  use  of  different  types  of  media   On  a  scale  from  1  to  5  (1  indicating  “Not  at  all  informed  and  5  indicating  “always/almost  always  informed”),  please  rate  how  much  you  are  informed  by  the  following  resources  on  a  daily  basis  (think  about  the  past  month):   (1=Not  at  all  informed;  2=  Slightly  informed;  3=  Somewhat  informed;  4=  Frequently  informed;  5=  Always  informed)   RADIO               1   2   3   4   5    LOCAL  TELEVISION  NEWS         1   2   3   4   5    NATIONAL  TELEVISION  NEWS         1   2   3   4   5    LOCAL  NEWSPAPERS           1   2   3   4   5    NATIONAL  NEWSPAPERS           1   2   3   4   5    INTERNET  (EXCLUDING  SOCIAL  MEDIA)       1   2   3   4   5    SOCIAL  CIRCLE  (FRIENDS,  CO-­?WORKERS,  ETC)       1   2   3   4   5    SOCIAL  MEDIA  (FACEBOOK,  TWITTER,  ETC)       1   2   3   4   5     70  |  P a g e     On  a  scale  from  1  to  5  (1  indicating  “not  at  all  likely”  and  5  indicating  “extremely  likely”),  please  rate  how  likely  you  are  to  follow  advice  regarding  warnings  when  provided  by  the  follow  resources:   (1=Not  at  all  likely;  2=Slightly  likely;  3=Somewhat  likely;  4=Very  Likely;  5=  Extremely  likely)     RADIO                   1   2   3   4   5    LOCAL  TELEVISION  NEWS         1   2   3   4   5    NATIONAL  TELEVISION  NEWS         1   2   3   4   5    LOCAL  NEWSPAPERS           1   2   3   4   5    NATIONAL  NEWSPAPERS           1   2   3   4   5    INTERNET  (EXCLUDING  SOCIAL  MEDIA)       1   2   3   4   5    SOCIAL  NETWORK  (FRIENDS,  CO-­?WORKERS,  ETC)     1   2   3   4   5    SOCIAL  MEDIA  (FACEBOOK,  TWITTER,  ETC)       1   2   3   4   5    How  many  days  per  week  do  you  reference  or  seek  out  news?  (Circle  one)             1   2   3   4   5   6   7    If  you  seek  out  news  less  than  three  times  a  week,  why  is  that  (Circle  all  that  apply)?     a)  LACK  OF  TIME   b)  LACK  OF  INTEREST   c)  LACK  OF  RELEVANCE  TO  MY  LIFE   d)  LACK  OF  NEWS  SOURCES  IN  MY  LANGUAGE  OF  CHOICE  (preferred  language:  ______________)   e)  OTHER:      __________________                         How  many  days  per  week  do  you  look  for  or  obtain  news  from  the  following  sources:  (Circle  one)             #  of  Days   RADIO               1   2   3   4   5   6   7    LOCAL  TELEVISION  NEWS     1   2   3   4   5   6   7    NATIONAL  TELEVISION  NEWS     1   2   3   4   5   6   7     71  |  P a g e     LOCAL  NEWSPAPERS       1   2   3   4   5   6   7    NATIONAL  NEWSPAPERS       1   2   3   4   5   6   7    INTERNET           1   2   3   4   5   6   7  (EXCLUDING  SOCIAL  MEDIA)      SOCIAL  NETWORK         1   2   3   4   5   6   7  (FRIENDS,  CO-­?WORKERS,  ETC)        SOCIAL  MEDIA         1   2   3   4   5   6   7  (FACEBOOK,  TWITTER,  ETC)   Please read the following scenarios and identify which of the following media outlets would provide the best information in that specific scenario. Please select the ONE option that is BEST suited to obtaining information for that scenario. If there is no source that would provide the information, please select option ‘g) None of the above’ When you select the resource that best meets your needs, please provide the exact information. For example: if you would obtain information from the Internet, please indicate the site you would search. If you would rely on the TV, please indicate the station, etc. You wake up to find several inches of snow on the ground. You need to know whether your child’s school has been cancelled or delayed, and whether the roads are clear enough for you to get to work. Where would you find this information? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above While riding the bus home from downtown, you noticed that there were many law enforcement personnel at your stop. They had guns drawn and the dogs were looking around sniffing the trash cans. How would you go about finding out what was going on and what they may have been looking for? 72  |  P a g e     a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above You noticed a strange leak at the gas station. After watching it for a while, you tell the gas attendant. The attendant only speaks Spanish and you do not but you do not think that the building is safe. What resources will you use to find out if there is a safety issue?  a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above Your friend has chronic migraine headaches, is unemployed and has no health insurance. She has had flair up in her condition and refuses to go to the hospital. She needs insurance but doesn’t know where to start. What resources do you suggest she reference to assist with obtaining insurance? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above 73  |  P a g e     You live in your apartment - a single parent with three children. Your cousin passes away and you take on the responsibility of caring for her four children. Now you have seven children that you need help to clothe and feed. You want to apply for Food Stamps but do not know where to begin. Which of the following resources would you turn to in order to find out how to apply for food stamps? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above You are a parent of a gifted & talented student who has skipped several grades. Your child needs an environment that will help him thrive and his current school is not equipped to assist with this growth. How do you find out what more can be done to assist your child? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above You are planning to move for work and are looking for a school for your child. You need to find information on the school systems in Tucson to determine to where you should look for a home. What resources would you use to begin your search? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ 74  |  P a g e     e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above You usually drive everywhere and have not used public transportation since you were a child. You need to know how to get across the city; your car is in the shop; and you have no other options. You tried asking some friends but they too drive everywhere. How do you go about figuring out the bus schedule in your area? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above It is Inauguration time and you have many family members that want to go to downtown to see the actual ceremony live. You want to know how much it will cost everyone and make sure that you all arrive downtown on time. Which of the following resources will you use in order to figure out scheduling and cost? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above You dislike your current employment, boss and colleagues. You want to apply for other positions but need some more training to add to your resume. What resources will you use to determine where you can access training opportunities? a) Internet, Site/s: _______________________ 75  |  P a g e     b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above You want to leave the corporate world and create a business where you help at-risk youth. You know that creating a non-profit is a much different world then what you are accustomed to. What resources will you use to create your non-profit? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above Your neighbor is concerned his water may have bacteria in it based on the color and smell. He wants to know how he can test it for sure. Where would you suggest your neighbor turn to in order to test their water? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above Every morning on your way to work, you notice heavy smoke clouding the school bus stop. Car and bus emissions seem very high. One parent asks you who to contact in reference to this problem. 76  |  P a g e     Where would you suggest the she look in order to successfully find someone to test the air quality in the neighborhood? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above You move into a new neighborhood and it is almost voting time. You have not received information of your polling place. Where do you go to get this information? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above You see that children have no way of crossing the major intersection by your house to get to their bus stop. A few other parents have complained as well because you can foresee an accident occurring. You have recommended a crosswalk be added to the street. Which of the following resources would you use to find out more about how to get a crosswalk implemented on this major road? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ 77  |  P a g e     f) Another Resource: _______________________ g) None of the above You hear that your childhood friend has been nominated for delegate of his district. You want to see if this information is true. Which of the following resources would you turn to in order to confirm his nomination? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above You want to find out more information about the candidates who are running for the primary election. You hear that both candidates’ views are moderate and you want to know more. Which of the following resources would you turn to in order to find out each party’s political views? a) Internet, Site/s: _______________________ b) Radio, Station/s: _______________________ c) TV, Station/s: _______________________ d) Local newspaper/s, Name/s: _______________________ e) Social Circle/Individual/s: ________________________ f) Another Resource: _______________________ g) None of the above 78  |  P a g e     Appendix  K:  Follow-­?up  Reminder  Postcard     You  should  have  received  our  FCC  Survey  of  Critical  Information  Needs  in  the  mail  1-­?2  weeks  ago.       We  are  conducting  research  on  how  Americans  access  news  and  information,  and  your  input  is  very  important.   If  you  have  not  already  done  so,  please  complete  the  survey  by  January  1,  2013  and  return  it  to:   Social  Solutions  International,  Inc.  8070  Georgia  Avenue,  Suite  201  Silver  Spring,  MD  20910    Thank  you  for  your  time!      Social  Solutions  International,  Inc.