. . .. . . , . s... i .. .. . ,, . . . 2 . .2. : 2.??? .(C (v1.5.514 .3»? .31: Ear...» ..... . ._, . . _ . .. . .1 . . . . x 3...... L3 1g)! 1. , ‘51; :33: . .. . z . 5. .. an“. 3?...qu . . . .. . Zia .. v 3‘5 . . x t . .. 1s .$§?)»§\5 11)I!§\!)S.}1§. in! . < u. u. a. a ‘ v : z a . . g. \3...\u’1xw\r\ilkwi).i.al 51. 7. . u \ 1 . x . « I. a :1 ‘11:.11tzié. ) J\ 05\~\T)I 1 Han: «, w A . . . x 1 51513324.; 1123.... 5.3.2.213. Nu. 33.33.32 :5 5 x n \ .. x u 2 a 111 31.1.3 55 r . \. . . § A. . . x 100. . a Lu}? 5 . $53.3??? 2 h Hofifi “93.2”. .. . muz...nr23m.m¢. ¢HMWW .58. . ~ I. t \ 131‘ u . . v S: \ 575.3..1 .. .. .. #Sfig tu.,.qu; 2.. if. . x: J). 1.. (.5 .1 .. bee... mfihhuhh... . é 33.3.»... 3‘ . .4. a. . w. 3 :.L.:511\\3)3u~.i1u;h4 18399.:\.v1§m3vd\41h. u 3) h. .. x u. . . . i)”. Emmi. .. . » - JV}... .. . . a 1.1:} \I. dxsbhli fisxkina a x . .2. . 2 9233.32? .34 4.... 1fsxnx...m§1. wwmwfimmnfl‘ x .. . , , . I... . , ., . . . .38. .. :9 1.. town—“.011 .. ~ 3” 35$? ,1. “RN“: 1 It}... }!‘\h;)hm . ”i u. \ : :, warn 1 E... 54?...»3giiz v.3. .5.th knfu ~ .mi . .«Wlfibrx323ksféb wwaafififi .. ..+..s.§n..f..k_...un...z . .. , . 5. trxmuzfih. A! .L. 24...}, z .. . .. f .v x. . . u vijiiilh‘a .. . :3 . I... . lung: {:31}... I‘ll 211‘} \35IJ\!S\I\ 51.12...» gaixiizzfllfi .3 l, ‘1. 1.1: o: 1.1! l. ”x . . he: .néfih y ......?1.2......3:.s£2..z i a. . . a!!! 3(1in . )1 a . 31.x 2n k. N113?) \11\\‘.31!3\1s7 s . 2.. 1.3.2,: 4.? . s .. a... R . 114%.... .b.x.u.§l§ 52.x -. 2.. 1....» WNW-um”??? :0”? I...“ ‘ K ‘I. r 30.: 511 0 1...! .6... snug .Hr)1!1».33\\.,\011353$\\ NRA-1531‘} . km...3..h.}.1d.1.hstfihhflmm\\ h}! rt. Lil . . . it“. ‘3 :. ,L. . .5 :2. 1 n. ! 5! . \ u. 2155.13,! 1%: Q a)! U“ r 79' 1‘4%3H\3)1.H:1 3. S!)K/.~.1J:1\\nunua..i uJ 1.. . 1!? 52.5515 xii-gs.» 33z3g§s\§).fl 31.4. 9.. n. 2:... e o r 3!! ‘1" L . ‘53 7 la}. .. !ttk¢ I. .30....» 3.1.1.1... 1w!!! 2.. 1 s . a r .. :u 1.171 ch. 79...... x A . 1‘53" lh‘llrfi 5?. .3511}. 1.313; . . t? thumyfi}rz§‘lvw I Q. \{l‘ 5.13.8.1): 1.!!! (\kxxxrx)a1 \. . .. . ... . it. flxgrlvykl... i f O: \5 513)). ) Juan. I t t) .339»... 7! v V in. . 23.3.. 7 .y sisal. M‘s...” \ I)»: \Jfi!)|xp: L... . r w. .. .. . x . ....l 1 a x 1.1-...) . x. 1 .a \1 .;3\ “NW. \p‘ 5:5 handhxu .~ ‘ I. v x 1.. J Mini. N0!V.Hau5u.h~\2.$\‘$ \ .. 3L... 3“ is ) Rn: rank '1’... L)...» . vi... 3.5..9112L\§3:)! L.R?5§.afi L; 1 3 . . . . a 11.3.1.9... .Nth . , t . Q». . N. I 3?: \ . . . 2.2.)! .vl] 1VL 15!.1123114.)é: 3‘ . a v: 7... !! 13%111)...‘ I! . gt... .. .531! .1) .1? \\ . 32:1133VLV 1.) k. x :15. v r u 33 .3. a .v , \ r 90......th I}. 51 {Sampfimukwfi Ia... . x. \ .iduiinnf‘ in}. as. 31.1 .(x«..11..u)7.( , w! . .. . .. c pearl: ,v: e 5!. I... q .{wxuul3b33 .a 12...}. .. 29.... 12...... Peéykmpana 2.5.4512, 3:32.:31.‘ 3342......»Ys» .. ( .l‘e to v vat?! I? ! 3!.» .1 v! .1. 5.2.3. -xNQfivfiazafiif (an... .655 s a a! 3:. f 2.1 31. 1.3.1.3)! 1512. 1521!.7a \fiziiiifigxgixzz. V. _ . 3.33.1..1 99 t. 0'1 i (3.13.... 1.. .1 \553’12.3.:L. 1L ) . \. 3335).;‘242umfi‘553: 5‘313aii‘ifiv1fl‘qsribifl‘4.53.9! :ax‘vfllit.)JT)\\..\\n.)1|\Jw.<.zj~3\.-\73 v : I v:.nlr.!V1vat.,v~.-1 .. h. K... (5‘1 $339.13.?5) I 1W}. 71 GHQ-.11. .x.2.|3.1.)\)\.)!\. !\1\¢.11).£0$ \ 2 41).)!!531311 . r .x. I. 1:! 7!. V I v ) 21).: ..!$.-,.(1.1. t .ahhfl‘41...l. 1.3!. .2. w . {.1195 w A“. 1.. 3:15.35: .\2~.):1::V>\34.\ i 3... 715131.314 , .. u r. un'v 12%: t7 0 109'..st 2“ kggafi... sin): 1.! \t; 7.1 11({\1\I( a". x 13.3 15.51:}. x..!l\ xsfiwzaiiflsxx§saaxsxx 1‘ .5 1131353.!31545153. . r: ghavvro v t: .55. x.\.«3)-§!s!y3>.5!3 a . v'... 1&9 20...? iii.“- . 3‘s; .1. i! 17))! $1! «. “CR1?“ . 4‘ 1 hi 1:. a! \fiki‘KETs)... 21115.3..swnuiss‘ ..I‘Jliqui)!7‘a1w!)¢.fi\!¢§)t . 155C P...» 5r?! I?! .9“ .55 ‘8...- )J : Ida/>1 13¢... ~fi11$11)1§\ 4?}. \Ngxdwfivk‘ufit} 137.) 131.‘(\v._s~.1:1.1))fl~fifixfixfiijzgvaSs‘iSNgigfi 91 gig . . v , 911:1?! ‘33.!“ >31. . 413 as}. u) 13"... s «1114.! 3.7)). v?3$3£.3€&.5§5\ x...) 2).: .. 3:311:55 4T\1f\7!$11\\:3.1.53.11)‘ 1x31. 31\)\.w$\1)7a.s!si!1 $331 I $1“. I. v If ! If! I 31 I... a .51).: 4.3.3.}. \wtaabnfifli‘. 3.32.1.5 7 a L. 1 us 39.511153!!! 13.335! {J111.1>\3x31)12¢.) 5535.1512932 vixaissggt. A ‘15. .9, 5.1! \. Nut}. Rii‘Va. 5,..01 11!w\.A )1 3.?! 1:233; .5$v53\\. $7 z\\il )!:1!)1 1 1 )Y!\\.:\.:1\.\)1!1\: .3... i 2 . rmhurfiflt a. v.59!!! {a}. $13)}...fisnahilfisdxi QaWOUQ «.121. 5%;«53. §1WQ1NTAQGQI 3.533%)... 12“. 17*wgbffl .xgfinkzfin. v.7 N V .2fl!.h 7 :‘iaaslfiai‘iufl. 191‘ .0: £3... 1‘23: .3»... .. .. . . .1... s a 2...}. a 4:. ¢. s 2 .. .14 I\ fii‘m.‘ :Iovai’z.‘ vi?!“ ' iil’ngggggfl. ,ri\!1!\x\4 .1606“: h. Madam: 4 13.1.5}; \Max.€3hl 1 3:3 5 :3 VHS 335...: my:x::;1!~v,‘v.7:!.l..1)!:))|Sflu.u51¢.)?>))} . o 9? #:9119323. V .0; !.! .!Aa\)v(u.‘;3§3 ix}!!! 33!}. 1:3?!) u‘ix. .fi!§r\~thn‘b§ 33...: (I. 3 3:) 3:31:33 5) 1$5\}111\73!! 12.; « .16.! (119.35.40.17!qu of! URI; iliafilhhnigiqfl‘; 1.3.33.1. 95:521. .. 1 3! 1.1.4.3 114}... S... in}. x!‘$.1¢tcv\31baxti.)\!uw5 I23? .1!“ .wou .a vbtvtrrlhfi '0‘ It“ 1!)... \51. . 3. 11 ’1‘1!!!‘ 1 .t .ba333s...) t4|fifi11$§131 ) nit-1.. !\ 51‘]! allgfieilizal! (.5?! .1; . .......¢?!..Jfl.n.1..;».¢vrt.¥0¢$13vl o Y 159133!!! R113 fi):f§!h.\.7fin.1:exi 3L9.)11.3>. .3. >14); )2)... 1 21x38”! 7.‘15)_u.}:u¢l;2-.513fi>11!1 7.)!!! i3. 3111:1221. h; :1. ..IOI\Y(!¢.}I$| #4.)! 15. is 1-11... . J)! 3.. 35113.5)... 5.13. 3. .13 II. 3.51115315. 1) )1. ) 2 uicvictvttflla.‘afi‘nvivli!!§tf Yo: 31.111 \{gil 4‘ 1.1.1.2“...‘0xufi :x «0.01.3312. :Jfi. $3719.12Jfi 11;... It. 1235;... aafigfithlnr 3:... 5:4 1‘1233353)a\>11s xuvflill. '7; v u :vabucvwafi erg‘. .700 a! t 11...)... a... Eiguihth. NV...) 1 2:2??{1310‘1 11.1. 755112! ) J; 5k§$\\a§3)!l§1’\ 0“??? 3.10! $37.10.! QIIC .1 bl!) 1.. %2\,>\hl.\. i . g)!’1‘5~.tfi.f1§fib.\0.\1\\l 51 (12) $4." gilzxsihhzg!\ s i:hrlxfiti!11?.§§ft v . is!!! 53 1:15319‘1.vfi1..)$1s\u)): 13x5 11.4.3311. 1’73! 125...!!!x5332. \\)!)1\.)!)l 5315‘! u . . ,. Del" ‘t‘tlttrv!:vr..ltlfvlr7’fve m I I i k . 1!}. 5.!)131 h. 1.52%.. as! 1 .éfixavnizafi! a! u. 4.!) .1)! 1:11)...) 31131123213”. ill...) .. . .‘3‘155 . T‘vvv Lift: I'lvt’svlt. VERY! v . 1? . .1131. 215.3... 4 \‘151!!.h; to!) 13.1.... Sail})=flfli¥\5§1n1‘$).00!:lixi fistlizl‘t‘t’szgzhiaxxxiigiggfiuy {1.1K}l{§2¢\. Vndvr}!tvu!ieg{v‘{urvf Iva-warm: . i2! .1! V giafiz 2:5.flquvigsmg. 1 x , k... 1.. Izaflerxi‘.) c 2.x.vii3..\.$xr11.fi..lwx\‘vs1501).P?.9.\1§)3153~4\15.5411!§51.§\z\. .1.) xi,- ll... . . in 1!“, 3 is; 333% 3! a 13» .Kln. ti 1 13.: x. 1.1». i 713?. .. x1171 3) ail. 3| x i)... .11! 75 \).l.\¢.!x. .l! $73.12;}; 315 31‘ \i>’¢.¢t!!¥9v£ P”Ilv1‘v‘l.ttt",v¥fi . ) fi‘gg‘:§maka\S-fi 31$... 451.63%!)xli Lula 11511411.?!.4333353313h323nahb)zfli\!~0.21)1\1fii§?«if2i115£32.\‘.\...\\§\!§ £13.!!!\34‘frtrorrflv9szk‘t’lrvéo): tilt; 1 . u 2 hair‘llungl‘xlru $5.“. , égdbit. he... 11k 81.3.1293”? !..vi1x.ruh.?»\.!$1!!:11)xwls:\\u3)! 1. r: V! .l f V000,???“ ‘I. it)!!! 1’1... $)\ )1 III). .n’? 3111 . i .... 7'. vvvvvvv 1.150.152“! rlrrtvv ufi! a )1... ) 5.5.1.7353...“1:...1....31:uq.13«§2.! 1.3.... ..!.S.hh.1.)5.u5x¢.s !!..)!.«.1x:1!}s.x\\3)11! 11):"?4...‘ on“. .. ‘25s}11fi. I: «.(l. rubsfflvtvh”. if!" 154007.!!! }. rel. - v If: I ' .nult. )L‘Y HfiugflqZWxx‘. . fiat! 1‘) I 1.2.533 $7111 93!)?! 1‘51“! :3 gl’) 1!! )1 3.511511! 3 33.35)} 1133.11), )1. 1.. : . .4, VI?!» .v .1. 4 u | .I .1! 1.. (.133. ‘49.. . C 161.1 ..!)i: u: 7) 3. I 312,!!!“ $33.. an...“ \‘1 1 .! .v 7.!)1.;..!Ir?(v!ctt!?‘ 't’.xrv$r1 5sz O Y... 1.1% Cit! 211...!..x«.!>xs$..!.fln\n(n§£. 3w ski} 1 %fi$1u.ul{§$!xixi15:3§kthlfll: .iHé51011x. .IWiwhiizupfififil. N125): . v‘é27;s¢ar)nvvvr! to"... . . '0. 1315‘ \1}.1{.....s!}v:1)1$334‘\\u 3114):: x 3 1!. {.1 '22... y a... .aviivti {ii.L1$3S.t.1..)1111~1-.111 57Hv \ 1 1 .Li; . 11.013111}. YI‘JVI ..... I) iii?! (.11.; 9‘1. p. O." ’0‘” g. ‘87. 5:1. )1- kuutubz. .1! § .> 11) V, . 33333 .111) ‘31)...)2 livilsw15153fleil’. I792 136le . ‘31,... it}. r..¢. (r YlvOIIvZ€§ Irvitrixiifrtl v v a”; \‘x..hu\afl. 8‘! {axial-11$ ‘3». assays-.45 1!!th a>37§§ufir1511311Jifi!!1,13£ltfi1!!i¥a 51.1.1131}... ‘13-'18? It. .. ta .r )Zrllo‘tfig 1.35.3"! 0.539! N . 311 3.1.5.353...) 2.4:...“ .)1§.€.V\1L !3.\ t gainit 3 13152. 331F151! .98!!J>:alv11xs1131l4\52.1s . :‘rl it’lV'lrv‘ ...in..vxf’l.l xv“... (mitt! :55;- i!‘ g‘i?mza«vlun~lavflfli11 Jib... \filfi) . 133.7... 1'!an 511§13§.Ix1ar13!\31 .3... \$|\| )xi‘i . u . .. :erv..16vrll.$¥vc¥\nwov53fv3 . 1:35.52; . r... a3.fl.§.i l: 3b1.1)....%.2 32:32! ,.Z?:.¢x1»?s:..5.§+£z.!a)ni , . yixlrk‘z.vrl9!v!)‘|fil.trio1:02.33. $01!: )1 {fitting} 15).! 118‘}!!! \ tax}? L1111z‘flkc‘vé..f 1:1!11..xi.i,7.€.!....!!‘ . 40!!‘r:’¥(g9§:|‘ov§éi $7.. i 1.4: 13!!»3-11537131 xi! ,2“. ...N..vq.fi(naxiiflr ’23.... 1.11:1!)3713512115nil-i)!~51!1\§\!!i ‘ {Iv.‘c\‘11!!ri!lv7!.':0§)l:§ .0 g} )I5!,r\1\(z.1‘\v§!§s1‘tflf h}: A. ..!\.1..\1.1~.!\fl-!!}1 if!!! 1&3)!v71..5|1~l!.‘fl2.!1!11‘1\|xix1 I: 1 13%; .!!\.Yvfi..r‘ fugvuf;v....!lt.$!itrv‘l!rvlv‘-§ ‘00!!! t%.i‘;fizg)\ta>z§!¥i .13).}! ‘1 1 7...! !!I§L.1.flxb1 d1!!!) .1:21732.\1!)!‘!li\: (Cl. 1. ill! . p‘rfctlrrvivollirrogrlz. . , . 2.. )3!!! 2333!)! I ,)\7)«:. 13.! 33‘0"! ’1‘}? . v3.3!!! r..(4vr!. 1r! 7 lividfisfiz. sjiwxsvs be!2flnum.hhliflxgx x 5.1.4.7.!!!iu I 3.3.1!) 1! ‘31)! 1x 1 3.))!!! I is. \ a :3)! Jr. .3!!! \I!!V..|~. x. 3:121}! “‘11....41‘); i d)1131§)13flq§l§r:ih§)§§ . 11.x}?! igilia‘. . 31!}.(115117; \V {3112111)1 ~ Q1.l!\tt€ll3;}7!$:l)$f3u‘h.71’l!l\¥! 1 fikh}!)%§i\31713}vns fii‘i‘? In}; 312;)! ! \lk!‘1§!1‘fi4>11...15£11113i3fl1151!312\iaibs‘lcfi“ i 53151\)§31|i\q\3\z§§ ~5§3n591 twainifiwuuo‘sz. \.1.?p}13331:!\125:3‘\c¢113.‘1‘!§€a\§%l l,‘ 3 . it .1- z’ i \l A‘."1~l‘\oI|-A“Ig“l"\Ll\u\‘u.\-«“ '1‘,“ 73‘151 7173.813233} 311%“!133313L32i .1177..H§!15‘!v§51!)1311 3i..1...!\5!|u€.33§§1 . lgzgiigisri 111331,).11112wwfijikxgi: ?§\.»\)!~1Jfi |\V1 in. Slag!!! gs flmlniizfllivah4431~flzibngi:as\dvz 39E~§Rk¢ §~W\D\zul¢huflv\sfifi3, I , ! 15 V3 3: 3)... 331111.353! I)... >121. 7135’. I!) . 53‘ . a? . )1§I§I.§ xix}:figiélwgwx!1lflh\13qildfi iai‘yiflz.%dflu&ufi~ifii\z £46119; 2...: ‘32:. 5‘1"}!!! $1 11 it!“ 1‘ 1‘5. 1.)] Tu: \xfwurgzliifivl! ‘7}...11 I! I’lltrv“! t.£.9?v.§! i678! . , 3%)!‘5313”! av).- :\5!xg?‘.hnu.)! ilhflm.\§\“¢¢w§ .4531s155-5hvafi1x53tzxigiaa . .(rurlwv! y!....!tu\‘tv!rll!vl~.rlf .3 3'1! i\§lfix \Nlljxflwi‘fi-A 1113!!!! . 1713111.) 5‘ 31!}; rivet?! 371.1%)!!!91151)! \Vlibiii“ )7711\I1a;! r r )(IIVr’rlvsb . .1 It"... «u. s. . \ 3) 53!“! g)! {2.3 1‘15!- I s ) égglg . . . . . . ..t2?!.v.bu,l§l1.sa!£u. :3... € 1» 11:51.32! 2.332%.4hllmufs} 2.3 Jfii... auafiwnugiylgl:alsifix§ l\.2(......: . v 1!. .hll‘O'YV'PI'O. 1"!!!04‘1’). . it?! I. I“. i .13! .3175! 19%;.12tsiz‘icl; 5! i . 17): .13}! j‘.‘1%\1§ . , . .. v }.1‘v£n:.fla&‘v1§‘.¥fiwvi_§¥ $51!..zfitiz’zgiivifkv’ .!g$)75\;w;ln éxagltfii€339;ig}z¥\z)xtu§§ifti . )1! u l‘!. .fi‘..r{!?7“ttft¥o‘|\f £36; .I‘ .l iii...) L5531533135)‘. ii! ilai§1§§3103vfiz 1313515»vfi12!£)"\g ,3 u!!....lll‘r’\![ I!£9..£f.lisi..§ Iii . 12.}. 35$x1:)11%§\1!fi1\t‘1¢501li55‘11311§1§1fiiii§\;§;15 \kl! 13") 4... . '77.;iil Lilirr‘tlzll 1 viii!!!» ill-i5... 373E. awn 323.513V133.§!l{>3!5¥. ‘1312.\!.u.w$:!!1 ..\s55\11!¥33)~2. 7.!!311571..$V§1?5i?¢\51>1421fi , . . (3'3bfsrfvrA-QII illlgrgfu . . \. .. 32.“!\;.x!\§‘311§\§xiul§£3‘;fiiu3.3.1171):I: §~W.Ilflx}v1xi!zil!;1.ili . v . vvlivlrtiltirnliviv'30‘n . LL91!!! .$ $.04}!!!ng §)\fi~_~§31§112«13;3,32§ $3N1-2.5333!11‘35343 )3\§:?.1§’V3. . .¥.-.5...l.9{r stvri.l¢tz£..§ J. 3‘ :3?§5331n53352£§15§3§331 51...... 2:... $3252.31. 45§.<».,1.~w%33§flu.u. ('17er if’otlin ‘Ifl‘il‘i’fit thfixgdfil’) figwtrgx 3.1%].eospiza. 131:7 flying-5111.13: 33.115175)! Raid} 3‘ t » {11"}...15! r61! \,.. a 5:33)}! 31.10. «fl. ) .. 51h}; ,§%§\0§\z’3¥ 7.513111! . N {‘:,v7lp 1!!!! 1.. riftrgtii 5!:i1 ‘91.. s 4 ((4.433! lakfiamflu‘ 33.”.1A.W!01\.Vu%qfilfiqzsI:!#111~(§\¥I)}!5971Lv1w£3323113.2i§ J , . A! . . 3"}?! ‘11 (1!. X! 5! 3! ‘53.?!“ 3| 3!. \ 304$ 35! 1112331. VIE!!! 11.»)!!! 12.31... I I. t. :9 .3r!7r)rbli:x|bd.¥l‘l|tf‘i§ I; .r .! %§;\1iziiiti liglgatyazahuvsz‘}!firihflxzx\z} . . tn!!! ... . . Cirig 1.9!»!!! V .13! 111.056.!) V Javiilxlhlgni! $255.13 \gglzgiéwlsvx; $1.. {45 . . Jrvvill. §}§!o €151.53... Hi??? fink. 308‘. ) ggnylxgaqmgh‘mn1111‘zuufli‘31?:‘575 Sins)! .P. EH!!! A 2: 1!}. Ill—P! \ .591 I... 1213:!!! . )a!’ #53. 3!... 51:1: 12!): )3!!! 6! 23.0.; - iglub 2525 {rinwalilalivuhyfinghfllifzmmlhfiwig. .H!szflufi§.:€3¢izzfiazhwflx§:§fi. £1:t...z.:. 4 . . I a a r u -1 1.. . . I a . 51,113.... D . , .4 . x10 . fiixhfig . 32.31.1334)...ku .212. 13:1};15513!) “wfiizggnyiii 31‘43021‘6’1455‘. s 1.: I y .. £3 gssléivfunfi.‘ isgg‘ll\ 1:138:11 “I! \ji!i§1dfi?1¥duélfilé? Iz\‘\’; 131.15,)! . «.2: 0.er viii/(Irvll1yt1...)alt.l§ t. \lfl‘) 13! . 1J§z in; 12,13, x’ultuti. >E§;g.1‘.§\ 1351!?! Iii"; . s1.» l.»..l..: vOI‘iIavlilzlilfnvOfI-errf.’ .a. $5 in . . §§3§35953§<31§ ‘3 Nulit‘ilun: \ \il‘ 4:11“)? 1% 311% -.i.l..r!o.vrv. .1; . .l. I..l§.,. .... . .11! ll. 3).. 5): .4532. 31.. h)! 3.1.1.1910“, bu. 11.1.52. .1. A NIH»..- tiihtv IF. tttélagti iii .. fink? 5.13.3131}. hiyzinfilixalfimmg. $12.. 33.3%... : .......x.1....a...zssl§....iaz¢,$ ai!3!1i§l:.§3h!§flziliii . . : I; If: . . .. . g? p v 314.!) .N r.. v .‘Kf‘?§l§ gfiiég , Iliqnflfih “filli‘ rh%%§%é\)l11%\’ . 13;; k fr it?! v ii?!” .zanr .11.! .. . FIZEI. 3.3.3.1., .- 34%;: . 2 . a! a):§2.§x\b .3..in . . 6 ,5 . tn}. gig! «\E . 55...: lg“!!! . .1193.“- 33!!1.¢l.1111113 ¥1S§1§§‘\ . . r 1!. {III 1.x. Pl. . tiltifiufn'l‘ . . ..r gig}! . 1‘11: .311)! . .5215? . Ilvltbcflnrxttpr‘...‘1‘.rfl$..ck$h:..:r.:w?;.L... 1...! If? VI§%§. . a. x... . 11551111.! tiaii 3.411334... .. V I L, . . .rlfltt.’ g . ’Eclfluudxzzn-a . . . i m A; . 2 I). :U. . . gins 11!; 1351. 2.qu 5 $5515....x.\§:\. \\.I,.I.. v. fir... {IVE}? .1 viii: $.51»! 3 1.1.21. . asmpr gag" in? ”a. N. v r u: |.r.,\..l.rr fwfi.aivc§¢£r.ll .5... . turn! .3!- 3&1! Ill-gig 3 I I) 1'1!qu . a... .9? u 3 . .. . Avl VIII; .9315!!! 2kg... 33.1.... $13.25“... .5. .2. )sz.3.\.\551..)t)h1.au F. .sncslvhhugzleflfiu . . (\|«.~ .o J I. .v I. . i; ifligéafilgmcg‘; 31:11.5 gig): 1. $34.13!! . Z .. ,l.Llnrfohfltlrvllbikarivlvr’llhitlxr £113.96}... .51?! 118,111.: 33)} I. 5 .51 I!) . , a. rill: .lirr...2¥,wmuff¥tfiyhh§.£t (it... . , it. glgxdxcgfiéiyii- . . rt. . , .. ,. 11111:!!! . . do”? :1 11.25.: ...........Z(:f 21:1»!!! Matt. A ii§i.§ 6.. !.~“nlfl.ll!.5rul .Ywiz‘flt Er! it. . xiii»; rum ‘¢£§.§!iff.l . . iiggg hat-511;: 7 .Eufinrn . 8.. . Lf. «zit... I. .9... £39.31. A}? Li...“ %.§;§ . :5 .13.. . 11.1.91. . striuq‘ttirrv £125; £44....Vtixx2 {Intyttklilsbutftif « hr? tvl‘kt‘nt ‘jS‘I-NEL‘I“ .. vi .. .if TIFF... \ . . .. r? a.) §fll-£¥ I . t {giiflug Y'LVIIiLfltlia: 1u>v|i£§§ ~.r~.r¥.\.~.£ \CY.‘ .{l .t’r’rfil ..!.v?v...1.1$9 v». t . t: t L» . llllj nullnzllulllmulll ”will TWP-‘7”? This is to certify that the thesis entitled An Attitude Segmentation Study of the Youth Market's Perception of the Ideal Newspaper presented by Eileen Lehnert has been accepted towards fulfillment of the requirements for M.A. Journalism degree in [/2] «slaw-c /zz.cze/L Major professor Date August 10, 1979 0-7639 OVERDUE FINES ARE 25¢ PER DA! PER IIEM Return to book drop to remove this checkout from your record. Copyright by Eileen Lehnert 1979 AN ATTITUDE SEGMENTATION STUDY OF THE YOUTH MARKET'S PERCEPTION OF THE IDEAL NEWSPAPER By Eileen Lehnert A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS School of Journalism 1979 l I ABSTRACT AN ATTITUDE SEGMENTATION STUDY OF THE YOUTH MARKET'S PERCEPTION OF THE IDEAL NEWSPAPER By Eileen Lehnert Since readership of daily newspapers in the United States has been declining in recent years, a number of studies have been conducted to ascertain what people read newspapers, what they want from newspapers and how a newspaper fits into people's daily lives. Existing studies have concentrated on segmenting the market demographically and then examining each segment's newspaper needs. Segmenting along demographic lines negates the fact that groups with similar demographics may not have similar attitudes and needs from newspapers. This study sought to divide the 18 to BA—year—old market, the weakest readership segment of the population, attitudinally using Q—methodology. Five different factors emerged from this research: Factor I, The Information Stalker Factor II, The Consumer Advocate Factor III, The Fascinated Feature Reader Factor IV, The Opinion Seeker Factor V, The Pillar of the Community This research can be used to formulate a large—sample questionnaire to find out the strengths of each of the factors and to build insightful strategies for luring 18 to 34 year olds into the readership fold. ACKNOWLEDGMENTS As is the case with any scholarly effort, this thesis wouldn't have been possible without the assistance of a great number of peOple. To everyone who helped along the way: Thank you. I would like to express a special thank you to: -my family and friends for convincing me that I needed to see this thesis to completion; —the faculty and staff of the MSU School of Journalism for helping me attain the skills I needed to finish this project and for persuading me that I did have the talents to assemble this thesis; —my mentors: Dr. Richard Schreiber, Dr. James Scotton, Dr. Charles Mauldin, Dr. George Hough, Dr. Robert Hudson, Dr. Lawrence Sarbaugh and John Sutherland; —and Robyn Meadows, typist and friend, without whom this thesis would never have reached its final form. iv LIST OF TABLES CHAPTER I. II. III. IV. 4‘ '-__4. 9.-.... TABLE OF CONTENTS Page viii Introduction 1 Market Segmentation 3 Purpose of the Study 7 Previous Studies 10 Case Studies 15 METHODOLOGY 20 Construction of the Q—Universe 20 Construction of the Q—Sample 21 Selection of Respondents 2” Administration of the Q—Sample 2” Analysis of the Data 25 INTERPRETATION 28 Introduction 28 Brief Sketches 31 Factor I, The Information Stalker 31 Factor II, The Consumer Advocate 31 Factor III, The Fascinated Feature Reader 32 Factor IV, The Opinion Seeker . 32 Factor V, The Pillar of the Community 32 Page Consensus Items . . . . . . . . . . . . . . . . 32 Items of Consensus . . . . . . . . . . . . . 33 Factor I, The Information Stalker Evidence for the Sketch . . . . . . . . . . 38 Factor II, The Consumer Advocate Evidence for the Sketch . . . . . . . . . . U3 Factor III, The Fascinated Feature Reader Evidence for the Sketch . . . . . . . . . . SO Factor IV, The Opinion Seeker Evidence for the Sketch . . . . . . . . . . 56 Factor V, The Pillar of the Community Evidence for the Sketch . . . . . . . . . . 62 V. CONCLUSIONS . . . . . . . . . . . . . . . . . . 71 APPENDICES A. DEMOGRAPHICS OF FOCUSED INTERVIEW SUBJECTS . . 78 B. FOCUSED INTERVIEW GUIDE . . . . . . . . . . . . 83 C. INSTRUCTIONS FOR Q—SORT . . . . . . . . . . . . 86 D. STATEMENTS IN Q-SORT . . . . . . . . . . . . . 88 E. DISTRIBUTION DIAGRAM . . . . . . . . . . . . . 93 F. Q—QUESTIONNAIRE . . . . . . . . . . . . . . . . 9A G. DEMOGRAPHICS AND MEDIA CONSUMING HABITS OF FACTORS . . . . . . . . . . 98 Factor I Demographics . . . . . . . . . . . . . 98 Viewing/Listening Habits . . . . . . . . . . 101 Reading Habits . . . . . . . . . . . . . . 104 vi H. UNROTATED/ROTATED FACTOR LOADINGS I. Z-SCORES OF STATEMENTS FOR ALL FACTORS BIBLIOGRAPHY Factor II Demographics Viewing/Listening Habits Reading Habits . . . Factor III Demographics Viewing/Listening Habits Reading Habits . . . Factor IV Demographics . Viewing/Listening Habits Reading Habits . . Factor V Demographics Viewing/Listening Habits Reading Habits . . Page 108 110 112 115 116 117 119 121 123 126 127 128 130 136 146 "mil- ,T~a" - r.- TABLE LIST OF TABLES Frequency Distribution Average Viewing/Listening/Reading Habits of Factors Attitude Scores for Factor I, The Information Stalker Attitude Scores for Factor II, The Consumer Advocate Attitude Scores for Factor III, The Fascinated Feature Reader Attitude Scores, for Factor IV, The Opinion Seeker Attitude Scores for Factor V, The Pillar of the Community viii Page 25 37 All 51 57 63 69 CHAPTER I I. Introduction In the last few years print journalism has been facing an ever-increasing dilemma: total daily newspaper circula— tion in the United States has declined four percent since 197A,l a figure whose significance increases when matched with the concurrent rise in population of about three percent for the same period.2 Some have contended that newspapers are rapidly becoming monuments to a by—gone era and that newspapers are not changing sufficiently with the times. Others have attributed the loss of readership to the spec— tacle of television news. But studies have shown that "people who watch TV news are the most likely to buy a newspaper the next day; they are most likely to read the paper longer than people who do ”3 Since the choice of another medium isn't the not watch. reason for declining circulation, what is? The American Newspaper Publishers Association and the l"Newspaper Editors Join Efforts to Regain Readers," The New York Times, 11 April 1978, p. 20. 2U.S. Department of Commerce, Bureau of the Census, Statistical Abstract of the United States 1978, p. 1A. 3Fergus M. Bordewich, "Supermarketing the Newspaper," Columbia Journalism Review, September/October 1977, p. 24. 1 2 Newspaper Advertising Bureau have already committed them- selves to an extensive three-year look at the readership problem. The two groups recently announced the establish- ment of a $3 million fund designated entirely for research designed to pinpoint the causes and find remedies for the loss of newspaper readership. A prime target for such a probe would be the 18 to 3&- year—old market, which is one of the weakest segments in the newspaper readership population.5 In 1960, the Census Bureau reported that in households in which the head of the house— hold was under 25, newspapers only had “4.8 percent penetra- tion compared to 67.3 percent penetration in households in which the head was between 35 and 39.6 Although a similar study was not conducted in the 1970 census, a study conducted by Yankelovich, Skelly and White, Inc. for Harte-Hanks Newspapers in 1976 found that while all newspaper reading in the last decade had declined four percent, readership by young adults had decreased by 10 percent.7 u"Newspaper Editors," p. 20. 5Ernest F. Larkin, Gerald L. Grotta and Philip Stout, "The 21—34 Year Old Market and the Daily Newspaper," ANPA News Research Report No. 1, April 8, 1977, p. 1—2. 6Current Population Reports, Population Characteristics, June 3, 1960. Series P—20, No. 102, "Household Delivery of Daily and Sunday Newspapers: 1959." 7"Harte—Hanks Study Says Newspapers Must Meet Needs of New Audience," SNPA Bulletin—News, December 13, 1977, p. A. 3 II. Market Segmentation The 18 to 34-year—old market is obviously not a homogeneous one with one set of needs and wants that news— papers need to meet. With this in mind, the market might be best analyzed by using segmentation, a research technique used extensively by marketers to ascertain the needs and wants of consumers.8 As Wendell Smith explained, "Segmen— tation is based upon developments on the demand side of the market and represents a rational and more precise adjust- ment of product and marketing effort to consumer or user requirements.”9 There are, however, many different ways to segment a market, using many different units of analysis. Most existing readership studies have segmented markets along demographic or usage lines: age, reader—nonreader, 8Charles Mauldin and John Sutherland, "The Use of Attitude Segmentation in Selecting Market Targets and Choos— ing a New Product Name: Application to an Automated Teller System," submitted to the Association for Education in Journa— lism Conference, Madison, Wis., August, 1977. 9Wendell R. Smith, "Product Differentiation and Market Segmentation as Alternative Product Strategies," Journal of Marketing Vol. XXI (July, 1956): 3—8. A . . . . 10 subscr1ber—nonsubscr1ber, res1dent—new res1dent. But, as Daniel Yankelovich explained in 196“: The demographic premise implies that differences in buying, in brand choice influences, in frequency of use or in susceptibility will be reflected in differences in age, sex, income, and geographic location. But this is usually not true.... . . 11 These may have no demographic correlat1ves. By segmenting along demographic or usage lines, attitudes across segments are disregarded, thus creating skewed findings. Yankelovich also emphasized the need to scrutinize markets for important differences in buyer attitudes and motivations. He felt that segmenting markets on the basis of attitudes relevant to the product being studied "would avoid misleading information derived from attempting to divide people into types."l2 10Robert L. Stevenson, "The Frequency of Newspaper Reader- ship," ANPA News Research Repgrt No. 7, October 21, 1977. Keith R. Stamm, Kenneth N. Jackson and Lawrence Bowen, "Newspaper Use Among New Residents," ANPA News Research Report No. 6, October 5, 1977. Paula M. Poindexter, "Non—readers: Why They Don't Read," ANPA News Research Report No. 9, January 5, 1978. Jack M. McLeod and Sun Yuel Choe, "An Analysis of Five Factors Affecting Newspaper Circulation," ANPA News Research Report No. 10, March 14, 1978. Ernest F. Larkin, Gerald L. Grotta and Philip Stout, "The 21—34 Year Old Market and the Daily Newspaper," ANPA News Research Report No. 1, April 8, 1977. 11Daniel Yankelovich, "New Criteria for Market Segmen— tation," Harvard Business Review, XLII No. 2 (March—April 1964), p. 89. 12 Yankelovich, p. 90. 5 Attitudes are the roots of the study of consumer moti— vation. The first step in consumer motivation study is to ascertain a consumer's goals. Consumers exhibit preferences toward products that would help them in securing those goals. These preferences of an individual are expressed through his attitudes, positive or negative, toward products, and it is likely that the consumer seeks to satisfy these prefer— ences. These conclusions have theoretical underpinnings in attitude theory. Functional attitude theorists, like Smith, 3 Bruner, White and Katzl suggest a motivational base for attitudes; that attitudes are useful to a person in satisfy— ing his goals. According to Katz, attitudes help the indi— vidual adjust in a complex world while trying to maximize benefits from the external environment and attitudes allow 14 the individual to express his fundamental values. One might therefore expect attitudes to provide insights into consumer motivation. Since: ...the most widely held view of the structure of an attitude is that it is made up of three closely interrelated components: cognitive (awareness, comprehension, knowledge), affective (evaluation, liking), and conative (action tendency). Measurement is usually focused on the middle component —— assessing the degree of pgsitive or negative feelings for an object. l3Harry C. Triandis, Attitudes and Attitude Change (New York: John Wiley and Sons, Inc., 1971), p. 5. 14 Ibid, p. 5—6. 15Donald A. Aaker and John C. Myers, Advertisin Mana e- ment (Englewood Cliffs, N.J.: Prentice Hall, 1975), p. 18%. 6 William Stephenson conducted a study in 1967 which used attitudes to segment a market via Q—technique. Stephenson analyzed housewives' attitudes toward tuna fish: In a study on the promotion of tuna fish, one begins by interviewing housewives to elicit from them their opinions about it —— how they use it, what they prefer, what others say about it. From the protocol it is a simple matter to collect statements of opinion, as distinct from fact, about tuna fish. To say "I like white flesh only" is opinion, to say that "the last can I bought was 58 cents" is a matter of fact. Our concern systematically is always with opinion. From the Q population (of statements of opinion) a Q- sample is drawn, Q— sorts performed by house- wives bring two factors into focus. One, when the factors are examined, indicates that the women of that "group" are interested in tuna fish largely as a "filler" for a staple meal —— to give flavor to a casserole of macaroni or rice; the others use it as a snack only, for a dainty, weight—watching lunch or the like. Obviously different social factors are involved —— women with low incomes and many mouths6to feed are less likely to use it as a snack. Others have used Q-technique to develop such motiva— tional segments for institutions,17 services18 and for 19 matters of public opinion. l6William Stephenson, unpublished paper expounding method— ological and theoretical foundations in application of Q— methodology in advertising, Columbia, Mo.: University of Missouri, p. 9—10. l7William Stephenson, "An Image for Missouri's Public Libraries," Columbia, Mo.: University of Missouri, 1962. 18Charles Mauldin and John Sutherland, "The Use of Attitude Segmentation in Selecting Market Targets and Choosing a New Product Name: Application to an Automated Teller System," submitted to the Association for Education in Journalism Conference, Madison, Wis., August, 1977. 19William Stephenson, ”Application of Q to the Assess- ment of Public Opinion," Psychological Record XIV (1964): 265—273. 7 Haley conducted a study using Q-technique in 1968 in which he labeled his motivational segments "benefits segments."2O Haley's study involved toothpaste users. Using attitudinal segmentation through Q-technique, four segments were identified —— one concerned with decay pre- vention, which Haley called "The Worriers," one with bright- ness of teeth, "The Sociables,” one with the flavor and ' and one appearance of the product, "The Sensory Segment,‘ with price, "The Independents." According to Haley, each consumer segment "represents a potentially productive focal point for marketing efforts.”21 III. Purpose of this Study This study will use Q—technique to segment the 18 to 34-year-old market attitudinally. Respondents will be asked to react to statements about newspapers in relationship to their perception of the ideal newspaper. This condition of instruction will be imposed in order to allow respondents to be free of the constraints of the newspapers' images and contents that they are familiar with. This is a limited sample Q-Study. The size of the sample was limited to approximately 70 Michigan State University students who were chosen purposively, not randomly, 2ORussell I. Haley, "Benefit Segmentation: A Decision Oriented Research Tool," Journal of Marketing Vol. 32 (July 1968): 30—35. 21Ha1ey, p. 32. to represent heterogenity in variables related to newspaper readership. College students were selected as respondents because research has shown that better educated people are more likely to be newspaper readers.22 Primarily because the sample will not be randomly chosen, it will not be possible to generalize to a general population how large each attitude segment is. Further, even if the sample were randomly chosen, it would not be statistically accurate to project numbers in each segment, particularly for small segments; the confidence interval for such statistics would represent a large percentage of the statistic. In spite of these limitations, the study is held to be of much value, for a number of reasons. The literature search revealed no attitude segmentation studies done with young persons and their readership habits. This study makes an important beginning in that direction: (1) by establish- ing an initial definition of such attitude segments, which are likely to emerge again in later studies, (2) in identi- fying factors not previously identified that are likely to be strongly related to readership, (3) by establishing a set of questionnaire items, the discriminating and consensus items, which are likely to be productive in later research, (4) by providing an empirical foundation for large sample 22Jack Z. Sissors, "Do Youthful, College-Educated Readers Prefer Contemporary Newspaper Designs?" Journalism Quarterly Vol. 51, No. 2 (1974), p. 307. 9 research capable of determining sizes of segments, in line with the research paradigm outlined by Percy,23 and (5) by providing an information base useful in generating a number of insightful strategies for building readership among young persons. 23Larry Percy, "How Marketing Segmentation Guides Advertising Strategy," Journal of Advertising Research Vol. 16, No. 5 (October 1976). ’ -4. -.W~ ' LM‘ -__ CHAPTER II I. Previous Studies Since studies have shown that newspaper readership is particularly weak in the 18 to 34-year-old age group, a number of studies have been undertaken to examine this aspect of the readership dilemma. In 1972, Jack Z. Sissors conducted a study to ascertain if youthful, college-educated readers preferred contemporary newspaper designs.l He asked 44 respondents to select which front page of the April 12, 1972, edition of the Chicago Tribune they preferred in each of six sets of front pages. The findings seem to support the contention that there is no Single preference of front page designs from among the four offered to college— educated youth, especially students who consti- tuted 50 percent of the sample. The fact that a traditional design (W) ranked first in total preferences should be tempered by another fact: that a Eontemporary design (Y) ranked a close second. Harte—Hanks Newspapers, Inc. commissioned Yankelovich, Skelley and White, Inc. in 1976 to identify the major causes of the loss of readership in the 18 to 34-year—old lJack Z. Sissors, "Do Youthful, College-Educated Readers Prefer Contemporary Newspaper Designs?" Journalism Quarterly 51 (1974): 310—313. 2Ibid, p. 313. 10 11 age group. The study was based on "previous studies of the readership problem, interviews with experts in the field, editors and publishers and focus group tapes and interviews of young people in a variety of occupations in different n3 sections of the country. The study identified eight causes for the loss of reader— ship among 18 to 34 year olds: —Changing demographics which undermine past newspaper reading habits based on deep family and community interests. —Reading and educational levels —- a claim by those in the newspaper industry that "this is not a reading generation," although paperbacks and special interest magazines are currently very successful. —Te1evision, which has created a visual rather than a verbal generation, limits the need for news— papers and asks less of participants. -Changing lifestyles, which have brought more women into the work force, prolong the rigorous educational process and allow a variety of leisure— time activities. —A decline in the habit of newspaper reading with a new generation of children whose parents were suddenly more excited about television than newspapers. —Image problems, with young people imagining reporters and editors as tired middle—aged men and publishers as smokers of cigars who maintain the status quo. -Product problems — newspapers that are now irrelevant and are written for middle—aged audiences. —The generation gap - the study says that "lack of communication and understanding undoubtedly represents the biggest chasmubetween the industry and the young adult market." 3Harte—Hanks Study Says Newspapers Must Meet the Needs of New Audience," SNPA Bulletin—News, December 13, 1976, p. 4. 4 Ibid, p. 14. 12 The study also asked young people, industry spokes- people and experts to rank the abovementioned causes of lowered readership. Young people put the generation gap as the Number 1 problem while industry representatives and media experts placed the generation gap far down the scale. The industry ranked TV competition as the Number 1 problem and the experts said the impact of visualization was the main problem causer. In 1977, John C. Schweitzer released a study that he had conducted on the youth market which concluded that "young adults respond to thorough coverage of the national and world scene. And...so do large numbers of older readers."6 Schweitzer had analyzed data from three separate studies in order to draw this conclusion: Virginia Beach, Va., con- ducted in 1973; Huntington, W. Va., in 1974; and Michigan in 1975. All three studies found that young people were mobile and thereby not generally tied to the local community and local news. The study also discovered that: ...younger readers are emphatically not as thorough nor as frequent in their reading of newspapers as the older readers.... Perhaps newspapers will have to de—emphasize timely reporting and give more consideration to back— grounding and summary reports on a weekly or other less-than-daily basis. 5 6 John C. Schweitzer, "Newspaper Readership Interests of the Young," presented to the Newspaper Division of the Associ— ation for Education in Journalism, August 1977, p. 14. Ibid, p. 5. 7Ibid, p. 14. 13 Schweitzer also found that the median time for people between the ages of 18 and 24 to Spend with a newspaper was 15 minutes. "In Michigan, the median amount of time reading the paper was 17 minutes for 18 to 34 year olds while it was 46 minutes for those 55 and older."8 The American Newspaper Publishers Association also released a report on the readership habits of the youth market in 1977. In this study 500 persons were interviewed in the fall and summer of 1976 in the Oklahoma City area. Of the total interviewed, 167 were between 21 and 34 years old, the target group for this study.9 Briefly, this study found: -People in the 21 to 34—year-old age group clearly are less "newspaper oriented" than people 35 and older. They are not strongly negative toward newspapers, but rather seem to be apathetic about them. Mass media in general — and news— papers in particular - tend to be peripheral to their lives, something to do when "important things" are finished. —In general, the contrasts between the 21 to 34 year olds and those 35 and older also follow the same trend within the 21 to 34 age group. That is, the younger they are, the less "news— paper oriented" they tend to be. —Television is used primarily for enter- tainment and newspapers are used more for specific information. -People in the 21 to 34-year-old group have different lifestyles than those 35 and older. These different lifestyles seem to relate to attitudes toward, uses of and interest in content of newspapers. 8”National, International News Attracts Young Readers to Papers, Study Says," Publishers' Auxiliary, October 3, 1977, p. 11- 9Ernest F. Larkin, Gerald L. Grotta and Philip Stout, "The 21—34 Year Old Market and the Daily Newspaper," ANPA News Research Report No. 1, April 8, 1977, p. l 14 -The 21 to 34 year olds are generally more favorable toward television than toward newspapers. They consider television more accurate, more informative, ethical, easier to use, more relaxing and more essential than newspapers. Newspapers are considered more helpful and economical, but also more biased and the most old fashioned. The study recommended that if newspapers wanted to strengthen their position with this age group, they would have to make newspapers easier to read, change their image of being "old fashioned" and expand their content in the areas of interest to young readers.11 Respondents in the 21 to 34-year—old age group said they'd like to see more stories in newspapers in the following categories: "consumer information, stories about schools and education, how—to—do- it articles, background stories, feature stories, photographs, movie reviews and schedules, entertainment advertising and ads of special interest."12 One of the most recently released studies on readership was conducted by Robert L. Stevenson under a grant from the American Newspaper Publishers Association News Research Center. Stevenson conducted a telephone study of adults in the Charlotte, N.C., metropolitan area. He found that young readers were mobile and had few permanent ties to the community. They lolbid, p. 1—2. 11Ibid, p. 2. 12 Ibid, p. 5. 15 are more interested in "using the newspaper as entertain- ment and as a means of maintaining casual surveillance of those aspects of the community which are of interest. This group responds well to some of the new entertainment 13 and lifestyle features." II. Case Studies Early in 1977, the Chicago Tribune realized that they needed to face a serious problem: circulation of the Tribune _ . l4 . among younger readers was lagging. AS management 1nter— preted the situation, there were two possible alternatives: 1. Make a greater effort, through editorial product improvement, to reach more of the same kinds of people who were already reading the Tribune. 2. Reposition the Tribune with product changes, to reach same specific group previously bypassed. A psychographic study was commissioned to ascertain if there was a discernable group that the Tribune was missing that might be swayed into readership with a few content changes. Such changes would only be made if they did not upset the Tribune's existing readership. The mail questionnaire asked a number of lifestyle questions which were used to factor the respondents into four basic groups: 13Robert L. Stevenson, "NeWSpaper Readership and Community Ties," ANPA News Research Report No. 18, March 9, 1979, p. 2. 1“Philip E. Meyer, "What Do Readers Want?" ASNE Bulletin, July/August 1977, p. 9. 15Ibid, p. 10. 16 the strivers, the cityphiles, the heritages and the parochials.l6 The Tribune was strongest among the heritages and weak among the strivers. The strivers, however, looked like a group that could be enticed into the readership fold without alienating existing readers.17 The strivers were young, affluent, upwardly mobile and were interested in service—type information. In response to the striver profile, the Tribune task force: 1. Added a briefing page to the back of the front section with pictures and hard news summaries — some items complete, some keyed to the inside. 2. Redesigned the Tempo section, the former women's section, to better reflect its topical, news—oriented content and attract male strivers. 3. Brightened the Monday business pages with happenings over the weekend in place of the traditional time copy, making it serve as an update and starting point for business— oriented strivers at the week's beginning. Focused Wednesday page on Chicago. 4. Increased human interest content, self— help, how—to-cope, news—you—can-use material. 18 5. Added a section on participant sports. According to follow—up research, the Tribune contends, "The target audience is taking the bait."19 The Quakertown (Pa.) Free Press spent five years surveying its readers to find out: ”What is the reader, 16Ibid, p. 10. 17Ibid, p. 10. 18Ibid, p. 10. 19Ibid, p. 10. 17 especially the young reader, looking for in a newspaper?"20 The research found, Free Press editor, Carl A. Veno, asserts, that: ...young people, our number one target, are interested in what a newspaper can do for him or her. Can it entertain them? Can it tell them where to buy wisely? Can it give them health, consumer and entertainment news? Blend this with a little sex and crime and you have a marketable product.21 To meet the needs expressed in the surveys, the Eyes Psess was given a "New Look." The body copy was changed from eight—point to lO—point type and a four-column format was adOpted. The 32-page newspaper was also divided into four distinct sections: Local, Lifestyles, National and Sports. According to Veno, the overall plan is to make the paper look like a newsmagazine.22 Page one has color every day and at least two feature stories that range from Star Wars to the 10 best places to get an ice cream cone.23 IS it working? ”The first week after the 'New Look' emerged, the Bucks County newspaper attracted 700 new readers, moving its circulation figure closer to 9,000."2u A 1976 readership study revealed that the St. Paul Dispatcs and the Pioneer Press were weak in the 18 to 2OGary Cummings, "Suburban Daily Aims for Younger Readers," Editor & Publisher, January 14, 1978, p. 53. 2llbid, p. 53. 22Ibid, p. 53. 23Ibid, p. 53. 2“Ibid, p. 53. l8 24—year—old market, the 25 to 35—year—old market, young 25 married and young singles markets. The Belden study also revealed that ”readers wanted more information on what to do and where to go in the Twin Cities metropolitan area.”26 In addition, the report showed that readers wanted more human interest stories and a calendar of events in the area. A task force at the paper recommended that five sections be added to the paper in response to the study. The first of the "EXTRA" sections was released March 17, 1977: EXTRA/ Entertainment. This section centered on theater, movies, music, night clubs, records, books, dining and concerts. It also included personality pieces on individual performers and a complete calendar of events with a capsule review of each.27 To measure the effectiveness of the new section, the research department of the two papers conducted a "telephone survey using a systematic probability sample from the St. Paul reverse telephone directory. A household randomization technique was used to assure the proper mix of age groups. "28 A total of 196 persons were called. Of those surveyed, 83 percent said they had seen the new section, 79 percent 25John R. Finnegan Sr., ”Yes, You Can Attract More Young Readers,” ASNE Bulletin, October 1977, p. 26Ibid, p. 7. 27Ibid, p. 7. 28Ibid, p. 7. 19 indicated that they had read it, 41 percent said they read it regularly and 38 percent said they read it sometimes.29 Regular readership in the 18 to 24—year—old group was 56 percent; 48 percent in the 25 to 34—year-old group. And 32 percent of the 18 to 24 group said they read it sometimes.30 As John R. Finnegan Sr., executive editor of the papers, explains, "We know that the entertainment section is being read.... We also believe that the section has improved our general circulation picture but it is too early to measure that. Frankly, we're optimistic."31 29Ibid, p. 7. BOIbid, p. 7. 31Ibid, p. 7. CHAPTER III METHODOLOGY The rationale for using Q—methodology was stated in Chapter I. To reiterate, Q-methodology was chosen for this study because of its successful use in motivational research and because it provides a basis for operantly identifying market segments. ”Operant" means naturally arising: the respondents themselves define the segments. First, respon- dents provided opinion statements from which the Q-sample was drawn; and second, subjects completed the sort. Finally, factor analysis of the data provides like groupings of sorts which are independent of and previously unidentified by the researcher. 1. Construction of the Q—Universe Subjects were chosen for in—depth interviews to reflect a wide range of opinions about newspapers. The subjects were chosen to represent a variety of ages, majors, class levels, hometowns, readership patterns and length of time spent reading a newspaper (if one is read at all). (See Appendix A) The interview schedule was designed to elicit the widest range of opinions from the respondents. In addition 20 21 to demographic information, respondents were asked about how they felt about various parts of a daily newspaper as well as different types of possible stories that might appear in a newspaper. (See Appendix B for Focused Inter— view Schedule) A non—directive interviewing technique was used with each subject. The object of the focused interview was to exhaust the respondent's opinions about newspapers and to ascertain his/her conception of what the ideal news— paper would be like. From a theoretically limitless number of statements of opinion about newspapers, some 400 statements were gathered from 14 interviews. Only 14 interviews were conducted because the interviewer gleaned no new attitude statements from the last two interviews. That is, aside from wording differences, the opinions expressed in the last two interviews duplicated those expressed in the previous interviews. II. Construction of the Q—Sample The Q—universe of 400 statements was then pared down to 62 statements by eliminating duplications and idio— syncratic statements. In addition, some of the statements were rewritten to conform to the general rule: Give people what they are to react to first, then the benefit or deficit. Specifically, the following rules serve to explain how the 62 statements were selected: First, can everyone understand the essence of the benefit expressed in the statement? Example: does the 22 average person understand the term "investigative piece" or the term "inserts"? Second, eliminate facts about the respondent from the statement. Example: "I have a lot of leisure time so I like newspapers to run stories that give me ideas of what I can do with my time." "I have a lot of leisure time" is a fact and therefore was eliminated. Third, remove limiting facts from the statements. Example: "I like a newspaper like The New York Times — a paper that has a good scope, a wide range of topics." The phrase "like The New York Times" is a limiting fact and was removed. Fourth, remove any phrases that reflect a limiting self image. Example: "I'm a miser so I want a newspaper to show me how I can save money." The statement ”I'm a miser" reflects a limiting self image and was deleted. Fifth, remove a facilitating condition. Example: "I'd eliminate the white space in newspapers so more news could fit it.” The statement "I'd eliminate the white space in newspapers" is a facilitating condition and needs to be removed from the statement. Sixth, break statements in two to actually get to the essences of the benefits. Example: "I think a newspaper should tell me what's happening in my town and in the world." Seventh, make the statement real; use subjective reality. In semantic language, use low—order abstractions. The object is to recreate moments of immediate experience. , i ————_———_———.—-——_—m—W - "HF“. 5L“, 23 Example: ”Action photographs really grab me into the news story —— they get me involved in what's happening." That was rewritten to: "Photographs do things that words cannot: they let you see the event; they let you be at the event when something interesting or important is happening." Lastly, make it something that happens in a specific time (even if it is recurring). Example: ”I like it when a paper runs a humorous photo to break up the monotony of the print." The phrase "when a paper runs..." will produce a time confusion for respondents. It focuses the statement on another point in time. The statement was rewritten: "I like to see humorous photos in a newspaper; photos that give you a chuckle or sometimes a good laugh." The resulting Q—sample was selected on the basis of self—reference; that is, statements that would allow the respondents to project their own interpretations on them. The Q-sample can be categorized into statements that deal with newspaper content, the benefits that can be achieved by reading a newspaper, the organization of a newspaper, advertising in newspapers, a comparison with TV and the frequency that the respondents would like to read a newspaper. The Q-sample was pre-tested by four persons who represent a variety of majors and readership patterns. After reviewing the pre—tests, some of the statements were reworded because the pre—tests seemed to indicate that the sort was positively skewed. 24 III. Selection of Respondents Seventy—one MSU students were selected to complete the Q—sort. This group, the P—sample, was selected pur- posively. That is, the researcher was attempting to insure that the P—sample represented a variety with respect to the following variables: sex, age, race, class level, major and newspaper reading habits. IV. Administration of the Q-Sample Each of the 71 subjects was asked to sort the state- ments in a quasi-normal distribution along an agree—disagree continuum. Demographic information was also obtained as well as the subjects' conceptions of the newspapers they regularly read by using Likert scales. Respondents were given one condition of instruction when they sorted the deck of attitude statements: They were asked to respond in reference to their "ideal” newspaper. This condition was imposed in order to allow respondents to be free of the constraints of the newspapers' images and contents that they were familiar with. (See Appendix C for the set of Instructions for Sorting Statements and Appendix D for the Q—sample) First, respondents were asked to sort the statements into three piles: those they agreed with, those they disagreed with and those they felt neutral about. The respondents then sorted the statements into piles that 25 satisfied the following frequency distribution: (See Appendix E for Distribution Diagram) TABLE 1. Frequency Distribution N=62 Most Disagree Most Agree Value: -6 -5 -4 —3 —2 —1 0 +1 +2 +3 +4 +5 +6 Pile Number: 1 2 3 4 5 6 7 8 9 10 11 l2 13 Number of Statements: 3 3 4 5 6 6 8 6 6 5 4 3 3 Lastly, respondents were asked to explain why they agreed with the +6 statements and why they disagreed with the —6 statements. (See Appendix F for Q-Questionnaire) V. Analysis of The Data The completed Q—sorts were processed using the Statisti- cal Package for the Social Sciences and the QUANAL program's WRAP phase. The QUANAL program was developed by N. Van Tubergen at the University of Iowa to provide a multiphase program to handle all aspects of Q—analysis. Specifically, the data were entered into the QUANAL program to ascertain how many factors would account for the greatest amount of variance while keeping the sizes of the factors interpretable. (For this study, it was decided that 26 a minimum of three persons with significant loadingsl on factor would constitute an interpretable factor and that the factor had an eigenvalue of at least 1.000.) It was found that a five-factor solution would account for 82.7 percent of the variance while maintaining inter— pretability of the factors. QUANAL also reversed the data deck into an R-matrix for SPSS factor analysis. The respondents' sorts were intercorrelated by SPSS to provide a correlation matrix which the computer then factor analyzed using the principal—axes method. Five factors were thus obtained, made up of groups of individuals who completed the sort in a similar fashion. The factors were then rotated orthogonally through a varimax solution to mathematically obtain a maximum number of pure loadings (significant loadings on one and only one factor). The WRAP phase of the QUANAL program was then used to weight each subject using the Spearman weighting formula.2 Individual sorts for each factor were then weighted according to the factor loadings and the weighted scores were summed for each statement, normalized and converted to Z—scores. The Z-scores were then used to calculate an array of statements, lSignificant factor loadings are determined by computing the standard error for a zero—correlation coefficient; SE=l/n, where n=the number of statements. In this case, SE=l/62=.788. Thus loadings greater than .340 are significant at P=.Ol. (2.58 x _l_ or 2.58 x 1 ) HT «‘5‘? __1___2 Weighting is by means of Spearman's formula: l—r . Charles Spearman, The Abilities of Man (New York: Macmillan Company, 1927), Appendix XIX. 27 arranged from most agree to most disagree for each of the five factors. The array for each factor provided the basis for interpretation for each of the factors. The Z-scores for the statement arrays for the factors were also compared to provide two additional kinds of information about the arrays: (l) "Discriminating items," those statements that discriminate one factor or group from another, are calculated by comparing the Z-score for a statement for one factor with the average Z-score for that statement for all other factors. (2) "Consensus items" are those statements which all factors are essentially in agreement on. Statistically, they are statements with Z-Scores within a range of one Z-score. CHAPTER IV INTERPRETATION Introduction In a study employing Q-methodology, individual respondents sort a group of statements into a quasi—normal distribution wherein the placement of the statements constitutes an attitude segment (the entire sort). Each sort is correlated with each other sort, and those sorts correlated beyond a given level of significance are grouped together, producing factors. Thus, people grouped together on the same factor sorted the Q—sample in a similar fashion. The sorts for each factor are then averaged, to produce a "typical" sort representative of that factor. Each factor is different from every other factor and the "typical" sort represents the attitude for only those persons loaded on that factor. The factors are models of how people see the subject matter from their sub— jective viewpoints, and in representing attitude segments, it is stressed, the factors are operant, i.e. the concepts were determined by the respondents in performing their task, but not by the researcher before the research began. The process of interpreting each factor involves 28 29 seeking an explanation for the placement of the statements in that factor's "typical" sort. Stephenson had defined interpretation as fitting "the meanings of Q—statements, with their scores, into an overall explanation of the factor."1 Interpretation of Q—factors consists of explaining what the relationships of elements within each factor are, what makes them representative, and how factors are related to other factors. While seeking these answers is a sub— jective task for the researcher, the interpretation must be based on the operant evidence, the data, and the explana- tion offered must fit that data. Thus, it is common practice in Q to qualify the interpretation as follows: if the reader disagrees with the interpretation, he may seek his own solution from the data listed in the appendices. As previously noted, this study generated five factors. Each of these will be examined individually. In interpreting the factors, an "if-then" approach is used, i.e. one examines combinations that emerge in the factors, and attempts to explain why these combinations occur. The comparisons involve individual statements, groups of statements, and combinations of comparisons, until conclusions are drawn. Early attention is also given the consensus items, those statements upon which all the factors essentially agree.2 lWilliam Stephenson, "Immediate Experience of Movies" (Columbia, Mo.: University of Missouri, 1962). 2A consensus item is defined as a statement where the factor scores differ by less than 1.0 standard score across the five factors. 30 Interfactor agreement upon opinion statements can be of great importance in ascertaining the attitudes of young people about newspapers. Special attention is also afforded to discriminating items, or those statements ranked Significantly higher or lower by one factor than by any of the other factors. These are the statements that essentially separated this factor from the others. The researcher may also consult the reasons the respondents noted on the questionnaire for their placement of certain statements at either end of the continuum. Finally, one arrives at a generalized explanation for the factor, an algorithm, that explains the schema represented by the factor array in question. The interpretation is offered in three parts: (1) a two— or three-word label which supplies a convenient "handle" or reference point for the factor, (2) a brief thumbnail sketch describing each factor, and (3) an expanded sketch, with evidence, providing a more detailed explanation and discussion of the factor. Finally, because the sort for each factor represents a "typical” attitude segment, and because the algorithm given for each factor represents a hypothetical person (The Information Stalker), the factor is referred to only in the third person. ("Hypothetical" is meant to refer only to the interpretation. Presumably, persons with significant loadings on a single factor are "real" holders of the typical attitude.) Taken is sess, the interpretation, made up of con— sensus items and factor explanations, can be used in various ways. It can be compared with the existing readership studies 31 on the youth market and it can be used to generate other approaches or ideas for reaching this market. These will be described in detail in the conclusions chapter. As Haley (1971) notes, this kind of study can be used "as a tool for improving communications with the group or groups of consumers selected as the market target by selecting themes which improve the chances of capturing the attention "3 of your prospects. Brief Sketches As noted earlier, the factor analysis in this study produced five interpretable factors. The following are brief descriptions of each factor to familiarize the reader with each one before proceeding on to more detailed explanations. Factor I, The Information Stalker The persons on this factor are best described by the term, Information Stalkers. They are intent upon getting information about all aspects of the world around them. To the Information Stalker, gleaning facts is a very serious business. Factor 11, The Consumer Advocate The Consumer Advocate believes that a newspaper should perform one essential function: Help him make his life as 3Haley, "Benefit Segmentation: A Decision—Oriented Research Tool," p. 3—4. —i——— “fl,___ 32 comfortable as possible. Persons on this factor only seek information that they can use to better themselves in some way. Factor III, The Fascinated Feature Reader "Entertain me, entertain me" seems to be the overwhelming cry of the Fascinated Feature Reader. He wants a newspaper to help him escape from the mundaneness that sometimes characterizes his daily life. Factor IV, The Opinion Seeker The Opinion Seeker is intellectually pliable. He's not fast to form an opinion because he wants the chance to be influenced by every opinion that exists on a particular subject. In fact, he steadfastly refuses to decide on an issue until all the facts and differing opinions have been presented to him. He sees the newspaper as a place where he can find that type of information. Factor V, The Pillar of the Community Morally upright and community conscious - that's the Pillar of the Community. He values his friends and his community so those are the things that he wants to see covered in a newspaper. He wants a newspaper to be an extension of his daily life. Consensus Items Consensus items, those statements that all the factors agree upon, are very important in a Q—study. These 33 statements can provide the basis for marketing strategy. The statements that were scored positively across all of the factors are the most important. Conversely, the items that were ranked consistently negative by the five factors represent marketing strategies that should be avoided. Those items that surround the neutral point offer the least in terms of marketing strategy. This study yielded eleven consensus items. Items of Consensus Almost 20 percent of the statements (i.e. 11 out of 62) were held in similar regard by all five factors. Each of these statements had an average Z-score of less than -1.00. In other words, all eleven statements were held by the factors in a slightly negative view, tending toward the neutral area. The most ”disagree” of the statements (60) reflects the fact that respondents are not discarding television news in favor of the newspaper. However, by also disagreeing with statement (53) they're underlining the fact that they want a newspaper to provide more than just news briefs; they already get that much news from television. The re— spondents seem to agree that it's the job of the newspaper to take the news that television presents and develOp it in depth. 34 Z-Scores FI FII FIII FIV FV (60) The TV News ties -.8 -.5 —.8 —.3 —.3 you to being in a specific place at a specific time; I prefer the newspaper because it lets me get the news when ILm ready to get the news. (53) I like News —.1 -.3 .1 -.7 —.4 Briefs - the brief summaries of major stories — because they give me a quick way to know what's going on in general. Respondents also agreed that it really isn't too impor— tant to them if the press acts as a watchdog on government (9) or gives a great deal of space to politics and government operations (l8), (l9). (9) It's good to know —1.0 -.6 —.3 —.4 —.2 that the press is investigating government and bus- iness; it's essen— tial to keeping them honest. (l8) Legislation can —.1 —.4 .1 -.5 .2 touch all aspects of your life. I want my newspaper to explain how important bills will affect me if they become law. 35 Z—Scores F1 FII FIII FIV F (19) I want extensive .3 -.3 -.7 -.2 .2 coverage of politics and government; I need to know how the government is operating. The respondents also registered slightly negative reactions to needing to read about other people's problems (45), and to using newspaper ads as a means to find out about a community (27). (45) Reading about .7 .0 —.2 —.2 —.5 other people's problems and how to solve them, often gives me ideas about how to deal with my own problems. (27) Newspaper ads —.7 —.2 -.4 -.4 —.3 give a quick overlay of what a community has to offer. It's important to me to get that kind of information. Although respondents did not agree that advertising was important for them to learn about their communities, respondents indicated that they were interested in receiving information about births, deaths and marriages in their locales (49). 36 Z—Scores F1 (49) Some newspapers .1 record so many births, deaths, weddings, divorces and en- gagements. I don't like that; it's so gossipy. Finally, editor were important to them. II II IV V respondents indicated that letters to the They liked the option of being able to voice their opinions in that forum (36) but they weren't convinced that letters presenting both sides of an issue were essential (35). (36) Letters to the —.3 editor give in— dividuals access to the public ear. I don't care about being able to have that kind of access . When I read —.1 letters to the editor I dis- agree with, I also like to see letters on the same topic that I agree with to balance the point of View. (35) (See Table 2) TABLE 2. Hours of TV per week How often watch TV news a week (days) Hours of radio per week How often listen to radio news a week (dayS) Number of newspapers read How often read a news— paper a week (dayS) % Read of newspaper Amount of time spent per day with news— paper (minutes) Time of day paper is read What is read first in a newspaper 7.6 .4 .6% Varies Front Page 37 FII 9.6 10.1 3.77 1.8 4.4 38% 31.5 Varies Front Page FIII 6.8 2.7 12 5.8 48.7% 22.1 Morning Front Page FIV 14.6 12.7 2.89 52% 37 Varies Front Page Average Viewing/Listening/Reading Habits of Factors F V 14.7 4.6 23 5.7 3.17 5.7 37.5% 44 Varies Front Page 38 Factor I, The Information Stalker Evidence for the Sketch Factor I, the Information Stalker, is made up of fifteen people —- all Caucasian women. Persons on this factor range in age from 18 to 31 with an average age of 24.9. Six of the respondents are married and nine are single. Two are sophomores, one a junior, four are seniors and eight are graduate students. Their majors include: Communications, Journalism, English, Computer Science, Human Ecology, Education and Advertising. They all classify themselves as members of the lower—middle class or upper- middle class. Individuals on this factor watch between zero and twenty hours of television a week for an average viewing time of 7.6 hours a week. Twelve of them watch television news on an average of 3.4 days a week. They also listen to radio for between two and eighty—four hours a week for an average listening time of 20.2 hours a week. All but one listen to radio news on an average of 5.6 days a week. Everyone on this factor reads a newspaper and six read two newspapers and six three newspapers. They read 67.6 percent of the newspaper on the average of 6.5 days a week, taking an average of about 40 minutes with a newspaper a day. They read it at varying times during the day with thirteen of them reading the front page first. The Information Stalker is almost obsessed with the quest for information. She wants a newspaper to cover a 39 wide range of topics (14) and She's so intent on this that she's willing to forego comics (50) and features (25) for articles of a more serious nature. (14) (50) (25) Z-Score I like a newspaper to 2.16 cover a wide range of topics and to cover them fully and in depth. I don't dislike comics 2.512 in a newspaper. I just think that the paper could use that space for other stories. I enjoy reading stories -.80 that are simply enter— taining and bright. They break the monotony of reading the news. Average Z Difference —.580 2.739 -3.32 2.844 1.114 —1.914 Persons on this factor do realize that photographs can tell a story sometimes more effectively than words. She finds a newspaper without photos unappealing (43) even though it may meet all of her informational needs. But she isn't ready to compromise her need for content and substance in favor of graphics. She will not condone having photographs in a newspaper merely for the sake of breaking up a monotony of dull, gray type (41). (43) (41) A newspaper without 3.517 photographs is just a sea of type - and an ocean of dullness. I don't care for arty 2.200 photos that don't make a point - like the photograph of a tree in blossom on the first day of spring. —.619 4.136 -.546 2.746 40 The Information Stalker is also a very busy person who is interested in getting all of those facts as quickly as possible. Therefore, she's not concerned that newspaper sections allow for more than one person to read the paper (48) and she is angered when a headline doesn't tell her the main point of the story (1). Z-Score Average Z Difference (48) I like it when my news— —l.140 .833 -l.973 paper comes in sections; that way more than one person can read the paper at once. (1) I dislike headlines that .408 -.516 .954 are catchy, cute and lively. Although the Information Stalker is concerned with learning about international affairs (20), She does not want to be subjected to news about the seedy side of life — crime (61) (5). But She does think that the newspaper should act as a social consciousness for the community (24) and investigate crime and other social matters on a purely sociological level. The Information Stalker also agrees that it is important that the newspaper investigate crime on a higher level — in government and business (8). (20) I feel a part of the 1.201 -.270 1.471 entire globe and what happens all over the world is important to me. I want a newspaper to reflect those Views. 41 Z-Score Average Z Difference (61) Some newspapers report 2.083 .015 2.068 crimes in vivid, descrip— tive detail. It's sensa— tionalism of the worst kind and I resent being subjected to that kind of reporting. (24) I don't want a newspaper —1.l51 .602 -l.753 to investigate and ex- plain matters of social concern - like drugs or homosexuality. (8) It's important to me 1.392 —.319 1.711 that the press thoroughly investigate government and business so that I can understand better how to vote and how to respond. Persons on this factor are determined individualists; they don't need a newspaper to tell them where to save money (30), (29), (28) or how to Spend their leisure time (26). On the other hand, they are interested in finding out how other people think, feel and react (47). Learning about other people's feelings is all part of the educational process but just reading about how people live, who's getting married or who's dying is worthless information to the Information Stalker (51). (30) Coupons in a newspaper -l.020 -.042 -l.086 are a must. They save me a lot of money. (29) I like my newspaper to —1.287 —.085 —l.202 cover things that help me as a consumer. (28) Ads in newspapers are —l.225 .118 -1.344 usually more informative and useful than ads on television. — ' ..H.x um—-—_—.v l . .__i, 42 Z-Score Average Z Difference (26) It's not important to me 2.070 —.533 2.603 for a newspaper to run stories on activities I can participate in, hobbies I can experiment with. I can get that in— formation from other sources. (47) I enjoy reading advice 1.983 —.229 2.212 columns. It gives me a chance to see how other people think, react, feel. (51) I enjoy reading the —.842 .655 —1.497 society page and finding news about a friend or acquaintance. The Information Stalker is far from satisfied with her present newspaper (attitude 8). She agrees that her present newspaper Should devote more time and space to the coverage of national and international news (attitude 2). Although she expressed little interest in advertising in her "ideal" newspaper, the Information Stalker admitted finding the ads in her present newspaper helpful (attitude 3). She said she enjoys reading the editorials in her present newspaper (attitude 4) but was fairly neutral about the prospect of adding more letters to the editor (attitude 5). The Information Stalker voiced little interest in consumer information in her "ideal" newspaper but she said she would like to see her present newspaper have more consumer information (attitude 6). This seeming discrepancy can be easily explained by the fact that in performing the sort, the Information Stalker had to choose 43 between consumer—oriented information and other types of information while the semantic differential merely asked her if She'd like more consumer information — not if she was willing to sacrifice something else to get it. She expressed displeasure at the possibility that her paper might consider publishing less photographs (attitude 7) and was neutral about the inclusion of more local news (attitude 1). (See Table 3) Factor IIi The Consumer Advocate Factor II is comprised of fifteen peOple —— eight females and seven males. Thirteen are Caucasian and the other two persons on this factor did not indicate their race. They range in age from 18 to 30 years old with an average age of 23.8. Three are married, eleven single and one divorced and over 90 percent of this factor classified themselves as members of the lower—middle or upper-middle class. One is a freshman, two are juniors, three seniors and nine graduate students. Their majors include: Communications, Mathematics, Biochemistry, Cartography, Pre—med Chemistry, Physiology, Forestry, Education, English, English Education, Social Science, Art Education and Astro—Physics. Individuals on this factor watch between zero and twenty-one hours of television a week for an average of 9.6 hours of viewing time per week. Thirteen said they watch television news an average of 3.1 days per week. 44 so so so so em.o mommmmflo hamcoepm &S.o ss.o eo em.o es.o moswwmfio em.mfl &N.o so &>.o em.o mosmwmflo sapemflfim eom em.o eom So: em.mm Hwepsmz es.om em.ma xw.om eom es.om mopm< sappmflam es.om em.mm Rs.o: sow Sow mmhm< .LODHUo one Op meoppma osoe QmHHQSQ oasoz ew.o emdmdmzoc he ewes H m mpspflppa .smdmdmZDQ he CH mamflsouflom em.ma map mcflomoe acnso H : oUSDpr< .Hsedflo: godmomzoc ee.© as pH mes peep H m peppflppe .mzoc HwQOHpmceopcfl ocm HHCOHpm: meoe em>oo oazogm Rodeo ss.e .msz as page scene H m ppspflppa .mzoc HBOOH mace no>oo oasozm Modem So Inst: he page xcflsp H H peppflppa omem< hfiwcospm hpo> .cmpoo pmoe poop 50% page podmdmsoc one 0p commemomg CH meoEmpmpm mcflzoaaom one 0p pommm poxampm coemeeoocH wee .H scoowm Rom mohoom oUSpprq .m mqmm o assesses .mgdmstDOQQ mmoH QmHHQSQ UHsozm Stood so Imam: HE xcHsp H s pogospoa .QOHp ImELOHQH smegmcoo whoa o>m£ ow Momma som [maps gs psfla p.H o coopflpp< mosw< Hchospm meo> 46 Radio is listened to by people on this factor between zero and fifty hours a week for an average of 10.1 hours. Ten listen to radio news an average of 3.77 days per week. Everyone on this factor reads a newspaper with seven reading one paper, four two papers and four three papers. They read about 38 percent of a newspaper on the average of 4.4 days per week. Persons on this factor read the newspaper at varying times during the day and spend an average of 31.5 minutes per day with it. Seventy-three percent read the front page first, 6.7 percent international news first, 6.7 percent editorials and two did not indicate what they read first in a newspaper. Useful information is of paramount importance to the Consumer Advocate. He's interested in getting the most for his money and he expects his newspaper to help him secure that end (16), (31), (30). Although he uses critics as a guide to movies and restaurants, he does so cautiously; he wants to be convinced that he should really trust these "experts" (11). Z—Score Average Z Difference (16) Movie critics and res— 2.593 -.204 2.796 taurant reviews are like consumer guides. They let you know what to expect, what things are likely worth doing. (31) Newspaper ads provide me 1.518 —.414 1.932 with important infor- mation. They let me know where the sales are so I can save money. 47 Z-Score Average Z Difference (30) Coupons in a newspaper .894 —.521 1.415 are a must. They save me a lot of money. The Consumer Advocate feels that news in a paper should be current (56), filled with intelligent opinion (54) and balanced (37). All of those elements are essential for the reader to get a fair deal from the paper, according to the Consumer Advocate. A reader also needs to be well-informed in order to protect his rights as a consumer and as a citizen. For that reason, persons on this factor think it's essential that newspapers cover crime so that the citizenry can be aware of its existence (5). They're not concerned about having a newspaper delve into the socio— logical reasons for crime, drugs and other social problems (24). They just want the paper to let people know when, where and how these things happen. Therefore, the Consumer Advocate doesn't agree that news has to be "bad" in order to be reported but that "bad" news has to be reported (17). (56) I want news in the paper .946 —.332 1.278 to be fresh. I don't want to learn about something on TV tonight and then read about the same thing in the next day's newspaper. (54) I like a newspaper that .817 —.242 1.060 is filled with intelli— gent opinion, opinion that causes you to think and mold your position on issues. 48 Z-Score Average Z Difference (37) I like for a newspaper 1.185 -.108 1.293 to print letters to the editor that disagree with the newspaper's position; it assures me that the newspaper plays fairly. (5) Knowing about crime is 1.690 -.114 1.804 important. It increases my awareness and enables me to find out what I need to do to protect myself and my property. (24) I don't want a newspaper 2.287 —.257 2.544 to investigate and ex- plain matters of social concern — like drugs or homosexuality. (17) I sometimes feel that 1.296 .980 -2.276 news must be ”bad" to be reported. Wars and dis- asters are emphasized rather than the good things that happen. Since the Consumer Advocate views information as a defense against falling victim to the system, he is keenly interested in reading about the organization and operation of his community, its government and its schools (23). But he also realizes that it takes time and space to cover a community in that depth. So, he will not merely scan the front page to get a feel for the news of the day (21). For that Same reason, he considers News Briefs a waste of space in a newspaper (10); they're simply an overview of the news. They don't provide the specific facts he expects to get from a paper. 49 Z-Score Average Z Difference (23) I want a newspaper that 2.016 —.103 2.119 covers what's happening in local schools: activi— ties, curriculum, board meetings and the like. (21) I like the front page —1.251 .131 —1.383 because newspapers try to put the most impor— tant stories there; you can quickly find out whether anything of major importance has happened. (10) I like brief summaries —l.435 .421 -l.856 of news stories because I just don't have a lot of time to spend with a newspaper. To the Consumer Advocate, a newspaper is a storehouse of facts that need to be kept for later use. A newspaper need not be entertaining (22) nor sensational (39). The Consumer Advocate is keen on reading about other people's problems but only if it will help him solve his own problems (47). He's also interested in reading others' viewpoints in editorials but he doesn‘t use them to model his own views (33). He's too independent—minded for that. (22) I like to read about —l.086 .155 -l.24l famous and important people — how they live, what they do. (39) I think newspapers should 2.196 —.203 2.400 not publish sensational photos — like the shot of Karl Wallenda falling from the high wire to his death. 50 Z—Score Average Z Difference (47) I enjoy reading advice —.827 .474 -l.300 columns. It gives me a chance to see how other people think, react, feel. Those people on Factor II are also discouraged with their present newspaper (attitude 8). They are fairly neutral about the inclusion of more local news (attitude 1) as well as the addition of more national and international news (attitude 2). They find the ads in their newspapers somewhat helpful (attitude 3) but would definitely like to see more consumer—oriented news in their papers (attitude 6). This factor enjoys the editorials in their present papers (attitude 4) and are definitely interested in having their papers increase the number of letters to the editor (attitude 5). Individuals on this factor are also adamant that the number of photographs Should not be decreased in their present papers. (See Table 4) Factor III, The Fascinated Feature Reader Seven people loaded positively on Factor III - five females and two males. These respondents range in age from 19 to 22 for an average age of 20.1 years old. Four of the people on Factor III are Caucasian, two are Black and one did not indicate her race. One noted that her socio-economic class was upper class, one lower—middle class and five upper—middle class. Only one person on this factor is married; the rest are single. Two are sophomores, three are juniors and two are seniors. Their .HopHoc map Op mHoppmH mHoE QmHHQSQ oHsoz so so ss.o ss.om ss.o: ss.o sm.MH Hmdmomsoc me QmHz H m cooppr< .Hodmdmsoc HE CH mHmHHODHUo so so sm.mH ss.o so: som som mes msHomoH HOHQo H : oUSDpr< .HSHQHoQ Hoomdmzos sm.mH so sm.mH som sm.mH ss.om sm.mH He 2H moo oeHH H m oUSDpr< .mZm: HmQOHmeHmeH was HHCOHpmc oHoe Hm>oo pHsosm Hogan ss.o sm.MH sm.mH sm.MH som sm.mH som umzpe He sure Rcan H 51 m ppsppra .msoc HmoOH oHoe Ho>oo oHsogm Honda ss.o som som som som sm.mH so ImSoQ He peep xcng H H cooppr< mosmwmfim moswmmHQ ooswmmHo Hmesoz ome< oon< oon< Hchoppm HHpgmHHm HHpgmHHm HHweosom mHo> .Qmpso pmoe owes 30% page Hoowdmzmc map 0p mocmHoHoH QH mucoEopmpm wcHSOHHom one 0p powom opwoo>o< HoESmcoo wee .HH Honomm Hom mosoom oUSDpr< .: mqmm o spoopra .mQQmeOHOQQ mmmH QwHHQSQ UHsogm Honda so Imzoc HE xcHsp H s ppspHops COHD ImEHOHQH Headmcoo oHoE o>w£ 0p Hedda HHmQOHpm ss.o Imzo: He oxHH U.H o oomppr< ooem< HHm> 53 majors include: Natural Resources Education, Resource Development, Chemistry, Advertising and Journalism. Persons on this factor watch between zero and twenty hours of television a week for an average viewing time of 6.8 hours per week. All but one watches television news on an average of 2.7 days a week. They listen to radio between one and fifty hours a week for an average of 12 hours a week. All but one listen to radio news on an average of three days a week. All of the respondents on this factor read a newspaper. Two read one paper, three read two papers, one three papers and one four newspapers. They read about 48.7 percent of a newspaper about 5.8 days a week spending an average of 22.1 minutes a day with a paper. Seventy—one percent of this factor read a newspaper in the morning. Four read the front page first, one the headlines, one the news briefs and one the ads. The Fascinated Feature Reader desires entertainment from a newspaper. He wants well-written, bright stories (25) about famous and interesting people's lifestyles (22). Moreover, he wants a newspaper to help him entertain himself - he wants information on sports he can participate in (44) and activities he can experiment with (26). But he doesn't want a newspaper to "blueprint" his life. For that reason, he spurns movie critics and restaurant reviewers (16). He enjoys reading what they have to say (15) but he wants to find out for himself if a movie or a restaurant really is good or bad. 54 Z—Score Average Z Difference (25) I enjoy reading 5.548 -.473 6.022 stories that are simply entertaining and bright. They break the monotony of reading the news. (22) I like to read about 1.204 —.418 1.622 famous and important people — how they live, what they do. (44) I like a newspaper to .739 —.408 1.147 cover the kinds of sports I can partici- pate in. (26) It's not important to —.830 .192 —1.022 me for a newspaper to run stories on activi- ties I can participate in. I can get that information from other sources. (16) Movie critics and -.734 .628 —1.362 restaurant reviewers are like consumer guides. They let you know what to expect, what things are likely worth doing. (15) I like to read 2.748 -.656 3.404 critics who are opinionated and articulate — even when I disagree with them. They're fun to read. The persons on this factor are also intrigued with crime - how a criminal's mind works, how an idea for a certain crime was developed (6). They also want crime investigated from a sociological perspective (62). 55 Z—Score Average Z Difference (6) Stories about crimes 2.475 —.403 2.878 themselves — how they occur, what happens to the people involved — are of interest to many people. You want to know about what's going on. (62) A newspaper should .285 —.674 .956 deal with crime from a social perspective, revealing the causes of crime so society can understand and react for the good of all. Although the Fascinated Feature Reader isn't concerned about getting extensive coverage of government and politics, he is keenly aware that he needs to get a brief picture of what's going on in the world. For that reason, he consistently scans the front page (21). Since he's not using the news— paper to meet informational needs, he could care less if headlines are functional (2). He likes artistic photographs (41) but he isn't interested in a photograph that imparts no more than a quick chuckle (4). He wants his entertainment to be more long lasting. (21) I like the front .622 —.337 .959 page because news— papers try to put the most important stories there; you can quickly find out whether any— thing of major impor— tance has happened. (2) I don't like it when I —.913 .055 -.968 read a headline and it doesn't tell me enough so I can decide whether or not I want to read the story. 56 Z—Score Average Z Difference (41) I don't care for arty -.801 .205 -1.006 photos that don't make a point — like the photo- graph of a tree in blossom on the first day of Spring. (4) I like to see humorous -1.219 .178 —l.397 photos, photos that give you a chuckle or some— times a good laugh. Fifty—seven percent of the people on this factor are dissatisfied with the papers they are presently reading (attitude 8). The people on this factor are not interested in having their present papers increase their local coverage (attitude 1) and are neutral if national and international news Should be increased (attitude 2). They definitely find ads in their newspapers helpful (attitude 3) but are neutral about how much they enjoy reading the editorials in their papers (attitude 4) and if their papers should publish more letters to the editor (attitude 5). They slightly agree that more consumer information is needed (attitude 6) and they disagree that the number of photographs in their papers should be decreased (attitude 7). (See Table 5) Factor IV, The Opinion Seeker Nine respondents loaded positively on Factor IV — seven males and two females. They range in age from 20 to 32 with an average age of 24.9. Eight are Caucasian and one is Black. Five are single and four are married. Two are juniors, four are seniors and three graduate students. Their majors include: Education, Sanitary Engineering, 57 xcmHQ so xcpHp so xspHo so scpHp so xcmHQ so moswmmHH Hchospm Hoooom ossamom oopocHomwm one nHHH Hepomm Hom moHoom ooszpp< sm.:H so sm.:H sm.:H sm.:H so sm.:H so sm.:H s©.wm omgwmmHQ sm.:H so so sw.wm sm.:H oonomHQ HHsngHm sH.sm sm.:H so sm.:H so.m: Hmesmz so so.m: so.m: o.om so ome< HHpgmHHm sm.:H sm.:H so.m: sm.:H so mohw< so so so so so mme< Hchospm HHm> .AppHop one oo mppopmH mHoE QmHHQSQ UHsoz Hoowgmzmc he QmHz H m pospHpo< .Hodoomzoc HE CH mHmHHOHHoo one wcHoooH scone H H pospprs .HSHQHoQ Hoomomzms He eH mop chH H m ppszpoa .mzoz HoQOHpmcHop:H Ugo HoCOHpm: oHoE Hm>oo oHsosm Hedda imam: He page ergp H m ppspHop: .mSoc HHOOH opoe Ho>oo oHsogm Hedda -mzme Ha page scHoo H H mospHops .pmoe owes 30H ponp Hmdommzoc 639 cu monHoHoH CH memEopmpm mQHBOHHOH @3p 0p pomom .m MHmm m oUSDpr< .wsgmpm0posg wmmH EmHHQSQ UHSOEm Hoods so Imzoc HE xEHEp H s posspra .HOHs ImEHOHEH HoEszoo oHoE o>mg op Hoods so Imzos HE oxHH o.H olmmmmmmmm oon< HHmEOHpm HHo> 59 Geology, Fisheries and Wildlife, History Education, English Education, Communications, English and Journalism. Two indicated that they were members of the lower class, four the lower—middle class and three the upper—middle class. Individuals on this factor watch between two and thirty hours of television a week for an average of 14.6 hours a week. Eight watch television news on an average of 5.1 days per week. They listen to radio for between three and thirty hours a week for an average weekly listening time of 12.7 hours. Eight listen to radio news about five days a week. One of the respondents reads one newspaper, two read two newspapers, three read three newspapers and three read four newspapers. This factor reads about 52 percent of the paper 6.2 days per week. The respondents on this factor spend about 37 minutes a day with a newspaper; they read it at varying times during the day. Fifty—five percent of the people on this factor read the front page first, 11.1 percent read the comics first, 11.1 percent the entertainment section, 11.1 percent the horoscopes and 11.1 percent sports. The Opinion Seeker is totally enamored with the search for a variety of opinions on a wide range of topics. The editorial page then is a continual source of delight for the Opinion Seeker. He is so entranced with reading others' opinions that he gets upset if an editorial stops short of actually taking a firm stand on an issue (34). The purpose of an editorial is to state an opinion and for him, all editorials help him mold his Opinions (33). 6O Z—Score Average Z Difference (34) I dislike reading through 4.170 .513 3.657 an editorial that lays out issues and pertinent facts and then finding the editorial makes no definite conclusion, takes no clear viewpoint. (33) Both editorials I agree 2.691 —.533 3.224 with and those I disagree with help me to clarify and form my own opinions. Since it takes time to digest the viewpoints expressed on the editorial page, the Opinion Seeker doesn't have time to read a daily newspaper (58). However, since the paper does come every day, he feels obligated to read it because he doesn't want to miss the opportunity to be exposed to another set of opinions. For the same reason, the Opinion Seeker likes the fact that a newspaper comes in sections (48). It allows him the freedom to latch onto the editorial page without monopolizing the rest of the newspaper. (58) A daily newspaper really 3.313 —.266 3.579 comes too often for me; I don't have time to read a newspaper every day. (48) I like it when my news— 3.405 —.303 3.709 paper comes in sections; that way more than one person can read the paper at once. Persons on this factor are also interested in obtaining opinions that can influence their daily living patterns. The Opinion Seeker conscientiously reads columns written by critics (11) and he is also interested in procuring views 61 that can help him as a consumer (29). Z—Score Average Z Difference (11) I'm skeptical of critics. -.692 .275 -.966 I'm not that fond of "experts" who tell me what to like and dislike — about movies or restaur— ants or whatever. (29) I like my newspaper to .603 —.558 1.161 cover things that help me as a consumer. Since the Opinion Seeker doesn't read the newspaper to glean facts, he isn't concerned with the amount of space the paper devotes to world news (20) or community news (57). He is also uninterested in ads (31) and photographs (39) in a newspaper. He does, however, realize that others often read papers for information. Consequently, he feels very strongly that papers shouldn't provide criminals with ideas for bigger and better crimes (7) by providing them with every detail of a crime. (20) I feel a part of the en— —1.326 .362 —1.687 tire globe and what happens all over the world is important to me. I want a newspaper to reflect those views. (57) I like local stories — —.460 .687 -l.146 the events about people and events and issues that make up my community. (31) Newspaper ads provide me —l.l95 .264 —1.459 with important information. They let me know where the sales are so I can save money. 62 Z-Score Average Z Difference (39) I think newspapers should —1.029 .603 —1.632 not publish sensational photos — like the shot of Karl Wallenda falling from the high wire to his death. (7) Every detail of a crime .861 -.365 1.226 shouldn't appear in a news story. I hate to think how many people read the paper to get ideas and "blueprints" for Similar crimes. The Opinion Seeker is more dissatisfied with his present newspaper than any of the other factors (attitude 8). He isn't interested in having his paper increase local news (attitude 1) or national and international news (attitude 2). He finds the ads in his paper helpful (attitude 3) and he would like to see his paper increase the amount of consumer— oriented news it includes (attitude 6). He enjoys reading the editorials in his paper (attitude 4) and would like his paper to include more letters to the editor (attitude 5). He is also adamant that his paper refrain from decreasing the number of photographs presently in the paper (attitude 7). (See Table 6) Factor V, The Pillar of The Community Factor V is comprised of Six people — four females and two males. Everyone on this factor is Caucasian. They range in age from 18 to 34 with an average age of 25.1. Four are single, one is married and one divorced. Five classified themselves as members of the upper-middle class 63 so so so sm.mm sm.mm mosmmmHm HHwEOHpm sm.mm sm.mm so sH.HH sH.HH mmpmmmHH sm.mm sH.HH sH.HH sH.HH sm.mm mmewmmHo HHszHHm sH.HH so sH.HH sH.HH sH.HH Hospsmz sH.HH sm.mm so sm.mm oopw< HHpEmHHm sm.mm sm.mm sm.mm sm.mm so omew< .HOpHoo mew Op mHoppoH oHoE EmHHQSQ oHsoz sH.HH Hoomomzos HE EmHz H m DUSDHHD< .Hoooomsoq HE EH mHmHHOHHoo sH.HH poo mchope HoHep H : oUSDpr< .HSHQHDE Hmmmomzmc sm.mm He EH mop peHH H m cooppr< .mzoE HEEOHpoEHopEH Ugo HmEOHpoE oHoE Hm>oo UHSOEm swoon sH.HH Imzoc HE pogo EEHEH H m pooppr< .mzoc HHQOH mHoE Ho>oo oHsoEm Homes so :mzms He pogo seHso H H mUSDpr< mopm< HHwEospm HHo> .Eopmo pmoE owes 30H Hosp Hmowomzmc one 0p ooEmEonH EH mpEoEopmpm wcHsoHHOH one on pomom meomm EOHEHQo one fl>H H0poom pom moHOQm oUSHpr< .@ mqmm o ppspprs .mQQmeODOEQ mmmH EmHHQSQ oHsosm Hmoog so raspe He seng H s posspr< .EOHp ImEHOHEH HoESmcoo oHoE c>ms ow Hogan so Imzmc HE oxHH o.H o oUSDpr< oon< HHmEOHpm HHm> 65 and one the lower—middle class. Four people on this factor are graduate students, one is a senior and one a sophomore. Their majors include: English/History, Journalism, Linguis— tics, English and Education. One respondent did not indicate a major field of study. Individuals on this factor watch between zero and thirty— five hours of television a week for an average of 14.7 hours a week. Five of them watch television news about 4.6 days a week. They listen to radio between eight and fifty hours a week for an average weekly listening time of 23 hours. All of them listen to radio news about 5.7 days a week. All read a newspaper; five read three newspapers and one four news— papers. They read about 37.5 percent of the paper about 5.7 days a week. They spend an average of 44 minutes a day with a newspaper. They read newspapers at varying times during the day. Five read the front page first and one the sports. The Pillar of the Community is a staunch supporter of his community and therefore, is very interested in reading about every aspect of his locale (57), including his friends and acquaintances (51). He often gets upset by the type of coverage that a newspaper gives his community. Papers seem to center their stories on the negative events in the community (17) instead of all the positive things he knows exist. Z—Score Average Z Difference (57) I like local stories — 2.230 .015 2.215 the news about people and events and issues that make up my community. 66 Z—Score Average Z Difference (51) I enjoy reading the 3.337 -.390 3.726 society page and finding news about a friend or an acquaintance. (17) I sometimes feel that 4.891 —.567 5.458 news must be "bad” to be reported. Wars and disasters are emphasized rather than the good things that happen. Individuals on this factor also enjoy photographs in a newspaper. Photos allow them to be at that local Little League game (40) and humorous photographs provide a little comic relief (4) to offset all of the "bad" news in a paper. But the Pillar of the Community is not interested in photographs merely as a way to break up the dullness of the type (43). (40) Photographs do things 2.102 —.l57 2.258 that words cannot: they let you see the event; they let you be at the event when something interesting or impor- tant is happening. (4) I like to see humorous 1.419 —.481 1.900 photos, photos that give you a chuckle or some— times a good laugh. (43) A newspaper without —l.045 .522 —l.566 photographs is just a sea of type - and an ocean of dullness. Being active in the community takes time. The Pillar of the Community likes news briefs because they capsulize the news for him (10). But he does like a daily newspaper (58) 67 because so much can happen in his community in just one day and he doesn't want to miss any of it. Z—Score Average Z Difference (10) I like brief summaries 1.271 -.256 1.527 of news stories because I just don't have a lot of time to spend with a newspaper. (58) A daily newspaper really -.765 .753 —l.519 comes too often for me; I don't have the time to read a newspaper every day. The Pillar of the Community reads editorials and opinion pieces merely to get additional information about his community (15). He also isn't concerned if he can't ascertain the stand of a particular piece (34). He does, however, feel uncomfortable if an editorial disagrees with his feelings and opinions about his community (32). (15) I like to read critics —.946 .267 —1.213 who are opinionated and articulate - even when I disagree with them. They're fun to read. (34) I dislike reading through -.542 1.691 —1.233 an editorial that lays out issues and pertinent facts and then finding the edi— torial makes no definite conclusion, takes no clear viewpoint. (32) Sometimes it's confusing .654 -.297 .951 and frustrating to read editorials that give good arguments contrary to a position I hold; it's really uncomfortable to have to change positions on things. 68 The respondents on this factor are slightly dissatisfied with their present newspapers (attitude 8). They are neutral about the need to include more local news (attitude 1) but would like more national and international news included (attitude 2). They don't feel the ads in the papers are particularly helpful (attitude 3) but would like the amount .0 01 consumer news increased (attitude 6). They enjoy reading the editorials in their papers (attitude 4) but are neutral about the inclusion of more letters to the editor (attitude 5). They feel that the number of photographs should not be decreased (attitude 7). (See Table 7) 69 .EOpHoo oEp 0p mEoppoH mEoE EmHHEEQ oHEos so so sm.mm sm.mm sm.mm so so EmomEmZEE HE EmHs H m mosppr< .EoQonZEE HE EH mHEHEOpHoo so so ss.oH ss.oH som se.oH so oEp wEHpmoH HOHEE H : ooEppr< .HEHEHEE EmooomzoE so ss.oH sm.mm som so so so He EH moo pEHH H m ooEppr< .mzoE HEEOHEEEEopEH UEE HEEOHEEE oHoE Ho>oo EHEOEm Loewe so so so som ss.oH ss.oH ss.oH -mzpe He pogo EEHEA H m poopHpos .mzoE HmoOH oEoE Eo>oo UHEOEm Emooo so ss.oH ss.oH som ss.oH so so -mzpe HE page EEHEE H H mosoHops ooEmEmHo moEwmmHQ ooEmEmHo Hospooz ooEw< oon< ooEm< HHwEoppm HHpEmHHm HHEEEHHm HHmcoppm HHm> .EopHo pmoE oooE 30H ppr HoowomsoE oEp ow ooEoEoHoE EH mpEoEopopm mEHBOHHOH oEp 0p pooom HpHcseeOo pee Ho EpHHHE was .> EooopE EOE mpeoom poppHpoe .s mHmse 70 .Hcomomsz HE EH mEHEp IHEE owEmEo p.EoHsoz so sm.mm som ss.oH so so so H .pHsoo H EH Ep>m o ppspHsss .mEQonOHOEQ mmmH EmHHEEQ UHEOEm Homes som ss.oH ss.oH ss.oH so so so -ozoo so Hoses H s possHsss .EOHp IEEEOHEH HmEEmEoo oEoE o>EE 0p Honda so so ss.oH sm.mm sm.mm ss.oH so ImzoE HE oxHH o,H o ooEppr< omeomHo ooEwomHQ ooEwomHQ Hoppsoz ome< moEw< mmsw< HHwEossm HHszHHm HHszHHm HHmeospm HHo> A.©.pcoov H HHmHopEH oomsoom Ho mOHEQonoEoQ < mezmmm< oHooHE Eonwo msoEoo .EOHS IEOH Ismo onEHm IHHO wH m mEHpEsooo< EEEEmoEm flpszoQ o .EOHS oHooHE EmHmoo mEQEmo anHHm -Emooo [zoo onEHm -HHo Hm E mEHsHEOHsEom EOHEpm pHpHHEOOHm m oHooHE EEHmmo mEEEoo .EOHZ IZOH Isoo ooHEEmz IHHo mm m EmHHmEHEoo oposomso hwEHmEoH : oHooHE Ememo msoEmo .EOHE IEDEQD Ismo meEHm IHHo mm 2 wEHmeEm>U< EOHEEo .wEHmEEH m mHooHE EmHmoo msdEoo .EOHS IEEEED Ismo onEHm IEo om m EmHHmEm oEoEoEQom .pHOEpoQ .H m oHooHE EmHmmo mSEEmo .EOHE IHEEQD Ismo onEHm IEo oH m wEHmeEo>©< oEoEoEEom .pHOEpoQ .m H Hm>mH comm mspmpm m>HH om< xmm Ho>oH mmmHo EEOHEEom .oz OHEoEooH HmpHHoz poonpsm IOHoom 79 A.U,pEoov < XHszmm< oHooHE msoEoo oEmHHHoz IEmEED OEwmz ooHEEmz IHHo mm H EmHHwEEsoo opmsooso .oEoEHpHmm mH oHooHE EmHmmo mEQEoo EOHpmoEom .o.z IEEEED Iooo onEHm IE0 Hm m HmHoon HOHEom flsooEooe mH oHooHE EmHmoo mEoEoo HooEmEe OHEo IEoEQD Ismo onEHm IEo Hm m HEEOHpmmHoom HOHEEo AHDEEEHoEHo HH oHooHE EmHmoo mEQEoo .Eon IEEQED looo ooHEEoz IHHo mm 2 EmHHmEHEoo oposomEo .oEmHHEB oH oHooHE EmHmwo msoeoo EOHEEOHEEEEoo .EOHE IBOH Iswo onEHm IHHO mm 2 ImHoe HOHEom .EmEHmz o oHooHE EOHmwo mEQEmo ooHmeo .Eon IHEEQD Ismo mHmEHm IHHO mm 2 HEEHEHHo EOHEom nEHopEsom m oHooHE mEQEoo .EOHS IEEQED OEmoz onEHm IEo Hm m mEHmeHo>o< EOHEEH .moHHz s Ho>oH oomm mspmum o>HH ow< xom Echo: Ho>mH mmoHo EEODEEom .oz oHEoEoom HmpHHoz pooonsm IOHoom + mopsEHE oo sooH zoos m x m mzoz esopm 8O + mopsEHE oo som HHHEQ HEEEEoo opopm mEHmEoH o + mopEEHE oo sow Home E x m wzoz mumpm + mopsEHE oo som Hoes o x H mzoz pHospoo m Hmong HooEEm moEHe EHOH soz oEHpEo EpEoE o x mum mZoz pHOEpoQ mopEEHE omlom EwEOEEp EpEoE m x mum mmmsm ooEm pHOEpoQ EOOH Home E x m HEEEEoo compo wEHmEmH : mmpEEHE omlom sooHIoo moonoms mmoEm cosh pHospoo mopEEHE omlom sooH Home E x m mZoz compo mpsocHs omuom sms HHHoo Hocsooo psosm weHmeoH m mmpEEHE omlom som HHHEEOHmmooo mmoEm ooEH pHOEpoo moszHE omlom som Eco: w x NIH mzoz mpopm m mopEEHE omlom som Hmo HEm>m mzoz opmpm H pEon oEHe s EopHo so: poem mEoEoomzoz .oz sopopsm A.U.pEoov < XHDZHHH< H- o-..— 81 + Amongse oo sooH HHHHE mzmz spasm + mopEEHE oo sooH Home E x ml: mmoEm ooEm pHospoQ + mopsEHE oo so: Home E x H moEHe EEOH 3oz mH Eme smm Home E x m mmosm ooEm pHospoo EHEm som Home E x m msoz opmpm HH + mopsEHE oo sooH HHHmQ HEEEEoo mumpm wEHmEmH + mopEEHE oo sooH HHHEQ mmoEm ooEe pHOEpoo oH mopsEHE ooloo sow Emma m x : mmoEm oon pHOEpco mEEOE m som Eco: m x NIH mmEHe EHOH 3oz mossEHs ms sos HHHoo mzpz pspsm o + mopseHs oo sooH HHHoo mzpz moosm + mopsEHE oo sme HHHEQ HEEEEoo opopm wEHmEoH o mousEHE omlom smm HmoEEm HEo>m moEHe EHOH 3oz mossEHs omuom sooH HHHoo mzpz psosm mosseHs omuom sooH psoE cps: Eosm HHHoo mmHHz s pEoom oEHe s Eopmo som ooom mHmomEmzmz .oz somopsm A.o.ssooo s HHozmoos 82 + mopEEHE om smog .om some HEo>m mzmz Eoosome< .H.z + mpsngs oo sms HHHpo EmoEpHpo pee + mopsEHE om sme sows m x m EEOHHEEmH mm< .OE .omom IOHoom HEHHEEE mmmHo mHuz monosmoozmo .H moeoss U mezmmmd 99 msHOE mHooHEIEmooD o E onEHm EmHHoEEsoo IOEoom mH oo mHoon o E pHmEHm EmHHwEE EOHEmm Hm mm mepHsnspzoo o E E EmHHmEE popsooso om s: oHooHEIEoZOH o E onEHm EOHpmosom opmsomEo Hm o: oHooHEIEoooD o E onEHm EmHHoEEEOH opmopoEo mm m: cHooHEIEoooD o E 2 HwOHoom EmEEm oposooEo :m om mmmHo oHEoEoom comm xom mopopm Honz Ho>mH ow< .OE .Qmmm IOHoom prHEoz mmoHo mHuz A.o.seooo o HHEZEEEE 100 oHooHEIEoQoD onEHm EwHHoEHEoo EOHEom mm He oHooHErEoooo onEHm EmHHwEm opmoooso mm mo oHooHEIEDBOH 2 oEoz opooooEo mm mm oHooHEIHooob onEHm mEHmeEo>o< oposooso Hm mo mmmHo OHEOEoom mspmpm Echo: Ho>oH ow< .oE .omom IOHoom HmpHEoz mmoHo mHuz A.U.pEooV o xHszmm< {\\\\l 101 mHoo m mmH o How H mmH om I mmH m mHmU : mmH mH Home s was so Home m was 3. mHoo H moH o: mHoo H moH HH Poop s. ops H o 02 o x3\EopHo mzoz OHUEH x3\0Hoom\mEm Emoz\EmpHo mzmz >e x3\>e\msm .omom mHuz meHmdm oszmemHH\ozH3mH> oH moeoe x3\>e\mHm .OE .ommm man A.o.scooo o HHEZEEEH 103 meo s ops EH mHmo m mos m Hs Hmo H moH : mHmo : moH :H mo mHoo m moH oH mHmo m moH UH mo mops s ops om o 02 o mo H2\EpsEo ozpz OHpoE Ez\oHooE\mEE Eppz\sppso mzmz >E EE\EE\HEE .oc .Empm mHuz A.U.pEoov U XHQZHHH< 104 ozoz modem Emma pEOEm wEHEo>m mopEEHE om sooH mHmo H HEEEEoo mumpm mmH om wEHEo>H EBoz oompm EBEE HooOH \wEHEHoz mopEEHE mH som mHmo m HoEesoo Epsom moH mH mwoo HEOEE Hmo HH< mopEEHE om soo meo m mzoz Epsom mmH :H HmEEEoo possum HHoz mmoEm owmo DEOEH wEHEo>m ooEE pHOEme I moEHHooom \mEHEEoz mopEEHE om smm meo H HEEHEoo opopm moH HH owmo EEOEE wEHEo>m mopEEHE om smH meo H HEEEEoo mpmpm moH o omom EmEz Hoo\oEHe owom s x3\EmpHo mmEo Hoooomzoz .oE .omom meHE EoHE3 ooom mHuz EEHEEE ozHEHEE .H EoEosE A.p.seooo o HHEZEEEE 105 owwo pEOEE wEHEo>m mopsEHE om soH mmoEE ooEE pHospoo Esmz mpopm Esoz H EoEHEoEm msoo H HopEo pHssoE mmH H: owmo EEOEE wEHEm>m mopEEHE om smH oEEEHEe omEOHEo mmoEm ooEE pHosuoo onomIoEooom mHoo H HEHU mmHm>mEe moH o: EOHpomm HEOEE EOOE IEopH< moszHE oo smo mmoEm mosh pHOEpoQ mHmo o HEEEEOH opwpm moH m: owmo DEOEE wEHEo>m \mEHEHoz mopEEHE m: smo mmoEm ooEE pHOEpoQ mmmEE mHoo H mswE< ommozo moH mm ooom smEHE Ems: Hmo\mEHe ooom s H2\Eosso moEo EOHEE man A.U.pEoov U xHszmm< Hoomomzoz omom .OE .ommm 106 owmo pEOEE wEHEo>m mopEEHE oo smm mHoo H HEEEEoo mpopm moH mo pmom EOHwEHEmoz HEEEsoo wEHEo>m pmoEpm HHmz ommo DEOEE \wEHEEoz mopEEHE om som mHoo H m3oz opopm moH mo Esoz oompm moEHe EEOH 3oz EOOE mmoEm mmoo DEOEE IEopE< mmpEEHE om soo mHoo H mosh pHOHme mmH oo EEoz mumpm mmmEm ommo HEOEE How HH< mopsEHE oo smH mHmo m ooHE pHOHpoo moH mm omom EmEz Hoo\oEHe Comm s x3\EmpHo mmEo Ecooomzoz .oE .omom meHm EoHE3 comm Hz A.o.ssooo o HHEZEEEH 107 mmosm mEHEm>m cosh pHospoo owes DEOEH \wEHEEoz mmpoEHE om som mHoo H mzoz modem moH HH m3oz Epsom mmmEE moEE pHOEpoo mwmo HEOEE wEHEHoE mmpEEHE om soH mHmo H Hmpm mEHmEoH moH mo comm EoEB Hoo\oEHe ooom s EE\EopHo mmEo Hoooomzoz .OE .omom pmHHE EOHEB omom man A.U.pEoov U NHszmm< 108 I o 2 z HEsmmEoE psosooso Hm Hm pHpoHsIEpEEo o E m HEOHOHAEEE EOHEpm Hm om HEpmHEoEo pHooHeIEmEoH o E m emaanE ppozooso om om oHooHEIEmodo o z m HEomEmOHEmo omeooEU mw mm mHopHeIEpon o E m HEEHHEEEOOHE EOHEoo oH :m mHopHsusmon I 2 m HOHHREpEsoz oposooso om Hm mEOHp pHooHsuspEEo o E z nooHcsssoo EOHEmm Hm HH mmoHo QHEOEoom comm xom mspopm Echo: Hm>oH mm< .ommm IOHoom HopHEoz mmoHo mHuz moHEEHEooon .HH EOEosE A.p.seooo o HHEZEEEH 109 oHooHEIEooED o z m monHEEIOEpm< EoEEmoEm UH om pprHsIEmEEo o E m EOHsoospE EOHEpm Hm :m pHpoHsIEpEEo I z m EmHHmEE EOHEEH Hm o: EOHpoosom pprHsIEpon o E m sE< psooooso om s: coEoHom I o z m HoHoom popsooso mm m: Emzoo o E .EHE EmHHEEE psooposo om H: ECHpoosom mesz o E m EmHHmEE psosooso Ho om mHooHsIEpon o E z EOHsposoE pspoppso mm mm mono OHEOEoom comm xom monopm Echo: Ho>oH ow< .OE .Emom IOHoom HopHHoz mmoHo mHIz A.p.scooo o HHEZEEEE 110 mHoo m soH mH mHoo m mos oH mm mHoo H soH om meE m mos ow Hm I oz m mEoo m mos mH om mHoo : moH mm mHoo : moH Hm om mHoo o mmH mH I 02 o mm I oz o I oz m so Hoo H mos m I mos om Hm I oz om mHoo m mos Hm HH x3\EopHo mzoz 0Hoom x3\OHoom\mEm Emo3\EopHo mzoz >e x3\>e\msm .OE .omom mHuz EEHEEE oszEEmHH\ozH3EH> .HH EQEoEE A.U.pEoov U NHDzmmm< 111 I oz m mHoo : moH m oo mHmo o mmH m mHoo m moH oH :m I oz o Hoe H soH o o: I moH m mHoo E moH o :: mHoo m on :H Hmo H on m\H m: mEoo m mos NH mHoo m soH NH H: oEoo m mos m meE o soH EH om x3\EopHo m3oz OHUEm x3\0Hoom\mHm Emo3\EopHo mamz >e x3\>e\mHm .OE .ommm EHuz A.©.pEoov U XHQZHHH< 112 Hopm wEHmEmH pmom mwoo EEOHE mEHEEoz moszHE m smH mHoo m EcumEHEmoz moH mm EOHED ImoEHe ooHHOHE mwod HEOEE wEHEEoz mopsEHE om sow mHoo m msmz opmpm moH :m Egoz EOOE HEEOHHEEEEEEH IEopE< mmpoEHE oo soH mHoo m mzoz mumpm moH Hm mmoHE ooEE pHOEpoQ mEHEo>m HEEEEoo mumpm ommo pEOEE \mEHEEoz mopEEHE m: so: mHoo H mzoz opopm moH HH ooom EoEz Hmo\oEHe ooom s EE\EopHo moEo Eoooomsoz .OE .ommm meHm EOHEB comm Ean meHEEE ozHEEEE .HH EoeosE A.©.pEoov U xHszmm< 113 omoo pEOEE wEHEo>m \EOOE IEoEEE mopsEHE om som mHoo m HEEEsoo opoum mmH om owmo HEOHE wEHEm>m mmpSEHE om soH meH< EOEEwHEm mmmEm mHoo m moEE pHospmo moH mm owoo HEOEE mEHEEoz mopEEHE om som mHoo m mzoz mpopm moH Hm mEHEm>m mopEEHE oo sEm mzoz opopm Esoz pHOEpoQ mmoEE mHmo m ooEE pHOEpoo mmH om owmo EEOEE mEHEo>m mopSEHE om som mzoz opopm mmoEE moHoom UEEHU oppomoo mHUU m OONUEUHEM mmH om oooE smEHE EoEz Hmo\mEHe boom s x3\EmpHo moEo EOHEB mHuz A.©.pEOov U XHQZHHH< Emomomzoz ooom .ommm 114 wEHEo>m Emma HEOEE \wEHEEoz mopEEHE omH mmoEE cosh pHOEme smog EEQEE mEHEm>m mopsEHE om soH mHoo H mzmz pHOEpmH mmH ow mmoEE soH mHoo m cosh pHOEpoo moH :m oEEEmEo> mHoEE03 mmmEE omEE pHOEpoo moHEHHoE HHH moooeHs oo so: meE o moeHe EEoH 3oz soH o: mmoHE HmoEEm mosh pHOEme moH :: Hopm wEHmEEH mmoEE ooHE pHOEpoo omoo HEOEE HH< mopEEHE om som mHoo m Esoz mpopm moH m: owoo pEOEE mEHEEoz mopEEHE om som Hoo H HEEEEoo opopm moH H: comm EoE3 Hoo\oEHe ooom s x3\EcpHo moEo Hoomomzoz .OE .omom meHE EQHEB comm man H.o.scooo o EHozEEEE -.— 115 oHooHEIEoooD o E m EmHHoEEEoo oEoEOEoom oH mo oHooHsIEoooo soon 2 m EEomHsoEo oEoEoEoom EH oE oHooHEIEEBOH EomHm E m mEHmeEo>o< EOHEEH om Hm oHooHsIEoooo o z m monHoEoEEH EoHeoo Hm oE oHooHEIEoooo o E 2 HEpmHEoEo EOHEom Hm mm pEoEEOHo>oo oHooHEIEoooD o E m moEEOEEm EOHEso mH m EOHpmosom mooEsomom Emooo m m HEESEEZ HOHEmm mm o mmmHo oHEoEoom moom xmm monopm Echo: Ho>oH mw< .oE .omom IOHoom HmpHEoz mmoHo sIz moHEEEEoozEE .HHH EoeosE A.o.ooooo o xHozEEEH 116 mHoo m mcH UH Hmo H moH m mm osoo s soH oE Eoo N\H soH E EE 02 m meo o mmH w Hm mEoo m soH oH mHoo m soH oH oE mHoo m me m meU H moH om mw Hoe H ooE msH Eoo H soH mxH o meo H moH oH I 02 o o x3\EopHo wzmz 0Hoom x3\OHoEM\wEm xoo3\EopHo m3oz >e x3\>e\msm .OE .Qmom Huz meHm AHHH moeoH mopsEHE om sow mHoU H monWWWWWWWlll\\l\ll\\\l\lll\l\l mmmHm ooHE pHOEpoQ mwmo HEOEE wEHEEoz mmpEEHE om som mHmo m mzoz Epsom moH om owes HEOHE wEHEEoz mopsEHE m smm mHoo H mzmz opwpm moH mm m©< mEHEEoz mopSEHE oH som mHoo m mzoz opopm me w mzoz w EoEHsoEm mHoHEm EmoEo oprwm Egoz wEHEEoz mopEEHE om soH mHoo H wzoz opopm moH o boom EEES Hoo\oEHe comm s x3\EmpHo moEo Hoowomzoz .oE .omom meHE EOHEB comm Huz meHmmH om< .OE .Emmm IQHoom HEEHEEH mmoHo onz moHEEEEoozmo .EH EOHooE A.U.pEoov U NHQmem< 120 oHooHEIEoooo o 2 z EmHHmEEEOo oposooso mm Hm oHooHsIEoEoH o z z EmHHmoE oposooso :m om mEOHp oHooHEIEEEOH somHm E m IEOHEEEEoo EOHEEo om UH mmoHo oHEoEoom oomE How mspopm thoz Ho>oH om< .OE .Emom IOHoom HopHEoz mmoHo ouz A.U.pEoov U XHQZHEE< 121 meHm n>H EOBUe\mEE .oE .Emom ouz 2 2 l mHoo m moH mH mHmo m moH oH Hm mHmo m moH : mHmo H moH om Um x3\EopEo m3mz OHUEE E3\0Hoom\msm xwm3\EopHo mzmz >e x3\>e\msm .OE .Emom ouz A.U.pcoov U XHQZHEE< 123 Esoz H EoEHsoEE EooEo oprom EOOE HoEEEOH opopm mow m ammo HEOEE IEopE< mopEEHE UH sow meU H mzmz opopm mmoEE owmo EEOEE wEHEEoz mopEEHE o: som meo H ooEE pHOEpoQ moH : Empm wEHmeH mmoHE ooEE pHOHpoo owmo HEOEE HH< mopEEHE om som meo : mzoz oompm moH m mmoHE moHEoE UEEHU owwo DEOEE mEHEo>m mmpEEHE oU soH wHoo H mzoz opopm moH H comm EoE3 Hwo\oEHe comm s 33\EopHo ono Hoomomzoz .oE .EmoE pmHHE EOHE3 comm ouz meHmH EOBUmHEOH Esoz opopm HmEEsoo oompm wEHEo>m wmoEE mpEoom \wEHEEoE mopsEHE m: soU meo H ooEE pHOHpoQ moH lmM oHOHEOEEo cowHEon wzoz opwpm mzoz pHOEpmo EOOE wmoEE EEOQEOEOE IHopH< mopEEHE mm so: mHoo U ooEE pHosme moH UH pEoEEHop HwEEsoo spasm IEopEm UEHEHoS mEpSEHE om smm mHEU m mzoz opopm moH mH HEEEEOH opwpm mEHEo>m monE \EOOE ooHE EHOEpoQ wOHEoo IEopH< mopsEHE om meo U mzoz spasm moH oH omom EoEz Hmo\oEHe Eoom s E3\Eopmo ono Emomomzmz .OE .omom pwEHE EoHE3 omom ouz H.o.scooo o xHozEEEE him’*:-um“u‘n_u~ Mm...‘ ~-._.. -.~_- -..:. ..-. 125 moEHe EHOH 3oz HEEHEOH mumpm mzoz Epsom wEHEo>m mmmHE owes EEOEE \wEHEHoz mopEEHE +oU soU mHoo H ooHE pHoopoo mmH Hm voom EmE3 Hmo\mEHe omom s x3\EopHo moEo Emooomzoz .OE .Emmm pwHHE EOHEB comm A.U.pEoov U XHQZMEE< 126 oHooHEIEEBOH o z .>Ho EOHpoooom oposooso om U: oHooHEIEoooo o E m EmHHwEE oposomEo mm Hm oHooHsIEoooo o E m moHsmHomEHH osooooso mm :m oHooHEIHoEoD o E z EmHHoEHEoo oposomEo :m mm oHooHEIEoEoD o E m oHoEOEEom UH Um HHOpmHm oHooHeIEoEEo o E m \EEHHEEE EoHEom Hm NH mmoHo OHEOEooE mooE xom mopwpm Echo: Ho>oH mw< .OE .Emom IOHoom HopHEmz wmoHo Uuz moHEEEEoozmo .> EoeosE H.o.s:ooo o HHozEEEE 127 mHoo H moH oH mHoo H moH U m: mHmo m moH U mHmo U moH mm Hm mHoo m moH UN mHoo m moH mm :m mHoo U moH om Hoo H moH m mm mEoo H soH oE oz H om meo U moH NH mHmo : moH : NH EE\EooEo ozoz oHooE EE\oHooE\mEE zooz\oosso mzoz EH EE\>E\EEE .oE .oooE Uuz mBHm A.>I EOBUE mopEEHE m: soU mHoo H mzoz opopm moH UN oHEpEooom EoEmEHEHHm Esoz mumpm smog mmmEE pEosE NEHEo>E mopEEHE o: soU mHmo m moEE pHospoo moH NH comm EoEB Hoo\oEHe oomm s E3\EopHo moEo Hoooomzoz .OE .Emom meHE EOHEB comm Unz mEHEEE ozHEEEE .> EoEooE A.o.soooo o EHozEEEE 129 mwoo pEOEE NEHEEoz mopsEHE oN oEEEHEe omooHEo HmEHEEom moxsmsHHE HmEHEoo moxsozHHz mmoEE smm meU H mmhm pHOHpmm mmH E: mwmo pEosE HH< mopEEHE om HoEHpEom oEmHmH Hooooo HEEEEoo moxswzHHz mmoEE soN mHmo : omEE pHospoQ moH Hm NEHEo>m Emma DEOEE \wEHEEoz mopEEHE U: m3oz mpopm HEEEEoo opopm mmoEE soH mHoo H mmEE pHospoo moH :m oooE smEHE EoEz Hoo\osHE mem AR x3\EmpHo ono EOHEB Unz A.U.pEoov U XHQZHEE< Eoooomzoz oooE .OC .Qmmm APPENDIX H UNROTATED/ROTATED FACTOR LOADINGS 130 APPENDIX H UNROTATED FACTOR LOADINGS Subjects Factor 1 Factor 2 Factor 3 Factor 4 Factor 5 1 .593 —.119 —.258 .044 .272 2 .737 —.170 -.111 —.092 .218 3 .538 .363 .220 -.321 .110 4 .567 —.047 .082 -.144 .269 5 .628 .149 -.109 -.091 .179 6 .498 .440 .284 —.059 —.054 7 .553 -.459 —.023 —.038 —.277 8 .539 .290 .409 -.O32 -.142 9 .667 .022 .078 —.255 -.088 10 .451 —.224 —.035 .076 .292 11 .642 .056 -.282 —.250 -.319 12 .680 .269 .016 .219 .113 13 .485 .061 .011 —.476 .163 14 .768 .167 —.062 —.177 .237 15 .614 .001 -.060 .026 —.213 16 .203 —.174 .034 —.223 .164 17 .693 —.010 .226 .005 -.056 18 .521 —.096 —.446 .031 .057 19 .609 .073 .092 .185 .021 20 .698 .247 —.146 —.057 —.258 21 .320 —.334 .386 .168 —.087 22 .449 -.283 -.117 .504 .143 23 .514 .571 —.071 .079 —.172 131 APPENDIX H (cont'd.) Subjects Factor 1 Factor 2 Factor 3 Factor 4 Factor 5 24 .492 —.027 .405 .017 —.113 25 .524 -.248 .392 -.074 -.056 26 .401 .367 .083 .059 .221 27 .726 -.283 .020 -.068 .107 28 .781 .014 —.020 .066 .048 29 .549 —.210 .196 .068 —.225 30 .580 -.114 .037 .252 -.096 31 .749 -.076 .155 —.001 —.091 32 .356 —.159 .443 -.124 —.013 33 .480 .083 .031 .282 .331 34 .472 .270 —.028 .297 .108 35 .472 —.207 .301 —.465 .138 36 .685 —.171 —.160 -.100 .386 37 .512 -.008 .065 .260 .301 38 .438 .363 —.240 -.252 —.302 39 .367 —.108 .572 .042 .165 40 .156 .256 .580 —.354 -.070 41 .582 —.232 .150 .016 —.254 42 .607 —.187 .206 .023 —.119 43 .705 -.035 —.286 .096 .027 44 .573 .150 .266 .140 -.422 45 .245 -.061 .313 .616 .307 46 .813 —.171 —.165 .040 -.143 47 .582 —.098 —.304 —.184 —.214 48 .433 —.708 .055 .202 -.l44 Subjects 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 Factor 1 .166 .578 .285 .509 .392 .530 .747 .423 .583 .608 .386 .771 .651 .384 .506 .660 .688 .772 .596 .777 .417 .520 .711 132 Factor 2 —.147 .347 .553 —.136 .554 —.036 -.0002 .305 —.156 —.345 .327 —.181 -.425 .219 .604 .093 .160 -.134 .037 .069 .064 .200 .054 Factor 3 APPENDIX H (cont'd.) .167 .122 .102 .170 .244 .184 .178 .002 .186 .028 .100 .298 .012 .099 .213 .193 .149 .058 .277 .280 .150 .270 .272 Factor 4 .507 .192 .326 -.065 .165 .141 —.278 -.045 —.284 —.022 .180 —.018 —.040 .196 -.058 .270 .008 .021 -.322 —.059 .169 —.l96 .163 Factor 5 --293 .212 .046 .091 --l75 —.192 .032 .297 .340 .088 -.185 .144 —.096 .304 .135 -.047 .009 —.092 .244 .089 .253 —.l42 -.l57 133 APPENDIX H (cont'd.) FACTOR LOADINGS AFTER VARIMAX ROTATION Subject Factor 1 Factor 2 Factor 3 Factor 4 Factor 5 1 .379 .098 .034 ,315_ .315 2 .376 .290 .163 1923 .141 3 .245 .188 .423 .262 .206 4 .136 .264 .248 1212 .085 .330 .107 .362 1122 .177 .056 .247 1131 .202 .005 7 .514 .537 —.185 .112 —.008 8 .059 .448 1931 .145 —.007 9 1299 .371 .178 .221 .148 10 .086 .223 .047 ;59s .151 11 1211 .162 .126 .053 .069 12 .369 .218 .329 .106 ,sgs 13 .265 .128 .252 1252. —.115 14 1282 .306 .476 .246 -.008 15 Lgsg .321 .277 .139 .059 16 .002 .130 .037 1131 —.176 17 .255 ,532_ .336 .255 .155 18 .462 —.021 .140 .423 .031 19 .196 .341 .395 .255 .208 20 1932 .198 .413 .065 .158 21 —.029 1213 —.047 .046 .087 22 .056 .278 .104 .329 .209 23 .298 .00003 .746 .070 .068 134 APPENDIX H (cont'd.) Subject Factor 1 Factor 2 Factor 3 Factor 4 Factor 5 24 .109 1291 .237 .072 .131 25 .111 1211 .101 .247 .020 26 .213 .037 .199 .010 Less 27 .425 .462 —.025 .423 .247 28 .482 .358 .215 .273 .397 29 .298 1228 .102 .073 .066 30 .288 sggs .188 .133 .212 31 .405 ,533_ .235 .237 .203 32 —.020 1232 .099 .189 —.004 33 .121 .159 .117 .214 1999 34 .344 .097 .114 —.132 ,15;_ 35 .202 .445 —.060 .415 .021 36 .389 .186 —.024 1998 .367 37 .141 .245 .066 .232 _gi13 38 1992 —.052 .282 —.108 .097 39 —.137 ,519_ .049 .136 .320 40 —.025 .352 .154 —.130 .114 41 .298 liéfl .202 .196 —.112 42 .295 1229 .120 .176 .124 43 ,55s .169 .162 .308 .288 44 .350 ,5g9 .410 —.195 .131 45 —.290 .342 .074 .043 1292 46 ,s31 .408 .143 .279 .178 47 1199 .163 .044 .179 .102 48 .251 .630 —.345 .169 .018 135 APPENDIX H (cont'd.) Subject Factor 1 Factor 2 Factor 3 Factor 4 Factor 5 49 .137 .166 .100 -.170 .010 50 .227 .004 1291 .313 .376 51 .007 —.018 ,553 —.113 .417 52 1191 .165 —.108 .232 .304 53 .435 —.l57 .504 —.l68 .313 54 .313 1112 .147 —.052 .256 55 .567 .207 .253 .497 .048 56 .126 —.016 .346 .330 .320 57 .134 .359 .098 1932 .117 58 .311 .447 —.047 .411 .135 59 .103 .179 1999 .019 .010 60 ,55g .215 .031 .481 .291 61 .458 .526 —.010 .310 .060 62 .017 —.045 .401 .383 .247 63 .108 .078 1991 .179 .310 64 .214 .455 .405 .131 .316 65 1222 .163 .303 .236 .307 66 .460 2291 .199 .278 .184 67 .546 .011 —.024 .489 .242 68 1223 .240 .151 .308 .187 69 1388 .219 .144 —.008 .052 70 .478 -.003 .435 .299 -.144 71 .562 .220 .188 .247 .259 APPENDIX I Z—SCORES OF STATEMENTS FOR ALL FACTORS 136 3. m. N..H ®.| m.I N.HI o.I N.I :.I o.I m m.I 3. mo... N.I :.I ®.| m.| N.I .3. >HE HHHE HHE HE mmEOOmIN mmOeUHm mep mOpOEE anpOEE mEOEoEEE 00m Op oxHH H .oEom OEp meH HO Eoz poEp ooEmoooE HHHomE poEz EEE mEOHoHE oEp soEx H oEHH Home H Om pEOEm o oonEH 0E mpow mep ommEO>OO mpEOEm mxHH H .HEOpm oEp comp Op pEoz H pOE EO HoEpoEz ooHomo Emu H Om ENEOEO 0E HHop p.Ew0Oo pH oEm oEHHHommE m coop H EoEz pH oxHH p.Eoo H .HHO>HH oEo mpso .HEopoO oEo poEp moEHHUooE oxHHmHo H .H mpEoEmpmpm mezmzme0poE3 EO mpEstopmoH HO moH>OE poops I OEHHmHo oEo OEHH Op poEz oE HHOp OEB :mpEooxO: HO EEOH H. pEEp pOE E.H .mOHpHEO HO HOOHponm E.H .HH .EoooomEOE o Esz oEOom op oEHp HO pOH o m>oE p.EOO pmsm H omsooop o.I mOHHOpm EEoE HO mOHHoEEEm HOHEE OEHH H .oH .pmoEOE EoEp NEHooox Op HprEomwo m.pH EmmoEHmsp oEo pEoEEHo>Om NEHpomemO>EH o.HI mH mmOEE mEp mep BOEE Op ooow m.pH .o .UEOEmOE op EOE oEo opo> Op EoE Eoppop oEmmeOoEE Eoo H mep Om mmmEHmEp oEm pEoEEEO>ON mpomemo>EH HHENEOHOEp :.H mmoso oEp mep 0E Op pEmpEOoEH m.pH .U .moEHEO EEHHEHm EOE :mpEHEEoEHp: oEo moOoH pom Op Hmooo oEp owes oHEOOo HEmE EOE EEHEp Op mme H .HEOpm m20E 6 EH U.I Eooooo p.EoHEOEm oEHEO o HO HHOpOo HHO>H .H .EO NEHOU m.poE3 poops EOEE Op pEoz OOH .OHoooE HEoE Op pmoEopEH HO OHE I om>Ho>EH mHoooE oEp Op mEOEEmE poEz nEEOOO :.I HOEp EOE I mO>HomEoEp moEHHO psopm EOHEOpm .U E mpEmEopopm A.o.peooo H xHozEEEo 138 m HHH m mOHOOmIN .mzmH OEOOOO ngp Hp we pomHHm Hafiz mHHHp pampgomefi ZOO :HmHHxO Op ngmmmzmq HE pcmz H .OHHH H.I HOOH HO mpommmm HHO goOop COO OOHpmHmeOH .OOQHOO pmsp mmcflzp OOOm map swap Hmnpmp OONHmOQOEO mam mpmpmmmHO OOO mpmz .OOpHOOOH Op Op H.I :OOO: On meE szO pwgp HOOH mOEHpmaom H .msfiow ngoz HmeHH mam mwOng pmzz ApOOQxO Op pan: Bocx OOH pOH HOSE .mOOHOw HOEOmOOO mxHH Ohm m. mpOSOH>OH pOmHOmmeH OOO mOHpHHO OH>OE .OOOH Op OOH OH.HO£B .Emgp Qsz OOHmOmHO H COOS OO>O I OpOHOOHpHm USO Ompm o.I IQOHOHQO Ohm O33 mOHpHHO OOOH Op OxHH H .spgmc ca OOO HHHOH Emnp HO>OO Op OOO mOHOOp HO m.m Owcmp OOH: m HO>OO Op ngmmmzmc m OxHH H .OOOOOOOQ mem pan: HO Omcmm Ome pwzp mpOO>O pOOpHOQEH ngpo ng wOHBOH>OH HHHOHHQ pOOQpHB OOOOQQOQ mem m. m.pw£3 OE mHHOp HHOpm w COO: pH OxHHmHO H .OOHmeHOHOH HO pHQ OprHH O pmw Op mOHOg HOOE Om OOOH Op m. O>O£ OOH mwOHpOHmeHH Ohm mOHHOpm Hams .mH .HH .oH .mH .qH .mH .mH m mpcmampmpm A.U.pzoov H xHOzmmm< 139 .mzmc OSp wOHOOOH HO HOOpOOOe ng xOOHO HOLE .pszHO Ocm wOHOHOpHOpOO m.m m.I w.I HHQEHm mam pwsp mOHHOpm wOHOOOH HOHQO H .mm .HpHHOOxOmOaOQ HO mwOHO OxHH I Opmocoo HOHOOm HO mHOppOE OHOHQxO Ogm o.I m.m m.HI OpOprmm>OH Op Hmmmmmzmc m pcmz p.OOO H .mm .OxHH map OOO mmOHpOOE OHOOO AEOHOOHHHOO anHpH>Hpom ”mHoosom HOOOH OH wOHOOOOOO m. o.m m.I m.pm£3 mHO>OO pwgp HOOOQmBOO O pcmz H .mm .OO Hmnp pass nO>HH ngp BOO I OHQOOQ m.H H.HI m.I pcmppOQEH OOO mOOemH pOOOO OOOH Op OxHH H .mm .OOOOOOOQ mm: OoquHOHEH HOmmE HO wOHOpHOO HOQpOQS pOO OOHH HHxOHOO COO OOH mmpmsp mOHHOpm pOOpHOQEH mee map pOQ Op HHp m. m.HI H. mHOOmeBOO OwOwOOO Ommg pcOHH OQp OxHH H .Hm .szH> OmOSp pOOHHOH Op Hmmwmmzmc O pcmz H .OE Op pOOpHOQEH mH OHHOg OQp HO>O HHO mcmagmz pmzz m.H N.I m.H can macaw mpppcm mgp Ho ppwg m HmmH H .om .mOHpmHOQO mH pOOE IQHO>Ow BOO BOOx Op OOOO H mpOOEOHO>Ow H.I m.I m. ch mOHpHHOQ HO OwOHO>OO O>ngmpxm pcmz H .mH HHHH HHH Hm mummEOOmpm mOHOOmIN A.©.pcoov H NHszmm< 140 m HHH m OOHOOmIN m. HHm .mwcfisp OO mOOHpHOOQ OmOOOO Op O>O£ Op OHOOpHOHEOO pOc HHHOOH m.pH mOHOQ H pOsp OOHpHmOO O Op HHOHpOOO mpOOEOmHO Ooom O>Hw pOnp OHOHHOpHOO OOOH Op 0. wOHpOHmeHH OOO wQHOOHOOO m.pH mOEHpOEOm .mm .HOOOe O>Om GOO H Om OHO OOHOO Onp OHOQB Socx OE pOH HOQB .QOHpOEHOHOH pOOpHOQEH Qsz OE OOH>OHQ OOO HOQOQOZOZ .Hm .HOOOe HO pOH O OE O>Om HOQB .meE O OHO HOOOQOSOC O OH OOOHOOQ .om .HOEOOOOO O OO OE OHOQ pOnp OwOHsp HO>OO Op HOQOQOSOC HE OOHH H .mm .OOHOH>OHOp QO OOO Ong HOHOOO OOO O>HpOEHOHOH Opoe HHHOOOO OHO OHOQOQOBOO OH OO< .wm .OOHpOEHOHOH HO OQHx pOLp pOw Op OE Op pOOpHOOEH m.pH .HOHHO Op OOQ HpHOOEEOO O pOQB HO 3OH>HO>O OOHOU O O>Hw OOO HOQOQOBOZ .Hm .mOoHOOm HOOpO EOHH OOHpOEHOHOH pOQp pOw COO H .Qsz pOOEHHOQxO OOO H OOHQQOQ “OH OpOQHOHpHOQ COO H mOHpH>HpoO CO OOHpopm OOH Op HOQOQOBOO O HOH OE Op pOOpHOQEH pOO m.pH .mm mpOOEOpOpm A.O.psoov H HHOszO< 141 m.: H.w >H m. HHH m OOOOOmIN H.m .zoOx H pOOp pH OH OOOOEOO ONHOmOOOH o.I OOO OOOOmOpOOQ O OOm H OOO3 pH HOHOO H .mm .HHOHOH OHOHO OOOOO OOp pOOp OE OOHOOOO pH MOOHpHOOO O.HOQOOOBOO OOH Osz OOOOOmHO pOOp OOpHOO OOH Op 0. mOOppOH pOHOQ op HOQOQOBOO O OOH OOHH H .Hm .OOOooO Ho OOHO pOOp O>OO Op OHOO wOHOO pOOOO OOOO p.OOO H .HOO OHHOOO OOp Op OOOooO m.I OHOOOH>HOOH O>Hm HOpHOO OOp Op m,HOppOHH .wm .zOH> HO pOHOO OOp OoOOHOO Op OpHB OOHmO H pOOp OHQOp OEOO OOp OO OOOppOH OOm Op OOHH OOHO H AOpHS OOOmOmHO H.I H OOpHOO OOp Op mHOppOH OOOH H OOOB .mm .pOHOQBOH> OOOHO OO mOxOp fiOOHOOHoOOO OpHOHHOO OO mOxOE HOHOOOHOO OOH OOHOOHH swap Ocm mpomH pOOOHpHOQ OOO OOOOOH pOo mHOH pOOp :.I HOHOOOHOO cw OOOOOOO OOHOOOO OOHHOHO H .:m .OOOHOHQO O30 HE EHOH OOO HHHHOHO Op OE QHOO Osz OOHmOOHO N.I H Omogp cam OOH: OOOOO H mHOHOOHHOO Opom .mm H mpOOEOpOpm A.U.pOOOV H xHszmmd 1&2 o.HI >H @ HHH m mOHOOmIN m.m HH m .OH OpOOHOHpHOO OOO M mpHOOm m.I HO OOOHO OOp HO>OO Op HOOOszOO O OxHH H .2: .OOOOHHOO Ho OOOOO OO OOO I OOHp Ho OOO O m.m men OH OOQOHwOpOOQ pOOOpHS HOOOQOBOO < .m: .HHOZ OOOHOOpOOQ OOp OHOHHxO p.OmOOO OOHpOOO OOp pOOp HO OOHpHOO OO OOO pH pOOp wOHHO>OOOHO OOO OOOHw H.I lepogg O OH OOmeHOch OOprOO OHHHmHO H .m: .mOHHHO Ho HOO pmHHH OOp OO EommOHO OH OOHp O HO OHOHwOpOOQ OOp OOHH I pOHOH O OOOE m.m p.OOO pOOp mOpOOO HpHO HOH OHOO p.OOO H .H: .wOHOOHQOO OH pOOpHOQEH HO wOHmeHOpOH wOHOpOEOO OOOB pOO>O OOp pO OO OOH pOH HOOp mpOO>O OOp OOO OOH pOH HOOp o.I mpOOOOo OOHoz pOOp mwOHOp OO OOQOHwOpOOH .o: .OpOOO OHO Op OHHB OwHO OOp EOHH MwOHHHOH OOOOHHOZ HHOH Ho pOOm OOp OOHH I OOpOOQ HOOOHpOOOOm w.I OOHHOOO pOO OHOOOO OHOQOHOBOO HOHOp H .mm H mpOOEOpOpm A.O.psoov H HHOZHOOH 143 m HHH H OOHOOmIN .mOHHopm HOOpO HOH OoOHm pOOp OOO OHOOO HOOOH OOp pOOp OOHOp meH H m.m .HOHOHO3OO O OH OOHEOO OEHHOHO p.OOO H .HHHmmom om m.pH mpOOp OHHH p.cou H .mpcme IOwOwOO OOO mOoHo>HO nmmOHOOO3 nmOpOOO H. .mOpHHO HOOE Om OHOOOH OHOHOQO3OO OEom .OoOO pO HOHOH OOp OOOH OOO OOOHOH OOO OOOp OHoE HO3 pOOp mmOOHpOOm H.HI OH OOEOO HOHOHO3OO HE OOO3 pH OEHH H .HOOH .poOOH flEOHOp OHQOOH HOOpO 3OO OOO Op OoOOOo O OE OO>Hw o.m pH .OOEOHOO OOH>OO wOHOOOH HOHOO H .OOHpOEHOHOH HO OwOOHIOmOOO O OmOOHOp wOHOO3 pOOOpH3 OOOH Op pOO3 H pOO3 pOO EOHH HHHmOO OOO H HO3 pOOB .OOOHpOOm OpOH mOHHOpm mpH ONHHomOpOO H. HOOOHO3OO O pOOp OE Op pOOpHOHEH m.pH .OEOHOOHH O3O HE OpH3 HOOO Op 3OO pOOOO mOOOH OE OO>Hw OOpHO .EOOp O>Hom Op 3OO OOO H.I mEOHOOHQ m.OHHOOH HOOpo pOOOO wOHOOOm .om .93 .w: .H: .m: .mp3 H mpOOEOpOpm H.O.p:oov H HHOZOHH< 1H“ m HHH H OOHoOmIN .HOHOH IO3OO O.HOO prO OOp OH mOHOp OEOO OOp pOOOO OOOH OOOp OOO pOmHOop >9 OO wOHOpOEoO pOOOO OHOOH Op pOO3 p.OOO H m. m. .OOOHH On Op HOHOH OOp OH O3OO pOO3 H .mm .OOOOHp OOO OOHHpO .OOOH OOO OOOHOOOH pOOOO I O>HH OHHOOH wOHpOOHOpOH 3OO H.I N.I OOO OOH pOH pOOp OOHHOpO OOOH Op OxHH H .mm .OOOOOH OO OOHpHOOH O3o HOOH OHoE Op OOO xOHOp Op OOH OOOOOO pOOp OOHOHHO nOOHOHOO pOOmHHHOpOH m. o.I OpH3 OOHHHH OH pOOp HOOOOO3OO O OOHH H .:m .HOHOOOw OH Oo mOHow O.pOO3 3OOH Op HO3 OOHOU O OE O>Hw HOOp OOOOOOO I OOHHOpO HOHOE HO m.I H.I OOHHOEEOO HOHHO OOp I OHOHHm O3Oz OxHH H .mm .OpQOO OH HHOpO HHOH OOp OOOH Op pOO3 H HOOpOO3 pOO OOHH OE pOH HOOp OOOOOOO I OOHHOpO HOHOE HO H.HI :.I OOHHOEEOO pHOOO OOp I OHOHHm O3Oz OOHH H .mm .OoOOpOHOOOoO OO Ho OOOHHH O pOOOO O3OO wOHOOHH m.I m.I OOO OwOH HpOHOOO OOp wOHOOOH HOHOO H .Hm HHH HH OpOOEOpOpm A.U.pOOOv H XHszmmd lUS : HHH H OOHOOmIN .HHO HO Ooow OOp HOH poOOH OOO OOOpOHOOOO OOO HpOHooO OO OEHHO Ho OOOOOO OOp wOHHOO>OH .O>HpOOHOHOH HOHOOO :.I O EOHH OEHHO OpH3 HOOO OHOOOO HOHOHO3OO < .mo .wOHpHOHOH HO OOHH pOOp Op OOpOOmOOO wOHOO pOOOOH H OOO OOHO pOHo3 OOp Ho EOHHOOOHpOOOOO O_pH .HHOpOO O>HpHHHOOOO H.m AOH>H> OH OOEHHO pHOHOH OHOQOHO3OO OEom .Hw .O3OO OOp pOw Op HOOOH E.H OOO3 O3OO OOp pOw OE OpOH pH OOOOOOO HOOOOO3OO OOp HOHOHO H MOEHp OHHHOOHO O pO OOOHH OHHHOOOO m.I O OH wOHOO Op OOH OOHp O3OO >9 OOH .oo .pOOEOHOOO OOHOpO HO OOHOOOH Ho mOHOEOO OHHH OOHaop OO OHQEOxO HOH I OpOOEOHHHOO HOHOOHO OH HOOpOwOp OOHpOEHOHOH OOpOHOH o.HI :OOwaoOH: HOHOHO3OO HE OOO3 pH OxHH H .mm .HOO HHO>O HOHOH IO3OO O OOOH Op OEHp O>OO p.OOO H MOE HOH :.I OOpHO OOp OOEOO HHHOOH HOOOHO3OO HHHOO < .mm .HpHOOEEOO HE HO OHOE pOOp OOOOOH OOO OpOO>O OOO OHHOOH H. pOOOO O3OO OOp I OOHHOpO HOOOH OOHH H .Hm H OpOOEOpOpm A.U.pEOOV H xHszHH< BIBLIOGRAPHY BIBLIOGRAPHY Books Aaker, David A., and Myers, John G. Advertising Management. Englewood Cliffs, N.J.: Prentice—Hall, 1975. Kerlinger, Fred N. Foundations of Behavioral Research. New York: Holt, Rinehart and Winston, 1973. Spearman, Charles. The Abilities of Man. New York: Macmillan Company, 1927. Stephenson, William. The Play Theory of Mass Communications. Chicago: The University of Chicago Press, 1967. Stephenson, William. The Study of Behavior. Chicago: The University of Chicago Press, 1953. Triandis, Harry C. Attitudes and Attitude Change. New York: John Wiley and Sons, Inc., 1971. Unpublished Reports Fischer, Eric D. "The Automobile and the Consumer: Operant Market Segmentation." Unpublished M.A. thesis, Michigan State University, East Lansing, Mich., 1973. Larkin, Ernest F., and Grotta, Gerald L. "A Market Seg— mentation Approach to the Study of the Daily Newspaper Audience." Presented to the Advertising Division, Association for Education in Journalism, Madison, Wis., August, 1977. Mauldin, Charles and Sutherland, John. "The Use of Attitude Segmentation in Selecting Market Targets and Choosing a New Product Name: Application to an Automated Teller System.” Submitted to the Association for Education in Journalism Conference, Madison, Wis., August, 1977. Palmer, Douglas C. "Segmentation and Multidimensional Scaling Analysis of Newspaper Readers." Unpublished M.A. thesis, Michigan State University, East Lansing, Mich., 1977. 1A6 147 Schweitzer, John C. "Newspaper Readership Interests of the Young." Presented to the NeWSpaper Division, Associa— tion for Education in Journalism, Madison, Wis., August, 1977. Stephenson, William. "An Image for Missouri's Public Libraries." Columbia, Mo.: University of Missouri, 1962. Stephenson, William. "Immediate Experience of Movies." Columbia, Mo.: University of Missouri, 1962. Stephenson, William. Unpublished paper expounding methodo— logical and theoretical foundations in application of Q—methodology in advertising. Columbia, Mo.: University of Missouri, 1967. Sutherland, John C. "The Use of the Fishbein Attitude Model and Multivariate Typing in Mass Media Attitude Research." Unpublished dissertation proposal, Michigan State University, East Lansing, Mich., 1978. Published Readership Reports Larkin, Ernest F., Grotta, Gerald L., and Stout, Philip. "The 21—3A Year Old Market and the Daily Newspaper." ANPA News Research Report No. 1, April 8, 1977. Mauro, John B., and Weaver, David H. "Patterns of News- paper Readership." ANPA News Research Report NO. A, July 22, 1977- McCombs, Maxwell E. "What to Drop and What to Keep: A Scientific Procedure for Evaluating Standing Features." ANPA News Research Report No. A, July 22, 1977. McLeod, Jack M., and Choe, Sun Yuel. "An Analysis of Five Factors Affecting Newspaper Circulation." ANPA News Research Report NO. 10, March 14, 1978. "Newspaper Readership and Circulation." ANPA News Research Report No. 3, May 27, 1977. Poindexter, Paula M. "Non—Readers: Why They Don't Read." ANPA News Research Report No. 9, January 5, 1978. Schweitzer, John C. "Life Style and Readership." ANPA News Research Report No. 8, December 2, 1977. Stamm, Keith R., Jackson, Kenneth M., and Bowen, Lawrence. "Newspaper Use Among New Residents." ANPA News Research Report No. 6, October 6, 1977. 148 Consoli, John. "Under 35 Readers Want 'Tailored' Newspaper.” Editor and Publisher, April 16, 1977, p. 9. Cummings, Gary. "Suburban Daily Aims for Young Readers." Editor and Publisher, January A, 1978, p. 53. "Editors Tend To Agree on What Readers Want.” Editor and Publisher, May 7, 1977, pp. 9—10. "Excerpts From Study on How the Public Gets Its News." Editor and Publisher, October 29, 1977, pp. 8-9, 18, 28, 32. Finnegan, Jr., John R. "Yes, You Can Attract Young Readers." ASNE Bulletin, October 1977, pp. 6—7. Grotta, Gerald L. "Prosperous Newspaper Industry May Be Heading for Decline.” Journalism Quarterly 51 (197A): A98—502. Grotta, Gerald L., Larkin, Ernest F., and DePlois, Barbara. "How Readers Perceive and Use a Small, Daily Newspaper." Journalism Quarterly 52 (1975): 711—715. Haley, Russell I. "Benefit Segmentation: A Decision—Oriented Research Tool." Journal of Marketing 32 (1968): 30—35. "Harte-Hanks Study Says Newspapers Must Meet Needs of New Audience.” SNPA Bulletin News, December 13, 1976, p. A. "How to Edit a Paper for Nighttime Viewers." Editor and Publisher, February 11, 1978, pp. 17—18. Kerlinger, Fred N. "Q Methodology in Behavioral Research." In S.R. Brown and D.J. Brenner, eds. Science, Psychology, and Communication: Essays Honoring William Stephenson. New York: Teachers College Press, 1972, pp. 3—38. Larkin, Ernest F. and Grotta, Gerald L. "A Market Segmen— tation Approach to Daily Newspaper Audience Studies." Journalism Quarterly 56 (1979): 31-37. Larkin, Ernest F. and Grotta, Gerald L. "The Newspaper as a Source of Consumer Information for Young Adults." Journal of Advertising Vol. 6 No. A (Fall 1977): 5—10. McCombs, Maxwell, and Mauro, John B. "Predicting Newspaper Readership from Content Characteristics." Journalism Quarterly 55 (Spring 1977): 3—7, A9. Meyer, Philip E. "What Do Readers Want?" ASNE Bulletin, July/August 1977, pp. 9-1A. "Most Daily Newspaper Readers Live in City." Editor and Publisher, October 22, 1977, p. A0. 1A9 Stevenson, Robert L. "Newspaper Readership and Community Ties." ANPA News Research Report No. 18, March 9, 1979, p- 2. Stevenson, Robert L. "The Frequency of Newspaper Readership." ANPA News Research Report No. 7, October 21, 1977. Young People and Newspapers. New York: Yankelovich, Skelly and White, 1976. Newspaper Article ”Newspaper Editors Join Efforts to Regain Readers." The New York Times, 11 April 1978, p. 20. Government Studies Current Population Reports, Population Characteristics, June 3, 1960, Series P-20, No. 102, "Household Delivery of Daily and Sunday Newspapers: 1959." U.S. Department of Commerce, Bureau of the Census. Statistical Abstract of the United States 1978. Articles, Periodicals and Journals Allen, Wallace. "Do Readers Really Live in Neighborhoods?" ASNE Bulletin, November, 1977, pp. 12—15. ”Best Prospects — 18-3A Age Group." Editor and Publisher, October 8, 1977, p. 20. Bordewich, Fergus M. "Supermarketing the Newspaper." Columbia Journalism Review, September/October 1977, pp. 2A—30. Brown, Robert U. "Reaching the Non-Readers.” Editor and Publisher, January 4, 1978, p. 6“. Brown, Steven R. "Bibliography on Q Technique and Its Methodology." Perceptual and Motor Skills, Missoula, Montana: Southern Universities Press, March, 1977. Bryant, Barbara E., Currier, Frederick P., and Morrison, Andrew J. "Relating Life Style Factors of Person to His Choice of a Newspaper." Journalism Quarterly 53 (Fall 1976): 74—79. Consoli, John. "Ottaway Survey Shows Low Sports Readership." Editor and Publisher, May 13, 1978, p. 16. 150 Stevenson, Robert L. "Newspaper Readership and Community Ties." ANPA News Research Report No. 18, March 9, 1979, p- 2. Stevenson, Robert L. "The Frequency of Newspaper Readership. ANPA News Research Report No. 7, October 21, 1977. Young People and Newspapers. New York: Yankelovich, Skelly and White, 1976} Newspaper Article "Newspaper Editors Join Efforts to Regain Readers." The New York Times, 11 April 1978, p. 20. Government Studies Current Population Reports, Population Characteristics, June 3, 1960, Series P—20, No. 102, "Household Delivery of Daily and Sunday Newspapers: 1959." U.S. Department of Commerce, Bureau of the Census. Statistical Abstract of the United States 1978. Articles, Periodicals and Journals Allen, Wallace. "Do Readers Really Live in Neighborhoods?" ASNE Bulletin, November, 1977, pp. 12—15. "Best Prospects — 18—3A Age Group." Editor and Publisher, October 8, 1977, p. 20. Bordewich, Fergus M. "Supermarketing the Newspaper." Columbia Journalism Review, September/October 1977, pp. 2A-30. Brown, Robert U. "Reaching the Non—Readers." Editor and Publisher, January A, 1978, p. 6A. Brown, Steven R. "Bibliography on Q Technique and Its Methodology." Perceptual and Motor Skills, Missoula, Montana: Southern Universities Press, March, 1977. Bryant, Barbara E., Currier, Frederick P., and Morrison, Andrew J. "Relating Life Style Factors of Person to His Choice of a Newspaper." Journalism Quarterly 53 (Fall 1976): 7A—79. Consoli, John. "Ottaway Survey Shows Low Sports Readership." Editor and Publisher, May 13, 1978, p. 16. H 151 "National, International News Attracts Young Readers to Papers, Study Says." Publishers' Auxiliary, October 3, 1977, p- 11- "Occasional Readers Held Good Targets for Boosting Newspaper's Circulation." Publishers' Auxiliary, October 2A, 1977, p. 2. "Ottaway Newspapers Develop Inexpensive Method to Feel Pulse of Their Readers." Publishers' Auxiliary, July 18, 1977, p- 3- "People Still Want News from Their Newspapers, NAB Reports." Advertising Age, November 7, 1977, pp. 36—37. Percy, Larry. "How Market Segmentation Guides Advertising Strategy." Journal of Advertising Research Vol. 16 No. 5 (October 1976): 11—22. Rarick, Galen R. "Differences Between Daily Newspaper Subscribers and Non—Subscribers." Journalism Quarterly 50 (1973): 265—270- "Readers and Editors Remake Newspaper." Editor and Publisher, October 22, 1977, p. 26. Schlinger, Mary Jane. "Some Cues on Q Technique." Journal of Advertising Research Vol. 9 NO. 3: 53—60. Schwartz, Stuart H. and Moore, Roy L. "Newspaper Research on the Rocks: An Argument for the Use of Q Methodology in Readership Studies." Operant Subiectivity Vol. 2 No. A (July 1979): 12A—13A. Schweitzer, John C., Werner, David H., and Stone, Gerald C. "Morning—Evening Newspaper Circulation: What Effect DO Appearance and Content Have?" Journalism Quarterly 53 (Autumn 1977): 515-522. Sharon, Amiel T. "Racial Differences in Newspaper Readership." Public Opinion Quarterly 37 (Winter 197A—75): 611-617. Sissors, Jack Z. "Do Youthful, College—Educated Readers Prefer Contemporary Newspaper Designs?” Journalism Quarterly 51 (1974): 307-313. Smith, Jr., Joe D. "Efforts Must Be Made to Build Circulation, Readership." Publishers' Auxiliary, January 25, 1977, p. 12. Smith, Wendell R. "Product Differentiation and Market Segmenta— tion as Alternative Product Strategies." Journal of Marketing Vol. XXI (July 1956): 3-8. 152 Stephenson, William. "Application of Q to the Assessment of Public Opinion." Psyphological Record XIV (196A): 265-273. Stephenson, William. "The Ludenic Theory of Newsreading." Journalism Quarterly A1 (196A): 367—37A. Stephenson, William. "Application of Q Method to the Measure— ment of Public Opinion." The Psychological Record 1A (196A): 265—273. Stephenson, William. "Independency and Operationism in Q—Sorting." The Psychological Record 13 (1963): 269—272. Stephenson, William. "Public Images of Public Utilities." Journal of Advertising Research Vol. 3 No. A (1963): 33339. Stone, Gerald C. "Community Commitment: A Predictive Theory of Daily Newspaper Circulation." Journalism Quarterly 53 (Autumn 1977): 509—51A. "Study Finds Blacks Need Own Papers." Editor and Publisher, May 3, 1977, p. 26- "Study Shows Non—Readers Not Turned Off By Content." Editor and Publisher, February 18, 1978, pp. AO—Al. "The Kingdom and the Cabbage." Time, August 15, 1977, pp. 72-78. Wang, Georgette. "Information Utility as a Predictor of Newspaper Readership." Journalism Quarterly 5A (Winter 1977): 791—79A. Westley, Bruce H., and Severin, Werner J. "A Profile of the Daily Newspaper Non-Reader." Journalism Quarterly A1 (196A): A5—50. Williams, Frederick. "Factor Analysis." Reasoning With Statistics. New York: Holt, Rinehart and Winston, 1968. Yankelovich, Daniel. "New Criteria for Market Segmentation." Harvard Business Review XLII No. 2 (March—April 196A): 83-90. "Young Adults Want Practicality, Relevance, Study Finds." Publishers' Auxiliary, April 25, 1977, p. 13. IIIIIIIIIIIZIIIIIIIIIBIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII