{"id":307,"date":"2014-08-09T22:52:21","date_gmt":"2014-08-10T03:52:21","guid":{"rendered":"http:\/\/users.ssc.wisc.edu\/~oliver\/wp\/?page_id=307"},"modified":"2015-06-24T15:20:31","modified_gmt":"2015-06-24T20:20:31","slug":"research-codebook-for-content-analysis-of-stories-about-protest-events","status":"publish","type":"page","link":"https:\/\/users.ssc.wisc.edu\/~peoliver\/protest-research\/research-codebook-for-content-analysis-of-stories-about-protest-events\/","title":{"rendered":"Research – Codebook for Content Analysis of Stories about Protest Events"},"content":{"rendered":"

This represents the semi-official copy of the content analysis code book. Names in ALL CAPITALS represent the variable names as they appear in the data table and\/or Stata data. Questions appear verbatim as they did in the coding form. Response definition\/options appear in [brackets] General instructions on from the form are in italics and underlined.. Variables are ordered here based on the order that they appear in the Access coding form. For the most part, these are in the same order in the data table. Exceptions to this are identified with three *** asterisks and a note about location.<\/em><\/p>\n

Form Header Questions<\/h2>\n

CODEYORN Did you code this story? If YES, please check this box. If not, please explain below.
\n[Check Box]<\/p>\n

QUESTION Record uncertainties or QUESTIONS here. If you do not code a section or story, please explain.
\n[Text Field]<\/p>\n

MAINEVNT Please identify the EVENT that is the basis for coding the present record.
\n[Text Field\u2014identified from tagline files and event DB]]<\/p>\n

PURPMESS Please identify what the EVENT PURPOSE or MESSAGE is–as it has been defined in advance.
\n[Text Field \u2013 Coders were to enter message as identified by leader]<\/p>\n

SIDEA\/SIDEB Identify who or what represents the different sides of the issue–as defined in advance.
\n[Text Field; one for Side A, one for Side B\u2014as defined by leader]<\/p>\n

***RECORDN1 (Located at end of spreadsheet\/data table) In the box to the left, enter the number of the record you are currently coding (the number in the white box in the lower left corner of the page.)
\n[Text Field]<\/p>\n

CODETIME Code time – Minutes
\n[Text Field]<\/p>\n

Tagline Data Page (first page tab within the coding form–TAGLN)<\/h2>\n

Instructions: Code the following variables for EACH story in the story set.<\/p>\n

ID Identification Index #:
\n[Numbers arbitrarily assigned to differentiate b\/w individual stories]<\/p>\n

CODER Original Coder\/Coders:
\n[Text Field \u2013 Initials of original tagline coder]<\/p>\n

TAGSEQU Story Sequence Code:
\n[Numbers are semi-arbitrary; stories within a set have adjacent numbers)<\/p>\n

POLICSRC Police Record Source:
\n[Campus = Campus Police Cap Log = Capital Police log Cap Perm = Capitol Police permits MPD = Madison Police Department
\nStillman = City street use coordinator\u2019s notebook]<\/p>\n

FILNAMID
\nFile — Identification #:
\n[Each number represents a unique ID for individual event files that is the transformation of the event date into century days]<\/p>\n

FILNMETI
\nFile — Name:
\n[Nominal label given to individual event files]<\/p>\n

EVNTDATE
\nEvent Date:
\n[Date of individual event]<\/p>\n

NEWSSORC
\nNews\/Story Source:
\n[TCT = The Capital Times
\nWSJ = Wisconsin State Journal]<\/p>\n

DATESTRY
\nStory Date:
\n[Date story was published]<\/p>\n

DATEDIFF
\nDifference between Event Date and Story Date:
\n[Time elapsed between event and date of story publication]<\/p>\n

DAY
\nDay of Week of News Story:
\n[Day of week\u2014Monday, Tuesday, etc.\u2014story was published]<\/p>\n

EDITION
\nNews Edition:
\n[Daily edition\u2014First, second, all, etc.\u2014of newspaper]<\/p>\n

SECTION
\nNews Section:
\n[Newspaper section\u2014Front, Local\/State, etc.]<\/p>\n

LENGSTRY
\nStory Length:
\n[Numerical\u2014word count]<\/p>\n

HEADLINE
\nStory Headline:
\n[Verbatim story headline]<\/p>\n

BYLINE
\nStory Byline:
\n[Verbatim story byline]<\/p>\n

DATELINE
\nStory Dateline:
\n[Date]<\/p>\n

EVTINHED
\nWas the Event Mentioned in the Headline?
\n[Yes\/No]<\/p>\n

GRAPHIC
\nWas there a Graphic?
\n[Yes\/No]<\/p>\n

BEFRELWD
\nWords before Event?
\n[Word count\u2014number before topics relevant to event mentioned]<\/p>\n

RELVTWDS
\nNumber of Relevant Words:
\n[Word count\u2014number of words relevant to the event]<\/p>\n

BEFEVTWD
\nWords before Event?
\n[Word count\u2014number of words before event mentioned]<\/p>\n

EVTWORDS
\nNumber of Event Words:
\n[Word count\u2014number of words specifically related to event]<\/p>\n

MULTI
\nWere Multiple Events Mentioned?
\n[Yes\/No]<\/p>\n

TAGCNTXT
\nContext (Rated 1-4 on Event Relevance):
\n[1=story is about something else; some description or mention of event, but nothing about issue.
\n2=story is about the issue the event concerns, but only mentions or refers to the event without really describing it
\n3=story is about issue or context, contains some description of the event
\n4=story is basically about the event and circumstances around it]<\/p>\n

TAGCONTXT2
\nContext — Described by Coder:
\n[Text Field]<\/p>\n

TROUBLE
\nNote of Any Troubles Coding:
\n[Text Field]<\/p>\n

Identifier Variables Page (second tab\u2014IDs)<\/h2>\n

Instructions: Code the following variables for EACH story in the story set.<\/em><\/p>\n

***RECORDN2 (Located at end of spreadsheet\/data table)
\nCheck Record #
\n[Text Field\u2014See RECORDN1 above]<\/p>\n

UNIQUEID
\nEnter the UNIQUE IDENTIFICATION number code for this story set.
\n[Same as FILENMID variable above]<\/p>\n

SEQUENCE
\nEnter the SEQUENCE number for this individual story as it is recorded at the beginning of the article or in its tagline file.
\n[Same as TAGSEQU above]<\/p>\n

INITIALS
\nEnter the initials you are using to identify yourself as the coder of this record.
\n[Text field\u2014identifies content analysis coder, in contrast to the tagline coder for CODER above]<\/p>\n

UNQSEQEV
\nCreate a unique identification variable for this record by combining the previous three. Separate by a “dash:” UNIQUEID-SEQUENCE-INITIALS.
\n[Text Field]<\/p>\n

EVTYORN
\nIs there any DESCRIPTION OF THE EVENT in this article? This can include previews anticipating details of the event. If “Yes,” check the box.
\n[Check box]<\/p>\n

PREVYORN
\nDoes this article “preview” the event? If “Yes,” check the box.
\n[Check box]<\/p>\n

You must now make a decision about what to code next. If the article is about the event, then proceed to code the subform titled EVT1. If not, then proceed to code the subform ISS1.<\/em><\/p>\n

Event Variables 1 Page (third tab\u2014EVT1)<\/h2>\n

EVTYPE
\nFrom the pulldown list given in this field, identify the TYPE OF EVENT that is central to this story set.<\/p>\n

Permitted Message Events<\/h4>\n

1 Rally (Stationary Demo)
\n2 March (At some pt. mobile)
\n3 Vigil
\n4 Ceremony\/ Press Conference
\n5 Speeches, hearings, meetings open to public
\n6 Service, Memorial
\n7 meetings, conferences not public
\n8 forum, debate recode as 5
\n9 larger days (e.g. earth, mlk, veterans)<\/p>\n

Unpermitted Message Events<\/h4>\n

10 Pickets, signs, banners (small)
\n11 Protest at hearing, speech, meeting
\n12 Unpermitted protest
\n13 Protest at social, recreational event
\n15 leafletting
\n16 possible protest, may not have happened
\n17 Blockade
\n18 Violence or vandalism at protest<\/p>\n

Message Non-Events<\/h4>\n

21 Display of info
\n22 Distribute Literature or other messages
\n23 Collections<\/p>\n

Crimes<\/h4>\n

31 Vandalism
\n32 Bomb
\n33 Riot
\n34 Fight
\n35 Bomb Threat<\/p>\n

Commercial, Fundraising<\/h4>\n

41 Fundraiser, Non profit
\n42 City-wide Festival
\n43 Commercial Event
\n44 Fair or sale
\n45 Specific firm (ad or tie-in to event)<\/p>\n

Entertainment<\/h4>\n

51 Impromptu Celebration
\n52 Neighborhood Party, school parties, parades
\n53 Athletic Event
\n54 Theatrical Performance
\n55 Concert
\n56 Art Exhibit or creative displays
\n57 Dance
\n58 Other activity
\n59 Party
\n60 ethnic festivals or other events which may have content
\n61 parades
\n62 record unclear<\/p>\n

99 not collective events<\/p>\n

EVTLOC
\nEVENTLOC2
\nIs the LOCATION of the event provided in the story? If it is provided, identify specifically where in the second field.
\n[0 = Not provided in the story
\n1 = Provided
\n9 = Uncertain]
\n[Text Field]<\/p>\n

ANNUAL
\nAs best you can tell, is the event an ANNUAL one?
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

MOBSTRUC
\nAre MOBILIZING efforts mentioned? (e.g. local committees, national committees, churches, coordinators, marshalls . . . )
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

BEFORE
\nIs there any mention of PRELIMINARY events such as rallies, meeting, or gatherings that take place in the days or weeks before the event occurs?
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

AFTER
\nIs there any mention of planned FOLLOW-UP activities (e.g. voting, marching, boycotting, organizing, planned rallies . . . )
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

EVTSAID
\nRate the level of detail provided in this article about WHAT PEOPLE SAID at the event. Include messages on banners. Omit things not said specifically at the event.
\n[0 = Nothing at all
\n1 = A slogan or a phrase
\n2 = A few sentences (No more than 5)
\n3 = 2 or 3 paragraphs (or 6 to 15 sentences)
\n4 = More than 15 sentences<\/p>\n

POINTEVT
\nAfter reading the article, what do you understand the PURPOSE or POINT OF THE EVENT to be?
\n[Text Field\u2014Coder description]<\/p>\n

TARGET
\nTARGET2
\nA TARGET is an individual, organization or institution that event supporters call upon to make changes, such as new policies, or to correct some error or injustice. E.g., if there was a protest over welfare cuts in the State budget, the target would be the Thompson Administration. A TARGET is also someone or something whose beliefs or actions prompt the protest as a response. E.g., if a political cartoon offends a group, the cartoonist would be the target of their protests. In this article, is there a clear and\/or named target of this event? If “Yes,” identify it in the field below. (Note: There can be more than one target.)
\n[0 = No
\n1 = Yes]<\/p>\n

CTRDEM
\nDoes the story mention the presence of COUNTER-DEMONSTRATORS at the event?
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

POLICE
\nIs there mention of POLICE presence? (quotation attributed to a police officer should be coded as a 1)
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

ARREST
\nARREST2
\nDoes the story mention any ARRESTS taking place at the event? If so, identify who was arrested
\n[i.e. event supporter(s), counter-demonstrator, bystander(s)] in the second field?
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

RIOT
\nDoes the story mention use of riot gear, tear gas or water cannons by police in effort to DISPERSE the crowd?
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

ASSAULT
\nASSAULT2
\nDoes the story mention any physical ASSAULTS? If so, name the parties involved
\n[i.e. event supporter(s), police, counter-demonstrator(s), bystander(s)] in the second field
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

ACTS
\nACTS2
\nAre the ACTIVITIES of event participants mentioned (e.g. singing chanting, clapping, listening, praying, yelling, fighting)? If yes, please list the specific activities mentioned in the second field.
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

SIZEST
\nSIZEST2
\nIdentify the estimate of EVENT SIZE in the first field as provided by the story. If you enter 1, 3, or 5, then enter the EXACT text of the size descriptor in the second field. If you enter 2 or 4, enter the exact numerical estimate in the second field. (Note: If multiple estimates are given, enter the one that seems to be most reliable or trustworthy.)
\n[0 = Not provided in the story
\n1 = Size-relevant description
\n2 = Exact numerical estimate given
\n3 = Rough numerical estimate given
\n4 = Some combo of size-relevant and exact estimate
\n5 = Some combo of size-relevant and rough estimate]<\/p>\n

DURATION
\nDURATN2
\nIs the DURATION of the event mentioned? If you code this 1,3, or 5, then enter the exact-text description of time into the second field. If you code this 2 or 4, then enter the exact chronological estimate into the second field.
\n[0 = Not provided in the story
\n1 = Time-relevant description
\n2 = Exact numerical estimate given
\n3 = Rough numerical estimate given
\n4 = Some combo of time-relevant and exact estimate
\n5 = Some combo of time-relevant and rough estimate]<\/p>\n

DISRUPT
\nDISRUPT2
\nDoes the story mention any of the following ACTIVITIES or similar activities taking place:
\n* event participants confront en masse or “swarm” elected official(s), member(s) of publicly appointed bodies, judge(s), or election candidate(s)
\n* event held at the private residence of elected official, member of publicly appointed bodies, judges, or election candidate without the consent of the resident.
\n* picket or vigil at an event attended by elected official(s), member(s) of publicly appointed bodies, judge(s), or election candidate(s)
\n[picket or vigil targets those attending]
\n* event participants hold “sit-in” in the office(s) elected official(s), member(s) of publicly appointed bodies, judge(s), or election candidate(s)
\n* event participants disrupt proceedings of legislative body, court, board\/commission, or government-sponsored public forum. Examples of disruption include chanting, yelling, speaking out of turn, hold “sit-in”, block entrance\/exit.
\n* other (please specify in the second field.
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

Event Variables 2 Page (fourth tab\u2014EVT2)<\/h2>\n

Instructions: Code the following variables for EACH story in the story set that specifically addresses the main event for this set.\u00a0<\/em><\/p>\n

NAMESEVT
\nList all NAMES, titles, positions and activities of persons identified as PRESENT AT THE EVENT. Positions might include supporter, opponent, public official, expert, by-stander, target, issue-affected, etc. Every individual mentioned should be given a title. Also, if state officials have opposed a group or its message in the past, then, in the absence of explicit evidence to the contrary, one should assume that they or their spokespersons are event opponents.
\n[Text Field]<\/p>\n

SPONSEVT
\nList all names of individuals or organizations SPONSORING or organizing the event.
\n[Text Field]<\/p>\n

EVTMESG
\nAccording to the PARTICIPANTS, what is the message of this event? Copy\/paste any text specifically attributed to event PARTICIPANTS (proponents; not opponents) about what their event message is. These may be direct or indirect quotes from participants, or descriptions of what the participants said their message was.
\n[Text Field]<\/p>\n

MSGTYPE
\nAccording to the STORY, what is the message of the event? Where possible, please copy\/paste text from the story. Otherwise, use your own words to summarize what the story says about the event\u2019s message. (What the story says about the event\u2019s message may or may not be closely aligned with what the participants said the message was.)
\n[Text Field]<\/p>\n

RELIGEV
\nRELIGEV2
\nIs there any mention of RELIGION or religious persons in relation to the event? If yes, please enter a basic description (who, what relation, which side, etc.) in the second field. You can either copy\/paste or enter your own coder summary.
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

DEMS
\nIs there any mention of DEMOCRATS in relation to the event? Only code other than 0 if party affiliation is explicitly mentioned.
\n[0 = None
\n1 = As participants in the event
\n2 = As supporters of the event
\n3 = As opponents or targets of the event
\n4 = As both supporters\/participants and opponents
\n9 = Uncertain]<\/p>\n

REPUBS
\nIs there any mention of REPUBLICANS in relation to the event? Only code other than 0 if party affiliation is explicitly mentioned.
\n[0 = None
\n1 = As participants in the event
\n2 = As supporters of the event
\n3 = As opponents or targets of the event
\n4 = As both supporters\/participants and opponents
\n9 = Uncertain]<\/p>\n

3PARTY
\n3PARTY2
\nIs there any mention of OTHER POLITICAL PARTIES in relation to the event? Only code other than 0 if party affiliation is explicitly mentioned. If a third party or parties is\/are mentioned, please IDENTIFY these by name.
\n[0 = None
\n1 = As participants in the event
\n2 = As supporters of the event
\n3 = As opponents or targets of the event
\n4 = As both supporters\/participants and opponents
\n9 = Uncertain]<\/p>\n

PRIVINT
\nIs there any mention of PRIVATE-SECTOR or BUSINESS INTERESTS being centrally related to the event?
\n[0 = None
\n1 = As participants in the event
\n2 = As supporters of the event
\n3 = As opponents or targets of the event
\n4 = As both supporters\/participants and opponents
\n9 = Uncertain]<\/p>\n

INSTREL
\nDoes the story state specific INSTITUTIONAL RELATIONS–legislation, court cases, policy, social practices–which event protestors hope to affect?
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

LEGACT
\nLEGACT2
\nDoes the story mention recent or active consideration of event-related issue(s) by a LEGISLATIVE BODY or named advisory body? (Note: Legislative bodies include: University of Wisconsin Board of Regents, Madison Common Council, State legislature, and US Congress. Advisory bodies include Public Boards and Commissions as well as Madison Mayor or Governor appointed-bodies. Active consideration includes public forums, open or closed hearings, debates, and votes. A general reference to legislative or advisory body taking up the issue should be coded as a “Yes”). If value equals yes, then list the specific activities that were mentioned in the second field.
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

ELECT
\nELECT2
\nDoes the story mention active consideration of event-related issue(s) by CANDIDATES currently running for elected office? (Note: active consideration includes speeches and debates about the issue.) If value equals yes, then list the specific activities that were mentioned in the second field.
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

JUDIC
\nJUDIC2
\nDoes the story mention recent or active consideration of event-related issue(s) by a COURT of law? If value equals yes, then list the specific activities that were mentioned in the second field.
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

RACE
\nRACE2
\nIs there any mention of RACIAL or ETHNIC MINORITY\/MAJORITY status of any participant or those affected by the issue addressed by the event? If yes, please copy\/paste or list all racial, ethnic, minority, or majority references in the second field. Be liberal here. References that might conventionally be understood to be both religious and ethnic orientation, for example, like being Jewish, should be included here.
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

Continue coding event variables on the sub-form EVT3.<\/em><\/p>\n

Event Variables 3 Page (fifth tab\u2014EVT3)<\/h2>\n

Instructions: Code the following variables for EACH story in the story set that specifically addresses the main event for this set.\u00a0<\/em><\/p>\n

***RECORDN3 (Located at end of spreadsheet\/data table)
\nCheck Record #
\n[Text Field\u2014See RECORDN1 above]<\/p>\n

SEXOR
\nIs there any mention of the SEXUAL ORIENTATION of any participant or those affected by the issue addressed by the event?
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

ABILITY
\nIs there any mention of the ABILITIES\/DISABILITIES of any particpant or those affected by the issue addressed by the event?
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

CLASS
\nCLASS2
\nIs there any mention of the SOCIO-ECONOMIC STATUS of any participant or those affected by the issue addressed by the event (e.g., their income, occupation, blue\/white collar, education level, union affiliation, etc.)? If yes, copy\/paste or list all references to SE status in the second field.
\n[0 = No
\n1 = Yes
\n9 = Uncertain]<\/p>\n

IMAGES
\nIs there any information about IMAGES at the event that would convey an event message? For example: pictures of an aborted fetus, dead seals, a politician smoking dollar bills, etc. Note: In most cases, all you will have is a verbal description of the image. Code for graphic only if the caption on the graphic leads you to believe that the image is in the graphic.\u201d
\n0 = No images
\n1 = A verbal description of an image
\n2 = A picture of the image (probably only codable if this is clearly inferable from the graphic caption)
\n3 = Both graphic (inferred from a caption) and verbal description elsewhere in the story (i.e., not only in the caption)<\/p>\n

HAPPDETL
\nRate the level of detail about what happened at this event (EXCLUDING what was said).
\n0 = Nothing at all
\n1 = Vague mention of type of event, no real description (Examples: at a press conference today; protesters yesterday . . . )
\n2 = Some concrete but brief description of action that gives you a general idea of what happened, but not a lot of detail. Examples: 2000 people marched today for gay rights; protesters blocked the door to the assembly hall)
\n3 = At least several sentences describing different things that happened at the event or different details about the event (not including things said there)
\n4 = More extensive details about what was done at the event, who was there, what people wore, the weather, etc. (not including what was said).<\/p>\n

HAPDETWS
\nCount the number of words in the article that describe the specific details of the event, excluding what was said and record this in the adjacent field.
\n[Word count]<\/p>\n

ISSUEWDS
\nHow many WORDS contain discussions of the issue the event concerns? Coders should focus on text that pertains specifically to issue-engaging dialogue, and to omit text that provides details and action-oriented background information; e.g., coders would omit from the word count something like “Group X puts up banner in the past. State takes down banner. Group X lost suit for lack of evidence. State grants permit for Group X to put up banner.”
\n[Word count]<\/p>\n

AGENDAEV
\nDoes the story make reference to the sponsoring group\u2019s broader agenda beyond the specific event message conveyed by the story?\u201d
\n0 = Not at all
\n1 = Some brief allusion to a broader agenda or concern (e.g., \u201cright-wing Christian,\u201d \u201cprogressive movement,\u201d \u201csocialist,\u201d \u201canti-racist,\u201d \u201cpart of a larger pattern\u201d)
\n2 = 1-2 sentences of discussion of a broader agenda
\n3 = 3-10 sentences of discussion of a broader agenda
\n4 = 11 or more sentences of discussion of a broader agenda
\nLEGIT
\nWhen you read the description of this event, what is your impression about the intelligence, purpose, and motivations for event supporters? Be sure to base your responses solely upon the story. Do not introduce outside knowledge or your own political perspective.
\n[0 = Definitely negative (hostile toward the event message)
\n1 = Somewhat negative
\n2 = Neutral
\n3 = Somewhat positive
\n4 = Definitely positive (sympathetic to event message)]<\/p>\n

Continue coding event variables on the sub-form EVT SDs.<\/em><\/p>\n

Event Semantic Differentials Page (sixth tab\u2014EVT SDs)<\/h2>\n

Instructions: Based solely upon the content of the story as a whole, use the following differential scales to characterize your impressions of, first, the event organizers or participants, and, second, event opponents or counter-demonstrators, with respect to the values indicated on each pole of the scale. That is, code each side separately. If there is not enough information to code for a particular scale, leave the field blank.<\/em><\/p>\n

Read the story completely. Sentiments do not have to be explicitly stated only reasonably inferable from the story\u2019s contents. In forming your impressions, be sure to consider (though note exclusively) the following:<\/em><\/p>\n

    \n
  1. who is quoted, how many times they are quoted, and in what ways are they coded (i.e. whether distancing techniques is used);\u00a0<\/em><\/li>\n
  2. the connotations of the terms used to describe event participants;\u00a0<\/em><\/li>\n
  3. the location of information on the event in the article; and\u00a0<\/em><\/li>\n
  4. what the focus of the story is, including what is defined as \u201cthe issue\u201d.\u00a0<\/em><\/li>\n<\/ol>\n

    Please refer to the definitions of the semantic terms as well as the examples provided for the term at the left end of the scale to assist in assigning the appropriate value.<\/em><\/p>\n

    Do not return and recode these variables after moving to the next section of the code sheet.\u00a0<\/em><\/p>\n

    DEVIATES (Supporter)
    \nDEVIATEO (Opponent)<\/p>\n

    DEVIATE
    \nNormal Odd
    \n0 1 2 3 4<\/p>\n

    ODD: deviating from established norms or rules of appropriate conduct, language, or appearance.
    \nNORMAL: not deviating from established norms or rules of appropriate conduct, language, or appearance.<\/p>\n

    Examples of Odd: Event participants either destroy property or take illegal drugs; make strange, incoherent, or obscene statements or gestures; or are unclean, naked, or dress in highly unconventional attire. \u201cWith hairy legs showing beneath his silk dress, the \u2018queen\u2019 of the gay pride parade presided triumphantly over the leather fetishists flanking his float.\u201d \u201cThe over-sized banner made the Rotunda look like a hockey rink.\u201d<\/p>\n

    DEPTHES (Supporter)
    \nDEPTHEO (Opponent)<\/p>\n

    DEPTH
    \nSerious Silly
    \n0 1 2 3 4<\/p>\n

    SILLY: absurd, trifling or unbecoming levity in conduct, language, or appearance
    \nSERIOUS: thoughtful, sober, and focused in conduct, language, or appearance<\/p>\n

    Examples of Silly: Those attending a protest against the death penalty play frisbee and sun-bathe. Attendance at the event portrayed as an excuse not to go to classes or work.<\/p>\n

    STRENGES (Supporter)
    \nSTRENGEO (Opponent)<\/p>\n

    STRENGTH
    \nWeak Strong
    \n0 1 2 3 4<\/p>\n

    WEAK: without resources, easily dismissed, ineffective at creating pressure on behalf of a desired goal
    \nSTRONG: resource-laden, not easily dismissed, effective at creating pressure on behalf of a desired goal<\/p>\n

    Examples of Weak: Small group of protesters without large financial. Demonstrators were ignored or subdued by the police and targets with few negative ramifications for those dismissing them.<\/p>\n

    MORALES (Supporter)
    \nMORALEO (Opponent)<\/p>\n

    MORALITY
    \nMoral Immoral
    \n0 1 2 3 4<\/p>\n

    MORAL: acting in accordance with what the story states or implies is right
    \nIMMORAL: acting in violation of what the story states or implies is wrong<\/p>\n

    Examples of Immoral: \u201cThe abortion protesters terrorized children with their large posters depicting aborted fetuses.\u201d \u201cIf animal rights activists have their way, countless lives will be lost due to an end of valuable medical research using laboratory animals.<\/p>\n

    You have finished coding all of the EVENT VARIABLES. Please procede to code the ISSUE VARIABLES, beginning with sub-form ISS1.<\/em><\/p>\n

    Issue Variables 1 Page (seventh tab\u2014ISS1)<\/h2>\n

    FORAGAIN
    \nFORAGAIN2
    \nAre there any cases of people expressing themselves, or being identified as, AGAINST THE EVENT but SUPPORTIVE OF THE ISSUE (i.e., whichever side of the issue corresponds to the event)? If “yes,” then copy\/paste into the field below all text relevant to identification as such..
    \n[0 = No
    \n1 = Yes]<\/p>\n

    Instructions: Code the following variables for EACH story in the story set that specifically addresses the main issue for this set.<\/em><\/p>\n

    NAMESA
    \nList all NAMES, titles, positions and activities of PERSONS mentioned in relation to SIDE A of the issue. Positions might include supporter, opponent, public official, expert, by-stander, target, issue-affected, etc. Every individual mentioned should be given a title. Also, if state officials have opposed a group, its message, or this issue in the past, then, in the absence of explicit evidence to the contrary, one should assume that they or their spokespersons are event opponents.\u201d Note: This would include the names of persons already coded in the EVENT VARIABLES section, if it was coded for this article.
    \n[Text Field]<\/p>\n

    SPONSORA
    \nList all NAMES of ORGANIZATIONS mentioned in relation to SIDE A of this issue.
    \n[Text Field]<\/p>\n

    NAMEB
    \nList all NAMES, titles, positions and activities of PERSONS mentioned in relation to SIDE B of the issue. Positions might include supporter, opponent, public official, expert, by-stander, target, issue-affected, etc. Every individual mentioned should be given a title. Also, if state officials have opposed a group, its message, or this issue in the past, then, in the absence of explicit evidence to the contrary, one should assume that they or their spokespersons are event opponents.\u201d Note: This would include the names of persons already coded in the EVENT VARIABLES section, if it was coded for this article.
    \n[Text Field]<\/p>\n

    SPONSORB
    \nList all NAMES of ORGANIZATIONS mentioned in relation to SIDE B of this issue.
    \n[Text Field]<\/p>\n

    MSGTYPE2
    \nUsing copy\/paste, enter the most concise text in the story that conveys the content of the PRIMARY ISSUE or ISSUE MESSAGE, as portrayed by the article as a whole. You can do this \u2018piecemeal\u2019 if necessary.
    \n[Text Field\u2014Coders\u2019 own interpretation]<\/p>\n

    RLGEVIS
    \nRLGEVIS2
    \nIs there any mention of RELIGION or religious persons in relation to the issue? If yes, please enter a basic description (who, what relation, which side, etc.) in the second field. You can either copy\/paste or enter your own coder summary.
    \n[0 = No
    \n1 = Yes]<\/p>\n

    DEMS2
    \nIs there any mention of DEMOCRATS in relation to the issue? Only code other than \u20180\u2019 if party affiliation is explicitly mentioned.
    \n[0 = No
    \n1 = Yes]<\/p>\n

    REPUBS2
    \nIs there any mention of REPUBLICANS in relation to the issue? Only code other than \u20180\u2019 if party affiliation is explicitly mentioned.
    \n[0 = No
    \n1 = Yes]<\/p>\n

    3PARTIS
    \n3PARTIS2
    \nIs there any mention of OTHER political parties in relation to the issue? Only code other than \u20180\u2019 if explicitly mentioned. If mentioned, please identify the third party by name in the second field.
    \n[0 = No
    \n1 = Yes]<\/p>\n

    PRIVINT2
    \nIs there any mention of PRIVATE SECTOR or BUSINESS INTERESTS being centrally related to the issue?
    \n[0 = No
    \n1 = Yes]<\/p>\n

    INSTREL2
    \nDoes the story state specific INSTITUTIONAL RELATIONS\u2014 legislation, court cases, policy, social practices\u2014which would be changed by action on this issue?
    \n[0 = No
    \n1 = Yes]<\/p>\n

    LEGIACT
    \nLEGIACT2
    \nDoes the story mention recent or active consideration of the issue or issue message by a LEGISLATIVE BODY or named advisory body? (Note: Legislative bodies include: University of Wisconsin Board of Regents, Madison Common Council, State legislature, and US Congress. Advisory bodies include Public Boards and Commissions as well as Madison Mayor or Governor appointed-bodies. Active consideration includes public forums, open or closed hearings, debates, and votes. A general reference to legislative or advisory body taking up the issue should be coded as a “Yes”). If value equals yes, then list the specific activities that were mentioned in the second field.
    \n[0 = No
    \n1 = Yes]<\/p>\n

    ELCTION
    \nELCTION2
    \nDoes the story mention active consideration of the issue or issue message by CANDIDATES currently running for elected office? (Note: active consideration includes speeches and debates about the issue.) If value equals yes, then list the specific activities that were mentioned in the second field.
    \n[0 = No
    \n1 = Yes]<\/p>\n

    JUCICIAL
    \nJUDICIAL2
    \nDoes the story mention recent or active consideration of the issue or issue message by a COURT of law? If value equals yes, then list the specific activities that were mentioned in the second field.
    \n[0 = No
    \n1 = Yes]<\/p>\n

    Continue coding issue variables on the sub-form ISS2.<\/em><\/p>\n

    Issue Variables 2 Page (eighth tab\u2014ISS2)<\/h2>\n

    ***RECORDN4 (Located at end of spreadsheet\/data table)
    \nCheck Record #
    \n[Text Field\u2014See RECORDN1 above]<\/p>\n

    Instructions: Code the following variables for EACH story in the story set that specifically addresses the main issue for this set.<\/em><\/p>\n

    RACEISS
    \nRACEISS2
    \nIs there any mention of RACIAL or ETHNIC MINORITY\/MAJORITY status of persons affected by or with an interest in the issue or issue message? If yes, please copy\/paste or list all racial, ethnic, minority, or majority references in the second field. Be liberal here. References that might conventionally be understood to be both religious and ethnic orientation, for example, like being Jewish, should be included here.
    \n[0 = No
    \n1 = Yes]<\/p>\n

    SEXORISS
    \nIs there any mention of the SEXUAL ORIENTATION of persons affected by or with an interest in the issue or issue message?\u201d
    \n[0 = No
    \n1 = Yes]<\/p>\n

    ABILITYI
    \nIs there any mention of the ABILITIES\/DISABILITIES of persons affected by or with an interest in the issue or issue message?
    \n[0 = No
    \n1 = Yes]<\/p>\n

    CLASSIS
    \nCLASSIS2
    \nIs there any mention of the SOCIO-ECONOMIC STATUS of persons affected by or with an interest in the issue or issue message (e.g., their income, occupation, blue\/white collar, education level, union affiliation, etc.)? If yes, copy\/paste or list all references to SE status in the second field.
    \n[0 = No
    \n1 = Yes]<\/p>\n

    FEMALES (Women)
    \nMALES (Men)
    \nANDROG (Indeterminate)
    \nHow many times are WOMEN DIRECTLY quoted (full quotations) in the story in relation to the event or the event message? How many times are MEN? How many times are persons of INDETERMINATE gender?
    \nFEMALESI (Women)
    \nMALESI (Men)
    \nANDROGI (Indeterminate)
    \nHow many times are WOMEN INDIRECTLY quoted (partial quotes, or non-quoted phrases like “X stated that” or “Y believes that”, etc.) in the story in relation to the event or the event message? How many times are MEN? How many times are persons of INDETERMINATE gender?<\/p>\n

    As you code the next section, use the following definition of a public official when necessary. A PUBLIC OFFICIAL is anyone elected to a public office, appointed by an elected official, any employee of a publicly funded department, agency, or institution speaking in an official capacity (this includes fire and police officers), and any administator or administrative staff of a university. Faculty are not public officials, unless speaking in an administrative capacity.<\/em><\/p>\n

    DTQ
    \nAre SMALL PHRASES (five words or less) placed in quotation? We are looking for quotes around small bits that are part of a larger paraphrase.
    \nExample1: The organizers said that they were “outraged” at the budget report.
    \nExample2: He said the university “finds racial incidents intolerable” and will work with students . . .
    \nNote: Do not code as “1” phrases in quotations that are contained within verbatim quotes.
    \n[0 = No
    \n1 = Yes
    \n9 = Undecided]<\/p>\n

    DTQSTR
    \nCOPY\/PASTE the entire sentence for each instance of small phrases being placed in quotes from the preceding question. There may be more than one.
    \n[Text Field}<\/p>\n

    If the preceding questions were treated as “yes,” identify the number of times that each of the following actors were the source for the above treatment.
    \nDTQSDA (Persons on SIDE A of the issue other than public officials and targets)
    \nDTQSDB (Persons on SIDE B of the issuE other than public officials and targets)
    \nDTQOFA (Public OFFICIALS on SIDE A)
    \nDTQOFB (Public OFFICIALS on SIDE B)
    \nDTQTGA (TARGET of the event (other than pub. officials) on Side A)
    \nDTQTGB (TARGET of the event (other than pub. officials) on Side B)
    \nDTQOTH (OTHER — Give # in the field on the right, and describe below.)
    \nDTQOTH2
    \n[Text Field]<\/p>\n

    DQNSDA
    \nAre there any DIRECT quotations (involving whole sentences or whole thoughts) from persons on SIDE A of the issue?
    \n[0 = No
    \n1 = Yes
    \n9 = Undecided]<\/p>\n

    If yes, identify the total number of WORDS of direct quotation from:
    \nDQNSDAS–SIDE A other than public officials and targets–>
    \nDQNSDAO–Public OFFICIALS supporting SIDE A (including if they are target)–>
    \nDQNSDAT –A TARGET of the event who also supports SIDE A–>
    \nDQNSDAO1–OTHER \u2013 Give # in the field on the right, and describe below–>
    \nDQNSDAO2 \u2013
    \n[Text Field]<\/p>\n

    If yes, identify the total number of WORDS of direct quotation from:
    \nDQSDAWS–SIDE A other than public officials and targets–>
    \nDQSDAWO–Public OFFICIALS supporting SIDE A (including if they are target)–>
    \nDQSDAWT–A TARGET of the event who also supports SIDE A–>
    \nDQSDAWOT–OTHER–><\/p>\n

    IQNSDA
    \nAre there any INDIRECT quotations from persons on SIDE A of the issue? (I.e., “they said,” “event participants stated,” “organizers called for,” “they talked about,” “they estimate,” “she argues that,” “he notes that,” ” they point out that . . .,” etc.)
    \n[0 = No
    \n1 = Yes
    \n9 = Undecided]<\/p>\n

    If yes, identify the total number of WORDS of direct quotation from:
    \nIQNSDAS–SIDE A other than public officials and targets–>
    \nIQNSDAO–Public OFFICIALS supporting SIDE A (including if they are target)–>
    \nIQNSDAT–A TARGET of the event who also supports SIDE A–>
    \nIQNSDAO1–OTHER \u2013 Give # in the field on the right, and describe below–>
    \nIQNSDAO2\u2014
    \n[Text Field]<\/p>\n

    If yes, identify the total number of WORDS of direct quotation from:
    \nIQSDAWS–SIDE A other than public officials and targets–>
    \nIQSDAWO–Public OFFICIALS supporting SIDE A (including if they are target)–>
    \nIQSDAWT–A TARGET of the event who also supports SIDE A–>
    \nIQSDAWOT–OTHER–><\/p>\n

    Continue coding issue variables on the sub-form ISS3. <\/em><\/p>\n

    Issue Variables 3 Page (ninth tab\u2014ISS3)<\/h2>\n

    Instructions: Code the following variables for EACH story in the story set that specifically addresses the main issue for this set.<\/em><\/p>\n

    DQNSDB
    \nAre there any DIRECT quotations (involving whole sentences or whole thoughts) from persons on SIDE B of the issue?
    \n[0 = No
    \n1 = Yes
    \n9 = Undecided]<\/p>\n

    If yes, identify the total number of INDIVIDUALS quoted who are:
    \nDQNSDBS–SIDE B other than public officials and targets–>
    \nDQNSDBO–Public OFFICIALS supporting SIDE B (including if they are target)–>
    \nDQNSDBT –A TARGET of the event who also supports SIDE B–>
    \nDQNSDBO1–OTHER \u2013 Give # in the field on the right, and describe below–>
    \nDQNSDBO2 \u2013
    \n[Text Field]<\/p>\n

    If yes, identify the total number of WORDS of direct quotation from:
    \nDQSDBWS–SIDE B other than public officials and targets–>
    \nDQSDBWO–Public OFFICIALS supporting SIDE B (including if they are target)–>
    \nDQSDBWT–A TARGET of the event who also supports SIDE B–>
    \nDQSDBWOT–OTHER–><\/p>\n

    IQNSDB
    \nAre there any INDIRECT quotations from persons on SIDE B of the issue? (I.e., “they said,” “event participants stated,” “organizers called for,” “they talked about,” “they estimate,” “she argues that,” “he notes that,” ” they point out that . . .,” etc.)
    \n[0 = No
    \n1 = Yes
    \n9 = Undecided]<\/p>\n

    If yes, identify the total number of INDIVIDUALS quoted who are:
    \nIQNSDBS–SIDE B other than public officials and targets–>
    \nIQNSDBO–Public OFFICIALS supporting SIDE B (including if they are target)–>
    \nIQNSDBT–A TARGET of the event who also supports SIDE B–>
    \nIQNSDBO1–OTHER \u2013 Give # in the field on the right, and describe below–>
    \nIQNSDBO2\u2014
    \n[Text Field]<\/p>\n

    If yes, identify the total number of WORDS of direct quotation from:
    \nIQSDBWS–SIDE B other than public officials and targets–>
    \nIQSDBWO–Public OFFICIALS supporting SIDE B (including if they are target)–>
    \nIQSDBWT–A TARGET of the event who also supports SIDE B–>
    \nIQSDBWOT–OTHER–><\/p>\n

    DQNSDN
    \nAre there any DIRECT quotations (involving whole sentences or whole thoughts) NEUTRAL or balanced toward the issue?
    \n[0 = No
    \n1 = Yes
    \n9 = Undecided]<\/p>\n

    If yes, identify the total number of INDIVIDUALS quoted who are:
    \nDQNSDNA– SIDE A other than public officials and targets–>
    \nDQNSDNB– SIDE B other than public officials and targets–>
    \nDQNSDNO– Public OFFICIALS (including if they are the target)–>
    \nDQNSDNT– A TARGET of the issue–>
    \nDQNSDNO1– OTHER \u2013 Please identify in the field–v
    \nDQNSDNO2\u2014
    \n[Text Field]<\/p>\n

    If yes, identify the total number of WORDS of direct quotation from:
    \nDQSDNWA– SIDE A other than public officials and targets–>
    \nDQSDNWB– SIDE B other than public officials and targets–>
    \nDQSDNWO– Public OFFICIALS (including if they are the target)–>
    \nDQSDNWT– A TARGET of the issue–>
    \nDQSDNWOT– OTHER–><\/p>\n

    IQNSDN
    \nAre there any INDIRECT quotations NEUTRAL or balanced toward the issue? (I.e., “they said,” “event participants stated,” “organizers called for,” “they talked about,” “they estimate,” “she argues that,” ” they point out that . . .,” etc.)
    \n[0 = No
    \n1 = Yes
    \n9 = Undecided]<\/p>\n

    If yes, identify the total number of INDIVIDUALS quoted who are:
    \nIQNSDNA– SIDE A other than public officials and targets–>
    \nIQNSDNB– SIDE B other than public officials and targets–>
    \nIQNSDNO– Public OFFICIALS (including if they are the target)–>
    \nIQNSDNT– A TARGET of the issue–>
    \nIQNSDNO1– OTHER \u2013 Please identify in the field–v
    \nIQNSDNO2\u2014
    \n[Text Field]<\/p>\n

    If yes, identify the total number of WORDS of direct quotation from:
    \nIQSDNWA– SIDE A other than public officials and targets–>
    \nIQSDNWB– SIDE B other than public officials and targets–>
    \nIQSDNWO– Public OFFICIALS (including if they are the target)–>
    \nIQSDNWT– A TARGET of the issue–>
    \nIQSDNWOT– OTHER–><\/p>\n

    TITFTAT1
    \nHow would you best characterize the balance of coverage given to the two sides, A and B, in this article?\u201d
    \n1 = It is all one-sided; i.e., only the perspectives of A or B are given.
    \n2 = First the entire perspective of one is given, then the entire perspective of the other; i.e., both are covered, but there is not alternation.
    \n3 = There is some alternation, or \u201cback-and-forth,\u201d between the presentation of one side\u2019s perspective and the other\u2019s<\/p>\n

    TITFTAT2
    \nWhich of the following appears first in this article?
    \n1 = Recognition disagreement or conflict between sides A and B
    \n2 = Recognition of Side A\u2019s perspective first
    \n3 = Recognition of Side B\u2019s perspective first<\/p>\n

    TITFTAT3
    \nWhich of the following appears last in this article?
    \n1 = Recognition or reiteration of disagreement or conflict
    \n2 = Something reflective of Side A\u2019s perspective or position
    \n3 = Something reflective of Side B\u2019s perspective or position<\/p>\n

    TITFTAT4
    \nWhich of the following answers best represents the distribution or sequencing of coverage sympathetic or representative of Sides A and B?
    \n1 = No oscillations; coverage is one-sided (A or B)
    \n2 = 1 oscillation (A then B, or B then A)
    \n3 = 2 oscillations (ABA or BAB)
    \n4 = 3 oscillations (ABAB or BABA)
    \n5 = More than 3 oscillations<\/p>\n

    [Note: This variable calculated by Pam from the above in her copy of Stata data base, not in other copies of the data file. Derived variables: Baltft (numeric) and Baltxt (string):<\/strong><\/p>\n

      \n
    • 1 All A = tft1 says one sided, begins with A, ends with A, no oscillations 46 cases (52%)<\/li>\n
    • 2 TFT pro A = tft but started and ended with A 13 cases (15%)<\/li>\n
    • 3 All B = tft1 says one sided, begins with B, ends with B, all but 1 also coded as no oscillations (7 cases, 8%)<\/li>\n
    • 4 is conflict = one sided, began with recognition of conflict, no oscillations, ended with recognition of conflict or B (3 cases, 4%)<\/li>\n
    • 5 TitFtat =both sides, did not begin and end with the same side, there were oscillations (14 cases, 16%)<\/li>\n
    • 6 both=first one side then the other, begin\/end with different sides, one case where multiple oscillations reported, others no oscillations (5 cases 6%)<\/li>\n
    • 7 (no code)<\/li>\n
    • 8 error. tft1 says one sided, tft4 says no oscillations, but begin and end on different sides. (1 case)<\/li>\n<\/ul>\n

      Continue coding issue variables on the sub-form ISS SDs.\u00a0<\/em><\/p>\n

      Issue Semantic Differentials Page (tenth tab\u2014ISS SDs)<\/h2>\n

      Instructions: Based solely upon the content of the story as a whole, use the following differential scales to characterize your impressions of, first, the Side A advocates, and, second, event opponents or counter-demonstrators, with respect to the values indicated on each pole of the scale. That is, code each side separately. If there is not enough information to code for a particular scale, leave the field blank.<\/em><\/p>\n

      Read the story completely. Sentiments do not have to be explicitly stated only reasonably inferable from the story\u2019s contents. In forming your impressions, be sure to consider (though note exclusively) the following:<\/em><\/p>\n

        \n
      • a) who is quoted, how many times they are quoted, and in what ways are they coded (i.e. whether distancing techniques is used);\u00a0<\/em><\/li>\n
      • b) the connotations of the terms used to describe event participants;\u00a0<\/em><\/li>\n
      • c) the location of information on the event in the article; and\u00a0<\/em><\/li>\n
      • d) what the focus of the story is, including what is defined as \u201cthe issue\u201d.<\/em><\/li>\n<\/ul>\n

        Please refer to the definitions of the semantic terms as well as the examples provided for the term at the left end of the scale to assist in assigning the appropriate value.<\/em><\/p>\n

        Do not return and recode these variables after moving to the next section of the code sheet.\u00a0<\/em><\/p>\n

        DEVIATEIA (Side A)
        \nDEVIATEIB (Side B)<\/p>\n

        DEVIATE
        \nNormal Odd
        \n0 1 2 3 4<\/p>\n

        ODD: deviating from established norms or rules of appropriate conduct, language, or appearance.
        \nNORMAL: not deviating from established norms or rules of appropriate conduct, language, or appearance.<\/p>\n

        Examples of Odd: \u201cOne speaker insisted that long-distance education would be used to send subliminal messages planted by the CIA to unsuspecting viewers.\u201d
        \nMORALIA (Side A)
        \nMORALIB (Side B)<\/p>\n

        MORALITY
        \nMoral Immoral
        \n0 1 2 3 4<\/p>\n

        IMMORAL: acting in violation of what the story states or implies is wrong
        \nMORAL: acting in accordance with what the story states or implies is right<\/p>\n

        Examples of Immoral: \u201cNo one, in good conscience, can support what they\u2019re asking for,\u2019 said Target X. \u201cAccording to Reverend X, \u2018Homosexuality undermines traditional family values\u2019.\u201d
        \nIMPORTIA (Side A)
        \nIMPORTIB (Side B)<\/p>\n

        IMPORT
        \nImportant Unimportant
        \n0 1 2 3 4<\/p>\n

        IMPORTANT: having evident value or significance by either virtue of its consequences or its own existence.
        \nUNIMPORTANT: lacking evident value or significance by either virtue of its consequences or their own existence.<\/p>\n

        Examples of Unimportant: \u201cWith the debate on the state budget coming up, whether or not to remove a statue from the Capitol grounds is the least of our concerns\u2019, said State Assembly Member X.\u201d \u201cWhile those speaking at the May Day event urged the Governor to be more \u2018union friendly\u2019, a recently-released survey of Wisconsin employees indicates that most, in fact, do not see the need for unions\u201d
        \nIMPACTIA (Side A)
        \nIMPACTIB (Side B)<\/p>\n

        IMPACT
        \nNegative Impact Positive Impact
        \n-4 -3 -2 -1 0 1 2 3 4<\/p>\n

        NEGATIVE Impact: objective of event message supporters, if realized, will have a negative economic, social, political, or cultural impact.
        \nPOSITIVE Impact: objective of event message supporters, if realized, will have a negative economic, social, political, or cultural impact.<\/p>\n

        Examples of Negative Impact: \u201cFailure to allow the new mining operation would result in the loss of an estimated five hundred new jobs.\u201d \u201cAccording to Expert X, the legislation advocated by protesters would actually harm its intended beneficiaries.\u201d<\/em><\/p>\n

        You have finished coding all of the ISSUE VARIABLES. Please procede to code the ISSUE VARIABLES, beginning with sub-form THEM\/EP.<\/em><\/p>\n

        Thematic\/Episodic Variables Page (eleventh tab\u2014THEM\/EP)<\/h2>\n

        ***RECORDN5 (Located at end of spreadsheet\/data table)
        \nCheck Record #
        \n[Text Field\u2014See RECORDN1 above]<\/p>\n

        Instructions: Code the following variables for EACH story in the story set that specifically addresses the main issue for this set.<\/em><\/p>\n

        RATBROAD
        \nRate the amount of information given in this article regarding the broader historical, social, economic, or political context of this event or issue.
        \n0 = None at all
        \n1 = Brief mention of recent incidents or the fact that there is some controversy. No more than 1-2 sentences . . . It does not really give detail on the context, beyond suggesting that there is one.
        \n2 = Several sentences (3-7) summarizing prior events or debates: What happened before that led up to this event, what previous arguments have been made, etc.
        \n3 = Several paragraphs (8-20) sentences providing significant background to the event or issue, or of the economic or political factors involved in the issue, or of statistics or research relevant to the issue, etc.
        \n4 = Extensive background information, a longer discussion and analysis of the underlying conditions or situations form which this event or issue arises. This may include summaries of research or statistics. It can also include case studies or interviews or historical narratives which are used to provide background and context on the issue.<\/p>\n

        CONTEXT
        \nCount the number of words in the story making reference to the broader historical, social, economic, or political context in which the event or issue takes place. Note: Historical context includes prior similar or related events or issues and the backgrounds of the participants. Social and economic context include the social and economic conditions that brought about the event or issue (i.e., rising levels of homelessness, unemployment, etc.) The political context includes legislative, judicial, or executive activity on the issue addressed by the event and the actions and positions of public officials targeted by and\/or responding to the event or issue.
        \n[Text Field]<\/p>\n

        COVTYPE2
        \nEPISODIC COVERAGE stresses predominantly the details of the demonstration itself (e.g. numbers of people, the weather, speakers or entertainers), with minimal or no attention to the issues raised by the demonstration.<\/p>\n

        THEMATIC COVERAGE focuses on the more general issues raised by the event. For example, a thematic story on a homeless demonstration would provide statistics on the numbers of homeless and suggest socioeconomic reasons for this problem or it might detail pending legislation on the issue.<\/p>\n

        Given the above distinction, use the following scale to indicate the extent to which the article should be described as EPISODIC or THEMATIC<\/p>\n

        Episodic -4 -3 -2 -1 0 1 2 3 4 Thematic<\/p>\n

        ISSHDLN
        \nIs there any reference in the headline to the issue or the event message?
        \n[0 = No
        \n1 = Yes
        \n9 = Undecided}<\/p>\n

        STYLEREF
        \nIn the tagline file, is the value of the variable EVTWDS 20 or less? If so, copy\/paste these from the story file into the field here.<\/p>\n

        You have finished coding all of the ISSUE VARIABLES. If this was the last story in the story set, procede to code the SET sub-form. Otherwise, you can begin a new record.<\/em><\/p>\n

        Please be sure that you record a “Coding Time” for this story before you move on to the next record!!!<\/em><\/p>\n

        Story Set Variables Page (twelfth tab\u2014SET)<\/h2>\n

        Instructions: The following questions apply to the ENTIRE STORY SET you have just finished coding. If you did not code the entire set during the same sitting, it is probably not necessary to review the entire set.<\/em><\/p>\n

        PROMIN
        \nPROMIN2
        \n[Text Field]
        \nFor the first story\/stories addressing the event (i.e., the first to chronologically address the event), in what context is the event itself first mentioned?
        \n1 It is previewed\/forecasted as the MAIN focus of the story
        \n2 It is previewed\/forecasted as an ADDENDUM to a story otherwise focused on an issue\/topic related to the event issue.
        \n3 It is previewed\/forecasted as an addendum to a story with NO CLEAR or apparent relation to the issue\/topic of the event.
        \n4 The event is the primary subject of a NEWS report appearing after the event.
        \n5 The event is first reported within the context of something ADDITIONALLY newsworthy after the event (e.g. the event only became newsworthy after some additional occurrence or when attached to something else).
        \n6 The event is mentioned\/addressed in an “ISSUE examination” piece at some point after it occurred (i.e. this implies the event was never reported as timely “news”).
        \n7 OTHER – Explain in the second field.<\/p>\n

        MEDIATTN
        \nWhich of the following best describes the story set?
        \n1 Protest event(s) are portrayed as a response to some institutional\/procedural “crisis” (e.g. legislation being debated\/recently passed prompts an immediate public reaction in the form of the event).
        \n2 The media defines something as a “crisis” that groups react to in the form of protest event(s). Note: coders must decide if a reporter is responsible for bringing the issue to light versus some procedural process making protest likely. For example, an open legislative event that is subject to the public record would be coded as 1 even if the public would not have known about it if it were not reported. In contrast, the reporting of certain political practices, behaviors, or corruptions that are not otherwise a matter of public record would be coded as 2.
        \n3 Protest event(s) are seeking to define a “crisis” that would otherwise not appear as such to the general public (and the media is reacting to this).
        \n4 Protest event(s) address some repeated or chronic problem that organizers seek to maintain exposure for, but which take on no clear sense of immediacy to the general public or “crisis” characteristics.<\/p>\n

        CONGRATULATIONS! YOU ARE THROUGH CODING THIS STORY SET!<\/em><\/p>\n

         <\/p>\n","protected":false},"excerpt":{"rendered":"

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