O and Othello Comparison - 929 Words

‘Othello is one of the brilliant plays written by William Shakespeare. It is the story of man named Othello and how his mind was twisted and manipulated by a man named Iago and how Iago made Othello think that his wife Desdemona was cheating on him with his lieutenant Michael Cassio, which results in many deaths. Tim Blake Nelson has creatively restructured ‘Othello’ into a film to appeal to a teenage audience. It still contains the same central ideas which are racism, jealousy and deception which will be analysed on how they are portrayed in ‘Othello’ and are creatively reshaped in ‘O’. Jealously is one of the main central ideas and is shown through many character but mainly Iago and Hugo and Othello and O. In act 4, scene 5 Othello†¦show more content†¦In ‘Othello’ Desdemona call him the Moor and she is his loving and faithful wife whereas when Iago says it, it is offensive. In the film ‘O’ there is a lot of racism, Odin and Desi jokingly discuss their different races. When she disapproves of his use of â€Å"nigga,† he tells her that he is allowed to say it but she cannot even think it. Despite his apparently shallow answer, Odin is â€Å"haunted†¦by a profound self-consciousness about his own blackness†. When Hugo tells Odin that Desi and Mike called him â€Å"the nigga,† This is extremely offensive to and he begins to act out his rage and self-loathing. In ‘Othello the word ‘Moor’ has been replaced by with a the word ‘nigga’ to appeal to younger audiences. Deception can also be seen throughout both texts and especially when Iago sets Cassio up to make Othello hear the Cassio has been sleeping with Desdemona. In ‘Othello’ this scene is set in a jail area whereas in ‘O’ it is set in Iago’s bedroom and Othello is hiding outside the room listening in on the conversation. Nelson has creatively reshaped this scene from early times to the 20th century. During this scene in ‘O’ Cassio talks about Desi as a floosy and talks badly of Odin calling the name Nigga, this in use of language from Michael is the language that teenagers use which is another way Nelson has creatively reshaped Othello. Overall, Nelson has creatively reshaped the central ideas jealousy, racism and deception into theShow MoreRelatedEssay on A Comparison of Othello and the Movie O1548 Words   |  7 PagesA Comparison of Othello and the Movie O When Shakespeare composed the tragedy Othello televisions were not. Along with no televisions, life in the late 1500s had many different qualities than it does today. This time period had no war on drugs and no high school shootings. Peer pressure was not an issue. The audiences of Othello in the 1500s did not face the circumstances that we, American high school students, face today. With these significant differences in daily life, come the attemptsRead More The Use Of Animal Imagery In Othello Essay1040 Words   |  5 Pages In William Shakespeare’s play â€Å"Othello† the use of animal imagery was evident throughout the telling of the story. Shakespeare explained several characters actions by comparing them to similarities in animals. The characters in â€Å"Othello† were often depicted as having animal-like characteristics. Some characters were even compared to animals by other characters in the play. By defining characters in terms of these characteristics one can get a clear description of what the character isRead MoreJealousy and Race in Othello 1430 Words   |  6 PagesOthello is one of Shakespeare’s tragedies; originally written as a play and performed to an Elizabethan audience. Othello and many of Shakespeare’s other plays have been performed to various audiences since, and have been adapted into Opera, Ballet, Film and television productions. Othello has survived the centuries to this day and age; and continues to captivate and remain relevant to a modern audience; Othello certainly is a timeless classic work of art. â€Å"The object of tragic imitation is menRead MoreIs Othello a Tragic Hero? Essay1479 Words   |  6 PagesTo what extent can Othello be considered a ‘tragic hero’? The extent of which Othello is a tragic hero has been open to much debate; the basis on which he is judged falls to Aristotle’s established view of the crucial elements that distinguish whether a person is truly tragic. According to Aristotle, a tragic protagonist is a nobleman or person from high status, who contributes to his own demise and illustrates a flaw or weakness in judgment. The tragic protagonist must make a fall from a highRead MoreWilliam Shakespeare s Othello, Desdemona, Emilia, And Bianca949 Words   |  4 PagesShakespeare’s play Othello, there are only three women characters; Desdemona, Emilia, and Bianca. In this play, women are viewed as possessions to the men, causing critics to argue that the women to have no control of their lives. Women were viewed as their husband’s property, not being able to make their own decisions and listening to what their husbands told them to do. They were not seen as a human nor were females seen as being equal to men. Throughout Shakespeare’s Othello the three women showRead MoreConventions of a Shakespeare Tragedy1189 Words   |  5 Pagestragic flaw brings the downfall of the hero. Othello is the tragic hero, because Othello is a character of nobility. He is good at the beginning but at the end he starts to become evil. ‘‘Othello’s downfall is jealousy (Othello’s Tragic Flaw) Iago tells Othello not to be jealous when Othello thinks his wife is cheating on him. Iago says to Othello, â€Å"O, beware, my lord, of jealousy; it is the green-eyed monster which doth mock the meat it feeds (Othello Act 3 Scene 3).† The meaning of this quote isRead MoreTragic Hero in Othelo by William Shakespeare996 Words   |  4 PagesConventions of Othello Shakespeare has been a part of the American Society for many years. Compared to other Authors, he has a different style of writing but within his own writings, they are all very much alike. He has written many plays including Othello and Romeo and Juliet. Shakespeare was a man who wrote plays that followed the same literary conventions. These conventions included tragic hero, fallacy, irony, and also suspense. A tragic hero is a male figure who is high in society and one whoRead MoreShakespeares Use of Language to Show Othellos Changing State of Mind1627 Words   |  7 Pagesfriendship. This is dramatically effective, being at the beginning of the scene because all through the scene Othello is seen thinking and talking about how disloyal she is. It also makes the tragedy at the end of the play more awful, as the audience knows she really is innocent. Iago then cunningly preys on the inquisitive nature of all humans, including Othello, to mould his mind to thinking the way he would like. He says unbeneficial things, dropping hints as to his feelingsRead More The Besieged Lieutenant in Othello1169 Words   |  5 PagesShakespeare’s tragedy Othello, the audience finds a victim who is beset by Iago more than once, but who recovers in both cases – Cassio. He is the sole survivor among the main characters. In his book of literary criticism, Shakespearean Tragedy, A. C. Bradley rejects the ancient’s accusation that Cassio is an inexperienced soldier: That Cassio, again, was an interloper and a mere closet-student without experience of war is incredible, considering first that Othello chose him for lieutenantRead MoreOthello, By William Shakespeare963 Words   |  4 Pagesaware of the scheme he is putting into action and plays on Othello’s weakness â€Å"O, beware, my lord, of jealousy! It is the green-eyed monster, which doth mock the meat it feeds on† (Othello. 3.3.167-169). Iago takes advantage of his own wife, Emilia, retaining Desdemona’s scarf from Othello from her and placing it in Cassio’s possession. By doing, this Iago is able to prove his allegations of Desdemona and Cassio. Othello expresses jealousy and believes that Desdemona has been unfaith to him with

Book Review of “Cheaper” by the Dozen Free Essays

The autobiographical book Cheaper by the Dozen was written in 1949. Since then, it has been reprinted numerous times, most recently in 2003. The book, written by Frank B. We will write a custom essay sample on Book Review of â€Å"Cheaper† by the Dozen or any similar topic only for you Order Now Gilbreth Jr. and Ernestine Gilbreth Carey, two of the twelve children of Frank and Lillian Gilbreth, is about Frank Jr. and Ernestine’s recollections of growing up, in the company of ten other siblings and two high-powered engineers as parents, in a huge house in Montclair, New Jersey, around the turn of the 20th century. Much of the humor within this book is because the father of this huge family, Frank, is a good-hearted man who loves his twelve children and their antics, but is also an engineer (as is his wife Lillian) by profession, and an â€Å"efficiency expert†. Frank Sr. likes to believe problems and conflicts can be solved in a sort of mechanical way, and sometimes with just one quick solution for every problem (at least that is his theory). Many funny and ironic situations arise from this questionable premise. Still, as the authors of Cheaper by the Dozen recall, â€Å"Dad was happiest in a crowd, especially a crowd of kids† (p. ). But since, as an engineer, Frank Sr. owns a scientific management company, he continually tries to apply his various principles of â€Å"scientific management† at home, with mixed results. In one incident, he does so by taking motion pictures of his children washing dishes and doing other household chores, which he calls â€Å"motion study† (p. 3) in order to study their efficiency at these tasks (or the lack thereof), and then hopefully apply what he has learned from these homemade â€Å"motion studies† to other workplace situations. Frank Sr. lso has each of his twelve children chart their weights and other progress each day, on a â€Å"progress and weight chart† (p. 3) he has put up on the bathroom wall, as soon as they can physically write (which is early, since the father has high expectations of his children in every respect). There is sometimes disagreement between Frank Sr. and the children’s mother, Lillian, which points out some of the differences between them. For example, Lillian wants to save a spot on the â€Å"progress and weight charts† for recording the children’s daily prayers, but Frank Sr. ever the practical man of action rather than contemplation, insists there is no room for that. Many of the funniest episodes in the book derive from these types of conflicts (always rather gentle ones) between the parents, especially since their mother, Lillian, is more relaxed in terms of her personality, and sees everything more individually and perhaps, at times, more clearly as well (although Lillian never directly insists on this to Frank Sr. , but just lets things happen until the truth becomes apparent on its own). Although both Lillian and Frank Sr. re brilliant engineers, Lillian seems to have more personal insight into her children as individuals. And, despite Frank Sr. ‘s considerable â€Å"efficiency†, Lillian often has more common sense. This is perhaps reflected in the way Frank Sr. and his philosophies of â€Å"efficiency† are joked about, much more in the book, than Lillian or her actions or beliefs are joked about. Lillian was an early career woman, and one of the other themes of this book is how she handled, so well, especially for those times, a high-powered career and raising twelve children. Lillian Gilbreth herself, although not the main focus of this book, is very inspiring in that way. The main reason, overall, that I liked this book is because the humor within it is good natured, and the high-powered Gilbreth family, even though it is so large and chaotic, and has its own share of challenges and setbacks, is not â€Å"dysfunctional† in any way, like so many, even smaller, families today. That, in and of itself, is amazing. Whatever is happening, inside or outside the family, there is always love, solidarity, and teamwork within the family itself. The authors also mention how Frank Sr. would never criticize his family to anyone outside the family. Obviously, this book was set in far simpler times than today. For example, as the now grown up Gilbreth siblings first describe their father: â€Å"Dad was a tall man, with a large head, jowls, and a Herbert Hoover collar†¦ † (p. 1). This tells us right away that the book takes place many decades ago, since Herbert Hoover was President in the 1920’s. Even the conflicts and disagreements detailed within the book, which are always described truthfully and in detail, seem humorous, good-natured, and reasonable, especially compared to many kinds of family conflicts today. Also, these conflicts are always agreeably resolved, without any lasting damage to any of the children or their egos. This, also, is truly amazing, since both parents are so busy, not only inside but outside the home. Also, the mother and the father are very different from one another by nature, but as the authors point out, they work well together and do everything well as a team. They are always supportive of each other and their children. Dr. Lillian Gilbreth seems the true hero of the Cheaper by the Dozen family. Frank Gilbreth Sr. died before any of his children had reached 20 years old. Lillian continued raising the children on her own, while working and lecturing full-time. Moreover, she managed to put them all through college. Lillian Gilbreth, amazingly, given both the time and the large number of children she had, also had a very distinguished career in her own right when few women had such careers, and even fewer were also mothers of such large families. Still, Lillian Gilbreth managed to be a loving and attentive mother to all of her children. I found Cheaper by the Dozen to be a very inspiring book, and always very honest and humorous. Cheaper by the Dozen conveys the message that family members who love one another, stick together, and have a sense of humor about things that happen in families, and in life, can make it through anything. Therefore, I highly recommend the book Cheaper by the Dozen as an excellent reading experience for everyone. How to cite Book Review of â€Å"Cheaper† by the Dozen, Essay examples

Financial Statement Analysis of Barratt Developments Plc. Sample

Question: Required to produce a financial analysis report for the business managers and owners (investors). The report should examine the financial health of the business and evaluate the business performance by summarising the financial performance and applying financial ratios to further analyse the business financial health. Your report will provide recommendations to the business managers and investors. Answer: Introduction Barratt Development Plc is a leading house builder in Britain. The company carries out its operations through four brands namely Barratt Homes, David Wilson Homes, Barratt London and Wilson Bowden Developments. Three of them are house building brands and the last one is a commercial developments brand. The company employs 5971 employees as on 2015 and has delivered a total of 16447 homes as of 2015. The company has the capability to deliver housing developments ranging from standard houses to highly complex housing schemes. The purpose of this report is to analyse the financial information of Barratt Development provided in the financial statements for the year ending June 2015. The financial position of the company is determined on the basis of the above reports and is further analysed with the help of ratios calculated from the above information. This analysis can be used by the managers to the performance of the company and by the investors to decide whether to buy or sell the shares of Barratt Developments. Financial Statements Year 2015 has been a very good year for the company in terms of profits and the company has also been able to maintain a strong balance sheet. A summary of the change in major items of the profit and loss account, balance sheet and the cash flow statement in the year 2015 as compared to 2014 is shown below: Particulars 2014 2015 % change Revenue 3157 3760 19.10% Cost of sales 2628 3045 15.87% Gross Profit 529 714 34.97% Profit from Operations 410 577 40.73% Net Profit 305 449 47.21% Current Assets 3896 4703 20.71% Non - current Assets 1248 1208 -3.21% Total Assets 5144 5911 14.91% Current Liabilities 1160 1412 21.72% Non - current liabilities 638 796 24.76% Equity 3346 3702 10.64% Net Cash flow from Operations 242 184 -23.97% Net Cash flow from investing activities -36 42 -216.67% Net Cash flow from financing activities -226 -140 -38.05% Net change in cash during the period -20 86 -530.00% From the above table, we see that the net profit has improved remarkably by 47%. This is due to an increase in the revenue accelerated by the growing demand for housing in Britain. Recently, Britain is recovering from an economic slowdown which has led to an increase in demand for houses so much so that supply is falling short of demand. Also there is easy availability of low interest mortgage finance which has led to an increase in the prices of the houses, thus increasing the revenue for the company. Even the operating costs have reduced owning to efforts made by the company to reduce the cost of raw materials procured and improving the overall operational excellence. The selling and administrative expense shave also reduced couples with a fall in the interest expense, thus increasing the net profits. The balance sheet has been strong in 2015. The cash and cash equivalents have increase by 30% leading to an increase in current assets by 21%. Other items which led to an increase in current assets are inventories and receivables. The current liabilities have increased in proportion to the current assets i.e. by 22% mainly due to trade payables, deferred taxes, and payable taxes. The company has decreased its short term debt by repaying a part of it. The non- current assets have not changed much, there is only a marginal fall by 3.2%. The non current liabilities have increased by 25% due to an increase in long term debt by 1 million. The share capital also increased by 1 million, thus increasing the equity by 10.5%. The position of cash balance has improved in 2015 with an increase of whopping 216% in cash flow from investing activities. This is on account of increase in the investments accounted for using the equity method. These investments were reduced by 59 million in2014 and as such 2015 shows an increase in value. Cash flow from financing though being a negative figure but is still better than what it was in 2014. The inflow from financing activities is in the form of share capital valuing 1 million and outflow includes payment of dividends and repayment of loan. Cash flow from operating activities has reduced by 58% in 2015 on account of an increase in inventory and taxed paid. The net cash has however increased by 500% amounting to a cash balance of 86 million, thus making Barratt Developments a cash rich company. Looking at the above analysis, we can therefore say that Barratt Developments has had an improved Profit and Loss Statement and Cash flow Statement and a more or less stable balance sheet. Financial Ratios Profitability Ratios Profitability Ratios 2014 2015 Gross Profit Margin 16.8% 19.0% Operating Margin 13.0% 15.3% Return on Equity 9.1% 12.1% Return on capital employed 10.3% 12.8% From the above table, we see that all the profitability ratios have improved in 2015. The gross profit margin has increased due to an increase in revenue and a less than proportionate increase in cost of sales. The operating margin has increased due to a fall in operating expenses in the form of marketing and distribution expenses and also a fall in interest expense as the company has repaid all of its short term loans. Return on equity has also improved due to an increase in the profits belonging to the equity shareholders. Though the equity has also increased by 1 million, but the net profits have increased by 47%, thus improving the return on equity. The companys return on capital employed has also increased mainly due to an increase in the companys EBIT by 41%. The total capital employed has reduced in 2015 due to a decrease in the capital in the form of loan. The company has repaid loans amounting to 24 million whereas it has issued share capital amounting to 1 million. Even wit h a reduced capital employed, the company has managed to improve its return on capital employed which is remarkable. The highest ever profit before tax has been achieved by the company in the year 2015 thus making it a highly profitable year. Liquidity Ratios Ratios 2014 2015 Current Ratio 3.4 3.3 Quick Ratio 0.3 0.4 Interest Coverage Ratio 6.9 10.5 The liquid ratios indicate good liquidity of the company in terms of current ratio. The current ratio is more than 2 for both the years. However, since most of the current assets are in the form of inventory, the quick ratio falls below 1. This shows the actual liquidity of the company is low i.e. if the company were to pay for all its current obligations, it would not be able to do so since inventory is not easily convertible. However, the low quick ratio is justified by the nature of the industry in which Barratt Development operates i.e. the construction industry. The process of building homes may take months together and thus place a lot of WIP and also a lot of funds is tied in already built homes as one home is of high value. Even if one house/product is sold, it reduces the inventory by a great extent. Another liquidity ratio i.e. the interest coverage ratio has increased to 10.5 from 6.9 in 2014. This is on account of reduction in debts as the company has repaid all of its sh ort term debts in 2015, thus reducing the interest expense of the company. The company can easily pay all its fixed charges from its operating income, thus making it a liquid company. Efficiency Ratios Ratios 2014 2015 Asset Turnover 0.61 0.64 Inventory Turnover 0.75 0.73 Inventory Turnover days 487.4 500.3 Receivables Turnover 30.6 24.6 Receivables Turnover days 11.9 14.9 The total assets turnover ratio measures the efficiency of a company to utilize its assets in generating sales. The turnover has remained the same for the company in both the years. Even though the revenue has increased by approx 20%, still the asset turnover has not changed much as the total assets have also increased by the same proportion. The asset turnover ratio for a construction industry is said to be 0.8 on an average, but the turnover ratio is poor in that comparison. The company should work towards better utilization of its assets. The inventory turnover for construction industry is more than 1; however, Barratt has a lesser inventory turnover. The turnover has not varied in both the years. There was an increase in inventory in 2015 but so was an increase in the sales also. Hence we can say that the company is managing its inventory well and the number of days of inventory turnover has also remained more or less the same. There is a decrease in the receivables turnover in 2 015. This is due to an increase in the receivables which is more than the increase in sales. The industry standard for a receivables turnover is 15, since Barratt has a turnover more than 15 in both the years, hence it can be said to have an efficient receivables management. Receivable turnover days has increased from 12 days to 15 days which means the company is able to recover its payments in 15 days, though there is an increase but the increase is not significant enough. Hence we can say that the company has an efficient inventory and receivables management systems, it only needs to strengthen its assets utilization. Financial Stability Ratios Ratios 2014 2015 Debt Equity Ratio 0.06 0.05 As compared to its equity, the company has very low debt. This means that the company finances its operation expenses as well as growth and expansion through internal sources of funds i.e. retained earnings and equity. The company has only 6% debt in its total capital structure in 2014 and the same has further reduced to 5% in 2015 as the company has repaid part of its short term debt in 2015 and also issued share capital amounting to 1 million. Both reduction in debt and increase in equity have led to a fall in debt equity ratio, making the company highly stable as it does not have fixed obligations like interest payment etc. Investment Ratio Ratios 2014 2015 Dividend Yield 1.5% 2.2% Dividend Payout Ratio 0.18 0.26 The dividend yield has improved in 2015 as compared to 2014. This is due to an increase in the market price of shares of Barratt Developments. The dividends paid has also increased significantly in 2015, it has been almost double of what was paid in 2014. The dividend paid is more than the increase in market value of the shares. This is good news for potential investors looking for a stable cash returns on their investment. However, it may be said that the company is not reinvesting its profits in the business to fuel growth and expansion and hence capital gains to the investors will be less. The dividend payout ratio has also increased owning to an increase in dividends paid. The increase in dividends paid is higher than the increase in profits. Recommendation and Conclusion From the above analysis, it is advisable to buy the shares of the company. This is looking at the financial performance in the years 2014 and 2015 and also since the housing market seems strong in Britain and the company is equipped with all necessary policies to carry out its business efficiently and thus make the most of the growing demand for houses, thus it is expected that the market value of the shares of Barratt Developments will further rise in the future. The profitability, liquidity, efficiency, financial stability and the investment ratios all show a positive result and hence gives the investors all the more reason to invest in the company. The managers of the company would be happy with the analysis as it shows increasing profits, it should only try to work on its efficiency ratio and also look at paying less dividends and rather reinvesting the profits to increase capital gains for the investors. References Morningstar, Barratt Developments Plc Financials, https://financials.morningstar.com/ratios/r.html?t=BDEVregion=gbrculture=en-US, 2015, (accessed 15th March, 2016) CSImarket, Construction Services Industry: Efficiency Information and Trends, https://csimarket.com/Industry/industry_Efficiency.php?ind=205, 2016, (accessed 15th March, 2016) FRC, Lab Project Report: Operating and Investing Cash Flows, the Financial Reporting Council Limited, 2012 Barratt Developments Plc, Barratt Development Plc Annual Report and Accounts, 2015, 2015 Ive, G., Murray, A., Trade Credits in the UK Construction Industry: An Empirical Analysis of Construction Contractor Financial Positioning and Performance, BIS Research paper no. 118, Department of Business Innovation and Skills, 2013 FRC, Disclosure of Dividends policy and practice, The Financial Reporting Council Limited, 2015 FRC, Lab Project Report: Reporting of Pay and Performance, The Financial Reporting Council Limited, 2013 Yahoo finance, Barratt Developments Plc, Historical Prices https://in.finance.yahoo.com/q/hp?s=BDEV.La=05b=30c=2014d=05e=30f=2015g=m, 2016, (accessed 15th March, 2016)

sports Essay Example For Students

sports Essay read and write, the professors who performed the experiment on Charlie,Fay, one of Charlies aquaintances which he meets as the book progresses,and last but not least Algernon. The novel is exciting and contains very original material. The moodswhich are created in the reader, being me, are ones of sorrow, anger, andguilt. One of the elements of the story which contributes greatly to themood the reader experiences would be the plot. In the story, Charlie, issubject to an experiment which increases his intelligence in hopes ofknowing more in the soul purpose of impressing people to gain friends. Unfortunately some of his anticipations were not met. We will write a custom essay on sports specifically for you for only $16.38 $13.9/page Order now The main characters in the novel include Charlie, Alice, Algernon, andFay, a character who did not make much of an appearance, but in my eyesbelieved, that she played a very important part in Charlies involvement intrying to sort out his past and figure out his present and future plans. Charlie is a mentally retarded person who has impressing people and gainingfriends as one of his top priorities. He then hears of an experiment whichcould possibly make him smart. He makes himself subject to this humanexperiment with the hopes of gaining knowledge in a sole purpose of gainingfriends. As the book progresses, Charlie goes through dramatic changesmentally, and instead of making him gain friends he actually is looked onin the same way if not worse. For example, at Charlies old work hisfriends made fun of him and enjoyed his company just because Charlie hadamused them. Yet after the operation, Charlie discovers that he had notmade his friends like him more, but in actual fact, had pushed them away. Charlie understood now that his friends had done to him in the past, andstarts to look down upon them. Alice, Charlies teacher, is the person whointroduced Charlie to the idea of giving the experiment a chance. Shebelieves that Charlie has the determination, desire, and will power to makethe experiment work. She then, later on in the book, gets emotionallyinvolved with Charlie and helps Charlie learn more about himself. Algernon, is a lab animal who also has the experiment done on him and asresult makes him smarter than the average mouse. Algernon also plays avery important part in the novel because he represents Charlie andforeshadows what will happen to Charlie later on in the book. Fay, is anartist who certainly has views on life which can be rarely found in anindividual. As the book progresses, Fay, helps Charlie reveal his physicaland emotional capabilities. There are many exciting parts which occur in the book, yet onehowever, in my opinion which proved to be the most memorable would probablybe when he had been trying to find what had gone wrong in the experimentbefore the inevitable happened to him. After he had discovered what hadgone wrong he had started to descend down the escalator of intelligence andattempted to make several desperate attempts to try and walk up anescalator going down. The only thing that I do not agree with is how the book concludes. The conclusion of the book in my eyes leaves the reader hanging like this. If I would make a change I would write about what happened afterCharlie Gordons death. An example of this would be possible progress andsuccess in the field, or maybe because of the events which had occurred inthe past in this field, it was given up for dead, or maybe Fay or Alicehad conceived a child and grew older had pursued his/her fatherstheory/discovery which in turn leads into a sequel. If anyone were to askme if they should read Flowers For Algernon, I would regard it as anexcellent book to read because it makes the reader think of how a mentallyretarded person feels, and mabye will show us a new respect for them. Thisbook has made me realize just how much more determination a mentallyretarded person could possibly have, and makes me realize just how lucky Iam.

Beowulf-Christianity Or Paganism Essays - Beowulf, Grendels Mother

Beowulf-Christianity Or Paganism Essays - Beowulf, Grendels Mother Beowulf-Christianity or Paganism Beowulf was written in England sometime in the 18th century. "This provides us with an idea of a poem that was written during a time when the society had converted from paganism to Christianity"(Cohen 138). "We know that paganism did exist alongside Christianity during the approximate era that Beowulf was composed"(Hall 61). "The Christian influences were combined with early folklore and heroic legends of dramatic tribes, early Beowulf scholars began to investigate whether or not Christian and biblical influences were added later to originally pagan influences"(Hall 61). "The Christian elements are almost without exception so deeply ingrained in the fabric of the poem that they cannot be explained away as the work of a reviser or later interpolator"(Klaeber 2). The fact that the two values are so closely intertwined in the poem, I believe that is the reason Beowulf has both Christian and pagan influences. The pagan elements in the epic poem Beowulf are evident in the characters superhuman personifications. Beowulf is depicted as a superhero. Beowulf takes it upon himself to save the Danes from Grendel. In his battle with Grendel, Beowulf chooses not to use weapons; he relies on his super strength. During the fight, Beowulf's strength takes over and Beowulf wrestles with Grendel until he is able to rip one of the monster's arms out of its socket. Superhuman feats also appear in the fight with Grendel's mother. When Beowulf enters the water, he swims downward for an entire day before he sees the bottom. He does this without the use of oxygen. During the battle with Grendel's mother, Beowulf realizes that Unferth's sword is useless against the monsters thick skin. He grabs an enormous sword made by giants, almost too heavy to hold and slashes through the monster's body. This superhero strength continues into the battle with the dragon. By this time, Beowulf is an ! old man. He stands up to the dragon and wounds him. Although Beowulf is fatally wounded himself, he still manages to deliver the final blow that kills the dragon. Grendel is also seen as a superhuman monster. Grendel has no knowledge of weapons so he too depends on his extraordinary strength to destroy his enemies. The dragon is also seen as a super powerful adversary. "As in most pagan folklore, the dragon is a much used enemy of the hero of the story"(Greenfield 87). The dragon in Beowulf spits fire with such intense heat that it melts Beowulf's shield to his body. "The author has fairly exalted the fights with fabled monsters into a conflict between the powers of good and evil"(Klaeber 3). These battles are examples of epic folklore during pagan times. The pagan beliefs about immortality are also significant in the poem. "It is believed that a warriors life after death was a continuation of his life on earth" (Greenfield 91). Beowulf's single destiny is to help his people by dying while fighting a supernatural creature. " If Beowulf's confrontation with the dragon is a symbol of evil, then Beowulf's death, to the pagan, would be regarded as a victory for Satan because Beowulf dies"(Greene 66). "The fundamental contrast between the good God and blind fate is shown by the fact that God invariably grants victory, whereas it is a mysterious spell that brings about Beowulf's death"(Klaeber 2). Beowulf wants his body cremated; a very unchristian ritual. " In supernatural elements of pre-Christian association, heathen practices are mentioned in several places such as the vowing of sacrifices at idol fanes, the observing of omens, and the burning of the dead which was frowned upon by the Church"(Klaeber 1). Beowulf wants ! his ashes placed in a memorial tower as a reminder of his bravery. This leaves us the impression of pagan immortality;" the memory in the minds of later men of a hero's heroic actions"(Greene 68). While many pagan influences appear in the poem, Christian overtones dominate. Many of the characters exhibit Christian characteristics. Beowulf has a Christ-like behavior in his humility and charity. Beowulf understands the plight of the Danes that are being oppressed by the evil monster Grendel just as Christ knew of the oppression of the Jewish people. Both set out on a venture

English Titles of Nobility

English Titles of Nobility English Titles of Nobility English Titles of Nobility By Mark Nichol Terms for members of the aristocracy are often applied by extension to other, often colloquial, usage. Here are titles of English nobility and some of their other connotations. King, from the Old English word cyning, refers to a hereditary lifelong ruler; a king who rules over other kings might be called a high king. The word emperor, from the Latin term imperator, meaning â€Å"commander,† denoted someone who ruled over an empire, a collection of kingdoms or other states, though it was never used in England or Great Britain. Female equivalents are queen and empress; monarch is a non-gender-specific generic term not used as a title with a name (as king or emperor would be in, say, â€Å"King Arthur† or â€Å"Emperor Hirohito†). King is also used to describe the preeminent person in a field, as in Michael Jackson’s designation as â€Å"the King of Pop.† (Jazz musicians of the early twentieth century were precursors of this tradition, adopting monikers such as Duke Ellington and Count Basie that referred to their stature as leading practitioners of their craft. It is also the name of a playing card, a chess piece, and a crowned piece in checkers; emperor has no such connotations, though both king and emperor are sometimes applied to large animals of their type, as in â€Å"king penguin† and â€Å"emperor penguin,† and â€Å"monarch butterfly† refers to an especially regal-looking specimen of flying insect. Queen, meanwhile, has other meanings: It refers to a woman of regal bearing or of attainment of stature in an area of endeavor, such as in â€Å"beauty queen,† or to an animal, such as a type of bee, that exists for breeding. The word is also applied, often pejoratively, to an effeminate or flamboyant gay man, or, in the phrase â€Å"drama queen,† to a highly emotional person. Queen also refers to a specific playing card and a particular chess piece. The Latin term princeps (â€Å"first citizen†) was originally applied to the unofficial leader of the Roman Senate; later, the emperor Augustus referred to his grandsons by that title, and as prince in English it came to refer to the male descendants of a king. (An heir to a kingship is a crown prince.) It is also used generically, as in the title of Niccolà ² Machiavelli’s classic political tract The Prince, to refer to any political leader of noble birth. A prince might also be the ruler of a small country (called a principality), as was common in Europe during the early 1800s, or the husband of a ruling queen. The feminine form is princess, which is also sometimes used jocularly to be a spoiled woman or girl, while prince was at times used as an obsequious compliment for a man of high professional or social standing. The Latin word dux (â€Å"leader†), from which duke was derived, was used to refer to a military commander, especially a non-Roman one, in the Roman Republic and later the top military commander of a Roman province. From there the sense became that of a ruler of a province (and sometimes a separate country, styled a duchy). Eventually, the title was granted to a few senior nobles, including, in England, the king’s sons. In other countries, a preeminent duke might be styled an archduke or a grand duke; the female equivalent of a duke, or the wife of one, is a duchess. (John Wayne’s nickname, Duke, derived from the name of a favorite dog of his.) A marquis (the English equivalent is a marquess, pronounced as spelled) was a nobleman whose domain was on the march, or border, of a country, and therefore had higher status than the next-highest-ranking nobleman, a count. (The female equivalent is a marquise, or marchioness.) The title of count derives from the Latin term comitem (â€Å"companion†), which refers to an associate or representative of an emperor; from this word we get county, originally referring to the area held by a count. The equivalent to count in the British Isles is earl (from the Old English term eorl, meaning â€Å"nobleman† or â€Å"warrior†), but because no feminine equivalent of that term exists, countess is used for both the wife of a count and the wife of an earl. (Earl is also a given name.) Viscount (the first element of the word is from vice, as in â€Å"vice president†) is a term for a lower-ranking nobleman; viscountess is the feminine equivalent. The lowest-ranking title of nobility is baron, from a Latin word for â€Å"man,† â€Å"servant,† or â€Å"soldier†; a baron held a barony, and his wife was a baroness. Baronet is a title granted by kings of England, but baronets (and their wives, called baronetesses) are not considered of the nobility. By extension, baron has been used to denote to a person of influence in commerce, such as in â€Å"cattle baron,† referring to a wealthy rancher. The rank of knight formerly denoted the bottom tier of nobility, but it is no longer conferred except as an honorary title in England, although hereditary knighthoods persist in other European countries. â€Å"White knight† and â€Å"black knight† refer in business lingo to someone seeking to acquire a corporation in a friendly or unfriendly takeover respectively; â€Å"knight in shining armor† is a dated reference to an ideal man sought by a woman as good marriage material. The female equivalent of knight is dame, which also used to be applied to an elderly woman in general and for a time during the twentieth century was slang for an attractive woman. The wife of a king who does not herself rule is referred to as a queen consort or empress consort; a woman who rules is a queen regnant or empress regnant. The widow of any nobleman is called a dowager (the word is from the Middle French term douagiere, derived from douer, meaning â€Å"to endow†); this term, like the others used in association with a higher-ranking title in a phrase such as â€Å"queen dowager,† may also refer to any woman holding property from her deceased husband, or to a dignified elderly woman in general, though such usage is rare, and the latter is generally meant humorously. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How Many Tenses in English?Peace of Mind and A Piece of One's MindHonorary vs. Honourary

Remembering about Our Friendship Essay Example | Topics and Well Written Essays - 750 words

Remembering about Our Friendship - Essay Example   Yonder, upon the hilltop amongst the trees, my friend waits†¦Ã¢â‚¬  I don’t know why this tuck but it did and I will let those science or psychology geeks figure it out. Nevertheless, my dear friend – let’s call him Phil – is a certified genius with an IQ of over 130 but that did not stop him from enjoying his youth. Phil and I grew up in the same town, same city and went to the same school from primary to high school†¦and yes, we were privileged to have gone to a private Catholic school ran by the stern and strict priests and nuns. Boys being boys, Phil and I were bosom buddies and we did all sorts of things. He was the brains and I was the brawn. Where Phil would use finesse, I would use muscle to get in and out of things. Phil loved quoting Galileo, Einstein, Hitler (a really weird liking of him!), and other great masters at 9 years old while I busy myself raiding neighbors’ trees, especially during warm summer months. We were the typical boys about town living and doing what boys have done since time immemorial. We laughed, we cried, we frolicked and we lived our lives. Our friendship was meant to be forever but Phil had to go...I forgot to tell that Phil’s parents are international accountants/managers and they usually go on missions for the World Bank or the United Nations. Right before high school graduation, Phil said that he’ll be taking college in Europe because his parents were offered a cushy job at the U.N. in Geneva. Of course, like any friends, we were saddened by the situation but we promised to keep in touch. To make a long goodbye story short, Phil left two weeks after high school graduation and I spent that summer working odd jobs and getting ready for college.   

Art anaylsis Essay Example | Topics and Well Written Essays - 1000 words

Art anaylsis - Essay Example On research, it is evident that the STEN in STEN MK. V submachine gun is an acronym from the names of the chief designers of the weapon namely Shepherd, Turpin and Enfield. The submachine was produced in several basic marks i.e. mark I, mark II mark III and the initials MK were used for the term mark. The drawing is small, measuring 44 by 33 inches, yet immensely powerful. Though its dimensions may be small, the art work is immensely powerful. In simple terms, the smaller the submachine, the higher is its efficiency and effectiveness. The fire arm is small and yet it is extremely powerful. The STEN was used exceptionally extensively throughout World War II and in the Korean War by the British and commonwealth forces. This background information makes the inscriptions â€Å"God Bless America† on the drawings stock very full of meaning, hence extremely powerful. The aspect of its sight of the submachine on the globe is additive in a symbolic way. The artist used an acrylic, a pl astic polymer pigment which is used with water and dries extremely quickly, on a canvas ground. The canvas has the ability to reflect light. The use of acrylic on canvas gives the drawing exceptionally impressive and distinctive detail and a rich visual sensation. The artist also blends closely related colors in, but the blue color comes out as giving the globe a feeling of calmness. The message seems to be that a STEN Submachine can restore calm in the globe. The artwork has the flag of the United States of America embedded on it and these may be used to mean that the machine is heavily used in America to shed blood, and it is only through the blessing of God that the country will be saved. On the background, closely related colors are also blended making the submachine appear as if it is placed on the entrance of a cave. It also appears that there is light radiating from the background. This gives the submachine a highly symbolic meaning; one feels that the artist meant a gun is a protective instrument. The light that radiates from the back is a symbol of hope, that if a person has a gun they can have hope they are or will be safe. The dominant message that comes out in this work is the correlation between a gun and safety. To enhance the subject matter, a map of the world has been painted and then gun pointed at it, and it is specifically pointed at the United States of America. This is to show that the machine has been used globally and more so in the United States of America. In the map of the world, the United States is painted as one which is torn apart and full of blood. This is to show that regardless of its small size, the machine is able to shed blood in a whole country. During World War II, Britain and the commonwealth countries relied on the United States for supply of guns as it had entered the war without an adequate submachine gun of its own. So, Britain and the commonwealth countries purchased large numbers of Thompson submachine guns from the United States. American factories at the time were operating at peacetime levels, and as such were not able to meet demand for the weapon by Britain. The British army was then defeated at the continent and the Dunkirk Evacuation because of shortage of weapons with which to defend Britain. Thus, a drastic action had to be taken as there were no sufficient numbers of Thompsons submachine guns available. Thus, a shortage in supply led to the invention of the STEN gun so the machine was hastily created. Its

The vulnerable stage Essay Example for Free

The vulnerable stage Essay Considering that young adults in the developmental stage is considered by Kolberg to be in transition from level I to II, and that it is in this stage skills in consensus and social communication is in a rapid stage of development. Conceptual of relative social orders either accepting or rejecting conventions is becoming apparent. True there is level III which is abstraction and definition of universal principles such justice and ability to identify possible social changes, this may or may not occur. There may be a rejection but without an appropriate abstract conceptualization appropriate to the level and conflicts are not thoroughly processed. In effect we can see a cross road in a young adult’s social path or gaining of experiences. One path leads to the social integration along the moral stages as described by Kolberg and a path of rejection and hence alienation from the social mainstream. Deciding to do something as drastic as suicide is not only due to alienation which is the first risk situation but could be reinforce by experiencing someone close committing suicide or what could be a manifestation of Bandura’s modeling. We take note that if two situations combined could result to greater alienation, e. g. losing someone means minus one in the primary grouping to which an individual belong, which could result to greater alienation. There is also observation such as history of mental illness which could be taken as indicator of a possible high risk but nonetheless, strong primary group support could make the recovery less painful, lesser stigma. The nature of primary groups of adolescent also shows some strain, family values or social perspectives also changes and peers as it suggest were also adolescents with their characteristic grappling for their own sense of inner and social order into which they could model their life. The youth is a transition stage, of differentiation to individual inclinations and most important they could be open to ideas which may be far out or improper at their level of psychological and emotional maturity. The Internet explodes information and opened up access even to the young but without supervision or social processing involving the previous generation. Thus the youth are exposed to for example, pornography, violence and other beliefs and concepts which may not be appropriate to capacity of the youth to process in their own. We take note that ratiocinative amplifiers of aids to thinking included ideas, beliefs, concepts or ways which are open for experimentation by the youth. In such an open knowledge societies, the model or reference groups are necessarily fluid. It could be argued that attaining stage 4 of level II in Kolberg’s moral stages model may strengthen the individual enough as stage 3 of living according to certain ideals or consensus requires certain level of intellectual and emotional maturity hence a higher level of abstract conceptualization and possibly greater appreciation and usage of the amplifiers to become a more productive individual. But regression is possible especially in extreme social cases and exacerbated by the lack of support system. What is clear at this time is there are social factors which prevents formation of risk situations and there are factors which encourages self annihilation.

The Benefits of Prolonging and Separating Vaccines Essay examples -- V

Parents today have many concerns for the well being of their child. One big apprehension is what vaccines are being introduced into their infant’s small bodies and the many adverse reactions they cause. In our current generation, infants are injected with up to 31 vaccines just in their first year of life (CDC, 2015). Life threatening diseases are prevented with such vaccines, but parents are often left to wonder, how many of these vaccines are even necessary. Many of the vaccines are given in combinations; sometimes three or more disease fighting vaccines are given in one inoculation. There is continued clinical research to increase efficiency of these vaccines, changing the components of the vaccines, making them vastly different from what they were in generations past. Separating these vaccines can make a large difference in how a child’s body reacts to the new generation of vaccines. Vaccines can not only be separated out of the combinations that are most com mon, they can be prolonged. Some parents choose to give vaccines only every six months, others choose to wait to start any vaccinations until their child is two years of age (Miller, 2014). Parents have choices today, follow the recommended dosage schedule or prolong and separate their child’s vaccines. In doing the latter, and infant’s body systems have time to mature, side effects may be reduced, and parents will be more willing to vaccinate.â€Æ' Prolonging and Separating Infant Vaccinations There are many reason parents choose to vaccinate or not. Side effects and fears of permanent adverse reactions are among the biggest of parent fears when considering when and how to vaccinate their child. With the emergence of fears of autism, neurological problems, develop... ...ines/multiplevaccines.html Fisher, Barbara. (2011). Vaccine Safety: Evaluating the Science. Medical Science and Public Trust: The Policy, Ethics and Law of Vaccination in the 20th and 21st Century. Retrieved from http://www.nvic.org/getdoc/6cd24653-fd19-49e5-842a-3917e15de533/Medical-Science---Public-Trust.aspx#top Dr. Miller, Donald. (2014). LewRockwell.com. A User-Friendly Vaccination Schedule. Retrieved from http://www.lewrockwell.com/miller/miller15.html Morales, Tatiana. (2014). CBSNews. To Vaccinate or Not. Retrieved from http://www.cbsnews.com/stories/2014/12/04/earlyshow/contributors/emilysenay/main531638.shtml Stratton, Kathleen, Wilson, Christopher & McCormick, Marie. (2002). Under Review: Multiple Immunizations and Immune Dysfunction. Immunization Safety Review. (Pgs. 32-42). Retrieved from http://www.nap.edu/openbook.php?record_id=10306&page=32

Cultural Behavior Essay

Cultural behavior is behavior exhibited by humans (and, some would argue, by other species as well, though to a much lesser degree) that is extra-somatic or extra-genetic, in other words, learned. For a behavior to be considered cultural it must be shared extra-genetically; that is, it must be taught. Language is an important element in human culture. It is the primary abstract artifact by which culture is transmitted extra-geneticallyCultural programming is an integral part of the overall school programming. The school has several initiatives that provide for cultural experiences. Culture is a collective programming of the mind that distinguishes the members of one group or category of people from another. The position that the ideas, meanings, beliefs and values people learn as members of society determines human nature. People are what they learn. Optimistic version of cultural determinism places no limits on the abilities of human beings to do or to be whatever they want. Some anthropologists suggest that there is no universal â€Å"right way† of being human. Right way† is almost always â€Å"our way†; that â€Å"our way† in one society almost never corresponds to â€Å"our way† in any other society. Proper attitude of an informed human being could only be that of tolerance. The optimistic version of this theory postulates that human nature being infinitely malleable, human being can choose the ways of life they prefer. The pessimistic version maintains that people are what they are conditioned to be; this is something over which they have no control. Human beings are passive creatures and do whatever their culture tells them to do. This explanation leads to behaviorism that locates the causes of human behavior in a realm that is totally beyond human control. It does not imply normalcy for oneself, nor for one’s society. It, however, calls for judgment when dealing with groups or societies different from one’s own cultural differences manifest themselves in different ways and differing levels of depth. Symbols represent the most superficial manifestations of culture, with heroes and rituals in between. Symbols are words, gestures, pictures, or objects that carry a particular meaning which is only recognized by those who share a particular culture. New symbols easily develop, old ones disappear. Symbols from one particular group are regularly copied by others. This is why symbols represent the outermost layer of a culture. Heroes are persons, past or present, real or fictitious, who possess characteristics that are highly prized in a culture. They also serve as models for behavior. Rituals are collective activities, sometimes superfluous in reaching desired objectives, but are considered as socially essential. They are therefore carried out most of the times for their own sake (ways of greetings, paying respect to others, religious and social ceremonies, etc. ). The core of a culture is formed by values. They are broad tendencies for preferences of certain state of affairs to others (good-evil, right-wrong, natural-unnatural). Many values remain unconscious to those who hold them. Therefore they often cannot be discussed, nor can they be directly observed by others. Values can only be inferred from the way people act under different circumstances. Symbols, heroes, and rituals are the tangible or visual aspects of the practices of a culture. The true cultural meaning of the practices is intangible; this is revealed only when the practices are interpreted by the insiders. Sources of cultural programming are family, friends, peers, schools, media, acquaintances, places of work, places of entertainment†¦ in that order of importance. Indeed, pretty much everyone we meet or interact with in any way.

Thesis: Violence and Mass Communication

Effects of Exposure to Media Violence to the Psychological Development of the High School Students of Bulacan State University- Laboratory High School A Thesis Proposal Presented to Ms. Marjorie Miguel College of Arts and Letters Bulacan State University In Partial Fulfillment of the Requirements for Communication Arts II For the Degree of Bachelor of Arts in Mass Communication Major in Broadcasting By Calara, Jerica Mae S. P. Mendoza, Justine Mary Robert A. Navalta, Erl Chak S. J. Panti, Jeaneth D. P. Villalon, Maria Neren E. March 2012 BULACAN STATE UNIVERSITY College of Arts and LettersSchool Year 2011 March 22, 2012 Faculty of the College of Arts and Letters College of Arts and Letters Bulacan State University Malolos Bulacan To whom it may concern: Greetings! We, the Insiders from the freshmen of BA Mass Communication Major in broadcasting, are presenting our thesis proposal entitled â€Å"Effects of Exposure to Media Violence to the Psychological Development of the High School Students of Bulacan State University- Laboratory High School,† written by Jerica Mae S. P. Calara, Justine Mary Robert A. Mendoza, Erl Chak S. J. Navalta, Jeaneth D. P. Panti, and Ma. Neren E.Villalon, guided and mentored by the Communication Arts II professor, Ms. Marjorie Miguel. This contains all the relevant information about media violence and its effects in the psychological development of an individual, particularly, the high school students of Bulacan State University. Rest assured that all the information contained in this proposal are true and reliable to best of our knowledge and beliefs. Yours truly, __________________ Ma. Neren E. Villalon Researcher ACKNOWLEDGEMENT We would like to thank the Almighty Father for the blessing of wisdom, patience, and hardwork.We will forever offer all our sacrifices and efforts to Him and without Him, this would never be possible. To our research adviser and mentor, Ms. Marjorie Miguel, we thank you for your guidance and understan ding throughout the second semester, for you have taught us not only the lessons we need to learn in the school, but also the life lessons we have always needed. It is an honor to have you as our adviser. To our loving section, BAMC-1A, this research paper served as our stepping stone in achieving success. Behind the ideas and lessons we put in are also values that we should acquire as future media practitioners of our generation.There are three more years ahead of us, and we hope to have a fruitful future ahead of us. Congratulations for finishing the first chapter of college life. To our family, your support and love will be cherished forever, for without you, we would never achieve everything we have now. â€Å"A hypocrite works only for himself, a man works for the benefit of others; A good man works for the Lord†¦Ã¢â‚¬  ABSTRACT Title: Effects of Exposure to Media Violence to the Psychological Development of the High School Students of Bulacan State University- Laborator y High School Researchers: Calara, Jerica MaeMendoza, Justine Mary Robert Navalta, Erl Chak S. J. Panti, Jeaneth D. P. Villalon, Maria Neren E. Research Adviser: Ms. Marjorie Miguel Due to the evolution of the fast-paced world, a more graphic violence is exhibited in media, which gravely affected the psychological development of the children and adolescents, causing them to acquire a more distinct and aggressive behavior towards other people. OBJECTIVE In this research, the group aims to provide sufficient information to educate people about the harms of exposure to media violence to the psychological development of an individual.This would only be possible if people would really understand how important it is to guide their children properly. Furthermore, the researchers would like to promote a child-friendly media that would mold children into productive and morally-shaped professionals in the future. TABLE OF CONTENTS Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Cover Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 CHAPTER 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Scope and Delimitation of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 CHAPTER 2 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Review of Related Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Review of Related Literature Local Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Foreign Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Review of Related StudiesLocal Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Fo reign Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Hypotheses of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 CHAPTER 3 Methods and Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Appendices Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Experts’ Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Interview Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 CHAPTER I THE PROBLEM AND ITS BACKGROUND INTRODUCTION Violence is never new to the society, and it is constantly alarming because it greatly affects the development of a child.Whenever a person manifests any form of violence to a child, he imitates it in such a way that they think it is right, causing him to commit youthful crime. According to the Department of Social Welfare and Development (DSWD), there are more than 2,600 juvenile delinquency cases reported in 2009. A year later, the number reduced to 1,200. However, DSWD claims that there are still many unreported cases in the country (Diaz, 2011). Statistics on crime incidents from the Ph ilippine National Police from January to August 2011 showed that crimes committed by children account for only 2. % (or 3,856) of the 176,703 reported crimes, as against the remaining 172,847 committed by adults. It goes to show that many children committed crime and had exhibited aggressive and negative behavior towards people, and one of the causes of this inexcusable behavior is exposure to violence. Ten things every juvenile court judge should know about trauma and delinquency. The majority of youth who develop a pattern of delinquent behaviors and experience subsequent juvenile court involvement have faced both serious adversities and traumatic experiences.Research continues to show that most youth who are detained in juvenile detention centers have been exposed to both community and family violence and many have been threatened with, or been the direct target of, such violence (Abram et al. , 2004; Wiig, Widom, & Tuell, 2003). Studies also demonstrate that youth who have multi ple exposures to violence or victimization are at higher risk for mental health problems, behavioral problems, substance abuse, and delinquent behaviors (Ford, Chapman, Hawke, & Albert, 2007; Ford, Elhai, Connor, & Frueh, in press; Saunders, Williams, Smith, & Hanson, 2005; Tuell, 2008). Any form of violence gravely deteriorates the psychological well-being of a child. That is why it is noted that the main focus in on one of the factors that affects the psychological development of an individual, and that is media violence. Exposure to any form of violence may contribute to the behavioral patterns of growing individuals especially to those who have witnessed it throughout their lives, which is now possible with television as the fastest portal of learning and violence. According to some, you are what you watch when it comes to violence in the media and its influence on violent behavior in young people.The research published in February 2009 in the Journal of Youth and Adolescence, s hows that even when other factors are considered, such as academic skills, encounters with community violence, or emotional problems, â€Å"childhood and adolescent violent media preferences contributed significantly to the prediction of violence and general aggression† in the study subjects (Buffington, et. al. ,2011). Media Violence – Introduction The debate over media violence has eluded definitive answers for more than three decades. At first blush, the debate is dominated by one question—whether or not media violence actually causes real-life violence.But closer examination reveals a political battle. On the one hand, there are those who blame media violence for societal violence and want to censor violent content to protect children. On the other hand are those who see regulation as the slippery slope to censorship or a smokescreen hiding the root causes of violence in society. One thing is certain: the issue of media violence is not going away. Increasing ly the debate is focusing on the â€Å"culture of violence,† and on the normalization of aggression and lack of empathy in our society. Media Violence ResearchResearch into the media and violence  examines whether links between consuming  media  violence and subsequent aggressive and  violent  behavior exists. Although some  social scientists  support this link, methodological and theoretical problems with the existing literature limit interpretation of findings in this area. There is concern among some scholars that media researchers may have exaggerated effects (Ferguson & Kilburn, 2009; Freedman, 2002; Pinker 2002; Savage, 2004). These effects, such as aggression and patterns of violent behaviors are believed to be interrelated with visual representations of violence.Complaints about the possible deleterious effects of mass media appear throughout history, even  Plato  was concerned about the effects of plays on youth. Various media/genres, including  d ime novels,  comic books,  jazz,  rock and roll,  role playing/computer games  and many others have attracted speculation that consumers of such media may become more aggressive, rebellious or immoral. This has led some scholars to conclude statements made by some researchers merely fit into a cycle of media-based moral panics (e. g. Gauntlett, 1995; Trend, 2007; Kutner & Olson, 2008).The advent of  television  prompted research into the effects of this new medium in the 1960s. Much of research has been guided by  social learning theory  developed by  Albert Bandura. Social learning theory suggests that one way in which human beings  learn  is by the process of modeling. Through the videos, movies, clips, episodes, and even shows, violence is manifested in media that is why children tend to imitate aggressive behaviors. Their minds create an interpretation which could be later on seen on their actions.These actions tend to shape them into violent individuals. From time to time, intellectual investigation and analysis about the effects of media violence and aggression to the psychological development of a child are being examined harmful influence of television violence and on how to create a child-friendly media that will help the parents mold their children into morally- shaped individuals. The researchers intend to apply the concepts of psychology in defining and explaining such terms that will justify the effects of media violence on the well-being of a child.It is also necessary to use medical terms that will support the statements presented in this research, which will be explained further. STATEMENT OF THE PROBLEM There are many effects of exposure to media violence which influence the psychological well-being of a child. This study intends to investigate these effects, particularly to high school students in Malolos, Bulacan. This study is made to give answers and clarifications on the following questions: In general, the questio n is, â€Å"How does media violence, especially on television, affect the psychological development of a child? 1. How does viewing violence on television actually foster aggressive behavior? 2. Is the association of exposure to television violence with the aggressive behavior causal? (Is violent television directly causing aggressive behavior? ) 3. 1 Significant Association of Media Violence to Aggression 3. 2 Media Violence and the Increasing Rate of Youthful Crime 3. 3 Psychological Risks and Setbacks of Exposure to Media Violence 3. What should be the precautions and measures that should be applied in order to create a child-friendly media? SIGNIFICANCE OF THE STUDYConsidering all the aspects of this research, the main goal is to educate people and also the respondents about the harmful effects of media violence to the psychological well-being of a child. Furthermore, it is the responsibility of the researchers to provide essential information about the psychological influences of exposure to media violence and aggression. Mass Communication Students. As future media practitioners, it is essential for them to promote a child-friendly media to its viewers because media is one of the factors of human development, moreover, in the psychological aspect of an individual.Students. This research would help students realize the disadvantages of patronizing shows which use media violence as a source of entertainment, and on how should they avoid watching it. Teachers and School Administrators. As mentors, this research would help them create a teaching strategy that will mold and guide students as they develop to mature professionals. Parents. It is the responsibility of the parents to guide their children in watching television programs. That is why they would gain information and explanations from this research that will help them guide their children properly. Readers.This intellectual output aims to provide readers with sufficient knowledge and understanding a bout the effects of media violence to the psychological well-being of a child. This would help them be informed not only about the harmful effects but also their responsibilities as viewers. SCOPE AND DELIMITATIONS There are several factors that should be considered in determining how media violence affects children and adolescents, but the researchers paid more attention in analyzing how media violence, especially on television, affects the psychological well-being of children and teenagers, particularly high school students.The scope of this research applies to Bulacan State University Laboratory High School students at Malolos City, Bulacan, for the school year 2011-2012. DEFINITION OF TERMS Mass Communication- refers to a scholarly study of mass media, its various forms and effects to people. Mass Media- refers collectively to all  media  technologies  that are intended to reach a large audience via  mass communication (Wikipedia) Development- refers to the progress achi eved by an individual which, in this research, pertains to the psychological development Psychology- the study of the  mind, occurring partly via the study of  behavior (Wikipedia).Violence- refers to the aggressive behaviors portrayed by the characters seen on television Students- refers to the high school students of Bulacan State University Laboratory High School (Unless given specification, e. g. Mass Communication Students) CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This study was based in the previous investigations and experiments made by analysts and psychologists in determining the probable causes and effects of media violence exposure. According to Andrea Martinez (1994), most studies support â€Å"a positive, though weak, relation between exposure to television violence and aggressive behaviour. Although that relationship cannot be â€Å"confirmed systematically,† she agrees with Dutch researcher Tom Van der Voot who argues that it would be illogical to conclude that â€Å"a phenomenon does not exist simply because it is found at times not to occur, or only to occur under certain circumstances. † More investigations took place to prove the relation of aggressive behavior to children and adolescents. They even conclude that there are several factors that affect the relationship of television violence to adolescents such as violent music lyrics.In 2003, Craig Anderson and Iowa State University colleague Nicholas Carnagey and Janie Eubanks of the Texas Department of Human Services reported that violent music lyrics increased aggressive thoughts and hostile feelings among 500 college students. They concluded, â€Å"There are now good theoretical and empirical reasons to expect effects of music lyrics on aggressive behavior to be similar to the well-studied effects of exposure to TV and movie violence and the more recent research efforts on violent video games. â€Å"It is implied that violent music lyrics act as their †Å"opium†, for when teenagers listen to such music, it tends to make them feel more aggressive, creating different feelings and thoughts. In 1960, University of Michigan Professor Leonard Eron studied 856 grade three students living in a semi-rural community in Columbia County, New York, and found that the children who watched violent television at home behaved more aggressively in school. Eron wanted to track the effect of this exposure over the years, so he revisited Columbia County in 1971, when the children who participated in the 1960 study were 19 years of age.He found that boys who watched violent TV when they were eight were more likely to get in trouble with the law as teenagers. When Eron and Huesmann returned to Columbia County in 1982, the subjects were 30 years old. They reported that those participants who had watched more violent TV as eight-year-olds were more likely, as adults, to be convicted of serious crimes, to use violence to discipline their children, and to treat their spouses aggressively. Studies show that violent behaviors, just like any other behavior can be seen through years and can still be observed even for a long period of time.Professor Monroe Lefkowitz published similar findings in 1971. Lefkowitz interviewed a group of eight-year-olds and found that the boys who watched more violent TV were more likely to act aggressively in the real world. When he interviewed the same boys ten years later, he found that the more violence a boy watched at eight, the more aggressively he would act at age eighteen. Columbia University professor Jeffrey Johnson has found that the effect is not limited to violent shows. Johnson tracked 707 families in upstate New York for 17 years, starting in 1975.In 2002, Johnson reported that children who watched one to three hours of television each day when they were 14 to 16 years old were 60 per cent more likely to be involved in assaults and fights as adults than those who watched less TV. Kansas St ate University professor John Murray concludes, â€Å"The most plausible interpretation of this pattern of correlations is that early preference for violent television programming and other media is one factor in the production of aggressive and antisocial behavior when the young boy becomes a young man. † People often use the phrase that â€Å"children are impressionable. It means that children do not see the world through the same filter of experience that adults do. Children see things more literally. They do not yet possess the sophisticated sensibilities to distinguish fiction from reality. It matters a great deal, therefore, how much TV children watch and what they view. The effects of media violence on children have been studied for over thirty years, with researchers repeatedly finding correlations between aggressive/violent behavior and the viewing of media violence. These education and psychology researchers began asserting years ago that a cause-and-effect relatio nship existed, i. . , viewing media violence was one of the causative factors in aggressive behavior in children. REVIEW OF RELATED THEORIES Exposure to such quantities of violent depictions damages youth and contributes to violence in real life. In particular, television violence promotes aggression, teaches the youth that violence is an acceptable solution to problems, and fosters a fearful attitude by leading viewers to think that the world is more violent than it really is. Here are the theories that will explain the influences of television violence to the youth: Cultivation TheoryCultivation Theory focuses more on how people attitudes are impacted by the media, rather than just behaviors. One of the findings of this research is that when people are exposed to heavy media violence, they seem to have an attitudinal misconception called â€Å"mean world syndrome†. This means that they overestimate how much violence actually occurs in their communities and the rest of the w orld. While on the other hand, people who are exposed to less media violence have a more realistic sense of the amount of violence in the real world.Social Learning Theory Media affects theories in modern times originated with Albert Bandura's social learning theory, which suggests that children may learn aggression from viewing others. Modeling of behavior was observed in Bandura's Bobo Doll Experiments. He showed children a video of a model beating up a Bobo doll and then put the children in a room with a Bobo doll to see if he/she would imitate the behavior previously seen on the video. The findings of this experiment suggest that children tended to model the behavior they witnessed in the video.This has been often taken to imply that children may imitate aggressive behaviors witnessed in media. Catharsis Theory Catharsis is a Greek word meaning â€Å"cleansing† or â€Å"purging†. It has been described as a â€Å"purification† or a â€Å"purging† of su ch emotions. Many directors and producers of violent media claim that their products are cathartic. For example, Alfred Hitchcock, director of the movie Psycho, said, â€Å"One of television's greatest contributions is that it brought murder back into the home where it belongs. Seeing a murder on television can be good therapy.It can help work off one's antagonism. † More recently, in 1992, Paul Verhoeven, director of the movie Total Recall, said, â€Å"I think it's a kind of purifying experience to see violence. † Social Cognitive Theory Social cognitive theories build upon social learning theory, but suggest that aggression may be activated by learning and priming aggressive scripts. Desensitization is also included in latter social cognitive theories. For example in one recent study, a sample of college students was assigned at random to play either a violent or non-violent video game for 20 minutes.They were then asked to watch a 10 minute video of real life violen ce. The students who had played the violent video games were observed to be significantly less affected by the simulated aggressive act than those who didn't play the violent video games. Moral Panic Theory Clarified by David Gauntlett this theory postulates that concerns about new media are historical and cyclical. Society forms a predetermined negative belief about a new media. Research studies and statements by scholars and politicians are designed to confirm the pre-existing belief, rather than objectively study the issue with care.Ultimately the panic dies out after several years or even decades, but ultimately resurfaces when yet another new form of media is introduced. REVIEW OF RELATED LITERATURE LOCAL LITERATURE Cultures of corruption and of violence in society are close cousins, if not twins. They are intertwined. Where there is corruption, there is violence, and vice versa. Violence is a symptom of a corrupt mind or society, and corruption is violence against fellow human beings and society (Chua, 2010). Children through their adolescent stage are great imitators.Television violence surfaced the minds of our teenagers though it brings negative effects- for adolescents search for their role model during their formative years. In the Philippines, where almost every household had televisions, violence is rampant. Philippine Television Scenario: * 93% of Filipino children have access to television. * Television shows consist of 10,000 rape, assaults and murder scenes each year. * Teenage boys who watch television more than an hour are more likely to commit violent acts than those who watch less than an hour.With the influence of television that results to violence, the United Nations classified Philippines as a high aggression area—an environment promoting aggressive behavior. It is said that exposure to adult programs eliminates childhood. (Tan, 1994) concluded that before, learning is difficult and dependent, but now, the youth easily learn abo ut adult behavior through TV programs. If they are required by law to wait until they are old enough to drive, likewise, they need to wait for the right age to watch TV.Television may not be as detrimental for teenagers or for adults, as it is for the young ones. With this statistics, Sen. Manuel Villar Jr. has filed a bill banning the broadcast of programs that contain scenes considered extremely violent for children during daytime. Senate Bill 2441 mandates the Movie and Television Review and Classification Board (MTRCB) and the National Telecommunications Commission (NTC) to establish rules for blocking violent programs during daytime. Television has been taken for granted, as it becomes the fastest portal of violence. Teenagers feel vulnerable and less protected.Teenagers are exposed to increasingly higher doses of aggressive images. Violence among youth is also on the rise, making it plausible to correlate the two, even though we believe that the primary causes for aggressive b ehavior in children are to be found in their family environment, and the social and economic conditions in which they are raised. Television violence merges with reality. FOREIGN LITERATURE Learning violence has no exception. It can be imitated in the same manner as how the alphabet was committed to memory (Walker, 2010). In a study conducted by Dr.Jo Groebel of Utrecht University from 1996-1997, it was confirmed the dominant role of television in the everyday lives of children around the globe: 93% of the students who attend school and live in electrified urban or rural areas have regular access to television and watch it for an average of three hours a day. This represents at least 50% more than the time spent on any other out of school activity, including homework, being with friends, or reading. The result justifies the assumption that television is the most powerful source of information and entertainment besides face-to-face interaction.It is concluded that the introduction of television in the 1950s caused a subsequent doubling of the homicide rate, i. e. , long-term childhood exposure to television is a causal factor behind approximately one half of the homicides committed in the United States, or approximately 10 000 homicides annually. Although the data are not as well developed for other forms of violence, they indicate that exposure to television is also a causal factor behind a major proportion-perhaps one half-of rapes, assaults, and other forms of interpersonal violence in the United States (Centerwall, 1992)Fig 1. — This series of photographs shows a 14-month old boy learning behavior from a television set. In photograph A, the adult pulls apart a novel toy. The infant leans forward and carefully studies the adult's actions. In photograph B, the infant is given the toy. In photograph C, the infant pulls the toy apart, imitating what he had seen the adult do. Of infants exposed to the instructional video, 65% could later work the toy, as compared with 20% of unexposed infants.Just like Bandura’s experiment on how children learn and adapts violence, the figure shows how easily a toddler mimics a personality on a television. To present how television violence manifests in the youth’s daily lives, Arnold Schwarzenegger’s ‘Terminator’ is a global icon, known by 88% of the children surveyed, be they from India, Brazil or Japan. Asked to name their favorite role models, boys most frequently named an action hero. 51% of the children from war or high-crime environments wish to be like him, as compared to 37% in the low-aggression neighborhoods.This only means that teenagers tend to mimic the shows they have seen on television. In 1990, the American Academy of Pediatrics issued a policy statement that Pediatricians should advise parents to limit their children's television viewing to 1 to 2 hours per day. Nowadays, the youth perceives television as a factual source of information about a wor ld outside their homes but the truth is this is where violence is a daily commonplace. But violence, according to Centerwall in 1992, is generally powerful, exciting, charismatic, and efficacious. REVIEW OF RELATED STUDIESLOCAL STUDIES One of the findings was half of the Filipino programs contain violent incident (excluding news casts). Moreover, it indicated that violence would likely occur in these kinds of television programs: 1. Action/Adventure 2. Drama/Sitcoms 3. Variety Shows 4. MTV (Music Television) Exposure to this kind of television programs lead to several problematic outcomes. Aggression Adolescents in middle school and high school are much more likely than younger children to doubt the reality of television content and much less likely to identify with television characters.The small percentages of those who continue to believe in the reality of television and to identify with its violent heroes are the only ones likely to be more aggressive, especially if they continu e to fantasize about aggressive-heroic themes. Desensitization Desensitization is indicated by lower empathy or sympathy. Media violence has also been shown to desensitize youth to violence. Trauma and Victimization Media violence also leads to fear and a feeling of victimization.In one study, 75% of high school students reported media violence at moderate to high levels, and 10% sought to counseling due to nightmares, anxiety, and fear associated with media violence. FOREIGN STUDIES Bobo Doll Experiment The Bobo doll experiment was the name of two experiments conducted by Albert Bandura in 1961 and 1963 studying patterns of behavior associated with aggression. He hoped that the experiments would prove that aggression can be explained, at least in part, by social learning theory. The theory of social learning would state that behavior such as aggression is learned through observing and imitating others.He showed children a video of a model beating up a Bobo doll and then put the chi ldren in a room with a Bobo doll to see if he/she would imitate the behavior previously seen on the video. The findings of this experiment suggest that children tended to model the behavior they witnessed in the video. This has been often taken to imply that children may imitate aggressive behaviors witnessed in media. In his book, The 11 Myths of Media, James Potter shares what he believes to be the short term effects and long term effects of media. Short-Term Effects . Imitation and Copying Behavior Children and adults mimic and incorporate a behavior they have seen a character in media perform. 2. Desensitization Media can reduce our emotional reactions. It breaks down viewer’s natural resistance to killing. 3. Temporary Fear Violent media can produce intense fright reactions. Fright is an immediate emotional response and is composed of anxiety, distress, and increased physiological arousal that are frequently engendered in viewers as a result of exposure to specific types of media productions.Long-Term Effects 1. Aggression 2. Moving the Mean of Society toward More of a Fight Flight Mentality When violence permeates the media year after year in all kinds of programming and when the message of the violence is antisocial (violence is usually justified, successful, and harmless to victims), the mean of society is likely to move gradually to antisocial direction. The society will gradually move towards a fight-flight mentality. The fight component is exhibited by an erosion of inhibitions to behaving in a violent manner.The flight component is exhibited by a gradual increase in generalized fear along with an erosion of sympathy for victims of violence. 3. Thinking of Being Victims of a Crime 4. Accepting Violence Easily CONCEPTUAL FRAMEWORK Fig. 2 — Through an input, process, and output cycle, the researchers defined the relationship of media violence linked to aggression. When children are exposed to media violence at an early age, their mind cr eates an interpretation that is why they imitate any aggressive behavior shown to them. Through this, aggression is manifested. HYPOTHESIS OF THE STUDYFrom the information gathered by the researchers in determining the probable effects of exposure to media violence to the psychological development of an individual, hypotheses are formulated. These are based on the findings of this research and will be proved later on. 1. Through media violence manifested on television, aggressive behaviors are acquired as a child interprets what he sees on the character. Children tend to imitate what they see on television that is why it becomes a habit when they are exposed in this form of violence. By this, the child learns to act in the same behavior as what he sees. 2.Proper development of the psychological being of a child is at risk, especially of teenagers because they are on their adolescence stage—a stage of development and preparation for adulthood. What they see and learn in their childhood such as violence, might lead to execution of violent acts acquired in their adulthood, leading to more serious behavioral problems. Without the proper guidance, they might constantly develop into a violent person. 3. One characteristic of a child is being impressionable, that is why they directly imitate the acts they see on television. From this, aggressive behavior could be achieved. . Young children often mimic what they see. Older children develop, through years of watching, sub-conscious mental plans of how they will react in conflict situations. For years they have seen conflicts resolved by violence, and they sub-consciously develop the same reaction plan. When confronted with a conflict, the tendency is to react the way they have seen countless others react—in a combative, aggressive or violent manner. 5. By reducing their time in watching, accompanied by proper guidance and explanation, they could reduce the tendency of a child to acquire violent behavior. 6.Television is the most efficient and the fastest portal of learning and acquiring knowledge. Children watching television without proper guidance gives their own explanation to what they have watched. In such manner, they tend to grow and bear in mind their wrong interpretation of violence. CHAPTER III METHODS OF RESEARCH METHODS AND TECHNIQUES Descriptive Method The researchers applied the descriptive or statistical method that will describe the data and characteristics of the population intended in this research. Through this, the researchers also used the survey method as a technique in defining the data gathered and presented.Survey Method The survey is a non-experimental, descriptive research method. This method assesses the student’s point of view through series of questions intellectually formulated to satisfy the needed information in this research. This is conducted in a group of students from Bulacan State University Laboratory High School. RESEARCH INSTRUMENTS Th e researchers used questionnaires distributed to the students, consisting of closed-ended questions. A  closed-ended question  is a question format that provides respondents with a list of answer choices from which they must choice to answer the question.The group also formulated interview guide consisting of series of questions that will help in directing the conversation towards the topics and issues presented in this research. Through these instruments, the researchers will gather the data needed in order to provide the results needed in this research. BIBLIOGRAPHY Anderson, C. A. , and Bushman, B. J. (2002). The effects of media violence on society. Science, 295, 2377-2378. Appendix 4-B violence in the media and its effect on youth violence. (1999). Youth Violence: A Report of the Surgeon General. Retrieved February 25, 2012, from http://www. urgeongeneral. gov/library/youthviolence/chapter4/appendix4b. html Centerwall, B. S. (1992, June 10). Television and Violence: The Sca le of the Problem and Where to Go From Here. Retrieved from http://cursor. org/stories/television_and_violence. htm Chua, P. S. (2010, August 30). Heart to heart talk: violence on television. Cebu Daily News, Retrieved from http://globalnation. inquirer. net/cebudailynews/opinion/view/20100830-289558/Violence-on-television Frazier, B. (n. d). The impact of tv violence on children and adolescents. The Successful Parent. Retrieved from http://www. thesuccessfulparent. om/children-and-media/the-impact-of-tv-violence-on-children-and-adolescents Grobel, J. (1997). Media and violence study. Retrieved from http://www. ppu. org. uk/education/mediaviolencesurvey-c. html Johnson, J. G. , et al. (2002). Television viewing and aggressive behavior during adolescence and adulthood. Science,  295, 2468-2471. Media awareness network. (2010, July 8). Violence in Media Entertainment. Retrieved from http://www. media-awareness. ca/english/issues/violence/violence_entertainment. cfm Media violence â €“ introduction. (2010). Media Awareness Network. Retrieved from http://www. media-awareness. a/english/issues/violence/ Media violence and behavior. (n. d). LimiTV. Retrieved from http://www. limitv. org/aggression. htm Research on the effects of media violence. (2010). Media Awareness Network. Retrieved from http://www. media-awareness. ca/english/issues/violence/effects_media_violence. cfm Rick Nauert PhD. (2008). Media violence linked to aggression. Psych Central. Retrieved from http://psychcentral. com/news/2008/11/20/media_violence_linked_to_aggression/3379. html Violence kills tv. (1998, December 1). Science Go Go. Retrieved March 19, 2012, from http://www. scienceagogo. com/news/19981101145024data_trunc_sys. html Shah, S. A. A. (2008). Children and media violence. Retrieved from http://www. scribd. com/doc/30841039/Media-Research-Children-and-Media-Violence Short and long term media effects. (2012). The New Media Foundation. Retrieved March 15, 2012, from http://www. the newmedia-foundation. org/media/valus. php Sy, M. (2011, April 19). Villar calls for ban on tv programs too violent for kids. The Philippine Star, Retrieved from http://www. philstar. com/Article. aspx? articleId=677908&publicationSubCategoryId= Tan, B. C. (1994). Tv is not for children. Retrieved from http://www. rstep. org. ph/reading2. tm Violence, media (position paper). (2004). AAFP. Retrieved from http://www. aafp. org/online/en/home/policy/policies/v/violencemedia. html APPENDICES QUESTIONNAIRES BULACAN STATE UNIVERSITY College of Arts and Letters S. Y. 2011-2012 Provided in this questionnaire are personal questions. Please answer all the questions honestly. Shade the circle provided before the choices. -The Insiders Provided in this questionnaire are personal questions. Please answer all the questions honestly. Shade the circle provided before the choices. -The Insiders BASIC INFORMATION: Name: ______________________________________Year and Section:___________________________ __ Age: ____ Gender: __________ Address:_____________________________________ ____________________________________________ Contact No. : __________________________________ 1. During your childhood years, how many hours a day did you spend in watching television? * 1-2 hours * 3-4 hours * 5-7 hours * Others (Please specify. ):_______ 2. Which of the following programs did you often watch before? * Sineskwela * Math-tinik * Hiraya Manawari * Teletubbies * Voltes V * Daimos * Power Rangers * Tom and Jerry 3. Do your parents prevent you from watching programs that show violence? Yes * No 4. As an adolescent, how many hours a day do you spend in watching? * 1-2 hours * 3-4 hours * 5-7 hours * Others (Please specify. ):_______ FOLLOW- UP QUESTION: Do your parents still prevent you from watching programs that promote violence? * Yes * No 5. What kind of programs do you prefer? * Drama * Comedy * Action * Others (Please specify. ) : __________________ 6. Do you often watch alone? * Yes * No 7. Which of the following programs did you often watch before? * Matanglawin * Kap’s Amazing Stories * Pinoy Explorer * IJuander * City Hunter * Iris * Valiente * Regal Shocker 8.Do you think it is beneficial for you to patronize programs with violent scenes? * Yes * No 9. Do you think that exposure to media violence could cause a child to be aggressive? * Yes * No 10. What is your reaction after seeing violence on television? * Pleased- happy, contented * Terrified- scared, frightened * Not Contented- wanting more * Annoyed- disturbed, irritated LETTERS BULACAN STATE UNIVERSITY College of Arts and Letters S. Y. 2011-2012 185 Sapphire Street, Brgy. Perez, Bulakan, Bulacan, Phils. March 22, 2012 Mr. Angel C. Caparas High School Principal Bulacan State University- Laboratory High SchoolCity of Malolos, Bulacan Dear Mr. Caparas: We, a group of Mass Communication students from the College of Arts and Letters, are in the process of accomplishing our research paper in a study enti tled, â€Å"Effects of Exposure to Media Violence to the Psychological Development of the High School Students of Bulacan State University- Laboratory High School. † We would like to request for your permission in order for us to conduct our survey in the campus. The students would be the respondents of our study. This would be of great help in our research. Rest assured that we will take charge in this survey.We are hoping for your cooperation. Yours Sincerely, Erl Chak S. J. Navalta Group Researcher BULACAN STATE UNIVERSITY College of Arts and Letters S. Y. 2011-2012 Santa Maria, Bulacan March 22, 2012 Dr. Agnes Crisostomo Psychology Professor College of Social Science and Philosophy Bulacan State University Dear Madam: We, the students of Bulacan State University-College of Arts and Letters will be conducting a study entitled, â€Å"Effects of Effects of Exposure to Media Violence to the Psychological Development of the High School Students of Bulacan State University- La boratory High School. This is in partial fulfillment of the requirements in the course English 123-Communication Arts 2 thesis proposal. In this regard, we respectfully request for your participation to be the subject of our study. We would assure that any information gathered would be handled properly and with strict confidentiality. Thank you very much! Yours truly, ________________________ Justine Mary Robert A. Mendoza Researcher BULACAN STATE UNIVERSITY College of Arts and Letters School Year 2011 004 Tabon Malis, Guiguinto, Bulacan March 22, 2012 Lolita S. P. Santos Social WorkerCity Social Welfare and Development Malolos Bulacan Dear Mrs. Santos Greetings! We, the Mass Communication students of Bulacan State University, are humbly requesting to your office to allow us to conduct an interview that will give us pertinent information regarding on behavioral aspects of youth and juvenile delinquency here in Bulacan, particularly in the city of Malolos. The said information will s uffice to our thesis proposal entitled â€Å" Effects of Exposure to Media Violence to the Psychological Development of the High School Students of Bulacan State University- Laboratory High School. †Rest assured that all information will remain confidential and shall be used only for the said thesis proposal. We are looking forward to your kindest cooperation and consideration. Yours truly, __________________ Jeaneth D. P. Panti Researcher BULACAN STATE UNIVERSITY College of Arts and Letters School Year 2011 754 Kabilang Bacood, Sta. Rita, Guiguinto, Bulacan March 22, 2012 High School Students Laboratory High School Bulacan State University Dear Respondents: Greetings! We are the Insiders, a group of first year Mass Communication students from the College of Arts and Letters are currently writing our research proposal.We are kindly asking for you to answer the following questions that will be vital to the completion of this proposal. Rest assured that all information will rem ain confidential and shall be used only for the said thesis proposal. We are looking forward to your kindest cooperation and consideration. Yours truly, __________________ Jerica Mae S. P. Calara Researcher EXPERTS’ PROFILES PERSONAL PROFILE Name: Lolita S. P. Santos Address: Malolos Bulacan E-mail address: lolitasantos. [email  protected] com Age: 23 Gender: female Nationality: Filipino Place of birth: Bulacan Civil status: marriedReligion: Catholic EDUCATIONAL BACKGROUND Tertiary: University of the Philippines Diliman, Quezon City Secondary: Holy Spirit Academy Malolos Bulacan PROFESSION Currently serving as a social worker at the City Social Welfare and Development here at Malolos Bulacan, which provides social programs especially to indigenous families in Malolos, provides livelihood projects, child labor programs and other social services that caters the welfare of the people PERSONAL PROFILE Name: Agnes Del Rosario Crisostomo Address: Malolos, Bulacan E-mail address: [email  protected] om Age: 40 Gender: Female Nationality: Filipino Place of birth: Paombong, Bulacan Civil status: Married Religion: Catholic EDUCATIONAL BACKGROUND Tertiary 2009PhD in Psychology University of the Philippines 2005MA in Psychology University of the Philippines 1987BA Psychology University of the Philippines (Diliman) Secondary Paombong High School PROFESSION 4th year Associate Professor in Bulacan State University Employee at Women of Malolos Foundation Incorporation INTERVIEW GUIDE Questions: 1. How much education did you have to go through to become a (field)? 2.Is there a significant relationship between exposure to television violence and aggressive behavior? 3. Is this relationship causal? 4. How does it impact teenagers? 5. Are there any psychological problems that can be caused by television? 6. Why do you think television violence is bad for teenagers? Or why do you think it is okay to let them watch? 7. Do you think the effects of television violence are v ery serious to the teenagers today? Why? 8. What do you think their behavior would be? 9. In your opinion, what ages are safe to watch television violence? 10. Is there anything wrong with letting a young child watch TV? 1. What do you think about always keeping teenagers away from television so that they can not watch violent television programs or shows? 12. Can teenagers adjust good and bad side of violent television programs or shows themselves? Why? CURRICULUM VITAE JERICA MAE SAN PEDRO CALARA 754 Kabilang Bacood, Sta. Rita, Guiguinto, Bulacan Mobile Number: 09157990046 Telephone Number: Email Address: jericamae. [email  protected] com PERSONAL DATA Nickname :Jerica, JM Status:Single Birth Date:May 24, 1995 Citizenship:Filipino Skills:Communication Skills, Computer Literate EDUCATIONAL BACKGROUNDTertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 – 2012 Secondary Holy Spirit Academy of Malolos Sta . Isabel, City of Malolos, Bulacan S. Y. 2007 – 2011 SEMINARS ATTENDED 1st SemesterCommGuild Seminar AFP Theater Camp Aguinaldo Quezon City August 7, 2011 2nd Semester4th Media Summit BSU Hostel Bulacan State University February 16, 2012 JUSTINE MARY ROBERT AQUINO MENDOZA 277 N. Mendoza St. , San Gabriel, Sta. Maria, Bulacan Mobile Number: 09179917850 Telephone Number: (044) 641-03-77 Email Address: [email  protected] om PERSONAL DATA Nickname :Justine Status:Single Birth Date:February 26, 1994 Citizenship:Filipino Skills:Communication Skills, Computer Literate EDUCATIONAL BACKGROUND TertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 – 2012 Secondary Saint Paul College of Bocaue Bocaue, Bulacan S. Y. 2007 – 2011 SEMINARS ATTENDED 1st SemesterCommGuild Seminar AFP Theater Camp Aguinaldo Quezon City August 7, 2011 2nd Semester4th Media Summit BSU Hostel Bulacan State University February 16 , 2012 ERL CHAK SAN JOSE NAVALTA 85 Sapphire St. Perez, Bulakan, Bulacan Mobile Number: 09274308912 Telephone Number: (044) 668-74-93 Email Address: [email  protected] com PERSONAL DATA Nickname :Erl, Chak Status:Single Birth Date:October 14, 1995 Citizenship:Filipino Skills:Communication Skills, Computer Literate EDUCATIONAL BACKGROUND TertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 – 2012 Secondary Immaculate Conception School for Boys Second Year- Fourth Year Poblacion, City of Malolos, Bulacan S. Y. 2008 – 2011 Assumpta Academy First YearSan Jose, Bulakan, Bulacan S. Y. 2007 – 2008 SEMINARS ATTENDED 1st SemesterCommGuild Seminar AFP Theater Camp Aguinaldo Quezon City August 7, 2011 Pandayang Lino Brocka Valencia Hall Bulacan State University 2nd Semester4th Media Summit BSU Hostel Bulacan State University February 16, 2012 JEANETH DELA PAZ PANTI 004, Tabon Malis, Guiguinto, Bulaca n Mobile Number: 09351860944 Telephone Number: N. A. Email Address: [email  protected] com PERSONAL DATA Nickname :Jeaneth Status:Single Birth Date:September 12, 1994 Citizenship:Filipino Skills:Communication Skills, Computer LiterateEDUCATIONAL BACKGROUND TertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 – 2012 Secondary Guiguinto National Vocational High School Guiguinto, Bulacan S. Y. 2007 – 2011 SEMINARS ATTENDED 1st SemesterCommGuild Seminar AFP Theater Camp Aguinaldo Quezon City August 7, 2011 Pandayang Plaridel BSU Hostel Bulacan State University Pandayang Lino Brocka Valencia Hall Bulacan State University 2nd Semester4th Media Summit BSU Hostel Bulacan State University February 16, 2012 MA. NEREN ENRIQUEZ VILLALON 611, Calle Hagonoy St. San Pablo, City of Malolos, Bulacan Mobile Number: 09066250818 Telephone Number: (044) 760-75-68 Email Address: [email  protected] com PERSONAL DATA Nickname :Neren Status:Single Birth Date:September 4, 1994 Citizenship:Filipino Skills:Communication Skills, Computer Literate EDUCATIONAL BACKGROUND TertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 – 2012 Secondary Holy Spirit Academy of Malolos Sta. Isabel, City of Malolos, Bulacan S. Y. 2007 – 2011 SEMINARS ATTENDED 1st SemesterCommGuild Seminar AFP Theater Camp Aguinaldo