In what ways television affects Essay

AIM: I propose to find out what children say about how television affects their play. Socialisation is a very important concept in sociology and the role of the mass media is highly debateable. Many sociologists believe that media effects start by setting out an overall relationship between media and its audience. They are often called models of media effects. I will interview the children these interviews will be unstructured. The children will be interviewed separately. Gender will be a comparison I look at to and whether the gender affects whom the children imitate. CONTEXTS AND CONCEPTS: The study of Bandura Ross and Ross uses the term of social learning theory to assert that children copy behaviour another example of this is copycat violence found in Hagell & Newburn’s study. In my research will ask the children whether they say they act violently due to the violent content they may have viewed and whether they have chosen to imitate these programs. Hagell & Newburn’s study compared young offenders viewing behaviour with non-offending teenagers. They found the differences were few between the two groups and what they watched, with hardly any having seen the films that were causing the concern at that time. A few members of either group had an interest in a violent output. The young offenders had less access to different media types. Other factors instead of media could have been causing the differences in their behaviour. The other context being analysed is Bandura Ross Ross who looked at whether children learnt behaviour through observation. This is the idea of the social learning theory. Children were made to watch a violent model be aggressive towards a five-foot ‘bobo’ doll. Later the children were given an aggressive arousal and then taken to another room where they were monitored as to how they reacted towards the ‘bobo’ doll, after seeing a model do this. The different concepts are is copycat violence this is violence that occurs as a result of copying what is seen in the media. Catharsis another theory is the process where tension is relieved, for example violence on screen that provides a safe outlet for people’s violent inclination. The final concept is desensitisation some theorists argue that the constant media diet of violence makes them less sensitive to real human suffering. These concepts tie in with the idea children are passive sociologists believe this, children respond easily to everything. This is the reason for watershed on T. V at 9pm because what comes on television isn’t suitable enough for children and there is a fear that the children will imitate this behaviour. (337) MAIN RESEARCH METHOD AND REASONS: The method I will be using is by interviewing the children by asking them to explain the reason for their behaviour. The questions I will ask the children will be questions not only requiring the answers that I need but there will be a series of distracting questions so the children will not know the aim of the questions being asked. Interviews are an advantage because it is better to gather all the information needed for an interview because you get to understand what the interviewee’s true opinions are. Interviews are flexible and can be used in different ways; also the ethical advantage is consent of the participants the theoretical advantage is that at applies to the law of interpretivists (Action theory). You can use empathy to understand their opinions in depth; these methods generate higher levels of validity of these results. They give a general understanding of the problem, there is less pressure on the interviewee and their answers are more spontaneous. Important concepts are uncovered about the information that will help me conclude whether the children imitate what they watch. When interviewing the children I will be asking them which programs they imitate and this will give me an insight into whether there is a pattern with what they watch. The sample I will be using for the interviews are of children from the ages of five to ten years old, because at this stage of childhood where television will be their main interest and there is a large variety if television for children of these ages also this is the age children are most likely to be influenced by the media. The genders of the children being used are varied so I will be using five boys and five girls. The children all come from the Borough of Newham of East London. It is easier for me if the children are living in the same borough there will be an easier access to these children and it will be easier for me and the children. The sample of the children I will be studying is opportunity sampling as the sample depends on whether the adults agree to their children being in the sample. The consent for whether the child will participate will be the decision of the adults. In Bandura’s study he gave the children an aggressive arousal and in this study will not do this as the aggressive arousal means that the children could have acted violently because of the arousal given and not because they were imitating the models behaviour. (425) POTNETIAL PROBLEMS The interviews of the amount of children I will be looking at can be very time consuming. With this study I need to be aware that the sample isn’t appropriate enough to apply to the whole population because all the children are from the same background and all from a similar ethical background and there may be a pattern in their behaviour. The main practical issue is whether the adults will allow their children to take part in the study. These types of questionnaires are basically a conversation dominates by the interviewer. These unstructured interviews may also go off the initial idea of what is being interviewed. Also with the amount of children I will be looking at and the sample of children I will be looking at there will be a lot of activity so it may be difficult to record all of their behaviour. These interviews are more difficult to analyse, and there are less details provided on the concept being asked. Ethical problems are mental harm to the children if they don’t like the questions being asked of them. Right to withdraw will be an ethical issue also because the children may not feel they have the right to leave and stop asking the questions. The final ethical issue is informed consent, which will be coming from the child and not the parents. The children should be able to make the decision but when a child is involved the parents have the consent. Time consumption is a practical issue through finding time to interview ten children. Being able to get the children to understand the question and also to cooperate may be difficult. Likewise another ethical issue is the children may not understand the debriefing. If they don’t understand the debriefing there will be an issue of this ethical guideline and the parents will also have to also be debriefed too.

A Study on Religious Believes of Anglo-Saxon Society based on The Seafarer, The Wanderer, and The Wifes Lament

A Study on Religious Believes of Anglo-Saxon Society based on The Seafarer, The Wanderer, and The Wife's Lament Synthesis Essay on the Anglo-Saxons The Anglo-Saxons were a religious group of people as other generations of people were. Religion played a role in the Anglo-Saxon people’s lives and as a result it reflected in their writings. Poems written by the Anglo-Saxons have shown significant signs of religious influence including â€Å"The Seafarer,† â€Å"The Wanderer,† and â€Å"The Wife’s Lament.† Each writer of each poem gives their own testament regarding God’s influence on their situation. The Anglo-Saxon practiced their belief beyond religious establishments by writing of them within their poems. The Anglo-Saxons seemed to have correlated their everyday lives to their religious beliefs as shown in â€Å"The Seafarer.† The poem is written by a man fond of the sea and mentally drained by dwelling on the land. He understands the hardships of travelling by sea but simply cannot stay away. â€Å"Grown so brave, or so graced by God, That he feels no fear as the sails unfurl†¦Ã¢â‚¬  The writer is fearless of what the sea offers and correlates his bravery to being graced by God. Religion may have motivated many actions amongst the Anglo-Saxons as they believed to be protected and thus fearless. The Anglo-Saxon people being religious had no conflicting ideals of evolution instead pointing to God for it all. The writer goes on to talk about how God essentially created the Earth and life itself. â€Å"We all fear God. He turns the Earth, He set it swinging firmly in space, Gave life to the world and light to the sky. Death leaps at the fools who forget their God.† Scientific beliefs such as evolution may have been non-existent to the Anglo-Saxons as the writer of â€Å"The Seafarer† notes on how everyone fears God and how He gave life to the world. Religion played a key role to everything the Anglo-Saxons believed in from their everyday activities to basis of life itself. The Anglo-Saxon’s often looked to religion and God in times of distress to mediate the best of a bad situation. As shown in â€Å"The Wanderer,† the writer finds himself alone following the slaughter of many people he had once knew. With nowhere else to turn, the speaker turns to his religion for comfort. â€Å"This lonely traveller longs for grace, For the mercy of God†¦Ã¢â‚¬  The speaker falls to God in his lonesome travels to remedy the hardships he had just experienced. The Anglo-Saxons believed and stood by God’s impact on their lives despite what they’ve been through. The Anglo-Saxon people went to God and religion as a reason behind everything they do. â€Å"It’s good to find your grace In God, the heavenly rock where rests our every hope.† The speaker goes on to state how giving your life despite hardships to God is good as religion holds all the hope in the world. â€Å"The Wanderer† gives example of one dweller of many who may have found themselves in a lonesome situation who in turn, turned to God. The Anglo-Saxon people believed in religion greatly as their only source of hope through hardships such as war. As supported by â€Å"The Wanderer† speaker, the Anglo-Saxon’s sought after religion during times of distress. â€Å"The Wife’s Lament† is a poem written by the ‘wife’ of a man who seemingly is exiled himself and the speaker seeks him. The speaker in the poem however is exiled herself and forced by her husband’s kinsman to remain in the woods â€Å"in the den of the earth.† â€Å"Blithe was our bearing often we vowed that but death alone would part us two naught else.† The speaker motions towards her marital vows towards her husband to counteract his decision to hold her in the woods against her will. Marriage often seen as a lifelong relationship established by God, the speaker feels her Lord betrayed both her and God by abandoning her and their commitments. As with all religions, the Anglo-Saxons consisted of individuals who had went against their beliefs. â€Å"May on himself depend all his world’s joy.† The speaker wishes upon the â€Å"curse† that her husband depend on everything given to him on Earth rather than what awaits him later in the afterlife. The speaker in â€Å"The Seafarer† notions at how the wealth of the world does not reach the Heavens nor does it remain important when you die and thus the wife wishes her husband depends heavily on the joys he experiences now. Religion to the Anglo-Saxon’s explained every aspect to their life including marriage and those who opposed it were seen as deserters as noted in â€Å"The Wife’s Lament.† Religion explained many aspects within the Anglo-Saxon’s lives through the three poems, â€Å"The Seafarer,† â€Å"The Wanderer† and â€Å"The Wife’s Lament.† The three speakers of the poems noted God’s ability to guide them through times of distress and as a result gave their life to their faith. The three poems reflected the impact of religion to Anglo-Saxon people’s lives and thus this was reflected in their writings.

Measuring UAE Bank Efficiency Dissertation Example | Topics and Well Written Essays - 6250 words

Measuring UAE Bank Efficiency - Dissertation Example Therefore, it is significant that such banking institutions be subjected to measurement and evaluation of their economic efficacies and performances in order to enable them to survive in the global competitive financial market. Â  The UAE is one the economies that have made significant efforts of achieving a sustainable economic growth. The UAE economy has been following a stringent diversification strategy that focuses on the outward-oriented growth policy. The UAE macroeconomic policy helps to unwind the fiscal stimulus of current years and reduce the currently high fiscal breakeven oil prices without undermining the economic recovery. UAE define itself as the regional financial center and international trading hub, which is being realized as a result of both increased oil production. The massive oil production has contributed to an increased economic growth, and it has contributed to the stabilization of the financial sector. Moreover, high financial productivity filters the economy into high levels of gross domestic and sustained remarkable economic growth. Varied economic indicators simply substantiate the efficiency and progression of the present UAE economy. Â  The macroeconomic indicators employed in focusing the health of the UAE economy comprises of the GDP (Gross Domestic Product), FDI (Financial Direct Investment) development, inflation Foreign trade, labor force and other significant variables of the economic relevance. Assessing diverse aspects of the UAE economy at the macroeconomic level is significant. This is because it facilitates an understanding of the current UAE economy and provides an apparent picture of its buoyancy and overall affluence.

Personal reflective ( Critical perspectives in Global Management) Coursework

Personal reflective ( Critical perspectives in Global Management) - Coursework Example Volkswagen is a company that that had almost disappeared to obscurity in the early 1990s when Mr. Piech took over as the CEO, however through his leadership and management skills, the company has enjoyed sustained growth and development into the greatest European car manufacturer with expanded markets and a variety of products that respond to the needs of customers. The main issue here is that the former CEO Mr. Piech who has now retired upstairs to chair the supervisory board exhibited an authoritarian and autocratic form of leadership which is not characteristic of most modern organizations; as a result workers have little voice in the strategy and operations of the company. even though a new CEO in the shape of Mr. Bernd Pischetsieder has taken over, the main fear is that the former CEO has sufficient personal power to continue controlling most aspects of Volkwagen’s organization from outside, this raises fears of intransigence in terms of organizational operations. Obvious ly, most workers would like more space and ideological input in the operations of the company. ... Piech. It is clear that the former CEO appreciated discipline, authority, and unity of command with him being the major center of the last two. This indicates a distrust of other people’s leadership and a sense of authoritarianism. Max Weber’s bureaucracy also comes out clearly in the operations of Volkswagen with the former CEO appearing as a leader who ensured that every process and decision followed a clearly set path. This is clear in the fear that decision making will always be pushed upwards. Within the contingency theory, it is clear that Volkswagen under Peuch, was a company largely built around mechanistic structures characterized by centralization, strict division of labor, vertical communication, and low trust (Burns and Stalker, 1961). This is a system that current members of the organization fear will be continued under the new CEO, who has largely been groomed by the former CEO and that it will eventually be detrimental to the organization. There are a num ber of problems that can be identified in the Volkswagen case. The first and most clear of all is the problem around leadership and motivation. It is clear that although under the autocratic leadership of the former CEO the company flourished, many of the workers especially in the managerial level expected a new style of leadership synonymous with global trends that would afford them more input into the running of the company and its development to new heights. However, with the presence of the former CEO still looming large and the new CEO most likely to work under the guidance of Mr. Piech, distrust and lack of confidence has cropped up. This may affect morale and performance. On the face of it, the problem is intransigence, with organizational members having the feeling that things may

Continuous Venovenous Haemodiafiltration Essay Example | Topics and Well Written Essays - 4000 words

Continuous Venovenous Haemodiafiltration - Essay Example that permits filtration of solutes in the blood by diffusion across the semipermeable membrane, the dialyzer, and by convection of solutes across the membrane as they are separated or filtrated from the whole blood in response to hydrostatic pressure (Bellomo, R., 1996).In contrast to intermittent haemodialysis, CVVHD employs slow continuous ultrafiltration that utilizes high-efficiency dialyzers with low blood and dialysate flow rates. In the acute care setting, the patients with acute renal failure are often unstable, and CVVHD is often preferable to haemodialysis. Furthermore, the classical intermittent haemodialysis has its limitations in haemodynamically unstable patients (Davenport, A., 1993). In fact, CVVHD has shown to improve haemodynamic and cerebrovascular stability in acute renal failure in the setting of multiorgan failure like liver failure or cerebral edema (Davenport, A., 1995). With CVVHD, sophisticated pump-driven devices that have venovenous access are used. Since this blood is circulated through the dialysis haemofilter, inherent risks of arterial route is obviated. Apart from organ failure, the other indications for use of venovenous haemodiafiltrate are acute renal failure complicated by refractory fluid overload, haemodynamic instability, and major life-threatening electrolyte imbalance and instability causing acid-base imbalance (Kirschbaum, B et al, 1992).Relevance in Critical Care: Trauma, burns, and pancreatitis are there major critical care admissions. These are known for release of many inflammatory materials in the body in response to the original insult. This constitutes the SIRS or systemic inflammatory response syndrome. Another...Anaesth Intensive Care. 1996 Aug;24(4):423-9. PMID: 8862637 [PubMed - indexed for MEDLINE] Leslie GD, Jacobs IG, Clarke GM, Proximally delivered dilute heparin does not improve circuit life in continuous venovenous haemodiafiltration. Intensive Care Med. 1996 Nov;22(11):1261-4. PMID: 9120123 [PubMed - indexed for MEDLINE] Wetering J van de, Westendorp RG, van der Hoeven JG, Stolk B, Feuth JD, Chang PC, Heparin Use In Continuous Renal Replacement Procedures: The Struggle Between Filter Coagulation And Patient Hemorrhage.J Am Soc Nephrol. 1996 Jan;7(1):145-50. PMID: 8808122 [PubMed - indexed for MEDLINE]

What Makes Friends Stick Together Essay Example | Topics and Well Written Essays - 250 words

What Makes Friends Stick Together - Essay Example They both like good food and thus eat out quite often. Even though they are the best of friends, a lot between them is not in common. Their similarities, therefore, are very few yet they cling on to each other because they adore each other’s company. Also, they like to associate as either Alan’s pal or as Zack’s mate. There are however very few similarities between the two which is surprising to state. Both like to be at their best when it comes to wit and humor, which is another similarity. Their differences are in terms of their dressing sense where Alan is more formal and classy while Zack believes in informal attire. Alan likes to pray at night while Zack sleeps early. Alan is good at studies while Zack hardly does so. The differences are endless yet both of them stay with each other for quite a long time, both at school and in the neighborhood. What is even more surprising is the fact that one of them (Alan) loves sports and indulges in different games as well but Zack likes to enjoy through collecting stamps and old currency notes. One can easily think that both Alan and Zack are not friends but this is not the case at all. In the end, it can be stated here that both Alan and Zack like to accompany one another and thus enjoy the warmth that their friendship brings for them in the long run. Even though they have more differences than similarities, they hold fast on to one another.

US and the world in the 21st century. (SOFTPOWER, IMMIGRATION, ISIS) Essay

US and the world in the 21st century. (SOFTPOWER, IMMIGRATION, ISIS) - Essay Example However, the person without receiving a proper legal clearance or certification move to other nation in order to become citizen of the nation is classified as illegal or undocumented immigrant. Advancement in communication as well as transportation has enhanced the aspect of globalization, which allows people to migrate to different places with minimal amount of barriers1. Furthermore, it has been noticed that international immigration will create both positive as well as negative impact over the origin community as well as destination community, as in one aspect immigration lead to facilitate the transfer of skills and workforce that allow enhancing the growth of the community. Thus, in this regard, immigration is reflected as the process of migration of the people from one place to another across the international or state boarder. Moreover, migration is not the resent phenomena or trend it has been the part of human history since the beginning. Rather since the creation of the reg ions, people are migrating from one continent to other, from nation to nation or internally. In the 21st century the major causes of immigration has been however been catalyst by the economic progression of a nation. The economic progression of any nation attracts immigrant from other underdeveloped countries2. In the general prospect, immigration has both positive as well as negative impact because the process significantly influences the economy at large. In this context, it has been affirmed that process of immigration is likely to influence the domestic labor market, which can affect the wage rate as well as reduce the employment rate among the domestic workers. Apparently, on the other hand, the aspect of immigration is also associated with other factors that are likely to offset the potential negative aspects of economy. In this context, it has been revealed that if the immigrants are significantly more skilled over the

CHANGE MANAGEMENT Essay Example | Topics and Well Written Essays - 2500 words

CHANGE MANAGEMENT - Essay Example The necessity for the change management process has been recognised because of the three main issues. One of the prime concerning issues is that the department was not being able to reach around 30% of the population targeted by them. It has also been noted that the department was not being capable to reach the own targets set by themselves with regards to performance, customer service and finance. Thus, the government’s target population was not being able to receive the services that were offered by the department. At last, the local authorities decided that the department should consist of youth who will be responsible for delivering services to all the children within the age group of 0-19 years. The department also has planned to provide support to children at the earliest stage who have been identified with additional needs (Education and Families Department, n.d.). The discussion in the paper will include the major processes that took place in the department’s ch ange management initiative. ... The Implemented Change Process in the Department The existing department comprises The Extended Service Team which was formed to be a part of the Children’s Partnership Service along with the Integrated Services Team and Young People’s Sexual Health Team. The department achieved their objectives by working in collaboration among the teams that were associated with the department. The teams had to provide services spread over 12 establishments which were costing the local authority very significantly. Thus, the future plans within the change process include setting up of 16 establishments which will increase the budget for the local authorities if the same model or management was followed (Education and Families Department, n.d.). However, the economic downturn made the competent authorities to focus on bringing certain changes in the management structure and processes that could lead them to deliver effective services through efficient planning. Children centres being r elatively newer concept, the department decided to establish a forum for governors and local management board members of all children centres. The issues for dissolving the earlier board were blocking the pace for development which made the department to work in partnerships with different boards and government bodies. The Education and Families Department planned to provide excellent services to the families with children under statutory school age. The transformation of the management decided to develop a streamlined governance structure which will be efficient and provide strong support to all the centres across each locality (Education and Families Department, n.d.). The department’s proposed structure included the decision to merge

Beer in Mesopotamia Essay Example for Free

Beer in Mesopotamia Essay The first origins of beer are unknown, but beer was a very important drink in Mesopotamia. Beer was shared with two straws as it was a symbol of hospitality and trust. This carries on today, not in the form people sharing a drink with straws, but common drinks are still offered from the same pot or same bottle. Beer also had religious purposes in Mesopotamia. The Egyptians believed that beer was accidently discovered by Osiris. He then passed on his knowledge to humans, which is why the Egyptians believe that it is a gift from God. This is why Beer was used as an offering during religious ceremonies, and still is. Beer may have also caused the switch from hunting and gathering to farming. After beer became more prominent as an important drink, many may have switched to farming, in order to farm grains. eer, with a lower alcohol content, was also very healthy (and often healthier then the contaminated water because it was boiled) which would sustain the farming lifestyle. After the first cities arose, beer became much more prevalent. The first forms of writing began to keep track of the amount of grains, textiles, and livestock and the world’s first recipe was the recipe of Beer. Later, beer began to be used as a form of currency. The workers who created the pyramids were even paid in beer. Lastly, bread and beer were symbols of good fortune and good luck. The Egyptians believed that the amount of bread and beer affected the afterlife. The term bread and bear was used to wish good fortune on to someone. This carried on today in the form of giving a toast before wishing someone good luck is very common.

Benefits For Children When Individual Needs Are Met

Benefits For Children When Individual Needs Are Met Rohan Dawson All Children are individual, having different interests and learning in different ways. As practitioners, we must recognise this and adapt so that children become happy and confident individuals who are willing to learn. Just as we all have our own unique fingerprint; we also have our own unique personality and needs. The ‘Development Matters in the Early Years Foundation Stage Document’ shows that although there is an expected development range, because all children are unique, expected development ages often overlap. The sequence of development shows that children will develop skills in a particular order learns to walk before they can jump, but because the rate of development is different in every child, some children will learn skills earlier than others. It’s impossible to say that by a certain age all children will meet certain criteria. We need to assess and understand each individual child. Factors affecting development may include:- Family background – children have different levels of interaction, opportunities and experiences. Illness – long stays in hospital may affect social skills. Disability – needing 1-1 support or special equipment to carry out certain activities. The ‘Phillipines Multigrade Teachers Handbook’ found on the Unicef.org website defines the need of children †¢Ã¢â‚¬ËœChildren are unique – no two are the same. They must be understood by their parents and teachers in their uniqueness and their individuality must be respected.’ From the planning we do, each child will benefit in their own way from these activities. Planning an activity where all children must take part at the same level will only deter children from learning – it may be too difficult for some or too easy for others and neither child will enjoy taking part. A three year old who doesn’t sit still will not learn if the game or activity is too long and they are expected to sit and listen for long periods of time. Instead, by getting to know the children and planning activities which are relevant, it will keep them engaged and help them to achieve their next steps. As well as planning activities, we need to think about how we communicate and guide them through the activity. By asking questions dependent upon their learning needs, the outcome is they have all participated in the game and made steps towards their learning journey. e.g a number activity – recognising and naming number 1-5 Some children will be able to name some numbers. Others may be able to match a number. Children in the same group who already have this knowledge could be asked â€Å"can you find the number 1 more than/less than?† The outcome is they are all taking part and have a sense of achievement, but at their own level. Activities become meaningful to each child and in turn they become successful and willing learners. Within Early Years, children learn through play. A variety of activities must be on offer. Some children are very confident holding a pencil and drawing detailed pictures. Others may draw a picture resembling a scribble in a small tray of sand using their finger but will be able to tell you what it is. Both activities are important to that particular child. These children have had their needs met by being able to scribe their imagination in different ways and will have a sense of achievement so they can move onto the next stage. Although practitioners can plan most of the activities within the environment, it is important to listen to the children. What are they interested in? Can this be the next topic for the Nursery or something to make that day? Whichever it is, by listening to their interests they will feel valued and will learn from both your interaction and by other children joining in the play. Treating children as unique individuals and building up positive, caring relationships not only helps them to become willing learners, but also confident people throughout their lives. They will feel that they are being listened to and will be willing to have a go at tasks that are initially challenging. They will become sociable and have positive relationships with their peers. Describe How the Principles of Anti-Discriminatory Practice can be Applied in Practice Before we can practice an anti-discriminatory environment, we must understand what ‘discrimination’ means. The Oxford Dictionary states:- Discrimination make or see a distinction as a basis for unfair treatment. Whatever our personal points of view are, we must ensure they are not practiced within the Nursery environment and we work towards all children feeling safe and secure . Article 31 of the ‘United Nations Convention on the Rights of the Child’ says All children have a right to relax, play and to join in a wide range of activities We must give all children the opportunity to be included in all activities whatever their race, religion, ability and gender. They should receive the support needed to reach their full potential, whether this is providing special equipment or receiving support to work towards the activity objective. In practice making all children feel welcome and valued can be done in a number of ways:- Greet all children coming into the environment in a warm and friendly manner. Use their names, making sure the pronunciation of their name is correct. Arrange the Nursery so that all areas are accessible to all the children. If a wheelchair is used, can the child manoeuvre themselves to access all the play and amenity areas? Respect allergy issues. When planning a baking/cooking activity, consider the ingredients being used to ensure those with allergies can still participate. Also think about practicalities at snack/lunch time. Arrange tables differently so that the risk of an allergic reaction occurring is minimalized. Make this the norm, even if the child is not there so that other children do not discriminate. Celebrate all cultural events, not just those of our own religion or religion of the school. Eg. Diwali or their own way of celebrating birthdays. These should not just be celebrated at the time the child is in Nursery but all the time. Parents coming into the practice are a good way to teach children about different religious events, bringing in costumes/food and talking about how they celebrate and what it means to them. Offering a wide range of toys and activities, encouraging both genders to participate. Don’t discriminate if a boy wants to dress in girls dressing up or a girl wants to play in what is primarily a boy’s activity area. All adults, whether staff or visitors should be good role models, behaving in a professional manner to all children. By carrying out all these practices, children and families from all walks of life will feel welcome, valued and respected, both inside the Nursery and within the school community. Children will build positive relationships. It will help to stamp out discrimination as children will learn to value and understand each other. Describe Why It Is Important to Plan Activities that meet the Individual Needs of Children As all children are unique, we must support each child to reach their learning goal. To do this we need to follow the ‘Observation, Planning, Assessment’ cycle. The first thing to do is plan activities to help us to assess the children. Having a general theme within the environment, with lots of activities around this theme helps us to understand where each child is now, in the different areas of development. Eg. The theme is ‘Humpty Dumpty’. The activities and their assessment outcomes might include:- Can they join in the rhyme? Or say the word at the end of each line? Colouring sheets – How do they hold the pencil and with how much control? Can they draw Humpty Dumpty on top of the wall? Cutting activities – cut around the brick or Humpty Dumpty to stick on the wall. Are they able to operate the scissors with good control? Can they build a wall using bricks? Can they name the shape of the bricks and Humpty. How many bricks did they use to build the wall? As well as having a planned theme to assess key areas, lots of play areas must be on offer eg. Water, sand, story and tinker table This helps us to observe the children in ‘free play.’ Which area do they spend a lot of time in? Do they move around Nursery independently or stay in one area? Do they play on their own or initiate play with others? How do they play with the toys? Because children are observed during free play, they do not know the assessment is taking place and do not worry about the outcome. By making observations in different ways we can assess their current knowledge, abilities and how they play. We can understand their stage of development in the different ‘Early Years areas.’ Personal, Social and Emotional Development Physical Development Communication and Language Literacy Mathematics Understanding the World Expressive Arts and Design Their ‘individual next steps’ can then be formed to help them develop new skills and achievements. As the cycle starts again, so does the planning. Activities can be planned, which can be adapted so they are relevant to each individual. Planning also ensures the right equipment is available so that all the children can take part. By playing with or leading an activity, we are helping the child to learn and meet their next stage of development. Continual observations and assessments are made, making sure they develop their learning and skills. Explain how the Practitioner can Promote Children’s Physical and Emotional Wellbeing within the Early Years Setting Within the early years setting, children need to feel safe and secure. For some, they may have not been away from Mum or Dad before and the initial experience can be traumatic. Parents also need to know that their child’s physical and emotional wellbeing is paramount to the practitioners. A number of strategies should be put in place:- Each child to have a key worker. The child will feel secure if they have a familiar adult they can play and communicate with. The Key worker will work 1-1 with the child introducing them to new activities and experiences, helping them to make choices, giving them encouragement and praise. A Keyworker is also important for the family, as this is often the first person they come into contact with and can share their child’s knowledge, interests and concerns. Helping children to understand their own feelings and those of others. Talking about why they are feeling how they are. Talking about the effect their own actions have on others. Giving space in the environment where children have the space to play with the toys and concentrate on activities. Be good role models to create a relaxed and happy atmosphere, where other children are also happy in their play. Encouraging children to take risks, which are appropriate for their age. With support children will try new experiences. Having rules and boundaries within Nursery. Children learn and feel safe when they understand that rules are in place and they understand the consequences if these are constantly not adhered to. Making sure all toys are safe and in good repair. Encourage physical play – playing outside, helping to tidy up, acting out nursery rhymes/songs. Eating healthily – Offering fruit and milk/water for snack. If we can take these things on board, each child will grow to feel safe and happy. ‘Supporting Every Child’ section of the ‘Every Child Matters’ Document states:- All children have the right to:- Stay Safe Be Healthy Enjoy and Achieve Make a positive contribution Achieve economic well being By treating each child as an individual, they not only become successful learners who want to work hard and achieve, but they will also be confident in their relationships, with adults and their own peers. Whatever role they take, they will feel valued and their full potential will have been reached.

Essay --

The Boer War has been the focus of a considerable body of fiction numbering over two hundred novels and at least fifty short stories in English, Afrikaans, French, German Dutch, Swedish and even Urdu if we count the translation of Rider Haggard's Jess in 1923. For the social and literary historian it provides over a hundred year record of the relationship between literature and history. The vast majority of novels and short stories about the Anglo-Boer conflict were published around the time of the war and reflect the values and attitudes to British imperialism. Some of the titles published then give a fairly accurate impression of the patriotic fervour which found its way into print: B. Ronan, The Passing of the Boer (1899); E. Ames, The Tremendous Twins, or How the Boers were Beaten (1900); C.D. Haskim, For the Queen in South Africa (1900); F. Russell, The Boer's Blunder (1900); H. Nisbet, For Right and England (1900) and The Empire Makers (1900). Among the more notable literary figures of the day who were closely associated with the events of the Anglo‑Boer conflict were Rudyard Kipling (1865‑1936); Winston Churchill (1874‑1965); H. Rider Haggard (1856‑1925); Sir Arthur Conan Doyle (1859‑1930); Sir Percy Fitzpatrick (1862‑1931); Edgar Wallace (1875‑1932); and John Buchan (1875‑1940)). Some of the most interesting names associated with satirising the Anglo‑Boer conflict include H.H. Munro (Saki) (Alice in Pall Mall, 1900); G.K. Chesterton (The Napoleon of Nottinghill, 1904), Hilaire Belloc (Mr Clutterbuck's Election, 1908) and Kipling: "Fables for the Staff", published in The Friend in 1900 in which he lampooned the incompetence of the British general staff. Douglas Blackburn's A Burgher Quixote (1903) is one of the most unde... ...any Boers from the Cape, and later the two republics, who joined the National Scouts and fought for the British, but there were many Cape Boers who joined the commandos. This aspect of the war produced some of its finest responses in fiction, for example Herman Charles Bosman's short stories "The Traitor's Wife" and "The Affair at Ysterspruit", and Louis C. Leipoldt's novel Stormwrack (1980). The question of divided loyalties is a large issue in Boer War fiction. Nor did the conflict end with the war. As late as 1980 a successful Australian film Breaker Morant was based on Kenneth Ross's play and Kit Denton's novel The Breaker (1973). The Boer War has continued to be a popular subject for escapist fiction. Whereas the writers at the height of the Empire were overwhelmingly British, with the decline of imperialism the field is now dominated by South African writers

Lyme Disease :: essays research papers fc

Although most people don't realize it, one of the most weakening diseases of the world can often be found crawling around in the shrubs and tall grasses of a person’s backyard .It does not mean that only dirty yards have this disease but it is found in every Americans backyard. The disease is called Lyme disease. Now I will be elaborating on the disease.   Ã‚  Ã‚  Ã‚  Ã‚  Every disease has a causative agent. This agent is a harmful bacterium that causes the disease. The causative agent for this disease is the bacteria Borrelia burgdoferi.   Ã‚  Ã‚  Ã‚  Ã‚  A disease is transmitted in one way or the other. Lyme disease is transmitted through a vector. The vector of the disease is an infected deer tick. The deer tick has to bite a person to spread the disease. When a deer tick bites a person (sucks blood), the Borrelia burgdoferi bacteria is transmitted into the persons body.   Ã‚  Ã‚  Ã‚  Ã‚  This disease has many symptoms. These symptoms are similar or same to many other illnesses. That is the reason why many doctors get confused when they were researching this disease. There are three stages of symptoms for the disease. In the first stage, the Erythema Migrans, a bull’s eye rash might appear on the bitten area. In the second stage, the Disseminated Lyme Disease, you may experience a fever, sore throat, fatigue, headache, stiff neck, muscle ache, and general malaise. In the third stage, the Chronic Lyme Disease, you may experience aching joints.   Ã‚  Ã‚  Ã‚  Ã‚  All diseases focus on an organ or parts of the body. Lyme disease focuses on the joints. This will cause joint damage and go on to Lyme Arthritis. The disease also focuses on the nerves. This can cause mental problems and go on to Tics. It also focuses on the heart. This will slow down a person’s heartbeat.   Ã‚  Ã‚  Ã‚  Ã‚  A person can prevent the disease. And, there are many ways to do this. One is to put on insect repellent with Deet. Another is to wear long sleeves and long pants. Also, tuck your pants in socks. And, wear a hat. Finally, stay away from wooded areas.   Ã‚  Ã‚  Ã‚  Ã‚  Every disease should have a treatment. Lyme disease has many treatments. Antibiotic drugs such as doxycline, amoxicillin, penicillin, and erythromycin are treatments for Lyme disease. There is a new vaccine for the disease. Its name is LYMErix TM.   Ã‚  Ã‚  Ã‚  Ã‚  Diseases lie in a large geographical content. Lyme disease is mostly found in the United States of America and Europe.

Conflict in The Child By Tiger Essay examples -- Child Tiger Conflict

Conflict in "The Child By Tiger" â€Å"The Child by Tiger† is narrated by a man who is remembering an event from his childhood. The story centers on Dick Prosser, who is a black hired hand for Mr. Shepperton. Dick is involved in several levels of conflict throughout the story.* These include intrapersonal conflicts, a conflict with society, and conflict with his environment.   Ã‚  Ã‚  Ã‚  Ã‚  The first conflict is very important in the scheme of the story, because it provides the necessary conditions for this kind of an event to take place. This is Dick's conflict with his environment. Although he is a free man, and seems to be very tolerant, Dick lives in a time and place where most people are less than friendly to black men, and do not see him as an equal. This becomes evident when the auto collision occurs, and the drunk man proceeds to assault Dick without cause, and without fear of retaliation. This is because he knows that a black man is powerless in the society of the time.   Ã‚  Ã‚  Ã‚  Ã‚  Society brings us to the second conflict, which is Prosser's conflict with society. One night, without warning, he begins a killing spree which spans the better part of a day, and spawns a fatal manhunt. His conflict with the society in general is characterized by his indiscriminate choice of victims. These victims range from a police officer to an innocent black man looking out his window, to several citizens who try to put an end to his madness. This conflict is stopped when the mob...

Employment Rights and Responsibilities Essay

1.1 Below is a list of the aspects of employment covered by law: Minimum wage Hours worked Discrimination Health and safety Holiday entitlements Redundancy and dismissal Training Disciplinary procedures Union rights and consultation Maternity leave Read more: List the aspects of employment covered by law essay 1.2 Below is a list of the main features of current employment legislation Employment Act 1996 Equalities and Discrimination laws Employment Act 2008 Health and safety legislation at work Act 1974 1.3 Why do legislation relating to employment exists? The reason employment law exist is to stop the exploitation of workers by their employers, and to ensure that the employees rights are being followed. If these law didn’t exists them employer would be took advantage of and may not be treated correctly and fairly. The laws cover all aspects that could arise, weither this involves age, gender, disability. The laws protect employees from unfair bosses. if there wasn’t laws then there would be no rules, and companies could do whatever they want. These legislation are also in place to support employers. 1.4 Below are sources and types of information and advice available in relation to employment responsibilities and rights: There are many places you can get information from these could include: †¢Web sites †¢Books †¢Colleagues †¢Manager †¢Information leaflets †¢Citizens Advice Bureau †¢unions 2.1 Describe the terms and conditions of own contract of employment My contract of employment covers Job Location, as regards to where I am based in my employment. A job description, which describes the duties and responsibilities of my role as a care assistant , Probationary period, this confirms length of probationary period which is 3 month then a full contract will be offered , it will include what is expected of me within that period and also what happens at the end of the probationary period. A description of how much I will be paid, any possible pay raises dependant on gaining certain qualifications. Payroll procedures, this describes how I will be paid, how often and when I will be paid, pay slip information, about the company’s rights to make deductions if over paid or if you left and owed holiday/money for training or CRB. It will also include information about Hours, this is information on hours I am expected to do and break entitlements. It will describe my holiday entitlement, how to book it and when the leave year commences and ends. It will also include information on length of notice needed to terminate employment by myself or company. It includes information on training states that I am required to attend mandatory training and about the possibilities of further training. Sickness arrangements, details the procedure to follow if I am ill and statutory sick pay entitlements. Confidentiality is included explain the need for  confidentiality due to sensitive nature of the business whilst working and after leaving. Data protection, informs of the need for the company to hold personal information on you. 2.2 Describe the information shown on our own pay statement There is a lot of information shown on your pay statement, the amount of wage before any deduction (gross wage) and also your wage after deductions, the amount of tax and national insurance you have paid, your pay statement will also include your national insurance number, your tax code, your pay rate and also any additional information regarding your pay for example sick pay, holiday pay and over time. 2.3 The procedure to follow in event of a grievance When you have a grievance, you should write to your employer giving them details of your grievance. Include in your letter how you would like your employer to resolve the problem. Date the letter and keep a copy for yourself. Your employer should arrange an initial meeting to discuss your grievance. The main purpose of the meeting should be to establish the facts and find a way to resolve the problem. You have a legal right to take a representative to the meeting with you. To exercise this right, you must make a request to your employer that someone comes with you. Your representative could be, a colleague, union official, or solicitor. After the meeting your employer should, without unreasonable delay, write to you with their decision. They should set out, where appropriate, what action they intend to take to resolve the grievance. 2.4 Identify the personal information that must be kept up to date with own employer There are several things that must be kept up to date with your employer these include: †¢ Name †¢ Address †¢ next of kin †¢ contact number †¢ Education and qualifications 1. List the types of information that are held on your personal record and say why you think they are needed Data an employer can keep about an employee includes: Name Address Date of birth Sex Education and qualifications Work experience National Insurance number Tax code Details of any known disability Emergency contact details They will also keep details about an employee such as: Employment history with the organisation Employment terms and conditions Any accidents connected with work Any training taken Any disciplinary action 2. Who should you inform if you are changing your personal details? You should always keep your employer informed of any changes in your personal details so that their records are up to date and correct, if you have a change in personal details you should inform your manager as soon as  possible so that they information they have for you is correct, this is very important in case of an emergency. 3. How should your records be stored and who has a right to see them? Your personal records should be stored safely and securely they should be locked away so that no one can read them, if they are stored on a computer the computer should be password protected. Only your employer and yourself have a right to see your personal records unless you give permission for other people to see them. 2.5 Explain agreed ways of working with employer The agreed ways of working are the codes and policies provided by the employer for the care worker to follow these will include legislation, codes of conducts and employer’s policies and procedures that all care workers should follow when working in a care home setting. It is the responsibility of the care workers to work within the policy guidelines provided and also to ensuring that they are working at the standard expected of them, it is a legal requirement to follow policies and procedures.

Giraffe Project Award Essay

Joseph Nicholas, 61, a former tribal council r and state preventative, and David Francis, 70, a former clam digger, woodchopper an d blueberry picker, went out of their way to help prevent a language who's already in a severe case e Of extinction. Joseph and David both provide acts out of caring. They are teaching the child en of Amine's Pusillanimous Indian Tribe how to learn a new language, which in t his case, is new to the children but very old to them. The language Pusillanimous is New Engle end's last living Indian language.They should teach this language to help preserve greater ext .NET of it's extinction. Joseph and David are willing to take on significant personal risk. Francis gather RSI words and phrases for a second edition Of the Pusillanimous dictionary. According g to him, if they â€Å"lose their language, they will lose their identity, its the last thing Indians have. † Joseph and David want Indian children to have and take pride in their own heritage.  "Our own kids had no sense of who we really were†. In general, culture and the languages we speak builds up our identity.A lot of people are, and would like to be even more proud of who the y are and where hey come from. Thanks to Joseph and David willing to take on significant per sonar risk, these Indian kids in that tribe will have something to take pride in, which was theirs from the beginning. The two also rock the boat to make thing better, and not more exciting. They are fighting back with special bilingual booklets, instructional videotapes, and classes. â€Å"Mind mans are always the lazy, bad guys in the history books,† says Nicholas. Being stereotyped is De finitely not something to be proud of.In general, nobody would want their race being poor rayed in a bad way, especially broadcasted in public or written in books. So, they're changing peoples minds by not only teaching the language, but by rocking the boat a little by taking that e extra step of fighting with public broadcastings that make their heritage look bad. David and Joseph are only working, teaching the children of Main?s Passim quoted Indian tribe currently. But, at the same time, they are also gathering terms for a second edition of the Pusillanimous dictionary. Believe that they are doing the best they can to preserve this old language, one step at a time.Candidates Joseph Nicholas and David Francis should definitely win the Giraffe e Award. They've proven themselves to go above and beyond of just helping preserve a n extinct language. They have acts out of caring by teaching and Indian Tribe a new Ian gauge, rocked the boat to make thing better by fighting with broadcasted negativity towards thee r heritage, and they took significant personal risk by by gathering words and phrases in trying to make a second edition of the Pusillanimous dictionary. Without fail, they've stolen my vote fairly.

Jacksonian Democrats Essay

Jacksonian Democrats are often viewed as prompting political democracy, equal opportunity, and personal liberty. Based on your knowledge of the 1820s, to what extent do you agree with this view? When Jackson took office in 1829 he led, with pride, a new band of politicians. These politicians, the Jacksonian Democrats, had not been born into aristocracy, but instead, had worked and earned their own positions. Jacksonian Democrats are often viewed as prompting political democracy, equal opportunity, and personal liberty, while in fact, these seeds had already been planted in Americans, and the Jacksonian Democrats had only just come to power when they were in full bloom. These ideas actually originated during the 1820s as new states emerged and new state constitutions were written, thus expanding suffrage, opportunity, and hope. Between 1816 and 1821 six new states had been added to the union, five of which were to the west. In order for these new states to be able to distinguish themselves they needed people to populate them, therefore increasing their value. In order to encourage this necessary migration the new states wove new privileges into their constitutions, expanding suffrage and opportunities for the common white man. In these new constitutions there were no limits of property owning upon voting. Eastern states were then pressured to follow suit. They needed their residents to stay as much as the new states needed them to leave. Gradually they changed to allow for the same freedoms as the West, and most white men were given suffrage. Trodding hand in hand with suffrage was the right to hold office. Prior to 1820 only rich aristocrats, owning a considerable amount of land, were permitted to do so. Again, the new states introduced a new concept, this time that every voter has the ability to run for a political office. The older states were forced to debate these new issues and some were reluctant to change. In Massachusetts’ constitutional convention of 1820, Daniel Webster opposed the idea of lifting property requirements. The result of the convention was that all voters were made taxpayers and were allowed to hold office except for that of governor. That position still required considerable land owning. With these new privileges, there was a lot more  that the common white male could work towards, giving him new inspiration and confidence. As people slowly began taking advantage of their new privileges their views and ideas were compiled with the more traditional. In New York, two parties emerged when Martin Van Buren went against the governor and led a small faction to write a new constitution. Though they were suppressed, their point got across and a new message came from their struggle. It was realized that parties were not the evil establishments they had originally thought them to be. Parties would enable the government to become more democratic. Politicians, with the competition of opposing parties, would be always mindful of the wishes of the people. They would keep each other checked, just as the branches of federal government did. Jackson did not create these new forms of democracy. They had been set into motion ten years before he ran for office. He was credited with their effects, though, because it was not until the 1830s that these ideas really caught on and expanded. Though the bulk of the movements occurred while Jackson was president, he did very little to encourage them, because they needed little encouragement. The Americans, in their never-ending quest for freedom and democracy had stumbled upon these expansions all on their own. This had been the pattern prior to, and would prove to be the pattern henceforth of American society.

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