Essay --

â€Å"Ilmu pengetahuan tanpa nilai-nilai yang mulia belum tentu dapat melahirkan masyarakat yang baik dan berjaya. Nilai-nilai yang mulia tanpa ilmu pengetahuan juga tidak akan melahirkan masyarakat yang berjaya†. Begitulah ungkapan kata-kata bestari oleh mantan Perdana Menteri kita, Tun Dr. Mahathir bin Mohamad, Bapa Pemodenan Negara yang merupakan salah satu daripada pencetus kegemilangan dunia pendidikan negara. Selamat pagi dan Salam 1 Malaysia saya ucapkan kepada: Pengerusi Majlis, Yang Amat Berhormat Datuk Johan Ashaari bin Murti, Menteri Pendidikan merangkap Timbalan Perdana Menteri. Yang Berhormat Datuk Romario Ansam anak Rungah, Timbalan Menteri Pendidikan. Yang Amat Berhormat Pehin Sri Maher Zain, Ketua Menteri. Yang Berhormat Freddy Jabu anak Jugah, Timbalan Ketua Menteri. Yang Berhormat Datuk Halimah, Menteri Tugas-tugas Khas Dalam Negeri berkaitan Pendidikan. Yang Berhormat Datuk-datuk dan Datin-datin. Yang Berbahagia Datuk Ariffin Faiq, Ketua Pengarah Pendidikan. Yang Berbahagia Datuk Sabri bin Rahmat, Rektor IPGM. Yang Dihormati Encik Hafiz Azman, Pengarah Pendidikan Negeri. Yang Berusaha Puan Saftuyah binti Safri, Pengarah Institut Pendidikan Guru Tunku Abdul Rahman. Pengarah-pengarah IPGK dan Wakil-wakil Pengarah IPGK. Yang Berusaha Encik Amir bin Jamal, Timbalan Pengarah Institut Pendidikan Guru Tunku Abdul Rahman. Ketua-ketua Jabatan Persekutuan dan Negeri. Ketua-ketua Jabatan dan Ketua-ketua Unit Institut Pendidikan Guru Tunku Abdul Rahman. Pensyarah-pensyarah Kanan. Para Pensyarah. Staf-staf Sokongan. Para Graduan. Para Ibu Bapa. Tuan-tuan dan Puan-puan dekat di hati. Tegak rumah kerana tiangnya, tegak bumi kerana paksinya, tegaknya saya di sini adalah untuk menyampaikan sebuah pidato yang bertajuk â€Å"Kecemerla... ...unyai muhasabah diri, mereka mampu mencipta nama dan berjaya di peringkat global. Tuan-tuan dan puan-puan yang dihormati sekalian, Sedarkah anda bahawa percubaan dan uji kaji ribuan kali telah dilakukan oleh Thomas Adison untuk mencipta lampu yang dapat kita nikmati faedahnya sehingga ke hari ini? Tahukah anda bahawa Colonel Sandera telah bersusah payah siang dan malam untuk mencipta resepi rahsia KFC nya sehingga semua kita yang pada hari ini menjamahnya sehingga menjilat jari? Sikap sebeginilah yang wajar diambilkan sebagai contoh dan panduan sekiranya kita ingin betul-betul cemerlang dalam akademik bahkan kehidupan kita seharian. Antara rahsia kejayaan orang-orang yang hebat ini ialah kepatuhan kepada disiplin. Lihatlah wahai dunia bahawa orang-orang yang berdisiplin ini yang akan menggoncang dunia! Bak kata pepatah, â€Å"siapa yang menuai, dia akan dapat hasilnya†.

Logical Positivism Essay

Also known as logical empiricism, rational empiricism or neo-positivism, logical positivism is the name given in 1931 by A.E Blumberg and Herbert Feigl to a set of philosophical ideas put forward by the Vienna Circle. This Vienna Circle was a group of early twentieth century philosophers who sought to re-conceptualize empiricism by means of their interpretation of then recent advances in the physical and formal sciences. Hence, the Vienna Circle represented a radical â€Å"anti-metaphysical† stance which held the view that an empiricist criterion for meaning and a logicist conception of mathematics could prove the meaningfulness of statements (Stanford Encyclopaedia of Philosophy). Logical positivism is the school of thought that attempts to introduce the methodology and precision of mathematics and the natural science into the field of philosophy. The movement, which began in the early twentieth century, was the fountainhead of the modern trend that considers philosophy an analytical, rather than a speculative inquiry (Passmore). As a school of philosophy, logical positivism â€Å"combines positivism with a version of apriorism , that is, the view that holds that some propositions can be held true without empirical support† (Wikipedia Encyclopaedia). According to the Oxford Companion to Philosophy, the movement’s doctrine is ‘centred on the principle of verifiability. This holds the notion that individual sentences gain their meaning by some specification of the actual steps we take for determining their truth or falsity’. In essence, logical positivism seeks to verify the meaning in statements through empirical observations. Historical Background of Logical Positivism The position of the original logical positivists was a blend of the positivism of Ernst Mach with the logical concepts of Gottleb Frege and Bertrand Russell. But, their inspiration was derived from the writings of Ludwig Wittgenstein and G.E Moore. According to Passmore, in his article â€Å"Logical Positivism†, the logical positivists thought of themselves as continuing a nineteenth century Viennese empirical tradition, closely linked with British empiricism and culminating in the anti-metaphysical scientifically oriented teaching of Ernst Mach. He further pointed out that in 1907 the mathematician Hans Hahn, the economist and sociologist Otto Neurath and the physicist Phillip Frank, all of whom were later to be prominent members of the Vienna Circle, came together as an informal group to discuss the philosophy of science. In addition, Passmore posited that they did this in hope that they could ‘give an account of science to the importance of mathematics, logic and theoretical physics without abandoning Mach’s general doctrine that science is, fundamentally, the description of experience’ (par. 2). Subsequently, they adopted views from the â€Å"new positivism† of Poincare and coupled it with Mach’s views in an attempt to anticipate the main themes in logical positivism (par. 2). Logical Positivists view of Traditional Philosophy The philosophical position of logical positivism in its original form was the outcome of the profoundly incisive influences of Wittgenstein and Moore (Runes 359). Logical positivists were concerned about the soundness of metaphysics and other traditional philosophy. They asserted that many philosophical problems were indeed meaningless. Hence, they decided to abandon the traditional approach to philosophy and attempted to persuade people to utilise their approach instead. One of the chief tenets of logical positivism was that the supposed propositions of metaphysics, ethics and epistemology were not verifiable and so were not strictly ‘meaningful’.[1] Furthermore, Carnap, of the Vienna Circle, corroborated this view in his work â€Å"The Unity of Science†, when he stated that ‘we give no answer to philosophical questions and instead reject all philosophical questions, whether Metaphysics, Ethics or Epistemology’ (qtd. in the Stanford Encyclopedia of P hilosophy). Therefore, the purpose of the logical positivists was not to renovate the principles of traditional philosophy but to destroy them. Metaphysics was rejected on the grounds that its assertions were meaningless since they could not be verified in experience. Thus, statements about the existence of God were discarded as pointless because they could not be verified. Notably, whereas earlier critics of metaphysics such as Kant and Hume had rejected the claims of metaphysics as a form of theoretical knowledge, the logical positivists took over from Wittgenstein’s â€Å"Tractatus† the rejection of metaphysics as meaningless. Furthermore, the logical positivists argued that the propositions of metaphysics were neither true nor false but could be regarded as pseudo-statements (Logical Positivism 61). Metaphysics was not the only traditional discipline that the logical positivists were concerned about. Likewise, epistemology faced harsh criticisms from them. On one hand, the neo-Kantians saw epistemology as ‘the propaedeutic to metaphysics and all other philosophical disciplines’ (Oxford Companion to Philosophy 647). They maintained that philosophy could be reduced to epistemology in which a topic like â€Å"the reality of the external world† was discussed. On the other hand, for the logical positivists, epistemology was disregarded as a significant branch of philosophy because they thought that there was no way of verifying the assertions postulated by epistemology. They argued that this branch of philosophy was â€Å"quite meaningless like assertions about the Absolute.†[2] They held this position because for them there was no way of empirically verifying that an external world exists which is independent of the world we know now, as such those statements were ignored. Another tenet of traditional philosophy that the logical positivists disagreed with was ethics. Certainly, they all rejected any variety of transcendental ethics and any attempt to set up a â€Å"realm of values† over and above the world of experience. Passmore stated that, Assertions about values thus conceived, fall within the general province of transcendental metaphysics and had therefore been rejected as nonsensical. But while Schlick sought to free ethics from its metaphysical elements by converting it into a naturalistic theory along quasi-utilitarian lines, Carnap and Ayer argued that what are ordinarily taken to be ethical assertions are not assertions at all. For example to say that â€Å"stealing is wrong,† is neither, they suggested, to make an empirical statement about stealing nor to relate stealing to some transcendental realm. â€Å"Stealing is wrong† would either express our feelings about stealing, our feelings of disapproval, or, alternatively (this was where the logical positivist opinions differed), it is an attempt to dissuade others from stealing. In either case, â€Å"stealing is wrong† conveys no information. (par. 17) In addition to the above mentioned concepts, logical positivists also posited the idea that propositions of logic and mathematics were meaningful but their truth was discovered, not by experiment or observation, but by analysis. Also, for logical positivism the ‘business’ of philosophy was not to engage in metaphysics or other attempted assertions about what is the case but rather to engage in analysis. Furthermore, the only genuine propositions were those that are verifiable (Brown et al 218). Basically, the logical positivists’ emphasis was on logic and language. Logical positivists preferred that, instead of accepting traditional philosophy, philosophers should subscribe to the doctrine of verification. Doctrine of Verification Central to the movement’s doctrines was the principle of verifiability, often called the verification principle that is â€Å"the notion that individual sentences gain their meaning by some specification of the actual steps we take for determining their truth or falsity†.[3] According to logical positivism, there are only two sources of knowledge: logical reasoning and empirical experience. The former is analytic a priori, while the latter is synthetic a posteriori; hence synthetic a priori knowledge does not exist (Murzi 7). For logical positivists, the meaning of a statement lies in the method of its verification. This means that a statement has meaning if, and only if, it is verifiable† (Bochenski, 57). Verifiable, in this sense, means that the statement is derived from knowing the conditions under which it is true or false. If the statement cannot be proven true or false it is disregarded as meaningless. Carnap emphasized in â€Å"Logical Positivism† that only meaningful sentences were divisible into (theoretically) fruitful and sterile, true and false propositions (61). In essence, a sequence of words is meaningless if it does not, within a specified language, constitute a statement. Ayer also defined, explained, and argued for the verification principle of logical positivism. Ayer expressed, in his book Logical Positivism, the view that â€Å"sentences (statements or propositions) are meaningful if they can be assessed either by an appeal directly or indirectly to some fundamental form of sense-experience or by an appeal to the meaning of a word and the grammatical structure that constitute them. In the former case, sentences are said to be synthetically true or false; in the latter, analytically true or false.† Once the sentences under examination fail to meet the verifiability test, they are labelled meaningless. Therefore statements about metaphysical, religious, aesthetic, and ethical claims are considered insignificant. For the logical positivists, based on the verification principle, an ethical claim would have meaning only in so far as it professed something empirical. For example, â€Å"if part of what is meant by ‘X is good’ is roughly ‘I like it,’ then ‘X is good’ is false.† The primary ‘meaning’ of such sentences is emotive or evocative. Thus, for Ayer, ‘X is good’ is a meaningless utterance. As such statements are not verified by looking at the entire words in a sentence but by minutely analyzing the words singularly in a sentence to determine there meaning. Likewise, for Carnap, words or sentences must be verified by certain criterion, for instance, the syntax of a word must be fixed, that is in each use of the word in what Carnap calls an ‘elementary sentence’ the meaning must be unchanging. Secondly, for an elementary sentence containing a word, it must be determined from what sentence is the word deducible, and what sentences are deducible from the word. Also, under what conditions should the word or sentence be considered to be true or false, how is it to be verified and what is its meaning? For instance, take this example by Carnap using the word ‘anthropods’. Anthropods are animals with segmented bodies and jointed legs (this is the elementary sentence) from this it can de deduced that X is an animal, X has a segmented body, X has jointed legs. Hence, â€Å"by means of these stipulations about deducibility or truth- condition, about the method of its meaning of the elementary sentence about anthropod, the meaning of the word is fixed.† In this way every word of the language is reduced to other words and finally to the words which occur in the so-called â€Å"observation sentences† or â€Å"protocol sentences.† Carnap claims that it is through this reduction the word acquires meaning. (Logical Positivism 62-63). Problems with Logical Positivism In the Contemporary European Philosophy, Bochenski claimed that the doctrine used by logical positivists to verify sentences involved great difficulties of various kinds. For instance, a one protocol-sentence can be called into question and tested by another protocol-sentence, such as; the sanity of a physicist can be called into question and examined by the psychiatrist (58). The question has been asked of the logical positivist as to the basis of the protocol sentence, but they replied by stating that the object of experience can only be sensations. Questions of reality are ‘pseudo-problems,’ because we can never encounter anything but sensations and we can never verify the existence of things that are other than our sensations (59). Bochenski also commented that since verifications are made by the senses, â€Å"no statement can be verified other than those relating to the body and its movements; all statements of introspective psychology and classical philosophy are unverifiable, therefore meaningless.†[4] It follows that the only meaningful language is that of physics, and that all science should be unified. One condition remains to be fulfilled according to Bochenski and that is, for a statement to have meaning: it must be built in accordance with the syntactical rules of language. Therefore, it is meaningful to say, â€Å"the horse eats† but â€Å"the eat eats† has no meaning. Also statements that you and I know such as, ‘I love you Mummy’ or ‘I am feeling really sad today’ would have no meaning because they cannot be empirically verified. How then would we express our sensations? There is therefore no guarantee that things verified will remain verified; for example, it was commonly known that the world was flat and that if you go to the end you will fall off, this was how it was known to be until it was rediscovered by Columbus and his men that the world was round. Another problem outlined by Passmore is that, because â€Å"the meaning of a proposition is the method of its verification,† it is not a scientific proposition. Positivists responded to this by claiming that it should not be read as a statement but as a proposal, that is, a recommendation that propositions should not be accepted as meaningless unless they are verifiable. In response to Passmore’s statement, Carnap suggested that the verifiability principle is a clarification which will distinguish forms of activity which are otherwise likely to be confused with one another; metaphysicians will thus be able to tell what propositions are meaningless (Logical Positivism). Impact on Subsequent Philosophy Passmore wrote that logical positivism is dead, or as dead as a philosophical movement ever becomes; but it has left a legacy behind. Logical positivism was essential to the development of early analytic philosophy. It was disseminated throughout the European continent and, later, in American universities by the members of the Vienna Circle. According to the Routeledge Encyclopedia of Philosophy, this transplanted to the English – speaking world of ‘analytic’ philosophy. Originally, it set up a series of sharp contrasts: between metaphysics and science, logical and factual truths, the verifiable and the non-verifiable, the corrigible and the incorrigible, what can be shown and what can be said, facts and theories. Logical positivism tremendously influenced the philosophy of science and the application of logic (language) and mathematical techniques to philosophical problems more generally. Logical positivism therefore has an established place in the history and continuing development of philosophy. At least three reasons can be given for this. One is purely historical, regarding the considerable impact and influence of the movement in its glory days. A second lies in the intrinsic interest of its ideas. The third lies in the fact that even if no one today would call themselves a logical positivist some of its main positions, such as verification and emotivism in Ethics, are specification of the actual steps we take for determining their truth or falsity (Hanfling). Also, logical positivism was immensely influential in the philosophy of language. The philosophy of language for the logical positivists is concerned with four central problems: the nature of meaning, language use, language cognition, and the relationship between language and reality. Also, it was used in conjunction with logic (Wikipedia Encyclopedia par 1). The spread of logical positivism in the USA occurred throughout the 1930s. The pragmatic tradition of Pierce, James and Dewey, with its instrumentalist conception of science, provided a healthy stock on which to graft logical empiricism, which, particularly in Carnap’s work, already had a pragmatist bent (Hackers 183). The rise of logical positivism was evident in the European continent. The English philosopher Alfred Jules Ayer played an important role in spreading logical positivism. In his book, Language, Truth and Logic, Ayer completely accepted both the Verifiability Principle and the distinction between analytic and synthetic statements, and so he asserted that metaphysical sentences were meaningless. Furthermore, a direct influence was exerted by Waismann and Neurath who immigrated to England. According to Murzi, in his work â€Å"The Philosophy of Logical Positivism†, in the twentieth century, logical positivism has provided a platform for Italian philosophy, Polish philosophy and Scandinavian philosophy (19). The influence of logical positivism began to diminish around 1960 with the rise of â€Å"pragmatic form of naturalism due to Quine and a historical-sociological approach to philosophy of science due mainly to Thomas Kuhn.† Nevertheless, it must be noted that logical positivism played a very important role in the development of contemporary philosophy, not only for its philosophical principles, but also for its editorial and organizational activities. The efforts of the logical positivists to rid science and meaningful discourse generally, of metaphysics, their attempt to create a ‘unified science’ by laying bare the logical structure of scientific theories and thereby showing the structural similarities, their insistence on logic and empiricism as being the only two reliable and acceptable pillars of knowledge—all these contributed towards a scientific universalism.[5] Logical positivism is studied by many modern day students of philosophy and authors; philosophers well as have written about it thus testifying to its continued existence, if not its practice. Notwithstanding the above mentioned, it is necessary to note that while logical positivism may have laid a platform for other philosophies, its approach seek to have dismissed the traditional philosophies. Now, if one should pursue logical positivism seriously, then as postulated before, certain feelings would become empty. As Coppleston noted, the growth of logical positivism has helped to produce a mental outlook which was unfavourable to metaphysics and to religion (32). Logical positivism is synonymous to an amoral type philosophy and with those tendencies entrenched in our society a chaotic environment would be established. Personally, looking at its attempt to rid itself of things that can not be proven, in every case it has destroyed too much even where philosophers found it difficult to continue writing. Magee in his book, Confession of a Philosopher: A Personal Journey Through Western Philosophy from Plato to Popper, professed to this. For him, â€Å"there was a period in which several of the cleverest philosophers became reluctant to say anything at all, because almost nothing that might be deemed to be worth saying was, unless it was factually provable, permissible.† In conclusion, logical positivism, then, is an approach to verifying the meaning of statements through empirical observation. It is a philosophic tradition that attempted to use science and logic to determine the truth or falsity of statements, and to disprove the meaningfulness of metaphysical, ethical and epistemological ideas as we know them to be meaningful. Like any other school of thoughts in philosophy it has come up against criticisms, however it did make contributions to philosophy and philosophical thinking as we know it today whether it is by being studied, opposed, or supported by philosophers. Works Cited Ayer, A.J. ed .Logical Positivism. New York: Free Press Co-operation, 1959. Bochenski, I.M. Contemporary European Philosophy. London: Cambridge University, 1956. Brown Stuart et al. One Hundred Twentieth Century Philosophers. London: Routledge Publishing Ltd. 1999. Hackers, PMS. Wittgenstein’s Place in Twentieth Century Analytic Philosophy. London: Blackwell Publishers, 1996. Hanfling, Oswald. Logical Positivism. Oxford: B. Blackwell, 1981. Honderich, Ted, ed. The Oxford Companion to Philosophy. Oxford: Oxford UP, 2005. â€Å"Logical Positivism.† Concise Routeledge Encyclopedia of Philosophy. 2000. . â€Å"Logical Positivism.† Wikipedia Encyclopedia. 5 Nov. 2006 Retrieved 18 Oct. 2007. http://en.wikipedia.org/wiki/Logical_positivism Magee, Bryan. Confession of a Philosopher: A Personal Journey through Western Philosophy from Plato to Popper. New York: Random House Inc. 1997. Murzi, Mauro. The Philosophy of Logical Positivism†. Online posting. 18 Oct. 2007. http://www.murzim.net/LP/LP00.html Passmore, J. â€Å"Logical Positivism.† The Encyclopedia of Philosophy. 26 Oct. 2004 Retrieved 24 Oct. 2007. http://www.comnet.ca/~pballan/logicalpos(passmore).htm Runes, Dagobert. Living Schools of Philosophy: Twentieth Century Philosophy. Iowa: Littlefield, Adams and Co. 1958. Shah, Mohd Hazim. â€Å"Logical Positivism, Scientism, Universalism and Globalization.† Online posting. 11 Jun. 2002. 24 Oct. 2007. http://sts.um.edu.my/E-Library/Lecture%20Notes/SFGS6111/LP2.pdf â€Å"Vienna Circle.† Stanford Encyclopedia of Philosophy. 28 Jun. 2006 Retrieved 18 Oct. 2007 http://plato.stanford.edu/entries/vienna-circle/ ———————– [1] Honderich, Ted, ed. The Oxford Companion to Philosophy. Oxford: Oxford UP, 2005. [2] Passmore, J. â€Å"Logical Positivism.† The Encyclopedia of Philosophy. 26 Oct. 2004 Retrieved 24 Oct. 2007. http://www.comnet.ca/~pballan/logicalpos(passmore).htm [3] Honderich, Ted, ed. The Oxford Companion to Philosophy. Oxford: Oxford UP, 2005. [4] Bochenski, I.M. Contemporary European Philosophy. London: Cambridge University, 1956. [5] Shah, Mohd Hazim. â€Å"Logical Positvism, Scientism, Universalism and Globalisation.† Online posting. 11 Jun. 2002. 24 Oct. 2007.

Female Influence in Greek Mythology Essay examples

The ability of women to influence the course of events in Iliad and Odyssey Women have always been an important part of human history since it began. The Greek Myths also show how women, though not as powerful as men, have been able to cause great changes to the course of events. The Trojan of war is one glorified example of it where because of one woman thousands of soldiers died. I would like to talk about such women from the readings that we have done in this course. I shall be talking about Helen of Troy, Kalypso, Circe, Nausicaa and Penelope to show how mortals and immortals have powers of sort but are still inferior to men. We shall talk about the characters from the epic poems Iliad and Odyssey, so I shall give a brief background†¦show more content†¦She was able to empower men with her beauty and that is why she is such a powerful character. She was also able to runaway with another man and this in Homeric time was unacceptable but she still does it. Kalypso was the daughter of Atlas and she was a seam nymph in Greek mythology. She, with her powers, empowers Odysseus and enslaves him as she wanted him to marry her. She was able to do so even though Odysseus was much powerful than her. Odysseus loved his wife too much and wanted to go back to her but was not able to do so. Until Athena asks Zeus to free him from the island and let him get back to his beloved wife Penelope. Kalypso only lets Odysseus go when Hermes, messenger of Gods, comes down on Zeus request and tells Kalypso to release him. He finally goes back to his wife after seven years of imprisonment. This shows us that though Kalypso was not a goddess nor as powerful as Odysseus, she was still able to hold him back for seven years. It is also surprising that she was able to confess her love and her desire to have Odysseus for herself. It is also interesting to see that Kalypso is obedient enough to honor Zeus’ wish without creating any troubles for Hermes. Circe is another character of The Odyssey. She lived in forest and was a witch. She was the daughter of the Sun God Helios. Through her powers she turned Odyssey’s crew into pigs. Odyssey with the help of Hermes advice of using the holy herb moly to protect him from Circe’s curse was ableShow MoreRelatedGreek And Roman Painting And Floor Mosaic Essay1228 Words   |  5 PagesAs a student in ARH 270: Introduction to Ancient Art in Greek and Roman Mural Painting and Floor Mosaic, I have developed a greater understanding of art in the ancient Mediterranean world, in regards to ancient Rome and Greece. For the Fall 2016 semester, some of the knowledge that I have gained includes being able to visually analyze a work of art in its historical context. 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Hercules’ home and birthing place is in Thebes, Greece. Thebes is a city in central Greece. It plays as an important setting in many Greek myths, such as the stories of Cadmus, Oedipus, Dionysus and many other important roles in Greek Mythology. The demigod, Hercules

Why Is the Statue of Liberty Green

The Statue of Liberty is a famous landmark with an iconic blue-green color. However, it wasnt always green. When the Statue was unveiled in 1886, it was a shiny brown color, like a penny. By 1906, the color had changed to green. The reason the Statue of Liberty changed colors is that the outer surface is covered with hundreds of thin copper sheets. Copper reacts with the air to form a patina or verdigris. The verdigris layer protects the underlying metal from corrosion and degradation, which is why copper, brass, and bronze sculptures are so durable. Chemical Reactions That Make the Statue of Liberty Green Most people know copper reacts with air to form verdigris, but the Statue of Liberty is its own special color because of its unique environmental conditions. Its not a simple single reaction between copper and oxygen to produce a green oxide as you might think. The copper oxide continues to react to make copper carbonates, copper sulfide, and copper sulfate. There are three main compounds that form the blue-green patina:   Cu4SO4(OH)6 (green)Cu2CO3(OH)2 (green)Cu3(CO3)2(OH)2 (blue) Heres what happens: Initially, copper reacts with oxygen from the air in an oxidation-reduction or redox reaction. Copper donates electrons to oxygen, which oxidizes the copper and reduces the oxygen: 2Cu O2 → Cu2O (pink or red) Then the copper(I) oxide continues to react with oxygen to form copper oxide (CuO): 2Cu2O O2 → 4CuO (black) At the time the Statue of Liberty was built, the air contained a lot of sulfur from air pollution produced by burning coal: Cu S → 4CuS (black) The CuS reacts with carbon dioxide (CO2) from the air and hydroxide ions (OH-) from water vapor to form three compounds: 2CuO CO2 H2O → Cu2CO3(OH)2 (green)3CuO 2CO2 H2O → Cu3(CO3)2(OH)2 (blue)4CuO SO3 3H2O → Cu4SO4(OH)6 (green) The speed at which the patina develops (20 years, in the case of the Statue of Liberty) and color depends on the humidity and air pollution, not just the presence of oxygen and carbon dioxide. Patina develops and evolves over time. Nearly all the copper in the Statue is still the original metal, so the verdigris has been developing for over 130 years. Simple Patina Experiment With Pennies You can simulate the patination of the Statue of Liberty. You dont even need to wait 20 years to see results. You will need: copper pennies (or any copper, brass, or bronze metal)vinegar (dilute acetic acid)salt (sodium chloride) Mix together about a teaspoon of salt and 50 milliliters of vinegar in a small bowl. The exact measurements arent important.Dip half of the coin or another copper-based object into the mixture. Observe the results. If the coin was dull, the half you dipped should now be shiny.Place the coin in the liquid and let it sit for 5-10 minutes. It should be very shiny. Why? The acetic acid from the vinegar and sodium chloride (salt) reacted to form sodium acetate and hydrogen chloride (hydrochloric acid). The acid removed the existing oxide layer. This is how the Statue may have appeared when it was new.Yet, chemical reactions are still happening. Dont rinse off the salt and vinegar coin. Let it dry naturally and observe it the next day. Do you see the green patina forming? The oxygen and water vapor in the air are reacting with the copper to form verdigris. Note: A similar set of chemical reactions causes copper, brass, and bronze jewelry to turn your skin green or black! Painting the Statue of Liberty? When the Statue first turned green, people in authority decided it should be painted. The New York newspapers printed stories about the project in 1906, leading to a public outcry. A Times reporter interviewed a copper and bronze manufacturer, asking whether he thought the statue should be repainted. The companys vice president said that  painting was unnecessary since the patina protects the metal and that such an act might be considered vandalism. Although painting the Statue of Liberty has been suggested several times over the years, it has not been done. However, the torch, which was originally copper, corroded after a renovation to install windows. In the 1980s, the original torch was cut away and replaced with one coated with gold leaf.

The Baroque Period - 1085 Words

Artists and Artworks from the Baroque Period Nathan Hale American Intercontinental University Abstract The author of this paper examines three works of art from three different artists from the Baroque Period. He compares the different works of art and discusses similarities, differences, and the techniques that were used. The Baroque period ran from 1600 to 1770, Artist of that time used different techniques that were used during the renaissance period to bring drama to art. An immense amount of art in that period shows fantastic energy and emotion. These pieces of art that were designed and created during the Baroque period brought out emotion in the onlookers of the†¦show more content†¦The color of the sculpture is of skin tone, but the way Bernini sculpted the lines created shadowing in his skin. You can tell the strength of David by all the carved out muscles that are all over his body. Peter Paul Rubens a renowned humanist and diplomat in his time. Was the most influential baroque painters in northern Europe. He studied works of Michelangelo. When he returned up north he was very sought after and opened a large studio with much assistance. He was known for the beauty he painted when painting nudes, but there was a propensity for everything in his painting to have a sense of sensuality, his freedom with the brush influenced many painters. The rising of the cross 1610 to 1611 which was painted oil on panel. He painted this piece of art for an important Roman Catholic cathedral in his homeland. He paints the elevation of the cross after returning to Flanders from Italy. The main panel illustrates muscle men attempting to lift the cross, and the unbearable weight of Christ of the cross. This piece of art is jumping out on the onlooker it simply is amazing leading to the picture of Christ . The visual vitality makes this piece a baroque piece of art. The center of this beautiful painting is filled with drama and power. 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Advances were beingRead M oreThe Baroque Period in Europe509 Words   |  2 PagesThe Baroque period was around 1600’s in Rome, Italy and then spread to most of Europe. There were three different periods of Baroque early in 1590 to 1625, high 1625 to 1660 and late 1660 to 1725. The style of art during this period focused on clear detail; produce drama and tension in paintings, sculptures and architecture. Unlike some eras of art, the Roman Catholic Church encouraged the Baroque style. The church wanted the arts to communicate religious themes in direct emotional involvement. TheRead MoreFairnelli Characteristics Of The Baroque Period1292 Words   |  6 Pages When thinking about the Baroque period, people tend to only associate it with instrumentalists and composers such as Johann Sebastian Bach, George Fredrich Handel and Antonio Vivaldi. However, in addition to such instrumentalist and composers, there are some great vocalists who represent the Baroque period but are not widely recognized today. C arlo Maria Michelangelo Nicola Broschi, who is better know by his stage name, Farinelli, is an Italian vocalist of the 18th century and one of the remarkableRead MoreThe And Powerful During The Baroque Period843 Words   |  4 Pagesrich and powerful during the Baroque period. It is called age of absolutism because of the high power of the aristocracy. They use luxury entertainments to show their power. On the other hand, the religious institutions, which is divided into Catholic and Protestant, also compete their power with their baroque style in churches. And the middle-class also distribute the development of Baroque style as well. And because its ability of influence the development of baroque style, a style that representRead MoreThe Renaissance, Baroque, And Rococo Periods1139 Words   |  5 PagesAbstract This essay looks at the time in history beginning in the 1400’s to the mid-1700’s which we identify in art history as The Renaissance, Baroque, and Rococo periods. Focusing on the influence new scientific knowledge had in the art produced during this time with specific examples from each period and artists of the time. Keywords: Renaissance, Baroque, Rococo, Art, History, Science, Knowledge The Renaissance Beginning with the Renaissance (1400-1600) we see a change in the subject matter

Thesis Violence and Mass Communication Free Essays

string(309) " multiple exposures to violence or victimization are at higher risk for mental health problems, behavioral problems, substance abuse, and delinquent behaviors \(Ford, Chapman, Hawke, Albert, 2007; Ford, Elhai, Connor, Frueh, in press; Saunders, Williams, Smith, Hanson, 2005; Tuell, 2008\)\." 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. We will write a custom essay sample on Thesis: Violence and Mass Communication or any similar topic only for you Order Now 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 Letters School 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 understanding 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- Laboratory High School Researchers: Calara, Jerica Mae Mendoza, 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 Studies Local Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Foreign 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 Philippine 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 multiple 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). You read "Thesis: Violence and Mass Communication" in category "Papers" 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 pattern s 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, shows 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. Increasingly 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 Research Research 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  dime 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 question 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 E xposure 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 STUDY Considering 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 about 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 achieved 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 â€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 State 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 studie d 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 relationship 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 Theory Cultivation 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 world. 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 such 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 violence. 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 about 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 behavior 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 world 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 STUDIES LOCAL 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 continue 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 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. 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 tha t 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 creates an interpretation that is why they imitate any aggressive behavior shown to them. Through this, aggression is manifested. HYPOTHESIS OF THE STUDY From 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 coun tless 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 The 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 Scale 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/c ebudailynews/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 – 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 vi olence. (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. thenewmedia-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=677908publicationSubCategoryId= 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 School City 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 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. † 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- Laboratory 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. Men doza 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 Worker City 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 suffice 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 remain 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. govt@yahoo. com Age: 23 Gender: female Nationality: Filipino Place of birth: Bulacan Civil status: married Religion: 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: agnescrisostomo@yahoo. 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 very 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 Telephon e Number: Email Address: jericamae. calara@yahoo. com PERSONAL DATA Nickname :Jerica, JM Status:Single Birth Date:May 24, 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 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: justine_mendoza16@yahoo. 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 â€⠀œ 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: officialec14@yahoo. 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 Year San 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, Bulacan Mobile Number: 09351860944 Telephone Number: N. A. Email Address: jeanethpanti@yahoo. com PERSONAL DATA Nickname :Jeaneth Status:Single Birth Date:September 12, 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 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: nerenvillalon@yahoo. 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 Communic ation 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 How to cite Thesis: Violence and Mass Communication, Papers