The Yellow Turban Rebellion in China

The people of Han China reeled under a crushing tax load, famine, and floods, while at court, a group of corrupt eunuchs wielded power over the decadent and hapless Emperor Ling.  Chinas government demanded ever more taxes from the peasantry to fund fortifications along the Silk Road, and also to build sections of the Great Wall of China in order to fend off nomads from the Central Asian steppes. As natural and barbarian disasters plagued the land, the followers of a Taoist sect led by Zhang Jue decided that the Han Dynasty had lost the Mandate of Heaven.  The only cure for Chinas ills was a rebellion and the establishment of a new imperial dynasty.  The rebels wore yellow scarves wrapped around their heads - and the Yellow Turban Rebellion was born. The Origins of the Yellow Turban Rebellion Zhang Jue was a healer and some said a magician.  He spread his messianic religious ideas through his patients; many of them were poor farmers who received free treatments from the charismatic doctor. Zhang used magical amulets, chanting, and other practices derived from Taoism in his cures. He preached that in the year 184 CE, a new historical era would begin known as the Great Peace. By the time the rebellion broke out in 184, Zhang Jues sect had 360,000 armed followers, mostly from the peasantry but also including some local officials and scholars.   Before Zhang could set his plan into motion, however, one of his disciples went to the Han capital at Luoyang and revealed the plot to overthrow the government. Everyone in the city identified as a Yellow Turban sympathizer was executed, more than 1,000 of Zhangs followers, and court officials marched out to arrest Zhang Jue and his two brothers. Hearing the news, Zhang ordered his followers to start the uprising immediately. An Eventful Uprising Yellow Turban factions in eight different provinces rose up and attacked government offices and garrisons. Government officials ran for their lives; the rebels destroyed towns and seized armories.  The imperial army was too small and incompetent to deal with the wide-spread threat posed by the Yellow Turban Rebellion, so local warlords in the provinces built their own armies to put down the rebels.  At some point during the ninth month of the year 184, Zhang Jue died while leading the defenders of the besieged city of Guangzhong.  He likely died of disease; his two younger brothers died in battle with the imperial army later that year. Despite the early deaths of their top leaders, smaller groups of the Yellow Turbans continued to fight for another twenty years, whether motivated by religious fervor or simple banditry. The most important consequence of this on-going popular rebellion was that it exposed the weakness of the central government and led to the growth of warlordism in different provinces around China.  The rise of warlords would contribute to the coming civil war, the dissolution of the Han Empire, and the beginning of the Three Kingdoms period.   In fact, General Cao Cao, who went on to found the Wei Dynasty, and Sun Jian, whose military success paved the way for his son to found the Wu Dynasty, both gained their first military experience fighting against the Yellow Turbans. In a sense, then the Yellow Turban Rebellion spawned two of the three kingdoms.  The Yellow Turbans also allied themselves with another group of major players in the downfall of the Han Dynasty - the Xiongnu. Finally, the Yellow Turban rebels have served as role models for Chinese anti-government movements through the ages, including the Boxer Rebels of 1899-1900 and the modern-day Falun Gong movement.

Essay about Book Review Predictably Irrational by Dan...

Book Review of Predictably Irrational Predictably Irrational, [Dan Ariely (2008); HarperCollins Publishers, USA] Introduction Dan Ariely is a Behavioural Economist, and has written this book fantabulously. He has added humour to talk about human emotions. He takes a lot of interest and finds it interesting figuring out of what really influences Human behaviour and decisions. Through out the book, it will be very interesting to catch up on everyday life situations and the hidden forces that influence our decision – making process. Thesis of the Book It has been proven in Economics that People who think Rationally take sensible and logical decisions,†¦show more content†¦Customers can go to any heights to vouch for something which is zero cost or is free. I think as readers we will be able to relate better with what the author is trying to put forth, since we ourselves sometime tend to behave irrationally. And often tend to repeat the same mistakes almost everyday. It is a bit funny, but is true, of how People are happy or are willing to do many things, but are not happy to do the same job when they are paid for that. For a example, They are many people who love to write, for example articles, poems, etc. Now, if the same people are given money to write for a Publisher or so on, his passion towards wrting or his motivation towards his writing would come down. His productivity would be low. Another example, could be , when Parents are called for a Meeting in the School, some come on time, while some dont. So, the School decided to fine those parents who came late for the Meeting. This plan backfired bcak to the school, the parents were ready to pay the fine, and took it for granted. This type of Behaviour is totally irrational. Why cant people take control of themselves, be more responsible? Is being Rational so difficult? The book talks about why do people procastinate and lack self- Control ?. Why are people so dependent on others for their own actions? Why cant we make ourselves do, what we want to do? This is an universal Truth, which is a problem with everybody . ForShow MoreRelatedHalo Effect Essay2917 Words   |  12 Pagesother studies going back to Peters and Waterman’s In Search of Excellence. They claim to have identified the drivers of company performance, but they have mainly shown the way that high performers are described. The fact is, despite the success of books like From Good to Great, it is not logically justifiable to infer the goodness (or badness) of a companys strategy, values, or leadership based on the fact of the success or failure of the company. The reason is obvious. Many companies go from goodRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOne Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Robbins, Stephen P. Organizational behavior / Stephen P. Robbins, Timothy A. Judge

Public Newspapers Like The Wilmington Daily Journal

Local newspapers like the Wilmington Daily Journal directly used the battles, comparable to the one in Richmond, as a way to raise patriotism in the community for recruitment purposes. At the bottom of the same column, â€Å"The Latest-The Position of Things,† a small section was tacked on, updating the public on the current status of the ongoing battle. â€Å"It will be seen by our telegraph, received at 11:30 o’clock this forenoon, that McClellan is mortally wounded† (â€Å"The Latest-The Position of Things†). This news was then used by the journal to spark patriotism into the community and hopefully bring more men to sign up to assist the Confederacy to help stop General McClellan at his weakest point. Local papers were not the only ones guilty of manipulating patriotism for recruitment and draft purposes. Years after the war, Harper’s Weekly would be credited for mass recruitings during the drafts with their romanticized drawings of soldiers and pro-draft articles (Kuhn). One example of this is an article shortly after the battle at Fort Sumter. In the article â€Å"Swearing in Volunteers at Washington,† Harper’s Weekly reported on how the attack sparked a large movement of men from all companies volunteered to protect Washington, D.C. in the face of war. The weekly illustrated a picture of men standing proud amongst each other under the U.S. flag. The paper indirectly promoted men to sign up for the war by praising the heroic volunteers who are trying to protect their country (â€Å"SWEARINGShow MoreRelatedOpen Carry2070 Words   |  9 PagesOpen Carry: Homeland Defense Aid or Hindrance Milliahn Valentino Wilmington University Armed and ready, the Miracle family of Sterling Heights, Michigan is fully prepared to take on any terrorist threat. Like a growing number of Americans, they believe such readiness, including a house with 25 firearms, is their civic duty. According to Lee Miracle, â€Å"We see preparedness as like having a fire extinguisher – you never want to use it, but it is there†. Lee Miracle also believes in his right toRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesLoyalty Is an Outdated Concept 87 Questions for Review 88 Experiential Exercise What Factors Are Most Important to Your Job Satisfaction? 89 Ethical Dilemma Bounty Hunters 89 Case Incident 1 Long Hours, Hundreds of E-Mails, and No Sleep: Does This Sound Like a Satisfying Job? 90 Case Incident 2 Crafting a Better Job 91 4 Emotions and Moods 97 What Are Emotions and Moods? 98 The Basic Emotions 100 †¢ The Basic Moods: Positive and Negative Affect 100 †¢ The Function of Emotions 102 †¢ Sources ofRead MoreHuman Resources Management150900 Words   |  604 Pagesjobs and skills available for employees at all levels, not just managers and professionals. Increase the usage of new training methods, such as interactive videos, individualized computer training, and via the Internet. Become active partners with public school systems to aid in upgrading the knowledge and skills of high school graduates. GROWTH IN CONTINGENT WORKFORCE In the past, temporary workers were used for vacation relief, maternity leave, or workload peaks. Today â€Å"contingent workers† (temporaryRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesE SSAYS ON TWENTIETH-C ENTURY H ISTORY In the series Critical Perspectives on the Past, edited by Susan Porter Benson, Stephen Brier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture

Our Society Compared to the Dystopian Society of Ray...

Bradbury, the intuitive author of Fahrenheit 451, describes the future of our society to be quite aberrant. He satirizes many aspects of society and displays the various atrocious examples we are setting for the future. One social institution being satirized in Bradbury’s novel is law enforcement. Law enforcement refers to a system in which people act in an appropriate manner to punish people who violate rules and norms of society. Though this definition is shown to be inaccurate in the dystopian society and apparently our own society. The degree to which our society is becoming more similar to Bradbury’s dystopian vision can be shown with real world examples. The opinions of the citizens seems to be taken very lightly in the dystopian†¦show more content†¦The technological advancements made in our society show that we are not far from this futuristic aspect of the society. About one year ago, it was announced by the Oregon Police Division that they will soon h ave a robot canine to help them fight crime with the help of a â€Å"$15,000 donation from Toledo Refining LLC† to purchase and train the police dogs. According to the article, â€Å"the police dog will be trained to detect human scents and drugs† as stated by the police chief, Mike Navarre. Also under proper command, the dog can â€Å"bring down a fleeing suspect [or] find someone in a building.† These aspects of our society display the vast similarity. One last resemblance between the two societies is in the lack of privacy the law enforcement provides. A familiar feeling felt in the novel is one of being watched constantly. This paranoiac feeling can be conveyed in Montag’s actions. For example, â€Å"He stood looking up at the ventilator grille in the hall and suddenly remembered that something lay hidden behind the grille, something that seemed to peer down at him now. He moved his eyes quickly away.† (10) This shows the uneasiness Montag feel s of being watched, which causes him to hide his feelings because he is afraid of getting in trouble. This feeling of a lack of privacy in reality can be shown in our use of police drones. â€Å"Police departments across the country are adding new high-tech airborne devices to their crime-fighting arsenals† according to the Federal Aviation

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

Strategic Communication MIT Sloan Management

Question: Discuss about the Strategic Communication MIT Sloan Management. Answer: Introduction: The importance of strategic communication in the day-to-day operation of business activities cannot be overemphasized. It should be remembered that it is strategic communication alone that helps the employees comprehend the goals and strategies of the organization, and work towards accomplishing the same. However, in order to assess and critically analyze the importance of strategic communication in business, a number of peer-reviewed journal articles have been considered and evaluated here (Thomas Stephens, 2015). Importance of Strategic Communication from the Perspective of the Organization: In the article named, The Strategic Communication Imperative, the authors point out the importance of strategic communication by claiming it as the most effective method of ensuring organizational success (Argenti et al., 2015). While a change in organizational structure or a new target is to be introduced, the CEO or other senior managers must introduce the change by communicating the long-term goals of the company and aligning the short-term benefits of the employees with the same. Thus, if a company wants to increase its share of profitability in the next six months, through strategic communication, it will communicate the goal of the company while also announce financial incentives, like bonuses and salary hike for employees achieving the same. The author states: Strategic communication means functional integration, and this clearly suggests how strategic communication helps an organization achieve its goals in an effective way, while as it largely helps in aligning the goals of the company with the personal benefits and interests of each individual employee. This in turn ensures greater chances of success. Importance of Strategic Communication from the Perspective of the Employees: Unlike the first article, the article named Towards Responsible Dialogue: Searching for the Missing Piece of Strategic Employee Communication, the authors claim that strategic communication is needed not only to ensure that the business message is being communicated from the top layer of management to the grassroots level, but it also helps in motivating the employees (Juholin et al., 2015). As and when an organization communicates its strategies to the employees, the employees start feeling motivated and empowered. It gives them the freedom to question the managerial decision or even offer personal recommendation that in turn facilitates the constructive criticism. The author states: It allows raising questions, to challenge and to disagree but also disallows not to share information and observations, nor to keep quiet when issues should be brought up. It allows to constructive criticism, i.e., suggesting solutions which not only benefits the organization but also motivates the empl oyees. As a result of strategic communication, the employees feel motivated as it enables them to be actively involved in managerial decisions, and this helps in developing employee-employer relation as well. Importance of Strategic Communication during Organizational Crisis: In the article The Value of Communication during a Crisis: Insights from Strategic Communication Research, the authors claim that strategic communication also plays a highly important role during times of crisis. In case of financial or legal crisis, the strategic communication helps an organization communicate with its external and internal stakeholders, and this helps in loyalty and trust of the employees or shareholders towards the company- Adjusting information includes efforts to help stakeholders cope psychologically with a crisis (Coombs, 2015). Conclusion: As it is evident from the above discussion, strategic communication does help a company achieve organizational goals by improving relationship with the shareholders, empowering the employees and allowing a free flow of communication. However, a systematically organized method of communication should be followed at regular periodical intervals, so as to ensure organizational success of the respective company. Reference List: Argenti, P. A., Howell, R. A., Beck, K. A. (2005). The strategic communication imperative.MIT Sloan management review,46(3), 83. Coombs, W. T. (2015). The value of communication during a crisis: Insights from strategic communication research.Business Horizons,58(2), 141-148. Juholin, E., berg, L., Aula, P. (2015). Towards responsible dialogue: Searching for the missing piece of strategic employee communication.Communication ethics in a connected world. Brussels: Peter Lang. Thomas, G. F., Stephens, K. J. (2015). An introduction to strategic communication.

Cultural Diversity and Inclusive Leadership in Australia

Question: Describe about the Cultural Diversity and Inclusive Leadership in Australia. Answer: Leadership in business acts as a catalyst which makes all the elements of business to work together; without effective leadership all the available resources of the business lie dormant. (Ingram, D, 2016). The business leaders in order to tune with the issues and needs of their subordinates should keep updated information for new development in leadership theory and ways to maximize the effectiveness. Cultural diversity means the differences in the composition of members in terms of race, nationality, colour, creed, gender, age and religion. Organizational behaviour means the interaction nature among various groups and people in an organization. Regardless of the differences of background and origin of the members and employees, cultural diversity will bring a positive influence amongst them if it is understood properly (Merchant, P, 2016). We will discuss the cultural diversity and role of leadership in maintaining such changes in an organization. According to the Australian Human Rights Commission (2016) it is essential to improve the representation of Australian leadership and Cultural diversity taking place in Australia. It shows how an organization can change its leadership to cope up with the needs and behaviour of multicultural society and the global economy. In Australia its multi-culture is self evident. About 28 percent of Australia was born overseas, and 20 percent having parents who were born overseas. 32 percent of population of Australia have a background of Non-Anglo-Celtic and such cultural diversity is not appropriate to represent the senior leadership in the organization. In the Australian business, politics and civil society the cultural default of leadership is Anglo-Celtic. It was found that the Australian society is not making the appropriate change that is required due to diverse backgrounds and t alents in the country. Leading change means helping and directing towards bringing the change. To bring a change in the culture and process in an organization it will require an effective and efficient management, the involvement and empowerment of workforce that will ultimately enhance the performance of the business (Burgehugheswalsh.co.uk, 2016). Generally changes are made to facilitate customers so that they can be served better to keeps a positive impact towards the business. While bringing the change the team members in the company should give greater involvement in improving process and adopting behaviours and changes caused to cultural diversity. Managers facing the problem of cultural diversity should be better communicators, facilitators and leaders. The benefits of leading change in Australian business are that it will be helpful in identifying roadblocks, resistance of employees and; discontent and fear. An organization should permit people to feel the change and express their opinions and views on such change. The companies in Australia should develop good managers who can handle change and deal with it positively so that the ways to future success are opened. Leading change will therefore increase the productivity of each and every person concerned with the business (Neill, M, 2016). Its time to change the leadership to embrace the competency of a team. Every organization in Australia, every new team of leadership and new administration can gain advantage from increase in productivity, increase in production capacity and save more money. It is correct to describe Australia a country a multicultural success story. But when it is discussed about the positions of business leadership, higher education and government in Australia the wealthy diversity is absent strangely (Ahri.com.au, 2016). Australia should learn the importance of cultural diversity in business leadership and thus also look at the barriers the society is facing to reach the full potential. In the corporate of Australia the senior leadership remains dominated by the Anglo-Celtic and the background of Europe. It was further rectified this issue and the report outlined the areas that requires action. The following three areas need the change- Leadership, Systems and Culture. Top management are responsible of bringing change. The leaders should set an example for the rest. Leaders should make commitments to show the moral imperative and to make the business more competitive in the present world. All the leaders such as CEOs and the managers having knowledge about the cultural diversity and change should develop an action plan to implement policies for bringing change. Gathering data and then reporting the same is crucial for any change that takes place. Future strategies should be planned to provide a baseline and framework of the change. The systems should be developed so as to maintain the ethical code of conduct of the business. Cultural diversity needs a corporation goal and performance according to the given report (Bolza, M, 2016). It is the leaders who are actually accountable for the progress that occurs in an organization. Again to eliminate discrimination it is vital to identify and take remedies. Unconscious biasness should be kept aside while promoting various cultural values so that all the staffs can gain a support to promote their cultural values and thoughts. The report clearly states that the Australian society is not successful in making the most out of its cultural diversity (Wotherspoon, G, 2016). There are some biasness and discrimination that takes place in the corporate in this country. The research is still continuing to get an idea about what is the reason behind the negative attitude of the people towards such cultural changes. According to the International research it is said that the white work environments, those leaders who make decision based on peoples colour is a disadvantage as they are not considered as legitimate. Some of them may have views that cultural diversity in leadership does not holds any problem but this is not true. There were arguments relating to the appointment and promotion issues. So it should be suggested that principle of merit should be the ideal way to guide decision on this regard. It may be correct to say that decisions should be adopting merit system will surely open all the talents to form an ideal career. This process should be accepted and recognized as soon as possible. There should be gender equality in the workplace to increase the confidence and motivate the female workers in an organization. The idea of leadership is also bound with elusive notions related to the authority and charisma that is the reason for biasness in firms. (Humanrights.gov.au, 2016). Such biasness is concerned with the physical attributes. In the research it was considered that leadership plays a very important role in assigning tasks to the staffs and involve them in decision making process. A cultural change should be accepted positively by allowing the subordinates to participate so that they feel moti vates and a feeling of enthusiasm are generated in all the people who are associated with the business. It is totally a wrong concept of awarding those employees who are generally loud and who shouts, it is not necessary that one who owes loud voice is always giving best outcomes. So reward policies should be according to the work performed (Ceda.com.au, 2016). Performance should be measured without any discrimination and biasness. In present Australia is not focusing on the importance of cultural diversity and later on it might bring a serious issue when the country has to compete with other countries that are performing outstandingly in the global world of business. In globalized and multicultural organizations the leaders should create the value out of diversity. It is the necessity of the business to bring change in the organization due to the cultural diversity. Cultural diversity facilitates mutual respect among employees. Whether the employees are working in group or as an individual they have their varied work styles. The values of each and every individual should be considered in the workplace. Conflict takes place in the work environment because everybody has different ideas and suggestions to discuss and it is impossible to consider everyones idea resulting into a conflict. Therefore cultural diversity will help in resolving such issues. Understanding cultural diversity will help the company to build reputation among employees and the customers as well. Diversity in workplace is essential to build great reputation (Mayhew, R, 2016). An organization should be known for its outstanding ways to maintain ethics and respect others value. The re should be fair employment practices and the better talent should be duly appreciated. Other advantages of understanding cultural diversity and change in leadership includes loyalty form their customers who makes the decision of working only with those companies having good ethical values and who are socially responsible. Australian companies should start practicing theses socially implemented policies. Understanding cultural diversity will help the Australian firms to make a good position in the global market (Jamrozik, A, Boland, C Urquhart, R, 1995). It will be very helpful in taking their business expansion to the foreign countries. This appeal to the global market will therefore create two types of opportunities for the employees that are the opportunities for employee development and promotion (Deresky, H Christopher, E, 2011). The employees will be exposed to the market where people use different languages and have multicultural understanding in order to build centres for global profits. Cultural diversity acceptance will help the organization to face new challenges and gain career opportunities. The leaders of Australian companies can support the cultural diversity in the following ways. By knowing the diversity vision, goal of the firm and its relation with overall business objectives, commitment should be made to understand how cultural diversity impacts the role and functions and how the role of a leader can bring success of diversity initiative. Leaders should participate in surveys and in an open and honest manner (Parvis, L, 2013). Find an internal person who can be trustful, to express concerns and ideas. Leaders should become culturally competent (Moran, R, Harris, P Moran, S, 2011). It is allowed to take some time to learn about various cultures, religions, races and backgrounds that is represented by the colleagues and employees in your organization. The Australian should become familiar with the cultural diversity of the country and if they make any errors fell free to apologize and ask for suggestions and help. The Australian leaders should treat their employees in the way they want to be treated and not in the way that the leaders want to treat them. Engage in such social activities that everyone is familiar with and are ready to participate and does not harm the values of other people. Make people from another culture and background comfortable. It is restricted to makes jokes that alienate those who come from different background. A leader should make positive change in the organization. The head should be a spokesperson for solve diversity issues (Handlechner, M, 2008). Nobody in the organization will refuse to what the leaders decide so leaders are the one who can start the change. Cultural diversity is not just an issue for senior leadership, its promotion and support should be an issue for the whole of Australians and they should consider it to be their responsibility too to help the country to make changes that promote cultural values and practices of all. We can conclude by saying that history of Australia reflects a multicultural journey. Although there are many issues related to the multicultural policies, as this policy was created by the government in the context of political contest and for electoral advantage. By now the people of Australia and the Australian Government have understood these policies and are helping in achieving the desired goals of bringing positive impact form such change. References Ingram, D. (2016). The Importance of Leadership in Business. Retrieved 6 October 2015 from https://smallbusiness.chron.com/importance-leadership-business-3117.html Merchant, P. (2016). The Positive Influence of Cultural Diversity in Organizational Behaviour. Retrieved 6 October 2016 from https://smallbusiness.chron.com/positive-influence-cultural-diversity-organizational-behavior-14460.html Burgehugheswalsh.co.uk. (2016). Leading change benefits. Retrieved 6 October 2016 from https://www.burgehugheswalsh.co.uk/leading-change/benefits.aspx Neill, M. (2016). Three Benefits of Developing a Leading Change Competency. Retrieved 6 October 2016 from https://martinoneill.net/three-benefits-of-developing-a-leading-change-competency Ahri.com.au. (2016). Cultural Diversity and Inclusive Leadership In Multicultural Australia. Retrieved 6 October 2016 from https://www.ahri.com.au/national-convention/program/main-program-friday/d1 Bolza, M. (2016). Cultural diversity: How does Aussie leadership stand? Retrieved 6 October 2016 from https://www.hcamag.com/hr-news/cultural-diversity-how-does-aussie-leadership-stand-220556.aspx Humanrights.gov.au. (2016). Cultural diversity in leadership. Retrieved 6 October 2016 from https://www.humanrights.gov.au/news/speeches/cultural-diversity-leadership Ceda.com.au. (2016). Five steps towards cultural diversity in leadership. Retrieved 6 October 2016 from https://www.ceda.com.au/2016/09/Dr-Tim-Soutphommasane Mayhew, R. (2016). Why is Diversity in the workplace Important to Employees? Retrieved 6 October 2016 from https://smallbusiness.chron.com/diversity-workplace-important-employees-10812.html Parvis, L. (2013). Understanding Cultural Diversity in Todays Complex World. Lulu.com. Kopka, D., Gross, J., Krueger, B. (2009). Embracing Cultural Diversity: A Cross-Cirricular Lesson Plan. Lorenz Educational Press. Jamrozik, A., Boland C., Urquhart, R. (1995). Social Change and Cultural Transformation in Australia. CUP Archive. Wotherspoon, G. (2016). Gay Sydney: A History. NewSouth. Deresky, H., Christopher, E. (2011). International Management: Managing Cultural Diversity. Pearson Higher Education AU. Moran, R., Harris, P., Moran, S. (2011). Managing Cultural Differences: Global Leadership Strategies for Cross-Cultural Business Success. Routledge. Handlechner, M. (2008). Managing cultural diversity and how to manage it within an organization. GRIN Verlag.