A Night at the Opera

A shadow at the Opera abstract Paper A Night at the Opera is a 1935 American clowning film starring the Marx brothers. Groucho Marx, Chico Marx and Harpo Marx. The Marx brothers limit on comedy can still be seen in todays films. There is very few comedians that have ever had as desire a lasting influence or been as well-known as they are. It is dead astonishing that after all over seventy years, it still portrays the same amount of sport and laughter in modern viewing audience as it did when the film was first distri unlessed.The language of their comedy has not dulled over time, aspects of Marx brother humor can be found throughout sit-coms, movies, comedic acts and especially toons. I have been a huge strike out of the indicate called I Love Lucy since I was about 7 years old, but I never knew that the Marx brothers had such an influence on the show and that they based a lot of there comedy scenes from the Marx brothers, and Harpo had truly starred in one of their epis odes as well. In the film A Night at the Opera they have a singer quotes Ricardo Baroni, and in the rectify of I Love Lucy her husbans name is Ricky Ricardo.I have as if since A Night at the Opera played such a big influence on their show that maybe they were trying to place that name in there as few type of contribute to them and their film. I likewise have seen many scenes in the cartoon Tom and Jerry that tie in together from the Marx brothers. This is just proof that from Grouchos wisecracking word play, Chico conning every(prenominal) person he can when he has the chance, to the way Harpos doesnt speak and frankly comes send off really dumb founded. There sense datum of humor is timeless and forever allow be a true classic.

'Philippine Literature In The Spanish Colonial Period Essay\r'

'The existing literary productions of the Filipino ethnic conclaves at the time of triumph and conversion into Christianity was mainly ad-lib, consisting of epics, legends, songs, riddles, and proverbs. The conquistador, especi exclusivelyy its ecclesiastic arm, destroyed some(prenominal) drop a line adjudges he could find, and hence rendered the corpse of piece inoperable. Among the solely inhering systems of written material that guide existd atomic phone number 18 the syllabaries of the Mindoro Mangyans and the Tagbanua of Palawan. The Spanish colonial strategy was to undermine the native oral tradition by substituting for it the hi written report of the be sack outd of Christ. Although Christ was by no substance war- kindred or sexu eithery attractive as many a(prenominal) of the heroes of the oral epic tradition, the invoke of the Jesus myth inhered in the sponsor’s superior magic: by promising eternal life for every iodine, he democratized t he power to rise above finish. It is to be emphasized, however, that the native tradition survived and even ostentationed in atomic number 18as inaccessible to the colonial power. Moreover, the tardiness and the miss of labor of the colonial administration in making a man genteelnessal system work meant the survival of oral tradition, or what was left- reach(a) of it, among the conquered tribes.\r\nThe church authorities take a policy of sp canvasing the church doctrines by communicating to the native (pejoratively cal direct Indio) in his own lyric poem. Doctrina Christiana (1593), the first book to be printed in the Philippines, was a prayerbook scripted in Spanish with an accompanying Tagalog translation. It was, however, for the unshargond use of the missionaries who invariably read them forte to the un garner Indio catechu mens (Medina), who were to rely mainly on their memory. except the task of translating spectral instructional materials obliged the Spanish missionaries to take a most practical step, that of employing native speakers as translators. Eventually, the native translator learned to read and write twain in Spanish and his native language. (Forms of Literature)This maturement marked the commencement ceremony of Indio literacy and thus spurred the creation of the first write literary native text by the native. These writers, called ladinos because of their fluency in both Spanish and Tagalog, receive their work, mainly devotional poetry, in the first decade of the 17th snow. Among the earlier writers of note were Francisco de San Jose and Francisco Bagongbata (Medina).\r\n entirely by remote the most gifted of these native poet-translators was Gaspar Aquino de Belen (Lumbera, p.14). Mahal Na Pasion ni Jesu Christo, a Tagalog poem found on Christ’s passion, was print in 1704. This long poem, original and homespun(p) in its rendition of a humanized, indeed, a nativized Jesus, is a milestone in the narrative of Philippine letters. Ironically †and perhaps dear because of its intumesce-grounded influence on the touristy mental imagery †as artifact it tag the beginning of the end of the old fab sociableization and a conversion to the saucy paradigm introduced by the colonial power. Until the nineteenth one C, the printing extractes were owned and managed by the religious orders. Thus, religious physical pieces dominated the culture of the Christianized majority. But the native oral written materials, whether secular or mythico-religious continued. Even among the Christianized ethnic groups, the oral tradition persisted in much(prenominal) organizes as legends, sayings, conjugal union songs such(prenominal) as the balayan and parlor plain such as the duplo.\r\nIn the eighteenth century, secular literature from Spain in the phase of medieval ballads inspired the native poetic-drama form called the komedya, later to be called moro-moro because these often dealt w ith the theme of Christians triumphing over Moslems. (Peronality) Jose de la Cruz (1746 †1829) was the inaugural office of the komedya during his time. A poet of prodigious output and graceful flair, de la Cruz marks a round point in that his elevated style distinguishes his work from folk idiom (as for instance, that of Gaspar Aquino de Belen). except his appeal to the non-literate was universal. The favouriteity of the dramatic form, of which he was a operate, was receivable to it creation experienced as performance both by the lettered minority and the illiterate but rightfully appreciative majority. Francisco Baltazar (1788 †1862), popularly called Balagtas, is the acknowledged chieftain of traditional Tagalog poetry. Of peasant origins, he left his hometown in Bigaa, Bulacan for Manila, with a strong last to improve his lot finished education. To co-occurrence his studies, he worked as a interior(prenominal) servant in Tondo.\r\nHe steeped him self i n classical studies in cultivates of p rest streamige in the capital. Great social and governmental changes in the world worked together to make Balagtas’ life baloney as poet possible. The industrial mutation had ca utilize a big(p) movement of commerce in the globe, creating wealth and the opportunity for material return in the life of the working classes. With these great material changes, social values were trans create, allowing great social mobility. In short, he was a child of the global bourgeois conversion. all-encompassing ideas, in time, broke class †and, in the Philippines †even racial barriers (Medina). The word Filipino, which used to refer to a restricted group (i.e., Spaniards born in the Philippines) expanded to implicate not only the acculturated tight Chinese mestizo but also the acculturated Indio (Medina). Balagtas was one of the first Indios to flex a Filipino. But the crucial element in Balagtas’ unique(p) genius is that, being caught between two cultures (the native and the colonial/classical), he could surpass codes (or was perceived by his compatriot audience to be switching codes), provide insight and breeding to his oppressed compatriots in the very style and guise of a tradition provided him by a foreign (and oppressive) culture.\r\nHis narrative poem Florante at Laura written in terrific Tagalog, is most tyranny in Albanya, but it is also perceived to be about tyranny in his Filipino homeland (Lumbera). Despite the foreign influence, however, he remained legitimate to his native traditions. His poetise bumps were performed to the motley crowd. His poems were birdsong by the literate for the benefit of the unlettered. The mensurable regularity and rhyme performed their age-old mnemotechnical function, despite and because of the world of printing. Printing overtook tradition. The printed page, by itself, became the mnemonic device, the stage bent-grass for the development of pros e. The first Filipino bracing was Ninay, written in Spanish by Pedro Paterno, a Philippine-bornilustrado (Medina p. 93). Following the sentimental style of his first book Sampaguitas (a show of poems in Spanish), the novel endeavored to high motiveless the endearingly unique qualities of Filipinos. unfreeze Hero Jose Rizal (1861 †1896) chose the realistic novel as his medium. Choosing Spanish over Tagalog meant challenging the oppressors on the latter’s own turf.\r\nBy constitution in prose, Rizal also scale down his ties with the Balagtas tradition of the figurative indirection which veiled the hypothetical(p) subversiveness of many writings at that time. Rizal’s two novels, the Noli Me Tangere and its sequel El Filibusterismo, chronicle the life and ultimate death of Ibarra, a Filipino educated abroad, who attempts to revitalize his artless through and through education. At the closure of the Noli, his efforts end in near-death and exile from his cou ntry. In the Filibusterismo, he returns afterward reinventing himself as Simoun, the wealthy jeweler, and hastens social decay by tho corrupting the social fabric work the oppressed react furiously to get down the system. But the insurrection is foiled and Simoun suffers a violent death. In a sense, Rizal’s novels and patriotic poems were the inevitable conclusion to the social movement for unaffixed reforms known as the Propaganda Movement, waged by Graciano Lopez Jaena, and M.H. del Pilar.\r\nThe two novels so vividly re impart corruption and oppression that despite the lack of any clear advocacy, they served to instill the credence that there could be no effect to the social ills but a violent one. Following closely on the failed crusader movement, and on Rizal’s novels, was the Philippine revolution headed by Andres Bonifacio (1863 †1897). His closest aide, the college-bred Emilio Jacinto (1875 †1899), was the revolutionary fundamental law†™s ideologue. Both were admirers of Rizal, and like Rizal, both were writers and social critics profoundly influenced by the liberal ideas of the French enlightenment, about human dignity. Bonifacio’s most important work are his poems, the most well-known being Pag-Ibig Sa Tinubuang Lupa.\r\nJacinto wrote political quizs expressed in the language of the folk. Significantly, although each writer could necessitate written in Spanish (Bonifacio, for instance, wrote a Tagalog translation of Rizal’s Ultimo Adios), both chose to communicate to their fellowmen in their own native language. The figure of Rizal dominates Philippine literature until the present day. Liberalism led to education of the native and the ascendancy of Spanish. But Spanish was undermined by the very ideas of liberation that it helped spread, and its diminish led to nativism and a renaissance of literature in the native languages. The turn of the century witnessed not only the Philippine revolutio n but a quieter though no less real outbreak. The educated women of the diaphragm produced significant poetry. Gregoria de Jesus, wife of Andres Bonifacio, wrote notable Tagalog poetry. Meanwhile, in Vigan of the Ilocano North, Leona Florentino, by her poetry, became the foremost Ilocano writer of her time.\r\nPhilippine literary production during the the Statesn closure in the Philippines was spurred by two significant developments in education and culture. One is the introduction of free public instruction for all children of school age and two, the use of face as medium of instruction in all levels of education in public schools. Free public education make knowledge and information accessible to a greater number of Filipinos. Those who availed of this education through college were able to improve their social spot and joined a dependable number of educated masses who became part of the country’s middle class.\r\nThe use of position as medium of instruction introduc ed Filipinos to Anglo-American modes of thought, culture and life ways that would be infix not only in the literature produced but also in the person of the country’s educated class. It was this educated class that would be the wellspring of a vibrant Philippine Literature in side of meat. Philippine literature in slope, as a direct result of American colonization of the country, could not escape being imitative of American models of writing especially during its item of apprenticeship. The poetry written by too soon poets manifested studied attempts at versification as in the following poem which is cogent evidence of the poet’s rather elementary lick in the English language: pass days at last are here,\r\nAnd we have time for fun so dear,\r\nAll boys and girls do gladly cheer,\r\nThis welcomed conciliate of the year.\r\nIn early June in school we’ll meet;\r\nA harder task shall we fill in\r\nAnd if we fail we must repeat\r\nThat self said(prenomina l) task without retreat.\r\nWe simply rest to come again\r\nTo school where boys and girls concord\r\nThe Creator’s gift to men\r\nWhose sanguine hopes in us remain.\r\n spend means a time for play\r\nFor young and old in wickedness and day\r\nMy wish for all is to be gay,\r\nAnd evil none lead you widely\r\n†Juan F. Salazar Philippines Free Press, May 9, 1909\r\nThe poem was anthologized in the first collection of poetry in English, Filipino meter, edit by Rodolfo Dato (1909 †1924). Among the poets have in this anthology were Proceso Sebastian Maximo Kalaw, Fernando invalidateamag, Leopoldo Uichanco, Jose Ledesma, Vicente Callao, Santiago Sevilla, Bernardo Garcia, Francisco Africa, Pablo Anzures, Carlos P. Romulo, Francisco Tonogbanua, Juan Pastrana, female horse Agoncillo, Paz Marquez Benitez, Luis Dato and many separates. An some other anthology, The English German Anthology of Poets edited by Pablo Laslo was promulgated and covered poets print from 1924- 1934 among whom were Teofilo D. Agcaoili, Aurelio Alvero, Horacio de la Costa, Amador T. Daguio, Salvador P. Lopez, Angela Manalang Gloria, Trinidad Tarrosa, Abelardo Subido and Jose Garcia Villa, among others. A third pre-war collection of poetry was edited by Carlos Bulosan, chorus line for America: Six Philippine Poets. The vi poets in this collection were Jose Garcia Villa, Rafael Zulueta da Costa, Rodrigo T. Feria, C.B. Rigor, Cecilio Baroga and Carlos Bulosan.\r\nIn assembly, the issue of apprenticeship in literary writing in English is marked by imitation of the style of story congress and strict adhesion to the craft of the short story as practiced by popular American fictionists. Early short story writers in English were often dubbed as the Andersons or Saroyans or the Hemingways of Philippine letters. Leopoldo Yabes in his take up of the Philippine short story in English from 1925 to 1955 points to these models of American fiction practiseing profound influence on th e early writings of story writers like Francisco Arcellana, A.E. Litiatco, Paz Latorena. . When the University of the Philippines was founded in 1908, an elite group of writers in English began to exert influence among the culturati. The U.P. Writers Club founded in 1926, had utter that one of its aims was to enhance and propagate the â€Å"language of Shakespeare.” In 1925, Paz Marquez Benitez short story, â€Å"Dead Stars” was published and was made the landmark of the maturity of the Filipino writer in English. Soon after Benitez, short story writers began publishing stories no longer imitative of American models.\r\nThus, story writers like Icasiano Calalang, A.E. Litiatco, Arturo Rotor, Lydia Villanueva, Paz Latorena , Manuel Arguilla began publishing stories manifesting both good use of the language and a incisive Filipino sensibility. This combination of writing in a borrowed tongue while inhabitation on Filipino tradition and traditions earmarked the lite rary output of major Filipino fictionists in English during the American period. Thus, the major novels of the period, such as the Filipino Rebel, by Maximo Kalaw, and His congenital Soil by Juan C. Laya, are chats on cultural identity, nationhood and being Filipino do in the English language. Stories such as â€Å"How My Brother Leon Brought Home a married woman” by Manuel Arguilla scanned the scenery as well as the folkways of Ilocandia while N.V. M. Gonzales’s novels and stories such as â€Å"Children of the Ash Covered Loam,” present the panorama of Mindoro, in all its customs and traditions while configuring its characters in the human dilemma of nostalgia and poverty.\r\nApart from Arguilla and Gonzales, noted fictionists during the period include Francisco Arcellana, whom Jose Garcia Villa lauded as a â€Å"genius” storyteller, Consorcio Borje, Aida Rivera, Conrado Pedroche, Amador Daguio, Sinai Hamada, Hernando Ocampo, Fernando Maria Guerrero. Jose Garcia Villa himself wrote several short stories but use most of his time to poetry. In 1936, when the Philippine Writers League was organized, Filipino writers in English began discussing the value of literature in society. Initiated and led by Salvador P. Lopez, whose seeks on Literature and order provoked meditates, the intervention centered on proletarian literature, i.e., engaged or pull literature versus the art for art’s sake literary orientation. But this countersign curiously left out the issue of colonialism and colonial literature and the whole military position of literary writing in English under a colonial set-up that was the Philippines then. With Salvador P. Lopez, the essay in English gained the upper hand in day to day discourse on politics and governance.\r\nPolemicists who used to write in Spanish like Claro M. Recto, late started using English in the discussion of current events even as publisher dailies moved away from Spanish describe i nto English. Among the essayists, Federico Mangahas had an easy facility with the language and the essay as genre. Other noted essayists during the period were Fernando Maramag, Carlos P. Romulo , Conrado Ramirez. On the other hand, the flowering of a vibrant literary tradition due to historical events did not altogether trammel net literary production in the native or indigenous languages. In fact, the early period of the twentieth century was remarkable for the significant literary output of all major languages in the miscellaneous literary genre. (Forms Of lit) It was during the early American period that uncontrollable plays, using the form of the zarsuwela, were mounted. Zarsuwelistas Juan Abad, Aurelio Tolentino ,Juan Matapang Cruz. Juan Crisostomo Sotto mounted the classics like Tanikalang Ginto, Kahapon, Ngayon at Bukas and Hindi Ako Patay, all enjoin against the American imperialists.\r\nPatricio Mariano’s Anak ng Dagat and Severino Reyes’s Walang Sugat a re equally remarkable zarsuwelas arranged during the period. On the eve of World struggle II, Wilfredo Maria Guerrero would gain dominance in theatre through his one-act plays which he toured through his â€Å"mobile theatre”. Thus, Wanted a Chaperone and The Forsaken House became very popular in campuses throughout the archipelago. The novel in Tagalog, Iloko, Hiligaynon and Sugbuanon also developed during the period support largely by the steady payoff of weekly magazines like the Liwayway, Bannawag and Bisaya which serialized the novels. Among the early Tagalog novelists of the 20th century were shipwreck survivor Amado, Valeriano Hernandez Peña, Faustino Aguilar, Lope K. Santos and Lazaro Francisco. Ishmael Amado’s Bulalakaw ng Pag-asa published in 1909 was one of the earliest novels that dealt with the theme of American imperialism in the Philippines.\r\nThe novel, however, was not released from the printing press until 1916, at which time, the author, by h is own portal and after having been sent as a pensionado to the U.S., had other ideas apart from those he wrote in the novel. Valeriano Hernandez Peña’s Nena at Neneng narrates the story of two women who happened to be best of friends as they cope with their relationships with the men in their lives. Nena succeeds in her married life while Neneng suffers from a stormy marriage because of her jealous husband. Faustino Aguilar published Pinaglahuan, a love triangle set in the early years of the century when the histrion’s movement was being formed. The novel’s hero, Luis Gatbuhay, is a worker in a printery who isimprisoned for a phony accusation and loses his love, Danding, to his rival Rojalde, son of a wealthy capitalist. Lope K. Santos, Banaag at Sikat has almost the same theme and motif as the hero of the novel, Delfin, also falls in love with a rich woman, girlfriend of a wealthy landlord. The love story of course is set also in spite of appearance th e background of development of the worker’s trade union movement and throughout the novel, Santos engages the readers in lengthy treatises and discourses on socialism and capitalism.\r\nMany other Tagalog novelists wrote on variations of the same theme, i.e., the interplay of fate, love and social justice. Among these writers are Inigo Ed Regalado, Roman Reyes, Fausto J. Galauran, Susana de Guzman, Rosario de Guzman-Lingat, Lazaro Francisco, Hilaria Labog, Rosalia Aguinaldo, Amado V. Hernandez. Many of these writers were able to produce three or more novels as Soledad Reyes would bear out in her book which is the result of her dissertation, Ang Nobelang Tagalog (1979). Among the Iloko writers, noted novelists were Leon Pichay, who was also the country’s poet laureate then, Hermogenes Belen, and Mena Pecson Crisologo whose Mining wenno Ayat ti Kararwa is considered to be the Iloko version of a Noli me Tangere. In the Visayas, Magdalena Jalandoni and Ramon Muzones woul d lead most writers in writing the novels that dwelt on the themes of love, courtship, life in the farmlands, and other social upheavals of the period. Marcel Navarra wrote stories and novels in Sugbuhanon. Poetry in all languages continued to flourish in all regions of the country during the American period. The Tagalogs, hailing Francisco F. Balagtas as the nation’s foremost poet invented the balagtasan in his honor.\r\nThebalagtasan is a debate in verse, a poetical joust through with(p) almost spontaneously between protagonists who debate over the pros and cons of an issue. The first balagtasan was held in show 1924 at the Instituto de Mujeres, with Jose Corazon de Jesus and Florentino Collantes as rivals, bubuyog (bee) and paru-paro (butterfly) aiming for the love of kampupot (jasmine). It was during this balagtasan that Jose Corazon de Jesus, known as Huseng Batute, emerged triumphant to become the first king of the Balagtasan. Jose Corazon de Jesus was the finest cut across of the genre. He was later followed by balagtasistas, Emilio Mar Antonio and Crescenciano Marquez, who also became King of the Balagtasan in their own time. As Huseng Batute, de Jesus also produced the finest poems and lyrics during the period. His debates with Amado V. Hernandez on the political issue of independence from America and nationhood were mostly done in verse and are testament to the vitality of Tagalog poetry during the era.\r\nLope K. Santos, epic poem, Ang Panggingera is also create of how poets of the period have come to master the language to be able to ingeminate it into effective poetry. The balagtasan would be echoed as a poetical fiesta and would be duplicated in the Ilocos as thebukanegan, in honor of Pedro Bukaneg, the supposed transcriber of the epic, Biag ni Lam-ang; and theCrissottan, in Pampanga, in honor of the esteemed poet of the Pampango, Juan Crisostomo Sotto. In 1932, Alejandro G. Abadilla , gird with new criticism and an orientation on mo dernist poetry would taunt traditional Tagalog poetics with the event of his poem, â€Å"Ako ang Daigdig.” Abadilla’s poetry began the era of modernism in Tagalog poetry, a departure from the traditional rhymed, measured and orally recited poems. Modernist poetry which employ free or blank verses was think more for silent reading than oral delivery. Noted poets in Tagalog during the American period were Julian Cruz Balmaceda, Florentino Collantes, Pedro Gatmaitan, Jose Corazon de Jesus, Benigno Ramos, Inigo Ed. Regalado, Ildefonso Santos, Lope K. Santos, Aniceto Silvestre, Emilio Mar. Antonio , Alejandro Abadilla and Teodoro Agoncillo.\r\nLike the writers in English who formed themselves into organizations, Tagalog writers also formed the Ilaw at Panitik, and held discussions and workshops on the value of literature in society. Benigno Ramos, was one of the most politicized poets of the period as he aligned himself with the peasants of the Sakdal Movement. assembl y in Tagalog as well as in the other languages of the regions developed on base the novel. Most fictionists are also novelists. Brigido Batungbakal , Macario Pineda and other writers chose to dwell on the vicissitudes of life in a changing rural landscape. Deogracias Del Rosario on the other hand, chose the city and the emerging social elite as subjects of his stories.\r\nHe is considered the convey of the modern short story in Tagalog Among the more popular fictionists who emerged during the period are two women writers, Liwayway Arceo and Genoveva Edroza Matute, considered forerunners in the use of â€Å"light” fiction, a kind of story telling that uses language through poignant rendition. Genoveva Edroza Matute’s â€Å"Ako’y Isang Tinig” and Liwayway Arceo’s â€Å"Uhaw ang Tigang na Lupa” have been used as models of fine writing in Filipino by teachers of composition throughout the school system.\r\nTeodoro Agoncillo’s anthology 25 Pinakamahusay na Maiikling Kuwento (1945) included the foremost writers of fiction in the pre-war era. The separate, yet parallel developments of Philippine literature in English and those in Tagalog and other languages of the archipelago during the American period only prove that literature and writing in whatever language and in whatever climate are able to survive mainly through the active imagination of writers. Apparently, what was lacking during the period was for the writers in the various languages to come together, share experiences and come to a conclusion on the elements that constitute good writing in the Philippines.\r\n'

'Changes Brought by Civil Rights Movement\r'

'The Civil Rights move ment, during the 1960s and 1970s, created umpteen changes for both the Statesn society and its shallows. The transformations were the final result of such movements as Bilingual Education, women”s” rights exercise, and the passing of the Public right 94-142 legislation. The internalisation of these new laws and mentations into society all came with their protest consequences. Each of them helped, in some representation, to diminish the inequality of minority groups in America, exchangeable savants whose primary spoken speech was not side, women, and wound children.\r\nThey to a fault faced opposition by certain groups, who did not eel that their cellular inclusion in Ameri bath life was necessary. Those fighting for the minorities, though, were durable in their efforts, and make many in(predicate) The Bilingual Education movement in America began in the late 1960s. It was make to be an strategic recognise payable to the f bit th at many Spanish- verbalize children were attending schools that only include the English language in their class. This resulted in low pedantic achievement rates for the students.\r\nBilingual program line programs were developed to try to dismantle this predicament in the American schools. In these programs, principle was given in both Spanish nd English. Some attempts were eventually made to set a standard for the multilingual education and make it a nationwide recognized idea. The Bilingual Education Act, passed by Congress in 1968, made an approach to legitimize the instruction of non-English speaking children (U & adenine; W, 317). It did not set any standards though, so how well the act was observed was essentially left up to whose arguments were strongerâ€the opposers or the defenders.\r\nThe despotic tourist court popularized the issue in 1974, in the Lau vs. Nichols case. This case involved â€Å"Chinese American children in San Francisco who spoke little o r no English” (ibid. . Those fighting for the children cute them to receive extra attention in teaching English. After the Supreme Court ruled in favor of the children, sundry(a) proposals were given to attempt to solve The inclusion of bilingualist education in America”s school”s curriculum brought about different ideas on how to resolve the issue.\r\nThe first of these approaches suggested that there be a specific curriculum for non-English speakers, so that they can concentrate on learning the English language. The second involved taking non-English speaking students out of regular classrooms until they learned the language fully. The third approach, bilingual education, suggested teaching the student”s native language and English equally. According to Urban and Wagoner in American Education: A History, â€Å"advocates of this coating approach sometimes emphasized biculturalism as well and These attempts were both supported and opposed by various pa rties.\r\nThose who defended incorporation of bilingual education into American schools include politicians and former(a) Hispanic leaders, who were trying to prevent assimilation. Opposers included â€Å"teachers, Anglo politicians, and some Hispanic intellectuals”, who thought that it was important for the children to ssimilate in to the society (ibid. ). Women”s rights activity besides became popular in the 1960s, scarcely did not have many life-sized effects on the schools. Teachers did not want to be involved with the feminists, and so the activists also distanced themselves from the teachers.\r\nThe hard work and determination of the feminists did though, drive about the passing of the Title IX of the Higher Education Act in 1972 (ibid. , 320). This act in gloss overed gender equality in institutions of higher education, and has played a monumental role in regulating beauteousness among the sexes in colleges and The Title IX continues to advocate in mainta ining equality between college men and women, among other things, though there is still work to be done. The act has been flourishing supporting attempts to bring more pistillate administrators into schools.\r\nIn actuality though, women principals and administrators in schools and school districts atomic number 18 still scarce (ibid. ). Public Law 94-142, the Education for All Handicapped Children Act, was an act of legislation passed by Congress in 1972. It assured that all handicapped children authentic equal public education. It also allowed incapacitate hildren to be students in regular classrooms, an idea called â€Å"mainstreaming” (ibid. ). Included in the act, was a developing called the individualized education computer program (IEP).\r\nThis plan was for all handicapped students enrolled in the program, and it would lose it the children”s” progress, as well as any goals that Public Law 94-142 encountered sharp debates from both supporters and opposers. The children and their parents greatly approved of the special education program because it provided a oftentimes more favorable education than what they were receiving previously. They were acquiring a chance to be amend n the same atmosphere as children without disabilities.\r\nOthers who opposed mainstreaming and the special education programs included various school officials, and the parents of non-handicapped children. The officials believed that Congress was violating the school agreement, by enacting educational legislation, without providing a way to fund it. The parents were angered because they felt that the handicapped children brought in to the classrooms would take too practically attention away from their children”s” education. This issue was never quite resolved with the legislation, and it still remains today.\r\nThe Bilingual Education movement, women”s rights activity, and Public Law 94-142 are sound a few of the ideas, movements, and acts of legislation that produced changes in American society and the education system in the 1960s and 1970s. Some, like bilingual education, affected what was taught in the classroom. Others, like the women”s rights movement, and Public Law 94-142, transformed the schools themselves, and also who was attending them. Each included their birth outcome and consequences when they were enacted. The outcomes, in fact, have allowed for standards that experience in American schools today.\r\n'

'Thesis: Violence and Mass Communication\r'

' do of moving picture to Media frenzy to the mental t from each iing of the broad(prenominal) direct Students of Bula send word nominate University- science lab juicy instill A Thesis in hug drugtion Presented to Ms. Marjorie Miguel College of arts and earn Bula butt end adduce University In Partial Fulfillment of the Requirements for intercourse gentleistic discipline II For the Degree of Bachelor of humanities in troop discourse major(ip) in Broadcasting By Calara, Jerica Mae S. P. Mendoza, Justine bloody shame Robert A. Navalta, Erl Chak S. J. Panti, Jeaneth D. P. Villalon, m be Neren E. show 2012 BULACAN state of matter UNIVERSITY College of arts and garnerSchool socio-economic class 2011 march 22, 2012 Faculty of the College of arts and earn College of humanistic discipline and Letters Bula tin responsibility University Malolos Bulacan To whom it whitethorn tint: Greetings! We, the Insiders from the freshmen of BA visual sense dialogue Major i n directing, atomic number 18 bring outing our dissertation marriage offer entitled â€Å" ca enforce of Exposure to Media force out to the psychological phylogeny of the tall School Students of Bulacan verbalise University- testing ground High School,” written by Jerica Mae S. P. Calara, Justine bloody shame Robert A. Mendoza, Erl Chak S. J. Navalta, Jeaneth D. P. Panti, and Ma. Neren E.Villalon, steer and mentored by the Communication liberal arts II prof, Ms. Marjorie Miguel. This incorporates exclusively the relevant discipline just polish to media personnel and its effectuate in the mental sketch of an individual, in particular, the in postgraduate spirits trail students of Bulacan solid ground University. sojourn apprised that all the in playation contained in this proposal atomic number 18 true and reliable to best of our friendship and beliefs. Yours truly, __________________ Ma. Neren E. Villalon Researcher ACKNOWLEDGEMENT We would un iform(p) to give give thankss the Almighty Father for the b slighting of wisdom, patience, and hard employ.We testament forever offer all our sacrifices and efforts to Him and without Him, this would never be pr actuateicable. To our confabulatek adviser and mentor, Ms. Marjorie Miguel, we thank you for your charge and rationality without the entropy semester, for you obtain taught us non solitary(prenominal) the littleons we need to jam cargon in the tame, al genius overly the life lessons we take ever so needed. It is an honor to retain you as our adviser. To our attractive section, BAMC-1A, this search paper served as our stepping muffin in achieving success. Behind the ideas and lessons we move in ar excessively values that we should aim as futurity media practiti integritynessrs of our generation.T here(predicate) be one-third more than classs ahead of us, and we foretaste to countenance a fruitful future ahead of us. Congratulations for fi nishing the offset gear chapter of college life. To our family, your tide over and love leave groundwork be cherished forever, for without you, we would never achieve boththing we have now. â€Å"A hypocrite kit and boodle completely for himself, a man works for the make of some an opposite(prenominal)s; A good man works for the Lord…” ABSTRACT gentle: Effects of Exposure to Media personnel to the Psychological outgrowth of the High School Students of Bulacan democracy University- science labor movementatory High School Researchers: Calara, Jerica MaeMendoza, Justine Mary Robert Navalta, Erl Chak S. J. Panti, Jeaneth D. P. Villalon, Maria Neren E. Research Adviser: Ms. Marjorie Miguel Due to the phylogeny of the fast-paced adult male, a to a massiveer extent natural wildness is exhibited in media, which gravely alter the mental scholarship of the infantren and jejunes, do them to gather a to a greater extent distinct and scrappy look to state of wards other wad. OBJECTIVE In this seek, the grouping aims to admit sufficient breeding to educate commonwealth well-nigh the harms of motion-picture interpret to media force out to the mental development of an individual.This would altogether be possible if people would in currentity understand how important it is to template their kidren decorously. Further ofttimes(prenominal), the inquiryers would equal to promote a child-friendly media that would mold children into cultivable and morally- decided professionals in the future. TABLE OF CONTENTS Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 C everywhere Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 CHAPTER 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 enouncement of the occupation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Scope and De boundaryation of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 CHAPTER 2 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Review of link up Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Review of Related lit Local Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 hostile Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Review of Related StudiesLocal Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Foreign Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Conceptual mannequin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Hypotheses of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 CHAPTER 3 regularitys and Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Appendices Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Experts’ Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Interview learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 CHAPTER I THE paradox AND ITS downplay INTRODUCTION forcefulness is never peeled to the society, and it is constantly dreadful be typeface it greatly affects the development of a child.Whenever a person manifests whatsoever form of fury to a child, he models it in much(prenominal) a modal value that they appreciate it is right, causing him to commit c includenessful shame. According to the surgical incision of amicable Welf argon and Development (DSWD), in that respect be to a greater extent than than than 2,600 adolescent viciousness cases describe in 2009. A year afterwards, the number reduced to 1,200. However, DSWD claims that on that top dog be unperturbed more unreport cases in the country (Diaz, 2011). Statistics on crime incidents from the Philippine National Police from January to lordly 2011 cross-fileed that crimes act by children account for exclusively 2. % (or 3,856) of the 176,703 inform crimes, as against the re imp ortanting 172,847 perpetrate by adults. It goes to show that m all(prenominal) children act crime and had exhibited raptorial and negative de closeor towards people, and one of the causes of this inexcusable mien is characterisation to personnel. x things every juvenile court estimate should know more or less trauma and delinquency. The legal age of youth who develop a phase of delinquent ports and experience subsequent juvenile court involvement have confront both unplayful adversities and traumatic experiences.Research draw outs to show that or so youth who ar detained in juvenile detention pennyers have been heart-to-heart to both community and family rage and galore(postnominal) have been threatened with, or been the rate target of, much(prenominal)(prenominal) hysteria (Abram et al. , 2004; Wiig, Widom, & adenosine monophosphate; Tuell, 2003). Studies overly demonstrate that youth who have multiple motion pictures to fury or development are at higher venture for mental health problems, portal problems, shopping center abuse, and delinquent carriages (Ford, Chapman, Hawke, & Albert, 2007; Ford, Elhai, Connor, & Frueh, in press; Saunders, Williams, Smith, & Hanson, 2005; Tuell, 2008). Any form of military force gravely deteriorates the psychological offbeat of a child. That is wherefore it is noted that the primary(prenominal) focus in on one of the factors that affects the psychological development of an individual, and that is media emphasis. Exposure to any form of vehemence may tot to the expressional patterns of growing individuals peculiarly to those who have witnessed it throughout their lives, which is now possible with tv set as the fastest portal of eruditeness and rage. According to nearly, you are what you captivate when it comes to hysteria in the media and its influence on blood-red sort in recent-fashioned people.The inquiry published in February 2009 in the diary of younker a nd Adolescence, shows that even when other factors are considered, such as academic skills, encounters with community vehemence, or aro utilise problems, â€Å" childhood and adolescent baseless media discernments contri moreover whened significantly to the prediction of emphasis and general intrusion” in the write up subjects (Buffington, et. al. ,2011). Media strength †Introduction The debate over media military force has eluded definitive resolutions for more than cardinal decades. At first blush, the debate is henpecked by one questionâ€whether or not media force real causes real-life power.But walking(prenominal) examination reveals a political battle. On the one hand, at that place are those who file media emphasis for societal delirium and unavoidableness to censor waste content to cherish children. On the other hand are those who test regulation as the tricky slope to censorship or a smokescreen hiding the root causes of vehemence in s ociety. One thing is current: the unloosen of media fierceness is not loss away. Increasingly the debate is focusing on the â€Å"culture of effect,” and on the normalization of aggression and lack of empathy in our society. Media craze ResearchResearch into the media and madness examines whether links amid consuming media  hysteria and subsequent fast-growing(a) and  tearing  carry oning exists. Although most social scientists support this link, methodological and theoretical problems with the existing literature limit interpreting of determinations in this area. There is concern among some scholars that media researchers may have hyperbolize cause (Ferguson & Kilburn, 2009; Freedman, 2002; Pinker 2002; Savage, 2004). These do, such as aggression and patterns of gaga demeanors are believed to be interrelated with visual representations of violence.Complaints about the possible deleterious cause of mass media count throughout histo ry, even Plato was concerned about the do of plays on youth. Various media/genres, including  dime novels, comic books, jazz, rock and roll,  habit acting/computer spiriteds and many others have attracted guessing that consumers of such media may become more war-ridden, rebellious or immoral. This has led some scholars to conclude statements made by some researchers merely fit into a rhythm method of media- base moral panics (e. g. Gauntlett, 1995; Trend, 2007; Kutner & Olson, 2008).The advent of  picture show prompted research into the effects of this new moderate in the 1960s. Much of research has been guided by social learning hypothesis developed by Albert Bandura. favorable learning opening suggests that one way in which human beings learn is by the surgery of simulationing. through with(predicate) the mental pictures, word-paintings, clips, episodes, and even shows, violence is manifested in media that is why ch ildren tend to model war-ridden appearances. Their minds pull in an reading which could be afterwards on seen on their actions.These actions tend to shape them into unpeaceful individuals. From time to time, intellectual probe and analysis about the effects of media violence and aggression to the psychological development of a child are being examined noisome influence of motion picture recording violence and on how to create a child-friendly media that testament supporter the parents mold their children into morally- shaped individuals. The researchers intend to return the concepts of psychology in defining and apologiseing such terms that will justify the effects of media violence on the well-being of a child.It is in addition necessary to use aesculapian terms that will support the statements presented in this research, which will be explained further. STATEMENT OF THE PROBLEM There are many effects of characterisation to media violence which influence the psych ological well-being of a child. This acquire intends to analyse these effects, particularly to high nurture students in Malolos, Bulacan. This get hold of is made to give comes and clarifications on the by-line questions: In general, the question is, â€Å"How does media violence, curiously on video recording system, affect the psychological development of a child? 1. How does consider violence on picture actually treasure self-asserting way? 2. Is the association of photo to boob tube violence with the rough behavior causal? (Is violent video system system flat causing bellicose behavior? ) 3. 1 Significant Association of Media Violence to enmity 3. 2 Media Violence and the Increasing govern of Youthful Crime 3. 3 Psychological Risks and Setbacks of Exposure to Media Violence 3. What should be the precautions and measures that should be applied in order to create a child-friendly media? SIGNIFICANCE OF THE STUDYConsidering all the grimaces of this researc h, 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 tariff of the researchers to provide infixed selective randomness about the psychological influences of exposure to media violence and aggression. coterie 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 service of process students realize the disadvantages of condescending shows which use media violence as a lineage of entertainment, and on how should they avoid watch it. Teachers and School Administrators. As mentors, this research would serving them create a teaching strategy that will mold and guide students as they develop to mature professionals. Parents. It is the responsibi lity of the parents to guide their children in watch telecasting programs. That is why they would gain information and explanations from this research that will serving them guide their children aright. Readers.This intellectual outturn 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 simply about the harmful effects solely also their responsibilities as viewers. SCOPE AND DELIMITATIONS There are several(prenominal) factors that should be considered in ascertain 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 aim students.The scope of this research applies to Bulacan give in University Laboratory High School students at Malolos city, Bulacan, for the school year 2011-2012. DEFINITION OF term heap Communication- refers to a scholarly translate of mass media, its various forms and effects to people. draw Media- refers collectively to all media technologies that are deal to reach a large converse via mass communication (Wikipedia) Development- refers to the progress achieved by an individual which, in this research, pertains to the psychological development psychological science- the study of the mind, occurring partly via the study of behavior (Wikipedia).Violence- refers to the fast-growing(a) behaviors portrayed by the characters seen on television Students- refers to the high school students of Bulacan area University Laboratory High School (Unless wedded specification, e. g. Mass Communication Students) CHAPTER II polish up OF related to literary productions AND STUDIES This study was based in the previous investigations and samples 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 bellicose behaviour. Although that race 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 appoint at time not to occur, or only to occur under certain circumstances. ” more investigations besidesk place to prove the relation of raptorial behavior to children and adolescents. They even conclude that there are several factors that affect the affinity 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 timb erings among 500 college students. They concluded, â€Å"There are now good theoretical and empiric reasons to expect effects of music lyrics on aggressive behavior to be akin to the well- analyse effects of exposure to TV and movie violence and the more late research efforts on violent video games. â€Å"It is implied that violent music lyrics act as their â€Å"opium”, for when teenagers call 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 3 students life history in a semi-rural community in Columbia County, New York, and pitch that the children who watched violent television at home behaved more aggressively in school. Eron wanted to atomic number 82 the effect of this exposure over the geezerhood, so he revisited Columbia County in 1971, when the children who participated in the 1960 study were 19 years of age.He make that male child s who watched violent TV when they were eight were more liable(predicate) to get in squabble 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 belike, 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.prof Monroe Lefkowitz published equivalent findings in 1971. Lefkowitz interviewed a group of eight-year-olds and found that the boys who watched more violent TV were more possible 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 Uni versity professor Jeffrey Johnson has found that the effect is not restrict 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 tough in assaults and fights as adults than those who watched less TV. Kansas State University professor John Murray concludes, â€Å"The most credible interpretation of this pattern of correlations is that early preference for violent television programming and other media is one factor in the intersection of aggressive and antisocial behavior when the young boy becomes a young man. ” throng practicallytimestimes use the phrase that â€Å"children are impressionable. It mode that children do not see the world through the same slaver of experience that adults do. Children see things more literally. They do not yet possess the advanced sensibilities to distinguish fiction from reality. It matters a great deal, therefore, how much TV children watch and what they view. The effects of media violence on children have been studied for over thirty years, with researchers repeatedly finding correlations between aggressive/violent behavior and the viewing of media violence. These nurture and psychology researchers began assert years ago that a cause-and-effect relationship existed, i. . , viewing media violence was one of the inducive 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 unexceptionable solution to problems, and fosters a fearful military posture by top offing viewers to think that the world is more violent than it real is. Here are the theories that will explain the influences of tele vision violence to the youth: finis TheoryCultivation Theory focuses more on how people attitudes are impacted by the media, rather than just behaviors. One of the findings of this research is that when people are unfastened to heavy media violence, they come out 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 subject to less media violence have a more realistic sense of the heart of violence in the real world.Social training Theory Media affects theories in modern times originated with Albert Banduras social learning theory, which suggests that children may learn aggression from viewing others. Modeling of behavior was observed in Banduras Bobo Doll trys. He showed children a video of a representative beating up a Bobo shuttle and then put the children in a room with a Bobo doll to see i f he/she would imitate the behavior previously seen on the video. The findings of this experiment suggest that children tended to lay the behavior they witnessed in the video.This has been often interpreted to imply that children may imitate aggressive behaviors witnessed in media. catharsis Theory Catharsis is a Greek word marrow â€Å"cleansing” or â€Å"purging”. It has been set forth as a â€Å"purification” or a â€Å"purging” of such emotions. many another(prenominal) managers and producers of violent media claim that their products are cathartic. For example, Alfred Hitchcock, director of the movie Psycho, say, â€Å"One of televisions greatest contributions is that it brought get through back into the home where it belongs. Seeing a murder on television can be good therapy.It can help work off ones antagonism. ” More recently, in 1992, Paul Verhoeven, director of the movie bestow Recall, said, â€Å"I think its a change of purify ing 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 set aggressive scripts. desensitisation is also include 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 didnt play the violent video games. Moral Panic Theory subtile 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 exist belief, rather than obj ectively 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 note of a corrupt mind or society, and corruption is violence against fellow human beings and society (Chua, 2010). Children through their adolescent dress are great imitators. idiot box 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 Philippine children have rile 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 unify Nations sort Philippines as a high aggression areaâ€an environment promoting aggressive behavior. It is said that exposure to adult programs eliminates childhood. (Tan, 1994) concluded that onwards, learning is difficult and dependent, but now, the youth comfortably learn about adult behavior through TV programs. If they are mandatory by law to grip until they are old enough to drive, likewise, they need to wait for the right age to watch TV.Television may not be as mischievous for teenagers or for adults, as it is for the young ones. With this statistics, Sen. Manuel Villar junior has filed a bill banning the broadcast of programs that contain scenes considered extremely violent for children during daytime. Senate commove 2441 mandates the Movie and Television Review and mixed bag Board (MTRCB) and the National Telecommunications Commission (NTC) to construct 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 overt to increasingly higher doses of aggressive images. Violence among youth is also on the rise, do it plausible to correlate the dickens, 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. outside 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 some the glo be: 93% of the students who attend school and live in electrified urban or rural areas have regular annoy 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 hypothesis that television is the most powerful reference point of information and entertainment besides face-to-face interaction.It is concluded that the introduction of television in the 1950s caused a subsequent stunt woman of the homicide rate, i. e. , long-term childhood exposure to television is a causal factor git almost one half of the homicides committed in the United States, or approximately 10 000 homicides annually. Although the entropy 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 form s 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(predicate) a novel toy. The babe leans beforehand and carefully studies the adults actions. In photograph B, the child 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 physical body 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 mod els, 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 childrens 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, harmonise to Centerwall in 1992, is generally powerful, exciting, charismatic, and efficacious. REVIEW OF RELATED STUDIESLOCAL STUDIES One of the findings was half of the Filipino programs contain violent incident (excluding tidings casts). Moreover, it indicated that violence would likely occur in these kinds of television programs: 1. Action/Adventure 2. c hilds play/Sitcoms 3. pattern 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 cod to nightmares, anxiety, and fear associate d 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 lettered 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-run Effects . Imitation and Copying conduct Children and adults mimic and incorporate a behavior they have seen a character in media perform. 2. Desensitization Media can reduce our emotional answers. It breaks down viewer’s natural resistance to killing. 3. Temporary Fear gaga media can produce intense daunt reactions. Fright is an immediate emotional chemical reaction and is composed of anxiety, distress, and increased physiological input that are frequently engendered in viewers as a result of exposure to specific types of media productions.Long-Term Effects 1. Aggression 2. mournful 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 in dos to antisocial direction. The society will stepwise move towards a fig ht-flight mentality. The fight atom is exhibited by an wear 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 slowly 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. scheme OF THE STUDYFrom the information gathered by the researchers in determining the probable effects of exposure to media violence to the psychological development of an individual, hypotheses are formulated. These are based on the findings of this research and will be proved later on. 1. Through media violence m anifested 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 stageâ€a stage of development and expression for adulthood. What they see and learn in their childhood such as violence, might lead to execution of violent acts acquired in their adulthood, conduct to more serious behavioral problems. Without the proper charge, 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 chi ldren develop, through years of watching, sub-conscious mental plans of how they will react in conflict situations. For years they have seen conflicts mulish by violence, and they sub-consciously develop the same reaction plan. When confronted with a conflict, the tendency is to react the way they have seen countless others reactâ€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 in force(p) and the fastest portal of learning and getting 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 look METHODS AND TECHNIQUES Descriptive regularity The researchers applied the descriptive or statistical method that will describe the information 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. Throug h 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 sawbones General. Retrieved February 25, 2012, from http://www. urgeongeneral. gov/library/youthviolence/chapter4/appendix4b. hypertext mark-up language 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, appalling 30). Heart to heart talk: violence on television. Cebu Daily News, Retrieved from http://globalnation. inquirer. net/cebudailynews/ perspective/view/20100830-289558/Violence-on-television Frazier, B. (n. d). The impact of tv violence on children and adolescents. The Success ful 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 violence. (2010). Media Awareness Network. Retrieved from http://www. media-awareness. ca/english/issues/violence/effects_media_violence. cfm Rick Nauert Ph D. (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 meet 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 picayune and long term media effects. (2012). The New Media root word. 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=677908&publicationSubCategoryId= Tan, B. C. (1994). Tv is not for children. Retrieved from http://www. rstep. org. ph/reading2. tm Violence, media (position paper). (2004). A alpha foetoprotein. Retrieved from http://www. aafp. org/online/en/home/policy/policies/v/violencemedia. html APPENDICES QUESTIONNAIRES BULACAN STATE UNIVERSITY College of humanistic discipline and Letters S. Y. 2011-2012 Provided in this questionnaire are personal questions. gratify 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: list: ______________________________________Year and Section:_____________________________ Age: ____ grammatical gender: __________ do by:_____________________________________ ____________________________________________ 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 followi ng programs did you often watch before? * Sineskwela * Math-tinik * Hiraya Manawari * Teletubbies * Voltes V * Daimos * force out Rangers * Tom and Jerry 3. Do your parents oppose 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 * metropolis hunter * Iris * Valiente * Regal Shocker 8.Do you think it is in force(p) for you to patronize programs with violent scenes? * Yes * No 9. Do you think that exposure to media violence could cause a chil d to be aggressive? * Yes * No 10. What is your reaction after sightedness violence on television? * Pleased- happy, at ease * 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. nonpareil C. Caparas High School Principal Bulacan State University- Laboratory High School city of Malolos, Bulacan honest 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 entreat for your permission in order for us to conduct our survey in the campus. The students would be the respondents of our study. This w ould 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 throng 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 undecomposed 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 turn tail English 123-Communication Arts 2 thesis proposal. In this regard, we respectfully request for your troth to be the subject of our study. We would assure that any information gathered would be handled properly and with strict c onfidentiality. Thank you very much! Yours truly, ________________________ Justine Mary Robert A. Mendoza Researcher BULACAN STATE UNIVERSITY College of Arts and Letters School Year 2011 004 Tabon Malis, Guiguinto, Bulacan March 22, 2012 Lolita S. P. Santos Social WorkerCity Social Welfare and Development Malolos Bulacan Dear Mrs. Santos Greetings! We, the Mass Communication students of Bulacan State University, are humbly requesting to your office to allow us to conduct an interview that will give us pertinent information regarding on behavioral aspects of youth and juvenile delinquency here in Bulacan, particularly in the city of Malolos. The said information will 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 preserve confidential and shall be used only for the said thesis proposal. We are looking for 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 compose our research proposal.We are kindly intercommunicate 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’ composeS personalized PROFILE form: Lolita S. P. Santos point: Malolos Bul acan E-mail get across: lolitasantos. [email&#clx;protected] com Age: 23 Gender: female Nationality: Filipino Place of descent: Bulacan civic status: marriedReligion: Catholic educational BACKGROUND Tertiary: University of the Philippines Diliman, Quezon City second-string: holy Spirit Academy Malolos Bulacan employment Currently serving as a social worker at the City Social Welfare and Development here at Malolos Bulacan, which provides social programs especially to autochthonic families in Malolos, provides livelihood projects, child labor programs and other social services that caters the social welfare of the people own(prenominal) PROFILE Name: Agnes Del Rosario Crisostomo terminus: Malolos, Bulacan E-mail address: [email protected] om Age: 40 Gender: pistillate 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 Un iversity of the Philippines 1987BA Psychology University of the Philippines (Diliman) substitute(prenominal) Paombong High School duty 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. ar there any psychological problems that can be caused by television? 6. wherefore 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 endlessly keeping teenagers away from television so that they can not watch violent television programs or shows? 12. Can teenagers modify good and bad side of violent television programs or shows themselves? Why? course of study VITAE JERICA MAE SAN PEDRO CALARA 754 Kabilang Bacood, Sta. Rita, Guiguinto, Bulacan wandering figure of speech: 09157990046 Telephone event: e-mail Address: jericamae. [email protected] com PERSONAL selective information dub :Jerica, JM Status: iodin take over attend:May 24, 1995 Citizenship:Filipino Skills:Communication Skills, ready reckoner Literate EDUCATIONAL BACKGROUNDTertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 †2012 substitute(prenominal) Holy Spirit Academy of Malolos Sta. Isabel, City of Malolos, Bulacan S. Y. 2007 †2011 SEMINARS be maiden SemesterCommGuild Seminar AFP household encampment Aguinaldo Quezon City August 7, 2011 second Semester4th Media meridian BSU club Bulacan State University February 16, 2012 JUSTINE bloody shame ROBERT AQUINO MENDOZA 277 N. Mendoza St. , San Gabriel, Sta. Maria, Bulacan Mobile digit: 09179917850 Telephone function: (044) 641-03-77 Email Address: [email protected] om PERSONAL DATA byname :Justine Status: angiotensin-converting enzyme Birth conflict:February 26, 1994 Citizenship:Filipino Skills:Communication Skills, figurer Literate EDUCATIONAL BACKGROUND TertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 †2012 Secondary Saint Paul College of Bocaue Bocaue, Bulacan S. Y. 2007 †2011 SEMINARS ATTENDED 1st SemesterCommGuild Seminar AFP subject Camp Aguinaldo Quezon City August 7, 2011 2nd Semester4th Media Summit BSU gild Bulacan State University February 16, 2012 ERL CHAK SAN JOSE NAVALTA 85 Sapphire St. Perez, Bulakan, Bulacan Mobile Number: 09274308912 Telephone Number: (044) 668-74-93 Email Address: [email protected] com PERSONAL DATA Nickname :Erl, Chak Status:Single Birth Date:October 14, 1995 Citizenship:Filipino Skills:Communication Skills, calculator Literate EDUCATIONAL BACKGROUND TertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 †2012 Secondary upright Conception School for Boys Second Year- after part Year Poblacion, City of Malolos, Bulacan S. Y. 2008 †2011 Assumpta Academy primary YearSan Jose, Bulakan, Bulacan S. Y. 2007 †2008 SEMINARS ATTENDED 1st SemesterCommGuild Seminar AFP Theater Camp Aguinaldo Quezon City August 7, 2011 Pandayang linoleum Brocka Valencia star sign 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: [email protected] com PERSONAL DATA Ni ckname :Jeaneth Status:Single Birth Date:September 12, 1994 Citizenship:Filipino Skills:Communication Skills, Computer LiterateEDUCATIONAL BACKGROUND TertiaryBulacan State University City of Malolos, Bulacan, Philippines BA Mass Communication Major in Broacasting S. Y. 2011 †2012 Secondary Guiguinto National Vocational High School Guiguinto, Bulacan S. Y. 2007 †2011 SEMINARS ATTENDED 1st SemesterCommGuild Seminar AFP Theater Camp Aguinaldo Quezon City August 7, 2011 Pandayang Plaridel BSU Hostel Bulacan State University Pandayang Lino Brocka Valencia Hall Bulacan State University 2nd Semester4th Media Summit BSU Hostel Bulacan State University February 16, 2012 MA. NEREN ENRIQUEZ VILLALON 611, Calle Hagonoy St. San Pablo, City of Malolos, Bulacan Mobile Number: 09066250818 Telephone Number: (044) 760-75-68 Email Address: [email protected] com PERSONAL DATA Nickname :Neren Status:Single Birth Date:September 4, 1994 Citizenship:Filipino Skills:Communication Skills, Comp uter 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\r\n'

'Madness in Wuthering Heights\r'

'AP Literature and bit The Maddness of Wuthering Heights What is monomania? It is defined as the res publica of having a serious mental illness, extremely infatuated behavior, according to Oxford Dictionary. To an author, however, it can be so more more. In her novel, Wuthering Heights, Emily Bronte had a method behind the sensitiveness, so to speak, using it to pose many main points passim the novel. She employs this madness specifically in her character Heathcliff, whose throw emotions driven him to insanity. Through what causes him to go mad, and his actions as a result, the story is develpedHeathcliff’s madness derived from multiple factors just is rooted from hate shown by Hindley. When Mr. Earnshaw founb Heathcliff in the streets and took him in (page 36), he treated him like his son, somemagazines nevertheless better than his own children. This created Hindley’s resentment for Heathcliff. Hindley did non like the attention Heathcliff recived from his father, therefore wanted to make Heathcliff as miserable as possible. When Hindley makes him a handmaid of the family, after Mr. Earnshaw’s death (page 43), he makes his distain know, with constasnt insult and ill-treatment.It would give reason to Heathcliff’s loathing of Hindley. No matchless would agreeably go through that failure without good reason. Therefore, it would seem reasonable for Heathcliff to kick in when he thought Catherine was going to leave him. All of the time he spent away, would leave time to sour rueful to Hindley, and plot revenge for his mistreatment. He became so pull ind by revenge, that he became void of any foregoing emotion. He lost care for anything other than shaming Hindley and gaining conquer of the Heights. He didn’t care who got in his way, and utilise others for his own selfish reason.This was the reason why Heathcliff get hitched with Isabella (page 131). Isabella would non have known of his schemes, as Heathcliff unploughed his true character hidden; he kept his madness well hidden. After Catherine’s death, he would have no other purpose to go through but to fulfill his plan, even using Cathy (Catherine’s daughter) and his own son, forcing them to marry (page 248). Therefore, there is no header that the theme that the desire for revenge can consume someone is not a question. Heathcliff’s starve for revenge was caused by his madness, nd it is present in most of the book. Another probable cause of Heathcliff’s madness is his passionateness and obsession with Catherine. Heathcliff is treated atrociously by all but Catherine, and she becomes his solace; his only(prenominal) friend. Her companionship is likely what kept him sane for longer. When she distanced herself, festering closer to the Lintons after staying there for several weeks (page 52), his billet changed. Resentment and jealousy begin to form. She was not expenditure as much time with him, leavi ng him to blend whatever punishment Hindley forced on him.He was losing the one person he had left who seemed to care most him Therefore, when she announced she was going to marry Edgar Linton, he ran and did not return for years (page 84). While he was away, he probably lost sight of reason, of what he previously thought mattered. He was likely angry that she would leave him for someone he did not like; that she wouldn’t be with him. His madness only worsened when she died, as the thought of life without her was too much for him to bear. He caused her death by running off with Isabella. His madness led to Catherine’s lapse from reality.She lost her bear in mind over his actions, and as a result he lost her. His madness was caused by love, as he didn’t know how to grieve. The message of spiritual love and torment that is present throughout the story is shown throught this smell of Heathcliff’s madness. He loved Catherine desperately, and her death h ag-ridden him for the remainder of his life. His madness nearly ruined the lives of the others approximately him, stopped only by his own death. Was Heathcliff mad before he arrived at Wuthering Heights? It is not said, but how it developed is crucial in maturation the story.\r\n'

'Student Essay\r'

'In both â€Å" trying Choices” and â€Å" base into Adulthood” we be giving a look at trio divers(prenominal) stories, every one(a) who is attempt to adulthood is filled with increment pains, and stretching give away of our comfort zones, and the decisions that make us who we be. Each of the Essays looks at them differently. What made one breach than the other? We learn that getting and keeping the referees heed Is very important. The author of â€Å" knotty Choices” let us bed what we atomic number 18 going to be schooling about fast. In the rise â€Å"Hard Choices” we atomic number 18 given a clear Introduction and dissertation statement.Telling us that we are aspect at an overview of different stories, not Just a humbug write about childrens choices or their passage to adulthood laughingstock assist us to understand what we are adaptation. By permit us know right outdoor(a) what the essay Is looking at makes It easier to read. F urther much(prenominal) than, â€Å"Hard Choices” did a dangerous Job canvas the three stones. not plainly keeping our management with clear overviews that were elicit but besides a paragraph at the end comparing them all. Then closing with a conclusion that was short and to the point will help with understanding.In tot essays we get a comparison of the 3 stories in the conclusion, there are s manger several(prenominal) points that left me looking for clarity, after reading â€Å" origination into Adulthood” In the â€Å"Hard Choices” They not only looked at each story it addresses a primitive comparison taking the comparison further. One failing that I saw in the essay â€Å"Hard Choices was the way two of the paragraphs started, â€Å"Like” and â€Å"Likewise” are so similar that is almost repetitive. There are other names that could study replaced one of them. start each of the paragraphs differently would make for better reading .Although the word choice was great the start of each of the paragraphs was repetitive. On a whole the essay â€Å"Hard Choices was strong written and superb at keeping our charge altering the way each paragraph was started would have made it more than enjoyable. Looking at â€Å"Initiation into Adulthood” the start was misleading; dont wait till the thesis statement to let us know the essay is a comparison of stories. When first reading â€Å"Initiation into Adulthood” it appeared as though this stem would be talking about how we all gravel adults and grow to have our own say in the life e live.This can be miss-leading and clear some reader at that point. Also, being more concise and interesting in your disruptions of each story will help to keep each reader reading, looking for more. We were told what happened in the story but the readers maintenance may or may not be held if they are not a little more Involved. â€Å"Initiation into Adulthood” was wri tten using fit grammar and conveyed the correct learning. Summing it all up, Writing a news report comparing the works of others can be utile and also hurtful at the same time.The approach best taken loud be one that holds a readers attention telling us as we go the highlights and comparisons, Including the good and bad. But because at the end answers any questions that might be out there unanswered and still needing more Information Student Essay By Tweets We learn that getting and keeping the readers attention is very important. The the essay â€Å"Hard Choices” we are given a clear introduction and thesis statement. Understand what we are reading. By letting us know right away what the essay is looking at makes it easier to read.Furthermore, â€Å"Hard Choices” did a good Job impairing the three stories. Not only holding our attention with clear overviews that were interesting but also a paragraph at the end comparing them all. Then closing some points that lef t me looking for clarity, after reading â€Å"Initiation into Adulthood”. Readers attention may or may not be held if they are not a little more involved. Correct information. Summing it all up, Writing a radical comparing the works of comparisons, including the good and bad. But then at the end answers any questions that might be out there unanswered and still needing more information\r\n'

'Public Health System Essay\r'

'wellness policy and built-in wellness c ar form in both(prenominal) the regular army and Great Britain create a sum of cash for national quality standards. Dealing with health as a key condition for local and globular human activity representatives of medical examination compasss in these two countries on opposite sides of the ocean have long-run experience which differs greatly in terms of functional, financial, and neighborly issues.\r\nFinancing. In the UK financial support of the industry is through and through with(p) come to the fore of taxation acquiting by raft on regular basis. 130 billion of dollars annually ar spent to cover expenditures of healthc be system: salaried out salaries for physicians, facilitating hospitals, providing in vogue(p) medical technology and handling (Hadikin, 2003). British health policy does non convey from patients to profits on the scene since it has already been d wiz automatically by their tax procedure.\r\nSome metres those having problems with eyeball or teeth will have to pay very small amounts to cover the represent for busy tests. However, such co-payments be not common in the UK and are covered by government for finical society layers including age and young people, special patients with chronic diseases, etc. The state pays flat to doctors and cover fees for a wide range of hospital dos (Hawkes, 2007).\r\nIn the USA payments for health negociate are done through private restitution system. Many believe that British system is more convenient since patients receive â€Å" unbosom at the point of service” medical treatment. Ameri passel healthcare sector is employee-employer based (54%) with partial governmental funding (46%) for the poor, the disabled, Native Americans, and elderly adults.\r\nAverage American shake offs annually approximately $6,400 for healthcare where $2,880 is covered by government, $2,675 by private insurance, and more than $800 paid instanter to doc tors or other additional services. Un similar the US with population equal to more than 302 million people, the UK with its 61 million of citizens spends $2,720 each year to be confident(p) in high-quality medical treatment. Described in detail, $2,370 are covered by British government trustworthy through national taxation and other $350 go showly from patients for extra services take (Sultz & group A; Young, 2008).\r\nChallenges. Over years health policy in Great Britain has been facing significant obstacles in its deform for providing high-quality national medical service. First of all, due to the accompaniment that all costs having to do with healthcare are covered through taxation without going directly to doctors on daily basis physicians tend to be little efficient. On the other hand universe confident in that medical system is paid for by the government people with light complaints which can be easily treated at legal residence with help of drugs purchased in the nea rest drugstore instantly make an appointment unreasonably disturbing physicians who whitethorn have very urgent problems to take care of.\r\nAlso, cosmos structurally located under the government health policy in the UK must heed the rules set from above. That’s why if the government representatives root that specific drug is cost-ineffective they may choose not to cover such medications. It is especially true for drugs against genus Cancer which have always been extremely expensive with but several month effect and certain formative surgeries which are considered to be addition features of healthcare and may never be crucial to health (Hawkes, 2007).\r\n deplorably enough, Great Britain tends to keep young people and those less than eighty years experient in focus. The companionable function is that significant number of people in their eighties tend to be seriously ill whereas intermediate life expectancy in Britain reaches 79. Unlike the US, where doctors do th eir best to save people no motion how old they are, English government refers to limited financing and number of able-bodied people who have the capability but need treatment. Unfortunately, anti-cancer treatment costs a lot and in majority of looks prolongs life of an aged mortal for couple of months entirely.\r\nIn the UK National impart for wellness and Clinical Excellence is authorized to limit whether specific drug in particular case is worth to be covered and figurely they shut that it is not. One more problem encountered by health policy in Britain again has to do with money issue. Governments have specific amount of money to spend annually on a mortal who has health problems. However, costs for drugs and medical treatment are constantly escalating and quality of service, therefore, is gradually dropping making this correspondence more and more blurred (Hawkes, 2007).\r\nThe biggest challenge for American citizen regarding health policy is a necessity to pay bills for all services they receive including various tests, prescriptions, visits to physicians, etc. Regardless of the fact that this tradition has a long history it has caused enormous inequity between the bass and the poor. Having created two healthcare bodies called Medicare and Medicaid which handle financial issues of old and poor people accordingly, they are far from being perfect.\r\nFirstly, people with membership in one of these institutions should go through never-ending bureaucratic procedures that require season and effort valuable for both aged people and low-income society representatives. Secondly, having received long-awaited registration they are provided except with basic services and typically have approximately no choice while selecting doctors and hospitals (Barr & group A; Dowding, 2008).\r\nIn terms of care organization any insurance-based system including American one provides care upon request. For instance, when a person hold ups heart attack s/he is tran sported to the hospital, receives required medical treatment, and post-traumatic prescription. In Great Britain similar procedures are planned in advance. Thus, British doctors should calculate how more beds for what kinds of patients should be provided, how much vaccine should be purchased to vaccinate specific number of people and so on.\r\n two American and British health policies have one thing in common having to do with technical issues of the system. Speaking about result judgment of convictions, neither of these states has a set regulation regarding standard response time applicable to all locations under any conditions.\r\n on that point exist certain agreed rules between providers of hand brake service and official authorities that instruct required response times. Significant number of these regulations, however, have to do with private collar service providers who cover only small portions of society. Both Americans and British have reason that every location thro ughout these two countries should be provided with 8-minute medical help. (Davis, 2005)\r\nIrrelevant of the absence of set rules regarding response times cardiac arrests are considered to be the more or less urgent and demanding emergency calls in entire emergency service system. Majority of people who experience cardiac arrest should be provided with proper treatment including electric automobile shock with ALS intervention within the frontmost minutes. Figures show, that the sooner the ambulance arrives the more chances it has to save the patient from lasting brain death and irreversible processes which start occurring in human body shortly after the cardiac arrest. It happens on very rare occasions that the person survives receiving help within more than ten minutes. (Davis, 2005)\r\n winning apart from cardiac arrest, response times for normal emergency calls that have to do with physical injuries or wide range of attacks vary from 12 to 14 minutes. Specifically, Wales show the worst result ever obtained in Great Britain in terms of response time and emergency service. According to recent statistics average rip off emergency service provider arrives not prior than 20 minutes after the emergency call. British authorities claim that it is totally unthinkable to picture such low performance and that this part should be immediately improved. (Brindley, 2008)\r\nIn conclusion it would be suitably to note that both health policies have their advantages and drawbacks as basically any other system. The following circumvent highlights key features of American and British healthcare sectors:\r\nHealth policy in the UK\r\nHealth policy in the USA\r\nAdvantages\r\nDrawbacks\r\nAdvantages\r\nDrawbacks\r\nEvery member of society is provided with medical care\r\nRandom cases of poor quality service due taxation payments as opposed to direct ones\r\nBetter consumer choice provided due higher cost for medical services\r\nOnly insured ones get the best service and treatment\r\nBecause of sufficient NHS silver treatment and drugs cost less\r\nSome twist medical treatment due to longing for dialogue and company (especially old people)\r\nActive implementation of latest technological equipment and scientific innovations in medical sphere\r\nMany retired people choose to work since it’s the only way to receive medical insurance\r\nPatients receive decent treatment regardless of their age, social status, or level of income\r\nMany claim they do not receive the right to choose a hospital or a doctor they like\r\nPatients visit hospital only in cases when it is sincerely necessary, reasonable, or urgent\r\nPrices for medical treatment and drugs are higher because of debates and policy on governmental levels\r\nReferences\r\nBarr, J., & Dowding, L. (2008). Leadership in Health Care. London: quick-scented Ltd.\r\nBreen, N., Woods, J., Bury, G., Murphy A. & Brazier, H. (1999). A national nose count of ambulance response times to e mergency calls in Ireland. daybook of Accident & Emergency Medicine, 17, 392-395. doi:10.1136/emj.17.6.392\r\nBrindley, M. (2008). Ambulance answer Times Worst In UK. Retrieved March 20, 2009, from WalesOnline Health News weather vane site: http://www.walesonline.co.uk/news/health-news/2008/06/20/ambulance-response-times-worst-in-uk-91466-21109781/\r\nDavis, R. (2005). The Price Of Just A Few Seconds mixed-up: People Die. Retrieved March 21, 2009, from USA Today sack up site: http://www.usatoday.com/news/nation/ems-day2-cover.htm\r\nHadikin, R. (2003). Effective learn in Healthcare. London: Books for Midwives.\r\nHawkes, N. (2007). NHS’s Advantages And Shortcomings. Retrieved March 20, 2009, from Frontline Web site: http://www.pbs.org/wgbh/pages/frontline/sickaroundtheworld/interviews/hawkes.html\r\nSultz, H., & Young, K. (2008). Health Care USA: Understanding Its Organization and Delivery. New York: Jones & bartlett Publishers\r\n'