Sources

Thesis:

Enoc, D. (1999). Exposure to Jollibee and Mcdonald’s advertisements and the perception of the fourth year students of Cebu City National Science High School towards Filipino values. (unpublished undergraduate thesis). University of the Philippines Cebu College, Cebu City.

Campos, C. N. (1997). The relationship between exposure to the different strategies used by Jollibee and McDonalds and the preference and buying behavior of children. (unpublished undergraduate thesis). University of the Philippines Cebu College, Cebu City.

Guzman, L. T. (1983). An analytical study of the Philippine Board of Advertising: its roles in the status of advertising censorship in the Philippine television. (unpublished undergraduate
thesis). UP Institute of Mass Communication. Diliman, QC.

Books:

Teodoro, L. V., & Kabatay, R. V. (2006). Mass media laws and regulations in the Philippines (3rd ed.).Caloocan City, Philippines: Philippine graphic arts, Inc., p.471.

Norris, J. S. (1990). Advertising. United States of America: Prentice-Hall Inc., pp.231-255.

Sandage, C. H. ,& Fryburger, V. (1963). Advertising theory and practice. United States of America: Business Publication, Inc., pp. 84-111.

Wells, W., Burnett, J., & Moriarty, S. (1995). Advertising principles and practice (3rd ed.). United States of America: Prentice-Hall, Inc., pp.57-58.

Dyer, G. (1982). Advertising as communication. United States of America: Methven & Co., pp. 86-108.

Hepner, H. W. (1893). Advertising- creative communication with consumers. United States of America: McGraw-Hill, Inc., pp.13-15.


Journals

Encanto, G. (1989, September). Media, Toys & violence. Philippines Communication Journal. 2(7), pp.1-9.

David, J. (1989). Ethics (rather than aesthetics) First. Philippines Communication Journal. , 2(7), pp.26-32.

Gerhold, P. & McGuire, W. (1966). Basic research and advertising practice: A dialogue. In L. Bogart (Ed.), Pychology in media strategy. Chicago, Illinois: American Marketing Association, pp.79-80.


Roberto, B, D’Alessio && Laghi, F. (2009). Discrepancies between parent’s and children’s attitudes toward TV advertising. Journal of Genetic Pyschology. Retrieved from http://find.galegroup.com/gps/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T002&prodId=IPS&docId=A200779324&source=gale&srcprod=AONE&userGroupName=phdiliman&version=1.0


Banwari, M. (1994). Public assessment of TV advertising: faint praise and harsh criticism. Journal of Advertising Research. Retrieved from http://find.galegroup.com/gps/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T002&prodId=IPS&docId=A15352413&source=gale&srcprod=AONE&userGroupName=phdiliman&version=1.0


Tammo, B., Claassen W., & Brus, B. (1998). Children's understanding of TV advertising: effects of age, gender, and parental influence. Journal of Consumer Policy . Retrieved from http://find.galegroup.com/gps/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T002&prodId=IPS&docId=A21112205&source=gale&srcprod=AONE&userGroupName=phdiliman&version=1.0.


Peterson, R. (1998). The potrayal of children's activities in television commercials: a content analysis. Journal of Business Ethics. Retrieved from http://find.galegroup.com/gps/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T002&prodId=IPS&docId=A53335941&source=gale&srcprod=AONE&userGroupName=phdiliman&version=1.0



Mai, L. & Schoeller, G. (2009). Emotions, attitudes and memorability associated with TV commercials. Journal of Direct, Data and Digital Marketing Practice Retrieved from http://find.galegroup.com/gps/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T002&prodId=IPS&docId=A205907929&source=gale&srcprod=AONE&userGroupName=phdiliman&version=1.0


Waller, D. (2002). Advertising agency-client attitudes towards ethical issues in political advertising. Journal of Business Ethics. Retrieved from http://find.galegroup.com/gps/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T002&prodId=IPS&docId=A85467362&source=gale&srcprod=AONE&userGroupName=phdiliman&version=1.0

Krueger, D. (2011, July). Ethics and values in advertising: two case studies. Business and Society Review. Retrieved from http://find.galegroup.com/gps/infomark.do?&contentSet=IACDocuments&type=retrieve&tabID=T002&prodId=IPS&docId=A20941393&source=gale&srcprod=AONE&userGroupName=phdiliman&version=1.0

Heath, R. & Stipp, H. The secret of television's success: emotional content or rational information?. Journal of Advertising Research Retrieved from http://find.galegroup.com/gps/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T002&prodId=IPS&docId=A254060404&source=gale&srcprod=AONE&userGroupName=phdiliman&version=1.0

Note 1

     Hepner(1956) describes the power of advertising in society and in a culture. It has greatly influenced modern society through the innovations, and new things it has introduced to the people. Many desire these new things because it has made life easier and better compared before.  Moreover, advertising also shows the culture aspects and ideals of a community through the instructions learned in art, business, and science. Advertising is an “accelerator of civilization” due to  the role it plays in motivating change in society.

Reference

Hepner, H. W.  (1965).  Advertising – Creative Communication with Consumers. United States of America:  McGraw Hill Inc., 13.

Comm 2 Paraphrasing

1. Freeman(2011) conveys the idea about time as a continuous cycle of ratzo v’shov in Chassidism. It refers to the cycles of  certain “creative energy” which is responsible of all happenings in the universe. This processes and cycles “precedes” our concept of time. The sequence of changes of time on our view is a proof of this “higher form”.

2.  Freeman(2011) answers the question concerning the compelling of the idea of ratzo v’shov on understanding the concept of creation with Chassidism as a basis. He mentions that in Chassidism, existence of an object requires two different and conflicting processes. These two processes include the Creator’s role in maintaining the object and giving the object a self-identity. And ratzo v’shov serves as the mediator of these two conflicting processes. It connects the “cosmic soul” and “space”(Mendel, 1789-1866).

Writing Precis, Comm 2 assignment

1. Tvzi Freeman(2011) says that time is a creation, which came even before the creation of physical objects and the universe.

2. According to Tzvi Freeman(2011), in Chassidism time is described as  a continuing sequence or cycle of things that changes gradually.

Comm2 Plagiarism Exercise

Student Revision 1

The student's text revision was an obvious plagiarism. The mistake of the writer was that he/she only copied and paste most of the text from the two sources. He did not made an effort to paraphrase the copied lines, or write personal insights on the topic. It would be better if the author wrote with his/her own words, paraphrased the lines/borrowed ideas from the two sources and most importantly, cite/mention the author's name and year of publication when inside the text.

Student Revision 2

This revision mentions the author's surname in every starting sentence of every paragraph, which was not done by the first writer in Revision 1. Although, the student wrote the author of the borrowed idea/lines mostly in the first sentence of the paragraphs, the whole text could still be accused of plagiarism. It lacked proper citation of the author, especially on the part of copied lines. The copied lines could be considered as his/her own ideas for those readers who do not know about the source articles, which in truth is just copied. The article would be better if the writer would use quotation symbols to directly quote a person's saying/idea. The student could also paraphrase the borrowed idea and use his/her own words and put some personal opinions on the text. Most of all, cite appropriately the source of the idea/data like the author, year of publication, page number, date that the idea/data was retrieved, etc. The same process as with the first student to prevent plagiarism.

Two Different Worlds

         

          Our life today is way much different from the life portrayed in the novel Fahrenheit 451.  It is just like saying that the job of Montag as a fireman is much complicated than the job of an ordinary fireman today.  The two worlds differ much, the same as we compare color black and white.The world we're living in today portrays mostly the opposite of the world Montag lives, with some exceptions. Taking a view on the people's attitude towards life, the media's influence on people's lives, and most importantly how the society views the concept of family and social interaction  from both  worlds could help us see the  big difference between the two. 

          In our world, people have their own definition of happiness. Happiness differs from every person. Some find happiness by just waking up in the morning, some on material things. For me, I personally define happiness as the most wonderful feeling I experience whenever I'm with my true friends.Happiness is not limited to certain instances for us in our world to be happy. Meanwhile, in the novel, happiness is being given certain requirements. People don't have their own personal choice of happiness. Instead, happiness for them is achieved when they are free from problems and responsibilities, and just being entertained by T.V. shows everyday. Just like Mildred who convinces herself as a happy person, not worrying at all  on the problems she's carrying.

        
          The importance of the essence of responsibility for the people is also different from the two worlds. In our world, we are taught to be responsible. We are trained to be brave and strong in order to face the consequences of our actions, especially our mistakes. For us, problems are instruments that help in the improvement of our self-being and maturity. It is never a good option to quit and escape from duties because it is a sign of weakness for the majority in our world. But in the novel,  people are indirectly taught to become irresponsible through entertainment. They are rather encouraged to forget their responsibilities and just have fun. They are discouraged to think on how to solve the problems because it would make them sad and upset if they could not find a solution to their problem. The result is that the people become fearful about reality and that they'll desperately do anything in order to escape from it. Some even choose to commit suicide and some wait for death to come.

         The attitude of people towards  knowledge also varies from our world and in the novel. Generally, we are sent to school to learn and acquire knowledge. In our world, education is given importance because it is the only thing that could not be taken away from one person. Usually, we look up those people who have acquired a higher level if education. We use different kinds of sources like books for learning and try to preserve them for the future generation to use. On the other hand, books in the Fahrenheit world are the subjects for burning.  The eagerness of acquiring knowledge is rarely found in the characters in the novel, except for some, like Montag and others. The unwillingness of the people to learn are caused by many factors. One of these factors is the influence of technology and media on the everyday lives of the people. The media is known for dictating the current trends and lifestyles of the people. In our world, we are molded to believe on what the media portrays to be "true". This situation is also the same in the novel, except that the influence of media is much 'powerful' in the novel than in our world. The media in the Fahrenheit world has become a part of the lives of people in their daily routine. It eventually lead to the belief of the people that the shows in television are the ones real, and that it is reality. That's why, there are characters who show this kind of attitude where they have considered the 'family' in TV shows to be their real  family. Examples of these characters are Mildred, Mrs. Phelps and Mrs. Bowles. 
     
         Lastly, the concept of family and social interaction in both worlds greatly showed the difference between the two. In our world, we value our family and that we consider it as one of our priorities in life. Our idea about family is about having the father, the  mother and the children  together in the same household living a happy and contented life. While in the novel, the character's family are the 'family' in the television soap operas and shows. They consider it as their real family because it is the source of their happiness despite the fact that this 'family' can only be seen on the walled televisions. With their constant "interaction" the people make with their "family", it eventually lead to different kind of social interaction. In the novel, social interaction is concerned with having watched the TV, which Clarisse mentions and expresses her hatred on this kind of interaction. In contrast, our kind of interaction in this world is more concerned with the talking and interacting with people, asking questions, thinking and others. This kind of social interaction is what Clarisse prefer to do but the society in her world considers her 'anti-social' still.
  
         The people, the media and the society are just among the reasons that makes our world and the Fahrenheit world different. Their massive differences could make tell us that the fictional world Bradbury tells is likely  too real to be true. But, conclusions still should not be made because nobody is able to predict what will happen. As for now, the only thing I can say is that our world and Montag's world are two different worlds.

  

          

And I met the Internet

                    I only knew what a computer looked like when I was in elementary and there's nothing more interesting about it. My knowledge on computers was merely just about the computer parts and nothing more. Learning how to use the internet never came into my mind until my friends got hooked into it. Then suddenly, my interest on computer applications, softwares and the internet grew bigger which I never thought would happen to me.

                   I was introduced to the technology world when I entered elementary. We were taught the basics like the proper use of the mousse, the typing and others. I also learned how to play games. But I really never had much interest on computers back then, except for computer games like Mario and Hangaroo. It was until I reached fifth grade that my classmates were already starting to be computer addicts. Most of my friends would talk about the things they did on the internet. The boys would talk about 'DOTA' while the girls would talk about their friendster profiles and about their chatmates. And I had no idea of all these things they were talking. I felt like a loser everytime they talked about it and I did not have anything to share to them. and then, I though of trying to do what they were doing so that I would not get upset. My first meeting with the Internet was funny. It happened on a rainy Wednesday afternoon. Classes were suspended due to the unpleasant weather. Most students were fetched early by their parents and there were also some who were stucked in their classroom, waiting for their parents. I was one of those students who stayed in the classroom together with some of my friends. We did all crazy things so as to have fun while waiting. An hour or so passed and we were still not fetched. It seemed like we had done everything in the classroom so as not to get bored. We even tried to play 'glass in the bottle' but it was unsuccessful. And then, when one of my friend, who was a computer addict,  Gilrose, decided to go to the internet cafe near the school. At first, I did not want to go but then most of my friends went there, so I decided to just go with them too. As we walked in through the rain towards the internet cafe, my friends were excited and they started talking about their friendster,and other accounts on the internet. I was like out of the conversation again because I did not have any. When we entered the internet cafe, it was dark but there were many students and it was noisy. I think it was my first time to go to the internet cafe together with my friends. I used a computer but I didn't have any idea on what else I can do. I sought help from my friends and they willingly taught me how to use the internet. I was able to have a friendster profile and chat using MIRC in just a few minutes.  An hour passed and I didn't realized that I was having much fun chatting that I  forgot that I did not have enough money on my pocket. I was nervous and afraid, knowing that my friends could not able to help me because they too didn't have extra money. It was the most terrifying feeling I ever had, I did not know what to do. Then, my friends made a plan. I was already sweating and on the panic mode when suddenly Gilrose grabbed my arm and we ran through the door. I realized that we just escaped and did not even pay a single peso. I was shocked of what I just did  but after that incident,  I promised myself that I would not do it again. But internet surfing would always be the thing I'm gonna do, and from then on, I learned how to use the internet. It made me realize that there's so much things that can be done with the internet.  

               I  did not regret anything I did, except for the crime of not paying. It was my eagerness to do what my friends were doing helped me more know about computers and made me not and ignorant. I was somehow thankful because it did not only build a stronger relationship among us but it also gave me the knowledge on computer softwares and internet.