College of Arts and SciencesThe College of Arts and Sciences covers the Department of English and Mass Communication, Department of Social Work, Department of Mathematics and Physics, Department of Chemistry and Department of Life Scienceshttps://hdl.handle.net/20.500.12852/102024-03-28T05:58:37Z2024-03-28T05:58:37ZA content analysis on teen suicide as stated by Matthew Quick’s “Forgive me, Leonard Peacock”Montelibano, Jenimary Irianna O.https://hdl.handle.net/20.500.12852/29082024-02-15T12:00:18Z2018-04-01T00:00:00ZA content analysis on teen suicide as stated by Matthew Quick’s “Forgive me, Leonard Peacock”
Montelibano, Jenimary Irianna O.
This study sought to describe and identify the cause of the protagonist’s suicide attempt in Matthew Quick's novel Forgive Me, Leonard Peacock. The specific objectives of the study are to identify, viz.: (a) the internal and external attributions of the minor characters that ted to the protagonist’s attempted suicide based on their personalities; (b) the internal and external attributions of the minor characters that led to the protagonist’s attempted suicide based on their treatment towards the protagonist; and (c) the behavior of the protagonist towards the minor characters. The researcher used the Attribution Theory to analyze and infer the characters’ behaviors and personalities. Furthermore, the Correspondent Inference Theory was used to understand in depth the minor characters’ behavior as to why they behave the way they do that lead to protagonist’s way of thinking. The theories are interrelated that the study revealed that the characters of the novel Forgive Me, Leonard Peacock, are results of situations and experiences. The characters are all flawed but some could not handle the burden anymore. The characters have each of their own motivations and beliefs to act the way they do. it is recommended that a thorough discussion of the characters’ background, personality, and environment and other elements such as setting, plot and themes should be scrutinized to enhance classroom discussion and to aid further literary analysis and appreciation.
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2018-04-01T00:00:00ZThe final thesis: A symbolic interaction study of Mitch Albom's Tuesdays with MorrieTristeza, Jane C.https://hdl.handle.net/20.500.12852/29062024-02-15T08:00:18Z2012-03-01T00:00:00ZThe final thesis: A symbolic interaction study of Mitch Albom's Tuesdays with Morrie
Tristeza, Jane C.
The study was conducted to scrutinize the context of symbolic interaction underlying in Mitch Albom's Tuesdays with Morrie. In-depth analysis drawn towards the study were based on the symbolic events encountered by the major characters, namely, Morrie Scwartz and Mitch Albom, the presentation of their fourteen (14) symbolic interactions that gave rise to the symbolic meanings of life's significant lessons, and the contribution of the characters' symbolic interactions for the creation of the book entitled as Tuesdays with Morrie. Descriptive design was employed, specifically, content analysis was the method used to ascertain the premises of symbolic interaction. Findings of the study revealed that the identified symbolic events of the characters resulted to both of their highlighted similarities and differences. Analysis on the characters' symbolic interactions showed that, in their every interaction, symbolic meanings prevailed. Accordingly, their interactions served as substantial measures for the symbolic characteristics of the book's title. Conclusions made in the study asserted that the characters' symbolic events are clearly paralleled to their symbolic interactions. The dominant life's topics discussed are based on their individual experiences. Whereas the least talked topics are more likely centered on one major character about how he imparts his viewpoint about these life's lessons as he approached his impending death. The particular day when they interact through conversational relations, is anchored with the embodied significance that attributed to the book's symbolic title as Tuesdays with Morrie.
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2012-03-01T00:00:00ZRelationship between demographic features and perception of homosexuality of religion and ethics students of Central Philippine UniversityMangana, Mellianne L.https://hdl.handle.net/20.500.12852/28982023-12-01T09:00:19Z2014-03-01T00:00:00ZRelationship between demographic features and perception of homosexuality of religion and ethics students of Central Philippine University
Mangana, Mellianne L.
This study was designed to determine the relationship between certain demographic features and attitude towards homosexuality of two sections of Religion and Ethics 1 students of the First Semester of the Academic Year 2013-2014 of Central Philippine University. This study made use of a one shot survey questionnaire with two parts that surveyed demographic features and perception of homosexuality respectively. The research also aimed to determine if such variables affect their perception of homosexuality. The total number of respondents was 69 students out of the 83 identified respondents. The survey showed that majority are females, 17 years old, with families that belong to the middle class bracket, are from the municipalities and graduates of public high schools. Most of their parents are college graduates, and their fathers are employed, while their mothers are housewives. Most have negative perceptions of both cross-dressing and same sex marriage. In terms of relationship, demographic features such as family size, total monthly family income, age, religious affiliation, location of home address, educational level of parents, and occupation of parents, have no significant relationship with their perception of homosexuality. Only gender was found to have a significant relationship with the perception of homosexuality. This means that males and females have different perceptions of homosexuality.
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2014-03-01T00:00:00ZEthics and morals in the Lord of the Rings Trilogy by JRR. TolkienTa-ala, Ellie John J.https://hdl.handle.net/20.500.12852/28922023-11-24T04:00:21Z2018-10-01T00:00:00ZEthics and morals in the Lord of the Rings Trilogy by JRR. Tolkien
Ta-ala, Ellie John J.
This study was conducted to find out the Ethics and Morals present in the Lord of the Rings Trilogy by JRR Tolkien. It aimed to give an overview of the values imparted by Tolkien in the book for its readers to see and learn. To do this, a series of questions were asked regarding the ethical conduct of the races of Middle-Earth, Tolkien’s view of good and evil in his work, the different sets of traits of leading characters in the Fellowship of the Ring and finally the large overview of the conflict of good and evil. Coding sheets were made to help in the content analysis of the texts which used the moral approach as the theoretical framework. The study revealed that the Free Peoples of Middle-Earth viewed good and evil differently from human beings like us. For them, good means freedom and retaining the natural order and evil is anything that curtails that freedom. Of course, the heroes in the Fellowship exhibit traits as any hero would such as honor, sacrifice, sense of duty that made them stand out from normal men. Most importantly this study found that the book emphasized that good will always be victorious over evil. It is recommended that The Lord of the Rings Trilogy be used by teachers of literature and values education, because they contain lessons about morality and ethics. It can also be used as samples for inspiration and lessons for values for the students under them.
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2018-10-01T00:00:00Z