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Thursday, November 10, 2011
Wednesday, October 19, 2011
Chapter 3: Theoretical Background Second Draft
CHAPTER III
THEORETICAL, CONCEPTUAL AND OPERATIONAL FRAMEWORK
This study was conducted to determine the effects of watching anime and reading manga on the study habits of students. To support the study, theories will be used in order to fully explain the factors and variables of the study.
I. Theoretical Framework
The Hypodermic Needle Theory
The hypodermic needle theory's origins are largely unknown, and research on the theory's founder is hampered by the generality that surrounded media analysis in the early 20th century. Hypodermic Theory, also known as "Magic Bullet Theory" and "Hypodermic Needle Theory" was claimed to have arisen out of the surplus of propaganda and other influential films made public in the years immediately after World War I and in the years leading up to World War II. Hoever, although not widely recognized for having come up with the theory, Harold Lasswell may have refined and introduced the Hypodermic Theory in his 1927 book "Propaganda Techniques in the World War".
The "hypodermic needle theory" implied mass media has a direct, immediate and powerful effect on its audiences. It predicts strong and more or less universal affects of mass communication messages on all the audience members who happen to be exposed to them. Media fires the message directly into audience head without the audience knowing and this message causes the immediate response from the audience mind without any uncertainty. The media injects the message into viewers mind and it cause changes in audience behavior and consciousness towards the message. Audience are passive and they can’t resist the media message.
This theory deals with the impact of media messages in audience mind and how audience react towards the message without any hesitation.
The Temporal Motivation Theory
The Temporal Motivation Theory of Dr. Piers Steel (2007) provides strong evidence on why we procrastinate and is one of the major theories that fully explains the root causes of procrastination. The best definition for procrastination is the delaying of a task that was originally planned despite expecting to be worse off for the delay (van Eerde, 2003). Because the delay is irrational, people end up voluntarily choosing a course of action that they know will not maximize their physical, psychological and material well-being. But even though the people know that engaging into procrastination is bad for them, they still do it because when people find the work difficult or not enjoyable they also tend to procrastinate. Some people get distracted so easily that is why put off things that need to be done for later. The nearer the deadline the harder the people concerned work on. Also, some people make some plans on the things they need to work but do not work on the plan.
The Self- Handicapping Theory
In order to fully grasp the Self Handicapping theory, the attribution theory must be discussed first. The attribution theory of Weiner (1935) is about how the learner's "current self- perception" influences the ways which they interpret the outcomes of their doings. In attribution theory a person will interpret the surroundings and engage into a course of action. He then finds justifications, if the course of action he took just so happened to fail, and make them seem like he had no control over certain factors that hindered him from doing a certain task. That is why when people succeed they attribute it to their own effort but when they fail they say that it is because of reasons which they have no control.
Self-handicapping Theory by Riggs (1992) uses the principles of the attribution theory. In the self-handicapping theory, however, people willingly create the obstructions that hinder them from doing a certain task. These obstructions might be foolish but they help make excuses. If people fail, they tend to say it is because of these obstructions. These obstructions have a great impact on the performance of people because it blocks learning. Self-handicapping is common on teenagers. because it is commonly occurs on people who are concerned on their image and most likely they are teenagers (Slavin, 1983).
Figure 3. 1
II. Conceptual Framework
From the Hypodermic Needle Theory presented earlier, the researchers have dubbed the internet, television and various forms of printed material as the mediums that the viewers are exposed to regularly, subsequently giving these media direct and powerful influences upon the audience seeing as the internet and television have changed the speed, storage and availability of information from all over the word making various information easier to access. The messages from the medium, therefore, are directly injected into the viewers mind without them knowing and they passively consume the information and are unable to resist it.
So, if we incorporate the Hypodermic Theory with that of the Temporal Motivation Theory where it is stated that the more unpleasant a student finds a task, which in this case is studying, or making papers and assignments, the more likely he/she will put it off for later. First, modern technology has made it easier for people to procrastinate. The internet provides many distractions like checking e-mails, listening to music, instant messaging friends, playing computer games, watching videos on YouTube and hanging out in virtual social networks like Facebook, Tumblr and MySpace that can hinder a person from finishing a task that is needed to be done. However, the Internet is not the only existing distraction: television, cell phones, mp3 players, video games and a lot more sophisticated, modern inventions can cause serious procrastination.
And to add, the Self-Handicapping Theory which states that people will willingly find obstructions to excuse their failures. If a student will fail and he/she has not studied because she was watching TV or was surfing the net the day before a major exam, then he/she has the appropriate excuse to have failed and thus will not feel that he/she is stupid or dumb. However if he/she passes the exam without studying, then the student will think that he/she is a genius for passing an exam even if they spent the previous day just lazying around. Given these theories, the student will find excuses not the make projects and will look for ways not to or put off studying for exams later. These excuses will involve surfing the internet, playing computer games, wasting time in Facebook and other social networking sites and watching videos in YouTube all day long.
Figure 3 . 2
III. Operational Framework
As what the theories above stated, there are mediums that influenced a communicative situation to the
Anime and manga will then be the student's obstructions and from our Temporal Motivation Theory where it is stated that the more unpleasant studying is, or making papers and assignments, the more likely a student will put it off for later and would rather spend their time watching anime and reading manga in the internet due to its easy accessibility. With this, the student will most likely put off studying and making projects for catching up with the anime series they are following.
From the Self-Handicapping Theory where obstructions are created to excuse failures, students unconsciously find ways to distract themselves and make these distractions as excuses for not studying or making projects. If students conduct group study sessions, students will talk about anime and manga and, thus, will make a good excuse for not having studied for an exam well. If a student will fail an exam or be unable to meet a deadline because he/she was watching anime and reading manga, then he/she has the appropriate excuse to have failed.
Chapter VI: Summary of Findings, Conclusion and Recommendations
CHAPTER VI
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This study was conducted to determine the effects of watching anime and reading manga unto the study habits of second year college students of the University of the Philippines Cebu College.Twenty Second Year College students of the University of the Philippines Cebu College were the respondents of this study. The inquiry was conducted on the school year 2011-2012.
Findings:
90% of the respondents started watching or were exposed to anime and manga when they were still 2 to 13 years old. These are the years when the respondents are still in kindergarten or in elementary. This means that many anime enthusiasts today were exposed to anime and manga early during their childhood. The researchers found out that most of the respondents who watch anime and read manga everyday were exposed when they were still 2 - 7 years old. Most of them spend more time watching anime and reading manga than studying. Four out of the 11 respondents who started watching at two to seven years old watch anime everyday while the other four only watch when they feel like it. This means that early exposure to anime and manga does increase your chances of getting 'addicted' to anime and manga.
Most of the respondents prefer to not study everyday and only when exams are near which shows that majority of the student's time is spent watching anime and reading manga at home seeing as exams aren't held everyday. During the weekends, most students answered that the watch anime and read manga for two - 12 hours.
92% of the respondents watch anime and read manga only when they feel like it. However, after reconfirmation through the interview of the respondents who answered as such, the researchers verified that they allot more time for watching anime and reading manga rather than use the free time to study their lessons.
50 % of the respondents give equal priority to both their projects and time to watch anime and manga. They set aside time to do schoolwork first before watching. However, the data, shows that when exams or deadlines are really near, the respondents work on their projects and study for their exams immediately.
Respondents prioritize the discussions given by the instructor during class hours. The respondents know that class hours are used for learning and should not be used for things that they can do later. However, data shows that when they are not in class, they are free to talk about anything without worrying about missing important notes and ideas from the instructor. Researchers find that the respondents know how to set their priorities well at school.
During group sessions set for studying, 60 % of the respondents prefer to not discuss anime, characters or new updates. However, through the interview, a few respondents confessed that they cannot engage into anime discussions because their study mates either do not watch anime and/or do not appreciate distractions during study time.
Conclusion
Based on our findings, the researchers conclude that the studying habits of the second year anime enthusiasts of the University of the Philippines Cebu College are indeed affected by watching anime and reading manga. However, they give their full attention during class hours, not allowing anything to distract and interrupt them from listening to the instructor. However, once at home, they will find time to engage into anime and manga, whether it is to chat with other anime fans and/or spending the time watching and reading.
Recommendations
Based on the findings, the researchers recommend that:
Seeing as early exposure to anime and manga can affect the attitude of a toddler toward these Japanese creations, parents should supervise the amount of anime and manga their children are exposed to during their toddler years.
For the future researchers of this study, they must gather more respondents to ensure unbiased results and data.
Sunday, October 16, 2011
CHAPTER I : REVISION
CHAPTER I
INTRODUCTION
Rationale of the Study
Hihara, a Computer Science student of one of the universitiesof Cebu city, had a major exam the very next day. The exam scheduled the following day was a hands-on File Reading exam so Hihara needed to practice coding the night before due to the fact that he was not that good in file reading yet. So he told himself that after eating dinner, he would start studying and coding.
When he arrived from school later that day, he was determined to let nothing distract him from studying. However, when he booted his laptop to open the lecture notes uploaded on the class blog, he saw that the anime he had on torrent for several days had already finished downloading. So then, he thought, "Hm. Okay, Maybe I should rest my mind a bit and watch anime while I eat my dinner. That will help me loosen up and calm my mind."
Satisfied with that, he got up and made dinner. He told himself over and over again that he was only going to watch an episode or two and then he was going to focus on programming and file reading.
Unfortunately, that was not the case. When dinner was ready, he had watched two full episodes of anime. And by the time he was full, he had already finished 4 episodes. The temptation to continue watching was there, even after he had placed his dirty plate in the sink.
He kept telling himself, "Ugh. Okay. I promise. This is the last episode for the night. And I'm going to get some coding down."
Nothing of the sort happened. He spent the whole night watching the anime he had finished downloading and by the time he finally found the nerve to shut the video player off, he was too sleepy to code properly. Nevertheless, he did but it was sloppy and unmotivated. The next day, just before the exam, he found out that some of his classmates who also loved anime experienced the same thing.
Hihara is one of the many second year anime enthusiasts in the University of the Philippines Cebu College who experience the same situations.
Anime is a blanket term, shortened from the word 'animation' and is often used to refer to the animated versions of comics that originated from Japan called "manga". Anime is an increasing world phenomena. More and more Anime series, mangas and movies come out each year and with that, the population of Anime fans around the world keep on increasing as well. The popularity of a particular Anime title that became a hit TV series usually lasts for years. Even though the show has ended on the TV station where it was aired, fans will search for their own copies of the series and watch it over and over.
Many young adults today watch anime and manga. What with its exiting plot lines, action packed scenes and a complexity that draws out a wider range of viewers, anime has taken the world by storm. Many young people claim it to be so addicting that they often neglect their responsibilities and would rather to watch anime and read manga.
So, with Hihara, nstead of studying and reviewing for exams or making projects to meet the deadlines, anime fans like Hihara procrastinate and postpone the tasks they need to do to watch anime and read manga.
Our study aims to find out the effects of watching anime and reading manga onto the study habits of the Second Year College students of the University of the Philippines Cebu College.
Statement of the Problem
This research was conducted to find out how influential anime and manga are on the study habit of the Second Year college students in the University of the Philippines Cebu College during Academic year 2011-2012.
Specifically, this study was attempted to answer the following sub-problems:
1. How much time do the students allot for watching anime and reading manga?
2. How much time do the students spend studying and reviewing?
3. How does watching anime and reading manga affect study group sessions?
4. How does watching anime and reading manga distract students during class
hours?
5. How does watching anime and reading manga interfere with the time used to
complete assignments and projects?
6. Does early exposure to anime and manga affect the students' attitude towards
anime and manga?
Objectives of the Study
The objectives of this study are:
To know the time students allot for watching anime and reading manga.
To determine the time students spend studying and reviewing.
To determine how watching anime and reading manga affects study group sessions.
To assess how watching anime and reading manga distract students during class
hours.
To know how watching anime and reading manga interfere with the time used to
complete assignments and projects.
To determine if early exposure to anime and manga can affect the students' attitude towards anime and manga.
Significance of the Study
This study can benefit the following people:
Parents. Through this study, parents will be made aware of the effects of their children watching anime and reading manga too much during childhood, and so with this, the parents can supervise their children's exposure of these Japanese media.
Students. With this study, they will be aware of the effects of watching too much anime and manga on their studies. With this, they can make necessary measures to limit their addiction.
Teachers. They can be made aware of the hobbies of their students and use these to their advantage. Teachers could make use of anime and/or manga as effective teaching techniques to arouse the interests of their students. (e.g. using characters from Axis Powers Hetalia to teach World History).
Sunday, September 25, 2011
Chapter IV: Methodology Revision
CHAPTER IV
METHODOLOGY
Research Design
The common descriptive method of research will be utilized and normative survey technique will be used for gathering information and data because the study is more of describing the data, the characteristics of the respondent population and the phenomenon being studied. The research is also not experimental in nature so the descriptive method of research is appropriate. The researchers will choose this type of approach for its easiness and practicability to provide adequate information the researchers will need. The survey will be enough to describe, analyze and interpret the respondents’ exposure to anime and manga and how these affect their study habits.
Respondents and Locale of the Study
The research will be conducted at the University of the Philippines Cebu College during the first semester of Academic Year 2011-2012 at Lahug, Cebu City. This research will be conducted in order to determine if watching Japanese anime and reading manga can affect the studying habits of college students. Specifically, 35 Second Year college students of the University of the Philippines, who have a hobby of watching and reading anime and manga, will be randomly selected to answer the provided questionnaires. Five from every course offered, namely, Computer Science, Management, Political Science, Mass Communications, Mathematics, Psychology, Fine Arts and Biology. The respondents will participate purely on voluntary basis. This age group was appropriate because as of Academic Year 2010 – 2011, a school organization concentrated mainly on Japanese culture (e.g anime and manga included) had many Second Year members who were incredibly active, especially during the second semester when an anime/manga event was held in the campus during February.
Sampling Procedure
Convenience sampling will be administered in the selection of the respondents. Convenience sampling is a sampling technique where the respodents are selected because of their accessibility and proximity to the researcher. The researchers will prefer a sample population that is unproblematic to supervise and will be able to answer the questionnaires honestly.
The respondents to be selected, to the best of the investigators’ knowledge will represent the second year students of University of the Philippines Cebu College who are anime enthusiasts. Respondents may be encountered both in their respective classrooms and in random social interaction.
Data Collection
The gathering of data for this study will utilize a self-managed descriptive questionnaire because it saves the researchers’ time and effort, guarantees ease of testing its reliability and validity, and ability to maintain respondent’s confidentiality. The most easily accessible students are those attending undergraduate studies at the same University.
The respondents will be given the research questionnaire and the data collecting will last for about 3 – 4 days. After gathering the data, the researchers will group the responses according to the sub-problems of the study.
Instrumentation
In order to answer specific sub-problems in our study, survey questionnaires will be distributed to the respondents. The survey questionnaires will consist of a broad range of questions aimed at finding out the effects of watching anime and reading manga to the respondents’ studying habits. Each questionnaire will have 3 parts. The first part of the questionnaire will regard the personal background of the respondent. The second part will find out the amount of time the respondents allow themselves to be exposed to anime and manga. The third part will determine the effects of watching anime and reading manga on the respondents’ studying habits.
Statistical Treatment of Data
The statistical treatment of the data was mainly to get the percentage and the weighted mean.
Percentage = (frequency / Total number of respondents) x 100
Weighted mean = ∑ƒx / N
where :
ƒ = frequency
x = weight
N = number of respondents
∑ = sum
Thursday, September 8, 2011
Chapter II: Revision
Effects of Watching and Reading Japanese Anime and Manga on the Study Habits of Second Year College Students of University of the Philippines Cebu (Academic Year 2011-2012)
Avila, Palmy S.
Villahermosa, Liana Meg S.
COMM 2 MTH 2:30 – 4:00 pm
CHAPTER II
Review of Related Literature
Many people are interested in various forms of entertainment like dramas, movies, series, talk shows, news, etc. Alongside these are anime and manga, which are at present what many students obviously watch. Most of these anime start out as printed Japanese black and white comics commonly called as “manga”.
First, the researchers explain how animation came to be with consultation from Collier's Encyclopeia. Next is how people see Japanese animation and manga and how it was publicized all across the globe. And thirdly, how these Japanese media affect its viewers, fans, and enthusiasts.
Japanese Anime and Manga
Animation, as defined in Collier’s Encyclopedia, is a photographic technique that creates an illusion that inanimate objects are given movement The encyclopedia also adds that each photo or drawing is shown to have a slightly different position in each frame and that the drawings are photographed frame-by-frame and is projected at a speed of 24 frames per second for sound animation. If silent, then a total of 16 frames per second.
Collier(1991) also adds that the range of “illusionistic possibilities” is more complex and difficult to grasp. He also says that animation includes effects, actions and movements that cannot be achieved in live-action films such as actions that seemingly contradict the laws of nature like “wizardry”, people walking and fighting on air, and even reassembling oneself after getting chopped into pieces. Even more so for animating lifeless objects like how cutlery and silverware dance across a dining table, or how plastic soldiers engage in battle by themselves, and how pens write on their own. The encyclopedia adds, “this kind of freedom of expression can only be achieved in animation”. According to a pioneer animator Max Fleischer, “If it can be done in real life, it's not good animation.”(p. 255)
Therefore, when taking account Fleischer's statement, Japan has produced very good animation projects that is gradually taking the world by storm. What with combating ninjas with killer techniques like summoning water dragons from rivers, pirates with stretchable limbs, anthropomorphic personifications of countries across the globe and demon butlers – these certainly can't be done or be seen in the real world.
Leonard (2003) says that as time progressed, interest in "Japanese animation" has increased unexpectedly all over the world. Income generated from animation increased highly for the past years. In fact, even the Japanese Prime Minister praised animation in his speech (Leonard 2003). The Prime Minister viewed anime as “the savior or Japanese culture.” But there is one question that is prevalent between all of this, "How did anime, once regarded as a product produced and consumed exclusively for Japanese children, become such a powerhouse in the global media market?” (Leonard 2003)
Anime became famous not because it forces itself into others but because people get attracted to it like a moth to a flame (Leonard 2003). Leonard adds that it was at 1960's-1970's, where people "studied or served at the military", and went home they all boast about anime in Japan. He also states that despite the fact that they didn't understand what they are talking about, they were still mesmerized by it, as what one fan said "We didn't know what the hell they were saying, but it looked really cool.” And as technology rises, distributing anime became much easier.
Manion (2011) says that dispersion and distribution of Japanese anime is very fast. So fast that even some cartoons are trying to imitate anime ways (Manion 2011). She also reports that anime fans are encouraged to learn Japanese culture and language. Williams(2006) also found out from her study of the impact of popular culture fandom on perceptions of Japanese language and culture learning in the case of a student that “a significant number of anime fans are students and in a survey, 43% are taking a course in Japanese language. She says that 75% of the students of that course in her school are encouraged to enroll because of Japanese animation. However, she said that it is still not appropriate to conclude because the number of students is just about 43. Still, there is a possibility that links the study of Japanese language to Japanese animation for the "uniqueness" of anime is possibly one of the reasons why there are many people in the "fandom" (Williams 2006). Some fans say that the storyline is eye-catching and hard to predict compared to what is common(Williams 2006). Napier (as cited in William, 2001), states that anime is also a way to escape reality. In viewing anime one can set his/her mind that he/she is one of the characters and can fantasize about the story.
Even though anime can be used as a tool for learning Japanese culture, people still have this notion that it is not a good thing; that anime can not be used as such. But the young ones now who love anime might actually consider anime as a teaching tool to introduce the culture of Japan.
On the other hand, the Associate Press (2006) also state that Japanese anime and manga have been reaching across continents and not just drawing the attention of its conventional male viewers, but has also captured the hearts of the female population as well. That is all thanks to the astounding plot, amazing art, animation and heart-breaking scripts and plot twists (Associate Press 2006).
A young college student who got interviewed by one of the correspondents of Associate Press (2006) said that “a lot of anime is very beautiful” and that she appreciates the story lines and has compared American animation as “usually for kids” and the script lasts within the length of one episode only. In anime, however, the student said that it is “serial” and can be enjoyed by older audiences.
Speaking of older audiences that enjoy anime, Wignall (2004) has come across Rayna Denison, a lecturer department of media and film studies at the University of Sussex, and has seen her research on anime. Denison (as cited in Wignall, 2004) said that,
“... anime is moving across national borders - into America, for example - much more than it ever has before. Fans already take it very seriously, but now academia is beginning to as well. Most of the research that has previously been done focuses on the creative side, though. I thought it was about time someone looked at Japanese film in terms of the industry that surrounds it. It's a business as well as an art."
With regards to this statement from Denison, the researchers have observed that anime and manga are indeed wonderful ways to advertise products and brands across the globe as a way of business. Many brands such as Tiffany and Co., Chupa Chups, “Fanta”, Sony on characters’ personal headsets, Converse and Pizza Hut have used anime as a way to advertise their company and products. A number of newly formed bands in Japan, when they want to be known immediately, turn to anime to make their songs as the opening or ending themes. With this they can attract many anime enthusiasts to check out their album and making more sales, especially now that everyone is into the internet.
With this, Denison (as cited in Wignall, 2004) adds that,
“There are 31 million websites that reference anime, and the internet has a very large part to play in bringing disparate groups of fans together. I was able to do lots of research from my desk, because I could use the internet to gauge how an international audience was reacting to the same film, at similar times but in different places. However, it's not utopian - the internet is still very much subject to people's ability to communicate in the same language."
This says that the internet is another way of disseminating and spreading anime and making their audience, young or old, male or female, student or not, poor or rich communicate and enjoy their favorite films together.
But, apparently, the western countries have not yet matched Japan’s obsession with anime. Denison (as cited in Wignall, 2004), after her visit to Japan, states that "In Tokyo, there are DVD stores with eight floors dedicated to animation. The most successful comic book sells six million copies a week. Japanese visual culture is much more varied - it runs from children's films to romantic comedy to pornography. But the producers of The Matrix trilogy used anime to fill out the back story to the films with the Animatrix series of cartoons; it shows how mainstream it's becoming here."
Contributing Factors to Anime Distribution
The world keeps getting smaller everyday (Anoba, 1998). All one needs to enjoy films and “action-packed music videos”, cartoons and other shows from other countries is just one flip of a switch away (Anoba 1997). And since anime is produced and broadcast first in Japan, cable TV is a sure plus for people who love to watch anime.
Television is not a luxury anymore and is present in almost all households in the world (Villamor 1999). It can gather relatives together, trigger sibling squabbles, “make students forget their homework and bring the neighbors in” (Villamor 1999). Paner (1998) also said, “cable TV gives a different kind of entertainment”, it is different from commonly used television because when you open your TV and visit your favorite local TV channels, you immediately see the program of your choice.
At present, many Filipino households are already subscribing to cable TV (Anoba 1997). As shown by statistics, cable TV has grown 1000% in less than ten years last 1999, as cable TV programs are now accessible in over 10 million households across Asia (Anoba 1997). As these numbers steadily increase, many citizens have raised their respective concerns on the possible effects of cable viewing (Anoba 1997).
With regards to this, Anoba (1997) has mentioned Resil B. Mojared that in one of his columns in SunStar weekend, reiterated some effects of cable television:
“The advent of cable TV has increased viewing time among Filipinos… has alerted our viewing habits and consciousness of time and space… its effects are rather disorienting. Disparities in timezones are such that we watch programs intended for morning viewers in the late night. Plugged into CCN or NBC, we are informed about recent events in Bosnia- Herzegovina rather than in Mindanao, or we listen to what the weather is like in Litte Rock, Arkansas, instead of the forecast for Metro Cebu.”
The head of Redman Resources, Richard Redman, mass media provides “most of the real for the perceived world” and adds that the way young people define and approach his or her world is to a large extent a function of the information communicated into them. Media certainly contributes greatly to that input (Jubela, G. 1995).
Anoba (1997), sociologist, Susan Magno, also noted that children have become addicted to TV and she said that the “boob tube” has now become the “strongest competitor of schools in the socialization of children”.
An associate professor in psychology at Stanford University, Eleanor Maccoby, has conducted several studies on “the effects of television on young people”. Based on the finding of her research, she found out that young people watch television solely for entertainment. She also states that “television has some effects on young viewers by providing them with models which they can imitate when the situation seems to warrant it, and by transmitting certain attitudes and feelings about people and events.”(Jubela, G. 1995).
From this, people can understand that watching television shows can affect one's perception of reality and molding together what one sees in TV and their real life. There is a possibility that young people are likely to imitate what their favorite characters do in certain situations.
There are also various anime that offer a specific type of genre where people can learn different morals and ways of life. This is the “slice of life” genre that is common in “shoujo” types of manga that have plot lines that target female viewers. These morals can be applied to the viewers' everyday lives where they can relate to the character's experiences and feelings.
One of Villamor’s (1999) findings in her research was that her respondents were “not satisfied with the locally produced programs”. A noteworthy number of her respondents said that local program shows were ” lacking in impact” to the teens, the performers were “overacting”, the special effects were appalling, stereotypes were rampant and exaggerated, the shows’ plots are corny and absolutely boring and lastly, the storyline “beats around the bush”.
Because of this, young people have turned to Korean and Thai dramas, Japanese anime and manga, and American movies to sate their movie cravings.
Effects of Watching Anime
Despite anime's increasing popularity and positive reviews, there have been not so pleasing news sprouting about it all around the world. In Seattle Pi, an online newspaper site from the US, last March 2008, a 10-year-old boy from Everett, Washington, a suburb of Seattle, died after his friends buried him in a sandbox from his head to his shoulders trying to imitate Gaara from the popular anime, Naruto (Mcnerthney, C., & Rowe, C.). KOMO, another news site also add that, although this event could've been the perfect excuse for people to ban Naruto, the boy's parents merely saw this as a tragic accident.
From the Oklahoma City Friday news site, in Oklahoma, two students from Andrew Johnson Elementary School were 'disciplined' after the principal called for the local police, as it was authorized by school policy, after seeing them write "Kill (student 1 's name) by gun shotgunshell in her hand” and “(student 2's name) shot by a sniper.” unto a notebook entitled, “Death Note”. The principal told the police she would handle the students and that the parents of everyone involved had been contacted.
Anime News Network also linked a Belgian Newspaper site and it reported that In Belgium, there was a "manga inspired murder". A man was found slaughtered with his "lower abdomen" and with "sliced thighs" in a park four years ago. Police said that they had a "serious lead" on the victim's identity but they still need further investigation to confirm it. After three years (for the case lasted for about three years, at least), four suspects are discovered. (ANN) "None of them had a criminal record" but all love "manga". The murder case was named "manga killing" because they found 2 pieces of paper which said "Watashi wa Kira Dess" meaning "I am Kira", in reference to a manga/anime character in the series "Death Note" who kills criminals in the name of justice.(ANN)
Based on the researchers accumulated data from various theses, online articles, periodicals and newspapers, Japanese anime and manga have spread worldwide and the obsession and addiction to it is inevitable. These addictions could possibly lead to neglected social life, studies, family bonding time, and atrocities like committing murder, etc.
Online Articles
1. Douglas, M. (2010). The history of anime 1963. Retrieved from http://www.isugoi.com/the-history-of-anime-1963/
2. O'Connell, M. (1999). A brief history of anime. Retrieved from http://www.corneredangel.com/amwess/papers/history.html
3. Saturnine, R. III. (2004). The adverse effects of cartoons on the minds of our children. Retrieved from http://www.awn.com/articles/adverse-effects- cartoons-minds-our-children/page/1%2C1
4. Anime News Network (2010). Four arrested for 2007 Belgian ' Manga Murder' Case. Retrieved from http://www.animenewsnetwork.com /news/2010-09-20/4arrested-for-2007-belgian-manga-murder-case
5. Wignall, A. (2004). The rise of anime. Retrieved from http://www.guardian. co.uk/education/2004/oct/26/workinprogress.research
6. (2010). Police close to identifying victim of manga-inspired murder. Retrieved from http://www.expatica.com/be/news/belgian-news/ police-close-to-identifying-victim-of-manga-inspired-murder_ 105921.html
Books
Animation (1991). In Collier's Encyclopedia (vol. 2, p. 255). Maxwell MacMillan International Publishing Group
2. Liebert, R., & Sprafkin, J. (1988). The early window: effects of television on children and youth. New York: Pergamor Press
Theses
Electronic
1. Eng, L. (2006). Otaku engagements: sub-cultural appropriation of science and technology. Retrieved from http://proquest.umi.com/pqdlinkdid =1221726101&Fmt=14&VType=PQD&VInst=PROD&RQT=309&V Name=PQD&TS=1301944354&clientId=79356&cfc=1
2. Leonard, S. (2003). Progress Against the Law: Fan Distribution, Copyright, and the Explosive Growth of Japanese Animation. Retrieved from
http://groups.csail.mit.edu/mac/classes/6.805/student-papers/fall03- papers/Progress_Against_the_Law.html#_Toc58832261
3. Manion, A.(2011). Discovering Japan: Anime and Learning Japanese Culture. Retrieved from http://usc.academia.edu/AnnieManion /Papers/448787/Discovering_Japan_Anime_and_Learning_Japanese _Culture
Williams, K. (2006). The Impact of Popular Culture Fandom on Perceptions of Japanese Language and Culture Learning: The Case of Student
Anime Fans. Retrieved from http://www.lib.utexas.edu/etd/d/2006/willi amsk52898/williamsk52898.pdf
Unpublished
Anoba, T. (1998). Exposure to cable television and the viewing habits and the preferences of grades 4 and 6 pupils of cebu state college and collegio de santo nino.
Paner, E. (1998). Exposure to cable television and the attitudes of selected viewers reading in mangogreen village, Banilad towards news channels.
Villamor, S. (1999). Viewership preferences of selected fourth year high school students of the University of San Jose - Recoletos during prime time on television: implication to program development of television stations.
Jubela, G. (1995). Exposure to TV cartoon characters and the concepts of grade 6 students of saint alphonsus catholic school, Cebu international school and saint benedict's learning center on heroes.
Newspapers
Electronic
Mcnerthney, C., & Rowe, C. (2008, March 10). Boy, 10, buried in sandbox
game, dies. Seattle Pi. Retrieved from http://www.seattlepi.com/default/article/Boy-10-buried-in-sandbox- game- dies-266815.php
Thief rips front door off station. Oklahoma City Friday. Retrieved from http://okcfriday.com/thief-rips-front-door-off-station-p4632.htm
KOMO Staff (2010, March 10). Everett boy buried in sandbox dies. Komo News. Retrieved from http://www.komonews.com/news/16479676. html
Surette, T. (2010, March 12). Boy dies after friends imitate Naruto.TV.com. Retrieved from http://www.tv.com/boy-dies-after-friends-imitate- naruto /story/11008.html
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