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THE EFFECTS OF THE TV SHOW “BUDOY” ON GRADE SIX PUPILS’ PERCEPTION OF THE MENTALLY CHALLENGED
A Research Paper Submitted to the Faculty of the Languages Department University of St. La Salle
In Partial fulfillment Of the requirements in English2-Writing in the Discipline
By Busil, Ira Angelique Nonial, Debbie Anne Resuma, Lestine Serdenia, Ma. Francheska B.
March 9,2012
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Table of Contents Acknowledgement ........................................................................................................................................ 4 CHAPTER 1 ................................................................................................................................................. 5 Introduction .............................................................................................................................................. 5 Statement of the Problem ........................................................................................................................ 7 Scope and Limitations ............................................................................................................................... 7 Significance of the Study ........................................................................................................................... 8 Definition of Terms ................................................................................................................................. 10
CHAPTER 2 ............................................................................................................................................... 13 Review of Related Literature .................................................................................................................. 13
CHAPTER 3 ............................................................................................................................................... 21 Research Methodology ........................................................................................................................... 21 The Research Design ............................................................................................................................... 21 The Research Respondents ..................................................................................................................... 21 The Research Instrument ........................................................................................................................ 22 The Data Gathering Procedure ............................................................................................................... 23 The Data Treatment Procedure .............................................................................................................. 23
CHAPTER IV ............................................................................................................................................. 24 Presentation, Analysis, and Interpretation of Data ........ ................. .................. ................... ................... .................. .................. .................. ................. ........ 24 Table 1: Mean Score of the Initial Perceptions Perceptions of Grade Six Pupils’ of the Mentally Challenged .......... 24 Figure 1: Distribution of Respondents’ Answers. ................................................................................... 25 .......... .. 25 Table 2: Mean Score of the Initial Perceptions Perceptions of Grade Six Pupils’ of the Mentally Challenged Chal lenged ........ Figure 2: Distribution of Respondents’ Answers .................................................................................... 25 Figure 3: Factors that Affected Their Perceptions ..................... .............................. .................. .................. .................. ................... ................... ............... ...... 26 Table 3: Perceptions of Budoy ................................................................................................................ 27 Table 4: Grade Six Pupils’ Perceptions of the Mentally Challenged After Budoy ................................... 28 Figure 4: Distribution of Respondents’ Answers .................................................................................... 28 Table 5: Grade Six Pupils’ Perceptions of the Mentally Challenged After Budoy ................................... 29
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Figure 5: Distribution of Respondents’ Answers .................................................................................... 29 Figure 6: Factors of the t he TV Show Budoy that Change Their Perc eptions of the Mentally Challenged .. 30 Qualitative Analysis: (Interview) ............................................................................................................. 31
CHAPTER V .............................................................................................................................................. 33 Summary, Conclusion and Recommendation ......................................................................................... 33 Summary of Findings: ............................................................................................................................. 33 Conclusions ............................................................................................................................................. 35
Recommendations................................................................................................................................. 36 References ................................................................................................................................................... 39 E.
Thesis/Dissertation........................................................................................................................ 41
Portrayal of Disabilities Disabilities in Popular Film. Film. Thesis, Truman State Dowdy, M. (2010). I am Sam: Portrayal University................................................................................................................................................ 41
APPENDICES ............................................................................................................................................ 43 APPENDIX 1 ............................................................................................................................................. 43 APPENDIX 2 ............................................................................................................................................. 43 APPENDIX 3 ............................................................................................................................................. 44
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Acknowledgement
We would like to extend our utmost gratitude and appreciation to the following: To the Almighty God, who had gifted us with knowledge, skills and abilities that we needed to begin and finish this research paper. To our parents, for their endless moral and financial support to us in the making of this paper. To our adviser, Dr. Amy Luz Catalan, for the unwavering patience and guidance in the entire process. To Ms. Mary Grace and Ms. Anabelle, who validated our data gathering instrument, for the time and patience. To Ms. Joy and Dr.Weng, for gladly answering our questions to complete the data needed in finding answers to our objectives. To Mrs. Josephine Temporosa, the principal and the Grade Six faculty of A.Mabini Elementary School, for allowing us to conduct our survey in their school premises.
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CHAPTER 1 Introduction
“We, the ones who are challenged, need to be heard. To be seen not as a disability, but as a person who has, and will continue to bloom.”(Hensel, 2001) If the society dwelt on this thought by a famous American poet, change in the way mentally challenged is viewed by most people must had been long inevitable. Unfortunately, no one seemed to care. But recently, a ray of hope flashes the boob tube as ABS-CBN‟s drama series “Budoy” premiered on Philippine television.
It‟s the first advocacy-serye of the network, a television show that aims to advance
public initiative, which tells the story of a mentally-challenged boy born into a family of wellrenowned doctors. His birth was a family blessing but later turns into a shame when his condition became known. To save their family‟s reputation, his grandmother gave him to a caretaker. After the latter‟s death, Budoy was adopted by the caretaker‟s hired maid who treated him as her own son and gave him the love and acceptance he rightly deserves.(Wikipedia,2012). The term mentally challenged refers to those whose IQ is below 70-75 and who lack proper adaptive social behavior such as: a.) Daily living skills, such as getting dressed, using the bathroom, and feeding oneself, b.) Communication skills, such as understanding what is said and being able to answer and c. Social skills with peers, family members, spouses, adults, and others. They may also have physical deformities in the face and in other areas of the body. Emotional problems also persist as some children get extremely hyper, irritated and become uncontrollable at times (Gallos,2010)It is a euphemism for the more diagnostic term “mental retardation” which is perceived to be derogatory (Mental Retardation, 2012) History tells us the conception of the mentally challenged in ancient times, how they were treated ruthlessly. In fact, in the Middle Ages, the mentally challenged were sold into
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slavery, abandoned, or left out in the cold (Howell,2000). Overtime, changes in the way Filipino people judge them in the society is not that evident. Discrimination and ridicule continue to exist. “Abnoy”, “kulang kulang” and” abnormal” are connotations they painfully associate these people. (Bandila,2011). Children‟s perceptions on the other hand are greatly influenced by the norms since it is in their childhood that their later beliefs are rooted (Smith & Williams, 2001). Often times, witnessing a group of children laughing at the situation of a mentally challenged is common especially at the congested areas who have limited understanding of this. Images of these kinds of situations are also common in schools because they are at their most vulnerable age making cruelty a premise of their apprehension (Sadiri, 2011). Then, Budoy gets into the picture. As one newspaper aptly writes, “The primetime drama is seemingly changing people‟s perception about the mentally challenged.” It also adds that Budoy lessened the stigma of this condition as negative but rather, it reminds them the value and worth of these human beings despite their being “different.” Since its airing, the positive feedbacks they were getting are tantamount to the good intention they had at the beginning of the project. Budoy became an instant sensation especially to the children whose hearts were captured by the kind of vivacity he has despite everything he‟s going through. The sparks of hope has remained intact despite the odds, the smiles and kindness he never fails to share to all people even to those who were mean to him and the tears he cries at his downfalls that really touches their young hearts. The values they get from the story add to its over-all appeal (Sadiri, 2011).
This study does not attempt to create a positive review of the television show for the benefit of the network. Rather, this study is conducted in the hopes of finding out the relationship of the show‟s perception and the actual perception of the children and possible influence of an advocacy-serye to their way of thinking. In this way, the power and effectiveness of such media
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exposures in reshaping and educating the way Filipinos perceived the mentally challenged could be established and will pave the road to social awareness and thus, a positive change could be likely seen in the near future.
Statement of the Problem
This study aims to find out the effects of the TV show “Budoy” on grade two pupils‟ perception of the mentally challenged. This paper will specifically answer the following questions:
1. What are the common perceptions of the grade six pupils from A. Mabini Elementary School of the mentally challenge d before the airing of the TV show “Budoy”? 2. What are the factors that affect their perceptions of the mentally challenged prior to watching “Budoy”? 3. What are the factors that change their perceptions of the mentally challenged after watching “Budoy”? 4. What are the implications of these changes on the perceptions of the mentally challenged?
Scope and Limitations
In order to draw out the various perceptions, the study utilized questionnaires. With regards to the respondents in this investigation, it covered the Grade Six pupils of A. Mabini Elementary School (District III) located at Mabini-Gonzaga Sts.,Brgy. 28, Bacolod City within the A.Y. 2011-2012. It employed a non-probability sampling method, which is a purposive sampling technique. The researchers also applied stratified sampling to get an appropriate number of students for each section based on their stratum. Such method was utilized since
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stratums are not equal in number. After that, lottery method was used to identify the chosen respondents for each section.
However, the researchers anticipated certain limitations in the conduct of the study. First, it did not include other grade levels since the study utilized grade 6 pupils only. Second, the researchers decided to have A. Mabini Elementary School as the venue for the study because they have access to a faculty member of the school. And that, the children there have bigger possibilities of watching local channels specifically ABS-CBN because of the fact that most of them don‟t have cable subscriptions.
Third, this research work investigated the effects of the TV show, “Budoy” on grade 6 pupils‟ perceptions of the mentally challenged, whether it has really effects or none. It does not provide information on children, when classified according to age; gender and social status will have different perceptions regarding the mentally-challenged.
During the conduct of the study, the researchers encountered another problem because the answer to the fourth research question could not be derived from the data collected. This was due to the fact that the latter was not made for the young minds to answer. Thus, it was solved by asking the help of two experts from the field of psychology.
Significance of the Study
This study is significant to certain groups of people for the following reasons:
SOCIETY. It will open their eyes and heart to the reality of how negatively they
perceived and improperly treated the mentally challenged. It will remind them that the mentally challenged are human beings like us who feels pain in the midst of the insults the society throws
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on them and that they can also make useful contributions despite the fact that they are differently able. This study will allow them to see how those changes of their perceptions from negative to positive can make a difference in the lives of the mentally challenged.
PARENTS. This will teach them to instill in their children the equality concept, that
some people may be different but everyone deserves to feel loved and accepted no matter what, that every person is special in their own way because this perception that they help create in their minds will greatly affect who they will become in the future. This will let them to fully identify and understand their greater responsibility on the growth and development of their children. Also because of this study, parents of the mentally challenged will be able to determine the common perceptions of normal children toward their child‟s condition and to explain why they are different from other people.
MENTALLY CHALLENGED INDIVIDUALS. This will benefit them in a way that
this will hopefully have a positive impact on their lives. Whatever results it will provide may answer the confusion they have in mind and cite a solution to the societal problems they continue to face. Mentally challenged will be loved, understood and accepted by the society who tends to discriminate them as the study allows them to realize and appreciate the good side of mentally challenged not just their appearance and their incapability.
FUTURE RESEARCHERS. It will provide basis and reference for them whenever they
will be inspired in conducting the same study with the purpose of endowing generous help to the mentally challenged individuals and making the people around understand their goal of granting acceptance to the former. The data and information that the study provides will give them additional knowledge that will be helpful in their research about mentally challenged. The
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knowledge they will acquire can take them to do further research and actions that could better improve the study.
Definition of Terms
The following words are used in this study and they are defined conceptually and operationally for better understanding.
Adaptive behavior. It is conceptually defined a type of behavior that is used to adjust to
another type of behavior or situation (http://en.wikipedia.org/wiki/Adaptive_behavior) . In this study, it refers to the ability of the person to adopt life‟s usual habits.
Advocacy-serye. It is conceptually defined as a strategic use of the mass media as a
resource to advance a social or public policy initiative (http://en.wikipedia.org/wiki/Advocacy) . In this study, it refers to “Budoy”, the TV show involving the study.
Budoy. According to Wikipedia, it is a Philippine drama television series that premiered
on ABS-CBN. In this study, it also refers to the lead character of the TV show who portrays the role of a mentally challenged individual.
Change. It is defined as to make the form, nature, content, future course, etc., of
something different from what it is or form what it would be if left alone.
In this study, change refers to what the TV show will do on grade 2 pupils‟ perceptions of the mentally challenged.
Effects. Conceptually, this term means something that follows immediately from an
antecedent; a resultant condition (Webster‟s Third New International Dictionary, 1986). In this
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study, it is defined as the result produced by the TV show on the grad e 2 pupils‟ perceptions of the mentally challenged.
Factors. Merriam Webster‟s Dictionary conceptually defines it as a circumstance, fact, or
influence that contributes to a result or outcome. In this study, factors refer to societal and environmental forces that affected grade 2 pupils‟ perceptions of the mentally challenged.
Implications. Conceptually, this term refers to a likely consequence of something.
(Merriam Webster‟s Dictionary, 2000). In this study, it refers to the benefits the mentally challenged will get out of the changes in grade 2 pupils‟ perceptions of the mentally challenged.
Mentally Challenged. This term is conceptually defined as those whose IQ is below 70-
75 and who lack proper adaptive social behavior. (http://www.fitnessforyouth.umich.edu/ mentally_challenged.htm). In this study, it refers to the people whom peo ple regard as “abnoy”, “kulang kulang” and “abnormal.”
Perception. This term is conceptually defined as the process of attaining awareness or
understanding of the environment by organizing and interpreting sensory information (http://en.wikipedia.org/wiki/Perception). In this study, perception refers to the way grade 2 pupils view the mentally challenged.
Pupil. It is conceptually defined as a child or young person in school or in the charge of a
tutor or instructor (http://www.merriam-webster.com/dictionary/pupils) . In this study, it refers the grade 2 respondents of A Mabini Elementary School. Questionnaire. It is conceptually defined as a research instrument consisting of a series
of questions and other prompts for the purpose of gathering information from respondents
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(http://en.wikipedia.org/wiki/Questionnaire) . In this study, it refers to the instrument used in determining the effects of the TV show on grade 2 pupils‟ perception of the mentally challenged.
Simple random sampling. It refers to a process in which all such subsets of the frame
are given an equal probability. Each element of the frame thus has an equal probability of selection: the frame is not subdivided or partitioned. Furthermore, any given pair of elements has the same chance of selection as any other such pair (and similarly for triples, and so on). (http://en.wikipedia.org/wiki/Sampling_(statistics). In this study, it refers to statistical method employed in the selection of respondents.
TV show. It is conceptually defined as a program broadcast by television. (wordnetweb.princeton.edu/perl/webwn). In this study, it still refers to Budoy.
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CHAPTER 2 Review of Related Literature
As media dominate a larger part of our humanity - on what we are and what we become, questions are emerging as to the impact of an advocacy-serye such as Budoy on the thinking of Filipino children regarding the mentally challenged. It seems to be one of the most talked about show existing on Philippine television. As such, this study was conceptualized to ascertain the change brought about by Budoy phenomenon on children‟s perceptions of the mentally challenged. It is assumed to create a tremendous impact on our lives. Because of the fact that it just recently aired on television, no research of such exists. Therefore, the researchers believed that a deeper knowledge and analysis of this television show is somewhat needed. The following literature describes distinct issues related to the study. Children’s Perceptions of the Mentally Challenged
One study concluded that typically developing children most likely have the chance to interact with those who have disabilities (Thomas, 1998). Thus, children‟s attitudes, ideas and knowledge of the latter have become an important area of research. However, much of the existing work focused on the change on children‟s attitudes towards them because of certain circumstances (Maras & Brown, 1996). Some research suggests that children‟s understanding of the
mentally
challenged
develops
during
preschool
years
(Goodman,1989;
Diamond,1993;Lewis,1995). According to Conant & Budoff (1983), 3 to 5 year olds were aware of physical and sensory disabilities but showed no expressed awareness of mental retardation. Such awareness supposedly appears in the late primary school years. A study by Smith & Williams (2001) states that children of all ages had a positive perception of the capabilities of children with different types of impairments. Such findings have a push on issues regarding
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social inclusion. Children in the aforementioned study also understood the consequences of learning impairments may have on social function. The result was the same to that of Milich (1982), who found that preschoolers have also negative social perception of a child with ADHD, a form of intellectual disability. The children exhibited an understanding that only the cognitive function could be affected by learning disabilities. The result was opposed to a previous finding by Conant & Budoff (1983) that disabilities with primarily psychological symptoms were a difficult concept for children to grasp. However, Goodman‟s (1989) finding supported it by stating that 8 to 9 year olds have an accurate conceptualization of learning disability viewing it as a trait that is abstractly defined and irreversible. Smith & Williams (2001) concluded that even young children develop ideas about children with impairments and that such ideas change with age provide us with an opportunity to develop age-appropriate interventions to instruct young children about the positive ways in which we are all alike and different. Factors that Affect Children’s Perception of the Mentally Challenged
Two interacting developmental factors substantially shape the children‟s emerging attitude towards unusual behavior: the child‟s social development, influenced by parents, peers and teachers and the child‟s cognitive development (Maas, 1976). Social interaction is an important basis of the child‟s growing capacity to understand behavior ( Secord & Peevers,1974; Kerckhoff, 1970). The way children view others could be linked to the attitude of parents, teachers and other children and from direct contact with different kinds of behaviors. As a child enters elementary, he/she is exposed to a new environment with a host of new perspectives: peers would used words such as “retarded” to label someone that is having an intellectual disorder, teachers could also commit the mistake of labeling someone who actually suffers from a learning disorder as “bad” or “attention-seeker” and parents frequently caution childr en to avoid adults
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with peculiar behavior. Aside from this social influences, the child‟s cognitive development during this period affect his or her perception of others (Maas, 1976). There are other factors that had also been found significant in the chil dren‟s growing interpersonal awareness. Intelligence and interpersonal adjustment contribute to accurate social perceptions ( Deutch, 1974; Rothenberg,1970; Stuart, 1967). Hamsher (1971) have concluded that the emergence of interpersonal awareness is a function of development dependent on other factors other than basic intelligence. Media as a Catalyst of Change in Children’s Perceptions of the Mentally Challenged
Recently, a study by D‟Arrezo & Thomas (2010) concluded that the use of print media such as books containing characters with intellectual disabilities do not significantly and positively affect children‟s perceptions of the mentally challenged. But it doesn‟t end there; mass media could be also looked upon. For the past years, the advent of movies with mentally challenged person in the lead role is quite contagious. I am Sam (2001), Forrest Gump (1994), Rain Man (1988), Radio (2003), What’s Eating Gilbert Grape? (1993), The Water Boy (1998), The Ringer (2005) and The Other Sister (1999) are some of the famous and unforgettable movies
with this theme. In a research conducted by Dowdy (2010) of I am Sam, she found out how an entertaining flick moves beyond the role into the function of a social discourse on the cultural representation of disability. In fact in 2002, the Producers Guild of America presented the producers and directors of the film I am Sam with the first Stanley Kramer award for their ability to bring awareness to social concerns. (Goodridge, 2002) The film portrays society‟s aversion to Sam‟s disability and Sam‟s ability to become a hero as he overcomes his challenges in order to become a good parent.
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The duality of aversion and glorification of disabled people is representative of cultural perceptions. People with disabilities are often viewed as different from the rest of society as a result of their impairments. They can be portrayed negatively as a bother to society. Alternatively, they can be positively visualized as heroes triumphing over obstacles. In the film I Am Sam, Sam is portrayed using both positive and negative constructs.( Dowdy, 2010)
Dowdy‟s (2010) work also described interdisciplinary texts that reveal constructs present in societies, institutions, and cultures within media studies through a cultural studies model. It mentioned two distinct models used by media in depicting disabilities. These were the medical and social model. In the medical model, societal disturbances are rooted in the physiological or psychological cause of the disability. As a result, disability is viewed as a disease that must be cured. Directly related to the medical model is a negative portrayal of people with disabilities. In film, one such problematic portrayal is the representation of disabled people as monsters, distancing disabled people from the norm of society. This viewpoint conforms to the societal perception that people must change to fit the norm of society, instead of society changing to fit the diversity of people. The viewpoint concludes that if people can not change to fit society‟s norm, then they are outcasts. In the social model, there is no concrete cure for the disability. According to Pointon and Davies (1997), in the social model, “disability is thus not a fixed condition but a social construct and open to action and modification. One may have an impairment (or„condition‟) but in the right setting and with the right aids and attitudes one may not be disabled by it.” The social model can be perceived as a more progressive, modern outlook on disability. In an application of cultural studies to film, the social model can evaluate the varying depictions of people with
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disabilities. The differing cinematic portrayal of disabled people over time reflects society‟s changes in attitudes and social constructs. Dowdy‟s(2010) study also included Paul Darke‟s detailed description of the evolution of cinematic portrayals of the disabled. It mentioned a chronology of portrayals from freakish, to rehabilitative, to freakish, to a more enlightened and tolerant viewpoint. In the past, the portrayal of disabled people was largely limited to a medical model in which the presence of an impairment forever caused a disability and limited the individual. In moving to a social model, disabled people can overcome their impairments and participate in society. The depiction of disabled characters can be evaluated through a use of both the medical and social models, specifically through character portrayals and character interactions. In addition to character interactions, the creators of the film were able to create an “accessible and elevating” (Goodridge, 2002) piece through their ability to use production elements to deepen the character development. In Manila Bulletin, Sadiri (2011) reported how the television show
Budoy brings
changes regarding social acceptance of those who are different, those marginalized in society, and those discriminated against, whether a mentally challenged person, a person with deformity or a person with a “different” sexual orientation. Furthermore, he stated that it reminds us that even the mentally challenged are human beings who are to be loved, treated with respect and accepted in society. Director Ruel Bayani quoted that, “Budoy can represent all of them, the Budoys of the world who we should accept and understand them even if we cannot. To accept them, to embrace them and allow them to be part of society, function and co- exist in society.” However, a recent article also from Manila Bulletin Garcia (2012) contradicted such acclaim as it brought up the subject of the program giving false hopes to families with special children through the sudden transformation in the main character‟s mental state, making him an
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instant savant with extraordinary abilities. Also, people in the field of special education branded it as misleading and oftentimes confusing as problems and inconsistencies in its depiction in the show were cited. According to developmental pediatrician Dr. Tippy Tanchanco, there are no recorded studies that there are other causes of the Angelman Syndrome, the disease being suffered by the show‟s protagonist, other than that it is genetically transferred from either parents who carry the condition in their genes. Any medical procedure, such as artificial insemination, which is how Budoy was conceived, does not cause such illness. Even his ability to speak many words and to think and react to situations was also delineated wrongly in the TV series. Studies say that people with Angelman Syndrome usually have limited vocabulary, severe developmental delays, speech boundaries, and motor difficulties. Children suffering from the same infirmity must undergo proper intervention to improve their mental ability. However Budoy, who did not undergo any early intervention at all, has the ability to communicate and think like a high functioning person with special needs. In addition, a Special Education teacher believed that if it is indeed an advocacy serye, then it must not deviate from what is happening in reality. Bautista also said that it is not pushing for the support of special education. Instead of art imitating life, it has become life imitating art.
The Implications of Changes of Perceptions on the Mentally Challenged
An organizational resource from Ireland entitled “Diverse Ability” stated that disabled people argue that if attitudes were to change, alongside practical changes to the way physical environments are designed and the way in which society is organized, then the effect of their impairments would be reduced, and would ensure disabled people have a fairer chance of participating in public life. Perceptions held by both the general public and the key players,
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especially parents in the person's life are often cited as an important component of the "handicapping" environment (Hahn, 1982; Yuker, 1988).According to Govender (2002), mentally challenged people are particularly vulnerable to a range of negative attributions. The most powerful of these is likely to be the position of "social reject" to which, inevitably, they are subjected. In a study geared towards the mentally challenged on their development of self-concept, self-esteem and social functioning, it was found out that it could be traced back to their childhood years. Govender (1984) states that all children regardless of the severity and type of disability they have will develop self-images and feelings about who they are and what they think others perceive them. Furthermore, Pringle (1975) said that the nature, severity and onset of a disability impacts less on how a child will function in the future, when compared to the impact of the perceptions of his parents, first and foremost, and then those of his/her peers, teachers and eventually the society. Grebler (1952) also believes that the parent's attitude towards their child impacts greatly on the child's sense of self. "A child's personality is mainly formed by his parents attitudes towards him, and a child's attitude towards himself is conditioned by the parents attitudes." Furthermore Govender (2002) pointed out parents as the most “significant others” in a mentally challenged person‟s life seen as primary socializing agents. Govender (1984) further maintains that handicapped children will have positive self concepts if they are defined positively by their "significant others" and negative self concepts if heir "significant others" do not evaluate them highly. Thus the role of parents and others such as siblings is of vital importance, especially for the mentally challenged person whose inter-personal experiences are mainly within the family context.
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As the television show Budoy was introduced, most of the people‟s perceptions changed toward the mentally challenged. Nowadays, instead of calling the mentally challenged person “abnoy”, “kulang-kulang”, and “abnormal” they call them “Budoy” that is not as insulting as the former. They‟ll just acknowledge it with a smile because they associate “Budoy” more to the “handsomeness and cuteness” of Gerald Anderson than with his disorder (Sadiri, 2011).On the other hand, based on an article by Garcia (2012), distortions in the real picture of such disorders could give false hopes to the mentally challenged and their families. Recent reports show that it has a negative effect on the schooling of children suffering from this condition. As to how, it was because of the failure of the show to depict what‟s real and true about the disorder. A possibility that a change would occur in children‟s perception of the mentally challenged is likely seen based on previous studies. The researchers find it necessary to discuss the different views of people about the children‟s perception of mentally challenged for the reason that it is the main objective of their study to present the effects of the television show, Budoy on children‟s perception of mentally challenged. It was already found out that children‟s observation of those having mental disabilities begins as they started going to school (Goodman, 1989; Diamond, 1993; Lewis, 1995). However as they grow, their ideas and knowledge regarding the mentally challenged change and can be influenced by the people around them (Smith & Williams, 2001). Two factors forming the perception of a child are their social and cognitive development (Maas, 1976). Also, media is hypothesized to create a great impact in changing the perceptions of the people. But as to how it changed people‟s perception, positively or negatively, still remains a question. At this point, it seems appropriate to say that a study is a necessary action, especially when not too many studies have yet been conducted in this regard.
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CHAPTER 3 Research Methodology
This chapter contains the research design, respondents of the study, data gathering procedures and the statistical tools that will be utilized to gather sufficient information and later on will analyze the data gathered.
The Research Design
This study was primarily descriptive. It made use of the survey design. It also attempted to describe and explain the effects of the TV show Budoy on Grade 6 pupils‟ perceptions of the mentally challenged. Moreover, the latter aimed to capture a general picture of a change in children‟s awareness and knowledge towards a situation. Through this method and statistical tools, the researchers will be able to determine the significant relationships between variables. The researchers will conduct the study at A. Mabini Elementary School. It is a public school with enough population of Grade 6 pupils, that will allow an easy access to the desired respondents. For the accuracy of the data gathered and practicality on the part of the researchers, the respondents will be asked to answer the questionnaire within the school.
The Research Respondents
The Grade 6 pupils of A. Mabini Elementary School sections 1-6 were the population for the study where the sample was taken. The researchers used a non-probability sampling method, which is a purposive sampling technique. A purposive sample includes subjects selected on the basis of certain qualities or characteristics. In this study, the specific quality was that of pupils
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who watch Budoy on a daily basis. The population of the Grade 6 pupils of the said school for S.Y. 2011-2012 consists of 262 pupils. Each one were given the chance to answer the questionnaire. However, to come up with the desired 100 respondents, the researchers applied stratified sampling to get an appropriate number of students for each section based on their stratum. Such method was utilized since stratums are not equal in number. After that, lottery method was used to identify the chosen respondents for each section. To find answers to the fourth research question, the researchers conducted an interview with two Psychology gurus from the faculty of University of St. La-Salle. They were Ms. Joy Gaduyon and Ms. Rowena Bañes, and they were considered as additional respondents of the study.
The Research Instrument
The researchers conducted the survey through the use of self-made questionnaire. The questionnaire consists of 25 questions regarding their perceptions on the mentally challenged, factors that affected their perceptions, factors that changed their perceptions and the effect of such changes. It measured the perceptions of the grade six pupils regarding the mentally challenged and how their perceptions were affected by the aforementioned television show. The questionnaire was validated in its content by Ms. Anabelle Chavez and Ms. Mary Grace D. Alvarez, both are part of the faculty of the Languages Department. Based on the evaluation criteria, the mean score was 4 which warrants the high validity and reliability of the instrument.
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The Data Gathering Procedure
After the questionnaire was considered valid and reliable, the researchers moved on to the data gathering. The researchers firstly sought the approval of AMES principal for the group to conduct the survey in the school premises. When the letter was approved, they were asked to pass on the communication with the approval of the principal to the grade leader of grade six for him do disseminate the information to the teachers of other sections. The entire population of the grade six pupils were given the questionnaire and were asked to answer as honestly as they could. As for the additional respondents, first, the researchers went to their offices and asked their permission for an interview. After which, they proceeded with the proper interview. They used a recorder to document their answers.
The Data Treatment Procedure
The data gathered was tabulated for analysis by calculation of the mean to fully utilize the data and also frequency of replies were tallied. Percentage of change on perceptions before and after Budoy were also measured qualitatively. Tables and graphs were used in presenting the data and became the basis of conclusions.
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CHAPTER IV Presentation, Analysis, and Interpretation of Data
Raw data are by themselves meaningless; therefore on completing the data collection the researcher must make sense of observed data (Makunga, 1988). This is the reason why this chapter contains not only the gathered data from the results of the survey and interview conducted but comprehensive discussion and explanation of it. The researchers utilized simple statistical tools in coming up with a condensed version of the tally data. Graphs were also used to furthermore show comparisons and relationships between variables. There were 102 respondents employed in the study. This consists of the 100 initial respondents from A. Mabini Elementary School who were subjected to several statistical instruments before chosen and two Psychology professors from the University of St. La Salle who were purposely added towards the end of the data gathering procedure. Survey questionnaires and interviews were used, respectively on the two groups of respondents. After which, data were analyzed as follows:
Table 1: Mean Score of the Initial Perceptions of Grade Six Pupils’ of the Mentally Challenged
No. of Positive Questions
Mean of Means
2
2.06
25
Figure 1: Distribution of Respondents’ Answers.
Figure 1 45% 40% 35% 30% 25% 20% 15% 10% 5% 0%
Strongly Agree Agree Disagree Strongly Disagree Strongly Agree
Agree
Disagree
Strongly Disagree
Table 2: Mean Score of the Initial Perceptions of Grade Six Pupils’ of the Mentally Challenged
No. of Negative Questions
Mean of Means
3
2.81
Figure 2: Distribution of Respondents’ Answers
Figure 2 45.00% 40.00% 35.00% 30.00%
Strongly Agree
25.00% 20.00%
Agree
15.00%
Disagree
10.00%
Strongly Disagree
5.00% 0.00% Strongly Agree
Agree
Disagree
Strongly Disagree
26
Based on the results of the survey, majority of the grade six pupils perceptions are positive with a mean score of 2.06 on positive statements (refer to Table 1) which means they were agreed upon by the majority and 2.81 on negative statements (refer to Table 2) that implies that majority of them did not believed it to be correct. 75% of them did not believe that having friends that are mentally challenged is bad. In relation to the statement, 83% of the pupils agree that mentally challenged people deserve to be accepted in the society. This expounds the fact founded by Smith & Williams (2001) that states that children of all ages had a positive perception of the capabilities of children with different types of impairments. However, this contradicts a previous finding by Conant & Budoff (1983) that disabilities with primarily psychological symptoms were a difficult concept for children to grasp. Figures 1 and 2 were intentionally constructed to provide a clearer picture of the distribution of responses based on actual results to support the aforementioned mean scores.
Figure 3: Factors that Affected Their Perceptions
90 80 70 60 50 Agree
40
Strongly Agree 30 20 10 0 Family
Friends and Classmates
Teachers
Media
Others
27
Figure 3 shows that 80% of the respondents think that their family is the biggest factor that moulded their perceptions of the mentally challenged. This supports Maas (1976) study that concluded that one of the developmental factors that substantially shaped the children‟s emerging attitude towards unusual behaviour is the child‟s social development, influenced by parents in the first place. Moreover, the finding that social interaction is an important basis of the child‟s growing capacity to understand behaviour (Secord & Peevers,1974; Kerckhoff, 1970) could also be evidenced by the frequency of the data shown. The way children view others could be linked to the attitude of parents, teachers and other children and from direct contact with different kinds of behaviours. Moreover, the media was not seen as a major influence in the perceptions of the children which is likely connected to a study by D‟Arrezo & Thomas (2010) which concluded that the use of print media such as books containing characters with intellectual disabilities do not significantly and positively affect children‟s perceptions of the mentally challenged.
Table 3: Perceptions of Budoy
No. of Respondents
Question No.
1 -Strongly Agree
2 – Agree
3- Disagree
4- Strongly Disagree
11
29%
57%
12%
2%
12
69%
22%
5%
4%
13
3%
9%
38%
50%
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The data above (Table 3) strongly attest that majority of the pupils understand Budoy‟s condition and viewed him positively.
Table 4: Grade Six Pupils’ Perceptions of the Mentally Challenged After Budoy
No. of Positive Questions
Mean of Means
5
2.08
Figure 4: Distribution of Respondents’ Answers
Figure 4 40% 35% 30% 25%
Strongly Agree
20%
Agree Disagree
15%
Strongly Disagree 10% 5% 0% Strongly Agree
Agree
Disagree
Strongly Disagree
29
Table 5: Grade Six Pupils’ Perceptions of the Mentally Challenged After Budoy
No. of Negative Questions
Mean of Means
2
3.16
Figure 5: Distribution of Respondents’ Answers
Figure 5 45% 40% 35% 30% Strongly Agree 25%
Agree
20%
Disagree
15%
Strongly Disagree
10% 5% 0% Strongly Agree
Agree
Disagree
Strongly Disagree
Results show that the grade six pupils had either minor or major changes on their perceptions after Budoy. If the in Figures 4 and 5
is taken as a whole and compared to the
distribution of respondents on Figures 1 and 2, it could be concluded that most of them had the same perceptions after Budoy. Yet, the possibility of changes are endless since the researchers did not state as to the extent of the changes but considered looking for even the slightest change occurring. Initial negative perceptions could be seen to move to the positive side. However, we could not be certain as to whether the changes were a positive nor a negative. To have a basis,
30
through thorough analysis of the survey questionnaires, the researchers found out that majority of the changes were positive. This means that those who had negative perceptions at first were affected by the TV show positively. Although, there were some who had slightly negative changes but the number of them could not be considered material or deterrent to the present status of the mentally challenged in the society. This explains the succeeding data (see Figure 6) wherein 76% of the total respondents answered. Positive changes confirm Dowdy‟s (2001) study that discovered how an entertaining flick moves beyond the role into the function of a social discourse on the cultural representation of disability. Meanwhile, negative changes would mean truth in an article in a local newspaper which talked about Budoy sending wrong signals to the public. (Santiago, 2012)
Figure 6: Factors of the TV Show Budoy that Change Their Perceptions of the Mentally Challenge d 100 90 80 70 60 50 40 30 20 10 0
Agree Strongly Agree
The The love of The Villains Character of his family of the story Budoy Himself
The Plot
The actors and actresses
As to the factors that created changes in some of their initial perceptions, 86% of those who had changes in their perceptions say that the love of his family and the people around him is
31
the strongest factor. This could support Pointon and Davies (1997) statement that , “Disability is thus not a fixed condition but a social construct and open to action and modification. One may have an impairment (or„condition‟) but in the right setting and with the right aids and attitudes one may not be disabled by it.” This is in accordance with the social model media wants to project to the public. This could further explain the reason why the lowest factor identified are the villains in the story. This is due to the fact that people see them as the wrong part of the setting which alleviates the construct of disability.
Qualitative Analysis: (Interview)
People change their perceptions base on what they see, what they hear and what they‟ve read about a certain issue. When this happens, it could mean several things. One , media or information is effective in changing the perception of people towards a certain issue. If after watching Budoy and the perception of people especially from a negative perception turns into a positive, then it would have likewise positive implications on the mentally challenged. It can benefit them in a way that they will be more understood and when people begin to understand them, they could also offer support to them and eventually they will feel accepted and more or less a normal part of the society. This backs up a statement from an organizational resource in Ireland which says disabled people argue that if attitudes were to change, alongside practical changes to the way physical environments are designed and the way in which society is organized, then the effect of their impairments would be reduced, and would ensure disabled people have a fairer chance of participating in public life. They‟re only mentally challenged or differently-abled but they are not abnormal. So a change in perception like that is going to make them feel accepted because the only reason why people have a negative perception of people with this condition is because, in general, people are afraid of what they do not know.
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In contrast to that, when a negative perception of the mentally challenged evolves from a positive point of view to a negative, then the result would be that they will be misunderstood. It is like disrespecting them because of their situation. It has nothing to do with them or it is not their fault that their image are distorted but it has a lot to do with the way Budoy or the idea of mentally challenged is being presented in the television show. Children were wrongly educated and when this happens, it result to misunderstanding which would also effect non-acceptance of ideas. A study even stressed that perceptions held by both the general public and the key players, especially parents in the person's life are often cited as an important component of the "handicapping" environment (Hahn, 1982; Yuker, 1988). This will then have a negative effect on the mentally challenged people.
It boils down to the fact that those turning to a negative
perception must be educated more, must be exposed more on the scientific basis because when they watch Budoy, its purely theatrical. Although, for the most part, it claims to educate people about the condition but sometimes they tend to exaggerate the facts to create a commercial and artistic value to make it more appealing to the viewing public. It could also be concluded that media was not effective in conveying the message. Based on an article by Garcia (2012), distortions in the real picture of such disorders could give false hopes to the mentally challenged and their families which indicates a bad implication.
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CHAPTER V Summary, Conclusion and Recommendation
This chapter presents the summary of findings, the conclusions drawn from the analysis of data and the recommendations that were generated from the conclusions.
Summary of Findings:
The purpose of this study was to determine the initial perceptions of Gr ade Six pupils‟, enrolled during the SY 2011-2012 at A. Mabini Elementary School toward the mentally challenged. This study also seeks to determine the effects of the TV show Budoy on Grade Six pupils‟ perceptions of the mentally challenged. There were two groups of respondents used in the study. The first group consists of the 100 initial respondents from A. Mabini Elementary School while the second group was composed of two psychology professors of the University of St. La-Salle. A self made questionnaire was used as a data gathering instrument. The validity and reliability of such were ascertained by the researchers.
The findings are organized as to the following: A. The problem stated B. The statistical tool used to analyze the data C. The findings of the study
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Problem No. 1
What are children‟s common perceptions of the mentally challen ged? Statistical Treatment Used: Mean Findings: The perceptions of the Grade Six pupils of A. Mabini Elementary School regarding the mentally challenged are positive with overall means of 2.06 and 2.81.
Problem No. 2
What are the factors that affect the perceptions of Grade Six pupils towards the mentally challenged? Statistical Treatment Used: Frequency Percentage Findings: The family is the biggest factor that affects the Grade Six pupils‟ perceptions of the mentally challenged with . On the other hand, media and others are regarded less of an influence with .
Problem No. 3
What are the factors that change the perceptions of the Grade Six pupils towards the mentally challenged after watching “Budoy”? Statistical Treatment Used: Frequency Percentage Findings:
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The love of his family depicted on the TV show is the biggest factor that made them change their perceptions of the mentally challenged. On the other hand, the character of Budoy himself and others are regarded less of an influence.
Problem No. 4
What are the implications of those changes on Grade Six pupils‟ perceptions on the mentally challenged? Statistical Treatment Used: None Findings: As the perceptions of Grade Six pupils towards the mentally challenged alter from negative to positive outlook, this will benefit the latter in ways that they will be understood and accepted by the society in a broader view. However, in distinction, as their awareness change from positive to negative stance, misunderstanding and confusions towards the mentally challenged takes place and rejection of their being is likely to happen.
Conclusions
The findings indicated that: 1. The Grade Six pupils of A. Mabini Elementary School perceived the mentally challenged positively prior to watching Budoy. 2. Family has the biggest influence on the perceptions of the Grade Six pupils towards the mentally challenged. It is then followed by their teachers, their friends and classmates, the media and other factors, few of them specified.
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3. The factors of the television show Budoy that made the Grade Six pupils change their perceptions are the villains of the story, the actors and actresses, the character of Budoy himself, the plot of the tale and the love of Budoy‟s family utmost. 4. The implications of the changes in perceptions on the mentally challenged depends on the kind of change that occurred, either it‟s a negative-positive change or a positive-negative change.
Recommendations
On the bases of the conclusions of the study, the following recommendations are given: 1. To the Society Since most of the respondents viewed the mentally challenged positively, the society could help and support them. Society must positively perceive the mentally challenged just as well as the majority of respondents viewed them. But we cannot deny the fact that there are some people belonging in the society who still perceived them negatively. In that case, they must learn to accept and appreciate the things that mentally challenged can do in their own special ways. As members of the society, they must treat them equally and should not be deprived of their rights as human beings.
2. To the Parents The parents of the respondents must be responsible in educating their children about the mentally challenged especially to those who viewed them negatively due to the fact that some children doesn‟t fully understand yet their situation, that they view them as worthless and harmful as some of the negative perceptions determined. In guiding and teaching their children
37
the right thing to do, they must be a good role model to their children that they themselves should treat mentally challenged people properly and just. The parents of the mentally challenged should show their unconditional love and never ending support to their children because there are others who still do not accept them in the society that made them feel unloved and useless. The parents must see to it that their child will feel that they are important and needed. Also, they should know how to handle the situation of their child‟s difficulties and problems faced because above all people, they are the ones who could help and control their child.
3. To the Mentally Challenged Individuals The researchers recommend that despite the fact that there are others who humiliated them, they should not lose hope that someday they will be accepted and treated rightly that those negative perceptions towards them will be changed into a positive one. They must continue to believe that they have worth in society and can give contributions for the betterment of the humanity. Also, mentally challenged individuals have to view life optimistically, that every discrimination and wrong judgment coming from other people will not affect the way they perceive life and how they treat people around them.
4. To the Media The researchers recommend that they should continue to take their part in increasing awareness of people on various situations. Based on the results of the study, they have an impact on people since they play a dominant role in the everyday happenings of people‟s lives. Therefore, they really have the authority to initiate changes
38
on people‟s perceptions. All they have to do is to regulate television shows they are producing in a way that they deviate from focusing too much on the commercial and artistic value of it but instead making sure that they are in line with real facts, so as to not distort images but project reality. After all, this is the real spirit of true advocacy.
5. To the children They should continue to appreciate and see those people as human beings like them that have the right and capacity to socialize and interact. To maintain in their minds a positive image of the mentally challenged. They should continue to not consider them as different from what they are nor associate them with the outcasts of the society in general but rather perceived them as people, a bit different but likely normal people who should be given just and equal treatment and rights like them.
6.
To the Future Researchers Since the researchers found out that most children already perceived mentally challenged
positively based on the results drawn from the respondents, future researchers should therefore focused only to those children who perceived mentally challenged negatively so that they will be able to identify other programs that could fully eradicate the negative views of people on the mentally challenged. Also, future researchers have to go deeper on the study to come up with further findings and conclusions to support this. From the information and data provided, they can do a research on what other ways they can change the perceptions of the children towards mentally challenged who remain negative.
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References
A. Books
Conant, S. & Budoff, M. (1983) Patterns of awareness in children‟s understanding of disabilities. Mental Retardation, 21, 119 – 125. Deutsch, F. Female preschoolers‟ perceptions of affective responses and interpersonal behavior in videotaped episodes. Developmental Psychology, 1974, 10, 733-740. Diamond, K. E. (1993) Pre-school children‟s conceptions of disability in their peers. Early Education and Development , 4, 123 – 129.
Hamsher, J.H. Children‟s understanding of emotional and interpersonal causality. Proceedings of th
the 79 Annual Convention of the American Psychological Association, 1971, 159-160.
Lewis, A. (1995) Children’s Understanding of Disability. Routledge, London. Pringle, M.K. (1975) The needs of children. Great Britain: Anchor Press Limited. Rothenberg, B.B. Children‟s social sensitivity and the relation to interpersonal competence and comfort and intellectual level. Developmental Psychology. 1970, 2(3), 335-350. Secord, P.U., Peevers, B.H.(1974) The development and attribution of person concepts. Understanding Other Persons. Oxford: Basil Blackwell.
Stuart, R.B. Decentration, age and intelligence in the development of children‟s moral and causal judgments. Dissertation Abstracts, 1967, 27 (8-B), 2864-2865. Thomas, G.,Walker, D. & Webb, J. (1998) The Making of the Inclusive School. Routledge, London and New York.
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B. Journals
Goodman, J. F. (1989) Does retardation mean dumb? Children‟s perceptions of the nature, cause and course of mental retardation. The Journal of Special Education, 23, 313 – 329. Grebler, A.M. (1952). Parental attitudes towards mentally retarded children. American Journal of Mental Deficiency. 56, 475-483.
Milich, R., Landau, S., Kilby, G. & Whitten, P. (1982) Pre-school peer perceptions of the behaviour of hyperactive and aggressive children. Journal of Abnormal Child Psychology,10, 497 – 510.
C. Magazines
Darke, P. (1997). Everywhere: Disability on film. In Pointon, A. and Davies, C. (Ed.), Framed: Interrogating Disability in the Media. (p. 10-14). London: British Film Institute.
Hahn, H. (1982). Disability and rehabilitation policy: is paternalistic neglect really benign? Public Administration Review, 42, 385-389.
Kerckhoff, A.C. Early antecedents of role-taking and role-playing ability. Merrill Palmer Quarterly. 1969-1970, 15-16, 229-247.
Pointon, A. and Davies, C. (1997), Framed: Interrogating Disability in the Media. London: British Film Institute. Yuker, H. (1988). Attitudes toward persons with disabilities. New York: Springer. D. Newspapers
Garcia, A. (2012, January 16). Is Budoy sending the wrong signals? Manila Bulletin. Retrieved February 15,2012 from http://www.mb.com.ph/articles/348219/is-budoy-sending-wrongsignals
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Sadiri, W. (2011, November 11). 'Budoy' sets example in treating the mentally challenged with compassion. Manila Bulletin. Retrieved November 11,2011 from http://www.latest philippinesnews.com /news/78264/budoy-sets-example-in-treating-the-mentallychallenged-with-compassion E. Thesis/Dissertation
Dowdy, M. (2010). I am Sam: Portrayal of Disabilities in Popular Film. Thesis, Truman State University. Gallos, R. M. (2010). Mild Mental Retardation with Undifferentiated Schizophrenia. NCM 103 thesis, College of Nursing, Centro Escolar University, Mendiola, Manila. Govender, M. (1984). An investigation into the social functioning ofthe physically disabled or chronically ill child with special reference to his educational needs. Unpublished
social work master‟s thesis. University of Durban, Westville, KwaZulu Natal. Govender, N. (2002). Attitudes Of Parents Towards Their Mentally Retarded Children: A Rura l Area Examination .MA dissertation, Department of Psychology, University of Zululand.
Maas, E. (1973). Children’s understanding of emotionally, mentally and physically handicapped behaviors and related mental health concepts: A Developmental Study. Ph.D. thesis,
Department of Psychology, University of British Columbia, Vancouver, Canada. Smith, L.A., Williams, J.M. (2001). Children’s understanding of the physical, cognitive and social consequences of impairments. Thesis, Department of Education, University of
Edinburgh, Edinburgh, UK. F. Pamphlet/Brochure
Youth Council for Northern Ireland. Diverse Ability: Promote the Inclusion of Young People with and without Disabilities. [Resource]. Retrieved from www.ycni.org
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G. Internet Sources
Bandila.(2011). Anchor’sPosts.Retrievedfromhttp://www.abscbnnews.com/video/entertainment/1 0/06/11/gerald-finds-deeper-meaning-life-budoy Goodridge, Mike. (2002, February 1). “I Am Sam producers win Stanley Kramer PGA prize.” Retrieved December 3, 2011 from Screen Daily website: http://www.screendaily.com/iam-sam-producers-win-stanley-kramer-pgaprize/408188.article Hensel, R. (2001). “Living with Spina Bifida”.THE PRESERVATION FOUNDATION, INC. A
Nonprofit Publisher
Established In
1976.
Retrieved
January
5,2011,
from
http://www.storyhouse.org/roberth.html Howell, R. (2011).eHow. “Definition of Mentally Challenged.Retrieved from http://www . ehow.com/about_5256900_definition-mentally-challenged.html#ixzz1edMkdcxD Philippine Entertainment Portal.(2011) ”Gerald Anderson is Budoy, a child suffering from Angel Syndrome .”Retrieved from http://www.pep.ph/guide/tv/8924/gerald-anderson-is-budoy-
a-child-suffering-from-angel-syndrome Smith-D‟Arezzo, W.M., & Moore-Thomas, C. (2010). Children‟s Perceptions of Peers with Disabilities. TEACHING Exceptional Children Plus, 6(3) Article 2. Retrieved December 3,2011 from http://escholarship.bc.edu/education/tecplus/vol6/iss3/art2 Wade, J.(2011).eHow. “Resources for the Mentally Challenged. Retrieved from http://www .ehow.com/info_8068531_resources-mentally-challenged.html#ixzz1ed NMzA71 Wikipedia.(2011). Budoy. Retrieved from http://en.wikipedia.org/wiki/Budoy
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APPENDICES
APPENDIX 1 Sample Questionnaire – enclosed in brown envelope
APPENDIX 2 Tally Sheet
Question no.
1-Strongly Agree
2- Agree
3-Disagree
4- Strongly Disagree
1
7
31
43
18
2
11
14
49
26
3
46
37
13
4
4
15
22
27
36
5
18
40
29
13
6
33
47
18
2
7
10
53
26
11
8
42
29
16
13
9
20
36
32
12
10
12
12
4
2
11
29
57
12
2
12
69
22
5
4
13
3
9
38
50
14
26
44
26
4
15
59
31
9
1
16
44
47
7
2
