Sample Scholarship Essays


The start of the television market all began in 1897 by K.F. Braun. He invented the cathode ray tube which would become the screen of most television sets.

In 1925 C. Francis Jankins had used some ideas from a Scottish engineer, A. A. Campbell, to create images on the screens. The United States navy used this new technology to transfer images back and forth to its ships.

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In 1929 David Sarnoff invested $50 million dollars into the development of television sets. In 1935 Sarnoff committed RCA to the development of television sets. Several networks had to begun to form in Europe such as the British Broadcasting Corporation which provided the first television service. Programs were only shown for 3 hours per day. During the next year the united states set up eleven television stations. RCA demonstrated a television set at the New York World’s Fair were Franklin D. Roosevelt spoke before a camera becoming the first president to appear on television.

In 1940 the Colombian Broadcast company demonstrated its example of color television. World War II brought the development of television to a stand still. All materials had to go to the war effort. At the end of the war NBC made the first made for television movie.

During the time between 1946 and 1951 the radio market was over taken by the demand for televisions. Over 3 million sets had been sold by 1951.

1950’s were the beginning of the color broadcast. They were done at night during the week days. In 1957 the first newscast was taped on video cassette changing the way television shows would be produced forever. In 1957 Public Television was formed.

Since then color television has been reinvented but still remains color television.


Television TELEVISION We have at least a television in our home. television allows us to hear and see events as soon as they happen. If our grandma’s mother or father see TV, they’ll suprised and say ‘This is diablo’s machine!’. We watch TV at least two hour in a day. HOW WORKS TV? When a TV program is broadcast the sound and picture are sent out simultaneously by two different radio systems.

The TV camera takes the picture. Camera is the most important part of the camera. The light from the object is allowed to fall on a light sensivite plate located inside the camera tube by the lens. This plate consists of thousands of light sensivite particles which act as photoelectric cells. Each photoelectric cell gives off electrons in the same proportion as the light falling on it.

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This forms an image on the plate. The bright and dark spots form an electric current which leaves the transmitter as carrier waves. These waves are picked up by the receiver. The TV receiver picks up both the sound and the picture. The antenna of the TV set picks up the weak current and passes it to a cathode ray tube which is called the picture tube. The electron beam scans the screen of the picture tube in exactly the same way that it scanned the target of the camera tube and a picture is formed on TV screen.

The image on the screen changes 25 times a second and, since we can’t detect individual pictures moving at this speed, we see a continuously moving image. WHO INVENTED THE TV? Television wasn’t invented by a man. Many people helped for inventing TV. (For example German Nipkow (1884) , Russian Rosing (1911) , American Zworikin..) DEVELOPERS 1884Nipkow**German** 1911Rosing**Russian**-Zworikin**American** 1923-1928Baird**English** 1923-1928Barthelemy-Halweck**French** TV’s STEPS in WORLD NPKOW He made a TV and he invented scanning disk with holes. ROSNG & ZWORYKN They invented first vision on screen.

BAIRD & HALWECK-BARTHELEMY Baird in England , Halweck and Barthelemy in France transmit blur visions with radioelectiric waves. 1947 The visions became clear visions 1951 Colored TV was invented. 1953 & 1962 Eurovision in 1953 , Mondovision in 1962 were broadcasted and TV became a important thing in world. TV’s STEPS in TURKEY 1963 A education center for TV was builded. 1966 A small broadcaster was bought for Ankara and started closed broadcasting.

1984 We started colored broadcasting.


March 16, 2005
Reaction Paper
Media & Adolescence
Concern about children and violence through the media has a long history. The attention is divided between the two sides which view media as an insignificant problem or the opposite, a threat. Everyone, male or female, white or black, child or adult, are affected and influenced by the media. We learn from television each day, and without the slightest intent do we take after what we see. There is no doubt that children alter their ways of life due to media, and more than ever do I think it is for the worse.

Parents are their children’s most important teachers. If one is not around, the other is. What if both are not home? Let’s say they are both employed, a cliched 9-5 job, who is home then? We live in an era where both parents are often working and children have more unsupervised time. The child has no one to turn to but the television set, and if one parent is home, it is likely the child will continue to be in this scenario where the television is concerned. Fact: The average American child will have watched 100,000 acts of televised violence including 8,000 depictions of murder, by the time he or she is 13 years of age. (LtCol) With 28 hours of television per week, one cannot help but to parallel the two, television and its impact on violence. (Beckman)
Truthfully, I believe that the media has done its job to increase hostility among the world’s youth. Numerous studies have demonstrated that children will imitate the aggressive behavior they see on television. The way in which violence is portrayed may suggest to children that violence is the best or only way to resolve interpersonal conflicts. Why not punch this kid that’s bothering me, if the Power Rangers can do it, why not me?’ Much of this type of thinking evolves into the thought process of children. One must take into consideration the age differences in which research is being done as well as what they think as younger or older children that watch television.

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As a seventeen year old, if I were to start watching a Jackie Chan film, or anything along the lines of Kill Bill, it would not affect me so much. For one, I am old enough to know that these movies are unrealistic and mature enough to realize that I would not put myself in this type of situation. However, for a seven or eight year old boy that surrounds himself with Dragon Ball Z, The Roadrunner, and even Tom ; Jerry, will be more likely to accept what he watches. In other words, because he is young and naive, his eyes tell him that this is on television, therefore, he can practice it, too.

One particular study that interested me the most was “The Bobo Doll Studies”. Here, a group of pre-school children watched a film in which an adult kicked, punched, and threw about a four foot tall, inflatable Bobo the Clown doll, not to mention using a hammer to hit it in the face. First, 1/3 of those children saw a film that ended with the adult, who performed the kicking, being rewarded for his actions. One-third of the group saw just the opposite, the adult was being punished. The last group did not even see the film. Next, they were all put into a room to do as they pleased. This room, however, included Bobo, as well as other toys to play with. Those children, who saw the adult being rewarded after acting out as the aggressor toward Bobo the clown, imitated his actions using their hands and feet to punch and kick the toy, as well as the use of the hammer. The second group who observed the adult being punished was less likely to abuse the clown. (Bandura) As for the last group, they were most likely to play with whatever amused them, no real violence involved, thus proving that a child acts upon observations of another person’s reward or punishment because of their actions, and not his/her own.

As I read and interpret the information and research shown, I think why not prevent all of this, and decrease violence all together. Yes, it sounds easier said than done, but it is as though not enough drive or perseverance is being put into the situation. In 1990, Congress passed the Children’s Television Act to improve educational programming for children. Congress recognized that television has a significant impact on children, and that it can be used as a tool to help young people learn specific skills. While all of this is true, as it is educational and in good intent, more violent shows are receiving the ratings they want than the “educational” shows. How often does one see or talk about The Reading Rainbow, Beakman’s World, or School House Rock anymore? Most of the shows were cancelled due to low ratings. While the government should be pushing the broadcasting of these shows and the elimination of previously mentioned violent shows, most of the shows are protected by the production, in which they have the freedom to broadcast what they like. Also, it is not the job of the government to promote these educational shows. Personally, I feel the parents should be well on their way to making sure shows such as Bill Nye, the Science Guy or Liberty’s Kids, a show that offers episodes of animated American history series, is a part of their everyday lives.
Television is one of, if not the most, popular ways of reaching out to Americans, especially children. If one has the advantage of changing the channel and impacting her child for the rest of his life for the better, why not do it? The government has tried, and should regulate it. After all, they have the power to do so; however, the government cannot step into each family’s home and change the channel. Parents can regulate which channels their children watch, and should, without hesitation, direct their attention to watch what their children are watching.


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