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El artículo considera la ecología lingüística y sus características en los medios. Identifica los problemas lingüísticos y sociales utilizando ejemplos de la televisión kazaja. La ecología lingüística puede ser monitoreada en los programas en idioma kazajo. Como resultado, los medios transfieren las esperanzas ideológicas, emocionales e incluso últimas de la audiencia. El artículo da algunos ejemplos. Los autores analizan los datos y concluyen que la información negativa, las palabras de evaluación negativas prevalecen en los medios., The paper considers linguistic ecology and its features in media. It identifies the linguistic and societal issues using examples from Kazakh television. Linguistic ecology may be monitored in the Kazakh-language programs. As a result, media transfers ideological, emotional and even ultimate hopes of the audience. The paper gives some examples. The authors analyze the data and conclude that negative information, negative evaluation words prevail in the media.

El artículo considera la ecología lingüística y sus características en los medios. Identifica los problemas lingüísticos y sociales utilizando ejemplos de la televisión kazaja. La ecología lingüística puede ser monitoreada en los programas en idioma kazajo. Como resultado, los medios transfieren las esperanzas ideológicas, emocionales e incluso últimas de la audiencia. El artículo da algunos ejemplos. Los autores analizan los datos y concluyen que la información negativa, las palabras de evaluación negativas prevalecen en los medios., The paper considers linguistic ecology and its features in media. It identifies the linguistic and societal issues using examples from Kazakh television. Linguistic ecology may be monitored in the Kazakh-language programs. As a result, media transfers ideological, emotional and even ultimate hopes of the audience. The paper gives some examples. The authors analyze the data and conclude that negative information, negative evaluation words prevail in the media.

The paper considers linguistic ecology and its features in media. It identifies the linguistic and societal issues using examples from Kazakh television. Linguistic ecology may be monitored in the Kazakh-language programs. As a result, media transfers ideological, emotional and even ultimate hopes of the audience. The paper gives some examples. The authors analyze the data and conclude that negative information, negative evaluation words prevail in the media., El artículo considera la ecología lingüística y sus características en los medios. Identifica los problemas lingüísticos y sociales utilizando ejemplos de la televisión kazaja. La ecología lingüística puede ser monitoreada en los programas en idioma kazajo. Como resultado, los medios transfieren las esperanzas ideológicas, emocionales e incluso últimas de la audiencia. El artículo da algunos ejemplos. Los autores analizan los datos y concluyen que la información negativa, las palabras de evaluación negativas prevalecen en los medios.

El impacto de las TIC sobre el modelo de comunicación política mediática ha otorgado una creciente centralidad a las webs partidistas en la estrategia de los partidos políticos, desde donde tratan de imponer su agenda en el espacio público. Objetivos y metodología: Este estudio propone un análisis integrado de a) la construcción de la agenda temática, b) el ataque al rival político y c) los frames de PP y PSOE en la campaña de 2011 a través de las noticias publicadas diariamente en sus sitios web. La metodología combina el análisis de contenido clásico, incorporando variables relativas al ataque al rival político, con una doble propuesta cuantitativa-cualitativa de análisis de los procesos de enmarcado. Conclusiones: El análisis pondrá de manifiesto el impacto de la crisis económica sobre la selección temática efectuada por parte de ambos partidos, así como en los encuadres que ambos buscan privilegiar.

El impacto de las TIC sobre el modelo de comunicación política mediática ha otorgado una creciente centralidad a las webs partidistas en la estrategia de los partidos políticos, desde donde tratan de imponer su agenda en el espacio público. Objetivos y metodología: Este estudio propone un análisis integrado de a) la construcción de la agenda temática, b) el ataque al rival político y c) los frames de PP y PSOE en la campaña de 2011 a través de las noticias publicadas diariamente en sus sitios web. La metodología combina el análisis de contenido clásico, incorporando variables relativas al ataque al rival político, con una doble propuesta cuantitativa-cualitativa de análisis de los procesos de enmarcado. Conclusiones: El análisis pondrá de manifiesto el impacto de la crisis económica sobre la selección temática efectuada por parte de ambos partidos, así como en los encuadres que ambos buscan privilegiar.

Bullying is a phenomenon of unjustified aggressiveness that generates more violence and affects people daily living, deteriorating the personality and the social environment, including family. It includes physical violence and verbal and aggressive language. Mistreatment can happen inside or outside an educational institution. OBJECTIVE The objective of this study is to identify the different ways and characteristics of abuse or “Bullying” on students from the basic levels in Ciudad de Cuenca High School by means of determining knowledge level about the topic, the frequency of received abuse, and types of abuse and defense mechanisms used by the victims. METHODOLOGY The study was applied on 87 out of 714 students which were chosen randomly from all the basic levels. A multiple choice survey was applied to collect the data. The descriptive method was used to present the data on charts and frequency and percentage graphs in which the comprehensiveness and scientifically knowledge about the problem, are analyzed. RESULTS A 52,87% knows about the concept of Bullying, the remaining amount relates bullying with violence that occurs in other situations. A 72,41% have experienced some kind of abuse. However, it’s important to mention that a 3,44% of students declared having experienced some kind of sexual aggression; a worrying amount since it’s a female educational institution. A 50,57% said to know about cases of abuse in the institution, and most of them are physical. 80,45% of interviewed students can recognize the different roles of victim, victimizer and just witness. 75,86% said the in case of being mistreated or having witnessed a case of abuse, they will immediately look for a professor and then parents. A 30% of students said they will state groups of defense against abusive partners or they will just take revenge. Finally a 73,61% have been abused at least once, and the 28,74% which corresponds to victimizers. They affirmed the most frequent way of aggression is

Bullying is a phenomenon of unjustified aggressiveness that generates more violence and affects people daily living, deteriorating the personality and the social environment, including family. It includes physical violence and verbal and aggressive language. Mistreatment can happen inside or outside an educational institution. OBJECTIVE The objective of this study is to identify the different ways and characteristics of abuse or “Bullying” on students from the basic levels in Ciudad de Cuenca High School by means of determining knowledge level about the topic, the frequency of received abuse, and types of abuse and defense mechanisms used by the victims. METHODOLOGY The study was applied on 87 out of 714 students which were chosen randomly from all the basic levels. A multiple choice survey was applied to collect the data. The descriptive method was used to present the data on charts and frequency and percentage graphs in which the comprehensiveness and scientifically knowledge about the problem, are analyzed. RESULTS A 52,87% knows about the concept of Bullying, the remaining amount relates bullying with violence that occurs in other situations. A 72,41% have experienced some kind of abuse. However, it’s important to mention that a 3,44% of students declared having experienced some kind of sexual aggression; a worrying amount since it’s a female educational institution. A 50,57% said to know about cases of abuse in the institution, and most of them are physical. 80,45% of interviewed students can recognize the different roles of victim, victimizer and just witness. 75,86% said the in case of being mistreated or having witnessed a case of abuse, they will immediately look for a professor and then parents. A 30% of students said they will state groups of defense against abusive partners or they will just take revenge. Finally a 73,61% have been abused at least once, and the 28,74% which corresponds to victimizers. They affirmed the most frequent way of aggression is