Is Media Globalization a Form of Cultural Imperialism Essay

Is Media Globalization a Form of Cultural Imperialism - Essay Example This wide spread of its globalization has come up because of innovation and development of advanced information communication technology. Furthermore, globalization of media has facilitated all other forms of globalization in the world owing to the fact that multi-national media is very fundamental in global industries. Many individuals especially in the western countries believe in enjoying the positive impacts of media globalization without fearing or avoiding the media negative results which may include violation of freedom to speech. International communication has been made cheap through Media globalization and availability of advanced communication. This enable people have video conversation with their own who might be miles away. It helps business people be informed on the current status on the stock market via cell phones. This helps in good use of funds, time and power. Internet as another development in media has positively encouraged development in the world health sector. In the event of critical illness, a doctor can transmit an X-ray or MRI through another one at a far country thus offering better solution. A client is thus able to get it effectively and efficiently saving many lives. More advances are being made in media technology such as compression technology to enable easier and good transfers of CAT scans via the Internet for patients to access efficient assistant from all skilled professionals globally. Additionally via the worldwide web, a lot of information has been made readily available to all hence need to be informed in the right way. Homogenization and hybridization are two major types concerning that unify global culture. Homogenization equates globalization with depletion of... This essay approves that media is currently available and to the reach by people which is contrary totally different from previous status. An example is given of increased competition in the open market which has lowered content diversity. This is observed to standardize a profit as the organizations compete for more audience. Similarly, news stations have taken followed the profit formula hence lower quality of journalistic content bringing a very confusing situation hence global poor understanding of news resulting from personalized media content. Owing to the fact that advertising is great source of finance in media it is right to argue that media never choose the important products to advertise as their motive is profit maximization. This global media ignorance of the public interest does not result from changes of one’s standards in professional journalism. Also it never results from more public need for less irrelevant and evil information. The media is thus to lower public demand and esteem as they broadcast according to their satisfaction. This report makes a conclusion that since media has great societal influence it is good to regulate it more for nothing can stop media globalization. It will keep non influencing impact people behavior. Therefore, it is advisable for governments to ensure media freedom but set rules that will favor protection of people culture and good character as well. Therefore, it is right to argue the fact that medial globalization is source of cultural imperialism.

Realist style Essay Example for Free

Realist style Essay The winning spirit of our modern painting derives from Courbet. He was the individualist with strong elbows (George W. Chrystal, 1908). Courbet began the pragmatist movement when he exhibited his own paintings. By 1850 Romantic painting had become remarkably affluent. Courbets painting based around what he witnessed at the funeral of his grand uncle became the first masterwork in the Realist style. People were uninterested with romantic and classical paintings. There was a strong desire among many people for a unique painting, which sensibly portrayed the real world. When Courbet attended the funeral of his great uncle at Ornans, He was inspired and later painted the massive canvas, Burial at Ornans. It was one of the exceptional subjects in art illustrates an event with funerals. For his painting, he picked people as a model who had been to the funeral and created the new style. It leaves an impression of realistic style at the people of Ornans (Rubin 1997). People have mostly negative ambience with death and dying. Gustave Courbet’s underlying principle behind creation of such realistic painting is to utilize artistic talent as a way toward self-awareness and to transform the customs, the ideas. Courbet did not want to commune any religious message with his work. Courbet viewed this work as not just a funeral for his uncle, but in authentic truth a funeral for romanticism as a style (Rubin, 1977). Courbet’s paintings are generally viewed as realist one, increasingly concentrating on innocuous landscapes and seascapes for a bourgeois clientele. He had become extremely prominent during 1870 for his unique work. He captured middleclass marketplace by producing his painting on large scale. Forgers also started flooding the market with fake ones. In the United States, Courbets art was exhibited more than a dozen times by the mid-1870. The results were mixed: sometimes he churned it out; sometimes he didnt (New York Times). Courbet pushed towards a realistic style and created different, rare look as compared to other paintings in general like classical or romantic. Gustave Courbet painted in a way, which allowed artists to paint the world around them as they saw it, rather than making it complicated to understand. Courbet established the right of the artist to be contemporary and unconventional, to be free from the need of adding an elevating sentiment or an imposed message to the representation of realism (Nochlin 1976). Courbets painting of a young man and an old man breaking stones was a work of pragmatism which still had a trace of romanticism. He depicted the idea and the event without romanticizing it, just showing the workers engaged in their daily activity (Kleiner 2001). I am above all a total realist, he confessed on one of his many proclamations (Arthur C. Danto, 1989). Work- cited 1) Arthur C. Danto; Courbet; Magazine Title: The Nation. Volume: 248. Issue: 3. Publication Date: January 23, 1989. Page Number: 97. 2) George W. Chrystal, Julius Meier-Graefe, Florence Simmonds; Modern Art: Being a Contribution to a New System of Aesthetics. Publisher: G. P. Putnams Sons. Place of Publication: New York. Publication Year: 1908. Page Number: 219. 3) Kleiner, F. et al; Gardner’s Art Through the Ages. Eleventh Edition. Harcourt, Inc. , Orlando, Florida; 2001. 4) Nochlin, L. Gustave Courbet: A Study of Style and Society. Garland Publishing Inc. , New York; 1976. 5) Rubin, J. Courbet. Phaidon Press, London. 1997.

Analysis of major characters in 1984 Essay -- essays research papers

Analysis of Major Characters John - Although Bernard Marx <javascript:CharacterWindow('http://www.sparknotes.com/lit/bravenew/terms/char_2.html', '0b1405ef1f', 500);> is the primary character in Brave New World up until his visit with Lenina <javascript:CharacterWindow('http://www.sparknotes.com/lit/bravenew/terms/char_4.html', '55db940fc2', 500);> to the Reservation, after that point he fades into the background and John becomes the central protagonist. John first enters the story as he expresses an interest in participating in the Indian religious ritual from which Bernard and Lenina recoil. John's desire first marks him as an outsider among the Indians, since he is not allowed to participate in their ritual. It also demonstrates the huge cultural divide between him and World State society, since Bernard and Lenina see the tribal ritual as disgusting. John becomes the central character of the novel because, rejected both by the "savage" Indian culture and the "civilized" World S tate culture, he is the ultimate outsider. As an outsider, John takes his values from a more than 900-year-old author, William Shakespeare. John's extensive knowledge of Shakespeare's works serves him in several important ways: it enables him to verbalize his own complex emotions and reactions, it provides him with a framework from which to criticize World State values, and it provides him with language that allows him to hold his own against the formidable rhetorical skill of Mustapha Mond during their confrontation. On the other hand, John's insistence on viewing the world through Shakespearean eyes sometimes blinds him to the reality of other characters, notably Lenina, who, in his mind, is alternately a heroine and a "strumpet," neither of which label is quite appropriate to her.) Shakespeare embodies all of the human and humanitarian values that have been abandoned in the World State. John's rejection of the shallow happiness of the World State, his inability to reconcile his love and lust for Lenina, and even his eventual suicide all reflect themes from Shakespeare. He is himself a Shakespearean character in a world where any poetry that does not sell a product is prohibited. John's naà ¯ve optimism about the World State, expressed in the words from The Tempest that constitute the novel's title, is crushed when he comes into direct co... ...ention of mothers, fathers, and marriage-concepts that are vulgar and ridiculous in the World State. The conversations between Helmholtz illustrate that even the most reflective and intelligent World State member is defined by the culture in which he has been raised. Mustapha Mond - Mustapha Mond is the most powerful and intelligent proponent of the World State. Early in the novel, it is his voice that explains the history of the World State and the philosophy upon which it is based. Later in the novel it is his debate with John that lays out the fundamental difference in values between World State society and the kind of society represented in Shakespeare's plays. Mustapha Mond is a paradoxical figure. He reads Shakespeare and the Bible and he used to be an independent-minded scientist, but he also censors new ideas and controls a totalitarian state. For Mond, humankind's ultimate goals are stability and happiness, as opposed to emotions, human relations, and individual expression. By combining a firm commitment to the values of the World State with a nuanced understanding of its history and function, Mustapha Mond presents a formidable opponent for John, Bernard and Helmholtz.

Cognitive Appraisal and/or Personality Traits

Suggested APA style reference: Li, M. (2009, March). Cognitive appraisal and/or personality traits: Enhancing active coping in two types of stressful situations. Paper based on a program presented at the American Counseling Association Annual Conference and Exposition, Charlotte, NC. Cognitive Appraisal and/or Personality Traits: Enhancing Active Coping in Two Types of Stressful Situations Paper based on a program presented at the 2009 American Counseling Association Annual Conference and Exposition, March 22, Charlotte, North Carolina Ming-hui Li Ming-hui Li, EdD, LPC, LMHC, is an assistant professor in the Department of Human Services and Counseling at St. John’s University, Queens, NY. His areas of specialty include stress-coping and resilience development. College students frequently experience stressful situations (Dungan, 2002; Li, 2006). Some college students actively cope with stressful situations while others become victims of the situations. The researcher has been interested in exploring factors that lead college students to actively cope with stressful situations. Enhancing these factors may facilitate college students to employ active coping. The term active coping in the study refers to people’s coping responses that are characterized by solving problems, seeking social support, and non-avoidance. The purpose of this study was to explore effective predictors of active coping in two major types of stressful situations among college students: relation and work. Results of this study may provide information for counselors to help students adapt better to college life by enhancing specific factors in different stressful situations. Theoretical Framework Researchers have not reached an agreement on the nature of coping. For example, process-oriented researchers (e. g. , Albinson & Petrie, 2003; Lazarus & Folkman, 1984; Olff, Langeland & Gersons, 2005) proposed that cognitive appraisal determines the responses individuals adopt to cope with stressful situations. In contrast, diathesis-oriented researchers (e. g. , Abela & Skitch, 2007; Li & Yuan, 2003; Wagner, Chaney, Hommel, Andrews, & Jarvis, 2007) suggested that a match between personality traits and stress types decides coping responses. The present study explored the extent to which a combination of these two theoretical approaches can determine college students’ employment of active coping. Process-oriented researchers (e. g. , Albinson & Petrie, 2003; Lazarus & Folkman, 1984; Olff, Langeland & Gersons, 2005) proposed that coping is a process (instead of a mere trait) in which personal factors, such as beliefs, and environmental factors, such as novelty, work together to affect coping responses through cognitive appraisal. These researchers argued that personality traits and environment are insufficient to determine coping responses. Cognitive appraisal, they believe, is what determines individuals’ coping responses. From their perspective, coping responses can be decided only after individuals have cognitively considered (a) how their lives are influenced by the situation and (a) what they can do to deal with the situation. In contrast, diathesis-oriented researchers (e. g. , Abela & Skitch, 2007; Li & Yuan, 2003; Wagner, Chaney, Hommel, Andrews, & Jarvis, 2007) advocate that individuals’ personality traits influence coping responses in specific contexts. They argued that personality traits influence coping responses most in stressful situations that are closely related to those traits. For example, individuals’ self-efficacy (a task-related trait) has great influence on their coping responses to task-related stressful situations, such as looking for a part-time job. In contrast, individuals’ secure attachment (a relation-related trait) is powerful in influencing coping responses to relation-related stressful situations, such as getting along with new roommates. Both approaches have been supported by previous studies. However, little attention has been drawn to the possibility of combining the two approaches. The present study addressed this possibility. The study was aimed to explore the extent to which a combination of these two theoretical approaches influences people to actively cope with stressful situations. Cognitive appraisal and three traits (self-efficacy, secure attachment, and resilience) were included in the combined model. According to the process-oriented approach, cognitive appraisal was expected to predict active coping across the two stressful situations. Based on the diathesis-oriented approach, self-efficacy was expected to predict active coping in work-related stressful situations such as looking for a part-time job; and secure attachment was expected to predict active coping in relation-related situations such as getting along with new roommates. In addition, the researcher hypothesized that resilience can predict active coping in both relation-related and work-related stressful situations because this trait reflects individuals’ general ability to moderate the negative effects of stress (Benetti & Kambouropoulos, 2006). Cognitive appraisal, self-efficacy, secure attachment, and resilience were applied to predict active coping in two types of stressful situations (relation, work), in order to detect the effectiveness of the combined model. The two hypotheses tested in the study were: Hypothesis 1: In relation-related situations, secure attachment, cognitive appraisal, and resilience can effectively predict active coping. Hypothesis 2: In work-related situations, self-efficacy, cognitive appraisal, and resilience can effectively predict active coping. Methods Participants were 126 students recruited from a college in Taiwan. Their age ranged from 18 to 23 years old. The mean age of this sample was 19. 6. Participants were categorized into two groups—a relation group and a work group, based on their self-reported stressful situations. The numbers of participants in groups of relation and work were 76 and 50, respectively. The researcher administered a questionnaire to participants when they were waiting for a class. Participants signed informed consent forms before they responded to the questionnaire. Data was collected using a questionnaire containing the Resilience Scale (Wagnild & Young, 1993), the Revised Adult Attachment Scale (Collins, 1996), the Coping Strategy Indicator (Amirkhan, 1990), the Chinese Adaptation of General Self-Efficacy Scale (Zhang & Schwarzer, 1995), and category I (cognitive appraisal) of the Student-Life Stress Inventory (Gadzella, 1991). All of the instruments have been used to study college students and have demonstrated adequate validity (construct or concurrent validity) and reliability (Cronbach’s coefficient alpha range from . 6 to . 93). All of the instruments except the Chinese adaptation of General Self-Efficacy Scale were translated by the researcher from English into Chinese. Two bilingual Psychology professors and four bilingual doctoral students examined the translated instruments. A bilingual undergraduate student, who was blind to the original English instruments, back-translated the Chinese versions into English. The original instr uments and the back-translated instruments were very close in meaning, indicating correct language transference. Internal consistency estimates of reliability (Cronbach’s coefficient alpha) were computed for each of the instruments used in this study. The values for coefficient alpha were . 89, . 90, . 75, . 87, and . 81 for the Student-Life Stress Inventory (SSI), the Resilience Scale (RS), the Revised Adult Attachment Scale (AAS-Revised), the General Self-Efficacy Scale (GSS), and the Coping Strategy Indicator (CSI), respectively. The alpha values for the three sub-scales of the Coping Strategy Indicator (CSI) were . 86 (problem-solving), . 88 (seeking social-support), and . 68 (avoidance). In addition, the alpha value for the category I (cognitive appraisal) of the Student-Life Stress Inventory (Gadzella, 1991) was . 84. The research design of this study was a correlational design with four independent (predictor) variables and one dependent variable. The four independent variables were cognitive appraisal, resilience, secure attachment, and self-efficacy. The dependent variable was active coping. This research design consisted of two separate multiple regression procedures that were used to test the proposed model in two types of stressful situations. Data Analysis and Results The data were analyzed by using SPSS 14. 0. Two procedures of multiple regression were applied to test the two hypotheses. The step-wise method was used because the available literature does not provide direction as to how the variables in this study should be entered into a multiple regression equation. By using the step-wise method, the researcher allowed the computer to select the model with the best statistical â€Å"fit. † Correlations among predictor variables and between predictor variables and the dependent variable were examined in order to meet the requirements of multiple regression. The outlier was removed so it did not impact the accuracy of data analysis. The criterion used to screen outliers were (a) a Cook’s distance greater than 1, and (b) a standardized residual greater than 3. Hypothesis 1 was supported while Hypothesis 2 was not supported. Results showed that (a) cognitive appraisal and resilience can predict active coping in stressful situations associated with relation, and (b) secure attachment can predict active coping in work-related stressful situations. Tables I and II showed the results. Table I. Summary of Regression Analyses of Resilience, Secure Attachment, and Self-Efficacy Predicting Active Coping in Relation-Related Stressful Situations ____________________________________________________________ _____ Variable B ? R[pic]Change p ____________________________________________________________ ______ Resilience . 13 . 29 . 09 . 00 Cognition – 2. 56 – 4. . 18 . 001 ____________________________________________________________ ______ Table II. Summary of Regression Analyses of Resilience, Secure Attachment, and Self-Efficacy Predicting Active Coping in Work-Related Stressful Situations ____________________________________________________________ _____ Variable B ? R[pic]Change p ____________________________________________________________ ______ Secure Attachment . 50 . 1 . 17 . 003 ____________________________________________________________ ______ Discussion The study was aimed to test the effectiveness of the model combining two approaches to coping. Results i ndicated that this model is effective in stressful situations associated with relation. In stressful situations associated with relation, individuals who less engage in cognitive appraisal (i. e. , lower levels of cognitive appraisal) and are able to moderate the negative effects of stress (i. . , higher levels of trait resilience) tend to actively cope with the situations. This finding is consistent with Kulenovic and Busko’s (2006) finding that cognitive appraisal and personality trait simultaneously influence individuals’ coping responses to stressful situations. It seems that when people are in the initial stage of coping with a relation-related stressful situation, the less they evaluate the situation and the stronger their trait resilience becomes, the more likely they can cope with the situation actively. A possible explanation of the finding that cognitive appraisal and trait resilience simultaneously influence individual’s coping response to relational stressful situations is that cognitive appraisal leads people to respond to situational factors such as how the romantic relationship ended and who wanted to end the relationship (Bouchard, Guillemette, & Landry-Leger, 2004) while trait resilience directs people to respond to any situation that causes stress such as breaking-up with a boy/girl friend and losing a job (Li, 2008). In work-related situations, those who hold positive attitude toward social interactions (i. e. , high levels of secure attachment) tend to actively cope with work-related situations. It seems that when individuals are in the initial stage of coping with a work-related stressful situation, the more they believe they can get along well with people in the workplace, the more they become willing to take action to deal with the situation. Conclusion While re searchers have proposed different theoretical approaches to explain coping, no adequate efforts have been made to test the possibility of combining different approaches. This study addresses this issue by combining two existing approaches into one model and tests the effectiveness of the model. Results of the study not only expand our knowledge about coping but also provide useful information for counselors to help clients deal with stressful situations. When clients are in the initial stages of coping with relation-related stressful situations, counselors can help the clients by engaging them in reflection of their previous positive coping experiences rather than urging them to cognitively appraise the situations. When clients are in the initial stage of coping with work-related stressful situations, counselors can help the clients by enhancing their person skills. References Abela, J. R. Z. ; Skitch, S. A. (2007). Dysfunctional attitudes, self-esteem, and hassles: Cognitive vulnerability to depression in children of affectively ill parents. Behaviour Research and Therapy, 45, 1127-1140. Albinson, C. B. , & Petrie, T. A. (2003). Cognitive appraisals, stress, and coping: preinjury and postinjury factors influencing psychological adjustment to sport injury. Journal of Sport Rehabilitation, 12, 306-322. Amirkhan, J. H. (1990). A factor analytically derived measure of coping: The coping Strategy indicator. Journal of Personality and Social Psychology, 59, 1066-1074. Benetti, C. , &; Kambouropoulos, N. (2006). Affect-regulated indirect effects of trait anxiety and trait resilience on self-esteem. Personality and Individual Differences, 41, 341-352. Bouchard, G. , Guillemette, A. , & Landry-Leger, N. (2004). Situational and dispositional coping: An examination of theire relation to personality, cognitive appraisals, and psychological distress. European Journal of Personality, 18, 221-238. Collins, N. L. (1996). Working models of attachment: Implications for explanation, emotion, and behavior. Journal of Personality and Social Psychology, 71, 810-832. Dungan, D. E. (2002). Five days of stress and coping in the lives of college students. (Doctoral dissertation, Texas Tech University, 2002). Dissertation Abstract International, 62 (10-B), 4827. Gadzella, B. M. (1991). Student-life Stress Inventory. Library of Congress, Copyright. Kulenovic, A. & Busko, V. (2006); Structural equation analyses of personality, appraisals, and coping relationships. Review of Psychology, 13, 103-112. Lazarus, R. S. , & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer. Li, M. H. (2006). Stress, traits of resilience, secure attachment, and self-efficacy as predictors of active coping among Taiwanese students (China). (Doctoral dissertation, Texas Tech University, 2006). Dissertation Abstracts International, 67(4-A),1233. Li, M. H. (2008). Relationships among stress coping, secure attachment, and the trait of resilience among Taiwanese college students. College Student Journal, 42, 312- 325. Li, X. , & Yuan (2003). The relationship between junior middle school students’ diathesis, and life stress with mental health. Chinese Journal of Clinical Psychology, 11, 287-288. Olff, M. , Langeland, W. , & Gersons, B. P. R. (2005). Effects of appraisal and coping on the neuroendocrine response to extreme stress. Neuroscience & Biobehavioral Reviews, 29, 457-467. Wagner, J. Chaney, J. , Hommel, K. , Andrews, N. , & Jarvis, J. (2007). A cognitive diathesis-stress model of depressive symptoms in children and adolescents with juvenile rheumatic disease. Children's Health Care, 36, 45-62. Wagnild, G. M. , & Young, H. M. (1993). Development and psychometric evaluation of The resilience scale. Journal of Nursing Measurement, 1, 165-178. Zhang, J. X. , & Schwarzer, R. (1995). Measuring optimistic self-beliefs: A Chinese adaptatio n of the General Self-Efficacy Scale. Psychologia, 38 (3), 174-181.

Development of the Constitutional Position of Caesar Augustus Essay

In 31BC Gaius Julius Caesar Octavian had emerged victorious from the cival wars unmatched in auctoritas and dignitas. By laying down his quasi-legal triumviral powers, he sought to establish his dominance over Rome under the pretext of restoring the Republic and in a manner which respected mos mairum, ancestoral customs. The mistakes of his father would not be repeated and he ensured the range of powers gradually bestowed upon him that provided his constitutional legality, were those offered by the Senate and People of Rome. In 27BC, shortly after his return back to Rome, Octavian laid aside his unprecedented and extraordinary triumvirate powers and as Bradely states wanted to â€Å"have his powers granted to him constitutionally†. In what must have been a staged political play, the Senate denied Octavian’s resignation into private life and instead referred upon him numerous powers. Continues civil war had rid pro-republican support within the Senate, and as Octavian was left without a rival, the Senate had no other course of action but to extend his powers. As Tacitus says â€Å"they [the Senate] preferred the safety of the present to the dangerous past†. Known as the first settlement he was awarded the name ‘Augustus’ and the title of princeps inter pares, the first man amongst equals in the new Republic. Additionally, by senatorial degree, his consulship was renewed yearly, but more importantly he was given imperium proconsulare over the provinces of Gual, Spain, Egypt and Syria, controlling the bulk of Rome’s legions, all under the auspice of his legates comprising of his friends and family. This, in essence was Augustus’ true source of power. He may have claimed to be equal to the other Senators, however this was only to maintain the ‘forma’ of the Republic while changing its ‘anima’, spirit. By keeping the Senate unarmed there was no possibility for new rivals to appear allowing him to constitutionally define his power without recourse for other despotic actions. Like Solon had when reforming the constitution of Athens, Augustus left Rome to allow his position and the new power status quo to settle. In 23BC the conspiracy of Murena and Caepio, prompted Augustus to rethink his constitutional position within the ancestral customs he wanted to observe. The monopolisation of the consulship angered many of the nobiles who were denied access to what was still the highest position within the state. His resignation of the consulship, which he held successively since 33, led to the second settlement. The Senate, of course, compensated for his loss of powers. They decreed his proconsular imperium as ‘maius’, greater, meaning he â€Å"had the first word in his provinces and the last in others†. Additionally he was granted tribunicia potestas, and despite the discrepancies by ancient historians, it seems by 23 it was annual and perpetual. However the seniority of a tribune within senatorial ranking, as Brunt and Moore state, was â€Å"very low† and as a subsidiary right Augustus was granted ‘ius primae relationis’, so to place first motions in Senate meetings. Not that by now it mattered, his ultimate and unmatched auctoritas was enough to weild his powers over Roman politics. Instead, Augustus provided the perception of legality†¦.. in order to avoid the rank of despotism Julius Caesar flagrantly displayed. And legality was essential to the thinking of Roman nobiles so to avoid the perception of tyrant Rome so despised. By 19BC his constitutional powers were complete. However in truth, by 23BC, the powers granted to Augustus were superfluous to his true position in the State, that is they were not reflective of the power that he yielded over Rome. His unmatched actoritas, ultimate patronage of Italy after the ‘oath of allegiance’, and unrivaled military monopoly over the legions, provided the necessary power to define his constitutional position, which was, unquestionably, complete domination over the Roman State.

Religion in the 1960 Presidential Election essays

Religion in the 1960 Presidential Election essays Religion in the 1960 Presidential Election In the year of 1960 many political issues were arising. One political issue in particular was the presidential election. Kennedy running against Nixon, and Catholicism was the biggest concern about Kennedy. The Catholicism concern ranged from power with the church, money in the church, and the over all out comes of the election. The Presidential Election in the 1960s was one not to be forgotten, Kennedy vs. Nixon. Many factors laid in the 1960 election for John F. Kennedy, concerning Catholicism. Many of the Americans voters were concerned with the fact that Kenney being a Roman Catholic. Not only was that a big concern in the election, but the voters were a little more concern with the fact of the church having any influence in Kennedys decision making. They, American voters, were very concerned with Kennedy siding with the Vaticans. This was a major concern, America was having to deal with a Roman Catholic running for president that was very much liked by many of the American voters in that day. A Roman Catholic president would be under extreme pressure by the hierarchy of his church, said Dr. Peale, a supporter of Nixon, from the September 1960 edition of the Biloxi Post Newspaper. But on the other hand, there were many people that wanted him as president, especially the Catholics. Although, it may see m a big disadvantage for Kennedy, it was more of advantage. Then there were people that really did not care they just wanted a good strong leading man that would carry the country in to victory for every event that would come up. So Although, Kennedy was feeling that being a catholic was putting a disadvantage gains his campaign. So he did what any respectful man would do, he went on a Televised show, and told the people of America, that the church and the state were going to be separated if he were to become elected as the president of America. He also ...

The eNotes Blog 5 Hilarious High School MusicVideos

5 Hilarious High School MusicVideos Anything can happen when you give  some teachers and their students jammin tunes and a camera. Check out some of our favorite funny high school music videos. 1. Teachers from Markham District High School in Markham, Ontario  perform their own music video to  Good Time  by Owl City and Carly Rae Jepson. 2. Theatre Arts Teacher Scot Pankey and his students at A. Maceo Smith New Tech High School in Dallas, TX dance to  Bruno Mars  Uptown Funk. 3. These kids at Westerville South High School in Westerville, OH show us how to dougie factor. 4.  Matt Glendinning, head of Moses Brown School in Providence,  RI, gave the ultimate snow day announcement set to  Let it Go  from Disneys  Frozen. 5. Teachers at Culpeper County High School  in Culpeper, Virginia show off their choreography to popular songs such as  Thrift Shop,  Suit Tie, and  Radioactive. Have a favorite we didnt feature? Let us know in the comments. And stay tuned for a solo teacher dance compilation, and a teacher prank compilation!