Essay on Personal Narrative A Valuable Lesson - 508 Words

Summer vacation, and school ends for about three months, and then you have as much fun as you can, then back to school†¦ right? Well I had to go to summer school, but it wasn’t as bad as I thought it would be. Everything was going fine, I had a job after summer school, and that was going fine as well. They say that summer is supposed to be fun and exciting, and it usually is for me and my family. However in July my father started coughing up blood. My father usually doesn’t make it his top priority to go to the doctors, so he waited about four weeks until he really didn’t feel good. When dad finally went to the doctors, they told him it was a virus of some sort. My parents really didn’t go into detail about the visit. My father then went†¦show more content†¦It turned out to be the wrong specialist. My grandmother told one of her friends (who happened to be a nurse), and she suggested my dad go to pulmonary specialist. So, my father reluctant ly scheduled an appointment at Ellis Hospital. Thank god he did. After a few scans and a few blood tests, the doctors found three blood clots in my father’s body. Dad had a clot in both of his lungs, and one in his leg. The worst was yet to come. The doctors were not pleased with his blood results. He had a very low white blood cell count, and his platelet levels were low as well. They needed to find the cause. One doctor had an idea. The doctors did what is called a bone marrow extract, this is when they drill a needle into your hip, through the bone, and take out bone marrow. The results were not something I wanted to hear. I was at my grandmother’s house at the time when my father called. The doctors found cancer, Acute Leukemia, and it was traveling through my father’s entire blood stream. The weeks that followed were very difficult. My mother ended up changing her hours at work so she could visit my father in the hospital. On the weekends my mom would spend from Friday when she got home from work, to Sunday night in the hospital. I have an older brother and a younger brother; they are lazy most of the time, so the only help I got was from my grandmother. Unfortunately, my older brother wasn’t present for three weeks for certain reasons, which left my ten year oldShow MoreRelatedJournal Article by Robin D. Groce787 Words   |  4 Pageshow elementary teachers used their experiences in a storytelling inservice training to teach| | | |lessons in language arts, science, social studies, and bilingual education. Qualitative research methods were used in simultaneously | | | |collecting and analyzing data. Storytelling was found to be a valuable tool for motivating students to listen and engage in content area | | | |lessons, improve reading skills in the content areas, and as a springboard for beginning units and skill developmentRead MoreContagious : Why Things Catch On By Jonah Berger979 Words   |  4 Pages people do not just share valuable information, they carry stories, built like Trojan Horses, carrying morals and lessons under the guise of word of mouth. STEPPS provides the foundations to recreate these ideas into messages, integral to the human narrative that people cannot tell its story without it. Amazing, Jonah Berger provides stories to better understand what each mnemonic part of STEPPS can do and how purposeful and effective it can be in real world narratives. The most eye-opening andRead MoreExploring Myths and Narratives: Snow White1083 Words   |  4 Pagesloring Myths and Narratives: Snow White A very popular story from my childhood is the story of Snow White. 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I also learned different things just by having online discussions and most importantly, I learned how to improve my writing skills and how this course changed my perception of English and apply it in the futureRead MoreThe Love of a Woman in Paulo Coelho’s Novel The Alchemist Essay1121 Words   |  5 PagesIn Paulo Coelho’s novel The Alchemist the story of the shepherd boy Santiago and his journey to fulfill his Personal Legend unfolds from beginning to end. On his journey Santiago meets several significant male characters that play very important roles in the development of his character, his journey, and his story. There are only a few female characters in The Alchemist, as men dominate the story; however, one of these female characters also plays a ver y significant role in Santiago’s story. SantiagoRead MoreA Critical Analysis Of Lessons From The Assembly Line985 Words   |  4 PagesAndrew Braaksma’s claim in â€Å"Lessons from the Assembly Line† is that formal education is a valuable privilege. Furthermore, people who have access to it should be appreciative as there is an entire segment of people who do not/did not have such opportunities presented to them. Finally, the article challenges people in more advantaged positions – in this case, starry-eyed college students – to see worth in experiences outside of their bubble as they can be valuable as well. Braaksmas claims are correctRead MoreRhetorical Analysis : Us And Them1668 Words   |  7 Pagesultimately â€Å"tolerance.† The author published this collection of essays in 2004, when he was approximately at the developed age of 47 years old. The essay can be seen as a nostalgic reflection back to his past, to one of the many worthwhile, valuable, and subtle lessons taught to him by his mother. The author perhaps wrote this specific essay to act as a catalyst for the audience to realize the larger injustices that happen to people around the world like the level of severity in poverty that exists inRead MoreRhetorical Analysis Of The Dumb Kids Class892 Words   |  4 PagesBowden believed otherwise. In â€Å"The Dumb Kids’ Class† he tells his unique experience in Catholic school, where he was in the dumb kids’ class and then switched into the smart class, and discovers the true differences between them. Bowden begins his narrative with a hasty generalization when he comments â€Å"[I] astonishingly, was never struck by a nun or molested by a priest† (1). Although he is saying none of this stereotypical behavior happened to him, he is still reminding the audience of the behaviorRead MorePersonal Narrative Essay Models 3252 Words   |  14 PagesPersonal Narrative Essay Models Some may not be of high literary quality, but they do show personal transformation and reflection. Others may contain inappropriate subject matter for some communities. However, they can be very useful in encouraging students to write. By choosing a suitable model, demonstrating annotation and applying the steps of the writing process, teachers can help young adults to compose effective personal narrative essays. Begin by allowing the students to review narrativeRead MoreMy Reflection Of Writing993 Words   |  4 Pagesaspects of writing that I did not get to explore while attending my high school. I appreciate that this class gave us freedom to write our stories without harsh guidelines that twisted our creativity. In the beginning half of the semester I wrote a narrative essay about a night in high school that I will never forget and a profile essay that included an interview about my advisor’s advice for freshman engineering students. The second half of the semester, I wro te an analysis essay about a politically

According To Bethel University (2011), Leadership Is An

According to Bethel University (2011), leadership is an evolving interaction between the leader, the followers, and the situation. Dr. Martin Luther King, Jr.’s leadership role in the civil rights movement represents a great leader. In addition, his leadership vividly portrays the dynamic between the leader, the followers, and the situation. While Dr. King’s dream for racial equality lacks fulfillment, interracial relations and equality have substantially improved as a direct result of Dr. King’s leadership. The qualities that made Dr. King a great leader and the impact on his followers represent the leadership process. In order to understand the importance of Dr. King’s leadership, one must examine the situation. In Dr. King’s, â€Å"I have a†¦show more content†¦The radical change Dr. King led is part of the characteristics that make up a leader and follower situation. Bethel University (2011) claims that leaders actively challenge accep ted norms, like racial injustice. Moreover, a leader views a situation broadly; therefore, adoption of a long-term approach over short-term results occurs. Dr. King’s stance against acting out in violence reflects a long-term view, thus enacting change through peaceful demonstrations. For example, Dr. King said: But there is something that I must say to my people, who stand on the warm threshold which leads into the palace of justice: In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul force. (1963, para. 8) While violence may tempt followers, the catharsis effect will fade and unhinge long-term progress. Dr. King was a leader and visionary that knew the process of racial equality would take a strong and steadfast approach. According to Edwards, â€Å"Dr. Martin Luther King, inspired a shared vision of hope, justice, and equality† (2010, p.43). Dr. King’sShow MoreRelatedJim Davis Case962 Words   |  4 PagesThis essay analyzes the case study â€Å"Who’s in charge? (The Jim Davis Case)†. This paper has four separate sections intended to explain and define the importance of the three critical elements of leadership (the leader, the followers, the situation) in the Jim Davis case study. The first part will describe the characteristics of Jim’s situation. In addition, how those situations make it difficult for him to achieve the organization’s expectations. 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‘Lord of the flies’ †take it out of the classroom Free Essays

string(47) " by the Allies who had struggled against them\." The arrival of Y2K brought none of the social, environmental, or technological catastrophes predicted by the tabloids, but neither did the new millennium bring relief from the persistent impediments to free expression that characterized the twentieth century. Arthur Schlesinger, Jr., reminds us that throughout most of human history, authority, â€Å"fortified by the highest religious and philosophical texts, has righteously invoked censorship to stifle expression. We will write a custom essay sample on ‘Lord of the flies’ – take it out of the classroom or any similar topic only for you Order Now † He cites the Old Testament proscription: â€Å"Tell it not in Gath, publish it not in the streets of Askelon; lest the daughters of the Philistines rejoice, lest the daughters of the uncircumcised triumph.† Schlesinger also offers the injunction of Plato: â€Å"The poet shall compose nothing contrary to the ideas of the lawful, or just, or beautiful, or good, which are allowed in the state; nor shall he be permitted to show his compositions to any private individual until he shall have shown them to the appointed censors and the guardians of the law, and they are satisfied with them.† Introduction Lord of the Flies has been the center of controversy over the years having been resurrected from its status as a cult classic. However, in my opinion this novel represents a lot of possible socially wrong viewpoints and could be the cause for seeding violent, vulgar and anti-social thoughts in school children. It is because of this reason that I propose to restrict it from classrooms in the school system. The issue of banned books has been escalating since Guttenberg introduced the printing press in 1455. Once speech could be printed, it became a commodity, to be controlled and manipulated on the basis of religion, politics, or profit. After Pope Leo X condemned Martin Luther’s Ninety Five Theses in 1517, both Catholics and Protestants began censoring materials that they found dangerous or subversive. Religious censorship quickly led to political censorship when Luther defied the Pope, bringing an immediate response from Emperor Charles V. On May 26, 1521, the emperor issued the Edict of Worms, containing a â€Å"Law of Printing,† which prohibited the printing, sale, possession, reading, or copying of Luther’s works. However, in the United States and England, a social consensus on censorship was emerging that would be far more repressive than overt state or church power. By the 1830s, this new ideology was proclaiming the necessity for propriety, prudence, and sexual restraint. During the remainder of the nineteenth century, private virtue became public virtue, and American and British editors, publishers, writers, and librarians felt obliged to examine every book for crude language or unduly explicit or realistic portrayals of life. In her introduction to the 1984 New York Public Library exhibition on censorship, Ann Ilan Alter said that there may have been more censorship, self-imposed or otherwise, during the nineteenth century in England and the United States than during all the preceding centuries of printed literature. The twentieth century in America has seen the emergence of pressure groups that maintain an uneasy balance in the struggle to interpret our First Amendment rights. The federal government tips that balance in whatever direction the winds blow, and since 1980, those winds have been chilling. Arthur Schlesinger, Jr. notes: â€Å"[T]he struggle between expression and authority is unending. The instinct to suppress discomforting ideas is rooted deep in human nature. It is rooted above all in profound human propensities to faith and fear.† Lord of the Flies – In the Spotlight Lord of the Flies focused attention on the concept of cult literature as a campus phenomenon. Time magazine called it â€Å"Lord of the Campus† and identified it as one in a series of underground literary favorites that were challenging the required reading lists of the traditional humanities curriculum. Up until William Golding’s surprise bestseller, it had been common knowledge that students were reading â€Å"unauthorized books,† especially J. D. Salinger The Catcher in the Rye, in spite of (and frequently because of) their condemnation by â€Å"the establishment.† But the existence of a serious sub-literature with an intelligent, dedicated readership flourishing in the midst of the conventional curriculum was something unprecedented on college campuses. During the twenties and thirties, the novels of F. Scott Fitzgerald, Ernest Hemingway, and Thomas Wolfe had quickly been welcomed into the ranks of mainstream, respectable writers and labeled literature. While a few critics might choose to ignore these newcomers, there was nothing particularly subversive about what they wrote. Following the success of The Catcher in the Rye, however, no literary observer could be quite sure that the tastes of young readers could be trusted. After all, there were certain attitudes in Salinger that threatened the established order, and when Golding wrote Lord of the Flies, there was apprehension afoot that young readers might find Jack more interesting than Ralph-as indeed many of them did. Analysis What nervous detractors overlooked was the obvious lesson in this Golding classic: that traits like naked aggression and gratuitous cruelty, selfishness, idolatry, superstition, and a taste for violence are not restricted to any particular nationality or race but are inherent in human nature and inhabit the mentality of every human being. If there was anything subversive about this idea, it was that no longer could evil be considered peculiar to the Japanese or the German character. In fact, those who had recently fought against them had waged war with equal relish. When Golding saw the ecstasy on the faces of his fellow sailors in the North Atlantic as they returned the fire of the enemy or launched an attack he felt the shock of recognition that the beast was within us all, just waiting to break through that fragile veneer we call civilization. What he clearly intended as a reminder to his readers (after all, man’s aggressive nature was not a new philosophical position by any means) became for cult readers another weapon to use against those who argued that atrocities such as those committed by the Germans and the Japanese could never be committed by the Allies who had struggled against them. You read "‘Lord of the flies’ – take it out of the classroom" in category "Essay examples" â€Å"We† were good people who treated others with kindness and generosity and fought those who attacked us with the greatest reluctance and the utmost disdain. Even to suggest that we might enjoy the slaughter was to malign the honor and integrity of the Allied forces. Regardless of how his theme was interpreted, however, Golding’s thesis had firm mythological precedents. There are many myths underlying Lord of the Flies, but the basic description of reality is of a world inhabited by men of an evil nature restrained only by voluntary adherence to a pragmatic pact of nonaggression. Such a pact passes for civilization, but because it is maintained only through fear, it is constantly threatened by that fear. The defensive fear that keeps one man from his neighbor’s throat can also incite him to cut that throat before his own gets cut. Lord of the Flies is a case study in alienation. Gradually, with horrifying inevitability, against a backdrop of paradise, the numbers of those who remember their humanity and still cling to the threads of civilization are reduced until there is but one solitary figure left, and just before the ironic rescue, we see him–become him–as he flees his savage pursuers, the backdrop itself reflecting the degradation of those pursuers as the island of paradise burns and smokes and is reduced to char and ashes. Storyline First we see the whole group splitting and taking sides, but the balance, at least for a while, remains on the side of Ralph. Then slowly but irresistibly, Ralph’s supporters are drawn toward the charismatic Jack and his choir, until finally there are only four holding out against them: the twins, Piggy, and Ralph himself. Then the twins are captured and Piggy is killed. Ralph is alone, civilized man alone against the powers of darkness. But we are left with the awful suspicion that he remains â€Å"civilized† only because Jack must have an enemy and Ralph must be that enemy. Excluded forever from Jack’s group, Ralph encourages exaggerated sympathy because he is so terribly alone. A victim always seems somehow more civilized than his tormentors. Nevertheless, much of the power of this book derives from the fact that our sympathies can only be with Ralph and that we, therefore, can feel the vulnerability, the awful weakness, of flimsy rationality at the mercy of a world gone mad. There is no place to run, no place to hide, no exit. And rescue is only temporary and perhaps ultimately more horrible than quick and early death. Media treatment of issues about children relies heavily on such simplistic generalizations with children represented as objects of concern or as threats to adult order. The former relies on an idealized view of children as pure, innocent and vulnerable, needing protection or salvation from dangers they can neither identify nor comprehend. The latter, of children drawn innately (unless prevented) towards evil and anarchy, also has deep historical roots (Miller, 1983). It is a portrayal powerfully evoked by William Golding’s (1959) novel, Lord of the Flies. The power of this fictional work is evident in the frequency with which it is given respect and credibility in press accounts of ‘deviant’ children. It evokes an apocalyptic vision of anarchy as being inevitable should children lose the discipline and order of the adult presence. The portrayals of children as ‘innocent victims’ or ‘culpable delinquents’ are no more than alternative placements that the adult world creates into which children are located at different times, in different circumstances. The idea that children are products of nature or nurture leads to media concern as to whether child ‘deviance’ is rooted in a biological predisposition or in an environmental determinism. Children’s meanings and motivations are persistently ignored, as is the position of adults, both familial and professional, as powerful definers of deviant behavior. Consequently, much of the physical and psychological harm inflicted on children by adults is disregarded, while transgressions by children of their set role are the subject of furious condemnation. Original sin is what Golding was writing about a religious concept, we suspect more relevant to the mayhem that occurred at this C of E school in Liverpool than any glib sociological generalization. Children will run wild, viciously wild, unless they are properly supervised. They need parents to give them a stable and ordered home. They need teachers who know how to keep order as well as how to impart knowledge. They need, God help them, practical instruction in the difference between right and wrong. Here was a rhetoric established and developed which was to re-emerge throughout the next decade, particularly following the murder of James Bulger. It invoked Golding’s construct of anarchy inherent in children left to themselves. Thesis – Fallacies and Immoralities Golding seems in many ways to simplify Lord of the Flies in order to make his point as clearly as possible. For example, all developments in the book are entirely predictable, suggesting not only that the course taken by Golding’s boys is inevitable, but that violence and brutality are inevitable in all interactions among human beings. Moreover, though Golding’s carefully constructed book includes a fairly complex network of literary symbols and devices, all of them tend directly to support the central message. For example, the apparent deus ex machina ending of the book is undercut by the facts that the British are still at war and the adults who arrive to restore order are themselves engaged in a mission of destruction the motivation of which is not fundamentally different from that of the savage hunting frenzies of Jack and his tribe of boys. This parallel presumably suggests that the supposedly â€Å"civilized† adults are really as savage as the primitivized boys, though it could also be taken as a suggestion that the training received by Jack and his â€Å"choir† in military school had already been sufficient to inculcate them with the kind of militaristic values that have led civilization to a cataclysmic war. Indeed, despite the apparent clarity of its message, Golding’s fable is flawed on several accounts. For one thing, this island society could never really represent a new start for humanity because it is all male and therefore incapable of perpetuating itself. For another, the boys on the island are not really innocent; they have already been thoroughly socialized by the same society that seems to be destroying itself through warfare. Still, in some ways Lord of the Flies is an exemplary dystopian fiction. In it Golding creates a fictional society distant from the â€Å"real† world, then utilizes the defamiliarizing perspective of that distance to comment upon the shortcomings of our own social reality. However, whereas most dystopian fictions are designed to function as cautionary tales that warn against the development of specific social and political problems, Golding suggests that all human societies are inevitably doomed by the darkness at the heart of humanity itself. Golding’s book thus lacks the drive toward positive social and political change that informs the best dystopian fictions. If there is a cautionary element in the book, it would seem to involve a hope that were humans aware of their natural tendencies toward violence they might stand a better chance of keeping those tendencies in check. In this respect, it is important to note that Lord of the Flies really makes two major points. First, and more obvious, is the suggestion that human nature lies at the root of most of the ills that plague society. But the book also suggests that society itself is based on an attempt to deny this fact, thus making matters even worse. Although many critics have complained about the gimmick at the end of the novel — the boys are saved; the officer doesn’t â€Å"understand† the violence which has occurred — it is justified because it is another â€Å"appearance.† The officer allows his â€Å"eyes to rest on the trim cruiser in the distance,† but we doubt that he can see it or the water with full knowledge. Lord of the Flies is therefore a novel of faulty vision. Can the boys ever see the elements? Are the elements really there? Is a marriage between elements and consciousness possible? The novel is not about Evil, Innocence, or Free Will; it goes beyond (or under) these abstractions by questioning the very ability to formulate them. Look at any crucial scene. There is an abundance of descriptive details — the elements are â€Å"exaggerated† because they are all that the boys possess — but these details are blurred in one way or another. The result is, paradoxically, a confusing clarity. (Even the â€Å"solid† words the boys use are illusive: Piggy says â€Å"ass-mar† for asthma; Sam and Eric call themselves one name, â€Å"Sam ‘n Eric.†) Here is the first vision of the dead man in the tree: In front of them, only three or four yards away, was a rock-like hump where no rock should be. Ralph could hear a tiny chattering noise coming from somewhere–perhaps from his own mouth. He bound himself together with his will, fused his fear and loathing into a hatred, and stood up. He took two leaden steps forward. Behind them the sliver of moon had drawn clear of the horizon. Before them, something like a great ape was sitting asleep with its head between its knees. Then the wind roared in the forest, there was confusion in the darkness and the creature lifted its head, holding towards them the ruin of a face. Conclusion Golding gives us the short distance, the hulking object. Ralph (and the others) should be able to see. But he cannot. Although he â€Å"binds† himself — becoming more stable — he does not know where the noise comes from or what the â€Å"no-rock† is. His senses cannot rule the elements. He, like the lifted face, is a ruin. V. S. Pritchett claims that Lord of the Flies indicates â€Å"Golding’s desire to catch the sensation of things coming into us.† On the contrary, it indicates his need to tell us that â€Å"out there† and â€Å"in here† never marry — not even on an enchanted island. We should not forget that the Lord of the Flies may be only a skull — an object given miraculous life because of faulty vision. It is precisely because of this misguided literary piece and its possibility to lead school children astray with its vague philosophies. Works Cited Carey John, ed. William Golding: the Man and His Books. New York: Farrar, Straus Giroux, 1987. Devkota Padma Prasad. â€Å"The Darkness Motif in the ‘Primitive’ Novels of William Golding.† DAI 51 ( 1990): 860A. Monteith Charles. â€Å"Strangers from Within into ‘Lord of the Flies.'† ( London) Times Literary Supplement ( September 19, 1986): 1030. Tanzman Leo. â€Å"The Murder of Simon in Golding’s Lord of the Flies.† Notes on Contemporary Literature ( Nov. 1987): 2-3. Watson George. â€Å"The Coronation of Realism.† The Georgia Review (Spring 1987): 5-16. Golding William. Lord of the Flies. New York: Coward-McCann, 1962. How to cite ‘Lord of the flies’ – take it out of the classroom, Essay examples

Brutus vs. Antony Essay Example For Students

Brutus vs. Antony Essay Brutus and Antony both produce different tactics to sway the peoplesopinions about Caesar. Both men present different points about Casaer and hisrule in Rome. Brutus basis for his speech is presenting an explanation of whyhe planned and participated in Caesars execution. Antony uses a tactic ofbrainwashing by telling the crowd that he is there to bury Casaer not to praisehim. Both men are successful, yet Antony holds the upper hand by speaking afterCasaer. Brutus opens his speech asking the people believe his honor and respect it. He tells the crowd he loved Caesar as much as any of his listeners. His ultimateexplanation, which seems very good is, Not that I loved Caesar less, But thatI loved Rome more. He appeals to the crowd by asking them if they all wish tobe bondmen or noble Romans. He pauses for a response and the people say thereare none that wish to be slaves. Brutus appeals to the peoples lives and howthey wish to live them. He tells the crowd that he helped to kill Caesar for thepeople and their well being. He is actually giving a noble speech and it seemswell put together. Antony opens his speech by saying, I am here to bury Caesar, not topraise him. He brainwashes the crowd with this line by getting them to thinkhe does not care about Caesars death. For he is on Brutus side now. TheBasis of his speech is on the Ambition of Casaer. He appeals that he had verylittle ambition. He says that Caesar brought home many captives for money and heasks if this is ambition. He follows this by saying, But Brutus says he wasambitious, and Brutus is an honorable man. He repeats this phrase four timesthroughout his speech. This puts emphasis in the peoples belief that Antonyis on Brutus side. Then Antony asks the people if they, all did love himonce, why do they not mourn for him now. Making them question themselvesabout their faith. He then tells them his heart is in the coffin with Caesar andhe must pause. This shows the crowd he loves Caesar and truly misses him. Whenhe returns to speaking he talks of how he should do Caesar and Cassius wrong. Hesays he will not be cause they are honorable men. By repeating this throughoutthe speech he puts the impression in the peoples minds that Brutus and Cassiushave brainwashed Antony and maybe they really are not honorable men. Finally heputs the crowd into the palm of his hand by telling them Caesar has a will forthem that includes money. This is what captures them to Antonys side. Thecrowd then wants to find Brutus and his followers and kill them. Brutus gives the crowd a straightforward explanation, of why they killedCaesar. He tries to show them that it is in their own interest and they shouldbe thankful. For they are not slaves. Antony plays of Brutus speech whenBrutus states that Caesar had ambition. He brainwashes the crowd in the end ofhis speech by showing sorrow and ultimately pausing because he says his heart isin the coffin with Caesar. When Antony brings up the part about the will thisgets them were he wants them. Antony plays a role of being innocent. He showsthe crowd he has changed to Brutus side yet he hurts on the inside. Brutusstuck to being truthful, as Antony played of Brutus speech and used tacticsof brainwashing his listeners. Ultimately it worked, and what a clever idea itwas. .uc46baf8dd518af6949006ec58fb14812 , .uc46baf8dd518af6949006ec58fb14812 .postImageUrl , .uc46baf8dd518af6949006ec58fb14812 .centered-text-area { min-height: 80px; position: relative; } .uc46baf8dd518af6949006ec58fb14812 , .uc46baf8dd518af6949006ec58fb14812:hover , .uc46baf8dd518af6949006ec58fb14812:visited , .uc46baf8dd518af6949006ec58fb14812:active { border:0!important; } .uc46baf8dd518af6949006ec58fb14812 .clearfix:after { content: ""; display: table; clear: both; } .uc46baf8dd518af6949006ec58fb14812 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc46baf8dd518af6949006ec58fb14812:active , .uc46baf8dd518af6949006ec58fb14812:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc46baf8dd518af6949006ec58fb14812 .centered-text-area { width: 100%; position: relative ; } .uc46baf8dd518af6949006ec58fb14812 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc46baf8dd518af6949006ec58fb14812 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc46baf8dd518af6949006ec58fb14812 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc46baf8dd518af6949006ec58fb14812:hover .ctaButton { background-color: #34495E!important; } .uc46baf8dd518af6949006ec58fb14812 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc46baf8dd518af6949006ec58fb14812 .uc46baf8dd518af6949006ec58fb14812-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc46baf8dd518af6949006ec58fb14812:after { content: ""; display: block; clear: both; } READ: Gay, Lesbian and Bisexual Issues - AIDS and HIV Ar EssayCategory: English