Lewis And Clark s Expedition - 1786 Words

Before Lewis and Clark’s famous expedition through the United States and towards the Pacific, Western North America was a great unknown. It was a mythical place where anything imaginable could exist. Moving West was not seen as a legitimate idea, it was not an ideal destination for homes and work. For the citizens of the early United States, all they knew was the East Coast. Even today, much of the US population is still located on the east coast. There was very little known about it and people were unsure of how safe the West was. Lewis and Clark’s expedition forever changed America. The journey was a representation of a rising American nation. The Settlers aggressively expanded in order to achieve commercial gain and increase their property of land. Their exploration also lead to the idea of Manifest Destiny. Manifest destiny was the belief that the American Settlers were destined to expand across the continent. Without this idea of a nation destined to be united from coast to coast, the United States would not be one united nation. The expedition began on May 14, 1804, Lewis and Clark led a group called The Corps of Discovery. The expedition began in St. Louis, they used the Missouri River as a guide. Clark’s job during the expedition was to direct the Corps and map their route. Lewis was in charge of making observations and collected wildlife samples. The trip was a struggle for the group, they faced challenges instigated by nature and cautious trekking through unknownShow MoreRelatedThe Expedition Of Captain Meriwether Lewis And Lewis s Close Friend As Second Lieutenant William Clark1117 Words   |  5 Pagescommission an expedition under the command of Captain Meriwether Lewis and Lewis’s close friend as Second Lieutenant William Clark. Jefferson’s main objective in this expedition was to explore and create a map of the newly acquired territory thus finding a route across the western half of the continent. This was to help him establish an American presence in the west before Spain, Bri tish and other European powers could claim it. Despite this being the main objective of the expedition, it helped toRead MoreThe United States Of The Mississippi River1515 Words   |  7 PagesSt. Charles with cheers from the crowd†¦into unknown civilization.† (Lewis and Clark) The United States of America was considered to be all of the land east of the Mississippi river. All the land west of the river was, as they thought, a remote and uncivilized part of the world. Sent by President Thomas Jefferson to find the fabled Northwest Passage, Meriwether Lewis and William Clark led a very important, but dangerous expedition to explore this land and find a passage to the Pacific Ocean. TheseRead MoreDon t Let Your Dreams Be Dreams1161 Words   |  5 Pagesâ€Å"Don’t let your dreams be dreams, just do it†, Shia Lebouf. Young Lewis and Clark dreamed of adventures and exploring. They did not let their dreams be dreams. As adults the two would lead an expedition of historical significance to the United States. â€Å"Meriwether Lewis was born on August 18, 1774, near Charlottesville, Virginia and was the boyhood neighbor of Thomas Jefferson.† (lewisandclark) â€Å"Meriwether Lewis spent much of his time as a youth in the outdoors, and developed an interest inRead MoreThe Lewis ( 1774 ) And William Clark1735 Words   |  7 PagesMeriweather Lewis (1774) and William Clark (1770) are famously known for their expedition through the Louisiana territory to the coast of the Pacific, along with Sacagawea from the Shoshone tribe. They traveled down the Ohio River, up the Missouri River, across the Continental Divide, and to the Pacific Ocean. In 1803, President Thomas Jefferson sent the Cords of Discovery to the land never traveled before by any American to explore. They traveled over 8000 miles and discovered over 300 unknown speciesRead MoreThe Lewis And Clark Expedition1415 Words   |  6 PagesCaptain Meriwether Lewis and William Clark put their lives on the line only to return with i nformation regarding the Pacific Northwest of the United States territory. Their reasons behind this journey, being to expand the United States to the West, involved the entire nation but debatably, their accomplishments and the reaction of others became a major part of today’s history. The foremost reason behind the Lewis and Clark expedition was all based on Thomas Jefferson’s, president at the time, interestRead MoreThe Great Rock Mountains By Thomas Jefferson1092 Words   |  5 PagesAt the time when Thomas Jefferson was president, the U. S. had bought new land in France. He had Meriwether Lewis to lead an expedition to the New Lands who turned to Wiliam Clark to be the Co-commanding captain which turned into the Lewis and Clark expedition. It was 1803. Thomas Jefferson was the president and he guided a piece of foreign diplomacy through the U.S. senate. After the Louisiana treaty was made, Jefferson took power of an exploration on a new purchased land beyond the â€Å"Great RockRead MoreThe State Of The Louisiana Territory1616 Words   |  7 Pagesbeen many important expeditions, discoveries, and wonders. One of the most famous and important expeditions in this country’s history is that of Lewis and Clark. Within their great journey, the two men met countless obstacles, met many new and intriguing cultures, and saw some of the most incredible land that God had ever made. After the purchase of the Louisiana Territory from France, President Thomas Jefferson commissioned Meriwether Lewis and William Clark to lead an expedition on a journey to exploreRead MoreAnalysis Of The Journey Of Meriwether Lewis And William Clark1011 Words   |  5 PagesMeriwether Lewis and William Clark as they explore the American West. Ambrose uses the thoughts of Lewis himself as a guide to the book; he even uses extensive journal entries which not only help the readers visualize what is going on during this expedition, but it helps the readers have a better understanding for what is happening in 19th century America. Ambrose uses a bit of his own logic and opinion in the book as well, he makes it apparent that he has nothing but admiration for Lewis and Clark whichRead MoreThe Lewis And Clark Expedition1424 Words   |  6 Pages On May 14, 1804 in the eastern city of Saint Louis, William Clark and Merry-weather Lewis set of on the westward adventure that would change America as we know it today. Their journey began on the Mississippi River, those rapids would propel Lewis and Clark into the Corps of Discovery. Across the vast land that these men would soon travel lived the many native-american tribes. The Native people hunted freely across their western lands, lived their life as one with the ground they so ca refullyRead MoreThe Manifest Destiny, And The Economic Rewards1456 Words   |  6 PagesMeriwether Lewis and William Clark to go on a three year expedition westwards to the Pacific Ocean in August of 1803. While the journey to the West provided Lewis and Clark was one that was both fascinating and difficult, the journey back home was one that was filled with obstacles. Some of the difficulties faced on the journey home can be attributed to the climate and topography of the land which are recorded in the journals of Lewis and Clark. During June of 1806, Lewis and Clark are returning

Medeas Monologue by Euripides (Mother Character)

In one of the most chilling monologues in all of Greek Mythology, Medea seeks revenge against the heroic yet callous Jason (the father of her children) by killing her own offspring. Found in the play Medea by the Greek writer Euripides,  this monologue offers an alternative to the traditional female monologues found in classic literature. In the play, Medea kills her children (offstage) and then flies away on the chariot of Helios, and while many have argued that this play demonizes women, others contend that Medea represents literature’s first feminist heroine, a woman who chooses her own destiny despite the hand she was dealt by the gods. Although not the typical  mother character monologue, Madeas monologue  is deeply expressive of the difficulty and multiplicity of the emotions love, loss, and revenge, making it a truly excellent audition piece for female actors who want to convey their ability to portray a depth of complex emotions. Full Text of Medeas Monologue Taken from an English translation of the Greek play by  Shelley Dean Milman  found in The Plays of Euripides in English, vol ii, the following monologue is delivered by Medea upon discovering Jason has left her for the princess of Corinth. Upon this realization that shes been left alone, Madea attempts to take control of her own life and says: O my sons!My sons! ye have a city and a houseWhere, leaving hapless me behind, withoutA mother ye for ever shall reside.But I to other realms an exile go,Ere any help from you I could derive,Or see you blest; the hymeneal pomp,The bride, the genial couch, for you adorn,And in these hands the kindled torch sustain.How wretched am I through my own perverseness!You, O my sons, I then in vain have nurtured,In vain have toiled, and, wasted with fatigue,Suffered the pregnant matrons grievous throes.On you, in my afflictions, many hopesI founded erst: that ye with pious careWould foster my old age, and on the bierExtend me after death—much envied lotOf mortals; but these pleasing anxious thoughtsAre vanished now; for, losing you, a lifeOf bitterness and anguish shall I lead.But as for you, my sons, with those dear eyesFated no more your mother to behold,Hence are ye hastening to a world unknown.Why do ye gaze on me with such a lookOf tenderness, or wherefore smile? for theseAre your last smiles. Ah wretched, wretched me!What shall I do? My resolution fails.Sparkling with joy now I their looks have seen,My friends, I can no more. To those past schemesI bid adieu, and with me from this landMy children will convey. Why should I causeA twofold portion of distress to fallOn my own head, that I may grieve the sireBy punishing his sons? This shall not be:Such counsels I dismiss. But in my purposeWhat means this change? Can I prefer derision,And with impunity permit the foeTo scape? My utmost courage I must rouse:For the suggestion of these tender thoughtsProceeds from an enervate heart. My sons,Enter the regal mansion.  [Exuent SONS.]  As for thoseWho deem that to be present were unholyWhile I the destined victims offer up,Let them see to it. This uplifted armShall never shrink. Alas! alas! my soulCommit not such a deed. Unhappy woman,Desist and spare thy children; we will liveTogether, they in foreign realms shall cheerThy exile. No, by those avenging fiendsWho d well with Pluto in the realms beneath,This shall not be, nor will I ever leaveMy sons to be insulted by their foes.They certainly must die; since then they must,I bore and I will slay them: tis a deedResolved on, nor my purpose will I change.Full well I know that now the royal brideWears on her head the magic diadem,And in the variegated robe expires:But, hurried on by fate, I tread a pathOf utter wretchedness, and them will plungeInto one yet more wretched. To my sonsFain would I say: O stretch forth your right handsYe children, for your mother to embrace.O dearest hands, ye lips to me most dear,Engaging features and ingenuous looks,May ye be blest, but in another world;For by the treacherous conduct of your sireAre ye bereft of all this earth bestowed.Farewell, sweet kisses—tender limbs, farewell!And fragrant breath! I never more can bearTo look on you, my children. My afflictionsHave conquered me; I now am well awareWhat crimes I venture on: but rage, the causeOf woes most grievous to the human race,Over my better reason hath prevailed. Even Euripides contemporaries found the monologue and play to be shocking to the Athenian audiences at the time, though this may have stemmed more from the artistic liberties Euripides took in retelling Medeas story—the children historically were said to have been killed by the Corinthians, not by Medea—and the play itself was ranked third of three at the Dionysia Festival where it premiered in 431 B.C.

Autism and Psychology Free Essays

Autism: â€Å"Man is by nature a social animal; an individual who is unsocial naturally and not accidentally is either beneath our notice or more than human†¦ â€Å"(Aristotle, 328 B. C. in Aronson, 1995). We will write a custom essay sample on Autism and Psychology or any similar topic only for you Order Now We have been designed from birth to need and trust and socialize with one another in various ways. Yet, why is it so difficult for some but not for others. I have a four year old Autistic son that also has severe developmental delays due to prematurity and birthing complications. There are days that he gets frustrated at not even being able to communicate basic needs or just wants to be in his own world, left to his own device. That for anyone is rough, but knowing I am his mother makes it worse. Social interaction is such an important part of growing as not only a human being, but also for the brain. Even from the beginning of time man has leaned on the premise of needing that companionship and contact with the world around them. Being from the South, you are instructed and taught from day one to be cordial and have social interactions regularly with others in and out of your class, race, or religion. But what if you cannot convey and relate to the social customs? Does that mean you are to forever be labeled as a deviant, eccentric, or antisocial? If it is funding that you have mental issues you don’t discuss them or you are forever looked at as a child. Traditionally, that means that these individuals were ostracized, stigmatized and even eliminated for the good of the whole, as the compromised the very fabric of society by proposing to build a group of individuals, somewhat like a cult, that were interconnected forever( Aronson, 1995). Animal test subjects have been well conditioned to run through mazes or pressed bars for food or to avoid electric shocks administered by researchers; likewise humans comply within similar consequences. Furthermore, it has also been documented that behavior motivated by external consequences is relatively short-lived, ceasing with the consequence is no longer available (Thompson, Iwata, 2001). This can even be seen when a mother is watching her children, and then steps out. The children understand to behave in both situations and the latter situation may have a punishment if that direction is not followed properly. Yet, as soon as the mother steps out, the non-conformist child will misbehave, only because of the punishment, even if the other sibling(s) is behaving themselves properly. Something stops a child like this from comprehending why this is wrong and what is truly acceptable. This may be in part to some issues with the connections to neuro-transmitters or lack thereof. Often times these children are not even motivated by reward systems, they will continue to misbehave at some point even when the mother returns, almost challenging her. Therefore, they will never be in society as an integral part, but as part of the problem. This, however, is not true for Autistic children. They wish to be the same, but again, the neuro-transmitters misfire and do not allow for them to ‘compare apples to oranges’. In 1943 Leo Kanner named such children as, socially withdrawn. He outlined the social disorder in 11 boys that he studied as an â€Å"autistic disturbance of affective contact† because of their apparent disinterest in other people and inability to be socially influenced (Kanner, 1943, in Frith, 1989). In spite of this, in 1984 the American Psychiatric Association, deemed this as a pervasive disorder, among others, and now it is simply known as Autism (APA, 1984). Over the past ten years Autism has been redefined again as the most complicated neurological disorder affecting the central nervous system of a large number of people. It is also the most confusing and pervasive of the developmental disorders as little is known for a cause, there is no cure, and treatments vary among individuals (Frith Happe’, 1994). The typical stereotype of an individual with autism describes a withdrawn, mute child with an inverted gaze engaged in repetitive activities or self-stimulatory behaviors, ASD or Autism Spectrum Disorder, ranges from severe to very mild(Mesibov Burack, 2001). Yet, the ones that have such disorders, have recently been labeled as Autistic due to lack of social prowess and extreme knowledge and fixation on one profession. These subsets of children can often times appear normal within the first year but start regressing in knowledge and skill, or not improving or gain skills at all. Eventually, one can build a wall to even keep family out, or fixate on something so hard it becomes an obsession or routine that if stopped could be mentally, physically, and socially detrimental(Kennedy Shukla, 1995). Although, it is also important to remember that individuals with ASD are not totally withdrawn, socially and may even interact from time to time, but this can be limited. I know as more going from hearing your child say ‘I love you’ and hug often, to once or twice week is difficult. The first time my son ran and hugged me and looked me in the eye was very emotional for me, but he did not understand. This leads to my next point: cognition. As I said before many ASD children do not understand emotions or are seldom empathetic. They may ask questions about the emotions you are showing but do not fully understand what you are telling them. This again is due to a misfiring of neuor-transmitters. That is why so many ASD children really like Thomas the Train. He teaches them emotions and what the facial expressions mean. My son now understand crying, anger, and excitement. Therefore, while they have a social desire, the interference in the cognitive system proves to be the main problem (Happe, 1999; Baron-Cohen, 1985; Dodge, 1980). Cognitive processing systems such as motivation, decision making and emotions are believed to be prompted when one responds to stimuli. These stimuli characterize the different mental states (desires, imagination, emotions, etc. ) that psychologists believe to be the cause of ones actions. Yet, without appropriately developed social cognition individuals have difficulty forming social relationships with others and this is evidenced by poor social behavior (Baron-Cohen, 2000). A study was designed to test this theory, and it found that 64% of individuals with ASD have first degree relatives with more extensive mental health issues, like major depression, and 39% had other social phobias (Smalley, et al, 1995). That being said, one can conclude that unlike other studies, ASD maybe a genetic disease mutated from other mental illness issues. This would also help the justice system that was once scandalized by improprieties of inmates due to a lack of knowledge. By understanding what type of ASD and the severity one can simply argue mental illness? Now I am not condoning every run out on the crazy defense, but if the shoe fits, why would we just put someone who is innocent into the system as done years ago. Think of the good old days when one could be simply thrown in jail for no id or not talking but if you have a mentally ill or developmentally disabled individual, and you put them in an environment that is rough, harsh, and not anything like their routine, it is no wonder why we had so many inmate suicides and still do inmates slip through the cracks continuously. But we may never see that happen due to public opinion. We as a society look at children with developmental delays or ASD as animals. I find it sickening. Or we think the parent does not discipline the child. Yet, due to lack of cognitive understanding, it would gain to reason why one does not benefit from punishing this type of child; they simply do not understand and are eager to please. Some may disagree but my son’s doctor actually explained to us that anything more than timeout/cool down period would be over his head. Even taking away toys would be ineffective. So the next time you are at a store take that into consideration. Now that I am off of my soapbox consider this: The acceptance of inadequacies in the empathizing process of individuals with Autism can offer more tolerance of the behaviors they display. Thus, they are not capable enough to calculate the conduct of others readily and we would expect an avoidance of impulsive situations. This is apparent in the outbursts and obsessive behaviors these individuals show in an effort to control and maintain routines in their environments (Dodge, 1980). Now some can point to sensory issues, needing to feel secure through various methods close to the five senses. A lot of the Autism community says that therapies for these aversions and how to cope will cause the ASD patient to understand, control, and manipulate to achieve a normal life. Nevertheless, the sensory struggles coincide with socio-emotional issues and are noted as early as infancy. Hence, the various longitudinal studies of infants later diagnosed with autism show empty eye gaze, poor response to name, aloofness, reduced looking-at-faces, and deficits in directing attention (Mottron Burack, 2001). And while it appears that these skills, as well as impairments in early social-communication skills and joint attention are present long before speech and mind blindness develop (Koegel Mentis, 1985; Shanker, 2004; Wing Gould, 1979). Additionally, developmental theories on attachment and affective responsiveness have suggested that children with impaired social emotional relating in infancy will not develop appropriate social understanding and as a result social interaction and communication skills will suffer (Kennedy Shukla, 1995). In spite of that, Supporters of the theory of mind suggest that people with Autism lack the ability to comprehend thoughts and experiences that occur outside of themselves (Happe, 1991). While I can see that, since my son gets stuck on one thing that happened and will talk about it for months as though it happened yesterday, the difficulty in understanding the mental thoughts of others often results in bizarre communication patterns (Happe, 1999). Thus, blindness and a clear lack of meeting of the minds, also appears to interfere with the ability to identify with others or to understand another person’s point of view (Shanker, 2004). So do we really know what people with Autism need, or are we just grabbing air in a world full of marshmallows? Bibliography American Psychiatric Association DSM-IV (1984). Diagnostic and Statistical Manual of Mental Disorders (4th ed. ). American Psychiatric Association. Aronson, E. (1995). The social animal. (7th ed. ). New York, NY: W. H. Freeman and Company. Baron-Cohen, S. (1985). Mindblindness: An essay on autism and theory of mind. Cambridge, Massachusetts: MIT Press. Baron-Cohen, S. (2000). Theory of mind and autism: A fifteen year review. In S. Baron-Cohen, H. Tager-Flusberg ; D. J. Cohen (Eds), Understanding other minds: perspectives from developmental cognitive neuroscience (pp. 3-20). Oxford: Oxford University Press. Dodge, K. (1980) Social cognition and children’s aggressive behavior. Child Development. 51, 162-170. Frith, U. (1989). Autism: Explaining the enigma. Oxford: Basil Blackwell. Frith, U. , Happe, F. (1994). Autism: Beyond †theory of mind. † Cognition, 50, 115-132. Happe, F. (1991). The autobiographical writings of three asperger syndrome adults; problems of interpretation and implications for theory. In U. Frith (Ed. ), Autism and asperger syndrome. Cambridge: Cambridge University Press. Happe, F. (1999). Autism: cognitive deficit or cognitive style. Trends in Cognitive Sciences, 3, 6, 216-222. Kennedy, C. H. , Shukla, S, (1995). Social interaction research for people with autism as a set of past, current, and emerging propositions. Behavioral Disorders, 21, 21-35. Koegel, R. L. , Mentis, M. (1985). Motivation in childhood autism: Can they or won’t they? Journal of Child Psychology and Psychiatry and Allied Disciplines, 26, 185-191. Mesibov, G. B. , Adams, L. W. , ; Klinger, L. G. (1997). Autism: Understanding the disorder. New York, NY: Plenum Press. Shanker, S. (2004). The roots of mindblindness. Theory ; Psychology, 14, 5, 685-703. Smalley SL, McCracken J, Tanguay P. (1995). Autism, affective disorders, and social phobia. American Journal of Medical Genetics, 27, 60, 1, 19-26. Thompson, R. H. , ; Iwata, B. A. (2001). A descriptive analysis of social consequences following problem behavior. Journal of Applied Behavior Analysis, 34, 169-178. Wing, L. , ; Gould, J. (1979). Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification. Journal of Autism and Developmental Disorders, 9, 11-29. How to cite Autism and Psychology, Essay examples

Are We Addressing The Needs Of Our Schools Essay Example For Students

Are We Addressing The Needs Of Our Schools? Essay Matchmaker.com: Sign up now for a free trial. Date Smarter!AreWe Addressing The Needs Of Our Schools?There are many problems that need to beaddressed in the public schools today. What factors are causing these problemsin the schools? The main causes are absence of prayer, the many pressuresof school, lack of dress code, and insufficient numbers of caring teachers,faculty, and students. When I say lack of prayer in the schools,I dont mean lets make everyone one religion and every morning at schoolwe can pray in that one religion. Instead there should be a moment of silence. Not to take up time but to let everyone have a moment to pray to whomeveror however they wish. For the kid whos grandpa died and has to go to schoolbecause they need their two points for this six weeks. And the ones whowish not to pray can take that moment to just think. Lord knows we as highschool students dont have much time to just stop and think. There are many pressures in the publicschools. All of a sudden in high school everything changes. Everyone takesthat first merger into the real world. As a junior there is much morepressure put on the students. One minute a sophomore thinking Yeah Imgoing to college. While the next as a junior thinking How on earth amI going to get to college. Now that we are juniors we are suppose to begrown up. Everything from Where am I getting my gas money? to Wheream I going to college? is going through our minds all of the time, andyet some how we are supposed to come out calm and prosperous. All of thispressure and many of young adults do not get a chance to let it out. Itis like tossing a human body in to outer space with no protection. Itsa vacuum that just tears it apart piece by piece. Could this have beenwhat caused the Columbine shooting? Perhaps there was so much pressureput on those two boys to be in the in crowd that one day they just couldnttake it anymore. A small element in all of this is the dresscode. How sad is this? There is a shooting at least every year in a school,and administrators and teachers are worried about whether our shorts aretoo short. The office complains of girls wearing shorts that are too shortwhen there are rather larger girls running around with an extra layer ofskin. Perhaps we should have uniforms. Would that really solve the problemthough? Kids would still get theirs clothes too tight or too baggy. Theschools would still have as much segregation as there is in the schoolstoday. People do not only judge by how we dress but also by what we livein, where our house is located, what we have, and who we are related to. No one can change any of these things. Maybe uniforms will make a differenceand maybe they wont?Another factor in all of this is the faculty,parents, and students attitudes. Most of the faculty either just do notcare, or they are afraid to say something in fear of loosing their jobs. The guidance counselors are another part of this. When students go in totalk to the guidance, they are always eating and they say come back later. When you come back, they are still eating. When arent they eating? Thenwe actually catch them not eating, go in to tell them our problems, andthey end up telling us theirs; then nothing gets done about the studentsproblems. Where are the students suppose to go? We go to a teacher; theytell us that is what the guidance is for. We go to the guidance, and theyare eating. We go home and our parents are at work. So here we are allno where to turn so we are forced to bottle it up inside. When we do catchthe counselors and tell them our problems supposedly in all secrecy thewhole school and half the town ends up knowing. What were we better offdoing? Students end up with even more anger than before they even toldanyone. .ud79d4aa66782e55a0f79faaf1d20e218 , .ud79d4aa66782e55a0f79faaf1d20e218 .postImageUrl , .ud79d4aa66782e55a0f79faaf1d20e218 .centered-text-area { min-height: 80px; position: relative; } .ud79d4aa66782e55a0f79faaf1d20e218 , .ud79d4aa66782e55a0f79faaf1d20e218:hover , .ud79d4aa66782e55a0f79faaf1d20e218:visited , .ud79d4aa66782e55a0f79faaf1d20e218:active { border:0!important; } .ud79d4aa66782e55a0f79faaf1d20e218 .clearfix:after { content: ""; display: table; clear: both; } .ud79d4aa66782e55a0f79faaf1d20e218 { 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; } .ud79d4aa66782e55a0f79faaf1d20e218:active , .ud79d4aa66782e55a0f79faaf1d20e218:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud79d4aa66782e55a0f79faaf1d20e218 .centered-text-area { width: 100%; position: relative ; } .ud79d4aa66782e55a0f79faaf1d20e218 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud79d4aa66782e55a0f79faaf1d20e218 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud79d4aa66782e55a0f79faaf1d20e218 .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; } .ud79d4aa66782e55a0f79faaf1d20e218:hover .ctaButton { background-color: #34495E!important; } .ud79d4aa66782e55a0f79faaf1d20e218 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud79d4aa66782e55a0f79faaf1d20e218 .ud79d4aa66782e55a0f79faaf1d20e218-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud79d4aa66782e55a0f79faaf1d20e218:after { content: ""; display: block; clear: both; } READ: anne frank EssayIt is no wonder that we have all of theproblems in our schools. We have no organization, the students dont understandwhat dress code means and the administration doesnt understand that theyarent supposed to bend rules for relatives. The teachers, parents, andfaculty arent any additional help. Or maybe we could just let these problemstake their course and we wont have to worry about over populating theearth. Its ironic that with all the things students have to worry about,now we have to worry about the safety of going to school. Whether it bethe ride to school on the bus, being at school, or being discriminatedagainst.