The Genius of Plato Essay - 1784 Words

Plato was born to an aristocratic family in Athens, Greece. When he was a child his father, Ariston, who was believed to be descended from the early kings of Athens died, and his mother, Perictione married Pyrilampes. As a young man Plato was always interested in political leadership and eventually became a disciple of Socrates. He followed his philosophy and his dialectical style, which is believed to be the search for truth through questions, answers, and additional questions. After witnessing the death of Socrates at the hands of the Athenian democracy in 399 B.C., Plato left Athens and continued to travel to Italy, Sicily, and Egypt. (Internet) In 387 B.C. Plato founded the Academy in Athens otherwise known as the first†¦show more content†¦He does not enter into the conversation of Laws. More interest was shown in the possibilities of politics. Law and legal government were stressed and it greatly influenced Aristotle. It is clear that in later years Plato became more aware of the difficulties in attempting to combine science with government. Platos main interest at the end of his life was to guide human effort as indicated in his last dialogues, the Laws. (Allen) Many students of the Academy were reaching into positions of power in the Greek world. Plato planned a trilogy at the end of his life, the Timaeus, the Critias, and the Hermoncrates. (Allen) THEORY OF KNOWLEDGE Platos theory of knowledge can be found in the myth of the cave. The myth describes people chained within a cave. The only images they see are the shadows of objects and animals held in front of a fire that is behind them that reflects on the cave walls in front of them. That is all they had ever seen so that is what they believe to be real. One day a man escaped the cave and went outside. With the sun he saw what was real in the world and realized all he ever saw were just shadows. He went back to the men in the cave and told them all this. He told them that they too could see the outside if they broke free of their chains but they didnt believe him. The environment of the cave toShow MoreRelatedEmerson’s Unifying Philosophy Essay1143 Words   |  5 PagesThroughout human existence, scholars have earnestly pursued knowledge and the attainment of truth. Historical figures such as Plato, Descartes, and Emerson sought answ ers to daunting questions of: ‘What is truth?’; ‘What is reality?’; ‘How is wisdom acquired?’ Many scholars believe these philosophers presented conflicting viewpoints: Plato encouraging skepticism among all previous historical, cultural, and personal perspectives; Descartes questioning definitions of reality and his very existence;Read MoreNotes on Chapter Two- Does the Center Hold? Essay1166 Words   |  5 PagesWhat is knowledge? Can we know anything for certain? What are the limitations of what we know? * Socrates began to question the usual perceptions of knowledge, advocating for a clearer picture than common sense allowed. The Philosophy of Plato * You cannot claim to know something if you cannot claim to believe it as well. * Belief is not the only requirement for knowledge, truth is also required. * You need to be able to communicate what you know. * Real life application:Read MorePlato s Apology And Ralph Waldo Emerson s On Self Reliance1559 Words   |  7 Pagesliving an examined life is living an enlightened life full of intelligence. I agree with Plato and Emerson’s similar ideas that without knowledge, life as it is, is not worth living. They both argue that having personal beliefs creates an intelligent society. Having knowledge allows for one to set goals and objectives to achieve within a lifetime, which gives purpose to one’s life. In Plato’s â€Å"Apology†, Plato tells the story of Socrates, a philosopher from Athens, Greece, who is accused by threeRead MoreSocrates, Plato, and Aristotle884 Words   |  4 PagesMike W. Civ. 1: Sec, 121-10 Dr. Maria Farina Socrates, Plato, and Aristotle, three men considered to be the quintessential basis of ancient Greek philosophy. Not only were they responsible for Greek enlightenment, but also foreshadowed the coming of Christ in there speculations. Plato, the protà ©gà © of Socrates, became the first to document the philosophy of his teacher, which in turn is passed down to Aristotle. This process of mentoring aided ancient man in the intellectual evolution ofRead MoreGuthrie Essay 854 Words   |  4 Pagesphilosopher, Plato for example, this equation may be further analyzed. The first variable, temperament, is shown by Plato’s personality and interests, such as his concern for politics depicted in Plato’s Republic. The next, experience, explains why Plato has fixations with the ideas he possesses and the final piece to the equation, previous philosophers, is self-explanatory that earlier thinkers, like Socrates, become significant influences. As stated in Guthrie’s The Greek Philosophers, Plato had twoRead MorePhilosophy - Admission of Ignorance1556 Words   |  7 Pagesone time and ventured to ask the oracle – as I say, gentlemen, do not create a disturbance – he asked if any man was wiser than I, and the Pythian replied that no one was wiser. Chaerephon is dead, but his brother, will testify to you about this.† (Plato 25-26) Socrates recounts to the men of Athens how he took this news with great puzzlement. â€Å"What can the god mean? And what is the interpretation of this riddle? What can the oracle mean when he says that I am the wisest of men?† Socrates knewRead More Socrates, Plato, and Aristotle Essay866 Words   |  4 Pages Socrates, Plato, and Aristotle, three men considered to be the quintessential basis of ancient Greek philosophy. Not only were they responsible for Greek enlightenment, but also foreshadowed the coming of Christ in there speculations. Plato, the protà ©gà © of Socrates, became the first to document the philosophy of his teacher, which in turn is passed down to Aristotle. This process of mentoring aided ancient man in the intellectual evolution of politics and religion, known as the linear conceptRead MoreEssay Applying Platos Allegory of the Cave1649 Words   |  7 Pagesand Thomas Becket Plato was one of the greatest philosophers of all time. He is recognized all over the world as one of the greatest minds of all time. Knowledge is required under compulsion has not hold on the mind.(Durant 24). Platos dialogues are the fruit of a rare mind; but the could not have kept their perennial freshness if they had not somehow succeeded in expressing he problems and the convictions that are common to Platos age and to all later ages. Genius alone is not enough; orRead MoreSocrates s Views On Philosophy1108 Words   |  5 PagesHis most influential pupils were philosopher Plato and historian and social commentator Xenophon. Plato was a student of Socrates. He had similar beliefs in multiple leaders. Plato was ruler by philosopher kings (Enlightened Rulers). He founded a school with no tuition that is called an academy. Plato wrote works of Socrates. Plato knows different types of Dialogues. The Republic displayed politics, and social harmony over individual liberty. Plato dedicated his life to transmitting his teacher’sRead MoreEssay about The Genius that Was Pythagoras573 Words   |  3 PagesWhat makes a person considered a genius? All of our opinions are different on what we think a genius is. For example, Einstein and Mozart were both considered geniuses but Mozarts talent came naturally where as Einstein had mentors help him along the way. Pythagoras was known as the first pure mathematician. So was Pythagoras considered a genius? Pythagoras was most well-known for what we know today as the Pythagorean Theorem and also that the sum of all the angles in a triangle is equal to two

Cell Phone Use Impaired Safety And Performance - 1060 Words

â€Å"Early adolescents are using cell phones with increasing frequency. Cell phones are known to distract motor vehicle drivers to the point that their safety is jeopardized, but it is unclear if cell phones might also distract child pedestrians.This study was designed to examine the influence of talking on a cell phone for pediatric pedestrian injury risk. Cell-phone use impairs driving safety and performance. This impairment may stem from the remote partner’s lack of awareness about the driving situation. In this study, pairs of participants completed a driving simulator task while conversing naturally in the car and while talking on a hands-free cell phone. In a third condition, the driver drove while the remote conversation partner could†¦show more content†¦Roberts also was the lead author of the new study. It appears in the August Journal of Behavioral Addictions. Some cell phone users show the same symptoms that a drug addict might have, Roberts explains. Certain people use smartphones to lift their moods. And it may take more and more time on those phones to provide the same level of enjoyment. For such people, losing a phone or having its battery die could cause anxiety or panic. That’s withdrawal, says Roberts. Too much phone use can interfere with normal activities or cause conflicts with family and other people, he adds. Yet despite these social costs, people may not cut back on their heavy phone use. Indeed, he says, people might be unable to stop on their own.The new study asked college students how much time they spent on different phone activities. It also asked them how much they agreed or disagreed with statements suggesting possible addiction. â€Å"I spend more time than I should on my cell phone,† said one such statement. â€Å"I get agitated when my cell phone is not in sight,† said another. (Agitated means nervous or troubled.) The more calls someone made, the more likely they were to show signs of addiction. The data also differed a bit for men and women. Among men, for instance, signs of a possible addiction showed a positive link, or correlation, with time spent on a Bible app and apps for reading books. As use of either app increased, so did the risk of addiction. Men’s use of social mediaShow MoreRelatedPersuasive Speech : Texting While Driving1120 Words   |  5 Pagesthe public affairs mission here at Missouri State. (Transition: Let’s begin by discussing cell phone use and its distractions.) Body I. Cell phones play a large role in everyday life. A. Approximately 91% of American adults report owning a mobile phone (Journal of Experimental Psychology, Human Perception Performance). 1. According to the Journal of Experimental Psychology, Human Perception Performance, an â€Å"increasing proportion of these are ‘smartphones’. 2. It is said that smartphones areRead MoreBan on the Usage of Cell Phone while Driving808 Words   |  3 Pagesï » ¿Cell phone ban while driving Many states in America according to their research have found out that use of cell phones in cars have contributed to several accidents as well as traffic violations and are now legislating rules and regulations on cell phone usage so as to create safer driving environment in the states hence reducing the number of accidents each and every day caused by use of cell phones while driving. Jennifer Clark (2012 ) indicates that teenage drivers were banned from any cellRead MoreTexting While Driving1688 Words   |  7 PagesCell Phone Alert What in the world would people do without their cell phones? These handy little devices have proven to be incredibly useful time and time again. Need to make a phone call while already out? Break out that cell phone and call whomever is needed; it is just that easy. Need to get a message to someone but not in a position to talk? Send a text message and get things squared away in just a few seconds. Nowadays, cell phones even come with all kinds of games and other fun applicationsRead MoreTeenage Drinking and Driving Essay659 Words   |  3 Pagesimpacted our current and future society in many ways including teenage drinking and driving, school performances, and increasing crimes. I. A teenage driver and alcohol is a dangerous combination, which can lead to fatality. A. Teenage drivers are at a greater risk of death in an alcohol-related vehicle accident than any other population because of inexperience, invincible thinking, and impaired judgment caused by alcohol. 1. Inexperience plays a major role not only in driving but also in theRead MoreDangers of Cell Phone Use While Driving Essay1306 Words   |  6 Pageslast few decades, the use of cell phones has become a very common tool. Furthermore, Technology has certainly advanced, and the cell phone is becoming the most preferred mode of communication. The demand for a cell phone is growing every day. In addition, the use of wireless technology is affordable, and anyone can buy a cell phone at a reasonable price. They come in all shapes and sizes. They range from black to bright metallic white. American public use of cell phones is increasing everydayRead More Alzheimer’s Disease Essay1067 Words   |  5 PagesPeople with Alzheimer’s disease have impaired abilities due to the destruction of nerve cells in the brain (American Occupational Therapy Association, 2011). Alzheimer’s disease is a â€Å"degenerative brain disease of unknown cause that is the most common for m of dementia, that results in progressive memory loss, impaired thinking, disorientation, and changes in personality and mood, that leads in advanced cases to a profound decline in cognitive and physical functioning† (Merium-Webster dictionary)Read MoreSymptoms And Diagnosis Of A Vision Loss Essay1086 Words   |  5 Pageslost suddenly within a few minutes or over the course of a few days (Colby, 2014). Acute vision loss may be binocular, affecting both eyes, or monocular, affecting only one eye. Individuals with acute monocular vision loss experience stereopsis, an impaired visual field, and often depression (Ihrig Schaefer, 2007). Diagnosis: The contrived diagnosis for participants in the current study is Non-Arteritic Anterior Ischemic Optic Neuropathy (NA-AION). NA-AION is a disability that is often describedRead MoreThe Use Of Cell Phones While Driving1843 Words   |  8 Pagesis known that the use of cell phones while driving decreases driver awareness and overall road safety, and in response to this knowledge, some states have passed laws that have prohibited the use of handheld devices. However, there are no laws banning hands free cell phone usage, despite research claiming hands free devices are just as dangerous handheld devices, but does their usage distract drivers enough to the point where states should legally ban the total use cell phones while driving? TheRead MoreThe Use Of Cell Phones While Driving1817 Words   |  8 Pagesknowledge that the use of cell phones while driving decreases driver awareness and overall road safety, and in response to this knowledge, some states have passed laws tha t have prohibited the use of handheld devices. However, there are no laws banning hands free cell phone usage, despite research claiming hands free devices are just as dangerous handheld devices. But, does their usage distract drivers enough to the point where states should legally ban the total use cell phones while driving? TheRead MoreThe Pros And Cons Of The Use Of Cell Phones While Driving1809 Words   |  8 PagesIt is known that the use of cell phones, specifically handheld use such as texting, while driving decreases driver awareness and the overall safety of roads. In response to this knowledge, some states have passed laws that have outlawed the use of handheld devices, and while there should be laws that definitively outlaw handheld usage, is there enough empirical evidence to outlaw hands free usage of cell phones? In other words, does hands free usage of cell phones, via bluetooth, speakerphone, etc

Communication Development free essay sample

At this stage of ages, communication development will be made through different types of noises, face expressions and movement. For a new born baby, the only way for communicating is crying. There are many different types of cries they will do to tell you they’re hungry, in pain, their wet, cold or feel like their lonely and in fear. When the child tries to stalk, they will make babble noises and try to copy the same sound you make for e. g. Boo, they will go ooh. They will also try and hold their hands out to tell you they want picking and cuddling or just to play with them. He or she will smile when she hears your voice or when you make funny faces. | 3 to 6 months| When children reach these ages they will start to practise talking on their own, trying to say the words you say to them. They will find this funny by hearing their own noise. When trying to say the words you say for e. g. mamma, they will start of by saying ma, then they will start to add words on to that by saying ma da oh, ga, la etc. The children will start to let you know if they want to carry on playing with you or don’t want to play with you by crying or holding their hands and kicking their feet. They will also use hand gestures to tell you what they are interested in playing with, or the sound they hear etc. He or she will watch your face expressions on the way you communicate with them and they will try and copy the face expression you did with their types or words. | 6 to 9 months| When children reach between the ages of 6 to 7 months they are making two syllable sounds like mama, dada, bubba. Start following simple instructions what adults give like â€Å"wave goodbye† or â€Å"give mamma a kiss†. Will be able to follow and sing to a sound to show people they like the song and take interest my moving their head side to side, clapping their hands, whilst trying to sing along. Start to learn different sounds animals make and try and copy them. He or she will also let you know that they understand the word NO by pulling a sad face or start crying. They understand when it’s their time to talk to you when you are talking to them. 9 to 12 months| Children at these stages will try not to talk as they are trying to concentrate on their walking skills. If they are trying to walk to a settee, you can ask them what they are walking to and they will try and tell you through speaking and pointing to the object. He or she will tell you if they want more to eat, more cuddles etc by saying the word more, as they mean I want more. As you have been repeating the babyâ €™s name, He or she will respond to their name been called by turning their head or smiling at you. Babies at this stage will show signs if they are not communicating correctly as they will use their hands a lot more than trying to talk. This is called sign language. | 12 to 18 months| Sign a song for e. g. Twinkle Twinkle little star, and the child will start to try and sing the words correctly to what you are saying. At these ages, the child will be able to put a few words together and actually tell you what they want. Like Daddy go or all gone and will show signs to these sentences. All gone, they will put their hands out and open them like a book, Daddy go, they will point to where they would like Daddy to be. When reading a book, he or she will communicate by pointing to the pictures and telling you what the pictures are, also may tell you the noises they make if it’s an animal picture. The child will also show a lot more understanding by pointing to what you are saying for e. g. â€Å"Where is your belly button† and they will show you by pointing. | 18 to 24 months| Children between these stages will start putting more words to getter like â€Å"more milk please â€Å"Love you mummy or daddy†. Children have progressed to learn up to about 200 words by a lot of help with you talking to them, strangers talking to them, through songs, etc. They will know about the word help now and will ask you for help by even pointing or just saying. They will be able to tell you whose car you going in a point to the car if it’s there when the phrase has been said by yourself. Start talking a bit quickly to you but some sentences may not make sense. They will be able to talk up to about 50 to 100 words. A child should be able to sing a simple song all the way through like twinkle twinkle little star and should also be able to name different types of animals correctly for e. g. Dog not doggie, horse not poppo. 2 to 3 years| By this stage of development children will be able to start asking questions and change their tone of voice when asking, they may still use hand gestures if struggling to know how to put their question together. They will also tell you what they have done in school or at home, like I have just put my own hat on etc. They will also add plurals to their words as they will know it’s not just one thing th ey are talking about, for e. g. I have just put my own shoes on. At this stage children will have used up to 300 words a day and understand what they are saying. They may find saying sounds difficult like Sh, Ch, Th and R and will start to stutter when struggling. They may shorten words because of these sounds for e. g. nana instead of Banana or â€Å"pider† instead of spider. | 3 to 4 years| When children reach these stages of ages, they will still make mistakes with the tense for e. g. I runned through the shop instead of I ran. They will be able to add time, numbered and colour related words together for e. g. Yesterday I saw Three Red Cars etc. Will start asking more questions like who, where, when, how, etc as they will want to know a lot more about life. Be able to plan and play games with other children like doctors and nurses, cops and robbers, shop and tills etc. Will describe in more detail what they have done today or yesterday like we went to the park and played on the sings and went on slides. They will use a lot of ands in their sentences as they may struggle with different connective words. | 4 to 5 years| Children between these stages start to understand instruction and read them out clearly to others. Can speak longer conversations and know when it’s their turn to talk. They will describe longer sentences and actually put them in sequences like â€Å"This morning we are doing maths, then it’s assembly, then playtime etc. Children will start using a bit slang as they would have heard it through different communication like â€Å"Ar’s† instead of â€Å"How†. They will understand and speak in complicated language such as Last, might, may be, in between etc. Will be able to communicate how they are feeling this could be through expressions or speech. They will be able to use rhyming words and understand small poetry whilst reading it. 5 to 6 years| Language at these stages, know how to discuss more ideas for games, plays etc to social and make new friends. Children will also be able to describe what different colours, letters etc mean for e. g. Orange for fruit, Orange the colour, A for Apple, A for and etc. They will be able to help other people by their language skills for e. g. help in reading or spelling etc. Will be abl e to give information about him or herself, like birthday, address, age, who their mum and dad are etc. Children may come home with some offensive words they have heard by other people like swearing, sex etc. They may not know what they are saying but may ask you what they mean. | 6 to 7 years| Children will be able to talk a lot more clearly without making any mistakes. They will also use language that may be spoken at home, in the street, in school and explain what different things are, like different types of flowers etc. Will have more confidence in reading in front of the class and teachers, as they will be able to understand the book a lot more. This point of stage of development, children should be able to use expressive language and may use it with a joke or a story etc. They may be able to speak a bit of another language like French or Spanish etc or count up to 10 in other languages. Will talk to strangers and ask questions to them like who are you? What are you doing here? Etc. | 7 to 12 years| When reaching the age of 7 to 12 years, children may have a mobile phone to get in contact with their friends and family and will be able to speak to anybody who answers on the opposite side and ask for who they want. Children will start using sarcasm and know they are using that tone. They will also be able to put and use idioms like put your money where your mouth is etc. Mostly at these stages, they will show you sign language which is very unapporaite and know when to use it for e. g. two fingers, one finger, moving half closed hand side to side etc. They will also be able to hold a long conversation by telling you what they have done all day in school, with friends, social club etc. They will be able to describe what different types of English words me like similes, verbs, nouns, opposite analogies and give you a sentence with these in. Be able to explain what their homework is and how to put it in to words correctly on piece of people. 12 to 19 years| Teenagers now days will speak slang street talk etc. When speaking to others or been spoken to, they will change conversation if they are bored of the conversation been spoken about. More unappreciated language will be used with hand gestures etc. Most teenagers these days will grunt to show they have heard what you said, or nod their heads to say you ok mate especially men will do this. Use more of their languages on the phone speaking to friends about what has just happened, or what is going to happen etc. Some teenagers will be able to speak fluent in 5 different languages, French, Spanish, German, Turkish and English. They will show different tones of voices when speaking to different types of people for e. g. Polite to parents, clever to teachers and cocky to friends. Some teenagers especially men will use a bit of sex talk to try and pick up young girls and impress their mates. Women will mostly use their language skills on shoes, films, who they fancy, what you wearing on a night out etc. |

Religion vs magic in dealing with problems Essay Example For Students

Religion vs magic in dealing with problems Essay All societies and human beings have a set of beliefs for ordering the world. Religion and magic are belief systems used by many societies. This essay will discuss the function and moral dimensions of both magic and religion, and focus on the need to explore human beliefs and behaviours in the context of the society in which they occur. I will also discuss the way in which magic and religion use various processes to provide psychological reassurance to individuals, leading to the conclusion that both belief systems incorporate equally rational ways of dealing with problems. Religion can be seen as an overarching controlling force in the universe that sustains the moral and social order of the people, serving to validate peoples lives. The main purposes of religion function to set a moral code and sense of community and security, to explain misfortunes in life and most importantly, to help people through crisis and problems, providing hope and faith. There is some evidence of hostility in Western belief systems toward magic, with magic tending to be understood as an erroneous and unreliable belief knowledge system. Some anthropologists believe it is necessary to distinguish between religion and magic, seeing religion as a rational belief system and magic as irrational. Many evolutionist anthropologists maintain the belief that magic and religion equate to different stages of social evolution, holding that the deeper minds may be conceived to have made the great transition from magic to religion (Frazer, J 1890). This phrase is misleading because it suggests that some societies are less complex, rational or primitive than other advanced societies, enhancing the common misconception that religion is a more rational way of dealing with problems than magic is. Religion is generally associated with developed cultures and magic is associated with undeveloped, so-called primitive cultures, hence encouraging the idea that magic belongs to superstitious, irrational indivi duals with limited intellectual abilities. Magic, through various forms including activities and rituals, provides a means to influence the supernatural. It is a way of gaining information about the unknown, and also gives a sense of control over events and happenings of life. Magic, like religion, provides meaning and purpose, reducing uncertainty, effectively counteracting the forces of fear and providing the means for the re-establishment of solidarity and morale of a community facing or touched by crisis. Magic embraces a system of values which regulate human conduct (Evans-Pritchard 1976 1937:18. It is in fact a very complex, regular and consistent form of belief. Azande people resolve problems using a logical belief system of witchcraft. All events and circumstances are not invariably and unanimously attributed to magical forces, and witchcraft is used solely to explain the unexplainable. Evans-Pritchard states in his analysis of the Azande people, that magic and witchcraft ha s its own logic, its own rules of thought, and that these do not exclude natural causation. Belief is quite consistent with human responsibility and a rational appreciation of nature (Evans-Pritchard 1976 1937:30). Azande people say that witchcraft and magic is the second spear (Evans-Pritchard 1976 1937:25). This depicts that they recognise the plurality of causes, and that witchcraft is not used to explain every misfortune. This philosophy can be linked to what Westerners would call accident or fate, what Hindus would call karma and what Christians would call Gods Will. There is no evidence to suggest that some societies contain individuals more rational or better equipped to employ logic and reason than other societies. Every community is in possession of a considerable store of knowledge, based on experience and fashioned by reason (Malinowski 1954:26). Individuals of all societies have equal scopes of rationality and intellectual capacities however, differ in the method used wh en dealing with problems. Religion and magic are both used to cope with the domain of the unpredictable, adverse influences and misfortune. For example, the Trobriand Islanders do no utilise magic when fishing in the inner lagoon, where a man can completely rely on his skills and knowledge. However, when fishing in the open-sea in an environment of danger and uncertainty, the fisherman will resort to magic for safety. This shows that the Trobriand Islanders use magic only when confronted by situations they cannot .ua855155d411f665c28cfc24eb8eb9339 , .ua855155d411f665c28cfc24eb8eb9339 .postImageUrl , .ua855155d411f665c28cfc24eb8eb9339 .centered-text-area { min-height: 80px; position: relative; } .ua855155d411f665c28cfc24eb8eb9339 , .ua855155d411f665c28cfc24eb8eb9339:hover , .ua855155d411f665c28cfc24eb8eb9339:visited , .ua855155d411f665c28cfc24eb8eb9339:active { border:0!important; } .ua855155d411f665c28cfc24eb8eb9339 .clearfix:after { content: ""; display: table; clear: both; } .ua855155d411f665c28cfc24eb8eb9339 { 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; } .ua855155d411f665c28cfc24eb8eb9339:active , .ua855155d411f665c28cfc24eb8eb9339:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua855155d411f665c28cfc24eb8eb9339 .centered-text-area { width: 100%; position: relative ; } .ua855155d411f665c28cfc24eb8eb9339 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua855155d411f665c28cfc24eb8eb9339 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua855155d411f665c28cfc24eb8eb9339 .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; } .ua855155d411f665c28cfc24eb8eb9339:hover .ctaButton { background-color: #34495E!important; } .ua855155d411f665c28cfc24eb8eb9339 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua855155d411f665c28cfc24eb8eb9339 .ua855155d411f665c28cfc24eb8eb9339-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua855155d411f665c28cfc24eb8eb9339:after { content: ""; display: block; clear: both; } READ: Pearl Harbor - The United States Should Have Antic Essay