Essay on Kant, and Causal Laws Analysis Essay Example For Students

Article on Kant, and Causal Laws Analysis Essay In the Second Analogy, Kant likewise clarifies what makes it conceivable to surmise the target progression from the emotional progression. He contends that target progression must remain under a causal standard. The emotional request of discernments is consistently progressive, however we can't quickly gather target progression from the abstract progression. To make this derivation conceivable the articles states must be dependent upon a standard that decides them as progressive. Kant makes reference to this prerequisite in the accompanying section. â€Å"must in this manner comprise in the request for the complex of appearance in agreement with which the trepidation of a certain something (that which occurs) follows that of the other (which goes before it) as per a standard. No one but in this manner would i be able to be defended in saying of the appearance itself, and not simply of my trepidation, that a succession is to be experienced in it.† (A193/B238) At that point, he describes this standard as something that consistently and essentially follows. Additionally, this standard must make the progress from an offered chance to the determinately tailing one potential, and fundamentally relate each recognition to something different as a rule that goes before. In like manner, the progressive conditions of an article must incorporate a connection of condition to molded, for example , that of the causal reliance of progressive states on a cause6; subsequently, the standard is a causal guideline. Kant clarifies the contention for the case that we can know about target progression if the progressive conditions of the item remains under a causal guideline in the accompanying section. â€Å"In agreement with such a standard there must subsequently lie in that which by and large goes before an event the condition for a standard, as per which this event consistently and . .. David Hume. Stanford Encyclopedia of Philosophy. Lewis White Beck (1978). Expositions on Kant and Hume. Yale University Press. Arthur Melnick (1973). Kants Analogies of Experience. Chicago,University of Chicago Press. Gerd Buchdahl (1969). Power and the Philosophy of Science. Oxford, Basil Blackwell. Graham Bird (1973). Kants Theory of Knowledge. New York, Humanities Press. Henry E. Allison (2004). Kants Transcendental Idealism. Yale University Press. Henry E. Allison (1981). Supernatural Schematism and The Problem of the Synthetic A Priori. Dialectica 35 (1):57-83. Immanuel Kant, Prolegomena and otherworldly establishments of common science. Immanuel Kant (2007). Investigate of unadulterated explanation. In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff Anand Vaidya (eds.), Late Modern Philosophy: Essential Readings with Commentary. Blackwell Pub. Ltd..

Destruction and Failure of a Generation in Fitzgerald’s The Great Gatsb

The Great Gatsby and the Destruction of a Generation   â The excellence and wonder of Gatsby's gatherings covers the rot and defilement that lay at the core of the Roaring Twenties. The general public of the Jazz Age, as saw by Fitzgerald, is ethically bankrupt, and in this manner ceaselessly tormented by an emergency of character. Jay Gatsby, however he battles to be a piece of this world, remains unalterably an outcast. His life is an excellent incongruity, in that it is a cartoon of Twenties-style conspicuousness: his wardrobe floods with hand crafted shirts; his grass overflows with the ideal individuals, all occupied with the genuine work of supreme detail; his idiosyncrasies (his bogus British articulation, his old-kid kind disposition) are ludicrously influenced. In spite of this, he can never be genuinely a piece of the debasement that encompasses him: he remains characteristically extraordinary. Nick Carrway mirrors that Gatsby's assurance, his grandiose objectives, and in particular the terrific character he had always wan ted sets him over his disgusting counterparts. F. Scott Fitzgerald develops Gatsby as a genuine American visionary, set against the rot of American culture during the 1920s. By praising the shocking destiny of visionaries, Fitzgerald in this way reprimands 1920s America as a period of visual deficiency and avarice an age unfriendly to crafted by dreaming. In The Great Gatsby, Fitzgerald proclaims the destruction of his own age.  Since America has consistently held its business visionaries in the most elevated respect, one may anticipate that Fitzgerald should celebrate this courageous variant of the American Dreamer in the pages of his novel. Rather, Fitzgerald proposes that the cultural defilement which won during the 1920s was interestingly ungracious to visionaries; truth be told, it was these men who drove the most shocking existences of all... ...ible Honesty: Mongrel Manhattan during the 1920s. New York: Farrar, Straus, and Giroux, 1995. Defender, Leslie. A few Notes on F. Scott Fitzgerald. Mizener 70-76. Fitzgerald, F. Scott. The Great Gatsby. 1925. New York: Scribner Classic, 1986. Hobsbawm, Eric. The Age of Extremes. New York: Pantheon, 1994. Posnock, Ross. 'A New World, Material Without Being Real': Fitzgerald's Critique of Capitalism in The Great Gatsby. Critical Essays on Scott Fitzgerald's Extraordinary Gatsby. Ed. Scott Donaldson. Boston: Hall, 1984. 201-13. Raleigh, John Henry. F. Scott Fitzgerald's The Great Gatsby. Mizener 99-103. Spindler, Michael. American Literature and Social Change. Bloomington: Indiana UP, 1983. Trilling, Lionel. F. Scott Fitzgerald. Critical Essays on Scott Fitzgerald's Extraordinary Gatsby. Ed. Scott Donaldson. Boston: Hall, 1984. 13-20. Â

Inclusive Education For All Example

Inclusive Education For All Example Inclusive Education For All â€" Essay Example > Inclusive Teaching: Strategies for the Teacher 2006IntroductionIn a public school environment, there are often clashes amongst children due to differing personality traits, physical challenges, belief and value systems, and cultural identities. Sadly, there are many issues surrounding the problem with multicultural and racial harmony in the classroom and this is often left to the teacher to find a resolution. Quite often, the problem stems from a lack of knowledge about another culture and when this is the core problem it is easier for the teacher to introduce ideas about another culture into the classroom. Besides, the classroom may be composed of students with different levels of physical and mental abilities and the teacher must be capable of handling them differently. What most students can learn may be extremely difficult for a student with learning disabilities. The inability of the teacher to achieve inclusion of all students â€" whether they belong to cultural minority gro ups or are differently abled physically or have learning disabilities â€" make such students feel isolated and alienated. It is not uncommon for students like Luke, then, to find a situation when ‘Luke said that going to school was like being an alien, where there was this species that tormented him. ’ (Sunday Times 12.06.05). In this paper, I will discuss some alternate situations where the teacher should adopt steps for inclusion in classrooms. Then, I will adopt why such steps are necessary for the society at large. Ways for Inclusion of Differently abled StudentsThe world over, the school systems are increasingly moving towards “inclusive” teaching whereby regular teachers need to undertake strategies that have traditionally been used by special educators. Instead of the earlier practice of “mainstreaming”, by which differently abled students were taught in exclusive classrooms most of the times and included in the combined “mainstream” class only for some time , it is now believed that an inclusive strategy is more helpful. However, it is seen that while most teachers are convinced about the superiority of inclusive teaching in principle, they do not have the confidence for such teaching. In reality, however, it is the attitude and behaviour, rather than financial resources that hinder inclusive teaching since in most cases, inclusive teaching is imposed on the regular school system. Teachers typically relate to the class as a whole rather than to individual students. But, with students with different levels of learning abilities, the class cannot be considered as a homogenous group. Demands of students will need to be prioritised, incorporated and put into practice. Most importantly, teachers need to develop a positive learning climate such that individual students grow responsible for a collaborative learning process. The basic guiding principle in this should be to recognize each student individually â€" not simply the different level s of abilities but also their differing personality traits, their inner choices and attitude â€" and not as a generic number. The teacher should develop the students’ sense of identity on the whole and not just as a learner in the classroom (Paterson, 2000). Interviewing teachers from junior high school in Australia and Canada, Paterson found that many teachers relate to individual students by their personality traits:

Intended Conversion to Christianity in Flannery OConners...

I think that Flannery O’Connor’s short story â€Å"A Good Man is Hard to Find† is written partially in order to convert people who have not yet fully accepted the Christian faith. O’Conner, having a strong upbringing and solid Christian background, wrote this story believing it would help people who do not have a strong moral base and Christian convictions to seriously making the necessary changes. Flannery OConnor showed deep concern towards the value system of the youth at the time. She firmly believed in helping to guide the youth in a positive direction. Her belief that Christ was no longer a major priority to the people of her generation was a driving motivation. A Good Man is Hard to Find shows Flannery OConnors concern for the†¦show more content†¦Her characters never seem to find their redemption until they find God at the end. People of Christian faith have often criticized O’Connor’s works for being immoral, but in actuali ty, she writes about these extreme situations and portrayals of wrongdoing to express the power of God in a positive light. O’Connor both gracefully and skillfully shows the immoral character of the Misfit as well as the enlightened character of the grandmother. The characters in â€Å"A Good Man is Hard to Find† evolve through a sort of metamorphosis. There are changes that occur in their views of the world and their perceptions about life and death. In this body of work, we see those changes occur in the Grandmother and in the Misfit. The Misfit is shown to be constantly experiencing a deep inner struggle with his own convictions. We see this clearly in his conversation with the Grandmother. O’Conner’s skillful portrayal of the Misfit helps the reader to detect some obscure details of his behavior. These details, his gestures, his speech, and his thoughts are key elements in determining the Misfit’s state of mind. We see the grandmother become timid over the course of the story. She seems to have some type of identity crisis. Starting off bold and confident, we see the Grandmother very humble and timid by the end. Her ideas of what she should look like and how she should talk no longer mattered. O’Connor also shows that the Grandmother’s idea of a southern

Explore the Similarities and Differences in the...

Explore the similarities and differences in the presentation of female characters in A Streetcar Named Desire and The World’s wife In this essay, I will be exploring the similarities and differences of female characters in ‘A Streetcar Named Desire’ by Tennessee Williams; and ‘The World’s Wife’ by Carol Ann Duffy. Both texts denote women as somewhat weak and incompetent and as having a predatory attitude towards the mainly dominant male characters. A Streetcar Named Desire was written in 1945 and it initially connected with America’s new found taste for realism following the Great Depression and World War II. William’s based the character of Blanche on his sister who was diagnosed with schizophrenia. Williams himself was homosexual, and†¦show more content†¦In ‘A Streetcar Named Desire’, the reader is able to see Stella fulfil the role of a protective mother when agreeing to send Blanche to a mental institution. Despite Blanches shocking accusations, Stella must ignore her sister for the sake of her child. Eunice says to her ‘you done the right thing, the only thing you could do.’ The reader is able to see the role of a female friend. In this case Eunice supports Stella through the difficult time. This is similar to ‘Queen Herod’ as in the poem, Duffy shows her as having a lack of sense when it comes down to her baby daughter. ‘Kill each mother’s son. Do it. Spare not one.’ Her sheer ruthlessness has been brought to light. In ‘Queen Herod’, Duffy also makes references to friendship and sisterhood. ‘The black Queen scooped out my breast,’ this quote shows that women are willing to help each other in their times of need. The traditional qualities of a wife are subverted in ‘Medusa’. Duffy presents Medusa as a woman who has been engulfed by jealousy, caused by her adulterous husband. ‘My brides breath soured stank in the grey bags of my lungs.’ This quote displays that Medusa was once young and beautiful, but as a result of marriage has become hideous. This contrasts with the character of Stella in ‘A Streetcar Named Desire’, who is a devoted and loving wife despite the way Stanley behaves towards her.’ He didnt know what he was doing....He wasShow MoreRelatedProject Mgmt296381 Words   |  1186 Pagescertified Scrum Master. v â€Å"Man’s mind, once stretched by a new idea, never regains its original dimensions.† Oliver Wendell Holmes, Jr. To my family who have always encircled me with love and encouragement—my parents (Samuel and Charlotte), my wife (Mary), my sons and their wives (Kevin and Dawn, Robert and Sally) and their children (Ryan, Carly, Connor and Lauren). C.F.G. â€Å"We must not cease from exploration and the end of all exploring will be to arrive where we begin and to know the place

The Story of an Hour Free Essays

The possibilities of freedom for women were unlikely for women living in the late nineteenth century. Women were confined and overpowered by men. Kate Chopin, a women of the late nineteenth century herself, was a writer living within such a society. We will write a custom essay sample on The Story of an Hour or any similar topic only for you Order Now In â€Å"The Story of an Hour† (1894), Kate Chopin uses elements of settings–windows and door–in order to highlight the possibilities of freedom and the threat of confinement for women in late nineteenth century American society. Chopin uses figurative language of symbols and imagery to conflate the possibility of freedom with the physical setting outside the window. Chopin uses the â€Å"open† window as a symbol to suggest freedom: She juxtaposes the comfortable, roomy armchair with the window to demonstrate Mrs. Mallard’s feelings of freedom and comfortability within her own home now that her husband is dead. Mrs. Mallard looks out of her window into the endless opportunities she is now able to dream of:†There stood, facing the open window, a comfortable, roomy armchair†(Chopin  147). She uses the â€Å"tops of the trees† as symbolic imagery to describe how Mrs. Mallard is now feeling free. The spatial relation between Mrs. Mallard and the trees outside is used to suggest that freedom has become more tangible than before: â€Å"She could see in the open square before her house the tops of trees that were all aquiver with the new spring life† (Chopin 147). Chopin uses taste imagery to suggest that Mrs. Mallard has become more aware of her own senses and perception of freedom:†The delicious breath of rain was in the air†(147). Chopin conflates the patches of blue sky–a symbol of hope–to emphasize the unbounded prospects Mrs. Mallard now has facing her. Color imagery is used to suggest positive emotion: â€Å"There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window† (Chopin 148). Chopin uses onomatopoeia–twittering sparrows–to evoke new life. The spatial relation between Mrs. Mallard and the eaves suggests she is closer to freedom and the outside world. â€Å"Countless sparrows were twittering in the eaves† (Chopin 148). The conflation of symbols and imagery with the possibility of freedom suggests Mrs. Mallard is beginning to feel independent as a women in the late nineteenth century. The possibilities of freedom are becoming more of a reality for Mrs. Mallard. Chopin conflates the spatial relation between Mrs. Mallard and the outside world with sensory imagery to make the possibilities of freedom concrete. Chopin conflates the spatial imagery –â€Å"something coming at her†Ã¢â‚¬â€œ between Mrs. Mallard and the  unknown to suggest that freedom is something new to her: â€Å"There was something coming to her and she was waiting for it, fearfully†(148). Chopin uses animal imagery–â€Å"creeping†Ã¢â‚¬â€œ to suggest that freedom, once distant, has now become concrete and close. Sense imagery is used to portray new life: â€Å"She felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air† (Chopin 148). Chopin uses the color of Mrs. Mallards white hands as imagery to conflate and compare with heaven; the unknown. â€Å"She was striving to beat it back with her will–as powerless as her two white slender hands would have been†(148). The reality that Mrs. Mallard is beginning to feel freedom is something she would have never of dreamed for herself as a women living in her time. Chopin begins to manipulate the temporal setting by conflating the past and the present. Chopin is able to manipulate the temporal setting, symbolically, by foreshadowing the future. She conflates the present, new life and freedom, with the future, death: â€Å"She knew that she would weep again when she saw the, kind tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead†(Chopin 148). Again, Chopin manipulates the temporal setting by conflating the present, a bitter moment, with Mrs. Mallard’s future freedom: â€Å"But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely†(148). Chopin juxtaposes the â€Å"open window† with magical medicine, an â€Å"elixir† to portray the remedial feeling of freedom Mrs. Mallard is  experiencing:†She was drinking in a very elixir of life through that open window† (Chopin 149). Chopin manipulates the temporal setting of the present to suggest a positive future for Mrs. Mallard: â€Å"Spring days, and summer days, and all sorts of days that would be her own† (Chopin 149). Chopin conflates Mrs. Mallard’s past feelings of infinite confinement, with her present feelings of everlasting freedom suggesting there may be a long lived future for Mrs. Mallard. â€Å"She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long†(148). The manipulation of time allows Chopin to takes us into the future where endless possibilities await. Chopin conflates the physical setting–doors–with the possibility of freedom and confinement. Chopin uses the locked door as a metaphor to show that Mrs. Mallard is now in control, something that hasn’t happened before: â€Å"Josephine was kneeling before the closed door with her lips to the key-hold; imploring admission†(149). Chopin juxtaposes the idea that Mrs. Mallard was confined and ill before she was in control of her own confinement with the idea she is getting better at last with newfound freedom: â€Å"Louise, open the door! I beg; open the door–you will make yourself ill†(149). Chopin conflates Mrs. Mallard standing up with the action of opening her own door to demonstrate how the possibility of freedom has given her a newfound confidence: â€Å"She arose at length and opened the door to her sister’s importunities†(149). As the door is opened by a man, Chopin uses the  latchkey as a symbol of confinement to suggest that there is still an inequality between men and women:â€Å"Some one was opening the front door with a latchkey. It was Brently Mallard who had entered†(149). Chopin has brought the reality of confinement and inequality back to life as Mrs. Mallard dies as a women in the late nineteenth century locked in her house. In â€Å"The Story of an Hour† (1894), Kate Chopin uses elements of settings–windows and door–in order to highlight the possibilities of freedom and the threat of confinement for women in late nineteenth century American society. The possibilities of freedom for women were unlikely for women living in the late nineteenth century as women were confined and overpowered by men. How to cite The Story of an Hour, Essay examples The Story of an Hour Free Essays â€Å"When the doctors came they said she had died of heart disease—of joy that kills. † MLA Formatted Essay Writing/ TIIC Writing Assignment: Submit a fully developed 3 paragraph essay to turnitin. com in response to the following question: Early in the story we learn that Mrs. We will write a custom essay sample on The Story of an Hour or any similar topic only for you Order Now Mallard is â€Å"afflicted with heart trouble,† though her unexpected reaction to her husband’s death may suggest an alternative reason for her poor health. What was the cause of Mrs. Mallard’s Death? Explain your point of view/argument citing the short story for support. Assignment Criteria: †¢ 3 paragraphs/ MLA Format (could be longer if necessary) †¢ Paragraph 1 (Introduction) includes: -hook -thesis statement identifying the reason you believe Mrs. Mallard died -explanation of thesis -concluding sentence †¢ Paragraph 2 (large body) includes: -Topic sentence -quote/textual support -commentary -quote/textual support -commentary -quote/textual support -commentary -concluding sentence †¢ Paragraph 3 (conclusion) includes: -Restated thesis -final â€Å"call to action† or message you want to leave with reader †¢ Must provide in text citations as well as a work cited page to accompany your essay. -Text source information to use for your citations: â€Å"The Story of an Hour† by Kate Chopin Published by Perfection Learning, 2001 You may find it useful to consider the following questions: ? What do the characters in the story believe caused Mrs. Mallard’s Death? ? What lead them to this conclusion? ? What do you, as the reader know that the other characters do not? ? What does Chopin mean by â€Å"the joy that kills? † How would Mrs. Mallard’s family interpret this quote differently than Mrs. Mallard, herself, would? How to cite The Story of an Hour, Essay examples The Story of an Hour Free Essays The Story of an Hour: Discuss three examples AND kinds irony used in â€Å"The Story of an Hour. † Make sure to have one example of verbal irony, one of situational irony, and one of dramatic irony. One example of verbal irony in â€Å"A Story of an Hour† is the last sentence in the story which says â€Å"When the doctors came they said she had died of heart disease—of joy that kills† (DiYanni 41) This is verbal irony because it is written that she died of too much happiness to see her husband, whom she thought was dead, alive. We will write a custom essay sample on The Story of an Hour or any similar topic only for you Order Now However, it was because she was incredibly distressed to see him. One instance of situational irony in â€Å"The Story of an Hour† is when Mrs. Mallard learns of the death of her husband. At first, she reacts as any person would at the news of losing someone close to them by crying and isolating herself. However her real feelings about her husband’s death are shown later when she thought to herself, â€Å"There would be no one to live for during those coming years; she would live for herself† (40) However this feeling of freedom did not last long. Towards the end of the story her husband appears at the door unharmed. She then realized that she was not free from her unhappy marriage at all. Dramatic irony is also used in â€Å"The Story of an Hour† through Mrs. Mallard’s realization that she is free from her husband and with her death. While Mrs. Mallard was alone in her room she realized that she would no longer be bound to her husband but rather free to do whatever she should choose. However, no one else in the story knew this; they all believed that she was very sad and depressed. Josephine, a woman in the house, even thought Mrs. Mallard was making herself sick. She said, â€Å"I beg; open the door—you will make yourself ill† (40) However, Mrs. Mallard was doing quite the opposite by â€Å"drinking in a very elixir of life through that open window† (40). How to cite The Story of an Hour, Papers

Haydn, Mozart and Beethoven Essay Example For Students

Haydn, Mozart and Beethoven Essay The classical period (1750 1810)1750 1810 is what we call the classical period, and really any music not composed in this era is not classical music. Most of the well known classical composers come from this time such as Haydn, Mozart and Beethoven who I have written about know. Here are some short biographies of their lives. Franz Josef Haydn (1732 -1809)In Haydns life he wrote 108 symphonies for 36 weeks starting when he was 27. Most, if not all of Haydns music was inspired such as his first string quartet in 1755. He was encouraged by Von Furnburg, a musical amateur. After his first quartet Haydn was intrigued and produced many more string quartets that delighted everyone including Von Furnberg with their openness and charm. Shortly after Haydn divorced his wife he was familiar with Mozart. Haydn had recognised how great a composer Mozart was, far better than himself. So until the end of Mozarts life, Haydn tried to make other people notice Mozart as well as himself. To return the favour Mozart affectionately dedicated six of his quartets to Haydn. Haydn really enjoyed his music and he took most of the offers he was given like when he was given. So in 1791 he was able to visit London to direct some orchestral concerts. The next time Haydn visited London was in 1974 when he had six new symphonies. As he aged lie moved slowly, leading to his death in 1809. Wolfgang Amadeus Mozart (1756-1791)Mozart was a gifted child, and by the age of four he showed extraordinary musical powers and a year later he was composing music. His first major opera was performed in Millan in 1770, when he was only fourteen. In his short life he produced:41 symphonies38 concertos6 quintets29 quartets8 trios47 sonatas23 operas19 massesIn 1781 Mozart earned an unsteady living as a freelance performer and a composer. Not many he people recognised how great Mozart was, only a few fellow-composers like Haydn. He wrote his first symphonies when he was eight and unfortunately died after 35 years of composing music in 1791. Ludwig Van Beethoven (1770 1827)Beethoven was born in Germany in 1770, and after arriving in Vienna in 1792 he studied the composition and counterpoint of Haydn, Schenk, Salieri and Albrechtserger. He also tried to prove himself as a pianist and composer at the same time. He was successful and quickly won himself fame, first as an outstanding pianist then as a great composer. Although he was a brilliant composer he was often accused of producing violent, obscure or eccentric music. But this did not worry Beethoven just gave him time to establish his individuality. But Beethoven was best known for his overtures, his 9th one was called ode to the joy which is the most popular. Although he was successful in music he wasnt happy and showed so in his music until he died in 1827. BibliographyThe Watts Book of MusicHutchincans EncyclopaediaThe complete works of HaydnThe complete works of MozartThe complete works of Beethovenhttp://www.ask.co.ukhttp://www.yahoo.comGlossarySymphony-Musical co mposition written in form of Sonata but for full orchestra and usual comprising four movements. Sonata- Musical composition for instruments (usually strings or piano) in several movements. Concerto- Musical composition usually in sonata form with two or three movements, for a solo instrument accompanied by an orchestra. Quintet- Musical composition for five instruments or voices. Quartet- Musical composition for four instruments or voices. Trio- Musical composition for three instruments or voices. Opera-Dramatic performance of which music is an essential part. .ud801636a59513e6c44764c143ab39fe7 , .ud801636a59513e6c44764c143ab39fe7 .postImageUrl , .ud801636a59513e6c44764c143ab39fe7 .centered-text-area { min-height: 80px; position: relative; } .ud801636a59513e6c44764c143ab39fe7 , .ud801636a59513e6c44764c143ab39fe7:hover , .ud801636a59513e6c44764c143ab39fe7:visited , .ud801636a59513e6c44764c143ab39fe7:active { border:0!important; } .ud801636a59513e6c44764c143ab39fe7 .clearfix:after { content: ""; display: table; clear: both; } .ud801636a59513e6c44764c143ab39fe7 { 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; } .ud801636a59513e6c44764c143ab39fe7:active , .ud801636a59513e6c44764c143ab39fe7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud801636a59513e6c44764c143ab39fe7 .centered-text-area { width: 100%; position: relative ; } .ud801636a59513e6c44764c143ab39fe7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud801636a59513e6c44764c143ab39fe7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud801636a59513e6c44764c143ab39fe7 .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; } .ud801636a59513e6c44764c143ab39fe7:hover .ctaButton { background-color: #34495E!important; } .ud801636a59513e6c44764c143ab39fe7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud801636a59513e6c44764c143ab39fe7 .ud801636a59513e6c44764c143ab39fe7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud801636a59513e6c44764c143ab39fe7:after { content: ""; display: block; clear: both; } READ: Table 3.4 Some Common Polyatomic IonsOverture-Orchestral piece beginning opera, oratorio, etc. Oratorio-Semi-dramatic musical composition usually on sacred theme performed by soloists, chorus and orchestra without action, scenery or costume.