The Progression of Human Rights Throughout History Essay -- American A

The strides that have been taken regarding human rights have made it impossible to forget the many memorable landmarks throughout history. Events dealing with civil liberties are especially important in the United States. The Revolutionary War and the passage of the nineteenth amendment are two such occurrences. The history of both the United States and human rights has not come without a fight. Americans have adapted to changes in living styles which allowed the country to battle through shifting times in order to survive. One of the first instances of the evolution of rights is made apparent in the expressions of Plato in the story Crito. Plato was accustomed to politics in the Athenian world; however, he chose to excel in philosophy. Plato believed that knowledge demonstrated truth and goodness in all people. In Crito, Socrates uses his knowledge as he attempts to explain to Crito that he must serve his prison sentence. Socrates believed that if he disapproved of the law in which he broke, he had ample time to do something about it, but he chose to live and abide by the rules and therefore must suffer the consequences to carry out true justice. During the time of Socrates, the people and the government went hand-in-hand; they were in agreement. If a person chose to reside in a city, it meant that that individual decided to follow and carry out all laws that had previously been enforced by the government. The city of Athens provided education, protection, and the mere existence of life to Socrates. In return, he was under the idea that he was required to serve his community. Since Socrates had accepted the Athenian culture into his life, he believed that he should be punished for committing wrongful acts against the city’... ...ww.sas.upenn.edu/African_Studies/Articles_Gen/Letter_Birmingham.html. Locke, John. â€Å"The Second Treatise of Civil Government.† Translated by Jawaid Bazyar Online. Internet. Jan. 1999. Available. http://www.constitution.org/jl/2ndtreat.htm. Plato. The Trials of Socrates. â€Å"Crito.† Translated by Reeve, C. D. C.. 2002 edition: p62-78. â€Å"The Declaration of Independence of the Thirteen Colonies.† Indiana University School of Law in Bloomington. Online. Internet. April 2002. Available. http://www.law.indiana. edu/uslawdocs/declaration.html. â€Å"The Virginia Declaration of Rights.† From Revolution to Reconstruction. Online. Internet. March 2003. Available. http://www.usconstitution.net/vdeclar.html. â€Å"Universal Declaration of Human Rights.† Department of Public Information. Online. Internet. Dec. 1998. Available. http://www.un.org/rights/50/decla.htm.

Polonius has sometimes been presented Essay

There has been much debate amongst critics and directors alike on the depth of Polonius’s character, and his purpose in the play. There are those, such as critic Myron Taylor, who view him as a more sinister persona, arguing ‘his ineffectuality does not excuse his moral deviousness. Appearance has become his reality’, thus implying he is used for menacing dramatic effect. However others take a more sympathetic view, for example Elkin Calhoun Wilson; ‘that dotage repeatedly amuses us in his fondness for lecturing and giving advice, however sound, to his meandering young;’, therefore interpreting him as a more bumbling and comical element to an otherwise serious play. Despite understanding both these views I still, like Hamlet, see Polonius as a ‘rash, intruding fool’ [Act. 3Scene. 4 line33]and believe anything done that may appear enigmatic or ominous can only have occurred unintentionally (in the script) or through exaggeration in directing. Similarly to Wilson, I can see how Polonius would add light-hearted, comic relief to the play, especially when paired with quick-witted Hamlet, highlighting the cracks in Polonius’s delusional ‘wise’ role he has adopted. Polonius has traditionally been played as a sinister character, with exaggerations on his spying and sneaking around castles, as is portrayed in Franco Zeffirelli’s version, though many productions in the 20th Century have instead portrayed him as older and more bumbling to bring a comic element to the play. There are two sides of Polonius shown in Act 1 Scene 3 and Act 2 Scene 1. These focus on his relationships with Ophelia and Laertes, and to me portray him as foolish again, though not unintelligent. He appears authoritative ‘Look to’t I charge you; come your ways’ [Scene3 line. 135 to Ophelia] and gives further instructions to Laertes ‘Aboard, aboard.. neither a borrower nor a lender be’ [lines55+75]. This particular line enforces the idea he is comical/foolish; advising Laertes to leave else he’ll miss his crossing, yet proceeding to bombard him with a lengthy advisory speech that states what is obvious. It does seem that he is rambling here as well, as of course Laertes is returning to university, not just starting, making the well-meant advice effectively knowledge that Laertes already has. Both his offspring create an impression of having to be patient with him, replying in just short sentences as if to make up for time lost ‘Most humbly do I take leave my lord’ [Laertes line 81]. The audience’s knowledge that he isn’t as respected as he thinks himself to be can be humorous, developing an almost ‘bumbling’ man who is held in higher esteem by himself than even his long-suffering, and in the case of Ophelia, oppressed, children. With Ophelia, there is a significant difference their relationship than that with Laertes; Polonius seems highly insensitive to her feelings, and Ophelia’s replies become more restrained and subservient. When speaking to Ophelia, for example, Polonius advises her on her relationship with Hamlet ‘Do not believe his vows, for they are brokers’ [Act 1 sc. 3 line 127]; in Kenneth Branagh’s production of the play, Ophelia has already slept with Hamlet, and Branagh makes use of flashbacks in Ophelia’s mind of their sexual relations as she listens absent-mindedly to her father. This helps back up an image of Polonius as rather ignorant, especially as Ophelia’s reply is so submissive, building an impression of an advisor of little use to anybody, which in turn strengthens his role as a comic. However, this display of likeability could be argued to be compromised in Act 2 Scene 1 as Polonius plots to send spies after Laertes ‘put on him What forgeries you please,’ [Act 2 sc. 1 lines19+20], potentially revealing a darker side to him, yet for me this is ruined later on in dialogue ‘And then, sir, does’a this-he does-what was I about to say? ‘ suggesting he puts on an act whilst playing up his deviousness, as the inconsistency in language, dashes and faltering punctuation portray an inconsistent mind that runs away too easily and is not to be taken seriously; quite like the character itself: not intended to be a serious one. With relevance to Claudius, when both in a scene, Polonius can either be argued to be more devious or even more of a fool. The former view could have been picked up on because of the spying and meddling that occurs between the two of them, such as in Act 3 Sc. 1 ‘Her father and myself, lawful espials, Will so bestow ourselves†¦ ‘ [ lines 32+33] and to some may show a more sinister shade to his persona. In Branagh’s full-length version, Polonius is shown to be slyer, with the including of his (spying) scene with Reynaldo; a scene some directors cut out to enhance their own, more positive view of the character, due to his scheming. Polonius is in a superior position in the court, which has been argued to be deliberate to use his status power to a menacingly-inclined advantage, but is this because of his wisdom (as critic Harry Levin believes â€Å"[Polonius is] quotable because of the wisdom of his comments†), or because Claudius just needs a friend? There is a theory which might explain his position, interpreting him as someone who once had a great mind, but is now losing control of it. This is Polonius in a more tragic light, though Claudius evidently still relies on him and trusts him, as he follows Polonius’s advice regarding spying, but also agreeing to a meeting between Hamlet and the Queen before Hamlet is sent to England. The latter theory is the viewpoint that perhaps Claudius and Gertrude see him as a fool. When Polonius in Act 2 Sc. 2 gets carried away in his own wordiness â€Å"Why day is day, night night†¦ † [line 88] unintentionally, he is opposing himself to the idea of his speech â€Å"brevity is the soul of wit† [line 90], and Gertrude even remarks â€Å"More matter with less art. † [line 95], in other words, bluntly pointing out that Polonius’s act as a wise advisor is conjured by himself; that he is not the mind he thinks himself to be. Act 3 Scene 1 reconfirms my original theory, as Polonius guesses-incorrectly and slightly hypocritically-that the cause of Hamlet’s madness is down to Ophelia’s rejection, again giving Hamlet, and the audience, the upper hand ‘yet do I believe The origin and commencement of his grief/ Sprung from neglected love’. Even when it is confirmed that hamlet’s madness has nothing to do with Ophelia, Polonius sticks to his theory despite all evidence pointing to the contrary. Far from appearing sinister then, the two (Claudius and Polonius) together appear foolish, like puppets with Hamlet as their master, manipulating and playing their minds. This is demonstrated earlier in the play, as Polonius tells Ophelia not to believe his vows â€Å"for they are brokers† [Act 1 sc. 3 line 127], yet here, he himself is taken in by Hamlet’s performance. It is also worth noting that Polonius had previously told Ophelia ‘Affection? Pooh, you speak like a green girl’ [Act 1 Sc. 3, lines 127, + 101], showing he is proving to be stubborn on a matter he previously disagreed with-and seemed so ready to persuade Ophelia likewise of- himself. Polonius is often contrasted with Hamlet. It could be argued his place in the play is to emphasise Hamlet’s quick-wittedness and intelligent nature. He seems not to understand the Prince is teasing him conversationally; ‘I did enact Julius Caesar, I was killed I’ th’ Capitol; Brutus killed me’ [Polonius Act 3 Sc. 2lines 105+106] ‘It was a brute part of him to kill so capitol a calf there’ [Hamlet lines 107+8]. Scenes like this also help to contrast Hamlet’s sharp dialogue with Polonius’s slow, lengthy style of speech, particularly when he is with the King or Queen and uses it to impress: as Elkin Calhoun Wilson has noticed ‘†¦ and over-elaborating it [his ‘wisdom’] in speech with the King and Queen’. Hamlet further makes Polonius the butt of his jokes in Act 3 Scene 2 ‘By th’ mass and ’tis, like a camel indeed’ [Polonius line 375] ‘Methinks it is like a weasel’ [Hamlet line 376] and has more fun at the old diplomat’s expense. It also quite blatantly makes a joke out of Polonius, the laughs in the audience this time actually being against him, as he remains too involved in the sound of his own voice to properly register what Hamlet is saying, establishing him unarguably as a comic character. Hamlet is a character with an excellent command over language in the play though, and is naturally clever without striving to be, whereas Polonius speaks in dragging, slow bouts and wants to be considered wise. There is clearly little respect towards Polonius from Hamlet (â€Å"you are a fishmonger† [Act.2 Sc. 2 line 174], and, as he is the protagonist of the play, this sways the audience’s opinion towards him. He is almost too cruel towards him at some points though, e. g. â€Å"old men have grey beards†¦ they have a plentiful lack of wit† [Act. 2 Sc. 2 lines 197-201], clearly describing Polonius, and so perhaps enforcing the idea of him as a tragic character. Right until the end, Hamlet still treats Polonius as a second-class person; showing no remorse at his death and branding him a ‘rash, intruding fool’ [Act 3 Scene 4 line 33] which of course he was. The words ‘intruding’ convey a completely different meaning to ‘cleverly inquisitive’ and ‘rash’ doesn’t invite the praise ‘spontaneous’ would. He was then labelled a fool during his time in the play, and labelled a fool again upon his exit. It is ironic Polonius’s death should be so unceremonious [Act 3 Scene 4, stage directions ‘Exit Hamlet dragging in Polonius’ line 219] given that his persona in the play was one of elaboration and false grandeur. This is almost like a last, bittersweet laugh against him, exactly the opposite of how he would have liked to have exited, the word ‘dragged’ being of particular importance, as when performed on stage this would have been so undignified as to have crossed slightly into black humour territory, depending on the director (â€Å"I’ll lug the guts into the neighbour room†, Hamlet, Act. 3 Scene. 4, line 213)It is also exposing that Polonius should have been killed from behind the arras, and in a foolish way too. It would have been wiser to remain hidden, and so by shouting, symbolically, perhaps Polonius was revealing the shallowness there was to his ‘sinister’ persona. Hamlet’s reaction is one of brevity and disrespect ‘I took thee for thy better’ [line 134]. However, his death does act as a catalyst for the race towards the ending of the play; Hamlet is sent to England to meet his death, though Rosencrantz and Guildenstern are killed instead. This proceeds to him finally taking revenge on Claudius, and results in the murders of Gertrude, Hamlet, Laertes and Claudius. Whether this increases his worth or not in the play is open to interpretation. Elkin Calhoun Wilson decides ‘Polonius has a minor tragic dimension as well as a major comic’ boasting ‘[my] eyes catch a more embracive view of him than Hamlet’s possibly can’ and with this I can, to an extent, agree. It is tragic he should be cast off in such a way, and in him there was not just the ‘doddering old fool’, but also, as Elkin writes, a ‘comic appendage’. Overall then, looking at various views and studying the text thoroughly, I can stick by my judgement of Polonius as a foolish, though comic, character. Although considered unimportant by those in the play, I believe him to bring a welcome relief from the drama and tragedy entangled in the plot which would otherwise make for a very depressing production. Of course, it is down to personal interpretation how a director would present the character, but to me the lengthy and self-important dialogue is unavoidable, and the undignified death inevitable, making Polonius -arguably- doomed to lack credible menace void of irony and humour, and therefore set firmly as a foolish ‘prating’ character. 1999 words Sophie Mayall. Bibliography: Websites used:http://www. metroactive. com/papers/metro/02. 20. 97/branagh-9708. html http://en. wikipedia. org/wiki/Polonius www. jstor. org- Studies in English Literature 1500-1900: Vol. 8, No. 2, Elizabethan and Jacobean England www. jstor. org- Shakespeare Quarterly: Vol. 9, No. 1 (Winter 1958), pp. 83-85 Films: Kenneth Branagh’s film version Hamlet: 1996 Franco Zeffirelli’s film version Hamlet: 1990 Copies of the text: Cambridge School Shakespeare First Edition, published 1994 Heinemann Advanced Shakespeare, published 2000 Journals: Shakespeare Quarterly: Vol. 9 (winter 2005), Vol. 8 No. 2 (spring 1968).

Analysing Clemson University Essay - 871 Words

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Wireless And Mobile Security Plan - 1584 Words

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Production Operation Management - 1195 Words

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Cognitive Dissonance Free Essays

Cognitive Dissonance Cognitive dissonance is having a thought, idea, attitude, or belief that seems to be out of tune. Cognitive dissonance tends to result in different ways based on the situation that it occurs in. If a person is forced to say an opinion that differs from their own, they experience an out of tune feeling. We will write a custom essay sample on Cognitive Dissonance or any similar topic only for you Order Now In Roger Hock’s book â€Å"Forty Studies that Changed Psychology,† he recognizes the study of cognitive dissonance performed by Leon Festinger. In â€Å"Thoughts Out of Tune,† the article specifically explaining Festinger’s study, Hock goes further into detail. He explains that if we are forced to state an opposed view, while preparing for it, we tend to believe it along with out own. This creates confusing, stress, and dissonance. Festinger’s study explains why and when people may or may not feel cognitive dissonance. Festinger proposed whatever you state publicly, will be a reflection of your personal views. If any person must speak publicly for any reason that goes against their own private belief, they will definitely feel uncomfortable. However, when offered a reward, the comfort levels can change. If someone offers the speaker a large reward, the speaker will feel more comfort in changing their attitude about the ideas or beliefs being said, even when they don’t believe them. If someone offers the speaker a small reward, the speaker will feel more discomfort because they do not feel there was justification in what they are being rewarded and will have more of a negative attitude than those being greater rewarded. Festinger performed his experiment on a control group, group A, and group B. Each group contained twenty participants. Group A was the group given one dollar to perform the experiment. Group B was given twenty dollars to perform the experiment. All group were interviewed after the performing ‘the experiment,’ which was to empty and refill a tray of 12 spools for 30 minutes and to turn 48 square pegs a quarter of a turn clockwise for 30 minutes. This was done in order to bore the participants and create negative feelings about what they had to do. Afterwards they were asked to fabricate their feelings toward the experiment to another group waiting outside. Group A was given one dollar. Group B was given twenty dollars. The control group was given no money and was able to be interviewed after performing the tasks. Group A and group B were told after speaking their opposed opinions that the experiment was fun and exciting, they were able to be interviewed and leave. The interview questioned their true beliefs on how they felt toward ‘the experiment. ’ They were asked to rate the experiments on a scale that offered the questions: whether the tasks were interesting and enjoyable, how much the person learned about their ability to perform the tasks given, whether they believed the experiment and tasks were measuring any importance or not, and if they had any desire to participate in another experiment similar to the one performed. In the findings, the control group had extremely negative ratings on the questions asked. Festinger concluded that when demanded to realize the differences among personal views and attitudes, we would tend to feel cognitive dissonance. This can encourage us to bring change to these views or attitudes to enforce them to become harmonious and agreeable with each other. This will continuously create changing attitudes whether they are big or small. The change will depend on the justification for the behavior. Festinger’s conclusions had shown to support his hypothesis. David Matz and Wendy Wood performed an experiment similar to Festinger’s study. Matz and Wood did a study on cognitive dissonance in groups and the consequences of disagreement. In the first of several experiments done, they tested ‘the nature of arousal induced by attitude heterogeneity in groups. ’ This determines if attitude likeness in groups could be related to dissonance. In the study, people were placed into groups. These groups were given one of three possible situations. These situations included what would occur after taking a survey. The groups would either discuss what they decided for a major issue, discuss their decisions and try to come to a consensus, and the last group would not discuss anything about the survey at all. The participants that were educated about the study acted as though they had a particular opinion. After the discussion, the participants, of the decision-making group, filled out a questionnaire about the responses and ease of agreeing for a consensus. The results were that the group having to reach a consensus found it easy and were motivated when the group was able to agree as opposed to when the group disagreed. The participants admitted to feeling anxiety and discomfort when having a disagreement with the group. This relates to Festinger’s study because they both relate to feeling uncomfortable. Although Festinger’s experiment was concentrated on a self and not a group, they both explain how different situations can cause discomfort and negative feelings. Festinger explains how someone not expressing their true feelings for any reason will undergo the feelings of cognitive dissonance. Matz and Wood are explaining the same thing but showing how people can understand cognitive dissonance by holding their opinions and not expressing themselves in fear of going against a group. The disagreement creates negative feelings causing the participant to feel out of place or out of tune. These experiments teach us that not expressing how we feel for any reason whether it’s being paid, persuaded, in fearfulness, we will tend to feel negative emotions. Disagreement will always cause discomfort in turn causing cognitive dissonance. References Chen, M. K. , Risen, J. L. (2010). How choice affects and reflects preferences: revisiting the free-choice paradigm. Journal of Personality and Social Psychology, 99(4), 573-594. doi: 10. 1037/a0020217 Festinger, L. , Carlsmith, J. M. (1959). Cognitive consequences of forced compliance. Journal of Abnormal and Social Psychology, 58, 203-210. Hock, R. R. (2008). Forty studies that changed psychology: explorations into the history of psychological research (6th ed. ). Upper Saddle River, NJ: Pearson Prentice Hall. Matz, D. C. , Wood, W. (2005). Cognitive dissonance in groups: the consequences of disagreement. Journal of Personality and Social Psychology, 88(1), 22-37. doi: 10. 1037/0022-3514. 88. 1. 22 Newby-Clark, I. R. , McGregor, I. , Zanna, M. P. (2002). Thinking and caring about cognitive inconsistency: when and for whom does attitudinal ambivalence feel uncomfortable? Journal of Peronality and Social Psychology, 82(2), 157-166. doi: 10. 1037/0022-3514. 82. 2. 157 Norton, M. I. , Monin, B. , Cooper, J. , Hogg, M. A. (2003). Vicarious dissonance: Attitude change from inconsistency of others. Journal of Personality and Social Psychology, 85(1), 47-62. doi: 10. 1037/0022-3514. 85. 1. 47 Push, S. D. , Groth, M. , Hennig-Thurau, T. (2011) Willing and able to fake emotions: A closer examination of the link between emotional dissonance and employee well-being. Journal of Applied Psychology, 96(2), 377-390. doi: 10. 1037/a0021395 Rosenberg, M. J. (1960). Attitude organization and change: An analysis of consistency among attitude components. New Haven: Yale University Press. 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Conflict management in negotiations Essay Example For Students

Conflict management in negotiations Essay Conflict Management in the Negotiation ProcessConflict is an expressed struggle between two or more interdependent parties who perceive incompatible goals, scarce resources, and interference from others in achieving their goals (Wilmot, 1998, pg.34). It would seem strange to have a conflict within a conflict, wouldnt it? The whole negotiation process is in existence because of some sort of disagreement or conflict, and aside from the actual act of the negotiation, I want to discuss some of the behind the scenes conflict that can exist. Since people do the negotiating, it us understood that the people can act or behave in ways that can either make the process function or render it dysfunctional. There are three different types of outside conflict during the negotiation process I will discuss: task/person conflict, content/relationship conflict, and conflict as a constructive/positive force. If a team is negotiating against another team, there may be conflict within the team. We experienced this in our class simulation when the spokesperson for management kept making things up, this upset his team because they didnt know where he would end up with his comments. Also, what he said didnt always coincide with what his group had decide d to do during meetings and caucuses. Task conflict in team decision-making refers to the disagreements about work to be done. This includes the allocation of resources, or maybe the development and implementation of policies. This type of conflict has beneficial effects on the quality of team decision-making. Initially, task-oriented disagreement rather than consensus appears to facilitate dialectically styled discussions, which prevent groupthink (Janis, 1982). It also stimulates the identification, scrutinization, and ultimate integration of different perspectives needed to produce high-quality implementable decisions. Task conflict was also found to enhance affective acceptance among management team members due to the intellectual consideration and utilization of each others diverse input (Amason, 1996)Person conflict in team decision-making refers to the occurrence of identity-oriented issues, where personal beliefs and morals come into play. This type of conflict deteriorates team decision-making effectiveness by limiting the teams ability to reach high-quality decisions and disturbing mutual acceptance among team members. The arguments for these detrimental consequences are that person-oriented incompatibility: (a) limits cognitive processing of new information; (b) reduces receptiveness to ideas advocated by others who are disliked; (c) decrease willingness to tolerate opposition; (d) gives rise to hostile attributions concerning each others intentions and behaviors; (e) disturbs effective communication and cooperation within the team; and (f) consumes time and energy preserved for working on the substantive decision task (Baron, 1991, 1997). An example of task conflict could be when a chief negotiator is arguing about the location of the research to be done with some fellow members of his team. He says that the information regarding the negotiating sessions they are currently involved in is the library (it could be that simple). His teammates might suggest the internet. Since he has never had any exposure to the internet, he disagrees, saying the library has the books He may believe that the only place his team needs to search for necessary for the research. After arguing this for several minutes, the other members in his team show him how the internet works and he sees that it isnt a bad idea after all. He may still prefer to use the library, but at least he also sees the internet as an option. Lets use the same chief negotiator for our example of person conflict. He is in a group that tries to prevent old city buildings from being torn down, with the understanding that they can be rebuilt for another use. There are two different small companies that are interested in the building. One is a law firm interested in locating a branch in that area of the city. The other is an abortion clinic. .u87699b5e3bad76a564610034274234e0 , .u87699b5e3bad76a564610034274234e0 .postImageUrl , .u87699b5e3bad76a564610034274234e0 .centered-text-area { min-height: 80px; position: relative; } .u87699b5e3bad76a564610034274234e0 , .u87699b5e3bad76a564610034274234e0:hover , .u87699b5e3bad76a564610034274234e0:visited , .u87699b5e3bad76a564610034274234e0:active { border:0!important; } .u87699b5e3bad76a564610034274234e0 .clearfix:after { content: ""; display: table; clear: both; } .u87699b5e3bad76a564610034274234e0 { 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; } .u87699b5e3bad76a564610034274234e0:active , .u87699b5e3bad76a564610034274234e0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u87699b5e3bad76a564610034274234e0 .centered-text-area { width: 100%; position: relative ; } .u87699b5e3bad76a564610034274234e0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u87699b5e3bad76a564610034274234e0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u87699b5e3bad76a564610034274234e0 .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; } .u87699b5e3bad76a564610034274234e0:hover .ctaButton { background-color: #34495E!important; } .u87699b5e3bad76a564610034274234e0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u87699b5e3bad76a564610034274234e0 .u87699b5e3bad76a564610034274234e0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u87699b5e3bad76a564610034274234e0:after { content: ""; display: block; clear: both; } READ: Installing A Hard Drive EssayOur chief negotiator is a strict catholic who is dead-set against abortion, but not to an extreme level. Other members of the group dont care either way or are against it also- except for one, and shes for it. She and our chief negotiator are having a problem picking the best company to leave the building to. Although hes not an extreme person against abortion, he feels a