A Perspective of Poverty and HIV on Sub-Saharan Africa

A perspective of poverty and HIV on Sub-Saharan Africa The majority of people currently living with HIV are in Sub-Saharan Africa where this infectious immune disease has had a devastating impact mentally, physically, economically and socially since this pandemic began. Sub-Saharan Africa is about 15% of the worlds population, and it has approximately seventy percent of the people living with HIV. In 2011 there were 23,500,000 people living with HIV, and 1,200,000 annual AIDS deaths. The new HIV infections are 1,800,000 annually. (1) This disease is world wide and not just isolated to Sub-Saharan Africa, however, with the data from researchers it does have the highest prevalence of the disease. There is world wide efforts in combating the spread, and research that is ongoing to try to irradiate this terrible disease. This disease may cause the extinction of mankind if we as a society are unable to control and find a cure. There are so many factors that play a role in the process of this disease, but the issues of poverty within the HIV population needs to be addressed. The geographical countries of the Sub-Saharan Africa where the disease is extreme are: Angola Benin, Botswana, Burkina Faso, Burundi, Cameroon, Cape Verde, Central African Republic, Chad, Comoros Congo (Brazzaville), Congo (Democratic Republic), Cà ´te dIvoire, Djibouti, Equatorial Guinea, Eritrea, Ethiopia, Gabon, The Gambia, Ghana, Guinea, Guinea-Bissau, Kenya, Lesotho, Liberia, Madagascar,Show MoreRelatedHiv / Aids And Aids1597 Words   |  7 Pagessurprise HIV/AIDS is still one the most deadly disease that is still threatening a large population of human life, and there is no complete cure yet at the moment. Based on the most recent WHO (World Health Organization) data, approximately 35 million people are living with HIV/AIDS at the end of 2013, and remarkably more than 23 million people in sub Saharan Africa experience the most severe HIV/AIDS epidemics. Despite the fact there are still a large population of people living with HIV/AIDS inRead MoreHiv And Aids : Hiv / Aids Essay924 Words   |  4 Pages2.1 HIV/AIDS HIV is a latent virus that attacks and compromises the immune system and exposes the body to diseases and infections. AIDS is a disease of the immune system caused by a retrovirus known as HIV that makes the individual highly vulnerable to life threatening infections and diseases such as TB (FANTA, 2004). 2.1.1 TRANSMISSION OF HIV According to FANTA, there are three primary routes of HIV transmission; 1) Unprotected sex with a person carrying the HIV virus. 2) Transfusion of contaminatedRead MoreDeveloping Sub Saharan Africa Essay1158 Words   |  5 PagesSome of the world’s poorest countries, with some of the highest child labor and illiteracy rates lie in Sub Saharan Africa. People generally associate the region only with poor economic conditions and all of the social disorder that goes along with 3rd World Status. While some of this reputation is deserved, many people are also failing to see the vast potential for this part of the world. There are several factors that African governments should look into if they want to effectively and efficientlyRead MoreThe End of Poverty: Economic Possibilities of Our Time665 Words   |  3 PagesPoverty was originally inevitable as a result of world affairs, such as slavery, wars and battles for independence. After world affairs has settled, majority of countries recovered from their despair and hardship. Today, the worldwide rate of poverty has dropped dramatically except in sub-Sahara n Africa. Jeffery D. Sachs has spent 25 years working in indigent countries of Africa in effort to understand the cause of their endeavors with extreme poverty. Sachs, then, provided an analysis of why extremeRead MoreHow Hiv / Aids Impacted A Nation1559 Words   |  7 Pagesburdened with health costs, and the overall demographic and future of Africa is changing as the youth are either contracting the virus or not able to attend school, hampering their employment options in the future. A nation specific micro level example of how HIV/AIDS impacts a nation was a study that was conducted in South Africa that determined the factual negative impact on their economy. They found these conclusions due to the HIV/AIDS disease: a lower labour force, lower productivity, a cost pressureRead MoreAnnotated Bibliography : The African Albino Epidemic1221 Words   |  5 PagesAnnotated Bibliography: The African Albino Epidemic For many years the targeting and murdering of people with Albinism has been occurring in sub-Saharan Africa for spiritual powers, good fortune, and monetary gain. As the world becomes more modern and civilized one would think that this would be coming to an end, instead it has increased over the years. Many solely blame witch doctors, however even with laws preventing this and witch doctors being arrested; the hunting of people with Albinism hasRead MoreThe s Perspective On Hiv Essay882 Words   |  4 PagesEpidemiologist Perspective on HIV Epidemiologist: This role involves learning about the pattern and incidence of how the disease is transmitted and works to help find community prevention solutions. The portals of entry for HIV: skin via Injection or trauma, mucous membranes of mouth, penis, vagina and rectum during sexual activity, placenta to child during pregnancy. Portals of exit: blood, semen, pre-ejaculate, vaginal secretions and breast milk. Reservoirs: human blood, semen and vaginal secretionsRead MoreSub Saharan Afric Developing The World With Its Most Formidable Essay1167 Words   |  5 PagesINTRODUCTIONBackground Sub-Saharan Africa continues to present the world with its most formidable developmentchallenge. During the last two decades the number of the poor in Africa has doubled from150 million to 300 million, more than 40 percent of the region’s population. About one thirdof the region’s population lives in countries affected by or emerging from conflict. Moreover,HIV/AIDS continues to t hreaten African lives and livelihoods. Africa is the only region thatremains behind on most ofRead MoreSustainable Development: Food, Natural Resources, and Gender2239 Words   |  9 Pagesinterdependent components of human progress (commission, 2013). In this report I shall illustrate three challenges to sustainability on a global, local and regional level. For the global challenge I shall discuss global health, I will use the Sub-Saharan African countries as an example of how agricultural practices’ there are currently not sustainable and finally, the challenge of making Ireland an economically sustainable country will be highlighted. I hope to show how important Sustainable DevelopmentRead MoreRwanda, Uganda, And Burundi2325 Words   |  10 PagesRwanda is located in east-central Africa surrounded by the Democratic Republic of the Congo, Uganda, Tanzania, and Burundi. In fact Rwanda is slightly smaller than the state of Maryland and has a total population of 12,661,733 people. The land is 74.5 percent farmable and the median age throughout the country is 18.8. The average lifespan of a citizen in Rwanda is about 59 years. Also in the past year, there were about 33.75 births per 1,000 people and the average death rate wa s 8.96 deaths per

A Comparison of Jack London and Stephen Crane. - 1481 Words

A Comparison of Jack London and Stephen Crane. Jack London and Stephen Crane were both well-known literary naturalists who died at relatively early ages. Despite having lived such a short life, Jack London lived a full life. He has achieved wide popularity abroad, with his work being translated into more than fifty languages, as well as having written fifty literary works in eighteen years. His stories in the naturalistic mode still continue to influence writers today. Stephen Crane was also an accomplished writer as well as a poet. He was among the first to express in writing a new way of looking at the world. Although Crane is also seen as one of the first American naturalistic writers, a Symbolist, and Imagist, the achievements which†¦show more content†¦Imagery is another important element which London uses to illustrate and emphasize his theme. In â€Å"To Build a Fire† Earl Labor sees the â€Å"mood and atmosphere, which is conveyed through repetitive imagery of cold and gloom and whiteness,† as bein g â€Å"the key to the story’s impact† (63). London does rely heavily on imagery to set the mood of the story, and in this way he draws a picture of the harsh environment that his character must endure. London uses imagery with such skill that the reader can almost feel the deadly cold of the environment and can almost hear the â€Å"sharp, explosive crackle† when the man’s spit would freeze in mid-air (119). Through the use of such vivid imagery, London guides the reader toward the realization of the story’s theme; the reader can visualize the man â€Å"losing in his battle with the frost† and therefor can picture man in his conflict with a cruel and uncaring universe (128). Symbolism is also an important element in â€Å"To Build a Fire†. David Mike Hamilton’s criticism, he says â€Å"the fire symbolizes life as does the white snow that falls at the beginning of the story.† He also views â€Å"the dark point in the midst of the stamped snow, foretelling the end of the fire, and thus of life† (2). I strongly agree with Hamilton’s criticism; â€Å"the dark point in the midst of the stamped snow† because it not only foretells the end of the fire but of the end of life itself. Stephen Crane uses numerous techniques to capture his reader’sShow MoreRelated Visions of The Primitive in Langston Hughes’s The Big Sea Essay examples6201 Words   |  25 Pagesas an alien territory, forbidden, dangerous yet compelling in its intensity. It is ironic that this very conception of Harlem was one of the key reasons why it was overrun and exploited by sensation-seeking white outsiders. 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Tesol †Observation Journal 1 Free Essays

Observation Journal 1 Date: 13/09/2012 Duration: 1 hour Location: International House London Level: Upper Intermediate Teaching Aim: Past Subjunctive (structure lesson) Use of â€Å"I wish† for regrets and criticism Lesson Pace During the first half of the lesson the teacher moved at a particularly fast pace. Whilst understandably a swift pace is required in order to fit the breath of information into the lesson I feel this was to the detriment of student learning in some instances. For example when asking questions of students it was common for the teacher to answer before providing sufficient time for students to answer. We will write a custom essay sample on Tesol – Observation Journal 1 or any similar topic only for you Order Now This had the consequence of stopping all but the quickest students a chance to be involved with the lesson. Again this was also seen when individual students were picked out by name to repeat a phrase paying specific attention to their intonation; on numerous occasions at the start of the lesson upon speaking the requested phrase the teacher was very quick to repeat the same phrase using the correct intonation. This style of teaching limits student talking time which is a key aspect when trying to engage the active memory of the students in order to promote retention of the material being taught. A better structure would have been to elicit the correct repetition of the request phrase from another student and then returning to the initially asked student to repeat the phrase once more. Using this suggested structure would promote student talking time and allow all students more time to hear the correct intonation of the phrase. The benefits of the fast pace were that all students stayed engaged for the duration of the lesson however I believe a lesson can move at a swift pace whilst still allowing sufficient time for students to repeat phrases and answer questions. I have learnt that a quick pace is generally beneficial when all students are able to keep up however my opinion is that allowing students the time to answer questions and not always giving the correct answer to quickly is paramount to student learning. By permitting this additional time to elicit answers from students you will more readily be able to establish whether or not the class is in fact following the lesson as expected and therefore be able to continue or adjust the pace accordingly. Teachers Manner Overall I felt the teacher was engaging and authoritative whilst also being able to display humorous traits which worked well to keep the class involved for the duration of the lesson. For the majority of correct answers the teacher would affirm the answer given by saying â€Å"good†. This was a positive aspect of the teacher’s manner as she used this phrase repeatedly as opposed to varying this affirmation with phrases such as â€Å"excellent† or â€Å"very good† which may have led to a degree of favouritism within the class. On one occasion however the teacher, in accompaniment to the introduction of a new concept, asks a particular student â€Å"is it clear? . In a typical classroom setting I find it unlikely that any student would want to profess to a lack of understanding and thus the lesson moves on without really knowing whether or not the concept was correctly understood. In this situation a more appropriate tactic would have been to request the s tudent provide an alternate example of the concept being taught. This would allow any lack of understanding to be identified whilst also presenting an opportunity for the teacher to involve the rest of the class when eliciting a correct response. Oftentimes the teacher would call students by name and with the exception of one instance where the teacher got the students name wrong this worked well to firstly engage the class throughout the lesson and secondly concept check important lesson points. The teacher also made an effort to select students at random when eliciting answers; something which I believe is key to keeping students focused, as it is all too easy for students to switch off if they know they are fifth or sixth in line to answer a question. A couple of times the teacher admitted to making mistakes on the hand-outs, which is an aspect of the lesson that could easily have been corrected by proofreading all materials beforehand. This didn’t appear to be a problem for the class as they looked comfortable with the teacher whom they have likely worked with before. Although for students with which the teacher had not worked with before this could have been a problem because students wouldn’t necessarily have the same confidence levels in a teacher they are unfamiliar with. Classroom Management Students were arranged in a semi-circle formation facing the teacher. My belief was that this particular arrangement benefited the students, as it allowed all students to face each other and thus lower any barriers to peer-group interaction which may have existed with some students sitting behind others. This structure also helped when students were asked to talk in pairs and allowed the teacher to easily monitor each conversation without being disruptive. For my own lessons I aim to use this same layout where possible as it would appear to be the best way to involve all students to interact within the lesson. Towards the end of the lesson the students were instructed to form new pairs for the free stage. This worked by splitting the class into â€Å"husband† and â€Å"wife† pairings which also had the added impact of adding some fun to the exercise. This use of stereotypes for the â€Å"husband† and â€Å"wife† was an effective way to set context for the exercise. The benefit of which was that the students were quickly able to get into the role playing game, which would likely not have been so enjoyable for the students if the class had not been segmented in such a way. Teaching Point Ultimately the teacher achieved her aim and had the students using â€Å"I wish† in the correct manner for the most part. The free stage was the most successful contributor towards the students achieving the aim and the teacher did well to leave the correction of the free stage to after it had finished. The free stage was corrected at the end via a board review and the students appeared to have a strong grasp on the past subjunctive. Whilst adjacent to the stated teaching aim of the lesson it was also identifiable that the teacher was incorporating aspects of past lessons into her teaching. In particular requesting that students state the tense of a sentence proved effective in eliciting what would be passive memory from previous lessons. This naturally also underlined the primary aim of the lesson and at one point the teacher highlighted the point, after eliciting the correct tenses form the students, by stating that â€Å"the only difference is in the subjunctive of to be†. I felt this gave clarity to the students as they progressed through the lesson with a core concise definition of what they were learning as referenced by this example. Focus was sustained throughout the lesson on a couple of occasions and this allowed the teacher to continue with the lesson whilst wasting little time discussing points that were outside the scope of the initial objectives. An example was when the teacher asked the students to identify the difference in tense between two sentences where one student identified the difference in meaning rather than tense. On this occasion it could have been easy for the teacher to become side tracked whilst discussing the meaning of the sentences however she simply dismissed the answer in a polite fashion and brought focus back to the topic at hand. With respect to the teaching aim of this lesson my main takeaway was the importance of sustaining focus on the stated objectives. When teaching myself I imagine students will be eager to explore different aspects of the English language, which if indulged could lead to the primary focus not being reached within the time frame. [1,332 words] How to cite Tesol – Observation Journal 1, Essays

Civilization Savagery, Power, Fear Essay Example For Students

Civilization: Savagery, Power, Fear Essay Civilization is when man meets his basic needs. Civilization begins to form when man is searching for something more; something better than just meeting his basic needs, for he has already achieved this. Civilization forms slowly and carefully, and once it is formed, it can change and be destroyed at any moment. Civilization is as fragile as an eggshell, and it has three basic forces that can destroy it: savagery, power, and fear. Savagery is when a people revert back to their lost human instincts. Savagery is most often found in situations where the people are under extreme circumstances. One example of this is being stranded on a deserted tropical island. In William Goldings book, Lord of the Flies, he has done just that. Golding had his characters revert back to their lost human instincts. When the boys on the island finally catch a pig and get meat, the one hunter, and main character, Jack, cannot bear to let someone else tell his savage story. He begins, We spread round. I crept, on hands and knees. The spears fell out because they hadnt barbs on. The pig ran away and made an awful noise-It turned back and ran into the circle, bleeding-We closed in-I cut the pigs throat- p. 74-75. Jack has reverted back to savage, uncivilized ways; his civilization has been shattered because of being stranded. Jack even gets the rest of the boys to join in, As they danced, they sang. `Kill the pig. Cut her throat. Bash her in. Savagery can destroy civilization. It only takes a small number, even a single person, to revert back, and everyone will soon follow. Another example of people being savage is in the book, The Pearl, by John Steinbeck. In this book, when a family finds an unbelievably large pearl and tries to better their own lives with it, their friends and neighbors become their enemies, they even begin to fight in their own family. Greed has caused the family and the townsfolk to revert back to being savages. One example of this is when Juana, the wife, tries to rid them of the pearl because she knows of its bad nature. Kino, her husband, catches her, Her arm was up to throw when he leaped at her arm and wrenched the pearl from her. He struck her in the face with his clenched fist and she fell among the boulders, and he kicked her in the side p. 55. Kino has struck his wife, his love, he has become savage, and yet he does not realize it. Later on in the book, once the family has run away from the town, they are hiding in a cave when the baby starts to cry letting the three hunters below know they are there. Kino was in mid-leap when the gun crashed and the barrel-flash made a picture on his eyes. The great knife swung and crunched hollowly. It bit through neck and deep into chestÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦He whirled and struck the head of the seated man like a melonÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦Kino had become as cold as deadly as steelÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦he threw the lever of the rifle, and then he raised the gun and aimedÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦he could see the frantic frightened eyes, and Kino aimed and fired between the eyes p. 79. Kino has become so savage about this pearl, as to kill three men. The town he used to live in, the life he used to live, his civilization, has all been destroyed due to this savage act. Kinos civilization has crumbled like the eggshell it is. .ua3f5fccca0019cb772fec440658a2387 , .ua3f5fccca0019cb772fec440658a2387 .postImageUrl , .ua3f5fccca0019cb772fec440658a2387 .centered-text-area { min-height: 80px; position: relative; } .ua3f5fccca0019cb772fec440658a2387 , .ua3f5fccca0019cb772fec440658a2387:hover , .ua3f5fccca0019cb772fec440658a2387:visited , .ua3f5fccca0019cb772fec440658a2387:active { border:0!important; } .ua3f5fccca0019cb772fec440658a2387 .clearfix:after { content: ""; display: table; clear: both; } .ua3f5fccca0019cb772fec440658a2387 { 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; } .ua3f5fccca0019cb772fec440658a2387:active , .ua3f5fccca0019cb772fec440658a2387:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua3f5fccca0019cb772fec440658a2387 .centered-text-area { width: 100%; position: relative ; } .ua3f5fccca0019cb772fec440658a2387 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua3f5fccca0019cb772fec440658a2387 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua3f5fccca0019cb772fec440658a2387 .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; } .ua3f5fccca0019cb772fec440658a2387:hover .ctaButton { background-color: #34495E!important; } .ua3f5fccca0019cb772fec440658a2387 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua3f5fccca0019cb772fec440658a2387 .ua3f5fccca0019cb772fec440658a2387-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua3f5fccca0019cb772fec440658a2387:after { content: ""; display: block; clear: both; } READ: Peer Pressure EssayAnother layer of the eggshell is power, someone must have the most, someone must have the least. In the case of civilization, someone must be dominant, and someone must be oppressed. In Lord of the Flies, Jack was the dominant figure. He oppressed Ralph. When Ralph attempted to instill some sort of order, Jack just refused, `Jack! Jack! You havent got the conch! Let him speak. Jacks face swam near him. `And you shut up! Who are you, anyway? Sitting there telling people what to do. You cant hunt, you cant sing- `Im chief. I was chosen. `Why should choosing make any difference? Just giving orders that dont make any sense- `Piggys got the conch. `Thats right-favor Piggy as you always do- p. 91. In this fight, starting with Ralph, it is obvious that Jack holds the dominant power over Ralph. Civilization is comprised of who holds the dominated power. In Ralphs case, his civilization in falling apart since he is losing, and does lose, his power. Lost power, or actually, power that was never really there, is present in The Pearl. In the beginning, Kino goes to the town doctor in search of help for his baby son. His son has just been stung by a scorpion. When Kino visits the doctor, who was not of his people. This doctor was of a race which for nearly four hundred years had beaten and starved and robbed and despised Kinos race p. 11, he feels the sting of the doctors power when he is rejected due to his lack of money. The doctor feels, I am a doctor, not a veterinary, but he does not know just how he has used his power to oppress this man, And now a wave of shame went over the whole processionÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦and the neighbors departed so that the public shaming of Kino would not be in their eyes p. 12 13. The extent of the oppression and domination of these two can be seen so obviously. Civilization has played a mean trick on Kino, by serving him as the oppressed, and the doctor as the dominant. Civilization is once again crumbling. The last force that causes civilization to crumble is fear. Fear can be used in so many times, in so many ways. When William Golding used fear, he chose to pick on the obvious person, the one most hated by the power holder. Ralph must fear for his life in the end, as Jack and his team play a deadly game of cat and mouse. A face. The savage peered into the obscurity beneath the thicketÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦In the middle was a blob of dark and the savage wrinkled up his faceÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦The seconds lengthenedÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦Dont scream. Youll get back. Hes making sure. A stick sharpened. Ralph screamed, a scream of fright and anger and desperation. His legs straightened, the screams became continuous and foaming. H shot forward, burst the thicket, was in the open, screaming, snarling, bloody. He swung the stake and the savage tumbled over; but there were others coming toward him, crying out p. 199. Jack is hunting Ralph. Jack is using his control to cause unbearable fear in Ralph. Ralphs civilization is gone; his eggshell has been crushed. To crush the eggshell in The Pearl, it is not quite as savage. Kinos great fear is the loss of his pearl, his prized possession, and he will do anything to keep it. But, to keep his fear real, the townspeople have to send people to steal the pearl, because without it there would be no fear for Kino. Juana says, Will they follow us? Do you think they will try to find us? and in response, Kino shows his fear by repeating the last idea. .u268494fb4ba686a2c55ac35c2ae26b86 , .u268494fb4ba686a2c55ac35c2ae26b86 .postImageUrl , .u268494fb4ba686a2c55ac35c2ae26b86 .centered-text-area { min-height: 80px; position: relative; } .u268494fb4ba686a2c55ac35c2ae26b86 , .u268494fb4ba686a2c55ac35c2ae26b86:hover , .u268494fb4ba686a2c55ac35c2ae26b86:visited , .u268494fb4ba686a2c55ac35c2ae26b86:active { border:0!important; } .u268494fb4ba686a2c55ac35c2ae26b86 .clearfix:after { content: ""; display: table; clear: both; } .u268494fb4ba686a2c55ac35c2ae26b86 { 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; } .u268494fb4ba686a2c55ac35c2ae26b86:active , .u268494fb4ba686a2c55ac35c2ae26b86:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u268494fb4ba686a2c55ac35c2ae26b86 .centered-text-area { width: 100%; position: relative ; } .u268494fb4ba686a2c55ac35c2ae26b86 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u268494fb4ba686a2c55ac35c2ae26b86 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u268494fb4ba686a2c55ac35c2ae26b86 .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; } .u268494fb4ba686a2c55ac35c2ae26b86:hover .ctaButton { background-color: #34495E!important; } .u268494fb4ba686a2c55ac35c2ae26b86 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u268494fb4ba686a2c55ac35c2ae26b86 .u268494fb4ba686a2c55ac35c2ae26b86-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u268494fb4ba686a2c55ac35c2ae26b86:after { content: ""; display: block; clear: both; } READ: Consumerism EssayThey will try. Whoever finds us will take the pearl. Oh, they will try p. 65. Kinos fear is very real, and he knows it, in fact, Juana knows it too. By controlling and keeping this family under fear, everyone else has the upper hand. This family even leaves their civilization, the land they know, all for this pearl, and it is all because of fear. Fear, power, and savagery all cause the downfall of civilization. They work for the breakage of this fragile eggshell. These basic forces are the framework of these two books.