Finding Identity in John Updike´s AP - 1354 Words

Finding Identity Does breaking the mold and speaking up for what is right always easy when shaping one’s identity? Society places norms that greatly impact someone’s personality, and how they identify as an individual in society. The protagonist in John Updike’s â€Å"AP† is a young man working in a supermarket, who judges all the customers and see’s all the conformity that the store encompasses all while searching to be outside the conformist’s that exist there. John Updike uses Sammy to show through Symbolism the journey to self-identity. This coming of age story stands as a message of empowerment to all future generations. Updike uses the older generation in AP to symbolize what Sammy does not identify with. It represents for him the†¦show more content†¦Sammy see’s that in the group there is a leader he nicknames her queenie. â€Å"She kind of led them, the other two peeking around and making their shoulders round. She d idn’t look around, not this queen† (149). Sammy recognizes that these two girls are like the people in the AP that he wants to set himself apart from. The word queen symbolizes great stature, high rank to which others are below her. He chooses to name her this because of how she carries herself with no care about what people are looking at he.. Critic Gilbert Porter brings up a question that ties into the conformity that is expected in the AP; â€Å"Does the attire of the girls satisfy the requirement of â€Å"decency† which the policy of the AP demands?† The answer is no. When Sammy’s manager Lengel see’s these girls he responds by saying â€Å"We want you decently dressed when you come in here† (151). Lengel using the word we represented the unity of attitudes of all the people like Lengel that the girls are not â€Å"decently† dressed. Sammy finds it amusing but also does not agree with how Lengel treated the girls. As the st ory progresses Updike uses rich symbolism in reference to individuality, and conformists in AP. It is given to the reader through Sammy’s perspective. â€Å"The sheep pushing their carts down the aisle-the girls were walking against the usual traffic (not that we have one-way signs or anything)† (149). Sheep are not very smart animals, as well as easily herded. This reference to customers asShow MoreRelatedThe Yellow Wallpaper, By Susan Glaspell, And A P Essay2143 Words   |  9 Pagesmentality is evidenced in â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman, â€Å"Trifles† by Susan Glaspell, and â€Å"AP† by John Updike; they all illuminates on the submissiveness, the obedience of women to a man s authority that was considered unexceptional at the onset of the twentieth century because the themes of the inscrutability of women, domesticity, patriarchal dominance and female identity are present in all these works. Among the three works under scrutiny in the paper herein, â€Å"The Yellow Wallpaper†Read MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pagesnovel is sometimes used interchangeably with Bildungsroman, but its use is usually wider and less technical. The birth of the Bildungsroman is normally dated to the publication of Wilhelm Meister s Apprenticeship by Johann Wolfgang Goethe in 1795–96,[8] or, sometimes, to Christoph Martin Wieland s Geschichte des Agathon of 1767.[9] Although the Bildungsroman arose in Germany, it has had extensive influence first in Europe and later throughout the world. Thomas Carlyle translated Goethe’s novel

Essay Analysis of Great Expectations by Charles Dickens

Analysis of Great Expectations by Charles Dickens Charles Dickens, the revolutionary 19th century novelist, wrote a bildungsroman of Phillip Pirrip (Pip) and the reality of his own â€Å"Great Expectations† in his pursuit to become a gentleman. In Chapter 8, the reader is introduced to Miss Havisham and Estella and this is where Pip first becomes dissatisfied with the life at the forge. There were many writers in Dickens’ day whose works are no longer read; this is possibly because Dickens did something idiosyncratically different from his contemporaries. The plot of Great Expectations is quite complex, yet it is the way that Dickens handles the various elements of the plot that makes the novel appealing. For instance, the†¦show more content†¦By introducing this character, the questions of why she is withdrawn and how this is related to the subplot concerning the convicts are left unanswered. It is not until during Chapters 40-42 that the reader finds out about Miss Havisham’s connection with the convicts. Dickens is deliberately vague about Miss Havisham’s past. This allows him later to introduce the idea that she might be Pip’s benefactor. From the first point of contact Dickens is creating twists and turns later in the novel. The eccentricity and eeriness of Miss Havisham fascinates the reader, as she is one of fiction’s â€Å"strangest†(Ch. 8 p. 46) women. Questions are posed in this chapter about the connection between her and Estella and why is she wearing â€Å"bridal dress† (Ch. 8 p. 50). The reader may assume several reasons but their innate inquisitiveness helps propel the novel forward. This device is used because of the structure of the novel. It was originally printed in weekly instalments. This means that Great Expectations does not have the structure of a conventional novel. Instead of moving towards a general climax, the story has many mini-resolutions of the plot. Each new episode needed a cliffhanger-type ending in order to ensure that the public would buy the next instalment. This has often been seen as a weakness of Charles Dickens’ novels as the story can become repetitive. An advantage of this is that the original reader, if having missed an issue, can have aShow MoreRelatedAnalysis Of Charles Dickens Great Expectations3684 Words   |  15 PagesOlivia Smith Mr. Oravec AP Literature and Composition 27 January 2014 Analysis Charles Dickens’ Great Expectations â€Å"And as to the condition on which you hold your advancement in life—namely, that you are not to inquire or discuss to whom you owe it—you may be very sure that it will never be encroached upon, or even approached by me, or by any one belonging to me.† (Dickens, 177). This excerpt foretells the main theme of the novel, Pip’s journey of self-improvement. The main theme of the novelRead MoreAnalysis: Great Expectations, by Charles Dickens951 Words   |  4 Pageswill enjoy the experiences as a child. However, in the Victorian age, this is a completely different story as most children had to go through many hardships and sufferings, in order to satisfy the needs of their family. Great Expectations is set in the Victorian age and Charles Dickens portrays the years of childhood as at time of confusion, darkness and terror. Nevertheless, this unfavorable childhood helps Pip mature as a person in many different ways. Pips experiences with multiple people when heRead MoreAnalysis of the Use of Setting in Great Expectations by Charles Dickens1382 Words   |  6 PagesAnalysis of the Use of Setting in Great Expectations by Charles Dickens The novel, Great Expectations, starts on the dull lonely marshes of Pip’s home village. Pip has a lack of identity in this book because it says, ‘My Father’s family name being Pirrip, and my Christian name Phillip, my infant tongue could make of both the names nothing longer or more explicit than Pip. So, I called myself Pip, and came to be called Pip. This shows us that his lack of identity is downRead MoreCharles Dickens Great Expectations: End Analysis1039 Words   |  4 Pagesway the narrative ends. In the case of Great Expectations, Charles Dickens ultimately selected the ending in which Pip and Estella are reunited, leaving open the precise way their newfound emotional intimacy will develop. This is the most logical, as well as most satisfying, ending for the story because it meets all of the aforementioned criteria: including textual and thematic consistency. Pip and Estella need to deepen their emotional bond so that Dickens can send a message about the importanceRead MoreCharacter Analysis in Pip in Charles Dickens ´ Great Expectations1542 Words   |  7 Pages Everyone in life struggles to live up to what others and society expects them to be in life, the next Harvard Graduate, or the next new celebrity. But, these expectations can begin to define a person if he believes he has to conform to societys ex pectations. In Charles Dickens novel Great Expectations, young Pip feels the pressure from society and his love, Estella, to become a gentleman. By attempting to rise in his social class Pip then abandons his previous good morals and his family membersRead MoreCharles Dickens Great Expectations964 Words   |  4 PagesOliveros British Literature H February 24, 2016 TITLE Throughout Charles Dickens’ Great Expectations, minor characters help in the development of Pip and his psychological state. The novel journeys with Pip as he grows from a poor, young boy to an adult in the upper class. Difficult situations, suspense, and dynamic characters fill the novel. Julian Moynahan, a professor emeritus of literature at Rutgers University, analyzed Dickens’ novel and produced excellent parallels between a select few of theRead MoreGreat Expectations1707 Words   |  7 PagesGreat Expectations Human nature is the psychological and social qualities that characterize humankind. Human nature separates humans from the rest of the animal kingdom. The underlining theme of human nature is evident in Great Expectation by Charles Dickens use of his characters. A main characteristic that Dickens displays is friendship. The friendship between Pip and Herbert is strong. Herbert was significant to Pip’s growth in social class and eventual to his revelation. â€Å"Friendship was oneRead MorePip’s Character Change in Charles Dickens Great Expectations1173 Words   |  5 PagesPip’s Character Change in Charles Dickens Great Expectations Great Expectations, by Charles Dickens is a compelling story rich in friendship, love and fortune. The main character, Pip, is a dynamic character that undergoes many changes through the course of the book and throughout this analysis, the character Pip, will be identified and his gradual change through the story will be quoted and explained. The main character, Pip, is a gentle character. His traits include Read MoreCritical Analysis Of Great Expectations1449 Words   |  6 Pageswork of fiction is, however, dependant on who is reading it at the time. In the case of Great Expectations there are a number of themes running through the text including betterment through education, what it is to be a gentleman, respectability and crime, parental /family ties, and industry and idleness. Many of the original readers of the work were not concerned with analysing these various themes, and how Dickens put the work together. Rather, it was enjoyed as a populist piece of fiction which simplyRead MoreGreat Expectations: Analyzed Through A Marxist Criticism1113 Words   |  5 Pageselement in the analysis of social change in Western societies. Marxism applies to the novel Great Expectations in many ways. Dickens uses Pip’s complex and altering relationships with Estella, Joe, and Magwitch to show the subjugation of the wor king-class from the privileged. Estella is raised in a prosperous household and is judgmental of Pip because he is from the working class. She insults his appearance when she says, But he is a common laboring boy. And look at his boots! (Dickens 45) because

A History of the American People Free Essays

This plan that has been created to increase the level of history education in the United States sounds good. Both books that have been picked out for discussion are excellent choices that describe the history of the United States. In a reading group type of environment, there can many factors that interest the readers. We will write a custom essay sample on A History of the American People or any similar topic only for you Order Now It can all come down to the font of the text or something as simple as the front cover. Based on what the books have to offer though, my recommendation takes into account both parties, the readers and the teachers (being the NCHE). The teacher’s side of the party would want to offer text the accurately describes the history of the United States without leaving important facts that have changed the way the United States has formed. The readers would prefer a book with text that draws their attention and keeps it throughout the whole book’s length. I will go into detail about each book that has been chosen and describe what the main point of the context is. I will first begin with Paul Johnson’s A History of the American People. Johnson begins talking about history in the Preface. Johnson explains how he grew up learning Greek, Roman, and English history. Johnson was never taught about American history while receiving an education, whether it was his family teaching him or Oxford, American history never came up. He began to learn the History of the United States after Oxford. He first began to learn of the history of the United States though his research for his books. He wrote: A History of Christianity, A History of the Jews, Modern Times: the World from the Twenties to the Nineties, and The Birth of the Modern: World Society, 1815-1830. Johnson covers over 400 years of history in his book. He writes in a manner where he aims to make his writing readable, and wants to present the facts fully. Johnson states in the preface that â€Å"Such a fact-filled and lengthy volume as this is bound to contain errors. If readers spot any, I would be grateful if they would write to me at my private address: 29 Newton Road, London W25JR: so that they may be corrected; and if they find any expressions of mine or opinions insupportable, they are welcome to give me their comments so that I may weigh them. † This shows how Johnson is involved in what he writes and is open to change which is what makes a writer. Johnson begins his book stating that â€Å"The creation of the United States is the greatest of all human adventures. No other national story holds such tremendous lessons, for the American people themselves and for the rest of mankind. † This statement is coming from a man who first learned the history of the Greeks, Romans, and the English and then the United States history. This is a bold statement to make as the beginning of the book. It can either continue to attract the audience of the book or push them way because it makes it sound as if the entire book will contain pride in the United States and seem bias. The book is based on three questions that he asks in the first page â€Å"First, can a nation rise above the injustices of its origins and, by its moral purpose and performance, atone alone for them†¦ The second question provides the key to the first. In the process of nation-building, can ideals and altruism-the desire to build the perfect community- be mixed successfully with acquisitiveness and ambition, without which no dynamic society can be built at all?†¦ Thirdly, the Americans originally aimed to build an other-worldly ‘City on a Hill,† but themselves designing a republic of the people, to be a model for the entire planet. Have they made good their audacious claims? Have they indeed proved exemplars for humanity? And will they continue to be so in the new millennium? † Johnson relates the book to those three questions throughout the book and relates his facts with them. Johnsons ends the book having answered the three questions that he presented in the beginning. â€Å"It is appropriate to end this history of the American people on a note of success, because the story of America is essentially one of difficulties being overcome by intelligence and skill, by faith and strength of purpose, by courage and persistence. Johnson finds the Americans are â€Å"problem-solving people† which he argues is shown throughout the history of the United States. Johnson ends the book highly supporting Americans and shows his support. There are many supporters of Paul Johnson’s book. â€Å"Paul Johnson’s A History of the American People is as majestic in its scope as the country it celebrates . His theme is the men and women, prominent and unknown, whose energy, vision, courage and confidence shaped a great nation. It is a compelling antidote to those who regard the future with pessimism. – Henry A. Kissinger. The New York Times Book Review positively reviewed the book, â€Å"Arresting contentions and pieces of fascination oddball information†¦. The book also offers a rare opportunity to witness someone trying to make sense of all 400 years of American history and to discover what ‘tremendous lessons’ it holds for all Americans and ‘the rest of mankind. ’† I understand why Paul Johnson’s A History of the American People made it as a finalist to be taught to the group of Americans in order to increase of knowledge of United States history. The book was even â€Å"dedicated to the people of America— strong, outspoken, intense in their convictions, sometimes wrong-headed but always generous and brave, with a passion for justice no nation has ever matched. Now to explain Howard Zinn’s A People’s History of the United States. This book begins with attracting the audience with the cover. The color chosen for the letters on the cover include blue and red and white which in the present time represent the United States. The title of Howard Zinn’s book includes three keywords, People, History and United States. The three keywords are the central topic of what Howard Zinn talks about in A People’s History of the United States. Unlike Johnson, Howard Zinn jumps straight into facts about the beginning of the history of the United States. Johnson started with his main point in the first page but Howard Zinn begins with the history of Columbus, the Indians, and Human Progress. Howards Zinn’s main point is found on the title which allows him to begin with the history of the United States versus beginning with a opening statement like Paul Johnson did. What Howard Zinn does differently than Paul Johnson is his method of summary. Paul Johnson seems to become more involved in his summaries gives more detail and a certain subject matter and overlooking other events. Howard Zinn writes a short summary on his events and talks a little about everything. Howard Zinn gives the history of the United States without sympathizing for those who were negatively affected and does not set out the real loser and winner. † My point is not to grieve for the victims and denounce the executioners. Those tears, not anger, cast into the past, deplete our moral energy for the present. And the lines are not always clear. In the long run, the oppressor is also a victim. In the short run (and so far, human history has consisted only of short runs), the victims, themselves desperate and tainted with the culture that oppresses them, turn on other victims. † Howard Zinn will does not want make it sound as if a certain group won in the past and will not explain the failures which is what historians now call history. Howard Zinn explains this to his readers before continuing on with the book. He warns the readers of his style of writing and explains that he will not manipulate facts to seem other then they should be. Howard Zinn writes towards the ending of the book on the title. â€Å"As for the subtitle of this book, it is not quite accurate; a â€Å"people’s history† promises more than any one person can fulfill, and it is the most difficult kind of history to recapture. I call it that anyway because, with all limitations, it is a history disrespectful of governments and respectful of people’s movements of resistance. How to cite A History of the American People, Papers

Company Law Essay Example For Students

Company Law Essay CHILOMBA v THE PEOPLE (1974) Z. R. 151 (S. C. ) SUPREME COURT DOYLE, C. J. , BARON, D. C. J. , AND HUGHES, J. S. 9TH JULY, 1974 S. C. Z. JUDGMENT NO. 26 OF 1974. Flynote Criminal Law Attempting to cause death contrary to s. 215 of the Penal Code No unequivocal finding of actual intention to kill Whether conviction possible. Criminal Procedure Minor offence -Section 181 of the Criminal Procedure Code- Whether s. 224 of the Penal Code minor offence in relation to s. 215 of the Penal Code. Headnote The appellant was convicted of attempting to cause death contrary to s. 15 of the Penal Code. The learned judge held that following some kind of difference the appellant had armed himself with three spears and attacked the complainant. The only question that arose for decision in this appeal was whether the appellant was correctly convicted of attempting to cause the death of the complainant or whether he should have been convicted of a lesser offence, namely an offence under s. 224 of th e Penal Code. Held: (i)As there was no unequivocal finding by the trial judge that there was an actual intention to kill the conviction for attempting to cause death contrary to s. 15 of the Penal Code cannot stand . (ii)Although s. 224 of the Penal Code is to some extents a less serious offence than an offence under s. 215 of the Penal Code, it is not a minor offence within the meaning of s. 181 of the Criminal Procedure Code because offences under the two sections are both felonies and carry the same maximum sentence. Cases referred to: (1)Yanyongo v The People 1974 Z. R. 149. (2)Charles Phiri v The People 1973 Z. R. 168. Legislation referred to: Penal Code, Cap. 146, ss. 215, 224 and 229. Criminal Procedure Code, Cap. 160, s. 181. For the appellant:M. S. Kapumpa, Legal Aid Counsel. For the respondent:P. Lisulo, State Advocate. ______________________________________ Judgment BARON, D. C. J. : delivered the judgement of the court. The appellant was convicted of attempting to cause death contrary to section 215 of the Penal Code. It is unnecessary to deal in any detail with the facts. The learned judge held, and on the evidence before him he was fully entitled to do so, that the appellant was not speaking the truth when he alleged that, it was the complainant who had attacked him, the appellant. ith three spears. He held that following some kind of difference the appellant had armed himself with three spears and attacked the complainant. The only question in this case is whether the appellant was correctly convicted of attempting to cause the death of the complainant or whether he should have been convicted of a lesser offence, namely an offence under Section 224 of the Penal Code. The learned judge having review ed the evidence and having also considered the law on the subject said: A charge of attempted murder under paragraph (a) of section 215 of the Penal Code may be proved by showing either: (a) an intention to kill; or (b) knowledge on the part of the accused that what he was doing was imminently dangerous, that it must in all probability cause death, or such bodily injury as was likely to cause death. We have been unable to find any foundation for the second part of this dictum; it is not taken from section 215 of the Penal Code, nor can we find it in any of the cases to which the learned Judge himself referred in the course of his judgement. .uc596fc8e9ee3b1da82d4ca563bea3372 , .uc596fc8e9ee3b1da82d4ca563bea3372 .postImageUrl , .uc596fc8e9ee3b1da82d4ca563bea3372 .centered-text-area { min-height: 80px; position: relative; } .uc596fc8e9ee3b1da82d4ca563bea3372 , .uc596fc8e9ee3b1da82d4ca563bea3372:hover , .uc596fc8e9ee3b1da82d4ca563bea3372:visited , .uc596fc8e9ee3b1da82d4ca563bea3372:active { border:0!important; } .uc596fc8e9ee3b1da82d4ca563bea3372 .clearfix:after { content: ""; display: table; clear: both; } .uc596fc8e9ee3b1da82d4ca563bea3372 { 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; } .uc596fc8e9ee3b1da82d4ca563bea3372:active , .uc596fc8e9ee3b1da82d4ca563bea3372:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc596fc8e9ee3b1da82d4ca563bea3372 .centered-text-area { width: 100%; position: relative ; } .uc596fc8e9ee3b1da82d4ca563bea3372 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc596fc8e9ee3b1da82d4ca563bea3372 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc596fc8e9ee3b1da82d4ca563bea3372 .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; } .uc596fc8e9ee3b1da82d4ca563bea3372:hover .ctaButton { background-color: #34495E!important; } .uc596fc8e9ee3b1da82d4ca563bea3372 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc596fc8e9ee3b1da82d4ca563bea3372 .uc596fc8e9ee3b1da82d4ca563bea3372-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc596fc8e9ee3b1da82d4ca563bea3372:after { content: ""; display: block; clear: both; } READ: Roman Fever EssayThe law is in fact correctly set out in those cases and has been followed in a recent judgement of this court, Yanyongo v The People . In that we reaffirmed that on a charge of attempting unlawfully to cause the death of another there can be no question of constructive malice; it is necessary that there be an actual intention to kill. We are bound to hold therefore that the learned judge misdirected himself in stating the law as he did. Where he came to make his findings of fact the learned judge said this: In the circumstances of the case, the only inference reasonably ossible is that the accuseds intention was to kill Robinson Shichimbwele, or alternativ ely, that there was knowledge on his part that what he was doing was so imminently dangerous that it must, in all probability, cause death, or such bodily injury as was likely to cause death. Putting the matter in the alternative in this way leaves us in the position that we cannot hold that the learned judge has found an intention to kill. For this reason the conviction for attempting to cause death contrary to section 215 cannot stand. However, the evidence is overwhelming that the appellant was guilty of an offence under section 224 which reads: 224 Any person who, with intent to maim, disfigure or disable any person . . . (a)unlawfully wounds or does any grievous harm to any person by any means whatever; . . . is guilty of a felony . . . We are quite satisfied that the appellant intended to do grievous harm to the complainant and in fact did such harm. The conviction under section 215 will be set aside and there will be substituted a conviction for an offence contrary to section 224 of the Penal Code. On the question of sentence, it can hardly be said that the offence of which the appellant has now been convicted is very much less serious than the offence with which he was originally charged. The facts of the case certainly disclose a serious offence. However, an offence under session 224 must be regarded to some extent as a less serious offence, and in all the circumstances the sentence of six years imprisonment with hard labour will be set aside and a sentence of five years imprisonment with hard labour substituted; that sentence equally will take effect from 5th January, 1973. Postea Immediately after we rose this morning we realised that the maximum sentences under section 215 and 224 are the same. Although therefore, as we said in the judgement we delivered this morning, to some extent an offence under section 224 is a less serious offence, it is not a minor offence within the meaning of section 181 of the Criminal Procedure Code, because offences under the two sections are both felonies and both carry the same maximum sentence. We must therefore hold that the case of Yanyongo to which we referred this morning was wrongly decided on this point, and for this reason we have hastened to correct the judgement given today, in which we again inadvertently overlooked that the maximum penalty under section 224 was the same as under section 215. Generally, on the question of a conviction for a minor offence under section 181 of the Criminal Procedure Code we refer to Charles Phiri v The people . The order of the court will be that the conviction of attempting to cause death contrary to section 215 of the Penal Code will be set aside and a conviction under section 229 of the Penal Code of unlawfully doing grievous harm will be substituted. This offence is a felony and the maximum sentence is imprisonment for seven years and is therefore a minor offence for the purposes of section 181 of the Criminal Procedure Code. .ubd0878a7a2b39881936d41f05ba9acf3 , .ubd0878a7a2b39881936d41f05ba9acf3 .postImageUrl , .ubd0878a7a2b39881936d41f05ba9acf3 .centered-text-area { min-height: 80px; position: relative; } .ubd0878a7a2b39881936d41f05ba9acf3 , .ubd0878a7a2b39881936d41f05ba9acf3:hover , .ubd0878a7a2b39881936d41f05ba9acf3:visited , .ubd0878a7a2b39881936d41f05ba9acf3:active { border:0!important; } .ubd0878a7a2b39881936d41f05ba9acf3 .clearfix:after { content: ""; display: table; clear: both; } .ubd0878a7a2b39881936d41f05ba9acf3 { 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; } .ubd0878a7a2b39881936d41f05ba9acf3:active , .ubd0878a7a2b39881936d41f05ba9acf3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubd0878a7a2b39881936d41f05ba9acf3 .centered-text-area { width: 100%; position: relative ; } .ubd0878a7a2b39881936d41f05ba9acf3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubd0878a7a2b39881936d41f05ba9acf3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubd0878a7a2b39881936d41f05ba9acf3 .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; } .ubd0878a7a2b39881936d41f05ba9acf3:hover .ctaButton { background-color: #34495E!important; } .ubd0878a7a2b39881936d41f05ba9acf3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubd0878a7a2b39881936d41f05ba9acf3 .ubd0878a7a2b39881936d41f05ba9acf3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubd0878a7a2b39881936d41f05ba9acf3:after { content: ""; display: block; clear: both; } READ: Hook For Atomic Bomb EssayWe set aside also the sentence and we substitute a sentence of three years imprisonment with hard labour. This sentence will take effect from 5th January, 1973. Conviction of attempting to cause death and sentence set aside. Conviction under section 229 of the Penal Code and sentence of three years imprisonment with hard labour substituted. _________________________________________