Thursday, December 26, 2019
Homelessness Is A Major Issue Essay - 1428 Words
Introduction Homelessness is a major issue in Edinburgh (Torrie, 2014). Progress has been made (Gordon, 2015), but we can do far better. It is possible to completely end chronic homelessness. How? The answer is surprisingly straightforward: put housing first. But homelessness will not end as long as our goal is merely to manage homelessness, rather than eradicate it. This brief will explore approaches to ending homelessness, and their successes and potential drawbacks. It will be concluded based in the following research that Housing first has proven to be the most effective approach, as it is the only one that has successfully ended chronic homeless in a whole town. In addition, there is a strong economic argument to be made for this method due to the immense amount of money and council, law enforcement and social service resources spared as a result of everyone having a roof. The implications of these findings will then be discussed, and proposed courses of action put forward to end homelessnes s in Edinburgh. The approach I advocate is housing first. There are three reasons for this: I shall expand on these in turn. It Works Chronic homelessness has ended in Medicine hat (CBC Radio, 2015; BBC, 2016; McIntyre, 2015). It works because of Medicine Hat’s will to go beyond the â€Å"Band-Aid solutions†of simply aiming to manage homelessness, but rather aiming to put a long-term solution of a sufficient quantity of affordable housing on the table as a realistic solution. ItShow MoreRelatedHomelessness Is A Major And Growing Issue Worldwide1247 Words  | 5 Pages Mr. Karr Cari Cost Homelessness is a major and growing issue worldwide. Homelessness is most times seen as a choice or a problem with a solution that is unattainable. Some advertisements are aiming to bring attention to the issue so often overlooked. Two advertisements are analyzed, one is of a man and his dog, both are clearly homeless. They are sinking into the ground onRead MoreHomeless Population Of New South Wales1444 Words  | 6 PagesOverview â€Å"In a country as prosperous as Australia, no one should have to be homeless.†- The Road Home, 2008 Homelessness is a complex problem and not simply a lack of housing. It has numerous causes that affect different groups differently. In Australia, there are approximately 105000 people experiencing homelessness reported in the 2011 census. This equates to one in every two hundred people. The homeless population of New South Wales accounts for over one quarter of the total in Australia,Read MoreSocial Problems Within The Australian Society1215 Words  | 5 PagesA Social Analysis – Homelessness There are a growing number of social problems existing within the Australian society and unfortunately, research does not need to prove this. All it takes is a stroll down the main street of some suburbs to realise the extent of social problems within society. Homelessness is a rising trend that is affecting people of all demographics. Homelessness is more than just a simple disadvantage; with usually many underpinning factors which contribute to it, such as domesticRead MoreSocial Problem Homelessness1065 Words  | 5 PagesApplication Social Problem Research: Homelessness Homelessness is becoming a major social issue in the United States, with many poor families and young people ending up in the street because of several reasons. This condition is leaving many people helpless in the streets and the number keep on rising on a daily basis. Cities like Detroit and New York are among the most populous with poor families and homeless people, making it important for government and other social agencies to find urgent solutionRead MoreThe Outcasts Of Society, The Lazy And Incompetent, Or The Victims Of Extreme Misfortunes?1607 Words  | 7 Pagesculture of homelessness, we will demystify, learning the how’s, when’s and why’s. It is essential not to get lost within the presentation of stats and facts. But, to digest the information, reverting it back to our own lives. In doing so, we will see how near or far we are to the brinks of homelessness. Careful! As the degrees of separation maybe not be so plentiful.†Homelessness According to a recent point in time by a survey provided by the National Alliance to End Homelessness, an estimatedRead MoreMental Illness, Drug And Alcohol Abuse1476 Words  | 6 Pages Introduction The information I gathered from the research was that the major factors that contribute to homelessness are mental illness, drug and alcohol abuse. I also learned that many individuals need to develop skills and seek treatment to learn how to break the patterns which lead to cyclical or generational homelessness (Morris, 1997). There are many signs that contribute to individuals paths to homelessness and some include sudden unemployment, maintain a budget for the family, domestic violenceRead MoreThe Negative Effects Of Family And Family Homelessness1270 Words  | 6 PagesFamily and child homelessness has been a major social problem within the United states since the 1980s (Bassuk). According to the U.S. Department of Housing and Urban Development, it is a problem that affected 79,446 family households in January 2010, and over 1.5 million children between the years of 2005 and 2006. Family and child homelessness is a genuine issue that although has increased to 37% of the overall homeless, and is said to have reached an â€Å"historic high†(Bassuk), it has not been discussedRead MoreArgumentative Essay On Homelessness1485 Words  | 6 Pagesnotice government programs in their daily lives, implemented policies have major effects on American citizens. It is estimated that around 1.35 million children suffer from homelessness due to their families living on the streets (Crook). With this massive housing conundrum, the United States government should increase funding for the McKinney-Vento Homeless Assistance Act. Increased funding would decrease homelessness by lowering the crime rate, educating students, and improving American livingRead MoreVeterans : The Homeless Veterans1245 Words  | 5 PagesVeterans Homelessness United States veterans have risked their lives in order to give us all the freedom we have today, yet they are struggling in the society we have today and are forced to live on the streets. One major issue in our world today is the increasing number of how many veterans are homeless. After researching I have found the five most commonly discussed topics in this subject are; the number of homeless veterans in the whole United States, the different causes of veterans homelessnessRead MoreHomelessness: A Global Issue826 Words  | 3 PagesHomelessness: A Global Issue Homelessness is a prime concern for numerous countries across the globe, including the most advanced ones. Though the population of homeless people tends to be higher in developing countries, it is still a concern in developed nations. Homelessness is a state where someone lacks regular shelter. The term includes people who do not have a home and sleep on the streets, as well as those whose basic nighttime residence is a homeless shelter or other improvised form of housing
Wednesday, December 18, 2019
Teaching Experience - 1246 Words
Running Head: TEACHING EXPERIENCE/REFLECTION PAPER Margaret Carter MAT 534 Teaching Experience In order to be a successful educator, it is important to reflect upon one’s teaching. This may include videotaping classes, being observed by a colleague, asking for help with a problem or finding new ways to teach a topic. Being a reflective teacher is something I have tried to be while student teaching and plan to continue working on. The activity that I performed with my group of students is called the Peanut Butter and Jelly dance. This lesson took about 35-40 minutes to implement. I started off with giving the students some information on what it is that we were going to be doing. I then gave some background†¦show more content†¦Overall I think that the students did learn something, they seemed to have fun doing the activity, and I had fun teaching them. The students did respond to the lesson in a positive way and were able to comprehend what it was I wanted them to do. Below is a copy of the lesson plan used. Title of Lesson: Peanut Butter and Jelly Grade Level: K-2nd Length of Completion: 35 mins Curriculum integration: dance/history National State Standards: Objectives: The student will be able to find three other people, by non-verbal body language that will complete a peanut butter jelly sandwich, while the song is playing. Students will be able to give a brief history of where and how peanut butter jelly were created. Motivation: Bring out a jar of Peanut Butter and a jar of jelly and then ask them what they think we are going to do today? (make peanut butter jelly sandwiches) Background information: March is national peanut month. Peanut butter comes from peanuts. Peanuts are planted in April. Peanuts are ground up and salt and sweetener is added for the peanut butter. Peanut butter does not need to be refrigerated. Peanuts grow on plants in the ground. Jelly comes from grapes. The grapes grow on vines. The juices from the grapes are then added to other ingredients like sugar and mixed up and cooked in kettles until the jelly forms. Vocabulary: Peanut Butter, Jelly, Dance, Bread, Legumes,Show MoreRelatedMy Practice Teaching Experience Essay901 Words  | 4 PagesEarly on in my Block A experience I realised that a major contributing factor to the success, or otherwise, of my lessons was the pace. This is an area that I have looking at improving over the course of my Block A placement. The advice given by Gererd Dixon (2011: Online) is that; ‘One of the hardest things for new teachers is to inject pace and purpose into lessons while recognizing the needs of slower learners in the class.’ Working out the correct pace for my classes did prove to be a struggleRead MoreMath Lesson Plan On My Student Teaching Experience809 Words  | 4 PagesDescription: What is/are the artifact(s)? The artifacts are both math lesson plans used during my student teaching experience. The first artifact is a math lesson plan on coins. The other artifact is a math lesson plan on telling time. The lessons are developmentally appropriate for a 3rd- 5th autism support classroom and focus on math common core standards. The math common core standards are: CC.2.4.2.A.3: Solve problems using coins and paper currency with appropriate symbols. 2.CC.2.4.2.A.2: TellRead MoreTeaching And Mentoring Experience For Undergraduate Students1312 Words  | 6 PagesTeaching and Mentoring Experience Teaching has been a fundamental component of my academic training. I have been actively involved in teaching, tutoring, and mentoring high school and undergraduate research students throughout my doctoral and postdoctoral work at the City University of New York (CUNY). I taught General Chemistry (I II) laboratory courses and recitation sections at CUNY for four years. I volunteered as a physical chemistry tutor for undergraduate students from CUNY. At St.Read MoreTeaching Experiences With Phonics And How They Incorporated A Culturally Relevant Curriculum1205 Words  | 5 PagesArticle one, teachers give their account on their teaching experiences with phonics and how they incorporated a culturally relevant curriculum. A third grade teacher who taught history was teaching the basic information about different cultures than the actual culture from their perspectives. Another teacher taught more on inferential teaching, relating what we know and experienced in our own life. One of the teachers taught phonics by making a personal alphabet book with the help of the parentsRead MoreTeaching Level Field Experience Requirements1157 Words  | 5 Pagesthe unit s field experience requirements are sequenced to align with PDE recommendations. There are four stages of field experience: †¢ Observation, †¢ Exploration, †¢ Pre-student Teaching, and †¢ Student Teaching. The early field experiences in each of the initial programs focus on observation and exploration. Cooperating teachers can provide additional opportunities based on the candidates’ readiness and abilities. The methods pre-student teaching level field experiences for juniors/seniorsRead MoreStatement of Teaching Philosophy, and My Experience Teaching Chemistry in India1063 Words  | 5 PagesStatement of Teaching Philosophy â€Å"A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge but merely repeats his lesson to his students, can only load their minds, he cannot quicken them.††¦ Rabindranath Tagore (Nobel prize in literature in 1913) This is my favorite quotation because it express what, I thinkRead MoreEnvironmental Teaching Experience625 Words  | 3 PagesEnvironmental Factor Teaching Experience Health Assessment May 2, 2014 Part II: Direct Care Experience 1. Share the pamphlet you have developed with a parent of an infant child. The parent may be a person from your neighborhood, a parent of an infant from a child-care center in your community, or a parent from another organization, such as a church group with which you have an affiliation. 2. Provide a written summary of the teaching / learning interaction. Include in your summary: Read MoreEssay on Community Teaching Plan: Teaching Experience1597 Words  | 7 PagesCommunity Teaching Plan: Teaching Experience Summary of Teaching Plan The idea of teaching a community about possible attacks on our country was one thought, but actually giving them the knowledge of what the various ways to, ultimately, defend themselves was a much greater cause. The possibilities that we may face a biological terrorist attack is quite real. We have seen the horrors of 9-11, we are aware of the wars and hatred; which gives us as human beings all the more reason to learn aboutRead MoreCommunity Teaching Experience : Diabetes Essay1564 Words  | 7 PagesCommunity Teaching experience: Diabetes Diabetes is a major problem in our society today. Many people have heard about the disease; however, they do not know too much about its complications. Diabetes is a chronic, progressive and lifelong condition that affects the body’s ability to use the energy found in food (WebMD, 2016). Many new cases are confirmed every year and unfortunately, many go undiagnosed for years. Diabetes is a serious disease and need to be taking seriously. The disease canRead MoreTeaching Is A Great And Exciting Experience997 Words  | 4 PagesTeaching is a great and exciting experience. However, to have an effective school teacher and for things to run as smooth as possible a teacher must be prepared. In fact, teaching can be rather scary if a teacher is not prepared. A few things that a teacher can to in order to be prepared is to get organized, be consistent and most importantly manage their classroom. Classroom management can be one of the most difficult parts of a teacher’s job. How a teacher handles her class makes a world of
Monday, December 9, 2019
Liberal Arts Argumentative Essay Example For Students
Liberal Arts Argumentative Essay Robert Harris describes the brain as a muscle and like a muscle, the brain can enhance by many types of studies thus strengthening the mind. Liberal Arts teach students how to properly learn. Through knowing how to learn, students can understand new information easier and faster. When an individual learns something new, the brain can actually remember how the information was learned and it then creates ways to make learning in the future faster (Harris, 1991). Robert Harris explains that through a liberal arts institution, student will be able to think, analytically and critically. Critical thinking gives a person the ability to think clearly and rationally. People with critical thinking skills have the ability to solve problems, understand logical connections between ideas, and understand the importance tot ideas. Critical thinking is an affective way to solve problems because people who have this ability can look at different views before making a decision (Ala Chain, n. D. ). 3/ using critical thinking and analysis, a student can begin to create their own opinions, values, and beliefs (Harris, n. . ) Later, Harris talks about the importance of a Christian liberal arts education. He believes that type of education is the only education that can provide meaning to elite and truth. He says that the knowledge of God makes everything makes sense and clarifies the framework because Christians can see it in everyday life. He believes Christianity provides answers to the principle of existence. The five great questions, Who am I? Why am here, Where did come from, What is the purpose of life? , and Where am I going? determines the equality or inequality Of a persons life. He also States that students Who go to a Christian liberal arts institution can have the right answers. Which makes the gained knowledge more useful (Harris, n. D. ) agree with Robert Harris on the importance of a liberal arts education for reasons that makes people think open-maidenly, gives them intelligent opinions, and gives them a broad knowledge on multiple careers. In this economy it is very crucial to have a back- up plan if a career falls through. Being open-minded allows people to let go of control, listen to others opinions, and make mistakes. People need to know why hey think one way and be able to back it up with evidence and a liberal arts education allows that in most cases. Live Harris did an impeccable effort to persuade the audience that a liberal arts education is the best institution to attend, I disagree with the authors perspective of a Christian liberal arts institute because believe that it prevents students from seeing different points of views other than a Christians. Christian schools often only admit certain students who have the same beliefs as they do. As a result, students will not have the full experience of a public college or university. Bibliography Haddam, H. (2014, January 28).
Monday, December 2, 2019
The Mikmaq
The Mikmaq-A Way Of Life Essay Mi’kmaq was the spelling of a tribe of Indians that had first contact with European explorers in the sixteenth and seventeenth century. Through the years, the name has been changed to what we know today as Mic Mac. The word Mi’kmaq derives from the word nikmak, which means â€Å"my kin-friends†or allies. The rich and descriptive Mi’kmaq language was a member of the Algonkin family. Although every Mi’kmaq can understand each other, the dialect varies between bands. For example, the Mi’kmaq spoken in Quebec differs from that in Nova Scotia. The Mi’kmaq tribe settled in southwestern New Foundland in 1630. They were the â€Å"first nation people†(Nova Scotia 1) of Nova Scotia and later also settled in New England. They are the dominant tribe in the Canadian Maritimes and are f Roman Catholic faith, (Nova Scotia 1; Wallis and Wallis14, 21-22; Sultzman 1). We will write a custom essay on The Mikmaq-A Way Of Life specifically for you for only $16.38 $13.9/page Order now In traditional times, men, women and children all wore similar clothing. Pants were made out of animal hide, moccasins made from moose or seal skin, and sleeves made from fur or leather; tobacco pouches were worn by both sexes. Both men and women also wore a loose fur robe, but each sex wore the robe differently. Men wore it draped over the shoulders like a blanket, while women wore the robe wrapped tightly around the body under the arms. Babies were wrapped in fox, swan or goose skins. The skins were tanned by using animal brains, bird liver and oil and also by smoking. Then, in the nineteenth century the clothing of the Mi’kmaq tribe changed and became modernized. The women wore beaded peaked caps and woolen skirts. The men wore clothing that resembled European military uniforms (Nova Scotia 1-2). Common Mi’kmaq homes were called wigwams. Wigwams were put up by women and usually built in one day. They were made with spruce poles that were tied together at the top and the bottoms of the poles were spread out to make a triangle shape. They then took birch bark, which is waterproof, and layered the sheets over and over until the structure was covered. The top of the wigwam was left open to act as a chimney. Animal furs and woven mats were used as flooring and an animal hide was hung to cover the door opening. Paintings of animals and birds decorated the outsides of the wigwams. When the tribe would move, the birch bark would be removed and taken with them(Nova Scotia 1). Hunting was the main source of food for the Mi’kmaq. Driving stakes into the streambed trapped larger fish, such as salmon and sturgeon. A net, called an abi, was made with intertwined tree branches. The bait that they used for fishing was called wa’adegon. Fishhooks were made out of copper or a hook shaped bone that was sharpened at both ends. For larger fish, a leister was used. This tool was a three-pronged spear. There was a center point and two points that came out on each side of the middle point. Lobsters and shellfish were dug out of the seabed with sticks and roasted on coals, (Nova Scotia 2-3; Wallis and Wallis 27-28; Davis 27). Hunting meat changed when the seasons did. During the summer, animals such as moose, caribou, deer, beaver, and porcupine were stalked on foot. Porpoise, walrus, and seal were hunted in the water by canoe in the water. In the winter, they would break A beavers dam and crack the ice in 40-50 different places. The beavers would then have to come out of the broken holes in the ice. Moose were the Mi’kmaq’s most productive food and were hunted from February to mid March. Meat and fish would then be dried and smoked to preserve them. Berries, roots and edible plants were also a source of food for the Mi’kmaq, (Nova Scotia 3; Davis 27). .u23640f414fa12b1dfa4ee53cfce43ae3 , .u23640f414fa12b1dfa4ee53cfce43ae3 .postImageUrl , .u23640f414fa12b1dfa4ee53cfce43ae3 .centered-text-area { min-height: 80px; position: relative; } .u23640f414fa12b1dfa4ee53cfce43ae3 , .u23640f414fa12b1dfa4ee53cfce43ae3:hover , .u23640f414fa12b1dfa4ee53cfce43ae3:visited , .u23640f414fa12b1dfa4ee53cfce43ae3:active { border:0!important; } .u23640f414fa12b1dfa4ee53cfce43ae3 .clearfix:after { content: ""; display: table; clear: both; } .u23640f414fa12b1dfa4ee53cfce43ae3 { 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; } .u23640f414fa12b1dfa4ee53cfce43ae3:active , .u23640f414fa12b1dfa4ee53cfce43ae3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u23640f414fa12b1dfa4ee53cfce43ae3 .centered-text-area { width: 100%; position: relative ; } .u23640f414fa12b1dfa4ee53cfce43ae3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u23640f414fa12b1dfa4ee53cfce43ae3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u23640f414fa12b1dfa4ee53cfce43ae3 .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; } .u23640f414fa12b1dfa4ee53cfce43ae3:hover .ctaButton { background-color: #34495E!important; } .u23640f414fa12b1dfa4ee53cfce43ae3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u23640f414fa12b1dfa4ee53cfce43ae3 .u23640f414fa12b1dfa4ee53cfce43ae3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u23640f414fa12b1dfa4ee53cfce43ae3:after { content: ""; display: block; clear: both; } READ: Earthday EssayThe gear used for hunting was mostly man made. Some of items used for hunting were animal bone, teeth, claws, hair, quills, shells, clay, stone, wood, roots and bark. Grinding stone to a sharp edge and a smooth surface made axes. Bows were made of fir, spruce or rock maple. Spears, knives and arrow points were made from chalcedony. Any fine carving was done with beaver teeth, (Nova Scotia 2-3; Wallis and Wallis 28). The main transportation that the Mikmaqs used was the canoe. The canoe was wide bottomed and raised at both ends with sides that curved upwards in the middle, and ranged in length from ten feet to 26 feet long. The canoe was made of birch bark over a light wooden frame. Another method of transportation was the toboggan, or as named by the Mi’kmaq’s, taba’gan. The toboggan was usually six to eight feet long. They also used sleds, or wa’aski’bidek. Sleds and toboggans were used to carry heavy loads over snow. Snowshoes, that were all shaped differently, and woven distinctly for different weather, were also used, (Nova Scotia 3; Wallis and Wallis 51). Entertainment among the Mi’kmaq’s included story telling, which could last for days, dancing, feasting, Waltes (a dice game), and contests that included running, wrestling, shooting and various ball games. Tobacco smoking was also a form of entertainment. The tobacco was made from red willow bark, bear berry leaves and a native tobacco plant. Tobacco pipes were made of wood or stone. Singing was another part of Mi’kmaq culture. There were three classes of songs. The first, neska wet, consisted of just singing. The second, tcigamaan, was singing and dancing. The third form of song was neska winto. This style of song was only sung when there was a solo singer and dance was sometimes added in. Some of the songs were: Gu’gwetc (The Game Song), Tes’kamwe Tabe’giana (The Snake Song), Ucatolte Tab’giana (The Toad Song), Ad’iuan’ietcitc’ (Goodbye, Little Annie), and Kiste’djuwe’giau (The Captive Song), (Nova Scotia 4; Wallis and Wallis 68, 192-194). The Mi’kmaqs were divided into seven different nations, with each having their own chief. The Epelwik, â€Å"lying on the water†; Eskikewa’kik, â€Å"skin dressers territory†; Kespek, â€Å"last land†; Kespukwitk, â€Å"land’s end†; Siknikt, â€Å"drainage place†; Sipekne’katik, â€Å"ground nut place†; Wunama’kik, â€Å"foggy land†; and in 1860 an eighth nation was added in Southern Newfoundland, Taqamkuk, (Sultzan 1-2). The population of the Mi’kmaq was originally 3,000 to 30,000 people but usually around 20,000, (Sultzan 1). By 1620, epidemics had reduced the population to less than 4,000. By 1760, the number had fallen to 3,000 and by 1823 the number of Mi’kmaqs fell to an all time low of 1,800. The 1794 Jay Treaty between Great Britain and the United States allows Mi’kmaqs to go across the border from Canada into the United States, thus, allowing Mi’kmaqs to live freely in the United States, and still be able to go into Canada, (1). At the present time, there are more than 16,000 (Sultzan 1) registered Mi’kmaqs in Canada with twenty-eight separate groups. The United States and Canada combined have about 25,000 Mi’kmaqs with only one recognized group in the United States. This group is called the Aroostook Band of MicMac and is located in Northern Maine, it has 500 members to date. The ABM was recognized by the state government in 1973 and by the Federal government in 1991. There are more than 2,000 Mi’kmaq living in the Boston, Massachusetts area and several hundred living in New York City, (1). One might conclude that the Mi’kmaq tribes, in traditional times, lived a common and fruitful life. With only the resources of the land, they managed to overcome many obstacles and keep the Mi’kmaq tradition alive. .u4b2a8679b63a884ceb934ab349c19eb4 , .u4b2a8679b63a884ceb934ab349c19eb4 .postImageUrl , .u4b2a8679b63a884ceb934ab349c19eb4 .centered-text-area { min-height: 80px; position: relative; } .u4b2a8679b63a884ceb934ab349c19eb4 , .u4b2a8679b63a884ceb934ab349c19eb4:hover , .u4b2a8679b63a884ceb934ab349c19eb4:visited , .u4b2a8679b63a884ceb934ab349c19eb4:active { border:0!important; } .u4b2a8679b63a884ceb934ab349c19eb4 .clearfix:after { content: ""; display: table; clear: both; } .u4b2a8679b63a884ceb934ab349c19eb4 { 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; } .u4b2a8679b63a884ceb934ab349c19eb4:active , .u4b2a8679b63a884ceb934ab349c19eb4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4b2a8679b63a884ceb934ab349c19eb4 .centered-text-area { width: 100%; position: relative ; } .u4b2a8679b63a884ceb934ab349c19eb4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4b2a8679b63a884ceb934ab349c19eb4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4b2a8679b63a884ceb934ab349c19eb4 .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; } .u4b2a8679b63a884ceb934ab349c19eb4:hover .ctaButton { background-color: #34495E!important; } .u4b2a8679b63a884ceb934ab349c19eb4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4b2a8679b63a884ceb934ab349c19eb4 .u4b2a8679b63a884ceb934ab349c19eb4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4b2a8679b63a884ceb934ab349c19eb4:after { content: ""; display: block; clear: both; } READ: In the first crusade a man by the name of Godfrey EssayBibliographyWorks CitedDavis, Stephen A. Mi’kmaq. Tantallon, NS: Rour East Publications, 1991. 27. Nova Scotia Museum. Info sheet-The Mi’kmaq. Online. World Wide Web. http:www.ednet.ns.ca/educ/museaum/arch/infos/mikmaq1.htm. 1-4Sultzman, Lee. MicMac. Online. World Wide Web. http:www.dickshovel.com/mic.html. 1-2Wallis, Wilson D. and Ruth Sawtell. The MicMac Indians of Eastern Canada. St. Paul, Minnesota: North Central Publishing Company, 1955. 14, 21-22, 27-28, 51, 68, 192-194. Creative Writing
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