Jews Living in America in the 1920s - 974 Words

A New Beginning In the autobiography, â€Å"Out of the Shadow†, author Rose Cohen, a Russian-Jewish immigrant, explains the social and economic conditions during the late 1800s and early 1900s for Jews immigrating into the United States. Cohen explains how many Jews fled Eastern Europe and Russia during this time due to the ruling of the tsar, fear of religious persecution, and economic restrictions. Because these restrictions were becoming the norm for Jewish people in their county, Rose’s father, a tailor, began to embark on a journey to the United States of America, in hopes of beginning a new life for himself and his family. Even though her father is captured at the border of Russia and returned home, he managed to get to America. Once in†¦show more content†¦Many Jews stayed without jobs for some months at a time. Cohen recalls, â€Å"I stood a while, then I walked away from the shop, ‘Where next’, I wondered† (Cohen 132). When Jews were able to secure jobs, they faced problems such as twelve-hour workdays. This meant that their lives consisted of nothing but work, eat, and sleep, which was repeated all seven days of the week. The days were long and the working conditions were harsh. Often, Jews had to attend work deathly ill or unable to physically function. Cohen recalls when she first arrived how much her father had to work and how he was hardly ever home, working to establish himself and his family in America. â€Å"When he went away in the morning it was still dark, and when he came home at night the lights in the halls were out† (Cohen, Pg. 74). By telling her story, Rose reveals the different economic obstacles Jews faced in the work force in America. By analyzing Rose Cohen’s autobiography, â€Å"Out of the Shadow†, it uncovers the various social and economical hardships that Russian-Jews faced living in America. Even though adapting to a new life in America came with many obstacles for Jews, Rose’s story shows that many of them made it through their hardships and ultimately overcame their adversities. Rose Cohen’s autobiography serves as a great resource as to what Jewish life was in everyday America during the late nineteenth century and early twentieth century. WorksShow MoreRelatedUrban Zones Of The Nineteenth Century1239 Words   |  5 Pagesindividual to individual through the water and sewage. Subsequently, a hefty portion of America s biggest urban regions like New York, Boston, Philadelphia, and Washington DC fell prey to a rash of irresistible maladies in the center and end of the nineteenth century. The nineteenth century was a period of enormous population development for the United States. In 1800, somewhat more than five million individuals called America home. By 1900, that number soared to seventy-five million. A substantial partRead More Immigration into the USA Essay1729 Words   |  7 PagesUnited States which is about German, Irish, Jewish immigrants in the 1800’s or early 1900’s. I’m a Asian so I know about Asian immigration. But I didn’t know about Europe immigration very well. So I chose it among many topics. I know that I will find about aspect of immigration important and I will fall into interest of this history. A continuing high birthrate accounted for most of the increase in population, but by the 1840’s the tides of immigration were adding hundreds of thousands more. BeforeRead MoreIntolerance in American Society Essay629 Words   |  3 Pageswas a major issue in the 1920s America. This was, of course the era of the economic boom that helped to make America a rich and prosperous country in which to live. This economic boom made America a very attractive place to immigrate to, especially to those in countries that were not so well off. This meant immigration on a massive scale. People from all over the world, particularly Eastern Europe came together in one city and work for a living. The amount of people fromRead MoreHow Did Jews Become White Folks?933 Words   |  4 Pageson their religion, culture, race, and sexual orientation. The article â€Å"How Did Jews Become White Folks?† by Karen B. Brodkin highlighted the struggles that European immigrants, Jews, and African American faced in the United States pre and post World War two. Brodkin focused in on the idea of â€Å"whiteness† in America, and how the word has evolved overtime to include a variety of ethnicities. Since its creation America has been called the land of opportunity, but around the late nineteenth centuryRead MoreThis essay, 1920s vs 1960s, writen in AABB format, deals with the comparison of; general statistics, fashion styles of both men women, music, controversial issues.1502 Words   |  7 Pages1920s vs. 1960s Over the past century, people living in the United States have experienced many changes. As the times change, so do the people. In the 1920s, people acted differently then compared to the people in the 1960s. Yet, they both have one thing in common; they shaped our history. In the 1920s, about 106,521,537 people inhabited the United States. It was a rough period in our history, with about 2,132,000 people unemployed and murder, swindles, and racketeering as the most popularRead MoreHow Did Jews Become White Folks?917 Words   |  4 Pagestheir religion, culture, race, and sexual orientation. The article â€Å"How Did Jews Become White Folks?† by Karen B. Brodkin highlighted the struggles that European immigrants, Jews, and African Americans faced in the United States pre and post World War II. In her article Brodkin focused on the idea of â€Å"whiteness† in America, and how the word has evolved over time to include a variety of ethnicities. Since its inception, America has been called the land of opportunity, but around the late nineteenth centuryRead MoreAmericas Political and Social Attitudes During the 1920s Essay1129 Words   |  5 PagesPolitical and Social Attitudes During the 1920s America is the most powerful country in the world and prides itself in being a melting pot of different cultures but has that always been true of America. I would like to argue that during the 1920s America became less tolerant of anything Un-American. I would like to mention immigration policy, the Ku Klux Klan, political hysteria and Religious intolerance. Before 1917 America had an open door policy toward immigrationRead MoreThe Roaring Twenties Essay example679 Words   |  3 PagesThe Roaring Twenties The 1920’s are commonly called the Roaring Twenties in the USA. The name suggest a time of wild enjoyment, fun, loud, crazy and a musical age. The Twenties showed a revolution in art, literature and music, which greatly reflected the nations changing values. The economy was prosperous, there was a widespread of social reform, new aspects of culture were established, and people found better ways to improve their lifestyle and enjoy life, such as theRead MoreAssimilation of Jews in the Interwar Period1374 Words   |  6 Pagescentury, Jewish immigrants and American born Jews faced increasing ant-Semitism and discrimination. The external pressure of anti-Semitism and discrimination led to many Jews facing internal anxieties and conflicts about being Jewish and fitting into American society. Assimilation during this period meant fitting into the white gentile majority’s standard of appearance, mannerisms, and middle class ideals. Common stereotypical images from the time depict Jews with large noses and curly hair, women wereRead MoreRacial Discrimination in America During the 1920s2416 Words   |  10 PagesThe motto of the United States of America is E Pluribus Unum meaning ‘Out of one, many. It neatly recognises that although America may be a single nation, it is also one originally made up of immigrants who arrived not only from Europe and Asia, but forcibly as slaves from Africa and of Native Americans. Its population is the most racially and culturally diverse in the world and for that reason is often referred to as a Melting Pot. br brDuring the 1920s, racial tensions in American society

Nazi Death Camps in the Night by Elie Wiesel - 833 Words

Night is an non fiction, dramatic book that tells the horrors of the nazi death camps all around Europe. The book is an autobiographical account of what happened, so the main character is the author. The author is Elie Wiesel who was only 14 year old when Nazi Germany came through his town of Sighet, Transylvania. This is story is set between the years of 1944 and 1945. Elie and his family of 4 are optimistic when Germany begins to take power. Germany invades Hungary, then arrives in Elie’s town. The Nazi’s begin to take over the Jews by limiting their freedom. Jews are eventually deported. The Jewish people are crowded into wagons where they are shipped to Auschwitz. He is separated from his mother and sister. Over the course of the book,†¦show more content†¦Elie wanted to give up hope, but he knew he couldnt. Night can relate back to sociology in many different ways. The book is mainly about the Holocaust. The Holocaust can be related back to sociology such as Social Darwinism. Social Darwinism is the theory of evolution that is explored by Charles Darwin. Darwinism uses terms like â€Å"survival of the fittest.† That term is applied to society. During World War II, the Nazi’s were in favor of Social Darwinism. They believed that the Jewish people were the inferior group. They believed that the conflict was necessary to remove the weaker people away from the superior Germans. Social Darwinism, in a way, was used when determining who was capable of working and who was going to be sent to the crematory. The Jews went under medical examination before entering the camps, and if a Jew was deemed unable to work, they would be gassed. Women and children were automatically sent to the death chambers. Jewish woman and children, In German eyes, were unable to work. The germans only ke pt the strongest Jews alive so they could work. Symbolism was sociological aspect of the Holocaust. â€Å"The yellow star? Oh well, what of it? You dont die of it. (Wiesel, 1) Elie, and the Jewish people around his town had to wear the Yellow Star Of David. They did this so that the Nazi’s could recognized if they were a Jew, or not. The title of the book â€Å"Night,† symbolizes death. Death is cold and dark just like an actual night. ItShow MoreRelatedFigurative Death in Night995 Words   |  4 PagesThe Death of Good: Figurative Death in Night In the early 1940’s, Hitler started death camps. His goal was to kill all of the Jews because they were not pure Germans. He started concentration camps, where they would beat and starve the prisoners until they died. The prisoners went through selections to see what job to make them, and if they were not fit enough, to kill them. The Nazis used crematories in which they burned prisoners, in ovens, until they were ashes. One of the most infamous concentrationRead MoreImagery Of Joseph Wiesel s Night1453 Words   |  6 PagesImagery of Dehumanization in Night Hate begins to grow, and in the case of the Holocaust, this incessant hatred led to the identification of all Jews, the deportation of millions of people from their homes, the concentration in the camps, and extermination of entire families and communities at once. For nearly a decade, Jews, prisoners-of-war, homosexuals, and the disabled were rounded up, sent off to camps, and systematically slaughtered in unimaginably inhumane ways. Elie Wiesel, a Holocaust survivorRead MoreThe Night By Elie Wiesel1636 Words   |  7 PagesElie Wiesel s Night chronicles his experience surviving in a concentration camp. He, along with every other Jew in his town, and many more throughout Europe, were sent to concentration camps for no fault of their own. Hitler, the fascist dictator of Germany and most of Europe, hated them because of their religion. He considered them a separate, inferior race and created the concentration camps to kill them all. Elie lost his mother, little sister, father, and ne arly everyone he knew to these factoriesRead MoreThe Holocaust: Night by Elie Wiesel1635 Words   |  7 PagesHolocaust. The Jews were persecuted, tortured and slaughtered in concentration camps (â€Å"The Holocaust† 1). Night by Elie Wiesel is the powerful memoir of his experiences during the Holocaust. Night shows the tragedy of the Holocaust through the use literary devices, including the themes of loss of faith and cruelty toward other human beings, night as a symbol of suffering and fear, and the use of first person narrative. Night allows the reader to emotionally connect with the victims of the HolocaustRead MoreNight by Ellie Wiesel: The Experience of a Young Boy Trapped in the Holocaust843 Words   |  4 PagesThe book â€Å"Night† by Elie Wiesel is non-fiction, which is based on Elie’s experience throughout the Holocaust as a young boy. Evidently the protagonist of this book is Elie, and he explains in detail everything that happens as he was a y oung â€Å"normal† child, to when he escapes from the concentration camp years later. His life before the Holocaust was very different from his life during the Holocaust. This experience led him to grow quickly and have a different perspective of life and society. EverythingRead MoreThe Holocaust Was The Systematic And Bureaucratic Murder Of Six Million Jews By The Nazi Party1099 Words   |  5 Pages Megan Cooper Instructor Klug English 10B May 1st, 2017 Analyzing Night Style The Holocaust was the systematic and bureaucratic murder of six million Jews by the Nazi party and its collaborators. During the era of the Holocaust, German authorities targeted many groups of people because of their perceived racial inferiority including Gypsies, the disabled, and some of the Slavic peoples. Other groups were persecuted on political, ideological, and behavioral grounds. Several authorsRead MoreMegan Cooper . Instructor Klug. English 10B. April 21,968 Words   |  4 Pages Megan Cooper Instructor Klug English 10B April 21, 2017 Analyzing Night Style The Holocaust was the systematic and bureaucratic murder of six million Jews by the Nazi party and its collaborators. During the era of the Holocaust, German authorities targeted many groups of people because of their perceived racial inferiority including Gypsies, the disabled, and some of the Slavic peoples. Other groups were persecuted on political, ideological, and behavioral grounds. Several authorsRead MoreNight, By Elie Wiesel1083 Words   |  5 Pagesthe 1960 novel, Night, Elie Wiesel utilizes several literary devices, including the symbology of nighttime, motif of religious practices, and theme of father-son relationships, in order to emphasize the atrocities of the Holocaust specifically for Jews. Wiesel’s first hand experience in concentration camps allows for a vivid retelling of what many people had to endure. The symbolic portrayal of the nighttime helps to add a deeper meaning to the text. The title of the novel, Night, brings the symbolRead MoreNight by Elie Wiesel Essay1016 Words   |  5 PagesNIGHT Introduction The Holocaust was the attempt by the Nazi regime to systematically exterminate the European Jewish race during World War II. The Holocaust was a reference to the murder of around six million Jews and other minority groups such as homosexuals, gypsies and the disabled (Wiesel, 2008). In the 1930’s the Jewish population in Romania was around half a million. However, during World War II most of those Jews sent to the labour barracks or death camps (Wiesel, 2008). Set theRead MoreInhumane Treatment in Night971 Words   |  4 PagesPoland. Almost every country that the Nazis have conquered has the same percent of survival as Poland. In Elie Wiesel Wiesel’s memoir Night, the activities in the concentration camps, the suffering of Jews, and the disbelief of the inhumane actions of the Nazis result in making people resist the truth. Activities in the concentration camp struck fear within the hearts of the people who witnessed them, which led to one conclusion, people denied the Holocaust. Nazis showed no mercy to anybody, including

Evolution or Ignorance of Education Free Essays

Throughout recent history creationists and evolutionists have argued whether evolution should be a part of America’s public education. Whether evolution is science fact, or science fiction. Evolution being a science based on statistics has some faults, although many concepts in science or math do. We will write a custom essay sample on Evolution or Ignorance of Education or any similar topic only for you Order Now The process of learning about evolution is a necessary part of a well-rounded student’s education due to the fact that it is a statistically proven science and removing it in turn revokes certain student’s rights. In a student’s academic career that a student is most likely at one time or another going to have to take a science class. Science, being the main topic of discussion in this class, should at one point include evolution, because that is what evolution is, a science. Although to truly understand evolution in its fullest context, one must not look to a dictionary, for dictionary definitions just are too vague. One of the most respected evolutionary biologists has defined biological evolution as follows: â€Å"In the broadest sense, evolution is merely change, and so is all-pervasive; galaxies, languages, and political systems all evolve. Biological evolution †¦ is change in the properties of populations of organisms that transcend the lifetime of a single individual. The ontogeny of an individual is not considered evolution; individual organisms do not evolve. The changes in populations that are considered evolutionary are those that are inheritable via the genetic material from one generation to the next. Biological evolution may be slight or substantial; it embraces everything from slight changes in the proportion of different alleles within a population (such as those determining blood types) to the successive alterations that led from the earliest protoorganism to snails, bees, giraffes, and dandelions. † – Douglas J. Futuyma in Evolutionary Biology, Sinauer Associates 1986 All sciences are based on some form of proof. Whether it being living proof such as in Biology where one can observe cell division, mathematical proof such as in calculating air-resistance in Physics, or statistical proof as in all science experiments when a predicted result occurs again and again. All sciences have at least one of these qualities, including evolution. The proof of evolution’s existence has been on this earth ever since life was formed from carbon based atom structures. Humans, however, have not been in existence long enough to observe properly the phenomena of evolution. Although by using the latest technology we can accurately observe the process of evolution as it occurred over time long ago and is still happening today. Charles Darwin, a British naturalist, made the first major step in classifying evolution during his studies in the Galapagos Archipelago in 1831 when he was only 22 years of age. Due to this he is credited with first forming a structured theory of evolution. During his studies in the Galapagos Archipelago he found a multitude of flora and fauna that had complete isolation from the rest of the world. One particular type of animal that he paid close attention to be a small bird called a Finch. This was thought as being simple at first, but as he traveled to the different islands he noticed many different species of finches. These finches probably descended from one type of ancestor and then, due to isolation and through chance, different climates and natural forces such as food availability and type, they evolved into many different types of finches. Some finches had different colorings, wingspan, and even beak style. In total he found thirteen different varieties of finches. Later on in Charles’ life he formed many theories on the origins of man. This was directly related to his studies in the Galapagos Archipelago. In his book â€Å"Decent of Man† written in 1871 he declares why man had been so ignorant by denying evolution in the final parts of chapter one. â€Å"Thus we can understand how it has come to pass that man and all other vertebrate animals have been constructed on the same general model, why they pass through the same early stages of development, and why they retain certain rudiments in common. Consequently we ought rankly to admit their community of descent: to take any other view, is to admit that our own structure, and that of all the animals around us, is a mere snare laid to entrap our judgment. This conclusion is greatly strengthened, if we look to the members of the whole animal series, and consider the evidence derived from their affinities or classification, their geographical distribution and geological succession. It is only our natural prejudice, and that arrogance which made our forefathers declare that they were descended from demigods, which leads us to demur to this conclusion. But the time will before ong come, when it will be thought wonderful that naturalists, who were well acquainted with the comparative structure and development of man, and other mammals, should have believed that each was the work of a separate act of creation. † (Darwin) As seen in the above text, Charles Darwin explains how statistically man did evolve from a lower form of life. This is directly related to the finches due to that the same forces that caused them to evolve may have caused humans to evolve as well. Yet still some schools in America have tried banning the teaching of evolution in the classroom. Every student in a United States public school has a constitutional right to hear the whole story when it comes to evolution. It is called the first amendment in the Bill of Rights. According to the American Civil Liberties Union or ACLU, the authority on civil rights, states that every student has the right to a non-biased education (ACLU Urges†¦ ). In the Supreme Court decision Edwards v. Aguillard, 482 U. S. 578 (1987), the Court ruled that to compromise by omitting evolution and creationism from the science curriculum would â€Å"undermine the provision of a comprehensive scientific education. On this point, the law is very clear, and the Supreme Court put its foot down — the First Amendment forbids a state to alter its curriculum simply in order to defend a religious belief. That’s an establishment of religion, and it’s unconstitutional. (Edwards) So not only is removing evolution from the classroom unjustified, but it is against the law. Creationism has its place in the classroom as well as Evolutionism, although not the same classroom. Creationism belongs in a class like Theology or History of Religion. This is because creationism is the belief in the biblical account of the creation of the world. Biblical meaning the Bible, restricting it only to a group of religions. So-called â€Å"Creation Science† is not a science at all. Lately it has been more of a political movement than a science. Sure creationists may have facilities like the â€Å"Institute for Creation Research† (a church that does no scientific research at all) and the â€Å"Creation Research Society† (another church that also does no scientific research), but in the end there is not a shred of science in creation. Recently many science teachers in public schools have tried to work their way around teaching evolution by teaching a so called â€Å"intelligent design theory† (Washington State). This is just one of the many guises of creation science, and it does not change the fact that states and school districts may not adopt religious theories as standards in school curricula. Creationists will always exist, since ignorance will always exist, although evolution will always have a place in science curriculum. Creationists believe in creation because their masters have told them to believe in Creationism as a tool to their â€Å"salvation†. They do not care that evolution is an observed fact: they have â€Å"faith† that Creationism is true, and that’s all they need. They consider facts and truth to be a hindrance to their ticket to Heaven. The teachings of these people should have no place, and will have no place in our children’s science classrooms, only evolution and other proven sciences have the right to be present. Therefore, the process of learning about evolution is a necessary part of a well-rounded student’s education due to the fact that it is a statistically proven science and removing it in turn revokes certain student’s rights. How to cite Evolution or Ignorance of Education, Papers

Fabric And Jewelery In Sir Gawain And The Green Knight Essay Example For Students

Fabric And Jewelery In Sir Gawain And The Green Knight Essay Word Count: 783 Erin Kilkenny English Comp Lit Cathy Seigel March 7, 2000 Sir Gawain Essay In literature, insights into characters, places, and events are often communicated to the reader by symbolic references within the text. This is the case in Sir Gawain and the Green Knight. In this Medieval romance, the colors and textures of fabrics and jewelry are used heavily by the poet not only as a descriptive tool, but also to give the reader information about the characters personalities and roles within the story. The narrative opens with a holiday feast in King Arthurs court. The richness of this setting is represented by the decorations surrounding Queen Guenevere described in lines 76-80. With costly silk curtains, a canopy over,/ Of Toulouse and Turkestan tapestries rich/ All broidered and bordered with the best gems/ Ever brought into Britain, with bright pennies/ to pay. These lines also symbolize the queens role in the poem of a stately symbol of chivalric Camelot and as a female ideal. In this setting women are all around, but Guenevere is positioned above them and is surrounded by expensive, beautiful things. She is clearly made superior. The Green Knight then arrives at Arthurs court to pose a challenge for someone to cut off his head and to have the favor returned a year later. He and his horse are both entirely green and are clad in rich attire. The horses saddle is described as follows, in lines 164-167: About himself and his saddle, set upon silk,/ That to tell of the trifles would tax my wits,/ The butterflies and birds embroidered thereon/ In green of gayest, with many gold thread. The Green Knights appearance makes his supernatural qualities apparent from the start, even before he is able to survive decapitation. Though his ornate clothing establishes him as a respectable knight, the fact that he is entirely green is not normal. Green is often associated with creepy, monstrous things, so therefore the knight is given a supernatural quality by that color. Gawain, Arthurs knight who takes the Green Knights challenge, is portrayed in different lights as the story progresses. Descriptions of fabric and clothing are integral to this portrayal. When he is departing Camelot to find the Green Knight, Gawain is depicted as a virtuous, chivalrous knight bravely facing his fate. His clothing, therefore, is red, symbolizing courage, and bears a gold pentangle, a symbol of virtue. This is described in lines 636-639, On shield and coat in view/ He bore that emblem bright/ As to his word most true/ And in speech most courteous knight. Later, when Gawain is taken in by the castle he happens upon, the fabric descriptions reflect how he is being taken care of. For example, lines 856, A canopy over the couch, clad all with fur and 877 With quilts quaintly stitched, and cushions bedside give the reader a sense of Gawains being sheltered. Then, when he is preparing to go meet the Green Knight, contrast is shown between his former bravery and his cowardice since accepting the protective green girdle from the Green Knights wife by lines 2035-2036, That girdle of green so goodly to see/ That against the gay red showed gorgeous bright. Gawain wears the girdle to meet the green knight, and the red of his robes, which is symbolic of bravery, foils the girdles cowardly green. Though the girdle saves Gawains life, it ruins his reputation. The Green Knights wife attempts to seduce Gawain each of the three days he is a guest at the castle and the court goes out to hunt. Each day, he politely refuses her advances, and she comes back more aggressive and with less clothing on. Lines 1738-1741 describe the third and most aggressive bedroom hunt scene through fabric and jewelry. No hood on her head, but heavy with gems/ Where her fillet and the fret that confined her tresses;/ Her face and her fair throat freely displayed;/ Her bosom all but bare, and her back as well. .u8421610c2fdce9bd1deaccf80c08c76b , .u8421610c2fdce9bd1deaccf80c08c76b .postImageUrl , .u8421610c2fdce9bd1deaccf80c08c76b .centered-text-area { min-height: 80px; position: relative; } .u8421610c2fdce9bd1deaccf80c08c76b , .u8421610c2fdce9bd1deaccf80c08c76b:hover , .u8421610c2fdce9bd1deaccf80c08c76b:visited , .u8421610c2fdce9bd1deaccf80c08c76b:active { border:0!important; } .u8421610c2fdce9bd1deaccf80c08c76b .clearfix:after { content: ""; display: table; clear: both; } .u8421610c2fdce9bd1deaccf80c08c76b { 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; } .u8421610c2fdce9bd1deaccf80c08c76b:active , .u8421610c2fdce9bd1deaccf80c08c76b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8421610c2fdce9bd1deaccf80c08c76b .centered-text-area { width: 100%; position: relative ; } .u8421610c2fdce9bd1deaccf80c08c76b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8421610c2fdce9bd1deaccf80c08c76b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8421610c2fdce9bd1deaccf80c08c76b .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; } .u8421610c2fdce9bd1deaccf80c08c76b:hover .ctaButton { background-color: #34495E!important; } .u8421610c2fdce9bd1deaccf80c08c76b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8421610c2fdce9bd1deaccf80c08c76b .u8421610c2fdce9bd1deaccf80c08c76b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8421610c2fdce9bd1deaccf80c08c76b:after { content: ""; display: block; clear: both; } READ: Gender Inequality Essay Obviously she is trying to look good for Gawain with jewelry and lack of clothing. Her temptations eventually succeed in a way because he takes the green girdle from her so he will be protected. A deeper sense of insight .