Personal Reflection And Development Plan - 1431 Words

Personal Reflection and Development Plan Reflective practice has helped many people to improve their learning. It is a valuable tool often used by healthcare and education providers to improve their approach to work by questioning their actions. Throughout my short time spent in Higher Education (HE) I have learned many new aspects of learning like different learning styles and models of reflection and this provides me with an opportunity to look back over these ideas and reflect. This will allow me to use these skills to my advantage and develop myself with a development plan to continue my educational understanding. The word ‘Reflection’ simply means ‘careful thought about a particular subject’ (Collins English Dictionary, 2013). It is†¦show more content†¦Jasper (2013) states that reflection allows us to learn for ourselves, rather than being taught in a lesson or watching and mimicking an instructor’s actions, instead we are now able to look inwards and critique ourselves, at which point we can adapt our future performance through personal knowledge of a subject. In a certain fashion, the reflector now uses their understanding to become the teacher of themselves, allowing proficient, skilled workers the ability to continuously develop (Rushton and Suter, 2012). Reflection can come naturally to some learners, meaning they would use it often to help with their development, others can find it a taxing process and must put in more mental effort to use it effectively (Jarvis, 1992). Schon (1983) writes about two specific types of reflection used, ‘reflection in action’ and ‘reflection on action’. At many points in life reflection is undertaken whilst performing an action, for instance, think of a jazz musician playing an instrument with no sheet music, they are altering their performance in action to decide where to take the music next. Reflecting whilst performing the action allows for improvisation as they are adept at what they areShow MoreRelatedReflection Personal Development Plan1163 Words   |  5 PagesReflection- Personal Development Plan Reflection is a major factor in developing self-awareness to improve services provided to everyone around me, this is to develop my own understanding in realising the good and bad made previously. Moving forward with a better understanding, as well as rectifying the mistake whilst recognising the good points, (Horton-Deutsch and Sherwood, 2008). Ordinarily whilst working in a domiciliary setting and visiting vulnerable adults within their homesRead MorePersonal Reflection and Personal Development Plan2558 Words   |  11 PagesSelf Evaluation and Personal Development Plan Creating a personal development plan involves more than simply contemplating what you want from your life and how to go about achieving it. If you want to create a personal development plan that helps you to achieve your goals, preparation is the key. To prepare, one must have a great deal of self-awareness. This includes clear understanding of personal values and ethics, analyzing personality characteristics, evaluation of learning stylesRead MoreReflective Essay : Reflective Practice Theoretical Essay1732 Words   |  7 PagesIntroduction(300) Rolfe (2011) state that reflection is a mental process which include thinking, feeling, imagining and learning about what was happening in the past and which could be considered as a personal experience. Reflection is a continuous debate on what might have happened differently and if this could affect differently the present and the future regarding the outcome if is positive or negative. Experience underpin the process of reflection. According to Nursing Midwifery CouncilRead MoreMy Nursing Philosophy : My Philosophy Of Nursing Practice1074 Words   |  5 Pages as well as through engaging in research to generate new knowledge which sustains nursing as a profession. Learning plan Career development is recognised as the realisation of personal goals and interests in one’s career (Kuijpers, Schyns Scheerens 2006). Thus, planning for my career direction, setting goals and knowing myself are critical for a successful career development. My career direction is set to be a clinical research nurse. Through Strength, Weaknesses, Opportunities and Threats (SWOT)Read MoreBiography Of Tricia Monet, 23, From An Illinois City Near St. Louis Essay1078 Words   |  5 Pagescurrent firm has structure, organization, and â€Å"neatness† but lacks her need for people interaction. It is this desire that draws her to apply for an assistant director position for a company called Personal Reflections, which is a national chain of personal care and household products. Personal Reflections district manager hires Tricia just hours after her interview; company’s policy prohibits store directors involvement during this process. Tricia received two weeks of training and assigned under HeatherRead MorePERSONAL ND PROFESSIONAL DEVELOPMENT Essays1351 Words   |  6 Pagesï » ¿ Lesson Plan – 2 PERSONAL AND PROFESSIONAL DEVELOPMENT Unit Title: Personal and Professional Development Topic: Personal Swot Analysis Week 2 Time: Variable Duration: 5 Hours Lecturers: Module Leader: Joy Meme Venue: Variable No of students: Variable Lesson Objectives: 1.Understanding of the use and concept of a Personal SWOT Analysis 2.Completion of a Personal SWOT Analysis 3.Reading and discussion of the article-â€Å"How to LeadRead MoreThe Development Of A Pdp917 Words   |  4 PagesA PDP is a tool that clearly indicates identified challenges (learning or development needs) in order of priority. Each competency in the PDP assessment informs specific outcomes with the help of this tool (Francis et al., 2014). I can easily monitor my progress towards my progress towards my set goals using the high competencies of my personal and professional skills to improve my areas of opportunities. My PDP shown in table 1, highlights my competencies that needs to be achieved by July 2016.Read MoreIntroduction to Personal Development in Health and Social Care or Children S and Young Peoples Settings1470 Words   |  6 PagesIntroduction to Personal Development in Health, Social Care or Children’s and Young People’s settings. 1.1.Describe the duties and responsibilities of own role. My current job role is as a care assistant. When I started this job management gave me a clear guidance and what is expected from me. They described the duties and responsibilities of the role to me. A responsibility is something a person is expected to do. I am responsible for providing support to the service users, which includesRead MoreReflection1650 Words   |  7 PagesIan-Bradley Tancred This essay analyses and describes what reflection is and how it supports your personal and professional learning. It elaborates upon how and why recognizing your strengths and weaknesses are important and how they can enhance lifelong learning. It describes what arguments and assertions are, what the differences are between them and which one is better. Debnath describes reflection as a means of self-examination to learn from knowledge and experiences which will help transformRead MoreEssay on importance of reflective practice1556 Words   |  7 Pageseffectiveness on the practitioners and one of the first people to research reflective Practice was Donald Schon in his book â€Å"The Reflective Practitioner† in 1983. Schon was an influential writer on reflection and had two main ways of identifying reflection and they were reflection in action and reflection on action. â€Å"The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the

A Tragic Hero As Used By Shakespeare. In, “The Tragedy

A Tragic Hero as Used by Shakespeare In, â€Å"The Tragedy of Julius Caesar,† by William Shakespeare, you can see Shakespeare’s use of a tragic hero. The Tragedy of Julius Caesar is a play about how Marcus Brutus and Cassius contemplate the murder of the great Julius Caesar. The play discusses the planning of the murder, and the events that follow the catastrophe. Brutus is one of the conspirators in the murdering of Caesar and is also one of his beloved friends. Shakespeare incorporates traditional elements, along with his own ideas, to make a Shakespearean tragic hero such as Brutus. The traditional elements of a tragic hero include; coming from noble birth and suffering a catastrophe. Junius Brutus is Brutus’s ancestor, who lived 400†¦show more content†¦Norman Sanders states in, â€Å" The Heart of the Plot: An Unnatural Conspiracy† that, â€Å" Cassius attempts to win Brutus over †¦ by taking advantage of Brutus’s trusting nature .† (Sanders 39). Brutus’s trusting nature end up being what the conspirators used to deceive him. If he never would have trusted them and wasn’t gullible things may have gone differently. Sanders also states in his article, â€Å" Brutus’s tragic mistake of believing rumors and innuendoes over solid proof of Caesar’s tyranny.† (Sanders 39). If Brutus would of listened, and avoided the lies, the conspirators would of never gotten him to join them. Brutus’s tragic flaw, his gullibility, is what caused the catastrophe to happen. Shakespeare adds on to the traditional elements, by having them suffer an internal conflict. As stated by J..L Simmons in, â€Å"Shakespeare s Brutus: A Man Torn by Conflicting Values†, â€Å"Brutus’s moral dilemma about whether or not to turn on his friend, Caesar, and join the conspiracy...†(Simmons 61). Brutus suffered from the decision whether to kill Caesar, his beloved friend, or to igno re the conspirators and go along Caesar. He on one side, believes that Caesar hasn’t let his emotions get in the way as he states in 2.1, â€Å" And, to speak truth of Caesar, / I have not known when his affections swayed / More than his reason.† (Shakespeare 2.1.19-21). Brutus loves Caesar as a friend, and that ends up conflicting him about killingShow MoreRelatedEssay The Tragedy of Othello1292 Words   |  6 PagesWilliam Shakespeare masterfully crafted Othello, the Moor of Venice as an Aristotelian tragedy play. The main protagonist of the play, Othello, is the perfect example of a tragic hero. Shakespeare was influenced by Aristotle’s concept of a tragic hero and used Aristotle’s principles to create Othello. William Shakespeare attempted to create an Aristotelian tragedy play with a tragic hero and succeeded in Othello, the Moor of Venice by weaving in pity and fear into each line and action. The powerRead MoreShakespeare s Othello As A Tragic Hero 1517 Words   |  7 PagesAristotle and why does he label Shakespeare’s play, Othello, as a tragedy? Aristotle is a famous Greek philosopher who defines Shakespeare’s character, Othello, as a tragic hero. Many parts in Othello tell the readers that the play is a tragedy, such as jealousy, arguing, and death, which makes the play famous and delightful to read. Aristotle has identified many common traits or characteristics that a tragic hero requires. In Shakespeare s play, Aristotle defines many features that cause the charactersRead MoreEssay about Greek Tragedy Exemplified in Shakespeares Hamlet1191 Words   |  5 PagesGreek Tragedy Exemplified in Shakespeares Hamlet For several thousands of years, drama has existed among mankind. The ancient Greeks are accredited with the creation of drama, which began as simple religious rituals and eventually evolved into the more complex forms of tragedies and comedies. The first rules of drama, not surprisingly, were also written by a Greek--the famous philosopher and intellectual, Aristotle. Aristotle took note of the what qualities created a successful dramatic pieceRead MoreConventions of a Shakespeare Tragedy1189 Words   |  5 Pages Every Shakespeare tragedy follows the same conventions. Some of the conventions are tragic hero with a tragic flaw, anti-hero, tragic fall, fate, and supernatural. A convention is something in Shakespeare that has a certain effect. The tragic hero always has a tragic flaw. A tragic hero cannot be a hero unless he has a tragic flaw. The tragic flaw brings the downfall of the hero. Othello is the tragic hero, because Othello is a character of nobility. He is good at the beginning but at the end heRead MoreTragic Hero in Othelo by William Shakespeare996 Words   |  4 PagesConventions of Othello Shakespeare has been a part of the American Society for many years. Compared to other Authors, he has a different style of writing but within his own writings, they are all very much alike. He has written many plays including Othello and Romeo and Juliet. Shakespeare was a man who wrote plays that followed the same literary conventions. These conventions included tragic hero, fallacy, irony, and also suspense. A tragic hero is a male figure who is high in society and one whoRead MoreHow Far Do You Agree That Good Comedy Is Tragedy Narrowly Averted1677 Words   |  7 PagesHow far do you agree that Much Ado About Nothing shows the truth of the claim that â€Å"good comedy is tragedy narrowly averted†? â€Å"Good comedy is tragedy narrowly averted†: these words were spoken by Jonathon Bate and Eric Rasmussen in their publishing of ‘William Shakespeare: Complete Works’. They show how many elements of comedy could be interpreted as almost tragic. The comedy in Much Ado About Nothing is often created when the audience can see that something could go horribly wrong, however itRead More Shakespeare - Tragic Heros Essay625 Words   |  3 Pages The name amp;quot;tragic heroamp;quot;, which has become synonymous with Shakespearean dramas, was developed before Hamlet, Macbeth or any of Shakespeare’s well-known plays were written. The literary term was actually discovered around 330 BC by the ancient Greek philosopher Aristotle. Through his theory of catharsis, Aristotle debated that the great plays of Sophicles, Euripides, and other Greek playwrights contained tragic heroes similar to each other, which all portrayed four basic characteristicsRead MoreAristoles View on Drama1347 Words   |  6 Pagesaddition, ancient Greek theater used dramas to relay moral and political messages to their communities. There are two different categories of drama: comedy and tragedy. Greek theater used two masks known as Thalia (comedy mask) and Melpomene (tragedy mask) to symbolize these two types. In a general sense comedy and tragedy differ only in there endings. For instance both comedies and tragedies can have moments of laughter and sadness, but comedies end happy while tragedies end very sad. While both genresRead MoreOthello : An Aristotelian Tragedy And Tragic Hero1604 Words   |  7 PagesOthello, an Aristotelian Tragedy and Tragic Hero When reading a story, specifically a tragedy, what stands out? Tragedy often enables its audience to reflect on personal values that might be in conflict with civil ideas, on the claims of minorities that it neglected or excluded from public life, on its on irrational prejudices toward the foreign of the unknown (Kennedy Gioia, 2103, p. 857). Readers feel sympathy for the characters, especially the tragic hero. Othello, the Moor of Venice isRead MoreTragedy In Shakespeares Othello1519 Words   |  7 Pagesâ€Å"Tragedy  is an imitation not just of a complete action, but of events that evoke pity and fear.† The famous Greek philosopher Aristotle gave the classic theory of tragedy a distinguishable definition. There are various elements included in a tragedy, making it both successful and enjoyable. From the dramatic plot to the audaciousness of characters that create intensity, every element is necessary to construct the classic tragedy. This can be observed through act ion as seen in Shakespeare’s Othello

Leadership and Organizational Performance Free Essays

Leadership and Organizational Performance Kelley, R. C. , Thornton,  B. We will write a custom essay sample on Leadership and Organizational Performance or any similar topic only for you Order Now , Daugherty, R. (2005). Relationships between measures of leadership and school climate. Education,  126(1),  17-25. Retrieved November 5, 2007, from Research Library  database. (Document ID:  901917061). This article was a research study that examined the relationship school leaders has on the school’s climate and the effectiveness of the school. The study will be extremely beneficial to the pending research because it specifically examined the effectiveness of the elementary school principal’s leadership styles and reported how their individual leadership style affected school climate. This research is pivotal because it will add additional literature to assist my understanding of leadership styles of elementary school principals. The authors argue that there exists a correlation of an effective school with strong leadership, a climate of expectation, an organized atmosphere, and efficient communication. This research was interesting and in striking contrast to other similar research topics because Kelley, Thornton,  and Daugherty’s research excluded large schools that had both a principal and an assistant principal. In excluding large schools, the study was free to isolate the leadership style of only one school administrator, which was free of the influence of the assistant principal. Lee, Y. Y. (2005). Teachers’ perceptions of principals’ transformational leadership and teachers’ job satisfaction and school commitment. Unpublished doctorial dissertation, Fordham University, New York. Retrieved December 5, 2007, from ProQuest Digital Dissertations database. (Publication No. AAT 3178858). This unpublished doctorial dissertation examined teachers’ perception of transformational leadership behaviors in their school principal. More specifically, the study was conducted to determine if the behaviors of the school principal enhanced the levels of teachers’ motivation and commitment to school reform. Lee’s research used the theoretical construct of Bass and Avolio’s theory of transformational leadership. Similar to other literature within this paper, Lee admits that the quintessence fundamental nature of leadership is engulfed and immersed in the relationships between leaders and follows. The study also claimed that there are also others involved in leader-follow process. Lee demonstrated that there does indeed exist a correlation between transformational leadership behaviors and job satisfactions among teachers. This dissertation is of particular interest to the research I will conduct because, akin to Lee, I will be examining the leadership style of elementary school principals and the impact that leadership style has on teacher motivation. Leonard, L. J. , ; Leonard, P. E. (1999). Reculturing for collaboration and leadership. The Journal of Educational Research. 92(4), 237-42. Retrieved December 27, 2007, from EducationAbs database. Leonard and Leonard conducted research seeking to analyze the primary motivators by which three selected schools were reported as professional learning communities for teacher collaboration. Among the many keywords used in the paper, changing organizational environments was constant. Within a changing organizational environment, Leonard and Leonard implied that the school principals’ may exhibit transformational leadership. The authors further suggested that within that leadership style, six dimensions of quality exists: â€Å"articulation and sharing a vision, fostering group goals, individual support to subordinates, intellectual stimulation, appropriate behavior modeling, and high performance expectations† (p. 2). The research was conducted at three different schools, one high-school and two elementary schools. The research method was a survey questionnaire. Among the questions, teachers were asked to indicate the person whom they felt was the most influential source of change. The responses while varied among each school, the principal, as the researches expected, was the most widely identified as the person with the most influential source of change. Lucks, H. J. (2002). Transformational leadership and teacher motivation across New York City public schools. Unpublished doctorial dissertation, St. John’s University, New York. Retrieved December 2, 2007, from ProQuest Digital Dissertations database. (Publication No. AAT 3058275). Lucks’ dissertation research defined transformational leadership from the prospective of noteworthy authors (Arolio Base, 1988; Burns, 1978; Caldwell, 1997; Hackman Oldman, 1997; Leithwood, 1999; Ozga Walker, 1995; Pounder, 1996; Seabring Bryk, 2000; Sergiovanni, 1987, 1990, 1999; and Yuki, 1998;). This literature is critical to my research topic because it captures wide views of transformational leadership and the contributions made as a result of employing this style of leadership. In contrast to similar literature research, Lucks exposed an opposing view of transactional leadership through the prospective of Avolio and Bass who argue that transactional leadership merely adds value and does not necessarily stimulate change within an organization. Lucks demonstrated there does not exist a relationship between transformational leadership style and teacher motivation. Additionally, Lucks research contained rich, noteworthy and revered literature that expressed a variety of views on relationships between leaders and followers. This research will serve to add information and clarity to my understanding of transactional leadership that will ultimately assist in strengthening the dissertation. Nir, A. E. , Kranot, N. (2006). School principal’s leadership style and teachers’ self-efficacy. Planning and Changing,  37(3/4),  205-218. Retrieved November 5, 2007, from Research Library  database via FirstSearch. Document ID:  1224424331). Authors Nir and Kranot conducted research to examine two hypotheses. One, whether personal teacher efficacy varied across different principal leadership styles and two, to examine what the added value of the various principal’s leadership style for personal teacher efficacy when related job factors were statistically controlled. The researchers demonstrated an understanding and clear knowledge of teacher self-efficacy and supported the various assertions they made with rich literature. The hypothesis of Nir and Kranot was that there does not exist a link between teacher’s general teacher efficacy and leadership styles and that the leadership style of the transformational leader was likely to be positively correlated with personal teacher efficacy. The research highlights and emphasizes the importance and potential contribution transformational leadership style has for shaping positive job experiences for teachers but does not identify it as a major source of causing personal teacher efficacy or general teacher efficacy. Sergiovanni, T. J. (2005). Strengthening the heartbeat: Leading and learning together in schools. San Francisco, CA: Jossey-Bass. Sergiovanni’s book aims to offer a fresh perspective to the importance, dynamic, and success sustaining issues of school leadership. The content of the book is organized around eight chapters which clearly demonstrate that today’s school leaders need a new understanding of leadership, how it operates, the nature of its relationship to learning and why school leaders need to practice both leadership and learning together within the schools. Sergiovanni emphasized that value-added leadership can be the catalyst for building teacher capacity, building a learning community and developing a culture of collaboration among all stakeholders involved with the school. He explored the qualities of successful school leaders and used Adlai Stevenson High School in Lincolnshire, Illinois, as an example of how principals can turn visions into action statements through effective school leadership. This book is important to my dissertation research because it is a premier source of information on theory and practice of successful school leadership. How to cite Leadership and Organizational Performance, Papers

Happy Thoughts Essay Example For Students

Happy Thoughts Essay pic | |||Happy Is the People Whose God Is Jehovah!|||- Dan Sydlik (Bethel Family)||||||We can literally feel the happiness here. When we are happy we |||wish life would never end. ||||||Happiness isnt optional. Jehovah commands us to be happy. De |||16:13-15. He says you must rejoice. What is Happiness? It is |||the outward manifestation of the internal condition of joy that|||comes from a good heart. 1Tim 6:6 associates godliness with|||contentment. It comes from peace of mind and joy of heart.|||Happy are those people whose God is Jehovah. Are you happy for |||having Jehovah as our God? Happiness is a gift from Jehovah. It|||comes from Jehovah a fruit of His spirit. He is the happy God|||and he wants us to be happy NOW, not in some distant future.|||Every day we should ask ourselves if we are happy. We will be |||if we have our life under control. We must have self discipline|||and self control. We must limit our fleshly desires instead of |||trying to satisfy them all (Col 3:2). Be happy at home alone or|||with family or friends, at Kingdom Hall with brothers, in|||service. Remember its always very close to us. It isnt in|||things a car, home, etc. It is inside of us. If our happiness|||is dependant on things or conditions, whom we are with, then an|||accident or tragedy can rob our happiness. It must come from|||within. Principle: Acts 20:35, supports the thought of|||happiness coming from with as when we are giving, being |||unselfish. What we possess, we can lose. Consider the example |||of a happy missionary. Satan entered; she became offended by|||her roommate. She refused to be happy any longer. She permitted|||small things in her life to grow in her mind. She lost her|||happiness.||||||Protect your happiness with all your might. Dont lose it.|||Dont let other people hold the key to our happiness as if we |||were plugged into them. Dont be robbed of your happiness by|||gossip, or by what others do, say or think. Dont let those|||things affect you. On ce unhappiness enters into your life its |||very hard to get it out.||||||Important lesson: Learn to love what God gives you in life. We |||live in an imperfect world and calls for many adjustments. We |||are imperfect too and so is everyone else. Life is full of|||changes. Do you allow that to make you murmur and complain?|||Disappointments are everywhere on earth. Make the best of|||disappointing situations. Search for Jehovah. Happiness is up |||to you. It depends on what we do with our mind and our heart. |||Adjust our thinking. Nobody else can do this for us, we have to|||do it for ourselves with the help of God!||||||Romans 12:2 Does it say Prove to God? NO! Prove to OURSELVES|||the good and perfect will of God. You dont have to prove it to|||God. Happiness is not dependant on where we are or with whom we|||are. But it is dependent on who we are before, that being GOD. |||Its not just knowing, its doing! Be a doer of the Word.|||Happiness isnt so much doing what we like, but l iking what we |||do. Its not being where you like, but liking where you are.|||Its not having what you like, but liking what you have! Enjoy |||where we are and who we are. Make the best of every situation. |||Thats being Christ like. For the joy set before him he endured|||a torture stake. Despite whatever troubles come in life we can |||still be happy. Many have endured great hardships, natural|||disasters, lost all their worldly goods, yet happy. Why? |||Because happiness has to do with your frame of mind and heart. |||A joyful heart and a mind at peace with God- the .u18c7f903230896e68419620677aa5e8e , .u18c7f903230896e68419620677aa5e8e .postImageUrl , .u18c7f903230896e68419620677aa5e8e .centered-text-area { min-height: 80px; position: relative; } .u18c7f903230896e68419620677aa5e8e , .u18c7f903230896e68419620677aa5e8e:hover , .u18c7f903230896e68419620677aa5e8e:visited , .u18c7f903230896e68419620677aa5e8e:active { border:0!important; } .u18c7f903230896e68419620677aa5e8e .clearfix:after { content: ""; display: table; clear: both; } .u18c7f903230896e68419620677aa5e8e { 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; } .u18c7f903230896e68419620677aa5e8e:active , .u18c7f903230896e68419620677aa5e8e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u18c7f903230896e68419620677aa5e8e .centered-text-area { width: 100%; position: relative ; } .u18c7f903230896e68419620677aa5e8e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u18c7f903230896e68419620677aa5e8e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u18c7f903230896e68419620677aa5e8e .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; } .u18c7f903230896e68419620677aa5e8e:hover .ctaButton { background-color: #34495E!important; } .u18c7f903230896e68419620677aa5e8e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u18c7f903230896e68419620677aa5e8e .u18c7f903230896e68419620677aa5e8e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u18c7f903230896e68419620677aa5e8e:after { content: ""; display: block; clear: both; } READ: The quiet american Essay