Two Types Of Ratio Comparisons For Etisalat Finance Essay - Free Essay Example

Sample details Pages: 3 Words: 974 Downloads: 1 Date added: 2017/06/26 Category Finance Essay Type Compare and contrast essay Did you like this example? In this  report  we will  analyze two Types of Ratio Comparisons first ratio Trend or time-series analysis and second Cross-sectional analysis for Etisalat. We will find liquidity ratios, activity ratios, leverage ratios, profitability ratios, market ratios and the DuPont system for Etisalat. Etisalat Overview Etisalat; UAEs first telecommunication company laid its foundation in 1976, with a paid up principal of about (AED) 7,906,140,000 And the par value per share is (AED): 1.00. The number of current employees is about 10500 persons. Don’t waste time! Our writers will create an original "Two Types Of Ratio Comparisons For Etisalat Finance Essay" essay for you Create order Major owner The Federal Government of UAE own Etisalat up to 60.03% Actions It is the prime objective of Etisalat to offer services that suits everyones needs. Etisalat is responsible for providing telephone, TV and Internet services and a host of other services, serving everyone across UAE. It is a multinational firm with presence in most of the International markets. It provides state-of -the-art services to its clientele. Reach out. The worlds waiting. (ETISALAT) (ETISALAT) (ETISALAT) Vision A world where peoples reach is not limited by distance. People stay in touch with each ither, beyond boundaries. Businesses of all types, stay connected with the rest of the world, enabling sources to reach their customers. Introducing latest technologies by providing chances of access to the ones who want to utilize them. (ETISALAT) Mission To extend Etisalats services by extending clients reach. It strives to continuously enhance its network enabling clients to grow, learn and innovate. (ETISALAT) Values Energy Etisalat values the energy to attain the desired outcome in any business. It is ready to face the future challenges and chances to grow. Openness It has an open door policy, and it truly believes in honest, fair and straight forward business dealings. Enablement Our aim is to open up opportunities and to actively help people reach their goals. We always deliver what we say we will. (ETISALAT) We will use Trend or time-series analysis to evaluate Etisalats performance for year 2010 and 2009. Short-term solvency, or Liquidity Ratios Etisalats Ratio for 2010 = 19313791 /24477988 = 0.79 Etisalats Ratio for 2009 = 19562585 / 23488380 = 0.83 Etisalats ratio for the year 2009 is better than that of 2010; (0.83) But as per the studies it has to be greater than 1, hence here no ratio is higher than 1. (ROSS, 2008) Etisalats Quick Ration for 2010 = (19313791-316261 ) / 24477988= 0.78 Etisalats Quick Ration for 2009 = (19562585- 272410 ) / 23488380= 0.82 (ROSS, 2008) Etisalats Quick ratio in 2009 is better off because it is close to1, but it is not that liquid because in order for it to be liquid it should be more than 1. Assets Utilization, or Turnover Ratios Etisalats Inventory Turnover 2010 = 4126455/316261 = 13.05 Etisalats Inventory Turnover 2009 = 3919638 / 272410 = 14.4 This calculates Etisalats liquidity of an inventory; how quick it sells its products and services. Hence, it is better in the year of 2009; 14.4; higher than 2010 (13.05). (ROSS, 2008) Etisalats Days Sales in inventory in 2010 = 365 / 13.05 = 27.97 days Etisalats Days Sales in inventory in 2009 = 365 / 14.4 = 25.3 days This ratio informs us about the average age of inventory; the average days sales in inventory. Based on our findings, the ratio in 2009 was better than 2010, because it was lower, so the lower number of days, the better it is. (ROSS, 2008) Receivables Turnover Receivables Turnover in 2010 = 8448082 / ( 29359666 ) = 28.77 Times Receivables Turnover in 2009 = 3264142 / ( 30831390 ) = 10.58 Times This ratio tells us about the amount of time required to collect the accounts receivable, which in this case is better for the year 2009 (10.58 Times), so the fewer the better. (ROSS, 2008) Days Sales In Receivable = Year 2010 = 365 / 28.77=12.69 Days Year 2009 = 365/10.58=34.50 Days In this ratio, Etisalat did better in 2009, as compared to 2010, as the more number of days also helped it to pay to suppliers in more days. (ROSS, 2008) Total Asset Turnover Total Asset Turnover for 2010 = 31929488/ 20078214 =1.59 Total Asset Turnover for 2009 = 31334387/ 71378596 = 0.43 This ratio informs us, as to how nicely Etisalat used its assets to generate sales. It is better in 2010, as it is higher (1.59). (ROSS, 2008) Capital intensity = For Year 2010: 20078214/31929488 =0.63 For Year 2009: 71378596/31334387=2.27 Long Term Solvency, Or Financial Levarage Debt Ratio = Total Liabilities / Total Assets Debt Ratio 2010 =33041805 / 75607132 = 43.70% Debt Ratio 2009 = 30989298 / 71378596 = 43.41% The debt shows the total money utilized to have profits, which is better in 2010, as its higher (43.70%), so Etisalat has a graeter degree of independence and higher financial leverage. (ROSS, 2008) Debt-equity Ratio: total debt/total equity Debt-equity Ratio in 2010 = 33041805/42565325=0.77 Debt-equity Ratio in 2009 = 30989298 /40389298=0.77 The Debt-equity Ratio remained the same for both years. Times Interest Earned = EBIT / Interest For year 2010 = 6996442 / 384836 = 18.18 For year 2009 = 8814963 / 571493 = 15.4 This determines Etisalats efficiency to make interest payments as in contracts; it is also termed as interest coverage ratio, which is better in 2010 for Etisalat. (ROSS, 2008) Profitability Ratios Profit Margin PM = Net Income / Net Sales Profit Margin in 2010 = 27802963 / 31929488 = 87.07 % Profit Margin in 2009 = 26911751 / 30831390 = 87.3 % The higher the profit margin the better it is, the lower the relative cost of products sold. It was higher in 2009, as compared to 2010. (ROSS, 2008) Earnings Per Share (EPS) EPS in 2010 = 7428778 / 7187400 = 1.03 AED EPS in 2009 = 8582733 / 7187400 = 1.19 AED EPS demonstrates the amount earned on each outstanding share of common stock in dirhams , but not the amount of earnings divided among its shareholders. It was better in 2009 as it was higher (AED 1.19). (ROSS, 2008) Return on Total Assets (ROA) = ROA in 2010 = 7428778 / 75607130 = 9.82 % ROA in 2009 = 8582733 / 71378596 = 12.02% R.O.A determines the profits made with available assets; also termed as Return on Investments (ROI). This ratio was better for the year 2009, as Etisalat made a profit of AED 12.02% on each asset investment in Dirhams. (ROSS, 2008) Return on Equity (ROE) = ROE in 2010 = 7428778 / 42565325 = 17.45% ROE in 2009 = 8582733 / 40389298 = 21.3 % It determines the return earned on common stockholders investment in Etisalat. Here, the stakeholders were better off in 2009 than in 2010, as the return on equity was 21.3%. (ROSS, 2008) Market Ratios Price Earnings (P/E) Ratio = P/E in 2010 = 9.983 / 1.03 = 9.69 P/E in 2009 = 10.95 / 1.19 = 9.20 P/E determines the amount that the investors are willing to pay for each dirham of the firms earnings. Hence, higher the rate, the better it is, which shows the confidence of investors in investing in Etisalat, which is better for the year 2010. (ROSS, 2008) Market/Book (M/B) Ratio M/B in 2010 = 9.983 / 4.95= 2.01 M/B in 2009 = 10.95 / 5.62 = 1.95 Market/book ratio in 2010 is higher for Etisalat, demonstrating better growth chances. (ROSS, 2008) DuPont system analysis DuPont system analysis = ROA = It will be equal to the answer we got from ROA †¦ (ROSS, 2008)

How Curriculum Is Implemented All Within The California...

According to the glossary for Education Reform, the definition of curriculum is â€Å"the lessons and academic content taught in a school or in a specific course or program.† (S. Abbott (Ed.), 2014) This term, curriculum, can be as simple as a unit plan for a specific subject or as complex as district mandated lessons for an entire department. My focus will be on issues surrounding how curriculum is developed, how decisions are made on who teaches what, and how curriculum is implemented all within the California public school system. I believe the core mission of being a teacher is to deliver meaningful curriculum to our students which will allow them to successfully pass each grade level and become productive members of society. How do we, as†¦show more content†¦(Instructional Quality Commission - CalEdFacts) The California Department of Education (CDE) conducts focus groups with the goal of improving existing frameworks. The IQC then creates the Curriculum Framewor k and Evaluation Criteria Committee (CFCC) where half the members must be classroom teachers. The CFCC meets in a forum open to the public. They then create a draft framework. The draft is made public for 60 days where anyone in the community that is interested can comment on it. After the 60 day period, the SBE holds a public hearing to formally adopt the framework. The criteria developed in the framework are used to select instructional materials for schools. (â€Å"Curriculum Frameworks Adoption Process – CalEdFacts†) From here districts choose how the curriculum is implemented in their schools. Throughout the history of education, many curriculum frameworks have followed the one-size-fits-all formula. This model makes schools more like a factory where students sit in class, listen to the teachers lecture, memorize and regurgitate facts, pass a test, and move on if they are able to fit into that mold. If they don’t they fail. We know, based on Gardner’s theory of multiple intelligences that people learn and are intelligent in different ways so why would we think that teaching everyone the same thing at the same time in the same way would work? In the most current

Culturally And Linguistically Diverse Backgrounds Education Essay Free Essays

Many issues that become about in a kid ‘s instruction bend into tough challenges for instructors, kids, and besides households. These issues fall under the class of â€Å" Children ‘s Oral Language Learning † and these issues are simply a trial to see merely how far instructors, kids and parents will travel to supply the critical instruction that a kid needs, and in the procedure, larning something new themselves each twenty-four hours. The subject and its issues that will be outlined and analysed that is related to kids ‘s unwritten linguistic communication acquisition is Second Language Learning. We will write a custom essay sample on Culturally And Linguistically Diverse Backgrounds Education Essay or any similar topic only for you Order Now Three issues that are associated with 2nd linguistic communication acquisition will be outlined, analysed and theorised. Following that will be the recommendations and suggestions for pedagogues of immature kids in respects to 2nd linguistic communication acquisition. The first issue that is associated with 2nd linguistic communication acquisition is that kids who come from culturally and linguistically diverse ( CALD ) backgrounds may happen it hard to set in a new school and may experience left out and/or stray amongst other equals and instructors. As a consequence they may happen it nerve-racking to larn English and may show hurt or defeat in school. The 2nd issue associated with this subject is that parents who come from a CALD background may experience uncomfortable and unaware of what is traveling on in the school and with their kids ‘s acquisition because they are disadvantaged by being unable to talk or understand English. They may besides experience as if their demands and more significantly their kids ‘s demands are being neglected and non met due to their inability to talk English. The 3rd issue that is associated with this subject is that instructors should guarantee that during the 2nd linguistic communication larning procedure that they maintain the kid ‘s first/home linguistic communication, guaranting that it does non go lost in the procedure. The first issue that is associated with 2nd linguistic communication acquisition is that kids who come from a CALD background may hold trouble seting to a new school or in an environment that they are non comfy in, and holding to larn a 2nd linguistic communication can do it more nerve-racking for the kid. The key to larning a 2nd linguistic communication, particularly when it is a kid that is larning the 2nd linguistic communication, is to take it one measure at a clip. Rushing the kid through the procedure will merely do it more nerve-racking for both the kid and the pedagogue. The kid may meet feelings of defeat and hurt, hence doing it harder for the kid to set to the school ‘s environment and besides to acquire along with other equals. Educators should besides maintain in head that marginalizing and/or pretermiting CALD kids should n’t take topographic point in the schoolroom. CALD kids could perchance meet similar experiences from schoolmates, such as negative behavior and attitudes including racism. Everyone has their ain sentiments and some may experience stronger about peculiar issues so others. ( Newman A ; Pollnitz, 2005 ) . The ground as to why everyone has different beliefs and sentiments is due to their upbringing, that is, what their parents believed and taught them, their environmental milieus and the people in their community holding certain beliefs and ethical motives, hence impacting others. Whether their sentiments and ethical motives are right or incorrect, it has become a portion of who they are. Nevertheless, when people express their feelings towards certain issues, they seldom take into history how another person may experience about the remarks and sentiments put frontward ( Preston 1996 ) . This can be farther supported by Rizvi ( 1993 ) who mentions that as kids grow older they progressively seek to turn up themselves within contradictory discourses of popular racism. Contradictory discourses of popular racism can besides act upon a individual ‘s subjectiveness and where they place themselves in society, which can so hold a negative impact on CALD kids and their households as they may experience vulnerable and inferior because of how others may comprehend them. Furthermore, kids who do n’t come from a CALD background could individual out, or marginalise kids who are from a CALD background, hence doing them experience neglected and isolated, and even insignificant in the schoolroom, therefore doing the 2nd linguistic communication larning procedure more hard for both kid and instructor. To assist with this issue, pedagogues are recommended or suggested to guarantee that all kids are included in category treatments, acquiring them involved in group activities and besides edifice and keeping a good and collaborated relationship between the pedagogues and kids, and besides between the kids from CALD and non-CALD backgrounds. This could include holding CALD kids bring in different resources from place such as books in their ain linguistic communication and so holding groups of kids write or draw their ain reading of the book so discoursing it as a whole about what they have written or drawn. Another illustration to assist kids experience more included and to work collaboratively with other kids is to integrate engineering into the kids ‘s acquisition. Technology such as educational computing machine games can successfully heighten a kid ‘s relationship with other kids and more significantly their literacy accomplishments. This can be supported by Resnyanicsy ( 2001 ) who notes that the new agencies of literacy through engineering opens up new acquisition chances Furthermore, when working closely with kids, households, communities and staff, it is important that early childhood pedagogues recognise the differing values and belief systems that people have in the universe. Furthermore, it is of import to guarantee that people are cognizant of how they perceive difference. It is unjust to consciously or unconsciously exclude and marginalise others based on discourses that place persons in a negative manner The 2nd issue that is associated with this subject is that parents from a CALD background may see feelings of hurt and defeat for their kid ‘s acquisition and may experience as though their kids ‘s demands are n’t being met. They may besides experience as though their demands are being neglected and may experience that they and their kids are disadvantaged in some manner due to their inability to talk a 2nd linguistic communication. This can be supported by district attorney Silva and Wise ( 2006 ) who note that parents ‘ perceptual experiences towards quality attention in a school environment depend on the footing of their cognition towards quality attention and kid development. What parents delineate as quality attention depends on what they believe the household needs ( district attorney Silva A ; Wise, 2006, who cite Emlen, Koren A ; Schultze, 1999 ) , and besides due to their cultural upbringings, values and rules ( district attorney Silva A ; Wise, 2006 ) . Harmonizing to Siddiqi et Al ( 2006 ) , the household environment as a domain of influence is an of import facet for kids. Children ‘s development is influenced by their household environment. For this ground household engagement is important to assist kids experience secure, loved and supported, furthermore can be seen as a measure in the right way for inclusion in the early childhood scene. Recommendations for pedagogues who are involved in the 2nd linguistic communication larning procedure in respects to this issue could include constructing collaborative relationships with households who come from a CALD background. Building and keeping collaborative relationships with CALD parents can turn out to an effectual and worthwhile experience, therefore doing the 2nd linguistic communication larning procedure easier for the kid and instructor. This can be supported by Billman et Al ( 2005 ) and Tett et Al ( 2003 ) who note that constructing collaborative and effectual partnerships amongst stakeholders, peculiarly instructors and parents, can turn out to be a worthwhile and efficient relationship between the two groups. For illustration, Billman et Al ( 2005 ) notes that what kids learn in the school environment, will trip on-going conversations with their parents at place. This of class can heighten the kid ‘s 2nd linguistic communication acquisition, every bit good as the partnership between the parents and the staff. This could include instructors holding afternoon tea with the parents, to do them experience more comfy, as an afternoon tea can be less of a formal meeting so that the parents do n’t experience tense or awkward in that state of affairs. To let them to go cognizant of the regard and recognition that pedagogues have towards cultural diverseness, instructors could inquire parents to come in and convey in different resources from their background and to demo them to the kids and so leting the kids to research the different resources. Having regular afternoon teas, even if it is one time a month, is important so that pedagogues get to maintain the parents involved in their kid ‘s acquisition, and to do them experience and understand that they are a valuable resource in their kid ‘s acquisition. Another recommendation could be for pedagogues to propose to parents where they could happen topographic points where they can larn English or another 2nd linguistic communication and where they can happen resources in the community to assist them with the whole procedure. Having a multicultural twenty-four hours at the school or other cultural events could besides be another recommendation for pedagogues. This could assist parents experience and understand that their civilization is valued and respected in the school community. Besides in the procedure kids get to larn about the different civilizations of the universe and parents could convey in their cultural nutrients and music to tum it into an eventful twenty-four hours. Parents and pedagogues, from both positions, have identified in the past and at present clip that some instructors have been respectful or cognizant of other civilizations in the school, even more so than others. They normally tend to admit this factor and recognise and raise consciousness towards an issue or concern towards any cultural difference ( district attorney Silva A ; Wise, 2006 ; Pacini-Ketchabaw A ; Schecter, 2002 ) . Furthermore, when kids become cognizant of the constructive relationship between their parents and their instructors, so it is likely for the kid to organize a stronger bond with their instructors ( Billman et al, 2005, who cite Elicker A ; Fortner-Wood, 1995 ) . The 3rd subject that is associated with 2nd linguistic communication acquisition is guaranting that when larning a 2nd linguistic communication, that instructors maintain the place linguistic communication in the school environment, so that it does non go lost or forgotten. It can go rather easy to ignore or bury the kid ‘s first/home linguistic communication, so it is imperative that instructors and kids become cognizant of this factor and guarantee that they do everything that they can to maintain the place linguistic communication acknowledged and remembered ( Makin A ; Jones Diaz, 2002 ) . By keeping the kid ‘s place linguistic communication, instructors are turn outing that they are admiting and esteeming other diversenesss in the schoolroom. This can be supported by Pacini-Ketchabaw A ; Schecter ( 2002 ) who note that Teachers ‘ engagements in a kid ‘s lingual and diverse background prove that they value the civilization and are committed to the kid ‘s learning procedure. Furthermore, cultural diverseness can be seen as the chief nexus between the place and the school, every bit good as the stakeholders, that being the parents, the instructors and the community ( Pacini-Ketchabaw and Schecter, 2002 ) This can be fbrther supported by Newman A ; Pollnitz, ( 2005 ) who believe that â€Å" Culture is seen to compromise the manner people live- their linguistic communication, music, history, art, values and beliefs † ( p.254 ) . Therefore it is of import to include kids ‘s place languages into the school scenes to guarantee they feel valued and self worthy, this will assist observe diverseness in a positive mode. Recommendations for pedagogues for this issue could be affecting parents in their kid ‘s acquisition, as mentioned in the 2nd issue. Besides, similar to the first issue ‘s reconmendations, kids and parents could convey in different resources such as books and images from their cultural background, to heighten the collaborative relationship between the pedagogues and the parents, and besides between the kids and pedagogues, and to a fbrther extent, kids ‘s relationships with their schoolmates. Not merely does this heighten the relationships between the stakeholders, but by conveying in different resources from assorted cultural backgrounds, kids ‘s literacy skills become enhanced in the procedure ( Barratt-Pugh et Al, 2003 ) . Educators should be cognizant that a kid ‘s apprehension of literacy starts in the place. This can be supported by Jones Diaz ( 2007 ) who province that â€Å" Young kids ‘s apprehensions about literacy develop within their sociocultural and lingual communities † . ( p7 ) . Educators can integrate more than one linguistic communication pattern to guarantee kids are acquiring the best possible experience. Children and households will more likely feel that their involvements are valued and worthy. This can farther be supported by Marsh ( 2002 ) who says that kids who come from a CALD background have high opportunities of heightening their literacy accomplishments in the school environment. For illustration, instructors are able to integrate chances into the school, in this instance, heightening a non-English speech production pupil ‘s literacy accomplishments. Overall, cultural diverseness in the place, in the school and in the broader society is an facet of every individual ‘s life that must be valued, treated severally and every bit and must non be disregarded by persons, particularly by pedagogues of kids. Educators should besides be unfastened to new instruction facets, particularly when it is in respects to doing a kid feel included and besides when it involves heightening a kid ‘s literacy accomplishments. As literacy is everlastingly changing, so is the manner that instructors teach and kids learn ( Makin A ; Jones Diaz, 2002 ) . As mentioned antecedently, engineering can be seen to be a successful tool to integrate into the kid ‘s acquisition when it comes to heightening their literacy accomplishments. However, many instructors will prefer to lodge with their original instruction ways, ways in which they are familiar and comfy with. Nevertheless, Cunningham-Andersen A ; Andersson ( 1999 ) note that instructors should seek and avoid their ain single rules parallel to their instruction moralss to supply an instruction for kids that will heighten important and good developmental accomplishments in the kid ‘s acquisition. 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Antigone Vs. Roman Woman Essay Example For Students

Antigone Vs. Roman Woman Essay Antigone v. The Roman WomenIn the play, Antigone and Creon battle a philosophical war dealing with the controversy of the Greek ideals. They both based their actions on their beliefs of what is right and wrong. The whole problem arises when their believes and ideas encountered each other, making it contradiction between morals. Antigones side of the conflict held a much more heavenly approach, as opposed to the mundane road that Creon chose to follow. Antigone feels that Creon is disregarding the laws of heaven through his act. After she is captured and brought to Creon, she tells him I do not think your edicts strong enough to overrule the unwritten unalterable laws of God and heaven, you being only a man. Antigones opinion is one that supports the Gods and the laws of heaven. Her reasoning is set by her belief that if someone is not given a proper burial, that person would not be accepted into heaven. Antigone was a very religious person, and acceptance of her brother by the Gods was very important to her. She felt that It is against you and me he has made this order. Yes, against me. Creons order was personal to Antigone. His edict invaded her family life as well as the Gods. In Antigones eyes, Creon betrayed the Gods by not allowing her to properly bury her brother, Polynices. She believed that the burial was a religious ceremony, and Creon did not have the power to deny Polynices that right. Antigones strong beliefs eventually led her to her death by the hand of Creon. Never, though, did she stop defending what she thought was right. As Creon ordered her to her death, Antigone exclaimed, I go, his prisoner, because I honored those things in which honor truly belongs. She is directly humiliating Creon by calling his opinions and decisions weak and unjust. She also emphasizes his prisoner, which tells us that Creons decision to capture Antigone was his own, and was not backed up by the majority of the people. She feels that Creon is abusing his power as king and dealing with her task to a personal level. Creons actions are guided by the ideal that states, Man is the measure of all things. The chorus emphasizes this point. Creon believes that the good of man comes before the gods. Setting the example using Polynices body left unburied is a symbol of Creons belief. No man who is his countrys enemy shall call himself my friend. This quote shows that leaving the body unburied is done to show respect for Thebes. After all, how could the ruler of a city-state honor a man who attempted to invade and conquer his city? From that perspective, Creons actions are completely just and supported by the ideals. Though most of Creons reasonings match with the Greek ideals, the people questioned his action on this point. First, Antigone was his prisoner, not necessarily the publics. In fact, the general population supported Antigone, though they were too scared to say anything. Haemon, the son of Creon, knew of this, and told Creon, Has she not rather earned a crown of gold? Such is the secret talk of the town. This proves that Creon was exercising complete domination of political power, which is strictly forbidden in the new ideals. Also, not allowing Antigone perform her religious ceremony of burying her brother is interfering with religious affairs. This denies Antigone freedom of religion. The contradictions between the beliefs of Creon and Antigone are strong throughout the play. Both have well-structured arguments, but neither completely dominates the other. .u5a486645507b8b8ceaf9ebb2d23083bd , .u5a486645507b8b8ceaf9ebb2d23083bd .postImageUrl , .u5a486645507b8b8ceaf9ebb2d23083bd .centered-text-area { min-height: 80px; position: relative; } .u5a486645507b8b8ceaf9ebb2d23083bd , .u5a486645507b8b8ceaf9ebb2d23083bd:hover , .u5a486645507b8b8ceaf9ebb2d23083bd:visited , .u5a486645507b8b8ceaf9ebb2d23083bd:active { border:0!important; } .u5a486645507b8b8ceaf9ebb2d23083bd .clearfix:after { content: ""; display: table; clear: both; } .u5a486645507b8b8ceaf9ebb2d23083bd { 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; } .u5a486645507b8b8ceaf9ebb2d23083bd:active , .u5a486645507b8b8ceaf9ebb2d23083bd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5a486645507b8b8ceaf9ebb2d23083bd .centered-text-area { width: 100%; position: relative ; } .u5a486645507b8b8ceaf9ebb2d23083bd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5a486645507b8b8ceaf9ebb2d23083bd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5a486645507b8b8ceaf9ebb2d23083bd .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; } .u5a486645507b8b8ceaf9ebb2d23083bd:hover .ctaButton { background-color: #34495E!important; } .u5a486645507b8b8ceaf9ebb2d23083bd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5a486645507b8b8ceaf9ebb2d23083bd .u5a486645507b8b8ceaf9ebb2d23083bd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5a486645507b8b8ceaf9ebb2d23083bd:after { content: ""; display: block; clear: both; } READ: Gender Issues Essay Contest Some people still question who the real hero is in the play. Antigone is motivated by her strong religious feelings while Creon is out to make good for his city-state. The chorus opinion is the determining factor, as in the end, they convince Creon to set Antigone free. Creon had to weigh each factor carefully, and in the end, he had to decide between ideals.This shows that the Greeks allowed their women or at least those in high position have the ability to speak on legal matters or to make their thoughts known which is