Dromedary Camel (Camelus dromedarius)

The dromedary (Camelus dromedarius or one-humped camel) is one of a half-dozen of camel species left on the planet, including llamas, alpacas, vicunas, and guanacos in South America, as well as its cousin, the two-humped Bactrian camel. All evolved from a common ancestor some 40-45 million years ago in North America. The dromedary was probably domesticated from wild ancestors roaming in the Arabian peninsula. Scholars believe that the likely site of domestication was in coastal settlements along the southern Arabian peninsula somewhere between 3000 and 2500 BC. Like its cousin the Bactrian camel, the dromedary carries energy in the form of fat in its hump and abdomen and can survive on little or no water or food for quite a long period. As such, the dromedary was (and is) prized for its ability to endure treks across the arid deserts of the Middle East and Africa. Camel transport greatly enhanced overland trade throughout Arabia particularly during the Iron Age, extending international contacts throughout the region along caravansaries. Art and Incense Dromedaries are illustrated as being hunted in New Kingdom Egyptian art during the Bronze Age (12th century BC), and by the Late Bronze Age, they were fairly ubiquitous across Arabia. Herds are attested from Iron Age Tell Abraq on the Persian Gulf. The dromedary is associated with the emergence of the incense route, along the western edge of the Arabian peninsula; and the ease of camel travel compared to substantially more dangerous sea navigation increased the use of overland trade routes connecting the Sabaean and later trading establishments between Axum and the Swahili Coast and the rest of the world. Archaeological Sites Archaeological evidence for early dromedary use includes the predynastic site of Qasr Ibrim, in Egypt, where camel dung was identified about 900 BC, and because of its location interpreted as dromedary. Dromedaries did not become ubiquitous in the Nile Valley until about 1,000 years later. The earliest reference to dromedaries in Arabia is the Sihi mandible, a camelid bone direct-dated to ca 7100-7200 BC. Sihi is a Neolithic coastal site in Yemen, and the bone is probably a wild dromedary: it is about 4,000 years earlier than the site itself. See Grigson and others (1989) for additional information about Sihi. Dromedaries have been identified at sites in southeastern Arabia beginning between 5000-6000 years ago. The site of Mleiha in Syria includes a camel graveyard, dated between 300 BC and 200 AD. Finally, dromedaries from the Horn of Africa were found at the Ethiopian site of Laga Oda, dated 1300-1600 AD. The bactrian camel (Camelus bactrianus or two-humped camel) is related to, but, as it turns out, not descended from the wild bactrian camel (C. bactrianus ferus), the only survivor species of the ancient old world camel. Domestication and Habitats Archaeological evidence indicates that the bactrian camel was domesticated in Mongolia and China about 5,000-6,000 years ago, from a now-extinct form of camel. By the 3rd millennium BC, the bactrian camel was spread throughout much of Central Asia. Evidence for the domestication of Bactrian camels has been found as early as 2600 BC at Shahr-i Sokhta (also known as the Burnt City), Iran. Wild bactrians have small, pyramid-shaped humps, thinner legs and a smaller and slender body then their domestic counterparts. A recent genome study of wild and domestic forms (Jirimutu and colleagues) suggested that one characteristic selected for during the domestication process may have been enriched olfactory receptors, the molecules which are responsible for the detection of odors. The original habitat of the bactrian camel extended from the Yellow River in Gansu province of northwest China through Mongolia to central Kazakhstan. Its cousin the wild form lives in northwestern China and southwestern Mongolia particularly in the Outer Altai Gobi Desert. Today, bactrians are mainly herded in the cold deserts of Mongolia and China, where they contribute significantly to the local camel herding economy. Attractive Characteristics Camel characteristics which attracted people to domesticate them are pretty obvious. Camels are biologically adapted to harsh conditions of deserts and semi-deserts, and thus they make it possible for people to travel through or even live in those deserts, despite the aridity and lack of grazing. Daniel Potts (University of Sydney) once called the bactrian the principal means of locomotion for the Silk Road bridge between the old world cultures of the east and west. Bactrians store energy as fat in their humps and abdomens, which enables them to survive for long periods without food or water. In a single day, a camels body temperature can vary safely between an astounding 34-41 degrees Celsius (93-105.8 degrees Fahrenheit). In addition, camels can tolerate a high dietary intake of salt, more than eight times that of cattle and sheep. Recent Research Geneticists (Ji et al.) have recently discovered that feral bactrian, C. bactrianus ferus, is not a direct ancestor, as had been assumed prior to the onset of DNA research, but is instead a separate lineage from a progenitor species which has now disappeared from the planet. There are currently six subspecies of bactrian camel, all descendant from the single bactrian population of the unknown progenitor species. They are divided based on morphological characteristics: C. bactrianus xinjiang, C.b. sunite, C.b. alashan, C.B. red, C.b. brown, and C.b. normal. A behavioral study found that bactrian camels older than 3 months are not allowed to suck milk from their mothers, but have learned to steal milk from other mares in the herd (Brandlova et al.) See page one for information about the  Dromedary Camel.   Sources Boivin, Nicole. Shell Middens, Ships and Seeds: Exploring Coastal Subsistence, Maritime Trade and the Dispersal of Domesticates in and Around the Ancient Arabian Peninsula. Journal of World Prehistory, Dorian Q. Fuller, Volume 22, Issue 2, SpringerLink, June 2009.Brandlovà ¡ K, BartoÃ… ¡ L, and Haberovà ¡ T. 2013. Camel calves as opportunistic milk thefts? The first description of allosuckling in domestic bactrian camel (Camelus bactrianus). PLoS One 8(1):e53052.Burger PA, and Palmieri N. 2013. Estimating the Population Mutation Rate from a de novo Assembled Bactrian Camel Genome and Cross-Species Comparison with Dromedary ESTs. Journal of Heredity: March 1, 2013.Cui P, Ji R, Ding F, Qi D, Gao H, Meng H, Yu J, Hu S, and Zhang H. 2007. A complete mitochondrial genome sequence of the wild two-humped camel (Camelus bactrianus ferus): an evolutionary history of camelidae. BMC Genomics 8:241.Gifford-Gonzalez, Diane. Domesticating Animals in Africa: Implications of Genetic and Archaeolog ical Findings. Journal of World Prehistory, Olivier Hanotte, Volume 24, Issue 1, SpringerLink, May 2011.Grigson C, Gowlett JAJ, and Zarins J. 1989. The Camel in Arabia: A Direct Radiocarbon Date, Calibrated to about 7000 BC. Journal of Archaeological Science 16:355-362.Ji R, Cui P, Ding F, Geng J, Gao H, Zhang H, Yu J, Hu S, and Meng H. 2009. Monophyletic origin of domestic bactrian camel (Camelus bactrianus) and its evolutionary relationship with the extant wild camel (Camelus bactrianus ferus). Animal Genetics 40(4):377-382.Jirimutu, Wang Z, Ding G, Chen G, Sun Y, Sun Z, Zhang H, Wang L, Hasi S et al. (The Bactrian Camels Genome Sequencing and Analysis Consortium) 2012. Genome sequences of wild and domestic bactrian camels. Nature Communications 3:1202.Uerpmann HP. 1999. Camel and horse skeletons from protohistoric graves at Mleiha in the Emirate of Sharjah (U.A.E.). Arabian Archaeology and Epigraphy 10(1):102-118. doi:10.1111/j.1600-0471.1999.tb00131.xVigne J-D. 2011. The origins of animal domestication and husbandry: A major change in the history of humanity and the biosphere. Comptes Rendus Biologies 334(3):171-181.

Transcendental Features in Into the Wild - Free Essay Example

Sample details Pages: 3 Words: 956 Downloads: 1 Date added: 2019/04/05 Category Literature Essay Level High school Tags: Into The Wild Essay Did you like this example? Where does true happiness come from? Most people would say that they would be happiest if they were rich, maybe if they had their dream job, or if they lived in a castle or mansion. Others may say that happiness comes from family and friends. However, writers like Ralph Waldo Emerson and Henry David Thoreau seem to agree that transcendentalism plays the biggest role in attaining true happiness. Don’t waste time! Our writers will create an original "Transcendental Features in Into the Wild" essay for you Create order Transcendentalism is the idea that man should be one with nature, and should waste no time attempting to fit into society. One movie does a stellar job of representing this concept. The theme that the movie, (Penn Sean, director. Into The Wild. 2007), carries is that true happiness can only be found in nature, away from society. True happiness can only be found in nature, away from society. That theme is supported heavily by Into The Wild because of all the times the characters are shown to be truly happy when they’re out in nature, relaxing and having genuine fun with one another. This can be seen when Chris meets Sonja and Mads, who are cooking almost completely naked and listening to music, and ends up having a fun time just hanging out with them. Normally, in society most people would’ve looked at them and tried as hard as they could to avoid them, but because Chris wasn’t interested in following the rules set by society, he joins them and ends up enjoying himself. One might argue that true happiness can be found in the suburbs just as often if not more often, but Chris’s family shows to be extremely unstable, likely due to their need to fit in with society. This is shown in one of the flashbacks to Chris’s old life, when his parents are screaming at each other frantically about Christmas and money, then Chris’s father starts pinning down his mother and getting violent with her. The viewer can tell that Chris’s father isn’t a bad person at heart, but the obstacles he faces as he tries to go with society prove to have taken a huge toll on him, making him cold and dismissive. Even when Chris just talks about living his transcendental dream, he becomes engulfed with happiness, but he makes some good points as well. When he’s in the bar with Wayne, he talks about his dream of living out in the Alaskan Wilds, and then brings up the fact that because of society, people are sick, they’re horrible to one another, they constantly judge, and that keeps them from living a full life. This matters because, in his dream world, where society is a thing of the past, there’s no one to judge him, no one to tell him he’s crazy, and no one stopping him from living this best life. This is why Into The Wild represents themes of transcendentalism so well. Emerson and Thoreau have also contributed a great amount to conveying the theme that true happiness can only be found in nature, away from society. In the short story, (Thoreau, Henry David. Solitude. 1854), Thoreau stresses that if people were to just live with nature, instead of trying to be the picture perfect citizen, they would achieve true happiness. This can be seen when he says, â€Å"What do we want most to dwell near to? Not to many men surely, the depot, the post office, the barroom, the meetinghouse, the schoolhouse, the grocery, Beacon Hill, or the five points where men most congregate, but to the perennial source of our life, whence in all our experience we have found that to issue, as willow stands near the water and sends out its roots in that direction. This will vary with different natures, but this is the place where a wise man will dig this cellar†¦Ã¢â‚¬ ,(222). This means that he believes people spend too much time in the places that cause them distress in order to meet the daily quota of being a member of society. In another short story, (Emerson, Ralph Waldo. Nature. 1836.), Emerson gives his take on the every day man. He conveys a message that most people aren’t aware of the beauty that surrounds them in nature. This is shown when he says that, â€Å"To speak truly, few adult persons can see nature. Most persons do not see the sun. At least they have a very superficial seeing.†, (206). What he’s trying to say is that, adults are so consumed by work, bills, shopping, and all the pressures that come with society keep them from realizing how much better it would be if they were to adopt a transcendental lifestyle. Emerson and Thoreau do a stellar job at presenting the theme of true happiness coming from nature, away from society. Therefore, anyone who looks closely enough can tell that happiness comes from the smell of pine trees in the morning, it comes from the burst of light that rushes you as soon as it climbs over the top of the forest just so that it can welcome you to a new day, and most of all, it comes from the realization that you’re a part of something great. People who obsess over things like they’re 7 digit salary, their antique paintings, and their fancy cars should be concerned with what that does for their own being. Those who realise the importance of family should be more focused on making them truly happy and teach them to seek something greater than just fitting in. People like Emerson and Thoreau, who caught on early no doubt lived the best version of their lives, because true happiness can only be found in nature, far away from so

Hamlet Essay - 1313 Words

Fit the Scripts Over many years after the play â€Å"Hamlet† was written by Shakespeare, people have directed the play in many different ways depending on the time period and directors. After reading â€Å"Hamlet,† I watched two movies of the same script but are directed by different people. At first I thought the older the movie, the more the movie would fit the play, as in being more traditional into following everything in the book compared to how movies today are altered in a more modern sense. I watched Hamlet 1990, directed by Kevin Kline, there are so many lines dropped and added in to the play that I could not really make sense of how Claudius is really feeling. Claudius seems very arrogant because of the way he is responding to a†¦show more content†¦With kings and queens there is also royalty. The way these characters were dressed are so royal with their high class suits and dresses. From the white columns to Gertrude’s white gloves, it really brightened up the room and made things look fancy. Claudius cares about keeping the elegance of his kingdom. â€Å"Now follows, that you know, young Fortinbras, Holding a weak supposal of our worth, Or thinking by our late dear brother’s death Our state to be disjoint and out of frame, Colleagued with this dream of his advantage†¦Ã¢â‚¬  (Act I Scene 2, lines 17-21) This shows that Claudius wants to keep his kingdom in tiptop shape. He does not want to show that just because King Hamlet passed away; it does not mean that the kingdom is going to fall apart. In Kline’s version, the room that was being presented in this same scene looked like a basement. The walls were made of bricks and the floor was made of woods. The room was very dark and it looked smoky. Kline’s version of Claudius litters on his own floor which does not show that he cares about his kingdom nor does he care about what other people might think of it. The Doran’s version is more suitable because the setting is presented with a more royal vibe whereas in Kline’s version the setting showed less royalty and more of a dungeon. The expressions of the characters in this play clearly shows how they are really feeling. Hamlet in the film direct by Doran is played with so much emotionShow MoreRelatedHamlet Madness In Hamlet1293 Words   |  6 Pages When reading Shakespeare’s Hamlet as a class, the first thing that most teachers or professors point out is the argument/idea of sanity, specifically Hamlets sanity. I believe that Hamlet is, in fact, feigning his madness. What I do not know is if I believe this because it is what I was taught or if I came up with the idea myself based on my own interpretation. When I was taught Hamlet there was no argument it was just fact that he was faking his madness. 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Claudius, who is Hamlets uncle, has recently become the new king and as well married Hamlets fathers wife, GertrudeRead More Hamlet Essay1107 Words   |  5 Pages Perhaps the most famous soliloquy in literature, these words reflect the state of desperation in which Hamlet, the Prince of Denmark, finds himself as he contemplates suicide. His father, the King, has died. His mother, the Queen, has remarried within a month of the Kings passing, an act which has disturbed young Hamlet in and of it. To make it worse, she has married the Kings brother, Hamlets uncle, who is now the King of Denmark. As Hamlets despair deepens, he learns through the appearance

Siop Lesson Plan for Literary Arts Essay Example For Students

Siop Lesson Plan for Literary Arts Essay The standard being followed for the lesson is reading, analyzing and interpreting literature. The content objective is frown the Pennsylvania State Academic Standards which states, students will be able to compare the use of literary elements within, among texts including character(s), eating, plot, theme and point officer. The language objectives chosen to align with the content objective were taken from the Pennsylvania Standard Aligned Systems which states, 1) students will effectively use language in a group setting of their peers to verbally communicate intimation, 2) students will be able to identify character(s), setting, plot, theme and point of students will be able to retell the story using key vocabulary as a guide and 4) students will listen for context clues to appropriately identify definitions of new vocabulary. The novel chosen for the lesson is entitled Shades of Gray written by Carolyn Redder. The novel is set in the Civil War era about a twelve year old boy, The teacher should complete background knowledge before beginning this lesson plan to learn what knowledge the students have of the Civil War era. Pre-reading activities of displaying visuals should be set throughout the classroom to assist students in building background knowledge such as a large, student friendly map of the United States form 1865 pre-war era with the North and South clearly defined as well as the location of where the main character lived. Key vocabulary words of character(s), setting, plot, theme and point of view should be displayed or students. Through group discussion and teacher modeling the key words Will be defined through use of student dictionaries and accessing the computer. Teacher will draw upon background knowledge to obtain examples of the key vocabulary. The Beginning or preproduction stage of the language acquisition is when the student displays little comprehension of written or oral language. The teacher at this stage should provide the student with an abundant amount of listening opportunities. This can be done throughout this lesson plan by usage of taped text, teacher modeled reading aloud during group instruction, paired partnering n which the student is paired with a student who is a native English learner or in the advanced stage tot language acquisition. Move It is another way to assist limited English Language Learners when reviewing read passages for comprehension as the teacher uses signals for student interaction with in a lesson such as hand signals for yes/no, true/false and understand/l sort of understand or dont understand. Pogo Chevalier, 2008). Beginning or early production stage is when the student has limited English comprehension but can deliver one or two overdo oral responses. The teacher for his Stage can use pictures from the text or Civil War era and hue the students label the pictures then place them in sequential order to assess comprehension Of the text. Teachers may also consider having the students create pictures regarding the character(s) and setting. Teacher should utilize the map while reading the text An activity the teacher may want to utilize With learners in this stage is verbal scaffolding which includes techniques such as think aloud, paraphrasing, repetition, careful enunciation and frequent review of conceptualized vocabulary. (Pogo Chevalier, BIBB) Beginning or early speech emergence stage is when English Language Learners are capable of speaking simple sentences and have a high understanding of oral and written information. They can respond to open ended questions and the teacher should encourage them to write and discuss personal experiences in relation to the story a comparison to living in their time. This is a good stage for the teacher to use personal dictionaries and adapted texts, Students will have a photo copy of the text in an enlarged font so that they may highlight new vocabulary words and write notes in the margin. Students will hen use their personal dictionary to write down new vocabulary words with the definition, synonyms and a simple sentence using the word. .u61b4f759b7da652c4f8f92eef59be363 , .u61b4f759b7da652c4f8f92eef59be363 .postImageUrl , .u61b4f759b7da652c4f8f92eef59be363 .centered-text-area { min-height: 80px; position: relative; } .u61b4f759b7da652c4f8f92eef59be363 , .u61b4f759b7da652c4f8f92eef59be363:hover , .u61b4f759b7da652c4f8f92eef59be363:visited , .u61b4f759b7da652c4f8f92eef59be363:active { border:0!important; } .u61b4f759b7da652c4f8f92eef59be363 .clearfix:after { content: ""; display: table; clear: both; } .u61b4f759b7da652c4f8f92eef59be363 { 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; } .u61b4f759b7da652c4f8f92eef59be363:active , .u61b4f759b7da652c4f8f92eef59be363:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u61b4f759b7da652c4f8f92eef59be363 .centered-text-area { width: 100%; position: relative ; } .u61b4f759b7da652c4f8f92eef59be363 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u61b4f759b7da652c4f8f92eef59be363 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u61b4f759b7da652c4f8f92eef59be363 .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; } .u61b4f759b7da652c4f8f92eef59be363:hover .ctaButton { background-color: #34495E!important; } .u61b4f759b7da652c4f8f92eef59be363 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u61b4f759b7da652c4f8f92eef59be363 .u61b4f759b7da652c4f8f92eef59be363-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u61b4f759b7da652c4f8f92eef59be363:after { content: ""; display: block; clear: both; } READ: Media violence GRADE 11 PROJECT EssayThey can also add pictures to assist with remembering the definition. The Intermediate or early stage of language acquisition is even English Language Learners have some proficiency in communicating simple ideas. Development and extension of sight Word vocabulary should continue in this stage. Before reading each assigned text the teacher should model how to look over the text to find unknown vocabulary words and the process Of defining them using contextual clues. Journaling is of course important at any stage however in this Stage it is when students should practice their grammatical sentence structure. To maintain the theme of the Civil War Era the teacher should bring in a reenact of this time period who can bring visuals of clothing, reading material, food, and pictures. By using tea stained paper the students can write letters home to family members expressing what it would be like being a member of the North of the South or they can journal about what it would be like to be a child of that time period writing to a family member who is serving in the army. Intermediate stage is where teachers should provide explicit instruction in figurative languages, predictions and using text features to read. Pogo Chevalier, 2008) Students personal dictionary can have a section in which students can write record idioms found in the text and work with partner to decipher meanings. An activity to assist students in gaining understanding would be Idiom Match up where they can use illustrations or simple notations as the meanings then they can play a game with a partner using index cards that d isplay the phrase or word on one card and the meaning on another In the Early Advanced Stage, English Language Learners are able to communicate well and have good comprehension of information. The teacher should provide various ways tort students to engage in realistic writing and speaking opportunities. (Pogo Chevalier, 2008) Questioning prompts can be used at any stage of language acquisition, when using it for this stage the student Will be required to respond to questions When looking at sequential events from the text or when requested to do a summation of the previous read text Students at this Stage would be appropriate to pair With earners at the beginning level stage of pre-production. The last Stage is Advanced and students in this Stage have near native speech fluency. The student has a good comprehension of information in English as well as a n expanded vocabulary. At this stage students are able to lead group discussions so a great activity for them to participate in is Suppress which has readers use predicting, sellquestioning, monitoring/clarifying, evaluating and summarizing of text. Pogo Chevalier, 2008) Suppress follows a six step framework which includes 1) survey- students using background knowledge to et the stage of the text to be read, 2) question- students developing questions about the text they surveyed, 3) predicting- builds upon the questions developed by the students, 4) reading- completed with partners or in small group see everyone finishes at the same time, 5) respond- group discussion about the questions developed earlier and 6) summarize- all summarize the key concepts read in the text. Assessment of the lessons can be completed in various ways depending on the stage you students may be in at the time. Assessments should be varied from oral to written dependent on the stage as well The assessment can be reflective f the ongoing lesson and include the activities incorporated such as journal writing or close handouts, tasks completed such as the personal dictionary and projects completed such as a book summary. It is important to know the different Stages and Which may apply to the class during this particular unit. .uf8f2f6a4e3eb78aa5a2f9772db9036a8 , .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .postImageUrl , .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .centered-text-area { min-height: 80px; position: relative; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 , .uf8f2f6a4e3eb78aa5a2f9772db9036a8:hover , .uf8f2f6a4e3eb78aa5a2f9772db9036a8:visited , .uf8f2f6a4e3eb78aa5a2f9772db9036a8:active { border:0!important; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .clearfix:after { content: ""; display: table; clear: both; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 { 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; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8:active , .uf8f2f6a4e3eb78aa5a2f9772db9036a8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .centered-text-area { width: 100%; position: relative ; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .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; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8:hover .ctaButton { background-color: #34495E!important; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .uf8f2f6a4e3eb78aa5a2f9772db9036a8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8:after { content: ""; display: block; clear: both; } READ: Free on Shakespeare's Macbeth - The Two Side EssayReferences Pogo, M. Chevalier, J. (2008) 99 Ideas and activities for teaching English Language Learners with the SIP model. Boston: Pearson Education, Inc. Pennsylvania State Board of Education. Lully 1, 2010). Standards Aligned System. In Reading Comprehension. Retrieved October 26, 2012, from http://www. Padres. Org/Standard/Views#1 III 78610 O. Pennsylvania State Board Of Education. (laundry 16, 1999). State Academic Standards. In Reading, Writing, Speaking and Listening. Retrieved October 25 2012, from http://www. Portal. State . Pa us/portal/server. Opt/community/state_a cad me ICC_sat and rd s/ 19721 Resource 2: SIP Lesson Plan Date: December 5, 2012 Grade/Class/Subject: 5th Grade/Literary Arts, Reading Unit/Theme: Shades Of Gray Standards: Reading Analyzing and Interpreting Literature Content Objective(s): Students will be able to compare the use of literary elements within, among texts including: characters, setting, plot, theme and point of view.