Amazing Sand Dollar Facts

Amazing Sand Dollar Facts A sand dollar (Echinarachnius parma) is an echinoid, a type of invertebrate animal whose skeletons- called tests- are commonly found on beaches the world over. The test is usually white or grayish-white, with a star-shaped marking in its center. The common name for these animals comes from their likeness to silver dollars. When they are alive, sand dollars look much different. They are covered with short, velvety spines that  are colored purple to reddish brown. Fast Facts: Sand Dollar Scientific Name: Echinarachnius parmaCommon Name(s): Common sand dollar or northern sand dollar; also known as sea cookies, snapper biscuits, sand cakes, cake urchins, or pansy shellsBasic Animal Group: InvertebrateSize: Live adult animals measure between 2–4 inches in diameter, and approximately 1/3 inch thick  Lifespan: 8–10 yearsDiet:  CarnivoreHabitat: Northern parts of the Atlantic and Pacific oceansPopulation: UnknownConservation Status: Not evaluated Description Living animals of the common sand dollar (Echinarachnius parma) species are generally sub-circular, measuring approximately 2–4 inches across, and are coated with spines that are purple, reddish-purple or brown in color. The test of the sand dollar is its endoskeleton- it is called an endoskeleton because it lies underneath the sand dollars  spines and skin, and it is made of fused calcareous plates. This is different than the skeletons of other echinoderms- sea stars, basket stars, and brittle stars have smaller plates that are flexible, and the skeleton of sea cucumbers is made up of tiny ossicles buried in the body. The top (aboral) surface of the sand dollar test  has a pattern that looks like five petals. There are five sets of tube feet that extend from these petals, which the sand dollar uses for respiration. The sand dollars anus is located at the rear of the animal- found in the edge of the test below the single vertical line extending from the center of the star. Sand dollars move by using the spines located on their underside.   Daniela Duncan / Getty Images Species Sand dollars are echinoderms, which means like sea stars, sea cucumbers, and sea urchins, they have a radiating arrangement of parts and a body wall stiffened by bony pieces such as spines. In fact, they are basically flat sea urchins and are in the same class, Echinoidea, as sea urchins. This class is divided into two groups: the regular echinoids (sea urchins and pencil urchins) and irregular echinoids (heart urchins, sea biscuits, and sand dollars). The irregular echinoids have a front, a back and basic bilateral symmetry on top of the normal pentameral symmetry (five parts around a center) that regular echinoids possess.   There are many species  of sand dollars. Besides E. parma, those found commonly in the United States include: Dendraster excentricus  (Eccentric, western, or Pacific sand dollar) are found in the Pacific Ocean from Alaska to Baja, California. These sand dollars grow to about 4 inches across and have gray, purple or blackish spines.Clypeaster subdepressus  (Sand dollar, sea biscuit) live in the Atlantic Ocean and the Caribbean Sea, from the Carolinas to Brazil.  Mellita sp. (Keyhole sand dollars or keyhole urchins) are found in tropical waters in the Atlantic, Pacific, and the Caribbean Sea. There are approximately 11 species of keyhole sand dollars. Sand dollars are classified as follows: Kingdom: AnimaliaPhylum: EchinodermataClass:  Clypeasteroida (includes sand dollars and sea biscuits) Habitat and Distribution Common sand dollars have been found throughout the North Pacific and eastern North Atlantic oceans, at locations from just below the intertidal zone to more than 7,000 feet.  As their name suggests, sand dollars prefer to live in the sand, in densities ranging between .5 and 215 per 10.7 square foot. They use their spines to burrow into the sand, where they seek protection and food.  Adult sand dollars- those over 2 inches in diameter- live in the intertidal zone. Most sand dollars live in seawater (saline environments), although some species do occur in estuarine habitats which combine of river and lake water, and are chemically distinct from saline or freshwater environments. Studies show that sand dollars require a certain level of salinity to fertilize their eggs. The sand dollar uses its spines to burrow into sand. Douglas Klug / Getty Images Diet and Behavior Sand dollars feed on small food particles in the sand, typically microscopically sized algae, but they do also eat fragments of other animals and have been classed as carnivores according to the World Register of Marine Species. The particles land on the spines, and then are transported to the sand dollars mouth by its tube feet, pedicellaria (pincers), and mucous-coated cilia. Some sea urchins rest on their edges in the sand to maximize their ability to catch prey that is floating by.   Like other sea urchins, the mouth of a sand dollar is called Aristotles lantern and is made up of five jaws. If you pick up a sand dollar test and shake it gently, you may hear the pieces of the mouth rattling inside. Reproduction and Offspring There are male and female sand dollars, although, from the outside, it is difficult to tell which is which. Reproduction is sexual and accomplished by the sand dollars releasing eggs and sperm into the water. The fertilized eggs are yellow in color and coated in a protective jelly, with an average diameter of about 135 micros, or 1/500th of an inch. They develop into tiny larvae, which feed and move using cilia. After several weeks, the larva settles to the bottom, where it metamorphoses. Juveniles (under 2 inches in diameter) are found in the subtidal zones and slowly migrate into exposed beach areas as they mature; the smallest are found in the highest beach elevations. They can bury themselves in the sand up to two inches deep, and very dense populations can stack themselves up to three animals deep. Threats Sand dollars may be affected by fishing, especially from bottom trawling, ocean acidification, which may affect the ability to form the test;  climate change, which might affect available habitat; and collection. Reduced salinity lowers fertilization rates. Although you can find plenty of information on how to preserve sand dollars, you should collect only dead sand dollars, never live ones. Sand dollars are not eaten by humans, but they can be prey for sea stars, fish, and crabs. Conservation Status The sand dollar is not currently listed as an endangered species. Sand Dollars and Humans Sand dollar tests are sold in shell shops and on the internet, for decorative purposes or souvenirs and often with a card or inscription referencing the  Legend of the Sand Dollar. Such references are associated with Christian mythology, suggesting that the five-pointed star in the center of the top of the sand dollars test is a representation of the Star of Bethlehem that guided the wise men to the baby Jesus. The five openings in the test are said to represent Jesuss wounds during his crucifixion: the four wounds in his hands and feet and the fifth in his side. On the underside of the sand dollar test, it is said that there is an outline of a Christmas poinsettia; and if you break it open, you will find five small bones that represent doves of peace. These doves are actually the five jaws of the sand dollars mouth (Aristotles lantern).   Other lore about sand dollars references the washed-up tests as mermaid coins or coins from Atlantis. Sources Allen, Jonathan D., and Jan A. Pechenik. Understanding the Effects of Low Salinity on Fertilization Success and Early Development in the Sand Dollar Echinarachnius Parma. The Biological Bulletin 218 (2010): 189–99. Print.Brown, Christopher L. Substrate Preference and Test Morphology of a Sand Dollar (Echinarachnius Parma) Population in the Gulf of Maine. Bios 54.4 (1983): 246–54. Print.Coulombe, Deborah. Seaside Naturalist: A Guide to Study at the Seashore. Simon Schuster, 1980..Echinarachnius parma (Lamarck, 1816). World Register of Marine Species.Echinarachnius parma (Lamarck 1816). Encyclopedia of Life.  Ellers, Olaf, and Malcolm Telford. Collection of Food by Oral Surface Podia in the Sand Dollar, Echinarachnius Parma (Lamarck). The Biological Bulletin 166.3 (1984): 574–82. Print.Harold, Antony S., and Malcolm Telford. Substrate Preference and Distribution of the Northern Sand Dollar, Echinarachnius Parma (Lamarck). International Echinoderms Conference. Ed . Lawrence, J.M.: A.A. Balkema, 1982. Print. Kroh, Andreas. Clypeasteroida. World Echinoidea Database, 2013.Pellissier, Hank. Local Intelligence: Sand Dollars. The New York Times, January 8, 2011. Smith, Andrew. B. Skeletal morphology of sand dollars and their relatives. The Echinoid Directory. Waggoner, Ben. Introduction to the Echinoidea. University of California Museum of Paleontology, 2001.

A Narrative Report on the Mass Training for Grade Essay Essays

A Narrative Report on the Mass Training for Grade Essay Essays A Narrative Report on the Mass Training for Grade Essay Essay A Narrative Report on the Mass Training for Grade Essay Essay The K-12 Curriculum for the Grade 3 instructors was so a really successful one. The preparation was started with smiling faces shown by each participant. This is a manifestation that the Grade 3 instructors are willing and of all time ready to encompass the mission tasked by God ; and that is to implement to the full the K-12 Curriculum with your heads. Black Marias. and souls. The Mass Training for GRADE 3 instructors on the Basic Education Curriculum started on May 18. 2014 in the afternoon. Delegates from the different schools in the Division of Tuguegarao City were made to register before the start of the Sessionss. After which. an opening plan was started with a supplication led by Mrs. Juliet B. Alan. Master Teacher 1. followed by the vocalizing of the national anthem with Mrs. Liezel Santos. Master Teacher 1. conducting. An gap plan started the one-week long preparation. Dr. Benito Alipio. the Asst. Schools Division Superintendent of the division gave his gap comments and he emphasized that a 20 -first century instructors must larn. unlearn and relearn the accomplishments needed to bring forth a 21st century scholars who are equipped with twenty-first century accomplishments such as information media and engineering accomplishments. larning an invention accomplishments. communicating accomplishments and life calling accomplishments. Dr. Gilbert N. Tong. the Schools Division Superintendent. CESO VI. gave besides his inspirational message. He truly inspired us. instructors. to make our portion in developing a twenty-first century scholars who are developed with equal cognition and accomplishments that readily interpret into public presentation. Dr. Rommel Costales. the Education Program Supervisor in Filipino. discussed about the K to 12 Curriculum. He introduced the Secretary’s message on K to 12 Updates and he farther emphasized on some of import issues sing the course of study. Mrs. Vilma Darisan. Principal II. of Tagga-Dadda Elementary Schools. was the last talker and she talked about the â€Å"Assessment† . She discussed comprehensively her subject. We ended the Day 0 full of enthusiasm. Day 1 started with a simple plan led by Northeast District. It was started with a supplication so followed by the vocalizing of the national anthem. The delegates in every territory introduced themselves with their ain originative manner of presentation that made the session gratifying. Dr. Janette M. Dulin. Principal IV of Linao Elementary Schools. lectured on the â€Å"Grade Three Learners. † She gave us enlightening talk which made us clearer understanding on the features of class III 21st. century scholars. The participants performed different activities during her talk. After her talk. she sub-divided the whole group into 2. Each group went on their several assignments. Class A started their session on â€Å"Leveling of Expectations† done by Mrs. Lou Marie Miguel. Principal II of Larion Alto. She gave accent on the expected attitudes that each participants must possess. On the other group. Class B. was led by Mrs. Liezel Santos and disused the same subject. Mrs. Juliet B. Alan. Master Teacher I of Annafunan Elementary School. lectured comprehensively about the Araling Panlipunan topic. The participants actively participated on the different activities during her session with them. Mrs. Eleanor Cacacho and Mrs. Zenaida Rivamora. EPS I in Science and Social Studies. with Dr. Rommel Costales. EPS II in Filipino witnessed her talk. Mrs. Lou Marie Miguel. Principal II of Larion Alto. lectured the Science topic. She truly gave us a significant talk. Mrs. Analyn Quilang. Principal II of Pengue Ruyu. tackled on the â€Å"Edukasyon SA Pagpapakatao. † She delivered besides her talk with enthusiasm. On Day 2. Class A had their MTB with Dr. Janette Dulin as the first talker while on Class B. Mrs. Catalon. lectured on Music. Both talkers delivered their subject energetically and well. On the same twenty-four hours. Mrs. Evangeline Palejo. tackled about the English topic in Class A while Mrs. Analyn Quilang lectured on ESP in Class B with the presence of Dr. Norma Guillermo. Chief Education Program Supervisor in Elementary Division. Dr. Guillermo felt happy with the positive feedbacks she received on the public presentations of the trainers every bit good as the participants. Day 3 ( May 21. 2014 ) . the session was chaired by the participants of the West District. Same preliminary activities were made to get down the day’s session. The first lector was Dr. Janette Dulin. She continued her subject sing the MTB in Class A intelligently as manifested with the active engagement of the trainees. On the same clip. Mrs. Vilma Darisan presented her subject in Math. She discussed her subject enthusiastically in Class B. The trainees listened and focused themselves intently during her treatment. After which. Mrs. Catalon. and Mrs Vilma Darisan lectured on Music and Mathematics in Class A and B severally. With their expertness in showing their topics. they and the trainees enjoyed together their Sessionss. Liezel Trumata. the trainer in Health. so followed by Mrs. Juliet Alan who tackled about the Araling Panlipunan in Class B besides discussed their subjects intelligently. On the 4th twenty-four hours ( May 22. 2014 ) . the first lectors are Mrs. Liezel Trumata and Mr. J. Attaban who taught Health and P. E. severally in Class A and B. Luckily. Mrs. Santos. was observed by Dr. Venturada Durian and Mr. Gayagoy both DepEd functionaries in the division while Mrs. Evangeline Palejo discussed her subject in English in Class B. Presentation instruction was done right after the last trainers had done their talks and it was done in the afternoon and continued on the 5th twenty-four hours. The undermentioned presentation instructors were ; Mrs. Emily Guiquing. MTB. Mrs. Emma Calimag. Math. Mrs. Norolaine Cabalos. Araling Panlipunan. Mrs. Salvacion Cabalza. Science. and Mrs. Jane Carino. P. E. All the presentation instructors performed good and showed their ain originative manner in learning their capable affairs. The students were antiphonal and actively participated in the different activities tasked by the instructors. After the demo-teaching. a critiquing was made to the instructors with their several trainers. The preparation was completed when Dr. Rommel Costales. Education Supervisor II in Filipino. the last lector. presented his subject about the ‘Commitment Building. ’ He elaborated further his subject by inquiring the trainees to observe down four cardinal words about their propensities on the K to 12 Curriculum with the usage of a paper aeroplane. Everyone enjoyed much the activity. He farther strengthened the propensities of the participants through a picture clips about a teacher-learner relationships which touched the Black Marias of each participants. As we went through twenty-four hours by twenty-four hours with this preparation. we were enriched and enlightened with the new penetrations and constructs that were needed to accomplish the Goal of the K-12 Curriculum and that is to go the twenty-first Century instructors bring forthing battalion twenty-first Century scholars – the hope of the hereafter coevals that could assist our section. the Department of Education. be the topmost bureau in our state and do our state imperfect. globally competitory and at par with other states. The preparation ended with a simple shutting plan but wit h full luggage of larning on the portion of the trainees every bit good as the trainers.

Analysis of a historic document, using a what, when,where, who why Essay

Analysis of a historic document, using a what, when,where, who why approach - Essay Example To illustrate how this approach functions to reveal a great deal of information about a document and/or a period, these five questions will be applied to a historical document, identified merely as an emigrant letter. The document presented is a pseudo-private document sent from an emigrant to the people he left back home. This can be determined as the letter is at first addressed to an individual â€Å"Dear Sir†, but immediately the letter is expanded to include anyone else who might be hungry for news of those who left their mother country for adventure and fortune in a new land. In addition, the writer indicates he is â€Å"very glad to hear that you are all in the injoyment (sic) of of (sic) good health when it left†1 indicating that he is writing to more than one person, but he also mentions personal issues such as his joy to hear â€Å"that my old parents were still alive but I am very sure they must be very frail indeed at their stage of life.†2 The letter continues to detail the business of the various individuals who are a part of their colony or settlement who might be known to those back home, again reaching out to touch more than simply the individual to whom the letter is addressed as it is clear that others back home will be eager for news. At the same time, the author provides detailed personal information about his own fortunes in the new land, which suggests to many in the modern age a greater degree of privacy than a community letter might provide. Thus, while it is a private communication, it nevertheless is recognized by the author that it will probably become public property upon its arrival as friends and family glean it for news of their loved ones. The document is dated as being written on August 23, 1862.3 It seems clear from its contents that this is a time during which families from England and Ireland were moving to