Blue Crab Report Essay Example for Free

Blue Crab Report Essay The blue crab is named because of its sapphire – tinted claws. Its shell, orcarapace , is actually a mottled brownish color. Their scientific name, Callinectes sapidus, means â€Å"savory beautiful swimmer. † Large males can reach 9 inches in shell width. Crab claws are various shades of blue and mature females have red highlights on the tips of their pincers. These bottom-dwelling creatures have a prickly disposition and are quick to use their sharp front pinchers. Crabs can regrow pinchers or legs lost while fighting or protecting themselves. They feed on almost anything they can get hold of , including mussels, snails, fish, planets, and even smaller blue crabs. Blue crabs are also excellent swimmers, with hind appendages shaped like paddles. Blue crabs are found in brackish coastal lagoons and estuaries from Nova Scotia, through the salty waters of the Gulf of Mexico, Chesapeake Bay, and as far south as Uruguay. The blue crabs burrow in soft mud or hide in sea grass to lie in wait for prey or avoid predators. The blue crab migration pattern is closely connected to its lifecycle and really begins when the crabs mate and the female crabs release their eggs. It is hard to believe that female blue crabs mate only once in their lives and a males mate often. At 12 to 18 months, blue crabs have reached sexual maturity. Sexes can be identified by the abdominal flap or apron. In the male it is shaped like an inverted T, but in the female it is broader. Perhaps only one or two crabs survive to become adults. Blue crabs can live up to three years. Prized by humans for their sweet, tender, meat, these wide ranging, ten legged crustaceans are among the most heavily harvested creatures on the planet. Crabs are prepared and eaten as a dish in several different ways all over the world.

My New Political Ideology Essay -- Political Science Personal Narrativ

  Ã‚  Ã‚  Ã‚  Ã‚  A population’s views on political issues may change as different circumstances occur each day. The environment around us has a powerful influence on the decisions that we produce and the views that we as American citizens choose to hold. After a semester in political science class my views and my political ideology have altered. Today I will explain how political science class has influenced my political ideology.   Ã‚  Ã‚  Ã‚  Ã‚  When this class initially began I was sure, without a doubt I was a conservative. As the semester progressed I discovered the reasons I was considered conservative. The town a person grows up in, financial status, social class, age, gender and the race of the individual have a strong influence on a individuals ideology. I knew I was conservative because I was raised with certain morals that still exist in my family today. Anaheim hills the town I grew up in, was and still is one of the most conservative cities in Orange County. A moderately white community full of affluent business owners, and my father was one of those affluent business owners. My father a very strong conservative taught me politics at an early age. As I grew older and made friends out of Anaheim hills, I found that most of the friends that I made had liberal views. All the issues I felt very strongly about were absolute opposite of my new friends. Being a teenager and very confused about the mat ter I talked to my family about these issues and they felt the same way I did. At that point in my life I realized that my house was not just higher up on the hill for no reason, my political views were completely different from the people that lived just below me. Evidence once again that social class and education had an influence on a person’s views.   Ã‚  Ã‚  Ã‚  Ã‚  In my last paper I stated my feelings about the tax issues all Americans face day to day. I felt that Americans are paying too much tax’s with very little benefits to our country. People on social programs such as social security and Medicare benefit from the tax payer’s dollars. I still do not agree with social programs providing cash to those people. Growing up, I was taught that I had to work for what I wanted. People on those programs are being taught at a very early age that they don’t have to work for what they want. A great solution to social programs is very simple. Food, shelter and work programs can ensure t... ...at don’t care about the poor people at all. Another lie made up by our very liberal news papers and television shows. Contributing to the miss-education of our country.   Ã‚  Ã‚  Ã‚  Ã‚  The issues that I have discussed today, and my responses to them fall into the category of a moderate conservative. I agree in the way the government is being run but it can use a few changes. I am a strong supporter of capitalism; therefore I do not care to provide money for social programs, which will benefit the freeloaders of our society. The next step is education. We must provide the best education to improve the future of our country; therefore the American people should not rely on the media to make their political decisions. If anyone agrees with the responses to these issues they may fall into the category of a moderate conservative. A moderate conservative would be ok with there being a limited government, not everyone is capable of political leadership. With all the information that I have provided, I feel that I am a moderate conservative. I agree with conservative side more than anything else but I still feel that there are some things that need to b e modified for the success of our country.

Philosophy: Meaning of Life and Worthwhile Life Essay

In this paper I will be discussing Tolstoy and Sartre views on the meaning of life by comparing and contrasting Tolstoy’s objectivism and transcendentalism and Sartre’s subjectivism and existentialism. I will later conclude why it is that Sartre’s view resonates more within myself. Tolstoy’s view on transcendentalism states that the only way for you to live a worthwhile life is if you follow God’s plan, for following God’s plan is the only way to maintain the â€Å"two ingredients†: immortality and an external significance for individual lives, which Tolstoy believes are essential for obtaining a worthwhile life. According to Tolstoy, God’s plan gives things purpose and the value they have and that they are good in virtue of playing a role in the plan. However, Sartre contradicts Tolstoy’s view of transcendentalism with his position on existentialism, the complete opposite of transcendentalism. Existentialism says that human beings were not designed with a purpose in mind; the only way for humans to have purpose in their life is if they assign one to themselves. Sartre goes on to say that each individual is in charge of inventing his or her own self, there is no plan nor a larger picture. Sartre also argues that there is no such thing as human nature, and since God does not exist, human beings must be in charge of themselves when deciding what is right and wrong and how they should live their life. From existentialism, Sartre concluded through subjectivism that there is no correct way to live life. It is up to the individual to invent their own life and the standards they will use to assess it. We are free in the sense that we must create our own personal values. Sartre goes on to state that we are born nobody and that it is our actions that start to create the meaning in our lives. Sartre believes that there is no external meaning outside of life. There is no god. There is no path for us to follow. Again, this is the opposing opinion of Tolstoy, which he argues through objectivism. Objectivism is the view that for a life to be considered â€Å"worthwhile† there must be a given set of features present in our life. Although, we play no role in deciding what exactly it is that constitutes as a worthwhile life and that we have no control over the matter. Essentially, there is a correct way to live life, and it is possible that you can be living your life wrong. With myself being an atheist, Sartre’s views on the meaning of life resonates more within myself. Perhaps I am too young and too naive to believe that God does not exist, but in the eighteen years I have lived, I can honestly say that I have no reason to believe in God or any other higher power. This became very clear for me at a young age when I lost a very close friend in car accident. I could never understand that if God has a plan for everyone and everything that he would create so much pain and suffering. How is it possible that such horrible things happen to such good people? Why would God purposely give parents the burden of burying their own child, at such a young age with such a bright and promising future? And then for people to justify pain and suffering by simply stating that â€Å"everything happens for a reason† or â€Å" God needed his angel back† as if it makes it all okay. The pain and suffering goes far beyond my own life and experiences. Why was it Gods plan to have third world countries without food or water or to have six million Jews killed during the Holocaust? I could never come to understand the reasoning behind that. So why spend your whole life in fear of God trying to please a higher power that has created so much evil in the world. Instead, I believe that you should live life freely, the way you want to live. You shouldn’t live in fear of God and that in the end there should be no ultimate goal of heaven or fear of hell. Why should it be that faith makes an individual life meaningful? When what really should be meaningful is the individual life itself. Why does there have to be an ultimate meaning to life? Is it simply not enough to gain happiness and meaning from everyday life itself? For instance, the smiles parents get from their children or enjoying a walk outside on a sunny day. Why must there be further reason. Decide what is right and wrong based on your values and live your life accordingly. At the end of your life, before you die, be able to look back on your life and know that you lived with no regrets because you did what made you happy and you lived your life how you wanted to and not how anybody else told you to. After all, it is your life.

Essay about How Students with Learning Disabilities Gain...

Promoting reading skills to students with LD may appear to be a very difficult task. The varying needs of the students, along with learning conditions in the congested public school could leave behind LD students in the integrated classroom. To address problems, reading interventions should be in place to give students with LD equal opportunities as mandated by the No Child Left Behind (NCLB) policy. These interventions should be designed to address two aspects of reading skills: oral decoding and reading comprehension. In Watson, Fore Boon, the authors address early problems of oral decoding for reading fluency. Oral decoding is very important when teaching beginning readers. To address problems of students with reading disabilities,†¦show more content†¦Students were allowed 3 sec. to correct the miscue, but after that, the teacher supplied the word and asked the student to continue reading. With the phonics-based method, the teacher supplied the sound for each miscue and inability to decode. Reinforcement in the form of tokens was given to motivate students to improve. Findings of the study confirm effectiveness of the two methods to promote reading fluency of students with reading disabilities. In the study conducted by Carr, reading comprehension was given focus. The teacher or examiner relied on activation of prior knowledge or schema of the students to increase comprehension. Before the reading activity itself, the examiner inquired about the prior knowledge of the students regarding the topic of the passage. The examiner read five questions, and aided the students in answering them. After reading, five inferential questions were asked and responses were recorded. The results of the study showed positive effect of the approach, emphasizing that students with LD were able to cope with the reading ability of their reading-level counterparts. In addition to activating prior knowledge, Carr also used Echo Reading Approach to address issues of readi ng fluency. Unlike the other study where the authors supplied the words or sounds for every miscue, the examiner read preliminary questions along with the student. Echo reading isShow MoreRelatedThe Georgia State School Board Of Education906 Words   |  4 Pagesrequires that students be able to ask and answer questions based on the details in a text. This standard also requires that the student be able to retell stories, including details, and demonstrate comprehension. This could be an issue for special needs students. Students with a learning disability in reading often have difficulty comprehending texts in books and other reading material that is written at their grade level. 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Later, their struggling might reach a point of dropping out of school, which rate is 8% (one out five students withRead MoreStudents With Intellectual Disabilities ( Id )1107 Words   |  5 Pagespertaining to students with Intellectual Disabilities (ID) in a classroom setting. I had interviewed Ms. Chisolm (Special Education Teacher) for the Jersey City Public Schools District, who works with students of multiple disabilities. Intelligence disabilities (ID) mean the mental capabilities of a child’s knowledge and skills. Intellectual disability can be developed during childbirth or before the age of eighteen. It is imperativ e for me to know, â€Å"What are the characteristics of students with intellectualRead MoreComparative Outcomes Of Two Instructional Models For Students With Learning Disabilities1488 Words   |  6 PagesTremblay, P. (n.d.). Comparative Outcomes of Two Instructional Models for Students with Learning Disabilities: Inclusion with Co-Teaching and Solo-Taught Special Education. Journal of Research in Special Educational Needs, 251-258. Retrieved November 22, 2014. Summary In the following study researchers compared two instructional approaches; co-teaching inclusion and solo-taught special education for students with learning disabilities in regard to their overall academic achievement. Participants of theRead MoreMy Personal Teaching Style And My Student s Learning Styles969 Words   |  4 Pagesenjoyed the reading, Learning and Teaching Styles In Foreign and Second Language Education by Richard M. Felder –Eunice R. Henriques. I have related this reading selection to my personal teaching/ learning style and my student’s learning styles, but especially to one particular student that I work with. The students’ on my caseload have disabilities that range from the following: verbal, sensory, auditory skills, and emotional and behavior disorders. Most of my students’ have specific learning disabilitiesRead MoreDisruptive Behavior Impacts Students Ability to Learn821 Words   |  3 PagesAbstract Disruptive behavior impacts students ability to learn. In both the regular and special education classrooms, teachers must manage disruptive behavior and help students stay on task. It is especially critical with reading instruction in the beginning of a students academic career. Struggling readers, without intervention, often struggle throughout their school years. Peer-assisted learning strategies (PALS) have been shown to be effective in keeping students on task and thus enabling them toRead MoreWhat Is Dyslexia and What Can You Do If You Have It1242 Words   |  5 PagesDyslexia is a congenital disorder characterized by unexpected difficulty learning to decode and spell words in relation to one’s verbal intelligence, motivation, and educational opportunities (Gray E. S, 2008). People have many misconceptions regarding dyslexia which includes visual impairment, low IQ, dyslexia is curable, and this learning disability affects males more often than females. Indicators of d yslexia change over time since it is a process of developmental. It is difficult to identifyRead MorePlanning And Implementing Curriculum Accommodation842 Words   |  4 PagesPlanning and implementing curriculum accommodation in content areas Many students with LD experience trouble with reading abilities that are significantly below grade level. Consequently, the high school text book in history and other social studies classes will represent a problem. If students have problems with interpreting what is seen, they may have difficulties with timelines, graphs, maps, charts and other visual display that frequently used to explain information in social studies. Steele