The document provides an overview of invertebrate animal classification, describing key characteristics of major phyla. It discusses porifera, cnidarians, flatworms, nematodes, annelids, molluscs, arthropods, and echinoderms. For each group, it describes anatomy, examples of types of animals in the group, and sometimes life cycles or additional details.
In five kingdom classification(scheme proposed by R. Whittaker in 1969), Protists make up a kingdom called “Protista”, composed of “Organisms which are unicellular or unicellular-colonial and which form no tissue.
Protists are the eukaryotes that are not members of the kingdom Plantae, Animalia or Fungi. Most Protists are unicellular, but few have hundreds or even thousands of cells.
Protists can be autotrophic or heterotrophic.
They move by cilia, flagella or pseudopodia.
They have distinct cell nuclei and membrane-bound organelles which allow for compartmentalization and dedication of specific areas of the cell for specific functions.
Plays a very important role in the phylogeny of all eukaryotes.
They serve as the stem group for the fungi, plants, and animals.
Major groups within this kingdom include the algae, euglenoids, ciliates, protozoans and flagellates.
This is a ppt on the Anamalia Kingdom. made by :-
Anushka Mukherjee
Riddhima Ghosh Roy
Sameeha Pathan
Shruti Ugalmugale
Akaanksha Kadam
from Vibgyor High School NIBM,Pune, Maharashtra, India
In five kingdom classification(scheme proposed by R. Whittaker in 1969), Protists make up a kingdom called “Protista”, composed of “Organisms which are unicellular or unicellular-colonial and which form no tissue.
Protists are the eukaryotes that are not members of the kingdom Plantae, Animalia or Fungi. Most Protists are unicellular, but few have hundreds or even thousands of cells.
Protists can be autotrophic or heterotrophic.
They move by cilia, flagella or pseudopodia.
They have distinct cell nuclei and membrane-bound organelles which allow for compartmentalization and dedication of specific areas of the cell for specific functions.
Plays a very important role in the phylogeny of all eukaryotes.
They serve as the stem group for the fungi, plants, and animals.
Major groups within this kingdom include the algae, euglenoids, ciliates, protozoans and flagellates.
This is a ppt on the Anamalia Kingdom. made by :-
Anushka Mukherjee
Riddhima Ghosh Roy
Sameeha Pathan
Shruti Ugalmugale
Akaanksha Kadam
from Vibgyor High School NIBM,Pune, Maharashtra, India
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
3. The classification of animals
Invertebrate Animals
Invertebrate animals have no spine, nor do they have an internal
skeleton, but some do have an external skeleton (exoskeleton).
Porifera
Cnidarians
Worm-Shaped Animals
Flatworms (Platyhelminthes)
Nematodes
Annelids
Molluscs
Arthropods
Echinoderms
4. Porifera
Porifera, also called sponges, are very simple animals that
inhabit aquatic environments.
Characteristics of the Porifera
Irregular body shaped like a sack.
Lack any form of symmetry.
Internal skeleton made of spicules.
Almost all live in marine environments.
Sessile organisms, that is, they do not move.
Feed by filtration.
They lack organs and biological systems.
Reproduce asexually and sexually.
5. Porifera
The spicules are calcareous or silica skeletal units, which are part of the skeleton
of porifera and soft corals.
8. Cnidarians
Cnidarians are very simple marine animals that have stinging
cells. Among them are jellyfish and corals.
Characteristics of cnidarians
They have a soft, sack-shaped body.
They have tentacles with which they attack prey.
They have radial symmetry.
They have a gastrovascular cavity used for the digestion of
food and for communication with the outside through an
opening that functions as a mouth and an anus.
Lack a circulatory system, breathing apparatus or excretory
system.
Possess a very simple nervous system.
Reproduce asexually and sexually.
They have two forms of organization: polyp and jellyfish.
9. Cnidarians
Body organization of cnidarians
Polyp phase Medusa phase
They are sac-shaped, with tentacles
and mouth/anus at the top of their
body (looking up). They are sessile, so
they live fixed at the bottom of the sea.
They are shaped like an umbrella, with
the tentacles and the mouth/anus at
the bottom of its body (looking down).
They are not sessile, so they can move
actively.
15. Worm-shaped animals
Flatworms, nematodes and annelids are three groups of worm-
shaped animals that have several characteristics in common.
Characteristics of the worm-shaped animals
Their body is soft and elongated.
They have bilateral symmetry.
They lack legs and move by crawling.
Divided into the flatworms, nematodes (roundworms) and
annelids (segmented worms).
16. Worm-shaped animals
Flatworms Nematodes Annelids
They are flattened-bodied
animals, which is why they
are also called flatworms.
They can be parasites like
tapeworms, which live in the
intestines of some animals, or
be free-living, like planarians.
They are slim, cylindrical-
bodied animals, with pointed
ends. They are free-living
animals, although some are
parasites, such as trichina or
roundworms.
Son animales de cuerpo
cilíndrico que está dividido
en pequeños anillos. Pueden
ser parásitos o de vida libre y
se clasifican en sanguijuelas,
lombrices de tierra y gusanos
marinos.
23. Molluscs
Molluscs form the largest group of invertebrates behind
arthropods, including species such as octopuses, slugs, squid,
mussels and clams.
Characteristics of molluscs
Their body is soft and not segmented.
They have bilateral symmetry.
Body divided into three regions: head, visceral mass and foot.
Almost all have a shell that protects the visceral mass.
The foot is a muscle organ with a different function in each
group.
They have an organ called a radula, made up of tiny teeth.
They are aquatic or terrestrial animals that live in humid places.
They are classified into gastropods, bivalves and cephalopods.
24. Molluscs
Gastropods
Head: Highly developed with two pairs of tentacles, one
housing the eyes and the other used for touch.
Visceral Mass: Covered by a spirally coiled protective shell,
except in slugs.
Foot: Large, housing the stomach and used for movement.
Mouth
Mantle cavity
Anus
Gills
Heart
Visceral mass
Shell
Mantle
27. Molluscs
Bivalves
Head: Underdeveloped.
Visceral Mass: Covered by a protective shell formed by two
pieces or articulated valves that join.
Foot: Small and axe-shaped and is used to dig or bury itself in
the sand or move.
Shell
Mantle Visceral mass Heart
Anus
Mantle cavity
Gills
Mouth
30. Molluscs
Cephalopods
Head: Very developed and having a large pair of eyes with
excellent vision.
Visceral Mass: Hydrodynamic form and in most species,
there is an internal shell.
Foot: Found as tentacles with suction cups that the animal
uses to catch prey.
Internal shell
Mantle
Heart
Gills
Mantle cavityAnus
Siphon
Mouth
Tentacles
33. Arthropods
Arthropods form the largest group of living beings of all, with
more than 1,200,000 species discovered, representing at least
80% of all animal species.
Characteristics of arthropods
Bilateral symmetry.
They are metameric: body is divided into segments.
Three parts: head, thorax and abdomen.
They have articulated appendages: legs, wings, antennae…
They have a hard and resistant chitinous exoskeleton.
As they grow, they molt out of their old exoskeleton.
Depending on their habitat they can be terrestrial or aquatic.
Can be carnivores, herbivores or parasites.
Divided into myriapods, arachnids, crustaceans and insects.
34. Arthropods
Insects
Beetles, cockroaches, grasshoppers, bees, dragonflies…
They live in all kinds of environments except the open sea.
They are carnivores or herbivores.
Have 6 legs.
Have a body divided into:
Head: With a pair of antennae, a mouth adapted to their type
of feeding, two compound eyes and several simple eyes.
Thorax: It has legs and sometimes one or two pairs of wings.
Abdomen: Segmented and has no appendages.
37. Arthropods
Arachnids
Spiders, Scorpions, ticks, mites and harvestmen.
Live in warm, dry environments.
Carnivorous.
Have 8 legs.
Have a body divided into:
Cephalothorax: Formed by the fusion of the head and chest,
where they have the chelicerae (jaws) which are protected by
the pedipalps (second pair of appendages that have a
defensive function).
Abdomen: Commonly in the shape of a balloon.
40. Arthropods
Crustaceans
Crabs, lobsters, prawns, barnacles and isopods.
They live in aquatic environments, but some are terrestrial.
Some are carnivorous and other filter-feeders.
They have 10 legs, some of which are claws.
They have a body divided into:
Cephalothorax: Formed by the fusion of the head and chest
and protected by a carapace. On the head there is a pair of
antennae, a pair of eyes and chewing jaws.
Abdomen: Divided into segments for easy swimming. The last
segment is called the telson and has a pair of swimming fins.
43. Arthropods
Myriapoda
Centipedes and millipedes.
Live in damp places such as leaf litter, between logs or under
stones.
Can be carnivores or herbivores.
They have a lot of legs.
They have a body divided into:
Head: With two antennae, simple eyes and a mouth.
Trunk: Formed by the fusion of the chest and abdomen and is
formed by a variable number of individual segments.
Depending on the number of legs per segment, they can be:
Diplopods: A flat body and a pair of legs.
Chilopods: A cylindrical body and two pairs of legs.
46. Echinoderms
Echinoderms are marine animals that include starfish, sea
urchins, sea cucumbers, brittle stars and sea lilies.
Characteristics of the echinoderms
They have radial symmetry in the adult state.
They don’t have a segmented body.
The head is no different than the rest of the body.
They have an internal skeleton made of calcium carbonate
plates called ossicles.
Contain a system of ducts and vesicles that fill with water
to communicate and end in the ambulacral (water-vascular
system) feet.
Ambulacral feet are used to move and attach to the
substrate.
47. Echinoderms
Asteroidea
They have a flattened body and a star shape. They have five or
more limbs that they use to move around and can regenerate
fragments of their body. Commonly known as starfish or sea
stars.
48. Echinoderms
Echinoid
They have a globe-shaped body and lack limbs. Their shell is
coated with spines that have a defensive function. They are
commonly known as sea urchins.
49. Echinoderms
Crinoids
They have the body formed by a stem that ends up in the chalice,
a branched structure containing the organs of the animal. They
live fixed to the substrate and look like plants. Commonly called
the sea lilies.
50. Echinoderms
Ophiuroidea
They have the body formed by a flattened disc from which five
very thin arms come out and can also regenerate fragments of
their body. Commonly known as brittle stars.
51. Echinoderms
Holothuroidea
They have an elongated cylinder-shaped body and lack limbs. At
one end they have a mouth opening surrounded by tentacles.
Commonly known as the sea cucumbers. In some countries they
are eaten as a meal!