What do you understand by the term Internet Culture Essay Example For Students

What do you understand by the term Internet Culture? Essay Even in contemporary society you are labelled as disadvantaged if you are unable to communicate with the masses. Computer Mediated Communication is set to become the defining factor between the Have and Have Nots. At the moment is you are not online you are not a member of the information superhighway. If you are not wired you are not involved. As more and more media begin to turn to the electronic forum many communication traditionalists are finding it hard to find a sense of place within the changing cultural standards. However, it is important to investigate the root of the superhighways phenomenal advantage. We will write a custom essay on What do you understand by the term Internet Culture? specifically for you for only $16.38 $13.9/page Order now Is the Internet progression manipulated or are you truly disadvantaged if you are not inline with the new codes of conduct in an increasingly electronic culture? After all as a society we have traditionally learned about new technologies and innovations from the more conventional communications media21. Culture is not yet at the advanced development that one would think. Individuals rely heavily on instinctual aspects of communication development. You do not instinctively turn to the Internet to find out what is on television. The tendency is still to turn to newspapers and the television magazines. It is on reviewing this information that you may turn on you television and see a commercial or programme that has provided further information at their website. It is only at this stage that the Have Nots may feel disadvantaged as they may be lacking access to home computing. What has become clear is that society has become more involved with cultural change. Rather than change happening and the individual trying to catch up, it would seem that change is being provoked by the masses and access to new forms of communication is becoming a national agenda. As the Internet becomes more and more mainstream the Have Nots within western society are demanding the access to the media involved with being wired. Home computing is becoming cheaper and with cable and satellite hopping on the interactive bandwagon the line between the information elite and the masses is slowly being erased. However, it is not just having access that invokes knowledge. Society and Culture are slowly pandering to the easy answer to the complexity of computer mediated communication22. The plug in and surf motto of many mainstream computer companies is a message that is as much misleading, as it is misguided. What Internet Culture is heading for is questionable. If the majority of individuals do not understand the common language of communication we will be heading for a Big Brother type scenario were we are at the mercy of the computer programmers who understand the essence of computer programming languages. The future of the information superhighway and Internet Culture should not be based on ease of its use, it should be fundamentally based on thorough understanding, but at this point this concept is not being incited. Howard Rheingold makes this notion a cultural incentive by suggesting: We need a clear citizens vision of the way the Net ought to grow, a firm idea of the kind of media environment we would like to see in the future. If we do not develop such a vision for ourselves, the future will be shaped for us by large commercial and political power holders. 23 Whether or not the future of Internet Culture will be flourishing is inconsequential, however, the question of whether or not the Internet will be public or private is still being decided. Perhaps, what is more important to critically review is the question of whether or not the notion of power and control has already been answered for us, rather than by us. .ue0d6de0dbdc3e642b7fca5d9c1aec3d1 , .ue0d6de0dbdc3e642b7fca5d9c1aec3d1 .postImageUrl , .ue0d6de0dbdc3e642b7fca5d9c1aec3d1 .centered-text-area { min-height: 80px; position: relative; } .ue0d6de0dbdc3e642b7fca5d9c1aec3d1 , .ue0d6de0dbdc3e642b7fca5d9c1aec3d1:hover , .ue0d6de0dbdc3e642b7fca5d9c1aec3d1:visited , .ue0d6de0dbdc3e642b7fca5d9c1aec3d1:active { border:0!important; } .ue0d6de0dbdc3e642b7fca5d9c1aec3d1 .clearfix:after { content: ""; display: table; clear: both; } .ue0d6de0dbdc3e642b7fca5d9c1aec3d1 { 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; } .ue0d6de0dbdc3e642b7fca5d9c1aec3d1:active , .ue0d6de0dbdc3e642b7fca5d9c1aec3d1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue0d6de0dbdc3e642b7fca5d9c1aec3d1 .centered-text-area { width: 100%; position: relative ; } .ue0d6de0dbdc3e642b7fca5d9c1aec3d1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue0d6de0dbdc3e642b7fca5d9c1aec3d1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue0d6de0dbdc3e642b7fca5d9c1aec3d1 .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; } .ue0d6de0dbdc3e642b7fca5d9c1aec3d1:hover .ctaButton { background-color: #34495E!important; } .ue0d6de0dbdc3e642b7fca5d9c1aec3d1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue0d6de0dbdc3e642b7fca5d9c1aec3d1 .ue0d6de0dbdc3e642b7fca5d9c1aec3d1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue0d6de0dbdc3e642b7fca5d9c1aec3d1:after { content: ""; display: block; clear: both; } READ: Gardner'S Grendel EssayBibliography Tapscott, Don Growing up Digital, the Rise of the Net Generation, McGraw Hill, 1998 Rheingold, Howard The Electronic Version of the Virtual Community, www. rhiengold. com/vc/book Turkle, Sherri Virtuality and its Discontents Searching for Community in Cyberspace www. prospect. org Turkle, Sherri Who Am We? , Wired Archive 4. 01 January 1996/Features www. wired. com/wired/archive/4. 01/turkle Zwingle, Erla National Geographic, Global Culture, August 1999, Volume 196, No. 2 Ong, Walter Orality and Literacy, The Technologizing of the World Routledge, 1982 Crowley ; Mitchell Communication Theory Today Polity Press, 1994 Porter, David Internet Culture Routledge, 1997 Slayden et al Soundbite Culture the Death of Discourse in a Wired World Sage, 1999 Jackson, Peter National Geographic, Global Culture, August 1999 Volume 196 No. 2 Williams, Raymond Keywords, A Vocabulary of Culture and Society Fontana Press, 1976 Anderson, Benedict Imagined Communities Verso Books, 1991 1 Jackson, Peter National Geographic, Global Culture, August 1999, Volume 196 No. 2 2 Williams, Raymond Keywords, A Vocabulary of Culture and Society, Fontana Press, 1976 3 Williams, Raymond Keywords, A Vocabulary of Culture and Society, Fontana Press, 1976 4 Slayden et al Soundbite Culture, the Death of Discourse in a Wired World, Sage, 1999 5 Oral Culture was temporally biased as it favoured time, physical and social stability and oral communication. 6 Ong, Walter Orality and Literacy, The Technologizing of the World, Routledge, 1982 7 Crowley ; Mitchell Communication Theory Today, Polity Press, 1994 8 Ong, Walter Orality and Literacy, The Technologizing of the World, Routledge, 1982 9 By this I am referring to the Internet and the ability that it has to converge most aspects of traditional communication that include; speech, print, visual images and more recently voice interactive communication. Prior to the Internet we had individual media that allowed individuals to do certain tasks, but not all and not entirely interactively. 10 Porter, David Internet Culture, Routledge, 1997 11 Zwingle, Erla National Geographic, Global Culture. August 1999, Volume 196, No. 2 12 Turkle, Sherri Virtuality and its Discontents: Searching for Community in Cyberspace, www.prospect. org/cgi-bin/printable. cgi 13 I say essential as a majority of people would not be able to function properly without a television, a computer and a wealth of electronic gizmos that they assume make their lives easier, and I do not mean it literally. 14 Rheingold, Howard The Electronic Version of the Virtual Community, www. rhiengold. com/vc/book 15 Surely there must be some repercussions associated with the new -found fluidity of the virtual world and the real world? Where do you draw the line between the real and the virtual? These are all questions that need to be reviewed, as I cannot imagine that the ability to have multiple identities is congruent with a healthy existence. 16 Turkle, Sherri Who Am We? Wired Archive 4. 01 January 1996/Features, www. wired. com/wired/archive/4. 01/turkle 17 Turkle, Sherri Virtuality and its Discontents, searching for Community in Cyberspace, www. prospect. org 18 Rheingold, Howard The Electronic Version of the Virtual Community, www. rhiengold. com/vc/book 19 Anderson, Benedict Imagined Communities, Verso Books, 1991 20 With this I am suggesting that individuals who could not read were subjugated. The elite were the individuals who were educated and subsequently acquired knowledge. Power struggles between the elite and the less fortunate have been historically documented. However the one thing that defines the struggle to achieve power is the mode of communication that is being adopted and configured. 21 Rheingold, Howard The Electronic Version of the Virtual Community, www. rhiengold. com/vc/book 22 Tapscott, Don Growing up Digital, the Rise of the Net Generation, McGraw Hill, 1998 23 Rheingold, Howard The Electronic Version of the Virtual Community, www. rhiengold. com/vc/book.

Second Grade Writing Prompts

Second Grade Writing Prompts Children in second grade are just beginning to develop their writing skills. By second grade, students should start expressing opinions, recounting narratives, and providing step-by-step instructions in their writing. These second grade writing prompts capitalize on age-appropriate topics to spark students’ creativity and engage them in the writing process. Narrative Essay Writing Prompts In their narrative pieces, students should recount a real or imagined event or sequence of events. Their writing should include describing details that indicate thoughts, actions, or feelings. They should conclude their narrative in a way that provides a sense of closure. Kindness Counts.  Write about a time that someone did something kind for you. What did they  do and how  did it make you feel?Special Day. Describe a special day that you and your best friend shared. What made it so memorable?Left Out. Have you ever felt left out? Write about what happened.Diaper Days. Write about something you remember from when you were a baby or toddler.Rainy Day Fun. It’s raining outside and your best friend is over to visit. What do you do?Happy Memories. Write a story about one of your happiest memories.Switch-a-roo. Describe what it would be like to switch lives with anyone in the world for a day. Who would it be and what would you do?School Sleepover. Imagine that you’re trapped in your school alone overnight. Tell what happens.Fly-on-the-wall. You wake up and discover that you’re a fly for the day. What do you do?Right and Wrong. Tell about a time when you were tempted to do the wrong thing, but you chose to do the right thing inst ead.Scary Stories. Write about a time when you were scared. Menu Madness. Imagine that you’re in charge of the school lunch menu for the week. What meals would you include?Wild and Wacky. Imagine your class is on a field trip to the zoo and one of the animals starts talking to you. What does he tell you? Opinion Essay Writing Prompts Second graders should write opinion pieces that introduce their topic and provide reasons to support their opinion, using words such as because and and to connect their reasoning. The paper should include a conclusion sentence. Fun and Games. What is your favorite game to play? Why is it better than other activities?Bedtime Tales. What is the best bedtime story your mom or dad has ever read to you? What made it the best?Travel Stops. If you could choose to stay in a tent, an RV, or a fancy hotel while traveling with your family, which would you choose and why?Playground Fun. What is the very best piece of equipment on your school’s playground? What makes it the best?Exotic Pets. If you could choose any wild animal for a pet, what would you choose and why?Study Choice. Your teacher has asked you to decide what topic the class studies next. What do you pick and why?Favorite subject. Which school subject is your favorite and why?Yucky or Yummy. Write about a food that you like but most people don’t. Why should people give it a chance?Play Time. Should your school give kids a longer recess time? Why or why not?Digital or Print. Which is better for reading, a printed book or a tablet?Allergies. Are you allergic to anything? Why is it important for people to know about your allergy? Drinks. Do you like milk? Soda? Lemonade? Name your favorite drink and give three reasons why it’s your favorite.Best Day. What is your favorite day of the week? Write an essay including three reasons why that day is the best. Expository Essay Writing Prompts Expository essays inform the readers about a specific topic. Second grade students should introduce their topic and provide facts, definitions, or steps to develop their point. School Day. You have a younger sibling who hasn’t started school yet. Tell him or her about a typical school day.Class Pet. Your class gets to choose a classroom pet for the year.  Name an animal that you think would make a good choice and explain  its needs (such as food, habitat, temperature).Favorite Food. What is your favorite food? Describe it as if no one else has ever seen or tasted it.Seasonal Fun. Pick a season, like summer or fall, and describe your favorite activity during that season.If You Build It. Think of a time when you saw something being built (like a house, a new road, or even a snowman). Explain the stages of the building process.Famous Firsts. Think about a famous first like the first person to walk on the moon or the first person to sail around the world. Explain why this first was so important.Famous People. Choose a famous person and explain what he or she did to become famous.Past Parties. Think of the best party you’ve ever attended and ex plain what made it the best. Favorite Film. Choose your favorite animated film of all time and explain why you love it.Bedtime. Explain why it’s important to get plenty of sleep every night.Funny Pet Tricks. Describe an unusual trick that your pet can do.Holiday Happenings. Select a popular holiday and explain why or how people celebrate it.Smelly Tale. Every place has different smells, good or bad. Describe two or three smells you associate with your home or school. Research Writing Prompts Students should also produce research-based writing by reading books on a topic and writing a report, recording science observations, or using provided materials to answer a question. Turtle Power. Why do turtles have shells?Digging Dinosaurs. Choose your favorite dinosaur and write a report including interesting facts about it.Under the Sea. Learn more about one interesting animal that lives in the ocean. Write a paper  about what you learned.  Places for People. Choose a unique home (such as an igloo or a mud hut) and explain why its suited for the environment in which it is found.Space. Choose one of the planets in our solar system and give five interesting facts about it.Science. Write an observation from a recent science lesson such as how plants grow or what makes up the water cycle.Famous people. Write a report about someone you are studying in your current history lessons.How Is It Made? Choose an everyday object (like LEGO bricks or toilet paper) and find out how it’s made.Desert Dwellers. Pick an animal that lives in the desert and write 3-5 interesting facts about it.Creepy Crawlies. What is the difference between arachnids and insects?Where in the World? Choose a state or country to research. Include 3-5 facts about the place in your report. What’s the Difference? Choose two similar animals, such as a horse and a mule, a crocodile and an alligator, or a leopard and a cheetah. Explain how to tell them apart.Sleep Habits. Some animals sleep standing up. Bats sleep hanging upside down. Birds sleep in trees. Choose an animal, bat, or bird and explain how they sleep without falling.

A Brief History of the Country of Morocco

A Brief History of the Country of Morocco In the Classical Antiquity era, Morocco experienced waves of invaders included Phoenicians, Carthaginians, Romans, Vandals, and Byzantines, but with the arrival of Islam, Morocco developed independent states that kept powerful invaders at bay. Berber Dynasties In 702 the Berbers submitted to the armies of Islam and adopted Islam. The first Moroccan states formed during these years, but many were still ruled by outsiders, some of whom were part of the Umayyad Caliphate that controlled most of northern Africa c. 700 CE. In 1056, a Berber empire arose however, under the Almoravid Dynasty, and for the next five hundred years Morocco was governed by Berber dynasties:  the Almoravids (from 1056), Almohads (from 1174), Marinid (from 1296), and Wattasid (from 1465). It was during the Almoravid and Almohad dynasties that Morocco controlled much of North Africa, Spain, and Portugal. In 1238, the Almohad lost control of  the Muslim portion of Spain and Portugal, known then as al-Andalus. The Marinid dynasty attempted to regain it, but never succeeded. Revival of Moroccan Power In the mid-1500s, a powerful state again arose in Morocco, under the leadership of the Saadi dynasty that had taken over southern Morocco in the early 1500s. The Saadi defeated the Wattasid in 1554, and then succeeded in holding off incursions by both the Portuguese and Ottoman Empires. In 1603 a succession dispute led to a period of unrest that did not end until 1671 with the formation of the Awalite Dynasty, which still governs Morocco to this day. During the unrest, Portugal had again gained a foothold in Morocco but was again thrown out by the new leaders. European Colonization By the mid 1800s, at a time when the influence of the Ottoman Empire was in decline, France and Spain began taking a great interest in Morocco. The Algeciras Conference (1906) that followed the First Moroccan Crisis formalized Frances special interest in the region (opposed by Germany), and the Treaty of Fez (1912) made Morocco a French protectorate. Spain gained authority over Ifni (to the south) and Tà ©touan to the north. In the 1920s the Rif Berbers of Morocco, under the leadership of Muhammad Abd el-Krim, rebelled against French and Spanish authority. The short lived Rif republic was crushed by a joint French/Spanish task force in 1926. Independence In 1953 France deposed the nationalist leader and sultan Mohammed V ibn Yusuf, but both nationalist and religious groups called for his return.  France capitulated, and Mohammed V returned in 1955. On the second of March in 1956, French Morocco gained independence. Spanish Morocco, except for the two enclaves of Ceuta and Melilla, gained independence in April of 1956. Mohammed V was succeeded by his son, Hasan II ibn Mohammed, upon his death in 1961. Morocco became a constitutional monarchy in 1977. When Hassan II died in 1999 he was succeeded by his thirty-five year old son, Mohammed VI ibn al-Hassan. Dispute over Western Sahara When Spain withdrew from the Spanish Sahara in 1976, Morocco claimed sovereignty in the north. The Spanish portions to the south, known as Western Sahara, were supposed to become independent, but Morocco occupied the region in the Green March. Initially, Morocco divided the territory with Mauritania, but when Mauritania withdrew in 1979, Morocco claimed the whole. The status of the territory is a deeply contentious issue, with many international bodies like the United Nations recognizing it as a non-self-governing territory called the Sahrawi Arab Democratic Republic. Revised and Expanded by Angela Thompsell Sources: Clancy-Smith, Julia Anne, North Africa, Islam, and the Mediterranean world: from the Almoravids to the Algerian War. (2001). MINURSO Background, United Nations Mission for the Referendum in Western Sahara. (Accessed 18 June 2015).

French Politics Research Paper Example | Topics and Well Written Essays - 1750 words

French Politics - Research Paper Example Sarko represents UMP (Union pour un mouvement populaire). He is neo-liberal, authoritarian, pro-American and pro-Israeli. Except for Socialist Francois Mittereand's 14 years reign, France has been ruled by right wing forces since 1958 when Charles de Gaulle ushered in the new Republican regime. Paving the way for the electoral victory of the 52-year old leader of the French Right were the simultaneous decomposition of the French Left and Sarkozy's successful unification of the three streams of the Right - neoliberal, national and fascist. When Sarkozy became "Monsieur le President de la Republique," the 23rd French chief of state, the sixth since the new Constitution of 1958 that initiated the Fifth Republic of France, his true intentions for promised new directions were still ambiguous. Upon the election of Nicolas Sarkozy there was a strong current in the media - both in France and internationally - claiming that "things had changed". Sarkozy, it was said, was the man who would cut back the "gluttonous" French state, "modernising" the economy by curbing the power of the unions and replacing the France of the 35-hour-week with a new more "flexible" culture that valued "hard work". French workers had to prepare for Sarkozy's onslaught. As we have seen with November's rail strikes, university occupations and rioting in the suburbs, resistance to Sarkozy is deep-rooted. Some activists have used the catch-cry "Sarko-facho" ("Sarkozy-fascist"); portrayed him as nothing but a lickspittle of George Bush; or, as the Iranian media now have it, a Mossad agent. Yet most of the French President's pronouncements seem to be in tune with the anti-working class, conservative and authoritarian political tradition of General de Gaulle. On the other hand, Sarkozy's underlining of great national objectives means distancing France from the spirit of liberal free trade. The French Left accuses Sarkozy of being authoritarian and of unstable character. The Left's electoral campaign early this year aimed at trying to rouse his ire and demonstrate his incapacity of leading la douce France. The crude reality is that while the French Left claims a monopoly on morality, the political Right dominates this largely conservative, extremely traditional nation. We only have to think back to spring 2006 when the previous UMP [Gaullist] government attempted to introduce the CPE law to undermine young workers' job stability, or 2005 when it backed the EU Constitution. The continuity in the history of the French right is examined in some detail in the latest issue of the Ni Patrie ni Frontires journal*, which devotes some 62 pages to assessing the character of so-called "Sarkozyism". Sarkozy has taken on great personal power, setting great store by his own image and casting himself as somewhat of a national saviour, in the mould of de Gaulle or a Napoleon. The assertion that Sarkozy represents an

Literacies for learning Essay Example | Topics and Well Written Essays - 2000 words

Literacies for learning - Essay Example 8. Ward, D., 2007, Volcanoes Influence Climate, 7th June 2007, Accessed on 27th August 2009, Retrieved from http://www.windows.ucar.edu/tour/link=/earth/climate/geosphere_volcanoes_influence_on_climate.html It was back in 1783, that Benjamin Franklin first developed a relationship between the volcanos and the global climate. He had observed a vast change and abnormal chill that had come into the summers and also the other changes like the freezing of the ground, snow not melting and also severe winters and constant fog. Post this there have been several researches that have been carried out to check for the effects of volcanos on the global climate. I support the fact that volcanos do in fact affect the world climate. There are several reasons why the large volcanic eruptions have high effects on the global climate. Firstly, it has been noted that the levels of carbon – di – oxide that is emitted has a strong ‘greenhouse effect’. This effects the heat radiation and forms a type of insulation around the planet. The green house is an essential part of the planet as it allows the survival by maintaining the temperatures of the planet. The level of CO2 that is emitted in the atmosphere by humans is very high and the volcanos add to this level of pollution. Secondly, the ash and the aerosol clouds of the large volcanic eruptions spread through the atmosphere. One of the best examples for this is the case where the Krakatau volcano erupted in the Indonesian Islands and this spread to South Africa by the next day and across the Globe within a week. The other effects that have been faced is the global warming, and the high levels of sulphur – di –oxide that is produced by the volcanos also leads to further cooling of the temperatures across the world. Thus this exposition highlights that there are several effects of volcanos on the global temperatures and the

Redfin Pickerel :: essays research papers

Description: The Redfin pickerel has 15 to 36 dark, wavy vertical bars and reddish-orange lower fins. The coloration is much the same as that of chain pickerels, a dark backward slanting bar below the eye. The snout is shorter and broader than any other pickerel. There are normally 11 to 13 branchiosstegal rays under the lower jaw. The cheek and gill covers are completely covered in scales. They weigh up to one and a half pounds, which is the world record to this day. They have an average length from 6-10 inches with an average weight of 5 ounces. The Redfin Pickerel has a cylindrical, torpedo-shaped body with numerous sharp teeth at the point of the snout. Range: The range of the Redfin pickerel is found statewide with the exception of mountain habitats. Environment: They are usually found in heavy growths of aquatic plants in sluggish streams. They are also found in shallow coves of lakes or in ponds. They prefer water from 75 to 80 degrees. Redfin pickerels may be the dominant predator fish in small creeks. They prefer slow moving, heavily vegetated swamps and millponds. Food: Small fish make up most of the Redfin pickerels diet, but they also eat aquatic insects and various other invertebrates. Reproduction: The Redfin pickerel spawns in the early spring as water temperature approach 50Â °F. Spawning occurs in shallow water when the female deposits her eggs in vegetated areas where they are fertilized and left unattended. A large female may deposit as many as 4,000 eggs at one time. Some fish as small as 5 inches may release no more than 400 eggs. They become sexually mature by at least age two. No parental care is given to the eggs. Unique characteristics: The Redfin pickerel has numerous sharp teeth in a relatively pointed snout making it perfectly designed for its ambush-type-feeding behavior. Due to small size, sport fishing for this species is limited to coastal areas where the ideal habitat for growth exists. This fish is highly prized by many low country natives who grew up eating this sweet flavored fish.

Insect Classifying Arthropods Virtual

Introduction to Biology Name: Julie Maxwell Classifying Arthropods Virtual lab (Week 8) Go to the following website for completion: http://www. mhhe. com/biosci/genbio/virtual_labs/BL_18/BL_18. html Upon completion of the Classifying Arthropods Virtual Lab, please answer the following questions thoroughly using complete sentences and proper grammar and spelling. Data Table | Body Sections(1,2,3, or >3)| Walking Legs (6,8 or >8)| Other Appendages| Antennae(0,2 or 4)| Claws Present? | Jaws Present? Class| Common Name| Specimen 1| | | | | | | | | Specimen 2| | | | | | | | | Specimen 3| | | | | | | | | Specimen 4| | | | | | | | Beach Hopper| Questions: 1. Many species of arachnids are predators, but have no teeth or jaws. How do they obtain nutrients from their prey? They inject venom in the prey that paralyzes them then the predators suck out the nutrients they need. 2. Arthropods are the most diverse group of animals. Describe some characteristics of arthropods that may have cont ributed to their great evolutionary success.The body segmented, the segments usually grouped in two or three rather distinct regions – making them highly mobile. * Paired segmented appendages (from which the phylum gets its name) – making them ambulate & walk easily. * Bilateral symmetry – making them relate to the environment quite easily. * A chitinous exoskeleton, which is periodically shed and renewed as the animal grows – making them resistant to shock of hard objects. * A tubular alimentary canal, with mouth and anus – accounting for good food digestion. The circulatory system an open one, the only blood vessel usually being a tubular structure dorsal to the alimentary canal with lateral openings in the abdominal region – ensures better perfusion and less chances of hemolysis due to their being highly mobile. 3. What are some advantages and disadvantages of having an exoskeleton? Advantages are, the exoskeleton provides a bony plat e of armor for support and protection of the soft internal tissues and organs. Disadvantages; it limits the possible size of the animal.Since the weight of an animal is a function of its volume, a doubling of an animal’s size increases its weight by a factor of 8. 4. Which of the five classes of arthropods is the most diverse? Explain. Insecta or Hexopoda (insects) is the most diverse class. There are about 900,000 known insect species, three times as many as all other animal species together, and thousands of new ones are described each year. They are commonly grouped in 27 to 32 orders, depending upon the classification used. The largest order is that of the beetles (Coleoptera).Next, in order of size, are the moths and butterflies (Lepidoptera); the wasps , ants , and bees (Hymenoptera); and the flies and mosquitoes (Diptera). Other major orders are the true bugs (Hemiptera); the cicadas , aphids , and scale insects (Homoptera); the grasshoppers and crickets (Orthoptera); the cockroaches (Blattodea); and the mantids (Mantodea). 5. For each of the following characteristics, indicate whether the trait is common to Phylum Arthropoda or specific to certain classes of arthropods: wings, chewing mouthparts, jointed appendages, number of legs, segmented bodies, type of respiratory structure, exoskeleton.