Quagga Facts and Figures

Quagga Facts and Figures Name: Quagga (articulated KWAH-gah, after its particular call); otherwise called Equus quagga Environment: Fields of South Africa Authentic Period: Late Pleistocene-Modern (300,000-150 years back) Size and Weight: Around four feet high and 500 pounds Diet: Grass Recognizing Characteristics: Stripes on head and neck; unobtrusive size; earthy colored back About the Quagga Of the considerable number of creatures that have become terminated in the course of the last 500 million years, the Quagga has the qualification of being the first to have had its DNA dissected, in 1984. Present day science immediately dispersed 200 years of disarray: when it was first depicted by South African naturalists, in 1778, the Quagga was pegged as a types of variety Equus (which contains ponies, zebras, and jackasses). In any case, its DNA, extricated from the cover up of a protected example, demonstrated that the Quagga was really a sub-types of the exemplary Plains Zebra, which veered from the parent stock in Africa anyplace somewhere in the range of 300,000 and 100,000 years back, during the later Pleistocene age. (This shouldnt have come as an astonishment, considering the zebra-like stripes that secured the Quaggas head and neck.) Sadly, the Quagga was no counterpart for the Boer pioneers of South Africa, who valued this zebra branch for its meat and its jacket (and chased it only for sport too). Those Quaggas that werent shot and cleaned were mortified in different manners; some were utilized, pretty much effectively, to group sheep, and some were sent out for show in outside zoos (one notable and much-captured individual lived in the London Zoo in the mid-nineteenth century). A couple of Quaggas even ended up pulling trucks loaded with sightseers in mid nineteenth century England, which much have very been an experience considering the Quaggas mean, touchy manner (even today, zebras are not known for their delicate natures, which assists with clarifying why they were never tamed like present day ponies.) The last living Quagga, a horse, passed on in full sight of the world, in an Amsterdam zoo in 1883. Be that as it may, you may yet get the opportunity to see a living Quagga-or if nothing else a cutting edge translation of a living Quagga-on account of the disputable logical program known as de-annihilation. In 1987, a South African naturalist incubated an arrangement to specifically raise back the Quagga from a populace of fields zebras, explicitly intending to recreate the Quaggas particular stripe design. Regardless of whether the subsequent creatures consider certifiable Quaggas, or are in fact just zebras that look hastily like Quaggas, will probably not make any difference to the visitors that (in a couple of years) will have the option to see these grand mammoths on the Western Cape.

Unit 6 Big Ideas in Science SEMINAR Research Paper

Unit 6 Big Ideas in Science SEMINAR - Research Paper Example Environmental Carbon additionally originates from disintegration of dead creatures. Sedimentary rocks like limestone, just as shells additionally contain carbon. Nitrogen, then again, exists in the air as nitrogen gas. This nitrogen gas is changed over to smelling salts gas through the procedure of nitrogen obsession, and the alkali is changed over to nitrites at that point oxidized to nitrates through the procedure of nitrification. Nitrogen obsession is cultivated by nitrogen fixing microscopic organisms just as lightning. The resultant nitrites and nitrates are changed over back to nitrogen gas by denitrifying microscopic organisms through denitrification process. Nitrogen present in natural issue is changed over into alkali gas by means of ammonification process. Human exercises influence the normal procedures of water, carbon, and nitrogen cycles. Exercises like consuming of petroleum derivatives and coal discharges nitrogen mixes, sulfur, and carbon mixes to the environment, which, notwithstanding causing air contamination, prompts the development of corrosive downpour. Corrosive downpour makes incredible harm plants and creatures. Increment of nitrogen in the climate causes awkwardness of supplements accessible for plants, influencing their wellbeing and biodiversity. Different issues like filtering of nitrogen into the dirt and resultant contamination and eutrophication comes about because of expanding nitrogen noticeable all around. Moreover, the utilization of chlorofluorocarbons, CFCS, causes the breakdown of the ozone layer prompting the development of Ozone opening. The outcome is an expansion in event of skin malignancy because of infiltration of bright light into the

The Maidenhead Of Ophelia Essays - Characters In Hamlet,

The Maidenhead Of Ophelia In William Shakespeares Hamlet, the character of Ophelia is taken on the appearance of a coy, honest, youthful young lady. Notwithstanding, the conduct camouflaged by this fa?ade is significantly more intriguing than we are persuaded. All through Hamlet, Ophelia is the objective of various sexual innuendoes and later the questioner of her own sexual experience. At the point when these events become clear, Ophelia no longer holds the virginal characteristics we were once persuaded she had. Ophelia is first depicted as a blameless, or as her dad, Polonius, portrays, a green young lady (1.3.101). The worry lies not with Ophelias conduct, however with Hamlets scurrilous wants for her- - she is advised to see him no more. Polonius then goes up against Gertrude and Claudius, Hamlets mother and uncle/father, with Hamlets endeavors to lure his little girl. As proof, he has reallocated an adoration letter written to Ophelia by Hamlet. Claudius challenges Poloniuss allegations by asking, But how hath she got his adoration? (2.2.127-28). This reaction is the primary ramifications of the conceivable nonattendance of Ophelias virtue. The most grounded recommendations toward Ophelia are made by Hamlet, himself. These appear to be the most critical of any, supposing that anybody were to know about her immaculateness, or absence of, it would in all probability be Hamlet. He questions Ophelias trustworthiness and her reasonableness. He reveals to her that the intensity of excellence will sooner change trustworthiness from what it is to a bawd... (3.1.111-12). A bawd is a reference to a house of ill-repute manager. Hamlet announces that he cherished Ophelia once. He cautions her that she ought not have trusted him, since ideals isn't something that can be supplanted and they are currently polluted. He advises her that he never cherished her. Maybe the harshest line with a reference to Ophelias condition of virginity is when Hamlet reports, Get thee to a religious shelter - why wouldst thou be a reproducer of heathens? (3.1.119-20). He obviously expresses that Ophelia is a miscreant and any posterity would be delinquen ts. Hamlet discloses to her she ought to wed a nitwit (3.1.134), and that as opposed to being straightforward, she imagines her shamelessness originates from guiltlessness, instead of experience. These assertions immediately disintegrate the fa?ade encompassing Ophelia, leaving no inquiries concerning her maidenhead. Hamlet proceeds with the abuse, getting progressively rough with each. He inquires as to whether he should lie his head in her lap. At the point when she decreases, he comments, Thats a reasonable idea to lie between house keepers legs (3.2.105). In reference to the play Hamlet has composed, Ophelia gets some information about the importance. Hamlet reacts, Ay, or any show that youll show him. Be not you embarrassed to appear, hellfire not disgrace to mention to you what it implies (3.2.127). One of the last innuendoes he gets an opportunity to make was in revealing to Ophelia that It would cost you a moaning to remove mine edge (3.2.226). In the blink of an eye a short time later, Ophelia was headed to frenzy. Ophelias own admission that she has lost her virginity comes in her condition of franticness. She sings, Then up he rose and wore his garments/And dupped the chamber entryway;/Let in the house cleaner that out a servant/Never withdrew progressively (4.5.52-55). Be that as it may, the most apparent entry comes not long after when Ophelia sings, Young men will speck on the off chance that they come tot/By Cock they are at fault. /Quoth she, Before you tumbled me,/You guaranteed me to marry. /He answers -/So would I ha done, by there sun,/And thou hadst not go to my bed. Ophelia is discussing the guarantees Hamlet made to her before she had intercourse with him. Since he has disclosed to her that he no longer loves her, there is no explanation behind her to ensure their exercises any more. Despite the fact that in a condition of frenzy, Ophelia has at long last spoken reality with regards to her relationship with Hamlet. She no longer conveys the personae of a blameless, pure little you ngster. Upon the principal perusing of Hamlet, a few of these records can undoubtedly be ignored. However, when we take a gander at the mentalities of different characters concerning Ophelia, we start to see that there are inquiries regarding her activities. Her dad, Polonius, assumes it is Hamlets deficiency. Claudius and Gertrude question Ophelias character.

Some thoughts about why American math education stinks

In theory, at least, I should be the very last person to weigh in on this topic.  As I usually joke, most of my students could tutor me in math. My mathematical education was mediocre in every way imaginable, and lets not even talk about that 200+ point score gap between my SAT and Math and Verbal scores. With competent instruction, I probably could have become an excellent or at least a decent math student, but alas, that ship sailed many years ago. So why on earth should anyone listen to me spout off about what ails math education? Well, because by this point, I know a fair amount about the functions and dysfunctions of the American educational system, about pedagogical trends, and about just how difficult good teaching really is.  If  youre willing to hear me out, Im going to start with an anecdote. I occasionally  receive emails from prospective test-prep authors (mostly math/science, incidentally)  seeking advice. A few months ago,  I got a message from someone looking to self-publish an ACT science book. In the course of his message, he mentioned that he couldnt begin to understand my work because he trafficked in the world of logic and objectivity. Although it was undoubtedly unintentional,  the implication was that my work was frilly  and subjective, the academic equivalent  of a pink cupcake. It probably would  have surprised  him to learn that traditionally, grammar and rhetoric were  grouped together  with  logic as areas of study. Until the nineteenth century, the boundary between the humanities and the sciences was quite fluid, the sciences being considered a form of natural philosophy.  Although there are still  some  of areas where the two overlap in overt ways music theory and math, for example, or philosophy and physics they tend to be relatively esoteric. Current discussions typically pit  humanities and sciences  against one another or worse, contend that the humanities only have value  insofar as they can be made to serve more pragmatic  pursuits. (For an exceptionally  heavy-handed example of this mentality, see  Passage 4, Test 1 in the new SAT Official Guide.) The reality, however,  is that grammar and math actually have quite a bit in common, and the way I teach grammar probably has a lot more to with  with what goes on (or should go on) in math class than what goes on English class.  Its not an exact analogy, of course, but  consider that math and grammar share some essential characteristics. Both are  formal, symbolic systems whose real-life applications are not always immediately obvious. Both are sequential and cumulative if you dont master basic terms and  formulas and understand their applications, you are not really prepared to move on to the next level. And both can become very creative at a  high level, but  not without a thorough mastery of the basics. If youd asked me a year ago, I would have very naively said  that training people to teach reading would be  harder than training them to teach grammar. Reading, after all, is fairly  subjective, and there are almost infinite ways for a student to misunderstand. As it turned out, I had things backwards. Because  there are a fairly limited number of formal techniques that can be used to teach reading (focusing on the introduction and conclusion to  determine  the main point, using context clues, identifying transitions), there wasnt a huge amount of wiggle room in terms of training  people to teach it. Grammar was  a  different story. First, let me explain that I learned pretty much all of my grammar in foreign language class.  Years of foreign language class, starting from  when I was about seven  through  well after I graduated from college. Almost all of it was pretty traditional pages and pages of exercises, progressing from the present tense to the imperfect subjunctive, from direct and indirect objects through relative pronouns. Although I have an excellent ear for languages, grammar did not come totally naturally to me. In fact, I got Bs in French for most of high school (albeit in an extremely accelerated class). But after  covering the same concepts in more or less the same order in multiple classes, in multiple languages, over multiple years, there was pretty much no way I could  not master them. The way I teach, and the way I write my grammar books, very much reflects that  experience. When I started teaching grammar, I simply mimicked what my teachers had taught me teachers who were at worst merely competent and at best outstanding. Because I came from a foreign language background, my starting assumption was always that my students knew nothing, that every term had to be defined, and that I could not leave any step to be inferred. Since very few of my students had learned any grammar in school and in the rare cases they had studied grammar, they usually had only the most fragmentary  understanding of what they had learned this approach proved highly  effective. When I started interviewing and training tutors, however, I  was struck by a few things. First most tutors had a noticeable  tendency to  overcomplicate their explanations. They often  attempted to cover  multiple concepts simultaneously, using very fairly sophisticated  terminology   and  they didnt stop to make sure the student truly understood all of the terminology they were using. They simply took for granted that the student had  not only been exposed to but had also  mastered the terminology they were using, even if that was not at all  the case. Now, in English, kids can still muddle along because, well, they speak the language (even if  some of their writing is pretty hair-raising), but in math I suspect those types of oversights can be deadly. If a teacher is talking past their students, assuming that theyve mastered concepts they should have mastered last year but didnt, failing to define terms precisely and  introducing new, more sophisticated concepts before the old ones have been fully assimilated, theres pretty much no way for kids to figure things out on their own. Forget deep understanding; they wont even get the basics. That brings me to my next point, namely the false dichotomy between rote learning and deep understanding. I think  most people would consider it common sense  that lessons  need to  be calibrated to the level of the particular students, and that beginners usually need to have things explained in pretty simple ways. Whats somewhat less intuitive, and what often gets overlooked in debates about pedagogy, is that aiming  for deep understanding too early on can be counterproductive because it often involves  more unfamiliar terminology and concepts than students are prepared  to handle. The strain on working memory is simply  too great. The initial goal, at least from my perspective, should be to give students tools that are simple to remember and that can actually be  used. If an explanation of the underlying logic behind a rule happens to help students better grasp a rule, in such a way that they can apply it more effectively, then by all means the explanation should be provided. But if explanations are  too confusing, they can do more harm than good. It doesnt happen often, but sometimes  straight-up memorization is actually the best  approach at first. Then, when  the student is ready, progressively more nuanced versions of the concept can be introduced. Usually, though, the issue isnt explanation vs. no explanation but rather how in-depth the explanation should be. There are countless  gradations between pure rote memorization  and in-depth conceptual learning, and there is a very fine line between explaining a concept thoroughly and explaining it in a way that brings in extraneous, potentially confusing information. A good deal of teaching involves walking that line. Sometimes a little bit of the theoretical underpinnings can be introduced, and sometimes it makes sense to go more in-depth. It all depends on where students are starting from and what they hope to accomplish. If a teacher isnt sensitive to that context, explanations can easily end up being more superficial or more complex than what a student actually requires. Thats a big part of what makes teaching an art as well as a science. More often than not, students wont  come out and tell you when theyre confused; teachers must  be  attuned to  facial expressions and body language. If they  miss those cues and blithely keeps on going†¦ well, youve probably had that experience. Moreover, concepts being taught must be considered in context of the subject as a whole: what (if anything) has been taught before, and what must the student absolutely master at this point in order to move to the next level somewhere down the line? If a curriculum isnt sequenced coherently, students end up with gaps and eventually hit a wall.   Likewise, if a teacher doesnt know enough about the subject to understand where the particular concept they are teaching fits in, they are unlikely to be capable of fully  preparing students for the next level.  I think its fair to assume that plenty of elementary school and even plenty of high school math teachers dont have a particularly strong grounding in the subject as a whole. It then stands to reason that they cant teach with an eye toward what might be required a year  down the line, never mind five years down the line. On the flip side, of course, some teachers are so naturally gifted in a subject, or take so much of their knowledge for granted, that they simply cant imagine the subject from the perspective of a novice or figure out how to explain things that seem so obvious to them (or worse, dont even realize that things need explaining). That was my 10th grade math class, and thinking about it still makes me shudder. The other, related, issue I see has to do with the  way in which  both  traditional and progressive forms of teaching are misapplied. In traditional  teaching, a general concept is presented, after which students work through a number examples to see it in action. This model has taken a lot of flack over the last century, some of it merited and most  of it based on various types of distortion, but I think its fair to say that its often applied in a manner that leaves much to be desired. Ive noticed that American teachers tend to overestimate  students ability to infer the application of  rules to complex/sophisticated situations after those rules are presented in a relatively superficial way.  For example, subject-verb agreement  can theoretically be covered in about five seconds: singular subjects take singular verbs, while plural subjects take plural verbs. Easy, right? In theory, perhaps. In reality, many students must learn about  gerunds, prepositions and prepositional phrases, non-essential clauses,  compound subjects, etc. in order to answer the full range of SAT subject-verb agreement questions. You cannot skip parts even seemingly obvious ones   and leave beginning students to figure out the rest; every step must be mapped out. Concepts must be continually reinforced  and  slowly built upon so that new concepts, as well as their relationships to other concepts, are gradually introduced and then explored in progressively more complex ways. Furthermore, each concept must be  drilled until it has  been mastered; simply reiterating the logic behind a concept is not enough.  Ive been told that this is how math gets taught in most Asian countries, which not coincidentally tend to have the highest math scores.  Based on the way Ive seen grammar get taught, I strongly suspect this isnt  happening in American classrooms. (Also, American pedagogy is  addicted to incoherence, confusing it with freedom and creativity; explicit, clearly sequenced lessons would be anathema, even if teachers were given leeway in implementing the specifics.) An equal if not bigger problem  results from the other extreme. In a progressive model, students are given a series of problems or examples and asked to  figure out the general concept.  While this approach has the potential to be useful, if done in a moderate and controlled way, it can lead to serious  confusion if 1) students have insufficient background knowledge to figure out whatever it is that theyre supposed to be figuring out; or 2) the teacher does not actually step in at some point and explain things clearly. (For the record, Im talking about a run-of-the-mill public high school math class, not a seminar at Exeter.) Ive seen tutors try to build lessons  around students prior knowledge or intuitive understanding of a concept, when in fact those things were so spotty they provided virtually no basis for understanding. What they clearly perceived as  guiding intended to empower the student was actually going nowhere. Far from realizing that, though, they seized on any scrap  of understanding as evidence that their approach was working. Never mind that there  was very little  the student could apply in any meaningful way. Once again, that approach creates enough problems in English, but native speakers will still be able to utter more or less grammatically acceptable utterances regardless of whether they can distinguish between the present perfect and the past perfect. In math, the consequences are likely to be a lot  more dire.

Technology Ruined Peoples Friendship And Relationships

Technology has made communicating difficult and has slowly ruined people’s friendships and relationships. Henry David Thoreau says, â€Å"Society is commonly too cheap. We meet at very intervals, not having had time to acquire any new values to each other.† Interpersonal communication with people is fading away with time, but simultaneously, technology has given people connection with those far from them. Although it does have its advantages, technology has ruined the connection and intimacy people once experienced in a pre-digital age. The disenchantment in peoples friendship caused by technology is clear. Technology has interfered with person friendships and made the relationship undignified and neglecting the fundamentals of it, such as†¦show more content†¦Friends from far away are now connected with the use of the Internet, the internet is a wonderful place to stay connected with family and friends, I use it to stay in contact with my friend Ray that’s going to Cal Poly. Nevertheless, sometimes it can be distracting while I’m hanging out with my cousins, but now people communicate through screens and it’s like a custom and people use social media platforms like Facebook, Instagram, and messaging to do all our â€Å"communicating†, but communicating from technology doesn’t show the person s emotions â€Å"Studies show that only 7% of communication is based on the written or verbal word. A whopping 93% is based on nonverbal body language† (Tardanico). The author, Tardanico, experiences that when her daughter attempted suicide, she talked to her before the incident, she seemed happy and she couldn’t notice her body language and, therefore, realize that she had depression. Communicating with, a person can only be from one way and that’s from face to face talking because individuals can notice what’s happening with the person, however using technology to talk to the person. 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Taking a Look at the Holocaust - 735 Words

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Founded earlier that same year by a small group of men. The party promoted German nationalism and antisemitism. They felt that the peace settlement that ended the war, the Treaty of Versailles, was extremely unjust to Germany by burdening it with reparations it could never pay. Hitler soon emerged as a charismatic public speaker and attracted new members with speeches blaming Jews and Marxists for Germany’s problems and creating extreme nationalism and the concept of a master race. Hitler and otherShow MoreRelatedTaking a Look at the Jewish Holocaust804 Words   |  3 PagesThe Holocaust a tragic catastrophe in which six million Jews were brutally murdered by the Nazi regime. Who were the Nazi’s and what punishments were brought against these war time criminals. During the Holocaust the Nazis used a form of indoctrination that contrived others to believe that the Jews were the ones to blame for the country’s loss after WWI. This indoctrination then lead to the massive murder of the Jews. 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The Holocaust can be seen from Goldhagen’s perspective of eliminationism. It did have all of the five steps and yet there was uniqueness about the Holocaust. The first one that can be looked at is the concentration camp itself. The history of the camp and the stories are still being unfoldedRead MoreHolocaust Genocide Essay817 Words   |  4 Pagesof the holocaust. A Polish Jewish lawyer by the name of Raphael Lemkin created the term in his infamous book, Lemkin on Genocide. Geno- meaning race or tribe from the Greek language, and -cide meaning killing in Latin. He was the man who gave the crime without a title an actual name. (Lemkin, p.g 2) Thus continuing, a proud example of genocide known throughout history was known as the Holocaust. Well, what was the Holocaust exactly? According to the Holocaust Encyclopedia, †The Holocaust was theRead MoreHolocaust And The Moving Image Moves Through The Five Areas Of Its Concentration981 Words   |  4 PagesTo answer the questions formulated through the symposium, Holocaust and the Moving Image moves through the five areas of its concentration, with the first section devoted to Film as Witness. This section uses a number of still photographs taken from personal and archival films created by the liberators of the Nazi camps to demonstrate how these films were acquired. Of interest is the idea that the liberating soldiers initially charged with simple document(ary) filming soon learned to develop andRead MoreShould We Teach The Holocaust1409 Words   |  6 PagesTeach the Holocaust to Eighth Graders? â€Å"Those who do not know history are destined to repeat it.† This was said by Edmund Burke. This quote strongly applies to the Holocaust. The Holocaust is a huge part of our history, and we should teach students about it so they are aware of the past mistakes. The Holocaust can help teach us how to make the world a better place, it is an important time in history because it can teach kids about societal issues and kids will learn about the holocaust anyways, soRead MoreSurvival In Auschwitz by Primo Levi1498 Words   |  6 Pageswhen people just look back in time how situation drastically changed to modern time. But it wouldn’t have become a lesson if no one looked at the issues people had affected society to present and future. According to the well known book in 20th century written by Primo Levi, Survival In Auschwitz, he explained about the time of his experience as a young 24 year old man being placed in German camp since he was considered as â€Å"Italian cit izen and Jewish raced†. During the holocaust, it is one of the

Surrogate Mothering Essay Example For Students

Surrogate Mothering Essay Motherhood Nine Months vs. A LifetimeYoure about ten meters dilatedits time to push! You grab hold onto your husbands hand a little tighter. Take a deep breathand the labor process begins. This is a common everyday scenario that happens thousands of times a day in hospitals all over the world. Yet sometimes, women will never be able to go through this process, due to circumstances beyond their control. Imagine never being able to have a child. Imagine infertility. Month after month, dozens of negative pregnancy tests, hundreds of dollars, infinite heartaches. What is a couple to do? Who can they trust? What are their options?One option that is becoming more and more popular in todays society is surrogate motherhood. Why? Some believe it is because of the continuous decreasing numbers of adoptable infants, especially healthy Caucasian infants. The advantage of surrogacy is that the child is usually related to one of the intended parents and can be the product of both genetic parents. Yet the reason that many Americans dont look for this as an option first is because of the large percentage of unsuccessful cases. A majority of the negative feelings towards surrogacy is mainly due to the uncertainty of the outcome. There is not a 100% guarantee that everything will work out as planned. There are many controversial topics surrounding surrogate motherhood. One is whether or not the surrogate mother has the right to change her mind, that is, to keep the baby. Take a look at adoption for a minute, although the two may be extremely different. In adoption the mother has usually become involuntarily pregnant, while in surrogacy, the pregnancy is voluntary. Yet whom would you consider the true mother of the child? The mother who gave birth yet, chose to give the child up, or the one who has raised him/her? To me, the answer is simple. The couple who adopted the child is the true mother and father, and in most cases, the adopted child would say the same. On the other hand, who decides which woman gains the title of true mother? Do we define a true mother the woman who gives physical birth or a child, or the woman who spends her life shaping this baby into and individual. This question is a hard one to answer because most of the stipulations have double standards. Yet when it comes down to it, to investigating the circumstances a little closer, it can be stated that no matter who gives birth to the child, the one who raises it and cares for it can be called its mother. The word Mother can have a lot of different meanings to different people. For some, their grandmother may be considered their mother, or maybe their aunt or close family friend. Because someone came from within a woman, it does not constitute her, nor does it automatically give her the right to be called the mother of the child. Of course they are the biological parent. Yet mother holds a higher meaning. If a woman has a child and then abandons itwhat kind of woman is t hat? Shes certainly not a mother by any means. Websters Dictionary defines mother as: a female parent; a woman in authority; an old or elderly woman. Yet, I define a mother as someone who is there for you always, someone who is up with you in the middle of the night when you dont feel well, someone who is there to wipe the tears streaming down your face, and there to place the band-aid on your knee after you have fallen on the ground, someone who gives you advice, cares, nourishes, loves, protects, hugs, kisses, someone you can look up to and say, thats who I want to be when I grow up. In other words, a role model, who if she could, would take away all your pain and unhappiness just so you wouldnt have to suffer. A mother is someone who would lie down her life for you. There are so many descriptions of a mother that have nothing to do with biology. Yes, of course, you may look like your mother maybe even talk like your mother; but