Early Reading Essay Example for Free

Early Reading Essay Fostering a sense of articulation Foucus on how young children learn to read and write? What is effective practice? Artcials reflect reasearch on how children learn to read and write.. grounded in what is know about child development We know that roal language is the foundation for literacy develpomen tand that oral lang continues to supposrt lit dev. thourghout the early yrs and beyound. Lang development are interdependen, what we do to supposrt oral lang contributes lit and vice versa. virtual fields trips to bulid up a vocab and build up a background knowledge. family story bk reading at home helps.. reading allowed. The key predictors of long term lit learning.. start children off to a good start and ensure continue success Julie Bowtell Proessional Leas: Primary Eng, School of edu, uni of herefordshire teachers tv ITE lectures Early reading teaching lit. reading and writing are mutually beneficial, one impacts positively on the other. Primary currciulaum is predicated on childrens ability to read, write, speak and listen. What is reading? Reading is much more than the decoding of black marks upon the page: it is a quest for meaning to be an active participant. English for Ages 5 to 16 (The cox report) 16. 2 (1989). Reading is an active process of getting meaning from print. Reading is always a message getting activity 2 aspects Decoding.. word recog, high frequency words comprehension of whats being read As fluent skilled reading we are reading for sense, menaing.. searching for the menaing that the autor intended. Simple view of reading: language comprehension and word recognition Rose review came up with the model and the wording the simple view of reading BIB Gough, P. B. (1972). One second of reading. In J. F. Kavanagh I. G. Mattingly (eds. ), Language by ear and by the eye (pp. 331-358). Cambridge, MA: MIT Press.

Adult Learning Today Essay Example for Free

Adult Learning Today Essay Summary Adult learning has become the number one priority in everyone’s lives. The motivation and drive that is brought on by dreams and goals is phenomenal. Adult learners must be motivated to want to further their education. â€Å"Back in the 20th century various individuals, such as John Dewey, Eduard Lindeman, and Martha Anderson all pursued theories about Andragogy which was first used by Alexander Kapp in 1833† (Abela J, 2009). Andragogy means man and was used to describe the educational theory of the Greek philosopher Plato. Adults engaging in continuing education were studied in this theory. Andragogy assumes that â€Å"adults are independent, have various experiences, are motivated by internal drives, and integrate their learning into everyday life† (Abela J, 2009). It is easier to learn and teach when it is something that is well known. This article covers Andragogy learning theory because it is used now a day more than ever. The drive that keeps continuing education is oneself. The drive to motivation is based off of the Hierarchy of needs: self-actualization, esteem needs, social needs, safety needs, and physiological needs. The role of educators is the catalyst for motivation. It is easier to learn when the person teaching is knowledgeable and cares about the education aspects. However, reflection and motivation are insufficiently addressed by this concept. Learning activities should address the knowledge, skills, and attitudes to what is needed to become knowledgeable in retaining the information. Feedback when learning new information becomes an important role so that one may know whether the information is being comprehended as well as being retained for further use. Adults find motivation within the demands and desires of their lives, in providing for themselves and for their families, and in satisfying personal dreams and ambitions. Motivation may also come from inside a person or the surrounding environment. In everyday life as well as in the work aspects furthering education is the best way to stay up to date. Andragogy is a great theory and is used in everyday life more than realized. Reflection By looking into the reasoning behind all my motivation there are the answers I have always tried to find. What am I working towards? For who? I am an adult learner and motivation is key to my life and what I want out of it. Motivation is my drive to furthering my own education. Andragogy actually describes me perfectly. I am motivated, independent, and I apply all my knowledge to everyday life. It helps greatly when professors and educators actually work with you and help you better understand the information being taught versus just being a â€Å"teacher† for the money. I feel as if teachers online especially have lost sight of the education aspects. Left out from the summary Andragogy is a popular theory used in medical education. Theory works perfectly into my life even though I am a Business major; I also have the drive to help the elderly, so I am a certified nursing assistant. My professors have been there for me and helped me greatly. My learning style is independent much like Andragogy but, I also have to apply everything I learn into everyday life or I won’t be able to retain all the information given. Motivation is the key to anything you want to achieve in life and motivation is what keeps me going during the long work weeks and the long school hours. If one concept doesn’t work then move onto another concept until the learning style clicks. In this article the medical field and this adult learning theory works exceptionally well. Although this may be just another theory, it is of great importance to the adult learners furthering their education. We can better understand the world around us and how things are done if we understand how to retain the information given. As a full-time student, young mom, and full-time worker, online education has been more than helpful. It is my motivation to finish my associates, then finish out with my bachelors, and move forward to the next steps in my life. They say, â€Å"You can’t teach an old dog new tricks†, teach things the first time and use all concepts needed and you will soon achieve life goals. By furthering your education you may open up doors and opportunities you would not have gotten if you had not decided to go to school. Education is the best decision you could make for yourself as well as to make the world a better place by being educated. Works Cited Abela, J. (2009). Adult learning theories and medical education: a review. Malta Medical Journal, 21(1), 11-18. Merriam S (2008). Adult Learning Theory for the Twenty-First Century. Pg. 119.

Application Of Activity Theory Implemented In Information Systems Psychology Essay

Application Of Activity Theory Implemented In Information Systems Psychology Essay Activity theory is a theory of understanding the unobservable mental processes of the human, and their response and perception to a stimulus. Philosophers have established many definitions and explanation of activity theory, however it can be most clearly defined as: Activity theory theorizes that when individuals engage and interact with their environment, production of tools results. These tools are exteriorized forms of mental processes, and as these mental processes are manifested in tools, they become more readily accessible and communicable to other people, thereafter becoming useful for social interaction (Kim 2010 p:1). The activity theory has been made well known especially in the field on psychology by the likes of Leontev, Vygotsky, Luria (1977) and recently Engestrom (1999). Its main use it that of an explanatory nature in multiple disciplines, to enable us to gain a clear understanding of they way systems work and how change may occur. In this study we will introduce the origin of the activity theory, its framework and constructs, and identify its use. Furthermore we will analyse the activity theory from a philosophical, ontological and epistemological perspective. To analyse the application of the activity theory, we look at three examples from which we will draw out the theoretical framework. History of the activity theory The origin of the Activity Theory lies within the work of Russian psychologist, Lev Vygotsky (1896 1934). Vygotsky spent his time discovering the relationship between words and consciousness, and studied human mental development (Vygosky, 1986). In the 1920s, Lev Vygotsky worked on a way to develop a psychological theory based on Marxist philosophy and thinking (OLeary, 2010). During the 1920s and 30s, Vygotsky worked alongside two other psychologists, Alexander Romanvich Luria (1902 1977) and Aleksei Nickolaev Leontev (1903 1979), together they formed the Troika (Radzikhovkii Khomskaya, 1981). The work of these three psychologists were developed and carried out at the Institute of Experimental Psychology and the Krupslcaya Academy of communist Education (Radzikhovkii Khomskaya, 1981). Luria was one of Vygotskys students and worked on this project with Vygotsky. After working with Vygotsky on this theory, Leontev went on to extend Vygotskys work develop a more practical structure of the Activity Theory, which only became well known in the 1990s once it was translated form Russian into English (Levy, 2008). As mentioned above, the Activity Theory was developed by the philosophers, namely; Vygotsky, Luria and Leontev (Engestrom, 1999). Three general themes are present throughout the research done on the Activity Theory by the three Philosophers: The use of genetic or developmental method. The claim that higher mental functioning in the individual emerges out of social processes. The claim that human social and psychological processes are fundamentally shaped by cultural tools or mediation means. (Vygotsky, 1978). Figure 1 below shows the basic structure of the Activity Theory developed by Vygotsky. Tool Subject Object Figure 1: The basic schematic of mediated Activity as developed by Vygotsky (1978, 1987 p:201). General overview of the activity theory Although the Activity theory originates from the three Russian psychologists, a key set of structures were developed in the late 1970s by Engestrom (1970), which was used to explain the Activity Theory in a more clear and informative manner. This frame work was developed and used over multiple disciplines. The following quote by various philosophers provide a brief explanation of the Activity Theory; According to Hasan and Crawford (2003 p:155), Activity theory is based on the idea that human activity is a dialectic relationship subject (person) and object (person). This means that the relationship is not harmonious and that human perform actions with a predetermined outcome in mind. These actions however are influence d by tools, words, or cultural signs (Hasan and Crawford, 2003). Engestrom (1989 p:30) philosophically describe Activity Theory as a system of collaborative human practices and sees it as a generator of a constantly and continuously emerging context. Morten et al (2002 p:158) specified that the individuals interaction with other humans and their surroundings leads to thoughts and perceptions. Thus, Morten derived two types of activities (Levy 2008); Goal directed activities: the action occurs due to the goal that was set. Goal derived activities: an action occurs before goals are set. Shchedrovitsky (1995) on the other hand noted two approaches in his study of the Activity Theory; Formulation of the activity: This means that the individual carries out a set task or activity. Activity as an attribute of individuals: where the subject is the cause of the activity. When comparing Morten and Shchedrovitskys approaches we can see that they are alike, Mortens goal directed activities and Shchedrovitskys formulation of activities are alike as individuals do not have control over the activity to be performed. The goal derived activity and activity as an attribute is the same as the individual makes the decision of what and how the activity will be carried out. Theoretical constructs of the activity theory After Leontev expanded on Vygotskys theory, a modern philosopher, Engestrom developed a general theoretical construct in 1987 for the Activity theory; there are various other structures that were developed to explain Activity Theory which will be discussed below. Engestroms Structure of Activity According Yrjo Engestrom (1987) the activity theory is composed of 8 elements that interact with each other to achieve a specific goal. Activity and Tasks: an activity is an action that performed on an object to achieve an outcome or a goal. This activity may contain numerous steps or task that may or may not lead to achievement of the ultimate goal (Barthelmess and Anderson, 2003). Subject: subjects refer to the person that carries out the activity. The subject may play a specific role in completing a task, but is ultimately part of a group or team doing an activity. Object: the object is that which becomes transformed in the process of the activity and is motivated by a goal (OLeary, 2010). Outcome: the outcome is what happens after a task or activity is completed, it may or not obtain the object or goal (OLeary, 2010). Community: the community is composed of all the people or subjects and objects involved in the activity being performed (OLeary, 2010). Tools: tolls refer to physical and mental tools. They determine the way people interact with reality. They may limit peoples reactions or help them by enabling them to do things they previously could not (OLeary, 2010). Rules are guidelines, conventions, codes etc. that are usually set up by the organisation for a specific activity (OLeary, 2010). Division of labour: includes the hierarchical structure in the organisation and how activities are broken down into tasks and divided among members of the organisation (OLeary, 2010). The Activity Theory framework can be diagrammatically summarised as follows: Figure 2: The structure of an activity. Source: Engestrom, 1987 p:342. Drawing conclusions form the above framework, it is evident that a pattern occurs in the analogy of the Activity Theory of most philosophers. The Activity Theory can thus be explained as an explanatory theory that enables us to understand, identify and acknowledge strengths and weaknesses in a system. With the use of Activity Theory, a subject performs an activity on an object to reach an outcome. The activity in influenced by a tool(s) and the outcome driven by a goal. However, there are rules that govern how these tasks and activities are performed, and how tasks are divided among participants. These participants for the community of the activity, it includes everyone that was directly involved in the activity. Bendy et al. Units of Analysis The activity theory is based on cognitive of perceptive actions and the analysis there of (Bendy et al 2000). In general, the activity theory is composed of 5 units of analysis: Activity Task Action Operation Function Block Activity and tasks are objects of study as they are composed of assorted units with complex internal structures that represent particular kinds of activities focused to achieve terminal goals. Actions, operations and functional blocks emerge as units of analysis. Activities have intermediate couscous goals. Theories related to the activity theory Two theories have shown to be prominent that relate to the activity theory, namely the Information Systems Development (ISD) model and the Activity Analysis and Development (ActAd) Model. The activity theory is an explanatory theory that gives us a clear indication of the current situation and its problems, whereas the ISD model and ActAd is designed to carry out solutions and bring about change in systems. According to the paper written by Korpela et.al (Information Systems as an Activity), the ISD model and the ActAd model are interlinked where the ISD model is used as a universal work activity, with influence from ActAd as a theoretical framework. ActAD describes an activity as whole unit, comprised of networks and smaller activities or tasks, which is almost identical to the framework of the activity theory, Mursu et.al (2007). Korpela et.al explains the ISD model as a method in which an activity is manipulated by tools such as analysis, design, implementation, introduction and sustained support, as well as process management. In theoretical terms, the ISD model can be easily analyzed by using the activity theory as a framework, as all elements of the activity theory are interlinked forming a network for the interaction of activities. The use of activity theory and the diciplines in which it is used Psychology was the first discipline to use the activity theory, specifically a Russian psychologist Leontev (1977). Leontevs initial concern was the nature of the human consciousness and understanding the fundamental psychological basis of human behaviour through the study of linguistics, mental disabilities and its phenomena. In Engerstrorms article, Activity theory as framework for analysing and redesigning work the activity theory is defined as a multi-disciplinary approach, as it cuts across disciplines ranging from economics, sociology, psychology, ergonomics and criminology. Engerstrom (2000) describes the theory as drawing on psychological notions of mental processes, and makes use of institutions and communities rather than individuals as their units of analysis. Activity theory is directly proportional to learning and doing, in the sense that one cannot exist without the other; they are driven or initiated by a goal (Rohrer-Murphy and Jonassen, 1999). During the 19th century, social science was defined as the study of human behaviour within societies. An authentic definition of social science given by Émile Durkheim, Karl Marx and Max Weber: A society is made up of individuals are a major unit of analysis within a society, entitles them as primary architects of modern social science. With the use of the activity theory, we can predict the outcome based on background information and existing knowledge. This will enable us to gain a clear understanding of the varying behaviours and mental processes of people within a society. In criminology, activity theory was proposed by Lawrence Cohen and Marcus Felson in 1979 (Miller, 2006: 81). It was a response to attempt to analyse the then increasing crime rate of the United States during 1947 to 1974 (Cohen, 1979: 588).during that period, the crime rate was increasing and economic conditions were deteriorating, the activity theory was thus popular at that time as it was the only theory that could explain the circumstances. Once the analysis was complete, Cohen and Felson created a theory that was based on the rational choice model, in which people make rational decisions in ways that increases their advantages, and decreases their disadvantages as much as possible (Akers, 2004: 26). It is thus evident as stated above that the activity theory is versatile and can be used across multiple disciplines. It is an explanatory theory that enables the development of change and can be implemented in countless situations. Philosophical perspective of Activity theory According to Kutti (1991), activity theory is the Philosophical framework for studying different forms of human praxis as developmental processes both individual and social levels interlinked at the same time In other words the activity is not classified as a methodology but as a philosophy that looks at different forms of human natures acceptable practices, as developmental processes both on a social and individual level simultaneously. This philosophy is further described by Engestrom (1987) as a structural framework focused at surpassing all known dichotomies of micro-macro mental and material, observation and intervention in analysis and redesign of work. The Philosophical views deals with problems connected with knowledge, values, reason, mind and language (Teichmann and Evans 1999).Philosophical perceptions of activity theory found its origins in 1987, the birth of the society for research that was based on Activity Theory (ISCRAT) foundation. The Activity Theory was developed to solve problems for four main areas include Psychology of play, learning, cognition and child development (Becker and Niehaves 2007). Further more there where key outcomes or focus areas; language acquisitions and experimental development, these were also linked to educational institutes and schools. The activity theory discovers deep underlying concepts; the study of these concepts takes us through a process of transcendence. Thus it is important to realise that individuals have a variety of societal circumstances, secondly it creates ways to understand change, and thirdly the concept of labour and the role it plays. Labour comprises of the use and making of tools and the conditions that affect the activity. These conditions can be broken down to the functions of the process, relationship with nature, other people and the different people in the society (Engestrom 1999). Ontological perspective of Activity theory The term ontology comes from field of physiological concerned with study of being or existence. In computer science and information science ontology designed to enable the use of knowledge in a specific area whether physical or virtual. Ontology defines concepts, relationships and other distinctions that are relevant for development in a precise area (Liu and Tamer 2009). Ontology and activity theory is useful for theoretical and methodical lengths characterising and analysing and designing for a particular unit. The transition to meditated activity, fundamentally changes all psychological operations. The use of tools limitless broadens the range of activity within which new psychological functions may operate (OLeary 2010) As shown in the above figure. Activity Theory ontological perspective branches off the core disciplines of activity theory and looks at the tools, rules, division of labour, community, subject, object and outcomes in depth. The Ontology view will result in areas of meditational tools and artefacts, norms, tasks and roles, groups, individual, goals and results. Ontology offers a deeper and descriptive understanding of collaborative learning. (Barros et.al 2002). (Barros 2011 p:2) Epistemological perspective of Activity theory Epistemology is a philosophical study of what is required in order to have rational benefits and knowledge. Both traditional methods of philosophy and modern methods of cognitive science have broadened the understanding of epistemology (Cruz, 2011). Epistemology is an attempt to make sense of the possibility, nature and limits of human intellectual achievement. A key focus is to try to understand what is really known or believe reasonable. Epistemology aims to understand general and ever-present elements of human enquiry such as perceptual knowledge or inductive inference. Epistemology aims to investigate specific areas of knowledge or rational beliefs. To understand the nature of explanation in cognitive science ultimately the use of epistemology is present (Thorne 2005). When one relates the elements of Epistemology to the Activity Theory we can deduce that possibilities relate to the outcome of the activity and the limits referred to the rules that govern these activities. If we look at Activity Theory from an Epistemological perspective, its purpose is to describe a situation and how outcomes are achieved through the use of knowledge and resources, same as tools found in at. Activity theory thus realise what we know based on our knowledge and experiences, and gives us clear understanding thereof. Part b Activity Theory as an Analytical Tool: A Case Study of IS Development for an Anti-Retroviral Treatment Clinic in South Africa Does Activity Theory assist in highlighting challenges faced by the ART clinic with their current IS and assist in representing what users require from IS? The above the question is that which the case study seeks to answer. The ActAD model was used to highlight work and communication activities for which IS was needed. It was used to investigate the quality of data and illustrate importance of linking IS development and work practises. Research methods used were observation, structured and semi-structured interviews. These were used to help with understanding on how IS are used and also to understand reasons why it is not used. Value and performance of current IS needed to be researched if a potential explanation could be found. A number of techniques were used to collect data and to develop the process flow, these included the following: Use of available info, common knowledge, published docs and literature study on health info. Physical observations of the current process to watch and record the processes in the current systems Structured, semi-structured, unstructured interviews with various stakeholders were held. Either face to face or by email. After the collaborations with stakeholders and noting of concerns and viewpoints towards the current HIS, the ActAD model was used to represent the current IS and also the desired IS. Activity Theory as an Analytical tool: Actors and subjects: ART staff clinic that produce healthcare for HIV/AIDS patients requiring ART Means of work, the instruments and the facilities: computer, excel spreadsheet, docs in patient files, statistical data and medical instruments Object: unwieldy patients Means of co-ordination and communication division of work, rules, etc.: communications via phones or verbally, the rules stipulated and applied and use of captured data. Researchers role was to observe current situation by focusing on object, the means of work, instruments and facilities and how the actors and subjects made use of data collected. There are also exterior players illustrated by governmental and non-governmental organizations. Usefulness of Activity Theory: Highlighting the challenges The need for change: computer network and connectivity is lacking and thus a computer-based IS would be needed to aid the data incarceration, analysis and reporting. Current HIS does not support management functions or work processes of the clinic. IS as part of the work activity: work processes need to be streamlined if a computerised IS can assist with improving data quality and help improve decision making. Some of the improvement would include: Segregation of duties Verification of data Standardisation of ART clinic IS. Role of different stakeholders: the greatest challenge is the need for all the stakeholders to agree on a flexible IS that meets the minimum data requirements of the parties involved. Need for on-going support: funding for IT and training, ongoing upholding and support will be required once the system has been designed and implemented. This will lead to enhanced quality of healthcare services if it is part of proper admin and resource management.

Cult Films and the 1950s :: essays research papers

1950’s Over past nine weeks we've embarked on a journey spanning seven decades of cult films and also received a brief education of our not so distant past. We've seen the outrageous, the good, the bad and the ugly, the weirdly dramatic, and the just plain weird of the last seven decades of cult films and how in the end somehow find away to incorporate a piece of American culture at the time. However, by far the most intriguing decade to me would have to be the nineteen fifties. There are many reasons why I could say the fifties ranging from great sports moments to political milestones, which gave way to our society now. The nineteen fifties were a time when segregation was ending, people were daring to explore their sexuality, the race to venture in to space, the Korean War, the birth of the New York Yankee Legacy, and Elvis. However, for my purposes in this paper and in relation to the cult film genre, there are three specific reasons why I chose the era of the fifties. The most important reason would be the taboos of the decade, namely the taboo and paranoia of communism and the Cold War with the then Soviet Union. Second, there were many excellent cult films to come out of the period addressing the taboos of the time, two of which I would like to share. Third, the fifties brought us possibly "the worst director of all time" and "the ultimate cult director" Ed Wood, Jr. It is for these reasons that the 1950's are, to quote Prof. Allan Havis, "the quintessential decade of films." Entering the nineteen fifties the United States was getting past the bitter memories of World War II only to a brand new threat, Communism. The fear or taboo of communism was every where. Television programs and newspapers ran features on the newest government official, entertainer, and even next door neighbors suspected of communism. Led by Senator John McCarthy citizens left and right stood trial for being a communist or aiding Russians in the "Cold War". Knowing that anyone who stood against McCarthy would be subject persecution themselves many Americans began to fall in to a mass hysteria accusing neighbors and friends of supporting the communist threat and being spies for Russia. Many innocent people were sent to prison based purely on speculation. Also showing the increasing fear of communism were the writers of movies and books, the two top forms of leisure during the decade.

Phoenix Jacksons Story in A Worn Path :: essays research papers

"Little by little, one walks far." Peruvian Proverb As this cherished saying from Peru is implying, great things never happen in single leaps. It takes small steps, and plenty of determination, to get to the end. Phoenix Jackson, an elderly African-American, is a great example of this proverb as she walks that long distance to town, determination in her every step. Even in her old age Phoenix is a shining example of what can be accomplished with determination. Phoenix?s unwavering determination is clearly evidenced in her reaction to the dog, in her meeting with the hunter, and in her personal battle of age. One aspect of determination is the bravery to keep going no matter what may happen, which Phoenix displays often throughout the story. When Phoenix was attacked by a large black dog on her way to town, the elderly woman was unfazed. While some people would have panicked, Phoenix simply laid ?there and presently went to talking. ?Old woman,? she said to herself, ?that black dog come up out of the weeds to stall you off, and now there he sitting on his fine tail, smiling at you??. Phoenix?s reaction to the dog was one of good humor, which shows that even though she was startled, she was not flustered in the face of danger. After being tackled by the large dog, a hunter with a dog of his own comes along and rescues the Phoenix. After the hunter had shooed the large dog away, he pointed the barrel of his gun directly at Phoenix. She was unfazed and if anything she stood up straighter. When the hunter asked if the gun scared her, she replied, ?No, sir, I seen plenty go off closer by, in my day, and for less than what I done.? Phoenix?s bold statement hints at her probably tragic past, which undoubtedly shaped her to become the woman she is today. Determination alone is not enough to accomplish a task. Motivation is needed as well. For Phoenix, she has her grandson, who needs medicine from town or else he could not breathe. At the doctor?s office, the nurse explained to the attendant the ?she doesn?t come for herself- she has a little grandson. She makes these trips just as regular as clockwork.? Phoenix, even in her old age, travels that long way in every kind of weather, just to ensure her young grandson?

Writing From a Technical Standpoint :: Writing Technology Invention Essays

Writing From a Technical Standpoint At first, I didn’t really understand the concept of this assignment. I thought, this is going to be pretty easy. I’ll just get some glue, and write some words on a piece of construction paper. After all, glue is just sugar and water, and paper is just a tree—sounds natural enough! However, after I sat down and thought about it, glue and paper are far from natural. Someone mixed the glue, put it into a container, and shipped it to the store. The paper was made from a tree; but technology, machinery, and people were essential to its existence. Therefore, I needed to put my brain to work and find something untouched by man, technology, or machinery. How about grass, cement, dirt, and water? All of these elements seemed pretty natural to me, so I ventured into my front yard and started making words out of water from my hose onto the driveway. Then I realized someone mixed that cement and laid it—unnatural. The water has been channeled to my hose from some typ e of technology—unnatural. My dad planted the grass; the dirt was bought from the store, and laid in front of my house by my mother; man planted all the trees. I realized my project had to be conducted where humans had not interfered. For example, if I used water, I would have to travel to a natural source of water like a lake or ocean. If I wanted to use trees or grass, I would have to find them in a natural setting like a forest or woods. And that’s just what I did. I went to the woods not far from my house, and I searched around looking for an easy way to create something as simple as a word. I then came upon them—dandelions. Man has not planted these â€Å"weeds†; rather, they have grown out of the ground â€Å"naturally†. Not only were the dandelions quick and easy to use, they were also kind of pretty! Although the woods would be considered a natural setting, the grass I use for my project was not necessarily the most â€Å"natural† substance. It seemed to me that someone had planted that grass, and mowed it frequently, because it was very short and level. But the dandelions worked out wonderfully.

Mother’s love Essay

The relationship of a daughter and mother who is kindhearted and caring towards her daughter is one of the most valuable person a child has and should take for granted. In the short story by Anna Quindlen called â€Å"Mothers† is about a nineteen year old girl who her name was never mentioned in the story. The narrative has lost her mother and is trying to accept the reality that she is gone. The nineteen-year-old girl describes her life situation as if her mother was still alive, mentioning, â€Å"taking care of the wedding arrangements, or come and stay for a week after the children were born.† The young girl is conflicted over the thought of fantasies and reality, realizing that if her mother were still alive she would have strongly bonded with her and value every single moment. The short story begins with the nineteen-year-old girl, observing two women at a corner table in the restaurant. It was an older woman with her daughter spending quality time. The narrative d escribed her-self as â€Å"kind of vest pocket†, meaning she emotional feels empty and is stuck with no were to go. The narrative was wishing she had valued that moment with her mother when she had that opportunity. The girl seemed that she holds a regret inside of her because she did not have a good relationship with her mother.