Editorial On A.R. Reading Essays - Education Reform,

Editorial On A.R. Reading Editorial on A.R. Reading. By Brodie Howe A.R. reading is the new choice of torture among teachers across the Issaquah School District (411). A.R. stands for Accelerated Reading. This is the process in which a student will take a vocabulary test at the beginning of the school year which will be graded. On this grading scale, students receive a reading range in which they are aloud to read books according to their difficulty level. As well as having to read according to what your reading level is, you have to also gain points by taking a test on the book you previously read. The number of points a book is worth has to do with its difficulty. For example; a book with a reading level of 10.5 with 390 pages and a character sizing of 10 point, might be worth 45 points. But a book with a reading level of 2.0 with 15 pages and a character size of 35, might be worth 1 point. In Ms. Hardys 4th period class, all students had to earn 60 points, 30 A.R., and 30 not A.R. this counts as 20 percent of your grade. When asked, What is the point of A.R.? Mr. Brown, a 7th and 8th grade woodshop and cooking teacher answered, We love to see you suffer! Honestly, A.R. really is pointless. Instead of forcing reading onto kids, teachers should make it fun. And teachers might even make it so it doesnt make or break your grade. If you take the time to think about it, the average reading level is about 8.5. The average point level for a book is about the same, 8.5. The average person reads about two pages per minute, and the average number of pages for an 8 point book is about 300 to 350. Therefor, the average person would have to read about an hour a day, on top of the average amount of homework for each class which is about a half hour per class per day, so this adds up to about 3 to 4 hours of homework a day, not counting projects and studying for tests. This leaves about a half an hour each weekday to have a life. Another subject that goes along with this is teachers giving class time for homework. If the teachers would just teach the whole period, the school year would not only be more productive but we would be done with the school year would only need to be about half as long. The only reason teachers do this is so they can grade kids papers during class. Wait a minute, how long does the average person stay at work until, 6 or 7 oclock at night, and teachers get off work at 2:30. That leaves about 4 hours until the average person gets off work. This means that the teachers should be able to correct all of the assignments when they are not in class so they can teach the whole period. Education

buy custom Single-Sex Schools essay

buy custom Single-Sex Schools essay Whether to uphold or do away with single-sex education is a matter of concern that has attracted a lot of attention by parents and the public at large. Single-sex education involves a case where male and female students are taught in different classrooms. This education system has been running in many private schools for a very long time. The public schools are now considering adopting this because most of them are co-ed schools. Statistics show that more than four hundred public schools have adopted a structure of single-sex education (Barry, 2002). Although most of them are taking into this, it is not without objection by researchers and other scholars. The major reason why many public schools are trying to set different schools for each sex-student is learning differences between male and female students. These differences have been debated for quite a long time and have stretched to factors outside academics. This has improved peoples understanding on the political, civil, legal, and socio-economic perspective of single-sex education (New York Times, 2011). The major reason why this issue has raised a big debate is the need to have proper learning and good performance for the students. Therefore, before embarking on the advantages and disadvantages of banning or upholding single-sex education, it is prudent to consider how nurture and nature affects the learning of students. First, the ability of a student to comfortably learn in any set up depends on natural aspects like gender, disabilities and abilities, intelligence, and temperament. These factors are inborn and chances of adjusting or changing are negligible. The other influential factor is how the child is natured by both the society and the parents. This comprises of the culture, social and economic status of the family and the society as a whole. Every parent should take into consideration the family priorities in terms of cultural values and traditions (Phillips, 2010). Although not proven, it is said that the behavior of boys and girls when brought together is a clear reflecti on of the society they come from. A disciplined and obedient girl reflects the ethics, which the family and the society she comes from uphold. Discussion Arguments have been brought up on whether to ban or maintain single-sex schools. There are many points, which researchers provided to support the reason as to why single-sex education should be embraced. First, it is important to have single-sex education, because at puberty or adolescent stage many students get attracted to stuents of opposite sex and this can cause a great distraction on students concentration in their studies. This is a normal behavior that both sexes exhibit. It is, however, not efficient to have separate classrooms for boys and girls within the same compound. This does not eliminate the aspect of distraction, because during the break sessions they will still have time to interact (Barry, 2002). Having single-sex education provides ample time to students to concentrate on their studies rather than combining social life with academics. These students get their social time when they are out of school, and this is enough to make them get enough friends if needed, Furthermore, there is need to have this education system because of the differences in the optimum concentration temperatures for the two parties. Girls are known to concentrate well in warm classroom temperatures and vice versa for their male counterparts. Some researchers have also supported this and showed that education prospects are easily broadened in single-sex education. In mix-sex schools gender stereotypes are being enforced, but they are broken in single-sex schools. The best example of this is the pressure exerted on girls, when they are made to compete equally in those subjects that are known to be male-dominated. This undermines the girls efforts because boys can easily take part in feminine activities li ke poetry among others. Single-sex education will help boost a students confidence, which could be suppressed in mixed schools. On the other hand, there are reasons why single-sex education should be banned. When undergoing training as an educator most colleges do not offer special education for different genders. Although this is true, it is easy for an experienced educator to understand the differences between male and female student (The New York Times, 2011). Due to this fact, they can easily accommodate them and successfully apply different styles of learning within a single classroom where there are both boys and girls. This shows that having separate schools for boys and girls is an extra expense on employing a different educator, when it can be done in the same classroom. Another reason is the assumption that there is a similarity in gender learning difference. These differences are not constant in normal conditions but are rather diverse. Teaching styles applied by educators in single-sex schools can be ineffective and detrimental to an assertive girl or a sensitive boy. There has been an assumption that boys prefer an educator who shouts. This may be a nuisance to severall students, and therefore there is a need to have mixed schools to ensure moderate teaching styles, which will accommodate both boys and girls (Stanberry, 2010). Education is not a permanent source for any student. At one point in time these students will have an opportunity to work in an office, where there are people of both genders. A student who attended a single-sex school will tend to shy away from those of opposite sex and associate himself with same sex workers. This will destroy a persons co-operation with other members and may look unsocial. Earlier studies showed that a co-education classroom with a higher number of girls showed a better performance for both boys and girls. A study carried out by professor Analia in an elementary co-ed school showed that there was an increased performance for both genders in all classrooms with more girls compared to boys. The same trend exists in high school. This is attributed to the fact that a class dominated by girls experiences a low classroom disruption and promotes a good relationship among students and with their teachers. The American Council dealing with education gave a report, which said that the academic discrepancy between female and male students is small. He also said that there is a large gap in terms of academic achievement for students who are in different ethnic, racial and socio-economic factions. The representatives of minorities and the poor students show bad performance regardless of the schools they attend. They therefore argue that to bridge this academic gap requires more attention on this factors rather than dividing the genders. Furthermore, it is illegal and discriminatory to have single-sex education. This has become a crucial issue, and in 2008 ACLU led this and filed a case in the court. This was because middle schools in Kentucky had practiced and offered single-sex education in public schools. This was considered discriminatory and illegal. Offering single-sex education violates federal and state laws as well as denying students of education opportunities as stated in the Educational Opportunities Act (New York Times, 2011). Conclusion In conclusion, a parent has an option of deciding whether to enroll his child is a single-sex school or not. One should consider the pros and cons of both types of systems and the childs natural capabilities. The public view on the idea of single-sex education shows that many of them would prefer banning these schools. Buy custom Single-Sex Schools essay

Legalize Google Glasses while Driving Assignment

Legalize Google Glasses while Driving - Assignment Example They are efficient in enabling a driver to check on literally all features of a vehicle such as fuel levels, the GPS, weather and temperatures and such other features that normally require one to make eye contact from the road to the dashboard of the vehicle or on phone. There are thus profound advantages while using the glasses but critiques argue that the use is equally as dangerous as the concentration of a person definitely shifts from the road to the features on display on the glasses. Proponents of the legalization of the glasses argue that they are covered in the legislation on support to use of hands-free gadget while driving to minimize the likelihood of accidents. Fact: The head-mounted technology in use with the Google glasses are a great revolution in modern day but lawmakers are increasingly getting disturbed by the use of such computerized technology. In fact, the legislature in West Virginia is in the process of amending existing legal infrastructure to get the offense in use of Google glasses while driving. Cause: As many get disturbed with increased rates of accidents through use of cell phones while driving the support of such measures to ban completely the use of the phones while one drive would be instrumental in addressing the issue. Effect: It is likely to produce positive effects as required in reducing rates of road accidents by banning the use of the phones while on road. This would encourage the use of hands-free communication devices while driving. Summary: Melnick Meredith, â€Å"NTSB Calls for a National Ban on Cell Phones Behind the Wheel† 2011. Web. 26 March 2014. Melnick shows that risks of car crash increase greatly by the use of cell phones while driving.  

Discuss the evidence, or lack of evidence, that exists to support the Essay

Discuss the evidence, or lack of evidence, that exists to support the use of adrenaline (epinephrine) in cardiac arrest in pre-hospital setting (ambulance work) - Essay Example patients outside of hospital had no substantially greater success or improved survival rates over medical technicians supplied with basic CPR skills and semi-automatic defibrillators (paraphrased from graphs. 1-3). In a related study (Heart, 1997), researchers found results consistent with a continued skepticism over the use of adrenaline. According to this article, "Some emergency medical staff were authorised to give standard doses of adrenaline during the observational period. Adrenaline was given to 35% of patients and was associated with a significantly greater rate of restoration of spontaneous circulation and hospital admission. However, there was no significant difference in hospital discharge rates between the two groups. Thus adrenaline and its dosage during cardiac arrest remain controversial" (412-414). It appears that when paramedics and other qualified emergency medical personnel give adrenaline to cardiac arrest patients in the field, it significantly improves the chance that the patient will live long enough to be admitted to the hospital, but it does not significantly improve the chance that patient will survive long enough to be discharged from the hospital. Adrenaline is good for buying the patient an extra few hours or an extra day filled with tests and possibly some invasive treatments. It may not be good for much more. It should be pointed out that these findings may be more germane to patients who are found in ventricular fibrillation, rather than asystole. According to a study carried out in Sweden and reported in Resuscitation (1995a) Jun;29(3):195-201., "A large proportion of cardiac arrests outside hospital are caused by ventricular fibrillation. Although it is frequently used, the exact role of treatment with adrenaline in these patients remains to be determined. AIM: "To describe the proportion of patients with witnessed out-of-hospital cardiac arrest found in ventricular fibrillation who survived and were discharged from

Relationship Between Divorce and Family Models | Proposal

Relationship Between Divorce and Family Models | Proposal Aim and Hypothesis â€Å"The conventional nuclear family is already a thing of the past,† writes Madeleine Bunting, author of ‘Willing Slaves: How the Overwork Culture is Ruling Our Lives[1]’. Current statistics do indeed paint a worrying picture; in the past 30 years the rate of divorce has doubled[2], Britain now having the highest divorce rate in Europe. Concurrently, the proportion of women in full-time employment has trebled, with maternal employment having increased by 8% to 65%[3]. As a firm believer in the Nuclear Family model, these findings and predictions are of particular personal concern. For this reason I have chosen this area as the focus for my sociological research. I have chosen to concentrate my study on the relationship between the ever-changing female sex stereotype, and the heightened rates of divorce. My test hypothesis is therefore as follows: â€Å"Divorce is more prevalent amongst families where the mother does not willingly accept the traditional female sex employment stereotype.’ Contexts and Concepts: The context of this hypothesis is best understood in light of two research studies which have been conducted previously in this area. The first was an exploratory research study conducted by Geoff Dench of Middlesex University into men’s family roles, entitled â€Å"The Place of Men in Changing Family Cultures.[4]† In this study, Dench identified two main family types; the ‘conventional family’ and the ‘deregulated family.’ The conventional family model represents a traditional family formulation in which each member has interpersonal rights and obligations arising from their marriage [or birth, if children]. The reciprocal support structure inherent in this model results in individual free choice being limited; purely personal interests may therefore need to be compromised. Dench identified that members of this group would be more inclined to see a distinction between what may be good for them as an individual, and what may be good for the family as a whole. The deregulated family model represents an individualist family formulation in which each member is responsible for upholding their own rights and negotiations of those rights. To this extent, individual choice is prevalent within this group; autonomy being the over-arching ideal. Respondents in this group expressed a view that traditional gender roles were a source of social injustice, and rejected the notion of the ‘conventional family’ as ideal on this ground. Dench identified that supporters of this model tended to be young, childless couples. Whilst this study yielded several very interesting findings, it is one conclusion in particular which is most relevant to the study of this paper: Dench discovered that the ‘highest levels of personal and marital satisfaction were among people who lived in traditional families. The highest levels were connected to families in which the man worked and the woman was at home. The lowest levels occurred when the woman worked and the man stayed at home.’ This is the very conclusion which I am attempting to prove within this research study, via my hypothesis that â€Å"Divorce is more prevalent amongst families where the mother does not willingly accept the traditional female sex employment stereotype.† The concept of ‘traditional female sex employment stereotype’ describing the situation where the role of the husband is as breadwinner of the family [i.e. provides the primary family income], and where the role of the wife is as ‘housewife’ [i.e. the primary domestic labourer]. The second research study is entitled â€Å"The growth of Lone Parenthood: Diversity and Dynamics[5]†, and was conducted by Karen Rowlingson, Stephen McKay and Richard Berthoud on behalf of the University of Derby’s Economic and Social Research Council. Their findings, whilst not specifically concerned with the issue of the female sex employment stereotype, suggested that divorce occurs more frequently in families where the woman leaves her full-time employment to look after a newly arrived child. Prima facie, this finding would suggest that my conclusion is flawed; after all, surely a woman who leaves work to look after her newly born child is adhering to the traditional employment stereotype, and should therefore be less likely to engage in divorce or separation from her partner. This finding however does not contradict my hypothesis, rather helps to contextualise it; this finding from the study concerned women who had previously been non-traditional employment stereotype conformists, but had been forced to give up their work and look after their child through circumstance. A woman who does not willingly accept her traditional role is of course more unlikely to be unhappy, as her ‘individual autonomy’, which as discussed by Dench is held as the over-arching ideal by a subscriber of the non-traditionalist model, is not being allowed to predominate. This helps to explain why my hypothesis is limited to/focussed upon women who do not ‘willingly accept’ the traditional gender employment stereotype. Main Research Method and Reasons: In light of the obvious difficulties with actually asking random adults about their marital status and employment, I have decided that the best way to glean this information is by asking my fellow students at school to complete a survey questionnaire [a method usually associated with the positivist school of sociology]. It is of course necessary that a significant proportion of my sample population have parents who are divorced, and visa versa. The problem with this requirement is that a random sample of students may not throw up sufficient of the former category. What I therefore propose is a one day trip to Somerset House in London, and armed with a complete list of all students at my college, I will cross reference their surnames against the Divorce Register[6]. Once I have identified all the students whose parents are now divorced, I will randomly select a proportion of these students to take part in my survey by assigning each student with a number and using a random-number gene rator program on my computer to decide which students will be selected. By the same random-sampling technique, I will select an identical number of students whose parents are not divorced. The benefit of conducting this prior research to identify students whose parents are divorced is that it means that the questionnaire itself does not need to ask these people whether or not their parents are separated. To ask this question may prove to upset the students; after all the divorce of their parents is not something which most students would wish to discuss or even recall during a sociological study such as mine. For the student’s whose parents are apparently still together, married, it is important to confirm that the student still lives with both parents; after all just because the parents of these student’s do not appear on the Divorce registry doesn’t mean they are still living together- they could be separated without divorce, or in the process of applying for a decree nisi/absolute. The questionnaire itself will ask questions designed to glean the following information: From those students whose parents are now divorced: If the student’s mother, for the majority of the student’s life, was engaged in full-time employment prior to separation. If the students mother, for the majority of the student’s life, was engaged in part-time employment prior to separation. If the students mother, for the majority of the student’s life, was a ‘housewife’ prior to separation. The reasons for the above answers, if known. [e.g. my mother always though that it was important to look after the family while the man went out to work etc.] From those students whose parents are still married, and living together: If the students mother has been employed on a full-time basis for the majority of the student’s life. If the students mother has been employed on a full-time basis for the majority of the student’s life. If the student’s mother has been a ‘housewife’ for the majority of the student’s life. The reasons for the above answers, if known. [e.g. my mother always though that it was important to look after the family while the man went out to work etc.] In light of the fact that I will need to compare all the data if I am going to test my hypothesis, I plan to use the above information to calculate a total ‘employment score index’ for each student sample. One simple way to achieve this is by structuring the questions of the survey as score lines, i.e. On a scale of 1-9 was your mother, for the majority of your childhood, 1= fully employed 2= fully employed but took some time of work to look after me in my early years 3= was fully employed for some of the time, but also spent a good proportion of those years at home as housewife†¦ 9= has always been a housewife since I was born. In this way the indexes of each student sample whose parents are not separated can be compared with the indexes of each student sample whose parents are divorced, a comparison from which a trend may or may not be identified, and may or may not be in line with my hypothesis. 2 pre-tests will need to be conducted by a sample of 25 students in order to tweak the questionnaire[7], so that we can be assured that the final questionnaire is appropriately constructed. This survey will create qualitative results; the limited size of the sample study precludes there being any reliable quantitative conclusions, and besides, there are clearly other factors which cause couples to separate, and therefore from such a study, we can only sensibly be interested in identifying a qualitative trend. Potential Problems: One problem associated with proposed study is the fact that due to the time restraints in which I would be operating, the limited size of my sample frame would perhaps not yield sufficient results from which a reliable trend/conclusion could be drawn. This problem could of course be rectified without changing the method, but rather by increasing the sample frame, and as such is not what could be described as an inherent problem. Another problem is the fact that we are questioning students about their mothers employment history throughout their childhood. Whilst some students may remember these details with great clarity, it may well be the case that certain students are unable to recall this information with sufficient accuracy. One solution to this problem, and a way of avoiding erroneous results through sample guesswork, would be to ask each student on a scale of 1-5 how accurate they believe their assessment to be. Finally, it may also be the case that there are simply not enough students from divorced families in my school to provide sufficient and therefore reliable data for this side of the comparison. If this is the case, it may be essential to extend the survey across several additional local colleges, although the time-frame available would not make the necessary research for this sample frame extension feasible. When asking the students to confirm that their parents are still married and living together, students may not be willing to admit that their parents are currently in the process of divorce or separated, as this is often perceived to be shameful by the children of such parents. This will mean that data from students whose parents are in fact separated [but not divorced] will be erroneously attributed to the data for students whose parents are still married and living together, thus causing inaccuracies to any trend which is identified. One solution to this problem would be to allow each sample student to conduct the survey in the privacy of their own home etc., in this way there is no reason to lie as no-one will ever discover their identity. Footnotes [1] June 21st, 2004. Harper Colins Publishing. ISBN: 0007163711 [2] http://www.statistics.gov.uk/STATBASE/ssdataset.asp?vlnk=4140 [3] http://www.statistics.gov.uk/CCI/article.asp?ID=355Pos=ColRank=1Rank=224 [4] The Place of Men in Changing Family Cultures (London York: ICS/Joseph Rowntree Foundation, 1996); [5] Rowlingson, K and McKay, S (1998) The Growth of Lone Parenthood: Diversity and Dynamics, London: PSI [6] Principal Register, Divorce Registry, Room G45, Somerset House, Royal Courts of Justice, Strand, London WC2A 2LL. [7] Converse and Presser (1986: 65) argue cogently that a minimum of two pre-tests are necessary, with pretest sizes of 25 – 75.

Mind, Intelligence and Spirit :: Psychology Philosophy Papers

Mind, Intelligence and Spirit The mind is a collection of various classes of processes that can be studied empirically. To limit the field of mental processes we must follow the criteria of folk psychology. There are three kinds of mind: human, animal and mechanical. But the human mind is the paradigm or model of mind. The existence of mechanical minds is a serious challenge to the materialism or the mind-brain identity theory. Based on this existence we can put forward the antimaterialist argument of machines. Intelligence is a class of mental processes such that the mind is the genus and the intelligence is a species of this genus. The capacity to solve problems is a clear and definite criterion of intelligence. Again, like in the mind, the human intelligence is the paradigm of the intelligence. There are also three kinds of intelligence: human, animal and mechanical. Searle’s Chinese room argument is misleading because Searle believes that it is possible to maintain a sharp distinction between syntax an d semantics. The reasonable dualism in the brain-mind problem defends the existence of brain-mental processes, physical-mental processes, and non-physical-mental (spiritual) processes. Constitution of the personal project of life, self-consciousness and free volitions are examples of spiritual processes. Usually the intelligence has been considered the most important quality of human beings, but freedom, or the world of free volitions, is a more specific quality of human beings. I. The Concept of Mind Contrary to a long philosophical tradition, it is very important to emphasize that the mind is not a "substance" or res . If the mind were a substance its study would be beyond the empiricist domain of science and would belong to the extraempiricist domain of metaphysics. On other hand, if the mind were a substance it would be something individual. Nevertheless the mind is a collection of various classes of processes that can be studied empirically. These processes are just the so-called "mental processes", in such a way that we can suggest the apparently vicious circle statement: mind is the collection of the different mental processes. In order to avoid the circularity of this statement we have to describe the various classes of mental processes. Using concepts taken from the information theory we can distinguish, in the beginning, four main types of mental processes: 1) perceptions, i. e. organized reception of information, 2) memories or storage of information, 3) beliefs, that is, judgements about the received information, and 4) plans, namely, arrangements of information to act.

Family Culture And Traditions Essay

In our family, there are several cultures and traditions that play a very important role in defining our family values and cultures. These traditions and cultures have been passed to our parents from our grandparents. The two most vivid cultural patterns that are present in our family have been inherited by our parents from the blending of the culture from my maternal grandparents and my fraternal grandparents. The cultural patterns Every Sunday, our father always prepares supper for the family and he makes sure that we eat together as one family. This tradition has been there in our family for a long period and helps us to bond together as a family unit. Every night on the eve of my birthday or that of my siblings, our parents usually sneaks into our bed room and fills it with balloons which are stuffed with money and toys. My father usually writes several bunches of poems and leaves the written poems on our table. When we wake up in the morning, our mother usually prepares for us a birthday morning cake which we enjoy together as a family as we read the bunch of poems. Different roles in upholding the traditions During our Sunday’s family dinner/supper, my parents dwells on teaching us on the way forward in regards to behaviour and especially the use of courteous words such as ‘please’ and ‘thank you’. They discourage talking when the mouth is full as well as placing of the elbows on the table. Also during this time, my parents taught us the developmental skills like literacy skills when story telling during family conversations. During these conversations, my parents would learn more on our attitudes and interests. From these meals, my parents gauge our moods and needs thus helping us solve our problems in the end. My parents oversee the family to ensure that everybody attends to maintain the unity and stability in the family. The dinner table or birthday party is a significant place for socialization especially for the children. These act as prime setting for socialization regarding the norms and rules on values of the family and the acceptable behaviour. From the nutritional perspective, the children master what is considered acceptable; basically the foods and non-food materials. From the family dinners and birthdays, my siblings and I have discovered manners and behaviour restraints that the wider world requires. Through conversations of the family during birthday parties and family dinner, we learned of our parents’ interests and attitudes in relations to the world. We always help our father to prepare for the family dinner on Sundays. As the eldest, I helped my father prepare the foods and especially the desert and vegetables while my other younger siblings have inevitably prepared the table. The Purpose As part of our tradition, the family meal is a symbol of a shared family life. On Sunday’s, family supper/dinner acts to bringing us together in the family. This greatly leads to our social well-being at the same time providing predictable structure to our Sundays which is often reassuring especially psychologically. In our family, everybody is involved in this activity and this applies to the buying of food, preparations of food done by my father, making and laying the table, and finally serving of food. With all this participation, it is not a surprise that the provision of this  family meal is a classic demonstration that we love and care for our family stability and unity. From the initial stages of shopping to clearing the table, each member of the family participates in this exercise responsibly and this promotes family solidarity. The Reflection on the Tradition Though we have a happy family, we also experience our setbacks. At the end of the day, the members of the family who are already exhausted after a busy day at school or work and probably maybe irascible meet for a family meal or party. Hostility may arise perceived at the dinner/party table maybe because of the injustices and behaviour which is unacceptable. Refusal to eat, complaining about bad cooking or lack of appreciation on whatever served on the table are some of the things that can lead to these conflict at the dinning/party table. Therefore, family dinners and birthday parties have many positive virtues that are sometimes fought with strain and negative consequences which greatly depend on the styles of parenting. As a socially combining role, when we share a meal during birthdays or Sunday dinner, it brings people together in a network of reciprocal commitments and shared social relationships. As a tradition routine, Sunday family dinner prepared by my father has been most frequent planned ritual activity in our family which usually takes place in our family house. The family meal and birthday parties in specific have come to represent the dynamics of the family and overtime generations are complaining on its downfall. In the times of change, family meals and parties represented solidity and perhaps the complaint of the lost family may in fact be the response to feared exchange in the arrangements and frameworks of families. These family traditions still influence me to date. This is due to the fact that they provide a source of identity on top of strengthening the family bond. I believe that the families that engage in frequent traditional  practices report stronger relationship and unity than families that haven’t accepted rituals together. I will carry my family traditions in future because I view them as a way of offering comfort and security. This is because our family beliefs and rituals are the cure to the feeling that comes from our world which is fast-paced and ever-changing. It’s relieving to have a few constants in one’s life. Am also for the idea that these family traditions teach values and this is achieved by for instance through family stories where the value of education, life-long learning and reading is instilled; and through regular family dinners or parties, the centrality of familial togetherness is instilled. With all this in mind, I will definitely carry these traditions in the future.