Choosing A Home That Matches Your Lifestyle

Written by Lois A. Vitt

Your home may be your castle, but a big part of your housing decision-making is all about other people. Home is where most of us experience not onlyrepparttar intimate aspects of our personal development, but alsorepparttar 144132 most important social interactions that occur duringrepparttar 144133 course of our lives.

Do you enjoy living alone in solitude, rarely entertaining friends or family? Or do you enjoyrepparttar 144134 company of family and friends at home andrepparttar 144135 feeling that you are attached to a broader neighborhood or community? Either lifestyle is healthy and natural;repparttar 144136 challenge is to identify and honestly facerepparttar 144137 social needs your home will be expected to serve.

Some people have a strong need for peace and quiet at home. Others loverepparttar 144138 hustle and bustle of people around them,repparttar 144139 sounds of laughter and spontaneity. Whenrepparttar 144140 doorbell rings, do you sag momentarily atrepparttar 144141 possibility of being interrupted, or are you excited about who might be dropping by? Neither choice is superior torepparttar 144142 other.

The important point is to claim your true social identity and make your housing decisions, in part, in light of that identity. And, if you share your home with a partner or family members, it is critical, before makingrepparttar 144143 next housing decision, that everyone's social needs be uncovered and addressed with sensitivity.

Public Schools Can Cripple Your Children's Ability To Read

Written by Joel Turtel

For many adults, reading a book or newspaper seems effortless. Yet reading effortlessly comes from constant use of basic skills learned at an early age. Once children learn these basic skills, they can eventually read complex books like War and Peace.

What are these skills? To read, one must recognize thousands of words. Since all English words are built from only twenty-six letters,repparttar huge task of recognizing letters and their sounds and putting them together to form words becomes greatly simplified. An English-speaking child only has to sound outrepparttar 144104 letters and then putrepparttar 144105 sounds together to readrepparttar 144106 word.

I do not wish to over-simplifyrepparttar 144107 complexity of our rich English language, however. Like other western languages, English has its peculiarities. For example, many vowels have more than one sound, and many sounds can be spelled more than one way. However, even with these complexities, English is far easier to learn than Chinese, where children have to memorize thousands of word pictures, rather than twenty-six letters and their sounds.

Reading is difficult at first, but, once learned,repparttar 144108 process becomes automatic and unconscious. When we can read quickly without sounding out every letter of every word, allrepparttar 144109 knowledge ofrepparttar 144110 world opens to us. However, like learning to drive a car, if we donít learnrepparttar 144111 basic skills, we donít learn to read, or we read poorly.

Enter public-school education theorists who think otherwise. Don't adults read without sounding out every letter of every word, they ask? So why teach children phonics? Why put children throughrepparttar 144112 alleged boredom, drudgery, and hard work of learning letter-sounds? How can reading be joyful if literature becomes drills? If children memorize whole words instead of putting together letter sounds, all this pain will be gone. Rather than teaching kidsrepparttar 144113 alphabet and how to sound out M-O-T-H-E-R, teach them to recognize MOTHER and other whole words in a book, like Chinese word-pictures or ancient Egyptian hieroglyphics. Haverepparttar 144114 child read simple books that repeat each word over and over, so that they come to recognizerepparttar 144115 word. Do this for each word, they claim, andrepparttar 144116 child will learn to read. This is called "whole-language" reading instruction.

The only problem is that whole-language doesn't work. It is a disaster. Most young children are only able to "memorize" a few hundred relatively simple words. Even an adult's mind can only memorize at most, a few thousand words. That'srepparttar 144117 limit ofrepparttar 144118 human mind's capacity to memorize abstract symbols. In contrast, children who learn to sound outrepparttar 144119 letters of words with phonics can read tens of thousands of words, and eventually read ANY word, because they can sound out each letter inrepparttar 144120 word and putrepparttar 144121 sounds together.

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