It may not be as easy as you think to build a foundation for your child of family values. Often we believe that our child will pick up on our values if they live in the same home. While they may pick up many of our values, parents need to remember they are not the only influence in their child's life. These outside values often compete with family values for your child's attention. If we do not make a conscious effort to instill our values into our children, they may not get instilled at all.

    I wish I had learned that lesson a little earlier. I thought if I lived my values for my children they would pick them up and make their own. Sometimes this happened and sometimes it didn't. I often see twenty-something “kids” who have no faith in many of the values of their family in favor of the values of their friends. Children will often pick up the negative you show quicker than the positive, so the positive things need extra focus to set them.

    Some of the influences your children face every day include their church, their school, their friends, any clubs or sporting groups they are part of and more. Kids spend many hours a day at school and with their friends. Sometimes in the business of life, we suppose our children will obtain that foundation we want for them.

    Instilling a foundation of family values to sustain(维持) your child requires more than living it in front of them. That is important, but building up your child with this important foundation must become intentional.

    That means we plan times to gather as a family. We plan activities together that show the values we want to pass on. We talk about our values; we live our values; we discuss the values of others and how they differ from ours; we constantly look for opportunities and make our own opportunities to share these values in word or deed with our children.

    Family values give our children a foundation to build upon. It helps them know they are loved and gives them a sense of belongings. Upon this sure foundation, they can spread their wings and grow to become parents who share these same values with their own children.

    When thinking about placing a human being in space, one of the most important questions was how to design special clothing needed to protect a person from the dangers of the space environment. The cold of space will freeze skin in a short time. The fierce heat of the sun can cause serious burns. The lack of atmosphere can cause gases in the body to expand(扩大) and even burst. With no oxygen to breathe, a human being will die in only a few moments. Radiation from the sun is another risk in space. So is damage from small pieces of rock and objects like meteoroids (陨石).

    In 1933, an American flyer, Wiley Post, designed one of the first successful devices to protect a pilot at extreme heights. It was a large device that looked like a can surrounded the pilot's head. Astronauts in the American space agency (NASA) flew the first American space flights in the early 1960s. The clothing was similar to that invented by Wiley Post.

    Today, astronauts wear very different protective clothing. It lets them move, do useful tasks, and stay outside their spacecraft in comfort and safety for several hours. The spacesuit is called the shuttle extravehicular mobility unit or EMU. It was designed to endure longer and to permit more movement than earlier spacesuits.

    The EMU has a number of parts that an astronaut can link together by using only one hand, which makes it possible for each astronaut to select the parts that fit correctly.

    Nowadays, NASA scientists are also considering the kind of spacesuits that would be needed for exploration on the planet Mars. Because of the gravity on Mars, spacesuits may have to be designed to be lighter than suits used in orbit or on the moon. The equipment may also have to protect astronauts from dust carried in the winds on Mars. And, they must be easy to repair and keep clean during a longer flight to and from the red planet.

    Getting stuck in a traffic jam is one of the most boring problems for people living in big cities. The fact that you're moving so slowly leads too stress, anger and the wish that your car could just fly over the traffic like an airplane.

    Soon, however, that wish could come true .On May 8, US car-renting company Uber showed off what it described as "the transportation mode of the future: on-demand air transport," reported ABC News.

    According to Nikhill Goel, head of products for Uber Air, the company's air taxi service may launch test flights in the US cities of Dallas and Los Angeles, as well as Dubai in the United Arab Emirates, as early as 2020. If everything goes according to plan, passengers will be able to fly to work by 2023.

    When the Olympics comes to Los Angeles in 2028. Uber "expects to have hundreds, if not thousands, of its aircraft in the skies." Goel told Newsweek.

    So what would Uber's flying vehicles be like?

    They are small, electric aircraft that take off and land vertically (垂直地) , and they give off zero emissions (排放) and are quiet enough to operate in cities .

    Just like an airplane, the vehicles will have fixed wings to help them glide. But while a helicopter has just one big fixed rotor (定量). Uber's vehicles will have multiple rotors , which will help increase fuel efficiency (效率) while reducing emissions and noise.

    Because of these fixed wines and multiple rotors. Uber's flying taxis "should be quieter and safer than a helicopter." reported ABC News.

    However, the service still has a long way to go before it's ready to accept passengers. For example, to avoid any potential accidents. Uber is working with NASA to study air traffic control problems associated with low-flying aircraft. But just as Dubai's Mayor Betty Price said in a news release. "This program is revolutionary and future -oriented (面向未来的)."

    British children used to play conkers (板栗游戏) in the autumn when the horse-chestnut trees started to drop their shiny brown nuts. They would select a suitable chestnut, drill a hole in it and thread it onto a string, then swing their conker at that of an opponent until one of them broke. But the game has fallen out of favour. Children spend less time outdoors and rarely have access to chestnut trees. Besides, many schools have banned conkers games, worried that they might cause injuries or nut allergies.

    That sort of risk-averseness(规避风险) now spreads through every aspect of childhood. Playgrounds have all the excitement designed out of them to make them safe. Many governments, particularly in societies such as America, have tightened up their rules, requiring parents to supervise(监管) young children far more closely than in the past. Frank Furedi of the University of Kent, a critic on modern parenting, argues that allowing children to play unsupervised or leaving them at home alone is increasingly described as a symptom of irresponsible parenting.

    In part, such increased caution is a response to the huge wave of changes. Large-scale urbanization, smaller and more mobile families, the move of women into the labor market and the digitization of many aspects of life have unavoidably changed the way that people bring up their children. There is little chance that any of these trends will be changed, so today's more intensive(精细化 ) parenting style is likely to go on.

    Such parenting practices now embraced by wealthy parents in many parts of the rich world, particularly in America, go far beyond an adjustment to changes in external conditions. They mean a strong bid to ensure that the advantages enjoyed by the parents' generation are passed on to their children. Since success in life now turns mainly on education, such parents will do their best to provide their children with the schooling, the character training and the social skills that will secure access to the best universities and later the most attractive jobs.

    To some extent that has always been the case. But there are more such parents now, and they are competing with each other for what economists call positional goods. This competition starts even before the children are born. The wealthy classes will take their time to select a suitable spouse and get married, and will start a family only when they feel ready for it.

    Children from less advantaged backgrounds, by contrast, often appear before their parents are ready for them. In America 60% of births to single women under 30 are unplanned, and over 40% of children are born outside marriage. The result, certainly in America, has been to widen already massive social inequalities yet further.

    All the evidence suggests that children from poorer backgrounds are at a disadvantage almost as soon as they are born. By the age of five or six they are far less "school-ready" than their better-off peers, so any attempts to help them catch up have to start long before they get to school. America has had some success with various schemes involving regular home visits by nurses or social workers to low-income families with new babies. It also has long experience with programmes for young children from poor families that combine support for parents with good-quality child care. Such programmes do seem to make a difference. Without extra effort, children from low-income families in most countries are much less likely than their better-off peers to attend preschool education, even though they are more likely to benefit from it. And data from the OECD's PISA programme suggest that children need at least two years of preschool education to perform at their best when they are 15.

    So the most promising way to ensure greater equality may be to make early-years education and care for more widely available and more affordable, as it is in the Nordics. Some governments are already rethinking their educational priorities, shifting some of their spending to the early years.

    Most rich countries decided more than a century ago that free, compulsory education for all children was a worthwhile investment for society. There is now an argument for starting preschool education earlier, as some countries have already done. In the face of crushing new inequalities, a modern version of that approach is worth trying.

    Although not as much as in the past, grandparents are the teachers of the Navajo (纳瓦霍人) youth. They make young people aware of life at an early age. The parents grant them the privilege of teaching the children, and the grandparents take great pride in raising the children or at least having a big part in raising them.

    Young children often stay with their grandparents for years at a time developing a close and trusting relationship. The grandparents teach the children Navajo legends and the principle of life, emphasizing both new culture trends and the preservation of traditions.

    The grandparents are also often the leading figures in teaching the youth the arts of weaving, caring for the livestock, using herbal medicine, and other arts and crafts.

    The children are taught to respect their elders, to care for them, to help them whenever they are in need, and to learn from them. Young people are urged to listen with care to the words of their elders and to keep as much wisdom as possible. Grandparents often go to social gatherings and traditional events, and the young have opportunities to learn more about their culture and traditions.

    I live with my grandmother for thirteen years, and she raised me in the old ways of our people. Although I was going to school, she taught me as much as she could about our traditions. She was a beautiful woman. If I had a chance, I would listen again to her wise teachings, expressed with kindness in a soft voice that touched my heart.

    We used to plant corn and pumpkin every summer. They never grew big enough to feed us, but we planted them anyway. I asked my grandmother why. She said, "Grandson, our plants will be far more beautiful than the flowers outside the fence." I did not understand until one day I saw their beauty as I was coming over the hill with her. She said, "Anything that is a part of you is always far more beautiful than the things which you pass by." We had some beautiful years together. I am glad she is a part of me and I am a part of her.

    Children used to be well disciplined, possessing more respect for culture, tradition, and beliefs than they do now. The world of the Navajo has been influenced by the western world, and the grandparents have less control and influence than they used to. But the young people who have been touched by their teachings have glimpsed a way of life beyond what most people know today.

    New England is the six northeastern states of the United States: Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, and Connecticut. The six states were among the first colonies (殖民地) in America. The colonies were ruled by England, and this is how the area became known as New England. After the Revolutionary (革命的) War the colonies became states.

    Many things are similar in the six New England states. For example, there are many stone walls, fishing villages and forests in these states. The houses and buildings are similar, too. People cut down trees from the forests to make space for their farms and villages.

    They then used wood from the trees and stones from the field to build houses, schools, and churches. Even today, most of the houses in New England are made of wood.

    There are big cities in New England, but there are also small cities and farms, especially in the northern part. There is much industry and business and New England is one of the most populous (人口稠密的) parts of the United States. It has many busy seaports on its long coast. There are always many tourists who enjoy the beautiful lakes, beaches, and mountains and who visit the historical places.