Social problem of homophobia in todays Canadian Society

Social problem of homophobia in todays Canadian Society This essay seeks to answer the social problem of homophobia in todays Canadian society. Four scholarly sources were consulted and made reference to in this essay regarding homophobia and the conflict theory. The textbook, Sociology your Compass for a New World written by Robert J. Brym, John Lie and Steven Rytina explores the topic of the conflict theory. The conflict theory explains the class struggle in society; the conflict theory can be used to show how homophobes, the upper class people, use their so called power to take advantage of the less powered, homosexuals. Upon reading this essay the reader will be educated on the social problem of homophobia, types of homophobic manifestation, movements against homophobia and how the conflict theory learnt about in chapter one of the textbook, Sociology your Compass for a New World can help us better understand the social conflict created by homophobia. Homophobia in Todays Canadian Society The social problem of homophobia is defined as the fear or hatred towards homosexuals or homosexuality. This fear has negative consequences towards the Canadian society, especially towards the gays, the lesbians and the bisexuals. Homophobia in Canada today can be manifested internally, externally, institutionally, socially and culturally. Homophobia has rapidly increased in the Canadian society, in most part, many not even aware of being homophobic. When one refuses to take part in a social activity because they might be perceived as guy or lesbian is considered a type of homophobia. This type of homophobia is when one is afraid of being supposed as gay or lesbian. The Canadian government has no control over the decision one takes to be homophobic, what they can do is educate the uninformed and reach out to the younger generations, the main source of this social problem comes from the primary agent of socialization, the family. Homophobia is often passed on from generation to genera tion; children are being raised to believe that homosexuals are not wanted in our society. On May 17th 1993, homosexuality was removed from the International Classification of Diseases of the World Health Organization (WHO). Today Canadians celebrate this movement as the International Day against Homophobia and Transphobia. Homophobia may be seen as a class struggle because homophobes associate the gay community as less important than themselves or the normal community. The conflict theory as read about in the textbook, generally focuses on large, macrolevel structures, such as class relations or patterns of domination, submission, and struggle between people of high and low standing. (Robert J. Brym, 2007) The conflict theory explains how homophobes use their power, vulgar words or acts of discrimination, to take advantage of homosexuals who to them, have less power. The conflict theory helps better understand the class struggle homosexuals go through as well as the class inequality. Gay and lesbian adolescents and youth are disproportionately homeless (Health Canada, 1996; Hellquist, 1996). Sexual orientation is a major precipitating factor leading youth to being and staying on the streets (Canadian Public Health Association, 1998), characterized by poverty and often survival conditions. (Ryan, 2003) This conflict created by homophobes has increasingly negative consequences on the gay community. Many homosexuals feel the need to leave their homes and home towns in fear of rejection. This just goes to show how powerful homophobes can be in regards to homosexuals. External, internal, institutional, social and cultural are all different ways in which homophobia can manifest itself. In the most part, homophobic people act negatively towards the gay community by either socially avoiding them, by verbally attacking them or by discriminating against them, also known as external homophobia. Homophobes act this way because they are afraid; they are afraid that homosexuals can convert people to their kind and feel the need to protect their children or their own identity. Homosexuals are discriminated against everyday of their lives, whether it is at school, in the street or at work. There is no getting away from homophobia because of all the norms and policies the Canadian society has created. The society of today is constantly surrounded by homophobic manipulation, most not even aware of it. The general population sees ads on a daily basis, watches the television and reads magazines all of which give off the same impression on homosexuals, which is, that they do not exist. Rarely, will TV shows have a gay couple as the main characters of the sitcom. Cultural homophobia is when one is thought to believe that heterosexuality is better than homosexuality; people are being influenced to believe this every single day of their lives. There is an absence of accurate and positive portrayals of GLB in mainstream media (OHanlan, 1995). There is also a lack of positive GLB role models in society (Morrow, 1993). (Banks, 2004) Most homophobes deny that they are even homophobic. In most cases, homophobes are uninformed on the homosexual community and base their fear on stereotypes, beliefs and myths. In other words, they are afraid of the unknown. Studies have shown that people who are personally involved with homosexuals either as a friend or just a mutual acquaintance demonstrate little to no hatred towards them. Homophobia is still a social problem today because the population has no accurate information on the subject, some religions are against homosexuality, children are not educated on the subject and the consequence of discrimination towards homosexuals is minimal. The reason in which homophobia has increased is due to the coming out of most homosexuals. Before, homosexuals were afraid to admit their sexual orientation because of the consequences they would have to face. Today, more and more homosexuals are coming out making the homophobic community increase. Both may be seen as parallel lines movin g as one. The homophobic line has been showing a slight decrease due to national movements such as the International Day against Homophobia and Transphobia. To conclude, the social problem of homophobia has impacted the Canadian society, in the most part, negatively. Canada has done a great job in trying to put an end to this social problem and discrimination, by participating in the International Day against Homophobia and Transphobia. This is a day not to show off your gay pride, but a day to try and silence the homophobes and speak up against them. Too many people are being hurt by homophobes and most of the time it goes unheard. According to statistic Canada in 2006 police data reported that, More than one-half (56%) of incidents driven by hatred towards a particular sexual orientation were violent, higher than the proportion of incidents motivated by race/ethnicity (38%) or religion (26%). Common assault was the most frequent type of violent offence. (Study: Hate-motivated crime , 2008) It is time for Canada to silence this social problem and become a more united country.

Lucky :: Personal Narrative Writing

Lucky When I was little, I used to dream about being the Governor of Hong Kong. I still remember the composition I wrote in my primary school, in which I conveyed my vision and even outlined the policies I planned to carry out once I became the leader of the government. After a few years, I realized that it was almost impossible for me to be the Governor of Hong Kong, because the position was in fact appointed by the British government. This was a piece of disheartening news. I tried to console myself by saying that at least I had aimed at entering politics. In my mind, politicians are not only smart, but also selfless and I sincerely appreciated their contribution to the society. In Hong Kong, however, it was unusual, if not odd, for a young boy to want to be a politician. You might accuse me of over-generalizing, but this was what I thought at that time. A few years later, as my general knowledge of the world outside my classroom gradually developed, a gleam of light was shed on my dream again. I realized that Hong Kong people would eventually have the chance to choose their own governor some years after the handover of Hong Kong back to Mainland China in 1997. The idea of Hong Kong being returned to China was frightening to many Hong Kong people in the early 80s, but the handover turned out to be a joyful and memorable moment for most of the citizens. Today, Hong Kong is no longer a colony of Britain and Chinese are holding most of the top positions in the government. More significantly, the Governor, now renamed as the Chief Executive, is also Chinese. In other words, I still have my chance. I am convinced that not only I, but the Hong Kong community in general welcomes this political change, which brings more power to the hands of Hong Kong citizens. Possessing more political rights seems to be a foreign concept to us, but it definitely sounds like something positive. People used to wonder why Hong Kong people were so indifferent to politics. I think I know the answer now. It is indeed very straightforward. Hong Kong people were essentially unable to make an impact on the government, as we were under the rule of foreigners.

Hatred in Notes of a Native Son Essay -- James Baldwin

The Destructive Nature of Hatred Hatred for white society was a common sentiment among the black community during the 1950s. These feelings were expressed through different mediums, ranging from music and art, to the written word. But James Baldwin, a popular black writer during this time period, does not harp on this subject. Instead of preaching about his hatred for white America, Baldwin utilizes his narrative and analysis techniques to illustrate the destructive nature of the black society’s hatred for white society in â€Å"Notes of a Native Son†. The hatred many African Americans possessed during the 1950s caused multiple riots. Baldwin touches on this in â€Å"Notes of a Native Son†, by mentioning the Harlem riots that broke out during the time of his father’s death. Baldwin states that â€Å"it would have been better to have left the plate glass as it had been and the goods lying in the stores† (Baldwin 82), but â€Å"it would have also been intolerable, for Harlem had needed something to smash† (82). The black community, infuriated by improper police action, exploded into a fury of anger. While Baldwin does not argue against the riots, he points out their futility. The riots, as Baldwin points out, did not cross the ghetto lines. Instead of wreaking havoc in white neighborhoods, the black mob simply destroyed its own area. The mob had succumbed to its hatred for white society, but in doing so, destroyed its own neighborhood. Thus, Baldwin points out the self-destructive nature of the black community’s hatred. Instead of causing damage to white society, or even white property, the black community ended up inflicting wounds on its own people. Baldwin does not stop with this event to illustrate the irony of the black commun... ... and from it learns two key lessons to prevent a similar destruction of his own life. Baldwin first states that one must accept that â€Å"injustice is commonplace† (84). Prejudice, according to Baldwin, will always exist in life, whether it is against race, color or creed. But while prejudice is ever-present, Baldwin concludes â€Å"one must never†¦accept these injustices as commonplace but must fight them with all one’s strength† (84). In order to succeed in this fight, one must keep his â€Å"own heart free of hatred† (84). Thus according to Baldwin, the real fight is not black society versus white society, but rather man versus himself. It is only by winning this battle that one can avoid the path of destruction. Works Cited Baldwin, James. â€Å"Notes of a Native Son.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84.

Joseph Contrads Heart of Darkness :: essays research papers

“The Horror! The Horror!'; Joseph Conrad’s “Heart of Darkness'; is not just a suspenseful tale of a man’s journey to one of the Earth’s few remaining frontiers, the African Congo; it is a psychological insight into the true pits of the human mind, in search of the true “heart of darkness';, which resides not geographically, but is a part of all of us, living under the restraints of society and civilization. Conrad explores the idea that under the taboos and societal mandates, there is a potential for actions and beliefs that are shocking to the common individual. Yet, if a man is released to do as he wills, without society to judge him, he can cross into a state-of-being that we consider primal and non-human. Without civilization, one would become an agent free to do whatever he chooses, and will do it willingly. Conrad demonstrates and hints at this conclusion using several literary devices, ranging from symbolism to the subtle changes in Marlowe, the narrator, that represent his growing distance from civilization and reality. The strongest device and example of this phenomenon is the transformation of Mr. Kurtz, the director of the Inner Station. In this essay, I will explain and analyze Kurtz’s “de-humanity';, and how effective it is in achieving Conrad’s goal. This “deconstruction'; of Kurtz culminates with his utterance of the phrase, “The horror! The horror!';, as he lay dying. Yet, first we must explain what Kurtz was before he stepped over the edge. From the moment Marlowe arrives on the coast of Africa, he hears tales of an incredible man, who runs a trading post deep in the Congo. The accountant at the first station said, “He [Kurtz] is a remarkable person.... Sends in as much ivory as all the others put together....'; (Conrad 33-34) The bricklayer at the second station calls Kurtz an “universal genius'; (43). Marlowe himself tells us that Kurtz is an educated man, who had originally been commissioned to bring civilization and light into this, one of the darkest and vilest places on the Earth. Furthermore, the International Society for the Suppression of Savage Customs has asked to Kurtz to submit a report, for the future reference of the Society. Marlowe, himself, has reads the report and refers to it as a “beautiful piece of writing';; yet, through Kurtz’s rhetoric on how the superior white man has a responsibility to civilize and help the primitive natives, the report ends with a phrase scrawled in unsteady handwriting and it reads, “Exterminate all the brutes!'; (66) The last entry into his report gives a hint at what has become to the “remarkable'; Mr.

My Generation Essay -- essays research papers

My Generation   Ã‚  Ã‚  Ã‚  Ã‚  Every group receives a name, whether it is a club or organization, plants, animals or people. No matter what it is, it will receive a label so that it can be referred to easily. For instance, those born between the years 1977 and 1997 were given the title of the â€Å"Digital Generation.† This label was attained because of the widespread technology that is available to them from birth. The â€Å"Digital Generation† is not only about the Internet and technology, but is also about high values, a strong belief in self-expression and spirituality.   Ã‚  Ã‚  Ã‚  Ã‚  The values of past generations have been very self-centered. Yet â€Å"Generation D†, as it is called, believes in equal rights for all and a strong connection with family and friends. Yet they are so materialistic that the older generations see them as â€Å"floozies with credit cards.† This is one of the reasons why there are so many equal rights activists today. Never before has there been such a range of reasons to stand up for ones right. For instance, there are so many organizations to stop violence against people; race, creed, sexuality, gender, nationality, etc., are irrelevant. Today’s youth is acquainted with many different people, but they only share close connections with a select few. A person of this generation will know many people and be friendly with them, however the personally association is only present with the people that have been known for an extended period...

Reading Teacher Essay

How should the proper balance between teacher freedom and responsibility be determined? Position 1: Fir increased Academic Freedom: * Schools are at the center of local debates about touchy subjects such as, morals, sex and sexual orientation, religion, politics, economics, racism, and a host of other social value controversies. * Censorship denies, defeats, or diminishes academic freedom! * Sex, Politics, and Religion: A few Cases * A parent in Loathe, Kansas, demanded that John Steinbeck’s Of Mice and Men be banned from the school curriculum and classroom because the book is â€Å"worthless† and â€Å"profanity filled. † The Majority rejected the effort. * In Oakley, California, some parents wanted the same Steinbeck book banned for racial descriptions. * Schools use the popular Philip Pullman book The Golden Compass was protested by a group of parents and Christian leaders in Winchester, Kentucky; because Pullman was call â€Å"an atheist† and the book â€Å"anti-Christian. † * A high school history teacher in Denver Public Schools was dismissed because the city newspaper published his and other candidates’ views as they ran for congressional seat† the district thought his views were too controversial. He won the case but the district limited him to teaching Basic English and erased his teaching history. * A high school student paper in Bakersfield, California, was prohibited from publishing a story with interviews about gender identity, but a county judge ruled that student to have the right to exercise freedom of speech. * Most frequently banned books: Harry Potter, Diary of Anne Frank, Catch-22, Farewell to Arms, Deliverance, The great Gatsby, Adventures of Huckleberry Finn, To Kill a Mockingbird, The Chocolate War, and Slaughterhouse Five. Even some comic books suffered censorship. * Most censored authors: Judy Blume, Mark Twain, Maya Angelou, John Steinbeck, J. D. Salinger, Toni Morrison, R. L. Stine, Maurice Sendak, William Golding, and Rovert Cormier. * Quotes about censorship from famous figures: * Supreme Court Justice Potter Stewart: â€Å"Censorship reflects a society’s lack of confidence in itself. † * Historian Henry Steele Commanger: â€Å"Censorship always defeats its own purpose, for it creates in the end the kind of society that is incapable of real discretion. † * Actress, playwright, screen writer, and sex symbol Mae West: â€Å"I believe in censorship. I have made a fortune out of it. * Climate of Fear * Challenges to school and library books have been 400 to 500 per year over the past three decades. A lot of the challenges were mostly by individual parents. Organized efforts have joined. * Parents Against Bad Books in Schools (PABBIS) and safelibraries. org. * On safelibraries. org they have published the most shocking and inappropriate segments of each book. * A lot of schools try to limit controversy by passing strict policies that are even sometimes illegal. * Good school districts have splices and practices that promote academic freedom which doesn’t allow for parents, students, and the public to challenge or raise questions about what is taught and how. * What happens? Teachers lose jobs, students can be suspended, and teachers avoid controversy, and education suffers. * We need freedom: Intellectual freedom! * A Necessity, Not a Frill * Academic Freedom = Free Society, which is what our Nation was founded on. * It is increasingly important for teachers to become more active advocates for academic freedom in public discourse and in political arenas. * Democratic education requires debate and discourse – only with teacher freedom can this happen. * Freedom to teach and learn is basic to good education. * Arguments against Academic Freedom * Based on traditional ideas that teachers are not â€Å"scholars,† they have a captive audience, they can influence impressionable minds and they are public employees subject to the will of board and administrators. * The argument against those that believe in those traditional ideas is that our education system now requires teachers to have scholarly qualities; students are expected to inquire and challenge rather than just be a captive audience. * Mischief in Defining Academic Freedom * Zealots everywhere (Zealot being someone who believes their way is superior) has tried to use schools as agents to impose their views and values on the young. They don’t want schools to present opposing views or conflicting evidence and are against real critical thinking. * Academic Bill of Rights – is a bill of rights that demands neutrality for institutions and requiring a diverse faculty along political lines. This bill of rights is for colleges but is popping up in precollegiate schools. * Academic Freedom Petition – a single-issue document that argues that academic institutions should ensure student and teacher freedom to discuss scientific strength and weaknesses of Darwinian evolution. * The problem with these two laws/bills is that they contain seeds of censorship and self-censorship to avoid controversial subjects. This twisted use of academic freedom can cloud the more valuable condition needed for critical thinking in schools and colleges. * A threat to academic freedom – self-censorship – When teachers screen ideas from classroom use in order to avoid controversy. * Conclusion: Fear threatens academic freedom! * The Essential Relationship of Academic Freedom to Democracy. * Democracy states that people are capable of governing themselves. People can make knowledgeable decisions and select intelligently from among alternative proposals. * The Evolution of Expansion of Academic Freedom. * We have adopted German theory – Lehrfreiheit and Lernfreiheit – the freedom of teachers to teach and learners to learn without institutional restrictions. * Socrates – was said to be sinful and wicked because he and his students had the freedom to pursue truth. All wickedness, he argued, was due to ignorance; freedom to teach and learn would uncover knowledge, eliminate ignorance and improve society. The judges at that time did not agree and Socrates was sentenced to death. * Courts, in general, have exhibited an expanding awareness of the need for academic freedom in schools and have provided protection for teachers. * Educational Grounds for Academic Freedom * Where if not in schools will students be able to explore and test various ideas, new concepts, and challenge propaganda in a safe and guided environment? * The classroom serves as a â€Å"safe place† to explore without social condemnation or ridicule. * Education consists of ideas and challenges, increasingly sophisticated and complex. * Learning best occurs as people test new ideas against their own experiences and knowledge. – that testing requires academic freedom. * Not operating in this manor will risk conformity. Students will not examine controversial material in schools that students will not be challenged and participate in critical thinking. * The Center of the Profession * Basically we’re currently trained and we know what we’re doing. Professional Development and certification has equipped us uphold ethics and values. * A professional teacher must be free to examine controversial issues openly in the classroom. * Teacher jobs must not be at risk because they explore controversial material or consider ideas out the mainstream. * We need individuality. * Academic Freedom and Teacher Competency: the Tenure Process * Non Tenure – Incompetent teachers do not deserve and should not receive that extra protection; they should be dismissed if a fair and evidential evaluation find them incompetent. * Teacher competence is a mix of knowledge, skill, and judgment. * Knowledge of the material. * Of the students in class * Professional skill in teaching. * Professional judgment. * Under tenure law teachers cannot be fired without due process and legitimate cause. The tenured teacher who is threatened with firing has a right to know specific allegations, a fair hearing, and an evidentially based decision. * Obstacles for Academic Freedom * Religious schools sometimes fired teachers for anti-moralistic requirements, sin, not attending religious services, and not exhibiting sufficient religious enthusiasm. * At the beginning of the nineteenth century teachers were fired for not remaining single, avoiding drinking and smoking, dancing, political views, etc. * At the first half of the twentieth century, political restraint and censorship replaced religious and moralistic restrictions on teachers. * John Dewy and other scholars founded the American Association of University Professors in 1915 which recognized that even then all teachers, not just those in colleges, needed academic freedom. * Some states have tons of censorship attempts each year by parents, school boards, administrators and parents. * The internet * Scare tactics are set up to block access to many â€Å"good† internet sites (our school, example). * Many teachers avoid significant topics to sterilize to the point of student boredom. * National Coalition Against Censorship has been created. Position 2: For Teacher Responsibility * Teachers use classroom for political platforms (especially in colleges). * Power and Responsibility in Teachers * Teaching is among the most influential position in society. Teaching is next to parenting in its power to carry values and ideas from generation to generation. * The influence of teachers goes will beyond the classroom doors, school grounds, and school term; teachers exert influence that can last for years and even lifetimes. Teacher’s ability to influence their students is a huge responsibility. * Parental Rights * If parents can be held accountable for their children, so should teachers. (Even though they don’t) * Schools must give supportive social and family values among our youth. * Public school teachers are even more accountable than private ones to the community and to parents for what they teach and how. * Teacher Responsibilities to Parents * Teachers must remain sensitive to parent interests. * Teachers have responsibilities for providing a safe, healthy classroom environment, and assume protective moral ethical and legal duties. * Parents sometimes don’t know what’s going on in the classroom until the damage is already done. * Parents have the right to monitor. * PABBIS lets parents see various pieces of literature and provides evidence to help them make rational judgment about the material. * Internet Access is becoming a huge problem. * There exists a serious problem in Internet usage when websites continue inhumane, anti-American, racist, Antiauthority, sexual, antireligious or other inappropriate material that can be accessed at schools. * Teacher Responsibility to Children. * Children are vulnerable * Children look to teachers for direction. * Children are immature and unformed. Teachers must be careful. * Teacher Responsibility to Society * Society trusts teachers to develop the young into positive, productive citizens. * Teacher Responsibility to Their Profession. * Teachers can be the key to good education, or poor education * Teachers have the responsibility to recognize children’s needs and academic development. * Teacher Irresponsibility * Tenure covers poor teachers and socially dangerous teachers. * Sometimes teachers will start to threat a school with atheism, Satanism, sicalism, communism, and take other extreme positions after they’ve been tenured. Deeming themselves as â€Å"untouchable. † * Tenure laws make it almost impossible to rid schools of poor teachers. * Academic Freedom of License * A license to teach is not a license to impose one’s views on others. * Sometimes teachers who â€Å"mind bend† for years and teach in an unethical manor gets by because administration is afraid to reprimand them. * Tenure teacher firing is rare. * Tenure laws create burdensome requirements that save teacher jobs even when those teachers have demonstrated a lock of respect for parents, students, and community values. * We need to make it easier to fire teachers. * 18 states have modified tenure regulations; the Education Commission of the States website shows current state approaches. Idaho has completely eliminated teacher tenure and other states are considering major reform. * Conclusion : * Teachers deserve respect and appreciation for their contributions to society, decent salaries, and comfortable working conditions.

Public agencies Essay

A child’s social awareness and development are necessary to aid him/her to face the reality of life. In accordance to that, a parent has a vital role to be played in helping his/her children to attain this knowledge through experiential or hands-on learning. But in reality, not all things could be learned inside a house or even inside the classroom. That was why different public agencies are strongly advisable to parents who need reinforcements in teaching their children about mental retardation, social living, transition, and developing their vocational skills. Below is a list of some public agencies that could help parents bring out the best in their children and the reasons why they are strongly recommended. First, I would like to recommend to parents to bring their child in this agency called Vision Quest. Vision Quest has run a long way for nearly 35 years. They have their distinct way of reaching out to the youth. According to Robert Burton, the founder and chairman of Vision Quest, â€Å"In Vision Quest programs, young people find themselves surprised, challenged, inspired, and sometimes confused but always growing. It’s the path to a new start. † Moreover, they use a very practical approach which concerns primarily with ethics and values. They make learning and discovery a fun thing to do, which in turn earns them a long term result. Furthermore, this agency has already passed and made a positive result to the evaluation conducted by different well-trusted organizations such as Rand Corporation, the Pennsylvania Juvenile Court Judges Commission, the State of California Auditor General’s Office, the Allegheny court system, and the University of Pennsylvania’s Center for the Study of Youth Policy. I would also highly recommend the Youth Communication agency. This agency has the main goal of hearing and understanding the youth of today because they believe that these young people have their own ideas, solutions, and concerns about the society. They develop newsmakers, news writers, make new stories, discover talents and flaunt a child’s full potential. These provide the parents the knowledge of their child’s emotions and skills. Another good choice is the Variety Club of Illinois. This helps physically, mentally, and emotionally challenged youth nowadays. They keep their responsibility and assist parents in their child’s physical activities. They have a mobility program called â€Å"Kids on the go† wherein they provide physical activities that require a lot of movement and socialization. These are great chances to mold a child’s productivity. On the other hand, Association House Agency is also highly recommended. It aims to educate, train, and provide child welfare, mental health, and recovery services. This agency teaches children different vocational skills, art crafts and assists with special Olympics that children would enjoy. Boys and Girls Clubs of Chicago is another agency of great choice. This agency has the main purpose of inspiring and enabling young children most especially those children who undergo disadvantaged circumstances to realize their worth and their full potential as concerned citizens. Also, a child should also learn different social skills which would be very useful in becoming a productive and law-abiding citizen in the near future. With that, Zion Temple Educational Center could accompany parents in teaching these skills. This agency helps elementary students attain good academic standing while enjoying recreational activities. This would be a very big help to parents because learning I guess, is easier when you are having fun. Abraham Lincoln Hope Headstart is an agency designed to help children be successful in the fields they are to take, promotes positive thinking, and provides enjoyable creative experiences. This helps parents in molding their child’s community responsibility and provides an educational setting for experiential purposes. Another helpful public agency is Brain Boosters. This helps children increase their self-esteem and be a sociable person, improve study habits and gain high grades, and the social skills to make him a good citizen of the US. They provide skillbuilding activities that bring out a child’s full potential. These goals are also reflected by this agency called South Side Help Center. This also aims to develop a child’s social skills that could help him get all along his daily living. Moreover, this also enhances a child’s potential of being a good leader through some constructive activities. And lastly, I would like to recommend the School of Art Institute. This agency helps parents in discovering their child’s creative side and aesthetics. This also gives an opportunity to aspiring young artists. I believe that all the agencies mentioned above could be of great help in each parent’s role of guiding, molding, and developing his/her child’s physical and mental capacity and to lead their children in the right path. These agencies could all divert children’s attention into a more productive and significant activities. Parents have their choice of watching their children’s growth and well-being. If all parents would just realize how significant these public agencies are, their children will never go wrong and children of today will less probably possess risky behaviors. Also, most probably, through practice and daily experiences, these activities would be developed as hobbies.