Encouraging younger members of our communities Essay Example for Free

Encouraging younger members of our communities Essay If we allow children to make some decisions and be involved how does that help them develop? The advantages of encouraging younger members of our communities to become more actively involved in making decisions can be influential to their future. When children and young people have the opportunity to identify the problems that affect their lives and, most importantly, find and implement the solutions, it builds their self-confidence and encourages them to value the positive impact they can have on the lives of others. Through increasingly meaningful and active participation in decision-making children can develop their own identity, a sense of belonging and usefulness. This encourages them to respond to educational opportunities and enter more fully into life at school. A child, whose active engagement with the world and who has been encouraged from a young age, will become more confident to make correct decisions later on in life from skill and mistakes previous involved in. Why is it important you are a positive role model and how do you do this? Having a role model can give a child focus in their lives and something to work towards. Often a role model has a character trait or job that your child desires to have. Because of the role models example children are more likely to work to achieve their goals. A role model can inspire a child to dream big. Often circumstances make dreams seem impossible. A child who has no role model cannot imagine overcoming. A child whose role model has achieved can inspire a child to work harder and achieve their dreams. Those who often find success do so because they had a role model who spurred them on to great things. There are setbacks in every persons life. Knowing that someone else has overcome and achieved will help your child during the hard times. They can look at their role model and realise that at one point they were a child and faced adversity. Yet they were able to achieve their goals. This will help give the child the strength to overcome. Having a role model can help a child develop good habits. If your child has a desire to succeed and become like their role model they will develop those habits necessary to achieve that goal. How can disability affect some children? Having a learning disability has some effect on a childs ability to interact with other students. A child quickly realises that differences exist in the ability to learn certain subjects, compared to peers. A child with a learning disability must work much harder than peers do to complete school assignments. Long hours are spent trying to complete the same homework that other students complete in a much shorter space of time. Because the learning disabled child must work harder than other students, yet not do as well on test or assignments, the child will struggle with self-esteem. It is quite common for fellow students to call learning disabled students names, or talk about the disabilities behind their backs. Therefore, the learning disabled student may have few true and long-lasting friendships. A childs self-esteem and self-worth, is quite often closely tied to the opinions of peer groups and close friendships. A child with a disability may find learning to read complicated. This may allow the child to become frustrated and problems could arise at home or in school, behavioural problems could also be seen, as well as the child becoming unenthusiastic or disliking school. What support can families with a child with disabilities access? Think respite care, short-term breaks, support services in the home, out of school clubs. When a care relationship is not professional and not based on shifts and normal working hours, but is continuous for 24 hours a day, seven days a week, a break is not a luxury but essential to maintain the caring role. Day respite can be provided to offer short periods of respite in a range of different ways either in the home or in day centres for older people, or via adult day care resources and enhanced care units. It may also be possible to access services provided by the private and voluntary sectors. Residential respite and phased care can be provided in a residential setting to enable carers to have a break from their caring role. The council has a number of units, which may provide this. Short breaks give disabled children and young people enjoyable experiences away from their primary carers, contributing to their personal and social development and reducing social isolation. They also give parents and families a necessary and valuable break from caring responsibilities and disabled children and young people access to inclusive activities in their local community.There are many different ways to provide short breaks. Each break will differ and depend on the needs of your child and family.Short Breaks can include group based support – for example holiday clubs, after school clubs, sports groups individual short breaks – for example personal assistants, care in the home Children’s centres and extended schools are designed to support children and young people in achieving the five outcomes set out in Every Child Matters, to stay safe, be healthy, enjoy and achieve, make a positive contribution and achieve economic well-being.

Area Study Merging with Cross-National Approach

Area Study Merging with Cross-National Approach Overview Are area studies and a cross-national approach really that different or they have more in common than we might expect? I think it is the latter, having three major similarities. First, these studies have increasingly merged to seek systematic explanations that cut through regions, which had been thought to be fundamentally different or exceptional (such as Latin America). As such, the second similarity is that they have also come to share some roles, such as confirming a theory. Third, the rise of mixed method approach that can combine area study and cross-national approaches further illuminates not only the second similarity but also a common and ultimate goal shared by the two approaches, which to expand our knowledge. At the same time, how they go about playing similar roles and accomplishing the shared goal remains as a major difference. In other words, to answer the second question, each approach is better suited than another to answer particular types of questions. Area studies that are often in qualitative nature ask for conditions necessary or sufficient for particular outcomes to occur, while cross- national approach that tend to be in quantitative in nature is much suited for asking the average effect of an independent variable on such outcomes. Similarities: Area Study Merging with Cross-National Approach Once again, I think area studies and a cross-national approach have come much closer to each other, having three major similarities. The first major similarity is that both studies seem to have sought systematic explanations that cut through regions. While it is straightforward that a cross-national approach seeks such accounts, I argue that this similarity has emerged due to a change in seeing what area study should be. Fundamentally, area study is a study that focuses on particular areas or regions of the world. In the mid 20th century, an area study approach had particularly been used as a â€Å"cookie cutter† strategy. That is, it ‘snips’ out regions or areas that do not conform to accepted ideas or particularly the ones that are studied through the scope of â€Å"ethnocentrism† (Wiarda 1993, 16). Thus, the study is driven by the idea—â€Å"what works in one context may not work in another† –and utilized to understand not just deviant or outlier but ‘exceptional’ cases (Wiarda 2005, 2). For instance, O’Donnell’s area studies on Argentina and Brazil (1973; 1976) caught grater attention in the 1970s; he challenged Lipset’s modernization theory (1959; 1960) that came out a decade ago based on Western states as a widely accepted idea displaying the positive relationship between economic development and democracy. Contra rily to Lipset, O’Donnell showed that a process of modernization actually yielded a bureaucratic-authoritarian regime in the ‘richest’ countries in the region. Dependency theorists, such as Frank (1969) and Dos Santos (1971) also elevated the importance of area studies by arguing that Latin American economies would not follow the path of Western states because the region was exploited as ‘satellite economies’ by the West and ended up contributing to the Western modernization. Recently, Mainwaring and Perez-Linan (2003) empirically demonstrated a non-linear relationship between economic development and democracy in Latin America; they concluded that â€Å"Latin American exceptionalism† existed in the mid to late 20th century because of distinctive economic policies (ISI) and a link between political elites. Regardless of Mainwaring and Prez-Linan’s work, however, I see area study to increasingly become a ‘lesson-drawing’ approach (Wiarda 2005). Instead of pointing out regional distinction and exception as an end goal, these differences are used as lessons for building a ‘mega-theory’ or producing systematic accounts regarding comparative politics. This is in part because of the rise of other area studies focusing on the Middle East and East Asia, which show their paths towards democracy that are distinct from both Western states and Latin America. These studies, therefore, diminish Latin America exceptionalism. In addition, area studies, namely of O’Donnell’s (1973; 1976) have come under much attack for being ad hoc explanations, since Latin American turned to re- democratize in the 1980s. All of these factors have then called for a more systematic investigation for providing an account, which identifies common and different conditions c ontributing to such outcomes (Acemoglu and Robinson 2006). For instance, Acemoglu and Robinson (2006) recognized Lipset’s modernization theory as one of four paths, rather than ‘the only path,’ and sought conditions that make democratization likely, using the cases of Argentina, Singapore, and South Africa. O’Donnell’s later work with Schmitter (1986) on Latin America also merged with Przeworski (1991) and Haggard and Kaufman (1995), which utilized cases from various regions, such as the Philippines, South Africa, Bolivia, Uruguay, and Nepal. These studies have then provided a powerful account, suggesting the entrance and exit or authoritarianism to depend on a strategic bargaining between political (military) and economic elites in the wake of economic downturns. Hence, the first major similarity is, once again, a tendency of both area studies and cross-national approaches to seek systematic accounts that cut through regions. While cross-national approach is essentially thought to have such a goal, area studies have come to understand the need of the goal, while no single region seems to stand as entirely exceptional or can be isolated from the rest of the world. As such, the second similarity is that they have also come to share some roles. When area studies, at least some parts of the studies, have come close to cross-national approach theoretically, these studies can play a similar analytical role as well, namely the role in confirming a theory. The theory of political activism may be a good example. Mainly based on Western states, including the United States, empirical cross- ational studies have suggested that well-established democracies have increasingly faced a â€Å"legitimacy crisis† or increase in â€Å"democratic deficits† (Norris 2011, 3- 5). Using a wide range of indicators such as a declining civic engagement or voter turnout (Teixiera 1992; Putnam 2000), declining party loyalties (Aldrich 1995; Dalton et al. 1984), and surveys, they show dissatisfaction and decrease in confidence in national governments (Norris 2011). As such, Fung and Drakeley (2013) conducted an area study focusing on East Asia, ranging from South Korea to Indonesia and Cambodia, and confirmed that even in ‘transnational democracies’ face similar challenges with old democracies or what Norris (2011) calls ‘democratic deficits.’ The area study shows that East Asian states are remarkably similar with Western democracies in a sense that democratic regime may be ‘flawed’ but not ‘broken.’ In turn, cross-national studies can also confirm a theory based on area studies. For instance, Lipset’s modernization theory on the basis on Western Europe has been reinforced with a growing number of empirical cross-national studies (Boix and Stokes 2003; Epstein et al 2006), although debatable (e.g. Przeworski and Limongi 1997; Kennedy 2010; Teorell 2010). Geddes (2003, 351-365) explicitly stated the literature on modernization theory has become much more â€Å"persuasive† because â€Å"large-n studies have begun to play a greater role in the comparative development fields.† Third, the rise of mixed method approach that can combine area study and cross-national approaches further illuminates not only the second point but also a common and ultimate goal shared by the two approaches, which to expand our knowledge. For instance, Liberman (2005) recently suggested a mixed-method approach, called nested analysis, which is a research design employing both a Large-N statistical analysis and small-N case studies for in-depth investigation. In particular, this approach advocates the use of a large-N analysis as a guide to draw a subsequent small-case N analysis for two different purposes: a model-building tool for testing an outlier case and a model-testing tool for confirming an online case. Coppedge (2002) is a good example of the nested analysis; he developed a large-N study to determine the need of an area study on Venezuela, which appeared to have a large portion of residuals since the 1990s. Fish (2005) also employed a mixed approach, which conducted a larg e-n analysis and the Russian case study. Similarly, King et al (1994) and Brady et al (2006) also suggest a mixed approach, which, though unlike Liberman, utilizes area studies to draw a large- n analysis. For instance, Krieckhaus (2006) briefly reviewed areas of Latin America, East Asia, and Sub- Saharan Africa to argue distinctive effects of democratic governance on economic growth. This area study thus confirms not only a null relationship between the two variables in cross- national studies but also the positive and negative relationships that appear when empirical analyses are conducted separately. In short, these mixed approaches show that area studies and cross-national studies can reinforce their finding or give a valid reason for each to be conducted; and ultimately, these mutual roles highlight the most important similarity –both studies contribute to enhance our knowledge in comparative politics (Walt 1999). Different Questions and Approaches At the same time, how they go about playing similar roles and accomplishing the shared goal remains as a major difference. In particular, area studies are usually qualitative in nature, with some exceptions (e.g. Mainwaring and Prez- Pinan 2003). This means that, as I mentioned sometimes, area studies are a small-n or case study, which intensively examine particular events with careful attention to historical and cultural contexts. King et al (1994) similarly argue that a small- n study is better at conducting a descriptive inference, which is the â€Å"process of understanding an observed phenomenon on the basis of a set of observations† (55). As such, area studies are particularly suited for asking two questions. The first one is, â€Å"what are conditions necessary or sufficient for a particular event to arise?† Returning to the works by O’Donnell and Schmitter (1986), Przeworski (1991), and Haggard and Kaufman (1995), they essentially found economic downturn and ‘authoritarian bargaining’ between political and economic elites as crucial and interactive conditions that change the likelihood of a regime change. Acemoglu and Robinson (2006) as well as Boix (2003) also constructed a model where the level of income inequality and capital mobility to interactively alter the probability of democratization, as they contribute to power relations between political elites and mass citizens. Area studies are also suited for questions that identify important actors. The identification of domestic actors is crucial because they, according to Mahoney (2011, 115), â€Å"create†¦structures, which in turn shape subsequent actor behaviors, which in turn lead to the development of institutional structural patterns† It is also important, as Walt (1999, 12) points out that the main task of political science research is to produce â€Å"useful knowledge about human social behavior.† As such, the above studies are also praised for identifying important actors, such as political elites, business actors, and military, which are â€Å"black boxed† (Rueschemeyr et al. 1992, 29) in Lipset’s modernization theory and subsequent empirical studies that focus on the relationship between economic development and democracy (e.g. Prezeworksi and LImongi 1997; Epstein et al 2006; Boix and Stokes 2003; Kennedy 2010; Teorell 2010). Ziblatt (2006: 322) commented, â€Å"their accounts improve upon the agentless structural functionalism implicit in modernization theory by reasserting the primacy of collective actors resources, preferences, and strategies.† Teorell (2010, 151) also argues, â€Å"The key theoretical virtue of this novel approach is that it integrates the previous †¦traditions by providing structural conditions explaining preference and actions of ordinary citizens, in turn affecting the strategic choices made by political elites.† In turn, cross-national studies are naturally equipped with a larger sample size and conducted through statistical or quantitative analyses. As such, they are better suited for asking, â€Å"what is the average effect on an independent variable on the same or similar outcome seen across the world?† (Mahoney 2011; King et al 1994). Put differently, King et al (1994) argues that, while area studies tend to be good at descriptive inference, large- n studies are better suited for causal inference—that is—to â€Å"demonstrate the causal status of each potential linkage in such a posited mechanism the investigator would have to define and then estimate the causal effect underlying it† (86). For instance, Boix and Stokes (2003, 531), building on Lipset, specifically concluded, â€Å" A simulation of the results shows that for low and medium levels of development, the probability of a transition to democracy grows by about 2 percent for each $1,000 increase in per capita income.† Similarly, Kennedy (2010, 797) notes â€Å"a 1% increase in per- capita GDP above the country mean† increases the probability of democratic transition. These specific numbers would not come out of area studies; for instance, although Haggard and Kaufman (1992) identified economic downturn as a crucial condition for a regime change, they do not specify exactly how bad the economic situation has to be; it was rather relative judgment in comparing cases.

Tony Horwitz’s Confederates in the Attic, History, and Reconciliation :: Confederates Attic

Tony Horwitz’s Confederates in the Attic, History, and Reconciliation Long after the Civil War we are still fascinated by it. In some circles, the "War of Northern Agression" or the "Lost Cause" is thought of, discussed, brought to life daily. While every war has its fanbase, the Civil War has a special distinction for America. It was the war for the preservation of the Union in some classes, a violent and tyrranical putting-down of a justified rebellion in others. I have never been particularly interested in the war, or any war for that matter. I have also never been terribly entertained by professional sports or cowboy movies, either, so I blame my lack of enthusiasm for Civil War lore and history more on my general lack of manliness rather than any fault of the war’s. It was obviously a very moving conflict. When I moved from Illinois to Arkansas and entered the eighth grade, I discovered my new school was approximately a year behind my old school in most subjects. I spent an additional nine months firming up my knowledge of "Earth Science," and relearning American History. For the most part, the entire academic year was simply a refresher – we even used some of the same textbooks I had used in the seventh gade. It was the same, that is, until we got to the Civil War. In Illinois the war was portrayed in fairly objective terms, something like this: "In the Civil War the North and South fought against each other. The South wanted to secede from the union, and the North wanted to keep the US together, oh and free the slaves. Illinois was part of the North." The instruction wasn’t necessarily complete or elevated, but I never felt like I was personally involved in the war. However, in Arkansas, in the South, I received an education much more like this: "During the Civil War, w e fought against the North. They didn’t want to let us secede. We wanted to, and would have, but we lost. They freed the slaves." Even at 13 I understood there was something very different about the way that people in the North and in the South view the war. Many writers, poets, and critics have pronounced that part of what makes the South so southern is the fact that it builds itself on its past. It cannot let go of the past. Tony Horwitz’s Confederates in the Attic, History, and Reconciliation :: Confederates Attic Tony Horwitz’s Confederates in the Attic, History, and Reconciliation Long after the Civil War we are still fascinated by it. In some circles, the "War of Northern Agression" or the "Lost Cause" is thought of, discussed, brought to life daily. While every war has its fanbase, the Civil War has a special distinction for America. It was the war for the preservation of the Union in some classes, a violent and tyrranical putting-down of a justified rebellion in others. I have never been particularly interested in the war, or any war for that matter. I have also never been terribly entertained by professional sports or cowboy movies, either, so I blame my lack of enthusiasm for Civil War lore and history more on my general lack of manliness rather than any fault of the war’s. It was obviously a very moving conflict. When I moved from Illinois to Arkansas and entered the eighth grade, I discovered my new school was approximately a year behind my old school in most subjects. I spent an additional nine months firming up my knowledge of "Earth Science," and relearning American History. For the most part, the entire academic year was simply a refresher – we even used some of the same textbooks I had used in the seventh gade. It was the same, that is, until we got to the Civil War. In Illinois the war was portrayed in fairly objective terms, something like this: "In the Civil War the North and South fought against each other. The South wanted to secede from the union, and the North wanted to keep the US together, oh and free the slaves. Illinois was part of the North." The instruction wasn’t necessarily complete or elevated, but I never felt like I was personally involved in the war. However, in Arkansas, in the South, I received an education much more like this: "During the Civil War, w e fought against the North. They didn’t want to let us secede. We wanted to, and would have, but we lost. They freed the slaves." Even at 13 I understood there was something very different about the way that people in the North and in the South view the war. Many writers, poets, and critics have pronounced that part of what makes the South so southern is the fact that it builds itself on its past. It cannot let go of the past.

Raising Children in Live, Love and Dance by D.H. Lawrence :: essays research papers

People make the statement that they are living life to the fullest but what do they really mean? D.H. Lawrence states that life is magnificent during the here and now. He also infers that our flesh is ours but not forever and we should enjoy it with emotional and spiritual ecstasy. While all of this is true, one should take responsibilities very seriously in rearing children, tend to their physical state to insure health and still take time to stop and smell the flowers. Although child rearing can bring about a dance it also requires serious responsibility. Most children will move and wiggle to any rhythm. They live for a pattern and enjoyment and it is the parent’s duty to give them both. Kids of all ages need guidance of a parent for school studies, relationships and the ways of the world. At the same time a parent is fulfilling their obligations they must take time to play dress up, throw the baseball, bake cookies and enjoy the time they have with their children. Just as nature grows so do children and in a flash they are ready to leave the nest to embark on their own lives. In addition to rearing responsibilities one should care for their physical being also. Mr. Lawrence voices that our flesh is ours but only for a time and he is correct. Humans are not immortal and just as a flower wilts and dies so do they. Many people invest in money, property and items of monetary value when they should invest in their bodies. Protecting the skin from the sun, not smoking, not drinking and eating properly are all ways of extending the physical well being of one’s life. After all, a dance is not as sweet and taking pleasure in the world is not as fulfilling if sickness interferes. In addition to health, children and all the to-do’s in life it is important to sit back and take in one’s surroundings. People in today’s world live for their employment and never take in the natural beauties that surround them. Pondering on the wonders of the world such as the beautiful sun that rises and sets softens the soul. Enjoying a long walk on the beach with a gentle breeze crossing a cheek and the soft touch of the sand on one’s feet should be a mandatory requirement of life.

A Psychoanalytic Approach to Wuthering Heights Essay -- Emily Bronte

A Psychoanalytic Approach to Wuthering Heights Before anything else, I would like to talk about the nature of the principle characters of this novel. I’d like to start with Catherine as she seems to be the central character of this love story. Of course the latter is my personal assumption. Catherine is the very representative of nature and naturalism. From the first chapters of novel and Mrs. Dean’s great and elaborate account of Catherine, we encounter the portrayal of wild nature represented by the moor. Totally intractable and precarious in nature, the moor is the most appropriate identifier of Catherine’s character. In fact, her childhood interest in the moor leads us to the conclusion that she has no touch of reason till the time she is prohibited by her sister-in-law and brother after her five-week stay at Lintons’. Interestingly, she takes her playmate, Heathcliff, to the moor to spend the joyful private time with him and this is the very foreshadow that prognosticates Heathcliff’s later confusions and sufferings as a result of her precarious and wild nature. However, Heathcliff himself has no sheer difference in character with her regarding naturalism. Ironically enough, he never undergoes any obligatory changes to abandon such a character and on the contrary he is inspired by tyrannical treatment from Hindley to assume his naturalism. Based on these assumptions we can conclude that these two lovers are the representatives of id in this novel. They act upon every impulse without any contemplations or control of wild passion. To cut the long story short, they act as their unconscious bids them to do. They are not alone in this aspect as Hindley also joins them in this characteristic in a different manner. As a result of... ...ly it was so for Catherine. It reminds me of the closing line of Shakespeare’s poem, â€Å"She should have died hereafter†, in which the poet concludes his marvelous poem by an identical tone: signifying nothing. Using two short syllables which reminds me of the hectic life of Catherine and her hasty decisions and actions based on her id which lead her with a drastic velocity to the point of her second ailment. The concluding syllable of the first word which is long portrays the anguish that both Catherine and her surroundings were undergoing during her disposition. And finally two abrupt and short syllables of the last word, nothing, represents the abruptness and quickness of her death which was all in all signifying nothing. Mrs. Dean’s aptly chosen words paraphrase the last line of this poem in a more tangible manner: â€Å"One little pulse at her heart, and nothing more.†

Importance of Sports

Hi how are u I need a paper for school so let me get a bucking paper before I rip your dick off and feed it to my hamster. Ms. Fleeter told me to put this down. She needs to get fired so she can eat her fried chicken and blow up like Ms. Finch. Like the big blob she is. She can be used as a trampoline. Because all she does is sit there and don't teach. She Just sits there and tats till she eventually blows up and pukes up 4567857483904 children. Because that's how fat she is.Well I'm going to tell you why. Sports keep you healthy and fit In many different ways. Plus who would want and old back that's always slouched over and hurts. Another reason Is their very fun to play. A birthday party or sleepovers are some places that sports are fun to play. You can also play sports for a team and those are also fun. My third and IANAL reason Is that they can get you money when you're older.If you're good at the sport and want big money this Is the way to do It. Now let's move on to see how the y keep you healthy. The way that sports keep you healthy are In many different ways. First off they take your mind off things. For example, say somebody died or got hurt In your family. Sports are a good way to get your mind off of It. Next, you have to keep healthy to play the sports. You don't want to be slow when playing the sport. Importance of Sports Hi how are u I need a paper for school so let me get a bucking paper before I rip your dick off and feed it to my hamster. Ms. Fleeter told me to put this down. She needs to get fired so she can eat her fried chicken and blow up like Ms. Finch. Like the big blob she is. She can be used as a trampoline. Because all she does is sit there and don't teach. She Just sits there and tats till she eventually blows up and pukes up 4567857483904 children. Because that's how fat she is.Well I'm going to tell you why. Sports keep you healthy and fit In many different ways. Plus who would want and old back that's always slouched over and hurts. Another reason Is their very fun to play. A birthday party or sleepovers are some places that sports are fun to play. You can also play sports for a team and those are also fun. My third and IANAL reason Is that they can get you money when you're older.If you're good at the sport and want big money this Is the way to do It. Now let's move on to see how the y keep you healthy. The way that sports keep you healthy are In many different ways. First off they take your mind off things. For example, say somebody died or got hurt In your family. Sports are a good way to get your mind off of It. Next, you have to keep healthy to play the sports. You don't want to be slow when playing the sport.

Gender Non-Conformity

Most parent think when they see their son playing dolls and having delights with fashion has tendency to become a gay and so with girls who are mostly fun of playing ballgames with boys has the possibility to become a lesbian when they grow older. The American society assumed that there are only two sex preferences, male and female. Sex refers to whether male or female, feminine of masculine. Gender sometimes is closely interchange with sex. This is the misconception our society had. Though gender is related to sex but both have distinct visibility. We have the so called low and high masculinity and vise versa on females. Boys who do what girls usually do such as, cleaning the house, cooking, doing the laundry, belong to the low class masculine and boys who are irritated with a girl thing, do not even wash their own underwear or even fix their bed belong to the high masculinity and vise versa with girls. But this doesn’t mean that those who are in the low masculinity are said to be gays, only that they can live by themselves. The question why parents are more accepting of a daughter exhibiting a liking for truck and sports rather than a son exhibiting a liking for playing dolls and cooking is that parents are more centered to a son’s development rather than a daughter’s. It is because of the â€Å"man† identity. A boy when he grows older must be strong, straight, focus and a builder. He has to support and protect his family. Girls are very meticulous, gentle, caring and etc. A mother, who sees her daughter playing sports with boys, doing hard chores that are intended for boys may feel more comfortable believing that her child is strong and capable of doing things in both genders.   Aside from that, gays are very expressive. They want to feel like a woman who is too awkward to look at rather that a girl wearing jeans and loose shirts. According to Throckmorton, a psychology professor at Grove City College, Pennsylvania, â€Å"people who don’t conform with gender norms are like homosexual. According to the study, children who grow up to be heterosexual typically go through a stage where they perceive the opposite sex as different from themselves, or exotic, and eventually transition into seeing members of the opposite sex as erotic. If a child is gender non-conforming, then he or she is likely to perceive members of the same sex as different from themselves, and eventually develop an erotic attraction to members of the same sex later in life. He also stated that parents should avoid the mindset that if their son doesn’t have any interest in baseball that there is something wrong with him. (Lee, 2006) The negative responses to the expressions of non-traditional gender behavior in young males are functional in the society. It is very obvious that there is discrimination and abuse. Gays and lesbians are fighting for their rights until these days. This negative expression greatly affects on young boys. Acceptance for non-conformity of gender among boys is rarely seen in our society. Good for those who belong to a family that support him whatever and whoever he may be. There are many reasons to encourage a full range of gendered behavior in sons and daughters. One of this is role modeling. We should always remember that children learn from what you are and not what you say. Your own practice is always the greatest influence. This is the most basic responsibility of the parents. The greatest parenting challenge lies in being responsible for guiding, teaching, and urging your child toward his best self-which includes the need to notice his mistakes and help him correct them- while simultaneously accepting and loving him as he exist now, before his faults are rectified. (Bobbie Sandoz) Reference: Psychological, Anthropological and Sociological Foundations of Education, Alicia S. Bustos, Socorro c. Espiritu; Katha Publishing Co., Inc. 1996 The language of Parenting’ Blue Mountain Press;SPS Studios, Inc., 2001 http://www.southernvoice.com/2006/4-7/news/national/gender.cfm http://cjwww.csustan.edu/hatecrimes/99/anti-gay/anti-gay%20web.html http://www.lambda.org/youth_suicide.htm http://www.southernvoice.com/2006/4-7/news/national/gender.cfm http://www.youth-suicide.com/gay-bisexual/construction/6-gay-youth-suicide-feminine-males.htm