Smeagel

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just asking her did she know your next class. Then she said 'Well why don't you call her and find out? Here's the number. She won't mind you calling.' She was very adamant about me calling you so I thought I would give it a try."

I looked at my mother. She laughed, shook her head, and jokingly proclaimed, "I present Erin Queen of all Queens. The heart thief with just one glance without a word spoken." I laughed too.

Anthony said, "Why are you laughing?" He sounded real nervous so.

"Oh I was just thinking about how much Ty wants me to get a boyfriend. She is always giving out my number."

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"Ok. I got a little nervous when you laughed. I thought it was something I said. But anyway how are you doing?"

" I am fine. Enough small talk," I decided to stir some things up a little. "I am going to cut to the chase. Are you calling me because you want a relationship, because you want to be my friend, or because you think you have a chance to get in my drawers?"

"I-I don't know. I mean friends and then from there we can see where it leads. You seem nice and real easy on the eyes but that doesn't mean you are girlfriend material. Anyone can bare the title of boyfriend and girlfriend but that doesn't mean relationship wise they are."

"Oh really? That's a pretty damn good answer. Ok then we can talk and then we will see where it leads."

Anthony and I talked for about four hours about our lives, things we like to do and what not. At the end of the conversation he told me he wanted me to be his girlfriend but only when I am ready to be and not just 'cause he was asking.

"Ok. I will think about it," I said.

"Whenever your rea-"

"Ok I'll be your girlfriend but for now and only for a little while we keep it to ourselves. I don't need any drama."

"I was thinking the same exact thing."

"Well I guess I will see you tomorrow Anthony."

"I guess I will Erin Deijhanique Bell."

I laughed, "Bye…pumpkin."

He laughed even harder, "Ok my little pop tart."

We both laughed for about two minutes straight and really said goodbye but of course with a few chuckles.

I felt pretty good after the phone conversation. I rarely went out or dated anyone but something about Anthony intrigued me. I mean he has all the qualities. He meets all of my first priority standards. So I was feeling pretty sure of myself. After writing a song for about five minutes I went to bed with Anthony on my mind.

A few weeks has gone by since I have talked to my sperm donor. He usually would've called by now. Maybe I really got through to him this time. Then again he just may be out with the next broad wasting his life away.

Well, as for Anthony and I we kept it secret for about three weeks and a few days, then it started spreading that we liked each other and then it went to someone spotting us at the movies holding hands. I finally told Anthony we need to tell our closest, and most dearest loud mouth friends we had so they could spread the news. Well of course you know who I told, Ty. I made sure to through in that little extra "…. And don't tell anyone. Keep it on the low." That gets her every time. She was so excited and what not. Saying she couldn't believe that I didn't tell her and that we kept it hush for so long blah, blah. I told Drea the second day we were going together but she didn't tell a soul and never mentioned it around Ty. To keep the air clear I gave her the heads up and told her to be prepared to have Ty call her and tell her about Anthony and me. Of course Drea would act surprised and get all excited with Ty.

School was great, life was great I didn't have a care in the world. That is until October th. It was a Friday and some close friends, Anthony and I were all over at my house watching some scary movie marathons on TV the day before Halloween. We are all eating popcorn, playing games, and reminiscing when the doorbell rang. I got up to answer the door and Anthony grabbed my hand, "Who is that?"

"I don't know. Want to come with me?"

"Thought you'd never ask."

I opened the door and guess who it was? It was my sperm donor himself. Out of all the times I had seen him pop up he never looked like this. Something wasn't right I could feel it. Anthony squeezed my hand letting me know he felt the same way. He finally looks up at me and then at Anthony. He opens his mouth real slow. "Hey sweetie, Erin….." he whispered and trailed off with the rest of his words.

I let him in the house. He didn't want to sit down so he stood shifting from foot to foot. Anthony still holding my hand firmly broke the silence. "Hello sir. I am Anthony."

"Yeah that's nice. What? You her nigga or somethin?" my father said with a new raspy voice. A raspy like he had been crying.

Anthony looked at me and then at him and before he could say a word I asked, "What do you want with us now? Is it money? Cause we aint got none."

"Naw I am over here to talk to you." He stated coyly

"About?"

"I am sorry Erin for being a punk ass father to you baby. I never meant to hurt you. I just wasn't ready and wasn't man enough to step it up," he reaches in his coat and pulls out a gun and points it to his head. "I guess I will never be man enough. All these broads and females I dun run in and out of didn't mean a damn thing. No matter how bad I did them I just moved on. With your mother it's different. I could never just leave her alone. Never could just keep on moving."

I finally said, "What are going to do with the gun?"

"I am going to do what I need to. Before I do anything I want to finish talking to you. Please don't cut me off again." He was serious and while talking using hand expressions with the gun in his hand. Waving it around like a flag on the fourth of July. After endless rambling he finally proclaimed, "Erin I wish I could a been more to you than I am or ever was. I will never be a real man. I really do love you. You're my baby girl, sweetie. Now I may not go to heaven but I will be going where I need to be. I love you and don't let anyone tell

you that you cant do or be anything. When you have my grandbaby by this young man here you teach him who he is. Don't let him be like your dad. Tell your mother that she was truly and forever will be my heart. I love you both."

Bam! Over just like that. I watched it in full action. For me it was in complete slow motion. He said, "I love you both," and pulled the trigger. I saw him slowly pull the trigger. Watched the bullet lodge into his temple and splatter blood like a rock hitting water. Watched his already lifeless eyes go blank. Go blank as if the went white. His hand went down, body went limp, and his lifeless body dropped to the floor. I was crying before because truth was not his forte, but tonight he told me what I believe to be true. I swear it seemed like an eternity standing there looking at him. Dead.

Anthony was all choked up when my father expressed himself the way he did. He was still holding my hand, I think. Our other friends rushed in and I heard screams and whimpers but didn't realize them. I didn't realize they were there until the Ambulance came. Moms was home by the time the Ambulance came. She cried and cried and I don't think so much for her but for me. My mother was talking to me and I was looking dead at her and didn't hear a thing she was saying. I just stared reenacting every stitch, every second, and every pulsating moment of that night.

As time went by I began to forgive myself. It took about two years to do it but I did it. I blamed myself for leading my father into a death so unrighteous. I finally realized that I was a freshman in college taking my singing to another level, with plenty of people to support me. To hell with self-pity. Anthony, Drea, Ty, Marcus, and Moms helped me realize that love is unconditional. They all stood by my side through thick and thin. Through this new revelation, I woke up one day and said out loud "I am Erin Deijhanique Bell not Joseph Bell. I am not at fault and a new life is ahead. No more crying! No more blaming!" I marched my ass into the shower, through some clothes on and went to the mall just to get out. I went by myself to prove to myself that I needed to worry about me. I only needed me and I could only change now and not the past. So I bought a new outfit with my money, change clothes at the mall, and went and picked up everybody one by one and spent some undepressing time with each of them especially Anthony, my fianc.

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Working With Nature - Neighbor Rosicky

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Finding Happiness Through Working With Nature

The 10's were a period of reflection for many Americans; an era of depression that forced many people to step back and re-evaluate the society in which they lived. After decades of moving away from agrarian America to a more urban, mechanized nation, widespread economic collapse served as the impetus to question this new way of life. What were the consequences of leaving behind agricultural life? How did the technological advances in the workplace distance man from his land and subsequently affect his performance and fulfillment in life? In both Willa Cather's Neighbor Rosicky and John Steinbeck's The Grapes of Wrath we find depression era characters struggling with nature, work, and the relation between the two. Both tales present a compelling case that the further man strays from the natural world, the worse his life becomes.

Neighbor Rosicky is a heartwarming story about a Czech immigrant, raised in the country, unable to find happiness in the city. Anton Rosicky had the typical life of an urban resident at the turn of the century. He was an immigrant who was a skilled tailor by trade and who moved from city to city to find work. Despite taking regular advantage of cultural opportunities only cities can offer, Rosicky learned one Fourth of July that the city just wasn't for him, "the lower part of New York was empty… the emptiness was intense… those blank buildings, without the stream of life pouring through them, were like empty jails."

New York's business and financial district, referenced by, "the lower part of Manhattan," only seemed to exist for work; when a holiday such as the Fourth of July came along it ceased to function. Rosicky goes on when he says, "this was the trouble with big cities; they built you in from the earth itself, cemented you away from any contact with the ground. You lived in an unnatural world, like the fish in an aquarium, who were probably much more comfortable than they ever were in the sea."

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This is the paradox of progress that Cather has us ponder. Cities, byproducts of work and economic progress, ultimately have taken us away from our natural world. Cement, steel and iron have replaced soil, seeds and foliage in a new, unnatural ecosystem. In Neighbor Rosicky, the relationship between work and "real work" comes down to the contrast between cities and the agrarian/natural life. Cather makes this case throughout the short story with frequent references to the urban/rural relationship. In each case that she makes, happiness is not found in a city, but in the country.

For example, Cather writes, "in the country, if you had a mean neighbor, you could keep off his land and make him keep off yours. But in the city, all the foulness and misery and brutality of your neighbors was part of your life. The worst things he had come upon in his journey through the world were human, depraved and poisonous specimen of man." This scathing indictment of urban life also highlights another of Cather's points; the concept of owning land. Earlier in the tale she wrote, "to be a landless man was to be a wage-earner, a slave, all your life; to have nothing, to be nothing."

Wage-earners, the type of urban workers that are ultimately taken from nature, are pitied by Cather. She casts those who work in the city as being part of a destructive cycle and that the only way to break the cycle is to find true happiness in the country. The Rosickys, Doctor Ed, and all the country folk within the story are, deep down, good, content individuals. The only person in the story who seemed out of place was Rosicky's daughter-in-law, Polly. Raised in the city and a former bookkeeper, Polly was having trouble adjusting to life in the country. It took the goodness of her father-in-law to realize her life would be ultimately more fulfilled there; "Polly remembered that hour long afterwards; it had been like an awakening to her. It seemed to her that she had never learned so much about life from anything as from old Rosicky's hand. It brought her to herself."

To Cather, true work takes place in the natural world. She is worried that the advent of technology and increasing urbanization of America will fundamentally change its character. The new mechanized work is unnatural and ultimately bad for the human psyche. Cather's case is summed up when she writes, "the worst they could do on the farm was better than the best they would likely be able to do in the city."

The selections from Steinbeck's The Grapes of Wrath offer an equally persuasive argument that economic and social progress was really moving humanity backward. The three chapters, with the Dust Bowl and the subsequent 'Okie' migration serving as a backdrop, paint a bleak yet hopeful picture of humanity. Just like Neighbor Rosicky, goodness, and ultimately happiness, is found in people closer to nature and forms of natural, agricultural work. All that is wrong with man is found in those that have become wealthy off the new sort of work that, in Steinbeck's view, has brought them financial gain at the expense of others. The 'shitheels,' further removed from the land than others, are further removed from happiness and fulfillment as well.

This is illustrated in this passage from chapter 15, "and these two, going to California; going to sit in the lobby of the Beverly-Wilshire hotel and watch people they envy go by… he with his worried eyes and she thinking how the sun will dry her skin… but the worried eyes are never calm, and the pouting mouth is never glad." Steinbeck casts their worries against the troubles of the migrating poor, and in doing so, shows that financial success as a result of unnatural work leaves one unhappy and pathetic.

The entire story takes place on Route 66, the endless highway that was at times full of despair and misery, but overall a hopeful road that would offer a pot of gold at the end of its rainbow. Route 66 seems unnatural, with its ribbons of concrete and cement carrying motorized vehicles across the plains. In many ways it was, as represented by those who were doing unnatural work, like a tire salesman. Taking people further away from nature seemed to harden them and destroy any sense of goodwill. This is seen in Chapter 1 when Steinbeck writes, "take it or leave it. I ain't in business for my health. I'm here-a-sellin'tires. I ain't givin' 'em away. I can't help what happens to you, I got to think what happens to me."

In this passage, Steinbeck critiques the way the new economy has changed the way people interacted with each other. A more compassionate, altruistic, agrarian society was quickly transforming into a capitalist system that put the individual first at whatever cost to society. Work and labor was the foundation of society, but it was being changed in a way that increasingly made it unnatural. In turn, individuals adapted in a way that often meant being cruel to others to save oneself.

A society turning heartless as a result of the changing economic conditions is contrasted multiple times in The Grapes of Wrath by examples of people close to the land, nature, and what it is to be good. One such example comes near the end of Chapter 15, when a poor migrant family comes into a roadside diner and asks for food. A rural image of a family taken away from nature is painted, "the boys in overalls and nothing else, ragged patched overalls. Their hair was light, and it stood up evenly all over their heads, for it had been roached. Their faces were streaked with dust. They went directly to the mud puddle under the hose and dug their toes into the mud." This impoverished family arrived at the diner and were eventually taken care of by the generosity of strangers. The sympathetic waitress, after basically giving away candy to the children, watched them go back into their car. "They leaped like chipmunks over the front seat and onto the top of the load, and they burrowed back out of sight like chipmunks." Steinbeck's comparison of the boys to chipmunks is telling us, in a direct way, that these were good people, close to nature, drastically affected by unnatural causes.

Both Cather and Steinbeck yearn for the days of old, when a day's work revolved around working the land on one's farm. The authors don't see progress as moving forward, but moving to a place where we will all unknowingly lose something, like the "fish in an aquarium." Both tales show the transformation of work in America not only affected people's pocketbooks, but also the way we treated one another. Neighbor Rosicky and The Grapes of Wrath do an admirable job of making the case that true happiness is to be found in nature, working in an agricultural setting. Whether it was Anton Rosicky or farmers forced to move from their land in Oklahoma, all dreamed of one day owning and working their own land.

In both narratives, the relationship between nature and work complements each other. True work is to be found in nature, and when both are present, one can be truly satisfied. Rosicky is a sterling example of a man who, through working with nature, got it right, "nothing could be more right for a man who had helped to do the work of great cities and had always longed for the open country and had got to it at last. Rosicky's life seemed to him complete and beautiful."

Please note that this sample paper on Working With Nature - Neighbor Rosicky is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Working With Nature - Neighbor Rosicky, we are here to assist you. Your cheap college papers on Working With Nature - Neighbor Rosicky will be written from scratch, so you do not have to worry about its originality.

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General Strain Theory; An Examination of School Violence

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This paper investigates the issue of school violence in low-economic urban areas as it pertains to general strain theory. Recent school shootings such as the incident at Columbine High School, although traumatic, are relatively infrequent when compared to national statistics of urban school violence. Psychoanalytic and personality theories best explain school massacres, which are beyond the scope of this paper.

An increase in the severity of school violence over the past few years is due to the socialization of guns into urban culture. Research supports evidence that schools located in low-economic urban areas generate weapon-related violence (Sheley, McGee, & Wright, 15; Metropolitan Life Insurance, 1; Ringwalt, Messerschmidt, Graham & Collins, 1; Gottfredson and Gottfredson, 185). Agnew (1) suggests that, "high-crime communities are more likely to select and retain strained individuals, produce strain and foster criminal responses to strain" (p. 17). An increased level of violence in urban schools is a reflection of neighborhood violence. The cycle of fear created by violence socializes many young males to carry guns for either protection or to increase self-esteem.

Agnews (1) general strain theory explains possible relationships between school violence and socioeconomic stressors. Principles of general strain theory include discrepancy between immediate or future goals and methods to achieve these goals. This discrepancy may be due to blocked opportunities or inadequate skills and abilities. Constant exposure to adverse situations (e.g., drive by shootings, fear of victimization) creates tension, especially in adolescents who cannot escape the stressors of low-income neighborhoods and negative family environments. Finally, the loss of positively valued stimuli, such as the loss of a girlfriend, death of a loved one, or loss of self-esteem can result in anomic behaviors.

There are two paths that bring guns into the hands of adolescents. Youth are either legally socialized into gun ownership by parents or illegally socialized by family, peers, and gang members. The Rochester Youth Development Study (OJJDP, 001) is a ten-year longitudinal study of the development of delinquent behavior and the relationship of increased gun violence. The study compared boys who owned guns for protection (n= 40) with boys who owned guns for sport (n= 7). Sixty-seven percent of the boys who owned guns for protection reported involvement in street crimes, 55% reported gang related activities, and % reported selling drugs. Those boys who owned guns for sport had no statistical differences in crime than those boys who did not have access to guns. Those boys who own guns for socially approved reasons (such as hunting or target shooting) do not increase the risk of violent crime in the general population. Youths who are socialized in to illegal gun ownership on the street, increase the risk that those guns will be used for criminal activities. This street socialization into illegal gun ownership correlates with living in impoverished inner-city communities in which economic survival depends on illegal activity.

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General strain theory explains the increase of violence as more males from low-income neighborhoods turn to gangs and drug trafficking for economic sustenance. Increased incidences of gang related activity in urban neighborhoods contributes to adolescent attitudes that poverty is escaped through illegal activities (OJJDP, 001). Urban youths find themselves inundated by a culture that stresses economic success; however, they lack legitimate means to prosperity. A common characteristic among young males in low-economic communities is to achieve status or respect by displaying material possession and demonstrating a tough demeanor. Individuals who lack material possessions may take them from others, or "campaign for respect" by verbally and physically abusing others (Agnew, 1).

Youths not directly involved in gang related activities are indirectly affected by the need to carry guns for fear of criminal victimization. Blumstein (14) posits a "diffusion" hypothesis to explain the cycle of fear perpetuated by the drug culture. Juveniles involved in drug trafficking carry guns for self-protection. In turn, other young people acquire guns to protect themselves from drug-involved gun carrying youths. This fear that young people experience is not a feeling that they can simply disregard when they enter school grounds. Thus, the culture of fear, which originates in urban communities, disseminates into schools. The Louis Harris Poll (1) showed that 5% of children age 6-1 fear that their lives will end in gun violence. Youths who interpret school environments as antagonistic and dangerous react by carrying guns to school for self-protection.

The majority of school violence may be related to problems of interpersonal conflicts. Mazerolle, Burton, and Cullen (000) studied the relationship between exposure to strain, anger, and delinquent behavior in relation to violence, drug use, and school-related deviance. They reported that strain had a direct effect on adolescent violence, but was not directly related to drug use or school-related deviance. This theory coincides with a report by Block and Block (15) that found that in Chicago only % of gang shootings were drug related. Instead, the majority of gang shootings relate to "assaultive behavior, gang rivalries, or reactions to status threats" (p. 8-). This research relates to Agnew's third tenet of strain theory, which states that deviance producing strain involves loss of positively valued stimuli. Agnew referred to examples of strain such as the loss of a loved one (Agnew, 1). However, the loss of ones self-esteem or "losing face" can be equally traumatic to young people (Anderson, 14; Elliot, 14). Guns are a powerful method to ensure respect and compliance from other youth. The result is that school disputes, previously settled by fist fighting, now have the potential to end in gun violence.

General strain theory states that crime is a function of disjuncture between valued cultural ends and legitimate means. As a result, individuals in low-economic urban areas have reacted by creating illegal alternatives to escape poverty. Attitudes that illegal activities are the only way to escape poverty have filtered down to youths and schools, either directly by drug activity or indirectly by fear of victimization. Agnew's general strain theory explains the problems that create disjuncture; however the solutions are deeply rooted in changing cultural practices of racial discrimination.

References

Agnew, R. (1). A general strain theory of community differences in crime rates. Journal of Research in Crime & Delinquency, 6(), 1-15.

Anderson, C. (18). Curriculum, culture, and community The challenge of school violence. Youth Violence Annual Review of Research, vol 4.

edited by M. Tonry & M. Moore. Chicago Chicago University Press.

Block, C. R., & Block, R. (15). Street gang crime in Chicago. In The Modern Gang Reader,

edited by M. W. Klein, C. L. Maxson, & J. Miller. Los Angeles Roxbury,

Blumstein, A. (14). Youth Violence, Guns, and the Illicit-Drug Industry. Pittsburgh, PA

Carnegie Mellon University.

Elliot, D. S. (14). Serious violent offenders Onset, developmental course, and termination. Criminology, , 1-1.

Gottfredson, G. D., & Gottfredson, D.C. (185). Victimization in Schools. New York Plenum.

Lin, C. W. (1, Dec.). Effective work competencies Evaluation of work-related attitude change in a Job Corps residential center. Dissertation Abstract International Section A Humanities & Social Sciences, 60(5-A). 146.

Louis Harris and Associates, Inc. (1). A survey of experiences, perceptions, and apprehensions about guns among young people in America. New York, NY Louis Harris and Associates, Inc., and LH Research Inc.

Mazzerolle, P., Burton, V. S., Cullen, F. T. (000). Strain, anger, and delinquent adaptations Specifying general strain theory. Journal of criminal Justice, 8(), 8-101.

McCarron, K. M. (000, Fall). Job Corps, Americorps, and Peace Corps An overview. Occupational Outlook Quarterly. 44(), 18-6.

Metropolitan Life Insurance Co. (1). Violence in America's public schools. New York

Metropolitan Life Insurance Company.

Office of Juvenile Justice and Delinquency Prevention. (May 001). Reducing Youth Gun Violence An Overview of Programs and Initiatives. U.S. Department of Justice, Office of

Juvenile Justice and Delinquency Prevention.

Ringwalt, C., Messerschmidt, P., Graham, L., & Collins. J. (1). Youth's Victimization and Experiences. Fear of Attack or Harm, and School Avoidance Behaviors. Final report to the National Institute of Justice. Washington, D.C. U. S. Department of Justice, National Institute of Justice.

Shelley, J., McGee, Z. T., & Wright, J. D.(15). Weapon Related Victimization in Selected in

Selected Inner-City High School Samples. Finally summary report to the National Institute of Justice. Washington, D.C. U. S. Department of Justice. National Institute of Justice.

Please note that this sample paper on General Strain Theory; An Examination of School Violence is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on General Strain Theory; An Examination of School Violence, we are here to assist you. Your cheap custom research papers on General Strain Theory; An Examination of School Violence will be written from scratch, so you do not have to worry about its originality.

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Moving to Portland, Oregon

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Moving to Portland, Oregon

"Should I move to Portland with my girlfriend, or should I stay in Texas?" This was a question that recently came up in my life. I was born, and raised in Austin, never dreaming I would live anywhere else. Why would I want to? Youve got everything you need in Texas. From pickup trucks, to high school football. So, of course, moving to Oregon affected my life in many ways. I left my family behind. My friends are mere memories of my past. Even my opinions of other states have changed.Austin, Texas, music capital of the world, home of the Texas Longhorns, home to me, home to my family.

The thought of moving to Oregon arose when my girlfriend, of two and a half years, and her family decided to move here. Two and a half years is a long relationship to just let end. So I had to think about it and discuss it with my family. When I brought it up to my parents, they were supportive about it, as they always were. My mom basically told me I should do whatever I wanted to. Of course, they were quite shocked by the whole thing. Then there was my older brother, Brian, who said, "Hell yeah man, go for it!" Hes always been really supportive. My grandfather and I are very close. I was his only grandson that visited him regularly. So when I brought it up to him, he was probably more upset about it than anyone else in the family.

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Seeing everyones reactions wasnt making my decision easy. Do I stay? Do I go? Normally, if I were to ask myself a question like this it would be a nobrainer. "Stay in

Texas! Where else is there?" Im a Texas boy, and will always be a Texas boy, no matter where I live. I kind of knew in the back of my mind that I would soon be an Oregonian.

Well, maybe not an Oregonian, but I would live in Oregon. Ending what was almost a three year relationship was just going to be too hard. I decided to prepare myself for it, and think about it as a really long vacation. Broaden my horizon on places other than Texas.

This past spring break was my first experience in Oregon. I remember it clearly. (Actually, it was overcast, cold and raining.) We stayed in a hotel on Cornell and 158th. I remember sitting there thinking to myself, "Man, all my friends are at Padre Island, enjoying their spring break at the beach, like an eighteen year old kid should. Im here in cold, rainy Boregon, but Im having a good time." This was probably the point when I decided I was moving away from home. I never really liked the sun anyway. We spent the first couple of days checking out Portland and PCC. We went down rd street and did the whole "downtown" thing. It was cool. It reminded me a lot of downtown Austin. Then came the day we were all waiting for. The Oregon coast. We wanted to see where The Goonies was filmed in Astoria. Not realizing that Astoria was the most boring place on the face of the earth. What we really wanted to see was the beach in The Goonies, with the big rocks in the water. We later found out that what we were looking for was Cannon Beach. So that was a complete waste of a day. But I did learn something from that experience. Never go to Astoria again.

Back home, I couldnt stop talking about my spring break in Oregon. I didnt even care to hear my friends stories of Padre Island about getting MIPs for being dumb and drunk. At this point I couldnt wait to move. I spent countless hours at work trying to

earn enough money for my first semester at PCC. Six and seven day weeks were normal. Overtime was a must. The more overtime, the better. Just as luck would have it, the more money I made, more things came up that required a good portion of my paycheck. I

shattered the clutch in my car. That was eight-hundred dollars gone in one day. Soon after that, I snapped a pushrod in half. That was more money gone. Between me breaking my car, and my car payments, I wasnt going to have enough money for my first semester.

With my time in Texas rapidly coming to an end, I spent most of what was left with my friends. Most of my free time, that is. Since I knew it might be a while before I made any friends in Oregon, I enjoyed every moment spent with these people who are now only memories of Dripping Springs. I say this because now that they have graduated high school and summer has passed, most of them have moved out of Drippin to go to college. Though they were what I considered to be my friends, they were not of any more importance than any other acquaintance. I just spent more time with these people, talking about why I should or shouldnt move to Portland. Mostly why I shouldnt. Our friends insisted that Dripping Springs would be no fun without Julie and me. They tried to convince us to stay. Basically, now that they have moved on and I have moved on, I dont feel the need to keep in touch with them. They say "girls come and go, but friends are forever." While there is some truth in that, friends also come and go.

Time spent with family was precious. I was sure to attend every family gathering. Every time I hung out with family, I realized how difficult it was going to be to leave them. I was moving across the country, and I was too far into it to back out now. I was scared. What if something were to happen to me? My closest relative would be over

4

two-thousand miles away. That probably scared me the most. There comes a point in your life when you have to ween yourself away from mommy and daddy. This was that point in my life.

"How will I pay for college? My money from work is gone. My parents cant

afford to pay for my college." I was going to have to find a job in Portland. Fast. I needed to make my car payment every month, as well. How difficult could it be to find a job in such a big city?

June 8th, 00 was the day Julie and I flew out of Austin. Packing up everything in my room was kinda difficult for me because I lived there for so long. It would be a long time before I saw my family, and my friends, if I ever saw them again. My friends, that is. We had to be at the airport pretty early that morning. We said our goodbyes, and that was the first time in my life that I ever saw my father cry. That was one of the hardest things I ever had to witness.

As the plane took off from Austin, I couldnt help but think about how much I was going to miss this place. "Will I get homesick and come home?" "Will I fall in love with Oregon and never return to Texas?" I had no clue what was going to happen, and was already starting to feel homesick. This was the beginning of what would be a new experience in life.

We touched down in Portland sometime in the early afternoon. Julies parents picked us up from the airport. They had left Texas a week before us. The temperature was definitely a big change from ATX. We drove through the city making our way home. I guess this was what I would call this place now, my home. Maybe I would call Portland my home away from home. When we got to the house, I got online and started

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to fill out applications. I needed a job really bad. Anywhere that had hiring signs, I put out an application. I only had until September to get enough money for the fall term. I had given my parents two car payments in advance, so I had plenty of time

until my next payment. So I thought.

"How difficult could it be to find a job in such a big city?" I would have never guessed. The summer was almost over and I still hadnt even found a job. Not because I wasnt trying, everyone knew that. I think that it was probably because of the ratio of people to available jobs in Oregon. Apparently Oregon has the highest unemployment rate in the country. So I was just going to have to wait until next semester to start school. But Mr. And Mrs. Karpenske were not going to let that happen. They decided to lend me a helping hand and cover my first semester. I am so grateful for what the Karpenskes have done for me. Without them I probably would not have ever gone back to school.

So, as you can see, moving to Oregon is probably the biggest challenge I have faced in my life. I will frequently visit my family back home, and my friends if they are around. I really have enjoyed it here, in the few months that I have been here. I havent made any new friends. Mostly because I havent really been socializing with anyone since Ive been here. Im still looking for a job. My parents have been kind enough to cover my car payments until I find one. As far as my opinions on other states. "Yall folks aint all too bad."

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The Sociological Niche of Emile Durkheim's Suicide

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Despite the appearance of gradual development among Emile Durkheim's works, they might as well be considered as a single train of unified thoughts. When one contemplates his four greatest works, there lies the methodology and belief that all of our characteristics beyond that of the physiological aspect originated from, or are greatly influenced by society. This conviction is perhaps best illustrated in The Division of Labor in Society, wherein Durkheim chooses to focus on the method of interaction between people in the social order.

In essence, the division of labor is the separation of employment among workers according to the specialization that meets their needs. Durkheim's work is especially insightful because he is not merely interested in the division itself, but also in the social implications and changes that it would cause. He argues that as specialization increases, people become increasingly separated from one another. Their norms become different, interests are varied, and subcultures are formed. However, Durkheim does not believe that this specialization would lead to the collapse of the social order. His understanding is that the division of labor instead brought about a new kind of social order which is called organic solidarity. This is fundamentally a social order built on the interdependence of people in society. This concept was increasingly overshadowing that of mechanical solidarity, where members of the society are homogeneous such as the societal organization of tribes. Of course, this division is not without its problems. An industrial utopia does not form simply out of interdependence, because specialization can set people not only apart, but against each other. Interests often collide and conflicts will always exist. Durkheim himself does not believe that the changes happening around him as a result of industrialization would bring about total harmony, but he does note that though specialization sets us apart, it also binds us together in certain ways. Hence, the division of labor will always be one of the most important concepts in understanding societies and is the foundation upon which most sociological thought is built upon.

This notion is particularly evident in Durkheim's third major work entitled Suicide. Recognized as an application of his sociological method, Suicide forms a practical explanation and application of his theories, originally set out in The Rules of Sociological Method. In his aim to establish sociological autonomy, Durkheim considers society as more than just the individuals who constitute that society, believing in the ability to explain individual action in terms of society as a whole. He sees suicide as one of the most private acts an individual could perform, and were it therefore possible to explain that action in terms of society, his theory about sociological analysis would stand. Upon analyzing the text, I feel that it is not able to wholly explain the issue it addresses; yet as a practical application of the method elaborated in The Rules, it is a certified success.

I believe that when Durkheim tries to free the study of society from laymans concepts, and replace them with more scientific ones, he is aspiring to define Sociology as a science comparable to the physical sciences like biology and chemistry. Durkheim applies empirical research and analysis in the new sociological method of which it plays a large role in Suicide. Although this has been done before, perhaps the innovation then is in Durkheims application of his conception of sociological method to the statistics in order to explain suicide.

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Of equal importance to his methodology, Durkheim draws theoretical conclusions on the social causes of suicide. He proposes four types of suicide, based on the degrees of imbalance of two social forces social integration and moral regulation. Egoistic suicide results from too little social integration. Those individuals who are not sufficiently bound to social groups are left with little support or guidance, and therefore tend to commit suicide on an increased basis. An example Durkheim discovers was that of unmarried people, particularly males, who, with less to bind and connect them to stable social norms and goals, commit suicide at higher rates than unmarried people. The second type, Altruistic suicide, is a result of too much integration. It occurs at the opposite end of the integration scale as egoistic suicide. Self-sacrifice is the defining trait, where individuals are so integrated into social groups that they lose sight of their individuality and become willing to sacrifice themselves to the groups interests, even if that sacrifice are their own lives. The most common cases of altruistic suicide occur among members of the military.

On the second scale of moral regulation lie the other two forms of suicide, the first of which is Anomic suicide, located on the low end. Anomic suicide is of particular interest to Durkheim, for he divides it into four categories. Acute economic anomie refers to sporadic decreases in the ability of traditional institutions such as religion, to regulate and fulfill social needs. Chronic economic anomie is the long-term diminution of social regulation. Durkheim identifies this type with the ongoing industrial revolution, which eroded traditional social regulators and often failed to replace them. Acute domestic anomie are the sudden changes on the micro-social level which result in an inability to adapt and therefore higher suicide rates. Widowhood is a prime example of this type of anomie. Lastly, Chronic domestic anomie refers to the way marriage as an institution regulated the sexual and behavioral balance among men and women. The final type of suicide is fatalistic suicide. This type Durkheim only briefly describes, seeing it as a rare phenomena in the real world. Examples include those with over-regulated, unrewarding lives such as slaves and childless married women.

In the context of a Philippine setting, one could consider the parameters and data which were published by Durkheim in concluding that compared to other countries, relatively few Filipinos commit suicide. According to Durkheim, even natural factors such as climate tend to work socially, and in effect trigger the social factors related to suicide. An example of this would be religion. Generally, as a predominantly Catholic nation, there are more suicide cases in a country where most people are Protestants or a nation such as Japan. And yet religion is not a real factor in itself because almost every religious doctrine condemns suicide or murder. For us Filipinos then, it must be the social organization we have grown accustomed to as Roman Catholics, where there is a higher level of integration compared to Protestantism. Moreover, Durkheim considers family as another factor. Filipino culture is essentially centered on that, with emphasis on notions such as extended family, filial obligation and the sinfulness of contraceptives. Since the degree of integration of family structure is related in the same way to suicides, those in larger families are less likely to commit suicide, whereas those in smaller families, or single, are more likely. In general, applying Durkheim's theories could help us grasp a better comprehension of the realities we have to deal with day after day. This does not necessarily equate to an understanding of Filipino suicide cases, but of how our society has evolved to become such a major factor in our lives that it affects even our most seemingly personal and psychological processes.

Despite his innovative methods, I feel that Durkheim's major faults are on a number of quite crucial points. A notable factor that Durkheim discusses in the first chapter of his work is his dismissal of non-social influences on suicide. He considers these factors independently as part of an argument by elimination. He reasoning was that as suicide rates did not show a parallelism to any one factor, the explanation must lie in social facts alone. This, at best, is a tenuous assumption and one that could certainly have a detrimental effect on the validity of his application.

Furthermore, the use of statistics in the application of his method owed a great deal to the number of statisticians who had written them before him. Virtually the entire basis of Suicide rests on these statistics, yet Durkheim mentions nothing as to the validity of official data, nor their usefulness in the study of suicide. The accuracy of his data can be questioned, not only due to the inadequacies of data collection and analyses at the time of his writing, but also at the level of determination of a suicide by a coroner.

This problem is best considered alongside another of Durkheims faults which is his rejection of motive as an important factor. I believe that in times of doubt it is also important as to what the police, jurors and coroners think happened to the victim. It is therefore evident that the official statistics for suicide, and for his theories, are mostly based upon the perceptions and intuitions of fallible human beings.

However, I do not believe Durkheims sole reason for writing the text is for it to be an explanation of suicide; instead he uses it as a tool for the demonstration of his new method. The importance of this text lies in the application of a social theory to a complex phenomenon. Despite his limitationss, Durkheim was able to establish the autonomy of his discipline and that is where, I believe, the true sociological value of Suicide is revealed.Please note that this sample paper on The Sociological Niche of Emile Durkheim's Suicide is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Sociological Niche of Emile Durkheim's Suicide, we are here to assist you. Your persuasive essay on The Sociological Niche of Emile Durkheim's Suicide will be written from scratch, so you do not have to worry about its originality.

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To what extent do thinking and language develop separately.

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The interrelation between thinking and language can be considered in three possible ways. Firstly, language detemines thinking. Secondly, thinking determines linguistic developement. Finally, thinking and language begin independently but eventually interact to determine interllectual and social development. Before examining these propositions it would seem necessary to define the main concepts. Many everyday concepts become very complex when it comes to a concise definition and in psychology it depends who is defining them. A general and hopefully neutral definition of thinking is; any covert cognitive or conscious mental manipulation of ideas, images, symbols, words, propositions, memories,concepts, perceptions, beliefs or intentions(1). Language is the use, vocally or sub vocally, of a system of arbitrary conventional symbols by which we convey meaning.

The linguistic relativity hypothesis was put forward independently in the 10s by Whorf and by Sapir. This hypothesis claimed that language determined thought and peoples perceptions of the world. Empirical evidence such as Hopi indians lack of past and future tense verbs, or Eskimos plethora of words to describe snow was given in support of the theory.

The lack of time related verbs could be explained by the lifestyle of the Hopi, or rather advanced societies preocupation with time. Eskimos reliance on understanding snow must play a part in their language construction(how many words do we have to describe vehicles). The fact that Hopi or Eskimo can be translated into english illustrates a basic commonality, every culture knows what water, sky, air, food are. Human needs and basic desires must be the same across most cultures.

The Whorf-Sapir hypothesis is wrong to assume that language determines thought processes. Thought processes can occur when language is absent. There are five cases in history of powerful rulers instigating experiments to test this. The most well documented case was that of Akbar, Mogul Emperor of India(154-1605). Twenty to thirty infants were interred with silent caretakers for fourteen years, none of the children developed language but they had adopted a gesture system to convey their thoughts and announce their needs.(Campbell and Grieve 18). Feldman(et al.)(178), investigated six congenitally deaf children in Philadelphia, where the authorities had instructed the parents not to gesture to them formally or informally(lest this interfere with their motivation to aquire language--their theory!!). Deprived of speech and signing, they developed their own gesture communication system, they could combine gestures to make short gramatical statements at about the same age as normal children could construct two word utterances. William James(180) cites the case of a Mr Ballard, a deaf-mute instructor at Washington National College. Mr Ballard travelled the world extensivly with his father in his childhood before he recieved any communication training. He could recall in his isolation thinking about the origins of the world and mankind and many other concepts.

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Thought can exist without language and there are many activities which demand a high level of cognition but do not require any language at all e.g. painting, or whistling tunes. Language needs thought but this is not the end.

The possibility that thinking determined linguistic development was implicit in many of the theories of the Swiss psychologist Jean Piaget one of the leading figures in developmental psychology.

Piaget provided a great insight into childrens thinking. Piagets theory gives us stages from which the child must progress with its thinking. In the sensori-motor stage, basic thoughts appear after a reflex stage. In the pre-operational stage thought based operations occur. Planned behaviour begins in the concrete operations stage, with the ability to reflect on these behaviours. Abstract thought is possible in the formal operations stage and the ability to imagine what others may think.

Piaget did not place as much stress on language aquisition as other theorists. Piaget recognised the importance of language but preferred to consider language as part of an larger concept Semiotic function, this also includes imagery, role- play, gesture, drawing, etc. He decided that as language was a part of semiotic function then it must develop later than thought but language profoundly transforms thought by allowing for more advanced conceptualization.

The lack of emphasis on language by Piaget may have contributed to the re-evaluation of his work by Margret Donaldson. In her book Childrens Minds(178) she revisits some of Piagets famous experiments. The Three Mountain experiment, to test a childs ability to decentre and conservation experiments, to examine if a child could carry out reverse thinking(remembering how something was and relating it to how it is). Donaldson redesigned these experiments or reworded the instructions or rearranged the conservation material accidentally. Donaldson et al(175) obtained much better results than Piaget. Their explanation was that they had used experiments that made human sense. They had used concepts and language related to the testees ages. This illustrates that communication must be in context. Further, Donaldson states that the adult testers with experience of language and context unknowingly confuse the child. The point of Donaldsons argument is that Piaget believed that children and adults understood words and their meanings in the same way but as illustrated by her research this clearly is not so. Older children therefore conserve not because of a cognitive shift from stage to stage, but they have developed both their thought and language in conjunction with adults, until the context and meanings are understood.

The above conclusion by Donaldson brings us to the third possibility of the interrelation of thought and language. This can be shown in the works of Lev Vygotsky, the Russian psychologist.

Though very little evidence was put forward, Vygotsky decided that language and thought developed seperately. Further, Vygotsky called language without thought social speech, a reflection of received speech, and a required reaction to others. At the same time infants were developing primitive ways of thinking and reasoning, without language.

Both Vygotsky and Piaget both agreed on the age of two years when language and thinking come together. Words begin to act as symbols and the child can begin to use words to explore its own and others thoughts. The interaction with others is the main thread of Vygotskys theory, and the development of language interacts with that of thinking. Alexander Luria was a pupil of Vygotsky and made a major contribution to the understanding of brain function. Luria demonstrated the regulative function of language in a series of experiments with childrens motor responses to coloured lights. Initially the child followed an adults instruction, eventually the child directed herself with overt speech, the language acting as a regulator of actions. At about five years of age the actions were carried out in silence, presumably the speech had become internalized and the language and thought becomes one (Luria 161). Another important theory put forward by the Vygotskian school is social cognition. Social cognition is the ability to reflect on our own and others thoughts, to put ourselves in the mental position of others. The importance of social cognition in daily communication(the resultant of thought and language) can be demonstrated by people who have a deficit in it. One of the characteristics of Autism is the deficit in conceptual role-taking(thinking yourself in anothers position) ( Baron-Cohen 18b). This deficit manifests itself in the awkward communication of autistic people. Similarly, many autistic people cannot comprehend turn-taking another crucial element in verbal communication.

Thought can exist alone but it is an impoverished system. Language embelishes the system and the more sophisticated the society the higher level of communication is needed the more expressive a language must become. Deep and expansive thought is only possible with the enabling quality of language. Whorfs evidence was from less developed societies, the members of which when inculcated in a more advanced society soon adapt to that way of thought. Piaget gave us a deep and expansive theory of child development but in placing less emphasis on language ignored an important part of the equation. Vygotskys position strikes a balance between the polerized views of Whorf and Piaget. Vygotsky and his followers e.g. Luria and Brunner have given us a theory emphasising social factors in the development of thought and language and a concept of Social Cognition which seems to be the direction of research at present.

(1) Penguin Dictionary of Psychology. A.S.Reber 185

-Feldman, Goldin-Medow and Glietman....Action, gesture and symbolthe emergence of language. 178.

-Campbell and Greive......Historiographia Linguistica...18

The Above two from..The Psychology of Language and Communication.

Ellis and Beattie...186

-James.W...... Principals of Psychology.....180

-Donaldson. M. ...Childrens Minds....175.

-Baron-Cohen. S...From O.U. Introduction to Psychology..11

Ed. I.Roth.

-Luria.A.R. .....Speech and regulation of behaviour..161

FromIntroduction to Psychology-an Integrated approach...Lloyd and Mayes..184

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The women of the tempest and the decameron

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Two girls- both live lives of innocence, naivet and simplicity. Both are dedicated and infatuated with their husbands who are diametrically opposite of themselves. Both, because of their unawareness of life experiences, are easily controlled and manipulated. Miranda, from Shakespeare's The Tempest, and Griselda, from Boccaccio's The Decameron, show several commonalities through their actions and behaviors in each of their distinct yet similar circumstances.

Miranda, a fifteen year old daughter of Prospero, who becomes the wife of Prince Ferdinand, is a young and innocent girl. She does not know any other life or have any other experiences with people since she has lived isolated on the enchanted island since the age of three with her father. She does not ever remember seeing the tainted society in which most people live, so therefore she has not been corrupted by it. The barren island on which Miranda and her father live is the only home/society that she has ever known. Since she knows no other life, her heart is pure and she possesses an abounding innocence. From her first lines about the shipwreck, "O, I have suffered / With those that I saw suffer! A brave vessel, / Who had, no doubt, some noble creature in her..." (I.ii.6-7), her gentle and sympathetic nature as well as her willingness to think the best about people is exemplified. When Miranda first sees Ferdinand she describes him as "A thing divine, for nothing natural / I ever saw so noble"(I..4-500) and not just "a goodly person"(I.ii.46) as Prospero had suggested.

Like Miranda, Griselda also is a youthful and naïve girl who has no real life understanding. She is a plebe that lives with her father and looks after sheep. She too knows no other home/society than that of the innocent and uninitiated. She has no familiarity with the life that Marquis Gualtieri lives, "a young bachelor without issue of his own, who devoted his time entirely to his hawking and hunting" (Boccaccio 668). But

Gualtieri had long been taken with [the] penniless young girl from a neighboring village; she was a real beauty, he thought, and with her he could expect a trouble-free life. So he looked no further but settled upon her and, sending for her father, arranged with him- a quite destitute man- to take his daughter to wife (Boccaccio 66).

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Gualtieri "asked her whether, if he took her for his wife, she would always strive to please him and never object to anything he did or said, and whether she would be obedient, and a whole lot of other things; to each one of which she answered yes" (Boccaccio 670). "This gentleman', said Gualtieri, 'is the woman I propose to make my wife, if she wishes me for her husband.'(Boccaccio 670) He [then] turned to her then, as she stood there blushing, her heart in her mouth, and asked 'Griselda, would you like me for your husband?' 'Yes, sir' " (Boccaccio 670) was the reply from Griselda showing her innocence for never questioning the motives and her openness to let others into her life.

The definition of dedication is setting aside for a particular purpose. Miranda carries out that definition through her actions towards others especially Ferdinand, her soon to be husband. Miranda's simplicity and innocence is what gives her elevated allure. She has obtained an amazing and refined education without the crooked pressures of civilization- the best of both worlds. Because of Miranda's wholesome heart and unsophisticated nature due to the lack of knowledge of social norms, she easily discloses her true emotions to all. She does not know how or why to be timid, and as a result is visibly straightforward with her feelings towards Ferdinand. Her assertiveness is in part what wins over his heart. In Miranda's marriage proposal to Ferdinand she declares, "I am your wife if you will marry me. / If not, I'll die your maid. To be your fellow / You may deny me, but I'll be your servant / Weather you will or no" (III.i.100-10) here demonstrating her faithfulness and honesty. She is willing to defy Prospero after he has told her not to speak to Ferdinand and enthusiastically expresses her devotion to him saying "…[she] would not wish / Any companion in the world but [him], / Nor can imagine form shape / Besides yourself to like of. But [she] prattle / Something too wildly, and [her] father's precepts / [she] therein do forget" (III.i.65-70).

"Griselda was, moreover, so obedient and attentive to her husband that he considered himself the most satisfied, most contented of men. Towards her husband's subjects too, she was so gracious and kind that she acquired the devotion of one and all and their unstinting respect" (Boccaccio 671). Griselda as well exemplifies the definition of dedication especially to her husband. Further into the story we witness the "experiment" (Boccaccio 671) that Gualtieri tests her devotion to him with. She is able to go through all the pressures and stresses the he places on his wife and she remains loving and faithful. She expresses her devotion saying, "Pray, sir, do with me whatever you think best for your honour and peace of mind; I shall be quite content, for I know I am of lower birth than they and that I'm not worthy of this honour to which, out of your kindness, you have called me" (Boccaccio 67). Because of personal interaction dynamics she learned as a result of her cloistered upbringing, she like Miranda, is unwaveringly faithful and honest which opens people's hearts to her. "It was not long before she had effectively inspired the whole world- and not merely the neighborhood under her husband's rule- to speak of her qualities and her exemplary conduct; she also confuted any who might have criticized her husband at the time he married her" (Boccaccio 671).

Because of Miranda's naivet and unawareness of life experiences beyond the shores of the enchanted island, she is easily subjected to outside manipulation and control. She seems to lead not her own life but a life that her father has planned out for her. Miranda's life is that of a marionette puppet. She is Pinocchio and Prospero is the puppet master. The relationship between Miranda and Prospero is not one that reminds the reader of a father and daughter bond but rather is reminiscent of the parallel between master and servant. This relationship is revealed as Miranda questions "…I pray you, sir- / For still 'tis beating in my mind your reason / For raising this sea storm" (I.ii.0-11). Prospero answers,

Know thus far forth / By accident most strange, bountiful Fortune, / Now my dear lady, hath mine enemies brought to this shore; and by my prescience / I find my zenith doth depend upon / A most auspicious star, whose influence / If now I court not, but omit, my fortunes / Will ever after droop. Hers cease more questions. / Thou art inclined to sleep. 'Tis a good dullness, / And give it way. I know thou canst choose (I.ii.1-1).

Prospero's speaks of his control over Miranda again when Ferdinand and Miranda first meet and he says that "[his plan] goes on, [he sees], / As [his] soul prompts it" (I.ii.501-50).

Manipulation and control are demonstrated once again in Griselda's story. The relationship resembles that of master and servant. Griselda identifies Gualtieri as "master" and "sir". Her inexperience in inclusive life experiences as she is with Gualtieri makes her susceptible to oppressive behavior. She caters to his every need and puts her self aside even when it is not in her best interest. The relationship between Miranda and Prospero in The Tempest is a mirror image of the connection in The Decameron between Griselda and Gualtieri. When Gualtieri orders for their fist born child to be killed, Griselda follows his orders promptly. "Here', she said, 'do exactly what your master and mine has commanded. But don't leave her to be devoured by the birds and beasts, unless he commands you to do so" (Boccaccio 67). She tells Gualtieri to "just think of [his] own needs, sir, and [his] own satisfaction, and don't bother [him]self at all about [her] there's only one thing that [she] case[s] about and that is [his] happiness" (Boccaccio 67).

Even though the story lines from Shakespeare's The Tempest and Boccaccio's The Decameron have nothing in common, it is simple to draw shared characteristics between Miranda and Griselda and the story surrounding their lives. We are able to see, because of the manner in which they were brought up, that Miranda and Griselda are simple, innocent and inexperienced. Because of their naivet and inexperience they are easily susceptible to control yet work though the manipulation and in spite of everything are still devoted and faithful to those that they love.

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