“A Rose for Emily” by William Faulkner and “The Lottery” by Shirley Jackson really stood out to me in a list of readings for my Literature course. It seemed that both authors, who lived in different times, shared the same views on society. Though both stories seem very similar to one another, they also share their differences.
In “A Rose for Emily,” Faulkner definitely expresses his views on society by writing down how the townsfolk spoke of Emily. They always referred to Emily with pity. Throughout the story, it seems that Emily is a misfit because she does not follow the norms of society. Faulkner gives the impression that Emily loses her only love and grows old and somewhat eccentric, allowing only her Black servant to enter her home. The plot of the story, however, is quite deceiving as it is in Jackson’s “The Lottery.” In “The Lottery,” what seems to be an ideal little town is getting ready to hold their annual lottery. Jackson writes about how the children of the town are gathering rocks and playing with each other before they go and wait for the drawing. The men and women eventually gather their children as the time for the drawing nears. Mr. Summers, the man who was in charge of the drawing seems to be a quite jovial man. The writer goes on to write about a woman, Mrs. Hutchinson, coming late to the drawing explaining how she forgot what day it was. As the people start drawing pieces of paper, the feeling of doom comes over the reader for it talks about how the people are somewhat nervous to be doing so. The plots of the story are quite similar in how they are explaining what can be viewed as everyday happenings in a normal town.
The stories not only share similarities in their plots, but in how they end in ironic twists. In “A Rose for Emily,” it turns out that the townspeople had no idea just who Emily was. It turned out she, herself, was not hiding from society, but she was hiding a secret. She had killed that lover of hers who the townspeople had assumed had abandoned her. In “The Lottery,” it turns out that the actual lottery is a death wish. Whoever draws the slip of paper with a “death warrant” on it is stoned to death by the other townspeople. Another similarity that the stories share is the use of symbolism. The black box in “The Lottery” seems to represent it purpose, death. Meanwhile the word rose in “A Rose for Emily” seems to represent the unnecessary pity that the townspeople shower upon Emily.
Though the stories seem very similar, they are actually quite different from each other. In the end of “The Lottery,” the unfortunate Mrs. Hutchinson tries to rebel against the tradition before she is killed. Before the drawing, the townsfolk mention how other nearby towns have quit the tradition due to the young folk who disagree with its purpose. Just as the box in this story has a purpose, so does the story itself. Jackson definitely delivers her negative views on the conformity of society and how sometimes rebelling can be a positive action. In “A Rose for Emily,” Faulkner seems to want to express his ideals on, not only his views on society, but on the importance of a person’s individuality, their identity. Although Emily lives her life in the middle of town she is still quite separated from the townspeople. Though the townspeople think that they know exactly who Emily is, they are proven wrong at the end of the story. It seems that Emily had a secret identity that she was hiding her whole life.
Tuesday, February 23, 2010
Causation of Crime
When it comes to comparing and contrasting the biological and psychological trait theories with the social process theories there are several similarities as well as differences. Some of these similarities are family influence, criminal behavior, treatment, and labeling. The differences include, once again, treatments, society’s labeling, and power to control.
When comparing the two theories, family influence is part of the psychological and social development of an individual. Behavioral patterns begin during infancy when family members influence how an individual is psychologically, which includes any form of abuse. Socially, families can influence by becoming the “teacher” of crime and showing them how to commit crimes. Criminal behavior becomes similar in both theories. This behavior is either attained genetically or socially. Criminal behavior can be genetically passed down through some psychological disorder like schitzofrenia. Socially, criminal behavior is passed down and learned by observation of family crimes, like child abuse. Treatment is a similarity for both theories. Although there are different forms, treatment is offered in both cases. Labeling of individuals exists in both theories. Although treatment and labeling are two similarities, they can also be differences in both theories.
Treatments in biological and psychological trait theories can be quite a contrast to the social contrast theories. Biological and psychological treatments would include medical intervention and/or the involvement of a psychiatrist. Social treatment would include involvement of a therapist. Although similarly labeled in both theories, there is a big contrast as to how that labeling is administered. Those in a biological and psychological theory will receive more understanding from society, for they are seen as unable to help there condition because “it is in their genes.” These individuals would most likely receive a lighter punishment or sentence as opposed to other criminals. Those individuals in the social process theory, who will be labeled as delinquents or criminals, will most likely receive a harsh punishment or sentence and most likely that label will remain with them for the remainder of their lives. The power to control involvement in crime well differs in both theories. Biologically and psychologically, an individual has no control, that person’s illness controls them. They have no conscious of their actions. Socially, an individual has the choice to surround themselves with positive influences; they have control of their choices.
The relationship between the biological and psychological trait theory and the age and crime trend shows that biologically, the development of young adults tends to leave room for little self-control when it comes to crime. Hormonal imbalance can lead to irrational thinking and weaken ones resistance to choose rational thinking. Young adults are more psychologically influenced by peers and family history.
The state of California statistics show that juveniles and young adults do play a large role in crimes that are committed. The youth and young adults make up 75 percent of those who commit homicide in California. Of those 75 percent, 20 percent rage from the age of 11 to 17 years old. California’s juvenile arrest rate is higher than the national average. California’s rate has reached approximately 9,000 while the national average has only reached approximately 1,900. California’s juvenile arrest rate exceeds that for most large states. Approximately 150,000 juveniles, annually, committed a violent crime, 120,000 juveniles were arrested for drug abuse, 100,000 juveniles committed a property crime, and approximately 15,000 juveniles have committed other types of crimes.
When comparing the two theories, family influence is part of the psychological and social development of an individual. Behavioral patterns begin during infancy when family members influence how an individual is psychologically, which includes any form of abuse. Socially, families can influence by becoming the “teacher” of crime and showing them how to commit crimes. Criminal behavior becomes similar in both theories. This behavior is either attained genetically or socially. Criminal behavior can be genetically passed down through some psychological disorder like schitzofrenia. Socially, criminal behavior is passed down and learned by observation of family crimes, like child abuse. Treatment is a similarity for both theories. Although there are different forms, treatment is offered in both cases. Labeling of individuals exists in both theories. Although treatment and labeling are two similarities, they can also be differences in both theories.
Treatments in biological and psychological trait theories can be quite a contrast to the social contrast theories. Biological and psychological treatments would include medical intervention and/or the involvement of a psychiatrist. Social treatment would include involvement of a therapist. Although similarly labeled in both theories, there is a big contrast as to how that labeling is administered. Those in a biological and psychological theory will receive more understanding from society, for they are seen as unable to help there condition because “it is in their genes.” These individuals would most likely receive a lighter punishment or sentence as opposed to other criminals. Those individuals in the social process theory, who will be labeled as delinquents or criminals, will most likely receive a harsh punishment or sentence and most likely that label will remain with them for the remainder of their lives. The power to control involvement in crime well differs in both theories. Biologically and psychologically, an individual has no control, that person’s illness controls them. They have no conscious of their actions. Socially, an individual has the choice to surround themselves with positive influences; they have control of their choices.
The relationship between the biological and psychological trait theory and the age and crime trend shows that biologically, the development of young adults tends to leave room for little self-control when it comes to crime. Hormonal imbalance can lead to irrational thinking and weaken ones resistance to choose rational thinking. Young adults are more psychologically influenced by peers and family history.
The state of California statistics show that juveniles and young adults do play a large role in crimes that are committed. The youth and young adults make up 75 percent of those who commit homicide in California. Of those 75 percent, 20 percent rage from the age of 11 to 17 years old. California’s juvenile arrest rate is higher than the national average. California’s rate has reached approximately 9,000 while the national average has only reached approximately 1,900. California’s juvenile arrest rate exceeds that for most large states. Approximately 150,000 juveniles, annually, committed a violent crime, 120,000 juveniles were arrested for drug abuse, 100,000 juveniles committed a property crime, and approximately 15,000 juveniles have committed other types of crimes.
Skinner's Theories
B. F. Skinner, one of America’s most influential Behavioral Psychologists, was known for his operant conditioning theory. Other theories Skinner contributed to the psychology field were that of punishment, reinforcement, and superstitious behavior.
Skinner’s most-known theory is that of operant conditioning. Operant conditioning is when behavior operates on the environment to produce consequences. It is an expressed behavior rather than a drawn out behavior; and it is characteristic of an active living being. Operant behavior is initially produced by a living being in the absence of any easily identifiable drawn out stimulus and it is controlled by its consequence – the effect that it has.
The very essence of operant conditioning is reinforcement. If a behavior is reinforced, it is strengthened, and the probability increases the type of behavior that will be repeated. There are two types of reinforcement: positive and negative. Both types increase the probability of response, both strengthen the behavior. Positive reinforcement involves the addition of something to a situation when a response is made. Negative reinforcement involves the removal of something when a response is made in a situation.
Some situations, according to Skinner, were controlled behavior through suppression. The suppression used is known as punishment. Punishment is a behavior, a controlled technique, designed to suppress a behavior. However, some people think of a punishment as a reward. For example, a parent might punish a child and put them in their room for misbehavior, but that might be where the child wants to be, so it becomes a reward.
Another of Skinner’s theories is that of superstitious behaviors. Superstitious behaviors are the result of accidental relationships between responses and reinforcers. There is no cause and effect relationship between the response and the reinforcers. For example, when a rain dance is performed and it rains a few days later, it is all coincidental.
Skinner’s most-known theory is that of operant conditioning. Operant conditioning is when behavior operates on the environment to produce consequences. It is an expressed behavior rather than a drawn out behavior; and it is characteristic of an active living being. Operant behavior is initially produced by a living being in the absence of any easily identifiable drawn out stimulus and it is controlled by its consequence – the effect that it has.
The very essence of operant conditioning is reinforcement. If a behavior is reinforced, it is strengthened, and the probability increases the type of behavior that will be repeated. There are two types of reinforcement: positive and negative. Both types increase the probability of response, both strengthen the behavior. Positive reinforcement involves the addition of something to a situation when a response is made. Negative reinforcement involves the removal of something when a response is made in a situation.
Some situations, according to Skinner, were controlled behavior through suppression. The suppression used is known as punishment. Punishment is a behavior, a controlled technique, designed to suppress a behavior. However, some people think of a punishment as a reward. For example, a parent might punish a child and put them in their room for misbehavior, but that might be where the child wants to be, so it becomes a reward.
Another of Skinner’s theories is that of superstitious behaviors. Superstitious behaviors are the result of accidental relationships between responses and reinforcers. There is no cause and effect relationship between the response and the reinforcers. For example, when a rain dance is performed and it rains a few days later, it is all coincidental.
A Brief History of the Penitentiary System
The penitentiaries of the 1800s were set up as small structures holding a limited number of prisoners who were kept isolated much of their time. These penitentiaries were very orderly and quiet.
By 1900, there were a number of population explosions within many of the major cities. These population growths caused rampant crime problems which led to the incarceration of many more prisoners. Two of the more filled prisons in America were the Ohio State Penitentiary and the Missouri Penitentiary at Jefferson City. Ohio held 2,000 prisoners in 1,800 cells and Missouri held 2,300 in 500 old cells by the beginning of the twentieth century.
The beginning of the century saw continued population growth so existing prisons began to expand. The prisons used the architectural model known as the Big House. These Big Houses were able to hold three to four times more prisoners than the old prisons.
In the 1800s, the men were used for labor but in a way that was to keep them busy and occupied. In the 1900s, the essence of the Big House was hard labor. Men and women were put to work making products that were sold to the public. Also, convicts were contracted out to businesses. With so many in prisons, prison labor intensified to a point where battles were fought in state legislatures across the country. Many complained about prison labor and its sale of prison-made products affecting those free people who were more deserving of the employment. By 1932, inmate idleness became a greater strain on the security forces. Also, with fewer products supporting the finances of the prisons, financial burdens of running the prisons were laid on the taxpayers.
It came to many people’s attention that something needed to be done to move prisoners forward out of the Big House era. The prisons’ new mission came to be rehabilitation. Over the next twenty years, the prisons used programs to reform and rehabilitate men and women prisoners. Eventually, prisons provided supervision and the necessary administrative, treatment, and related functions which became a vast network of correctional organizations that are used today to help those incarcerated belong, once again, to society.
By 1900, there were a number of population explosions within many of the major cities. These population growths caused rampant crime problems which led to the incarceration of many more prisoners. Two of the more filled prisons in America were the Ohio State Penitentiary and the Missouri Penitentiary at Jefferson City. Ohio held 2,000 prisoners in 1,800 cells and Missouri held 2,300 in 500 old cells by the beginning of the twentieth century.
The beginning of the century saw continued population growth so existing prisons began to expand. The prisons used the architectural model known as the Big House. These Big Houses were able to hold three to four times more prisoners than the old prisons.
In the 1800s, the men were used for labor but in a way that was to keep them busy and occupied. In the 1900s, the essence of the Big House was hard labor. Men and women were put to work making products that were sold to the public. Also, convicts were contracted out to businesses. With so many in prisons, prison labor intensified to a point where battles were fought in state legislatures across the country. Many complained about prison labor and its sale of prison-made products affecting those free people who were more deserving of the employment. By 1932, inmate idleness became a greater strain on the security forces. Also, with fewer products supporting the finances of the prisons, financial burdens of running the prisons were laid on the taxpayers.
It came to many people’s attention that something needed to be done to move prisoners forward out of the Big House era. The prisons’ new mission came to be rehabilitation. Over the next twenty years, the prisons used programs to reform and rehabilitate men and women prisoners. Eventually, prisons provided supervision and the necessary administrative, treatment, and related functions which became a vast network of correctional organizations that are used today to help those incarcerated belong, once again, to society.
Monday, February 22, 2010
Defining Race and Ethinicity
The terms “race” and “ethnicity” are very different from each other. Race is a term that was created to label an individual based on their physical features. These physical features would be used to group certain individuals with similar features and use their “race” as a means for subjugating or enslaving them to give others power. An example of the use of the term race would be the United State’s own usage of African people as slaves for the plantations in the original thirteen colonies. These people of Africa were individuals who lived together as a communal society. They usually had a king. They shared their essentials needed to live. They lived in a society that punished with a learned technique. They had their politics and were artistically developed. These were a people of an established nation. It was with the use of racism that these people were captured. Racism allowed the captors to see the Africans as a subhuman, thus allowing years of enslavement, torture, and death to millions of African people.
Where racism is a tool of power, ethnicity is a tool of knowledge and tolerance. Ethnicity is the term used to know a person’s lineage. Ethnicity is a person’s essence, the factors that make this person an individual yet ties them to other individuals. Ethnicity is a person’s culture, religion, inheritance of natural gifts, and physical traits that create who they are. People have ways of how they live built on what their parents taught them or based on their environmental surroundings. People believe the way they do based on parental influence and that of their religion. People have traits and talents passed down to them from their ancestors. Physical features are inherited from their ancestral lineage. Knowing what makes up a person makes room for tolerance of why people behave or act the way that they do. One such example of knowing someone’s ethnicity is sharing a meal with someone who has a different ethnicity from another. The person is allowed the experience to know a different part of the world through food.
Knowing the difference between race and ethnicity allows a person to choose to experience life in either a positive or negative way. The United States is a country made up by many different cultures. Knowing the details of the many cultures will allow the people of the United States to avoid stereotyping and being racist, which in turn, allows our country to grow in strength.
Where racism is a tool of power, ethnicity is a tool of knowledge and tolerance. Ethnicity is the term used to know a person’s lineage. Ethnicity is a person’s essence, the factors that make this person an individual yet ties them to other individuals. Ethnicity is a person’s culture, religion, inheritance of natural gifts, and physical traits that create who they are. People have ways of how they live built on what their parents taught them or based on their environmental surroundings. People believe the way they do based on parental influence and that of their religion. People have traits and talents passed down to them from their ancestors. Physical features are inherited from their ancestral lineage. Knowing what makes up a person makes room for tolerance of why people behave or act the way that they do. One such example of knowing someone’s ethnicity is sharing a meal with someone who has a different ethnicity from another. The person is allowed the experience to know a different part of the world through food.
Knowing the difference between race and ethnicity allows a person to choose to experience life in either a positive or negative way. The United States is a country made up by many different cultures. Knowing the details of the many cultures will allow the people of the United States to avoid stereotyping and being racist, which in turn, allows our country to grow in strength.
Orientalism, Prejudice and Discrimination
Although many have a conception that Muslims and Arabs are the same, this is a major misconception. Muslims are followers of the Islamic religion. These people base their ideals on faith. Muslims can be of different ethnicities, such as Africans, Americans, South Asians, Arabs, Bosnians, and even Hispanic people. Arab is an ethnicity. Arabs are people that can be Jordanian, Lebanese, Palestinians, or Syrians. Not all Arabs are Muslims, some are Coptic Christians. Arabs can be Christian or secular. There are very distinct differences between Muslims and Arabs. Not having knowledge of differences can lead to narrow thinking.
It was the attack on the World Trade Center on September 11, 2001, that caused people to react with narrow views on citizens of this country. Racial profiling and registration programs were put into action by the Department of Justice that stereotyped people. Many senators have expressed concern for such abuse and a number of bills have been passed to correct the 9/11 abuse.
Such thinking that took place after 9/11 is referred to as Orientalism. Three characteristics of Orientalism are the grouping of people as one, using physical features as a guide, and confusing religion with ethnicity and not seeing the diversity of cultures among a people.
By not seeing people for their individuality, others make the mistake of grouping others with those they have no common ground with. These people are only seen as the viewer chooses to see them, good or bad. This country is way too multicultural to continue to be ignorant of those who make up this great country. As a citizen of this country, it is our responsibility to be aware of our fellow countrymen. People need to educate themselves. People need not to react with emotion when situations seem prejudice bound. People need to use tolerance and knowledge to see the truth in what is really happening. Anyone, at any given time, can be labeled by prejudice which can alter the truth.
It was the attack on the World Trade Center on September 11, 2001, that caused people to react with narrow views on citizens of this country. Racial profiling and registration programs were put into action by the Department of Justice that stereotyped people. Many senators have expressed concern for such abuse and a number of bills have been passed to correct the 9/11 abuse.
Such thinking that took place after 9/11 is referred to as Orientalism. Three characteristics of Orientalism are the grouping of people as one, using physical features as a guide, and confusing religion with ethnicity and not seeing the diversity of cultures among a people.
By not seeing people for their individuality, others make the mistake of grouping others with those they have no common ground with. These people are only seen as the viewer chooses to see them, good or bad. This country is way too multicultural to continue to be ignorant of those who make up this great country. As a citizen of this country, it is our responsibility to be aware of our fellow countrymen. People need to educate themselves. People need not to react with emotion when situations seem prejudice bound. People need to use tolerance and knowledge to see the truth in what is really happening. Anyone, at any given time, can be labeled by prejudice which can alter the truth.
Freud, Jung and Rogers
Freud stressed the unconscious – all the ideas, thoughts, and feelings of which we are not normally aware of. Freud’s ideas form the basis of psychoanalysis, a term that refers to both Freud’s theory of personality and to the form of therapy that he invented. According to Freud, human behavior is based on three kinds of unconscious instincts, or drives. Some instincts are aggressive and destructive. Others such as hunger, thirst, and self-preservation are necessary for the survival of the individual. Freud theorized that personality is formed around three structures: the id, the ego, and the superego.
Id is the only structure present at birth, completely unconscious. It consists of unconscious urges and desires that continually see expression. Id tries to obtain immediate pleasure and to avoid pain. It obtains gratification through reflex actions (coughing) or through fantasy [wish fulfillment (daydream)]. The id itself is not very effective at gratifying instincts so it must link up with reality through the ego to satisfy its needs.
The ego learns about the external world through the senses, but instead of acting on the pleasure principle, the ego delays the id’s desires until it can do it safely and successfully.
To have only a personality that consisted only of ego and id would be completely selfish. A personality as such would behave effectively but unsociably. Full adult behavior includes the third part of Freud’s theory: the superego. The superego acts as an individual’s conscious. The superego is not present at birth, but in time, the superego takes over the task of observing and guiding the ego.
Ideally, our id, ego, and superego work in harmony; however, when there is no harmony between the three, anxieties arise within the ego. Certain variety of defense mechanisms includes the following: denial, repression, projection, identification, regression, intellectualization, reaction information, displacement, and sublimination.
Freud’s theory of how personality develops focused on the way in which we satisfy sexual instinct during the course of life. The energy generated by sexual instinct is called libido. According to Freud, there are three stages during a child’s development that endure into adulthood. The first stage, the oral stage, is from birth to 18 months. The second stage, the anal stage, is from 18 months to about 3 years of age. The third stage, the phallic stage, is from age 3 to around 5 years of age.
Carl Jung embraced many of Freud’s tenets; however, Jung contended that libido represented all the life forces, not just the sexual ones. Jung’s analytic psychology saw the unconscious as the ego’s source and vitality, not the superego. Jung believed the unconscious consisted of the personal unconscious and collective unconscious. The personal unconscious includes our repressed thoughts, forgotten experiences, and underdeveloped ideas which may rise to consciousness if an incident or sensation triggers their recall.
Jung divided people into two general attitude types: introverts and extroverts. Introverts are caught up in their own world and are unsociable. Extroverts turn their attention to the external world, taking an active interest in other people and the events that go on around them.
Jung further divided people into rational and irrational individuals. Rational people regulate their actions by thinking and feeling. Irrational people base their action on perception. Jung thought the psychic development only comes to its peak during middle age.
Carl Rogers, a humanistic theorist, maintained that men and women develop their personality in the service of striving towards higher goals. According to Rogers, the drive in all organisms such as plants, animals, and humans, is to fulfill its biological potential. A human’s potential is not only in fulfilling their inborn biological potential but their self-concept of what their conscious tells them who they are or what they should do with their lives.
When a person’s self-concept is closely matched to their inborn capacity, they are likely to be a fully functioning person, or self-directed. People become more fully functioning if they are brought up with unconditional positive regard, being loved regardless of their behavior. Unfortunately, it is more often parents offer conditional positive regard which means they value only certain aspects of the child. One response to conditional positive regard is to change your self-concept to please your caregiver. Because their lives are directed to satisfy another’s value and want, they experience no satisfaction and do not know who they really are or what they want.
Id is the only structure present at birth, completely unconscious. It consists of unconscious urges and desires that continually see expression. Id tries to obtain immediate pleasure and to avoid pain. It obtains gratification through reflex actions (coughing) or through fantasy [wish fulfillment (daydream)]. The id itself is not very effective at gratifying instincts so it must link up with reality through the ego to satisfy its needs.
The ego learns about the external world through the senses, but instead of acting on the pleasure principle, the ego delays the id’s desires until it can do it safely and successfully.
To have only a personality that consisted only of ego and id would be completely selfish. A personality as such would behave effectively but unsociably. Full adult behavior includes the third part of Freud’s theory: the superego. The superego acts as an individual’s conscious. The superego is not present at birth, but in time, the superego takes over the task of observing and guiding the ego.
Ideally, our id, ego, and superego work in harmony; however, when there is no harmony between the three, anxieties arise within the ego. Certain variety of defense mechanisms includes the following: denial, repression, projection, identification, regression, intellectualization, reaction information, displacement, and sublimination.
Freud’s theory of how personality develops focused on the way in which we satisfy sexual instinct during the course of life. The energy generated by sexual instinct is called libido. According to Freud, there are three stages during a child’s development that endure into adulthood. The first stage, the oral stage, is from birth to 18 months. The second stage, the anal stage, is from 18 months to about 3 years of age. The third stage, the phallic stage, is from age 3 to around 5 years of age.
Carl Jung embraced many of Freud’s tenets; however, Jung contended that libido represented all the life forces, not just the sexual ones. Jung’s analytic psychology saw the unconscious as the ego’s source and vitality, not the superego. Jung believed the unconscious consisted of the personal unconscious and collective unconscious. The personal unconscious includes our repressed thoughts, forgotten experiences, and underdeveloped ideas which may rise to consciousness if an incident or sensation triggers their recall.
Jung divided people into two general attitude types: introverts and extroverts. Introverts are caught up in their own world and are unsociable. Extroverts turn their attention to the external world, taking an active interest in other people and the events that go on around them.
Jung further divided people into rational and irrational individuals. Rational people regulate their actions by thinking and feeling. Irrational people base their action on perception. Jung thought the psychic development only comes to its peak during middle age.
Carl Rogers, a humanistic theorist, maintained that men and women develop their personality in the service of striving towards higher goals. According to Rogers, the drive in all organisms such as plants, animals, and humans, is to fulfill its biological potential. A human’s potential is not only in fulfilling their inborn biological potential but their self-concept of what their conscious tells them who they are or what they should do with their lives.
When a person’s self-concept is closely matched to their inborn capacity, they are likely to be a fully functioning person, or self-directed. People become more fully functioning if they are brought up with unconditional positive regard, being loved regardless of their behavior. Unfortunately, it is more often parents offer conditional positive regard which means they value only certain aspects of the child. One response to conditional positive regard is to change your self-concept to please your caregiver. Because their lives are directed to satisfy another’s value and want, they experience no satisfaction and do not know who they really are or what they want.
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