The Anti Social Behaviour Orders Criminology Essay

The Anti Social Behaviour Orders Criminology Essay For many years the law enforcement agencies have been criticised for using ineffective methods when dealing with badly behaved youth. These criticisms have led the Tony Blair government to take an action on the issue, and as a result the Anti-Social Behaviour Orders were introduced. The Anti-Social Behaviour Orders were originally introduced by the Crime and Disorders Act in 1998( Walklate 2007). Later on the Anti-Social Behaviour Orders were supported even further by the Anti-Social Behaviour Act which was passed in 2003 (Knepper, Doak., Shapland 2009) . Anti-Social Behaviour Orders can be explained as a concurrence between the police and the young person who have committed an offence which can be classified as anti-social behaviour. Any behaviour that causes a nuisance or disturbance to the people living in and around a surrounding area can be categorized as anti-social behaviour. Specific examples of anti-social behaviour include offences such as; graffiti, vandalism and causing e xcessive noise(McEvoy, Newburn2003). The Anti-Social Behaviour Orders punish the individual who has behaved anti-socially by restricting their behaviour in one form or another. For example an Anti-Social Behaviour Order can prohibit an individual who has behaved anti-socially from returning to a certain area or shop. Therefore it can be stated that these orders are issued hoping that it will prohibit the individual in receipt of the Anti-Social Behaviour Order from committing further anti-social behaviour offences by restricting their behaviours. Anti-Social Behaviour Orders are issued by the magistrates court.( ) The burden of proof for an Anti-Social Behaviour Order to be issued should be beyond reasonable doubt. This means that the claimant has to prove that the defendant who has been arrested had been behaving anti-socially. One limitation of Anti-Social Behaviour Orders is that they are seen as a solution after an individual commits an act of anti-social behaviour. Therefore Anti-Social Behaviour Orders are designed to punish rather than to prevent anti-social behaviour in the first place. For example statistics show that young children aged between six and nine years old learn to behave anti-socially through imitating teenagers behaviours in their community who acts anti-socially. As this is clearly stated in the statistics, rather than waiting for this age group to be influenced by their elders and get issued an ASBO things like after school clubs can be encouraged to prevent those children from behaving anti-socially. On the other hand in the statistics obtained it is indicated that anti-social behaviour orders are a successful solution in the sense that a teenager with an ASBO stays out of trouble and this reduces the youth crime rate. (Millie2009) This view has also been stated by the resident in areas affected by what is viewed as yobbish and anti-social behaviour. They have reported improvements in their neighbourhood when Anti-Social Behaviour Orders have been issued to young people who have committed acts of anti-social behaviour. However issuing an Anti-Social Behaviour Order to a teenager who behaves anti-socially leads them to be labelled in their community as a trouble maker. In some sense this prevents the individual to engage in with their daily life (Home Office 2008). In very few situations the individual who have been issued an Anti-Social Behaviour Order wants to improve their standard of life. In most situations the ASBO seems to have a big and long term impact on the young individuals lives. For example according to the survey of youth offending teams issuing an Anti-Social Behaviour Order to the young individual who behaves anti-socially leads them to have mental disorder problems such as depression, suicidal problems and personality disorder. The individual who has given an Anti-Social Behaviour Order goes into depression because they cannot carry on living as they used. On the other hand other some young individuals who behave anti-socially see getting an ASBO as an honour badge. So a young pers on who has an ASBO is pursued as having a higher rank in their what is so called gang by their friends. When talking about todays society media plays a big role, and like most of the issues that concern general public, media highly affects peoples views regarding teenagers who are behaving anti-socially( Clarke 2003). This can be linked with the theory of labelling and stereotyping. The news regarding anti-social behaviour is pursued by the media subjectively rather than objectively. These subjective views are then passed onto the public through media organs such news. For example the media puts across the view that most youngsters who behave anti-socially are children who have a working class background. When this view is stated in the media it leads to stereotyping of all the working class youngsters. Pursuing this particular group as trouble makers leads them to not being given equal chances in life when compared with youngsters who are not included in this stereotyping. This is where the strain theory comes in (Treadwell 2006).The strain theory suggests that the crime is the result of individuals being blocked in terms of mainstream society from reaching certain goals and under the consequent strain they seek deviant or criminal ways to reach those goals. In a way it would fair to say that, these stereotyping views of the society leads young individuals to commit acts of anti-social behaviour. Another criticism of the Anti-social Behaviour Order is that these orders have introduced many new criminal offences. More criminal offences mean that young individuals are more likely to commit criminal offences (Squires 2008). However it is noted in the drafting of the Anti-social Behaviour Order Bill that getting only one ASBO issued for an individual does not mean they get a criminal record. This can be scored as a good point for the Anti-social behaviour Order scheme, as criminalising young people just for a minor offence will mean, they will have a bad criminal record all their lives. However if the terms of the Anti-Social Behaviour Order is broken then the individual faces a criminal conviction which can result in with an up to five years of imprisonment. One of the few positive perceptions towards the Anti-social Behaviour Orders is that they do not cost the government too much. For example if an individual who had committed an act of anti-social behaviour was to be tried and convicted by the courts instead of taking proceedings to issue an Anti-Social Behaviour Order this would cause the government to waste more of their budget on youngsters who are behaving anti-socially.(Knepper 2007) For example after the young individual was sentenced and sent into the prison, there would be additional costs to keep them in the jail such as to provide food for them. Another strength of the Anti-social Behaviour Orders is that some people see them as a fast and efficient system to resolve anti-social behaviour in the community. On the other hand others believe that Anti-social Behaviour Orders on their own is not enough to prevent a youngster from re-offending. A more effective move towards anti-social behaviour can be taken through multi-agency approach. For example once an individual is issued an Anti-social Behaviour Order they should also be sent to rehabilitation programmes to make sure that they do not re-offend. Along side of this they should be sent to do community work to improve these young people perceptions and the way they see the world. Sending these young offenders to do community work will also improve their relationships with other individuals from the community and this might be a more permanent solution than just issuing an Anti-social Behaviour Order. Although there are some positive sides to the Anti-social Behaviour Orders, it can be concluded there are more negative sides to it. Therefore it would be right to conclude that the scheme of Anti-social Behaviour Orders needs a serious reform, in order to resolve the problem of highly rising anti-social behaviour rate. Home Office (2008) Anti-Social Behaviour [online] available from http://www.asb.homeoffice.gov.uk/uploadedFiles/Members_site/Documents_and_images/About_ASB_general/EconSocialCostASB_0142.pdf [10 July2010] Clarke .D (2003) Pro-social and anti-social behaviour .Routledge Squires P. (2008) ASBO nation: the criminalisation of nuisance The Policy Press .London Knepper .P (2007) Criminology and social policy Sage London Millie .A (2009) Anti-Social Behaviour .McGraw-Hill McEvoy.K, Newburn.T (2003) Criminology, conflict resolution and restorative justice .Palgrave Macmillan Walklate. S (2007) Understanding criminology: current theoretical debates .McGraw-Hill International Knepper. P, Doak. J, Shapland .J(2009) Urban crime prevention, surveillance, and restorative justice: effects of social technologies Crc Press London Treadwell .J (2006) Criminology , Sage London

The Art of Storytelling in The Odyssey Essay -- Homer, Greek Classics

The Odyssey is a classic example of great literature, read and enjoyed both under the bright lights of the classroom and the cozy warmth of the home—this idea is well-known. Yet, there exists a question as to how Homer's â€Å"story of a man never at a loss† has managed to maintain the attention of the world to this day. C.S Lewis hints at the answer in his book, The Horse and His Boy: â€Å"For in Calormen, story-telling (whether the stories are true or made up) is a thing you're taught, just as English boys and girls are taught essay-writing. The difference is that people want to hear the stories, whereas I never heard of anyone who wanted to read the essays.† Lewis is pointing out the true beauty and art of story-telling; this art form makes its audience want to endure each word. The Odyssey lives on today as a triumph of story-telling because its author is what all authors strive to be: a story-telling master. Said story-telling mastery is demonstrated in The Odyssey as it adheres to the popular imagination's demand for things such as conflict, good versus evil, romance, and adventure. Central to good story-telling and manifest throughout The Odyssey is conflict. Odysseus, whose name means trouble or struggle, fights to return home one last time. Penelope struggles to hold off her suitors and maintain her love for Odysseus with dignity. Telemachos strives to become a man, noble and true. Homer's characters face trials and temptations that make or break them, very much like real life. Numerous forms of conflict capture the audience's attention as they appear in largely true form, relatable and resonant. Tension, fear, suspense. Will he/she overcome the sin he/she is facing? Will God listen and answer his/her plea for help? Readers cann... ...nknown lands. Homer introduces the setting changes by giving details the audience can imagine. He uses vivid and common language to enable the audience to picture each situation. The adventure within The Odyssey sparks imagination that excitingly bridges human experiences in reality (feasts, death, travel, etc.) with the experiences of the characters in the book—a key aspect of good story-telling. Many characteristics of good story-telling manifest themselves within The Odyssey and point out how Homer is a master story-teller. It exists as a classic piece of literature for good reason. It's the epitome of what the popular imagination demands. Conflict, good versus evil, romance, and adventure are four of many aspects that demonstrate how The Odyssey has managed to keep the world's attention throughout the centuries. If you give it a chance, it will pull you in!

Hamlet :: essays research papers

Hamlet   Ã‚  Ã‚  Ã‚  Ã‚  One of the themes I found in the play Hamlet, was the way Hamlet seemed to hold back on getting revenge for his father’s murder once he know who did it. After his father’s death and the hasty remarriage of his mother to his uncle, Hamlet started to spiral into a suicidal frame of mind. It is in this state that he meets the mysterious figure of his father’s ghost where he is told that it was his uncle, Claudius responsible for his death. Hamlet pledges to revenge his murder by Claudius who, the ghost also informs Hamlet, had already committed adultery with his queen during his lifetime. â€Å"Although Hamlet accepts the ghost’s word while he is with him, seeds of doubt about the ghost’s authenticity have been sown from the very beginning of the play and continue to torment Hamlet up until the end of the play† (Heilman p.45). Hamlet is not shore if this is really his farther or a devil in disguise. Hamlet Swears revenge will be quick for his father’s murderer. For the two months since Hamlet has seen the ghost, Hamlet has been unable to commit his vowed revenge; unable to explain to himself either his long delay or his depression and insanity. Maybe he’s scared of taking revenge on Claudius, he may think by taking revenge he endangers his own soul. â€Å"No matter how right a man might think his motives are, if Claudius is innocent; the act of revenge would inevitably make Hamlet as evil as the accused in the eyes of God† (Becker p.32). â€Å"Hamlet decides to test Claudius’ guilt and the authenticity of the ghost; he will stage a performance of a play, which will reproduce Claudius’ crime and observe his reaction to it†(Durband p.304). This plan was successful because Claudius broke down during the performance. Hamlet now knows Claudius is the murderer, and the ghost was actual his father. Hamlet has a perfect opportunity to achieve his revenge when he accidentally comes upon the guilt-ridden Claudius alone in prayer. Again he rationalizes himself into delay, this time on the grounds that his revenge would not be horrible enough as Claudius penitence might save his soul from hell. Although Hamlet dies at the end, he was able to avenge his father’s death. Because Laertes confessed that the king was to blame for hamlets mothers death as well as for the poison on the sword, Hamlet was able to achieve his revenge in terms that exonerated his soul from danger.

Girl with a Pearl Earring Essay

In the novel Girl With A Pearl Earring by Tracy Chevalier, Griet faces many challenges which causes her identity to change. Though Griet starts out as an innocent maid who has to follow orders, she starts developing her own opinion and the ability to make decisions. Griet changes from an household servant to having the courage to share her opinion to a mature lady, capable of making her own decisions. Many factors contribute to the change in Griet’s identity, but the main factor is Vermeer, her master. At first, Griet is viewed as an innocent girl, who is compelled to work as an maid due to her father’s incapability to provide for her family. She does not want to leave her family and go to an unknown place, but she has to; in order to fulfill her family’s needs’. This is evident when Griet says to her sister, Agnes, â€Å" ‘You know I don’t want to leave. I have to’†(7). When she arrives at the Vermeer household, she is viewed as a helper with the household chores, and a girl who must follow her master’s orders’. Later on, she starts to consider the Vermeer household as her own family. ’I have two families now, and they must not mix’†(53). This quote demonstrates the fact that Griet is adapting to her environment, and that she has started considering them as her family. This illustrates a change in her identity, as she has changed from a compelled and scared young girl to a maid, capable of adapting to a new environment. Throughout the course of the novel, Griet starts developing her own opinion along with the courage to speak her opinion. At first, she just went along with what she was told: â€Å" ‘But he was my master. I was meant to so as he said’†(57). This demonstrates the fact that Griet completes tasks without thinking. Even if she wants to say something, she doesn’t, because she gives her opinion no importance. Griet always had the ability to recognize Vermeer’s paintings’ strengths and weaknesses, but she didn’t have the courage to say it. This changes, due to Vermeer, who forces Griet to give her opinion. â€Å" ‘It is a better painting now’†(64). This supports Griet’s change in identity, form being too scared to speaking her mind to having the courage to give her opinion to her master. Near the end, Griet’s identity has gone through the process of a young maid to a mature lady. At first, Griet’s opinion held no importance. She does not have a say in anything. This is evident when she says, â€Å" ‘ What would I think, madam? ’†(157). Griet has certainly developed an opinion, but not the courage to speak it in front of others. She is aware of her status as a maid. This changes throughout the course of the novel. Griet does develop the courage to take the decision of her life as well as carry it out. â€Å" ‘I did not pick up the knife. I turned and walked from the room’†(215). This quote illustrates Griet’s ability to make and carry out decisions. She is not going to tolerate any wrong accusations, and she has learned to take a stand for herself. This change occurs due to Vermeer and his art. Somewhere in between, Griet realizes that she has had enough, and she’s not going to let anyone come and accuse her of doing something she didn’t do. Vermeer and his paintings made Griet feel that she does hold importance, and no one has the right to accuse her wrongfully. Therefore, Griet’s identity undergoes a lot of changes throughout the novel. First, she is maid who is duty- bound to work in an unknown place due to her family’s needs’. As the book continues, she starts developing her opinion as well as the ability to say it. In the end, she is a mature lady with the capability to decide for herself. All of the changes are due to Vermeer. He was the one who accepted her and allowed her to give her opinion, and he was also the one who rejected her by silently standing there while Griet was being wrongfully accused.

Apush-Revolution of 1800

AP Essay Redo Kaleb Duncan The election of 1800 was considered the â€Å"Revolution of 1800† by Thomas Jefferson because it was a switch from previous Federalist rule, to Republican leadership. Economies and plans for them changed dramatically with the Republican Party in control, as well as politics at the time. In foreign policy, Jefferson got America involved in the Barbary Wars and the Embargo Act.Previous presidents had done what they could to stay neutral in foreign battles and conflicts, but Thomas Jefferson took initiative and this is also present in the XYZ affairs with France. Jefferson brought the country into its real first international involvement. With judiciary, the real revolutionary happening of the time period was with the Marbury vs. Madison case when the Supreme Court was given the power of judicial review of the laws and actions by the federal government. It allowed for the Supreme Court to rule federal laws invalid if they conflicted with the Constitutio n.Politically, Jefferson believed in strict interpretation of the Constitution unlike his predecessors. He bought the Louisiana Purchase which the Constitution did not fully allow him to do. Under Federalist views, the economy of the United States was looking to be increasingly more urban with a shift from agricultural ways. With Thomas Jefferson being elected into office, he hoped that America would maintain a strict agrarian economy with crops being the top export to foreign countries.He wanted Americans to stay a primarily rural-living nation with farming the main aspect of the economy. The election of 1800 was also considered a revolution because politics changed hands from Federalists with strict views on centralization and creating a stronger national government to Republicans with the hopes of creating strong state legislatures and a stricter foreign policy where manufacturing was less important. The succession of Republicans contributed to it being called a revolution.

Zodiac Sign

Thomas Hotte  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ms. Boyd Personality profile  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Period 3 The article on Cancer fits me for the most part. It says my positive traits are â€Å"loyal, dependable, caring, adaptable, and responsive. † A cancer is a very complex person when it comes to independence. They’re very contradicting and they’re independence has to do with there state of mind. I’m like the description of a cancer because it says we have the perseverance and drive to do what we need to do and can be self sufficient. Although we don’t need someone to depend or we prefer to have someone there to help and support us like our family and close friends. What’s not as accurate is that it says we crave attention but I don’t like drawing attention to myself most of the time, I usually just like blending in. Like the horoscope says I am loyal to my friends and family who appreciate me and support me. I always do look out for my friends and I hate seeing my friends who are girls be sad so I always try to make them feel better like it says. Its also true that even though im good at listening to other people I never talk about my own feelings. Its also true because once I get past all of my emotional and personal problems I can do whatever I set my mind to I wouldn’t really say im psychic but I can be intuitive at times intelligent and observing. i have money and financial sensibility. I am complex, unpredictable, and tempermental. Im not really a fragile person, a lot of things don’t bother me. I can be

Boys and Girls Essay

Search for Identity in â€Å"Boys and Girls† In Alice Munro’s â€Å"Boys and Girls†, she tells us a story about a young girl’s rebellion to the womanhood prescribed by a society which has stereotyped views toward both sexes’ roles and identity in society. The story takes place in the 1940s when women have not gained so much equal rights as today, and they are still perceived as attached to males. The story is set is a fox family of Jubilee, Ontario, Canada, a rural area and the point of view of this story is first person â€Å"I†. The narrator is the female protagonist whose name has never appeared in the story directly, which symbolizes her lack of identity in a patriarchal society compared with boy children. There is a character whose name is given to us, the narrator’s brother with the name of Laird, meaning Lord in the Scottish language. The choice of name can truthfully reflect women’s role and social position at that time as well as men’s priorities in a way. Although women had no identity or social position at time, they are just the angel in the house as what they are expected to do, the narrator has never accepted this position and this unfairness easily and satisfactorily. She rebelled against those expectations the society had put on women. She tried hard to search for her identity in the society, to be â€Å"more that just a girl†. The search of identity is the major theme of Zhang 2 this little story, and such search can be best reflected on the narrator but also on her little brother. Here, the author of this thesis will try to analyze the respective process of their search, and the results for search of identity will not be the same because of the difference in gender roles. The narrator’s search for identity can better be represented in the following scenes. Firstly, her nightly stories. Her desire and dream for acting like a hero to protect others in these fabricated stories are the reflection of her burning desire to be not just a girl and her wish for freedom that was just recognizable hers. Before bedtime, she loved to sing the song â€Å"Danny Boy†, differently from her brother who would sing â€Å"Jingle Bell† whether it is Christmas or not. â€Å"I arranged myself tightly under the covers and went on with one of the stories that I was telling myself, when I had grown a little older; they took place in a world that was recognizably mine, yet one that presented opportunities for courage, boldness and self-sacrifice, as mine never did† (Munro, 115). The image she fabricated in these stories represented her ideal self, a girl, powerful independent, not â€Å"just a girl†, the complete opposite of the stereotyped† girl†, which her family wanted her to become and society expect her to become. It represents her desire to transcend the stereotyped role prescribed to women. In the second place, her ungirly behavior can also represent her rebellious search for identity. This obvious resentment for society’s womanly duties symbolizes the narrator’s desire to be more than â€Å"just a girl†. For example, even after her grandmother criticized her with commands like, â€Å"Girls keep their knees together when they sit down† (Munro, 121). And â€Å"Girls don’t slam doors like that† (Munro, 121), She continued to slam doors and sit awkwardly because she felt that it kept her free. In other words, she has not been prepared to accept and claim her gender identity. However, gradually, she began to take the identity of a girl. She began to decorate her room, her bed, pay more attention to her appearances when she communicates with her peers. In fact, after a long process of rebellious search for identity, she finally began to construct her identity as a girl, but a girl who is more than â€Å"just a girl†, a girl that finally achieves some freedom in her construction of identity. Thirdly, her desire to be outside of the house. She is torn between the outside where her father introduces her to and the warm inside where her mother tried protecting her from the brutal outside. In that time, girls were expected to be a help mate to mothers, doing housework, cooking and cleaning and so on. However, she totally rebels against this household identity of women. She will escape from the house before her mother yelled her to do housework, and enjoys working beside his father. â€Å"I worked willing fully under his eyes, and with a felling of pride† ( Munro, 120). Her father once introduced her to others as new hired hand. In this sense, her rebellion does make some difference in her life and she get some recognition in being not â€Å"just a girl†. Fourthly, the narrator’s association with and her identification with Flora also symbolizes her own thrust for freedom in metaphorical sense. The family would sometimes kill healthy horses that no longer had any use because the father fed his Zhang 4 foxes with horsemeat, and Flora was one of these horses, a beautiful female horse, violent and rebellious. In an accident, Flora broke away and ran wildly in the barnyard. When her father tried to catch it and shout to her to close the door, she got there just in time to close it, but instead she held it open for Flora. â€Å"It was exciting to see her running, whinny-ing, going up on her hind legs, prancing and threatening like a horse in a Western movie† (Munro, 126). The act of her opening the gate and setting Flora free is a rebellious act against the authority of her father and her pursuit for freedom in metaphorical sense. In the story, â€Å"Boys and Girls†, the narrator is not the only one who has come to terms with identity through search. Her little brother Laird also went through a process of searching for identity. Laird began in the story like a girl who is very timid, very obedient, just like his mother. In the beginning, he enjoyed more of the house than the outside world. He sings â€Å"Jingle Bell† before bed. However, gradually, he also developed her identity as a boy, perhaps under the aid of his elder sister whose desire for excitement drove her to do something fascinating and thrilling. She once made Laird climb the ladder to the top beam, persuaded him to look how the old shoot a horse. In the end of the story, there is a scene in which Liard commented his sister’s singing as â€Å"you sound silly† and another scene in which he told his sister that â€Å"we shot old Flora†. All these demonstrate that she has found the identity a boy should have in a society. In the end, he has developed a desire to do the masculine things around the house, as expected to be done by boys. Zhang 5 From the above analysis of the narrator’s and her brother’s search for identity in a society which tend to stereotyped the role of men and women, it is found that pure rebellion against the expectation does not make a girl more that â€Å"just a girl†, people should also try to come term with the society in a certain degree, because the construction of identity is a social integration, a social process. However, it does not mean to say that the narrator’s search did not have meaning. Actually it did help her to get some freedom and some peace in the heart.