Free King Lear Essays: What a Difference One Word Can Make :: Essays on King Lear

What a Difference One Word Can Make in King Lear King Lear's response to Cordellia's failure to express her love for her father in words is symbolic of King Lear's madness in the play. His madness is most clearly manifest in his need for his daughters to testify to him of their love. Cordellia's failure to say that she loves him winds up destroying him. What is fascinating though is that it is not the rejection of him that hurts so much as his dismay that his daughter would say such a thing. The last line of the selection (Conflated Version 1.1.94) highlights Lear's anger at not only the words that Cordellia speaks, but Cordellia herself. In this line King Lear warns Cordellia that if she doesn't change her ways she will lose her inheritance, "Variant Mend your speech a little, Lest Variant may mar your Fortunes."(1.1.93-94). The second variant in these lines changes the meaning of King Lear's wrath. In the 1608 quarto version the variant text reads, "it". The, "it" in this case is referring to what Cordellia has said. In the 1623 Folio version the word, "it" has been replaced by the word, "you". This variant between the two editions might seem minor but in fact it changes the meaning of Lear's anger from anger at Cordellia's speech to anger at Cordellia herself. This change has two major effects on the play. First, it shows the madness of King Lear. In the quarto version his anger is directed at Cordellia's speech. This is rational way of dealing with the situation and shows that King Lear still has love for his daughter. He loves her but not what she has said. In contrast in the folio version King Lear's madness is evident in his inability to separate what Cordellia has said from his love for her. King Lear like a lunatic sees Cordellia's inability to pronounce her love in front of her conniving sisters to be a blanket statement that she does not love him. He is unable to reason that her statement might have logic because he himself has no logic. He doesn't see that his breaking of the chain of being by abdicating his throne and dividing up his kingdom has also destroyed the chain of being in his own family. His daughters usurp his power as he violates the order of the universe.

Childhood Essay

Be able to develop positive relationships with children and young people Explain why positive relationships with children and young people are important and how these are built and maintained. Positive relationships with children and young people are important for the child so that they can learn and develop to their full ability. If a child feels comfortable with you they would be more inclined to leave their parents in the morning easier. This makes the parent feel happier – leaving their child with someone their child enjoys being – and makes them feel less guilty about going to work. This also then means they can start to play and interact with other children. Through playing and exploring and socialising the child or young person will then start to participate in more and more activities. A good relationship with the child means you make them feel safe and secure and if the child has positive emotions it is more likely they will stay healthier and not get run down or ill. A positive relationship is also important because it is then less likely that the child will act out and behave negatively. They are less likely to act out and behave negatively if the child has a positive bond with you because you will know them well enough to cater for their wants, wishes and individual needs, therefore they will not feel frustrated or alone and will not need to act out to relieve stress or anger or to gain attention. A positive relationship is important as it helps a child develop confidence at a quicker rate and develop their language and communication skills quicker too. If a child feels comfortable with you they will start to talk to you more, providing you with the opportunity to assess where the child is at developmentally with their speech, language, knowledge and other aspects, and also find out about their personal interests. You can then set activities to help the child to further develop based on what they can already do and ensure the activity will fun for them by incorporating their interests into the activity. This means they can start to develop quicker and with the help of someone they have a positive relationship with. Having a positive relationship with a child will mean you know them well, their personality, their emotions, the little things. Therefor you can easily pick up on a difference in body language to know if there is something wrong, and also you begin to know what facial expression means what and so can address any issues quicker. Also with a positive relationship the child will feel like they can come to you and this is important so that they do not keep anything inside and instead share and resolve the issue so they feel calm again and happiness is essential in childhood. A positive relationship is built through trust. It’s the little things you do that helps you build up a positive relationship with the child. For example: – Giving them praise for doing something good – Giving them a cuddle when they need it – Helping and supporting them through the daily routine – Keeping them safe and feeling secure – having a positive relationship with their parents. All of these are ways to build and maintain a relationship with the child or young person and their career. Children and young people like consistency and stability, they like what they know and as long as you can be or are there for them consistently, and are positive towards them they will begin to form a bond with you. Evaluate own effectiveness in building relationships with children or young people When settling a new child into my room there are a few things I do to make them feel comfortable and hopefully build a positive relationship with them. Firstly, when a child or young person enters the room I always make sure I greet them, making eye contact, saying hello and smiling. I make sure I get down to their level and offer to give them a hug. I try to make the environment they walk into a positive one so they do not feel threatened or intimidated but more welcomed and wanted. I think this is effective as it is becomes a routine they can get used to – seeing me when they walk through the door – and will then instinctively start to say hello back and accept your offer of a hug. I also ensure I am always happy and have a chat with their parent or guardian. I think if the parent and you have a positive relationship the child will pick up on this and start react that way too. I think it’s an effective method to use as they do not see you as ‘the person that takes them away from their parent or guardian’ but instead sees you as a friend of theirs and their parent/guardian. I also find another very effective way to build a positive relationship with a child or young person is to constantly encourage them. Giving them a variety of toys and saying ‘oh what’s this? Would you like to play in the sand? ’ ect. This promotes to them you are fun and want to play with them. Children usually like someone to play with however this is not always effective if the child’s individual preference is to be left alone. In which case it is better to build the relationship by giving them their space, but making sure you are there for them when they need you for example, they are upset and you give them cuddles and/or words of reassurance. We recently had a little girl start and every day she will sit at the breakfast table. For a couple of weeks now I have been smiling at her and asking if she wants to come play. In the past she hasn’t, but by not being too pushy and letting her settle in at her own pace, she has started to smile back and will sometimes gain the confidence to come and join me in playing in the sand for example. Therefore, patience, understanding but persevering too is an effective way to build a relationship with the child, letting them have their own time to get used to you, trust you and like you. A method I use to build a relationship with a child is to just always be in the room paying and having fun. If a new child see’s you having fun playing and the children you are with doing so too they will normally begin to do so to. I think this is effective because the ‘fun factor’ is something I have found no child can resist. Also the fact that you are always there they can get used to you quicker the more you are available to them. If you ask the children or young people questions I find they begin to come out of themselves more, however there is the potential of a language barrier and so the effectiveness of asking question is non-existent. In this case it is effective to learn some of the child’s key words in their language and communication is an effective way of building a bond with a child. If you are seen to be trying the child will recognise this and begin to try to. I have in the past learnt key words in another language and began to say it in their language and then English, this has been effective as they have wanted to learn and hey used to come ad sit with me a lot just practicing these few English words. However, I only found this effective once the child had settled into the setting and was used to being there.

Conjugation of the Spanish Verb Traer

Traer is the most common Spanish verb that means to bring. Its stem changes in a way that isnt readily predictable. Other verbs that are conjugated in the same pattern include abstraer (to think about abstractly), atraer (to attract), contraer (to shrink), distraer (to distract), extraer (to extract), retraer (to dissuade or retract), and sustraer (to remove). Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Traer traer (to bring) Gerund of Traer trayendo (bringing) Participle of Traer traà ­do (brought) Present Indicative of Traer Present indicative (presente del indicativo): yo traigo, tà º traes, usted/à ©l/ella trae, nosotros/as traemos, vosotros/as traà ©is, ustedes/ellos/ellas traen (I bring, you bring, he brings, etc.) Preterite of Traer yo traje, tà ºÃ‚  trajiste, usted/à ©l/ella trajo, nosotros/as trajimos, vosotros/as trajisteis, ustedes/ellos/ellas trajeron (I brought, you brought, she brought, etc.) Imperfect Indicative of Traer yo traà ­a, tà º traà ­as, usted/à ©l/ella traà ­a, nosotros/as traà ­amos, vosotros/as traà ­ais, ustedes/ellos/ellas traà ­an (I used to bring, you used to bring, he used to bring, etc.) Future Indicative of Traer yo traerà ©, tà º traerà ¡s, usted/à ©l/ella traerà ¡, nosotros/as traeremos, vosotros/as traerà ©is, ustedes/ellos/ellas traerà ¡n (I will bring, you will bring, he will bring, etc.) Conditional of Traer yo traerà ­a, tà º traerà ­as, usted/à ©l/ella traerà ­a, nosotros/as traerà ­amos, vosotros/as traerà ­ais, ustedes/ellos/ellas traerà ­an (I would bring, you would bring, she would bring, etc.) Present Subjunctive of Traer que yo traiga, que tà º traigas, que usted/à ©l/ella traiga, que nosotros/as traigamos, que vosotros/as tragà ¡is, que ustedes/ellos/ellas traigan (that I bring, that you bring, that she bring, etc.) Imperfect Subjunctive of Traer que yo trajera (trajese), que tà º trajeras (trajeses), que usted/à ©l/ella trajera (trajese), que nosotros/as trajà ©ramos (trajà ©semos), que vosotros/as trajerais (trajeseis), que ustedes/ellos/ellas trajeran (trajesen) (that I brought, that you brought, that he brought , etc.) Imperative of Traer trae (tà º), no traigas (tà º), traiga (usted), traigamos (nosotros/as), traed (vosotros/as), no tragà ¡is (vosotros/as), traigan (ustedes) (bring, dont bring, bring, lets bring, etc.) Compound Tenses of Traer The perfect tenses are made by using the appropriate form of haber and the past participle, traà ­do. The progressive tenses use estar with the gerund, trayendo. Sample Sentences Showing Conjugation of Traer and Related Verbs Estamos estudiando la posibilidad de traer mà ¡s especialistas. (We are studying the possibility of bringing in more specialists. Infinitive.)Estamos trayendo energà ­a y equilibrio superior al equipo. (We are bringing energy and balance to the team. Present progressive.)No he traà ­do nada. (I havent brought you anything. Present perfect.)Le traigo la leche para que se haga un capuchino. (I am bringing you the milk so you can make a cappuccino. Present indicative.)Me distraen las conversaciones que oigo a mi derecha y a  mi izquierda. (The conversations I hear to my right and left distract me. Present indicative.)Extrajimos unos centà ­metros cà ºbicos del là ­quido. (We extracted a few cubic centimeters of the liquid.) Preterite.)Mis tà ­os siempre traà ­an revistas nuevas o algà ºn juguete. (My aunts and uncles always brought some new magazines or some toy. Imperfect.)La ceremonia atraerà ¡ a decenas de miles de personas (The ceremony will draw tens of thousands of peo ple. Future.)Patricia me distraerà ­a pidià ©ndome de jugar con ella. (Patricia would distract me by asking me to play with her. Conditional.)Espero que me traigas buenas noticias. (I hope you bring me good news. Present subjunctive.)Hubo un tiempo en el que era ilegal que las parejas interraciales contrajeran matrimonio. (There was a time when it was illegal for interracial couples to get married. Imperfect subjunctive.)Trà ¡elo aquà ­. (Bring it here. Imperative.)

Invention of the Car A History of the Automobile

The very first self-powered road vehicles were powered by steam engines, and by that definition, Nicolas Joseph Cugnot of France built the  first automobile  in 1769 — recognized by the British Royal Automobile Club and the Automobile Club de France as being the first. So why do so many history books say that the automobile was invented by either Gottlieb Daimler or Karl Benz? It is because both Daimler and Benz invented highly successful and practical gasoline-powered vehicles that ushered in the age of modern automobiles. Daimler and Benz invented cars that looked and worked like the cars we use today. However, it is unfair to say that either man invented the automobile. Internal Combustion Engine: The Heart of the Automobile An internal combustion engine is an engine that uses the explosive combustion of fuel to push a piston within a cylinder —  the pistons movement turns a crankshaft that then turns the car wheels via a chain or a drive shaft.  The different types of fuel commonly used for car combustion engines are gasoline (or petrol), diesel, and kerosene. A brief outline of the history of the internal combustion engine includes the following highlights: 1680  - Dutch physicist,  Christian Huygens  designed (but never built) an internal combustion engine that was to be fueled with gunpowder.1807  - Francois Isaac de Rivaz of Switzerland invented an internal combustion engine that used a mixture of hydrogen and oxygen for fuel. Rivaz designed a car for his engine — the first internal combustion powered automobile. However, his was a very unsuccessful design.1824  - English engineer, Samuel Brown adapted an old Newcomen steam engine to burn gas, and he used it to briefly power a vehicle up Shooters Hill in London.1858  -  Belgian-born  engineer,  Jean Joseph Étienne Lenoir invented and patented (1860) a double-acting, electric spark-ignition internal combustion engine fueled by coal gas.  In 1863,  Lenoir attached an improved engine (using petroleum and a primitive carburetor) to a three-wheeled wagon that managed to complete a  historic fifty-mile road trip.  1862  - Alphonse Beau de Rochas, a Fr ench  civil engineer, patented but did not build a four-stroke engine (French patent #52,593, January 16, 1862).1864  -  Austrian engineer,  Siegfried Marcus, built a one-cylinder engine with a crude carburetor and attached his engine to a cart for a rocky 500-foot drive. Several years later, Marcus designed a vehicle that briefly ran at 10 mph, which a few historians have considered as the forerunner of the modern automobile by being the worlds first gasoline-powered vehicle (however, read  conflicting notes  below).1873  - George Brayton, an American engineer, developed an unsuccessful two-stroke kerosene engine (it used two external pumping cylinders). However, it was considered the first  safe and practical oil engine.1866  - German engineers, Eugen Langen, and Nicolaus August Otto improved on Lenoirs and de Rochas designs and invented a more efficient gas engine.1876  - Nicolaus August Otto invented and later patented a successful four-stroke engine, known a s the Otto cycle.1876  - The first successful two-stroke engine was invented by Sir Dougald Clerk.1883 -  French engineer, Edouard Delamare-Debouteville, built a single-cylinder four-stroke engine that ran on stove gas. It is not certain if he did indeed build a car, however, Delamare-Deboutevilles designs were very advanced for the time — ahead of both Daimler and Benz in some ways at least on paper.1885  - Gottlieb Daimler invented what is often recognized as the prototype of the modern gas engine — with a vertical cylinder, and with gasoline injected through a carburetor (patented in 1887). Daimler first built a two-wheeled vehicle the Reitwagen (Riding Carriage) with this engine and a year later built the worlds first four-wheeled motor vehicle.1886  - On January 29, Karl Benz received the first patent (DRP No. 37435) for a gas-fueled car.1889  - Daimler built an improved four-stroke engine with mushroom-shaped valves and two V-slant cylinders.1890  -  Wilhelm Maybach built the first four-cylinder, four-stroke engine. Engine design and car design were integral activities, almost all of the engine designers mentioned above also designed cars, and a few went on to become major manufacturers of automobiles.  All of these inventors and more made notable improvements in the evolution of the internal combustion vehicles. The Importance of Nicolaus Otto One of the most important landmarks in engine design comes from Nicolaus August Otto who in 1876 invented an effective gas motor engine. Otto built the first practical four-stroke internal combustion engine called the Otto Cycle Engine, and as soon as he had completed his engine, he built it into a motorcycle. Ottos contributions were very historically significant, it was his four-stroke engine that was universally adopted for all liquid-fueled automobiles going forward. Karl Benz In 1885, German mechanical engineer, Karl Benz designed and built the worlds first practical automobile to be powered by an internal-combustion engine. On January 29, 1886, Benz received the first patent (DRP No. 37435) for a gas-fueled car. It was a three-wheeler; Benz built his first four-wheeled car in 1891. Benz Cie., the company started by the inventor, became the worlds largest manufacturer of automobiles by 1900. Benz was the first inventor to integrate an internal combustion engine with a chassis - designing both together. Gottlieb Daimler In 1885, Gottlieb Daimler (together with his design partner Wilhelm Maybach) took Ottos internal combustion engine a step further and patented what is generally recognized as the prototype of the modern gas engine. Daimlers connection to Otto was a direct one; Daimler worked as technical director of Deutz Gasmotorenfabrik, which Nikolaus Otto co-owned in 1872. There is some controversy as to who built the first  motorcycle, Otto or Daimler. The 1885 Daimler-Maybach engine was small, lightweight, fast, used a gasoline-injected carburetor, and had a vertical cylinder. The size, speed, and efficiency of the engine allowed for a revolution in car design.  On March 8, 1886, Daimler took a stagecoach and adapted it to hold his engine, thereby designing the worlds  first four-wheeled automobile.  Daimler is considered the first inventor to have invented a practical internal-combustion engine. In 1889, Daimler invented a V-slanted two cylinder, four-stroke engine with mushroom-shaped valves. Just like Ottos 1876 engine, Daimlers new engine set the basis for all car engines going forward. Also in 1889, Daimler and Maybach built their first automobile from the ground up, they did not adapt another purpose vehicle as they had always been done previously. The new Daimler automobile had a  four-speed transmission and obtained speeds of 10 mph. Daimler founded the Daimler Motoren-Gesellschaft in 1890 to manufacture his designs. Eleven years later, Wilhelm Maybach designed the Mercedes automobile. If Siegfried Marcus built his second car in 1875 and it was as claimed, it would have been the first vehicle powered by a four-cycle engine and the first to use gasoline as a fuel, the first having a carburetor for a gasoline engine and the first having a magneto ignition. However, the only existing evidence indicates that the vehicle was built circa 1888/89 — too late to be first. By the early 1900s,  gasoline cars  started to outsell all other types of motor vehicles. The market was growing for economical automobiles and the need for industrial production was pressing. The first car manufacturers in the world were French: Panhard Levassor (1889) and Peugeot (1891). By car manufacturer we mean builders of entire motor vehicles for sale and not just engine inventors who experimented with car design to test their engines —  Daimler  and  Benz  began as the latter before becoming full car manufacturers and made their early money by licensing their patents and selling their engines to car manufacturers. Rene Panhard and Emile Levassor Rene Panhard and Emile Levassor were partners in a woodworking machinery business when they decided to become car manufacturers. They built their first car in 1890 using a Daimler engine. Edouard Sarazin, who held the license rights to the Daimler patent for France, commissioned the team. (Licensing a patent means that you pay a fee and then you have the right to build and use someones invention for profit — in this case, Sarazin had the right to build and sell Daimler engines in France.) The partners not only manufactured cars, but they also made improvements to the automotive body design. Panhard-Levassor made vehicles with a pedal-operated clutch, a chain transmission leading to a change-speed gearbox, and a front radiator. Levassor was the first designer to move the engine to the front of the car and use a rear-wheel-drive layout. This design was known as the Systeme Panhard and quickly became the standard for all cars because it gave a better balance and improved steering. Panhard and Levassor are also credited with the invention of the modern transmission — installed in their 1895 Panhard. Panhard and Levassor also shared the licensing rights to Daimler motors with Armand Peugeot. A Peugeot car went on to win the first car race held in France, which gained Peugeot publicity and boosted car sales. Ironically, the Paris to Marseille race of 1897 resulted in a fatal auto accident, killing Emile Levassor. Early on, French manufacturers did not standardize car models — each car was different from the other. The first standardized car was the 1894 Benz Velo. One hundred and thirty-four identical Velos were manufactured in 1895. Charles and Frank Duryea Americas first gasoline-powered commercial car manufacturers were Charles and Frank Duryea. The brothers were bicycle makers who became interested in gasoline engines and automobiles and built their first motor vehicle in 1893, in Springfield, Massachusetts. By 1896, the Duryea Motor Wagon Company had sold thirteen models of the Duryea, an expensive limousine, which remained in production into the 1920s. Ransome Eli Olds The first automobile to be mass produced in the United States was the 1901 Curved Dash Oldsmobile, built by the American car manufacturer Ransome Eli Olds (1864-1950). Olds invented the basic concept of the assembly line and started the Detroit area automobile industry. He first began making steam and gasoline engines with his father, Pliny Fisk Olds, in Lansing, Michigan in 1885. Olds designed his first steam-powered car in 1887. In 1899, with a growing experience of gasoline engines, Olds moved to Detroit to start the Olds Motor Works, and produce low-priced cars. He produced 425 Curved Dash Olds in 1901, and was Americas leading auto manufacturer from 1901 to 1904. Henry Ford American car manufacturer, Henry Ford (1863-1947) invented an improved assembly line and installed the first conveyor belt-based assembly line in his car factory in Fords Highland Park, Michigan plant, around 1913-14. The assembly line reduced production costs for cars by reducing assembly time. Fords famous Model T was assembled in ninety-three minutes. Ford made his first car, called the Quadricycle, in June 1896. However, success came after he formed the Ford Motor Company in 1903. This was the third car manufacturing company formed to produce the cars he designed. He introduced the Model T in 1908 and it was a success. After installing the moving assembly lines in his factory in 1913, Ford became the worlds biggest car manufacturer. By 1927, 15 million Model Ts had been manufactured. Another victory won by Henry Ford was  a patent battle  with George B. Selden. Selden, who had never built an automobile, held a patent on a road engine, on that basis Selden was paid royalties by all American car manufacturers. Ford overturned Seldens patent and opened the American car market for the building of inexpensive cars.

German And United Kingdom Primary Influential Factors

German and United Kingdom: Primary Influential Factors in Government Formation Comparative analyses of European politics allow political scientists to formulate and test policies through cross-compare, learn best practices, make predictions and develop a standardized model of democracy for new nations. Techniques of comparison are useful in the observation of government formation, as they enable analysts to derive the similar and differing factors influencing formations. Throughout Europe, there are four types of government formations: single-party majority, minimal-winning coalition, oversized coalitions and minority governments. According to European Politics: A Comparative Introduction, where Tim Bale calculated the percentage of each administration between 1945 and 2010, the overall composition of Europe s governments (limited to the 27 member-states of the European Union or EU-27) can be broken down into the following: 11 percent single-party majority, 33 percent minimal-winning coalition, 34 percent minority government and 21 percent oversized coalitions (Bale 2013 – p119, Gallagher et al., (2011: 434). While minimal-winning coalition and minority government are far more common than other types of governments, it has been argued that coalitions are the norm in Europe (Boucek, 2010:48-51). Political scientists have recognized two main factors influencing coalition formation: office-seeking – where parties form alliances to obtain power and positions in theShow MoreRelatedA Brief Note On The World War I1755 Words   |  8 Pages(Berghahn 122-124). 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Alienation in “Black Boy” Free Essays

Carlos Hernandez Eng. 111 Prof. Weitz 02/18/2009 Causes of Alienation in Black Boy Black Boy demonstrates how the protagonist, Richard Wright, alienated himself from his community because he did not share the same religious and societal beliefs practiced by his community and felt that the questions he had about everyday life would not be answered if he conformed to his degraded position in society. We will write a custom essay sample on Alienation in â€Å"Black Boy† or any similar topic only for you Order Now Richard alienated himself from his community because he wanted to find answers to his questions about racism that were not being answered. His desire and capacity for knowledge is discouraged and underestimated by whites and blacks due to living in the Jim Crow South. Religion is also a cause of alienation because Richard does not share the same enthusiasm for religion as the community does. These are all causes of alienation for Richard. The first signs of alienation come as a result of Richard’s curiosity with the world around him. An insatiable sense of curiosity grew in him after learning to read, write, and count to one hundred that he soon became, â€Å"a nuisance by asking far too many questions of everybody. This led him to learn about the relations between whites and blacks. After finding out about the white man beating the black boy he began to ask questions regarding race and why there is a puzzling coexistence between whites and blacks. He asked his mother why that happened and she simply responded by saying, â€Å"You’re too young young to understand. † She did this to dodge this contr oversial topic. He had so many questions regarding this topic and no one in his community was willing to give him a straight, if any, answer. On another occasion, Richard asked his mother if they could look in the white side of the train and noticed his mother becoming irritated. â€Å"I had begun to notice that my mother became irritated when I questioned her about whites and blacks, and I could not quite understand it. † His inquisitive nature and lack of answers lead him to alienate himself from his community by going on his journey to the North in order to answer these questions of racism. Richard’s curiosity led him to desire knowledge. This thirst for knowledge is another cause of alienation for Richard. It results in alienating himself as well as being alienated from the black community. For example, when Granny found out that her tenant, Ella, was reading Bluebeard and His Seven Wives to Richard, she objected to it and forbade her from reading to him on religious grounds by saying, â€Å"That’s the Devil’s work. † When Richard protested, she responded by saying, â€Å"You’re going to burn in Hell. † It seems that her deep religious beliefs did not promote creativity or knowledge. Her disallowance of creativity and expanding his mind only made it more desirable for Richard. He secretly took books from Ella and tried to read them. Another example of this is when he wrote the story in the local black paper. His own classmates did not believe that he had written it himself and thought he had stolen the idea for the story. After this occurrence he said, â€Å"If I had thought anything in writing the story, I had thought that perhaps it would make me more acceptable to them, and now it was cutting me off from them more completely that ever. This experience led him to want to go to the North to pursue a writing career, something he could not do in the South because it was discouraged by whites and could have fatal consequences, and because his community is not all that supportive because of that. In this way he is alienated from his community and alienating himself. His curious nature and thirst for knowledge led him to seek religion to answer the questions he had regarding racism. Religion is an additional source of alienation for Richard. He is constantly being pressured to join the church congregation by his mother, Aunt Addie, and Granny. One of the first unpleasant experiences he had with religion can be found in the first pages of the book. His mother invited their local church’s preacher to dinner and that night’s dinner consisted of soup and fried chicken, a sign that it was a special dinner. Richard refused to eat the soup and while everyone else finished their soup and began eating chicken he became upset, believing that â€Å"the preacher [was] going to eat all the chicken. This dinner had a negative effect on him because he learned that â€Å"the preacher, like his father, was used to having his own way. † Since he disliked his father for abandoning his family, it was natural for him to associate this religious figure with his father and therefore, he saw religion in a negative way. After being persuaded by his classmates to give religion a try, he makes an effort to join the crowd, â⠂¬Å"I was so starved for association with people that I allowed myself to be seduced by it all. although he made an effort, he could not share his family’s rigid Christian fundamentalism, further alienating himself from his family and his community. Richard was not a believer because he â€Å"had not settled in [his] mind whether [he] believed in God or not; his existence or nonexistence never worried [him]. † After going to a revival at the local church and confessing to the other boys that he felt nothing, â€Å" they too admitted that they felt nothing. † This only confirmed his belief that religion led to conformism. He believed this because of the harsh environment in which he had to live that was reluctant to answer the questions he had about society. He realized that the conformist nature of religion would not lead him to finding the answers he sought of racism, nor would it satisfy his desire for knowledge on the issue. Had he succumbed to the wishes of his friends and family he would have given up his individuality and conformed to the way of life available in the South. By not being able to share in his community’s religious beliefs, he further alienates himself from the rest of the group because of his nonconformity. Richard Wright alienates himself from his community because he does not share societal and religious beliefs followed by those in his community. He refuses to conform to his degraded position in society. Richard does not accept a fundamentalist Christianity because it is used to obstruct his goal of becoming a writer, primarily by Granny. Although he is an outsider who feels little connection with other people, he still cares for them nonetheless, as it is shown when he decides to go North with the promise to send for his mother and his brother. These are the causes of alienation seen in Black Boy. How to cite Alienation in â€Å"Black Boy†, Papers

Modern Labor Economics Theory and Evidence Public Policy

Question: Discuss about the Modern Labor Economics for Theory and Evidence Public Policy. Answer: As there is only one supplier in the market, the market is similar to a monopoly market. This will give the seller the opportunity of being the price maker and earn supernormal profit. Increasing the revenue will require the seller to lose the profit maximizing strategy. For maximizing revenue marginal revenue has to be zero (MR = 0), whereas, the profit maximizing policy suggests the marginal revenue (MR) has to be equal to marginal cost (MC) (Ehrenberg Smith, 2016). The following figure presents the situation. As per the figure above, to increase the revenue will require the seller to lower the price level. As per the law of demand, a decrease in price will increase the demand and sales as well. This will only in turn increase the revenue, which is the objective of the seller (Canto, Joines Laffer, 2014). On the other hand, if he increases the price, it will reduce the demand and the total revenue might fall even if the profit increases, which is not the goal of the seller. The main purpose of the seller is to maximize the revenue. To do so, he has to change his production process from equalling marginal revenue to marginal cost. The new policy that has to be adopted here is producing at a point where the marginal revenue is zero. According to absolute advantage theory when a country is more efficient in producing a good, it has absolute advantage over the other countries (Feenstra, 2015). It does not mean it will increase efficiency in the countrys overall production. Comparative advantage theory has to be adopted here to ensure increased efficiency and losing the opportunity cost which will affect the countries negatively. As per the figure above, the country 1 has absolute advantage over country 2, over the both goods. But this does not mean producing both the goods will help the countrys economy. If the country 1 according to the figure above produces good 1 and the country 2 produces good 2, then trade, it will increase the social welfare and generate more income. This way both countries can improve from trade. It will increase both countries Gross Domestic Product. The comparative advantage theory suggests that in doing so the country will avoid the lesser opportunity cost and increase efficiency (Costinot et al., 2013). The country two will also benefit from this situation. If one among the two counties has absolute advantage over all the goods, it should produce the good which bears less opportunity cost. This will leave other country with the option of producing the other good for which it incurs less opportunity cost as well. This way both the countries can increase efficiency. References: Canto, V. A., Joines, D. H., Laffer, A. B. (2014). Foundations of supply-side economics: Theory and evidence. Academic Press. Costinot, A., Donaldson, D., Vogel, J., Werning, I. (2013). Comparative advantage and optimal trade policy (No. w19689). National Bureau of Economic Research. Ehrenberg, R. G., Smith, R. S. (2016). Modern labor economics: Theory and public policy. Routledge. Feenstra, R. C. (2015). Advanced international trade: theory and evidence. Princeton university press.