King Lear-Psychoanalytical View

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King Lear Essay 06 words.

Viewed from a psychoanalytical perspective, King Lear is a Shakespearian tragedy involving madness, in more than one sense, and the causes and effects of this. There are many individual concepts to explore, and this exposition will investigate the following the madness in Lear and how it progresses, absence of the mother, and the sexual relationship between Lear and his daughters. Lear lacks responsibility in terms of actively and willingly approaching his situations and confrontations blindly. This and his lack of self awareness and lack of awareness toward others, prove that the king is not a man "more sinned against than sinning".

It seems quite clear that Shakespeare uses the word 'mad' for at least the first part of the play in the sense of 'extremely angry', and only later, when Lear does lose touch with reality, does it then mean 'not in his right mind' (insane). Lear is moving on a continuum that begins with extreme anger and progresses to a hallucinatory world. It is here Lear begins to recognise his wrongdoings, and why he is not a man "more sinned against than sinning".

Lear's madness is often seen simply as a man losing his head, but a closer psychoanalytical reading suggests that Lear's madness is much more sharply focused in cause and effect, a particular manifestation of psychological breakdown carefully developed by Shakespeare. The following statements justify Lear's madness, and although tragic, his mental state is a contributing factor in the King's rash decisions and how he is not a man "more sinned against than sinning".

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The very first suggestion that Lear is confusing reality is in fact a jest. He pretends not to know Goneril "Your name, fair gentlewoman?" (1.5.). He is actually playing the fool, with the Fool, and continuing the fool's jesting. The next is a critical line "Let me not be mad/keep me in temper" (1.5.7). Obviously Lear is using the word 'mad' in the sense of extreme anger. Willing to expect loss of temper, the selfish king is not a man "more sinned against than sinning."

It is Edgar who first introduces the idea of genuinely mad people - "The country gives me proof and precedent Of Bedlam beggars, who with roaring voices strike…" (..14-15) (Bedlam means lunatic asylum) The disguise that Edgar adopts of a 'lunatic' is materially different from the 'madness' that Lear will descend into. As is clear from the lack of coherent deductive content in Edgar's feigned speech, he is taking on the disguise of someone who, in contemporary times, has an inherent severe mental disorder.

Lear at this stage is simply under the sway of extreme anger. Lear himself then makes this distinction, talking about Cornwall - "We are not ourselves/When nature, being oppress'd, commands the mind/To suffer with the body." (.4.100-10) The point is that physical or emotional suffering comes before the 'madness' and is a cause of it. In a way Lear is allowing this destruction, and this weakness in his character suggest a man who is not "more sinned against than sinning".

It is Regan, talking to Lear, who actually makes the connection between extreme anger and the loss of reason that can result - "Nature in you stands on the very verge of his confine" (.4.1-140). (Evidence supporting Goneril's dislike of her father - "Of other your new pranks" (1.4.1) Goneril's terminology reflects her attitude toward her father, and how she feels he misbehaves childishly.)

In the same scene Lear still fears uncontrollable anger "I prithee, daughter, do not make me mad" (.4.11); this concept of extreme emotion, rather than biological loss of reason is reinforced by two other characters.

Gloucester points out "The King is in high rage." (.4.88) and Kent combines cause and effect in his comment to the Gentleman "…how unnatural and bemaddening sorrow/The King has cause to plain" (.1.). The King's madness at this point suggest he is not a man "more sinned against than sinning".

Later in the play, Albany will recognise the connection between 'mad' as extreme anger, and 'mad' loss of reason as the consequence of that extremity, when he accuses Goneril of making Lear mad (5..). Lear recognises the danger of extreme anger turning into loss of reason. He says to the fool "O fool, I shall go mad!" (.4.). Take note of the critical change of language here. 'Mad' has been used in conjunction with "make me mad", make me really angry, as in our modern sense an outside person or factor causing the extreme anger. Here Lear uses the expression "I'm going mad." The factor is internal , and just as we would use this to express a fear that we are losing our reason, so surely Lear at this moment is using the word not in the sense of extreme anger, but in the sense of the loss of sanity.

Lear then starts his descent into a loss of connection with reality.

He himself recognises this "My wits begin to turn" (.1.65). This is very different language to describe his state of mind, and for confirmation, this is exactly the point where the storm, symbol of transformation and of raw nature (as opposed to the more rational, human-created environment of the castle/court he has just left) starts to work on him. His inability to overcome this state of mind proves Lear is a man not "more sinned against than sinning".

Indeed, Lear equates the storm with his state of mind - "The tempest in my mind/Doth from my senses take all feeling else/Save from what beats there." (.4.1-15). That the transformation is not complete, but a gradual one, is indicated by Lear's own recognition of the dangers of extreme anger unhinging reason "O, that way madness lies; let me shun that!" (.4.1).

The real sign that Lear's outwardly directed emotions are turning inward into a state of mind that loses connection with external reality is his single-mindedness in talking about the wickedness of his daughters, when with Edgar and the Fool in .4. He has lost connection with those he is talking to, this being evidence for the statement he is not "a man more sinned against than sinning". This situation is made all the more disturbing by the presence of Edgar feigning a different kind of madness.

To confirm the situation, Lear then tear's off all his clothes. Kent now recognises that the situation has changed, in language that makes this change quite clear "His wits begin t'unsettle" (,4,146), and then tells us of that continuum from extreme anger to loss of the sense of reality "All the power of his wits have given way to his impatience". (.6.5). By .6., Lear has lost all connection with reality, and by 4.6. he has totally withdrawn into an imaginary world of his own.

A pattern of ageing is evident in King Lear, he is moving from the first half of his life into the second half of his life. This movement is characterised by Jung as a reversal of everything held consciously true in the first half of life. Lear begins this journey as a contrasting example of Jung's "extroverted, thinking" type, and so must become the opposite "introverted, intuitive" type. This general guideline effectively informs "Lear's transition from a wilful, almost tyrannical figure, who desires to control the reality of the external world by imposing his rationality on those around him, to a withdrawn old man who is unconnected to the external world." The King's egotistical actions led him to a dysfunctional mental state, justifying that he is in no way a "man more sinned against than sinning".

Perhaps Lear acts the way he does because of the absence of having a mother, he may have missed out all together on Freud's theory of the "Oedipal" stage. (stage in early childhood where young child's sexual desire for the parent collides with the competition, rivalry and overwhelming power of the parent of the same sex. According to Freudian theory, the ghosts of this Oedipal crisis haunt us our entire lives. ) All his earlier noted childlike deranged behaviour and statements make for good evidence to support this theory, and the statement that he is a man "more sinned against than sinning".

"Despite the absence of literal mothers, King Lear records the horrific discovery of the suffocating mother at the centre of masculine authority and the terrible vengeance taken upon her. Lear's confrontation with his daughters "leads him to the mother ostensibly occluded by the play in recognising his daughters as part of himself he will be led out to recognise not only his terrifying dependence on female forces outside himself but also an equally terrifying femaleness within himself a femaleness that he will come to call 'mother' (.4.56). Lear's "naked vulnerability" can only be expressed by simultaneously allowing the self-preserving and self-enclosing male rage that provokes it."

A Freudian argument is that Cordelia, as the third daughter, is death itself, and that the "silent goddess" who destroys Lear is the last of the three forms his relations with women must take. Since nearly everything in Freud's database relates back to the Oedipal theory, it's not surprising that Lear, an elderly patriarch who manages to attain a true transcendence of his personal miseries, should nevertheless be seen this way "it is in vain that the old man yearns after the love of woman as once he had it from his mother; the third of the Fates alone… will take him into her arms.

In the many notes available on King Lear, it is often after the above theories where another idea, the one of Lear's sexual indications with his daughters, begin to be questioned.

In the beginning of the play, Goneril and Regan use their sexuality, flattery and false praises to manipulate Lear into seeing them as loyal and honest, which are actually true qualities found in their banished sister, Cordelia. Goneril reflects and plays upon her father's desires when she pledges to her father a love "that makes breath poor, and speech unable" (1.1.55) And Regan promptly chooses to follow her sister's footsteps by focusing on "my very deed of love" (1.1.66) Lear's accusations invariably sexualize his daughters when they refuse to defer him, although he was the one who commanded them to perform their love for him. This in terms of society is definitely a sin, and King Lear is definitely not a man "more sinned against than sinning".

An argument put forward by Janet Alderman reads that Goneril and Regan are "invented" by Lear's "need", and she argues that they are "the cannibalistic children that Lear's own rage has made. They are distorted children of his own appetite, born from his hunger for Cordelia". Again his greed represents the reasoning for the statement that he is most certainly not a "man more sinned against than sinning."

It does not seem totally clear why the sisters' cruelty to their father should be related to sexual desire, or why Lear should speak of 'divorcing the tomb" of his dead wife, unless madness may be used to account for all his excesses. Yet he is not 'mad' in the first act of the play, in which he threatens Goneril with the 'kindness' of her sister "I have another daughter/I have cast off forever" (1.4.7)

Lear is not "more sinned against than sinning". He has managed to reduce himself from a noble King to a shelterless victim of his own misjudgements. He comes to realise that he is a mere mortal capable of mistakes. All of his own choices lead to his tragic misfortune, and not being "more sinned against than sinning". His journey from sane to insane is parallel to the subplot. Lear is blind to his enemies deception when he holds the throne, yet after enduring months of painful realisation he manages to see the wrongdoings in Goneril and Regan, and his foolishness in banishing his truly loyal Cordelia. In this sense, King is not a man "more sinned against than sinning", but certainly suffers by having to watch his favourite die.

"Those who are most sinned against are sinners in return." Janet Alderman

Alderman Janet, "Shakespeare"

Oates Joyce Carol ,"King Lear"

N.B. All references to King Lear are from J. L Halio's edition "The tragedy of King Lear".

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Victorain women

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During the Victorian era, the roles and liberties of women were

Very limited. Women were expected to cater to the male perspective, while sacrificing

Their own free will. Mary Wollenstonecraft did not adhere to these ideal though. She

Believed in the independence of women, in education and in the home life. Charlotte

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Bronte also showed may similar beliefs towards woman's liberties through her character

Jane Eyre, and her relationship with Rochester. But before these comparions can be made

A better understanding of the Victorian period must be addressed.

Women had very little freedoms durning the Victorian era. Women were

Raised in manners to satisfy the needs of men. Women were supposed to live up to a

Certain image. They were raised to be domesticated and cater to the needs of others

Instead of herself. Woman were taught to be beautiful, and not to think. Education

Was a rarity for the Victorian woman, but the little bit of education offered was to

Prepare them for marriage and servitude. blah blah blah blah blah blah blah blah blah blah bal hbhak theat the star dust does fly over the hill and the little childern frolice int the mist of the early morning dew can you count the raindrops. i dont think so, because i can not count During the Victorian era, the roles and liberties of women were

Very limited. Women were expected to cater to the male perspective, while sacrificing

Their own free will. Mary Wollenstonecraft did not adhere to these ideal though. She

Believed in the independence of women, in education and in the home life. Charlotte

Bronte also showed may similar beliefs towards woman's liberties through her character

Jane Eyre, and her relationship with Rochester. But before these comparions can be made

A better understanding of the Victorian period must be addressed.

Women had very little freedoms durning the Victorian era. Women were

Raised in manners to satisfy the needs of men. Women were supposed to live up to a

Certain image. They were raised to be domesticated and cater to the needs of others

Instead of herself. Woman were taught to be beautiful, and not to think. Education

Was a rarity for the Victorian woman, but the little bit of education offered was to

Prepare them for marriage and servitude. During the Victorian era, the roles and liberties of women were

Very limited. Women were expected to cater to the male perspective, while sacrificing

Their own free will. Mary Wollenstonecraft did not adhere to these ideal though. She

Believed in the independence of women, in education and in the home life. Charlotte

Bronte also showed may similar beliefs towards woman's liberties through her character

Jane Eyre, and her relationship with Rochester. But before these comparions can be made

A better understanding of the Victorian period must be addressed.

Women had very little freedoms durning the Victorian era. Women were

Raised in manners to satisfy the needs of men. Women were supposed to live up to a

Certain image. They were raised to be domesticated and cater to the needs of others

Instead of herself. Woman were taught to be beautiful, and not to think. Education

Was a rarity for the Victorian woman, but the little bit of education offered was to

Prepare them for marriage and servitude.

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

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War is the answer

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War is the answer.

Iraq has the power to kill many innocent people. Iraq has always had their problems with America before, but this time it seems that they have cought the attention of the entire world. They have been under suspicion of making weapons of mass destruction for quite some time now and are currently being investigated. America has stated that they have proof that Iraq is making weapons of mass destruction and want to take immediate action. We should stop them before they gain more power.

This is not the first time that Iraq has been accused of making

weapons of mass destruction. Afew years ago the U.N. sent in inspectors to search for the weapons. After a month or so Iraq

kicked the inspectors out. The U.N. still isnt sure why they were

kicked out, maybe because they were getting too close to

uncovering Iraqs hidden weapon cache. This is one reason that

America believes that Iraq has weapons of mass destruction.

America had also stated that they have satellite pictures of

large shipment loads from multiple weapon construction sites

before the inspectors came to investigate the areas which could

mean that Iraq moved the weapons to places of hiding while the

inspectors were investigating the weapon facilities. This shows

that Iraq was trying to hide something from the inspectors, and

it seems as if when the inspectors were getting too close to the

weapons cache and that is why they were thrown out.

Iraq has also been accused of hiding Al-Qaeda members within

their country. This could mean that Iraq could be connected with

the -11 attacks on America, and if not they are giving refuge to

the terrorists that have caused great destruction on our country.

If in fact they are connected to the Al-Qaeda this would be a

definate reason for us to attack them due to their actions upon

us.Iraqs effortless help has also strained the relations with

America which makes it almost seem as if they dont care about

Americas attempts at stopping the terrorist orginization. Iraq will

not let our agents into their country to do an investigation upon

this matter which is further evidence against them. Iraq wont

even give us a simple request to hold an investigation which also

leads us to believe that they may be giving the terrorists refuge,

this alone would be grounds for an attack.

Iraqs leader Suddam Hussein has recently released new

information stating that they have destroyed 6 of their missles

which were considered weapons of mass destruction. This is

quite confusing considering Suddam Hussein has stated many

times before that Iraq contained no weapons of mass

destruction. Saddam Hussein has put himself in a Catch-,

Mr. Fleischer said. Why does he keep finding things he said he

never, ever had?1 stated Mr. Fleischer, a man of the US

senate. If Iraq had never had weapons of mass destruction then

where did the 6 missles they destoryed come from, and what

about the others they say they are going to destroy. This shows

that Iraq has been lying to the entire world and have been

cought so are now trying to play games with us. This shows

deception and that Suddam Hussein can not be trusted. This is

also a good reason why war with Iraq would be a good idea.

The main idea of this paper shows that Iraq has done many serious things which are grounds for war. Knowing now that they do have weapons of mass destruction and may have the intent of using them would be plenty reason to go to war with them. This could decide the fate of endless lives, yours, mine, and many others we may never meet due to their actions. Iraq should be stopped before they become to powerful, they should be stopped while they still can. Hopefully America and the many other countrys will fallow in the war against Iraq and these problems will be solved before they can get too far out of hand.

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Monte Cristo and Amadillo

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The Movie "The Count of Monte Cristo" by Alexander Dumas and story "The Cask of Amontillado" by Edger Allen Poe share a common theme of revenge. They both portray a man who has had wrong done to him by another, to even the score they make careful plans and get close to their enemy to carry out their blow.

In the movie "The Count of Monte Cristo" a character by the name of Edmond Dantes is betrayed by his best friend who frames him for a crime and marries his fianc. Edmond wrongly imprisoned for conspiring with Napoleon, becomes consumed by thoughts of vengeance. With nothing but revenge on his mind Edmond works up a plan along with another inmate to make a miraculous escape. The escape didn't go by the plan but was successful none the less. Edmond finds treasure on an island which was hidden by the other inmate, after which he transforms himself into the mysterious and wealthy Count of Monte Cristo, Claiming himself to be of French nobility Edmond puts his plot of revenge on his friend, who had betrayed him and became his enemy, into action. Edmond Dantes gets close to his enemy who does not recognize him. He then tricks him into losing his fortune and wife. Faced with the chance to finish his enemy off Edmond lets him go and decides to not take revenge because he found out the son of his enemy is actually his own and considers the enemy to be his father. After releasing his betrayer Edmond ends up killing him anyway as self defense when his enemy realizing he has nothing to lose might as well try to kill Edmond.

In the story "The Cask of Amontillado" a character by the name of Montressor is insulted some how by his friend Fortunato. Montressor remains close to Fortunato under the false pretense of friendship knowing that he was going to take his revenge on him for the insult, which had not been forgotten. Montressor pretended to have outward friendliness toward his enemy and shrugs off many insults from the drunken Fortunato, he then invites Fortunato to his home to sample a pipe of what passes for Amontillado, Fortunato being a wine Connoisseur accepts Montressors offer. Once at Montressor's house they go down to the vault to get the cask of Amontillado Montressor, while giving Fortunato more to drink, then chains the drunken Fortunato to the wall and begins to wall up the vault, allowing Fortunato to slowly gain his senses and realize the stupidity of his actions. Fortunato begins to shriek uncontrollably. Momentarily frightened, Montressor thinks to kill his enemy immediately, but, satisfied with his crime and the amount of torture it will have on Fortunato, Montressor decides simply to scream back at his enemy, and take away any of Fortunatos hope of escape with his own howls.

In both the story and the movie the characters who had been wronged take revenge on the person who wronged them. Through careful planning and infiltrating into the lives of their betrayers Montressor and Edmond Dantes get close to their enemy. After gaining the trust of Fortunato, Montressor takes his revenge in one swift blow by sealing him alive in the catacombs underneath his house. While Edmond Dantes make his revenge slow and painful to his betrayer by making him lose everything he holds dear little by little.

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Transcendentalism

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Focus Essay

Transcendentalism

As American literature moved past its early beginnings, new literary styles began to develop, most significantly in the form of two contrasting philosophies. While Transcendentalists embraced the idea of mans inherently "good" values believing anything is possible and disagreeing with conformity, Anti-Transcendentalists saw exactly the opposite. They believed man to be a mixture of good and evil and saw life as a quest. Two American authors who express the values of Transcendentalism and Anti-Transcendentalism would be Emerson and Melville, respectively.

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As a Transcendentalist, Emerson expresses non-conformity in the passage "Self-Reliance." "Whoso would be a man would be a non-conformist"(pg 5) shows the importance of society to man and how people should not be focused on 'foolish consistency' (pg 5) and being misunderstood. People should be original with one another and not focus so much on the conspiracy of society. Emerson says that consistency and conformity doesn't leave a potentially great soul, person, anything to do. As well as conformity, Transcendentalists believe that anything is possible as long as you put your mind to it. It is also about making your own destiny. For instance, in Emerson's, "Aphorisms" he states "This time, like all times, is a very good one, if we but know what to do with it."(pg ) Emerson is clarifying to his audience that as long as you make time for your convictions and act, then no time is better than right now. Procrastination would be alien to him.

In contrast, Melville, as an Anti-Transcendentalist, deals with the concept of man's fight with evil. In the passage from "Moby Dick", Melville builds our perception of this great white whale beginning with Ishmael's introduction "With greedy ears I learned the history of that murderous monster against whom I and all others had taken our oaths of violence and revenge." (pg 1) Ishmael's description of Moby Dick makes him a supernatural evil, "… declaring Moby-Dick not only ubiquitous but immortal…that though groves of spears should be planted in his flanks, he would still swim away unharmed…" Ahab's quest is to kill this evil. Ahab's monomaniacal pursuit of Moby Dick turns into the real evil. Melville highlights the Anti-Transcendentalism philosophy that all human motives have a mixture of good and evil in the depiction of the Pequod characters in that they aren't the best of people with Ahab's insanity driving them to death.

The Transcendentalist and Anti-Transcendentalist aspects on life are very different. Emerson, the Transcendentalist, believes man controls his destiny. Melville, the Anti-Transcendentalist, believes the forces of good and evil heavily influence each man's destiny. Emerson's focus is more positive, in that man's pursuit of his destiny is in his hands and that the evil is conforming to society. Emerson's outlook is about a man following his convictions and making it reality. Melville is as strong about the importance of the will of man as Emerson, but observes more potential for evil in man. Melville is more about the greater forces that impact man. Emerson is more about the potential of man himself.

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

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Grrrk mythological creatures

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Greek Mythological Creatures

The Greeks created myths to both entertain and to explain the unexplainable. The stories told of great heroes, immortal gods, and fierce monsters. I think that the latter are the most interesting and entertaining of the three, and I am going to tell you about five of the biggest, deadliest, and meanest creatures to ever appear in mythology.

The Cyclopes were very interesting creatures. They appear mainly twice in mythology, once in the creation story and once in homer's The Odyssey. Theses two stories show the Cyclopes as very different creatures. In both of the stories, the Cyclopes were giants with one huge, round eye in the middle of their forehead.

In the first story there were only three Cyclopes. They were sons of Gaia (earth) and Uranus (sky). Their names were Brontes (thunder), Steroes(lightning), and Arges (brightness). After birth, they were imprisoned below earth by Uranus, and later by Cronus. They were skilled blacksmiths, and their fiery workshops were found deep under the earth, thought by some to be beneath mount Etna. Zeus freed the Cyclopes when he rebelled against the titans, and they repaid him by making some things to aid him and his brothers in their fight. For Zeus, they created a magnificent thunderbolt. For Poseidon, they made a mighty trident. Finally, for Hades the conceived a helmet that made its wearer invisible, so he could surprise his victims. The Cyclopes and some other creatures helped Zeus to a triumphant victory over the titans. They were allowed to stay on earth from then on and were thought of as Zeus's loyal blacksmiths.

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In The Odyssey, the Cyclopes were portrayed very differently. In this story, they were horrible cannibalistic monsters. There were many of them and they lived in caves scattered across the island of Sicily. They did what they pleased, and cared only for themselves. They had no society nor any respect for the gods. Polyphemus, the Cyclopes that terrorized Odysseus and his men displayed this when he says, " We Cyclopes care not a jot for Zeus with his aegis, nor for the rest of the blessed gods, since we are much stronger than they." (Dibbley 6).

Even more astounding than the Cyclopes were the Hundred Handers. Also known as the Hekatonchires, these three giants were truly amazing. They were huge and strong beyond all telling; from their shoulders sprang one hundred arms terrible to behold and each had fifty heads upon its shoulders, growing from sturdy bodies (March 05). They were sons of Gaia and Uranus, and therefore were brothers of the Cyclopes. Their names were Briareos (or Agaeon), Cottus, and Gyges (or Gyes). When they were born, their father was so repulsed by the sight of them, he tried to push them back into their mother's womb. They were imprisoned in Tartarus, and like the Cyclopes, were released by Zeus when he rebelled against the titans. After the titans were defeated, and Zeus threw them into Tartarus, and he gave the job of guarding the gates of Tartarus to assure that none ever escaped, to the great Hundred-Handers. Later, when the gods of Olympus tried to overthrow Zeus, Briareos, the mightiest of the three brothers went to help him. The mere sight of the Hundred-Handed giant was enough to stop the gods.

The great beast called Typhon may very well be the biggest, scariest, and most deadly creature of them all. He was the last challenge of the power of Zeus. The Typhon's origin differs; depending on which story you read.

One story tells that he was the child of Hera alone. It says that she was jealous when Zeus produced Athena from his mind, so she prayed to Gaia to make a creature even more powerful than the king of the gods himself, and Gaia heard. Not much later hera gave birth to the monster. In the other story, the Typhon was the child of Tartarus and Gaia.

Either way, this creature was very, very disturbing. On his shoulders were a hundred hideous snake heads, all with black tongues and glaring eyes. These heads could produce every sound thinkable (lion's roar, stampede of bulls, etc.). The Typhon was taller than all the mountains; his head was said to have touched the stars. His mouth shot flames, his body was winged, and instead of fingers he had a hundred serpents heads on each hand. From the thighs down he was nothing but huge coiling serpents. When he stretched his hands out, one touched the east, and one touched the west.

Amazingly, Zeus defeated this horrible monster, although it was no easy task. The Typhon cut off Zeus's hands and feet and put them in a leather bag. The Typhon flew the helpless god off to his cave. Zeus found the bag in a corner of the cave and put them back on. He then threw mount Etna on top of the beast, ending the ordeal. The volcano is supposedly caused by the Typhon struggling to escape.

Another amazing creature, the Sphinx, comes from a particularly gruesome family. Her mother was Echidna the half women, half serpent monster. Its siblings were the horrible multi headed Hydra, the three headed dog Cerberus, the great Nemean Lion, and the fire breathing chimera.

The bloodthirsty Sphinx had the body of a lion, the wings of an eagle, a serpent for a tail, and the face and breasts of a woman. Hera sent the Sphinx to punish the people of Thebes. It lived atop a mountain just outside of the city and would ask all the people who walked by a perplexing riddle. It went like this "What creature walks on four legs in the morning, two in the afternoon, and three in the evening?"(Dibbley 18) If the person answered incorrectly, as everyone did, the Sphinx would strangle him or her and eat them immediately. The sphinx continued to kill people since no one could answer this odd riddle. Finally, one day, the hero Oedipus came across the Sphinx, and answered the riddle correctly (The answer was a human). When the Sphinx realized that her riddle had been solved, she was so enraged that she jumped off the mountain onto some jagged rocks, killing herself.

The last creature I am going to talk about is the Chimera. The Chimera is a sibling of the Sphinx and another child of Echidna. The Chimera was a truly bizarre monster. It had two heads, one a lion's, and one a goat's. It had the body of a lion and a serpent for a tail. To top it off, this deadly monstrosity breaths fire. The Chimera was killed when Bellerophon, riding Pegasus, jammed a chunk of lead into its throat. The beast's fire breath melted the lead, causing it to drip down her throat, scorching its insides.

Those are just five of the amazing creatures used in Greek mythology. I didn't even mention the snake-haired gorgons, the soul eating harpies, the half bull, half man Mintaur, or the graceful flying steed Pegasus. As you can see, the Greeks were some very imaginative people and it seems like the myths never end.

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Women's Freedom of Choice

If you order your cheap custom paper from our custom writing service you will receive a perfectly written assignment on Women's Freedom of Choice. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Women's Freedom of Choice paper right on time.

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The events surrounding the World Trade Center attacks have drawn national attention to the suppression of the Muslim women and the immoral acts committed against them. Freedom of choice is a constitutional right guaranteed to American women. Unfortunately, Muslim women continue to be suppressed, being held captive to silent thoughts of their fundamental rights, and denied their equality.

The legal system and religious culture in a society have a dramatic impact on women's rights. The population of the United States is a melting pot of nationalities, religion, and politics. As we conduct ourselves within our moral and religious teachings, we live together in a democratic society, under the guidance of the US Constitution, knowing it protects out individual rights, and protects our freedom of choice, within the Bill if Rights.

The Constitution of the United States, states, "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for redress of grievances" (Amendment I Religion, Speech, Press, Assembly, Petition), (171).

We are granted our individual rights to practice the religion we choose, our freedom of speech, and to protest to enact change in government policies, regardless of sex, creed, color, or national origin. Whereas, in Afghanistan, their laws and daily lifestyle are influenced more by the religious teachings of the Quran, than the passive form of government that exist there from the years of social unrest and take over of the country by the Taliban.

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Because of the social unrest in Afghanistan, in 14, a militant group, we know as the Taliban began to impose their own laws on the people of Afghanistan, based on their interpretations of the Quran. And, as a result, they literally tore the country apart. These same misinterpretations were the basis for the inhuman treatment, suppression, and enslavement of Muslim women.

The Coalition for the defense of Human Rights; Taliban, systematically forced their way into Kandahar, captured it, and killed the president after he had taken refuge in the United Nations compound in Kabul in 14. In a public display, after he was beaten, he was shot, and hung (Taliban).

Their warriors chant this verse from the Quran, and because of it, they believed they were doing Allah's work;

When the sacred months are over, slay the idolaters wherever you find them. Arrest them, besiege them, and lie in ambush everywhere for them. If they repent and take pray and render the alms levy, allow them to go their way. God is forgiving and merciful (Surah 5).

The interpretation of the Holy Scripture's should be an individual one. The Quran is the bible of the Islamic religion, like the Holy bible is to the Catholic and Baptist religions in America. The Quran contains chapters, or Surahs, just as the holy bible contains the Old Testament and New Testaments. In the Islamic religion, Allah is God, and Muhammad is his messenger (http//www.IslamCity.com). Whereas, in the Holy Bible, God is almighty, and Jesus his son, and Moses is his messenger. Although they are similar in ways, they are very notable differences. In America, we use the teachings of the bible to enhance our every day lives, but in Afghanistan the Quran is viewed as the laws their culture must comply with.

In lieu of both their holy contents, equality of the sexes is a women's right, in the Quran, as well as in the scriptures of the Holy Bible. The Quran states that men and women are to have mutual rights and that women are to be respected because of their ability to bear children. Yet, they continue to be held captive to their husbands and the male dominate society in which they live.

O mankind! Reverence your Guardian-Lord, who created you from a single person, created, of like nature, his mate, and from them twain scattered (like seeds) countless men and women; -reverence Allah, through whom ye demand your mutual (rights), and (reverence) the wombs (That bore you) for Allah ever watches over you (Surah 41).

The Holy Bible contains similar words regarding the treatment of women as individuals, and notes their ability to bear children. However, because we encompass a more refined culture than the one in Afghanistan, women are respected as equals and have the same rights as men.

The scriptures further state, "Marriage is a union of two equal partners". Women are not to be treated with harshness. Women are to be lived with in kindness and equal footing. " It is required under Islamic religion, that women are given a gift before marriage, and that its ownership is solely to her". Yet, native Muslim women are enslaved by their male counterparts, their rights to property for which they are entitled are stolen, and they are beaten and killed if they speak against or rebel against their husbands. In America, we are taught that the acceptance of God, and the Holy scriptures will guide us to a better life of love and understanding of one another. We are taught to honor one another, as stated in the Ten Commandments (Surah 41-176).

Another misinterpretation in the Holy Scriptures concerns the birth of a child. Reference is made in the Quran, and the Holy Bible regarding a woman's ability to reproduce. The Quran states that women are to be held in the highest regard because of Allah's creation of the womb in a Muslim woman. Instead, they are judged because of it, based on the sex of the child they bare. A daughter is a disgrace; because she is weak, but a son is celebrated because he is a future warrior. Muslim men are revered by the number of sons they have. This is why they take several wives. In America, a birth is a celebration, because our children, regardless of gender, are the windows to our future. In America, women are viewed as beautiful objects, sometimes illuminating, because they carry a child in the womb. Moreover, men are respected for being good fathers, not creating armies.

Religion travels different avenues in matters of divorce. According to the Quran, a woman has a right to request a divorce from her husband. It further states, she is entitled to a portion equal to one half of their marital property. The Quran contains the following provisions regarding the collapse of a marriage and offers the following

(1) Admonish them, release them; () Refuse to share their beds; () Beat them; (4) Appoint two arbiters, of they desire peace, the Allah will grant it.

As stated by Muhammad (Women in Islam vs. Judaeco-Christian Tradition. The Myth & The Reality). The harsh reality is they are not given any choices. Instead, they are beaten into submission or killed. Fortunately, in America, we have a legal system with set guidelines regarding divorce, and separation of marital assets. In America, we have the option to seek marital counseling from a minister if we choose, but it is not required. We instead, in most cases, turn to our legal system and divorce laws for guidance in these matters. Our system provides for a judge, or arbitrator to be appointed and to decide an equitable division of marital property based on factors such as income, custodial parents of a child, and the total amount of the marital assets, should the parties be unable to come to a mutual separation of these things on their own.

What role does male domination have in our societies? In America, because of the passing of laws regarding women's equal treatment, equal opportunities, and sexual harassment laws, any woman can easily remove herself from a situation in which she is being harassed and abused. However, in Afghanistan, male domination continues to enslave Muslim women because these women have no access to a legal system that will protect their rights as we do in America. A Muslim woman has no hope of intervention by family, or other members of the community, for fear of retribution. In America, since the burning of bra's, in a demonstration for women's equal rights, and equal pay, women are no longer treated socially, financially or professionally inferior to men.

Because of this, emphasis is placed on education. For Muslim women emphasis is placed on continuing to deny them an education. It is feared that if Muslim women were educated they would be unmanageable, and rebel against their husbands. Knowledge of their equal rights would result in their constant struggle to break free from their male counterparts, and change the structure of their society. Fortunately, in the United States, education is a focal point in politics. A traditional family unit in the United States is a "one parent" family. Because of this, it is imperative that we continue to educate ourselves so we may care for the children of our future. Our government places emphasis on education by making available to everyone, affordable loans and grants to allow both men and women to continue their education if they choose to.

In addition, because of male dominations, women are treated as possessions. According to the Quran, a woman is to dress moderately. But, they are ordered to cover their bodies completely and wear veils over their heads so that only their eyes can be seen. If she reveals her flesh, she disrespects her husband, and will be severely beaten or killed. Muslim women are shown no respect. They are traded for goods, and bequeathed as property to their husband's brother at the time of his death. They are enslaved just as the blacks were many years ago in our U.S. history. Muhammad says

"The widow's consent to this marriage is not required. The widow is treated as part of her deceased husband's property whose main function is to ensure her husband's posterity. This Biblical law is still practiced in today's Israel [48]. A childless widow in Israel is bequeathed to her husband's brother. Should the deceased husband's brother refuse to marry her, she is set free and can then marry another man of her choice. It is not an uncommon phenomenon in Israel that widows are subjected to blackmail by their brothers-in-laws in order to gain their freedom"(1)

Today, in America, this type of treatment is appalling. This is very apparent by the outrage felt at the viewing of the news broadcast and the media that surrounded the treatment of the Muslim woman after the World Trade Center attacks. Even though, in the history of the United States, people at one time or another have been enslaved, suppressed and based on their appearance, sex, or disability alone, have been discriminated against, we, as a nation, have worked diligently to overcome all the barriers of racism and discrimination. Although, we still have hurtles to overcome, when we look back, it is then we realize just how far we have come.

In the future, it is my sincere hope for those women; whose plight for freedom and equality, had been placed in the center of the media attention because of the World Trade Center attacks, that through the intervention of the United States since the attacks, they find peace, comfort, and strength knowing that we will extend to them a hand, a home, and a better way of life should they find the strength and courage to reach for it.

Bibliography

1. Muhammad, Sheriff. "Women in Islam vs. Judaeco-Christain Tradition. "The Myth & the Reality". 05 May 00. [Online web site]. Available www. Islamsa.org.za/library/pamphlets/women_islam_jadaeo_xtain_tradition.html.

. Marsden, Peter. "War. Religion and the New Order in Afghanistan". (Taliban). Zed Books. 0 May 00. [Online web site]. Available www.cnn.com.

. "Quran". English translation. Surah4(1-176). 08 May 00. [Online web site]. Available http//www.islamiCity.com.

4. "The Constitution of the United States". Amendment I. 10 May 00. [Online web site]. Available http//www. Law.cornell.edu/constitution/constitution.overview.

html.

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

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Protestant Reformation

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The Protestant Reformation

During the late 1400s, England became a country plagued by changes, both good and bad. Knights, who were once prominent in England faded away and became less popular. Soon after that, the Renaissance swept into and changed England dramatically. The Renaissance, which started in France and many other western European nations, was a time of prospering for literature, art, science and learning. At the same time the Renaissance was occurring, a religious revolution was beginning, which was known as the Protestant Reformation. The Protestant Reformation helped to influence and strengthen the Renaissance that was just arising in England. Many people became instrumental in bringing about the Protestant Reformation like John Calvin and most importantly Martin Luther.

Martin Luther and John Calvin were two of the men who wanted changes in the Roman Church. Martin Luther, who was a professor of theology at the University of Wittenberg had protested against the Roman Catholic Church priciples. As stated in the encyclopedia, on October 1, 1517, he posted on the door of the castle church at Wittenberg, his 5 theses, inviting debate on matters of practice and doctrine (Reformation, pg. 1). These 5 theses caused debate on matters of practice and doctrine. These actions were not considered a revolt against the church because Luther wanted the church to only reform. John Calvin, whom many considered to be the greatest theologian of Protestantism, also helped in the Reformation. He wrote Institutes of the Christian Religion, which was published at Basal in 156 (Reformation,

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pg. ). Calvin and Luther disagreed on only one principle, the Doctrine of Predestination, which means that God choose those to be saved. The impact that Both these men had helped to begin the reformation of the church that furthered the continuance of the Renaissance.

As the Reformation continued in England, a conflict formed between the Roman Catholic Church and King Henry VIII. King Henry VIII was married to a Roman Catholic named Catherine of Aragon. She was the widow of King Henry VIIIs brother, therefore making their marriage illegal under church law, but the Pope used special papal dispensation, which means the Pope allowed the marriage to happen (Reformation, pg. 1). Since Catherine could not produce any male offspring, King Henry VIII claimed the papal dispensation went against ecclesiastical law and that the marriage was therefore invalid (Reformation, pg. 1). However, the Pope said the marriage was legal and did not annul it. At the same time this was happening, the King fell in love with a woman named Ann Boleyn and eventually married her. King Henry VIII then had the Archbishop of Canterbury announce his divorce from Catherine; thus forcing the pope to kick him out of the church In 154, King Henry VIII created the Church of England from the Act of Supremacy (Act..., pg. 1). This established a separate church from the Catholics. The Church of England continued under the reign of King Edward VI, repealing any laws the Roman Catholic Church had passed against the Church of England. Mary I tried to restore Roman Catholicism, but the people protested. Finally, under the reign of Queen Elizabeth I, Protestantism was restored, keeping the Church of England the main religion.

Overall, the Protestant Reformation contributed greatly to the continuance of, and shaping of the Renaissance. The Renaissance gave a chance for people in England to reform the

religion, mainly because many other things in England were changing also. Along with the

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people wanting change many great theologians like Calvin and Luther wanted change too, and

when the church refused to change, the Protestant Reformation began.

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Freedom of Speech

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FREEDOM IS A GREAT WAY TO BECOME INDEPENDENT.kkkkkkkkkkkkk kkkkkkkkkkk kkkkkkkkkk kkkkkkkkkkkkkk kkkkkkkkkkkk k k k k k k k k k kk kkkk kkkkkkk kkkkk kkkkkkkkkkkk llllllllll jjjjjjjj jolir ljolir jolir jolir jolir jolir jolir jolirMarriage

"Get off of me!!!" I cried in a desperate muffle as my older sister unrelentingly sat on top of me holding my nose and mouth closed to hide my desperate cries to my mom for help. This is just one of the many incidents I clearly remember from growing up with my sister Jackie. Only four years older than me, I looked up to her as some sort of idol- I loved all the things she loved and tried to imitate everything she did and believed. I would do anything for her and she definitely used this to her advantage. For example, she always made me lay in the sun with her by the pool until she got a good tan, made me come with her to drug stores, supermarkets, tanning salons, restaurants, and even got me to skip three days of middle school so she wouldn't have to endure high school troubles. Jackie was my best friend- and I never thought that would change until the day she met Enrique.

"Are you praying?" my sister inquisitively demanded in a meticulously forceful whisper while slightly nudging her right elbow into my forearm. "Yes!" I instinctively snapped back feeling extremely irritated and annoyed by her unfailing consistency to ask this same monotonous question every single Sunday while the priest sacredly broke the bread of life. I vividly recollect (quite humorously now) squeezing my eyelids shut tight over my big brown eyes almost hoping to see God in the black desolate oblivion of my chubby thirteen year old being while making what seemed like a desperate plea for help- "Dear God, please send my sister the perfect guy- the guy that she deserves, Amen." Every Sunday of my sister's last year at Klein Oak High school Jackie would always remind me to pray for her to find "Mr. Right" also informing my adolescent mind that a prayer to God is always the strongest when the priest breaks Jesus' body and blood. This simplistic prayer religiously continued until my sister left for Saint Louis University in the fall. Twelve-thirty mass with my parents now became seemingly far less interesting along with my simplistic prayer becoming far less consistent. With the power of prayer or fate- maybe a little bit both Jackie met her "perfect guy" the first year at college and recently got married in beautiful Madrid, Spain. Now that my sister has found true love and happiness our relationship has changed since she is found another best friend.

"Is he cute?" I bantered in a high pitch lull pulling the phone closer to my ear. "Well, he is sort of dorky…" Jackie hesitantly laughed further explaining that the knee high socks and the thick glasses are what drew her into him. Enrique grew up in Madrid, Spain and had never experienced that much of America. Well after a few dates they soon became a couple and after three years decided to get married. My sister getting married changed our relationship entirely.

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I am truly happy for my sisters life even thought I incredibly miss spending time with her like sisters. Yet, every time I get to go to church with my sister, I nudge her shoulder and quietly whisper " Are you praying?"

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Teachers

If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on Teachers. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Teachers paper right on time.

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In the article "Teachers in Transition," Sandra M. Lawrence and Beverly Daniel Tatum present conclusions drawn from a research study they conducted on the impact of antiracist professional development on classroom practice. They address the presence and role of racism in our society and in our education system. In particular, they wanted to determine if antiracism education actually change the behaviors of educators in a way that is effective to their students. This problem is worthwhile to examine because awareness must be a part of the knowledge base to better prepare pre-service and in-service teachers within the context of real-world situations. The article makes a good contribution because it addresses the need for the centrality of antiracism in the teacher education reform agenda, it provides first-hand accounts exploring the need to combat racism from varied vantage points at teacher education institutions, and puts forth views to guide antiracist teacher education practice. This article is a valuable resource because it fosters contemplation of the connection of the many manifestations and implications of racism and racial inequality to educational practice.

The sampling technique used in this study was asking participants of a voluntary desegregation program who had taken the course, Anti-Racist and Effective Classroom Practice for All Students, if they were willing to participate in ongoing research regarding the course and choosing 84 suburban, white teachers. This knowledge could be adapted and used by other faculty in different disciplines to incorporate multiculturalism and antiracist curriculum into their teaching since the goal is to stimulate change in teachers attitudes toward diversity and in their ability to infuse their particular curriculum with multicultural antiracist concepts, strategies, and materials. However, selection bias is a possibility because the teachers who are in a voluntary desegregation program may not be representative of the population of teachers in the Boston area. Also, the sampling may have been improved if the participants were not only from suburban areas but from urban areas as well because urban areas usually have more diverse populations.

Lawrence and Tatum analyzed writing sample data of the participants with specific interest to descriptions of explicit antiracist actions the participants had taken in and out of school. This was an appropriate choice because the study was to trying to evaluate the impact of an antiracist professional development program on teachers thoughts about racism and their antiracist educational practices. Using some form of standard testing would have been inappropriate in measuring the teachers actual educational practices. The data were analyzed according to antiracist actions that were exhibited by the teachers during the course.

The treatment used in this study was the course, Anti-Racist and Effective Classroom Practice for All Students, which was given to all participants. "The need for professional development efforts to help white educators expand their perspective and deepen their understanding of the ways in which race and racism have affected their own education as well as that of their students is evident" (Lawrence and Tatum, 17). The treatment is appropriate because the course was not attempting to displace white culture from the position of dominance but to help white teachers acknowledge their own racial identity and see that the identity is gained at the expense of people of color (Lawrence and Tatum, 17).

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I think that this study is descriptive with a narrow focus. Its aim is to determine the relationship between the independent variable, professional development, and the outcome variable, teacher practices. The study does not attempt to establish causality but to show associations between these variables. The authors did not attempt to omit other variables that may have affected the teachers antiracial professional development and its usefulness in the classroom.

Of the eighty four white participants whose documents were analyzed, forty-eight described 14 specific actions they had taken during the course 5% of the actions involved improving relationships among teachers, students, parents; 7% constituted curriculum transformations; and 0%of the antiracist actions involved changes at the institutional level regarding support services for students of color (Lawrence and Tatum, 17). The authors concluded that the course succeeded in breaking the silences about racism in schools and it made visible the personal, cultural, and institutional manifestations of racisms in schools. Lawrence and Tatum also states that this course directly affected how the teachers thought systematically about useful materials, classroom experiences, and assignments that make racism more understandable and easier to connect to the developmental needs of the children. However, maintaining one's momentum as an antiracist educator without support and opportunities for continued growth is difficult (Ayvazian, 15). Lawrence and Tatum recommend that school districts who implement the type of professional development described in their study need to provide ongoing opportunity for discussion and support in order to ensure that antiracist educational practices will continue.

"Although everyone has a culture, many times members of the culturally dominant group of a society may not even think of themselves as cultural beings. For them, culture is something that other people have, especially those that differ from the mainstream in race or ethnicity" (Nieto, 000). I think this article is particularly important for educators, since white cultural norms are systematically enforced without any recognition that these norms are present in the schools. The course given in this study made the attempt to help white teachers become aware of how their own identity in white culture directly affected their educational practices with students of color. I believe that providing pre-service and in-service teachers with antiracist or multicultural professional development will improve their understanding of a diverse community and improve pedagogical patterns. I think that one of the weaknesses of the article was that the sample was chosen from a group that acknowledged the fact of racial inequality in schools and this is probably not representative of the general population. Multicultural Education addresses the dimensions of curricular content integration, knowledge construction, prejudice reduction, an equity pedagogy, and the creation of empowering school cultures (Banks, 1). The research in this article can be used as a model for implementing multicultural education in schools for teachers, students, and school districts

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

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Hitler '40-'41

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Table Of Contents

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Section 1 Message From The Author

Section Walkthrough Version Description

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Section Game Version Notes

.1 Version 1.0

. Version 1.1.0605 Additions

. Version 1.1.0605 Bug Fixes

.4 Version 1.1.0605 Quest Fixes

.5 Version 1..07 Additions

.6 Version 1..07 Bug Fixes

.7 Version 1..07 Quest Fixes

Section 4 Blades Quest

4.1 Deliver a Package

4. Dwemer Puzzle Box

4. The Skull of Llewle

4.4 Vivec Interviews

4.5 Ashlander Informant

4.6 Urshilaku Camp

4.7 SixthHouse Base

4.8 Corprus Cure

4. Lost Prophecies

4.10 Third Trial

4.11 Fifth Trial Urshilku

4.1 Fifth Trial Ahemmusa

4.1 Fifth Trial Zainab

4.14 Fifth Trial Erabenimsum

4.15 Fourth Trial House Redoran

4.16 Fourth Trial Telvanni House

4.17 Fourth Trial Hlaalu House

4.18 The Archcanon, Vivec, And The Wraithguard

4.1 Ghostgate

4.0 First Vampire

4.1 Second Vampire

4. Third Vampire

4. Fourth Vampire and The Keening

4.4 Fifth Vampire and The Sunder

4.5 Sixth Vampire

4.6 Seventh Vampire and Dagoth Ur

Section 5 Fighters Guild Quests

5.1 The Rats

5. Egg Poachers

5. Trouble at Caldera Mine

5.4 The Code Book

5.5 Debt Money

5.6 Orc Bounty

5.7 Ald-Ruhn Fighters Guild

5.8 Neromancers

5. Nerer Beneran The Outlaw

5.10 Suran Bandits

5.11 Delivering Flin

5.1 Sadrith Mora Fighters Guild

5.1 Dwemer Ruins Of Nchurdamz

5.14 Dissapla Mine

5.15 Corprus Stalker And Rels Tenim

5.16 Sujamma Courier

5.17 Escort Sondaale of Shimmerene

5.18 Engaer

5.1 Pudai Egg Mine And The Golden Eggs

5.0 Orcs At A Daedric Ruin

5.1 Verethi Gang

5. Sarano Tomb

5. Decision

5.4 Option 1 Save the Fighters Guild

5.5 Option Vivec Fighters Guild

5.6 Option The Thieves Guild Bosses

5.7 Option The Theives Guild Master

Section 6 Guide To Vvardenfell

6.1 Ascadian Isles

6. The Ashlands

6. Azuras Coast

6.4 The Bitter Coast

6.5 The Grazelands

6.6 Molag Amur

6.7 Red Mountain

6.8 West Gash

6. Sheogorad

Section 7 Seyda Neen Quests and Notes

7.1 Fargoths Ring

7. Fargoths Hiding Place

7. The Dead Taxman

7.4 Cursed Ring Of Vodunius Nuccius

7.5 Seyda Neen Travel

7.6 Seyda Neen Trainers

7.7 Seyda Neen Merchants

7.8 Seyda Neen Notes

Section 8 Pelagiad Quests and Notes

8.1 Pelagiad Quests

8. Pelagiad Trainers

8. Pelagiad Merchants

8.4 Pelagiad Notes

Section Hla Oad Quests And Notes

.1 Slave Delivery

. Hla Oad Travel

. Hla Oad Trainers

.4 Hla Oad Merchants

.5 Hla Oad Notes

Section 10 Gnaar Mok Quests And Notes

10.1 Breeding Netch

10. Hla Oad Travel

10. Gnaar Mok Trainers

10.4 Gnaar Mok Merchants

10.5 Gnaar Mok Notes

Section 11 FAQ

11.1 How Do I sell High Priced Items?

11. How Do I Use Vampire Dust To Make A Vampire Potion?

11. Can I Join More Than One Guild?

11.4 Why Do The Ordinators Attack Me?

11.5 Where Is Creeper, And What Is So Special About Him?

11.6 I Messed Up The Bonebitter Bow Quest, What Do I Do?

11.7 Where Are The Propolyon Index Stones

11.8 Why Are Some Of My Stats (or Skills) Listed In Red?

11. How Do I Get To The Puzzle Canal Temple Shrine?

11.10 What Are All Of The Xs On The Map That Came With The Game?

11.11 Is It True That You Can Get Your Own House In This Game?

11.1 I Killed Someone In The In The Corprusarium, What Do I Do?

11.1 Where Can I Find Grand Soul Gems?

11.14 What Is Leveled Loot?

11.15 Where Do I Find The Morag Tong?

11.16 All Of My Armor Skills Are Zero, What Happened?

Section 1 Stat and Skill Tips

1.1 Easy Acrobatics Skill

1. Another Easy Acrobatics

1. Ye Olde Breadbutts Easy Athletics

1.4 Easy Mercantile

1.5 Easy Sneak skill

1.6 Another Easy Way To Raise Sneak Skill

1.7 Easy Security Skill

1.8 Easy Speechcraft

1. Stat Training Quirks

1.10 Another Stat Training Quirk

1.11 Raise A Stat And Make Money

Section 1 Miscellaneous Tips

1.1 WarEagles Easy Golden Saint Soultrap

1. The Thieves, The Fighters, And The Codebook

1. The Talking Mudcrab

1.4 Vampire Info

1.5 Good Souls

1.6 Easy Way Over Lava

1.7 The Wonders Of Sujamma

1.8 Permanent Bound Item (Non Bug)

1. MAiq the Liar

1.10 Cheaper Constant Effect Enchantment

1.11 High level Conjuration Spells

1.1 Ordinator Armor

1.1 Death to Ordinators!!!!!!! (Kwik Kash)

1.14 Calm The Ordinator

1.15 Daedric Quests

1.16 Slave Key Locations

1.17 free bounty removal

1.18 Great Map Program

1.1 The Taunt-Bribe Trick

1.0 Good use of Mark and Recall

Section 14 Reader Submitted Loot

14.1 Master Alchemy Equipment

14. Pelagiad Armor Ready To Be Stolen

14. The Sword of White Woe

14.4 Good Loot

14.5 More Good Loot

14.6 Azuras Servant Shield

14.7 Yagrums Book Of Great Arifacts Locations

14.8 Daedric Cressent

14. Daedric Dai Katana

14.10 Ebony Armor Set Location

14.11 Glass Armor Set

14.1 Dragonbone Cuirass

14.1 Indoril Armour

14.14 Umbra Sword

14.15 Super Gauntlets

14.16 Amulet of Shadows

14.17 Eleidons Ward Shield

14.18 Dengstagmers Ring

14.1 Ice Blade of Monarch, Skull Crusher

14.0 Easy Daedric Weapons

14.1 Grand Soul Gems

14. Scroll of Golden Saint

14. Grandmaster lockpicks

14.4 Resistance Ring

14.5 Ebony weapons

14.6 Good Daedric shortsword and much more

14.7 Fists of Randolf and More

14.8 Glass Armor and Daedric Claymore

14. Dwarven Claymore

14.0 Chryshamere

14.1 Lords Armor

14. Bittergreen Cup

Section 15 Reader Submitted X-Box Cheats

15.1 Xbox Weapon Skill Cheat

15. Xbox Enchanting Cheat

15. Permanent Fortify Stat or Skill

15.4 Morgans Instant Heal Trick

Section 16 Magic Effects

Section 17 Books

17.1 Books That Raise Skills

17. Books That Have Other Effects

Section 18 Races

18.1 Argonian

18. Breton

18. Dark Elf

18.4 High Elf

18.5 Imperial

18.6 Khajiit

18.7 Nord

18.8 Orc

18. Redguard

18.10 Wood Elf

Section 1 Classes

1.1 Acrobat

1. Agent

1. Archer

1.4 Assassin

1.5 Barbarian

1.6 Bard

1.7 Battlemage

1.8 Crusader

1. Healer

1.10 Knight

1.11 Mage

1.1 Monk

1.1 Nightblade

1.14 Pilgrim

1.15 Rogue

1.16 Scout

1.17 Sorcerer

1.18 Spellsword

1.1 Thief

1.0 Warrior

1.1 WitchHunter

Section 0 Skills

Section 1 Master Trainer Locations

Section Alchemy

.1 Alchemy Equipment

. Component List

. Cure Potion Recipes

.4 Restore Recipes

.5 Fortify Recipes

.6 Resist Recipes

.7 Shield Recipes

.8 Misc. Helpful Recipes

. Drain Recipes

.10 Misc. Harmful Recipes

.11 Two Item Multiple Effect Potions

.1 Reader Submitted recipes

.1 Potion Creation Tips

Section Credits

Section 4 Copyright Notice

Section 5 Contact Info

=============================================================================

Section 1 Message From The Author

=============================================================================

Welcome and thank you for reading my second FAQ Elder Scrolls Morrowind

The Walkthrough and FAQ. This is not a complete Walkthrough for every quest

and side quest in the game (at least not yet), but at the moment just the

main quest needed to finish the game, and the Fighters Guild. Later on I will

add lists for the other guild quests and misc. quests found throughout the

game. This FAQ was written using the PC version of this game. There might be

some differences when I talk about things that have been added in a patch, or

an official add-on for the PC, I will try to note when a difference is caused

by a patch, but I am sure I will not get them all (if you are wondering what

has changed in the patches take a look at the game version section of this

FAQ). Official add-on references will always be noted.

Following revisions will be a little slower in being released, as College,

work and my daughter take up .% of my days.

If you have questions that are not covered in this FAQ a good place to get

the answer is the Gamefaqs.com Morrowind Message board. As I am getting so

much email asking questions about this game I need to state that I will no

longer be answering questions that already covered in the FAQ, so be sure to

carefully read the table of contents to see if what you need is in here, also

make sure you read the FAQ section. The other types of questions I will not

be answering are questions about quests for factions not covered in my FAQ,

where can I find a certain type of armor/weapon, what is the best

armor/weapon, etc... This guide is not finished, and I do not know where

everything is. Try looking for it in the editor. Sorry for the rant, but I

need to thin out the email I receive.

If you like this FAQ, or have a comment you can send me a note to my

email address found down below in the contact information section. If you

contribute to this FAQ, I will give you due credit in this section in later

revisions. I get many tips from readers, and when I receive the same tip from

more than one reader I will only post the first received (unless there is

some pertinent info that was missed.)

Please note, I get a lot of email regarding this game, so I might not be able

to return every email, and when replying to an email that I send you please

include the previous text, so I can remember who you are and what we were

talking about.

=============================================================================

Section Walkthrough Version Description

=============================================================================

05-1-0 V1.0 The initial offering

06-08-0 V1.1 Finished the Blades walkthrough, added some reader submissions

Fixed a lot of spelling errors, re-formatted a bunch of stuff.

06-0-0 V1. Added some notes on Pelagiad, along with some Misc. book

to notes. Added a few more Seyda Neen notes. Added a little

06-18-0 more to the Cavern of the Incarnate and Dwemer Puzzle box

sections. Added a reader Submission Section. Added a section

for the Fighters Guild Quests. I also added a section for

General Tips and a FAQ section to address some of the more

frequently asked questions I have been receiving via Email.

06-0-0 V1. Was informed that part of section .6 got deleted, so I put

to it back in. Added some more reader submitted hints. Finished

06-5-0 the Fighters Guild quests. Added a reader contribution

for the code book quest, and one for the Urshilaku Camp.

06--0 V1.4 Added some more reader submissions. Added a reader submitted

to Seyda Neen note. Fixed spelling of Pelagaid throughout the

07-0-0 FAQ. Added the Guide to Vvardenfell section. Added Hla Oad

and Gnaar Mok sections.

07-04-0 V1.5 Added some more reader submissions (Keep them coming, I will

to keep adding them. If they are for a quest line I will probably

07-10-0 wait until I write a walkthrough for the whole quest line.)

Added a note to the Gnaar Mok section. Added a note about the

Secretmaster level alchemy equipment. Updated the FAQ section.

Edited the Master Trainer Section a little. Fixed the Blunt

Weapon Master Trainer. Updated the credits section. Added a

new section to the alchemy section Two Item Multiple Effect

Potions. Added a missed quest in Seyda Neen, and a Seyda Neen

Travel Section. Changed some of the town notes to reflect the

fact that the boxes, barrels, etc.. contain Random loot, and

not necessarily the items I had listed.

07-11-0 V1.6 Added tons more reader submissions, a section on races, a

to section on classes, a section on magic effects and a section

1-1-00 on skills, changed the formatting, added a copyright and

authorized distribution site section. I updated my forward to

reflect some requests I am making to my readers. Changed the

reader submission sections into a few separate categories for

easier navigation, and removed the title reader submitted

and just have separate tips sections (the submitted tips are

still denoted with the credit at the end, and are still

unverified). Added some information to the books sections.

1-17-0 V1.7 Seems I deleted the book section when rebuilding V1.6, so I

put it back in.

=============================================================================

Section Game Version Notes

=============================================================================

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Alcohol abuse

A friend of my friend was an alcoholic. One day, he was out of control after drinking and jumped from a six-story building. He is still alive but retarded because his head was damaged. It¡¯s a real story. This is a painful experience, not only to him, but also to the people around him. Lots of people like drinking. For those who use it responsibly, alcohol can be a part of a healthy lifestyle and can enhance the quality of life. However, the abuse of alcohol has the potential to ruin lives. It can impact human¡¯s health, cause family problems, and social problems.

Alcohol can both physically and psychologically influence a person¡¯s health; not only themselves, but also their children. Chronic alcoholism damages the brain, liver, heart and other organs. Numbers of deaths for Alcohol-related liver cirrhosis are 1178 in 18 and 1145 in 17 in the United States. In high doses, alcohol can cause loss of consciousness and even death. Drinking during pregnancy is dangerous. Alcohol can have a number of harmful effects on the baby, such as abortion, causing retardation or learning and behavioral problems. We don¡¯t know how much alcohol is required to cause these problems. However, these alcohol-related diseases are one hundred percent preventable.

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Alcohol can cause family problems, such as domestic violence, divorce and difficult children. People can¡¯t control themselves after they drink. Their body says ¡°no¡± but their mind says ¡°yes¡±. I saw many examples of this before. A husband argued with his wife after he got drunk. He yelled at her concerning house chores and hit her. But when he was sober, he always regretted hitting her and said ¡°sorry¡± to her. However, he repeated his silly actions again and again. His wife lost hope in him and left him finally. Drinkers focus on alcohol and pay lots of money for alcohol. They are less careful with their children, and neglect the children¡¯s emotional and physical needs. The drinker¡¯s mood obviously affects the children too. They often see and hear domestic violence and feel unhappy and scared. They are more aggressive in school and often have learning difficulties. They may have same problems when they grow up.

Many social problems are caused by alcohol; for example, drunk driving, accidents and violence. Alcohol-related traffic crash fatalities were 41.0% in all traffic crash fatalities in 10 and 0.1% in 1 in the United States. The cost in crashes, fires, criminal justice etc. caused by alcohol, was ,04 millions us dollars in 1 and 475 millions us dollars in 15 in the United States. What an incredible number! The primary reason is people can¡¯t control themselves very well after drinking. They have lower reaction time and become unconscious while driving a car or using machinery. There are more opportunities to cause accidents, such as car crashes, which cause injury and death. Drunk driving is a national problem and is prohibited by government all over the world. People are easy to get angry with other people when they are drunk. Fist they argue, then they fight each other. Drinking causes many acts of violence.

Alcohol can cause some diseases, family problems and social problems. People like drinking when they stay together, especially in festivals such as Christmas and Thanksgiving Day. Alcohol can help to increase the festival¡¯s atmosphere. People feel happier and more relaxed after drinking. Studies have shown that smaller amounts of alcohol help protect against heart disease. But if we over used or used it irresponsibly, it will ruin our lives. Keep in mind that a good thing can become a bad thing, so can alcohol.

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l Appeasement Appeasement is giving in to an aggressor to keep peace. When Germany violated the Versailles Treaty and invaded Rhineland, the French were unwilling g to risk war, so the British urged appeasement. However, this decision was very fatal and eventually led to the World War II, if the French and British challenged Germany for war, Germany would have backed down and Rhineland would not have been taken over by the Germans. This brought a major turn point for the Germans, number of reluctant generals felt confident and followed Hitler. Also it strengthened Hitler¡¯s power and prestige within Germany. Secondly, the balance of power shifted in Germany¡¯s favor. Belgium and France were now open to attack from the German troops. Finally, the weak response by Britain and France encourage Hitler to speed up his military and territorial expansion.

l Axis Powers Hitler¡¯s growing power convinced Mussolini that he should seek an alliance with Germany. In October 16, the two dictators reached an agreement that became known as the Rome-Berlin Axis. A month later, Germany also made an agreement with Japan. Germany, Italy and Japan came to be called the Axis Powers.

l Francisco Franco Influenced by Hitler and Mussolini, civil war broke out in Spain. Spain had been monarchy until 11, when a republic was declared. The government, run by liberal and socialists, held office amid many crises. In July 16, army leaders, favoring a Fascist style government, joined General Francisco Franco in a revolt. Thus began a civil war that dragged of for three years. Hitler and Mussolini sent troops, tanks an airplanes to help Franco¡¯s forces, which were called the Nationalists. The armed forces of the Republicans, as supporters of Spain¡¯s elected government were known, received little help from abroad. The Western democracies remained neutral. Only the Soviet Union sent equipment and advisers. An International Brigade of volunteers fought on the Republican side but had little chance against a professional army. Early in 1, Republican resistance collapsed. Franco became Spain¡¯s Fascist dictator.

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l Isolationism Many Americans resisted accepting the nation¡¯s new position as a world leader. Isolationism-the belief that political ties to other countries should be avoided-won wide support. Isolationists argued that entry into World War I had been had been a costly error. They were determined to prevent a repeat of this mistake. Beginning in 15, Congress passed three Neutrality Acts. These laws banned loans and the sale of arms to nations at war. The isolationists believed this action would keep the United States out of another foreign war.

l Third Reich On November 5, 17, Hitler announced to his advisers his plans to absorb Austria and Czechoslovakia into the Third Reich or German Empire. The Germans would expand into Poland and Russia. Hitler¡¯s first target was Austria. The Treaty of Versailles prohibited Anschluss, or a union between Austria and Germany. In March 18, Hitler sent his army into Austria and annexed it. France and Britain ignored their pledge to protect Austrian independence.

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