Women's Freedom of Choice

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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.

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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

If you order your research paper from our custom writing service you will receive a perfectly written assignment on Freedom of Speech. 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 Freedom of Speech paper right on time.

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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.

Our staff of freelance writers includes over 120 experts proficient in Teachers, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Teachers paper at affordable prices with cheap essay writing service!

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

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Hitler '40-'41

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Table Of Contents

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

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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Identify

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.

Hitler next turned to Czechoslovakia. After World War I, Czechoslovakia had developed into prosperous democracy with a strong army and a defense treaty with France. About million German-speaking people lived in the western border regions if Czechoslovakia called the Sudetenland. This heavily fortified area formed the Czechs¡¯ main defense against Germany. This Anschluss raised pro-Nazi feelings among Sudeten Germans. In September 18, Hitler demanded that the Sudetenland be given to Germany. The Czechs refused and asked France for help, but there was no reply.

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