Dramatic Forms and Convemtions in Australian Theatre

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"Drama and Theatre in their content and style reflect the society from which they spring"

To what extent is this true for Australian plays and productions?

Cheap University Papers on Dramatic Forms and Convemtions in Australian Theatre

Segregation of minority groups in society is a common occurrence in Australia. Segerga

tion can lead to isolation, loss of hope, detachment, a struggle for survival and the re

liance on family for support. Segregation is a major theme in both Gary's House and

The 7 Stages of Grieving. Through the use of Dramatic Forms and Conventions such

as set, characterisation, tension, and the language used, we grasp an understanding

of the underlying meaning of the play and its social context.

Gary's House focuses directly on the survival of one's environment, whether it

be physical, emotional or one's upbringing. Gary's House is about people who dont fit

in but are desperately trying to do so. Australia is a country where the standard of living

is relatively high and employment and home ownership expected. Yet sometimes those

that are estranged from society and have to struggle even harder in order to survive in

these harsh environments, are often forgotten and their efforts to make a place for

themselves, discounted.

The 7 Stages of Grieving is a contemporary Indigenous performance. Whilst

appropriating western form and using traditional storytelling, The 7 Stages of

Grieving gives an emotional insight to Murri life. Its a one-women show that follows the

journey of an Aboriginal "Everywoman" as she tells serious and humorous stories of

grief and reconciliation. In an environment where Indigenous Australians battle racism,

death in custody, a history of violence and anguish over lost land, The 7 Stages of Grieving is a reminder of Indigenous Australian's struggle to survive, and our sense of

humor and irony.

Set Design is an important Dramatic Form and Convention, as the building of Gary

and Sue-Anne's house is a solid metaphor for the chaotic journey that people make as

they try to build there lives. It also represents the getting over of Gary and Christine's

emotional, physical and previous experiences that have been holding them back.

The houses physical appearance also represents how the characters are coming along

in their journey for survival. When Christine experiences a loss of hope she attacks the

house. As shown in Act Two, Scene Ten, Christine attacks the house out of anger and

desperation, she no longer sees her life has any direction and is starting to tear down

the one thing that represented survival and direction in her life. This stage direction only

reiterates that the house is a solid metaphor for survival.

The 7 Stages of Grieving also uses the Dramatic Form and Convention of set de

sign to give us an insight into the struggles faced by Indigenous Australians. In,

1. Prologue, the scene is set

"A large block of ice is suspended by 7 strong ropes. It is

melting onto a freshly turned grave of red earth. The performance area is covered in a

thin layer of black powder framed by a scrape of white."

The layers of black and white earth represents the two races'. There is a great deal

of significance of the use of dirt in this design as it symbolises the two races trying to get by sharing the same land. The white earth surrounds the black earth much the

same way as white society has boxed itself around Aboriginal history and tradition.

Compacting their traditions and values, allowing no room for freedom of movement.

The 7 strong ropes represent the 7 stages of grieving. Suspended by the ropes is a

large melting block of ice. The ice is dripping onto the red earth, this give a visual image

of crying, its as if the melting ice is crying out of grief for Indigenous Australians over

the land that is being ripped away from them by white society. The use of this design

has powerful emotional depth to it. The audience feels drawn to the performance on an

emotional level. The design layout has immediately personalised the performance and

sent a powerful message as to what the content of the play will address.

The characterisation of the characters in Gary's House is also a very important

Dramatic Form and Convention as the audience is able to grasp an understanding of

the socio-economic stasis of the characters, allowing a greater depth of understanding

of the play and it's social context. This Dramatic Form and Convention, is vital to the

performance as it reflects the on the audience's understanding of the society in which

the characters are surrounded. Gary and Sue-Anne are portrayed as "Great Aussie Bat

tlers". This image sets them apart from society as they struggle to survive. The charac

ters in Gary's House are all very stereotypical. Gary is an angary, lonely and handwork

ing male. He is trying to make a go of whatever card his life has dealt him. He is a prod

uct of his childhood and lack of integration into society. The performance allows the

audience a look at to why Gary is the way he is. In, Act One, Scene four, Gary states how growing up in foster homes without a "proper family" and the chance to experience

love has made him they way he is. There is also a greater depth to Gary as the audi

ence sees his understanding of his lack of sociolisation within society, when he says,

"I watch other people- with their friends and their kids and that- and I copy

how they talk to each other. I'm trying to learn.....

But....Someone says something to me and I get it wrong and-y'know..."

Although this is just a basic understanding of Gary's personality, the point is that he has

an understanding. No matter how insignificant it may seem, Gary understands in some

way that it is because of his childhood and lack of integration into society that he has

become who he is. He also realises that its too late to change, that he cant learn these

traits just by looking at people its something that is taught as a child. Although Gary

never had a chance to experience love from family as a child, he often expresses his

love for Sue-Anne, which begs the question, do we learn to love or are we born with an

innate ability for it? This home is Gary's last chance- in and out of foster homes all his

life he finally has a go at a real family and future.

Dave is portrayed as a distant character, who is afraid of commitment, as seen in Act

One, Scene Nine, when Christine begs Dave to "please stay". Dave turns his back

and walks away. Dave is drawn to family hence he doesnt leave when he is able to.

Through Dave staying we see a transformation of his character when he is the one

begging Christine to "please stay".

Sue-Anne displays many childlike qualities. She is self-absorbed and is always reliant

on someone to take care of her. This is stereotypical of her socio-economic standing.

Gratitude, affection, respect, sympathy and empathy are all feelings Sue-Anne has no grasp of due to her own cultural and social displacement.

Christine is a hard product of society. She has a cold demeanor and comes across as a

force to be reckoned with. She is stereotyped as a woman of power, placing emotions

behind in order to succeed in her career. The character of Christine is a representative

of feminism. Christine has also had a hard life but has taken a more educated and

isolating path than Gary. She expresses her feelings best when she says,

"I dont expect anything from anyone and I'm not disappointed."

Throughout the performance we see her transform into the very thing she was trying to

surpress, but ultimately she has realised that what she was trying to surpress is the one

thing that makes her happy.

The 7 stages of Grieving uses the Dramatic Form and Convention of characterisa

tion to appeal emotionally to the audience concerning Aboriginal issues. The perfor

mance has family orientated characters and is performed in a family portrait style. The

actor expresses her own personal grief as well as Indigenous Australians as a whole.

Characters are only ever mentioned in the performance and are all portrayed by the

same person. This makes it seem as if the actor is a representative for the Aboriginal

community and is trying to reach for some sort of empathy from the audience.By telling

deeply emotional stories to the audience the actor is giving a deeply intimate portrayal

of life as an Indigenous Australian.

With the use of Naturalised based experiences the performance gives the audience a

lot to think about. In 1. Mugshot, the actor only presents the facts, allowing the audience to make up there own mind.

The Dramatic Form and Convention, tension is used in Gary's House and plays a

significant role. The tension in Gary's House is created by information we know about

the characters. Information such as the characters moral and value codes, for example,

just the mere fact that Sue-Anne and Gary are unmarried and pregnant, and that Gary

is old enough to be Sue-Anne's father as well as the language that they use, makes the

audience aware of a moral point of view. The tension of the play provokes the perfor

mance as well as the audience to question society. It is also through the socio-

economic stasis of the characters that we see a context for the play form.

The Dramatic Form and Convention, tension created in The 7 Stages of Grieving

is one of upset of Indigenous Australians towards Anglo-Saxons and Police. The perfor

mance is primarily about raising awareness, creating remorse, guilt, understanding and

"sorriness". This tension is created by putting the essence of the performance into the

hands of the audience. Its the audience's interpretation of the performance that gives it

meaning and tension. It is through the intensity of emotions that the actor creates, that

delivers tension to the performance.

The Dramatic Form and Convention of language used throughout Gary's House is

highly significant to depicting the characters struggle to survive in Australian society,

and the experiences had by them.

The performance is dominated by colloquial, Australian slang speech.

Sue-Anne describes Gary and herself as "derros" in Scene One, Act One. The use of

the word "derro" reflects on Sue-Annes social, economic and educational stance. This

language suggest Sue-Anne has had little education and limited or no socialisation

skills. Each Character in Gary's house has a style of emotive language that is individual

to that character. Christine for example has a sophisticated speech that contains a lot

of anger,

" Is it too much to ask one of my solicitors to ring me back?

[pause] Don't get a tone with me missy."

Where as Gary's language is uneducated. He finds it hard to understand things. Gary

too has a lot of pent up anger that he sometimes releases,

"When I was ten years old I marched into the Tae Kwon Do

school and I said 'Teach me how to kill a person."

Both actions and words are equally important in Gary's House. By the way the charac

ters act we grasp an understanding of the message being told. Sue-Anne takes up

smoking after she has the baby, and repeatedly is told off by Vince and Christine, yet

Sue-Anne still isnt able to grasp the concept that what she is doing is damaging for the

baby. This tells the audience about Sue-Anne's self-absorbed and childlike personality.

The 7 Stages of Grieving uses Traditional tribal language and Aboriginal pronounci

ation (broken english). The purpose of using tribal speech is mainly to educate and give

insight to the audience about Indigenous Australian traditions. The use of broken en

glish words such as "Gubberment" is included as it reflects the social, economic and

educational background of who is being portrayed. Words carry the weight of the perfor

mance as it is primarily of a storytelling genre, where colloquial and generalised language is symbolic of Aboriginal people. This language encourages an air of intimacy

between the actor and audience.

.

The actor pauses after speaking a lot in order for the audience to reflect on what was

just said. The actor has direct dialogue with the audience and talks about things she

has experienced which again creates an air of intimacy between the two. This is shown

in, 11. Murri Gets a Dress,

"have you ever been black? You now when you wake up one

morning and your black?"

The language used throughout The 7 stages of Grieving gives the audience and emo

tional insight into the Aboriginal culture as well as reaching out for some understanding

from us.

From the use of the Dramatic Forms and Conventions discussed, we can see clearly

that Gary's House and The 7 Stages of Grieving do in fact reflect the society from

which they spring. The use of Dramatic Forms and Conventions adds a deeper under

standing of the social, economical, educational and emotional context of the perfor

mances and the characters. It is with these Dramatic Forms and Conventions that

meaning is added to the performances

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Story of an hour

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Kate Chopin was ahead of her time. Most of Chopins well known stories deal with a marriage that is out of balance and a woman who wishes to be free. In The Story of an Hour, (Hour) Chopin makes an ironic twist on this theme. The wife in this fictional short story does not even realize she is dissatisfied with her marriage until she is told her husband has been killed. This theme is an amazing feat considering she rebelled against society in the 1800s to open the eyes of many women.

In 184, Chopin wrote Hour. In this story the speaker describes the experience of a woman with heart trouble immediately after receiving news of her husbands death. Instead of the expected reaction Louise Mallard actually has a moment of relief realizing the freedoms she has were taken from her by an unhappy marriage. All the events of the story take place within an hour in Louises home. In the final minutes of the hour, Mrs. Mallard is shocked to see that her husband walks through the front door alive and well, which causes her to have a heart attack and die. Her family believes she had a heart attack because she was overjoyed. The speaker leads the reader to come to the conclusion the heart attack was actually caused by Louise discovering that the freedoms she looked forward too no longer existed.

This fictional short story takes place in the house of the Mallards in America during the 180s. Chopin opens the story with the scene where Mrs. Mallard is about to be informed by her sister, Josephine, of Mr. Mallards death. This quote sets up the whole story; Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husbands death. At the end of the story, it becomes clear that this sentence foreshadows the storys climax. Chopin lets the reader in on what is going to happen to Mrs. Mallard by hinting at her death without giving any major information away. This exposition sets up the story very well.

Next, to begin the rising action, Mrs. Mallard is told of her husbands death. She cries at first, then goes alone into her room. While sitting in her room she looks out the window into a new life. She observes life going on with birds singing, a peddler working and the trees blooming. She is looking into nature thinking that nature is free of restrictions. Thinking about her changing life she calms herself and realizes she is free.

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When Mrs. Mallard realizes her new found freedoms, she slowly opens the door to her sister. Just when Mrs. Mallard discovered her new found joy the door opened and things took a turn for the worst, it was Mr. Mallard. In the falling action, Mrs. Mallard screams and falls over dead. To resolve the story the doctors said she had died of heart disease--of joy that kills.

Chopin creates a very skewed plot in Hour. The reader is given the background and there are many events leading to the turning point. Then there is a very steep drop to the resolution of the short story. This story is structured in chronological order and in the time frame of an hour.

The protagonist in Hour is Mrs. Mallard and she has a conflict with, fate and freedom, the antagonist. Mrs. Mallard is the main character of the story who suffers from a heart condition. She is a very round character. Mrs. Mallard is a young lady who looks old for her age. She felt free after hearing the news of her husbands death. Louise is very emotional throughout the entire story. Mrs. Mallard works her way from being depressed and scared to a feeling of joy. When her husband walks in her new life is taken away and she falls over dead.

Richards is Mr. Mallards best friend who hears of his friends death due to a railroad disaster. He informs Josephine about the tragedy and insists that she cautiously tell her sister about it. Josephine reluctantly passes on the news to Mrs. Mallard. She was reluctant to tell her sister the news because of Mrs. Mallards heart problem. Josephine worries that her sisters weak heart could not handle the bitter news.

Richards is a stock character in the story. He remains neutral throughout the story as an informer and observer. Richards stays present at the Mallards household, witnessing almost every event there. Josephine, is a pivotal character. She sets a train of events in motion the moment she informs her sister of her husbands death. Josephines character is loving, warm, and protective of her sister. Her loyalty lingers from the beginning of the story to the surprising end.

The point of view of Hour is told in third person limited omniscient. The theme of this story is things never happen the way we want or expect them to. It is very important to always make the best of every situation. The underlying theme is that marriage can be a prison sentence or punishment and sometimes death is the only way women can realize this and be free.

The tone is realistic, the story does a great job capturing an assertive womans mind in the 1800s. The mood of the characters is serious and optimistic, which reflects Mrs. Mallards personality.

Chopin illustrates dramatic irony through Josephine. As josephine stood separated from her sister by the door, she whispered, Louise open the door! I beg you will make yourself ill. Josephine thought her sister was mourning over her husbands death. But the reader sees past the door that stands in front of Josephine. The reader saw the joy that filled Mrs. Mallards now independent heart. Louise was entirely satisfied with her new life. The characters did not realize the joy Louise had.

The windows and doors are very significant in this story. Images from the window like, the tops of trees that were aquiver with the new spring life, establish a positive mood around her. The delicious breath of rain can almost be tasted, and Mrs. Mallard hears the peddler, the notes of a distant song some one was signing and the twittering sparrows. These vibrant images, are an example of natural life, conbined with the expected grief, and the mood around the window is the start of a new beginning. Mrs. Mallard seems able to reach out through the window with her senses even though she cannot physically go through the window.

There are many symbols in Hour. To begin with the title of the story symbolizes the life of Louise. Her new life only lasts an hour. The new spring life represents the new life that Mrs. Mallard now has. The peddler crying symbolizes her old life and how she felt during the years of her marriage. There were patches of blue sky showing here and there through the clouds that had met and piled above the other in the west facing her window. The patches though the clouds represent more of a Mrs. Mallard finding her life and remembering her husband.

In this quote as a child who has cried itself to sleep continues to sob in its dream, Chopin uses a simile to show the reader just how hard Mrs. Mallard is crying. Another example of a simile is as powerless as her two white slender hands would have been, because Chopin is comparing Mrs. Mallards two feminine hands with powerlessness.

A monstrous joy is an example of a hyperbole. Chopin used this to describe what Mrs. Mallard was feeling. Joy being monstrous brings up the thought that you shouldnt be happy in the first place. Being overjoyed that your husband died horribly is not the normal way to feel. She felt a little joy at first, but to say the joy was monstrous is an exageration.

Mrs. Mallard faces a variety of conflicts in Hour. First of all, Louise Mallard has a conflict with society. She

The purpose of this story is for Chopin to inform and share her personal thoughts. She shows how marriage is a form of slavery and how unpredictable life can be. Death plagued Chopin through her whole life. At the age of five, her father died in a train accident. Seven years later her great grandmother died, who she had been living with for six years. The same year, Chopins half brother died of typhoid fever. She married, Oscar Chopin, and had six children, but in 188 Oscar died of malaria. Knowing this information the reader can assume Chopin is showing us how unpredictable life can be and that women in society are imprisoned by men. Sometimes the only way to realize this is death. With this information the reader can conclude Chopin herself is the speaker. She wrote the story about her own life. It is reasonable to assume Chopin felt the same way Mrs. Mallard did when her husband died. Chopin realized her new found freedom after the death of her husband. She published the story in 184 at the age of fourtyfour.

Hour is geared toward an audience of middle aged women during the late 1800s who may have be cought up in an unhappy marriage. During the time Chopin wrote this story women were almost totally dominated by their husbands. A womans duties were limited to cooking, raising chilren, and home management. Women lived only to please their husbands. Chopin and Mrs. Mallard refused to comply with this stereotype in their society. Since the 1800s society has made great movement to take the feeling of slavery and imprisonment away from marriage. In society today it is very important that women and men are treated equal.

In this fictional tale Chopin presents a bias against men treating their wifes like slaves in the 1800s. She is striving to help women realize they have to stand up for themselves, instead of just doing what their husbands want of them. Choplin wants to present to society that women are not slaves and should not be held prisoner in a marriage.

When I first began reading Hour, Mrs. Mallard seemed like an old woman because of the line, afflicted with a heart trouble. I was surprised when Chopin told the reader that She was young, but interestingly she is described as having a fair, calm face, whose lines bespoke repression which describes her as being old for her age. This makes me wonder, How young is she? Another question that came to mind was, What really kills Mrs. Mallard when her husband walks in the door? I came to the conclusion that Mrs. Mallard dies because seeing Mr. Mallard takes her new found freedom away. The only way to remain free was to die.

This is quality literature because the irony keeps readers interested and in suspense. The use of irony Chopin uses in Hour keeps readers attached to the story and lets readers understand Mrs. Mallards true feelings about her husband. The way Mrs. Mallard expresses her emotions towards her husband makes the story likable. Her character traits and the way Chopin puts the ironic twist into the story keeps you interested. What I liked about the story was how Chopin used irony to inform readers of Brently Mallards false death. Her use of irony kept me in suspense throughout the story and shocked me at the end when I learned that Brently Mallard was still alive. The reason Chopin informs readers of his false death is to let the reader know how Mrs. Mallard feels towards her husband. She did not feel pity or agony for her husband. Once Brently supposedly dies, Mrs. Mallard is looking forward to the future. What I also liked was how Chopin used good details when she describes Mrs. Mallard. She describes her as being young, with a fair, calm face, whose lines bespoke repression and even a certain strength. You can easily paint a picture of Mrs. Mallards face with Chopins details. It makes the story a lot easier to read and it keeps you interested. The third thing I liked about this story was how Chopin ended the story with Mrs. Mallards death. Once Brently walked through the door, Mrs. Mallards life collapsed. All of her hopes and dreams for the future had disappeared. Once Mrs. Mallard saw Brently, she died. She had been so happy with his death that it killed her to see him again. As you can see, the use of irony, the details, and all of the suspense makes this story very enjoyable to read.

In conclusion, I enjoyed Kate Chopins Story of an Hour and found her unique writing style brave and heroic. She was ahead of her time in the womens movement. The story is very deceptive, only shedding its secrets through vague symbolism and implications. But through researching Chopins life story and analyzing this story I was able to interpret the meaning and purpose of this great story. Though I have to admit reading other short is easier to read and understand, but that just takes the fun out of trying to solve the mystery.

Please note that this sample paper on story of an hour 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 story of an hour, we are here to assist you. Your persuasive essay on story of an hour will be written from scratch, so you do not have to worry about its originality.

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US Trade with Bosnia & Herzegovina

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Just as service activities have been major engines of national economic growth, so too have they become an increasing factor in international trade flows and economic interdependence. (Human Geography, pg.4) The political, economic and social map of the Bosnia and Herzegovina State was changed to a great extent by the war. The country is therefore in a period of transition, with programs of reform and reconstruction in progress. Before the war Bosnia and Herzegovina was a medium-developed industrial and agricultural state with about 1,000 industrial organizations. After the war it was left with economic output at less than 10 per cent of its previous record. The country is therefore currently under economic recovery, with the revival coming about through the combined efforts of the governments (Federation of Bosnia and Herzegovina and Republika Srpska), the international financial institutions, international donors and foreign investment.

Economic infrastructure (power, roads, railways, telecommunications, water supply etc) has been reconstructed giving a possibility of economic recovery and realization of projects. The number of the unemployed is extremely high; therefore tax concessions are available for potential investors who are opening new working places in the country. New employment as well as market ambience and institutional and political frameworks for fast economic and social transition are all priorities of the reconstruction process in Bosnia and Herzegovina. http//www.linkexports.co.uk/countryprofiles/regions.asp?lsid=5

US Reaches Out to Bosnia and Herzegovina Companies

Cheap University Papers on US Trade with Bosnia & Herzegovina

By Violeta Kovaçeviç for Balkan Times in Banja Luka -- 0/05/0

The US Embassy in Bosnia and Herzegovina (BiH) organized a series of presentations on programs the US government is sponsoring to support local economic development and co-operation between BiH companies and US. Led by Ambassador Clifford Bond, the delegation of US trade and commercial agencies began the US Commercial Outreach events in April.

The presentation held in Banja Luka on 4 April at the Republika Srpska (RS) Chamber of Commerce addressed companies from the greater Banja Luka region. The delegation discussed business development funds, preparation of feasibility studies, equity financing, business partnering, generalized system of preferential tariffs, environmental partnerships and trade lead facilitation. RS Prime Minister Malden Ivanic and BiH Ambassador to the United States Igor Davidovic attended the opening event.

Trade and business have always played an important role in bringing people together, said US diplomat Bond. He emphasized that the revival of BiH's economy is an important factor in stabilizing this region.

Beryl Blecher, a commercial counselor with the US Commercial Service (CS) at the US embassy in BiH, explained her office's role in facilitating economic co-operation between the two countries. CS offers a variety of sources for local companies seeking to establish contacts with US suppliers of equipment or services, such as registration in the BuyUSA.com database and CS-sponsored visits of delegations from local firms to major trade shows in the United States and Europe.

Jeanette Miller, director of business development for Southeast Europe at the US Trade and Development Agency, reported that the agency has invested more than $11m in feasibility studies and technical assistance to BiH since 17.

The Small Enterprise Assistance Fund, another US government-sponsored program, provides equity capital and technical assistance to small and medium enterprises with the goal of promoting sustainable economic development by encouraging business activity in transition economies. This program also provides marketing assistance to start-up businesses.

Harvey Lee, economic counselor at the US embassy, explained the system of preferential tariffs aimed at encouraging BiH exports to the United States. The generalized system of preferences program provides tariff breaks on BiH-produced products exported to the United States. The audience was particularly interested in this, as it provides the opportunity for local companies to place their products on US markets duty-free. (http//www.balkantimes.com/)

At the end of 00 and during 00 there are 7 countries in economic transition. Some of them are on the surface of the central and Eastern Europe. The report of transition that EBRD issued for year 00 was encouraging. Some of those 7 countries have improved their economic for ,5%. However, European union region countries have grown their economy for ,%. Less growth rate than in other countries in transition was resulted mainly because of floods that occurred during 00.

At the same time, countries of Southeast Europe, including Bosnia and Herzegovina, recorded the growth of ,5% in 00. The economy growth for 00 is expected to be 4%. This is a result of stabilization of political situation that offered more foreign investments. The rise of trade and export of goods is expected as well. Through a survey that shows the progress of transition, it has been proved that Bosnia and Herzegovina was one of the most active countries dealing with the same problem. Bosnia and Herzegovina was the strongest reformer in year 00. http//www.zivinicebih.com/bh/

Legal regulations defining the economic relations with foreign countries are compatible with regulations of the European countries.

The trade is largely liberalized. Import and export are free and, in some exceptions, there can be quantitative limitations in the protection of domestic market or protection of people, animals and environment.

Advantages of doing business with Bosnia and Herzegovina are

ɨ Stability of the exchange rate (national currency KM is linked with EURO),

ɨ Orientation of economic policy is free and open market,

ɨ Foreign and domestic legal and physical entities are equal in their rights and obligations in business operations.

There are some examples

Foreign trade exchange

in 000 KM

1. 000. 001. 00.

IZVOZ

Export BiH

(F BiH + RS+BD) 1.75.61 .64.1 .4.405 .08.65

F BiH 50.1 1.4.55 1.644.576 1.54.005

RS 45.406 85.6 58.8 565.647

BD BIH .000

UVOZ

Import BiH

(F BiH + RS+BD) 6.047.1 6.64.76 7.080.088 8.167.867

F BiH 4.458.76 4.85.6 5.8.6 5.70.500

RS 1.588.6 1.70.500 1.67.455 .164.67

BDBIH - - - 7.000

Most important foreign trade partners of B&H

EXPORT in 000 KM

Countries 000 001 00

Italy 515.014 51.171 46.54

Yugoslavia 464.80 4.568 417.71

Germany 6.061 5.878 6.60

Croatia 17.41 .61 11.55

Switzerland 84.856 8.647 .65

Slovenia 150.614 170.048 174.070

Austria 74.14 80.5 8.54

USA 0.65 .74 6.50

France 16.1 1.64 41.707

Macedonia 4.575 1.44 1.500

Turkey 40.707 10.667 1.0

Hungary 7.1 .41 1.1

Other countries .70 76.711 50.718

TOTAL EXPORT .64.1 .45.545 .08.65

IMPORT in 000 KM

Countries 000 001 00.

Croatia 5.14 1.05.85 1.64.487

Italy 704.14 .84 777.850

Slovenia 8.717 88.68 85.40

Germany 805.186 78.748 86.65

Yugoslavia 4.8 476.58 644.84

Austria 68.070 85.44 455.84

Hungary 07.711 11.88 406.11

Switzerland 167.48 04.4 148.51

USA 117.748 16.5 155.04

France 10.18 4.001 1.8

Turkey 4.406 57.557 114.646

Macedonia 5.57 44.0 40.76

Other countries 1.58.5 1.515.788 1.870.71

TOTAL IMPORT 6.64.76 6.811.0 7.84.867

MOST IMPORTANT EXPORT PRODUCTS OF B&H

No. Custom tariff Goods

1. 7601 Aluminum alloys

. 4407 Wood roughly trimmed-coniferous

. 716 Electric power

4. 401 Seats

5. 4101 Hides and skins of bovine animals

6. 40 Furniture, other and parts

7. 8708 Parts for vehicle

8. 640 Leather footwear

. 440 Wood in the rough

10. 60 Suits

MOST IMPORTANT IMPORT PRODUCTS OF B&H

No. Custom tariff Goods

1. 710 Oil from petroleum and bituminous minerals obtained by distillation and refinement

. 870 Vehicles, Motor cars

. 004 Medicaments put up in forms for retail sale

4. 40 Cigarettes

5. 1701 Sugar, beat, cane

6. 40 Furniture, other and parts

7. 5 Cement portland, slag,supersulfate,

8. 8471 Automatic data-processing machines and units thereof

. 0 Waters containing sugar or flavored

10. 8704 Motor vehicles for transport of goods

http//www.komorabih.com/en/economybih/foreigntrade.html

Before the war, as the name indicates, the Socialist Federal Republic of Yugoslavia was a socialist state, nevertheless with an interventionism less strong than in communist countries. Of course, this was also so in Bosnia and Herzegovina. The main indicators of this policy were the small numbers of privately owned firms, the high degree of social re-distribution and the predominance of heavy industries, as in Zenica (BiH Steel) or in Mostar (Aluminji). Furthermore, in his desire to strengthen the unity of the whole country, Marshall Tito spread out the points of fabrication of consumer goods among the whole of Yugoslavia. Thus, to quote a Zastava car as an example, the chassis was manufactured here, the engine there, and the tires in a third republic of the country.

Another specific point was the existence of the so-called payment bureau, which collected all the bills and taxes from the citizens and paid part of this revenue directly to the Party.

But BiH remained a landlocked country, with no access to the sea, no highways, few railway lines and only two ports on the Sava River, Samac and Brcko.

Is that to say that economic and social situations are frozen and that there is no chance of improvement? Certainly not, for a lot of things have recently changed for the better. Of course, its always more difficult to go towards an unknown system than to come back to a previously well known one. During more than 50 years - about two generations -, citizens of this country only experienced war and communism, and sometimes both together. Such moves, however as normalization of the dismantling of payment bureau, Air Space co-ordination, privatization, and the march for joining the Council of Europe are many examples of the efforts of the common institutions to reach western standards.

The HR (High Representatives) himself adopted a new concept of ownership, which means the progressive withdrawal of the international community and more responsibilities for the state institutions.

Another positive point was the creation, in July 1, of the Stability Pact, which deals with all the countries of the Balkans through a regional approach. There is virtual unanimity, in southeastern European countries, that the way forward is integration into Europe.

References

B&H Economics, Industry, Agriculture. Retrieved from the World Wide Web on 7//0,http//www.zivinicebih.com/bh/

Export Zone, Bosnia & Herzegovina.Retrieved from the World Wide Web on 7//0, http//www.linkexports.co.uk/countryprofiles/regions.asp?lsid=5

Felman D.G.,Getis A.,& Getis J.,(updated sixth edition),(001)Human Geography, Landscapes of Human Activities

Foreign Trade Chamber of Bosnia and Herzegovina, Foreign Trade. Retrieved form the World Wide Web on 7/0/0, http//www.komorabih.com/en/economybih/foreigntrade.html

South East European Times, Balkan Times (News Article) Retrieved from the World Wide Web on 7/5/0, http//www.balkantimes.com/

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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.

Custom Essays on Women's Freedom of Choice

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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Piaget

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Every parent and teacher goes through the dilemma of figuring out when to teach their child and at what stage in life do we teach them. Jean Piaget's Theory of Cognitive Development, stated that children go through a period of stages in which they develop. The four stages of Piaget's theory grouped the development of a child into age groups, in which interaction with people and the natural world is necessary for cognitive development. Briefly, the four stages of Piaget's theory are the sensorimotor stage (birth until ), the preoperational stage ( until 6 or 7), the concrete operational stage (6 or 7 until 11 or 1), and the formal operation stage (11 or 1 through adulthood). According to Piaget, children in the pre-operational stage use mental representations, such as mental images, drawings, words, and gestures, rather than just motor actions to think about objects and events. Children in this stage think faster, are more flexible and efficient, and more socially involved. Their thinking is limited due to egocentrism, focus on only perceptual states, reliance on appearance rather than underlying realities, and the inability to comprehend reversibility. In Piaget's opinion, children in the pre-operational were incapable of succeeding at his conservation tasks, because they lacked knowledge to conserve. Conservation means to understand that certain physical characteristics of objects remain the same, even when their outward appearance changes. Piaget's conservation tasks involved tests for conservation of number, solid, and liquid. According to Piaget, children in the concrete stage are able to easily solve the problems faced in the conservation task due to their cognitive development.

In Piaget's conservation task, 5 year olds were asked to follow procedures for the conservation of number, solid quantity, and liquid quantity. The conservation of number involves taking two rows with the same number of things, for example coins, fruits, and buttons that are equally spaced. Initially, the 5 year olds knew that the two rows were had the same number, but if one row was shortened, children failed to notice that the two rows were the same. On the task for conservation of solid quantity, he showed young children two pencils, two pens, or two sticks of the same length laying down next to one another. Piaget, then moved one of the sticks to show the children that by moving one of the sticks, it would make it longer than the other and as he had predicted, the children were unable to realize that the two sticks were of the same length. In the task of conservation of liquid, he described he showed young children the same amount of water in two identical glasses and allowed the children to realize that both of the glasses were of the same size and the water in them were of equal proportion. Piaget then took one of the glasses and poured the water into a longer, thinner glass and concluded that the children were unable to comprehend that the new glass contained the same amount as the original two glasses of water. According to Piaget, children's thinking is perception bound in the pre-operational stage and that they could not focus their attention on two aspects, because their attention was to only one aspect.

In two studies done of Piaget's conservation tasks, it was evident that children during the pre-operational stage are unable to succeed as the tests. Anderson and Cuneo found that twenty children, ages 6 and 7, were put to Piaget's tasks with regard to the concept of area failed. Twenty other children, who were at the age of 8, were able to apply "an additive rule" to solve the problems, while the nonconserving children showed patterns of concentrating on only one of the two dimensions. In another study, Fiati (1) studied children in the Volta regiorn of West Africa and attempted to find a correlation between children learning in different cultures and conservation. Since children in the Volta region were growing up in isolated, agricultural villages their experiences with time, money, and mathematical computation were different from children living in settings with schools. Under these conditions, Fiati discovered that the children living in the non-school setting lacked comparable abilities to the children that went to school. Fiati concluded that children's central conceptual structures for numbers did not advance past the unidimensional level. He also stated that these unidimensional structures are universal and that children tested on central conceptual structures progressed through the same stages and at the same rate, but on the test of specific understanding, there was "cross-national differences" and from this Fiati concluded that if a culture values a particular task and invests time and effort in to teaching them, it is likely that children will pass the tasks. According to these studies, it is conclusive that children at the stage of pre-operational have problems with Piaget's tasks, but according to Fiati, if these tasks are practiced and effort is put in to learning them, children can pass the tests.

After reviewing Piaget's conservation tasks and the studies done on them, I set up an experiment designed to mimic Piaget's test for conservation of number, solid quantity, and liquid quantity. The idea that children at the age of 5 are not capable of passing the tasks of conservations, while 8 year olds are able to succeed will be tested in the following experiment. The purpose of this experiment is to test Piaget's belief that children at the stage of Pre-operational are not able to succeed at the conservation tasks because it is not in their ability to understand such concepts.

Methods

Participant

My subject is a four year old girl named Sarah, who according to Piaget would be in the pre-operational stage and would not succeed at the task that will be presented to her and ten year old Kiran, who would succeed. Before presenting Sarah and Kiran with the tasks, I had to prepare the experiment according to the way Piaget had performed it. There were some modifications in the experiment in that I used M&M candies for the conservation of number and also assured the subjects that they would be rewarded for their participation, in order to keep their interest. For each task, the subjects were separated and had no knowledge of what was going to be presented to them before performing the task. In testing the conservation of number, I set two rows M&M candies, approximately eight, on a table and counted out the numbers of M&M candies to Sarah. She realized that each row had eight candies and responded "eight", when I asked her to confirm how many candies were to each row. I, then took the candies in one of the row and placed them further apart from each other and asked Sarah to tell me if both rows of candies were the same. According to Piaget, Sarah would respond that the row with the candies further apart had more and according to her response, that is exactly what she did. I, then had Sarah leave the area of the experiment and had Kiran follow the same procedures as Sarah had done. When asked about the rows after the transformation, Kiran replied that they both were the same, except that one of the rows were spaced further apart. This sort of response is what Piaget had predicted and this is due to the fact that Kiran is in stage, where is capable of handling these tasks, while Sarah is not able to comprehend the transformations.

For the test of liquid quantity, I had two identical glasses and filled them up with water and placed them on the table. I then took another glass, except that it was longer and thinner as compared to the two other glasses. I asked Sarah to look at the two identical glasses and tell me that if both of the them had the same amount of water and she responded "yes". After getting a response from her, I attempted to take the water from one of the glasses and pour it in the longer and thinner glass. After pouring it in the glass, I asked Sarah if both of the glasses had the same amount of water and she concluded that the tall and thinner glass had more water. I then asked Sarah to leave the room where the experiment was being held and had Kiran come in and follow the same procedures. I asked Kiran to tell me if both of the identical glasses had the same amount of water and she determined that both were of the same amount. After performing the transformation, she realized that both of the glasses, while different in size and shape, still had the same amount of water. Up till this part of the experiment, both Sarah's and Kiran's responses were of no surprise and to note, both subjects had full concentration while performing Piaget's tasks. The idea of receiving something in response to the participation might have played a part in their full concentration and honest responses.

In the task of conserving solid quantity, I had two pencils of the same length placed next to one another and had Sarah look at them and asked her if they were the same and she said they were the same. After getting a response, I moved one of the pencils ahead of the other and asked her if they were still the same and she said "no". She failed to realize that both of the pencils were of the same length except that one was just moved ahead of the other. When Kiran was put to the test, she realized that both of the pencils were of the same length in the initial part of the task and after the transformation concluded that they were the same length regardless of the transformation.

Results

As Piaget had predicted, all the results were consistent with his findings and had the support of his stage theories, that Sarah was incapable of performing such tasks, while Kiran was able to due to her placement in the concrete operational. According to Piaget, changes or stages in childhood development are universal and the results stated above prove that, but could it be that it was something about the way the experiment was performed that caused such results to occur. In each task, Sarah was shown the items before and after the transformations and she consistently believed that after the change in formation, the items were not the same. Sarah's placement in the pre-operational stage concludes that she does not have cognitive ability to succeed in the tasks. Neither Sarah or Kiran were not rushed in to any judgment about the tasks and their answers were purely on their cognitive abilities. There was additional information provided about the items involved or the situation of the transformation, all questions and procedures were identical in each subject's case and as a result we concluded that both Sarah and Kiran were able to display Piaget's beliefs. Kiran was very consistent in her answers and had no difficulty understanding the directions and procedures whatsoever. Neither of the subjects looked for cues from the experimenter and no cues were provided to the subjects. The results show that Kiran and Sarah are in different stages of development and this is the cause of the difference in responses.

Discussion

In conclusion, it is evident that Piaget's tasks of conservation were designed to produce success in children beyond the pre-operational stage. Both participants in the study, displayed exactly what Piaget had predicted and led the results to show that Piaget's theory could be correct in terms of universal development. But, this would be true if children were placed in a controlled environment their whole life and their interactions with others were controlled also. If the procedures modified in such that the children were able to perform the task with the experimenter, the results might have been different. Sarah might have been more involved in putting the M&M candies on the table and counting them with the experimenter out loud. This act of involvement would allow Sarah to successfully accomplish his conservation tasks. Sarah's attention, understanding of the concepts of numbers and the hands on experience on the tasks would make her realize that the transformations did not change the amount of candy, water, or the length of the pencil. Based on these changes, Sarah would be in the preoperational stage and be able to conserve the number and do conserve liquid very early in life contrary to Piaget's theory of stages and his tasks.

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Hitler '40-'41

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Table Of Contents

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

Section 1 Message From The Author

Section Walkthrough Version Description

Help with essay on Hitler '40-'41

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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People often refer to Edgar Allan Poe as the father of the detective storyand to The Murders in the Rue Morgue as the first of that genreso it may seem appropriate that much of Poes life story remains mired in mystery. Rufus Griswold, his literary executor, wrote a scathing obituary of Poe, depicting him as a sadistic drug addict and alcoholic. This has lead many to falsely consider Poe as the origin of his own dark characters.

Upon his birth in Boston on January 1, 180, his parents regular members of the troupe then performing at the Federal Street Theaternamed him Edgar Poe. Shortly before his mothers death in Richmond, Virginia on December 8, 1811, his father abandoned the family. John Allana wealthy tobacco merchant in Richmondbrought Poe into the family (at his wifes request), and gave him the middle name Allan as a baptismal name, though he never formally adopted him. Allans treatment of Poe remains controversial. Some view him as abusive, while others view him as merely authoritarian, which would, however, prove severely detrimental to anyone with a poets sensitivity; still another, smaller group of biographers view him as the ideal guardian for a poet. Clearly, though, Allan never treated Poe with sensitivity.

In 1815, the Allan family moved to England on business. There, Poe entered the Manor-House School in Stoke-Newington, a London suburb. This school taught him Latin and French, but more importantly, the gothic architecture and historical landscape of the region made a deep imprint on his youthful imagination, which would effect his adult writings.

The Allans left England in June 180, and arrived in Richmond on August . Here, Poe entered the English and Classical School of Joseph H. Clarke, a graduate of Trinity College in Dublin. His studies in French and Latin continued, and though he lacked diligence in studying, he distinguished himself as an excellent classicist and the best reader of Latin verse. He wrote a volume of verse to the little girls of Richmond, joined the Thespian Society, engaged prominently in debate, and earned the rank of Lieutenant of the Richmond Junior Volunteers, who acted as a body guard during Lafayettes October 184 visit. Despite this, he never gained popularity among his schoolmatesperhaps his impoverished roots abraded the aristocratsbut rather he found his friends among the younger set, whom he could easily entertain with wild tales.

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On February 14, 186, Poe (then 17) entered the University of Virginia, taking classes in Latin, Greek, French, Spanish, and Italian. Though he spent more time gambling and drinking than studying and often arrived to class unprepared, he won top honors in French and Latin. On June 17, 186, he was elected to the Jefferson Literary and Debating Society, but he rarely presented his original works, preferring to give private readings in his room. He successfully painted himself as an aristocrateven fighting a duel with his former roommatebut at the end of the year left the university in disgrace, because Allan refused to pay his $,000 gambling debt (not due to expulsion as Griswold claimed).

On May 6, 187, Poe enlisted in the US Army under the name Edgar A. Perry. He joined Battery H of the 1st Artillery, then stationed at Fort Independence. While Poe served there, Calvin F.S. Thomas printed Poes first book, Tamerlane and Other Poemsa slim volume, which failed to earn any fame or money. On October 1, the Battery moved to Fort Moultrie in Charleston, South Carolina, and one year later moved to Fort Monroe in Virginia. His foster-mother died on February 8, 18, and on April 15likely at her requestAllan obtained Poes release from the army by providing a substitute.

Poe then visited Baltimore, and arranged for the printing of another slim volume, entitled Al Aaraaf, Tamerlane, and Minor Poems. Then, Allanconsidering it an honorable way to discharge of his wardobtained an appointment for him as a cadet, so on July 1, 180 he entered West Point Military Academy, making his residence at No. 8 in the South Barracks. While there, he portrayed himself as the hero of a romantic sea voyage; while most present-day biographers consider this merely a tale spun for his compatriots benefits, a few think that it may have at least a basis in an actual trip to Europepossibly Russia. Poes military career, however, flopped. The discipline and Allans failure to provide financial support (a poor man with literary ambitions could never find satisfaction in a military career) chafed him enough that he disobeyed orders to get himself court-martialed on January , 181, but to pay back the military he remained in the service until March 6. Immediately after his dismissal, he published a third volume of poetrythis one dedicated to the US Corps of Cadets, for he had taken a subscription from them to raise funds (as he left the service with 4 cents to his name).

He then settled in Baltimore with his impoverished aunt, Maria Clemm; her daughter, Virginia Clemm, a woman talented in music; and his older brother, William Henry Leonard, whom his grandfather, General Poe, had raised. At the time Leonard seemed more talented in writing than Poe, but he died in July. In 18, Philadelphias Saturday Courier published five of his short stories. More importantly, in 18, he won $100 in the Baltimore Sunday Visitors short story contest

After unsuccessfully seeking work as a teacher in Baltimore, returned in August, 185 to Richmond, where the Richmond Academy was advertising for a professor of English. After another person got that job, Thomas Willis White hired himat first on a temporary basisas an editor at The Southern Literary Messenger, in which he published short stories, poems, and ascerbic literary reviews. In October, the Clemms joined him, and in May he married Virginia, then 1-years old. After an 186 printers strike caused financial woes for the magazine, Poe and White quarreled over both the acidness of his criticism and the irresponsibility of his drinking.

The rest of his life, Poe suffered from severe mental depression and declining physical health (possibly caused by malnutrition and severe drinking binges), but moments of intense creativity punched through this pain. In 188, he published his only novel, The Narrative of Arthur Gordon Pym, and one year later he became coeditor of Philadelphias monthly Burtons Gentlemans Magazine, where he printed The Fall of the House of Usher (18) and his sonnet, Silence (1840). In December, 18, his first collection of short stories, Tales of the Grotesque and Arabesque, appeared, but it sold less than 750 copies. Within a few months of this, he lost his jobagain due to the severity of his criticisms and excessiveness of his drinkingso he moved to an editorship with another Philadelphia monthly, Grahams Magazine, which in April 1841 printed The Murders in the Rue Morgue.

He left one year later to make a meager living off freelance stories, poems, and reviews. On January , 1845, the New York Evening Mirror printed The Raven, which created a sensation. Poe at last gained fame, but he remained impoverished.

That year, he also became editor of a New York Monthly, The Broadway Journal, which he eventually bought on credit. In a failed attempt to raise circulation, he wrote a series of 5 articles on plagiarisms on Longfellows work, which stirred up great controversy. By late 1846, financial woes and Poes own continuing decline ended the magazine.

In January 1847, his wife died in their cottage at Fordham. This wracked a Poe already assaulted by his poverty and instability. He continued to write, and engaged in unsuccessful publishing schemes and romances, until, on October , 184, Joseph W. Walker found him unconscious in the street. Poe remained hospitalizedoscillating between a somatic state and violent deliriumuntil his death at 5 am on the 7th.

Though Poe had earned a local reputation as a writer of grotesque horror stories, he had little reputation among the literati. His fierce reviews had earned him the ill will of many writers, and his arguments in favor of aestheticism over didacticism in literature went against the currents of the time. Indeed, sometimes the gothic terror he created failed to surpass the popular romantic fiction of the timebut then, he needed to earn money from his work. Even so, he has influenced writers ranging from Robert Louis Stevenson and Sir Arthur Conan Doyle to T.S. Eliot and William Faulkner. He also enjoys renown in France, wherein comparison to Americahe enjoyed a greater reputation in his life thanks to Baudelaires translations.

Poes literature hardly relates to the harsh realities of 1th century life. The dark, chaotic, romantic worlds he created represent an escape from the real, unromantic miseries of life to a place where miseries become grand, beautiful things.

His 18 poem, Lenore, demonstrates this, as he romanticizes a woman in her death. Rhyme and diction serve to formalize the tone into that of a romantic elegy, while the prose level meaning of the poem romanticizes death.

Poe uses couplet rhymes throughout the poem, with the exception of lines 5-7, where all three share an end-rhyme. He also includes several interior rhymes as in The sweet Lenore hath gone before, with Hope that flew beside (15) and The life still there upon her hair, the death upon her eyes (1). Such excessive rhyme typically makes a poem sing-song, but in a poem about death, it makes the theme stand out sharper in contrast.The couplet rhymes also formalize the tone into that of a romantic elegy.

Poes diction similarly formalizes the tone. In line , he addresses a Guy de Vere. Because this name sounds aristocratic, it raises poem to romanticism, as it follows the convention of relating tales of the upper class. Suggesting true, it resembles the names of heroes in the then-popular romantic fiction, and thus creates a subtext of passion. In line 10, Poe refers to the burial service as ritual. This underlines the ritualistic tone created by the rhymes and other diction. The Latin Peccavimus (1), and archaic Avaunt! (0), meanwhile, formalize the tone.

The prose meaning of the poem implicitly makes the dead woman, Lenore, the heroine of a romantic tale. And Guy De Vere, hast thou no tear?weep now or never more! (), suggests some sort of soured love affairwhich fits well with the implications of the name, for stories of the time typically involved romance with a male noble.

Betrayal also fits the genres conventions. One might simply blame this on de Vere, assuming that Poe continues to address him in lines 11-1 By youby yours, the evil eyeby yours the slanderous tongue / That did to death the innocence that died and died so young?. However, line ten refers to the singing of a requiem, which would require multiple voices. Also, line 0Avaunt!avaunt! to friends from fiends the indigent ghost is rivenrefers to her earthly tormentors in the plural. This suggests that while de Vere committed a final act of betrayal, but only because others spurred him to it. Because of this evil, death becomes desirable.

Thus, in Lenore, Poe romanticizes death. The poem, in fact, becomes the Paean [joyous song] of old days with which he promises to waft the angel on her flight (6). Likewise, Poes works represent a romanticization of darkness, an elevation of the misery and deprivation he sufferedas a child from lack of fatherly attention, as an adult from poverty and lack of recognition. Many critics see Poes works as attempts to discover the boundaries of the human mind, or the output of a romantics never-outgrown solitary youthdestroying the outer world for the inner. Poes circumstances of life, however, killed his ability to function in the world; woe eroded him, though a less sensitive soul might not have felt it as intensely. The world Poe wrote of reflected the misery, but turned it into something desirable, creating a mental refuge, which and a lens through he could reinterpret his misery.

Please note that this sample paper on Edgar allen poe 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 Edgar allen poe, we are here to assist you. Your persuasive essay on Edgar allen poe will be written from scratch, so you do not have to worry about its originality.

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