Helen of Troy essays

Helen of Troy essays In modern cinema, a realistic reproduction of a historic time period is uncommon. Movie set designers strive to create sets and scenes to visually stimulate the viewer, and often times historical aspects of the period are completely disregarded. While watching the film, Helen of Troy, directed by Robert Wise (1956), I was surprised to see many artifacts and architectural aspects that were characteristic of Classical Greek Style. I will discuss three key scenes where the interiors were prominent in style and architecture. Situated in the hills of the Greek coast, the city of Troy was prosperous because of its location near the sea. While most of the population lived inside the city's famous impenetrable walls, others lived on the outskirts near the coast. Paris and Helen first meet as he is washed to shore after falling off the sternum of a ship. She helps carry him to the small hut of her childhood nurse. These small villages of huts were constructed with wattle and daub style, and also had thatched roofs. The huts were made waterproof by using a framework of woven rods and twigs covered and plastered with clay. Decorations inside the hut were scarce, but there was a single piece of pottery with a painted scene shown on the ground of the hut. It was very similar to the picture of this pot on the left. The pot had two handles and when used it carried water. The only other items on display were tools and everyday objects such as a kettle pot used to boil water and a sword on the wall, contr adicting the decoration of a palace. After Paris leaves the hut he travels to the Palace of Sparta, where he converses with Menelaus, husband of Helen. In contrast to the huts, this marble palace is extravagant and provides many great examples of Greek Architecture. The palace was supported by columns, both Doric and Ionic capitols. However, the bulging of the Doric shaft, also known as entasis, was different th ...

Organic Compounds - Names and Formulas Starting with P

Organic Compounds - Names and Formulas Starting with P This is a list of organic compound names and formulas with names starting with the letter P. PABA - C7H7NO2Paclitaxel - C47H51NO14Palmitic acid - C16H32O2palmitoyl-oleyl-sn-phosphatidylcholine - C42H82NO8PPancracine - C16H17NO4Pantothenic acid (Vitamin B - C9H17NO5Para red - C16H11N3O3Paracetamol (Acetaminophen) - C8H9NO2Paracetamol (Acetaminophen) (ball and stick model) - C8H9NO2Parachlorometaxylenol (PCMX or Chloroxylenol) - C8H9ClOParaformaldehyde - (CH2O)x (x 8 - 100)Parathion - C10H14NO5PSPBDE (Polybrominated diphenyl ethers) general structurePCP (Phencyclidine) - C17H25NPCP (Phencyclidine) (ball and stick model) - C17H25NPelargonic acid - C9H18O2Penguinone (3,4,4,5-tetramethylcyclohexa-2,5-dien-1-one) - C10H14OPentabromodiphenyl ether - C12H5Br5OPentachlorophenol - C6HCl5OPentadecane - C15H32Pentaerythritol - C4H10O3Pentafluoroethane - C2HF5Pentalene - C8H6Pentane - C5H12Pentane (ball and stick) - C5H121-Pentene - C5H101-Pentene (ball and stick model) - C5H10Pentetic acid - C14H23N3O10Pentyl functional group - R-C5H11Pentyl 2,3,5-trichloro-6-hydro xybenzoate - C12H13C l3O31-Pentyne - C5H8Peracetic acid - C2H4O3Peramivir - C15H28N4O4Perazil - C18H21ClN2Perfluorotributylamine - C12F27NPerkins mauveine - C26H23N4Permethrin - C21H20Cl2O3Peroxyacetic acid - C2H4O3Perylene - C20H12Phenacetin - C10H13NO2Phenacyl bromide - C8H7BrOPhenanthrene - C14H10Phenanthrenequinone - C14H8O2Phenazone (Antipyrine) - C11H12N2OPhencyclidine (PCP) - C17H25NPhencyclidine (PCP) (ball and stick model) - C17H25NPhenethylamine - C8H11NPhenobarbital - C12H12N2O3Phenic acid - C6H6OPhenol - C6H6OPhenol (space filled model) - C6H6OPhenolate anion - C6H5OPhenol red (Phenolsulfonphthalein) - C19H14O5SPhenolphthalein - C20H14O4Phenothiazine - C12H9NSPhenylacetic acid - C8H8O2Phenylacetylene - C8H6Phenylalanine - C9H11NO2D-Phenylalanine - C9H11NO2L-Phenylalanine - C9H11NO2-Phenylenediamine - C6H8N2Phenyl Functional GroupPhenylhydrazine - C6H8N2Phenylhydroxylamine - C6H7NOPhyenylic acid (phenol) - C6H6OPhenyllithium - C6H5Li4-Phenyl-4-(1-piperidinyl)cyclohexanol (PPC) - C17H25NOPheny lthiocarbamide (Phenylthiourea) - C7H8N2SPhloroglucinol - C6H6O3Phorate - C7H17O2PS3Phosgene - CCl2Ophosgene (space filled model)- CCl2Ophosphate - O4P3-Phosphate functional group - ROP(O)(OH)2Phosphino groupPhosphodiester groupPhosphonic acid groupPhthalate (general structure) - C8H4O4RR where R and R CnH2n1 (n4-15)Phthalic anhydride - C8H6O2Phthalic acid - C8H6O2Phylloquinone (Vitamin K - C31H46O2Physostigmine - C15H21N3O2Phytic acid - C6H18O24P6ÃŽ ±-Picoline - C6H7NÃŽ ²-Picoline - C6H7NÃŽ ³-Picoline - C6H7NPicrasane - C20H34OPicrate Anion - C6H2N3O71-Picric acid - C6H3N3O7Pimarane - C20H36Pimelic acid - C7H12O4Pinacol - C6H14O2Piperazine - C4H10N2Piperidine - C5H11NPiperonal - C8H6O3Piperylene - C5H8Pivaloyl chloride - C5H9ClOPodocarpane - C17H30Polyacrylonitrile - (C3H3N)nPolycaprolactam (Nylon 6) - (C6H11N)nPolychlorinated biphenyl (PCB) - C12H10-xClx (x 1-10)Polybrominated diphenyl ether (PBDE) - C12H10−xBrxO where x 1, 2, ..., 10 m nPolyethylene - repeating chains of C2H4Polyethylenimine - (C2H5N)nPolyisobutylene - (C4H8)nPolyphenylene oxide - (C8H8O)nPolypropylene - (C3H6)nPolypropylene glycol - (C3H5O)nPolystyrene - (C8H8)nPolytetrafluoroethylene (PTFE or Teflon) - (C2F4)nPolyvinyl acetate - (C4H6O2)xPolyvinyl alcohol - (C2H4O)xPolyvinyl chloride (PVC) - (C2H3Cl)nPolyvinyl fluoride (PVF) - (C2H3F)nPolyvinylidene chloride - (C2H2Cl2)nPolyvinylidene fluoride (PVDF) - (C2H2F2)nPorphyrin - C20H14N4Prednisone - C21H26O5Primaquine - C15H21N3OPrimary aldimine functional group - RC(NH)HPrimary amine functional group - RNH2Primary ketimine functional group - RC(NH)RProcaine - C13H20N2O2Progesterone - C21H30O2Progesterone (space filled model) - C21H30O2Prolactin (PRL)Proline - C5H9NO2D-Proline - C5H9NO2L-Proline - C5H9NO2Prolyl radical - C5H8NOPropane - C3H8Propane (ball and stick model) - C3H8Propane (space filled model) - C3H8Propanedioic acid - C3H4O42-Propanone (Acetone) - C3H6OPropargyl alcohol - C3H4OPropene - C3H3Propene - C3H34-(Prop-1-en-1-y l)phenol (Anol) - C9H10OPropiconazole - C15H17Cl2N3O2ÃŽ ±-Propiolactone - C3H4O2ÃŽ ²-Propiolactone - C3H4O2Propiolic acid - C3H2O2Propionaldehyde (Propanal) - C3H6OPropionic acid - C3H6O2Propionitrile - C3H5NPropoxur - C11H15NO3propylene - C3H6Propylene glycol - C3H8O2Propyl Functional Group - R-C3H7Propyne - C3H4Proton-sponge (Sigma-Aldrich trademark name) - C14H18N2Purine - C5H4N4Putrescine - C4H12N22H-Pyran (1,2-Pyran) - C5H6O4H-Pyran (1,4-Pyran) - C5H6OPyrazine - C4H12N2Pyrazole - C3H4N2Pyrene - C16H10Pyrethrin I - C21H28O3Pyrethrin II - C22H28O5Pyridazine - C4H4N2Pyridine - C5H5N2-Pyridone - C5H5NOPyridoxal (Vitamin B - C8H9NO3Pyridyl Functional Group - RC5H4NPyrilamine - C17H23N3OPyrimethamine - C12H13ClN4Pyrimidine - C4H4N2Pyrocatechol - C12H13ClN4Pyroglutamic acid - C5H7NO3Pyrrole - C4H5NPyrrolidine - C4H9NPyruvic acid - C3H4O3

Atmosphere in Motion (Earth Science Class) Essay

Atmosphere in Motion (Earth Science Class) - Essay Example The advantage of using the aneroid barometer is that the readings are more accurate and that a week’s worth of data is recorded with each cylinder. 2- Explain how the pressure gradient force, Coriolis Effect, and friction affect wind Coriolis Effect: Wind moves to the right of the direction of the body motion for counterclockwise rotation of the frame of reference, or to the left for a clockwise rotation; this is called the Coriolis Effect. The pressure gradient force and the Coriolis Effect work together to channel the air flow. The pressure gradient force causes air to start moving across the isobars; as soon as the air starts to move, the Coriolis Effect acts at right angles to this motion. Friction is an additional factor that has a significant effect on the wind, changing both its velocity and its direction. Friction causes wind to decrease, thus decelerating the Coriolis Effect. This makes the wind corkscrew away from the high pressure centers and into the low pressure c enters in the Northern Hemisphere. It has the contrary effect in the Southern Hemisphere. 3- Discuss the movements of air and weather patterns associated with cyclones and anticyclones. A wind in a cyclone blows counterclockwise in the Northern Hemisphere and clockwise in the Southern Hemisphere.

Charles Manson Essay Example | Topics and Well Written Essays - 1750 words

Charles Manson - Essay Example At one time, she sold him to a waitress for a pitcher of beer. This waitress kept him until his uncle retrieved him a few days later. In 1939, his mother and uncle were thrown in jail for robbing a gas station and Manson went to live with another aunt and uncle who were quite religious. When his mother was granted parole three years later, however, Manson returned to his mother’s side, where they moved from hotel to hotel. Kathleen Maddox was constantly attempting to get rid of Manson, as she was not a good mother. In 1947, she attempted to have him placed in a foster home, but she could not find one available. This led to Manson being placed in Gibault School for Boys, where he stayed for ten months before fleeing to find his mother again. His mother, however, rejected him and he was then on his own. The first crime that Manson committed was the robbery of a grocery store. He did this in order to pay for a hotel room. A series of other robberies followed until he was caught and sent to a juvenile center. He escaped from this juvenile hall after only one day and after his recapture, he escaped from another juvenile hall four days later. This time, he escaped with another boy and the two of them committed a series of robberies on their way to the other boy’s uncle’s house. The robberies and escapes continued for years, as Manson was sent to different juvenile centers around the country, but none of them could hold him. He even was caught with a stolen car that he had used to rob gas stations in Utah. It was at these juvenile centers that it was concluded that Manson was aggressively antisocial. The first time that Manson was actually considered a dangerous offender was right before a scheduled parole hearing in 1952 when he held a razorblade to another boy’s throat and sodomized him. After this, he was transferred to the Federal Reformatory, which is where more dangerous juvenile

Management studies Essay Example for Free

Management studies Essay Introduction Since starting the DMS in September I have found the workshop programme very useful. I have learnt many styles and techniques of management and from this have applied to my workplace with very effective results, also using my workplace as an experimental ground for practising my new techniques. From this, I have learnt from my mistakes and errors and rectified them to continually improve my own performance, and thus improve the performance of my department within the business. From leaving school with four o levels, I started my working career as an engineer; attaining an apprenticeship at Phillips Components. After four years of completing this, along with a higher national certificate in computer aided engineering, I acquired a position of Toolmaker in the Toolroom. I then continued working as a Toolmaker for the next eleven years without ever considering a managerial position. After many years of Toolmaking I acquired the position of Improvement Technician within the Sub-components department (press shop) and after Twelve months was offered the position of Shift Leader within this department. From taking the leap from Engineering to production/people management it was recommended that I returned to college to complete a Diploma in Management Studies to gain the academic qualifications to compliment my new role. Learning Style and Teamwork Theory One of the first workshop sessions was based on learning style and teamwork theory. For this we completed questionnaires on learning style and the Belbin self perception inventory, a questionnaire based on individuals team role profile. The learning style questionnaire was designed to understand your preferred learning style and help you pinpoint your learning preferences so that you are in a better position to select learning experiences that suit your style. The results are broke down into four different styles: Activists, Reflectors, Theorists and Pragmatists. After scoring myself on the questionnaire, the results suggested that I had a very strong preference towards being an Activist, a strong preference towards a reflector and moderate preference towards Theorist and Pragmatist. An Activist is a person who is very open-minded and enthusiastic about new ideas or experiences. They tend to act first and consider the consequences later. They tackle problems by brainstorming and thrive on the challenge of new experiences. They are gregarious people constantly involving themselves with others but, in doing so, they seek to centre all activities around themselves. With the learning style of an Activist I find it very hard work to sit down and study, I also find it very difficult reading a book as I tend to find my mind wandering off on to other activities I could be doing. Analysing my learning style within the workplace, I would tend to agree with these results. I have a reputation at work for being very enthusiastic and passionate about my department and also about the company I work for, also preferring to physically get stuck in with problems we encounter, rather than sitting down and discussing them. Within each learning style there is a set path we need to progress through in order to get the most out of any learning experience, these are as follows: Step one, having an experience In step one there are two easy in which we can have an experience; one is to be passive and allow the experience to happen and you needing to react, two is to deliberately seek them out in a proactive manner. Step two, reviewing the experience I tend to think this is the one we most often miss out on, we tend to jump this one and come to a conclusion before weve reviewed an experience in a none judgemental manner (with an open mind and no preconceptions). Time needs to be taken out to properly review any experience to gain anything from it. Step three, conclusions from the experience This involves looking at the reviewed experience step to understand and see what lessons can be learnt. Step four, planning the next step There would be little point in reviewing or coming up with any conclusions from the experience if we did not apply this newly gained knowledge to future events. The Self Perception Inventory The Belbin self perception inventory specifies nine roles for the efficient working of a team. Once the questionnaire is completed, a team role profile is then calculated for the individual and a counselling report is created. The chart below shows how I scored: Roles and Descriptions Team-Role Contribution Percentage Score Specialist 93% Plant 81% Resource Investigator 73% Shaper 69% Complete Finisher 63% Monitor Evaluator 50% Team Worker 25% Co-Coordinator 9% Implementer 2% My profile shows that I gain great intrinsic satisfaction from the nature of work in which I am engaged. For me work is like a hobby, offering me a chance to exercise my creative disposition and achieving professionalism all at the same time. As far as the outside world is concerned, I will be known and respected for my knowledge and special skills and for the fact that I am in the forefront of most new developments. My limitations I may have to accept apply to my administrative and managerial skills. I may have to make a conscious choice in terms of the direction of my career. A wider arena would offer broader prospects of advancement, but would also face stiffer competition, with the chance of me loosing some of my professional expertise. The alternative would be to build up my personal reputation in my own special area and carve out my own job within it. Reflecting on my results from the self perception inventory, I must realise that to become a better team player, I must understand my allowable weaknesses from the roles I scored high in. Also I must work on increasing the lower end scores, by becoming a better co-ordinator and implementer, also increasing my team worker skills. Residential To start the course off, our first learning experience of working within teams was the residential activity at Dove Nest. After a brief introduction (and cup o tea) we were soon split into four groups and given the mine field activity to complete. This being a perfect ice-breaker to the course, testing our teamwork skills and also a perfect opportunity to get to know other students. Instantly, different individuals personalities and trends were noticed and within minutes different traits were easily recognised as some members co-ordinated whilst others problem solved or challenged ideas. Our team decided it would be an advantage to amalgamate with the adjacent team to create a synergy were by we would attain greater power due to the creation of synthetic energy, i.e. the understanding that to join forces more than twice the power of each individual team would be achieved. Unfortunately, this was not the case. Although we did manage to complete task, we didnt accomplish it in the fast est time. Before to long we were soon split into other groups and given different tasks to complete with goals clearly set. One task I thoroughly enjoyed and learned a lot from was a task where all team members had to run up a hill (about 20 metres) to a square marked out on the floor (approx 3m sq.). Inside the square was 18 randomly spaced tags pinned to the ground, numbered 1 to 18. Our task was for all team members to run up to the square, then all the tags had to be touched, respectively from 1 to 18, but only one member was allowed into the square at any one time. Once this was complete, all the team then had to run back to the start point and cross this point within a specified time. We were given an allocated time to plan the task and also only given three timed attempts to achieve our target. Instantly we conducted a brainstorming session to assess all our different options. Then after heated debate about which ideas we thought would be the most efficient we then decided to perform what we thought would be the fastest trials. After timing each option we then chose the fastest and analysed this to see if we could improve on the practiced times. Once we thought we couldnt improve any more we then attempted to reach our goal. Of the three timed events, the first one was about twenty seconds overtime, the second just under, but by the third attempt we had shaved about forty seconds off our original time, also clearly beating the goal set. We achieved this through everybody committing to the teams needs to achieve the goal set, where everybody knew their place within the team, even though everybody did not agree with some of the decisions. A great sense of satisfaction and camaraderie was achieved by the conquering of this task, with all the team thoroughly motivated and geared up, ready for the next task. Finally on day one we were given the task of running our own business, the final goal, to manufacture and sail a raft on Lake Windermere. Different roles of team members soon developed, one person accounting, another designing, whilst others negotiated with opposing teams to acquire either more money or materials. Once enough materials were obtained, the raft was ready to be manufactured. Again, different team roles were seen, as some members built the raft whilst others delegated different tasks, and others stood back, saying thatll never float, youll not get me on that, only to be proved wrong once the race got underway. For me, there were many learning points from Dove Nest even though at this point we had not covered these techniques at college. It was an excellent opportunity to improve my listening and negotiating skills, as well as improving my delegating techniques. The best learning experiences for me were teamwork and motivation. Working within teams were nobody knew other peoples knowledge or capabilities, or what specialities they may possess created an atmosphere were by to achieve the goals set, individuals roles had to be rapidly appointed. I also found the problem solving activities very stimulating, probably through my engineering background. Dove nest was also an excellent starting point to the course as many students (myself included) were novices to the styles and theories ahead, thus giving everybody a perfect foundation to the year ahead. Reflecting on how each team member performed on the residential, I think it would be an excellent idea to perform a similar residential exercise at the end of the year to recognise the improvement of individuals performance. Presentation Skills A great learning point for me was the workshop on presentation skills. When confronted with the task of presenting to the group I was keen to improve my ability as presentations are a key role in my position at work, whether presenting a fortnightly team brief or a project presentation to senior Management. Previous to workshop I have encountered some bad experiences in the workplace, due to inadequate planning beyond my control. After watching the video on presentations, I came away with a greater knowledge of what creates a good presentation. The key learning points for me being preparation, content and delivery. What is the purpose of the presentation and why? Know your subject do your homework. Know your audience, the objective being to keep them interested. A good presentation should have a suitable introduction, main theme and conclusion. The delivery is also essential, confidence being the key, keep to a specified time and remember that you are the person presenting and the effect of it is upon your audience. I found it very beneficial to be able to watch and judge peoples presentation skills reflecting with the rest of the group on how to improve these skills, not feeling under any pressure whilst doing so; an option not available at work. The experience of having someone give feedback to a presentation allowed me to fully focus myself on the need to learn from, and understand my shortcomings, is also gave me the opportunity to scrutinise the way in which I should deliver a presentation. As I have a learning style of an Activist, and therefore wanting to try anything once to gain a new experience, I chose to give my presentation on a non-work related matter. I decided to give my presentation on what I labelled The Millionaire Lifestyle Weekend a presentation on how to live a millionaire lifestyle for the weekend working within a budget that most people would find affordable. Fortunately I wasnt presenting until the third week, which gave me plenty of time to plan my presentation. Also gaining more knowledge on this subject through analysing other students presentations and making observations as to how their presentation could be improved. A key observation from myself was never apologise when presenting as this may come across as being negative. Also, try to keep the audience interested and keep within the time specified. Provide a handout for any important information, but dont distribute until the end of the presentation. When the time came to delivering my presentation, I was at first nervous, due to previous experiences, but after the first two slides I felt more at ease due to the environment in which the workshop was held and also due to the fact that I felt confident about what I was presenting thanks to sufficient planning and preparation. I think another added contribution was the fact that the first couple of slides grabbed peoples attention and instantly they were thinking this looks interesting, a very important learning point, grasp peoples attention on the first two slides. I realised that in doing this, people sit up and listen, thus giving the presenter more confidence in what he/she is presenting. I also learnt that the rehearsal of a presentation is extremely important; I practiced this presentation about Ten to Fifteen at home in front of the mirror, finding this to be a great benefit to delivering a good presentation. Overall it gave value to me as I now know how to structure presentations. I felt, as did the others in the group that their subject would be boring for anyone else but to the contrary, as I listened to other presentations they were entertaining, informative, and all had flow to them. This tells me that if the subject to be presented is put over in the way we have been shown then the information within it is retained by the audience. Since this workshop, I have presented to management at work and felt a lot more at ease, having greater confidence in myself by understanding the correct way to performing a successful presentation, understanding the emphasis on planning as well as delivery. I have now learnt to improve my presentation skills at work a lot more by watching and analysing others present in the workplace. Time Management The time management workshop was also of great use to me with respect to my position at work. I am responsible for the production of nine different sub-components all used in the manufacture of a cathode, with present cathode production running at 300k per day, although due to losses on automation, with some components I have to produce 160 good components to make 100 good cathodes. I am responsible for a workforce of 45 people as well as providing assistance in other departments as and when required. I find myself in a position where I am constantly fire-fighting on a daily basis, going home feeling that I have taken two steps back rather than one step forward. When we had the workshop on time management I was instantly keen to increase my knowledge on this subject as time at work is sparse. I found the video a great learning tool, by watching the situation with the manager who never seemed to have any time. I instantly related issues on the video to my workplace and started to understand the important factors of managing time efficiently. Learning to identify, and then change, any bad practices such as taking on too much work that I could possibly delegate out to others, or failing to plan and organise my day correctly, understanding the difference between efficiency and effectiveness. The key points of time wasting have stayed fresh in my mind since this session understanding that I need to prioritise, delegate, plan and communicate more effectively. From watching the video, I returned to work ready to try out my latest technique. Understanding that to manage my time for that day I must spend the first five to ten minutes planning my day a head, prioritising what jobs have to be done, what jobs should be done, what jobs need not be done and what jobs I could delegate out to others. Also deciding which jobs are important, urgent, urgent and important and so on. Once I have done this, I then write a priority list in order of which jobs I shall do when, ranging from must do to least important. Since doing this on a daily basis I have found that I get through a lot more issues at work and seem to find a lot more time to take on extra tasks without the worry of not being able to complete in the required time. This has taken a large amount of pressure of my working day. Although I am sometimes still rushed off my feet, at least Im not leaving for home with my head in a spin. Conclusion When first discussing the DMS to work colleagues, who had once been students on the course. They described the workshop sessions to me, explaining about peoples learning styles and teamwork theory and I have to admit I was very sceptical about the whole thing, not understanding about Activists and pragmatists, etc. But since attending workshop I have realised that what we have learnt is true to life and have found very useful. I do have the opinion that people who become successful managers do have that special gift and that managers are born and not trained. My opinion is that to be successful not only must you have that gift but you must also learn the different techniques learnt on workshop and understand how and when to apply them to daily life. I have found that a lot of what I have learnt a necessity in the role I am in at work. I also realise that not all situations in the workplace are the same, as peoples attitudes and characteristics all vary, some on a daily basis, and to be able to handle any situation without causing upset to the individual or the business is a skill only acquired over time. Dealing with issues can be a very delicate and tricky art, but with the correct personality, integrity and knowledge gained from the workshop, success is a not such a fantasy as a nearby reality. Bibliography. KELLET, P. (2002) Presentation Skills Workshop lecture notes KELLET, P. (2002) Effective Teamwork Workshop lecture notes KELLET, P. (2002) Time Management Workshop lecture notes KELLET, P. (2002) How to Improve Your Learning Style Learning style questionnaire BELBIN (2002) Self Perception Inventory Mk2 BELBIN (2002) Self Perception Team Role Profile

Captain Corelli’s Mandolin Essay -- essays research papers

'Captain Corelli’s Mandolin' S U M M A R Y It is 1941, and a young Italian officer, Captain Antonio Corelli,arrives on the beautiful Greek island of Cephallonia as part of an occupying force. He is billeted in the house of the local doctor, Iannis and his daughter Pelagia. He quickly wins the heart of Pelagia through his humour and his sensitivity, not to mention his stunning ability on the mandolin. But Pelagia is engaged to Mandras, a local fisherman who is away fighting with the Greek army. Despite her growing affection for Corelli, Pelagia continues to write to Mandras, but he does not answer. It transpires that he could not, since he is illiterate. But Pelagia takes this as a sign that their love is dead and she gives herself to Corelli. Then there is the betrayal. Everyone, it seems, in a short space of time, is betrayed. In the autumn of 1943, the Allies invade Sicily instead of the Greek islands, and, in the eyes of the islanders, betray Greece; the Italian commander, General Gandin, betrays his men, the Germans betray the Italians; perhaps Corelli even betrays Pelagia by leaving her. The full horror of war, international and then civil, comes home to all the characters, then is swept away by the tide of history. Pelagia and Corelli are apart and destined to remain so for half a lifetime. Pelagia thinks Corelli is dead, Corelli, visiting Pelagia secretly every year, thinks she is married. Then, in 1953 a new horror hits the island – the earthquake. The events ...

Descriptive Essay. My Favorite Place for Relaxing

AMERICAN REVOLUTION The beginning at the Atlantic coast of Northern America was necessary to English possession in 1607. v When first of colonies – Virginia has been based. Its founders were merchants from the London trading company. On the courts the company transported in a colony of poor men, sold itself is temporary in debt servitude and worked in a colony under supervision of inspectors of the company. For ocean from England the puritans oppressed by government Stewart directed, the poor men who are looked for in New World of improvement of the   fate.In colonies they got in servitude to merchants and the large land owners who have received the letters from king on the grounds in America. One step at a time at the Atlantic coast from the grounds grasped at Indians 13 colonies were formed. In the south – in South Carolina and Georgia the slaveholding facilities has developed. On plantations cultivated tobacco, a sugar cane, indigo. Characteristic feature grower fa cilities was injurious use of the grounds quickly lost the fertility then plantations were transferred on other seats.This feature of a slaveholding facilities and pursuit of a profit pushed planters to continuous expansion of territory of colonies. Import of Negros – slaves in a colony has begun quickly increased. In the middle Atlantic colonies – Pennsylvania, New York and New Jersey – wheat was cultivated. The part of the ground belonged to large proprietors – to the aristocrats leased it to small farmers, paid for it the rent. Here was also independent farmers much. In seaside cities crafts, shipbuilding developed.In the North – in New England covered colonies New-   Hampshire Massachusetts, Connecticut and Rhode Island, handicraftsmen and manufactories was even more. The Major part of the population was engaged in fishing and navigation. England and its possession used a monopoly of commerce with colonies. Turns of this commerce quickly incr eased. From colonies the furs, tobacco were taken out to England, indigo, a fish, a wood and iron. Manufacture of iron was officially forbidden by the English government, but colonies did not reckon with these interdictions.To West Indies were taken out bread, a fish and other goods. Despite of distinction in social attitudes between separate colonies, their general characteristic feature there was a fast progress of initial capitalist accumulation and the bourgeois attitudes interwined with slaveholding in the south. Progress of colonies at all was not peace idyll. In a basis of territorial expansion of colonies in the West capture of the American Indian grounds, destruction and replacement of Indians in the remote areas laid. Wars with Indians differed cruelty and barbarity.Colonists seats exterminated all American Indian population, tortured and burnt captives. Merchants for nothing exchanged at Indians dear beaver skins and other furs, accustomed to drinking vodka and set Americ an Indian tribes against each other. In the favourable way of initial accumulation served slave trading. Merchants of New England conducted so-called † triangular commerce † – bought treacle in West Indies, processed it in rum and for rum, cheap fabrics and knickknacks exchanged slaves – Negros at slave-traders, engaged the armed robbery and capture of Negros at coast of Africa.Usually not less than thirds of Negros perished from illnesses during transportation through ocean, and the others were exposed to brutal operation on plantations. Sharp social contradictions developed and among the white population of colonies. The major part of white immigrants many years was in debt slavery at merchants and large agrarian proprietors, the agrarian aristocracy aspired to spread in colonies feudal attitudes, inalienability and transfer to an indivisible condition of manors by right of succession to the senior son, nobiliary titles and privileges.Large land owners ra ised the rent from the tenant, rigidly maintained small farmers, is frequent raising on revolts. In seaside cities there were many the hired working and poor handicraftsmen tested greater deprivations. City poor and tenants aspired to leave on the West and to become independent farmers. Chains of the armed immigrants – â€Å"squatters† – with families and house belongings moved west, based settlements and grasped the grounds of Indians. Management of colonies was in hands of English authorities.King appointed governors of the majority of colonies, and in three of them, private persons considered by possession, – in Pennsylvania, Delaware, and Maryland– king only approved the governors appointed by owners. At governors there was advice appointed by them and the lower chambers which members were selected rich proprietors on the basis of a high property qualification. In English parliament of a colony had no representation. The English government cons idered itself in right to publish the laws, concerning colonies, without their agreement.An arbitrariness of governors and English agrarian aristocracy caused numerous revolts of farmers and the handicraftsmen required the political rights, expansions of self-management of colonies and restrictions of authority of governors. Economic growth of colonies wakened at the population aspiration to independence. Between colonies mutual economic relations one step at a time amplified. The generality of territory, economic life and language at remoteness from England assisted folding.Conditions of a life in colonies, despite of distinctions between the North and the South and on class contradictions, generated known features of a mental constitution at the population. Formation of the North American bourgeois nation was accelerated as a result of an aggravation of contradictions between colonies and England, led liberation war. In the 60s of the XVIII century colonial oppression of England i ncreased. Seven Years' War 1756 – 1763 GG exhausted its financial resources. Britain's public debt grew from 53 thousand to 140 thousand pounds.The king and the ministers wanted to improve their financial position through the colonies. The capture of Canada by England, Florida and the land west of Allegan facilitated the holding of new coercive measures in the 13 colonies. In 1765 the British Parliament imposed a colony of so-called stamp duty on each trade transaction documents, newspapers, and ads. Resistance of the population forced the British government to abolish stamp duty, but the policy taxing the colonies without their consent continued.Dissatisfaction with stamp duty has given strong impetus to the broad democratic movement against the British colonialists in New York and New England. In many towns and villages there were rallies, people smashed home a new tax collector. Began a boycott of British goods. In the years in colony 17773-1774 revolutionary situation. Th e masses of the people no longer willing to endure the situation. Conflicts with the British colonialists sharpened. For communication between the individual colonies were established correspondent committees.In Virginia, the leaders of this committee were supporters of the revolutionary actions of Thomas Jefferson and Patrick Henry, Massachusetts – Samuel Adams. The movement for the boycott of British goods was expanding. The British government cut duties on tea imported to the colonies of the East India Company, in the hope that increased sales of tea and the colonies reconciled to the payment of at least a little of the tea duty. But this led only to new countermeasures.At the end of 1773 there was an event known as the Boston Tea Party: the inhabitants of Boston, disguised as Indians, entered the ship with a cargo of tea waiting in the harbor, and threw him into the sea. In response, the British authorities have moved to new repressions and decided to July 1774 to close t he Boston port, the city had entered a state of siege. The king has deprived the inhabitants of New England, the right to engage in fishing in Newfoundland. Local government in Massachusetts was abolished. All these measures meant that the British colonialists have not been able to maintain its power over the colonies previous methods.The armed struggle began in the spring of 1775 April 19. In May, 1775 in Philadelphia, opened the Second Continental Congress. The participants were representatives of the planters and the big bourgeoisie. But under the influence of the revolutionary upsurge of the people most inclined Congress to break with England. Congress recognized his army, arose early in the war of guerrilla groups, appointed commander of a wealthy Virginia planter George Washington (1732-17. Washington participated in hostilities against the French and Indians, and gained a reputation as capable military leader.July 4, 1776 Congress adopted the Declaration of Independence. The declaration announced that the colonial oppression against â€Å"inalienable rights† to liberty, life and the pursuit of happiness, and that the rebellious colonies, united in the United States of America are â€Å"free and independent states. â€Å"The main author was Thomas Dzhefferson. Congress it has made up his draft Declaration of Independence, after making any editorial changes specifically chosen for this commission. Item, who condemned slavery was excluded. The proclamation of the Declaration raised he authority of Congress to the people and the bourgeoisie, and enabled planters to retain the leadership in North America during the Revolution. Congress sought to bring to an alliance with the rebellious colonies, France and Spain, and sent for this purpose in Europe, Benjamin Franklin. The government of Louis XVI and the Spanish court willing to take advantage of falling away from the American colonies of England, to bring England to settle old scores and bring back some lost possessions in America. Entry into the war of France and Spain dramatically worsened the situation in England at sea. 782 the British government decided to stop fighting and start peace talks. United States joined with Britain in a preliminary conspiracy to restrict colonial ambitions of its allies – France and Spain. These states would again extend their possessions in America, not in the interests of neither the U. S. nor Britain. September 3, 1783 in Versailles, signed peace treaties. United States recognized the independent state. Each of the 13 states had its own trade laws and regulations. There was no single monetary system and paid a lot of different currency.The bourgeoisie tried to overcome these obstacles to the development of the national market. In May 1787, in Philadelphia, opened the Constitutional Convention convened to revise the â€Å"Articles of Confederation† in 1781 and develop a new Constitution. The social composition of the members of the Convention clearly testified, whose interests are served his activities. Of the 55 members turned 20 planters, 23 – bankers, merchants and manufacturers, 10 lawyers. Two seats occupied by a physician and teacher, but there was no farmer, artisan or a worker.Meetings of the Convention took place in strict secrecy, disclosure of the debate is strictly forbidden. In September, the Convent finished his work. The Constitution created a Federal 1787 or the federal government, although the states retain broad autonomy and their individual constitutions. Legislative power is transmitted to the Congress, consisting of the House of Representatives and the Senate. The executive power constitution passed on to the president, elected by the two degree of choice, and gives him enormous powers. The President appoints ministers (secretaries) who are responsible only to him, and is the chief of the rmed forces. If the law does not receive the approval of two thirds of all members of Congr ess, the President may impose on him veto. The Constitution establishes the Supreme Court of irremovable and for life appointed judges. The Supreme Court can overturn laws if found unconstitutional, and is one of the most reactionary institutions in the U. S. , which provide solutions aimed against the interests of workpeople In comparison with the feudal monarchy bourgeois constitution in 1787 was progressive, but it was Not democratic. In the States rose a broad movement for the democratization of the constitution.With great difficulty the planters and the bourgeoisie have to ratify the Constitution by a majority of states with the condition of amending it, but in some states, the fight against its ratification lasted until 1790s. In 1789 he was elected to Congress. Became the first U. S. president George Washington. Congress was forced in 1791 to include in the constitution of 10 amendments, proclaimed freedom of speech, press, right of assembly and petition, the inviolability of their persons, houses, the introduction of trial by jury in criminal cases to the civilian population.Despite the reservations and omissions made in 1791, 10 amendments to the Constitution were very progressive and marked an important achievement of the American people. In U. S. history the amendments entered under the name â€Å"Bill of Rights. â€Å"†The Bill of Rights† did not change the essence of bourgeois slavery and the Constitution, but he made it difficult to arbitrary repression against the people and facilitate the struggle of workers for their rights.

How does Thomas Hardy create and maintain Essay

How does Thomas Hardy create and maintain a sense of mystery and malignant, uncontrollable forces in â€Å"The withered arm† Thomas Hardy creates and maintains mystery and malignant, underlying forces by using symbolic descriptions of the setting, the atmosphere and the strange unguessable plot. Thomas Hardy sets the story in the fictional village of Holmstoke. Holm means home and stoke means fire. This gives two impressions, one of a nice cosy warm story, but it also gives the impression that fire is also connected with bad things like Hell and witchcraft. This makes you start to wonder what the story will be like. Thomas Hardy uses natural settings to contrast with unnatural events or behaviour. The heath is used a lot because of this. He also uses the heath because it helps create atmosphere and because it is outside he also uses the weather to reflect the characters mood. An example of this is when Rhoda and Gertrude cross the heath to see Conjuror Trendle and Rhoda does not want to and â€Å"would have done anything to escape this enquiry†, the weather and the atmosphere reflect her dread of what will happen. â€Å"The thick clouds made the atmosphere dark† and it was only early after noon and â€Å"the wind howled dismally†. Hardy also uses the weather to help him describe the changing of time like at the beginning of a paragraph. All the gossip was going on in â€Å"winter† and by the end of the paragraph it’s â€Å"in the spring† I think Hardy also uses the changing of the seasons as a sort of metaphor to symbolize the changing of the characters. An example is when Gertrude changes from a very beautiful, perfect, kind and caring girl to a scarred â€Å"irritable superstitious woman†. Hardy also has such large gap in time so the changes in Gertrude are more noticeable. Thomas Hardy also uses characters to help him create mystery and underlying forces especially Rhoda Brook. Rhoda is an outsider and she lives out of the village by herself with her son. She’s a little weird because she never mixes with people. People don’t really mix with her because of her sleeping with Lodge and having a baby. People think she is a witch. I think this is because people associate her with Trendle. When Gertrude needed to find Trendle the villagers told her to ask Rhoda and she realized that they thought â€Å"a sorceress would know the whereabouts of the exorcist†. But the mystery really begins when she has her vision and next day Gertrude shows her the mark from the vision which is on her arm. The vision is an important part of the story as it is the start of everything and caused everything. Rhoda can not control what is happening to so it helps maintain the uncontrollable forces which are all through this book. Thomas Hardy uses Conjuror Trendle a lot to help create mystery and uncontrollable forces. Just the fact that conjuror Trendle lives on the heath starts to make the reader feel a sense of mystery because the heath represents the weirdness or the story. Trendle also helps create mystery by doing magic in secret and not openly â€Å"He did not profess his remedial practises openly† and it also helps that he was in disguise. He was disguised as a dealer in furze , turf sharp sand and other local products†. He had to be disguised because people in that time were very superstitious. I think Thomas Hardy uses Gertrude to help create a sense of uncontrollable forces, this is because things are happening to her mentally and physically which she has no control over. Also because the things that are happening to her are unexplainable, it helps create and maintain malignant uncontrollable forces. Hardy illustrates this physically when her incredible beauty is which is described as â€Å"the light under a heap of rose petals† becomes ruined and scarred by her withered arm; and mentally when she turns from a very nice person to an â€Å"irritable, superstitious woman† Farmer Lodge is not in the story much but none the less is a very important character, because he is the main reason the whole story happens. He is the center of the love triangle of him Rhoda and Gertrude which is why everything happens. As we don’t see him much in the story this makes him more important as it helps add to the mystery. Hardy uses imagery to help the reader mentally see what’s happening and also to symbolise things. An example of this at the beginning of the booking â€Å"the lorn milkmaid† Hardy paint us the picture of a lot of milkmaids all sitting together gossiping. This gives the impression that the village is quite a close knit place and that one Rhoda Brooke is all by herself on the side not joining in this gossiping. This gives the impression that she is a sort of outsider which no one wants to be friends with which adds to the mystery. A very important image in the story is the withered arm. It creates mystery because the reader will wonder how it happened and malignant uncontrollable forces because the reader will wonder if Rhoda really is a witch. The main themes of the story are witch craft and passion. The passion is in the love triangle between Farmer Lodge, Gertrude and Rhoda. The witch craft is in the vision Rhoda sees and the physical and mental change in Gertrude. Passion and witch craft are the uncontrollable forces in the withered arm. I think one of the things Hardy is trying to say in this book is that life can’t always be explained. Thomas Hardy uses many different languages effects. He uses similes and metaphors, to describe Gertrude â€Å"her face as comely as a live doll’s† and her face â€Å"like the light under a heap of rose petals†. Hardy also uses extended imagery when he uses the river outside the executioner’s house to link him to the village, â€Å"it stood close to the same stream†. He also uses personification in describing the river â€Å"the waters of which emitted a steady roar†. Thomas Hardy shows us which characters are â€Å"common† and which aren’t by having the â€Å"common† ones use dialect. The only person not to use dialect is Gertrude. Another important factor in creating and maintaining a sense of mystery and malignant uncontrollable forces was the plot. The vision coming true and Rhoda beginning to doubt herself really draws the reader in to the story. I think it was a very effective ending giving no clear answers like yes, Rhoda was a witch or not or no, it was all a coincidence and leaving it up to the reader. That really helps maintain mystery In conclusion I think that by using the characters, settings and a strange plot, Thomas Hardy successfully creates and maintains mystery and malignant forces in the withered arm.

My mom. Essays

My mom. Essays My mom. Essay My mom. Essay Because my mom has passed along so much of her wisdom to me, I will e better able to contribute to society than I would have been without her example. First, my mom is the hardest worker I know. She maintained a 4. 0 GAP in college. She took care of three children and an entire household before she was diagnosed with multiple sclerosis, a disease that damages nerves. Despite the pain my mom is in, she does everything she can for her children. Depending on the day and the severity of her pain, she will do laundry, dishes, vacuuming, and even mopping, if she feels up to it. She amazes me daily with the load she puts on herself. She makes me e that if she can get up and do so much with the amount of pain she is in, that I can do more than I think I can. Second, my mom is the kindest person I have ever met. She would help anyone in a time of peril. Whether that person needed a meal, a bed for a night, someone to listen to their problems, or even a shoulder to cry on, she would help as much in her power as she possibly could. Before the onset of her M. S. , when my brother and I were in elementary school, she would volunteer. In kindergarten she would read aloud to the class. In T-l?a grade between kindergarten and first grade for children ho are not mature enough for the next step- she would help with the reading tests. All through my brother and my elementary school she would help recycle aluminum cans. With this contribution to society, she has made me see that helping others makes a big difference in who you are as a person and your outlook on life. Third my mom is the smartest person I have ever met, academically and common sense wise. She maintained a 4. 0 GAP in college. Whenever I have a problem with school work she helps me however she can. Whether she proofreads my papers or works algebra robbers she always tries to help me. Sometimes she does not remember how to do answers we were looking for, if not we Google it. I have long admired her smarts and I am very proud to be able to call her my mom. I have always admired my moms gumption. She knows what is right and wrong, and has taught me how to tell the difference between them as well. She taught me when I was little to never accept candy from strangers. She also taught me when I became a teenager to never accept a drink from someone I did not trust. She taught me that a good attitude is the best way to make it through life. Almost everything I have learned thus far has been from her incredible attitude and outlook on life. She has truly been the one to make the impact on me that having gumption, initiative, and a good outlook on life will get you almost anywhere you want to go in life. My mom is the most incredible woman in my life. She is positive, smart, a hard worker, brave, and always dreams big. I think that these are some of the most commendable qualities that anyone can have. She has made me want to contribute to society, be a better person, and always take the high road. She is the person who as made me the person that I am today. I will always be in debt to her. I could have turned out much differently, but thanks to her infinite wisdom, guiding me throughout the stages of life, I am a good person. She has always reminded me of a saying from the Bible, Love suffers long and is kind; love does not envy; love does not parade itself, is not puffed up; does not behave rudely, does not seek its own, is not provoked, thinks no evil; does not rejoice in iniquity, but rejoices in the truth; bears all things, believes all things, hopes all things, endures all things. Love never fails (1 cord. 13. 4-AAA)

3 Parts of a Nucleotide and How They Are Connected

3 Parts of a Nucleotide and How They Are Connected Nucleotides are the building blocks of the DNA and RNA used as genetic material. Nucleotides also are used for cell signaling and to transport energy throughout cells. You may be asked to name the three parts of a nucleotide and explain how they are connected or bonded to each other. Heres the answer for both DNA and RNA. Nucleotides in DNA and RNA Both deoxyribonucleic acid (DNA) and ribonucleic acid (RNA) are made up of nucleotides which consist of three parts: Nitrogenous BasePurines and pyrimidines are the two categories of nitrogenous bases. Adenine and guanine are purines. Cytosine, thymine, and uracil are pyrimidines. In DNA, the bases are adenine (A), thymine (T), guanine (G), and cytosine (C). In RNA, the bases are adenine, thymine, uracil, and cytosine,Pentose SugarIn DNA, the sugar is 2-deoxyribose. In RNA, the sugar is ribose. Both ribose and deoxyribose are 5-csrbon sugars. The carbons are numbered sequentially, to help keep track of where groups are attached. The only difference between them is that 2-deoxyribose has one less oxygen atom attached to the second carbon.Phosphate GroupA single phosphate group is PO43-. The phosphorus atom is the central atom. One atom of oxygen is connected to the 5-carbon in the sugar and to the phosphorus atom. When phosphate groups link together to form chains, as in ATP (adenosine triphosphate), the link looks like O-P-O-P-O-P-O, with two additional oxygen atom attached to each phosphorus, one on either side of the atom. ​Although DNA and RNA share some similarities, they are built from slightly different sugars, plus there is a base substitution between them. DNA uses thymine (T), while RNA uses uracil (U). Both thymine and uracil bind to adenine (A). How Are the Parts of a Nucleotide Connected or Attached? The base is attached to the primary or first carbon. The number 5 carbon of the sugar is bonded to the phosphate group. A free nucleotide may have one, two, or three phosphate groups attached as a chain to the 5-carbon of the sugar. When nucleotides connect to form DNA or RNA, the phosphate of one nucleotide attaches via a phosphodiester bond to the 3-carbon of the sugar of the next nucleotide, forming the sugar-phosphate backbone of the nucleic acid.

Magical Healthy Goodies Case Study Example | Topics and Well Written Essays - 1250 words

Magical Healthy Goodies - Case Study Example This means, Magical Healthy Goodies wants to have a global outreach. The business of low calorie intake baked cookies, cakes, and pastries should attain international standards. Employees hired: Ms Alyaa Mohamed has been hired as personal assistant. Further, three chefs and three delivery boys are to be hired. The delivery boys would handle the local orders. A manager is to be hired to arrange for international delivery and shipping. An accountant is also to be hired. Ms Fatmah appoints herself as the CEO of the company. Business activities and products offered: Business activities include manufacture, customization, delivery, and shipping of the products. Products include low calorie intake baked cookies, cakes, and pastries. 1. The owner: â€Å"Effective executives do not make great many decisions. They concentrate on what is important. They try to make the few important decisions on the highest level of conceptual understanding.† (Drucker et al, 2001). Ms Fatmah has to function herself at the level of management accountancy. She must personally see the journal, ledger, and trial balance entries. Since this is the age of globalization and the company can aspire to develop international outreach with the laps of time, all financial records should be maintained in terms of US dollars. 2. The lender: Money should be borrowed from a bank that has international operations. The owner should check the previous annual reports of the bank. The stock value of the bank is also an important consideration. The lender, i.e., the bank must check Ms Fatmah’s ability to furnish collateral security. A reliable guarantor should be there. The capital reserves of the new company and the amount of cash in hand are important considerations of for the bank. 3. Competitors: In a competitive market, publicizing the financial records is generally avoidable. Ms Fatmah must keep an eye on her competitors, especially those who have launched public issue. Their

Tourism in Norway Essay Example | Topics and Well Written Essays - 1250 words

Tourism in Norway - Essay Example Tourism can be described as travel from one geographical area to another in accomplishment of recreational desires, leisure, educational purposes or business issues. In some cases, tourism has been seen a kind of sporting activity especially when the participants travel for recreational and leisure purposes. Tourism involves visits to certain geographical features and fantastic scenes that exist in the world. Tourists participating in tourism may be individuals from international spectrum or internal citizens living within the country that is the tourist destination. Tourism activities have huge benefits to the economy of the countries that act as the preferred tourist destination. Upon visits to various regions to see the fantastic scenes, tourists make huge payment for the access to the particular regions of preference. The collected tax from the tourism activity passes to the governments of the individual destinations, who ultimately use the revenues in financing various national projects for the benefits of the entire citizens. Norway is one such country with exemplary and attractive tourists’ destinations. The Norwegian tourism sites have earned the country superb income that has been used in financing and purchasing development programs of national importance. The history tourism in Norway illuminates the British lords as the first fishing tourists to visit the country (Aas 282). The British lords were mainly interested in fishing of salmons that inhabited most of the Norwegian rivers. Aas (282) elucidates that the current trend of marine fishing in Norway has been dominated by the German tourists who buy fishing trips from the Norwegian and foreign tour operators. According to Aas (282), most of the fishing tourists within Europe travel to particular tourisms destinations in Norway by the use of cars and planes. Currently, most of the tourists travelling from Germany to Norway have been using special fishing charters. Aas (282) confirms that most of the fishing tourists visiting Norway prefer catching the halibut, cod and coalfish species. Aas (282) further reports that most of the fish caught during fishing tourism are meant for consumption by the individual tourists during their stay in the tourism destination. It is worth noting that most of the tourism fishing in the Norwegian marine waters is not regulated and this has resulted to dilapidation of the fishing grounds. Aas (282) further reports that fish tourism in Norway reaches its peak especially during summer seasons when the temperatures are high. Fish tourism sport in Norway mainly involves sailing of small boat provided by the tour operators and takes place near the shore of the coast. Aas (282) adds that some tourism operators provide larger boats to their clients who sail to conduct fishing in deep seas away from the shore. In move to ensure security and keep track of the fishing tourists on board, most boats area fitted with GPS and echo sounders that helps in d etection of any impediment. Fishing tourism in Norway has developed at an alarming rate with about 1000 companies carrying operations along the coastlines of Norway, with well-equipped facilities for comfortable tourism. Aas (282) discloses that families mainly own most of the fishing tourism companies along the coast of Norway. According to Aas (282), marine fishing tourism in Norway is well developed along the southern parts of coast with anticipated future growth along the northern parts of the coast. In the views of Aas (282), fishing tourism in Norway has been a stable source of employment opportunities considering the fact that it takes place through all seasons of the year. Fishing tourism in Norway has enabled the local gather deep information and knowledge on how to utilize fishing infrastructure to commercially exploit the fishing bays. According to Slavastog, the Norwegian government has structured efficient plan to encourage domestic tourism (14). It is also evident that tourism in general ranks at the second