Australia essays

Australia essays Australia is a continent and it is also a country of its own. Australia is located between the South Pacific and Indian Oceans. Australia is often called, the land down under, because it lies entirely within the southern hemisphere. In Latin, Australia means southern. The official name of the country is the Commonwealth of Australia. Australia is surrounded by water like an island, but geographers classify it as a continent rather than an island because of its great size. Australia covers about 5% of earths land area. Most of Australia is low and flat, the highest and most mountainous land lies along the east coast. Nearly all the land west of this region consists of level plains and plateaus. At one time, all the continents were part of one huge land mass. Australia became separated from this landmass about 200 million years ago. As a result, its animals developed differently from those on other continents. Australias most famous native animals include kangaroos, koalas, wallabies, wombats, and other marsupials. Australias first settlers were ancestors of todays Aborigines. They may have reached the continent as early as 50 thousand years ago and came from Asia by way of New Guinea. When the first whites arrived in 1788, about 750 thousand Aborigines lived in Australia. The European discovery of Australia began with the discovery of New Guinea by Portuguese and Spanish explorers during the 1500s. These explorers and others after them were searching for a mysterious continent that they believed lay south of Asia. Between 1616 and 1636 other Dutch navigators explored Australias west, southwest, and northwest coasts. Explorers then began to believe they had found the mysterious southern continent. In 1642 and 1643, Abel Janszoon Tasman, a Dutch sea captain, sailed the continent without sighting it. During his voyage, he visited a landmass...

German Verb Brauchen - Meaning and Conjugation

German Verb Brauchen - Meaning and Conjugation Transitive Verb Past Tense: Past Participle: Definition: to needHere brauchen is followed by an accusative object or phrase.Ich brauche einen neuen HutI need a new hat.Sie braucht mehr ZeitShe needs more time.Note: Do not confuse this definition of brauchen with gebrauchen. Even though you may hear it spoken at times (Ich gebrauche tglich acht Glser Wasser), it is still grammatically wrong. You can however substitute brauchen for gebrauchen and vice versa in the next definition as follows. Definition: to use/useful forWith this definition you can often use brauchen and gebrauchen interchangeably, particularly with the verb kà ¶nnen. There is no difference in meaning.Kannst du das Geld brauchen?Would this money be useful to you?Kannst du das Geld gebrauchen? Heute bin ich zu nichts zu brauchen.I am of no use today.Heute bin ich zu nichts zu gebrauchen.But always the infinitive form brauchen needs to be used, in order to stick with the meaning of to use/useful for. Definition: not need toIn German, this translates to brau chen nicht zu infinitive of second verb:Ich brauche nicht meine Hausaufgaben zu tun - I dont need to do my homework.Sie brauchen meinen Sohn heute nicht abzuholen - You dont need to pick up my son today.In spoken German however, it is common to omit zu such as in Du brauchst das nicht kaufen, even though technically it is not grammatically correct. In written German though, zu is imperative. In fact there is a well-known Eselsbrà ¼cke (a help phrase) repeated often in schools to remind students of this grammatical slip-up:Wer brauchen ohne zu gebraucht, braucht brauchen gar nicht zu gebrauchen.Basically this phrase says: Use zu when using brauchen otherwise dont use brauchen at all.Brauchen zu Used Only In NegationAs youve probably observed, there are no statements with brauchen that express need to (-brauchen zu), thats because brauchen doesnt have any. It is only used with negated sentences. If you want to say I need to eat, for example, then you express it as Ich muss essen and not Ich brauche zu essen. Strictly speaking, there is no literal translation in German of I need to eat, since mà ¼ssen, also means must.Du brauchst keine neue Schuhe zu kaufen. You dont need to buy new shoes.Du musst neue Schuhe kaufen.You need to buy new shoes. Phrases and Expressions with brauchen: gebraucht used, second-handein gebrauchter Wagen/ ein GebrauchtwagenEr ist zu allem zu brauchen.He is very handy to have around.

Operation management Essay Example | Topics and Well Written Essays - 1000 words - 4

Operation management - Essay Example Reading through your memo, I find three major issues that need to be addressed in this report. These issues are: These issues are certainly important and critical as they focus on efficiency and effectiveness for the larger company. However, these issues cannot be adequately addressed if the current state of the company is not reconsidered for the fact that there is high level of inefficiency in the company due to excessive downtime rates and fewer numbers of freezers available. The issues of downtime rates and number of freezers ought to be addressed as an option of extending pea planting season will lead to increase in volume of raw pea, which would mean more capacity space. From the identified issues above, the company is currently considering a proposed change, which has to do with the extension of the pea growing. Generally, the proposed extension of growing period from 36 to 44 will bring about increased volume of raw pea and an extended harvesting season (Damerow, 2014), which is perceived to lessen pressure on the factory. When there is increase in the volume of raw pea, the production turnover of the company will also increase. The major question that should come up should however be whether or not the current state of the company is in a position to handing such expansion and increases. In the following section of the report, the proposed change of extending the growing period from 36 days to 44 days will be analysed as relates to Pendle Pea. With the above points made, it is important to consider the current state of the company in relation to how well any of these three issues fit into the current state of affairs. It is after the effect of the three issues on the current state of the company has been established that the best way forward for each of them can be adequately suggested. As depicted in appendix I, the nominal capacity of three freezers available, there is the indication that the nominal

IMF Case Study Example | Topics and Well Written Essays - 1000 words

IMF - Case Study Example It was founded to help developing countries by lending cash for development of financial structures so that it can reach developed stage (Mody & Saravia, 2008). However, this contradicts the functions of IMF presently. Some of these countries engage in highly risky activities with the notion that IMF will come to their rescue in case of failing of the business or inevitable losses. This has led to increased numbers of financial crises due to the increased responsiveness of the IMF to such crises. As a result of the increased number of crisis, the IMF has faced overloading of tasks. This needs response; hence, its main aim of increasing financial structures of developing countries is often slow to allocate and fund them. They give first priorities to crisis’s hit countries hence these countries tend to drag in developments (Mody & Saravia, 2008). IMF system of short-term crisis management is too costly, responds too slow, its advice often incorrect to the lending and repayment, and its efforts to influence policy and practice too intrusive. IMF management of crisis is often too expensive due to the process of analyzing the extent of the crisis, and vulnerability and the dangers and also the damage it has caused and it can cause if not addressed. This is done by a set of appointed board members to analyze it for a time and make a decision on the outcome and the necessary measures to solve such a crisis. This process is often somehow expensive as it includes payments to those appointed to analyze within that short period. The steps of this process are often costly and expensive as they include vital decisions that need careful analyzation before coming up with a decision (Collyns & Kincaid, 2003). Management of crisis is often a slow process as it includes analyzing the extent of the crisis, and the damage caused, the effect it would cause if not collected and the way to solve

United For Israel Essay Example for Free

United For Israel Essay Unity of Israel is needed today more than ever. All the inhabitants of Israel should come together at this moment and show solidarity in the wake of the external problems that are posed to this holy nation. Zionism as described in the holy books used by Christians and Jews has to be fulfilled. The establishment of the State of Israel in 1947 after the dreaded Holocaust was the initial stage in the fulfillment of the prophetic Zion. The Holocaust carried out by the Nazi was a traumatic experience to the Jews and the Christians alike. Israel at the moment is faced by numerous threats from the enemies who have surrounded it. Unity in Israel is a necessity for us to face the impending danger that can be associated to the Holocaust during the Second World War (Merkley, para 1). Following the decision by the United Nations to establish a Jewish State in November of 1947, the world generally agreed that justice had been done to the Jewish people. Thus diligent friends of the Zion agreed that the creation of Israel as a just move was relative one. At the same time, the continued occupation of various territories by Israel at present can be defended in terms of justice with some claiming that some people have suffered injustices due to the Israel occupation. The historical relationship between the churches and Israel has been influenced by their 1948-49 Israel’s Independence war whereby most church leaders had to rework the moral arithmetic finding ‘justice’ in the claims advanced by the Arab Palestinians and little ‘justice’ in the Israel’s position on the matter (Merkley, para 3). However, conservative Christians have remained consistent in supporting the claims advanced by Israel. This has been driven by the notion that Christina Zionists have prioritized the case for the Restoration of the Jews as ordained by the scriptures and therefore resisting any such activities amounted to sinning (Merkley, para 6). In the current world, the World Council of Churches remains to be among the most formidable organizations that reprimand the activities of Israel in the Middle East. Christian Zionists in Israel and around the world should not be swayed by this rhetoric and support the course taken by Israel. This letter was meant to convince the Christians to come and join the ranks of the Zionists spearheaded by the Jews. This is not in the best interest of the Jewish state alone but must be looked at in terms of that tiny piece of land is the battleground for the survival of Jews and Christians alike and for the one God who bestowed that land to the Jewish people as the fountain from which would flow the morality, the willingness to fight the forces of evil in the name of that one God (Weisman, para 5). The Zionist movement is faced with various threats and these forces of evils shall rule by the sword if left unchecked. Christians need to join in the battle for the security of Israel which also expands to include the security of Christianity itself. It must be noted that if left unchecked, the evil forces shall destroy the Jewish people and the Christians will also be destroyed (Weisman, para 5). The alliance between the Christians and the Jews is not something to negotiate about now as there is no time for the negotiations. Zionists and those supporting the movement must unite to defeat the anti-Zionist tendencies that are witnessed in the world today. Israel is the epicenter of all this and that collaboration between the Christians and Jews is a necessity. Surrounded by enemies from virtually all directions, the Zion state faces eminent threat from its adversaries (Weisman, para 5). I appreciate the differences that have existed between the Jews and the Christians but this should not be our weakness in this crucial moment. Our perception about the messiah and his second coming must not be the wedge to separate us. I know that Fundamental Christians talk of the Jewish conversion before the Second Coming of Messiah. I know that they hold the belief that those Jews who would have not been converted before the end of the world would perish in a Holocaust during the Battle of Armageddon (Robinson, para 16). These views should not divide us as we believe in the same God and we have to defend the prophetic Zion as inscribed in our Holy Scriptures. Conclusion: I conclude this letter to my friends, the Christians with a call to unite. We have a task at hand that calls us to come out in defense of God’s promise. Unity at this moment in time is more important than ever, and we shall be judged harshly by history if we let this moment pass and our divisions cost us the right to fulfill what the scriptures had prophesized. Zionism has come to pass and right now we are on track towards this fulfillment. There are various challenges as of now but this generation of Jews and Christians have to come together to accomplish what was started after the end of the Second World war through the creation of the Jewish State. Work Cited: Merkley, Paul, C. Christian Attitudes towards the State of Israel: A Birds-Eye View. 2003. Retrieved on 24th July 2010 from; http://christianactionforisrael. org/attitudes. html Robinson, B. A. Christian Zionism: Christian Support For The State Of Israel: The Politics And Theology Of Armageddon. Retrieved on 24th July 2010 from; http://www. religioustolerance. org/chr_isra. htm. Weisman, Inez. Christians and Jews in Common Cause. 2010. Retrieved on 24th July 2010 from; http://christianactionforisrael. org/commoncause. html

The way it goes :: essays research papers

In 1940, George Santayana looked back on his forty years in America, and remarked morbidly: "If I had been free to choose, I should not have lived there, or been educated there, or taught philosophy there or anywhere else."1 He had come to Harvard in 1882 when it was in the middle of its most dynamic transformation; he succeeded both academically and socially as an undergraduate, and, in the company of William James and Josiah Royce, he became one of the most prominent and well-recognized participants in perhaps the greatest department of philosophy that ever existed. Yet Santayana found something horribly wrong with the changing University. He worried that the mass movement towards practicality and specialization, which he equated with President Charles William Eliot's attempts to make Harvard a nationally-recognized institution, was draining the university of the aestheticism and humanism that had made higher education worth pursuing. He saw in Harvard's atmosphere of excessive materialism and utilitarianism an ailment of American society as a whole, an ugly new trend that had separated the national "will" from imagination, and rendered the intellect irrelevant. Unlike most other critics of the new university, the academic and cultural environment was so intolerable to Santayana that he decided to escape it altogether. He left for Europe in 1912, and although he would continue to write about America until his death in 1952, not once did he return. Academia is still not at rest. The public's widespread admiration for higher education once prevalent in the postwar era has begun to reverse itself, and between harsh budget cuts on the one hand and Alan Bloom's vicious denunciation of the university on the other, the future of higher learning in America may look as bleak to the prospective graduate student as it ever has in recent history. Crisis, however, is nothing new to the American university, and Bloom is not the first to warn of the "collapse of the entire American educational structure,"2 which, at last observation, was still standing. The very revolution in education that gave the university its modern, recognizable form found itself confronting similar forecasts of gloom and doom at the turn of the century. Along with the adoption of the free elective system and specialization of knowledge that came to be the staples of higher learning there emerged a small but vocal force determined to curtail the excesses of utilitarianism and abstract research. Known as the "advocates of liberal culture," these men reacted to an institution they believed had lost its sense of purpose, and their opposition, like today's, was testament to the growing and deeply felt fragmentation of the university. The way it goes :: essays research papers In 1940, George Santayana looked back on his forty years in America, and remarked morbidly: "If I had been free to choose, I should not have lived there, or been educated there, or taught philosophy there or anywhere else."1 He had come to Harvard in 1882 when it was in the middle of its most dynamic transformation; he succeeded both academically and socially as an undergraduate, and, in the company of William James and Josiah Royce, he became one of the most prominent and well-recognized participants in perhaps the greatest department of philosophy that ever existed. Yet Santayana found something horribly wrong with the changing University. He worried that the mass movement towards practicality and specialization, which he equated with President Charles William Eliot's attempts to make Harvard a nationally-recognized institution, was draining the university of the aestheticism and humanism that had made higher education worth pursuing. He saw in Harvard's atmosphere of excessive materialism and utilitarianism an ailment of American society as a whole, an ugly new trend that had separated the national "will" from imagination, and rendered the intellect irrelevant. Unlike most other critics of the new university, the academic and cultural environment was so intolerable to Santayana that he decided to escape it altogether. He left for Europe in 1912, and although he would continue to write about America until his death in 1952, not once did he return. Academia is still not at rest. The public's widespread admiration for higher education once prevalent in the postwar era has begun to reverse itself, and between harsh budget cuts on the one hand and Alan Bloom's vicious denunciation of the university on the other, the future of higher learning in America may look as bleak to the prospective graduate student as it ever has in recent history. Crisis, however, is nothing new to the American university, and Bloom is not the first to warn of the "collapse of the entire American educational structure,"2 which, at last observation, was still standing. The very revolution in education that gave the university its modern, recognizable form found itself confronting similar forecasts of gloom and doom at the turn of the century. Along with the adoption of the free elective system and specialization of knowledge that came to be the staples of higher learning there emerged a small but vocal force determined to curtail the excesses of utilitarianism and abstract research. Known as the "advocates of liberal culture," these men reacted to an institution they believed had lost its sense of purpose, and their opposition, like today's, was testament to the growing and deeply felt fragmentation of the university.

Capturing the Audience

â€Å"Rightly to be great is not to stir without great argument, When honour’s at the stake. How stand I then† (4,4,52-55). This is part of one of Hamlets great soliloquys from act 4. This soliloquy hits on several points like greatness, honour and how to live your life. These are to things are subjects that have interested the human mind for thousands of years. This soliloquy speaks to these desires in different ways and is able to relate to our inner desires. In this essay, it will be explained how this soliloquy and the themes that are featured in it effect the audience. The first way it speaks to the audience, particularly the Elizabethan audience of the time by, is by Shakespeare creating a hero that would do anything to protect their honour. Honour has always been part of a man. Looking at history it has pooped up over and over again. Honour is being true to a set of personal ideals, or being a man of integrity. ` The imminent death of twenty thousand men/ That for a fantasy and trick of fame/ Go to their graves like beds, fight for a plot/ Whereon the numbers cannot try the cause,/Which is not tomb enough and continent/to hide the slain? (4,4,59-64) In the soliloquy, Hamlet gives the most fundamental idea of honour protect it no matter what. No matter what the fight is over, you have to stand up for yourself or you are not a â€Å"manâ€Å". Hamlet is looking at Norway’s army with great respect. They are gaining nothing by c onquering Poland, yet they are still going after it to protect their honour. They aren’t backing down from the fight. Shakespeare knew that honour has always been a big part of human life and something greatly respected, especially to the nobles of his time (Shakespeare’s main audience), and made sure to really hit on that really important moral that the audience was able to relate too. Greatness is something that we look for since the beginning. As young children, we look at our parents as the definition of great. As we get older, we start to see all of our parent’s faults but the idea of greatness s already set in our minds and is something that we will always want to achieve. In The soliloquy greatness is closely associated with honour. A good example of how Hamlet sees greatness is the quote was used at the beginning on the essay: â€Å"Rightly to be great is not to stir without great argument, When honour’s at the stake. How stand I then† (4,4,52-55). Hamlet sees greatness has someone who will always defends their honou r. He is very jealous of young Fortinbras for being a great man who is always defending. This speaks to the audience because again, not only is honour again speaking to the audience but also with our desire to be great. The audience can relate to Hamlet. Most people look at someone with envy wishing they could be great like them. Shakespeare used these feelings of envy and wish for greatness to be able to relate to the play. The last point that Shakespeare hits on is living in the moment. Hamlet biggest flaw in the play is his tendency to ever think everything (e. g. When Claudius is praying and Hamlet comes up with several reasons not to kill him. . The biggest thing that Hamlet realizes in his soliloquy is that flaw. â€Å"Of thinking too precisely on th' event— /A thought which, quartered, hath but one part wisdom And ever three parts coward—I do not know/ Why yet I live to say â€Å"This thing’s to do,† Sith I have cause and will and strength and means/ To do ’† (4,4,40-45) Hamlet realizes what he has done throughout the play and is now regretting the decision he has made. He wishes that he had been brave enough to kill Claudius right away rather than hide behind his thoughts. Audience can relate to this now more than ever. Just take a look at today’s society, many things are about planning and the future but a lot of other things are the exact opposite. Many people are starting to live with the idea that you need to start doing things on a wimp rather than thinking over things and planning them out. People want to live their life to the fullest (e. g YOLO). The people of Shakespeare’s time were renaissance men. They most likely had these thoughts of making their life worthwhile. It is in human nature to want to feel as though our lives have meaning. Although Hamlet is not talking about that exact subject, many of the principles are the same. This speaks to the inner desires of the human mind, capturing the audience’s attention. In conclusion, Hamlets soliloquy captures the targets audience’s attention by using elements that have naturally always captures the human mind attention like greatness, a meaningful life and honour. Shakespeare manages to use all of them to capture the audience’s attention and help them relate to the play.