Get Help From Sources on How to Write an Essay in Past Tense

Get Help From Sources on How to Write an Essay in Past TenseA good resource to find samples for ESL essay in past tense is the internet. If you are looking for past tense of an essay, the easiest way to find is through Google. However, there are other sites that offer samples for ESL essay in past tense.The web offers a number of resources such as a review on how to write a past tense essay, past tenses of past events and information, reviews on things that have happened, and guides on how to write essays. These sites give you some free tips and reminders. They usually have a very good resource on how to compose a sentence in the past tense. So, what you need to do is to check the internet for samples for ESL essay in past tense.There are also other ways to find samples for ESL essay in past tense. Some authors use past tense in their writing style. They like to use quotations, and make use of a few different past tense forms.Some writers even include past tense in their regular sent ences. When you are composing an essay, writing a paragraph is not an easy task. You can write about the exact date when it was, or when it was told about the story, when it took place, and when it will be told. In a normal essay, you should not mention any event or occurrence which happened before the time you are writing.Sometimes, there are grammatical errors, and this might ruin your reader's impression of you. In order to avoid this, you should always use samples for ESL essay in past tense. This is very helpful if you need to prepare for an essay test.Most commonly, when you write an essay, you start with a part of the sentence that is connected to the main point. Once you get to the end of the sentence, you insert a past tense. However, if you are in a tough situation where you can not think of a good sentence, samples for ESL essay in past tense is a great help.If you cannot think of a good sentence for the essay, try to write one using samples for ESL essay in past tense. Y ou will definitely come up with a good sentence that will impress your reader.

Elizabeth Fernea’s Guests of the Sheik An Ethnography of...

You arrive at a village, and in this calm environment, one starts to hear echo. -- Yannick Noah The writings of various ethnographers and anthropologists are intended to inform and educate the reader by imparting awareness and understanding of unexplored cultures. The value of such a work is directly related to the author’s familiarity with the culture. For instance, an individual intimately acquainted with a situation have different insights, but also different biases than an outsider. Elizabeth Fernea’s work Guests of the Sheik is a combination of the two perspectives. It documents her immersion into the society and culture of El Nahra, a village in Iraq, during the first two years of her marriage to Bob, an†¦show more content†¦Over the course of her stay in El Nahra, Elizabeth discovers many things about the customs of the village, and more importantly about the people who adhere to them. Through her writing, one can reconstruct the society of the tribe and learn much about how it was organized and what this organization meant to the i nhabitants. Here, the order of the inhabitants of the area will be discussed within the context of seclusion and segregation of women, the most obvious social distinction. First, the social structure of the region will be addressed, including the relationship of El Nahra’s residents to their neighbours. Next, the construction of social units, particularly among the women, will be addressed. Finally, the impact that El Nahra has on Elizabeth and her impact on El Nahra are discussed. Elizabeth and her husband, Bob, are guests of the village’s leader Sheik Hamid Abdul Emir El Hussein. The first part of the book introduces various inhabitants of El Nahra and provides some insight into the social hierarchy of the tribal people, called the El Eshadda, although Elizabeth does not fully realize the significance of this order until much later. Beyond the almost universal isolation of women, the gross social structure of the area consists of the people who belong to the tribe and those referred to as the people of the market. The tribe isShow MoreRelatedGuests of the Sheik Essay1544 Words   |  7 PagesEthnocentrism: The Cultural Differences between Western and Middle Eastern Cultures Through its ethnocentric tales and family based beliefs, Elizabeth Warnock Fernea’s Guests of the Sheik suggests that to find the true representation of Islamic culture, one must leave ethnocentrism behind. Not only will we discuss ethnocentrism and the cultural differences between Western and Middle Eastern societies, we will also take a look at the women of El Nahra and family within the differing

An Analysis of the Australian Curriculum free essay sample

With the introduction of the Australian National Curriculum into all education systems across the country, many questions and debates have occurred in reference to its effectiveness. From the often perceived conflicting curriculum definitions to the unfortunate failures of past attempts of curriculum implementation, every member of the community has an opinion on this significant shift in the way Australia thinks of its children’s education (Rudd, 2007). The Australian Curriculum however, has attempted to provide answers to these misgivings and societal concern, from an easy to use website interface, transparent developmental process and state/ territory inclusion of common educational individualities. The Australian Curriculums development has been that of promise and hopeful success (Brady Kennedy, 2010). The Australian Curriculum should make it easier for teachers to incorporate community and student centred learning opportunities within the classroom, whilst allowing for additional time and streamlining of assessment procedures, due to a short and precise teacher focused curriculum document. Therefore the current Australian Curriculum process is the best opportunity for the development and implementation of a world class curriculum that enables Australia’s future leaders to compete in a globalised world (MCEETYA, 2008; Shelly Gunther Gunther, 2012). Definition of curriculum Definitions of curriculum are numerous and often believed to be conflicting. This can be especially so when delineated by the intended purpose of the curriculum as well as individual bias from specific stakeholders. Wiles (2005) lists varying definitions for four common curriculum purposes; curriculum as a plan, as subject matter, as an experience and as an outcome (appendix 1). Upon analysing these purpose related definitions it could be argued that each different definition ultimately alters the detail of what can be generally deciphered as a common intent, with individual stakeholder inclusions of specific content. Hutchins (as cited in Wiles, 2005) (appendix 1), when defining curriculum as a subject matter explains that curriculum should consist of grammar, logic, mathematics and the greatest books of the western world. In contrast Bestor (as cited in Wiles, 2005) includes the study of grammar, literature and writing, mathematics and the ‘mother tongue’ as the basis for his definition. As a result both academics can be seen to desire the same thing, extensive discipline based study; however have both included individualities perceived important to themselves. In order to define its intent, the Australian Curriculum has attempted to simplify the term curriculum through an explanation of purpose and intent. The Australian Curriculum Assessment and Reporting Authority (ACARA) (2012a) simply define the Australian Curriculum as â€Å" what all students should learn as they progress through school † [as a] â€Å" foundation for their future learning, growth and active participation in the Australian Community† (para. 2). Through the defining of the curriculums purpose, the Australian Curriculum encompasses such academic inclusions of definition as noted by Wiles (2005) within its structure. As subject matter, the Australian Curriculum has included a discipline-based method of curriculum encompassing twelve learning areas with nationally significant individualities, through the incorporation of ‘Cross Curricular Priorities’. As a plan the Australian Curriculum has included ‘General Capabilities’ that ensure student future success with identified essential skills such as information and computer technology capability, ethics and intercultural understanding; amongst others (ACARA, 2012b) (appendix 2). Thus, the Australian Curriculum has defined itself as an individual curriculum idea through the incorporation of multiple intents within its structure. Development of the Australian Curriculum and curriculum models related to this development Since as early as 1980, numerous attempts at the development of a National Curriculum with varying levels of support and enacted implementation have been made (Brady Kennedy, 2010). The Australian political structure and the level of authority the federal government has over state/territory and independent organisations over educational policy, may have been a contributing factor for this lack of committed development and intended eventual nationwide implementation (Marsh, 2010). Learning from previous governments’ attempts implementing a national curriculum, the federal government from 2009, enacted a series of shaping reforms, with the aim of successfully gaining support and legal authority over the implementation of a national curriculum (Marsh, 2010). The request for state/territory appointed representatives, statements of open consultation in development, through to what Brady and Kennedy (2010) refer to as ‘hard policy’, including the establishment of ACARA as a statutory body over all manner of educational policy and the linking of funding repercussions to the implementation of the Australian Curriculum (Schools Assistance Bill, National Education Agreement) has led to all educational organisations agreeing to the use of the impending curriculum documents. Brady and Kennedy (2010) state that no single form of curriculum model is commonly used by developers, therefore using specific components of different models and designing a process that works for the organisation or individuals intent. As such the Australian Curriculum developers have appeared to take such an approach. With the foundation of a Naturalistic model of development, including the use of discussion, interaction and negotiation of developers and stakeholders, the Australian Curriculum developers have additionally used a fundamental aspect of an Objectives model of development (Brady Kennedy, 2010). The use of defined standards or content descriptions (Objectives model) as depicted by the national curriculum has been incorporated both after initial targeted discussion between stakeholders and before final consultation prior to publication (ACARA, 2008). As a consequence the important developmental principles of curriculum development as described by Marsh (2010) that all decision making in the development of an Australian Curriculum is transparent whilst alleviating societies concern over a discipline-based curriculum was met by the initial and ongoing consultation being undertaken. Structure of the Australian Curriculum The Australian Curriculum has been published on the Internet in order to allow maximum flexibility in viewing and the organisation of content. As such the interface is user friendly and easy to understand. The Australian Curriculum is currently broken down to cover four subject areas with an additional eight areas to follow from 2013 (ACARA, 2012a; MCEETYA, 2008). Each subject area is broken down into year levels encompassing Foundation to year ten (with eventual inclusion of years eleven and twelve). In order to differentiate different subject sub topics; strands and sub strands have been developed to allow focus of content descriptions (statements of required student learning). English for example covers three interrelated strands; language, literacy and literature, with content descriptions grouped into sub strands, which enable the visual identification of development of knowledge, understanding and skills (ACARA, 2012f). Content descriptions are then listed, which describe the required learning that students must be exposed to within each subject, strand and sub strand. The content descriptions provide detailed information of learning opportunities, cross curriculum opportunities and a glossary of terms. Additionally digital resource information is also available that relates to each relevant content description. A wealth of information for educators, parents and the general community is available on the internet for the Australian Curriculum, including student work samples of content description attainment, which may negate any uncertainty surrounding student expected learning and eventual assessment practices the curriculum requires. Complimenting the subject areas and included content descriptions are cross curriculum priorities. ACARA (2012e) states that these priorities of, Aboriginal and Torres Strait Islander history and culture, Asia and Australia’s engagement with Asia and sustainability, will enable student relevance and address the issues that the students will face throughout their lives. The opportunities for inclusion of cross curricular priorities are embedded within the subjects curriculum documents where appropriate, however with differing levels of relevance for individual subjects (ACARA, 2012e). The Melbourne Declaration (MCEETYA, 2008), incorporated a set of seven general capabilities that were deemed important for student future success by acting as a foundation for current and future learning. Student capabilities include literacy, numeracy, information and communication technology competence, critical and creative thinking, ethical behaviour, personal and social competence and intercultural understanding (ACARA, 2012b). Again it is seen that these basic capabilities will enable student success in a globalised workforce by enabling competiveness through the inclusion of 21st century needs of today’s students. Australian Curriculum in relation to the needs of 21st Century learners In the Federal governments’ educational reform document, The Melbourne Declaration (MCEETYA, 2008), the diverse needs of 21st Century students were acknowledged and a series of objectives established. The world is becoming ever more globalised with international mobility and competitiveness at the forefront (MCEETYA, 2008; Shelly et al, 2012). Therefore the Australian Curriculum set to include a series of â€Å"general capabilities† (ACARA, 2012b) that would enable student future success by acting as a foundation of current and future learning. In addition, the inclusion of Information and computer technology (ICT) as a cross-subject enhancement tool, in order to address the needs of students of a digital age has also been included. The Melbourne Declaration (MCEETYA, 2008) defines ICT as â€Å"essential in all 21st Century occupations† (p. 5). Within the realm of ICT as a learning tool, educators are able to create authentic and meaningful learning opportunities across all subjects, as well as allowing the successful inclusion of differing learning styles of students through the use of digital resources such as podcasts, speech to text applications and web resources, amongst many others (Shelly et al, 2012). The Australian Curriculum provides these opportunities throughout and are indicated were appropriate throughout the content descriptions. The Australian Curriculum has set to include all students regardless of gender, race, socio-economic status and language ability the opportunity to succeed with the Australian Curriculum and provide them the best chance to be successful contributors to society (ACARA, 2012d). Teachers are able to make professional judgements on how to teach and assess the knowledge required to be learnt (ACARA, 2012d). Teachers are provided the flexibility to adjust the delivery of content to the needs of individual students to allow for maximum learning successes. Comparison of Australian Curriculum to local (state) and international models Prior to the publication of the Australian Curriculum in English, Mathematics, history and science, the Northern Territory was using a curriculum document titled Northern Territory Curriculum Framework (NTCF). The NTCF is vastly different in design to that produced by ACARA due to the NTCF being an outcome based curriculum model compared to the Australian Curriculums assessment of student achievement against explicit learning area achievement standards (NTCF, 2012). Similarities do exist between both the NTCF and Australian Curriculum incorporating a set of desired student personal attributes called EsseNTial Learnings in the NTCF document and General Capabilities within the Australian Curriculum documents. Both the NTCF and Australian Curriculums goals in the development of these personal development outcomes were to prepare students to be valuable members of the community and successfully contribute in a competitive globalised world (ACARA, 2012b; NTCF, 2012). The similarities in curriculum content continue through to the structure of subject content and related standards and outcomes of achievement. The Australian Curriculum content description for Mathematics – Foundation – Statistics and Probability, states that â€Å"[students] answer yes or no to questions to collect information† (ACARA, 2012c). In contrast, the NTCF outcome for Mathematics Chance and Data, Key Growth Point two for foundation, states â€Å"learners use everyday language to state opinions on the possibility of a given event occurring† (NTCF, 2012). Although the similarities in content within both the Australian Curriculum and Northern Territory Curriculum Framework are many, the difference in detail and length of the documents is significant. As noted by Kevin Rudd in the document titled New Directions for our schools (Rudd, 2007), state and territory curriculum organisations tend to develop curriculum documents that are far to detailed than necessary. This is especially evident when comparing the NTCF’s Australian Curriculum document implemented in semester two 2012. A quick glance clearly indicates the substantial difference as the original NTCF mathematics document consists of 130 pages compared to that of the NTCFs Australian Curriculum implemented document totalling six pages for transition to year ten levels (Appendix 3 – further comparison of current NTCF and NTCF Australian Curriculum documents). Thus the simplification of the documents may lead to teacher instructional enhancement and clearer levels of required attainment, enhancing student success working with the curriculum. Conclusion The Australian Curriculum is an extensive yet precise document detailing what is essential for student learning to enable success in the future. The Australian Curriculum has invented itself as a transparent holistic educational document with a clear purpose and intent. Additionally, the Australian Curriculum has learnt from the errors of past attempts at a national curriculum and incorporated soft and hard policy (Brady Kennedy, 2010) that enforces the use and implementation of the document nationally. By incorporating an online presence with a thoughtful inclusion of student needs for success in the 21st century through the development of cross curricular priorities and general capabilities, the Australian Curriculum is enabling student success in a soon to be Asian dominated globalised world (MCEETYA, 2008). The Australian Curriculum has incorporated what is deemed significant throughout Australia’s diverse individual curriculums and indeed created a document that shares a common intent for education specifically with the Northern Territory Curriculum Framework.

3 Clarifications Thanks to Commas

3 Clarifications Thanks to Commas 3 Clarifications Thanks to Commas 3 Clarifications Thanks to Commas By Mark Nichol The omission of commas in a sentence can damage its comprehensibility. Employed according to the statement’s structural requirements, they clarify the syntax and therefore the meaning. Here are three sentences repaired with the assistance of one or two of these punctuation marks. 1. â€Å"Egyptian boys held posters of Ahmed Hussein Eid who was fatally stabbed by three bearded men during his funeral procession.† One might misread this photo caption and come away with the impression that the victim was stabbed during his funeral procession. However, the subject of the image is boys in a funeral procession carrying posters of the victim; the explanation of the victim’s fate is parenthetical nonessential to the sentence and should thus be set off by commas: â€Å"Egyptian boys held posters of Ahmed Hussein Eid, who was fatally stabbed by three bearded men, during his funeral procession. 2. â€Å"Several job schedulers like Quartz and Flux are available on the market.† This sentence reads as if Quartz and Flux have already been mentioned, which is not the case. Because they are being introduced, the phrase in which they are mentioned should be parenthetical: â€Å"Several job schedulers, like Quartz and Flux, are available on the market.† Better yet, though like is often interchangeable with â€Å"such as,† in this case, the latter choice is the preferable one. 3. â€Å"The State Senate voted 29 to 5 to approve a revised version of the deal, and a few hours later, the State Assembly also passed the updated legislation by a vote of 54 to 12.† This sentence is contradictory: It states that that one legislative body passed a bill by a particular vote, and then adds that another group did the same thing passed a bill with a certain split of yes and no votes but then provides a different vote result. The statement thus needs to be amended to indicate that the simple outcome passage of the bill was replicated, but that the initial vote was not. The solution? Insertion of a comma that changes the meaning by setting the second vote count off from the rest of the sentence: â€Å"The State Senate voted 29 to 5 to approve a revised version of the deal, and a few hours later, the State Assembly also passed the updated legislation, by a vote of 54 to 12.† Or, more elegantly, transform the appended parenthetical phrase into an interjected one by moving it to an earlier position: â€Å"The State Senate voted 29 to 5 to approve a revised version of the deal, and a few hours later, the State Assembly also passed, by a vote of 54 to 12, the updated legislation.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Useful Stock Phrases for Your Business EmailsConfusing "Passed" with "Past"Epidemic vs. Pandemic vs. Endemic

The Effects of Televison on Behaviors Social Attitudes and Health in Children essays

The Effects of Televison on Behaviors Social Attitudes and Health in Children essays The Effects of Television on Behaviors, Social Attitudes and Television influences behaviors, social attitudes and physical health especially in children. Children today spend more time watching television than on any other single leisure activity. In fact, studies have shown that "the average child spends more time in front of the television than in school" (Clarke and Kurte-Coastes, 1997). There are a variety of influences that children gain from watching too much television. The impact of violence on children is a major issue, as well as the impact of stereotypical views, such as sex roles. Health can also become a problem for children who spend excessive amounts of time in front of the television. There are, however, alternatives to these problems. Parent, schools and the governments need to take control and monitor children and television. After all, television was once used as an educational tool it has only recently become a babysitter. The effect of violence in television has been debated for many years. In a recent study, Strasburger and Donnerstein (1999), suggests that there is a positive correlation between violence viewed on television and aggressive behavior in children. The way television violence is portrayed encourages children to learn aggressive attitudes and behaviors. For example most violence on television is glamorized by using a "good" character that is likely to be perceived as role model to initiate violence. This gives children the impression that violence is justified, desirable, and painless. Violence on television also increases fear or gives children the wrong impression about the world. Many children have a hard time making distinctions about what is real and unreal. Therefore, they begin to believe that the television depicts violence in the "real world." The bottom line is, "children learn their attitudes about violence at a very young age, and once learned, the attitudes tend t. ..

Relationship between democracy and economic development in Latin Essay

Relationship between democracy and economic development in Latin America - Essay Example There seems to be both a negative and positive impact of democracy on economic development in Latin America. Therefore, it can be said that there exists a relationship between democracy and economic development in Latin America. It is difficult to generalise the effect of democracy on economic development on whole of Latin America. Different countries in the region have had different experiences with respect to democracy. Democracy has numerous indirect and favourable effects/impacts on political stability, inflation, levels of economic freedom, human capital, civil liberties, rule of law, etc. It is difficult to draw conclusions about the direct effects of these impacts on economic growth on the whole of Latin America but regional trends of positive and negative impact have been observed. Therefore, with respect to Latin America as a whole, it can be said that democracy does not have a strong and detrimental relationship with economic growth. Non-democratic countries have shown economic growth with democratic have failed to progress economically in the region. The reason for this, as cited by some experts, is that democracies succumb to popular demands of immediate consumption and fail to realise the profits associated with long-term investments. Also democracies fail to swiftly mobilise resources and are prone to class, ethnic and social struggles. On the other hand, authoritarian governments are more capable to suppressing conflicts and implementing measures that are necessary for achieving rapid as well as long-term growth. These reasons can explain the current economic conditions (crisis) in Latin America. The support for democracy from majority of the population also plays a role in the effect that democracy can have on economic growth. This gives raise to another question of whether there must be a choice between pro-growth policies and

Financial Health of Al Rayan Bank of Britain Term Paper

Financial Health of Al Rayan Bank of Britain - Term Paper Example The bank offers high standard services (Report: Qatar, 2008). The bank has employed highly qualified personnel who are ready to serve their customers genuinely and acting with utmost good faith. This is the basis of their retail banking operations.The bank ventured in unique investment type. It invests n developing different types of infrastructure and human resource. The main objective of this kind of investment is to provide a unique state of the art of product to its clients.The bank has a strong asset base. Since it became a part of Masraf Al Rayan banks of Qatar it increased its asset size making money bank available for its customers. This means that the bank offers more products to its clients and can do more investment activities.WeaknessThe bank is faced with a big debt (Cornell, 2007). This debt accrues a lot of interest hence even if there is a lot of cash inflow realized there is still a huge amount of cash outflow that the bank therefore not realizing big returns from th e activitiesExisting credit risks affect the bank negatively. This arises from those customers who fail to meet their obligations. It may also arise from their counterparties. This hence affects adversely the banks financial condition, results and future prospects.The bank should expand in other geographic areas both locally and internationally to add up opportunities for the bank. It can introduce mobile banking to enhance efficiency and come up software application for android and IOS devices.