Essay about school using past ,present and future tense within it.​

F

Explanation:

From the latter point of view, in the Vedic period, schools were boarding schools where a child was handed over to the teacher at the age of about eight years, and he was imparted knowledge for developing ideal behaviour and not for its utilitarian end. Knowledge, it was felt, was something that lent meaning, glory, and lustier to life. The teacher took personal interest in the life of his students. Education was all comprehen­sive.

Education today is oriented to promoting values of an urban, competitive consumer society. Through the existing education system, India has pro­duced in the last five decades number of scientists, professionals and technocrats who have excelled in their fields and made a mark at the na­tional and international levels.

Our society is moving towards an unknown future. The crises that the contemporary society is encountering are likely to increase in their fre­quency and intensity. With rising population and dwindling resources, our country has to face new problems. To meet the challenges of this fu­ture, we will need knowledge and skills that may contribute to problem-solving capacity not only in the fields of science and technology but also in the fields of human relations and management. Unfortunately, the education system today is decaying more and more instead of re­sponding creatively to the challenges of contemporary predicament. We need to reset our priorities.

awnser:

the thousand and one nights – or, as i prefer to call them in the following forpurely practical reasons: the arabian nights – as we perceive them three hundredyears after antoine galland’s epochal french adaptation bear a distinct arabicimprint. meanwhile, the commonly accepted model for their textual historyacknowledges various stages in the conceptualization and effective formation ofboth the collection’s characteristic frame story and the embedded repertoire. thevast majority of tales in the preserved manuscripts of the nights has beenintegrated into the collection during two periods of arabic influence, the so-calledbaghdad and cairo periods (gerhardt 1963: 115–374). these “arabic” stages arepreceded by an iranian version, probably dating to pre-islamic times, which in itsturn profits from both structural devices and narrative contents originating fromindian tradition. considering the eminent position that iran and iranian culturehold in the early stages of the textual history of the arabian nights, surprisinglyfew details are known concerning the collection’s relation to and its actualposition within the iranian cultural context. in the following, i will discuss linksbetween the arabian nights and iranian culture on several levels. in surveyingthese links, i will treat five major areas: (1) the iranian prototype of the nights; (2) tales of alleged persian origin; (3) persian characters within the tales; (4)persian translations of the arabian nights; and (5) the position of the arabiannights in modern iran