Seven has long been considered a magical number, and that made July 7, 2007 (7/07/07) a pretty special day. Couples raced to the altar to tie the knot; Live Earth concerts streamed across television, radio and the Internet for 24 straight hours to seven continents; and the new seven wonders of the world were announced in Lisbon, Portugal. These new seven wonders were chosen democratically by more than 100 million voters .

Was it just the lucky date that inspired the selection of new wonders? Not exactly. People have been making lists of spectacular sites for seemingly each epoch of history and stratum of the Earth. There are the seven wonders of the medieval world and the modern world, as well as the seven wonders of the natural world and underwater world — not to mention the various lists compiled by travel agencies and the media.

But what about the original seven wonders? For some of us, they’re more difficult to name than Disney’s seven dwarves. They’re the Great Pyramid of Giza (Egypt), theHanging Gardens of Babylon (modern-day Iraq), theTemple of Artemis at Ephesus (Turkey), the Statue of Zeus at Olympia (Greece), the Mausoleum at Halicarnassus (Turkey), the Colossus of Rhodes(Greece) and the Lighthouse of Alexandria (Egypt).

Scholars debate over whom compiled this list of wonders — or as the Greeks called them, theamata, which translates as “things to be seen” . It might have been Callimachus of Cyrene who drafted the list in the third century B.C. or Herodotus, who lived from around 484 to 425 B.C. . There are accounts that attribute the list toPhilo of Byzantium in 130 B.C. but others that discredit this theory — as an engineer, he wrote primarily about war, weapons and the military. .

Of the seven wonders, only the Great Pyramid still exists. The others are in unrecognizable ruins, and the Hanging Gardens might never have existed at all. What we know about the wonders comes from written accounts of ancient tourists and modern archaeological research. Much of our information about the monuments is conjecture or questionable secondhand accounts — that makes this an article about how the wonders probably worked.

These monuments may not have physically stood the test of time, but they thrive in our imaginations as some of the most magnificent manmade structures of the ancient world. In this article, we’ll look at each of them in turn, starting with the Great Pyramid of Giza.

artikel yang berjudul “7 in 7 Wonders of The World” di atas menjelaskan tentang asal-asul kata “7 keajaiban dunia”. Sampai sekarang masih banyak bermacam-macam pendapat tentang kata tersenut, namun dengan artikel ini kita dapat mengetahui asal kata “7 keajabain dunia”.

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sumber :

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The most gifted athletes rarely make good coaches. The best violinist will not necessarily make the best conductor. Nor will the best teacher necessarily make the best head of the department.

So it’s critical to distinguish between the skill of performance and the skill of leading the performance, two entirely different skills.

It’s also important to determine whether a person is capable of learning leadership. The natural leader will stand out. The trick is identifying those who are capable of learning leadership over time.

Here are several traits to help identify whether someone is capable of learning to lead.

• Leadership in the past. The best predictor of the future is the past. When I was in business, I took note of any worker who told me he was superintendent of a school or a deacon in his church or a Boy Scout leader. If he showed leadership outside of the job, I wanted to find out if he had some leadership potential on the job.
• The capacity to create or catch vision. When I talk to people about the future, I want their eyes to light up. I want them to ask the right questions about what I’m talking about.
• The founder of Jefferson Standard built a successful insurance company from scratch. He assembled some of the greatest insurance people by simply asking, “Why don’t you come and help me build something great?”
• A person who doesn’t feel the thrill of challenge is not a potential leader.
• A constructive spirit of discontent. Some people would call this criticism, but there’s a big difference in being constructively discontent and being critical. If somebody says, “There’s got to be a better way to do this,” I see if there’s leadership potential by asking, “Have you ever thought about what that better way might be?” If he says no, he is being critical, not constructive. But if he says yes, he’s challenged by a constructive spirit of discontent. That’s the unscratchable itch. It is always in the leader.
• People locked in the status quo are not leaders. I ask of a potential leader, Does this person believe there is always a better way to do something?
• Practical ideas. Highly original people are often not good leaders because they are unable to judge their output; they need somebody else to say, “This will work” or “This won’t.”
• Brainstorming is not a particularly helpful practice in leadership, because ideas need to stay practical. Not everybody with practical ideas is a leader, of course, but leaders seem to be able to identify which ideas are practical and which aren’t.
• A willingness to take responsibility. One night at the end of the second shift, I walked out of the plant and passed the porter. As head of operations, I had started my day at the beginning of the first shift. The porter said, “Mr. Smith, I sure wish I had your pay, but I don’t want your worry.” He equated responsibility and worry. He wanted to be able to drop his responsibility when he walked out the door and not carry it home. That’s understandable, but it’s not a trait in potential leaders. I thought about the porter’s comment driving home. If the vice-president and the porter were paid the same money, I’d still want to be vice-president. Carrying responsibility doesn’t intimidate me, because the joy of accomplishment-the vicarious feeling of contributing to other people-is what leadership is all about.
• A completion factor. I might test somebody’s commitment by putting him or her on a task force. I’d find a problem that needs solving and assemble a group of people whose normal responsibilities don’t include tackling that problem. The person who grabs hold of the problem and won’t let go, like a dog with a bone, has leadership potential. This quality is critical in leaders, for there will be times when nothing but one’s iron will says, “Keep going.” Dale Carnegie used to say, “I know men in the ranks who will not stay in the ranks. Why? Because they have the ability to get things done.” In the military, it is called “completed staff work.” With potential leaders, when the work comes in, it’s complete. The half-cooked meal isn’t good enough.
• Mental toughness. No one can lead without being criticized or without facing discouragement. A potential leader needs a mental toughness. I don’t want a mean leader; I want a tough-minded leader who sees things as they are and will pay the price. Leadership creates a certain separation from one’s peers. The separation comes from carrying responsibility that only you can carry. Years ago, I spoke to a group of presidents in Columbus, Ohio, about loneliness in leadership. One participant, president of an architectural firm, came up afterward and said, “You’ve solved my problem.” “What’s your problem?” I asked. “My organization’s always confused,” he said, “and I didn’t know why. It’s because I don’t like to be lonely; I’ve got to talk about my ideas to the rest of the company. But they never know which ones will work, so everybody who likes my idea jumps to work on it. Those who don’t, work against it. Employees are going backward and forward-when the idea may not even come about at all.” Fearing loneliness, this president was not able to keep his ideas to himself until they were better formulated. A leader must be able to keep his or her own counsel until the proper time.
• Peer respect. Peer respect doesn’t reveal ability, but it can show character and personality. Trammell Crow, one of the world’s most successful real estate brokers, said that he looks for people whose associates want them to succeed. He said, “It’s tough enough to succeed when everybody wants you to succeed. People who don’t want you to succeed are like weights in your running shoes.” Maxey Jarmen used to say, “It isn’t important that people like you. It’s important that they respect you. They may like you but not follow you. If they respect you, they’ll follow you, even if perhaps they don’t like you.”
• Family respect. I also look at the family of a potential leader: Do they respect him or her? Fifteen years ago, my daughter said, “Dad, one thing I appreciate is that after you speak and I walk up, you are always attentive to me. You seem proud of me.” That meant a lot to me. If respect isn’t there, that’s also visible. The family’s feelings toward someone reveal much about his or her potential to lead.
• A quality that makes people listen to them. Potential leaders have a “holding court” quality about them. When they speak, people listen. Other people may talk a great deal, but nobody listens to them. They’re making a speech; they’re not giving leadership. I take notice of people to whom others listen.

It’s not enough for people to have leadership potential; they must have character and the right setting in which to grow. Before I give someone significant leadership responsibilities, I find it helpful to ask myself several questions:

• What will this person do to be liked? It’s nice to be liked, but as a leader it cannot be the controlling factor. The cause must be the prime motivator.
• Does this person have a destructive weakness? There are only two things I need to know about myself: my constructive strength and any destructive weakness. A destructive weakness may not show up on a test; it’s a character flaw. A destructive weakness may, for example, be an obsession. An obsession controls us; we don’t control it. It only grows worse over time.
• Can I provide this person the environment to succeed? It is so important, particularly in the early days of someone’s leadership, that he or she be put into a congenial environment. I wouldn’t want, for example, to put someone who requires mentoring with a leader who pays no attention to people. An environment that threatens our sense of security or well-being splits our concentration from the cause. Young leaders need an environment in which they can concentrate on leading.

(Fred Smith, LEADERSHIP JOURNAL; Fall 1996, Vol. XVII, No. 4, Page 30)

What is the Role of Leadership?

You may have the following questions about your peer leaders.

• What do long-term school reform leaders view as their essential professional competencies?
• What do they see as their role in sustaining reform?
• How do they engage teachers, families, and communities in partnerships that build programs to help children meet challenging standards?
• How do such leaders know when they are doing a good job?

Dimensions of Sustaining Leadership

• Partnership and voice
• Vision and values
• Knowledge and daring
• Savvy and persistence
• Personal qualities (passion, humor, and empathy strength of character, general maturity, patience, wisdom, common sense, trustworthiness, reliability, creativity, sensitivity)

Dari artikel di atas, kita bisa tau cara mengenali ciri-ciri orang yang layak manjadi seorang pemimpin. dengan kita mengetahui ciri-ciri seorang pemimpin, maka kita bisa menjadi pemimpin atau memilih seorang pemimpin yang sesuai dengan ciri-ciri yang terdapat pada artikel di atas.

sumber :

http://www.nsba.org/sbot/toolkit/LeadQual.html

I. If-Clause Type

a. Type zero

Used to express a general truth. Usually, Present Simple Tense are used to this type

• If you drop an apple, it falls. Fact =  An apple falls, if you drop it.
• If you don’t do your homework, I will be disappointed. Fact =  I will be disappointed, if you don’t do your homework.

In this type, word “if” can be replaced with “when”

b. Type I

Used to express a conditional that made from the fact that can be happened, either it fact in the present time, or the future. If-clause  usually in Simple Present Tense form.

• If I have time today, I will phone my friend. Fact = I will phone my friend, if I have time today.
• If I go to England, I will buy some Cheddar cheese. Fact = I will buy some Cheddar cheese, if I go to England.

c. Type II

Used to express where the situation isn’t real, either in present time or in future. If-clause usually in Simple Past Tense form.

• If I were you, I wouldn’t do that. Fact = I wouldn’t do that, if I were you.
• If I had more time, I would do more on my websites. Fact = I would do more on my websites, if I had more time.

d. Type III

Used to express situation in the past time that can’t be happen again. If-clause usually in Past Perfect Tense form.

• If I hadn’t helped you, you would have failed. Fact = You would have failed, if I hadn’t helped you.
• If it had been sunny, we could have gone out. Fact = We could have gone out, if it had been.

II. WISH TYPE

a. Future Wish

Examples:

1. I wish my friend would visit me this afternoon. (Saya berharap teman saya akan mengunjungi saya sore ini). Fact : my friend will not come this afternoon.
2. They wish that you could come to the party tonight. (Mereka berharap bahwa kamu bisa datang sebentar malam). Fact : you can’t come.
3. Bobby wishes he were coming with Angelia. (Bobby berharap dia datang dengan Angelia). Fact: Bobby is not coming with Angelia.

b. Present wish

Examples:

1. I wish I were rich. (Saya berharap saya kaya). Fact adalah: I am not rich.
2. I wish I had enough time to finish my work. (Saya berharap saya punya cukup waktu untuk menyelesaikan pekerjaan saya). Fact: I don’t have enough time to finish my work.
3. John wishes that Ririn were old enough to be his girl friend. (John berharap bahwa Ririn cukup umur untuk menjadi pacarnya). Fact: Ririn is not old enough to be John’s girl friend.
4. I wish I didn’t have to come to class today. (Saya berharap saya tidak harus pergi kuliah hari ini). Fact: I have to go to class today.
5. I wish my TOEFL score were over 650 now. (Saya berharap nilai TOEFL saya sekarang lebih dari 650). Fact: my TOEFL score is not over 650 now.

c. Past wish

Examples:

1. I wish I had washed my clothes yesterday. (Saya berharap saya telah cuci pakaian-pakaian saya kemarin). Fact: I didn’t wash my clothes yesterday.
2. Irwan wishes that he had answered the questions well. (Irwan berharap bahwa dia telah menjawab soal-soal dengan baik). Fact: Irwan didn’t answer the questions well.
3. Christian Ronaldo wishes that his team could have beaten the German team. (Christian Ronaldo berharap bahwa teamnya dapat mengalahkan team Jerman). Fact: Christian Ronaldo’s team couldn’t beat the German team.
4. I wish you had been here last night. (Saya berharap kamu ada di sini tadi malam). Fact: you were not here last night.

http://ismailmidi.com/berita-140-conditional-sentences.html

http://swarabhaskara.com/miscellaneous/conditional-sentences-part-2/

In daily life, sometimes we wish something. For example, If you accept me as your boyfriend, I will love you forever. If I’m rich, I will make an orphanage. If I had wings, I will fly into the blue sky, etc. These sentences called conditional sentences, it means that the activities can be done if the condition are fulfilled. Or I can say, it is causality. There are some rules in using conditional sentences, if we put the “if” clause in the  beginning of sentences, we will have to use “,” to the next clause. Otherwise, if we put the “if” clause in the end of sentences, we don’t have to use “,” to separate two clauses.

Type of Conditional Sentences

a). Real conditionals (factual / habitual / hypothetical / future possible)

This type used to expressing the situation or activity that can be happened or fulfilled.  In other word, what we wished for can be realized in actual life.

Examples :

1. If I have the time, I will go

2. If I become your boyfriend, I will make you happy forever

i). Future time

Examples :

1. If I have the money, I will give it to you.  (Jika saya punya uangnya, saya akan memberikannya kepada kamu).
2. If you keep driving on this speed, we may arrive at home before 10 p.m. (Jika kamu terus nyetir mobil pada kecepatan ini, kita mungkin tiba di rumah sebelum jam 10 malam).
3. I can pass this subject if I study hard. (Saya dapat lulus mata kuliah ini, jika saya belajar giat).
4. You must bring an umbrella if you don’t want to get wet. (Kamu harus membawa payung, jika kamu tidak ingin basah (kehujanan).

ii). Habitual (kebiasaan/habit)

Examples :

1. If Budi has enough time, he usually walks to campus. (Jika Budi punya cukup waktu, dia biasanya jalan kaki ke kampus).
2. I usually watch football on TV every Saturday night if I do not fall asleep. (Saya biasanya nonton sepakbola di TV tiap Sabtu malam jika saya tidak tertidur).
3. If he has money, he always treats us. (Jika dia punya uang, dia selalu mentraktir kita).

iii). Command (perintah)

Examples :

1. If you finish with your work, please help me. (Jika kamu selesai dengan pekerjaanmu, tolong bantu saya).
2. Please give me a cigarette if you don’t mind. (Tolong beri saya sepuntung rokok, jika kamu tidak keberatan).
3. If you have time, please meet me in my office.  (Jika kamu punya waktu, tolong temui saya di kantor saya).

b). Unreal atau Contrary to Fact Conditionals

Different with real conditional,  this type is a contrary from the fact. It means, if the fact positive (affirmative), then the conditional sentences would be negative.

Examples :

1. If the teacher didn’t speak quickly, I could understand better what he is teaching about
2. He could hug me, if he were here. (Dia boleh memeluk saya, jika dia di sini). Fact : he can’t hug me, because, he is not here

i). Unreal conditionals if the facts in simple present tense

Examples :

1. If the teacher didn’t speak quickly, I could understand better what he is teaching about. (Jika guru itu tidak berbicara dengan cepat, saya dapat memahami dengan lebih baik apa yang dia sedang ajarkan). Fact : the teacher speaks quickly, so that, I can’t understand well what he is teaching about.
2. He could hug me, if he were here. (Dia boleh memeluk saya, jika dia di sini). Fact : he can’t hug me, because, he is not here.
3. If I had a pair of wings, I would fly high. (Jika saya punya sepasang sayap, saya akan terbang tinggi). Fact : I don’t have a pair of wings, I can’t fly.

ii). Unreal conditionals if the facts in simple past tense

Examples :

1. If Robby had not gone to a movie last night, he would not have met Susan (jika Robby tidak pergi nonton film (di bioskop) tadi malam, dia tidak akan berjumpa dengan Susan). Fact: Robby went to a movie last night, then, he met Susan.
2. If the German football team had played well, it could have beaten the Spanish team (jika team sepak bola Jerman bermain bagus, team itu dapat mengalahkan team Spanyol). Fact: German foot ball team didn’t play well, it couldn’t beat the Spanish team.
3. You could have answered the questions well if you had studied well last night (kamu dapat menjawab soal-soal dengan baik, jika kamu belajar dengan baik tadi malam). Fact: you couldn’t answer the questions well, because, you didn’t study well last night.

http://swarabhaskara.com/miscellaneous/conditional-sentences-part-1/

http://swarabhaskara.com/miscellaneous/conditional-sentences-part-2/

1. I don’t like tea. (active voice)

Tea is not liked by me.(passive voice)

1. She does not write the test.(active voice)

The test is not written by her. (passive voice)

1. He did not attend the wedding.(active voice)

The wedding was not attended by him. (passive voice).

1. She did not invite me. (active voice)

I was not invited by her.(passive voice)

1. She doesn’t waters this plant every two days (active voice)

This plant isn’t watered by her every two days (passive voice)

1. He doesn’t write this poem (active voice)

The poem isn’t wrote by him (passive voice)

1. She doesn’t like muscular guy

Muscular guy isn’t liked by her

1. Mr. John doesn’t read a novel

The novel  isn’t read by Mr. John

1. I’m not doing my homework

Homework isn’t done by me

1. She isn’t have an ugly face

Ugly face isn’t had by her

PASSIVE IN QUESTION

1. Did they catch the thief? (Active)

Was the thief caught? (Passive)

1. Will The King inaugurate the new bridge? (Active)

Will the new bridge be inaugurated by The King? (Passive)

1. Do they make cars in Korea? (Active)

Are cars made in Korea? (Passive)

1. Do the hounds kill the fox? (Active)

Is the fox killed by the hounds? (Passive)

1. Did the bull kill the matador? (Active)

Was the matador killed by the bull? (Passive)

1. Have the police found the body? (Active)

Has the body been found by the police? (Passive)

1. Why has the government banned the film? (Active)

Why has the film been banned by the government? (Passive)

1. When did they hijack the plane? (Active)

When was the plane hijacked? (Passive)

1. How did your host family treat you? (Active)

How were you treated by your host family? (Passive)

1. What caused the accident? (Active)

What was the accident caused by? (Passive)

1. Has anyone cleaned the oven yet? (Active)

Has the oven been cleaned yet? (Passive)

1. Is a doctor going to examine you? (Active)

Are you going to be examined by a doctor? (Passive)

http://www.autoenglish.org/gr.pas2.i.htm

What is an intransitive verb?

My father cried.

We can see in this sentence that there is no word after cried. In other words, there is no object for the word, so there is no noun to receive the action of the word. Think about it–what could we say? My father cried something. Is there a noun that we could use after cried? We could probably think of one or two nouns, like tears, or even, good-bye, but normally, we do not use the verb crywith an object.

So, it is I suppose. It is a verb which is not transitive—a verb which does not take an object. Or, we can say, the opposite verb from transitive verbs. Here are some examples along with some sentences.

walk, jump, sleep, sit, lie, stand, weep, kneel, fall, fly, flow,remain, die, belong, wait, come, go.

(a)  We walk to the railway station.
(b)  The children jump with joy.
(c)  Babies sleep for many hours.
(d)  My brother stood there.
(e)  Jesus wept.

(f)   I slept.

(g)  I coughed.

(h)  The glass fell.

(i)   My cat ran.

(j)   The sun rose.

(k)  She came late.

(l)   Ms. Ratih remain silent

Some Exceptions

You will often find transitive verbs used intransitively, i.e. without an object.

• They are eating.
• We play> in the evening.
• I understand.

At rare times intransitive verbs are used transitively.

• How did you cover all that distance? We walked it. (‘walked’ has the object ‘it’ in this sentence)
• I cannot stand such nonsense. (‘stand’ has the object ‘nonsense’ in this sentence)

http://www.testmagic.com/knowledge_base/toefl/exercises/grammar/transitive_intransitive/intro_01.htm

http://www.english-language-grammar-guide.com/transitive-verb.html

What is A Transitive Verb?

Look at these sentences.

1. He met her yesterday.
2. She wrote a story last year.
3. Rust destroys iron.

In these sentences, the verbs are the words met, wrote and destroys.  In each sentence, you ask the question , ‘met whom/what?’  You will get the answers as follows:

• sentence 1 — question: met whom? — answer: her
• sentence 2 — question: wrote what? — answer: story
• sentence 3 — question: destroys what? — answer: iron

(note that we use whom in the questions for human beings and what for things and also for animals.)

The words her, story and iron in the sentences above are called objects in grammar.

A transitive verb is, therefore, a verb which has an object. An object, we may say, is the aim or purpose or destination or target of a verb’s action. In our three example-sentences above, the verbs met, wroteand destroys have the words her, story and iron as their targets. These targets are called objects. With a transitive verb, we can expect these objects

So, once again, I must say, a transitive verb is, therefore, a verb which has an object. Therefore, here’s a list of transitive verbs : eat, drink, read, write, play, see, hear, answer, buy, find, love, like, understand, catch, bring, sing, meet, give, take, get, forget, buy, sell, pay, help.

Example :

(f)  She loves her boyfriend very much            love                 boyfriend

(g) Mr. Johnson gave me a lot of money          gave                 I

(h) You must pay the rent                                 pay                  rent

(i)  The band play a classic song                       play                 classic song

(j)  He ate an rotten apple this morning            ate                   rotten aple

(k) Lili answered all question with confident   answered         question

(l)  He wrote a very beautiful poem                  wrote               poem

http://www.english-language-grammar-guide.com/transitive-verb.html

Passive voice is a sentences where the subject is done by the object. Passive voice is usually used when the objects from active voice are more important than the subjects.

How to change from active voice into passive voice, look at this example :

Active voice : We fertilize the soil every 6 months

1. Subject is We and the Object is Soil, meanwhile verb that used is fertilize

2. First, we swap position the subject with the object into :

The Soil fertilize we

3. Sounds scary, isn’t it? hehe. We’re not finished yet. Next step is to change the verb

4. In that sentences, verb using form 1 (fertilize). In passive voice, we must use form 3, so it becomes :

The Soil fertilized we

5. Next, we must change subject pronoun ‘we’ from active voice into object pronoun ‘us’ in passive voice

6. Last, we add ‘by’ before ‘us’ into the sentences to give more sense, so it will become :

• Active : We fertilize the soil every 6 months
• Passive: The soil is fertilized by us every 6 months

It was easy, isn’t it?? hehe

Here some other example from passive voice :

• Active    : He meets them everyday.
• Passive  : They are met by him everyday.

• Active    : She waters this plant every two days.
• Passive  : This plant is watered by her every two days.

• Active    : He met them yesterday
• Passive  : They were met by him yesterday

• Active    : She watered this plant this morning
• Passive  : This plant was watered by her this morning

• Active    : He has met them
• Passive  : They have been met by him

• Active    : She has watered this plant for 5 minutes.
• Passive  : This plant has been watered by her for 5 minutes.

• Active : Jack sings a song (active)
• Passive A song is sung by Jack (Passive)

http://ismailmidi.com/berita-174-passive-voice.html

http://swarabhaskara.com/miscellaneous/active-and-passive-voice/

Bali and Lombok

Bali and Lombok are the best known of the holiday islands of Indonesia, and are readily accessible from Australia and Japan, their principal tourism markets.

Bali and Lombok = Subject

are the best known= Verb, Complement

holiday islands of Indonesia = Object

readily accessible from Australia and Japan = Modifier

Bali is separated from Java to the west by only a narrow stretch of water, whereas Lombok to the east is more remote and less developed.

Bali = Subject

is separated from = Verb

Java = Object

to the west by only a narrow stretch of water, whereas Lombok to the east is more remote and less developed = Complement

Bali has a long-established reputation as a ‘tropical paradise’, where a seemingly gentle, artistic people live in harmony with their environment.

Bali = Subject

has = Verb

a long-established reputation as a ‘tropical paradise’ ‘tropical paradise’ = Object, Complement

where a seemingly gentle, artistic people live in harmony with their environment = Modifier

However, with tourist arrivals exceeding 2 million a year in the late 1990s – compared to less than 30 000 in 1969 – it has become difficult to sustain this image.

tourist arrivals, it = Subject

exceeding, has become difficult = Verb

2 million a year in the late 1990s, sustain this image = Object, Complement

Unlike most of Indonesia, the two islands were relatively unaffected by the turmoil that followed the Asian financial crisis of 1997–98 and the troubles in East Timor.

the two islands = Subject

were = Verb

relatively = Modifier

unaffected = Complement

by the turmoil that followed the Asian financial crisis of 1997–98 and the troubles in East Timor = Object

In fact, the fall in value of the rupiah against Western currencies meant that Bali became a value-for-money destination for many tourists.

the fall in value of the rupiah, Bali = Subject

against, became = Verb

Western currencies, value-for-money destination for many tourists = Object

Lombok has benefited from Bali’s popularity, and tourism development has been rapid since the mid-1980s.

Lombok, tourism development = Subject

has benefited, has been = Verb

Bali’s popularity, rapid = Object

from, since = Complement

The events of ‘Black October’ 2002 dealt a severe blow to the Balinese economy, which had become over-dependent on tourism.

The events of ‘Black October’ 2002 = Subject

dealt = Verb

Balinese economy = Object

severe blow = Complement

Matters were made worse by the reaction of some Western governments to the threat of terrorism; Britain’s Foreign and Commonwealth Office, for example, issued an advisory against travel to the island, which was not lifted until June 2004.

Western governments, Britain’s Foreign and Commonwealth Office = Subject

were made worse, issued = Verb

Matters, advisory = Object

by the reaction, against travel to the island = Complement

In the meantime, hundreds of craft workshops and other small tourism-related businesses had closed down through lack of orders, while hotel occupancy rates slumped far below the 50 percent needed to cover operating costs.

lack of orders, hotel occupancy rates = Subject

had closed down, slumped = Verb

hundreds of craft workshops and other small tourism-related businesses, operating costs = Object

far below the 50 percent needed = Complement

Many Balinese were forced to return to their farming villages in the face of widespread unemployment in the tourism sector.

Balinese = Subject

Many = Complement

were forced = Verb

return to their farming villages in the face of widespread unemployment in the tourism sector. = Object

Australians were the main victims of the bombings, and not surprisingly the fall in demand was greatest in the inclusive tour market catering for middle income Australians.
Australians, fall in demand = Subject

Were, was greatest  = Verb

main victims, tour market catering = Object

the bombings, inclusive = Complement

surprisingly = Modifier

The Japanese market was more resilient; this accounts for the largest number of tourist arrivals, but with a short length of stay averaging less than a week.

The Japanese market = Subject

Was = Verb

Resilient = Object

More = Complement

Young Japanese tourists find the relaxed lifestyle of Bali a welcome escape from the social conventions and conformity prevailing in their own country.

Young Japanese tourists = Subject

Find = Verb

relaxed lifestyle of Bali = Object

a welcome escape from the social conventions and conformity prevailing in their own country = Complement

The backpacking youth travel market, and what might be called ‘five star’ tourism at the other extreme, already seem to be recovering from the crisis of 2002. Domestic tourism has increased, with the encouragement of the Indonesian government.

Indonesian government = Subject

has increased = verb

Domestic tourism = Object

with the encouragement = Complement

http://www.englisharticles.info/2011/10/17/bali-and-lombok/