Summary of art Gallery

This is a summary of the art gallery excursion. This summary is an assignment to be completed for Academic Listening Module. The presenter was Keith Potten at National Art Gallery .

The excursion began with introducing the artworks from the time when Captain Philip and a few artists arrived in Australia. The artists began to paint nature, trees, the bushs and animals. In 1830 and later artists painted nature and Aborigine people. The paintings of the impressionist artists present a unique style of painting, “ I paint what I see”. In early 20th century the artists introduced a modern style of paintings ,“ i paint what i think” . Finally some Aboriginal paintings were the end of the excursion. I will discuss three different paintings that I chose from the art gallery. One from Margaret Preston, the second is by Grace Cossington Smith and the last one is by Russell Drysdale.

This painting “self portrait 1930” is from the famous artist, Margaret Preston. As the camera was introduced in early 20th century, the artists established a new style of paintings,” I paint what I think”. This was some thing different from what others used to do. A style which was different from impressionists. Margaret Preston painted self portrait. Her delicate painting speaks for itself, it shows the reflection of light in background and the combination of bright and dark colours. This painting was done on oil and canvas. The self portrait à

From early 20th century until present Australia’s land escape remained a source of inspiration. The Sydney Harbour Bridge inspired many artists including Grace Cossington Smith . This artist painted the Curve of The Bridge which shows its industrial structure. It was a huge celebration of modern technology . This artist used a combination of light and dark colours, to show the structure of Harbour Bridge and its surroundings.
Sydney Harbour Bridge. à


This painting was done by another famous artist, Russell Drysdale . This painting is called “Sunday Evening 1941”. It shows real poverty, and lack of feelings. It shows sand and dry land, no garden, a dry tree and no water. The bowl next to the lady shows little water not even enough for the baby to have a bath. The people are painted very skinny which is another sign of being poor and not having enough food. As this painting show, this family may not have enough water for the rest of the week.
This painting is the Sunday Evening --->
I have discussed the painting of Margaret Preston, Grace Cossington Smith and Russell Drysdale

Evaluate The Value Of Pre-School Education In The Development Of Young Children.

Essay topic:
Evaluate The Value Of Pre-School Education In The Development Of Young Children.

This essay discusses the primary principles and values of preschool education. The importance of preschool education and its conflicts with out of home services such as childcare centres will be evaluated. It is asserted here that the principle differences between the forms of prior to school education are the role of qualified teachers in a school setting (Brown, 2008, p.2, para.8) and teacher’s specialism to interpret curriculum (Perry, Dockett and Harley, 2007, p.117).

Some people have different opinions about preschool and child care centres. Often people say children should stay at home with their parents. Others believe that government should not provide sources for every child’s education (Brown, 2008, p.2, para.8). This debate about preschool education and childcare centres requires evidence based on studies to prove that pre-school is effective and has a great impact on children’s future learning (Brown, 2008, p.2, para.8).

There are two types of early childhood services in New South Wales, childcare centres and preschools (Burgess, 2008, para.2). Preschool is usually clarified by its relationship to childcare centres. This task requires an understanding of long day-care centres which will be discussed below. Preschool may be described as school for children that can include school programs and long day- care programs. Preschool provides educational and developmental programs during school hours for children three to five years old. After completing preschool, children attend full time primary schools (Biddle, 2007, pp. 9-10 and Burgess, 2008, para. 3).

On the other hand, childcare centres can be a form of preschool with the purpose of providing assistance to parents with their child-minding role. Childcare centres are established as family day care or centre-based long day care centres (Burgess, 2008, para. 5). Childcare centres are often referred to as societal institutions that separate children from adult socio-cultural communities (Brennan, 2007, p.2).

According to Centre for Community Child Health- Royal Children’s Hospital (CCCH RCH) (2008a), School preparation is necessary, because children need to build up the competence and necessary skills to be ready to attend primary school. Preschool prepares children with these prerequisite skills and competencies for primary school (Burgess, 2008, para. 7-8). The successful learning experiences before school has a great impact on children’s long term goals and ongoing learning environment (CCCH RCH, 2008c, para.3-4). Whilst children may develop these skills in childcare centres or in the home environment, they also learn from each other in a school setting (CCCH RCH, 2008a, para.1). The important difference is the role of a qualified teacher. At preschool, staff are required to have teaching qualifications from university. A qualified teacher has speciality and training in child development and education (Burgess, 2008, para.7, 12). In contrast, because of staff-child ratios and the cost of having a qualified teacher, long day care centres require childcare workers only to have TAFE qualifications (Burgess, 2008, para. 8).

A qualified early childhood teacher’s role in preschool education is critical (Raban, 2000, cited on Biddle, 2007, p.11). Teachers provide opportunities and experiences for children to expand physical, social, emotional and intellectual development. Experiences are based on individual children’s interests, past learning experiences and strengths, states Centre for Community Child Health- Royal Children’s Hospital (CCCH RCH) (2008b, para. 12). Children at preschool learn about mathematics, language, science and social studies through games, music, artwork and books (Burgess, 2008, para.17-18). Teachers at preschool monitor children’s performances to make sure that they receive the best education and learn through their experiences. Teachers provide support to children who have difficulties with social and emotional skills, particularly children who are at risk of failing at school (CCCH RCH, 2008b, para. 12). Children at risk of failing are from families with low income and who may not be able to provide necessary services for their children’s education (Brown, 2008, para.4).

Children at child care centres will have similar opportunities. Childcare programmes have measurable impacts on children through the first year of schooling and for many into their third year, especially large improvements for those students considered ‘at risk’ (Raban, 2000, cited in Biddle, 2007, p.11). Children may develop self-esteem, appropriate social behaviour and better performance cognitively in literacy and numeracy during the early years of schooling. Children may receive consistent education from their qualified parents about songs or nursery rhymes, reading books, letters and numbers (Raban, 2000, cited in Biddle, 2007, p.11 and CCCH RCH, 2008a, para. 2). However in preschool children follow a planned program based on an academic curriculum that defines learning and developmental goals, which are implemented by qualified teachers (Perry, Dockett and Harley, 2007, p.117). Curriculum provides learning opportunities for children to learn consistently about all aspects of literacy and numeracy, problem solving, decision making and thinking skills (Walker, 2008, para.11-13).

Staff in childcare centres may not have the level of training or understanding required to interpret curriculum documents. McCain, Mustard and Shanker (2007, p.17) indicate that “ the roots of economic productivity and health risks in adulthood are found in early childhood” (cited in Perry, Dockett and Harley, 2007, p.118).

Attending preschool has a great effect on young children’s developmental skills such as social, emotional, maturity, self esteem, and future educational achievements (Kronemann, Hull and Edsall, 2001, cited in Biddle, 2007, p. 11). Children will be ready to start primary school with no pressure and anxiety (Barnett,1995 and Boocock 1995 cited in Biddle, 2007, p. 11). Prior to school educations stimulates enthusiasm and high self-esteem in young children ( Hickman, Stixurd and Urzua cited in Biddle, 2007, page 11).

There are two well-cited longitudinal research studies are done in United States (USA). The ‘High/Scope Perry School Study (HSPS)’ and the other in United Kingdom (UK), ‘The Effective Provision of Preschool Education (EPPE)’. These studies provide fundamental principles to the Australian education system (Harrington, 2008, para.1).

The HSPS study was done among 123 children from African American families from ages 3 to 11, at ages 14-15, at ages 19-27 and most recently at age 40. The aim of this study was to evaluate whether pre-school education offers short and long term progress and advantage to young children who experience adversity and are at risk of failing in school. The children were split in two groups, one group of children received high quality preschool program and the other group was with no preschool program (Harrington, 2008, para. 1).

According to the HSPS study, the group with educational program achieved higher scores in various intellectual and language tests from their preschool years up to age 7 and school achievement at ages 9, 10 and 14. Also these children had better attitudes toward school at ages 15-19 which meant as a result they could do better in general literacy between ages 19-27. Furthermore their general level of education was higher by age 27 (Harrington, 2008, para. 2). Moreover at age 40 this group achieved higher employment rates, better earnings, home ownership, more savings accounts, and fewer crimes across all categories (Harrington, 2008, para. 3).

The UK study was done among 3000 children, their parents, home environments and school settings they attended to investigate the effective provision of preschool education EPPE. The two groups of children were compared, one group with no or minimal preschool experience and the other group with preschool experience (Harrington, 2008, and CCCH RCH, 2008a, para. 1).

The group of children with preschool experience had better intellectual and social behavioural development. Furthermore this group of children had the opportunity to socialise with children from different backgrounds (Harrington, 2008, para. 2).

From the HSPS and EPPE studies, it has been proven that preschool education has a long term impact in children’s future learning’s, school completion, employment, stability in relationships and lower mental illnesses. However children who do not attend preschool may not have these advantages (CCCH RCH, 2008a, para.15).

In conclusion preschool learning is necessary for children before entering full time primary school. Preschool is beneficial for children in all areas of development mainly in terms of social, emotional and cognitive development. This applies to children from different backgrounds including those children who are at risk of failing at school. Preschool provides prior to school educational requirements of primary school as a result children of which can benefit in kindergarten and later stages of education. However, long day care centres require childcare workers only to have TAFE qualifications. In childcare centres staff provides good thinking and socialising opportunities for children. They may not have the level of training to interpret the curriculum and lay foundations for planned goals to teach children.

The most important differences among preschools and childcare centres are the role of a qualified teachers and developmental programs based on curriculum. In preschool children follow a planned program based on an academic curriculum that defines learning and developmental goals, which are implemented by qualified teachers.

my delicious account

My delicious account

An essay on friendship among men and women.


Most people say that women and men can be friends, particularly at work, business and social gatherings. However at the same time some people wary if this friendship leads to other things. Some cultures, religious and personal views in particular might be concerned about its effects on personal and family life.

There is no doubt that women and men can be friends and work together. They can form friendship especially at work and business environment. Men and women can extend their social network, help each other and share common interests. This type of friendship will lead them to create a perfect way of thinking, co-operating with each other in achieving their goals.

Some common debates in friendship between men and women are about the sets of limits, personal, culture and religious views. The relationship between male and female are mainly discussed as differences and power. Some people claim that men are physically stronger and mentally cleverer than women, although women may not consider these in friendship. Others argue that some times these forms of friendships lead to other things such as jealousy and wrong form of relationships.

Overall, the positive and negative consequences of men and women’s friendship balance out and in the end, its effect on personal and family lives comes down to individuals and the way both genders think. If males and females set limits in their friendships and do not go beyond, they can be role models in almost all societies. However if they rule their lives according to their desires and use friendship as an excuse, then it will harm both of them as well as people around them in the society, then men and women can never be friends.

Comments:
From Darren Curl, writing teacher
Excellent, Well-written, coherent argument runs right through the essay.

16.06.09

Our Group Members are DUNIYA, HEND, RAMYAR AND BELQEES

In the very first day when we received the instructions to do a group work, we sat down and discussed the topic. We chose to do a survey among 40 people on the usefulness and benefits of garlic. Every week we get together three times to discuss our topic according to the survey, collect data, make conclusions and design our Power Point.

In the afternoons we used to discuss about what needed to be done, then we took our sketches home and work on it at night. I found it really useful; we learned how to work in group, and to manage our time during the final weeks of our course. I am a good team player. I like to work in a team and discuss the issues with other team members.

A result of oriented mind has driven me to a person with a passion for work particularly as a team member. I am quick learner and keen to use my knowledge and skills with others. Thanks

Entry 3:
I enjoyed all the lessons . I think the EAP course is for me . I wish , I did it back in 1997 when I first made my long term goals. My longer term goal is to achieve early child hood qualification in Australia.

After visiting the counselling department at Granville TAFE college in 1996, I planed my long term goals , I made my decisions. I knew very clearly on what I was planing to do. The long term goals were to achieve a degree from university in Australia and the short term goals to memorise vocabulary and practice it with friends at college.

I have achieved an advanced diploma in architectural technology. Then it was time to set objectives and aims for the next 2 years. I planned to achieve a diploma in children’s services this year and after completing the EAP English course I want to enrol at university.

I have gained an enormous amount of information from the course, which gives me confidence that I can do it. I am sure at the end of this course I will be able to write academic essays, and understand political academic discussions on TV. I am keen to learn and I like the course structure that offers a great amount of knowledge throughout the semester. I look forward to achieve my goals along side my friendly and knowledgeable teachers.

Entry 4:
Today in seminar presentation class, the teacher outlined about the course structure. I think I need to improve my confidence in talking in front of the other students in class. I will search over the internet to night.

I spent a good half an hour searching on how to improve self esteem. I found an article.

Entry 5:

I was very interested in one of the topics, as I was searching on the internet to day. The topic is about high self esteem, and how to improve selfesteem.

This topic offers simple steps, which helps to maintain high self esteem although need to be practiced in daily routines.

Learn to love your self and love life as well.
Learn to let go of feelings of resentment and anger.
Practice positive thinking by focusing on what talents you have.
Learn to reconstruct your daily life.
Make an effort to develop qualities necessary to pursuing your goals.
Try to remain open minded to any advice.
Learn from past experience.
Do not focus on negative things that happen in your life.
Do make an effort to help other people.
Chop up your life goals into short goals and long term goals.

I believe these steps are easy to practice every day. I will try to remind myself and make a habit in practising them, and avoid saying that I will do it tomorrow. I have learned a lot from my past experiences that happened in my life. I feel lucky in being a student at Granville TAFE, as an EAP learner. I will try to make a difference every day in the class, although family commitment is a challenges in itself.

Entry 6:

I am focusing on my homework and studies these days; I have so much homework already. I made a study timetable for myself to study every night for 2 hours at home.

I want to practice essay writing. Essay writing is not easy . Linking and relating sentences in introduction is a challenge. I am positive and sure , that I will be able to do it by the end of this term.

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Entry:
I was very excited that I have started my very first class to day. I met my class mates, and know about their qualifications and long term goals. As every one in the class introduced them selves, and talked about their past experiences. There are so many cleaver students in my class.

Entry:

To day we learned about the higher education system in Australian and comparing it with our previous experience from overseas. I was interested searching over internet last night. I found an article about it.

The higher education in Australia is different to my home country. Education style in Australia focuses on the individual needs and encourages independece. Where in my home country, the education style focuses on learning and being dependent and passive learner. In Australian education style encourage the student to critically discuss commonly held beliefs. You must be active in class. In my home country learning experience has been passively to sit and listen.