Historically Australian Indigenous Art Is Often Politically or Spiritually Motivated Essay Example for Free

Historically Australian Indigenous Art Is Often Politically or Spiritually Motivated Essay Historically Australian art is often politically or spiritually motivated. This statement is proved by a number of indigenous Australian artists including, Nellie Nakamarra Marks, who uses traditional techniques and motives to relay her spirituality, and Tony Albert, who recontextualises mainstream items, to create a postmodern collection, challenging the idea of stereotypical representations in mainstream culture. All spiritual beliefs in Aboriginal culture relate back to the idea of creation and dreaming. The dreaming is the ongoing cultural and spiritual progression that informs identity and knowledge, which is expressed through traditional indigenous art. This reflects a spiritual connection to the land, which is represented by signs and symbols as well as other various techniques, which are unique to traditional indigenous art. Signs and symbols can represent a particular location, object or landmark, or a particular story or totem that would be specific to a particular tribe, corroboree or dreamtime story. In traditional indigenous artworks, there is no perspective or fixed vanishing points for landscape artworks because indigenous Australians do not see their environment as a landscape, but their particular world and universe. They create a concept of place by using signs and symbols to create a map-like artwork, which represents their particular ‘world’ and universe. Essentially, traditional indigenous Australian artists are painting their spirituality, by expressing their connection to the land through signs, symbols and their world. Nellie Nakamarra Marks is a traditional indigenous artist, from the east of Kintore in the Northern Territory. In her work Kalipinypa, there is no set pattern and everything is connected which suggests her spiritualty and connection with the land. Her use of the traditional form of dot painting for her particular area of the Central Desert Region symbolises her world as she sees it, and how she heard about it through stories. In the middle of the right hand side there is lack of colour, which could symbolise a particular place that has particular spiritual significance. The dark shapes also look like leaves, which could represent the end of season and the coming of autumn, which is supported by the deep, vibrant colours in the painting. The colours also represent her region and place in Australia. The many different varieties of the same shapes could symbolise diversity within their own tribe, as well as the different shapes and movements of the land. The purpose of this artwork is to educate and pass on a particular story to younger generations. Postmodern art challenges mainstream ideas, which usually creates a political or social statement about modern society. Contemporary indigenous art in particular would be classified as postmodern because the artists are communicating their feelings and thoughts about certain aspects of society in modern Australia, which in turn, challenges some pre conceived notions about indigenous Australians in today’s society. These particular works by Tony Albert are postmodern, because he recontextualises items from recent history, that were used to create an unrealistic connection between White Australia and indigenous Australia in the 50’s and 60’s, to challenge history, both politically and socially. Tony Albert’s collection recycles kitsch black velvet paintings produced in Australia in the 1950’s and 1960’s. These velvet paintings were very popular in the last fifty years as home decorations, and like many objects from this period, they were characterized by their depictions of Aboriginal people as simple folk. These ornaments enabled white Australians of the time to have a distant and unrealistic connection to indigenous people. Albert recontextualises these paintings by introducing stenciled slogans to the paintings to create a complex and identifiable character. He uses the languages of politics and pop culture to reconnect the artworks with modern Australia and therefore reality. These slogans reclaim the faces of the aboriginals, transferring them from helpless and cute, to bold and complex, which asserts a modern identity and sense of self. This makes the characters more personal, which then creates a connection between the viewer and the subject that is mimicked throughout the collection. The slogans are derived from pop songs, nursery rhymes, advertising, political speeches and life stories, which has launched these velvet paintings into a new identity, which enables the viewer to connect with the characters beyond a stereotyped context. The generic and common velvet paintings have become empowered and personalized, asserting a new sense of self, which makes this collection truly compelling. This collection by Tony Albert, addresses the issue of stereotypical representations of indigenous Australians in mainstream culture. He challenges this present and historic issue of cultural alienation and displacement experienced by Indigenous Australians by appropriating slogans and recontextualising them to create a sense of lost identity and estrangement. Through the use of many different mediums, Aboriginal artists are motivated by their spirituality or political standpoint to produce art. This is shown by Nellie Nakamarra Marks, who is motivated by her connection to the land and her spirituality, and Tony Albert, who was trying to communicate the stereotypical views of indigenous Australians in mainstream culture. Kalipinypa – NELLIE NAKAMARRA MARKS Acrylic on linen, 90? 90cm Kalipinypa – NELLIE NAKAMARRA MARKS Acrylic on linen, 90? 90cm.

Children and How They are Affected by Divorce Essay -- Cause Effect Di

Children and How They are Affected by Divorce   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In years past, the American Dream for most young girls’ is to grow up and be married to Prince Charming and to â€Å"Live Happily Ever After!† Although this may be expected - it is rarely fulfilled. Marriage is the legal and binding union between a man and woman. Yet when couples marry, they vow to stay by their partner’s side ‘till death do us part.’ Currently that vow seems to have little or no value in today’s society. The current statistics for survival of marriage are quite grim. The divorce rate in the United States is somewhere between 50 percent and a startling 67 percent. (KSL News) One contributing factor the growing epidemic of divorce is the parting of different family members or the breakup of the family unit, as well as effect it may have upon the children or the other spouse.   Ã‚  Ã‚  Ã‚  Ã‚  When the family is broken up it can lead to divorce and ultimately many negative implications. It may have effect on the mental stability as well as create even more conflict and tension between others. Research evidence has shown that marital distress and conflict within a marriage causes a wide range of negative effects on the children of the feuding spouses. Many of the effects upon the children include depression, isolations, social inadequacy, mental health issues and academic status decreases. A study conducted in 1991suggests that out of 13000 people, the children that come from a divorced family tended to have poor academic performance and displayed more behavior problems. Some American couples suggest the divorce may be a way to solve their problems quickly and perhaps, more easily, rather than taking the time to work things out through counseling and other alternatives.   Ã‚  Ã‚  Ã‚  Ã‚  When divorce occurs it does not just happen between those that are married, everyone in relation to the divorcee’s are effected. This suggests a â€Å"community divorce,â€Å" and presents many other dilemmas. Community divorces contribute to conflicts between mutual friends and create tension between certain family members. More often than not, children are in the middle of the divorce and feel that it may their fault. A lot of the time, the children’s welfare is not properly taken into account. Although some situations allow for flexibility, for example: growing up in an abusive home versus the separation of two parents. Nonetheless,... ...just the separation of feelings of love between to people - it is the parting of a lifestyle and stability for the children involved. Works Cited: Amato, P. R. (1993). Children's adjustment to divorce: Theories, hypotheses, and empirical support. JOURNAL OF MARRIAGE AND THE FAMILY, 55, 23-38. Amato, P.R. (1994). Life-span adjustment of children to their parents' divorce. THE FUTURE OF CHILDREN, 4, 143-164. Amato, P. R., & Keith, B. (1991). Parental divorce and the well-being of children: A  meta-analysis. PSYCHOLOGICAL BULLETIN, 110, 26-46. Hetherington, E. M. (1993). An overview of the Virginia Longitudinal Study of Divorce and Remarriage with a focus on the early adolescent. JOURNAL OF FAMILY PSYCHOLOGY, 7, 39-56. Hughes, R., Jr. (1996) INTERNET IN - SERVICE ON CHILDREN AND DIVORCE   Ã‚  Ã‚  Ã‚  Ã‚  http://www.hec.ohio-state.edu/famlife/divorce/index.htm, (January 8, ‘04) Landers, Ann ? (accessed on January 8, ‘04) THE EFFECTS OF DIVORCE ON CHILDREN PARENTING DURING AND AFTER DIVORCE,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚ © American Responsible Divorce Network Unknown (accessed on January 8, ‘04) STEPS IN REDUCING NEGATIVE EFFECTS OF DIVORCE ON CHILDREN, http://www.marriage-relationships.com

History of Special Needs Provision in Ireland Essay

The history of education for children with special needs in Ireland has been one of neglect and exclusion until there was a change in attitudes and policies. The government had no need for policies regarding education and care of children with additional needs because they were carried out by religious orders. Many children were sent away to hospitals, homes and even asylums. They were hidden away from society. There were three stages in relation to the education and care of children with additional needs. Era of Neglect and Denial The era of neglect and denial was when the government thought children with special needs didn’t need to be educated and were seen as a medical problem. The Medical Model of Disability thought that children with special needs were abnormal. The problem was seen to be with the person with special needs and this model focuses on the causes of the disability and would look for cures rather than accept the person. â€Å"The medical model of disability views disability as a ‘problem’ that belongs to the disabled individual. It is not seen as an issue to concern anyone other than the individual† (www.2.le.ac.uk, Assessed 07 March 2014). Era of Special Schools The era of special schools was when a number of religious orders set up schools for children with special needs. The care and education was entirely up to the religious orders and the children would often board here rather than stay at home with their families. These schools were later recognised by the state. The government now believed children with special needs needed to be educated but not with â€Å"normal† children. They believed that the children would interfere with the education of the other children and therefore could not be educated in the same schools. Era of Integration and Inclusion The era of integration and inclusion began when the government introduced policies on education for children with special needs. They introduced these because of the decline in religion and religious orders. The state took over the care and education of children with additional needs. There was a demand for these children to be educated in schools alongside children who did not have special educational needs. This did happen but the children with special needs were taught in separate classrooms away from the other children. They were been educated but still not included. There are over 140 special schools in Ireland to date. These schools are designed for children who cannot be educated in mainstream schools. Some children may go to these schools for a period of time and then move into mainstream schools. Children with special needs are entitled to a free education until they reach eighteen years of age. They are entitled to help and support from resource teachers or special need assistants if the need it and to be educated in the same environment as every other child and to be treated equally. Legislation and Policies The Education Act 1998 The Education Act 1998 was the first piece of legislation that outlined the rights regarding education. This act is a general one but it provided the first legal definition of disability, the first legal definition of special educational needs and it defined what support services are. It outlines the roles and responsibilities of teachers, Board of Management, the Inspector and the Minister for Education. The Education Act 1998 says that all children including children with special needs are entitled to free education. Parents have the right to send their children to a school of their choice. All schools must respect beliefs, languages and traditions of all children. Schools have to have a plan in place to deal with any obstacles that may affect the education or welfare of a child with additional needs. All children have the right to be treated equally and should be included in all aspects of education despite their ability or disability. â€Å"This was the first piece of legislatio n passed since the foundation of the state that directly outlined the government’s rights and legal obligations regarding education† (Assisting Children with Special Needs, Assessed 08 March 2014: 10). The Education for Persons with Special Educational Needs Act 2004 This Act was passed to ensure that all people with special educational needs can be educated in an inclusive environment where this is possible. They have the same rights to education as a person who does not have special educational  needs. They have the right to the equipment they need in order to participate and continue with their education. The Board of Management needs to provide information to the parents and others relating to the education of the child. They need to ensure the progress of the child is monitored and reviewed regularly. To review the resources that are needed to help and provide education to children with special needs. They need to ensure that the needs of the child are being met and that a plan is put in place specifically for each child. â€Å"This Act was passed in June, 2004. The Act makes provision for the education of people with special educational needs, to provide that education whe rever possible, in an inclusive environment with those who do not have such needs† (www.asti.ie, Accessed 10 March 2014) Special Needs Conditions Attention Deficit Hyperactivity Disorder (ADHD) ADHD is a common behavioural disorder that affects school age children and is more common in boys. Signs and Symptoms There are three major symptoms of ADHD inattentiveness, hyperactivity and impulsivity. Some signs of ADHD are been easily distracted, switching from one activity to another frequently and talking excessively. Causes The causes of ADHD are not known. There are a number of factors that may be linked to ADHD such as genetics, diet and family environments. Diagnosis The diagnosis should only be made if the problem has been assessed for more than six months and has happened in two or more places. This is because there are other conditions which are very similar to ADHD that have to be ruled out. â€Å"Attention deficit hyperactivity (ADHD) is a disorder that appears in early childhood. You may know it by the name attention deficit disorder, or ADD. ADD/ADHD makes it difficult for people to inhibit their spontaneous response – response that can involve everything to speech to attentiveness† (www.helpguide.org, Accessed 09 March 2014). Cerebral Palsy Cerebral Palsy occurs when the part of the brain that controls muscle tone and movement is damaged. The condition can result in someone just been  clumsy or it can be more severe where the person cannot walk or move any part of their body. Signs and Symptoms Cerebral palsy may have the following signs and symptoms, lack of movement, difficulty walking, delays in speech development and trouble with swallowing. Causes There are no exact causes for cerebral palsy but it may be caused by brain damage before or during a child’s birth. Diagnosis A diagnosis for cerebral palsy will only be made after a child has been assessed and tests carried out. The tests will focus on the child’s movements and their muscle tone. Diagnosis for cerebral palsy can take a long time. â€Å"Cerebral palsy is a term used to refer to a group of complicated conditions that affect movement and posture because of damage to or failure in the development of the part of the brain that controls movement† (www.sess.ie, Accessed 10 March 2014). Autism Autism is a developmental disorder that affects the brain from functioning properly. Autism affects the way a person communicates and how they relate to other people. Signs and Symptoms Some signs and symptoms of autism are if a child does not respond to their name by the age of twelve months, have no words by sixteen months and does not point at objects to show interest by fourteen months. The child will avoid eye contact and will like to play alone frequently. Causes The exact cause of autism is unknown. Abnormalities in the brain, genetics and environmental toxins may be causes but this have not been proven. Diagnosis A screening test to diagnoise autism must be based on the observation of communication, behaviour and development and compare them to children in the same age group. â€Å"Autism is a neurological condition in which a child is unable to relate to people and situations. It first emerges in early childhood, when the child is first developing social and interpersonal skills. It is a rare condition affecting approximately five people out of  every 10,000† (www.irishhealth.com, Accessed 11 March 2014). Dyslexia Dyslexia is a learning disorder which makes reading, writing and spelling more difficult. It is the most common learning difficulty among children. Signs and Symptoms The most common sign of dyslexia is getting letters and words jumbled up. Lack of self-esteem, bad behaviour and lack of interest in school related activities are symptoms of having dyslexia. Causes There is no real evidence to suggest what causes dyslexia but it may be caused by an impairment in the brain or it may be inherited. Diagnosis Tests will be done on a child that is suspected of having dyslexia and will focus on how the child processes information, their language abilities and word recognition. â€Å"There was a time in Ireland when dyslexia was the disorder that dare not speak his name. The Dyslexia Association of Ireland. (DAI), established 40 years ago this year, had to change its name in the 1980s to the Association of Children and Adults with Learning Difficulties, so it would be taken seriously† (www.irishtimes.com, Accessed 11 March 2014). Fetal Alcohol Spectrum Disorder (FASD) FASD is mental and physical condition that results from alcohol exposure during pregnancy. Signs and Symptoms Some of the signs and symptoms of FASD may include having a small head, deformities of limbs, heart defects and vision or hearing difficulties. Causes The causes of FASD is when a mother drinks alcohol excessively during her pregnancy. Alcohol interferes with the oxygen getting to the developing brain. Diagnosis FASD can only be diagnosed after a child is born. Doctors will access motor skills, facial features and heart problems. Support Services HADD Ireland is a support group for people affected by attention deficit hyperactivity disorder (ADHD). They offer a wide variety of services  including courses for young people, courses for parents and support groups. In these courses they build skills, promote self-awareness and encourage problem solving. In the support groups they offer talks and workshops for parents that provide information and advice on ADHD. Cerebral Palsy Alliance is a support group that provides support and assistance for parents and carers of people who suffer from cerebral palsy. Each service is in place to help improve the quality of life and participation in everyday life. The services they provide include therapy and health services, counselling and respite care. They offer early intervention services and mentoring programmes for teenagers Irish Autism Action is an organisation that was formed to help sufferers of autism and their families. They offer a range of services including early detection prog rammes, education support, counselling, and home based support. They also have a helpline that offers confidential information and support for people with autism. They provide information and advice to families upon a diagnosis been made. Dyslexia Association of Ireland (DAI) is a membership based organisation that educates people about dyslexia. They offer appropriate and effective support services for children and adults dealing with dyslexia. The services they provide are information services through phone, website or text, assessment services, specialist tuition for children through workshops or one on one tuition, training and education for parents, teachers and others. Fetal Alcohol Spectrum Disorders Ireland is a support group that was set up by a group of carers who have had contact with children who suffer from fetal alcohol spectrum disorder (FASD). They provide information to families, carers and individuals on any disability associated with FASD. Alcohol Awareness Week 2014 is one way in which they provide information and promote awar eness about FASD. References University of Leicester: â€Å"The social and medical model of disability† (Online), available: http://www2.le.ac.uk/offices/ssds/accessability/staff/accessabilitytutors/information-for-accessability-tutors/the-social-and-medical-model-of-disability

Food and Society

The relationship between food and society require special attention. Food come first, no food no life, this is a fact, and nothing can be possible with out food. Society is a group of people related to each other through perseverance relations such as status, roles and social network. In pre-industrial societies, food production is carried out through the use of human and animal labour which is the main economic activities. Industrial revolution in 19th century brought the incredible changes.The most important invention was a railway which has put an unbelievable impact on different societies. The railway makes feasible the movement of people and transports the goods from one city to another even from country to country. This makes possible the food that had previously never been seen or heard of became available to most of the people. Most of the societies rely on the food transport and production, then those societies can be divided according to their level of technology and their method of production.The study of food and society is gradually increasing which is recognised to be one that can make a significant contribution to our understanding of the context with in which the production and consumption of commercial food and beverages takes place. The provision of food and beverages forms a part of the activities of the hospitality industry. However the hospitality industry subject area, there is just a small number of texts that cover the field. As an alternative of texts and resources that can contribute relevant theoretical frameworks to support the study of food and society are to be found in a number of fields of study.

The Atomic Bomb Essays

The Atomic Bomb Essays The Atomic Bomb Essay The Atomic Bomb Essay There has been a long standing debate on why the atomic bomb was used to defeat Japan.The threat of Russian advancement in Europe and in Asia was enough to worry the top officials in the United States and British governments. Wherever the Russians moved through they took for themselves.The imminent invasion of mainland Japan and the allied casualties that came with it were also a factor in the decision to drop the bomb, as said in document A.The dropping of the bomb was not entirely used to stop the Russian advancement. If the allied forces had invaded mainland Japan, many lives on both sides would have been lost.Most probably more than were lost in the bombing of Hiroshima and Nagasaki put together.The tactics that the allies had used up to this point had cost hundreds of thousands of lives onboth sides.This was when the Japanese only had maybe two or three thousand men on an island; whereas on the mainland millions of people who would fight until their death to protect their cou ntry.Can you imagine if the Americans invaded mainland Japan where they had not only soldiers to fight against but the citizens of Japan loyal to Hirohito?Massive destruction, immense loss of life, and prolonging of the war until late 1946, as stated in document A, would result from invading on foot Revenge also played a role in the decision to bomb Japan.The Japanese were not following the Geneva convention in regards to treatment of prisoners of war.Which says that the prisoners are not to be put through torture of the psychological or physical nature. The Japanese did these things anyway, they would decapitate American prisoners, or they would shove bamboo shoots under their fingernails.The American government also wanted revenge for the surprise attack on Pearl Harbor.No warning was given by the Japanese to the Americans and no war was declared until after the incident.

Compound Prepositional Phrases in Spanish

Compound Prepositional Phrases in Spanish Prepositions are handy words for showing the relationship among the various words in a sentence. But with something like only two dozen prepositions available, youre limited if you stick to simple prepositions to indicate the connection that a noun or pronoun might have with another word. Fortunately, both Spanish and English have a wide range of prepositional phrases, also known as compound prepositions, that function in much the same way as simple prepositions Using Compound Prepositions An example of compound preposition can be seen in a sentence such as Roberto fue al mercado en lugar de Pablo (Robert went to the market instead of Paul). Although en lugar de is made up of three words, it functions much the same as one word and has a distinct prepositional meaning as a phrase. In other words, like single-word prepositions, prepositional phrases show the connection between the noun (or pronoun) that follows and other words in the sentence. (Although you could probably figure out what en lugar de means by translating the individual words, that isnt true of all prepositional phrases.) The list below shows some of the most common phrases that function as prepositions. Prepositions can also be used in phrases that are used as adverbs, as explained in our lesson on adverbial phrases. As you can see in the examples following this section, not all Spanish prepositional phrases are best translated as prepositional phrases in English. abajo de - underneatha bordo de - aboarda cambio de - in exchange or trade fora cargo de - in charge ofa causa de - because ofacerca de - about, concerningadems de - besides, in addition to, as well asadentro de - insidea disposicià ³n de - at the disposal ofa excepcià ³n de - with the exception of, except fora falta de - due to the lack of, in the absence ofa fin de - with the goal or intent of, in order toafuera de - outsidea fuerza de - by means ofal contrario de - contrary toal estilo de - in the style of, in the manner ofal frente de - at the forefront ofal lado de - next toalrededor de - aroundantes de - before (in time, not location)a pesar de - in spite ofa prueba de - roughly equivalent to the English suffix -proofa punto de - on the verge ofa travà ©s de - through, acrossbajo condicià ³n de que - on the condition thatcerca de - nearcon rumbo a - in the direction ofde acuerdo con - in agreement withdebajo de - underneath, underdelante de - i n front ofdentro de - withindespuà ©s de - after detrs de - behind, afteren caso de - in case ofencima de - on top ofen contra de - againsten forma de - in the shape ofenfrente de - oppositeen lugar de - instead of, in the place ofen medio de - in the middle ofen vez de - instead ofen và ­as de - on the way tofuera de - except forfrente a - opposite, towardslejos de - far frompor causa de - because ofpor razà ³n de - because of Samples Sentences Using Compound Prepositions Las complicaciones despuà ©s de la cirugà ­a de cataratas pueden incluir visià ³n opaca o borrosa. (Complications after cataract surgery can include dull or blurry vision.) A pesar de todo, digo sà ­ a la vida. (Despite everything, I am saying yes to life.) Vea nuestra coleccià ³n de cmaras compactas a prueba de agua. (See our collection of compact waterproof cameras.) La ciudad grande est a punto de un desastre ambiental. (The large city is on the verge of an environmental disaster.) No busques ms hoteles cerca de este. (Dont look for more hotels near this one.)  ¿Por quà © los gatos duermen encima de sus humanos? (Why do cats sleep on top of their humans?) Muchas cosas cambiaron por causa de mi error. (Many things changed because of my mistake.) Key Takeaways Compound prepositions in both English and Spanish are phrases that function in the same way as single-word prepositions.Meanings of compound prepositions cant always be determined by the meanings of the individual words.

School Programs Like in China

School Programs Like in China China can be a great place to learn depending on what topic you are studying, what teaching methods work best for you or your personal interests. Whether youre thinking of going to school in China, considering enrolling your child in a Chinese school, or just curious to know more, here are answers to frequently asked questions about school programs in China, Chinas education methods, and enrolling in school in China. Education Fees Education is required and free for Chinese citizens age 6 to 15 though parents must pay fees for books and uniforms. Chinese children all get a primary and middle school public education. Each class averages 35 students. After middle school, parents must pay for public high school. The majority of families in cities can afford the fees, but in rural parts of China, many students stop their education at age 15. For the wealthy, there is a growing number of private schools in China as well as dozens of international private schools. Tests In high school, Chinese students begin preparing for the competitive é «ËœÃ¨â‚¬Æ' (gaokao, National University Entrance Examinations). Somewhat similar to the SAT for American students, seniors take this test in the summer. The results determine which Chinese university test-takers will attend the following year. Classes Offered   Chinese students attend classes five or six days a week from the early morning (about 7 am) to early evening (4 pm or later). On Saturdays, many schools hold required morning classes in science and math. Many students also attend è £Å"ç ¿â€™Ã§  ­ (buxiban), or cram school, in the evening and on weekends. Much like tutoring in the West, schools in China offer additional Chinese, English, science and math classes and one-on-one tutoring. Aside from math and science, students take Chinese, English, history, literature, music, art, and physical education. Chinese Versus Western Education Methods China’s teaching methodology differs from Western education methodology. Rote memorization is emphasized and there is a heavier focus on math, science, and Chinese studies. It is also standard practice for classes to be complemented with extensive test prep throughout middle school, junior high school, and high school for college entrance exams. Schools in China have after-school activities, like sports and music lessons, but these activities are not as extensive as those found in international schools and schools in the West. For example, while team sports are becoming more popular, competition among schools is more like an intramural team sports system rather than a competitive system. Vacation Schools in China have a break lasting for several days or a week during China’s national holiday at the beginning of October. During Spring Festival in mid-January or mid-February, depending on the lunar calendar, students have one to three weeks off. The next break is for China’s labor holiday, which occurs during the first few days of May. Finally, students have a summer vacation which is much shorter than in the US. Summer vacation typically begins in mid-July though some schools start their vacations in June. The vacation lasts for approximately one month. Can Foreigners Go to Primary or Secondary School in China? While most international schools will only accept Chinese students who hold a foreign passport, Chinese public schools are required by law to accept children of legal foreign residents. Admissions requirements vary but most schools require an admissions application, health records, passport, visa information, and previous school records. Some, like nurseries and kindergartens, require a birth certificate. Others require recommendation letters, assessments, on-campus interviews, entrance exams, and language requirements. Students who cannot speak Mandarin are usually held back a few grades and usually start in first grade until their language skills improve. All classes except English are taught entirely in Chinese. Going to a local school in China has become a popular choice for expat families who live in China but can’t afford the high price of international schools. The admissions materials at local schools are typically in Chinese and there’s little support for families and students who do not speak Chinese. Schools in Beijing that accept foreign students include  Fangcaodi Primary School (èŠ ³Ã¨ â€°Ã¥Å" °Ã¥ ° Ã¥ ­ ¦) and The High School Affiliated to Renmin University of China Beijing Ritan High School (ä º ºÃ¥ ¤ §Ã©â„¢â€žÃ¤ ¸ ­). There are over 70 schools approved by China’s Ministry of Education to provide foreign instruction. Unlike local children, foreigners must pay a yearly tuition which varies but starts at about 28,000RMB. Can Foreigners Go to College or University in China? Various programs are offered at schools in China for foreigners. An application, copies of visa and passport, school records, physical exam, photo, and proof of language proficiency are all most students need to gain acceptance to undergraduate and graduate programs at schools in China. Chinese language proficiency is typically demonstrated by taking the  Hanyu Shuiping Kaoshi  (HSK exam). Most schools require a score of level 6 (on a scale of 1 to 11) to enter undergraduate and graduate programs. Additionally, a perk for foreigners is that they are exempt from the gaokao.   Scholarships Many prospective students consider applying for scholarships to study at schools in China. Foreign students pay more in tuition than local students, but the fees are generally much less than students would pay in the United States or Europe. Tuition starts at 23,000RMB annually. Scholarships are available for foreigners. The most common scholarship is given by the Ministry of Education’s China Scholarship Council and the Chinese government. The Chinese government also awards the HSK Winner Scholarships for the top HSK test-scorers overseas. One scholarship is awarded per country where the test is administered. What If I Dont Speak Chinese? There are programs for those who do not speak Chinese. From Mandarin language learning to Chinese medicine to a Master of Business Administration, foreigners can study a range of subjects at schools in China, including Beijing and Shanghai, without speaking a word of Mandarin. Programs range from a few weeks to two years or more. The application process is quite simple and consists of an application, a copy of visa, passport, school records or diploma, physical exam, and photo.