2021日本簡潔留學申請書完整版
日本國際教育協(xié)會，為到日本留學的國際留學生設(shè)置了大量的獎學金資助計劃，要去日本留學的小伙伴知道日本留學申請書怎么寫嗎?下面就是小編給大家?guī)淼?021日本簡潔留學申請書完整版參考，希望能幫助到大家!
2021日本簡潔留學申請書
I was the only sixteen-year-old in my first university classroom. It was one of those defining moments where I was painfully aware of how different I was from the people around me. I had not yet graduated from high school, and yet there I sat in a class on personal and social adjustment, feeling an odd combination of excitement and anxiety. I distinctly recall my heart pounding and my irrational fear that, at any moment, someone would inform me that I did not belong there. I was considered an oddity at my high school as the only student in the history of the school to attend secondary and postsecondary institutions simultaneously as a fulltime student. I was reminded of the fact not through vast support from my school's faculty, but through blatant vocal discouragement.
In an environment where a large majority of residents live below the poverty level, it must have seemed strange that I would attend university early instead of applying for employment. The initial hardships of my first year in college did anything but deter me from wanting to study anthropology. Indeed, the adversity I experienced only succeeded in intensifying it. My high school classes were rather cold and clinical in their teachings, maintaining a firm adherence to stating and memorizing facts with little or no attempt to have students engage with the material. My interest in culture and my natural response to analyze, question, and participate was stifled behind state standards. In contrast, my fascination with culture was able to proliferate in postsecondary schooling as a result of a liberal arts education and my own proposed course of study.
My early education in anthropology started with a historical glance at cultural theory through works of influential pioneers like Malinowski and Mead. I became fascinated by the theoretical framework involved in cultural exploration, especially how cultural beliefs and values play a role in the every day lives of individuals. During a class on ritual and spectacle, I drove headlong and enthusiastically into ideas of ritual importance and its impact on societies. The subjects ranged from the roles of wedding rites to funerals, and I analyzed certain ceremonies and assessed the meaning of their various components. Another class taught by the same professor took ritual metaphor and applied it to narrative. The course addressed European stories from an analytical perspective, and I examined well-known folktales to yield their ritual symbology. I found myself impassioned by the idea of exploring beyond the superficial guise of narrative and seeing it as a meaningful way of expressing a society's basic beliefs and ideologies. Immersing myself in the works of other inspiring anthropologists, I examined texts on narrative form and nature, ritual metaphor and the importance of storytelling in culture.
My interest in storytelling resulted in the subject of my undergraduate thesis. I decided to focus on American narration, specifically concentrating on expressions of masculinity in men's magazines. It discussed dialogue in magazines as well as in teen male group settings, focusing on the conceptualization and presentation of gender in both circumstances. My overarching approach examined how masculine identity in the media has evolved over the last century. I further presented how manly behavior was glamorized in the text from three contemporary men's magazines, and juxtaposed it with an ethnographic work about how young men communicate and assert their gender roles.
My thesis topic is slightly removed from what I would like to study in graduate school, but the process familiarized me with the prerequisites required for social research. These included a delay in progress by routine realities, such as gaining IRB approval to interview and observe minors, as well as being forced to dig through the vast sea of material on women's magazines just to yield the limited data done on men's publications. The college that I attended also emphasized the importance of organizing one's own curriculum during junior and senior years. It was an unrestricted program in which the student consults with sponsors and plans his or her own course of study. This program approached the undergraduate thesis with the same level of intensity and professionalism as a graduate dissertation.
For my thesis, I assessed my topic and its requirements, efficiently planning my eventual course of study. I organized tutorials with my sponsors and established necessary reading lists that would contribute to my progress. Tutorial discussions allowed me to gain a broad scope of the research process and solidify my thesis into working theoretical, cultural and ethnographic papers. I earned permission to conduct fieldwork at a local Boys and Girl's club, and was approved to interview and observe the interaction between teenage males at the club. For six months, I listened to the things they considered to be important aspects of masculinity and used my time there as one example of teenage suburban expression of larger societal gender roles. I was able to further gain a taste of the graduate dissertation process when I successfully defended my undergraduate thesis during an oral presentation to my sponsors and an outside examiner.
The liberal arts education I received has given me the means to approach social anthropology in a perceptive manner and to consider the various intricacies that influence and shape certain aspects of culture. These were abilities that grew and thrived in an educational environment that allowed me to think critically about topics in anthropology and choose my own course of study. I emerged from college not with textbook facts floating around in my psyche, but with questions, thoughts and theories. I believe it is my undergraduate liberal arts background that provides me with an aberrant and perceptive approach to cultural anthropology.
During my hiatus between undergraduate and graduate education, I was able to step back from the research that captivated me for two years in order to reevaluate my goals in anthropology. While my break did not include leaving school for an extended period, I used the time to once again study broadly in the social sciences. By taking courses in psychology and other areas of anthropology separate from my undergraduate focus, I challenged myself further through exposure to different material and contrasting teaching styles, thereby gaining an educated and informed understanding of my intended course of study for graduate school. My extensive consideration of anthropology and the combination of both my undergraduate and post-baccalaureate education has given me the means to approach graduate school in a thoughtful and perceptive manner. Additionally, this hiatus gave me the ability to devote necessary attention to choosing graduate schools that will both challenge my views of cultural identity and allow me to excel in anthropology.
日本留學需要具備的條件和能力
一、申請日本留學需要具備的條件
1、滿足12年學歷
12年以上教育經(jīng)歷，且擁有最終學歷畢業(yè)證，也就是中專、高中畢業(yè)等等都可以。
2、最低的日語基礎(chǔ)
可以考一個最低的日語等級(JLPT、JTEST、NAT等等考試都可以)或者提交200課時以上的日語學時證明。
3、一定的經(jīng)濟基礎(chǔ)
申請的時候需要提交20萬銀行存款證明，另外要準備日本語言學校一年的學費加上生活費。一般來說，讀日本語言學校的時候最初建議準備8-10萬元人民幣，包括一年學費大致4-5萬，半年住宿費大致2萬，半年生活費大致2萬。
二、申請日本留學需要具備的能力
1、生活自理能力
其實這點不管是去哪個國家留學都一樣需要具備，留學期間，父母不在身邊，大部分事情都需要自己獨自處理，很多留學海外幾年的女生，出國幾年從安裝家具到換燈泡、做飯、搬家等等無所不會。
2、抗壓能力
日本留學期間，會有陌生的環(huán)境+語言能力+備考升學等多方面的壓力。此外，留學生打工的情況也普遍存在，這也就意味著留學生活不會太輕松，所以自己是否有抗壓能力也是留學之前需要慎重考慮的。
3、自制能力
留學期間，難免會結(jié)交很多新朋友，或許是學霸，或許是富二代，或許是平凡的留學生，但無論你身處什么環(huán)境，都一定要具備一定的自制能力，哪怕身邊再多誘惑，都希望你多想想自己的留學初衷和父母，盡量把支出水準建立在能夠承擔的范圍內(nèi)，買該買的東西，做該做的事，盡量完美無憾的度過整個留學生活。
日本留學申請技巧
一、扎實基本功
能力是大家接受一門新的專業(yè)的學習需要有的基礎(chǔ)內(nèi)容，而這個基礎(chǔ)會直接影響到大家后續(xù)的學習效率，如果大家本身學習的能力不算好，而且基礎(chǔ)又不扎實的話，會很吃虧。
所以大家在國內(nèi)的學習，必須要認真，至少要將基礎(chǔ)學科的理論知識了解清楚并且可以靈活地使用，這樣才可以在新的教學模式下，也不會在一開始就落后于別的同學，畢竟適應(yīng)也需要花時間。
二、個性化想法
和國內(nèi)的應(yīng)試教育不同的是，日本的教學其實會更加重視學生的個人特色一些，即大家需要展示出自己和別的人不同的地方，是和專業(yè)有一定的聯(lián)系，能夠提升個人的競爭力。
這對國內(nèi)的學生可能會比較難，不過大家可以先從找到自己的興趣開始，并且將興趣往自己的專業(yè)上引，參加含金量比較高的比賽和競賽，這樣可以更好地為自己的申請帶來優(yōu)勢。
三、跨界需謹慎
前面提到了學習的專業(yè)背景要求，對國內(nèi)的學生來說本專業(yè)的日本直升，其實就會有不同點，學習會有差異，需要進行適應(yīng)，而如果再跨一個專業(yè)，那么學習起來的難度會更大。
所以如果不是在前期有過專業(yè)相關(guān)的學習或者實習的基礎(chǔ)，盡量還是不要選擇跨專業(yè);如果想換專業(yè)的話，可以考慮學習了一段時間之后在進行申請，難度會相對小一些。
四、要投其所好
能力優(yōu)秀是審核的重點，能力匹不匹配學校的要求也是很重要的內(nèi)容，這里直接的體現(xiàn)就是大家準備的材料，尤其是各類文書材料，包括PS、CV和推薦信等，會很有影響力。
大家在開始準備前，可以先去官網(wǎng)了解基本的要求，然后整理材料，或者直接向中介尋求幫助，他們會有比較豐富的經(jīng)驗，可以幫大家準備好。
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2021日本簡潔留學申請書完整版
