2021標(biāo)準(zhǔn)的新加坡留學(xué)申請書
在新加坡就讀專業(yè)課程畢業(yè)后，和其他國家相比，就業(yè)機(jī)會高，發(fā)展空間廣闊，所以很多人喜歡到法國留學(xué)。下面就是小編給大家?guī)淼?021標(biāo)準(zhǔn)的新加坡留學(xué)申請書最新，希望能幫助到大家!
2021標(biāo)準(zhǔn)的新加坡留學(xué)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.
留學(xué)新加坡選校指南
一、官方認(rèn)證
新加坡有自己的高等院校認(rèn)證體系Edutrust，自2010年起，就開始對境內(nèi)的大學(xué)進(jìn)行全方位的審核，獲得認(rèn)證的學(xué)校無一例外都是學(xué)術(shù)優(yōu)秀的好大學(xué)，也是大家留學(xué)的首選，不需要擔(dān)心認(rèn)可度。
而大家在選擇留學(xué)目標(biāo)的時候，首先要去官方的網(wǎng)站里看看，學(xué)校有沒有收到Edutrust的認(rèn)證，會有一個比較明顯的標(biāo)志，有認(rèn)證才能夠放心的進(jìn)行接下來的考察。
二、合作伙伴
而學(xué)校的海外合作院校，也是可以從側(cè)面展示出學(xué)校的名氣的，因?yàn)橐话愣际峭人降脑盒＿M(jìn)行合作，如果大家對本校不是很了解，不知道他的實(shí)力如何，可以看看和他合作的學(xué)校名氣。
而如果有比較優(yōu)質(zhì)的大學(xué)進(jìn)行合作的話，是可以獲取到對方各方面的資源的，學(xué)生也可以更好地接受教學(xué)，享受資源，如果能夠進(jìn)行交換學(xué)習(xí)，還可以獲取兩份學(xué)歷的證書。
三、背景配置
歷史悠久的大學(xué)不一定都是好大學(xué)，但是新的大學(xué)中好大學(xué)的比例肯定是沒有老大學(xué)高的，而且學(xué)校背后的人脈資源也是比不上的，所以大家盡量還是選擇口碑比較好的歷史名校。
學(xué)校的規(guī)模配置，應(yīng)該和自己的發(fā)展相匹配，至少需要保證硬件能夠更得上教學(xué)，不會讓教學(xué)器具捉襟見肘，從而影響學(xué)生的正常專業(yè)學(xué)習(xí)，當(dāng)然軟件的服務(wù)也要保證舒適。
四、社會認(rèn)可度
此外還需要考察社會、企業(yè)和學(xué)生對學(xué)校的評價，正面和負(fù)面的都要看，不能夠只看學(xué)校官方給出的成就，因?yàn)檎嬲姆?wù)和生活，要學(xué)習(xí)過的學(xué)生才能夠給出來。
而社會和企業(yè)會接受畢業(yè)生，他們身上展示出來的能力，也是可以間接的反映出學(xué)校的教學(xué)水平的，所以也是很值得借鑒的內(nèi)容。
新加坡留學(xué)必備行李清單
一、衣物
新加坡在赤道附近，溫度很少有低于20℃的時候，所以大家都不需要準(zhǔn)備厚外套，帶上一些實(shí)用的短袖長袖、短褲長褲、短裙長裙(女生)，和貼身的衣服就可以了。
此外就是參加正式的場合，還需要準(zhǔn)備好癥狀或者禮服，這就沒有溫度的限制了，西裝西褲一整套，加上皮鞋，女生還要額外準(zhǔn)備禮服，一般是長裙或者短裙，加上高跟鞋。
二、現(xiàn)金
和歐美等國家不一樣，由于和我國的距離很近，加上經(jīng)濟(jì)的往來頻繁，每年還有大量游客前往新加坡，所以這里的手機(jī)支付普及程度和國內(nèi)是差不多的，所以大家現(xiàn)金的準(zhǔn)備不需要太多。
不過也是需要準(zhǔn)備的，這里的貨幣通用的是新幣，在國內(nèi)兌換很方便，不需要準(zhǔn)備很多，大概三四千足夠了，當(dāng)然直接帶人民幣也是可以的，匯率比較穩(wěn)定，換匯也方便。
三、藥品
同樣由于氣候的差異，新加坡全年都比較炎熱，而且四面環(huán)海還會比較潮濕，蚊蟲也比較多，所以大家很容易會水土不服或者被蚊蟲叮咬，所以大家?guī)铣Ｓ盟幒苡斜匾?/p>
不過藥也不是隨便帶的，大家選擇的時候還要看成分，禁止入境或者有規(guī)定的要淘汰掉，選擇能夠無條件入境的種類，還可以準(zhǔn)備一個家用的醫(yī)藥箱，里面會配上各種藥品。
四、文件
主要是大家的身份證明，包括的就有護(hù)照和簽證，身份證和登機(jī)牌，以及大家學(xué)校錄取的offer，是在出入境的時候，選好醋還是接受檢查的東西，這部分材料要隨身帶好。
而其他的，就主要是辦理入學(xué)的時候，需要出示的是申請的時候提交的材料的原件，這是要接受檢查的材料，大家也需要一起打包好帶過去，辦理入學(xué)后再收好。
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2021標(biāo)準(zhǔn)的新加坡留學(xué)申請書
