高中瑞士留學申請書格式最新
近年來，出國留學成為了原來越多人的選擇。申請留學并不是一件很容易的事，我們要準備很多東西，例如留學申請書。下面就是小編給大家?guī)淼母咧腥鹗苛魧W申請書格式最新參考，希望能幫助到大家!
如果沒有找到您想要的內(nèi)容，點擊“申請書專題”查看更多
高中瑞士留學申請書格式
Dear _,
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.
Yours sincerely,
xuexila.com/shenqing/
瑞士留學讀高中申請條件與流程
一、申請條件
1.如果申請來瑞士留學念高中，要申請簽證的話，應該至少有親屬在瑞士。因為瑞士的高中都是瑞士語授課，沒有英語授課的項目，所以總得來說是不對外國留學生開放的。
如果你已經(jīng)抵達瑞士，你的家人可以通過探親簽證過來瑞士陪你，探親簽證仿佛是6個月為限期，但是只要資金充足，那么探親簽證的延簽比較容易。不過在新的簽證期沒有開始之前，你的家人是無法離境的。
2.瑞士語授課的高中課程，需要瑞士語作為保證。英語個人認為如果有雅思5左右，就能在瑞士的高中和本科低年級級別通吃了。
3.需要保證人和財產(chǎn)證明來給你申請簽證。
4.是否免學費是針對大學的，2010年開始大學就應該收費了，本科大概是和歐洲水平接軌的6000歐元一年(參考丹麥的價格)。
5.北歐的生活費用比較高，不過也未必高到那里去。打個比方說，我在瑞士讀書(研究生)，第一年沒有回國，總共花了55000RMB，省吃儉用還是可以把生活費降低的。此外，在瑞士用學生簽證是可以打工的，不過打工有免稅的上限限制。
二、申請流程
1、申請資料的準備
學生需在兩周內(nèi)將相應的申請材料準備好，交至代理公司，公司將指導學生填寫所有有關(guān)材料。
2、遞交申請
年齡在8-19歲的學生，可在寄宿學校報名，學習小學、初中、高中和大學預科課程，學生畢業(yè)以后可直接升入美國或歐洲的多所大學進行學習英文程度較差的高中畢業(yè)生，也可僅選擇一年期的大學預科課程，全方位準備進入歐美大學的各種考試課程，包括TOEFL等各種考試。
3、取通知書
由代理公司負責將申請材料寄至瑞士學校，由學校在壹至貳個月發(fā)出錄取通知書。
4、辦理護照
學生收到錄取通知書后即可申辦護照和出境卡，在某些地區(qū)不作要求，具體情況詢問當?shù)爻鋈刖彻芾硖?通常，在15-25個工作日內(nèi)即可獲得護照。
5、學費
學生在收到錄取通知書后，需支付第二期手續(xù)費，并按時支付學校的全年學費(具體數(shù)額見錄取通知書);代理公司將指導學生按時，安全地將學費通過銀行匯往學校，為方便快捷，通常采取電匯。
6、辦理簽證
申請者匯完學費后，將電匯復印件，護照及正式錄取通知書原件辦理簽證申請手續(xù);辦理簽證通常需要3-4個月時間;申請赴瑞留學簽證，申請人必須向瑞士大使館/總領(lǐng)事館遞交完整材料。
7、離境入學
學生獲得簽證后，應按學校規(guī)定，在開學前兩天入境，代理公司可幫助學生預定機票，并負責將學生到達學校的具體時間通知學校，學校將安排在機場或火車站接待學生。
三、院校推薦
1、Institut Le Rosey
蘿實學校
費用： CHF. 119，700
建校： 1880
學生數(shù)量： 420
著友：伊朗國王，摩納哥王子雷尼爾和埃及國王法魯克。羅杰摩爾爵士和伊麗莎白泰勒也帶著他們的孩子，以及約翰列儂的兒子肖恩和溫斯頓丘吉爾的孫子。
這所的瑞士寄宿學校被認為是世界上最昂貴的寄宿學校。Le Rosey招收7至18歲的學生，自1967年以來一直是男女同校。
2、Aiglon College
艾格隆學院
費用： CHF 70，500 - CHF 111，000)
建校： 1949
學生數(shù)量： 400
知友： 希臘和丹麥公主Tatiana以及前谷歌首席財務官Pietro Dova。
艾格隆學院(Aiglon College)是瑞士的一所私立男女同校寄宿學校，主要以英國寄宿學校為藍本。它是一所位于瑞士阿爾卑斯山的獨立非盈利學校。
3、Collège AlpinInternational Beau Soleil
博·蘇蕾國際學校
費用： CHF 104，000
建校： 1910
學生數(shù)量： 250
知友： 丹麥的瑪麗公主和盧森堡世襲大公爵紀堯姆王子
從外觀上看，這家寄宿學校看上就像一個古老的庭院一樣，但其實它卻非常的有內(nèi)涵。這個學校也是瑞士最古老的一個寄宿學校，并且招生要求極為嚴格。
4、Leysin American School
瑞信萊辛美國學校
費用： CHF95，000
建校： 1961
學生數(shù)量： 320-345
知友： 洛克菲勒，范德比爾特和沙特王室成員
這個學校是因為有滑雪設(shè)施而的，學生無論是在課外活動的時候還是在課余時間，都可以去滑雪場盡情的玩耍。
瑞士留學家長匯款方式
1、匯票：費用但速度較慢
外幣匯票匯款費用低，一般只需要交1%的手續(xù)費，最低30元，200元。
孩子可隨身攜帶匯票到國外，再去銀行網(wǎng)點兌付，無需接收賬戶，但兌付時需要托收時間較長，一般為30~40天，而且外匯匯票正常情況下有效期只有半年。
2、電匯：兩天可到賬但費用較高
相比之下，電匯比較快，一般兩天可以到賬，但手續(xù)費相對較高，最低20元，則達1000元，此外電匯還要繳納電報費以及國外中間行的扣費。
以民生銀行的電匯為例，手續(xù)費按匯款額千分之一收取，最低20元，200元，電報費用和國外中間行的扣費則因具體地區(qū)和銀行而不同。
此外，電匯還要求收款者有國外賬戶。不過目前很多國內(nèi)銀行都推出了預約開立境外銀行賬戶的服務，在國內(nèi)就可以把開立國外銀行賬戶的手續(xù)辦好。
但對于大額度的匯款，由于有封頂，電匯和匯票都比較合算。
3、旅行支票：最方便但雙重扣費
如果嫌匯票和電匯麻煩，還可以選擇旅行支票。旅行支票的優(yōu)點是面額較小，使用方便，安全性高，孩子可隨身攜帶。除銀行外，在很多國家的便利店就可兌換，而且安全性高，兌換時要求必須為本人，并且沒有「有效期限」限制。
不過，旅行支票手續(xù)費較高，在國內(nèi)銀行購買的時候，一般要交1%的手續(xù)費，且上不封頂，如中行規(guī)定，購買旅行支票的費用通常為購買金額的1%~0.5%，用外幣現(xiàn)鈔購買還需支付匯鈔差價費，而且不僅在購買時需要繳納手續(xù)費，兌現(xiàn)時也要按兌現(xiàn)金額的0.75%以原幣扣收手續(xù)費，此外托收手續(xù)費為托收金額的0.1%，最低50元/筆，250元/筆，最后未花費完畢時退票還要按10元/筆收取退票費。
4、如遇到急事可選速匯金
那么如果孩子有急事怎么辦?這種情況下可以選擇速匯金。速匯金的優(yōu)勢是速度快，一般10分鐘左右就可完成由匯款人到收款人的整個過程。但其劣勢也是費用較高，而且要求收款人所在地必須有業(yè)務受理機構(gòu)。
從中國到歐洲國家通過速匯金匯款1000美元(均按美元計算)，要收取15美元的費用，總計1015美元的匯款額按匯率折算成歐元收款額則是668.26歐元。但若匯款金額為10000美元，速匯金則只收取30美元的費用，收款額則是6682.61歐元。
高中瑞士留學申請書格式最新相關(guān)文章：
高中瑞士留學申請書格式最新
上一篇：瑞士留學申請書描述個人情況
下一篇：瑞士國家留學申請書常用格式模板
