2021年出國(guó)留學(xué)俄羅斯申請(qǐng)書(shū)指南
為何出國(guó)留學(xué)?對(duì)于大多數(shù)學(xué)生來(lái)說(shuō)，這段時(shí)間可能是他們長(zhǎng)期出國(guó)旅行的唯一機(jī)會(huì)。最終你會(huì)找到一份工作和職業(yè)，而在國(guó)外學(xué)習(xí)的機(jī)會(huì)可能會(huì)成為一生一次的機(jī)會(huì)。這里給大家分享一些2021年出國(guó)留學(xué)俄羅斯申請(qǐng)書(shū)指南，歡迎閱讀!
2021年出國(guó)留學(xué)俄羅斯申請(qǐng)書(shū)指南
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
2021年出國(guó)留學(xué)俄羅斯申請(qǐng)書(shū)指南
Dear _,
As I have come through life, I found out that even though I enjoyed various jobs I took, the best of them all is the one the heart is sat on. Until recently I would have only dreamed to study within the Art and Design industry.
So here I am keen to change that.
Unfortunately my early hopes of becoming an architect, thirteen years ago, where shattered due to some unpredicted changes in my life such as financial issues, frequent changes in location, two kiddies, etc. Certain constraints diverted my path towards administration, then very subtly accountancy took over and yet again, back into administration. I even went ahead and studied about them as these choices seemed quicker to achieve and more rewarding financially. Now, it beats me why? Therefore a few months ago I sat down and thought over, realistically, that I’m at the point and the age where I need to decide what feels right for me, what is my direction from now on and will Art and Design remain only an unachievable dream?
Although as a teenager I started preparing for architecture through time my choice took shape towards product design because I find it closer to my aspiration and my guts. It feels the right choice for me; it feels just like a home buyer finds his perfect home, that would foster him for a very long time or like the parent that goes straight to his child at the end of the school day.
Sadly enough for me I have never taken an official preparatory course in Art and Design, but lately I’ve organised my time to do some reading (studying a series of relevant books either purchased or borrowed from libraries), drawing (started building my portfolio), self tuition of computer software (3D Max and Photoshop) and took guidance from specialised people (mostly my relatives as mom is a sculptor/painter, father designer – furniture and interior, brother-in-law graphics and web designer) to catch up a bit of the lost time. Since I’m not in my teen ages and considering the responsibilities around motherhood, I trust my abilities to embark straight into an university course. And even though it might seem a bit late and too hard to go through the process of starting a new career, I’m willing to give my best as I feel as enthusiastic as a teenager.
What I can bring to this field is whatever skills I gained through work (although I realise it’s not all directly relevant to this industry), my mature and responsible thinking, my organised, my creative and meticulous character, my talent in art, then hoping to mix them with the right education to get the formula that makes a person feel accomplished and a job well done. This is why for me the completion of this course is fundamental.
Although I have other responsibilities now, in my spare time music serves me as a particularly rewarding hobby, then playing guitar, arts and crafts and reading.
Within Product Design section I would probably focus more on the furniture design and developing new objects that make life simpler using minimum and environmental friendly materials and who knows what else ”the possibilities are endless” as some might say.
No matter where I’ll study I know my choice will lead me towards my goal.
Yours sincerely,
xuexila
出國(guó)留學(xué)俄羅斯獎(jiǎng)學(xué)金申請(qǐng)指南
一、申請(qǐng)條件
院校只為接受高等教育的學(xué)生提供獎(jiǎng)學(xué)金，所以申請(qǐng)者必須至少完成高中三年階段的學(xué)習(xí)，當(dāng)然有沒(méi)有俄語(yǔ)的基礎(chǔ)并不重要，只需要在校期間表現(xiàn)足夠優(yōu)秀就可以了。
而且院校一般也很看重學(xué)生的個(gè)人能力，如果能夠提供自己獲取的獎(jiǎng)勵(lì)證書(shū)、實(shí)習(xí)的證明或者參賽的記錄，都會(huì)為申請(qǐng)進(jìn)行加分，國(guó)內(nèi)的學(xué)生在這方面是比較欠缺的。
二、申請(qǐng)材料
材料的準(zhǔn)備要根據(jù)不同的獎(jiǎng)學(xué)金項(xiàng)目的要求來(lái)，不過(guò)最基礎(chǔ)的資料是大多數(shù)獎(jiǎng)學(xué)金申請(qǐng)都適配的，所以在準(zhǔn)備初期，就可以下功夫來(lái)進(jìn)行搜集。
個(gè)人的考試成績(jī)單，尤其是專業(yè)課的考試分?jǐn)?shù)，需要大家放在前列;護(hù)照以及健康證明，雖然基礎(chǔ)，但是都是需要出示的;最后就是申請(qǐng)表格，除了填寫(xiě)之外，還需要了解隨申請(qǐng)表列出的特殊要求。
三、申請(qǐng)流程
在申請(qǐng)的流程方面，除了署名獎(jiǎng)學(xué)金，其他的獎(jiǎng)學(xué)金申請(qǐng)，都是按照同樣的步驟來(lái)進(jìn)行申請(qǐng)的，這樣大家可以提前進(jìn)行熟悉，避免中途出差錯(cuò)。
首先就是基礎(chǔ)材料的準(zhǔn)備，然后前往相關(guān)部門(mén)進(jìn)行申請(qǐng)表的索取，填寫(xiě)完畢之后，就可以遞交表格和材料，然后等待最終的審核結(jié)果就可以了。
四、注意事項(xiàng)
在申請(qǐng)的時(shí)候，大家還需要特別注意小細(xì)節(jié)，其中準(zhǔn)備的材料，需要使用A4紙來(lái)打印，而且隨材料準(zhǔn)備一份材料清單，便于審核官進(jìn)行查閱。
而且所有的需要翻譯的材料，還需要進(jìn)行公證之后，才具備有效力。
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2021年出國(guó)留學(xué)俄羅斯申請(qǐng)書(shū)指南
