高中瑞士留學(xué)申請(qǐng)書(shū)格式最新
近年來(lái)，出國(guó)留學(xué)成為了原來(lái)越多人的選擇。申請(qǐng)留學(xué)并不是一件很容易的事，我們要準(zhǔn)備很多東西，例如留學(xué)申請(qǐng)書(shū)。下面就是小編給大家?guī)?lái)的高中瑞士留學(xué)申請(qǐng)書(shū)格式最新參考，希望能幫助到大家!
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高中瑞士留學(xué)申請(qǐng)書(shū)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(xué)讀高中申請(qǐng)條件與流程
一、申請(qǐng)條件
1.如果申請(qǐng)來(lái)瑞士留學(xué)念高中，要申請(qǐng)簽證的話(huà)，應(yīng)該至少有親屬在瑞士。因?yàn)槿鹗康母咧卸际侨鹗空Z(yǔ)授課，沒(méi)有英語(yǔ)授課的項(xiàng)目，所以總得來(lái)說(shuō)是不對(duì)外國(guó)留學(xué)生開(kāi)放的。
如果你已經(jīng)抵達(dá)瑞士，你的家人可以通過(guò)探親簽證過(guò)來(lái)瑞士陪你，探親簽證仿佛是6個(gè)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(guò)在新的簽證期沒(méi)有開(kāi)始之前，你的家人是無(wú)法離境的。
2.瑞士語(yǔ)授課的高中課程，需要瑞士語(yǔ)作為保證。英語(yǔ)個(gè)人認(rèn)為如果有雅思5左右，就能在瑞士的高中和本科低年級(jí)級(jí)別通吃了。
3.需要保證人和財(cái)產(chǎn)證明來(lái)給你申請(qǐng)簽證。
4.是否免學(xué)費(fèi)是針對(duì)大學(xué)的，2010年開(kāi)始大學(xué)就應(yīng)該收費(fèi)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(jià)格)。
5.北歐的生活費(fèi)用比較高，不過(guò)也未必高到那里去。打個(gè)比方說(shuō)，我在瑞士讀書(shū)(研究生)，第一年沒(méi)有回國(guó)，總共花了55000RMB，省吃?xún)€用還是可以把生活費(fèi)降低的。此外，在瑞士用學(xué)生簽證是可以打工的，不過(guò)打工有免稅的上限限制。
二、申請(qǐng)流程
1、申請(qǐng)資料的準(zhǔn)備
學(xué)生需在兩周內(nèi)將相應(yīng)的申請(qǐng)材料準(zhǔn)備好，交至代理公司，公司將指導(dǎo)學(xué)生填寫(xiě)所有有關(guān)材料。
2、遞交申請(qǐng)
年齡在8-19歲的學(xué)生，可在寄宿學(xué)校報(bào)名，學(xué)習(xí)小學(xué)、初中、高中和大學(xué)預(yù)科課程，學(xué)生畢業(yè)以后可直接升入美國(guó)或歐洲的多所大學(xué)進(jìn)行學(xué)習(xí)英文程度較差的高中畢業(yè)生，也可僅選擇一年期的大學(xué)預(yù)科課程，全方位準(zhǔn)備進(jìn)入歐美大學(xué)的各種考試課程，包括TOEFL等各種考試。
3、取通知書(shū)
由代理公司負(fù)責(zé)將申請(qǐng)材料寄至瑞士學(xué)校，由學(xué)校在壹至貳個(gè)月發(fā)出錄取通知書(shū)。
4、辦理護(hù)照
學(xué)生收到錄取通知書(shū)后即可申辦護(hù)照和出境卡，在某些地區(qū)不作要求，具體情況詢(xún)問(wèn)當(dāng)?shù)爻鋈刖彻芾硖?通常，在15-25個(gè)工作日內(nèi)即可獲得護(hù)照。
5、學(xué)費(fèi)
學(xué)生在收到錄取通知書(shū)后，需支付第二期手續(xù)費(fèi)，并按時(shí)支付學(xué)校的全年學(xué)費(fèi)(具體數(shù)額見(jiàn)錄取通知書(shū));代理公司將指導(dǎo)學(xué)生按時(shí)，安全地將學(xué)費(fèi)通過(guò)銀行匯往學(xué)校，為方便快捷，通常采取電匯。
6、辦理簽證
申請(qǐng)者匯完學(xué)費(fèi)后，將電匯復(fù)印件，護(hù)照及正式錄取通知書(shū)原件辦理簽證申請(qǐng)手續(xù);辦理簽證通常需要3-4個(gè)月時(shí)間;申請(qǐng)赴瑞留學(xué)簽證，申請(qǐng)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(xué)
學(xué)生獲得簽證后，應(yīng)按學(xué)校規(guī)定，在開(kāi)學(xué)前兩天入境，代理公司可幫助學(xué)生預(yù)定機(jī)票，并負(fù)責(zé)將學(xué)生到達(dá)學(xué)校的具體時(shí)間通知學(xué)校，學(xué)校將安排在機(jī)場(chǎng)或火車(chē)站接待學(xué)生。
三、院校推薦
1、Institut Le Rosey
蘿實(shí)學(xué)校
費(fèi)用： CHF. 119，700
建校： 1880
學(xué)生數(shù)量： 420
著友：伊朗國(guó)王，摩納哥王子雷尼爾和埃及國(guó)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(xué)校被認(rèn)為是世界上最昂貴的寄宿學(xué)校。Le Rosey招收7至18歲的學(xué)生，自1967年以來(lái)一直是男女同校。
2、Aiglon College
艾格隆學(xué)院
費(fèi)用： CHF 70，500 - CHF 111，000)
建校： 1949
學(xué)生數(shù)量： 400
知友： 希臘和丹麥公主Tatiana以及前谷歌首席財(cái)務(wù)官Pietro Dova。
艾格隆學(xué)院(Aiglon College)是瑞士的一所私立男女同校寄宿學(xué)校，主要以英國(guó)寄宿學(xué)校為藍(lán)本。它是一所位于瑞士阿爾卑斯山的獨(dú)立非盈利學(xué)校。
3、Collège AlpinInternational Beau Soleil
博·蘇蕾?lài)?guó)際學(xué)校
費(fèi)用： CHF 104，000
建校： 1910
學(xué)生數(shù)量： 250
知友： 丹麥的瑪麗公主和盧森堡世襲大公爵紀(jì)堯姆王子
從外觀上看，這家寄宿學(xué)?？瓷暇拖褚粋€(gè)古老的庭院一樣，但其實(shí)它卻非常的有內(nèi)涵。這個(gè)學(xué)校也是瑞士最古老的一個(gè)寄宿學(xué)校，并且招生要求極為嚴(yán)格。
4、Leysin American School
瑞信萊辛美國(guó)學(xué)校
費(fèi)用： CHF95，000
建校： 1961
學(xué)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(gè)學(xué)校是因?yàn)橛谢┰O(shè)施而的，學(xué)生無(wú)論是在課外活動(dòng)的時(shí)候還是在課余時(shí)間，都可以去滑雪場(chǎng)盡情的玩耍。
瑞士留學(xué)家長(zhǎng)匯款方式
1、匯票：費(fèi)用但速度較慢
外幣匯票匯款費(fèi)用低，一般只需要交1%的手續(xù)費(fèi)，最低30元，200元。
孩子可隨身攜帶匯票到國(guó)外，再去銀行網(wǎng)點(diǎn)兌付，無(wú)需接收賬戶(hù)，但兌付時(shí)需要托收時(shí)間較長(zhǎng)，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(fèi)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(fèi)相對(duì)較高，最低20元，則達(dá)1000元，此外電匯還要繳納電報(bào)費(fèi)以及國(guó)外中間行的扣費(fèi)。
以民生銀行的電匯為例，手續(xù)費(fèi)按匯款額千分之一收取，最低20元，200元，電報(bào)費(fèi)用和國(guó)外中間行的扣費(fèi)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(guó)外賬戶(hù)。不過(guò)目前很多國(guó)內(nèi)銀行都推出了預(yù)約開(kāi)立境外銀行賬戶(hù)的服務(wù)，在國(guó)內(nèi)就可以把開(kāi)立國(guó)外銀行賬戶(hù)的手續(xù)辦好。
但對(duì)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(fèi)
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(diǎn)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(guó)家的便利店就可兌換，而且安全性高，兌換時(shí)要求必須為本人，并且沒(méi)有「有效期限」限制。
不過(guò)，旅行支票手續(xù)費(fèi)較高，在國(guó)內(nèi)銀行購(gòu)買(mǎi)的時(shí)候，一般要交1%的手續(xù)費(fèi)，且上不封頂，如中行規(guī)定，購(gòu)買(mǎi)旅行支票的費(fèi)用通常為購(gòu)買(mǎi)金額的1%~0.5%，用外幣現(xiàn)鈔購(gòu)買(mǎi)還需支付匯鈔差價(jià)費(fèi)，而且不僅在購(gòu)買(mǎi)時(shí)需要繳納手續(xù)費(fèi)，兌現(xiàn)時(shí)也要按兌現(xiàn)金額的0.75%以原幣扣收手續(xù)費(fèi)，此外托收手續(xù)費(fèi)為托收金額的0.1%，最低50元/筆，250元/筆，最后未花費(fèi)完畢時(shí)退票還要按10元/筆收取退票費(fèi)。
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(shì)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(gè)過(guò)程。但其劣勢(shì)也是費(fèi)用較高，而且要求收款人所在地必須有業(yè)務(wù)受理機(jī)構(gòu)。
從中國(guó)到歐洲國(guó)家通過(guò)速匯金匯款1000美元(均按美元計(jì)算)，要收取15美元的費(fèi)用，總計(jì)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(fèi)用，收款額則是6682.61歐元。
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高中瑞士留學(xué)申請(qǐng)書(shū)格式最新
