2021年社會學(xué)大學(xué)留學(xué)申請書
當(dāng)你在國外時，你不僅限于在你所在的國家旅行，你也可以看到鄰國!例如，如果您在法國學(xué)習(xí)，你可以選擇前往歐洲各地，包括倫敦、巴塞羅那 和羅馬。這里給大家分享一些2021年社會學(xué)大學(xué)留學(xué)申請書，歡迎閱讀!
2021年社會學(xué)大學(xué)留學(xué)申請書
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
泰國留學(xué)安全須知
一、住宿方面
可供留學(xué)生選擇的住宿方式，包括住校、租房和寄宿三種。但是小編在這里建議大家還是選擇學(xué)校宿舍，因為在安全性上的保障是的。
而自己租房的話，一定要對周邊的環(huán)境進(jìn)行嚴(yán)格的考察，獨處的時候不要給陌生人開門;選擇寄宿家庭，需要對家庭成員進(jìn)行調(diào)查，對家庭成員的品格有所了解。
二、交通方面
抵達(dá)了泰國之后，大家需要對學(xué)校周邊和住宿周邊的交通情況進(jìn)行詳細(xì)的了解，要有意識地避開一些有安全隱患的地方，并且熟悉常走的交通路線。
如果乘坐公交和出租車，一定要將自己坐車的車牌號告訴朋友或者家人，這樣萬一出了事，也可以有一個比較明確的尋找方向，以防萬一。
三、社交方面
交友社交應(yīng)該是大家日常生活中重要部分，但是大家在進(jìn)行社交的時候，需要保留一份警惕，不要將自己的私人信息透露給不是很熟的人，熟人索要私人信息也要警惕。
此外在各類場合中，不要隨便接受別人遞過來的食物或者酒水，因為你無法保障這些東西內(nèi)有沒有“加料”，所以的方式，就是禮貌的進(jìn)行拒絕。
四、法律方面
最后大家還需要了解相關(guān)的法律法規(guī)，在遭遇到不公正的對待的時候，要記得拿起法律的武器來保護(hù)自己，泰國政府對海外學(xué)生的保護(hù)還是比較完善的。
此外還要記住一些緊急電話，便于進(jìn)行求助。
泰國留學(xué)福利盤點
一、教育國際化
學(xué)校內(nèi)專業(yè)的授課和管理，都是比照歐美體系設(shè)置的，所以擁有很強(qiáng)的國際化特色，而且課程基本上都是安排英語來進(jìn)行講課，教材也是直接使用原版引進(jìn)，這樣大家學(xué)習(xí)的內(nèi)容可以直接對接。
而且經(jīng)過幾十年的發(fā)展，境內(nèi)的教育已經(jīng)被國際認(rèn)可，而且不少院校還設(shè)置有雙聯(lián)課程，溝通起美英日加的，讓大家后續(xù)的轉(zhuǎn)學(xué)、升學(xué)和交換學(xué)習(xí)更較容易，是很適合學(xué)生的留學(xué)選擇。
二、就業(yè)前景好
由于大家在學(xué)校內(nèi)的專業(yè)學(xué)習(xí)，是偏向于國際化的內(nèi)容，所以大家學(xué)到的技能，應(yīng)用的范圍是非常廣的，也就意味著未來求職的選擇，不會局限在泰國和國內(nèi)，前往歐美也是有很大的優(yōu)勢的。
尤其是還懂中文，留學(xué)生會受到市場的廣泛需求，而且還是復(fù)合型的優(yōu)質(zhì)人才，這樣能夠為國家之間的經(jīng)濟(jì)交流帶來很不錯的影響，未來工作的調(diào)動也會有優(yōu)勢。
三、環(huán)境很安全
泰國的社會環(huán)境是比較開放的，對外來人的包容性很強(qiáng)，留學(xué)生在這里，可以享受還不錯的生活，而且這里還有不少來自國內(nèi)的華人移民，會有華人街和中國城，在這里能感受舒適氛圍。
整體的治安狀況也是比較好的，考慮到外來的人口比較多，對待文化可能會帶來的摩擦，有比較完善的法規(guī)和調(diào)節(jié)手段，再加上這里的人大都比較友好，所以這里的安全性也是比較高的。
四、性價比超高
在這里留學(xué)，同樣水平的高校入學(xué)的門檻會比國內(nèi)要低一些，而且中國的留學(xué)生有學(xué)術(shù)上的優(yōu)勢，未來完成課程畢業(yè)就業(yè)也不會很難，屬于寬進(jìn)寬出的項目，是很適合國內(nèi)的學(xué)生的。
而且這里的留學(xué)成本，比大部分的國家要低一些，即便是在東南亞，預(yù)算也是比較低的，學(xué)習(xí)和生活的成本，一年不會超過10萬元，就可以生活得很好。
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