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20xx年社會(huì)學(xué)大學(xué)留學(xué)申請(qǐng)書(shū)當(dāng)你在國(guó)外時(shí),你不僅限于在你所在的國(guó)家旅行,你也可以看到鄰國(guó)!例如,假如您在法國(guó)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。這里給大家共享一些20xx年社會(huì)學(xué)大學(xué)留學(xué)申請(qǐng)書(shū),歡送閱讀!
20xx年社會(huì)學(xué)大學(xué)留學(xué)申請(qǐng)書(shū)
Dear_,
Iwastheonlysixteen-year-oldinmyfirstuniversityclassroom.ItwasoneofthosedefiningmomentswhereIwaspainfullyawareofhowdifferentIwasfromthepeoplearoundme.Ihadnotyetgraduatedfromhighschool,andyetthereIsatinaclassonpersonalandsocialadjustment,feelinganoddcombinationofexcitementandanxiety.Idistinctlyrecallmyheartpoundingandmyirrationalfearthat,atanymoment,someonewouldinformmethatIdidnotbelongthere.Iwasconsideredanoddityatmyhighschoolastheonlystudentinthehistoryoftheschooltoattendsecondaryandpostsecondaryinstitutionssimultaneouslyasafulltimestudent.Iwasremindedofthefactnotthroughvastsupportfrommyschoolsfaculty,butthroughblatantvocaldiscouragement.
Inanenvironmentwherealargemajorityofresidentslivebelowthepovertylevel,itmusthaveseemedstrangethatIwouldattenduniversityearlyinsteadofapplyingforemployment.Theinitialhardshipsofmyfirstyearincollegedidanythingbutdetermefromwantingtostudyanthropology.Indeed,theadversityIexperiencedonlysucceededinintensifyingit.Myhighschoolclasseswererathercoldandclinicalintheirteachings,maintainingafirmadherencetostatingandmemorizingfactswithlittleornoattempttohavestudentsengagewiththematerial.Myinterestincultureandmynaturalresponsetoanalyze,question,andparticipatewasstifledbehindstatestandards.Incontrast,myfascinationwithculturewasabletoproliferateinpostsecondaryschoolingasaresultofaliberalartseducationandmyownproposedcourseofstudy.
MyearlyeducationinanthropologystartedwithahistoricalglanceatculturaltheorythroughworksofinfluentialpioneerslikeMalinowskiandMead.Ibecamefascinatedbythetheoreticalframeworkinvolvedinculturalexploration,especiallyhowculturalbeliefsandvaluesplayaroleintheeverydaylivesofindividuals.Duringaclassonritualandspectacle,Idroveheadlongandenthusiasticallyintoideasofritualimportanceanditsimpactonsocieties.Thesubjectsrangedfromtherolesofweddingritestofunerals,andIanalyzedcertainceremoniesandassessedthemeaningoftheirvariouscomponents.Anotherclasstaughtbythesameprofessortookritualmetaphorandappliedittonarrative.ThecourseaddressedEuropeanstoriesfromananalyticalperspective,andIexaminedwell-knownfolktalestoyieldtheirritualsymbology.Ifoundmyselfimpassionedbytheideaofexploringbeyondthesuperficialguiseofnarrativeandseeingitasameaningfulwayofexpressingasocietysbasicbeliefsandideologies.Immersingmyselfintheworksofotherinspiringanthropologists,Iexaminedtextsonnarrativeformandnature,ritualmetaphorandtheimportanceofstorytellinginculture.
Myinterestinstorytellingresultedinthesubjectofmyundergraduatethesis.IdecidedtofocusonAmericannarration,specificallyconcentratingonexpressionsofmasculinityinmensmagazines.Itdiscusseddialogueinmagazinesaswellasinteenmalegroupsettings,focusingontheconceptualizationandpresentationofgenderinbothcircumstances.Myoverarchingapproachexaminedhowmasculineidentityinthemediahasevolvedoverthelastcentury.Ifurtherpresentedhowmanlybehaviorwasglamorizedinthetextfromthreecontemporarymensmagazines,andjuxtaposeditwithanethnographicworkabouthowyoungmencommunicateandasserttheirgenderroles.
MythesistopicisslightlyremovedfromwhatIwouldliketostudyingraduateschool,buttheprocessfamiliarizedmewiththeprerequisitesrequiredforsocialresearch.Theseincludedadelayinprogressbyroutinerealities,suchasgainingIRBapprovaltointerviewandobserveminors,aswellasbeingforcedtodigthroughthevastseaofmaterialonwomensmagazinesjusttoyieldthelimiteddatadoneonmenspublications.ThecollegethatIattendedalsoemphasizedtheimportanceoforganizingonesowncurriculumduringjuniorandsenioryears.Itwasanunrestrictedprograminwhichthestudentconsultswithsponsorsandplanshisorherowncourseofstudy.Thisprogramapproachedtheundergraduatethesiswiththesamelevelofintensityandprofessionalismasagraduatedissertation.
Formythesis,Iassessedmytopicanditsrequirements,efficientlyplanningmyeventualcourseofstudy.Iorganizedtutorialswithmysponsorsandestablishednecessaryreadingliststhatwouldcontributetomyprogress.Tutorialdiscussionsallowedmetogainabroadscopeoftheresearchprocessandsolidifymythesisintoworkingtheoretical,culturalandethnographicpapers.IearnedpermissiontoconductfieldworkatalocalBoysandGirlsclub,andwasapprovedtointerviewandobservetheinteractionbetweenteenagemalesattheclub.Forsixmonths,Ilistenedtothethingstheyconsideredtobeimportantaspectsofmasculinityandusedmytimethereasoneexampleofteenagesuburbanexpressionoflargersocietalgenderroles.IwasabletofurthergainatasteofthegraduatedissertationprocesswhenIsuccessfullydefendedmyundergraduatethesisduringanoralpresentationtomysponsorsandanoutsideexaminer.
TheliberalartseducationIreceivedhasgivenmethemeanstoapproachsocialanthropologyinaperceptivemannerandtoconsiderthevariousintricaciesthatinfluenceandshapecertainaspectsofculture.Thesewereabilitiesthatgrewandthrivedinaneducationalenvironmentthatallowedmetothinkcriticallyabouttopicsinanthropologyandchoosemyowncourseofstudy.Iemergedfromcollegenotwithtextbookfactsfloatingaroundinmypsyche,butwithquestions,thoughtsandtheories.Ibelieveitismyundergraduateliberalartsbackgroundthatprovidesmewithanaberrantandperceptiveapproachtoculturalanthropology.
Duringmyhiatusbetweenundergraduateandgraduateeducation,Iwasabletostepbackfromtheresearchthatcaptivatedmefortwoyearsinordertoreevaluatemygoalsinanthropology.Whilemybreakdidnotincludeleavingschoolforanextendedperiod,Iusedthetimetoonceagainstudybroadlyinthesocialsciences.Bytakingcoursesinpsychologyandotherareasofanthropologyseparatefrommyundergraduatefocus,Ichallengedmyselffurtherthroughexposuretodifferentmaterialandcontrastingteachingstyles,therebygaininganeducatedandinformedunderstandingofmyintendedcourseofstudyforgraduateschool.Myextensiveconsiderationofanthropologyandthecombinationofbothmyundergraduateandpost-baccalaureateeducationhasgivenmethemeanstoapproachgraduateschoolinathoughtfulandperceptivemanner.Additionally,thishiatusgavemetheabilitytodevotenecessaryattentiontochoosinggraduateschoolsthatwillbothchallengemyviewsofculturalidentityandallowmetoexcelinanthropology.
Yourssincerely,
xuexila
泰國(guó)留學(xué)平安須知
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。但是我在這里建議大家還是選擇學(xué)校宿舍,因?yàn)樵谄桨残陨系谋U鲜堑摹?/p>
而自己租房的話,必須要對(duì)周邊的環(huán)境進(jìn)展嚴(yán)格的考察,獨(dú)處的時(shí)候不要給生疏人開(kāi)門(mén);選擇寄宿家庭,須要對(duì)家庭成員進(jìn)展調(diào)查,對(duì)家庭成員的品德有所了解。
二、交通方面
抵達(dá)了泰國(guó)之后,大家須要對(duì)學(xué)校周邊和住宿周邊的交通狀況進(jìn)展具體的了解,要有意識(shí)地避開(kāi)一些有平安隱患的地方,并且熟識(shí)常走的交通路途。
假如乘坐公交和出租車(chē),必須要將自己坐車(chē)的車(chē)牌號(hào)告知摯友或者家人,這樣萬(wàn)一出了事,也可以有一個(gè)比擬明確的找尋方向,以防萬(wàn)一。
三、社交方面
交友社交應(yīng)當(dāng)是大家日常生活中重要局部,但是大家在進(jìn)展社交的時(shí)候,須要保存一份警覺(jué),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覺(jué)。
此外在各類場(chǎng)合中,不要隨意承受別人遞過(guò)來(lái)的食物或者酒水,因?yàn)槟銦o(wú)法保障這些東西內(nèi)有沒(méi)有“加料”,所以的方式,就是禮貌的進(jìn)展拒絕。
四、法律方面
最終大家還須要了解相關(guān)的
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