2022日本簡潔留學(xué)申請(qǐng)書完整版

1、 2022日本簡潔留學(xué)申請(qǐng)書完整版 2022日本簡潔留學(xué)申請(qǐng)書 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 an

2、d 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 sch

3、ool to attend secondary and postsecondary institutions simultaneously as a fulltime student. I was reminded of the fact not through vast support from my schools faculty, but through blatant vocal discouragement. In an environment where a large majority of residents live below the poverty level, it m

4、ust 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 class

5、es 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 standar

6、ds. 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 li

7、ke 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

8、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 add

9、ressed 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 societys basic beliefs and ideo

10、logies. 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 narra

11、tion, specifically concentrating on expressions of masculinity in mens 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

12、the media has evolved over the last century. I further presented how manly behavior was glamorized in the text from three contemporary mens 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 w

13、hat 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 se

14、a of material on womens magazines just to yield the limited data done on mens publications. The college that I attended also emphasized the importance of organizing ones own curriculum during junior and senior years. It was an unrestricted program in which the student consults with sponsors and plan

15、s 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

16、 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

17、 Boys and Girls 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 g

18、ender 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 i

19、n 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 fr

20、om 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

21、 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 psych

22、ology 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 cons

23、ideration 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 t

24、hat will both challenge my views of cultural identity and allow me to excel in anthropology. 日本留學(xué)需要具備的條件和能力 一、申請(qǐng)日本留學(xué)需要具備的條件 1、滿足12年學(xué)歷 12年以上教育經(jīng)歷，且擁有最終學(xué)歷畢業(yè)證，也就是中專、高中畢業(yè)等等都可以。 2、最低的日語基礎(chǔ) 可以考一個(gè)最低的日語等級(jí)(JLPT、JTEST、NAT等等考試都可以)或者提交200課時(shí)以上的日語學(xué)時(shí)證明。 3、一定的經(jīng)濟(jì)基礎(chǔ) 申請(qǐng)的時(shí)候需要提交20萬銀行存款證明，另外要準(zhǔn)備日本語言學(xué)校一年的學(xué)費(fèi)加上生活費(fèi)。一般來說，讀日本語言學(xué)校的時(shí)候最初建議準(zhǔn)備8-10萬元人民幣，囊括一年學(xué)費(fèi)大致4-5萬，半年住宿費(fèi)大致2萬，半年生活費(fèi)大致2萬。 二、申請(qǐng)日本留學(xué)需要具備的能力 1、生活自理能力 其實(shí)這點(diǎn)不論是去哪個(gè)國家留學(xué)都一樣需要具備，留學(xué)期間，父母不在身邊，大部分事情都需要自己獨(dú)自處理，很多留學(xué)海外幾年的女生，出國幾年從安裝家具到換燈泡、做飯、搬家等等無所不會(huì)。 2、抗壓能力 日本留學(xué)期間，會(huì)有陌生的環(huán)境+語言能力+備考升學(xué)等多方面的壓力。此外，留學(xué)生打工的情況也普遍存在，這也就意味著留學(xué)生活不會(huì)太輕松，所以自己是否