20xx年社會(huì)學(xué)大學(xué)留學(xué)申請(qǐng)書(shū)

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(huà)，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(lèi)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