高中瑞士留学申请书格式

1、 高中瑞士留学申请书格式 如果没有找到您想要的内容，点击“申请书专题”察看更多 高中瑞士留学申请书格式 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 s

2、at 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 stude

3、nt 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 schools faculty, but through blatant vocal discouragement. In an environment where a large majority of residents live b

4、elow 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 intensify

5、ing 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

6、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 work

7、s 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 enthusiast

8、ically 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

9、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 soc

10、ietys 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 decide

11、d to focus on American narration, 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 examine

12、d 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 mens magazines, and juxtaposed it with an ethnographic work about how young men communicate and assert their gender roles. My thesis topi

13、c 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 force

14、d to dig through the vast sea 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 con

15、sults 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

16、 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

17、conduct fieldwork at a local 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 exp

18、ression 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 ap

19、proach 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 c

20、ourse 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 betwee

21、n 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

22、. 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 gradua

23、te 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

24、 choosing graduate schools that will both challenge my views of cultural identity and allow me to excel in anthropology. Yours sincerely, 瑞士留学读高中申请条件与流程 一、申请条件 1.如果申请来瑞士留学念高中，要申请签证的话，应该至少有亲属在瑞士。因为瑞士的高中都是瑞士语授课，没有英语授课的项目，所以总得来说是不对外国留学生开放的。 如果你已经抵达瑞士，你的家人可以通过探亲签证过来瑞士陪你，探亲签证仿佛是6个月为限期，但是只要资金充足，那么探亲签证的延签比

25、较容易。不过在新的签证期没有开始之前，你的家人是无法离境的。 2.瑞士语授课的高中课程，需要瑞士语作为保证。英语个人认为如果有雅思5左右，就能在瑞士的高中和本科低年级级别通吃了。 3.需要保证人和财产证明来给你申请签证。 4.是否免学费是针对大学的，2022年开始大学就应该收费了，本科简略是和欧洲水平接轨的6000欧元一年(参考丹麦的价格)。 5.北欧的生活费用比较高，不过也未必高到那里去。打个比方说，我在瑞士读书(研究生)，第一年没有回国，总共花了55000RMB，省吃俭用还是可以把生活费降低的。此外，在瑞士用学生签证是可以打工的，不过打工有免税的上限限制。 二、申请流程 1、申请资料的准备

26、 学生需在两周内将相应的申请材料准备好，交至代理公司，公司将指导学生填写所有有关材料。 2、递交申请 年龄在8-19岁的学生，可在寄宿学校报名，学习小学、初中、高中和大学预科课程，学生毕业之后可直接升入美国或欧洲的多所大学进行学习英文程度较差的高中毕业生，也可仅选择一年期的大学预科课程，全方位准备进入欧美大学的各种考试课程，囊括TOEFL等各种考试。 3、取通知书 由代理公司负责将申请材料寄至瑞士学校，由学校在壹至贰个月发出录取通知书。 4、办理护照 学生收到录取通知书后即可申办护照和出境卡，在某些地区不作要求，具体情况询问当地出入境管理处;通常，在15-25个工作日内即可获得护照。 5、学费

27、 学生在收到录取通知书后，需支付第二期手续费，并及时支付学校的全年学费(具体数额见录取通知书);代理公司将指导学生及时，安全地将学费通过银行汇往学校，为方便快捷，通常采取电汇。 6、办理签证 申请者汇完学费后，将电汇复印件，护照及正式录取通知书原件办理签证申请手续;办理签证通常需要3-4个月时间;申请赴瑞留学签证，申请人必须向瑞士大使馆总领事馆递交完整材料。 7、离境入学 学生获得签证后，应按学校规定，在开学前两天入境，代理公司可帮助学生预定机票，并负责将学生到达学校的具体时间通知学校，学校将安置在机场或火车站接待学生。 三、院校推荐 1、Institut Le Rosey 萝实学校 费用：

28、CHF. 119，700 建校： 1880 学生数量： 420 著友：伊朗国王，摩纳哥王子雷尼尔和埃及国王法鲁克。罗杰摩尔爵士和伊丽莎白泰勒也带着他们的孩子，以及约翰列侬的儿子肖恩和温斯顿丘吉尔的孙子。 这所的瑞士寄宿学校被认为是世界上最昂贵的寄宿学校。Le Rosey招收7至18岁的学生，自1967年以来一直是男女同校。 2、Aiglon College 艾格隆学院 费用： CHF 70，500 - CHF 111，000) 建校： 1949 学生数量： 400 知友： 希腊和丹麦公主Tatiana以及前谷歌首席财务官Pietro Dova。 艾格隆学院(Aiglon College)是瑞士

29、的一所私立男女同校寄宿学校，主要以英国寄宿学校为蓝本。它是一所位于瑞士阿尔卑斯山的独力非盈利学校。 3、Collge AlpinInternational Beau Soleil 博苏蕾国际学校 费用： CHF 104，000 建校： 1910 学生数量： 250 知友： 丹麦的玛丽公主和卢森堡世袭大公爵纪尧姆王子 从外观上看，这家寄宿学校看上就像一个古老的庭院一样，但其实它却特别的有内涵。这个学校也是瑞士最古老的一个寄宿学校，而且招生要求极为严格。 4、Leysin American School 瑞信莱辛美国学校 费用： CHF95，000 建校： 1961 学生数量： 320-345 知友：