2021标准的新加坡留学申请书

倩仪分享 2021-05-18 17:23:39

在新加坡就读专业课程毕业后，和其他国家相比，就业机会高，发展空间广阔，所以很多人喜欢到法国留学。下面就是小编给大家带来的2021标准的新加坡留学申请书最新，希望能帮助到大家!

2021标准的新加坡留学申请书

2021标准的新加坡留学申请书

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.

留学新加坡选校指南

一、官方认证

新加坡有自己的高等院校认证体系Edutrust，自2010年起，就开始对境内的大学进行全方位的审核，获得认证的学校无一例外都是学术优秀的好大学，也是大家留学的首选，不需要担心认可度。

而大家在选择留学目标的时候，首先要去官方的网站里看看，学校有没有收到Edutrust的认证，会有一个比较明显的标志，有认证才能够放心的进行接下来的考察。

二、合作伙伴

而学校的海外合作院校，也是可以从侧面展示出学校的名气的，因为一般都是同等水平的院校进行合作，如果大家对本校不是很了解，不知道他的实力如何，可以看看和他合作的学校名气。

而如果有比较优质的大学进行合作的话，是可以获取到对方各方面的资源的，学生也可以更好地接受教学，享受资源，如果能够进行交换学习，还可以获取两份学历的证书。

三、背景配置

历史悠久的大学不一定都是好大学，但是新的大学中好大学的比例肯定是没有老大学高的，而且学校背后的人脉资源也是比不上的，所以大家尽量还是选择口碑比较好的历史名校。

学校的规模配置，应该和自己的发展相匹配，至少需要保证硬件能够更得上教学，不会让教学器具捉襟见肘，从而影响学生的正常专业学习，当然软件的服务也要保证舒适。

四、社会认可度

此外还需要考察社会、企业和学生对学校的评价，正面和负面的都要看，不能够只看学校官方给出的成就，因为真正的服务和生活，要学习过的学生才能够给出来。