高中瑞士留学申请书格式最新
近年来，出国留学成为了原来越多人的选择。申请留学并不是一件很容易的事，我们要准备很多东西，例如留学申请书。下面就是小编给大家带来的高中瑞士留学申请书格式最新参考，希望能帮助到大家!
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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 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.
Yours sincerely,
xuexila.com/shenqing/
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，2010年开始大学就应该收费了，本科大概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
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，学生毕业以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，包括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
学生在收到录取通知书后，需支付第二期手续费，并按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按时，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，学校将安排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： 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立非盈利学校。
3、Collège 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，但其实它却非常的有内涵。这个学校也是瑞士最古老的一个寄宿学校，并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： 洛克菲勒，范德比尔特和沙特王室成员
这个学校是因为有滑雪设施而的，学生无论是在课外活动的时候还是在课余时间，都可以去滑雪场尽情的玩耍。
瑞士留学家长汇款方式
1、汇票：费用但速度较慢
外币汇票汇款费用低，一般只需要交1%的手续费，最低30元，200元。
孩子可随身携带汇票到国外，再去银行网点兑付，无需接收账户，但兑付时需要托收时间较长，一般为30~40天，而且外汇汇票正常情况下有效期只有半年。
2、电汇：两天可到账但费用较高
相比之下，电汇比较快，一般两天可以到账，但手续费相对较高，最低20元，则达1000元，此外电汇还要缴纳电报费以及国外中间行的扣费。
以民生银行的电汇为例，手续费按汇款额千分之一收取，最低20元，200元，电报费用和国外中间行的扣费则因具体地区和银行而不同。
此外，电汇还要求收款者有国外账户。不过目前很多国内银行都推出了预约开立境外银行账户的服务，在国内就可以把开立国外银行账户的手续办好。
但对于大额度的汇款，由于有封顶，电汇和汇票都比较合算。
3、旅行支票：最方便但双重扣费
如果嫌汇票和电汇麻烦，还可以选择旅行支票。旅行支票的优点是面额较小，使用方便，安全性高，孩子可随身携带。除银行外，在很多国家的便利店就可兑换，而且安全性高，兑换时要求必须为本人，并且没有「有效期限」限制。
不过，旅行支票手续费较高，在国内银行购买的时候，一般要交1%的手续费，且上不封顶，如中行规定，购买旅行支票的费用通常为购买金额的1%~0.5%，用外币现钞购买还需支付汇钞差价费，而且不仅在购买时需要缴纳手续费，兑现时也要按兑现金额的0.75%以原币扣收手续费，此外托收手续费为托收金额的0.1%，最低50元/笔，250元/笔，最后未花费完毕时退票还要按10元/笔收取退票费。
4、如遇到急事可选速汇金
那么如果孩子有急事怎么办?这种情况下可以选择速汇金。速汇金的优势是速度快，一般10分钟左右就可完成由汇款人到收款人的整个过程。但其劣势也是费用较高，而且要求收款人所在地必须有业务受理机构。
从中国到欧洲国家通过速汇金汇款1000美元(均按美元计算)，要收取15美元的费用，总计1015美元的汇款额按汇率折算成欧元收款额则是668.26欧元。但若汇款金额为10000美元，速汇金则只收取30美元的费用，收款额则是6682.61欧元。
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