研究生馬來(lái)西亞留學(xué)的申請(qǐng)書(shū)
送孩子到國(guó)外，能夠鍛煉英語(yǔ)水平，這是家長(zhǎng)一致想法，所以很多學(xué)生大學(xué)畢業(yè)后，家長(zhǎng)會(huì)鼓勵(lì)他們出國(guó)讀研。下面就是小編給大家?guī)?lái)的研究生馬來(lái)西亞留學(xué)的申請(qǐng)書(shū)參考，希望能幫助到大家!
研究生馬來(lái)西亞留學(xué)的申請(qǐng)書(shū)
Dear _,
Ever since childhood I have enjoyed working with my hands. Whether as an eight year- old gluing together a model car or an adolescent assembling a bookshelf in woodworking class, I thrived on the challenges of precise and meticulous tasks. Throughout high school I have been intrigued by the sciences, but it was not until I read about late-breaking discoveries and research in the field of genetics that my interests in science intensified. When I entered the University of British Columbia (UBC), I naturally chose to specialize in Cell Biology and Genetics.
In my sophomore year at UBC, I first began to seriously consider dentistry as a career. At that time, I began to appreciate the important role that dentistry played in my life. Four years earlier, I began an orthodontic treatment program with Dr. Junni Wang to correct a severe crowding problem with my teeth. Both before and during the treatment, I was a most reluctant participant; not many teenagers look forward to braces filling their mouth during their last two years of high school, and I was no different.
However, at every monthly check-up for three-and-a-half years the office staff had nothing but kind words of encouragement and optimism. Now after the completion of the treatment I had reason to smile. Dr. Wang helped turn me from a shy adolescent who feared smiling into a confident, outgoing young man. His skills not only brought back my smile, but also my sense of confidence in all aspects of my life. Whereas once I feared drawing attention to myself and thus shied away from leadership posts and debates, now I am a completely different person. Hoping to feel as satisfied and gratified as Dr. Wang must have felt in improving not only my smile but my entire way of life, I look forward to improving the oral health of patients on a daily basis and participating in dentistry’ s friendly, team-oriented work environment.
After this preliminary ‘ patient-doctor’ exposure to dentistry, I substantially increased my involvement in the field to determine if dentistry really was for me. My participation with the UBC Pre-Dental Society allowed me to communicate with various professionals in the field. I also investigated opportunities to volunteer in the University Dental Clinic or participate in research work. After speaking to a couple of professors in the UBC Faculty of Dentistry asking them about research opportunities, I found a topic that interested me. Dr. Putnins, of the Division of Periodontics, offered me a position in his lab to conduct a semi-quantitative analysis to determine the levels of endotoxin in dental unit water lines.
After taking many water samples from the University Dental Clinic and quantifying the amounts of endotoxin (lipopolysaccahride) in those samples with an Limulus Abeocyte Lysate test, I prepared to publish dentistry’ s first account of this type of experiment. I conducted the study over a 16-week span (Jan.-Apr.‘ 98), and the research work counted as 3.0 credits towards my undergraduate degree. Because the vast majority of my work was self-directed, I submitted my findings for evaluation by the faculty in a 32-page report with 46 references, and I also defended my methods before a panel of professors. Impressed by the findings and results, Dr. Putnins will use my study as a key component of a journal article he is currently preparing for the Journal of Dental Research (JDR). The school also submitted an abstract of my findings for presentation at the upcoming 77th General Session of the International Association of Dental Research (IDAR) to be held at Vancouver, Canada. I am keenly looking forward to this unique opportunity to have my work appear before distinguished members of the dental research community. My positive research experience definitely helped reinforce my goal of becoming a dentist.
In addition, my employment as a Canada Customs Inspector has helped me improve my level of social awareness and helped me develop qualities I can usefully apply to dentistry. As a Customs Inspector, I had the opportunity to communicate effectively with many different types of people in various situations. I have also developed the ability to resolve conflicts, defuse difficult situations, and show empathy even during cases of enforcement. In addition, my experience with team sports has provided me with leadership skills that can not be taught in any textbook. As the captain of my hockey team and the coach of a children’ s team, I have developed excellent communication skills and the ability to identify and work effectively with kids. All of these qualities will prove very important to my future career in dentistry.
Attracted by the dental profession’ s ability to positively impact people’ s lives, just like my orthodontist, and by the profession’ s financially rewarding and stable lifestyle, I look forward to one day opening my own practice and becoming a well-respected member of both the community of dentists and the community of patients. While my GPA may not be as high as some applicants’ , my academic record shows a consistent positive. I know I have the intelligence, ability, and determination to achieve success in dentistry; I only need the opportunity. My dental research experience combined with my academic background, personal qualities, and leadership abilities makes me well suited to accept the challenges in the field of dentistry. I look forward to an interview and the chance to discuss my qualifications in person.
Yours sincerely,
xuexila.com/shenqing/
馬來(lái)西亞留學(xué)讀研究生條件與學(xué)校
一、留學(xué)讀研的條件
1、國(guó)內(nèi)三年制?？飘厴I(yè)并具有5年以上工作經(jīng)驗(yàn)者;
2、國(guó)內(nèi)本科畢業(yè)生無(wú)工作經(jīng)驗(yàn)要求;
3、以上學(xué)歷證書(shū)必須經(jīng)過(guò)國(guó)內(nèi)公證機(jī)構(gòu)公證。
申請(qǐng)學(xué)校時(shí)不需要將自己夸成各方面都優(yōu)秀的人才。學(xué)校更關(guān)心的是學(xué)生能為學(xué)校這個(gè)專業(yè)帶來(lái)什么，所以，申請(qǐng)時(shí)多強(qiáng)調(diào)自己對(duì)專業(yè)的興趣、已經(jīng)取得的專業(yè)成就和心得體會(huì)比較能打動(dòng)學(xué)校教授。
馬來(lái)西亞大學(xué)研究生錄取沒(méi)有要求GRE，管理類專業(yè)也沒(méi)有要求GMAT成績(jī)，的語(yǔ)言要求是雅思成績(jī)?cè)?.0或者6.5，如果學(xué)生達(dá)到雅思成績(jī)要求就可以免去在馬來(lái)西亞學(xué)習(xí)語(yǔ)言課程的時(shí)間。
馬來(lái)西亞研究生留學(xué)申請(qǐng)材料主要是本科階段的畢業(yè)證，成績(jī)單的中英文公證書(shū)，推薦信，個(gè)人陳述等等。其實(shí)任何一項(xiàng)上的突出特點(diǎn)都有可能吸引外國(guó)教師。比如推薦信、專業(yè)課成績(jī)等。
二、去馬來(lái)西亞讀研優(yōu)勢(shì)
1、政策支持，中馬學(xué)歷互認(rèn)。2003年9月中國(guó)教育部對(duì)于部分優(yōu)秀馬來(lái)西亞的私立院校進(jìn)行認(rèn)證后，更是消除了很多學(xué)生和家長(zhǎng)的顧慮。學(xué)生應(yīng)該在這個(gè)范圍內(nèi)選擇自己的院校和專業(yè)。
2、無(wú)英語(yǔ)要求、全英文授課環(huán)境。馬來(lái)西亞的推薦院校全部是英文授課。中國(guó)的高中、職高、中專及大專生，不需要提供英語(yǔ)成績(jī)就可以赴馬來(lái)西亞留學(xué)。學(xué)生入學(xué)前，需要經(jīng)過(guò)學(xué)校的英文測(cè)試，根據(jù)考試成績(jī)安排英文學(xué)習(xí)時(shí)間，可長(zhǎng)可短。
3、健全的教育監(jiān)督機(jī)制。馬來(lái)西亞有著世界上的教育標(biāo)準(zhǔn)，有專門的部門-馬來(lái)西亞學(xué)術(shù)鑒定局定期進(jìn)行教育質(zhì)量評(píng)估，并采用質(zhì)量標(biāo)準(zhǔn)管理體系，以確保優(yōu)質(zhì)的教學(xué)質(zhì)量，畢業(yè)證書(shū)為國(guó)際普遍認(rèn)可。
4、課程設(shè)計(jì)達(dá)到國(guó)際水準(zhǔn) 學(xué)制短、轉(zhuǎn)簽第三國(guó)手續(xù)簡(jiǎn)便。馬來(lái)西亞的院校大多與英、美、澳、加、新等國(guó)的知名大學(xué)(多為公立大學(xué))建有雙聯(lián)課程或?qū)W分轉(zhuǎn)移制課程，學(xué)士學(xué)位學(xué)制僅三年，并可以方便地轉(zhuǎn)入第三國(guó)大學(xué)學(xué)習(xí)。
三、留學(xué)馬來(lái)西亞讀研可選擇的學(xué)校
1、馬來(lái)亞大學(xué)
馬來(lái)西亞國(guó)內(nèi)排名第一的國(guó)立大學(xué)，是是馬來(lái)西亞規(guī)模和最的大學(xué)之一，也是一所全馬歷史最悠久的學(xué)府。中國(guó)改革開(kāi)放后，大學(xué)生逐漸往海外求學(xué)。馬來(lái)亞大學(xué)教授特意為批中國(guó)留學(xué)生設(shè)計(jì)了一套課程，任職各大學(xué)院，編纂出版相關(guān)字典，為雙邊學(xué)術(shù)交流做出了貢獻(xiàn)。
2、泰萊大學(xué)
馬來(lái)西亞泰萊大學(xué)創(chuàng)立于1969年，是馬來(lái)西亞歷史悠久及最杰出的私立大學(xué)學(xué)院，享有崇高的信譽(yù)。它擁有三十多年的卓越教學(xué)經(jīng)驗(yàn)，向以優(yōu)良的學(xué)術(shù)傳統(tǒng)著稱。學(xué)院一貫秉承的信念，就是為本區(qū)域提供素質(zhì)的高等教育。泰萊學(xué)院每年錄取學(xué)生超過(guò)5000名。是馬來(lái)西亞歷史悠久及最杰出的私立大學(xué)，享有崇高的信譽(yù)。其著名的商科以及酒店管理專業(yè)在亞洲以及國(guó)際上享有盛譽(yù)，酒店管理專業(yè)目前在馬來(lái)西亞位居第一。
3、英迪大學(xué)
英迪大學(xué)在馬來(lái)西亞教育界已發(fā)展被公認(rèn)為馬來(lái)西亞的高等教育學(xué)府.秉著提供全人教育的辦學(xué)思想，堅(jiān)守造就學(xué)術(shù)出色和人格健全學(xué)子的理念以及人人受惠的下屬設(shè)有8間分院，分別是汝來(lái)新鎮(zhèn)的英迪國(guó)際大學(xué)、梳邦再也英迪學(xué)院、首都高等學(xué)院、云頂英迪國(guó)際學(xué)院、濱城英迪國(guó)際學(xué)院、砂拉越英迪學(xué)院、沙巴英迪學(xué)院、八打靈藝術(shù)學(xué)院。
4、思特雅大學(xué)
思特雅大學(xué)成立于1986年，是馬來(lái)西亞教育部批準(zhǔn)成立的、中國(guó)教育部及全球承認(rèn)的可以授予大學(xué)本科及碩士文憑的海外普通高等院校。她是馬來(lái)西亞教育部批準(zhǔn)的三所私立大學(xué)之一，并于2003年成為有史以來(lái)所被馬來(lái)西亞教育部批準(zhǔn)開(kāi)設(shè)醫(yī)學(xué)類課程的私立大學(xué)。ucsi大學(xué)是中國(guó)教育部批承認(rèn)的馬來(lái)西亞的大學(xué)，同時(shí)也是全馬一所提供多元化課程的私立大學(xué)。
馬來(lái)西亞留學(xué)生活常識(shí)
1、馬來(lái)西亞一年四季高溫多濕，各季節(jié)的平均氣溫、降雨量都相去不遠(yuǎn)，而且日夜時(shí)間的長(zhǎng)短也幾乎相同。部分地區(qū)如東馬的沙巴、沙勞越，每年4/5月會(huì)有短期的旱季。馬來(lái)半島東岸，每年10-3月吹東北季風(fēng)。而面對(duì)南海的東馬地區(qū)，每年11，12月會(huì)受到熱帶季風(fēng)的影響，氣溫降低且多雨，道路經(jīng)常受阻中斷，對(duì)觀光客而言，這段時(shí)間最不適合旅游。至於馬來(lái)半島的西岸，由於印度洋西南氣流為蘇門答臘帶來(lái)豐沛的雨量，等橫越到馬來(lái)半島時(shí)，水氣已所剩不多了。
2、馬來(lái)西亞屬熱帶雨林氣候，年溫差小，平均氣溫在25-28℃之間;日溫差較大，白天氣候炎熱，夜晚比較涼爽;年平均降水量為3000毫米，全年炎熱潮濕，因此應(yīng)多備夏季換洗衣物。
3、馬來(lái)西亞留學(xué)生活中餐和晚餐一般要2.5-3.5馬幣。早餐1-2馬幣。如果自己做飯會(huì)便宜少許。
4、馬來(lái)西亞留學(xué)生活料理通稱為馬來(lái)菜，主食為米，主要開(kāi)胃菜是“肉骨茶”，有點(diǎn)藥味，這是用蝦發(fā)酵，配合香辛料及辣椒調(diào)制而成。馬來(lái)人只要有“肉骨茶”便可下飯。另外，家常菜還有炸雞、炸魚(yú)及咖哩牛肉等。
5、一般餐館或路邊攤沒(méi)有所謂的菜單，只要用手指指就可以了。大約M便可飽餐一頓。另外可以嘗嘗馬來(lái)口味的炒飯、炒面及沙嗲等。當(dāng)然，在馬來(lái)西亞不單能吃到馬來(lái)菜，還能嘗到非常地道的中國(guó)菜。馬來(lái)西亞的海南雞飯要屬中國(guó)餐館里的吃，附上雞湯才好。
6、馬來(lái)西亞留學(xué)生活早餐或宵夜可嘗嘗印度餐廳的“羅貼”或“姆爾他葩”。羅貼是指薄而長(zhǎng)的未經(jīng)發(fā)酵的面包，有牛角面包的口感，通常配上咖哩一起食用。姆爾他葩則是指羅貼夾上蔬菜、烤肉串、蛋等的夾餡面包。印度早餐就是這些食物再配上奶茶。
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研究生馬來(lái)西亞留學(xué)的申請(qǐng)書(shū)
