2022香港留學(xué)優(yōu)秀的學(xué)生申請(qǐng)書(shū)
大家都應(yīng)該知道，香港的很多大學(xué)在世界上都是很有名的，而且香港的教育制度比較好，所以每一年都有很多人去香港留學(xué)。下面就是小編給大家?guī)?lái)的2021香港留學(xué)優(yōu)秀的學(xué)生申請(qǐng)書(shū)范本，希望能幫助到大家!
2021香港留學(xué)申請(qǐng)書(shū)
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.
去香港留學(xué)的理由
1.全英文授課
在香港不得不說(shuō)一口流利的英語(yǔ)，香港高校的全英文授課環(huán)境，是一種巨大的英語(yǔ)學(xué)習(xí)環(huán)境。相對(duì)于去英美留學(xué)的同學(xué)來(lái)說(shuō)，選擇香港留學(xué)，華人的面孔會(huì)更顯親切。
2. 一流的師資隊(duì)伍
香港高校均為博士學(xué)位。其中不乏諾貝爾獎(jiǎng)得主，菲爾茲獎(jiǎng)得主，可謂師資力量雄厚。諸如香港科技大學(xué)中土以外的全體教授均取得博士學(xué)位，學(xué)生們與一流的教師不止于教學(xué)的交流，更多的是課業(yè)之外的學(xué)習(xí)交流。
3. 國(guó)際化的視野
香港作為一個(gè)國(guó)際化的大都市，可以提供國(guó)際化的視野。每個(gè)學(xué)校均有與國(guó)際知名院校的學(xué)術(shù)交流活動(dòng)，每年有更多海外學(xué)習(xí)的機(jī)會(huì)。
4.多彩的社團(tuán)活動(dòng)
在港校讀過(guò)書(shū)的同學(xué)，都對(duì)香港學(xué)生獨(dú)特的社團(tuán)文化感觸頗深。
5.一應(yīng)俱全的教學(xué)設(shè)施和優(yōu)越的生活環(huán)境
查看各校年報(bào)不難計(jì)算，政府用在每個(gè)港校學(xué)生身上的撥款一年約為二十萬(wàn)，四年下來(lái)算是資助八十萬(wàn)。比如20_年中大政府用于研究的撥款超過(guò)27億，北京大學(xué)的政府研究撥款為6.7億。因?yàn)橘Y金充裕，港校的教學(xué)設(shè)施也一應(yīng)俱全。在圖書(shū)館中，學(xué)生 們可以租用音影室放經(jīng)典電影，也可以從微縮資料中翻看一九三幾年的報(bào)紙。港校的宿舍，運(yùn)動(dòng)設(shè)備等一應(yīng)俱全.
6.迥然不同的教學(xué)方式與理念
在香港上學(xué)，很明顯可以體會(huì)到與內(nèi)地教學(xué)方式的不同。在港校讀更加具有趣味性。有的同學(xué)熱衷于感興團(tuán)事務(wù)，有的同學(xué)置身于書(shū)海。固定的課業(yè)與興趣班互不沖突，同學(xué)會(huì)更加的珍惜時(shí)間并將其均勻分配。
7.永久居留權(quán)
香港政府的政策上規(guī)定只要在香港滿7年，便可以擁有香港永久居民身份證。香港永久居民享有許多好處，比如免費(fèi)醫(yī)療的福利，可以申請(qǐng)家人來(lái)港定居，而且香港稅率也很低。最重要的是，香港永久居民可以去全球140多國(guó)家和地區(qū)免簽證，這無(wú)論是將來(lái)旅游還是辦事都非常方便。在港讀完4年后，只需在港工作3年便可以拿到。
8.東方之珠的魅力
很多人當(dāng)初選擇香港，一個(gè)很重要的原因是著迷于香港這座迷人的城市，像我們熟知的美麗的維多利亞港夜景。
9.讓人振奮的挑戰(zhàn)與機(jī)遇
香港是個(gè)充滿挑戰(zhàn)與機(jī)遇，并重喜悅與成就感的地方，在這里學(xué)習(xí)的人會(huì)覺(jué)得所有努力都會(huì)很清楚，通過(guò)自己的努力而獲得機(jī)會(huì)和成就是值得的。
10.畢業(yè)后道路寬廣
在港畢業(yè)后的大陸學(xué)生，畢業(yè)之后一般有三種選擇。首先可以繼續(xù)在很多港校選擇深造，其次在港校留教，還有就是在港就業(yè)。
香港留學(xué)的優(yōu)點(diǎn)
一是港校師資優(yōu)異，教育質(zhì)量高。
香港高校的師資力量非常強(qiáng)，每所高校的教師98%以上甚至100%都是擁有外校博士學(xué)歷，而且很多都有海外留學(xué)的經(jīng)歷。更讓很多內(nèi)地生高興的是，多所港校還有諾貝爾獎(jiǎng)得主授課?！爸挥泻蛢?yōu)秀的人在一起，自己才能優(yōu)秀”的理念下，內(nèi)地生蜂擁前往港校也理所當(dāng)然。經(jīng)過(guò)在浙江大學(xué)一年委培之后就讀于香港大學(xué)工商管理專(zhuān)業(yè)的2008級(jí)內(nèi)地生梁晨就表示，選擇到香港讀書(shū)，就是“看重香港大學(xué)國(guó)際化程度高，師資力量強(qiáng)，品牌效應(yīng)好”。香港高校的整體教學(xué)實(shí)力從歷年的全球大學(xué)排行榜就可見(jiàn)一斑。
比如在英國(guó)《泰晤士報(bào)高等教育特刊》全球200大學(xué)排名中，香港大學(xué)在2007年位居世界第18位，2009年居第24位;香港中文大學(xué)則居世界排名第38位，2009年居第46位;香港科技大學(xué)居世界排名第53位，2009年居第35位;香港城市大學(xué)居世界排名第149位，2009年居124位。單從專(zhuān)業(yè)上來(lái)看，港校的很多專(zhuān)業(yè)在世界范圍內(nèi)也鼎鼎有名。比如香港科技大學(xué)的EMBA排名全球第一等等。
二是港校學(xué)歷得到內(nèi)地及國(guó)際認(rèn)可。
學(xué)歷對(duì)于任何一個(gè)人而言都是很重要的能力證明，對(duì)內(nèi)地生而言更是如此。由于與國(guó)際接軌，香港高校頒授的學(xué)歷在國(guó)際上獲得廣泛承認(rèn)。但對(duì)內(nèi)地生來(lái)說(shuō)他們更關(guān)心的是它得到內(nèi)地官方的認(rèn)可，2004年7月11日，國(guó)家教育部與香港特別行政區(qū)教育統(tǒng)籌局為簡(jiǎn)化內(nèi)地與香港的高等學(xué)校(包括內(nèi)地經(jīng)批準(zhǔn)承擔(dān)研究生教育任務(wù)的科學(xué)研究機(jī)構(gòu))依法頒發(fā)給學(xué)生的學(xué)位證書(shū)的相互承認(rèn)，雙方在北京簽署了《內(nèi)地與香港關(guān)于相互承認(rèn)高等教育學(xué)位證書(shū)備忘錄》。從某種程度上講，港校在內(nèi)地招生能在2005年以后能迅速火熱，很大一個(gè)原因就在于香港和內(nèi)地兩地學(xué)歷的相互承認(rèn)。
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