2021建筑學(xué)個(gè)人留學(xué)申請書
在國外留學(xué)你將要面對不同的文化，不同的種族得人，你必須學(xué)會與這些不同文化背景的人打交道，并同時(shí)形成新的生活方式和思想觀念，這對你來說人生的一次飛躍。這里給大家分享一些2021建筑學(xué)個(gè)人留學(xué)申請書，歡迎閱讀!
2021建筑學(xué)個(gè)人留學(xué)申請書
Dear _,
My scholarly focus has evolved in recent years from the cultural to the intercultural. To my mind, culture, that potpourri of historical, religious, and imagined markers of identity, is no longer a satisfactory disciplinary framework. My research has turned instead to the overlapping intercultural spaces where peoples have always met and exchanged ideas, views, beliefs, and practices, and, in the process, created architecture. This is the common thread that runs through several of my latest articles, which deal with diverse topics ranging from the shaping of the taste of the Turkish medieval elite, to the conscious appropriation of classical principles in early Islamic architecture, to the changing political meaning underlying the architecture of Hassan Fathy, the father of modern vernacular architecture.
In advocating a re-conceptualization of Islamic Architecture as a coherent yet fluid, multifaceted, and open-minded field of study, I formulate three questions: How can we study a culturally defined architectural tradition without reducing it to essential and timeless categories? How can we critique the dominant architectural paradigm without totally discarding the idea of paradigm itself or turning away from its instructive examples? How can we rethink the periodization of Islamic architectural history in a more representative way without cutting it off from a comparative historical framework? These broad programs of research inform my next book project: writing a critical historiography of Islamic architecture, critical not only in pointing out the biases and shortcomings of past inquires, but also in highlighting the theoretical and ideological preconceptions underlying present inquires.
My affiliation with the Aga Khan Program for Islamic Architecture taught me to approach Islamic architecture as a scholarly field in the process of redrawing its epistemological and methodological contours in order to become a more active and integral component of world architecture. This view is guided by a personal sense of responsibility toward the discipline and by a belief that those who specialize in a field of study should not only question what they study or how but also why they are studying it. To this end, my lecture courses and seminars present architecture in ways that illuminate its interaction with culture and society and stress the role of human agency in shaping and reshaping that interplay.
I also see the Aga Khan Program as a unique vehicle to assess, adjust, and redefine our role as educators in a fast changing global setting and to foster academic links with the producers and interpreters of architecture in different parts of the Islamic world today. What I have been trying to organize is a "community of interest" that brings together the members of our small group at MIT —students and faculty— with colleagues across the department of architecture and the Institute as well as in centers of study and research in the US and abroad.
This objective has informed my policy in choosing the participants in the three extra-academic programs I supervise: the speakers at AKPIA’s “An Evening With” lecture series, the recipients of our travel grants, and the postdoctoral researchers in our visiting scholars programs. In this intellectual network, the role that I assigned to myself some years ago as interpreter of Islamic architecture and urbanism past and present has expanded in scope and methods but it certainly has not lost its strong humanistic grounding.
Yours sincerely,
xuexila
研究生學(xué)制
澳洲大學(xué)承襲的是英國的教育精華，大學(xué)碩士研究生課程學(xué)制與英國大學(xué)相似，一般都是兩年制。據(jù)教外留學(xué)老師介紹，澳洲大學(xué)有三種類型的研究生學(xué)位：授課類、研究類和榮譽(yù)碩士。
其中澳洲大學(xué)授課類碩士時(shí)間通常是1-2年，入學(xué)要求由于學(xué)校和專業(yè)的不同而變化。授課類碩士學(xué)位課程主要以作業(yè)、測試和有限的研究論文來進(jìn)行考核。有些課程要求學(xué)生具有本科相關(guān)專業(yè)背景，如非本專業(yè)學(xué)生需要有相關(guān)工作背景，或是需要加上半年基礎(chǔ)課程，有些課程則允許學(xué)生跨專業(yè)申請。
至于研究類碩士課程，需要至少2年的時(shí)間。并且招收學(xué)生數(shù)量和質(zhì)量都有很高要求，一般情況下需要學(xué)生本人和教授聯(lián)系，看學(xué)校是否有相關(guān)項(xiàng)目課題，有些大學(xué)某些專業(yè)甚至需要在申請時(shí)提交5000字左右的開題報(bào)告進(jìn)行評估。
有別于授課式和研究類碩士的榮譽(yù)碩士課程，榮譽(yù)碩士課程有兩種情況：大學(xué)之間教授的學(xué)術(shù)交流，或者授課式碩士學(xué)完的繼續(xù)深化提高過程，一般需要學(xué)生在完成Master階段課程后再繼續(xù)1年的學(xué)習(xí)。
澳大利亞留學(xué)條件
一、學(xué)歷
與大多數(shù)國家一樣，申請澳洲研究生一般都需要學(xué)生讀完本科，順利拿到本科畢業(yè)證和學(xué)位證，這也是去澳洲留學(xué)讀研究生需要滿足的最基本的條件。不過，澳洲研究生錄取也是非常靈活的，如果你具有?？茖W(xué)歷，也可以通過澳洲獨(dú)具特色的專升碩課程來曲線入讀研究生。
比如塔斯馬尼亞大學(xué)、迪肯大學(xué)、紐卡斯?fàn)柎髮W(xué)、查爾斯特大學(xué)、伍倫貢大學(xué)、斯威本科技大學(xué)，甚至是澳洲八大阿德萊德大學(xué)，都開設(shè)有專升碩課程。
一般三年全日制大專，平均分在70分左右，可選院校就比較多了，對于非全日制、無本科授予權(quán)的學(xué)生來說也有機(jī)會入讀專升碩課程。很多學(xué)生擔(dān)心去澳洲留學(xué)讀研究生是不是必須滿足“應(yīng)屆生”這個(gè)條件，其實(shí)不然，無論你是應(yīng)屆生，還是已經(jīng)工作多年的職場人士，都可以申請澳洲研究生。
二、在校成績
在校成績達(dá)標(biāo)是澳洲研究生留學(xué)條件中最重要的一項(xiàng)，因?yàn)榘闹薮髮W(xué)發(fā)放offer主要衡量的就是你的GPA。通常情況下，根據(jù)申請者國內(nèi)院校的不同，會制定不同的申請條件。
一般來說，如果你就讀的本科為C9/985/211院校，那么對GPA的要求會比非211院校的學(xué)生要更低一些。相較英美加等國，澳洲研究生申請門檻更低一些，澳洲八大一般對于985/211院校學(xué)生GPA要求約為75%，雙非83%左右，每個(gè)專業(yè)的入學(xué)條件都不同。此外，澳洲許多研究生課程都接受跨專業(yè)申請，如商科、IT、教育、工程等。
三、資金
出國留學(xué)充足的資金是必不可少的，去澳洲留學(xué)讀研究生自然也不例外。目前中國風(fēng)險(xiǎn)等級降低到Level 1，雖然看上去沒有了資金的要求，但是并不表示資金不夠也能去澳洲留學(xué)。
如果是去澳洲八大讀研究生，一年的學(xué)費(fèi)約為20-25萬人民幣，非八大院校在15-20萬人民幣左右，同學(xué)們需要了解清楚學(xué)費(fèi)和生活費(fèi)，確保自己的資金能夠順利讀完研究生課程。
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