大學(xué)生個(gè)人出國(guó)留學(xué)生申請(qǐng)書
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大學(xué)生個(gè)人出國(guó)留學(xué)生申請(qǐng)書
Applied Program：Organizational Behavior
I am interested in the field of study of Organizational Behavior. In the past， I have had the experience of working in settings where the people and the corporate cultures of the companies were all different. I have found that there is a great difference in the both the behaviors of people and of their organizations， depending on whether they are state-owned enterprises (SOEs)， large multinational firms， or small to medium sized foreign enterprises. One simple example is that of the ability of an employee to act independently without direct instructions from his or her boss. In many Chinese organizations， acting without direct instructions is considered a form of disrespect towards the supervisor， who is generally offended by such behavior. In my experience and research， such organizations tend to have low operating efficiency with the employees losing their innate ability to take the initiative.
In contrast， foreign enterprises tend to welcome employees who have the ability to make decisions on their own， though the extent to which this is true depends on whether the supervisor is a local Chinese or an expatriate. These organizat Applied Program：Organizational Behavior
The purpose behind this personal statement is to not only gain admission to your well-established and highly respected Ph.D. program， but to impress upon you my passion for learning and my tremendous desire to succeed in both scholastic research and in teaching on the professional level. I have based my decision to pursue an academic career not on purely practical reasons， but rather on my own natural interests and aptitude. My personal philosophy is that money and social status should not be pursued as life-consuming objectives and that in actuality they are the by-products of goals originating from one's inner needs. I understand that my intellectual capacity is a gift， and I intend to use this gift to the very best of my substantial capabilities.
I am interested in the field of study of Organizational Behavior. In the past， I have had the experience of working in settings where the people and the corporate cultures of the companies were all different. I have found that there is a great difference in the both the behaviors of people and of their organizations， depending on whether they are state-owned enterprises (SOEs)， large multinational firms， or small to medium sized foreign enterprises. One simple example is that of the ability of an employee to act independently without direct instructions from his or her boss. In many Chinese organizations， acting without direct instructions is considered a form of disrespect towards the supervisor， who is generally offended by such behavior. In my experience and research， such organizations tend to have low operating efficiency with the employees losing their innate ability to take the initiative.
出國(guó)留學(xué)考雅思和托福的區(qū)別
1、考試形式區(qū)別
雅思考試分為聽、說、讀、寫四部分。“聽、讀、寫”都是以紙筆的形式作答，考驗(yàn)的是你平時(shí)的基本功和單詞量，“說”是與考官一對(duì)一、面對(duì)面的交流，考驗(yàn)的是你的口語(yǔ)發(fā)音和平時(shí)單詞量的積累。托?？荚囀且粋€(gè)純機(jī)考，聯(lián)網(wǎng)的考試，整個(gè)考試的過程都是在電腦上完成的，無需像雅思考試一樣需要與考官交流。
2、考試分?jǐn)?shù)計(jì)算區(qū)別
雅思和托?？荚嚩挤譃槁?、說、讀、寫四部分，而它們的打分方法卻是截然不同。
雅思考試：滿分為9分，而它的四個(gè)部分也是0~9分，那么最后的分?jǐn)?shù)要四個(gè)部分得分加起來之后除以4得的平均分就是你的雅思考試總分。
托?？荚嚕嚎偡质?20分，四個(gè)部分各占30分，然后四個(gè)部分的得分加起來得出來的總分?jǐn)?shù)就是你的托福分?jǐn)?shù)。
3、適用國(guó)家區(qū)別
雅思是英國(guó)大使館文化教育處來出題的，所以適用英聯(lián)邦的國(guó)家等。例如：歐洲的各種國(guó)家，英國(guó)，荷蘭，然后瑞士，加拿大，澳大利亞，新西蘭，美國(guó)等。托福是由ETS出題的，所以適用北美的國(guó)家和日本。
出國(guó)留學(xué)前這三個(gè)問題要想清楚
1、留學(xué)是主動(dòng)選擇后作出的決定嗎?
這里說的主動(dòng)選擇，主體是學(xué)生本人。經(jīng)常能遇到一些家長(zhǎng)因?yàn)橛H戚朋友家孩子出國(guó)，而決定讓自己的孩子也出國(guó)，這種出于家長(zhǎng)本身的攀比心理所做的選擇是不理智的。還有一種情況是學(xué)生為了逃避國(guó)內(nèi)考試和學(xué)業(yè)壓力選擇出國(guó)留學(xué)，這兩種情況都屬于被動(dòng)出國(guó)留學(xué)。
當(dāng)學(xué)生本人真正意識(shí)到留學(xué)意味著什么，并且有強(qiáng)烈愿望去提升自己價(jià)值的時(shí)候，才是主動(dòng)選擇的留學(xué)。出國(guó)留學(xué)這件事，并不是奉父母之命的“應(yīng)付”，也不是逃避壓力的方法，如果不是發(fā)自內(nèi)心主動(dòng)選擇留學(xué)，那么就會(huì)陷入被動(dòng)之中，不論是學(xué)習(xí)還是生活，在被動(dòng)之下哪里還會(huì)有探索和上進(jìn)的積極性?
2、是否有主動(dòng)學(xué)習(xí)的能力?
在傳統(tǒng)教育之下，很多學(xué)生從小就是被動(dòng)的學(xué)習(xí)，家里有父母不斷給報(bào)各種補(bǔ)習(xí)班，學(xué)校有老師給布置各種作業(yè)。然而國(guó)外的教育體制和我們完全不同，學(xué)生可以自由選課，沒有人天天督促你學(xué)習(xí)，因此見過不少留學(xué)生到了國(guó)外之后，就徹底放松，國(guó)外的院校易進(jìn)不易出，最后甚至很難順利畢業(yè)。
因此有強(qiáng)大的自主學(xué)習(xí)能力就尤為重要了，并不是能夠按時(shí)完成作業(yè)就可以，還需要學(xué)生有很強(qiáng)的求知欲。在選擇出國(guó)留學(xué)前不妨捫心自問，你是否把“終生學(xué)習(xí)”作為對(duì)自己的要求，并且會(huì)一直踐行下去。
3、獨(dú)立生活的能力過關(guān)嗎?
其實(shí)國(guó)內(nèi)孩子的獨(dú)立生活能力并非比外國(guó)孩子差，或許只是在國(guó)內(nèi)能讓你獨(dú)立的機(jī)會(huì)較少。出國(guó)并不是出門這么簡(jiǎn)單，去到一個(gè)不熟悉的環(huán)境，語(yǔ)言、生活習(xí)慣等方面的小磨難接踵而來，需要自己解決的問題可能是前所未有的。從租房做飯、處理人際關(guān)系到期末復(fù)習(xí)、小組作業(yè)，沒有一點(diǎn)獨(dú)立能力可能會(huì)被這其中任何一件事情難倒。
對(duì)于一些學(xué)生來說，留學(xué)的意義就是讓自己在面對(duì)陌生國(guó)度時(shí)，不再恐懼緊張，對(duì)于新生活新文化有更好的適應(yīng)能力。
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大學(xué)生個(gè)人出國(guó)留學(xué)生申請(qǐng)書
