2021年牙醫(yī)專業(yè)大學(xué)留學(xué)申請(qǐng)書
外來的和尚會(huì)念經(jīng)。在國(guó)外的學(xué)校留學(xué)，可以更多的接觸到世界最先進(jìn)的技術(shù)和教育形式，在原來學(xué)習(xí)的基礎(chǔ)上得到更好的發(fā)展，通過學(xué)習(xí)掌握最先進(jìn)的技術(shù)，為你將來的工作打好基礎(chǔ)。這里給大家分享一些2021年牙醫(yī)專業(yè)大學(xué)留學(xué)申請(qǐng)書，歡迎閱讀!
2021年牙醫(yī)專業(yè)大學(xué)留學(xué)申請(qǐng)書
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
出國(guó)留學(xué)本科預(yù)科項(xiàng)目的申請(qǐng)條件高不高?
本科留學(xué)預(yù)科項(xiàng)目的申請(qǐng)條件并不是很高，因?yàn)榇苏n程的目的就是為了幫助學(xué)生提高語言成績(jī)，一般來說，學(xué)生的高考成績(jī)只需要達(dá)到本省的本科分?jǐn)?shù)線以上，或者英語單科成績(jī)?cè)?0分以上，就可以順利入學(xué)，個(gè)別院校對(duì)于學(xué)生的條件相對(duì)來說較高一些，但是與以上標(biāo)準(zhǔn)也相差不大。
如果學(xué)生的高考成績(jī)達(dá)不到以上要求，那么也可以通過雅思或者托福的成績(jī)來申請(qǐng)本科留學(xué)預(yù)科課程，學(xué)生雅思成績(jī)需要達(dá)到4.5分以上，或者托福成績(jī)?cè)?0-70分以上，就可以免筆試入學(xué)，如果學(xué)生以上條件都不滿足，那么需要參加學(xué)校組織的入學(xué)測(cè)試，通過測(cè)試之后即可順利入學(xué)。
由此可見，本科留學(xué)預(yù)科課程對(duì)于學(xué)生的成績(jī)要求還是比較低的，廣大有意向出國(guó)留學(xué)但是語言成績(jī)不太理想的學(xué)生，報(bào)名本科留學(xué)預(yù)科項(xiàng)目是一個(gè)非常不錯(cuò)的選擇。
出國(guó)留學(xué)熱門國(guó)家推薦
1、美國(guó)
近幾年平均每年吸引的中國(guó)留學(xué)生：22000人。美國(guó)擁有世界一流學(xué)府，又是超級(jí)大國(guó)，而且讓世人矚目的好萊塢也在這里。現(xiàn)在美國(guó)國(guó)內(nèi)實(shí)際上有很高的呼聲，希望盡可能多的吸引中國(guó)高素質(zhì)的學(xué)生到美國(guó)去讀書。
2、英國(guó)
近幾年平均每年吸引的中國(guó)留學(xué)生：20000人。作為發(fā)達(dá)國(guó)家，英國(guó)能為各國(guó)留學(xué)生提供較好的學(xué)習(xí)、研究、生活、居住、交通條件。英國(guó)的教育事業(yè)相當(dāng)發(fā)達(dá)，教育水平在世界排名第二，僅次于美國(guó)。
3、澳大利亞
近幾年平均每年吸引的中國(guó)留學(xué)生：19000人。金黃的海灘、奇異的海洋大堡礁、蹦蹦跳跳的袋鼠……秀麗宜人的自然環(huán)境加上寬松的入學(xué)條件和一流的教學(xué)質(zhì)量，這些都讓澳大利亞凝成留學(xué)的焦點(diǎn)。
4、日本
近幾年平均每年吸引的中國(guó)留學(xué)生：18000人。日前，日本政府決定撥款100億日元(約合人民幣7億多元)設(shè)立日中留學(xué)基金，以便在近期引進(jìn)大批中國(guó)留學(xué)生，促進(jìn)日中兩國(guó)青少年之間的交流。
5、法國(guó)
近幾年平均每年吸引的中國(guó)留學(xué)生：15000人。外國(guó)學(xué)生享有和法國(guó)學(xué)生同等待遇:繳納同樣的學(xué)費(fèi)、享受同樣的醫(yī)療保險(xiǎn)。在歐洲，只有法國(guó)和德國(guó)實(shí)行相同的高等教育政府津貼政策。
6、加拿大
近幾年平均每年吸引的中國(guó)留學(xué)生：13000人。為吸引高科技人才，加拿大政府打算放寬有關(guān)移民政策，并提供優(yōu)厚待遇，鼓勵(lì)包括中國(guó)人留學(xué)生在內(nèi)的高科技人才到加拿大定居，解決目前加拿大高科技人才嚴(yán)重短缺的問題。
7、德國(guó)
近幾年平均每年吸引的中國(guó)留學(xué)生：12000人。處于英美學(xué)制中的中國(guó)學(xué)生，去德國(guó)留學(xué)后可以用更短的時(shí)間，更國(guó)際化的教育手段，獲得國(guó)際一致的學(xué)士碩士學(xué)位。
據(jù)調(diào)查，吸引中國(guó)留學(xué)生赴德留學(xué)的首要因素是德國(guó)教學(xué)質(zhì)量高，科研能力強(qiáng)，其次便是留學(xué)成本便宜。德國(guó)的公立大學(xué)基本都免學(xué)費(fèi)。但是，德國(guó)的入學(xué)門檻相對(duì)比較高，這個(gè)國(guó)家嚴(yán)謹(jǐn)?shù)淖黠L(fēng)也體現(xiàn)在學(xué)校招生方面。
8、新加坡
近幾年平均每年吸引的中國(guó)留學(xué)生：5000人。改革開放的中國(guó)、為新加坡提供了新的人口資源。以招收留學(xué)生的方式吸引中國(guó)年輕精英移民，新加坡政府為此制定了一系列優(yōu)惠政策。新加坡國(guó)立大學(xué)和南洋理工大學(xué)是新加坡。
9、新西蘭
近幾年平均每年吸引的中國(guó)留學(xué)生：4000人。作為新西蘭教育外交的重要措施之一，新西蘭將在海外主要國(guó)家一共設(shè)立4個(gè)教育參贊職位。
10、瑞典
近幾年平均每年吸引的中國(guó)留學(xué)生：2000人。瑞典：免學(xué)費(fèi)、英語授課、歐洲和極高的簽證率。留學(xué)瑞典還有許多其他優(yōu)點(diǎn)：簽證超過一年的留學(xué)生都可享受當(dāng)?shù)氐母吒＠?如公費(fèi)醫(yī)療)。
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2021年牙醫(yī)專業(yè)大學(xué)留學(xué)申請(qǐng)書
