美国环境学专业的个人陈述范文.

　　在美国留学申请中，文书写作可以帮助申请者提升自己的申请背景，为自己的美国留学申请增加筹码，下面就来看看在美国留学申请文书中的个人陈述范文中有哪些写作的内容和格式需要大家学习。

　　范文1：

　　There was never any doubt that I would pick Environmental Science.

　　Studying at sixth form has made me realise that my favourite parts of each subject are based on the processes and sustainability of the environment. For my Product Design coursework, I was redesigning manufactured goods to be ‘greener’; making a lamp that was 80% more ficient and could also be broken down to be recycled. I prevailed in the organic module of AS Chemistry in which I learnt about the use of fossil fuels and pollutants. And in Maths, I concluded that the statistics module was the most rewarding because it showed me how the subject is integrated into almost everything; I was using methods from my statistics class to help me with my Geography coursework, in which I surveyed a river environment and how humans influence it – I took pleasure in wading through a river and the great sense of fulfilment to draw a conclusion from information I had gathered and processed myself.

　　I feel that this course will satisfy my curiosity about the world around us, and hope it will lead me to a career that aims to find ways to use the world’s resources in a sustainable way.

　　I have not missed an opportunity to get involved with extra-curricular activities; as I was walking through school to head home after some particular activities, I was often greeted by teachers making statements such as, ‘Are you still here?’ but I kept coming back.

　　Being part of every girl’s team available, and captaining some select games, meant that I set aside a lot of time to the cause; but this was no chore, I love the social side of sports because everyone involved has so much enthusiasm, which they portray in such an energetic manner. I joined clubs out of school, representing the South Bucks hockey team in the Thames Valley games and playing in an under sixteen’s netball club let me meet many new people that I shared a common interest with. I also became part of a non-competitive hockey club for older hockey players, where the training was more vigorous and my team mates were a lot wiser – I often had to decline invitations to the pub, purely because I was too young - but the harder training routines improved my self discipline that lead me to having new skills.

　　For games such as netball and rounders it is essential to cooperate and follow instructions; you have to play your part in the game, doing this has not only taught me how to be part of a team, but how to lead one too. I am now part of the sports council, representing the sixth-form, we are currently working to encourage younger pupils to attend after school sports clubs and are organising a sports day for year seven. I also represent sixth form in the school council where we discuss how to make school a better environment for everybody; the latest proposal was to introduce paper recycling.

　　My school holds a summer awards evening every year for the lower school, I acquired awards for my work in various subjects and one for service, these made me feel like quite the specialist and encouraged me to put more fort in and lend a hand to others. I was made a prect in year eleven and am now a senior student, I was very eager to help in the smooth running of the school to give back a little of what I have been given in extra-curricular time and resources. Last year I helped out in a year nine maths class once a week, I felt a sense of satisfaction when students were able to use concepts that I had explained to them. Also last year, when GCSEs were over, I started to teach myself guitar. Starting off, it took self-motivation to keep on learning as things got harder, and fingerprints started to wear off, but now I am part of a band and I know that it was undoubtedly worth the fort.

　　I have always loved learning new fields of knowledge and I am looking forward to exploring them in more depth at a higher level. I see university as an opportunity to utilise better facilities and expertise, and I understand that I must contribute all I can and rise to all the challenges put to me.

　　范文2：

　　Two scenes stand out in my mind from my visit to Brazil’s Wetland: Forests burning bore seed planting and trees as hedgerows. Bore the planting season, I could see the leafless remnants of burnt trees still standing. The burning of pristine forests destroys both the habitats and countless species which depend on and thrive in these habitats. The few remaining bare, scarred trees silently convey the cost to our natural resources of pursuing our economic interests. Some forests are preserved by government edict issued in response to international pressure. But most of this preservation occurs alongside major roads — not to protect the ecosystem, but to prevent disturbance to ranches and farms along the highways. The clash between economic and environmental concerns that I witnessed in Brazil fascinates me and attracts me to the Environmental Studies Program.

　　Two courses in my geography department increased my interest in the connection between the environment and economics: Conservation of Underdeveloped Countries and Environmental Impact Analysis. In the former, we studied the problems of natural resource management in developing countries. The balance is always tilted toward economics growth at the expense of environmental preservation. For example, because the Pantanal Wetland could become a highly productive agricultural system once it’s drained, it is drained regardless of the destruction that drainage causes to the ecosystem. Only portions of the wetland are preserved for tourist purposes.

　　The other course that piqued my interest is an interdisciplinary course called Environmental Impact Analysis in which we, as a group, created matrix and flow diagrams discussing the economic and environmental impact of logging and preservation of old growth forests. I was able to use tools that I acquired in my economics and environmental studies classes. In general, logging creates economic benits at the local level. It increases employment in the timber industry and subsequently in related non-timber industries; it also benits local government. Yet, it has great deleterious environmental fects: soil erosion, watershed destruction, and a decrease in specie diversity due to loss of habitat. The logging industry represents the classic clash between economic and environmental interests.

　　I also took two sequential classes in the economics department that are related to Resource Management — Theories of Growth & Development and Policies for Economic Development. Because the courses were taught by a professor who is concerned chily with economic growth, I learned the standard economic rationalizations for development unrestrained by environmental concerns.

　　In addition to my interest in resource management policies, I have a specific interest in Geographical Information System (GIS), a powerful tool for natural resource management. After taking several related classes in GIS, I began interning for the National Park Service (NPS). After I learn how to use ARC/INFO, a leading GIS package, I will assist the NPS in constructing projects. Some of my duties include spatial and non-spatial data analysis, digitizing themes such as fire locations, vegetation, wildlife habitats, etc., and tabular and graphical presentation of results. I hope to use the tools I acquire during this internship in my continuing study of our environment.

　　I would like to study the social and economic factors that influence environmental policy formation. For example, because people worry more about pollution than endangered species, laws and regulations concerning environmental pollution are more numerous and stricter than for bio-diversity. Within the School of Environmental Studies, I have a particular interest in the emphasis: Economics, Policy, and Management. This emphasis deals with how economic factors can create negative externalities, such as pollution, and need to be regulated. This emphasis also tries to consider non-economic values, such as aesthetic pleasure and specie diversity. It also discusses tools like GIS and system analysis that apply to environmental management. Because of my interest in GIS, economics, and environmental studies, this emphasis suits me perfectly. Furthermore, the interdisciplinary approach of the School of Environmental Studies attracts me since it combines social science’s strengths with a knowledge of the natural sciences necessary to protect and preserve the environment.

　　After completing my masters program, I would like to continue my education and obtain a Ph.D. in natural resource management. This degree would enable me to combine a teaching career with advising business and government on natural resource management issues. Teaching college students is more than a one-way channel; I would also learn from their questions like my professors have from mine. In advising business and government, I can help them strike a balance between economic and environmental concerns. GIS will be a usul tool in helping me give them crucial information.

　　I have enjoyed an interdisciplinary approach in my environmental studies major and become fascinated by the clash between social interests, especially economics, and environmental needs. I pursued an additional major in economics to better understand this conflict. Furthermore, my work for the NPS will train me in the latest techniques in natural resource management. I would like to continue exploring this clash and resource management in the School of Environmental Studies. Ultimately, I would like to teach and work in natural resource management. Ideally, I would like to find ways for allowing development while preventing the burning of beautiful and valuable eco-systems like the Pantanal Wetland.

　　通过上面对美国留学申请中的个人陈述范文的分享，相信对于很多计划申请美国留学的人在写作文书的时候可以参考上面的信息来提前做好美国留学申请文书的准备和规划。

　　在美国留学申请中，文书写作可以帮助申请者提升自己的申请背景，为自己的美国留学申请增加筹码，下面就来看看在美国留学申请文书中的个人陈述范文中有哪些写作的内容和格式需要大家学习。

　　范文1：

　　There was never any doubt that I would pick Environmental Science.

　　Studying at sixth form has made me realise that my favourite parts of each subject are based on the processes and sustainability of the environment. For my Product Design coursework, I was redesigning manufactured goods to be ‘greener’; making a lamp that was 80% more ficient and could also be broken down to be recycled. I prevailed in the organic module of AS Chemistry in which I learnt about the use of fossil fuels and pollutants. And in Maths, I concluded that the statistics module was the most rewarding because it showed me how the subject is integrated into almost everything; I was using methods from my statistics class to help me with my Geography coursework, in which I surveyed a river environment and how humans influence it – I took pleasure in wading through a river and the great sense of fulfilment to draw a conclusion from information I had gathered and processed myself.

　　I feel that this course will satisfy my curiosity about the world around us, and hope it will lead me to a career that aims to find ways to use the world’s resources in a sustainable way.

　　I have not missed an opportunity to get involved with extra-curricular activities; as I was walking through school to head home after some particular activities, I was often greeted by teachers making statements such as, ‘Are you still here?’ but I kept coming back.

　　Being part of every girl’s team available, and captaining some select games, meant that I set aside a lot of time to the cause; but this was no chore, I love the social side of sports because everyone involved has so much enthusiasm, which they portray in such an energetic manner. I joined clubs out of school, representing the South Bucks hockey team in the Thames Valley games and playing in an under sixteen’s netball club let me meet many new people that I shared a common interest with. I also became part of a non-competitive hockey club for older hockey players, where the training was more vigorous and my team mates were a lot wiser – I often had to decline invitations to the pub, purely because I was too young - but the harder training routines improved my self discipline that lead me to having new skills.

　　For games such as netball and rounders it is essential to cooperate and follow instructions; you have to play your part in the game, doing this has not only taught me how to be part of a team, but how to lead one too. I am now part of the sports council, representing the sixth-form, we are currently working to encourage younger pupils to attend after school sports clubs and are organising a sports day for year seven. I also represent sixth form in the school council where we discuss how to make school a better environment for everybody; the latest proposal was to introduce paper recycling.

　　My school holds a summer awards evening every year for the lower school, I acquired awards for my work in various subjects and one for service, these made me feel like quite the specialist and encouraged me to put more fort in and lend a hand to others. I was made a prect in year eleven and am now a senior student, I was very eager to help in the smooth running of the school to give back a little of what I have been given in extra-curricular time and resources. Last year I helped out in a year nine maths class once a week, I felt a sense of satisfaction when students were able to use concepts that I had explained to them. Also last year, when GCSEs were over, I started to teach myself guitar. Starting off, it took self-motivation to keep on learning as things got harder, and fingerprints started to wear off, but now I am part of a band and I know that it was undoubtedly worth the fort.

　　I have always loved learning new fields of knowledge and I am looking forward to exploring them in more depth at a higher level. I see university as an opportunity to utilise better facilities and expertise, and I understand that I must contribute all I can and rise to all the challenges put to me.

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