Biography of Lady Jane Grey, the 9 Day Queen of England

Lady Jane Grey (1537 - February 12, 1559) was a young woman who was briefly the Queen of England for a total of nine days. She was put on the throne of England after the death of Edward VI by an alliance of her father, Duke of Suffolk, and her father-in-law, Duke of Northumberland, as part of a struggle between factions within the Tudor family over the succession and over religion.  She was executed as a threat to the succession of Mary I. Background and Family Lady Jane Grey was born in Leicestershire in 1537, to a family well-connected to the Tudor  rulers. Her father was Henry Grey, marquess of Dorset, later duke of Suffolk. He was a great-grandson of Elizabeth Woodville, Edward IVs queen consort, through a son of her first marriage to Sir John Grey. Her mother, Lady Frances Brandon, was the daughter of Princess Mary of England, sister of Henry VIII, and her second husband, Charles Brandon.  She was thus through her maternal grandmother related to the ruling Tudor family: she was a great-granddaughter of Henry VII and his wife Elizabeth of York, and through Elizabeth, a great great granddaughter of  Elizabeth Woodville  through her second marriage to Edward IV. Well-educated as was fit for a young lady who was even distantly in line for succession for the throne, Lady Jane Grey became the ward of Thomas Seymour, fourth husband of Henry VIIIs widow, Catherine Parr. After his execution for treason in 1549, Lady Jane Grey returned to her parents home. Family at a Glance Mother: Lady Frances Brandon, daughter of Mary Tudor who was the sister of Henry VIII, and her second husband, Charles BrandonFather: Henry Grey, Duke of SuffolkSiblings: Lady Catherine Grey, Lady Mary Grey Reign of Edward VI John Dudley, Duke of Northumberland, in 1549 became head of the council advising and ruling for the young King Edward VI, son of King Henry VIII and his third wife, Jane Seymour. Under his leadership, Englands economy improved, and the replacement of Roman Catholicism with Protestantism progressed. Northumberland realized that Edwards health was fragile and probably failing and that the named successor, Mary, would side with the Roman Catholics and probably would suppress Protestants. He arranged with Suffolk for Suffolks daughter, Lady Jane, to marry Guildford Dudley, son of Northumberland. They were married in May of 1553. Northumberland then convinced Edward to make Jane and any male heirs she might have the successors to Edwards crown. Northumberland gained the agreement of his fellow council members to this change in the succession. This act bypassed Henrys daughters, the princesses Mary and Elizabeth, whom Henry had named his heirs if Edward died without children. The act also ignored the fact that the Duchess of Suffolk, Janes mother, would normally have precedence over Jane since Lady Frances was the daughter of Henrys sister Mary and Jane the granddaughter. Brief Reign After Edward died on July 6, 1553, Northumberland had Lady Jane Grey declared Queen, to Janes surprise and dismay. But support for Lady Jane Grey as Queen quickly disappeared as Mary gathered her forces to claim the throne. Threat to the Reign of Mary I On July 19, Mary was declared Queen of England, and Jane and her father were imprisoned. Northumberland was executed; Suffolk was pardoned; Jane, Dudley, and others were sentenced to be executed for high treason. Mary hesitated with the executions, however, until Suffolk participated in Thomas Wyatts rebellion when Mary realized that Lady Jane Grey, alive, would be too tempting a focus for further rebellions. Lady Jane Grey and her young husband Guildford Dudley were executed on February 12, 1554. Lady Jane Grey has been represented in art and illustrations  as her tragic story has been told and retold.

Should School Be Students - 1366 Words

School is an important part of every person’s life, in most cases it can shape the path of a person’s life. The purpose of school is to develop and prepare students to live dynamic lives in the world. School should prepare students to make great contributions to the world. School does this by developing in two ways: cognitively and socially. Schools develop students cognitively by promoting growth of skills such as: perception, attention, memory, motor skills, language, visual spatial processing, problem solving, and etc. Basically these skills are responsible for the way we learn. These skills are really important because they help us carry out the most complex or basic tasks. School is also important because it develops students†¦show more content†¦Also I believe students learn best when learning is student-centered and inquiry-based (Wiggins McTighe,2011). Student-centered and inquiry-based learning shifts the way students learn. The learning styles now al low students to find and apply information themselves, instead of students listening and receiving information from teachers. Students become more involved and more interested in their learning (Wiggins McTighe,2011). Being able to use these different teaching styles is very important in mathematics. Mathematics is the study of number, shapes, and change. As mathematics developed over time, more discoveries were made to explain the natural occurrences being discovered. Mathematics attempts to explain the natural phenomenon throughout the world to better understand the world we live in. Because mathematics attempts to understand and explain the world, it is important to learn. Mathematics should be taught because it trains and develops problem solving, logic, and reasoning skills. Effective mathematics teaching nurtures these three cognitive skills through learning and understanding mathematics. Problem solving is important to thrive in the workforce. Most if not all jobs are created to solve problems or needs we have in the world. To solve these problems, individuals need to be trained to problem solve. Also math trains and develops logic and reasoning skills. Not

Short Personal Statement by a Geology Student Free Essays

Short Personal Statement by a Geology Student Growing up in Canada with a life-long fascination for Canadian geography, I have always been interested in returning to the country. Although my family moved to the US before I entered high school, I have always kept my eyes turned north, especially in recent years as I began to read journal articles about research conducted on John Evans Glacier, located about 80? N latitude. Graduating next semester with a B. We will write a custom essay sample on Short Personal Statement by a Geology Student or any similar topic only for you Order Now S. in computer science and engineering and a minor in geographic information systems, I am interested in attending the University of Alberta for graduate study. Geographic information systems (GIS) is a field especially suited to investigating spatial patterns, modeling diverse scenarios, and overlaying spatial data. This semester, in my advanced GIS course, Spatial Data Structures and Algorithms, I am part of a team developing a temporal database and program for tracing historical trading data. My computer science skills have also been put to use in two summer internship projects, where I acquired proficiency with using LIDAR (light detection and ranging) technology, now favored by NASA in its current 10-year study of Greenland and changes in the ice cap extent. Through my coursework and project experience, I have also accrued skills in using Arc/Info, ArcView, Microstation, and RDBMS software packages, and I am equally comfortable programming in Visual Basic, C++, and Java. For my graduate research project, I would like to investigate methods for improving current GIS data models to better incorporate time as a variable in studying climate change. Changes in glaciers and polar environments occur rapidly, and these changes become important indicators of broader, potentially catastrophic, global changes. By developing and applying temporal GIS methods to glaciology, I can contribute to improved spatio-temporal analysis techniques for studying the polar environment and glaciers. Also, I can discern which temporal methods serve as the best predictors and provide benefits to the GIS research community that apply to areas other than glaciology. My long-term goals are to enter the GIS field as a consultant or to extend my research and earn my Ph. D. at a program of international reputation. Having advanced experience with temporal GIS technology would make me a valuable consultant to a company, especially in the twin burgeoning fields of computer science and GIS. In applying to the University of Alberta, I recognize your strengths in both computer science and glaciology, and the recent application of these areas to field research at Ellesmere Island in Nunavut, Canada, is especially appealing to me. With my deep-rooted interest in Canadian geology and recognition of the quality of your university programs, I hope you will give my application every consideration. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ Short Personal Statement by a Paleontology Student From an early age I was fascinated with fossils. My respect for ancient life has always included an admitted partiality for the study of vertebrates. Upon taking my first college-level paleontology class I knew without a doubt that I had chosen the right path. The study of fossils has never felt like unwarranted labor, but an opportunity to learn about these creatures that lived so long before our time. Throughout my geology coursework my ears have always pricked up at the mention of the word fossil. My college education has been a means to entering the study of vertebrate paleontology. Naturally when the time to choose a thesis project came, I made sure that I would do mine in the field of paleontology, working directly with fossil specimens. My project involves the taphonomy, stratigraphy, and identification of a middle-Ordovician coral bioherm as well as its bryozoan constituents. The research is now well under way, involving many aspects of a sound paleontological study: sampling, analysis, identification, and finalization into a report. Fossiliferous rock samples were acquired from the field, cut at proper orientations, polished, and peel section slides produced from them. My analysis of these slides led to identification of the specimens utilizing the established literature. Fossil specimen photography will soon follow. The abstract from this research project has been submitted in time for the Northeastern Section Meeting of the Geological Society of America in March. From this project I will take away an understanding of how to conduct a proper paleontological study and I will write a thesis. My aspirations for study in vertebrate paleontology are primarily in understanding what fossil specimens can tell us about how ancient vertebrates lived, interacted with their environment, and evolved through time. More specifically, my research interests within the field include employing morphology in the phylogenetic analysis of major evolutionary bifurcations such as that involving theropods and birds, exploiting biogeography to better understand vertebrate expansion and speciation, and the use of functional morphology and biomechanics to understand vertebrate movement. My long-term goals are to educate others and spur interest in vertebrate paleontology while conducting research. The position of professor would encompass these goals as well as allow me to publish and maintain a successful presence in the field. The program at the University of Chicago would prepare me extremely well for what I ultimately intend to do in life. The works of professors within the Division of Biological Sciences, the Department of Geophysical Sciences, as well as the Field Museum are impressive. I appreciated meeting Dr. Paul C. Sereno during his visit at Mythic University in December 2004, and I find his approach toward exploration and his application of cladistics in phylogenetic studies indispensable to the field of vertebrate paleontological study. From this correspondence I feel the research that I would conduct at the university would not only be interesting and rewarding, but give me experience in the field to then apply toward my ultimate goal of becoming an academic professor. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ Short Internship Application Essay by a Geography Student Prior to coming to Mythic College, I had a very skewed view of what geography was. When I thought about geography, visions of memorizing all fifty state capitals and exercises of filling in the world map came to mind. Freshman year, I enrolled in Geography 20 (human geography) simply because it was the only honors class that fit in my schedule. Instead of being bored, I was stimulated to think of the world through a different focus, through the lens of a geographer: to view people and places and examine how each relates to the other. Suddenly, I was thinking of everything in this fashion. When walking to class, I would ponder why the paths were designed the way they were and how this affected the different flows of traffic. I found that geography addresses my varied academic interests well. It offers me a balance of physical, social, and cultural studies. Therefore, it was a natural progression for me to pursue geography as a major. Throughout my geography experience at Mythic College, I have gained skill in Geographic Information Sciences, which has given me great insight in many fields. For one, I obtained a greater understanding of how the US Census is calculated and this enabled me to be a more informed enumerator. Now, I find myself completely captivated by the various elements of geography and how they all are interwoven in a nexus of relations with historical, economic, physical, social, and cultural nodes. For my Honors Thesis next year, I will be exploring the Rothschild family to see how they fit within these various geographic realms. I am fascinated by how this family began as foreigners and within a few years was able to build a banking empire and become leaders in the economic world. As part of my thesis research, I intend to travel to the various cities where they lived and make observations on both economic and social grounds. After I complete my undergraduate education in geography, I hope to work for an organization that incorporates geographical education and exploration. I hope to be able to write articles and essays that would be used to increase geographical awareness as well as educate people about lesser-known cultures in the world. I also intend on participating in the Peace Corps and speculate about earning a law degree. I wish to participate in the Geography Intern Program with the National Geographic Society because, in short, it would be the fulfillment of my dream. It would enable me to work in an environment with people who share similar interests, providing me with an opportunity to contribute to a product that reaches a broad audience of people who subscribe to the magazine, visit Explorer’s Hall, or glance through a National Geographic book. It would provide me with the practical experience that would aid me tremendously in pursuing my future goals, and reveal paths I might otherwise never discover. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ Short Fellowships Application Essay by a Materials Science Student As a master’s student, I am currently working in the Materials Research Laboratory (MRL) in the Ferroelectrics group spearheaded by Dr. John Teacher. In my research group, we are attempting to design microwave-active materials to facilitate the procurement of a low-powered miniaturized solid-state antenna. I am personally interested in what role highly polarizable ions in the prototypical Perovskite-type crystal structures can play in tunable microwave antennas. Barium Strontium Titanium Oxide (BSTO) in tandem with non-electrical oxides has recently been used in phase array antennas. The addition of non-electrical oxides, for example, magnesium oxide (MgO), has improved the tunability and adjustable electrical properties of the BSTO over wider ranges, as well as improved the impedance matching of the antenna/air interface. Empirical studies suggest that doping BSTO with MgO lowers the impedance by lowering the permittivity of the composite, in turn lowering the insertion losses over appreciable ranges of microwave frequencies. With the aid of the materials science graduate fellowship, I would like to develop this technology and apply it to the miniaturization of solid-state lowpowered antennas in my Ph. D. graduate study. In my previous work experience at the Space and Naval Warfare System Centers San Diego (SSC-SD), I worked side by side with engineers to design innovative communication devices for the Navy. In particular, requirements relating to interoperability, transmission security, and multifunctionality were approached in several ways as teams brainstormed concepts. Based on this experience, my interest in telecommunications and data transmission, coupled with my background in engineering, will provide me with the tools necessary to address tomorrow’s communications issues. Mythic University is a strong research institution with talented faculty and state-of-the-art facilities. My familiarity with Mythic University’s faculty and facilities allows me to avoid many of the pitfalls commonly associated with getting a Ph. D. My current lab and the Department of Electrical Engineering have several professors who have overlapping interests, with graduate students often using equipment in both labs freely. This is exactly the type of environment where I can easily merge the two disciplines. In the long run, I want to be as versed in electrical engineering as I am in materials science so that I can contribute to a research and manufacturing facility in the areas of communication and related fields. This desire comes with precedence: I can remember junior year attending one of my first major ourses taught by my current mentor, where he suggested that a ceramist should also be versed in electrical engineering in order to be effective. The seeds planted then are now ready to bloom. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ Short Personal Statement by a Student Applying to the Teach for America Program Why do you seek to join Teach For America? One of the principles of my religion, The Baha’i Faith, is service. Therefore, after high school and before I started college, I traveled to Ecuador to do a year of service through the Baha’i Faith. Through this experience, when I entered college I felt a few years older than the average freshman because I had gained a great deal of the knowledge, life experience, ability to deal with difficult situations, and the ability to live alone in another country. I owe much of my success in college to that year of my life. Now that my undergraduate education is coming to a close, I explored the idea of going to another country again. Then I realized how much service was also needed in the United States. I realized that I could use my skills of a second language, Spanish, my teaching experience, my love for math and science, and my drive to serve and make a difference right here in my own country. Skills are only of benefit if you put them to use to help all of humanity. I would love to join Teach For America to put into practice my skills and help to motivate and inspire the same thirst for knowledge that was instilled in me through my parents from the time I was born. What would make you an effective corps member? I strongly believe that one of the most important elements for the academic success of any child comes directly from the involvement and enthusiasm of the parents. In San Joaquin, Ecuador, I taught Virtues Classes at a school of all boys from grades kindergarten through 7th grade for 9 months. During this time I not only had to learn a completely new language, but I also had to use it to teach coherently in a short period of time. As part of my work, my teaching partner and I developed a program for the parents of the children in our classes. We invited all the parents to learn about the principles we were teaching their children such as honesty, generosity, justice, and kindness. I gained a great deal of experience dealing with uninvolved or upset parents. Based on these experiences, I believe I would be most useful in an area with a high Latino population because of my ability to communicate directly with the parents in either English or Spanish. I am a very outgoing and self-motivated person and have no trouble stepping into difficult situations to help mediate them. I believe that we need to give children of every race, cultural, and socioeconomic background the opportunity to grow up with an education. I promote the need to value education and put energy into making it fun. I welcome the opportunity to facilitate a positive learning environment and communicate with students and parents in two languages. As I graduate college, the best way for me to put into practice the principles that I uphold is to serve as a teacher in the Teach for America program. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ Short Personal Statement by a Neuroscience Student—2 pages Personal Statement Janet Lerner I sat in Dr. Wiley’s lab at the University of Pittsburgh, poring over files of records about HIVinfected human brains from which we had tissue samples. I had just learned how to read the autopsy reports, looking for key words and descriptive phrases the doctors had written that might disqualify the samples as potential candidates for our study. We were looking for HIV-positive human brain tissue samples that either had been diagnosed as having HIV encephalitis or not having encephalitis (to be used as a control). My objective was to find samples that had HIV encephalitis, but no other complicating disorders such as cytomegalovirus, bacterial infection, or meningitis. This was a more difficult task than one would perceive because the HIV infection often leads to the development of opportunistic infections that would not normally be of concern in patients without HIV. As I sifted through one manila folder after another, entering data into an Excel spreadsheet, I became aware of the fact that many of the brains we had were from patients who were only a few years older than I. I was twenty years old at the time, and after having to epeatedly enter â€Å"19† or â€Å"23† into the Age column, I began to realize that AIDS had literally taken these peoples’ lives. I could not even imagine what it would be like to be 17 years old knowing that I had a fatal disease. They would never be able to have the career of their dreams, go on a trip to Italy, or graduate from college. Life wa s taken from them before they fully experienced it. The above summer internship inspired me to want to help people with fatal diseases such as AIDS. More specifically, I knew I wanted to conduct research on the molecular basis of disease. One of the projects I worked on during that summer was developing a diagnostic procedure for HIV encephalitis using PK11195, a ligand for the peripheral benzodiazepine receptor present on the mitochondria of macrophages. The fundamental design of the experiment and its applicability to human disease left me intrigued. From then on, I wanted to attend graduate school so I could have the opportunity to better peoples’ lives through research as a biomedical scientist. After consideration, I realized that I am interested in taking more than one approach to answer scientific questions. Many fields of science interest me, including immunology, biochemistry, genetics, and pathology. I have always been extremely fascinated by the nervous system and its vital link to human disease. Having had three research experiences as an undergraduate, I feel prepared and excited to begin my path of research and study. Thus, I am applying to the Graduate Training Program in Neuroscience at the University of Pennsylvania because it is an interdisciplinary program that would allow me to serve people through biomedical research and help me achieve my goals. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ page 2 Penn’s graduate program in neuroscience is one of the most prestigious in the world. As the home to many of the greatest researchers in the field, Penn’s educational opportunities would meet my greatest expectations. The research done by Dr. Robert Doms, who is currently investigating the cellular biology of membrane proteins involved in Alzheimer’s disease pathogenesis, is of particular interest to me. My experiences using molecular biological techniques to study intracellular protein localization make his approach very appealing. I am specifically interested in studying the ? -secretase complex and its effects on the amyloid precursor protein (APP). Dr. Doms’ research has the potential to help millions of people with Alzheimer’s disease, and I would welcome the opportunity to work with him. Beyond my desire to attend Penn for academic reasons, Penn also appeals to me on a personal level. After spending four years in the rural setting of Mythic College, I am ready to live in a new, urban setting. Living in Philadelphia would be perfect for me because it would allow me to experience life in a major city while still in reach of my family’s home in Reading. I would be very excited to be surrounded by the academically and culturally rich environment at UPenn, and I hope to have the opportunity to do so. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ Short Personal Statement by a Student in Medieval Literature—2 pages Medieval literature is a passion that has enveloped me since I read Chretien de Troyes’ Lancelot during my freshman year. In this Arthurian romance, Chretien represents Lancelot as conflicted—a chivalrous knight whom one expects to find only in myth, yet in violation of the code of honor, desirous of his lord’s queen. I began thinking of the tales of the Arthurian knights as more than legendary—as potentially credible historical accounts. Soon, I wrote a paper on Gawain’s rhetoric as a means to elicit specific responses in Sir Gawain and the Green Knight. Gawain’s rhetorical strategies and their manipulations ultimately lead him to a deeper personal recognition and self-acceptance. This early exercise alerted me to the pleasures of working with languages of the Middle Ages. My academic interest in Celtic Studies was piqued when I learned of Ogam stones in my Literature in the Natural World class. Ogam is not a spoken language, rather, a code of inscriptions that gave the Irish language an alphabet and supplied the Irish people with a means of writing on stone, wood, and other natural elements with relative ease. Ogam is also found in many manuscripts, where it is both written and read in a manner different from that employed when it is found on stones. As an aspiring academic in Medieval Literature, I recognize that knowledge of the literature of medieval cultures is vitally important. Irish literature, including Ogam inscriptions and manuscripts, is therefore essential to a medieval scholar. The Frenchman Gregory of Tours said of the humanities in medieval Europe, â€Å"Culture and education are dying out in every city in Gaul . . . People often complain ‘Alas for our times, literacy is dying among us. † While Gregory’s testimony may have been true for much of Europe, where culture floundered in the midst of war, he neglected to speak of Ireland, the country where literature and language flourished during this era and later became known as the â€Å"Land of Saints and Scholars. † Three of the most impressive medieval manuscripts were created in Ireland: The Gospel s of St. Willibrord, which is on display in the Bibliotheque Nationale in Paris, The Book of Kells, and The Book of Durrow, both of which are displayed in Trinity University’s Library. Last May I had the pleasure of meeting with Professor Damian McManus, head of Trinity University’s School of Irish, who presented me with a copy of his book A Guide to Ogam. I met with him to discuss the graduate opportunities available in Old and Middle Irish Language and Literature at Trinity University. Dr. McManus has many research initiatives, although these are open only to students who have previously worked with Early Irish studies. During our meeting, he suggested that I first conduct my studies with Dr. Kim McCone at the National University of Ireland at Maynooth, and then return to Trinity where I can further pursue a research degree under his guidance. After obtaining the necessary fundamentals of Old and Middle Irish language, I will be better equipped to study Ogam stones and to read the inscriptions, which would enable me to study another field of academia: epigraphy. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ 2 The National University of Ireland at Maynooth provides the opportunity to create one’s own program. This would best prepare me for future graduate research in Ogam stones and would allow me to enhance my knowledge of medieval writings by including both Irish literature and the English, French, and Latin literature that compose much of the western medieval canon. Professor McCone, whom Dr. McManus regards as one of the â€Å"finest scholars in the field of Early Irish,† is the head of NUI Maynooth’s Department of Old and Middle Irish, and personally helps international students to construct a program to suit their needs during their study in Ireland. In order to prepare myself for Ogam studies with Dr. McManus, I plan to complete a oneyear program of study leading to an M. A. in Old and Middle Irish Studies, which would consist of the standard canon of Medieval Irish Literature, Old and Middle Irish language, and a class devoted to the women of Medieval Ireland. This class specifically catches my interest because a study of medieval women is integral to a full understanding of the Middle Ages, as many Irish scholars were monks, living in monastic settlements such as Clonmacnois and Glendalough, where women were forbidden. That NUI Maynooth offers a class devoted to medieval women— often prohibited from studying at these monastic centers of education—exhibits the department’s intent in providing students with a balanced history of Ireland’s Middle Ages. There is no doubt that Ireland’s wealth of medieval literature boasts women writers comparable to Marie de France, whose â€Å"Lanval† was the first piece of medieval literature written by a woman that I studied. While attending university in Maynooth and learning the early Irish language, I would also have the invaluable opportunity of learning from my distant cousin, who resides in Maynooth. She has taught modern Irish in schools for years and would tutor me in modern Irish language while I study Old and Middle Irish with Dr. McCone. This unique prospect would allow me to study the development of Irish from its beginnings to its modern form, a development which I am currently studying in an Honors English seminar on the history of the English language. Because I am now tracing the development of English, I will already have many of the skills necessary to study the evolution of the Irish language. Clearly the journey of a young scholar is more complete with an understanding of other cultures, specifically those relevant to the student’s chosen field of study. I look forward, therefore, to studying the ancient, medieval, and modern ideas and languages of Ireland in situ. Is d’Eirinn me. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ Short Personal Statement by a Student in Education Seeking a Scholarship—2 pages Beinecke Scholarship Personal Essay by Janet Lerner Passion drips from the lips of the preacher at the pulpit. Passion shakes on the shoulders of the general during war. Passion clings to the moist brow of the attorney during a heated courtroom debate. The passions of others, like lawyer and activist Thurgood Marshall, have opened doors for me as an African-American woman. I am grateful for Marshall’s work over 50 years after the Brown vs. Board of Education decision, which pushed racial integration in schools and defended the concept that â€Å"separate was inherently unequal. † The devotion of others has inspired and humbled me, and it is with this same passion that I honor education and service to others today. My passion for education is steeped in the notion that I believe it literally saved my life in the form of opportunities that took me out of an unsafe environment. Growing up on the south side of Chicago in one of the city’s worst neighborhoods was difficult, and I understand now it could have been much worse. Gangs had a wealth of power, drugs permeated the streets, and young girls were cautioned to watch for â€Å"Stranger Danger. † I could not play outside, so instead I read. I made friends with Alice in Wonderland, or Huck on the Mississippi, Pip in England, and John Steptoe’s â€Å"Black Cinderella†Ã¢â‚¬â€Nyasha in Zimbabwe. My mother, seeing the passion for knowledge in me as a young child, enrolled me in a magnet elementary school on the other side of Chicago, to which I would ride the bus for two hours a day. There I flourished and soon I was recruited to test for entrance into the Pre-International Baccalaureate Program, a curriculum that prepared gifted and talented students for the International Baccalaureate Program in high school. I had been given an opportunity to pursue a high quality education in a public school, a chance some African-Americans, in their devotion, had died for to guarantee. The passion I have to serve others has its roots in my high school experience, during which I noticed some pivotal points of interest. At my high school, African-American students composed a small percentage of those placed in gifted education, with most students being labeled â€Å"regular education students,† who were poor pupils from the area’s housing projects. They had fewer resources and opportunities to pursue college preparatory work when compared to their white or wealthier counterparts, and it was no secret that the â€Å"regular† kids were at the bottom of the totem pole. It became clear to e as I listened to others berate them that they were not expected to go on to college. As an African-American student in a gifted program, I had access to a wealth of resources. I felt angered that my peers were excluded from the smorgasbord of knowledge, which many others were encouraged to partake in freely. It was the first time I was mature enough to see the ine quities of education, my prized and valued yellow brick road. Passion to enact change welled in my stomach and stayed there. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. du/writingpersonalstatementsonline/ 2 As a beginning college student at rural Mythic University I continued to experience injustice. Professors seemed surprised at my academic abilities, students questioned my worth by muttering â€Å"affirmative action† under their breaths, and white people openly stared at my brown skin on the street. My passion for change had no choice but to evolve into action. I joined professional organizations like the College of Education Student Council to voice my concerns, and I formed a new organization, the Multicultural Education Student Association, when they were not addressed. Through this organization I was able to form support groups with other students and mentor first-year students of color in the college. As my education progressed, I decided to fight injustice intellectually in the study of the politics, economics, and sociology of education, which revealed the reasons why and how disparities occurred in education and society. In my senior year, I will explore these disparities in my honors thesis research, which focuses on the ability of students of color and low socioeconomic backgrounds to transition from community college to four-year institutions. Researchbased evidence is a powerful tool to enact change, and I look forward to gathering this evidence during an upcoming summer internship, during which I will interview students of color about their experiences. Currently I challenge myself socially by removing myself from comfort zones. An example of such is my study abroad experience to occur in the fall semester, 20xx. I have committed to completing my student teaching requirement at Bognor-Regis University, on the southern coast of England, amidst a culture of people I have never been exposed to, thousands of miles from home. Despite some admitted nervousness over the challenge of this experience, my passion for success drives me to overcome any obstacle and achieve success in every area I venture. My graduate school experience will be used to seek out knowledge (for which my thirst can never be quenched) and for research. My research interests include studying factors that affect equal access to educational resources for students of color in grades K-12 and equality of student access to higher education. These interests will guide the creation of projects that will lead to real-life applications. I will also pursue a master’s degree, then a doctorate in Public Policy with a concentration in education and urban planning. My long-term goal of becoming a policy analyst for the government’s Department of Education would give me the opportunity to help develop effective public policy in these areas of interest. W. E. B. Dubois said that a â€Å"talented tenth† of educated African-Americans could go forth to enact social change for the oppressed. I believe I am a living example of Dubois’ passionfilled dream. My passion has given me the power to propel that social change in an often unjust society. For all of those denied opportunity I want many more to receive it. If awarded the Beinecke Scholarship I would use this support to explore, research, and contribute treasures to the field, valuable not only for their intellectual depth, but also because of their social implications for a better society and America. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ Short Personal Statement by a Student Applying for Online Education—2 pages In my work as an Air Force pilot during the seven years since graduating college, I’ve continually found ways to show how the tools of a professional geographer can be used to help my organization do its job better. My experiences in combat since the fall of 20xx have only reinforced this assertion. A revolution, driven by information, is underway in war fighting. The ability to collect and analyze information is as important to today’s soldier as mass and maneuver was to Clauswitz. Battlespace situational awareness and the subsequent ability to shape the battlespace is an intrinsically geographic problem. During WW I, observers in hot air balloons and biplanes handsketched the location of enemy emplacements. That ‘eye-in-the-sky’ evolved into modern satellite imagery and signals intelligence. Historically, the wealth of collected data has been diminished by the time and expertise necessary to analyze it and the organizational stovepipes through which it was disseminated. In contrast, Operation Enduring Freedom saw the first use of real-time sensor-to-shooter links over the mountains of Afghanistan. Unmanned USAF Predator aircraft, hosting a suite of multispectral sensors, were deployed to loiter over and survey areas of enemy activity. Decisionmakers and front-line operators used those dynamic images to swiftly identify and attack the enemy. During Operation Iraqi Freedom, the National Geospatial-Intelligence Agency (NGA), for the first time, deployed personnel to front-line units. NGA teams’ know-how and communication suites allowed combat commanders to reach back and exploit all of the agency’s spatial data and technical expertise. Commenting on this theme in NGA’s Pathfinder magazine, Major General Roger Over states, â€Å"That’s exactly what I wanted, but I didn’t know that until you showed me. † As a geographer, I understand that our community views problem-solving through a unique lens. GIS gives the professional geographer powerful tools to collect, analyze, and exploit spatial information. Unfortunately, many leaders and decision-makers are unaware of the speed and flexibility the geographer can bring to problem solving. I’ve served as an Air Force pilot for the past six years and have logged several hundred combat hours during operations in Southwest Asia. I’ve experienced first-hand the power of well-applied spatial data in battle. During mission planning for a flight to a hostile dirt landing zone in southern Afghanistan, I used NIMA’s computerized fly-by products to familiarize my crew with the area. Squadron tacticians merged our planned route and altitudes with images based on DTED and satellite data. These images gave me the invaluable experience of, virtually, having been there before. Later in the same mission, adverse weather blocked our planned route of flight. Using his onboard laptop, my navigator overlaid the day’s air coordination plan depicting air refueling tracks and combat ‘kill-boxes’ with a tactical chart of the area. We safely avoided those danger zones and successfully completed the mission. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ My expertise in flying, particularly airlift operations, puts me in a position to appreciate both the support our mission receives from geographers today and to envision the possibilities that exist through technical advances and more flexible organizational collaboration. I think that the most significant roadblocks to realizing these possibilities are fiscal constraints and ignorance within my own profession al community about what the professional geographer brings to the fight. Personally, I can do little to affect Congressional funding. However, my military experience, wedded with a more advanced background in GIS, would help me to bridge the military and geospatial communities. GIS and the geographers’ approach to problem solving promises decision makers, at all levels, unprecedented situational awareness across any layer of the battlespace. I don’t expect the military to begin training squadrons of GIS wizards. However, it’s become increasingly important that a broader cross-section of people within our force understands how individual pieces of the puzzle can benefit from the geographer’s tools. That message can be delivered through cooperation among agencies like the Air Force’s Air University, the Air Mobility Warfare Center, the NGA, and Mythic University’s e-Education Institute. I imagine a ‘geoinfo-awareness’ course for officers attending Army Command and General Staff college or the Air Force Weapons Instructor school, proctored by a capabilities expert from NGA, and hosted on-line by our own geography department. The on-line format would allow an infinitely customizable curriculum outlaying the power of filtering information and solving problems within a spatial context. Moreover, the on-line forum, unconstrained by classroom space or time zones, would both enable and encourage professional collaboration across the military’s often rigid organizational and functional lines. That kind of collaboration, linked with an awareness of capabilities, yields success when the ever-changing demands of conflict require innovative solutions. I’ve articulated my professional motivation and logic for pursuing an on-line MGIS degree through Mythic University’s innovative program. More personally, I’m excited to find this opportunity to become a more expert geographer while continuing my active duty military service. My experience as an Air Force pilot has been both enriching and adventurous, but I miss the intellectual challenges I faced as an undergrad. I see unlimited opportunities to put my professional experience and academic interest to good use, and the MGIS program promises a means to do so. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ Short Personal Statement by an Engineer Applying to a Master’s Program—2 pages As General Manager, I am currently the head of safety and health for a multi-national industrial minerals mining company. A tour of a meat packaging plant as a teenager, and the many hazards that required control within that environment, solidified my decision to become a safety and health professional. During that tour, I witnessed workers using large knives while preparing the meat for packing, unguarded rotating machinery, the cattle being euthanized with loud bolt guns, and was shown pictures of worker injuries by the safety and health manager. Motivated by that early experience, I have remained strongly committed to this profession for years and I derive great satisfaction from facilitating improvement within the construction, industrial, and mining environments and protecting miners. Seven years after graduating from the Safety Engineering Technology program at Mythic College, a member of Polytechnics Canada, I began the process of becoming a Certified Safety Professional. This endeavor involved a two-year concerted effort of balancing study and work. During late 20xx, I earned the Certified Safety Professional designation from the Board of Certified Safety Professionals. Since then, I have maintained my designation through earning sufficient continuance of certification points by attending and presenting at national professional conferences, such as those sponsored by the Society for Mining and Metallurgical Engineering and the American Industrial Hygiene Association. Evidence of my ability to solve problems and think â€Å"outside the box† may be found in my initiation of formal research projects with engineers and scientists from the National Institute for Occupational Safety and Health (NIOSH). During 20xx, I initiated a seven-year research project with NIOSH which culminated in the development of a quick, safe, and effective technology that allows workers at mineral processing operations to clean their dustsoiled clothing periodically throughout the workday. A former Bureau of Mines report documented a 10-fold increase in worker dust exposure on a number of separate occasions from dusty work clothes. This technology, referred to as the â€Å"clothes cleaning booth,† can significantly reduce worker exposure to dust and is gaining traction within the mining and industrial industries. Since 20xx I have also initiated NIOSH studies involving ergonomic interventions and Age Awareness Training. The objective of the Age Awareness Traini ng is to increase worker awareness regarding physical and mental changes associated with the aging process – the more aware workers are of these changes, the better equipped they are to avoid injury and illness. Most recently, I have initiated a project with NIOSH with the objective of merging real-time aerosol monitor data with web cam videos for the development of state of the art training materials. My intent is for the training materials to visually quantify how small changes in work practices can significantly impact personal exposure levels to dust. The objective of this research and development project is to lower worker exposures to respirable dust. 1 Cecala, A. B. E. D. Thimons. Impact of Background Sources on Dust Exposure of Bag Machine Operator. BuMines IC 9089, 1986, 10 pp. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ 2 During my career as a safety professional, I have gained extensive experience evaluating personal workplace exposures to potential toxic materials, to include development of control measures as needed. The potential toxins I have evaluated and controlled have included quartz, cristobalite, asbestos, diesel particulate matter, welding fumes, and radiation. Other physical hazards I have often evaluated and controlled include noise, heat, cold, and illumination. I have also managed an extensive occupational health program for approximately 3,000 miners as well as developed and managed a robust internet-based safety and health data management program which is used on a daily basis by our mining operations globally. I am a strong believer in continuous improvement, both within the working environment and professionally. My professional development converts irectly into improvement of the working environment which translates directly into safer and healthier miners. Attaining a Master of Science degree in Industrial Hygiene from Montana Tech is the next step in my professional development process. My two primary reasons for continuing to advance my professional development are (a) to prepare myself to become a Certified Industrial Hygienist, and (b) to improve my ability to quickly and effectively identify and control hazards. Achieving an MS in Industrial Hygiene from Montana Tech would most certainly derive benefit for me and the workers I endeavor to protect. If admitted, as I have effectively demonstrated in attaining my Certified Safety Professional designation, I would successfully balance work and studies and eventually become a graduate Montana Tech would be proud to call one of its own. These pages were downloaded from Writing Personal Statements Online, available at https://www. e-education. psu. edu/writingpersonalstatementsonline/ How to cite Short Personal Statement by a Geology Student, Essay examples

Counselling Therapy Systemic Therapies

Question: Discuss about the Counselling Therapy for Systemic Therapies. Answer: Summary of session The counselling session in the video provides insights into the issues faced by the client. The client is a married woman who states that she often gets late in her work and cannot organise her daily tasks correctly. Whenever her routine changes, she develops anxiety and cannot manage things. The thought of being late freezes her mind, and she develops confusion regarding how to initiate the task. Different questions posed by the counsellor helps in knowing her state of mind and what exactly happens when she develops anxiety. She has to travel a lot and things like booking tickets, getting on time always run in her mind. But still, she gets up late in spite of putting an alarm. When she develops this kind of anxiety, she tries to relax herself by relaxation techniques. Finally, after all, the questioned posed by the counsellor is answered by the client, the counsellor advises her regarding how she can sort things and make it more systematic to avoid tension. She teaches her breathing techniques as a form of relaxation during anxiety. Method of counseling and purpose As a counsellor, I need to maintain a particular level of therapeutic relation with the client. To deal with the client, I utilized narrative therapy to counsel the patient and knew about her psychological problems. It is a modern approach to counselling that uses ways to understand the lived experience of the client in reality and focus on the use of stories to solve their problems in life (Johnstone Dallos, 2013).My primary objective behind taking this approach of counselling was to help identify clients problem through the narration of their story. My technique was to pose such questions to the client that it automatically helps in reauthoring their life story in a descriptive way. My approach was to use a range of strategies to uncover the issues hidden in the plot and create a new perspective on the story (Ha Baek, 2015). In the case of the client in the video, I wanted her to narrate her stories and know her view regarding the issue. The Same story can be looked at differently by a different person (McMahon Watson, 2012). I wanted to know clients story to judge how she looks at things and problems in her life. It might be possible that another person with the same situation may react differently if they face similar conditions in life. Therefore, every person involved in an incident has their own perspective regarding the reality of that situation (McMahon Watson, 2012), and I wanted to know her perspective regarding the challenges she faces every day in life due to her anxiety. Principles and skills of narrative therapy I was interested in helping the client to recognize that her approach to a situation can be different than what she thinks. The fundamental principles of narrative therapy are: Getting to know the problem or story Externalizing the problem Thickening the story or deconstructing dominant plots Redeveloping the narrative (Epston et al., 2012). I first started with asking the client to narrate her problems in her own words. While she answered to my questions one by one, I was exploring how the issue has influenced clients life. When asked about what problem the client faces, she explained in detail that she experiences nervous breakdown due to her inability to organize things and not being able to do daily activities on time in spite of planning to do. The client narrates that often she sets the alarm for 5 a.m, but still she sleeps till 7 a.m. When she wakes up, all of a sudden managing household work and getting the tasks done become difficult. When asked about what exactly happens to her at such times, she narrates that her mind freezes for a time being, and she has to push herself to work. This story about the client helped me realize that she had a problem with anxiety, and I tried techniques to define the problem in clients own word and languages. This was my approach to externalize the problem (Denborough, 2014). I used my counselling skills to thicken the story by questions like: When did the problem start to trouble you? How does the problem continue to trouble you in life? What is affecting you right now at this stage? During what situation this pattern of thinking starts? When did this thing start? Asking all the above questions enlightened me with inner layers to the clients story. The client told me that she first faced this problem when her husband has to suddenly rush to his parents because of sudden illness. Since then the problem has started to trouble her. I was able to know that the patient has to travel a lot and so she continues to face problem whenever her normal routine changes. Rushing to do things on time, booking a ticket, arranging the house, etc. acts as a stressor for her. Therefore, I realized that she develops this anxiety and unusual thinking pattern when her daily routine changes all of a sudden. This kind of activity can be influenced by the culture inherited by the client (Madsen, 2013).In this case, the client had a problematic story to narrate. I was able to deconstruct her dominant stories. It is the belief of the customer that tends to shape their problems in life. Once her attitude towards the situation changes and she starts thinking in a positive way to solve problems, she can add new meaning to her life (Helmond et al., 2014). I also identified that the clients life centered round her issues and she forgot about her positivities in life. Therefore, my approach towards treating the client was to distract her from her own perspective of the problem during the interview and show her how she can manage the same situation in a better and positive way (Freedman, 2014). I explored the client's dominant story in depth. I asked influencing questions like- Can you explain what is the effect of these problems in your life? What exactly happens when you develop anxiety due to disorganization of task? What techniques have you adopted to tackle such situations? Have you shared your problem with your husband? When asked about the effects of the problem in the clients life, she answered that she experienced pain in hand and legs when her anxiety and nervousness increases. The client narrated that tries to tackle the situation by relaxing herself and lying down for some time. Then she exerts and pushes herself to complete the task. I also got to know that the client was reluctant to share her problems with her husband. I found this strange and I felt that she should have discussed this problem with her husband. The interview session helped me to deconstruct stories during my counselling session to interpret new meanings of the narration. It is an approach to separate the problem from the client and implement ways to overcome the problem (Ricks, et al., 2014). I also used methods to redevelop the narrative of the customer by using different depth of question. I used this technique because it helps in removing filters so that the hidden part of the experience of customers comes to the forefront. I realized that the client had marginalised her problems, and this might be due to her cultural boundaries (Freedman, 2014). This is evident from the fact that as married women she is expected to fulfill all her duties regarding looking after household work, family as well as in-laws. The responsibility of the family, work and in-laws had affected the client's state of mind and led to her nervous breakdown in life. I was able to get a vivid description of the problems faced by the client through a range of different questions related to her story. Solution to the clients problem Finally, I helped the client to redevelop her story by showing her a new perspective of dealing with the problem. I remained actively engaged with the customer throughout the counselling session and advised her that she should make a list of things that she will do on a given day. Secondly, she notes the time before which she will do the task. The first few days she will have to put extra efforts to get up on the planned time. I suggested that before starting the task, she should give herself 5-10 minutes time to relax herself by adopting releasing techniques. It would mean doing deep breathing exercise to relax oneself and engaging in fun activities like listening to music, having a chat or wandering around for some time. This technique will help in relaxing the patients and accomplish her planned task efficiently (Armfield Heaton, 2013). However, by the end of the session I realised my weakness in counselling skills. I was able to view the clients problem from a large sociocultural context, but I could not identify what is absent but implicit in the presentation of problem. I should have explored the impact of the problem by questioning the client regarding what is truly valuable to them in a broader context beyond the problem. This would be an influential step to help the client prioritise her choices in life in order to manage things in a better way. Often people forget their values when they navigate a new terrain. This approach would have helped the client to understand their experiences in life and gains skills to address problem scenarios in the future (Oshman Combs, 2016). Implications of narrative therapy Thus, narrative therapy is a very useful technique to help the client become the author of their own story and instill in them new positivity to tackle life situations. This theory will have useful implications for treating patients with different problems. This is because it recognises the fact that people face natural competency skills that guide them to bring new changes in life (Ribeiro et al., 2016). The approach to separating problems from individuals and externalizing sensitive issues work well in healing the patients and change their perspective towards the problem. This strategy mitigates resistance and allows a person to address and manages their problems in a productive and efficient manner (McParland, 2015). Reference Armfield, J. M., Heaton, L. J. (2013). Management of fear and anxiety in the dental clinic: a review.Australian dental journal,58(4), 390-407. Denborough, D. (2014).Retelling the stories of our lives: Everyday narrative therapy to draw inspiration and transform experience. WW Norton Company. Epston, D., Stillman, J. R., Erbes, C. R. (2012). Speaking two languages: A conversation between narrative therapy and scientific practices.Journal of Systemic Therapies,31(1), 74. Freedman, J. (2014). Witnessing and positioning: Structuring narrative therapy with families and couples.Australian and New Zealand Journal of Family Therapy,35(1), 20-30. Ha, T. H., Baek, H. G. (2015). A study on curing the wounded heart applications development and effect analysis by utilizing narrative therapy techniques.Journal of Digital Contents Society,16(2), 207-218. Helmond, P., Overbeek, G., Brugman, D., Gibbs, J. C. (2014). A meta-analysis on cognitive distortions and externalizing problem behavior associations, moderators, and treatment effectiveness.Criminal Justice and Behavior, 0093854814552842. Johnstone, L., Dallos, R. (2013).Formulation in psychology and psychotherapy: Making sense of people's problems. Routledge. Madsen, W. C. (2013).Collaborative therapy with multi-stressed families. Guilford Press. McMahon, M., Watson, M. (2012). Story crafting: Strategies for facilitating narrative career counselling.International Journal for Educational and Vocational Guidance,12(3), 211-224. McParland, J. (2015). Narrative therapy in a learning disability context: A review.Tizard Learning Disability Review,20(3), 121-129. Oshman, L. D., Combs, G. N. (2016). Integrating motivational interviewing and narrative therapy to teach behavior change to family medicine resident physicians.The International Journal of Psychiatry in Medicine,51(4), 367-378. Ribeiro, A. P., Braga, C., Stiles, W. B., Teixeira, P., Gonalves, M. M., Ribeiro, E. (2016). Therapist interventions and client ambivalence in two cases of narrative therapy for depression.Psychotherapy Research, 1-13. Ricks, L., Kitchens, S., Goodrich, T., Hancock, E. (2014). My story: The use of narrative therapy in individual and group counseling.Journal of Creativity in Mental Health,9(1), 99-110.