I am set apart by the unique intentions and obsession that organize my every endeavor. From a young age, I have been continuously singled-out and questioned about the intensity of my mindset and methods as a student, as an athlete, and as an individual. My approach to my future education and career is no exception. For most, the primary concern when selecting a college major is the income, especially during this current age of economic strain. This financial approach, while practical and popular, is not one that I adopted in my own decision-making process. My passion had led me to Early Childhood Education. I adore working with children. As the oldest of four siblings and twelve cousins, caring for the young and needy has always been a part of my familial duty, my skillset, and my identity. I have never known a time without helping the young, and I never wish to. Whenever I attend family gatherings or assistant teach in my old ballet school or kindergarten classroom, I reignite a foundational element of my being, one that flourishes in realm of guidance and excels at providing for the lost and underserved. As such, I have made it a part of my personal mission not only to serve those in local classrooms, but also, to attend to the needs of children in neglected third world countries, who deeply require sustenance and education. The intention behind my work prioritizes flourishing over finances and nobility over numbers. In our culture, it is a great rarity to place the future of others before the comfort of oneself, though it necessary in order to shape the strength and intellect of the rising generations. Many have found my endeavors to be misguided, as countless influences have warned me to switch career paths: acquaintances who work as teachers, some of my own professors, and even my own family members. Yet, I persist, intent upon nourishing the minds of tomorrow, and confident in my ability to fulfill this role with excellence. However, it is vital to note that intention is void if not guided by an appropriate degree of action and urgency. Luckily, in few instances have my intentions ever lacked the proper propellors. I am an obsessive individual and have learned how to utilize this quirk in an advantageous manner. As a child, I was not intellectually gifted. I spent most of my childhood in the assisted reading group and met with my fifth-grade teacher for personal math tutoring sessions after failing multiple assignments. My mother even grew worried that I might be held back. Concepts were not easily grasped, assignments were not quickly completed, and high scores came with a high mental cost. However, my stubborn character and unbending will enable me to overcome this academic obstacle. With many late nights, reread pages, and admitted tears, I climbed my way up the ranks, attaining the results I desired. By the end of high school, I had maintained a 4.0 GPA throughout all of my honors and AP courses, been singled out by my teachers as an exceptional student, and I had even been admitted into the Salesian Honors Program at DeSales University (a selective cohort that accepts 15 students a year to participate in advanced courses, faith-based projects, and experiential opportunities for international travel). I reach my goals not through the fleeting feelings of motivation, but through a sense of obligation rooted in an obsession with my goals and successes. I speak of this personal growth to support my claim that teaching is not a lofty dream, but a viable goal for anyone who shares my obsession and organization. Already, my standing as a Salesian Honors program member and Catholic Studies minor prepares me greatly for the missionary work that I intend on doing. My plan on attaining an internship with the diocese this following summer will only bring me one step closer to that goal. As for teaching locally, my volunteer work in the community has enabled me to establish many networking connections that I intend to strengthen over the remainder of my educational journey and throughout the establishment of my professional career. As a disciplined student, distinct is her selfless intentions and obsession with achievement, I am deserving of this scholarship. These advantageous qualities not only display an urge to serve my community, but an inevitable success in this endeavor, so long as I am provided with the necessary resources. By investing in me, you will be directly investing in a high-quality education for generations to come. Your kindness will know no bounds, positively impacting my future, and through it, the futures of the children who I will guide. Money, though far from an idol to me, is an unfortunate component of any college education, and has not been abundantly available in a large family living on a teacher's salary. Receiving this scholarship would elevate the need for personal financial focus in a future that I intend to dedicate to the healthy and happy development of tomorrows bright minds. Thank you, Better Start Movement, for your generosity in granting me this opportunity to support my finances, my education, and my future.

I want to save lives. I have been blessed with both the passion and motivation to reignite the fire of life in the underserved children of the world. Though many would describe me as painfully indecisive, this goal has remained an unshakable constant since my childhood. Presently, many seem to stare at me with confusion when I inform them of my plans to become an educator. In their minds, the correlation between teaching and saving appears meager, if existent. However, after living my entire life under the care of an educator, I can confidently attest to the necessary overlap between the two objectives. My father is my greatest role model. It is through analyzing his school-related interactions, stories, and habits that I began to view teachers as invaluable and life-altering individuals. Though he will never admit it, his students clearly adore him. This fact becomes evident through the annual heaps of mugs, cards, and photos he receives each school year. I have managed to sneak peeks at a few of these cards, some recounting his playful humor and others appreciating his peaceful presence. However, to some students, my father served as an anchor to life, rather than just a pleasant academic guide. On multiple occasions, he has received lengthy handwritten letters from students describing the manner in which his words and care prevented them from falling into their suicidal tendencies, eating disorders, and family traumas, and instead influenced them to focus on a newfound sense of confidence and joy that his conversations provided them with. My father's unique ability to revive the passion of life within his students has actively prevented death and serves as a deeply noble achievement which I intend to replicate in my own career. While I have not yet achieved his level of impact, I have certainly taken intentional steps in this direction and intend to actively continue this trend. During high school, I volunteered at my ballet studio, serving as an assistant teacher for the Pre-Ballet classes. Though I was initially overwhelmed by the responsibility of the task, I quickly fell in love with the job. I had the privilege of molding the minds of ballet's next generation. I enabled the children to gain skill-based confidence with teaching them beginner ballet steps (as well practical skills such as tying their shoes and using the restroom). However, nothing was more rewarding than watching them learn to face their fears and take pride in their accomplishments. I remember convincing shy little Bella to freestyle when I offered to dance with her and the gleeful little smile on Violet's face when I told her that she had beautiful technique. It is the moments like these that really stick with me, and that I aim to replicate and build upon in my professional career. My current career goal is to become a Kindergarten teacher who provides children with both the academic and personal support that they need to flourish. As a Catholic Studies minor, it is also my dream to go on mission trips with local religious groups to help educate the children of third world countries. I plan to establish the foundation for this objective by attaining an internship with the diocese next summer. A family of six living on a teacher salary can come with challenges, especially with four driven children who deeply wish to attend college. However, with the assistance of generous donors like yourselves, this scholarship would make graduation more feasible and enable me to immediately concern myself with the educational need of the next generation, rather than my own.

I often get emotional when I am asked to reflect upon literature, and its impact on my life's journey thus far. Perhaps I am overly sentimental, or maybe I am struck with the proper amount of gratitude for an artform that has shaped my family life, development, skillset, and greater worldview. My earliest memories are of books. I can distinctly recall the dimness of the lamp and warmth of my mother's lap as I snuggled against her. Some nights we would trace our fingers over the intricate illustrations in "Adèle and Simon," other nights we would try to find the tiny hidden mouse in "Goodnight Moon," and many nights I would drift off to sleep as my mother read of Mary and Laura's adventures in "Little House on the Prairie." Most nights we would try to fit in as many books as possible, serving as an opportunity for both bedtime avoidance and adventure emersion. For my mother, it was primarily the latter. As a former English teacher and life-long lover of literature, reading was her greatest joy. It was her passion, her pastime, and her daily ritual, making it a family ritual as well. Every morning, I, along with my three younger brothers, would bolt into my parents' room and pile up on the bed as my mother cracked open our current chapter book of choice and cleared her throat. From the time I was born until that fateful stage of life when schoolwork and social obligations asserted dominance, this was our cherished morning tradition. It was a way prepare for the day, a way to recalibrate, and most importantly, a way to bond. I distinctly recall sharing our theories of "The Westing Game's" outcome and belly laughing at Tom Sawyer, his cheeky mannerisms, and his sneaky shenanigans. I will also never forget reading the last chapter of "Where the Red Fern Grows," and how not one person concluded the book without succumbing to a fit of tears, sniffles, or sobs. Reading was my earliest introduction to familial connection, and my most valued mode of personal communication. It dictated the conversation of my youth, the culture of my upbringing, and taught me the importance of relationship building and open emotional expression. I am pleased to report that the literary influences on my life did not conclude with the end of my mother's influence, but carried into my young adult life, as I looked to my favorite fictional characters while navigating the trials of my teenage years. Harry Potter was my first real role model. His Gryffindor fire and unbridled leonian spirit inspired me to overcome my fears, fears that were numerous and burdensome as a child with OCD. Anne of Green Gables reminded me of the joy that comes with being unauthentically yourself when I was mistreated by my friends and embarrassed of my interests. And, most recently, Jo March has given me the strength to chase my dreams of writing and educating, while my peers talk only of boys and dating. Now, a college student who has been praised for her philosophical literacy and sophisticated writing style, I am eternally grateful for the gifts which reading has enabled me to develop. As a clerk at my local library, I adore my duty of handling the books, and reshelving them as I appreciate their delicious lettering, heavy weight, and nostalgic smell. Whenever I pick up a classic story from my childhood, I am immediately transported to my past and simultaneously filled with anticipation for my future: one of intellect, inspiration, and adventure, as I educate the bright minds of tomorrow.

Who would have thought that the greatest obstacles of my youth would one day transform into the foundation of my vocational calling. Certainly not me. And yet, I stand here today, blessed by God with the opportunity to display my resilience and describe my passion for education, specifically, the academic, physical, and spiritual education of the generations to come. Most of my childhood battles can be traced back to the words "natural talent." In about fourth grade, I first became conscious of natural predisposition as a concept. I observed my fellow classmates who were "funny," "sporty," or "smart." Their personal strengths were evident and effortless, while mine lacked clarity and confidence. Though this observation caused me a bit of insecurity, it did not pose an immediate threat in any area aside from academics. I was not intellectually gifted. Not only was I deficient in any notable academic edge, but I was also failing to meet the standard cognitive milestones of my peers. I spent most of my childhood in the assisted reading group and met with my fifth-grade teacher for personal math tutoring sessions after failing multiple assignments. My mother even grew worried that I might be held back. Concepts were not easily grasped, assignments were not quickly completed, and high scores came with a high mental cost. However, high school brought a staggering alteration to my mentality. In that classic transition of newness, change, and teenage intensity, I was determined to craft my own reality. In doing so, I confronted the facts with both clarity and optimism. While I was no academic prodigy, I had certainly grown into hard worker. This ability, though not particularly attractive, is a unique skill, transcending many fields with its versatile and advantageous nature. Though I had always sought after "raw talent," I began to realize that I had obtained something equally as valuable. Enlightened and excited, I began this new chapter in my educational journey. I started by prioritizing my studies and viewing myself as a motivated and capable scholar. I then began by maintaining a high average in low level classes and then proceeded to maintain a 4.0 in honors and AP level courses. Eventually, my teachers began to recognize my efforts and accomplishments, praising the thoroughness of my assignments, and occasionally asking to use my work as an example for future classes. Bit by bit, my frustrations were subsiding and the results were emerging. However, the height of my educational achievement came at the conclusion of my senior year. I decided to apply for the Salesian Honors Program at DeSales University, a cohort that accepts 15 students a year to participate in advanced courses, faith-based projects, and experiential opportunities for international travel. The program serves as a minor in Catholic Studies for those who complete it and is well suited to help student pursue further work in Christian communities and religious environments. After writing an application essay about my choreographic work "Tainted Lily" (a modern dance piece I choreographed and dedicated to the life of St. Maria Goretti), I waited with bated breath until the day my letter came. I distinctly recall the rush of adrenaline I felt while opening the letter, and surge of joy that followed once I caught glimpse of the celebratory "Congratulations!" typed across the top of the page. That moment was followed by a year of newfound accomplishments, confidence, and belonging. While double majoring, overloading in classes, and maintaining my 4.0 GPA (even in the honors courses), I finished as runner up in the Honors Program's Ethics Bowl Debate, winning not only one hundred dollars, but also, a genuine sense of pride in my unwavering dedication to my studies. This unique intellectual journey of mine has provided me with clarity, both in the realm of vocation and talent. For instance, I am now certain of my calling to purse teaching as a career. I understand all too well the frustrations of puzzled young minds, as well as the blissful love of learning that lies just beyond the priceless "lightbulb" moments. I truly believe that those individuals who experience the pipeline from "challenged student" to "gifted student" have an invaluable ability to simultaneously see from the children's perspective and possess the basin of academic knowledge that is necessary in order to act as an effective educator. This versatile perspective enables such teachers to provide students with personalized tips and strategies on how to approach their studies in a more effective and enjoyable manner. I have had this unique transformation in my life as a student and deeply wish to provide specialized assistance to the students of the future who will face the same obstacles that I once did. The Honors Program, while heightening my self-confidence and stimulating growth in my intellectual journey, also provided me with an unanticipated shift in my approach to teaching. The program's continuous prioritization of faith-based practices and traveling the world really opened my eyes to the relationship between my religion and my career. As an aspiring teacher and devout Catholic, my experiences in this program have inspired me to join a mission trip and educate the deprived children in third world countries. I intend on attaining an internship with the Allentown Diocese next summer in order to prepare for this aspect of my future. Aside from intellectual and spiritual journey, hard work has also proved to be an invaluable asset in the physical components of my life. Dance, my second major and lifelong passion did not come easily to my tight and awkward young body. However, with hours of stretching, intentional practice, and a lot of dedication, I grew into a strong dancer, achieved my dream role of Dew Drop in the Nutcracker, and even won the "Faculty and Peer Impact Award" my senior year. This experience has provided me with the passion to teach young children how to dance and find the joy in movement. Through the graciousness of the Lord's plan, my trials have been transformed into talents.

I want to save lives. I have been blessed with both the passion and motivation to reignite the fire of life in those depleted and forsaken children of the world. Though many would describe me as painfully indecisive, this goal has remained an unshakable constant since my childhood. Presently, many seem to stare at me with confusion when I inform them of my plans to become an educator. In their minds, the corrolation between teaching and saving appears meager, if existant. However, after living my entire life under the care of an educator, I have can confidently attest to the necessary overlap between the two objectives. My father is my greatest role model. It is through analyzing his school-related interactions, stories, and habits that I began to view teachers as invaluable and life-altering individuals. Though he will never admit it, his students clearly adore him. This fact becomes evident through the annual heaps of mugs, cards, and photos he receives each school year. I have managed to sneak peeks at a few of these cards, some recounting his playful humor and others appreciating his peaceful presence. However, to some students, my father served as an anchor to life, rather than just a pleasant academic guide. On multiple occasions, he has received lengthy hand written letters from students describing the manner in which his words and care prevented them from falling into their suicidal tendencies, eating disorders, and family traumas, and instead influenced them to focus on a newfound sense of confidence and joy that his conversations provided them with. My father's unique ability to revive the passion of life within his students has actively prevented death and serves as a deeply noble achievement which I intend to replicate in my own career. While I have not yet achieved his level of impact, I have certainly taken intentional steps in this direction and intend to actively continue this trend. During high school, I volunteered at my ballet studio, serving as an assistant teacher for the Pre-Ballet classes. Though I was initially overwhelmed by the responsibility of the task, I quickly fell in love with the job. I had the privilege of molding the minds of ballet's next generation. I enabled the children to gain skill-based confidence with teaching them beginner ballet steps (as well practical skills such as tieing their shoes and using the restroom). However, nothing was more rewarding than watching them learn to face their fears and take pride in their accomplishments. I remember convincing shy little Bella to freestyle when I offered to dance with her and the gleeful little smile on Violet's face when I told her that she had beautiful technique. It is the moments like these that really stick with me, and that I aim to replicate and build upon in my professional career. My current career goal is to become a Kindergarten teacher who provides children with both the academic and personal support that they need to flourish. As a Catholic Studies minor, it is also my dream to go on mission trips with local religious groups to help educate the children of third world countries. I plan to establish the foundation for this objective by attaining an internship with the diocese next summer. A family of six living on a teacher salary can come with challenges, especially with four driven children who deeply wish to attend college. However, with the assistance of generous donors like yourselves, this scholarship would make graduation more feasible, and enable me to immediately concern myself with the educational need of the next generation, rather than my own.

My fondness for education is an aspect of my identity that became increasingly apparent as I grew in knowledge. By "knowledge," I do not mean to suggest an increase in academic understanding, but rather, a development in my awareness of those surrounding me, specifically my father. As a child, I thought I knew everything there was to know about my father, at least, that is what my family had led me to believe. Social gatherings were commonly filled with exclamations of how I was "truly a chip off the old block," or how I had stolen my "mother's face and father's mind." I grew to see myself as a reflection of him, and rightfully so. My father and I shared a unique demeanor, categorized by our fiery passion, intense anxiety, and unwavering determination. Though I was both intrigued by and aware of our overlapping nature, what I failed to consider was the application of our traits in practice. I found great pride in inheriting his passion, but took little interest in noting where his passion flourished, and considering whether my passion could be harnessed in a similar manner. His career as an educator served as the basin into which my father poured his passion. In my eyes, his occupation was so deeply ingrained into his daily routine and duty to provide for his family that I never stopped to question the degree of significance this role truly held. It wasn't until I entered high school that I first began to comprehend the scope of my father's work. My initial observation centered around my father's infatuation with the content he taught. For the first time, I was struck with the realization that my father was an extremely intelligent man. While in grade school our dinner conversations consisted of discussions about play dates and children's books, there was a notable shift once my siblings and I became teenagers. My father sensed that we were now capable of comprehending more complex subject matter, and used this observation to his advantage. As we grew he began to incorporate his topics of interest into our nightly discussions. He would preach about intricacies of the Italian Renaissance, the lasting impact of the Irish Potato Famine, and could provide his audience with a fun fact about nearly any of the 45 presidents. Our dinner table was transformed into a fruitful forum of historical knowledge and political debate. Though my siblings and I undoubtedly reaped the most developmental benefit from such conversations, the insuppressible gleam in my father's eyes suggested that such discussion brought him an unparalleled sense of joy. While my father's dedication to history was abundantly evident, his artistic background and fatherly manner enabled him to thrive as a well-rounded educator. He has always been skilled at making connections. He credits this ability to his theatrical background. My father, who majored in theater, explained that he views the classroom as his stage and his students as his audience. According to him, this perspective enables him to speak effectively and forge lasting connections. Though these observations hold truth, he does not fully realize how much his authentic nature impacts the children he teaches. I have sneaked glances at the heaps of mugs, gift cards, and especially the lengthy hand written letters my father receives at the conclusion of every school year. I've read some of the letters too, each one with its own account of how my father made history enjoyable, facilitated joy, or even saved a life. With a degree in education, I wish for nothing more than to follow in my father's footsteps.

A truth that I have recently begun to grasp is that the outcome of any given task is equal in importance to the means by which it was attained. After reading about Kalia’s life, the weight of this reality is even further amplified. She was able to excel as a student, athlete, and community member while sporting a contagious radiance and acting as a beacon of positivity for those surrounding her. Her ability to flourish academically while maintaining balance is like no other student I've ever heard of. I, too, was an ambitious student. Though I maintained a 4.0 throughout high school, I did so at a cost. My memories of school are clouded by missed family time, skipped social gatherings, and an abundance of angst accompanying any upcoming exam. Not only was my anxiety and isolation unnecessary, but also harmful. Many of my friends were able to achieve similar grades without half of the exhaustion. Additionally, my stress often weighed upon my family. I engaged in such an all-consuming approach to my work because I did not know that an alternative existed. Kalia's example reminds me that it is not only possible, but optimal to go about pursing one's goals by exuding joy and uplifting others. It is this quality of hers that leaves me in awe, and is a skill I hope to apply in the future of my education. Along with our care for education, Kalia and I also shared our experience as student athletes. While I found passion within my pursuit of ballet for the majority of my young life, there came an age when I began to feel drained. The strict standards of ballet had led me to develop anorexia. The classes that I had once loved quickly became grounds of comparison and depletion. Fortunately, I was able to receive medical assistance from my doctors that aided in my recovery. However, I was prohibited from dancing until I had entirely healed. I was heartbroken for the months that I was forced to idly observe my peers performing together, but my sadness was not in vain. I realized that it is not my calling to seek perfection in ballet, but rather, joy. Now, I think of Kalia, and all other promising young athletes whose journey's were cut short by injury or untimely passing. Kalia and others like her have enabled me to realize the depth of my obligation to prioritize my health and move with pleasure while I am still capable of doing so. After recovering, I took up a volunteering opportunity at my dance school. I was going to work as an assistant teacher in the classes taught for the youngest dancers. It soon struck me just how painful the difference is in the way that children and adults perceive not only ballet, but also, life. Every class, the little toddlers would be overflowing with curiosity, giggling, and proud of themselves and one another for their efforts. I saw how these qualities so often dwindled as children grew older, and felt a deep calling to protect the optimistic vibrance of the younger generation. I think that what set Kalia apart from so many is her ability retain this childlike bliss, and assist others in rekindling it for themselves. My plan for the fall is to double major in Dance and Early Childhood Education. Receiving this scholarship would enable me to pursue a career in which I can effectively follow in Kalia's footsteps of uplifting other and help countless young children to approach their lives with the balance, ambition, and joy that she displayed.

I am a firm believer that every worthwhile experience has the potential to provide an individual with two products, namely: a practical life skill and lasting revelation. My upbringing as a student of ballet was no exception to this observation. In my youth, I gave little thought to my craft. I went to class because my mom had signed me up and took part in performances because all the other girls did so. I was neither exceptional nor lacking in my capabilities. My connection with ballet could be better described as a habitual pass time than an intentional pursuit of passion. It wasn't until high school that my perspective on my relationship with the art began to shift. My enrollment in the Charter Arts High School solidified my identity as a dancer. My acceptance proved to me that over the years, I had attained enough skill and technique to be considered for a spot as a Dance Major. My curriculum, which would consist of a morning of academics and an afternoon of dance, demonstrated that dancing would inevitably become a much more pivotal aspect of my life in the years to come. Though excited by this new development in my life, it quickly became clear that sacrifices would have to be made in order to successfully attend such a school. Striving to be a high achiever and perfectionist in all aspects of my life often led me to procrastinate and save important tasks until I could complete them in my ideal environment and head space. This lifestyle would no longer be maintainable in a high school setting where I would have to balance a more demanding academic and athletic schedule than I had ever thought possible. Over the years, with much admitted trial and error, I was able to correct some of my uncompromising perfectionist behaviors in order to succeed at Charter Arts. My willingness to work in uncomfortable environments, submit less-than-exceptional assignments, and allow myself to rest and recharge whenever my schedule allowed me were all foreign to my prior way of life, and yet, pivotal in my journey to balance and growth as a student athlete in high school. Though I am proud of my own success, I cannot take all of the glory for myself. Each and every aspiring artist who graduated alongside me had to make alterations to their prior way of life in order to pursue their passions. As a woman myself, and being involved in such a female-dominant artistic community at Charter Arts, I am extremely proud of all of the young women who were able to take the initiative to effectively manage their time and sort their priorities at such an early age. With the acquirement of these skills also came a newfound sense of understanding relating to the limitless potential of women. Historically, women have been pigeonholed to lives and careers circulating around their ability to cook, clean, sew, and nurture their young. While this old fashioned outlook is much less common in our world today, misogynistic practices and patterns of thought are too deeply interwoven into the fabric of society to ever be fully dismantled. Because of this truth, jokes on tv, older family members, and unaltered practices unintentionally reinforce the idea that women have very limited capabilities. However, attending a school in which I was surrounded by innumerable female athletes, scholars, and visionaries capable of reorganizing their life in a manner that fits their lofty goals has enabled me to realize the true unbridled scope of what women are capable of achieving.

Growing up in a Catholic household, I have had the privilege of experiencing a tightly-knit and faith-filled family. My family has never ceased to credit our good fortune to the workings of God. Attending Mass regularly, praying before meals, attending Catholic elementary school, and being led by a guiding set of morals has not only led to our individual spiritual successes, but also, our ability to effectively co-exist and function as one supportive unit. Hence, my religious journey could be better categorized by a gradual growth in my comprehension of the Lord's merciful works, as opposed to a personal discovery of the faith later on in life. While I am deeply indebted to my parents for providing me with a religious foundation, this form of habitual exposure influenced me to view religion as a daily ritual rather than the centerpiece of my existence. It wasn't until I was old enough to approach my religious practices independently that I truly began to develop a valuable relationship with the Lord. My spiritual awakening came about as a result of my anxious demeanor as a child. Though I was evidently high strung since I first gained the ability to express my thoughts in a cohesive manner, the intensity of my emotions increased at a rate that I was not equipped to contend with at my young age. With each waking day, I experienced a new trigger, question, or thought that spiraled into an insuppressible cycle of obsession and unrest. Despite unending reassurance from my parents, the queries of my racing mind could never be satisfied. After years of such struggles, my parents instructed me to seek God. As I entered the latter years of elementary school, I began to confide in the Lord. I would speak to Him with intention from my heart, and seek His assurance and guidance in my lowest moments. When the burden of my anxiety proved too great to conquer myself, He was there to lighten the load. I would present Him with the innermost worries eating away at my joy, requesting answers and peace. While I experienced stages of confusion and periods of extended unrest, I never did pray an unanswered prayer. With each obstacle I faced, the Spirit granted me with the wisdom and internal peace necessary to combat my doubtfulness. His miraculous intervention was the sole factor acting as a beacon of hope in my time of trouble. To this day, I remain a changed individual, saved by the mercy of the Lord. I am no longer crushed by my overwhelming qualms, but have learned to offer them up to the Father, so that he might grant me lasting rest upon each matter. While I was still in the process of solidifying my relationship with God, forgiveness proved to be a difficult concept to grasp. I experienced an unnecessary overabundance of guilt and could not comprehend the possibility of being completely absolved for all of my wrongdoings. No matter how often my mother promised me that I was forgiven by both herself and God, I never fully came to believe it. It wasn't until I learned of Saint Maria Goretti that my perspective began to shift. Learning about her life aided my spiritual journey by enabling me to better understand the scope of God's unconditional love. Her story was first introduced to me at an assembly. A priest stood before our fifth grade class and, without hesitation, told us all of the heart wrenching and gruesome details of Maria’s story. Though squeamish and easily bothered by dark subject matter, I surprisingly became infatuated with Maria’s story and decided that I had to learn more. Upon reading about how an innocent young girl was so quick to forgive her unapologetic killer, I developed a better understanding of the Catholic approach to forgiveness. I reached the conclusion that if young Maria, a servant and representative of the Lord so easily forgave the man who mercilessly stripped her of the remainder of her life, then God, the perfect being, and in whose image we are made, must have a range of forgiveness unfathomable even to Maria and her merciful acts. Learning this truth provided me with a sense of religious contentment that so few have the privilege of experiencing. Whether it might be due to lacking family values, negative religious associations, or insufficient education, many avoid Christianity on account of their false interpretation of God as being wrathful. In hopes of dismantling this harmful idea and sharing the nature of God's all-encompassing forgiveness, I decided to dedicate my senior project to communicating this idea. As a senior Dance Major at The Lehigh Valley Charter High School for the Arts, our final assignment was to choreograph a dance about any topic of our choosing for our performance "Young Choreographers in Concert." I chose the topic of eternal forgiveness and wrote about Maria Goretti's martyrdom as my inspiration. Through my piece, I was given the grounds on which to openly display my religious findings with my classmates and community. Though I am uncertain as to whether or not my piece moved anyone to take action in their personal religious pursuits, I know that it at least sparked a curiosity in the minds of many. From the day of choosing our topics up until closing night of the performance I had many people approach me, eager to hear more about my theme, the story of Maria Goretti, and her relation to God's mercy. This evangelical opportunity left me feeling proud of the initiative I had taken to spread the Word, and hungry for the opportunity to continue communicating my faith in similar manners. During my senior year, I made the decision to prioritize my faith not only by taking immediate action, as I had done with my YCC piece, but also by securing a steady path of religious prosperity and growth in my future. I did this by applying to the Salesian Honors Program offered by DeSales University. I was lucky enough to be accepted into the program, which is composed of classes, retreats, debates, community service, intensives, and a culminate research project all centered around the Catholic faith. Additionally, the course will allow me to graduate DeSales with a minor in Catholic Studies. With this exceptional opportunity, I will be able to grow in my knowledge of Christian theology, partake in relevant religious experiences within my community, and be presented with opportunities to evangelize. This program will undoubtedly open many doors for my future, enabling me to pursue a career working with a parish or affiliated school. Throughout my life, serving as an educator has stood out to me in many potential forms. As previously mentioned, my experiences in the Salesian Honors Program may lead me to partner with a local school community. Additionally, I intend to use my education at DeSales to become an elementary school teacher and dance instructor. My theology teacher once told me that she believed children to be the world's closest living connection to God. I could not agree more. Growing up as the oldest of all of my siblings and cousins, I have been surrounded by children for as long as I can recall, and consistently tasked with the duty of tending to their needs. I adore working with children and find it especially rewarding to serve as a children's educator, as opposed to solely acting as a caregiver. Most atheist adults stray from God on account of negative religious experiences in their youth, and as an aspiring educator of young children, it is my duty to provide the children under my care with a gentle and comprehensive religious education so as to nurture their innocence and fill their pivotal years of development with positive associations to God and religion. Additionally, I have been called to pursue dance on account of my experiences choreographing for YCC. I have danced my entire life, and attended a high school specifically so that I could develop my skills as an artist. It is my goal in and after college to utilize my familiarity with the forum to craft pieces that will influence audiences to reflect upon the importance of various religious themes. Receiving the Pastor Thomas Rorie Jr. Christian Values Scholarship would help me to fulfill all of my future religious aspirations by enabling me to afford the cost of DeSales University. By attending DeSales with a double major in Dance and Elementary Education, and minoring in Catholic Studies, I will be able to achieve all of the pursuits I have planned for my future. By receiving this scholarship, my dreams of uplifting my community through service and education will be one step closer to becoming a reality.

While a continued pursuit of education is desirable in part for the stability of my financial future, it is not my own future that composes the bulk of my concern. My motivation is derived from the potential present in the aspiring artists of the younger generations. At their impressionable ages, the quality of the information they are fed and mentors they meet shapes the trajectory of their lives and determines their level of success in the artistic endeavors they embark upon. As an individual who has first hand experience in navigating the complex art of ballet, I view it as my mission to utilize my further schooling to become an educator who facilitates a joyful learning environment and enables artistic achievement. Presently, ballet provides me with unparalleled life lessons, along with innumerable psychological and emotional benefits. The harsh demeanor of traditional ballet teachers has taught me how to approach collaboration with difficult individuals, handle constructive criticism, and respect my mentors. On a more positive note, ballet has enabled me to better understand my psyche, and approach mental blocks with curiosity, rather than fear. But beyond all of the priming and lessons, there is such an overflowing abundance of joy to be found within the art. The adrenaline rush before stepping onstage, the aesthetic pleasure of the ever-growing lines of the appendages, the expression of the soul through motion, and the cross between physical rigor and external grace all combine to form the perfect storm that has kept me satiated and filled with pleasure, even through the darker stages of my life. Such a stage was my struggle with anorexia nervosa. Unfortunately, this disease is not particularly uncommon among ballet dancers. And, while it may have been an influence leading to my disordered eating behaviors, it was ultimately my impenetrable passion for ballet that acted as the catalyst in my recovery. While my friends and family begged me to eat in a healthy manner, I was a stubborn young girl, and decidedly refused to comply despite their incessant begging. It wasn't until I lost my ability to dance that I began to take my health seriously. It didn't take long before I was panting and felt my heart pounding after the most simple combinations. Before I knew it, I was instructed to observe my ballet classes, and was not permitted to continue dancing until I had gained enough weight to be healthy. It was at this moment that I decided a change must be made. I sat through four insufferable months of observing my peers partake in classes and performances as I took notes and poured my energy into gaining weight so that I might soon be up and moving again. Sure enough, as time went on, I gained strength, energy, and passion that I had not known was possible. My recovery demonstrated just how much I truly adored the art of ballet, and just how much power the youthful psyche truly possesses. At such a young age and in such a short amount of time, I was able to destroy my body and completely rebuild it all on account of my hopeless infatuation with ballet. It is my intention to utilize the future of my education to become a mentor that can effectively harness the passion of young artists to lead them on the path to success.

My fondness for education is an aspect of my identity that became increasingly apparent as I grew in knowledge. By "knowledge," I do not mean to suggest an increase in academic understanding, but rather, a development in my awareness of those surrounding me, specifically my father. As a child, I thought I knew everything there was to know about my father, at least, that is what my family had led me to believe. Social gatherings were commonly filled with exclamations of how I was "truly a chip off the old block," or how I had stolen my "mother's face and father's mind." I grew to see myself as a reflection of him, and rightfully so. My father and I shared a unique demeanor, categorized by our fiery passion, intense anxiety, and unwavering determination. Though I was both intrigued by and aware of our overlapping nature, what I failed to consider was the application of our traits in practice. I found great pride in inheriting his passion, but took little interest in noting where his passion flourished, and considering whether my passion could be harnessed in a similar manner. His career as an educator served as the basin into which my father poured his passion. In my eyes, his occupation was so deeply ingrained into his daily routine and duty to provide for his family that I never stopped to question the degree of significance this role truly held. It wasn't until I entered high school that I first began to comprehend the scope of my father's work. My initial observation centered around my father's infatuation with the content he taught. For the first time, I was struck with the realization that my father was an extremely intelligent man. While in grade school our dinner conversations consisted of discussions about play dates and children's books, there was a notable shift once my siblings and I became teenagers. My father sensed that we were now capable of comprehending more complex subject matter, and used this observation to his advantage. As we grew he began to incorporate his topics of interest into our nightly discussions. He would preach about intricacies of the Italian Renaissance, the lasting impact of the Irish Potato Famine, and could provide his audience with a fun fact about nearly any of the 45 presidents. Our dinner table was transformed into a fruitful forum of historical knowledge and political debate. Though my siblings and I undoubtedly reaped the most developmental benefit from such conversations, the insuppressible gleam in my father's eyes suggested that such discussion brought him an unparalleled sense of joy. While my father's dedication to history was abundantly evident, his artistic background and fatherly manner enabled him to thrive as a well-rounded educator. He has always been skilled at making connections. He credits this ability to his theatrical background. My father, who majored in theater, explained that he views the classroom as his stage and his students as his audience. According to him, this perspective enables him to speak effectively and forge lasting connections. Though these observations hold truth, he does not fully realize how much his authentic nature impacts the children he teaches. I have sneaked glances at the heaps of mugs, gift cards, and especially the lengthy hand written letters my father receives at the conclusion of every school year. I've read some of the letters too, each one with its own account of how my father made history enjoyable, facilitated joy, or even saved a life. With a degree in education, I wish for nothing more than to follow in my father's footsteps.

My commitment to women's empowerment stems from my experience as a young female whose educational and artistic pursuits were tainted by empty stereotypes and societal pressures. School and ballet have been the sole objects of my focus and desire for as far back as I can recall. I was truly the epitome of a standard type A child, dedicating my daily efforts to ensure that I maintained a 4.0 gpa and continued to develop my technique as an aspiring dancer. However, soon enough I began to encounter obstacles that would reshape the trajectory of my seemingly bright future. Though a firm stickler for ownership, I can admit that my circumstances would have been more easily navigated, or completely avoided altogether, if not for my gender. The first obstacle I met was my lack of mathematical affinity. Though undoubtedly inherited from my math-despising parents, it would be unwise to conclude that both nature and nurture did not play a role in this result. Once math began to rear its ugly head in my latter years of grade school, I discovered the true complexity of the subject and frequently found myself with sixties and seventies on assignments. Surprisingly, I do not recall experiencing any sense of urgency or hysterics on account of my failures, quite contrary to the typical intensity of my young demeanor. I have been led to conclude that my numbness to the matter was the result of a stereotype that had been integrated into my young psyche. Between conversations at family gatherings, and being exposed to the "jokes" on tv, I had all too often run into claims that "women are bad at math" or that "men are better at math than women." This internalized misogyny influenced me to temporarily accept my struggles as a part of my nature, as opposed to striving for the good grades that I did not think myself capable of achieving. Ballet brought its own set of hurdles, most notably with its imbalanced approach to aesthetics and athletics. Ballet dancers are skinny. This is a fact that can be understood by observing nearly any ballet performance or class. I was never bothered by this truth, seeing as I had grown up on the thinner side. It wasn't until my teenage years that I became unsatisfied with the disparity between my slight thinness and the extremity of thinness displayed by the average ballet dancer. Dancer's are instructed to be thin so as to maximize their athletic capabilities and the aesthetic appeal of their lines. In search of this fitness, I lost my period, became depleted of energy, and developed anorexia nervosa. I find it ironic how my search for "health" led me to develop a lifestyle that would have resulted in death, if not for medical intervention. Fortunately, these hardships did not signify an end to my academic and artistic passion. With the assistance of various impactful female teachers, I was able to set my life back on track. In high school, I managed to overcome my eating disorder and graduated without ever scoring below a 95 in math. My career plan is to double major in education and dance, so as to emulate my mentors who were able to instill a lasting sense of capability in my growing mind. I plan on dismantling the stereotype that women cannot be proficient math students, and educating impressionable young dancers about proper nutrition and a healthy body image. It is my intention as a teacher to educate young girls about the limitless bounds to their potential, therefore enabling them to become avid and enthusiastic learners.