science major personal statement

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Writing a Personal Statement

Many applications will include a personal essay, in which you describe "where you're coming from" – your interests, why you want to obtain a graduate degree, career goals, and so on. To personalize your application, you may wish to state your motivations for wanting to do graduate work and describe any particularly formative experiences (for example, an undergraduate research project) that led you to decide to enter graduate school. The essay should be of reasonable length, commonly one or two pages; do not write an autobiography that continues for many pages. People screening these essays may have hundreds to read, and long essays are not generally well-received.

Also, check your spelling and grammar carefully. An essay that is full of grammatical and spelling errors can automatically doom your application because such an essay denotes carelessness and a lack of commitment to doing things well. Identify faculty members with whom you would consider working in your essay. This will help route your application to appropriate faculty members who will be reading through applicant files. Be sure to contact the individuals to whom you refer in your essay.

Personal Statement Resources

Purdue Online Writing Lab: Writing the CV

University of California Berkeley: Graduate School Statement of Purpose

University of Washington: Writing Personal Statements for Graduate School (PDF)

Peterson's: What Should I Write About In My Graduate Personal Statement?

USA Today: 10 Tips For Writing A Grad School Personal Statement

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Writing Your Personal Statements

Your personal statement must demonstrate to the admissions committee that you have considered graduate school and their specific program seriously. It’s your opportunity to summarize your academic and research experiences. You must also communicate how your experiences are relevant to preparing you for the graduate degree that you will be pursuing and explain why a given program is the right one for you.

The personal statement is where you highlight your strengths. Make your strengths absolutely clear to the reviewers, because they will often be reading many other statements. Your self-assessments and honest conversations with peers and advisors should have also revealed your strengths. But you must also address (not blame others for) weaknesses or unusual aspects of your application or academic background.

Your personal statement should focus on two main aspects: your competence and commitment.

1. Identify your strengths in terms of competence that indicate that you will succeed in the grad program and provide examples to support your claims. Start your statement by describing your strengths immediately. Because faculty will be reading many statements, it’s important to start off with your strengths and not “bury your lede.” Consider traits of successful graduate students from your informational interviews, and identify which of these traits you have. These traits could involve research skills and experiences, expertise in working with techniques or instruments, familiarity with professional networks and resources in your field, etc.

• Check your responses from the exercises in the self-assessment section. You may wish to consult notes from your informational interviews and your Seven Stories . Write concise summaries and stories that demonstrate your strengths, e.g. how your strengths helped you to achieve certain goals or overcome obstacles.
• Summarize your research experience(s). What were the main project goals and the “big picture” questions? What was your role in this project? What did you accomplish? What did you learn, and how did you grow as a result of the experience(s)?

My research examines the interplay between U.S. domestic politics and foreign policy during the Cold War. As a native New Yorker, I saw firsthand how dramatically my city changed after 9/11, which prompted my early interest in U.S. policy at home and abroad. As an undergraduate at the City College of New York, I planned to study international relations with a focus on U.S. foreign affairs. I also quickly became involved in student activist groups that focused on raising awareness about a wide range of human rights issues, from the Syrian refugee crisis to asylum seekers from Central America.

The more I learned about the crises in the present, the more I realized that I needed a deeper understanding of the past to fully grasp them. I decided to pursue a PhD in history in order to gain a clearer understanding of human rights issues in the present and to empower young student-activists like myself.

— Vannessa Velez, PhD candidate in History

Addressing weaknesses or unusual aspects

• Identify weaknesses or unusual aspects in your application—e.g., a significant drop in your GPA during a term; weak GRE scores; changes in your academic trajectory, etc. Don’t ignore them, because ignoring them might be interpreted as blind spots for you. If you’re unsure if a particular issue is significant enough to address, seek advice from faculty mentors.
• Explain how you’ll improve and strengthen those areas or work around your weakness. Determine how you will address them in a positive light, e.g., by discussing how you overcame obstacles through persistence, what you learned from challenges, and how you grew from failures. Focusing on a growth mindset  or grit  and this blog on weaknesses might also help.
• Deal with any significant unusual aspects later in the statement to allow a positive impression to develop first.
• Explain, rather than provide excuses—i.e., address the issue directly and don’t blame others (even if you believe someone else is responsible). Draft it and get feedback from others to see if the explanation is working as you want it to.
• Provide supporting empirical evidence if possible. For example, “Adjusting to college was a major step for me, coming from a small high school and as a first-generation college student. My freshman GPA was not up to par with my typical achievements, as demonstrated by my improved  GPA of 3.8 during my second and third years in college."
• Be concise (don’t dwell on the issues), but also be complete (don’t lead to other potentially unanswered questions). For example, if a drop in grades during a term was due to a health issue, explain whether the health issue is recurring, managed now with medication, resolved, etc.

2. Explain your commitment to research and their graduate program, including your motivation for why you are applying to this graduate program at this university. Be as specific as possible. Identify several faculty members with whom you are interested in working, and explain why their research interests you.

• Descriptions of your commitment should explain why you’re passionate about this particular academic field and provide demonstrations of your commitment with stories (e.g., working long hours to solve a problem, overcoming challenges in research, resilience in pursuing problems). Don’t merely assert your commitment.
• Explain why you are applying to graduate school, as opposed to seeking a professional degree or a job. Discuss your interest and motivation for grad school, along with your future career aspirations.

I am definitely not your traditional graduate student. As a biracial (Native American and white), first-generation PhD student from a military family, I had very limited guidance on how best to pursue my education, especially when I decided that graduate school was a good idea. I ended up coming to this PhD in a very circuitous manner, stopping first to get a JD and, later, an MFA in Young Adult Literature. With each degree, I took time to work and apply what I’d learned, as a lawyer and as an educator. Each time, I realized that I was circling around questions that I couldn’t let go of—not just because I found them to be fascinating, but because I did (and still do!) feel that my research could help to bridge a gap that desperately needs bridging. Because my work is quite interdisciplinary, I strongly feel that I wouldn’t have been able to pursue this line of research without the degrees and life experience I gained before coming to this program.

— Jamie Fine, PhD candidate in Modern Thought and Literature

Statement of Purpose: subtle aspects

• Think in terms of engaging faculty in a conversation rather than pleading with them that you should be admitted. Ask reviewers to read drafts with this concern in mind.
• With later drafts, try developing an overall narrative theme. See if one emerges as you work.
• Write at least 10 drafts and expect your thinking and the essay to change quite a bit over time.
• Read drafts out loud to help you catch errors.
• Expect the "you' that emerges in your essay to be incomplete. . . that’s OK.
• You’re sharing a professional/scholarly slice of "you."
• Avoid humor (do you really know what senior academics find funny?) and flashy openings and closings. Think of pitching the essay to an educated person in the field, but not necessarily in your specialty. Avoid emotionally laden words (such as "love" or "passion"). Remember, your audience is a group of professors! Overly emotional appeals might make them uncomfortable. They are looking for scholarly colleagues.

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• CAREER FEATURE
• 23 April 2021

Sell yourself and your science in a compelling personal statement

Andy Tay is a science writer in Singapore.

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Personal statements — essays highlighting personal circumstances, qualities and achievements — are used extensively in science to evaluate candidates for jobs, awards and promotions. Five researchers offer tips for making yours stand out in a crowded and competitive market.

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Nature 593 , 153-155 (2021)

doi: https://doi.org/10.1038/d41586-021-01101-z

These interviews have been edited for length and clarity.

K. B. Clancy et al. Neuron 109 , 677–689 (2021).

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• Biomedical Sciences
• Biomedical Sciences: How to Apply

Biomedical Sciences: Advice on the Personal Statement

You can also download this page as a pdf document .

Your personal statement is an important part of your application to Oxford. It allows you to tell us about your interests, achievements and ambitions in your own words. Although we do not formally score your statement we read it carefully and use the information it contains as part of our short-listing exercise. If you are invited for interview, the statement is likely to provide a focus for the questions that you are asked. It is therefore essential that your statement is an accurate, unembellished account of your activities. We may check the claims that you make on your statement: discovery of fabricated or exaggerated material – during the admissions exercise, or even later on during your time as a student – may bring into question your suitability to study on the course.

Present yourself in the best light: the same basic facts about yourself (in terms of education, interests, experience), when presented differently, can quite dramatically convey positive or negative messages about you to tutors.

For Biomedical Sciences, whilst your academic record and BMAT performance data will come into play when candidates are being short-listed for interview, time spent in drafting an effective personal statement should also help your overall chances of success. Every detail becomes even more important once you have reached the interviews and are being considered for a place.

DO NOT BE SHY IN DECLARING ANY MITIGATING CIRCUMSTANCES

These may help us to put your achievements or personality within a finer context. We actively look for reasons why you may have under-performed in examinations, or performed well against the odds. These may be factors associated with your schooling, health or domestic circumstances. If you are returning to study after a break, or switching vocation, it is even more important to highlight your reasons for choosing a course at Oxford, and for you to demonstrate your determination, resilience, ability and commitment.

DO NOT SIMPLY RECOUNT EVERYTHING YOU HAVE DONE

We’re looking for quality, not quantity! Remember that large numbers of candidates apply for our courses. Tell us in what ways you will stand out from the crowd. In choosing to talk about an activity, describe what you have drawn from the experience: has it changed you as a person? Did it surprise you?

WE WANT TO LEARN ABOUT YOU AS A PERSON, NOT JUST ABOUT YOUR ACADEMIC QUALIFICATIONS

If you have undertaken extra-curricular activities, or hold positions of responsibility at school, tell us why you sought these, and why they are important to you. You will not impress us by simply recounting that you took up a placement in Thailand, but we might be more appreciative if you tell us what you personally learnt from the experience, about your interaction with local people, and about shadowing the medical team working within your village.

Example: I have become involved with a city music and drama group, and work especially with the younger members. I find this exciting and more than occasionally challenging. Coaching for the group has given me experience in organising others, as well as teaching them. Watching group members learn and progress is thrilling, especially in the case of one of them who has ADHD. At first he was incapable of remaining still, silent or attentive for even a few minutes, but eventually became far more focused and calmer, making excellent progress in many areas.

DIRECTLY ADDRESS OUR SELECTION CRITERIA

• Motivation and capacity for sustained and intense work.

Example: My interest has always been in how the body works in the way it does, and why. This was triggered early on by my mother's cancer, and I felt compelled to find out all about this condition, and what could be done to help treat it. I am thirsty for new knowledge, and am fascinated by the interrelatedness of systems in the human body.

• A strong track record of academic achievement, and particular ability and potential in science and/or mathematics. An excellent record at GCSE (or equivalent).
• Intellectual curiosity and enthusiasm and readiness to cope with the academic demands of the course.

Example: I read beyond the syllabus topics covered at A-level extensively, and decided to research and write an extended essay discussing ethics and science, with particular emphasis on 'living wills'. I enjoyed the challenge and discipline of studying independently, and follow recent developments and debate in this area.

• Reasoning and problem solving ability: use of a logical and critical approach, and strong powers of analysis.
• Communication: Good command of the English language. Ability to express ideas clearly and effectively. Ability to listen.

Example 1: I have worked as a hotel waitress during the summer conference season, which allowed me to develop teamwork skills, and work under various time pressures. It also allowed me to interact with many different members of the public.

Example 2: I took part in my school's open day, and demonstrated experiments in the Chemistry lab. During the last year I have also participated in a reading scheme, helping younger pupils with learning difficulties.

• Ability to generate own ideas and proposals. Originality and creativity of thought, lateral thinking and hypothesis-generation.

YOU WILL NOT BE ALONE IN TRYING TO OPEN WITH AN ATTENTION-GRABBING INTRODUCTION...

If you try this, make sure it helps tutors to learn something about what motivates and enthuses you.

Example: My vast collection of books and videos on "How the Body Works" when I was 7 years old first triggered my interest in the functions of the body. Watching the little personified, cartoon blobs that represented red blood cells run around an animated yet functioning body fascinated me and I longed to find out more. As a result, when a friend received a letter explaining their little girl had just been diagnosed with X at just 14 months old, I was intrigued to find out what this was.

THE STATEMENT IS CALLED  PERSONAL  FOR A REASON

It should be written by you, not by your parents, siblings, or teachers. Do not plagiarise material that you find on the web as there is a great chance that such deception will be discovered.

DO NOT FEEL THAT THERE IS A PRECISE TEMPLATE TO FOLLOW THAT WILL SCORE YOU POINTS

We look for bright and independent thinkers, so try to be original!

• Academic Requirements
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• Online resources
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• MyU : For Students, Faculty, and Staff

Personal Statement

Personal Statement Form (formerly named Self-advocacy statement)(please read the text below first)

In an effort to allow students the opportunity for a more holistic review, we are allowing students to submit a personal statement (formerly named the self-advocacy statement) in addition to their required application to the major.

Your personal statement is a way for you to provide additional context and information regarding your academic performance, describe your plan for success in the computer science and data science majors, and how you have contributed to the community, department, or field of computing.

The demand for computing education at the University has been increasing for over a decade, and it has outpaced the University's investment in our instructional capacity. Therefore, the Department is being forced to impose stricter limits on admission to the major at least for the near future.  Learn more about these changes and suggested next steps.

We strongly encourage all applicants to submit a personal statement.  Our admission decision will still be based on your technical GPA , with exceptions based on this personal statement. Students at or above a 3.2 technical GPA in fall semesters will be guaranteed admission to the major. Students who do not pass the prerequisite courses needed for admission to computer science programs will be denied (a personal statement won't change this decision). See the chart below for a historical reference of our lowest admitted technical GPA.   Note that the cutoff is the same for BA and BS applicants, and we will not know this semester's GPA until after the deadline.

To include a Personal Statement (formerly named self-advocacy statement) with your application to our majors, please complete the Personal Statement form  and the official application to the major for the CLA CSCI BA program and the CSE CSCI BS or DSCI BS program .

Personal Statement Details

In 400 words or less, please explain your plan for success in the major, any barriers you faced, and what you’ll contribute to the department. In your response, include and consider the following:

Suggested prompts to consider addressing in your personal statement:

• You could consider writing about your plan for success. Specifically, what actions you will take and resources you will use to succeed in your coursework - i.e. using tutoring services, attending office hours, etc.
• Explain any extenuating circumstances that led to a lower technical GPA - i.e., death in the family, medical issues, very poor start to college experience, low grades in non-CSCI tech courses, etc.
• Explain any systemic barriers contributing to your lower technical GPA - i.e., lack of representation, barriers to being properly supported, etc.
• TA, RA, student group involvement
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• Anything else you find relevant.

What should not be included in your statement?

• Medical documentation
• Other documentation (financial statements or bills, death certificates, anything containing sensitive information like a social security number)
• Letters of recommendations

How should you format your statement?

• 400 words or less

* Some students were admitted with lower Technical GPAs than listed via our Personal Statement review proces s.

For questions about the personal statement, please contact:

Undergraduate Advising Team [email protected]

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Computer Science Personal Statements

Submitted by anonymous

Computer Science Personal Statement

My fascination with technology was sparked when, as a child I thought...

This subject interests me because I am always using computers and hav...

Innovation has always been something that I strive to achieve. We liv...

Computers themselves, and software yet to be developed, will revoluti...

The layman looks at a graphical interface to interact with their comp...

ICT and Computing Personal Statement

I wish to study an IT and Computer related course as I believe both o...

Submitted by Anonymous

It was my father who played a key role in igniting my interest in com...

Submitted by Devon

The world of computing is constantly evolving from the creation of th...

Submitted by Alex

Computer Science MEng (with Artificial Intelligence) Personal Statement

Computer science is a vast subject, covering many topics that I am in...

Submitted by Andrei

Nowadays, we mostly rely on technology and computers to strive and ad...

Submitted by Joshua

Picking apart game files and understanding their composition was an e...

Submitted by Rosette

Studying computer science is an exciting life-changing experience, of...

Submitted by Joseph

Submitted by Amir

The first time I was exposed to the work that goes into software deve...

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Computer Science Personal Statement Advice

Your personal statement is the most important part of your university application. While the grades you’ve earned are obviously very important, the personal statement you write is what really sells you to a potential university. A Computer Science personal statement is your chance to talk about yourself in more detail, but more than anything, it’s the passion that sells your personal statement more than anything else and this, above all, is what universities are looking for in a Computer Science personal statement. Before you begin your Computer Science personal statement, you should take a look at some previous Computer Science personal statement examples. These Computer Science personal statement examples give you an idea of the tone and structure that you need for your statement and will give you an insight into what you should include in your statement. Generally, a personal statement is anywhere between 350 and 500 words and is roughly 4,000 characters long. With this in mind, you’ll need to condense a lot of information into a very small space and that word count is deceptively shorter than you think once you start writing! The three main elements that your Computer Science personal statement should cover are: Your love of Computer Science Your achievements Any work experience or extracurricular activities that are related to Computer Science

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• All courses counting towards the Major must be taken for a letter grade
• All courses counting towards the Major must receive a C- or greater
• No more than two overlapping upper divison courses may be used for the Major
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EDUC  40AC: From Macro to Micro: Experiencing Education (In)equality in and Beyond Schools (3)

* EDUC  141: Exploring Digital Pedagogy (3)

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* EDUC  165: Early Learning Environments for Diverse Learners (4)

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Education and Social Transformation  

EDUC  155AC: Asian American Struggles and Collective Learning for Racial Justice (4)

EDUC  163: Contemporary Issues in US Education (3)

EDUC C 181: Race, Identity, and Culture in Urban Schools (3)

EDUC  182AC: The Politics of Educational Inequality (4) 

EDUC  188: Language, Race and Power in Education (3) 

* EDUC  190AC/ EDUC W190A: Critical Studies in Education (4)

Educational Fieldwork, Research, and Project Capstone 

Required capstone research/practicum course (Choose one):

* EDUC  W144: Practicum in Education/Capstone project (3)

EDUC 150/EDUC 187A: Teachers of Color In the United States (3)

Please note: Students who took EDUCW144  Spring 2024 or prior for 1-2 units are permitted to count these units towards the Capstone requirement, and can repeat EDUC W144 for 1-2 units to reach the 3 unit requirement.

Students taking EDUCW144  after Spring 2024   are expected to take  EDUCW144 for the full 3 units  to satisfy the Capstone requirement.

EDUC  122: Research Methods for Science and Mathematics K-12 Teachers (3)

* EDUC  153: Research in Education: Studying Educational Inequality and Possibility (4)

EDUC  168: Educational Testing in the USA: Issues and a Practical Experience (3)

Two elective courses

Students must take an additional 6-8 units (two courses) of upper-division elective coursework, either within the School of Education (including graduate level courses, see the Academic Guide  or from a pre-approved list of electives outside of BSE, aligned with elective courses already approved for our undergraduate maojr and minor ( see the Education approved course list ).

Degree Requirements

View full Degree requirements for the School of Education

Declaring the Educational Sciences Major

Education courses, bse undergraduate advisor.

email:  [email protected]

• HILS Preview Weekend
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• Student Center
• Title IX and Gender Equity

Important Dates

• Application Opens: April 15, 2024
• Application Deadline: June 17, 2024 at 5:00 p.m. ET
• HILS Preview Weekend: September 26-28, 2024

Please read the program description, eligibility criteria, and application instructions before beginning your application.

Program Description

The goal of the  Harvard Integrated Life Sciences  (HILS) Preview Weekend is to provide an in-person academic professional development and community building experience for prospective HILS PhD program applicants who have not previously had the opportunity to visit Harvard and become familiar with its programs and resources. Core to the mission of the HILS Preview Weekend is the promotion of equity, diversity, inclusion, and belonging in STEM.

At the HILS Preview Weekend, participants will:

• connect and network with  HILS PhD program students, staff, and faculty
• gain insights into the application process and how to prepare a strong application for HILS PhD programs
• learn about resources, support, and the life sciences research environment at Harvard
• explore the city of Boston.

Lodging, airfare, and all meals are covered for HILS Preview Weekend participants.

Eligibility Criteria

Eligible applicants must meet  all of the following criteria:

• US citizens, permanent residents, or non-US citizens with DACA 
• individuals who will be applying to PhD programs in the life sciences in 2024
• must be available to attend the entire in-person program.

Individuals ineligible for the HILS Preview Weekend include those:

• who have participated in summer research, postbaccalaureate, or other outreach programs at Harvard, its affiliated hospitals and/or institutes
• who are current or former research assistants or master's students at Harvard or its affiliated institutes.

Please note that applications that do not meet these eligibility criteria will not be considered.

Who Should Apply?

• college seniors, postbaccalaureate students, research assistants, master's students, and STEM professionals

Individuals with:

• a demonstrated interest in pursuing a PhD in the life sciences
• a strong interest in  HILS PhD programs
• prior hands-on research experience in a wet lab or dry lab environment.

We especially encourage applications from students who are from  underrepresented or disadvantaged backgrounds (see also  NOT-OD-20-031 ). Applications are open to all, and HILS does not consider race, ethnicity, or national origin in reviewing applications.

Application Components

The HILS Preview Weekend application consists of the following components:

• personal, academic, and research background
• unofficial transcripts
• statement of purpose – see instructions below
• personal statement – see instructions below
• a letter of recommendation (from a faculty member in whose laboratory you have performed research) – see instructions below
• resume – see instructions below
• Note: There is no application fee for the HILS Preview Weekend.

Please note that incomplete applications will not be reviewed.

Stay tuned for the launch of the application!

Statement of Purpose (750 words max)

Your statement of purpose should be clear, concise, and coherent, including all of the following components.

• Describe your reasons and motivations for participating in the HILS Preview Weekend and pursuing a PhD in your chosen field(s), including how you will benefit from the HILS Preview Weekend. 
• Briefly indicate your career objectives. 
• the central question and/or hypothesis driving each of your research projects or research experiences
• key methods, results, and conclusions
• your specific experimental and intellectual contributions to the work.

Your statement should be free from spelling or grammatical errors, well structured with transitions, labeled with your first and last name, and comprehensible for someone who is not an expert in your field. Please upload your statement of purpose as a PDF.

Personal Statement (500 words max)

A core part of the Harvard Griffin GSAS mission is to identify and attract the most promising students to form a dynamic and diverse community. We are committed to training individuals who reflect the growing diversity of society today and who will contribute to our commitment to sustain a welcoming, supportive, and inclusive environment. Please briefly describe your personal journey to graduate education and how your experiences have impacted your decision to pursue graduate study. In addition, please describe any personal experiences in your education or upbringing—including opportunities, hardships, or obstacles—that you believe to be pertinent to your application.

Letter of Recommendation

Please have a faculty member in whose lab you have conducted research submit a letter of recommendation for you, describing and discussing (1) your work in their laboratory, (2) academic performance, (3) intellectual potential, (4) motivation for graduate study, (5) creativity and originality, and (6) other qualities that make you a strong candidate for PhD programs in the life sciences.

Note: You are responsible for ensuring that the faculty member writing your letter of recommendation submits it by the application deadline. Applications without a letter of recommendation will be considered incomplete and will not be reviewed.

Resume (1-2 pages)

Your resume should include a brief overview of the following elements, as applicable: your relevant education, research experience, laboratory skills, teaching experience, presentations, publications, honors and awards, and relevant leadership, outreach, and extracurricular activities. Resumes that are longer than two pages will not be reviewed.

Harvard Integrated Life Sciences

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Scientific Consensus

It’s important to remember that scientists always focus on the evidence, not on opinions. Scientific evidence continues to show that human activities ( primarily the human burning of fossil fuels ) have warmed Earth’s surface and its ocean basins, which in turn have continued to impact Earth’s climate . This is based on over a century of scientific evidence forming the structural backbone of today's civilization.

NASA Global Climate Change presents the state of scientific knowledge about climate change while highlighting the role NASA plays in better understanding our home planet. This effort includes citing multiple peer-reviewed studies from research groups across the world, 1 illustrating the accuracy and consensus of research results (in this case, the scientific consensus on climate change) consistent with NASA’s scientific research portfolio.

With that said, multiple studies published in peer-reviewed scientific journals 1 show that climate-warming trends over the past century are extremely likely due to human activities. In addition, most of the leading scientific organizations worldwide have issued public statements endorsing this position. The following is a partial list of these organizations, along with links to their published statements and a selection of related resources.

American Scientific Societies

Statement on climate change from 18 scientific associations.

"Observations throughout the world make it clear that climate change is occurring, and rigorous scientific research demonstrates that the greenhouse gases emitted by human activities are the primary driver." (2009) 2

American Association for the Advancement of Science

"Based on well-established evidence, about 97% of climate scientists have concluded that human-caused climate change is happening." (2014) 3

American Chemical Society

"The Earth’s climate is changing in response to increasing concentrations of greenhouse gases (GHGs) and particulate matter in the atmosphere, largely as the result of human activities." (2016-2019) 4

American Geophysical Union

"Based on extensive scientific evidence, it is extremely likely that human activities, especially emissions of greenhouse gases, are the dominant cause of the observed warming since the mid-20th century. There is no alterative explanation supported by convincing evidence." (2019) 5

American Medical Association

"Our AMA ... supports the findings of the Intergovernmental Panel on Climate Change’s fourth assessment report and concurs with the scientific consensus that the Earth is undergoing adverse global climate change and that anthropogenic contributions are significant." (2019) 6

American Meteorological Society

"Research has found a human influence on the climate of the past several decades ... The IPCC (2013), USGCRP (2017), and USGCRP (2018) indicate that it is extremely likely that human influence has been the dominant cause of the observed warming since the mid-twentieth century." (2019) 7

American Physical Society

"Earth's changing climate is a critical issue and poses the risk of significant environmental, social and economic disruptions around the globe. While natural sources of climate variability are significant, multiple lines of evidence indicate that human influences have had an increasingly dominant effect on global climate warming observed since the mid-twentieth century." (2015) 8

The Geological Society of America

"The Geological Society of America (GSA) concurs with assessments by the National Academies of Science (2005), the National Research Council (2011), the Intergovernmental Panel on Climate Change (IPCC, 2013) and the U.S. Global Change Research Program (Melillo et al., 2014) that global climate has warmed in response to increasing concentrations of carbon dioxide (CO2) and other greenhouse gases ... Human activities (mainly greenhouse-gas emissions) are the dominant cause of the rapid warming since the middle 1900s (IPCC, 2013)." (2015) 9

Science Academies

International academies: joint statement.

"Climate change is real. There will always be uncertainty in understanding a system as complex as the world’s climate. However there is now strong evidence that significant global warming is occurring. The evidence comes from direct measurements of rising surface air temperatures and subsurface ocean temperatures and from phenomena such as increases in average global sea levels, retreating glaciers, and changes to many physical and biological systems. It is likely that most of the warming in recent decades can be attributed to human activities (IPCC 2001)." (2005, 11 international science academies) 1 0

U.S. National Academy of Sciences

"Scientists have known for some time, from multiple lines of evidence, that humans are changing Earth’s climate, primarily through greenhouse gas emissions." 1 1

U.S. Government Agencies

U.s. global change research program.

"Earth’s climate is now changing faster than at any point in the history of modern civilization, primarily as a result of human activities." (2018, 13 U.S. government departments and agencies) 12

Intergovernmental Bodies

Intergovernmental panel on climate change.

“It is unequivocal that the increase of CO 2 , methane, and nitrous oxide in the atmosphere over the industrial era is the result of human activities and that human influence is the principal driver of many changes observed across the atmosphere, ocean, cryosphere, and biosphere. “Since systematic scientific assessments began in the 1970s, the influence of human activity on the warming of the climate system has evolved from theory to established fact.” 1 3-17

Other Resources

List of worldwide scientific organizations.

The following page lists the nearly 200 worldwide scientific organizations that hold the position that climate change has been caused by human action. http://www.opr.ca.gov/facts/list-of-scientific-organizations.html

U.S. Agencies

The following page contains information on what federal agencies are doing to adapt to climate change. https://www.c2es.org/site/assets/uploads/2012/02/climate-change-adaptation-what-federal-agencies-are-doing.pdf

Technically, a “consensus” is a general agreement of opinion, but the scientific method steers us away from this to an objective framework. In science, facts or observations are explained by a hypothesis (a statement of a possible explanation for some natural phenomenon), which can then be tested and retested until it is refuted (or disproved).

As scientists gather more observations, they will build off one explanation and add details to complete the picture. Eventually, a group of hypotheses might be integrated and generalized into a scientific theory, a scientifically acceptable general principle or body of principles offered to explain phenomena.

1. K. Myers, et al, "Consensus revisited: quantifying scientific agreement on climate change and climate expertise among Earth scientists 10 years later", Environmental Research Letters Vol.16 No. 10, 104030 (20 October 2021); DOI:10.1088/1748-9326/ac2774 M. Lynas, et al, "Greater than 99% consensus on human caused climate change in the peer-reviewed scientific literature", Environmental Research Letters Vol.16 No. 11, 114005 (19 October 2021); DOI:10.1088/1748-9326/ac2966 J. Cook et al., "Consensus on consensus: a synthesis of consensus estimates on human-caused global warming", Environmental Research Letters Vol. 11 No. 4, (13 April 2016); DOI:10.1088/1748-9326/11/4/048002 J. Cook et al., "Quantifying the consensus on anthropogenic global warming in the scientific literature", Environmental Research Letters Vol. 8 No. 2, (15 May 2013); DOI:10.1088/1748-9326/8/2/024024 W. R. L. Anderegg, “Expert Credibility in Climate Change”, Proceedings of the National Academy of Sciences Vol. 107 No. 27, 12107-12109 (21 June 2010); DOI: 10.1073/pnas.1003187107 P. T. Doran & M. K. Zimmerman, "Examining the Scientific Consensus on Climate Change", Eos Transactions American Geophysical Union Vol. 90 Issue 3 (2009), 22; DOI: 10.1029/2009EO030002 N. Oreskes, “Beyond the Ivory Tower: The Scientific Consensus on Climate Change”, Science Vol. 306 no. 5702, p. 1686 (3 December 2004); DOI: 10.1126/science.1103618

2. Statement on climate change from 18 scientific associations (2009)

3. AAAS Board Statement on Climate Change (2014)

4. ACS Public Policy Statement: Climate Change (2016-2019)

5. Society Must Address the Growing Climate Crisis Now (2019)

6. Global Climate Change and Human Health (2019)

7. Climate Change: An Information Statement of the American Meteorological Society (2019)

8. American Physical Society (2021)

9. GSA Position Statement on Climate Change (2015)

10. Joint science academies' statement: Global response to climate change (2005)

11. Climate at the National Academies

12. Fourth National Climate Assessment: Volume II (2018)

13. IPCC Fifth Assessment Report, Summary for Policymakers, SPM 1.1 (2014)

14. IPCC Fifth Assessment Report, Summary for Policymakers, SPM 1 (2014)

15. IPCC Sixth Assessment Report, Working Group 1 (2021)

16. IPCC Sixth Assessment Report, Working Group 2 (2022)

17. IPCC Sixth Assessment Report, Working Group 3 (2022)

Discover More Topics From NASA

Explore Earth Science

Earth Science in Action

Earth Science Data

Facts About Earth

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National Science Foundation prepares activities and educational resources for April’s solar eclipse

The U.S. National Science Foundation (NSF) in collaboration with agency partners will serve as a major source of information, educational activities and experiences on and around the total solar eclipse taking place on April 8, 2024. The next total solar eclipse will not be visible in the contiguous United States until 2044, so this is a once-in-a-generation event of astronomical magnitude.

NSF will celebrate the eclipse in Dallas, Texas, which falls within the path of totality (the area where a full eclipse can be viewed); in Washington, D.C (outside the path of totality); and in locations across the country. For those who cannot attend an in-person viewing, NSF will host a livestream of the eclipse featuring scientists who study the sun and some of the high-tech facilities they use, including the NSF Daniel K. Inouye Solar Telescope at the National Solar Observatory.

Prior to the eclipse, NSF, in partnership with NOAA and NASA, is making 1 million solar eclipse glasses available to the public. The glasses are being distributed nationwide and will be available on the National Mall the day of the eclipse while supplies last. 

Leading up to the eclipse, NSF will host multiple outreach events at public libraries, museums and observatories across the country, many of which are free and open to the public. At these events, eclipse-related educational material will be available to teachers, parents and caregivers. NSF also offers many educational resources and activities on the science of eclipses. 

For more information, visit  Total Solar Eclipse 2024 | NSF - National Science Foundation .  

Solar Eclipse Viewing Events (April 8) 

Washington, D.C.

Solar Eclipse Festival on the National Mall FREE event Event runs from 12:00 - 4:00 p.m. EDT (between 7th and 12th Streets, NW)

On April 8, in conjunction with the Smithsonian’s National Air and Space Museum, NSF will participate in the " Solar Eclipse Festival on the National Mall ," in Washington, D.C. This event, presented in collaboration with the Smithsonian, NASA, NOAA and the National Radio Astronomy Observatory, will run from 12 to 4 p.m. Attendees will be able to participate in many activity stations and view the sun using a variety of safe telescopes. The eclipse will be visible in the Washington, D.C., area between 2:04 p.m. and 4:32 p.m. Maximum eclipse will be at 3:20 p.m., with the sun 87% covered by the moon. A limited supply of solar eclipse glasses will be available for event attendees. The "Solar Eclipse Festival on the National Mall" is made possible by the generous support of Phillip N. and Mary A. Lyons.  

Dallas, Texas Fair Park Cotton Bowl® Stadium

Sun, Moon, and You Solar Eclipse Viewing Event FREE event but must register for a ticket Gates open at 8:30 a.m. CDT; show starts at 9:30 a.m. CDT Totality is from 1:40 - 1:44 p.m. CDT

On April 8, NSF, NOAA and NASA will host the "Sun, Moon, and You Solar Eclipse Viewing Event" at the Fair Park Cotton Bowl ® Stadium in downtown Dallas, with special guest speaker Neil deGrasse Tyson, American astrophysicist and writer, and educational entertainment from the PBS television series "Ready, Jet, Go!" Experts from NSF, NOAA and NASA will talk about the science of the eclipse, space weather, and why we study the sun. Multiple STEM organizations will be on-site throughout the stadium’s concourse, providing activities and handouts, and telescopes will be available for viewing the eclipse as well as food for purchase. Tickets are available here .  

Livestream 

For those not in the path of the solar eclipse on April 8, NSF is hosting an educational livestream featuring scientists who study the sun and the high-tech facilities they use. The livestream will be geared toward school-aged children and is a free resource that teachers can use in their classrooms. Watch NSF's eclipse livestream here .  

Other Eclipse Events (on and prior to April 8)

NSF and partnering organizations across the country will also host a variety of educational and outreach events on and leading up to the total solar eclipse on April 8. Many of these events will feature solar and space experts, presentations, and activities that are free and open to the public. 

For updates, please consult  Total Solar Eclipse 2024 | NSF - National Science Foundation .

Research areas

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Joseph I. Lieberman, Senator and Vice-Presidential Nominee, Dies at 82

He served four terms in the Senate from Connecticut and was chosen by Al Gore as his running mate in the 2000 election. He was the first Jewish candidate on a major-party ticket.

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By Robert D. McFadden

Joseph I. Lieberman, Connecticut’s four-term United States senator and Vice President Al Gore’s Democratic running mate in the 2000 presidential election, which was won by George W. Bush and Dick Cheney when the Supreme Court halted a Florida ballot recount, died on Wednesday in Manhattan. He was 82.

His family said in a statement that the cause was complications of a fall. His brother-in-law Ary Freilich said that Mr. Lieberman’s fall occurred at his home in the Riverdale section of the Bronx and that he died at NewYork-Presbyterian Hospital in Upper Manhattan.

At his political peak, on the threshold of the vice presidency, Mr. Lieberman — a national voice of morality as the first major Democrat to rebuke President Bill Clinton for his sexual relationship with the White House intern Monica Lewinsky — was named Mr. Gore’s running mate at the Democratic National Convention that August in Los Angeles. He became the nation’s first Jewish candidate on a major-party presidential ticket.

In the ensuing campaign, the Gore-Lieberman team stressed themes of integrity to sidestep the Clinton administration’ scandals, and Mr. Lieberman urged Americans to bring religion and faith more prominently into public life.

The ticket won a narrow plurality of the popular votes — a half-million more than the Bush-Cheney Republican ticket. But on the evening of Election Day, no clear winner had emerged in the Electoral College, and an intense legal struggle took center stage.

After weeks of dispute, it came down to the results in Florida, where fewer than 600 votes appeared to separate the opposing candidates. In an unsigned landmark decision on Dec. 12, the United States Supreme Court ruled, 5-4, that different standards of recounting in different counties had violated the equal protection clause of the Constitution and ordered an end to the recounts. The decision effectively awarded Florida’s 25 electoral votes, and the presidency, to Mr. Bush.

“It was a miscarriage of justice on two levels,” Mr. Lieberman said in a 2023 interview for this obituary. “One was that the Florida Supreme Court had already ruled in our favor to continue the recounts, and the other was that it was an extrajudicial political decision made in the crisis of a transition of power, and out of line with precedents of the Supreme Court.”

Mr. Lieberman sought the 2004 Democratic presidential nomination but lost multiple primaries and withdrew from the race in February. He believed his support for the war in Iraq had doomed his candidacy.

Even his standing with Connecticut voters had slipped. Running for a fourth Senate term in 2006, he lost the Democratic primary to an antiwar candidate but won in a stunning upset in the general election as a third-party independent on the “Connecticut for Lieberman” ballot line.

With his presidential hopes in tatters, Mr. Lieberman in 2008 attended the Republican National Convention and endorsed his friend, Senator John McCain of Arizona, for the presidency. Mr. McCain had Senator Lieberman vetted as a possible running mate but ultimately chose Gov. Sarah Palin of Alaska and lost the election to Senator Barack Obama.

Mr. Lieberman, a virtual outcast in his own party, had stopped attending Democratic Senate caucuses. But after a humbling meeting with the Senate majority leader, Harry Reid , he was allowed to keep his Homeland Security Committee chairmanship and resumed caucusing with the party.

Approaching Senate retirement, he endorsed no one in the 2012 presidential election, but he supported Secretary of State Hillary Clinton in her presidential run against Donald J. Trump in 2016 and Vice President Joseph R. Biden’s victory over Mr. Trump in 2020.

During his Senate tenure from 1989 to 2013, Mr. Lieberman was an independent who wore no labels easily. He called himself a reform, centrist and moderate Democrat, but he generally sided with the Democrats on domestic issues, like abortion choices and civil rights, and with the Republicans on foreign and defense policies.

He supported Israel and called himself an “observant” Jew but not an Orthodox one because he did not follow strict Orthodox practices. His family kept a kosher home and attended Sabbath services. To avoid conveyances on a Sabbath, he once walked across town to the Capitol to block a Republican filibuster after attending services in Georgetown.

Many Democrats criticized Mr. Lieberman’s support for the war in Iraq, but admirers said his strengths with voters lay in his rectitude, his religious faith and his willingness to compromise.

“He may be a thoroughgoing moderate in his politics, but he is a true conservative in temperament and style,” The New Yorker said in a 2002 profile. “His world is an orderly place where people wait in line, take their turns and generally behave themselves.”

After the terrorist attacks of Sept. 11, 2001, Mr. Lieberman led the Senate effort to create a new Department of Homeland Security, a cabinet agency that consolidated 22 federal entities to counter terrorism and coordinate responses to natural disasters. He was named chairman of the new Senate Committee on Homeland Security in 2003.

He also cast the 60th and deciding vote under Senate rules to pass Mr. Obama’s Affordable Care Act in 2010 — the most important package of health care legislation since the creation of Medicare and Medicaid in 1965.

“As a Democrat, Joe wasn’t afraid to engage with Senators from across the aisle and worked hard to earn votes from outside his party,” Mr. Bush said in a statement after Mr. Lieberman’s death. “He engaged in serious and thoughtful debate with opposing voices on important issues.”

A Yale-educated lawyer, Mr. Lieberman began his political career in 1970 by unseating Ed Marcus, the Connecticut State Senate’s Democratic majority leader. He credited a young Yale law student on his staff, Bill Clinton, with engineering his crucial primary victory.

After a decade in the State Senate, the last six years of which he was the Democratic majority leader, Mr. Lieberman lost a race for a seat in the House of Representatives in 1980. Two years later, he was elected attorney general of Connecticut, the first to hold the post full-time. In that office, he defended consumer and environmental protections and was re-elected in 1986, but he left the job after winning his first Senate race in 1988.

In the Senate, he supported free trade and unions and led a campaign against sex and violence in video games. The effort generated a video ratings system in the 1990s and national publicity for Mr. Lieberman.

His campaign for a second term in 1994 scored the largest landslide ever in a Connecticut Senate race: He collected 67 percent of the ballots and buried his foe by 350,000 votes. For six years, he was chairman of the Democratic Leadership Council. And in 1998, when Bill Clinton’s affair with Ms. Lewinsky broke, Mr. Lieberman chastised the president publicly.

“It was a very hard thing for me to do because I liked him,” he told Bill Kristol, the neoconservative commentator. “But I really felt what he did was awful.” A remorseful Mr. Clinton later called Mr. Lieberman, saying, “I just want you to know that there’s nothing you said in that speech that I disagree with.”

In 2000, while running for the vice presidency on Mr. Gore’s ticket, Mr. Lieberman simultaneously won a third term in the Senate handily, with 64 percent of the vote, turning back a challenge from the Republican Philip Giordano. But six years later, Mr. Lieberman hit a wall seeking a fourth term. Ned Lamont, a Greenwich businessman and critic of the Iraq war, won 52 percent of the vote in a primary.

Ordinarily, losing a primary is a death knell: Campaign donations dry up, colleagues and the press turn away, and the loser drops out or runs as an independent.

But Mr. Lieberman refused to give up. Many voters saw the race as a referendum on President Bush, whose claims that President Saddam Hussein of Iraq had weapons of mass destruction had been disproved, suggesting that he had taken the nation to war under false pretenses. With wide Republican endorsements, Mr. Lieberman easily defeated Mr. Lamont in the general election for one last Senate term. (Mr. Lamont became Connecticut’s governor in 2019.)

Mr. Lieberman was also instrumental in Mr. Obama’s successful 2010 effort to repeal a 17-year-old “Don’t ask, don’t tell” Armed Forces policy, which had forced gay and lesbian service members to be closeted or face discharges.

On Jan. 2, 2013, Mr. Lieberman gave a parting address in the Senate. “It was a lonely farewell,” The Washington Post said. “As Mr. Lieberman plodded through his speech, thanking everybody from his wife to the Capitol maintenance crews, a few longtime friends trickled in.” They included Senators Susan Collins, John Kerry and John McCain.

“The sparse attendance wasn’t unusual for a farewell speech,” The Post said, “but it was a sad send-off for a man who was very close in 2000 to becoming a major figure in American political history as the first Jew on a major party’s national ticket. He was denied the vice presidency not by the voters but by the Supreme Court.”

Joseph Isadore Lieberman was born in Stamford, Conn., on Feb. 24, 1942, the oldest of three children of Henry and Marcia (Manger) Lieberman. His father owned a liquor store while his mother managed the home.

Joe and his sisters, Rietta and Ellen, grew up in a working-class section of Stamford. He attended Burdick Junior High School and Stamford High School, where he was elected president of his sophomore and senior classes, joined a debating club and was salutatorian of the class of 1960.

At Yale, he majored in political science and economics, joined the N.A.A.C.P. and the Democratic Party and was the editor, chairman and chief editorial writer of The Yale Daily News, writing about defending the civil rights of Black Southerners. He graduated magna cum laude with a bachelor’s degree in 1964 and received his law degree from Yale in 1967.

While attending Yale in 1963, Mr. Lieberman became part of the first large group of Northern white students to travel south for the cause of civil rights, joining a caravan of more than 65 young people on a 1,300-mile trip from New Haven to Mississippi, where they encouraged Black residents there to register to vote, all while enduring harassment by white segregationists.

The episode became a rich part of his political biography during the 2000 campaign with Mr. Gore, and Mr. Gore referred to it in a statement on Wednesday evening, saying of Mr. Lieberman: “When he was about to travel to the South to join the civil rights movement in the 1960s, he wrote: ‘I am going because there is much work to be done. I am an American. And this is one nation, or it is nothing.’ Those are the words of a champion of civil rights and a true patriot, which is why I shared that quote when I announced Joe as my running mate.”

Mr. Lieberman’s marriage in 1965 to Betty Haas ended in divorce in 1982. That same year, he married Hadassah Freilich Tucker, a daughter of Holocaust survivors. He is survived by his wife; two children from his first marriage, Matthew and Rebecca Lieberman; a daughter from his second marriage, Hana Lowenstein; a stepson from his second marriage, Ethan Tucker; two sisters, Rietta Miller and Ellen Lieberman; and 13 grandchildren.

After leaving the Senate in 2013, Mr. Lieberman moved to Riverdale and joined the Manhattan law firm Kasowitz, Benson, Torres & Friedman, which specialized in white-collar defense. Its clients included Mr. Trump during his years as a bankruptcy-troubled casino magnate.

In recent years Mr. Lieberman helped lead the bipartisan political organization No Labels as its founding chairman and recently as its co-chairman.

In 2017, Mr. Trump interviewed Mr. Lieberman for the position of F.B.I. director, to replace the fired James Comey, but Mr. Lieberman withdrew from consideration. He criticized Mr. Trump’s retreat from the Paris climate-change accords and his handling of the coronavirus pandemic. After Mr. Trump lost his 2020 re-election bid, Mr. Lieberman rejected the former president’s false claims that he had won.

In an interview with CNN weeks later, Mr. Lieberman denounced Mr. Trump as a threat to democracy. “Trump lost by seven million votes, and he’s hurting our democracy, and frankly hurting himself with this crazy business,” Mr. Lieberman said. “It’s a terrible thing he’s doing. There is no evidence of fraud.”

Anastasia Marks contributed reporting.

An earlier version of this obituary misstated the surname of one of Mr. Lieberman’s daughters. She is Hana Lowenstein, not Lieberman.

How we handle corrections

Robert D. McFadden is a Times reporter who writes advance obituaries of notable people. More about Robert D. McFadden

AT&T investigating leak that dumped millions of customers’ data on dark web

AT&T is investigating a leak earlier this month that dumped millions of customers' data, including personal information such as Social Security numbers, on the dark web.

The company said the leak happened roughly two weeks ago and it launched "a robust investigation supported by internal and external cybersecurity experts."

"Based on our preliminary analysis, the data set appears to be from 2019 or earlier," AT&T said in a statement Saturday.

It affects about 7.6 million current customers and about 65.4 million former customers.

AT&T said it is looking into whether "the data in those fields originated from AT&T or one of its vendors." Currently, the company does not have evidence of unauthorized access to its systems resulting in exfiltration of the dataset.

The telecommunications company, one of the most popular wireless carriers, said it is reaching out to the customers affected and has reset their passcodes. It is also offering free credit monitoring through Equifax, Experian and TransUnion.

"As of today, this incident has not had a material impact on AT&T’s operations," the company said.

Minyvonne Burke is a senior breaking news reporter for NBC News.

Joe Kottke is a researcher at the NBC News Network Desk.

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FACT SHEET: President   Biden Announces Up To $8.5 Billion Preliminary Agreement with Intel under the CHIPS & Science   Act

Funding catalyzes $100 billion in private investment from Intel to build and expand semiconductor facilities in Arizona, Ohio, New Mexico, and Oregon and create nearly 30,000 jobs

Today, President Biden will travel to Chandler, Arizona, to visit Intel’s Ocotillo campus and announce that the Department of Commerce has reached a preliminary agreement with Intel to provide up to $8.5 billion in direct funding along with $11 billion in loans under the CHIPS and Science Act. The announcement will support the construction and expansion of Intel facilities in Arizona, Ohio, New Mexico, and Oregon, creating nearly 30,000 jobs and supporting tens of thousands of indirect jobs. During his visit to Arizona, President Biden will discuss the vision that he laid out in his State of the Union, underscoring how his Investing in America agenda is building an economy from the middle out and bottom up, creating good-paying jobs right here in America, strengthening U.S. supply chains, and protecting national security. Semiconductors were invented in America and power everything from cell phones to electric vehicles, refrigerators, satellites, defense systems, and more. But today, the United States produces less than 10 percent of the world’s chips and none of the most advanced ones. Thanks to President Biden’s CHIPS and Science Act, that is changing. Companies have announced over $240 billion in investments to bring semiconductor manufacturing back to the United States since the President took office. Semiconductor jobs are making a comeback. And thanks to CHIPS investments like the one today, America will produce roughly 20% of the world’s leading-edge chips by the end of the decade. Today’s announcement is critical to realizing President Biden’s vision to reestablish America’s leadership in chip manufacturing. In particular, this CHIPS investment will support Intel’s construction and expansion projects across four states and will create nearly 30,000 jobs:

• Chandler, Arizona:  Funding will help construct two leading-edge logic fabs and modernize one existing fab, significantly increasing manufacturing capacity to produce Intel’s most advanced semiconductors in the United States. This investment will create over 3,000 manufacturing jobs, 7,000 construction jobs, and thousands of indirect jobs. Intel’s investment in Arizona is among the largest private sector investments in the state’s history.
• New Albany, Ohio:  Funding will establish a new regional economic cluster for U.S. chipmaking with the construction of two leading-edge logic fabs. This investment will create 3,000 manufacturing jobs, 7,000 construction jobs, and an estimated 10,000 indirect jobs. Intel’s investment in Ohio is the largest private-sector investment in the state’s history.
• Rio Rancho, New Mexico:  Funding will support the nearly complete modernization and transformation of two fabs into advanced packaging facilities, where chips are assembled together to boost their performance and reduce costs. Advanced packaging is critical for artificial intelligence (AI) applications and the next generation of semiconductor technology. It also allows manufacturers to improve performance and function and shorten the time it takes to get many advanced chips to market.  When completed, these facilities will be the largest for advanced packaging in the United States. This investment will create 700 manufacturing jobs and 1,000 construction jobs.
• Hillsboro, Oregon:  Funding will expand and modernize facilities to increase clean-room capacity and utilize advanced lithography equipment, further strengthening this critical innovation hub of leading-edge development and production in the United States. This investment will support several thousand new permanent and construction jobs and thousands of indirect jobs.  

Creating Good-Paying and Union Jobs with Good Benefits Across America

President Biden promised to be the most pro-worker, pro-union President in American history, and his Administration has committed to ensuring that workers have the free and fair choice to join a union and equitable training pathways to good jobs. As part of the Administration’s effort to connect workers with good-paying jobs created by the President’s Investing in America agenda, the White House announced five initial Workforce Hubs across the country – two of which have focused on building pipelines to good jobs in the semiconductor industry: Phoenix, Arizona, and Columbus, Ohio. And, last year, the National Science Foundation and Intel announced $100 million to expand semiconductor workforce training opportunities, education, and research across the nation. Under their preliminary agreement with the Department of Commerce, Intel has committed to work closely with workforce training providers (e.g., educational institutions, state and local agencies, labor unions) to develop and train workers for jobs created by the investment announced today. The Ohio State Building Trades signed a Project Labor Agreement (PLA) for the Ohio construction site, and there is a majority-union construction crew in both the Arizona and Oregon sites. The Administration strongly supports workers’ right to organize and expects Intel to continue its longstanding tradition of creating good jobs and respecting workers’ rights, including expecting Intel to neither hold mandatory captive audience meetings nor hire anti-union consultants. The announcement today also includes significant funding to train and develop the local workforce, including $50 million in dedicated CHIPS funding. The focus of this funding will be further determined in the coming months based on the Department of  Commerce’s labor and workforce priorities  in partnership with the Department of Labor. Those priorities include funding workforce intermediaries and labor-management partnerships, promoting inclusive and equitable training and hiring across the construction and facilities workforces, and providing supportive services, such as child care. Intel’s construction spending is contributing to union apprentice programs across all four sites—expected to amount to over $150 million in apprenticeship contributions. Additionally, Intel has committed to providing affordable, accessible, high-quality child care for its workers across its facilities. Intel will be increasing the reimbursement amount and duration for its back-up care program, adding additional access to discounted primary child care providers, and expanding access to a vetted network of child care providers for its employees. In addition, Intel will pilot a primary child care reimbursement program for non-salary employees.  

Strengthening Local Economies

Today’s announcement is also poised to strengthen the local economies of these states and cities, and is part of the President’s commitment to investing in all of America and leaving no community behind. Intel’s investments in Arizona and Ohio are among the largest private-sector investments in each state’s history, and Arizona has received the highest level of private sector manufacturing investment per capita of any state since the President took office. Intel’s investment in Arizona is expected to create tens of thousands of indirect jobs across suppliers and supporting industries – on top of the nearly 30,000 manufacturing and construction jobs it will create, fostering a more resilient semiconductor supply chain in the U.S. In Arizona, Intel’s investments have  grown  the surrounding community, attracting opportunities for professional growth and upward economic mobility for everyone – from graphic designers to restaurants and small businesses. And in Ohio, Intel continues expanding their partnerships with local businesses to support their construction projects and operations at other facilities – growing from 150 Ohio-based suppliers in 2022 to over 350 today.  Intel has also prioritized sustainability and being responsible stewards of the environment at its facilities. It currently uses 100% renewable electricity in its fabs and factories in the United States, and plans to achieve net-positive water and zero waste to landfill by 2030.

Building on Historic Progress Under the CHIPS and Science Act

Today’s announcement is the fourth and largest preliminary memorandum of terms (PMT) under the CHIPS and Science Act:

• In February 2024, the Biden-Harris Administration announced $1.5 billion for GlobalFoundries to support the development and expansion of facilities in Malta, NY, and Burlington, VT.
• In January 2024, the Administration announced $162 million for Microchip Technology Inc. to increase its production of microcontroller units and other specialty semiconductors, and to support the modernization and expansion of fabrication facilities in Colorado Springs, CO, and Gresham, OR.
• In December 2023, the Administration announced $35 million for BAE Systems Electronic Systems to support the modernization of the company’s Microelectronics Center in Nashua, NH. This facility will produce chips that are essential to our national security, including for use in F-35 fighter jets.

President Biden’s Investing in America agenda – including the CHIPS and Science Act – is spurring a manufacturing and clean energy boom. Since President Biden took office, companies have announced over $675 billion in private sector investments in manufacturing and clean energy, and over 50,000 infrastructure and clean energy projects are underway. This announcement is part of the President’s broader commitment to build an economy from the middle out and bottom up, not the top down, and invest in all of America. 

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Sports Science Personal Statement Examples

What is a sports science personal statement?

Writing a personal statement for sports science is a chance to sell yourself to the admissions tutors and show them why you would make a great candidate.

It’s the place on your UCAS form to describe your skills and strengths, as well as your career plans.

You are allowed up to 4,000 characters to explain why you are applying for a sports science degree, so you need to make sure your statement is as polished as possible to stand out from the crowd.

How do I write a good sports science personal statement?

Good sports science personal statements always use evidence to support their claims.

You need to convince admissions tutors that you’re a good match for the programme, so if you claim to be committed or inquisitive, then use examples from your life experience to back this up.

To write a great sports science personal statement you need to start early, brainstorm some ideas, and then begin your first draft.

This will then need to be carefully revised and edited before asking family and friends for feedback. Incorporate their comments and suggestions, and see how it is improved before asking them to look at it again.

Read through our sports science personal statement examples to give you an idea of what a good sports science statement looks like.

Make sure you proofread your statement for grammar and spelling before sending it off, and if you feel you need a little extra help, check out our personal statement editing services .

What should I include in my sports science personal statement?

Many students choose to start their statement by picking a specific aspect of sports science and explaining why they enjoy it.

Admissions tutors want candidates that are as passionate about the subject as they are.

As well as your motivations for studying sociology, think about your hobbies and extracurricular activities too. What skills have you learned from these and how will these help you in your sociology degree?

Talk about any work experience placements you have completed, e.g. shadowing a PE teacher or personal trainer. What did you take away from this experience? Do you feel you have all the necessary personal traits and qualities that make a good sports science student?

Your wider reading is also important, so it's worth mentioning anything you've read recently that you found interesting and why, whether it's in a magazine, newspaper or online journal/article.

Generally, admissions tutors like students who express their views and opinions, and can back them up with evidence.

For more help and advice on what to write in your sports science personal statement, please see:

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