My name is Amy Gayle Baker, and I am pursuing my Master’s in Education Leadership at Abilene Christian University. My goal is to become a special education teacher and, ultimately, a school principal. My journey into the field of special education is deeply personal. It began long before I ever sat in a college classroom, shaped by the years I spent watching my mother, a special education teacher, pour her heart into her students and their families. My mother spent many years serving children with special needs, and I was lucky to witness her work firsthand. As a child, I would often sit in the back of her classroom after school and watch her interact with students with patience, compassion, and an unwavering belief in their potential. I saw how she celebrated even the smallest victories, whether a word spoken clearly, a sentence written with confidence, or a friendship formed after weeks of effort. It wasn’t just about academics. It was about helping each child feel seen, supported, and valued. What struck me most, though, were the lasting relationships she built. To this day, we remain close to some of the families she worked with years ago. Their gratitude is profound, and their stories remind me of the impact a dedicated educator can have on a child’s life long after the classroom years have ended. My mother did more than teach. She changed lives by showing up consistently, advocating fiercely, and loving unconditionally. I want to be that same kind of person. Currently, I work at The Association of Former Students at Texas A&M University, a nonprofit that supports current students through scholarships, leadership development, and campus engagement. In my role, I have the privilege of giving back daily by creating opportunities that help students continue their education, pursue their dreams, and develop into leaders. I see firsthand how access to resources, encouragement, and a strong community can make all the difference. That same philosophy guides my approach to education, especially for students with special needs, who often face more obstacles than their peers. Special education is not just a profession to me. It is a calling. I believe every child deserves a teacher who sees their strengths, adapts to their needs, and never gives up on them. I want to be the kind of educator who walks alongside each student, helping them discover their voice, build their confidence, and reach their goals at their own pace. I want to lead with compassion, create classrooms that are inclusive and empowering, and work to ensure that no student ever feels forgotten or left behind. Pursuing my master’s degree is equipping me with the tools to not only teach with intention but to lead with intention. I hope to one day serve as a principal who fosters a school culture rooted in inclusion, empathy, and high expectations for all. I want to mentor other teachers, advocate for families, and continue building meaningful, long-term connections with the students I serve, just like my mother did. Outside of work and school, I enjoy volunteering and caring for my two energetic Border Collies. Whether I’m helping in my community or planning student programs, I carry with me the same values that my mother instilled in me: passion, kindness, and humility. Receiving this scholarship would allow me to focus on my passion, pursuing a degree special education. It would support my mission to create a more inclusive and supportive world for students with special needs.

From the moment I stepped into my mother’s classroom as a child, I witnessed the quiet power of public service. My mom has spent over 25 years as a teacher, and I grew up surrounded by the love, energy, and effort she poured into her students. I watched how she celebrated every small victory, how she listened deeply, and how she never gave up on a child, no matter the circumstances. That environment shaped my values and ultimately inspired me to pursue a career in education, where I hope to serve as a school leader who empowers students, uplifts families, and creates lasting, positive change in my community. I am currently pursuing my Master’s in Education Leadership at Abilene Christian University. My goal is to become a principal who leads not only with structure and vision, but with empathy and service. I believe public service, particularly in education, is one of the most profound ways to shape a better future. Schools are at the heart of our communities, they are where young minds grow, identities are formed, and confidence is built. I want to help create spaces where all students, especially those with special needs or from underserved backgrounds, feel seen, supported, and celebrated. My passion for service extends beyond the classroom. I currently work at The Association of Former Students at Texas A&M University, a nonprofit organization where I have the privilege of giving back to current students. Through event planning, scholarship support, and development programs, I help students access the tools and opportunities they need to thrive. This work has shown me the impact of investing in others and has further ignited my desire to bring those same opportunities to younger students in my future school. By helping college students find their voice and path, I’ve gained a deeper understanding of how critical it is to start nurturing leadership and self-worth at an early age. The skills I am gaining through my graduate program, strategic planning, instructional leadership, school finance, and inclusive practices—are not just academic achievements to me. They are tools I plan to use directly in my local community. I want to lead a school that values collaboration among educators, families, and students, and where every decision is made with the best interest of children at heart. My leadership philosophy is rooted in transparency, compassion, and equity. I plan to apply what I’ve learned to improve student engagement, implement trauma-informed practices, and advocate for resources that meet the diverse needs of the students I serve. Outside of work and academics, I find joy in volunteering and giving back wherever I can, and I cherish the time I spend caring for my two energetic Border Collies. These moments keep me grounded and remind me that even small acts of service can make a big difference. Public service is not just a career choice for me, it’s a calling. It is the guiding thread that connects my childhood experiences, my current work, and my future goals. With the support of this scholarship, I will be able to continue my education with greater focus and less financial burden, enabling me to fully invest in the mission that drives me: building schools and communities where every child is given the chance to succeed. I’m not just working toward a degree, I’m working toward a future where leadership means listening, learning, and serving.

Pursuing my Master’s in Education Leadership at Abilene Christian University has been one of the most meaningful steps in my journey toward making a lasting impact on students’ lives. I have always believed that education is more than curriculum, it's about connection, equity, and giving every child a chance to grow into their full potential. My long-term goal is to become a school principal, where I can lead with compassion, foster inclusive environments, and advocate for students who may not always have someone in their corner. Receiving this scholarship would be a tremendous step in helping me achieve these goals, as it would ease the financial burdens of graduate school and allow me to stay focused on both my studies and the students I serve today. Currently, I work at The Association of Former Students at Texas A&M University, where I support current students through event programming, scholarship opportunities, and development initiatives. In this role, I’ve seen the tangible impact that funding and mentorship can have on a student’s success. I help provide resources that make higher education more accessible, and I work daily with students who are building their futures, often with limited support systems. This experience has not only affirmed my desire to stay in education, but it has deepened my understanding of how critical financial support can be. Just as I strive to help others access opportunity, I am now seeking support for my own journey so I can continue to give back more fully in the future. Being in graduate school while working full-time requires balance, sacrifice, and determination. Though it is not always easy, I remain committed to my path because I believe in the purpose behind it. This scholarship would alleviate the growing costs of tuition, textbooks, and certification requirements, allowing me to dedicate more time to learning, volunteering, and preparing for the responsibilities of educational leadership. It would also provide me with a sense of stability, enabling me to continue my service to the student community without needing to take on additional financial stress or outside work that might take me away from my mission. In addition to my professional and academic commitments, I make it a priority to give back through volunteering and mentoring. I believe that leadership starts with service, and I want to model that for the students I work with, both now and in the future. I also find joy and balance outside of work and school by caring for my two Border Collies, who remind me every day to be present, patient, and playful, qualities I believe are essential for any educator or leader. Ultimately, receiving this scholarship would not only support my educational journey but would multiply my ability to make a difference. It would represent more than just funding, it would be a vote of confidence in my commitment to creating inclusive, empowering, and student-centered schools. As I work toward becoming a principal, I hope to foster environments where every student, regardless of ability or background, feels seen, supported, and celebrated. With the help of this scholarship, I can continue to move forward with purpose, determination, and the belief that education changes lives, because it changed mine.

Some of my earliest memories are of sitting in the back of my mom’s classroom, watching her teach with a kind of passion and purpose that lit up the entire room. While other kids played house or doctor, I played “teacher”, modeling everything after the woman who inspired me most. My mom has been an educator for over 25 years, and growing up in her classroom shaped not only how I saw the world, but who I wanted to become. Watching her connect with students, celebrate their successes, and love what she did every single day, I knew early on that I wanted to follow in her footsteps. As I grew older, that childhood admiration evolved into a deep and personal calling. I began to understand the hard work, patience, and emotional investment that go into teaching, and I still wanted to be part of it. I realized that the true heart of education lies in relationships, in the ability to connect with students and help them see their value, their potential, and their ability to grow. It’s more than a job, it’s a mission. One that I’m proud to be pursuing. I am currently working toward my Master’s degree in Education Leadership at Abilene Christian University. My ultimate goal is to become a school principal and use my experience to lead with empathy, intention, and vision. I want to create a space where both students and teachers feel supported, seen, and empowered to succeed. I believe a strong school culture starts with strong leadership, leadership that listens, inspires, and isn’t afraid to get involved at every level. My time in the classroom has shown me the incredible impact that even one educator can make, and I carry that responsibility with pride. I’ve also learned the importance of community, how volunteer work, mentorship, and building connections beyond the school walls play an essential role in student success. I love giving back, whether it’s through hands-on community service or simply being present for someone who needs a little extra encouragement. I believe these values are key to being an effective and compassionate leader. When I’m not working or studying, I find joy in life’s simpler moments, especially spending time with my two energetic Border Collies. Whether we’re out hiking or just enjoying a quiet evening, they remind me to stay grounded and embrace joy, even amid a busy life. Ultimately, I want to inspire others the way my mom inspired me. I want to be the kind of educator who makes students feel like they matter, who helps teachers rediscover their passion, and who leads by example with heart and purpose. Education changed my life, and now, I’m ready to help change others.

My name is Amy Baker, and I am currently pursuing my Master’s degree in Education Leadership from Abilene Christian University. My ultimate goal is to become a principal—a leader who not only manages a school but cultivates a supportive, inclusive environment where every student, especially those with special needs, can flourish. My passion for education runs deep, rooted in a childhood spent in my mother’s classroom, where I watched her dedicate herself to teaching for over 25 years. She inspired me to believe in the transformative power of education and sparked in me a lifelong desire to make a difference in the lives of students. Today, I work at The Association of Former Students at Texas A&M University, a nonprofit that allows me to give back to current students daily. Through supporting campus events and providing professional development opportunities, I help students gain access to scholarships, mentoring, and the resources they need to thrive in higher education. Whether it’s planning a cultural celebration, organizing a leadership summit, or supporting student-led initiatives, I see firsthand how a nurturing community can uplift and empower individuals. This work has only deepened my commitment to education and to the belief that every student deserves the tools to reach their full potential. Outside of work, I volunteer regularly and enjoy giving back in any way I can. I find balance and joy in caring for my two Border Collies, who keep me grounded, active, and constantly reminded of the value of patience and compassion. Whether I’m planning campus events or throwing a frisbee at the park, I’m reminded that service, in both large and small ways, shapes the world we live in. What drives me most is the opportunity to lead a school that actively fosters inclusion, connection, and growth. I want to be the kind of principal who advocates fiercely for students with special needs, collaborates with families and teachers to ensure individualized success plans, and makes space for every child to feel seen and heard. Professor Harold Bloom once said, “The purpose of teaching is to bring the student to his or her sense of his or her presence.” That quote guides my mission. I hope to help students discover their strengths, embrace their uniqueness, and realize that their presence matters deeply in this world. Through a career in educational leadership, I aim to create a school culture where students not only achieve academic success but also grow into confident, kind, and empowered individuals. Whether I’m helping a student navigate a personal challenge, mentoring a young teacher, or implementing programs that make education more accessible, I see every act as a ripple that contributes to a brighter, more equitable future. My dream is not just to lead, but to lead with heart, and in doing so, to make a lasting, positive impact on the lives of the next generation.

Love Island is more than just a game of attraction, it’s a test of emotional strength, trust, and resilience. That’s why I created the “Heart & Hustle” Challenge, a thrilling, multi-stage competition designed to push Islanders physically, mentally, and emotionally. This challenge goes beyond surface-level romance to reveal who can truly connect and support their partner when the pressure is on. The first stage, called Vulnerability Vault, places each couple inside a soundproof glass room. One partner shares a personal story or secret for two minutes while the other listens wearing noise-cancelling headphones blasting island sounds and music. Afterward, the listener must answer detailed questions about what their partner said. Couples who succeed earn “Trust Tokens,” which are vital for later stages. Those who don’t face consequences like losing phone privileges or missing out on dates. This intense exercise tests honesty, deep listening, and the courage to be vulnerable even in uncomfortable situations, setting a powerful emotional tone for the challenge. Next comes the Hustle Havoc round, where Islanders are split into two mixed teams and face a grueling obstacle course full of physical and mental tests. From muddy sprints to complex puzzles completed blindfolded, this stage demands endurance, focus, and flawless teamwork. The losing team must nominate a couple to enter the “Heartbreak Showdown,” a sudden-death face-off that tests communication and stamina. Winners of this round earn luxury rewards such as exclusive date nights and access to a secret villa lounge, plus the strategic power to assign perks or penalties to other Islanders, adding a game-changing social element. The final stage, Rapid Fire Reality, isolates each Islander for a fast-paced quiz about their partner’s likes, fears, and dreams. Each wrong answer triggers a consequence card, requiring the contestant to perform a dare or face a setback like losing a date opportunity. However, couples who earned enough Trust Tokens in the first round double their points in this quiz, emphasizing how emotional connection can directly influence success. This round not only keeps tension high but also brings fun, unpredictability, and a test of how well Islanders truly know one another. The ultimate reward goes to couples who accumulate the highest combined scores across all rounds. They receive immunity from elimination and a secret advantage: the ability to choose a “Heart Ally,” another couple they trust to team up with in upcoming challenges. This adds a fascinating layer of alliance-building and strategy to the game, testing loyalty and social skills as much as romantic bonds. Overall, the Heart & Hustle Challenge brings a fresh, exhilarating twist to Love Island by combining vulnerability, physical endurance, mental agility, and strategic gameplay. It forces Islanders to reveal their true selves, work together under pressure, and build trust that goes deeper than the surface. This challenge would captivate audiences with its emotional intensity and high stakes, while inspiring contestants to grow both as partners and individuals. Love Island’s heart beats strongest when the contestants prove that love is about more than attraction, it’s about commitment, connection, and the courage to show up for one another no matter what.

Public service, to me, is the embodiment of community, compassion, and commitment. It represents the opportunity to make a meaningful difference in the lives of others, especially those who need it most. My interest in public service is deeply rooted in my passion for education, my desire to support students, and my belief that every individual deserves the chance to thrive. Growing up in a family where education was valued and modeled daily, I was profoundly influenced by my mother, who has been a teacher for over 25 years. I spent much of my childhood in her classroom, observing how she dedicated herself to nurturing her students’ growth, celebrating their unique strengths, and tirelessly advocating for their success. Witnessing her impact instilled in me a deep respect for public service as a powerful vehicle for change, one that requires empathy, resilience, and dedication. This early exposure to education sparked my path into public service, as I recognized that schools are more than places of learning, they are vital communities that shape futures. My current work at The Association of Former Students at Texas A&M University allows me to contribute directly to this mission by supporting current students through scholarships, development opportunities, and events that foster leadership and connection. Each day, I see how public service, through providing resources and encouragement, can empower individuals to overcome challenges and realize their potential. Public service appeals to me because it offers a tangible way to uplift others and build stronger communities. Whether through education, leadership, or advocacy, serving the public requires a heart for people and a commitment to fairness and inclusion. I am drawn to this path because I believe that meaningful change starts with service: listening to others, understanding their needs, and working collaboratively to create solutions. As I pursue my Master’s degree in Education Leadership at Abilene Christian University, I am preparing myself to take on greater responsibility in public service, to become a school principal. In that role, I will have the opportunity to influence the educational environment, champion equity, and create inclusive spaces where every student feels valued and supported. My vision is to foster communities within schools where kindness, connection, and resilience flourish, ensuring that students not only succeed academically but also grow into confident, compassionate citizens. Beyond my professional aspirations, public service is a personal calling. It aligns with my values of giving back and caring for others, whether it’s through my work or in my free time caring for my two border collies, who remind me daily of the importance of loyalty, presence, and kindness. These principles guide my approach to service and life, fueling my dedication to making a positive impact in the lives I touch. My interest in public service is rooted in a lifelong passion for education, a commitment to the community, and a desire to empower others. I am pursuing this career path because I believe in the power of service to transform lives and build a better future for all. Through continued learning, leadership, and compassion, I am excited to contribute meaningfully to public service and help shape a world where every individual has the opportunity to thrive.

The Light in the Forest: A Modern Fairy Tale Once upon a time, nestled between the gentle rise of misty mountains and the glimmering ribbons of riverbeds, there was a quiet village surrounded by a vast forest. The villagers went about their lives with routine comfort, rarely venturing beyond the well-worn paths that led to their homes, markets, and schools. But beyond those paths, deep within the forest where sunlight barely kissed the ground and time seemed to slow, lived the Forgotten Children. They were not forgotten by fate, but by fear, misunderstood by those who failed to see their brilliance. These children spoke in ways different from the norm. They moved to rhythms all their own, felt the world more deeply, and expressed wonder and pain through means unfamiliar to most. To the villagers, they were “too different,” “too much,” or “too little.” And so, the forest became their home, not by choice, but by quiet exile. Yet in that same village, there lived a young woman named Elara. With eyes full of light and feet that wandered far from expectation, Elara spent her days helping others, collecting stories, and asking big, hopeful questions. She was known for the joy she carried in her laughter and the compassion she wrapped around every living thing, be it a person, plant, or animal. But above all else, she had a calling. Ever since she was a little girl, she had felt it stir within her whenever she heard a child cry, giggle, or ask why the sky changes colors at dusk. It was the call to teach. But not just to teach facts or figures, to teach hearts, to lift spirits, to unlock the voices buried beneath silence. And the children she longed to teach most were the ones everyone else had left behind. One morning, with dew still fresh on the leaves, Elara packed a satchel. Inside it were not only books and chalk but paints, music bells, textured fabrics, puzzles, snacks, and trinkets collected from her travels, everything she thought might delight or comfort a child. She didn’t follow a map; she followed her heart into the thickest part of the forest. When she arrived, she found the children watching her silently from behind tree trunks and leafy cover. Their eyes held stories, stories of rejection, of trying and being told they’d failed, of feeling invisible. Elara didn’t rush to speak. She sat on a stump and began to paint. She hummed a melody, slowly and softly, letting the sound carry like a breeze. She laughed when a squirrel stole a berry from her lunch. She waited. And little by little, the children came forward. One child handed her a feather. Another pointed to the sky and flapped their arms. Elara mirrored them and turned it into a dance. She named nothing odd and labeled nothing wrong. She gave them the gift of being seen exactly as they were. Days turned into weeks. The forest, once dim and dense, began to feel brighter. Elara taught the children not from a blackboard but from the earth and sky. They learned math by counting pebbles and sorting pinecones. They practiced letters by painting in the dirt. Music came from handmade drums and wind chimes strung from branches. Science came alive through the cycles of caterpillars and the seasons of trees. And something miraculous happened. The children began to change, but more truthfully, they began to emerge. One child who hadn’t spoken in years began to write poems on leaves. Another who couldn’t tolerate loud sounds created soft lullabies that calmed the others. A child who flinched at the touch began weaving blankets from vines and moss, offering them as gifts. Each one discovered something sacred: their presence mattered. Elara helped them see that their thoughts were worthy, their feelings valid, and their creations beautiful. She celebrated their every triumph and held space for every tear. She wasn’t there to fix them, because they weren’t broken. She was there to remind them of who they had always been. As time passed, word spread. Curious villagers wandered into the forest, drawn by laughter and songs carried on the wind. They found a place unlike anything they’d imagined, not a traditional school, but a living, breathing sanctuary. The children, once hidden, stood before them proudly, reading aloud, creating art, and teaching the villagers about empathy, patience, and the magic of different minds. And at the center of it all was Elara. She didn’t stand on a pedestal or demand applause. Instead, she knelt in the soil beside the children, hands muddy and heart full, eyes shining with joy not for herself, but for the growth she had witnessed. The forest had changed, but so had the village. Hearts once closed had cracked open. Paths once ignored had become bridges. The children were no longer “forgotten”, they were cherished. Elara’s story was not one of grand battles or fire-breathing dragons. It was quieter, but no less heroic. She fought a world that told some children they weren’t enough, and she won, not with weapons, but with belief. And though no one could see it, if you stood in that forest long enough, you’d notice something magical: the sunlight lingered just a bit longer there, the wind whispered your name gently, and if you listened closely, you’d hear the laughter of children who finally knew, they belonged. And they lived, not just happily ever after, but wholly ever after.

Some of my earliest memories are of sitting in the back of my mom’s classroom, surrounded by the buzz of learning and the quiet magic of someone who truly loved what she did. My mom has been a dedicated educator for over 25 years, and growing up in her classroom left a lasting impression on me. I didn’t fully understand the depth of her impact back then, but even as a child, I could see how much her students admired and trusted her. I watched how she created a space where every child felt safe, heard, and challenged. She made teaching look effortless like it was simply part of who she was. That early exposure shaped the way I saw education and planted a seed in my heart: I wanted to be just like her. What started as admiration evolved into a clear and deeply personal calling. Over time, I realized that teaching isn’t just a career, it’s a purpose. It’s the opportunity to change lives, to build confidence in young people, and to be a steady, supportive presence in a world that can often feel uncertain. I followed that calling into the classroom, where I experienced firsthand the challenges and joys of education. I learned that teaching is both an art and a science. It requires patience, resilience, creativity, and, most importantly, a heart for students. Now, I am pursuing my Master’s degree in Education Leadership from Abilene Christian University. My goal is to become a school principal and use my background as a teacher to shape positive, inclusive, and forward-thinking school communities. I believe great school leaders are those who lead with empathy, who listen before they speak, and who value every member of their team. I’ve seen what happens when teachers feel supported, students thrive, classrooms come alive, and schools become places of true transformation. I want to be the kind of principal who inspires both students and staff, who builds trust, and who never loses sight of the “why” behind the work. In my classroom experiences, I’ve come to understand how powerful it is to simply show up for students, consistently and wholeheartedly. I’ve learned that some of the most meaningful moments don’t come from a lesson plan but from a conversation in the hallway or a quiet show of encouragement during a tough day. These moments stay with students. They stay with me, too. I carry those memories with me as motivation to grow, to lead, and to give back. Outside of academics, I have always been passionate about service. Volunteering is a big part of my life, and I firmly believe in the importance of staying connected to my community. Whether I’m helping with local events, supporting youth programs, or simply lending a hand where it’s needed, I find fulfillment in being of service to others. These experiences continually remind me that leadership begins with humility and a willingness to serve. In my free time, I find peace and joy in spending time with my two Border Collies. They’re more than just pets, they’re my companions, my motivators to get outside, and a source of endless energy and laughter. Whether we’re hiking, playing fetch, or just relaxing at home, they keep me grounded and remind me of the importance of balance in life. I am proud of the path I’ve chosen and the growth I’ve experienced along the way. Education has always been a central part of my life, from the childhood days I spent helping my mom set up her classroom, to my professional journey in teaching, and now as I take steps toward educational leadership. Each phase has strengthened my belief in the power of learning and the importance of cultivating spaces where everyone feels like they belong. Looking ahead, I am excited about the opportunity to lead schools that are innovative, compassionate, and student-centered. I want to champion equity, celebrate diversity, and build teams of educators who feel valued and empowered to do their best work. I want to encourage students to dream big, to take risks, and to understand that their voices matter. Most of all, I want to make a difference, the kind that lasts long after students have left the classroom. Just like my mom did for so many, I hope to inspire others through my dedication, my heart, and my belief in the boundless potential of every student.

I suffer from generalized anxiety, a diagnosis I received five years ago after the death of my grandfather. He was a constant presence in my life, someone who offered steady guidance, unconditional love, and a strong sense of comfort. His loss left me struggling to find my footing. Without him, I felt unmoored, and for a long time, I wrestled with emotions that I did not fully understand. It was during that time of deep grief that my anxiety began to surface more clearly, and eventually, I was diagnosed. Since then, anxiety has been something I carry with me every day. It has affected how I navigate the world, how I interact with others, and how I see myself. At times, it has made me feel overwhelmed, isolated, and doubtful of my abilities. But through it all, I have learned to manage it with therapy, faith, and a support system that reminds me I am not alone. I have found strength in vulnerability and have come to understand that struggling with anxiety does not make me weak it makes me human. One thing that keeps me going is the memory of my grandfather and the dream of shaping young lives through education, just as he shaped mine. He believed deeply in the value of learning, and he always encouraged me to pursue knowledge, kindness, and purpose. Earning my degree in education is not only a step toward professional growth but also a way to carry on his legacy. I want to be a steady, supportive figure for my students, someone who helps them feel safe, valued, and inspired. Pursuing a Master’s in Education Leadership at Abilene Christian University feels like the natural next step in that journey. ACU’s commitment to faith-based leadership, service, and ethical decision-making aligns with everything I hope to embody as an educator and a leader. I am excited to learn from experienced faculty and peers, to deepen my understanding of what it means to lead with compassion, and to grow in both knowledge and character. My goal is to help create educational environments where students and teachers feel empowered and uplifted. I want to lead with empathy and understanding, using my personal experience with anxiety as a reminder of how important it is to approach others with patience and care. I believe the best leaders are those who listen, who learn, and who lead by example. Obtaining my Master’s from Abilene Christian University represents more than academic achievement, it is a symbol of growth, healing, and hope. It is a promise to myself and to every student I will one day teach, that no matter the challenges we face, we can rise above them. With strength, support, and faith, I am ready to take this next step and make a lasting difference in the lives of others.