My education began in the back of our Honda. Driving to the grocery store or preschool, my father—a history teacher—shared stories of the Trojan Horse, and the fall of Rome. All of it enthralled me. I didn't know the difference between those stories and fairy tales yet, but with each lesson came a desire to learn more. Whether philosophical, mythological, or factual, these stories awakened my curiosity to learn. Halfway through Kindergarten, I found the key to my curiosity: books. Once I learned to read, I delved into fantasy, survival stories, and memoirs, but history was my mainstay. By sixth grade, I had absorbed accounts of the Holocaust and the rise of dictators like Pol Pot and Mao Zedong. Each story drove me to delve deeper. What motivated the Nazis? What permitted the Communists to take over? These questions taught me that history is not a collection of single events but rather a web in which every event feeds into the next. History influences history, and the world today was influenced by events thousands of years ago. But it wasn't just history I was interested in. Inspired by authors I had read, I began to write short stories, poems, and novels. By the end of eighth grade, I had completed two novels, published a short story, and won a Scholastic Silver Key. I also explored the visual arts. Through high school, I have continued building on these interests. Through my AP U.S. History class, I deepened my historical understanding by learning how past events contributed to our country's founding. I even interviewed a 9/11 witness, which affected my views on 9/11 and patriotism. My other favorite classes have been my English classes, where I have read everything from Of Mice and Men to Hamlet to Native Son, while analyzing poetry, writing essays, and learning how to conduct research. Inspired by my AP English class, I enrolled in Susquehanna's Summer Writer's Workshop, where I worked with college professors who had published novels. I learned about the school's literary magazines and became inspired to launch Apotheca Journal, an online literary journal for young authors. We have published monthly since October 2024, with over 1,000 followers and 100,000 social media page views. Apotheca has encouraged viewers to slow down and create instead of consuming mindless content in a digital landscape focused on keeping viewers hooked. In an internet world that increasingly divides people, Apotheca promotes opportunities for people from different backgrounds to work together. In college, I want to study history, literature, and art. Literature and art contribute to learning history because they shape culture. The written word has the fantastic ability to change the world. Uncle Tom's Cabin helped end slavery in the U.S. What brought an end to the Soviet Union? What influenced Gorbachev to allow free elections? I want to study why these cultural shifts happened and understand how culture is shifting today. For my future career, I want to become an educator. Teachers are crucial, not just in teaching students facts but also in teaching students how to interact creatively and critically with the world. When I think of my dream life, I imagine myself teaching English or History in high school or college and writing novels on the side. I would love to conduct college-level research, but teachers significantly impact the high school environment, so I may follow my father and teach in secondary school. Whatever my career, I know it will involve my greatest love—stories. History is one giant story found in books, literature, and art. The characters and settings change, but humanity—sometimes cruel, sometimes compassionate—remains central.

My education began in the back of our Honda. Driving to the grocery store or preschool, my father—a history teacher—shared stories of the Trojan Horse, and the fall of Rome. All of it enthralled me. I didn't know the difference between those stories and fairy tales yet, but with each lesson came a desire to learn more. Whether philosophical, mythological, or factual, these stories awakened my curiosity to learn.   Halfway through Kindergarten, I found the key to my curiosity: books. Once I learned to read, I delved into fantasy, survival stories, and memoirs, but history was my mainstay. By sixth grade, I had absorbed accounts of the Holocaust and the rise of dictators like Pol Pot and Mao Zedong. Each story drove me to delve deeper. What motivated the Nazis? What permitted the Communists to take over? These questions taught me that history is not a collection of single events but rather a web in which every event feeds into the next. History influences history, and the world today was influenced by events thousands of years ago.  But it wasn't just history I was interested in. Inspired by authors I had read, I began to write short stories, poems, and novels. By the end of eighth grade, I had completed two novels, published a short story, and won a Scholastic Silver Key. I also explored the visual arts. Through high school, I have continued building on these interests. Through my AP U.S. History class, I deepened my historical understanding by learning how past events contributed to our country's founding. I even interviewed a 9/11 witness, which affected my views on 9/11 and patriotism. My other favorite classes have been my English classes, where I have read everything from Of Mice and Men to Hamlet to Native Son, while analyzing poetry, writing essays, and learning how to conduct research. Inspired by my AP English class, I enrolled in Susquehanna's Summer Writer's Workshop, where I worked with college professors who had published novels. I learned about the school's literary magazines and became inspired to launch Apotheca Journal, an online literary journal for young authors. We have published monthly since October 2024, with over 1,000 followers and 100,000 social media page views. Apotheca has encouraged viewers to slow down and create instead of consuming mindless content in a digital landscape focused on keeping viewers hooked.  In an internet world that increasingly divides people, Apotheca promotes opportunities for people from different backgrounds to work together. In college, I want to study history, literature, and art. Literature and art contribute to learning history because they shape culture. The written word has the fantastic ability to change the world. Uncle Tom's Cabin helped end slavery in the U.S. What brought an end to the Soviet Union? What influenced Gorbachev to allow free elections? I want to study why these cultural shifts happened and understand how culture is shifting today.  For my future career, I want to become an educator. Teachers are crucial, not just in teaching students facts but also in teaching students how to interact creatively and critically with the world. When I think of my dream life, I imagine myself teaching English or History in high school or college and writing novels on the side. I would love to conduct college-level research, but teachers significantly impact the high school environment, so I may follow my father and teach in secondary school.  Whatever my career, I know it will involve my greatest love—stories. History is one giant story found in books, literature, and art. The characters and settings change, but humanity—sometimes cruel, sometimes compassionate—remains central.

I am not a runner. That was the thought that shot through my head as I stared at the long black track in front of me. I tried to laugh it off, but the dread only built as I laced up my Asics. My athletic journey involved many sports that I had promptly quit--ballet, soccer, swim team, Girls on the Run, rowing, ballet again. I knew I wanted my body to be stronger for backpacking trips or just to feel less tired. But I couldn’t stand being the last in line. Then the whistle screeched, and I started down that path of failure. I couldn’t do it. Five minute warmup, and I found myself out of energy minute three. I finished the warmup at an embarrassing trot. How had anyone ever run a marathon? In my two seasons on the track team since then, I’ve learned how to stretch myself out to the final mile. Deep breaths in through your nose, out through your mouth. Some days I find rhythm in my steps, and imagine myself running laps around the track, effortlessly. But most days, my lungs burn, and I watch the others on my team lap me. I had always raced through every test at school, devoured every book thrown at me, and spent hours at my piano learning to play faster. But I knew if I ran too fast, I wouldn’t be able to make it to that final line. I had to become comfortable being the last one to finish. I only ever focused on making it to the next line on the track. As time went on, I found myself running further. My legs felt tighter and stronger, and running to the end of the street was no longer a chore. At band camp, running up the stairs for conditioning had become easy, whereas before I had lagged behind. I learned how to compete with myself instead of other people. Halfway through my first track season, I decided to apply for the visual arts program at North Carolina School of the Arts, excited at the prospect of spending my last two years of high school at a boarding school refining my art. I was rejected. I spent the whole next year working on my portfolio to apply again, only to be rejected again. But when I compared my two portfolios, I felt proud. I had learned the Loomis method, a portraiture technique that fixed a lot of the proportion problems I had been having. I started using acrylic and gouache, two mediums I hadn’t really explored before that ended up being my favorites. I began using warm and cool lighting to form highlights and shadows. I thought that being accepted would be an amazing opportunity, but it turned out that applying was too. I started taking risks in other areas as well. Even though I am historically terrible at math, I signed up for AP Pre-Calculus, with the notoriously difficult Mr. Grealis. I studied hard, and I didn’t get the grade I wanted. Looking back, I was lucky to have him, because he pushed me to be better. I used to believe success only came from winning. But since then, I realized that some of my greatest successes have come from failure. Before, I probably would have quit track after the first warmup. But because I continued trying, I am now able to go farther than I ever thought I would. No matter how many people pass me, I am proud of the progress I have made. Maybe I am a runner.

I. My life began on a carpet square. Legs crossed, I crack open the green reader on a mission to unscramble the cryptic symbols printed across the page. Previously, I had struggled to string together even three-letter words, but today is different. Today, I finish an entire story. The process awakens a sadness that the story has ended and a craving that could only be satisfied by flipping to the next story. That night, I can't shake the feeling. On pages stripped with dotted lines, I start my own story. II. Third grade. The story I began three years ago has changed many times. I start a new one on stacks of loose-leaf paper. Trey, who staffs my afterschool program, offers advice. "Skiing has two i's." I don't believe him. I keep writing on the drive home. The car shifts into park. I stay in the backseat and write until my pencil lead breaks. III. Seventh grade. By middle school, it feels like writing is all I have. For my birthday, I receive a collection of Sylvia Plath poems. I read a few each night, wishing to absorb her imagery. I feel the hooks of smiles in "Tulips" and see a man's face in the sea in "Full Fathom Five." From that day forward, I try to be as surprising and realistic in my descriptions as Sylvia. It takes nine months, but I finally finish my first novel. A few months later, I participate in NaNoWriMo, writing another novel over a month. But when I finish the story, I hate it. IV. The next time I write, the words do not flow. Occasionally, I manage a poem or a short story, but the words feel superficial. I have lost friends before, but none as dear to me as writing. V. I spend most of high school afraid of the page, terrified my words will be used against me. Simultaneously, I mourn the talent I thought I had, the stories I never wrote, and the passion that seems extinguished. I spend three years waiting for inspiration and finally realize I must create my own. In my junior year, I set aside an hour each night for writing. Soon, the words stack up. My mother enrolled me in the Susquehanna Summer Writer's Workshop. I was nervous I would not be able to write, but working with college professors and other students ended up being amazing. It felt like I was a kid again, rushing for chances to continue my stories. I came home with the confidence to start a project I had considered for years: my own literary magazine. Through Apotheca, I have been able to connect with artists around the world. Although writing started as something I did alone, it is now something I do surrounded by a community. After I came home, I also finished my third novel, Portrait of a Frozen Girl. While it needs revision, I am excited about what the story represents: a return to writing. Epilogue: Writing started as an experiment. I now write because I can't bear the alternative. I know myself with and without writing; while I can live without it, I don't care to. I want to commit my life to doing the things I love, and neglecting writing would deny me a satisfaction I haven't found elsewhere. Writing has been the most effective tool I have ever had to regulate my emotions and I do not know who I would be without it. Simply put, I write because I want to.

To me, success means I gave the best I could. I have worked to incorporate in every aspect of my life, from academics, to my writing, to Scouts. In academics, it means learning to learn, and remaining committed to academic integrity. In writing, it means consistently setting goals to ensure that I write every day. In Scouts, it means coming to each meeting with an attitude that exemplifies the Scout Oath and Law. Because I have given my best in all of these areas, I have met success. I am ranked in the top 10% of my class, have earned three Scholastic Silver Keys, and am now an Eagle Scout. But I have discovered that for each of these, it hasn't been the recognition that has made it rewarding. It has been the experience. I did my Eagle Project for Thompson Child and Family Focus. This organization uses a mix of behavioral, cognitive, and group therapy to help foster kids who have experienced severe abuse and neglect. Thompson also runs preventative programs that work to end the cycle of generational abuse. After working with Thompson to evaluate their needs, I created a vision for an outdoor therapeutic space and fundraised $1,000 to build and paint a bench, plant nine fruit trees, and donate eight art kits to the kids in their care. The last part was most important to me–most kids in foster care have few personal possessions, and knowing from personal experience how art can transform people, I wanted to curate art kits that these kids could take with them. I felt happy when I finished my Eagle Project, but not entirely satisfied. It didn’t feel like I had done enough. I continued to work with Thompson by volunteering at a community night and organizing another service project for my venturing crew. In August, my teacher assigned a research project for which I was to propose potential solutions for a problem in our community. I knew immediately what I would study. The assignment allowed me to develop a deeper understanding of the problems with the foster care system. I compared group homes to foster care, analyzed the risk factors for abuse, and compared different forms of foster care used across the world. I learned about preventing abuse and neglect, and learned that solid community ties--which community organizations make possible--are paramount because they provide social support, resources, and education to parents, while also providing kids a network of supporting mentors and peers. I learned that isolation drives not only abuse but many other social issues and that we need to build communities for everyone in a way that fosters connection. I am now more committed than ever to inclusion, because the people on the outside are frequently the people who need support most of all. Instead of being a single project, my Eagle Project became a habit. Despite meeting success in scouts, I haven't always had everything go exactly how I wanted it to. When I ran for president of my Venturing Crew this year (an organization that essentially is essentially scouts for older people), I lost the election. Admittedly, I felt disappointed by the result as I felt I had contributed a lot to my venturing crew--I started a newsletter, an Instagram page, and recruited five people to join. However, I knew deep down that whether or not I won a position, I had still contributed great things to my crew. Winning a position didn't add or take away from that, and I continue to give my best in scouts. I still feel I am incredibly successful in scouts and venturing, because through both programs I have grown so much. Success means I am better today than I am yesterday. In college and in life, being successful will mean working my hardest and remaining true to my values. My success will be marked by the friends I surround myself with and the good I bring to my community. Although I still haven't decided on a career path, I am excited to look into different avenues through which I can continue to support children. I am considering going into education and law/policy change. I have personally experienced the role good teachers can have, and based on my time camp counseling and working to teach people with intellectual disabilities art I really think I would love it. I want to continue working with organizations that will help me improve outcomes for the most vulnerable children in our community. And I want to be the person that brings in people who feel the most left out.

I. My life began on a gray carpet square. Legs crossed, I crack open the dark green reader on a mission to unscramble the cryptic symbols printed across the page. Previously, I had struggled to string together even three-letter words, but today is different. Today, I finish an entire story. The process awakens a strange sadness that the story has ended and a craving that could only be satisfied by flipping to the next story. That night, I can't shake the feeling. On pages stripped with dotted lines, I start my own story. II. Third grade. The story I began three years ago has changed many times. I start a new one on stacks of loose-leaf paper. Trey, who staffs my afterschool program, offers advice. "Skiing has two i's." I don't believe him. I keep writing on the drive home. The car shifts into park. I stay in the backseat and write until my pencil lead breaks. III. Seventh grade. By middle school, it feels like writing is all I have. For my birthday, I receive a collection of Sylvia Plath poems. I read a few each night, wishing to absorb her imagery. I feel the hooks of smiles in "Tulips" and see a man's face in the sea in "Full Fathom Five." From that day forward, I try to be as surprising and realistic in my descriptions as Sylvia. It takes nine months, but I finally finish my first novel. A few months later, I participate in NaNoWriMo, writing another novel over a month. But when I finish the story, I hate it. IV. The next time I  write, the words do not flow. Occasionally, I manage a poem or a short story, but the words feel superficial. I feel betrayed by the pages. I have lost friends before, but none as dear to me as writing. V. I spend most of high school afraid of the page, terrified my words will be used against me. Simultaneously, I am mourning the talent I thought I had, the stories I never wrote, and the passion that seems extinguished. I spend three years waiting for inspiration and finally realize I must create my own. In my junior year, I set aside an hour each night for writing. Soon, the words stack up. My mother enrolled me in the Susquehanna Summer Writer's Workshop. I was nervous I would not be able to write, but working with college professors and other students ended up being amazing. It felt like I was a kid again, rushing for chances to continue my stories. I came home with the confidence to start a project I had considered for years: my own literary magazine. I particularly love seeing the magazine's reach—through Apotheca, I have been able to connect with artists around the world. I also love conducting interviews to include in the magazine. Because writing started as something I did alone, it feels ironic that I built a community around it. But I am certainly grateful for it. After I came home, I also finished my third novel, Portrait of a Frozen Girl. While it needs revision, I am excited about what the story represents: a return to writing. Epilogue Writing started as an experiment. I now write because I can't bear the alternative. I have learned that writing is not something I can take a casual interest in.  When I write, I write obsessively, staying chained to my laptop until I finish my story. But truthfully, I wouldn't have it any other way. I know myself with and without writing; while I can live without it, I don't care to. I want to commit my life to doing the things I love, and neglecting writing would deny me a certain satisfaction I haven't found elsewhere. Today, writing isn't just something I do alone. It's something I do with a thousand people rallied behind me, working towards a project that is bigger than any of us individually. Working towards a future that never thinks to undermine the arts, because we all know how it has shaped us each in wonderful and unique ways. Simply put, I write because I want to. (Links to supplement my application: Apotheca's Instagram page--you can find previous issues of Apotheca here, as well as other information regarding my magazine: https://www.instagram.com/apotheca.journal/ My Eagle Scout Project--through my Eagle Scout project, I promoted art accessibility by raising supplies for people in the foster care system, as well as creating an outdoor therapeutic space: https://docs.google.com/presentation/d/1CqcQWwvDCFScaBBVJUshk8VmBZKMlbJoe3K8Fiz8MpE/edit?slide=id.p#slide=id.p Writing Sample: https://docs.google.com/document/d/1txuAoeKT13hoRjfeEpYV2vvmkOxKmXxMQyvt5Jeb2Bw/edit?usp=drivesdk Visual Art Sample--although creative writing is my main creative outlet, visual art and music also hold a special place in my heart: https://docs.google.com/presentation/d/1hxUP55Aqbpa-DEXdUrKTZscxRo2_0GOVdAGXOSh9158/edit?slide=id.p#slide=id.p )

My first love was writing. Growing up, I spent recess working on my stories. As I got older, I began exploring visual arts and music, learning to draw, paint, and play piano and flute. My life revolved around the arts. They enabled me to express myself and process my emotions. Yet, I realized the arts were under threat. Whether it be low funding in my school's art department, not having a theater production due to resource constraints or artificial intelligence stripping away artists' jobs, I slowly watched the thing I loved most dissolve from my community. It was then that I made a firm commitment to resist the devolving relevance of arts by promoting it to other youth.  During high school summers, I have had the joy of teaching Handicrafts–photography, movie-making, and pottery–at camp, an experience that I cherish deeply. Following this, I began volunteering with a program teaching art to people with disabilities. The students' joy is infectious. I take pleasure in planning ideas for their projects and witnessing the excitement that fills them when they complete a project. The act of creating art is a unique experience, and I find immense joy in helping others create something they can be proud of.  I recently launched a digital literary magazine, combining my love of art and writing. Through Apotheca, I have used social media to promote creative writing and art to youth worldwide–we currently have over 1,000 followers. Each time I release an issue, I receive messages from contributors. Some have told me that it gave them confidence, while others have shared how it helped them express their feelings. These stories remind me of the power of art. Sometimes, people need to know they are being heard. I plan on attending UNC Chapel Hill, although this may change. I applied regular decision to Davidson College, a school that I love, and some other private schools, but with my family's current financial situation, those schools are simply out of our price range. Regardless, I have spent the past six weeks ecstatic about UNC. I am undecided on my major, but I am considering double-majoring in English and either History or Political Science. I plan on doing lots of service in college, continuing my magazine and becoming an editor for the Daily Tar Heel or the Cellar Door (UNC's student newspaper and literary magazine, respectively). I don't know exactly how the arts will show up in my job. I could see myself becoming a journalist, editor, or author, but I could also see myself becoming a lawyer, a teacher, or even working for a non-profit. However, I have no doubt the arts will remain a part of my daily life in whatever form they manifest themselves. I intend to become a teacher and write novels on the side. It is imperative to me that whatever career path I take serves others somehow. If I pursue law, I could advocate for the most vulnerable people in our community and push for policy change. If I pursue teaching, I can promote art, critical thinking, and self-confidence in the next generation of students. Whatever career I pursue, I do not doubt that the skills I have learned from deep reading and writing will continue to exhibit themselves. And I do not doubt that I will continue to make room for art in my life.

My first love was writing. Growing up, I spent recess working on my stories. As I got older, I began exploring visual arts and music, learning to draw, paint, and play piano and flute. My life revolved around the arts. Yet, I realized the arts were under threat. Whether it be low funding in my school's art department, not having a theater production due to resource constraints or artificial intelligence stripping away artists' jobs, I slowly watched the thing I loved most dissolve from my community. It was then that I made a firm commitment to resist the devolving relevance of arts by promoting it to other youth.  During high school summers, I have had the joy of teaching Handicrafts–photography, movie-making, and pottery–at camp, an experience that I cherish deeply. Following this, I began volunteering with a program teaching art to people with disabilities. I take pleasure in planning ideas for my students' projects and witnessing the excitement that fills them when they complete a project. The act of creating art is a unique experience, and I find immense joy in helping others create something they can be proud of.  I recently launched a digital literary magazine, combining my love of art and writing. Through Apotheca, I have used social media to promote creative writing and art to youth worldwide–we currently have over 1,000 followers. Each time I release an issue, I receive messages from contributors. Some have told me that it gave them confidence, while others have shared how it helped them express their feelings. These stories remind me of the power of art. Sometimes, people need to know they are being heard. I plan on attending UNC Chapel Hill, although this may change. I applied regular decision to Davidson College, a school that I love, and some other private schools, but with my family's current financial situation, those schools are simply out of our price range. Regardless, I have spent the past six weeks ecstatic about UNC. I am undecided on my major, but I am considering double-majoring in English and either History or Political Science. I plan on doing lots of service in college, continuing my magazine and becoming an editor for the Daily Tar Heel or the Cellar Door (UNC's student newspaper and literary magazine, respectively). I don't know exactly how the arts will show up in my job. I could see myself becoming a journalist, editor, or author, but I could also see myself becoming a lawyer, a teacher, or even working for a non-profit. However, I have no doubt the arts will remain a part of my daily life in whatever form they manifest themselves. I intend to become a teacher and write novels on the side. It is imperative to me that whatever career path I take serves others somehow. If I pursue law, I could advocate for the most vulnerable people in our community and push for policy change. If I pursue teaching, I can promote art, critical thinking, and self-confidence in the next generation of students. Whatever career I pursue, I do not doubt that the skills I have learned from deep reading and writing will continue to exhibit themselves. And I do not doubt that I will continue to make room for art in my life.

"Let everything you do be out of love." 1 Corinthians 16:14 I first remember hearing this verse in seventh grade, and it changed how I thought about the world. Since then, I have strived to measure success not by the recognition but by how much I honor God. One of my first experiences volunteering was to become an altar server, and I have greatly enjoyed becoming more involved in my church. However, the most impactful way I have found to honor God is through service to others. I have found following Jesus's example of washing his disciples' feet rewarding. God does not measure us by how wealthy, attractive, educated, or conventionally "successful" we are. We are enough in God's eyes and do not have to change to fit how others want to see us. However, many of God's children still face significant challenges, like poverty, illness, and exclusion. My faith motivates me to volunteer to honor God and the beautiful people He has made. Scouts has allowed me to participate in conservation activities, Scouting for Food, camp and National Youth Leadership Training staff, and my Eagle Project. Through conservation projects, I have appreciated the beautiful world God created. Through Scouting for Food and working with food kitchens, I have appreciated those experiencing poverty and my own blessings of food. Through camp and National Youth Leadership Training, I have enjoyed my gifts in art and from scouting and shared them with others. Through my Eagle Project, I have learned to value the most vulnerable children in our community: those in the foster care system. In all these activities, I have aimed to share my teaching, art, and writing gifts with others. God calls us to "let your light shine before others." By using my talents in a way that honors God, I believe I have not only let my light shine but also encouraged others to share their unique talents. As my life transitions from high school to college, I will stay committed to service, although it may look different from how it looks now. While I have not decided on a career path yet, I want to do something that will enable me to help others. I am considering following my father's footsteps and becoming a teacher. I have personally experienced the impact good teachers make, and, based on my time camp counseling and teaching art to people with intellectual disabilities, I believe I would love teaching. I want to continue working with organizations that help improve outcomes for the most vulnerable children in our community. I also want to be the person who brings in people who feel the most left out.  When I honor God, He provides me with many other gifts. He has given me friends, gratitude, love, and appreciation for the world around me. My faith has been a guiding light in my life, shaping my values and decisions. In my career, I believe my faith will assist me in being kind to people with backgrounds different than mine and open to the beauty God placed in each person. I will continue to strive to honor God and let my light shine.

As a high school senior who is interested in majoring in English and also participated in band, Gregory's story is deeply moving to me. People like him have inspired me to pursue community service through scouts. Some of these, such as my Eagle Scout Project, have had a deep impact on me and have influenced my plans for a career. I did my Eagle Project for Thompson Child and Family Focus. This organization uses a mix of behavioral, cognitive, and group therapy to help foster kids who have experienced severe abuse and neglect. Thompson also runs preventative programs that work to end the cycle of generational abuse. After working with Thompson to evaluate their needs, I created a vision for an outdoor therapeutic space and fundraised $1,000 to build and paint a bench, plant nine fruit trees, and donate eight art kits to the kids in their care. The last part was most important to me–most kids in foster care have few personal possessions, and knowing from personal experience how art can transform people, I wanted to curate art kits that these kids could take with them. I felt happy when I finished my Eagle Project, but not entirely satisfied. It didn’t feel like I had done enough. I continued to work with Thompson by volunteering at a community night and organizing another service project for my venturing crew. In August, my English teacher assigned a research project for which I was to propose potential solutions for a problem in our community. I knew immediately what I would study. The assignment allowed me to develop a deeper understanding of the problems with the foster care system. I compared group homes to foster care, analyzed the risk factors for abuse, and compared different forms of foster care used across the world. I learned about preventing abuse and neglect, and learned that solid community ties--which community organizations make possible--are paramount because they provide social support, resources, and education to parents, while also providing kids a network of supporting mentors and peers. I learned that isolation drives not only abuse but many other social issues and that we need to build communities for everyone in a way that fosters connection. I also learned the value of knowledge in creating solutions for difficult problems, which is why I'm so excited to attend college. In college, I am excited to look into different avenues through which I can continue to support children. I am considering going into education but am also considering law and policy change. I have personally experienced the role good teachers can have, and based on my time camp counseling and working to teach people with intellectual disabilities art I really think I would love it. I want to continue working with organizations that will help me improve outcomes for the most vulnerable children in our community. And I want to be the person that brings in people who feel the most left out.

In third grade, I was diagnosed with ADHD. This posed many challenges: although I was very gifted academically and loved to learn, I wouldn't remember to complete my homework. Frequently, I would even finish my homework and then forget it at home or simply never turn it in. I had a 504 up to sixth grade, but after sixth grade I was home schooled for two years and lost it and never had it reinstated. My parents also decided that medication would not be a good fit for me. Despite my ADHD, I have never used it as a crutch academically. I have found work-arounds for my ADHD and in many cases allowed my neurodivergence has made me successful. Because my brain works differently than a lot of people, I had a lot of trouble fitting in with people my age, particularly when I was younger. In elementary school, I was frequently bullied, which took a toll on my self esteem and mental health. After sixth grade, it got so bad that my parents withdrew me to be homeschooled. While I was homeschooled, I was able to develop in the subjects I was passionate about, particularly English and History. I read and wrote almost non-stop. Because of my ADHD, I tend to become very invested in things once I get into them. I became very dedicated to my writing and won many awards. Creative writing really helped me develop my self-esteem. Around that time, I also joined scouts. There, I met some of my best friends. Through scouts, I also became very passionate about service and giving back to the community. I found that creating things and service gave me purpose. My mental health increased a lot during that period, and I learned that I can't let other people impact my self confidence. Once I realized that, my social skills dramatically increased. I returned to a public school for high school. Academically, my ADHD does sometimes pose challenges. For example, I still struggle a lot with executive functioning and remembering to submit things. However, I have started bullet journaling and have slowly built my time management skills. Now, I am in the top 10% of my class, balance several extracurriculars and clubs, and run a literary magazine. I have never missed a deadline for my literary magazine. Once I began prioritizing my mental health by not letting other people affect my opinion of myself and my expressing myself creatively, I became a lot happier. My ADHD is a part of who I am and I believe it is a big part of why I love art and writing so much. I am different from many people, but the more I have embraced those differences in myself the more I have been able to embrace them in other people as well. This has been the backbone of many of my deepest friendships. I would love to continue celebrating the things that make people different through a college education. I am considering becoming an educator which will allow me to work with kids like me and help them reach success, while writing books on the side. I have had many teachers who have made such an amazing impact on my life that I would love to follow in their footsteps. I also think writing will always be a part of my life. I hope to someday be published. Because my mother lost her job this year, my family is experiencing financial instability that is not reflected in my FAFSA profile. Earning this scholarship would allow me to pursue my dreams.

I very nearly did not become an Eagle Scout. It wasn’t until 2019 that Scouts began admitting girls. I joined one of two troops in our county that accepted girls, with the immediate goal of becoming an Eagle Scout. My younger brother had already ranked up to Second Class, three ranks above me, and I would not let him beat me. But it was more than just beating my brother--I wanted to create Scouting stories like the ones my dad had shared with me and to prove that girls could do it well. Soon after I joined, I started teaching the younger scouts flag etiquette and first-aid. Eighteen months in, I was elected Senior Patrol Leader--the equivalent of President in a scout troop. I worked hard to involve the younger scouts, going through their scout books with them and encouraging them to advance. One girl I worked with, who never planned on advancing to Eagle, has since become Senior Patrol Leader and is in the process of planning her Eagle Project. Around that time, I accepted a position teaching Handicrafts at a local scout camp. Teaching scouts skills like pottery, photography, and basketry has been one of my all-time favorite experiences. By my second year, I worked side-by-side with my Area Director to train the other staff members, and was awarded the Hardest Worker Superlative. The next year, I was recruited to join National Youth Leadership Training staff and accepted at the cost of missing Staff Week at Camp Grimes. Unfortunately, staff development--a process that involved four training weekends and several meetings--got off to a rocky start after the adult leaders removed four youth members from the staff. The staffing changes caused a lot of tension between the staff, and being one of two girls on staff made course development harder. But when it was time to be Troop Guide at NYLT, I had an amazing time leading the girls’ patrol and teaching them leadership and conflict resolution skills. Amid the excitement of NYLT, I received a call from my camp director telling me the previous Handicraft Area Director wouldn’t be at camp and I had been promoted to Area Director. Due to the little preparation time, managing a new team was difficult, but I made time to train them during breaks and shadowed their classes so I could offer feedback. I finished the summer with a notebook of changes I plan to implement next summer when I return as Area Director. Only six years ago, I would have never been able to join scouts. But I really can't imagine my life now without it. Many people still argue that girls should stay in girls scouts and leave scouts for boys. But I never had the opportunity to join girl scouts, and scouts offered me so many amazing opportunities--if even just the people I met--that girl scouts simply didn't offer. I would not be the person I am today without scouts. Furthermore, I have been surrounded by so many amazing women in scouts who have made the organization undeniably better. Empowerment means opening up opportunities and giving people the support they need to get there. Sometimes that support is mental. Because of my amazing parents, scout leaders, and friends, I have never doubted I could be an Eagle Scout. I have taken it upon myself to encourage all scouts, but particularly other girls, in the difficult task of earning Eagle. These have driven me in my roles first as a leader in my scout troop and now as a camp counselor and NYLT troop guide.

In third grade, I was diagnosed with ADHD. This posed many challenges: although I was very gifted academically and loved to learn, I wouldn't remember to complete my homework. Frequently, I would even finish my homework and then forget it at home or simply never turn it in. I had a 504 up to sixth grade, but after sixth grade I was home schooled for two years and lost it and never had it reinstated. My parents also decided that medication would not be a good fit for me. Despite my ADHD, I have never used it as a crutch academically. I have found work-arounds for my ADHD and in many cases allowed my neurodivergence has made me successful. Because my brain works differently than a lot of people, I had a lot of trouble fitting in with people my age, particularly when I was younger. In elementary school, I was frequently bullied, which took a toll on my self esteem and mental health. After sixth grade, it got so bad that my parents withdrew me to be homeschooled. While I was homeschooled, I was able to develop in the subjects I was passionate about, particularly English and History. I read and wrote almost non-stop. Because of my ADHD, I tend to become very invested in things once I get into them. I became very dedicated to my writing and won many awards. Creative writing really helped me develop my self-esteem. Around that time, I also joined scouts. There, I met some of my best friends. Through scouts, I also became very passionate about service and giving back to the community. I found that creating things and service gave me purpose. My mental health increased a lot during that period. and I learned that I can't let other people impact my self confidence. Once I realized that, my social skills dramatically increased. I returned to a public school for high school. Academically, my ADHD does sometimes pose challenges. For example, I still struggle a lot with executive functioning and remembering to submit things. However, I have started bullet journaling and have slowly built my time management skills. Now, I am in the top 10% of my class, balance several extracurriculars and clubs, and run a literary magazine. I have never missed a deadline for my literary magazine. Once I began prioritizing my mental health by not letting other people affect my opinion of myself and my expressing myself creatively, I became a lot happier. My ADHD is a part of who I am and I believe it is a big part of why I love art and writing so much. I am different from many people, but the more I have embraced those differences in myself the more I have been able to embrace them in other people as well. This has been the backbone of many of my deepest friendships. I would love to continue celebrating the things that make people different through a college education. I am considering becoming an educator which will allow me to work with kids like me and help them reach success, while writing books on the side. Because my mother lost her job this year, my family is experiencing financial instability that is not reflected in my FAFSA profile. Earning this scholarship would allow me to pursue my dreams.

In third grade, I was diagnosed with ADHD. This posed many challenges: although I was very gifted academically and loved to learn, I wouldn't remember to complete my homework. Frequently, I would even finish my homework and then forget it at home or simply never turn it in. I had a 504 up to sixth grade, but after sixth grade I was home schooled for two years and lost it and never had it reinstated. My parents also decided that medication would not be a good fit for me. Despite my ADHD, I have never used it as a crutch academically. I have found work-arounds for my ADHD and in many cases allowed my neurodivergence has made me successful. Because my brain works differently than a lot of people, I had a lot of trouble fitting in with people my age, particularly when I was younger. In elementary school, I was frequently bullied, which took a toll on my self esteem and mental health. After sixth grade, it got so bad that my parents withdrew me to be homeschooled. While I was homeschooled, I was able to develop in the subjects I was passionate about, particularly English and History. I read and wrote almost non-stop. Because of my ADHD, I tend to become very invested in things once I get into them. I became very dedicated to my writing and won many awards. Creative writing really helped me develop my self-esteem. Around that time, I also joined scouts. There, I met some of my best friends. My mental health increased a lot and I learned that I can't let other people impact my self confidence. Once I realized that, my social skills dramatically increased. I returned to a public school for high school. Academically, my ADHD does sometimes pose challenges. For example, I still struggle a lot with executive functioning and remembering to submit things. However, I have started bullet journaling and have slowly built my time management skills. Now, I am in the top 10% of my class, balance several extracurriculars and clubs, and run a literary magazine. I have never missed a deadline for my literary magazine. Once I began prioritizing my mental health by not letting other people affect my opinion of myself and my expressing myself creatively, I became a lot happier. My ADHD is a part of who I am and I believe it is a big part of why I love art and writing so much. I am different from many people, but the more I have embraced those differences in myself the more I have been able to embrace them in other people as well. This has been the backbone of many of my deepest friendships. I am excited to continue celebrating the things that make people different. I am considering becoming an educator which will allow me to work with kids like me and help them reach success.

I don't think my life really began until I learned how to read. Ever since I was able to, I have read every single day, and am now a member of my school's Battle of the Books team. I average out at reading over 100 pages a day thanks to my Young Adult Literature class. That being said, out of the hundreds of books I have read, one author really stands out to me: Khaled Hosseini. The Kite Runner was the first of his books that I read and it holds a very special place in my heart. I read the Kite Runner for the first time in ninth grade. The book broke my heart. When I finished reading it, the character I was angriest at was not Assef, the antagonist, but Amir, the main character. Amir was just an average guy. But he was also a coward, and by doing nothing he betrayed his best friend Hassan. Even after Rahim asks Amir to return to Afghanistan to save Hassan's son, Amir originally refuses. Hassan was the best friend anyone could ask for, and Amir failed him. I watched the movie adaptation a year later. It was phenomenally well done. The movie did an amazing job at showing the dynamic between Amir and Hassan, especially as children. During the scene where Hassan goes to recieve the kite, I felt like I was in Amir's position as a helpless bystander. The movie is incredibly emotionally moving. I was also a little bit confused by how they cut down the kites in the book, so watching them actually play run the kites in the movie was really interesting. I had never heard of that game before I had read the book, so it was really interesting actually getting to see them play. Despite the impact the movie had for me, I never want to watch it again. Just like the book, the movie is incredibly heartbreaking and is very difficult to watch. However, I really appreciated how compassionately the movie covered sensitive topics. The movie, as well as the book, inspire me to be a better friend and ensure I am not just a bystander. Both have taught me to step in when I see something wrong happening, even if I am scared. As a a matter of fact, the times when stepping up is scariest are usually the times when it is most necessary.

Instagram is notoriously negative. I have seen many accounts impersonating and bullying my friends, each of which I reported. But the worst one I saw was an account bullying a girl at my school for being overweight. The account's owners had taken pictures of her in the hallways without her even knowing. I reported it to Instagram and also to my school administrators, but they told me there was nothing they could do. I decided then that if I couldn't stop people from posting negative things, it was my job to make Instagram more positive. This was part of what inspired me to start a literary magazine. Through Instagram, I created Apotheca Journal, which counteracts the fear artists and writers often feel for posting or being cyber bullied by instead offering a supportive voice, one that values what they have created. Some of the support offered through Apotheca is done by publishing young writers and artists in my magazine. But I also support artists and writers by complimenting artwork directly through comments. Apotheca has helped me create a community of writers and artists all across the world. Our magazine has had people submit from everywhere from China to Brazil. Instead of using social media to tear people apart, I have instead use it as a tool to bring people together. I have found that drowning out negative content through positive content is the most powerful tool in counteracting cyber bullying. In real life, I do this by making a point to include the people who I see being bullied. This has led me to meeting some great friends. I am excited to attend college so I can continue to make a difference through community involvement. One of the things I am interested in pursuing is either education or policy change so I can help children in the foster care system, building on my Eagle Scout Project. However, this has not been easy. My mother, who is the primary breadwinner of our family, lost her job this year. This has drastically impacted my college prospects, and due to the timing of her termination, it is not reflected in my FAFSA profile. My mother does not know if she will be able to regain her job soon, which means I have had to apply for as many scholarships as possible. I am very excited for college, and I would love to be able to attend one of my dream schools, UNC Chapel Hill or Davidson College. Earning this scholarship would help make that dream come true and would also enable me to continue to make a difference in my community.

Excellence comes from giving your best in everything you can. This is something I have tried to incorporate in every aspect of my life, from academics, to my writing, to Scouts. In academics, it means learning to learn, and remaining committed to academic integrity. In writing, it means consistently setting goals to ensure that I write every day. In Scouts, it means coming to each meeting with an attitude that exemplifies the Scout Oath and Law. Because I have given my best in all of these areas, I have met success. I am ranked in the top 10% of my class, have earned three Scholastic Silver Keys, and am now an Eagle Scout. But I have discovered that for each of these, it hasn't been the recognition that has made it rewarding. It has been the experience. I did my Eagle Project for Thompson Child and Family Focus. This organization uses a mix of behavioral, cognitive, and group therapy to help foster kids who have experienced severe abuse and neglect. Thompson also runs preventative programs that work to end the cycle of generational abuse. After working with Thompson to evaluate their needs, I created a vision for an outdoor therapeutic space and fundraised $1,000 to build and paint a bench, plant nine fruit trees, and donate eight art kits to the kids in their care. The last part was most important to me–most kids in foster care have few personal possessions, and knowing from personal experience how art can transform people, I wanted to curate art kits that these kids could take with them. I felt happy when I finished my Eagle Project, but not entirely satisfied. It didn’t feel like I had done enough. I continued to work with Thompson by volunteering at a community night and organizing another service project for my venturing crew. In August, my teacher assigned a research project for which I was to propose potential solutions for a problem in our community. I knew immediately what I would study. The assignment allowed me to develop a deeper understanding of the problems with the foster care system. I compared group homes to foster care, analyzed the risk factors for abuse, and compared different forms of foster care used across the world. I learned about preventing abuse and neglect, and learned that solid community ties--which community organizations make possible--are paramount because they provide social support, resources, and education to parents, while also providing kids a network of supporting mentors and peers. I learned that isolation drives not only abuse but many other social issues and that we need to build communities for everyone in a way that fosters connection. I am now more committed than ever to inclusion, because the people on the outside are frequently the people who need support most of all. Instead of being a single project, my Eagle Project became a habit. In college, I am excited to look into different avenues through which I can continue to support children. I am considering going into education and law/policy change. I have personally experienced the role good teachers can have, and based on my time camp counseling and working to teach people with intellectual disabilities art I really think I would love it. I want to continue working with organizations that will help me improve outcomes for the most vulnerable children in our community. And I want to be the person that brings in people who feel the most left out.

Excellence comes from giving your best in everything you can. This is something I have tried to incorporate in every aspect of my life, from academics, to my writing, to Scouts. In academics, it means learning to learn, and remaining committed to academic integrity. In writing, it means consistently setting goals to ensure that I write every day. In Scouts, it means coming to each meeting with an attitude that exemplifies the Scout Oath and Law. Because I have given my best in all of these areas, I have met success. I am ranked in the top 10% of my class, have earned three Scholastic Silver Keys, and am now an Eagle Scout. But I have discovered that for each of these, it hasn't been the recognition that has made it rewarding. It has been the experience. I did my Eagle Project for Thompson Child and Family Focus. This organization uses a mix of behavioral, cognitive, and group therapy to help foster kids who have experienced severe abuse and neglect. Thompson also runs preventative programs that work to end the cycle of generational abuse. After working with Thompson to evaluate their needs, I created a vision for an outdoor therapeutic space and fundraised $1,000 to build and paint a bench, plant nine fruit trees, and donate eight art kits to the kids in their care. The last part was most important to me–most kids in foster care have few personal possessions, and knowing from personal experience how art can transform people, I wanted to curate art kits that these kids could take with them. I felt happy when I finished my Eagle Project, but not entirely satisfied. It didn’t feel like I had done enough. I continued to work with Thompson by volunteering at a community night and organizing another service project for my venturing crew. In August, my teacher assigned a research project for which I was to propose potential solutions for a problem in our community. I knew immediately what I would study. The assignment allowed me to develop a deeper understanding of the problems with the foster care system. I compared group homes to foster care, analyzed the risk factors for abuse, and compared different forms of foster care used across the world. I learned about preventing abuse and neglect, and learned that solid community ties--which community organizations make possible--are paramount because they provide social support, resources, and education to parents, while also providing kids a network of supporting mentors and peers. I learned that isolation drives not only abuse but many other social issues and that we need to build communities for everyone in a way that fosters connection. I am now more committed than ever to inclusion, because the people on the outside are frequently the people who need support most of all. Instead of being a single project, my Eagle Project became a habit. In college, I am excited to look into different avenues through which I can continue to support children. I am considering going into education and law/policy change. I have personally experienced the role good teachers can have, and based on my time camp counseling and working to teach people with intellectual disabilities art I really think I would love it. I want to continue working with organizations that will help me improve outcomes for the most vulnerable children in our community. And I want to be the person that brings in people who feel the most left out.

40% of kids in the foster care system experience abuse. Approximately half will shift living arrangements more than twice each year. 29% of kids leaving foster care will experience homelessness. The current foster care system frequently fails to protect the kids it serves or provide support for kids coming out of foster care. It also fails to provide a screening process that would minimize abuse and neglect in foster homes--federally, people with physical assault charges can still foster children, provided the charge happened five or more years ago. I always knew the foster care system had flaws, but my Eagle Project placed me on a journey to realize the extent of those flaws. I did my Eagle Project for Thompson Child and Family Focus. This organization uses a mix of behavioral, cognitive, and group therapy to help foster kids who have experienced severe abuse and neglect. Thompson also runs preventative programs that work to end the cycle of generational abuse. After working with Thompson to evaluate their needs, I created a vision for an outdoor therapeutic space and fundraised $1,000 to build and paint a bench, plant nine fruit trees, and donate eight art kits to the kids in their care. The last part was most important to me–most kids in foster care have few personal possessions, and knowing from personal experience how art can transform people, I wanted to curate art kits that these kids could take with them. I felt happy when I finished my Eagle Project, but not entirely satisfied. It didn’t feel like I had done enough. I continued to work with Thompson by volunteering at a community night and organizing another service project for my venturing crew. In August, my teacher assigned a research project for which I was to propose potential solutions for a problem in our community. I knew immediately what I would study. The assignment allowed me to develop a deeper understanding of the problems with the foster care system. I compared group homes to foster care, analyzed the risk factors for abuse, and compared different forms of foster care used across the world. I learned about preventing abuse and neglect, and learned that solid community ties--which community organizations make possible--are paramount because they provide social support, resources, and education to parents, while also providing kids a network of supporting mentors and peers. I learned that isolation drives not only abuse but many other social issues and that we need to build communities for everyone in a way that fosters connection. I also learned the value of knowledge in creating solutions for difficult problems, which is why I'm so excited to attend college. In college, I am excited to look into different avenues through which I can continue to support children. I am considering going into education and law/policy change. I have personally experienced the role good teachers can have, and based on my time camp counseling and working to teach people with intellectual disabilities art I really think I would love it. I want to continue working with organizations that will help me improve outcomes for the most vulnerable children in our community. And I want to be the person that brings in people who feel the most left out.

I grew up on my father's stories. As a history teacher, he had plenty of them—the Trojan Horse, the fall of Rome. All enthralled me. I quickly turned to books and learned how surprising, disturbing, and funny history could be. Then, I had a rough understanding of how things fit together—World War I contributed to World War II—but history seemed linear, not web-like. My U.S. History class expanded my knowledge so I could connect the events together, and it became one of my favorite classes. My other favorite classes have been English classes. They gave me the opportunity to read everything from Of Mice and Men to Hamlet to Native Son. I have analyzed poetry, written essays, and learned how to conduct research. In college, I will study history, literature and art. Literature and art contribute to learning history because they shape culture. The written word has the fantastic ability to change the world. Uncle Tom's Cabin helped end slavery. What brought an end to the Soviet Union? What influenced Gorbachev to allow free elections? I want to study why these cultural shifts happened and understand how culture shifts today. While considering a career in journalism or psychology, I am most interested in education. Teachers are crucial to society because they teach students facts and how to interact creatively and critically with the world. I imagine myself teaching high school English or History and writing novels on the side. Whatever my career path, it will involve my greatest love—stories. History is one giant story found in history books, literature, and art. The characters and settings change, but humanity—sometimes cruel, sometimes compassionate—remains central. Winning this scholarship will permit me to attend my dream school where I will explore more history, read more stories, and train to influence my future students.

My first love was writing. Growing up, I spent recess with paper and a pencil, working on my stories. As I got older, I began exploring visual arts and music, learning to play piano and flute. My life revolved around the arts. Yet, I realized the arts were shrinking. Whether it be low funding in my school's art department, not having a theater production due to resource constraints or artificial intelligence stripping away artists' jobs, I slowly watched what I loved most dissolving from my community. I realized the best way to resist the devolving relevance of arts was to promote it to other youth. In my first year in high school, I applied to teach Handicrafts at a camp. I ended up teaching photography, movie making, and pottery, which I loved. I have continued to work there, and last year, I was promoted to Area Director. Because I enjoyed teaching at camp, I asked my art teacher if I could volunteer with their program teaching art to people with disabilities. I learned to adapt my teaching style to work with different types of people. Each month, the students greeted me with the biggest smiles. I knew I had to keep going. Finally, I got the idea to start a literary magazine, which allowed me to combine my love of art and writing. Through Apotheca, I have used social media to promote creative writing and art to youth worldwide. We have released five issues; each time I release an issue, I get messages from contributors telling me the impact of seeing their writing published. Some have told me that it gave them the confidence, while others have shared how it helped them express their feelings. These stories remind me of the power of art and the importance of promoting it. Sometimes, people need to know they are being heard. Art takes discipline, and many people get frustrated when they start a new hobby and don't do well immediately. But art, whether created by a novice or a master, is valuable. This is the message I push to my campers, students, and contributors. Everyone has something worthwhile to say, and art is about making room to say it. This discipline has pushed me to complete three novels. Once I realized my technique improved whether or not I won an award or published a story, I knew my hard work was worth it. Discipline has pushed me to move past writer's block and write consistently every day. Now, I realize that I will have to work harder than I ever thought I would. Instead of competing with other writers, I must compete with machines and artificial intelligence. I will have to contend with a generation of declining literacy. But I have learned how to work hard. I will write as much as I have to. And I will do everything I can to promote the arts and literacy in my community because I know the power words have to heal and connect.

My first love was writing. Growing up, I spent my recesses with a stack of loose-leaf paper and a pencil working on my stories. As I got older, I began exploring visual arts and music as well, learning to play music and flute for my band. My life revolved around the arts. And yet I soon began to realize that the arts were shrinking. Whether it be low funding in my school's art department, not having a theater production despite extreme success in previous years, or the rise of artificial intelligence stripping away artist's jobs, I slowly watched as the thing I loved most in the world began to dissolve from my community. I decided the best way to resist the devolving relevance of arts in my community was to promote it to other youth. My freshman year in high school, I applied to teach Handicrafts at a local Scout camp over the summer. I ended up teaching photography, basketry, movie making, and pottery, and I absolutely loved it. I have continued to work there every summer since then, and last year I was promoted to Area Director. Staffing at summer camp has truly been one of my most rewarding activities. Because I enjoyed my time at camp so much, I wanted to find another way I would be able to teach over the school year. When I asked my art teacher, she presented me with an opportunity to teach art to people with mental disabilities. I learned how to adapt my teaching style to work with different types of people. Each month, the students greeted me with the biggest smiles. I knew I had to keep going. Finally, I got the idea to start a literary magazine, which would allow me to combine my love of art and writing. Through my literary magazine, Apotheca Journal, I have used social media to promote creative writing and art to youth across the world. We have released five issues, and each time I release a new issue I get messages from contributors telling me how impactful it was to see their writing published. Sometimes, people just need to know they are being heard. Since its inception, Apotheca has received over 250 submissions and over 1,000 followers from all across the world. Art does take discipline, and a lot of people get frustrated when they start a new hobby and they don't do well right away. But art, whether created by a novice or a master, is valuable. This has been the message I have pushed to each of my campers, students, and contributors. Everyone has something valuable to say, and art is about making room to say it. It is discipline that has pushed me to complete all three of my novels. I knew, once I had noticed the improvement in my technique, that no matter how many awards I won or whether or not I was ever published, that my hard work was worth it. It is discipline that has pushed me to move past writer's block and instead write consistently every day. Now, I realize that I am going to have to work harder than I ever thought I would have to. Instead of simply competing with other writers, I will have to compete with machines and artificial intelligence. I will have to compete with a generation of declining literacy. But I have learned how to work hard. I will write as much as I have to. And I will do everything I can to promote the arts and literacy in my community, because I know the power words have.

40% of kids in the foster care system experience abuse. Approximately half will shift living arrangements more than twice each year. 29% of kids leaving foster care will experience homelessness. The current foster care system frequently fails to provide support to kids coming out of foster care or protect kids in foster care--federally, people with physical assault charges can still foster children, provided the charge happened five or more years ago. I always knew the foster care system had flaws, but my Eagle Project placed me on a journey to realize the extent of those flaws. I did my Eagle Project for Thompson Child and Family Focus. This organization treats foster kids who have experienced severe abuse and provides preventative programs to end generational abuse. After working with Thompson to evaluate their needs, I created a vision for an outdoor therapeutic space and fundraised $1,000 to build and paint a bench, plant nine fruit trees, and donate eight art kits to the kids in their care. The last part was most important to me–most kids in foster care have few personal possessions, and knowing from personal experience how art can transform people, I wanted to curate art kits that these kids could take with them. I felt happy when I finished my Eagle Project, but it didn’t feel like I had done enough. I continued to work with Thompson by volunteering at a community night and organizing another service project for my venturing crew. In August, my teacher assigned a project for which I was to propose potential solutions for a problem in our community. I knew immediately what I would research. Through comparing group homes to foster care, analyzing the risk factors for abuse, and interviewing executives at Thompson, I discovered that solid community ties--which community organizations make possible--are paramount because they provide social support, resources, and education to parents, while also providing kids a network of supporting mentors and peers. I learned that isolation drives many issues and that we need to build communities in a way that fosters connection. While I completed the assignment, I have barely scratched the surface of the risk factors for abuse in community-based care. In college, I am excited to look into different avenues through which I can continue to support children. I am considering going into education and law/policy change. I have personally experienced the role good teachers can have, and based on my time camp counseling and working to teach people with intellectual disabilities art I really think I would love it. I want to continue working with organizations that will help me improve outcomes for the most vulnerable children in our community. And I want to be the person that brings in people who feel the most left out.

Kaila's story resonates deeply with me. She achieved so much and I have no doubt that she had a deep impact on the people around her. As someone who participates in track myself, I know the deep effort involved in the sport and that is reflected in other elements of her story as well. Her story inspires me to push harder. I am by no means an amazing athlete. As a matter of fact, when I originally joined, I was the slowest on the team. I could barely finish the five minute warm up. In my two seasons on the track team since then, I’ve learned how to stretch myself out to the final mile. Deep breaths in through your nose, out through your mouth. I have even started to go to the gym by myself and practicing on the treadmill. I am still not incredibly fast, but I can run for miles and miles, much farther than when I first started. I have learned to prioritize my health. And through track, I have learned the most important lesson of all, one Kaila knew also: the value of discipline, hard work, and consistency. In addition to emulating her work ethic, I hope to follow Kaila in demonstrating kindness in everything I do. Last year, I had the opportunity to complete my Eagle Project on behalf of Thompson Child and Family Focus, and organization that provides treatment to those in the foster care system. Through that project, I fundraised $1,000 to create a outdoor therapeutic space for the children in their care by planting nine fruit trees, rejuvenating the garden, and building and painting a butterfly bench. I also donated eight art kits--each valued at over a hundred dollars--to the kids in their care. Through the project, I learned a lot about the foster care system, and learned even more through a research paper I wrote about foster care afterwards. It is very important to me that I continue helping those in my community who are most vulnerable. I haven't completely decided on a career path yet, but I am strongly considering teaching English and writing novels on the side. Like Kaila, I deeply value education. I have personally experienced the profound influence a teacher can have, and I know I will be able to make a deep impact teaching, including for those in the foster care system. Earning this scholarship would enable me to pursue my dreams. Kaila's story is incredibly profound, and it would truly be an honor to be awarded a scholarship dedicated to such a special person. I believe I share Kaila's work ethic and commitment to service, and earning this scholarship would allow me to pursue my dreams and continue to commemorate Kaila's legacy. I deeply appreciate this opportunity.

I. My life began on a carpet square. Legs crossed, I crack open the green reader on a mission to unscramble the cryptic symbols printed across the page. Previously, I had struggled to string together even three-letter words, but today is different. Today, I finish an entire story. The process awakens a sadness that the story has ended and a craving that could only be satisfied by flipping to the next story. That night, I can't shake the feeling. On pages stripped with dotted lines, I start my own story. II. Third grade. The story I began three years ago has changed many times. I start a new one on stacks of loose-leaf paper. Trey, who staffs my after school program, offers advice. "Skiing has two i's." I don't believe him. I keep writing on the drive home. The car shifts into park. I stay in the backseat and write until my pencil lead breaks. III. Seventh grade. By middle school, it feels like writing is all I have. For my birthday, I receive a collection of Sylvia Plath poems. I read a few each night, wishing to absorb her imagery. I feel the hooks of smiles in "Tulips" and see a man's face in the sea in "Full Fathom Five." From that day forward, I try to be as surprising and realistic in my descriptions as Sylvia. It takes nine months, but I finally finish my first novel. A few months later, I participate in NaNoWriMo, writing another novel over a month. But when I finish the story, I hate it. IV. The next time I write, the words do not flow. Occasionally, I manage a poem or a short story, but the words feel superficial. I have lost friends before, but none as dear to me as writing. V. I spend most of high school afraid of the page, terrified my words will be used against me. Simultaneously, I mourn the talent I thought I had, the stories I never wrote, and the passion that seems extinguished. I spend three years waiting for inspiration and finally realize I must create my own. In my junior year, I set aside an hour each night for writing. Soon, the words stack up. My mother enrolled me in the Susquehanna Summer Writer's Workshop. I was nervous I would not be able to write, but working with college professors and other students ended up being amazing. It felt like I was a kid again, rushing for chances to continue my stories. I came home with the confidence to start a project I had considered for years: my own literary magazine. Through Apotheca, I have been able to connect with artists around the world. Although writing started as something I did alone, it is now something I do surrounded by a community. After I came home, I also finished my third novel, Portrait of a Frozen Girl. While it needs revision, I am excited about what the story represents: a return to writing. Epilogue: Writing started as an experiment. I now write because I can't bear the alternative. I know myself with and without writing; while I can live without it, I don't care to. I want to commit my life to doing the things I love, and neglecting writing would deny me a satisfaction I haven't found elsewhere. Writing has been the most effective tool I have ever had to regulate my emotions and I do not know who I would be without it. Simply put, I write because I want to.

I. My life began on a carpet square. Legs crossed, I crack open the green reader on a mission to unscramble the cryptic symbols printed across the page. Previously, I had struggled to string together even three-letter words, but today is different. Today, I finish an entire story. The process awakens a sadness that the story has ended and a craving that could only be satisfied by flipping to the next story. That night, I can't shake the feeling. On pages stripped with dotted lines, I start my own story. II. Third grade. The story I began three years ago has changed many times. I start a new one on stacks of loose-leaf paper. Trey, who staffs my afterschool program, offers advice. "Skiing has two i's." I don't believe him. I keep writing on the drive home. The car shifts into park. I stay in the backseat and write until my pencil lead breaks. III. Seventh grade. By middle school, it feels like writing is all I have. For my birthday, I receive a collection of Sylvia Plath poems. I read a few each night, wishing to absorb her imagery. I feel the hooks of smiles in "Tulips" and see a man's face in the sea in "Full Fathom Five." From that day forward, I try to be as surprising and realistic in my descriptions as Sylvia. I t takes nine months, but I finally finish my first novel. A few months later, I participate in NaNoWriMo, writing another novel over a month. But when I finish the story, I hate it. IV. The next time I write, the words do not flow. Occasionally, I manage a poem or a short story, but the words feel superficial. I have lost friends before, but none as dear to me as writing. V. I spend most of high school afraid of the page, terrified my words will be used against me. Simultaneously, I mourn the talent I thought I had, the stories I never wrote, and the passion that seems extinguished. I spend three years waiting for inspiration and finally realize I must create my own. In my junior year, I set aside an hour each night for writing. Soon, the words stack up. My mother enrolled me in the Susquehanna Summer Writer's Workshop. I was nervous I would not be able to write, but working with college professors and other students ended up being amazing. It felt like I was a kid again, rushing for chances to continue my stories. I came home with the confidence to start a project I had considered for years: my own literary magazine. Through Apotheca, I have been able to connect with artists around the world. Although writing started as something I did alone, it is now something I do surrounded by a community. After I came home, I also finished my third novel, Portrait of a Frozen Girl. While it needs revision, I am excited about what the story represents: a return to writing. Epilogue: Writing started as an experiment. I now write because I can't bear the alternative. I know myself with and without writing; while I can live without it, I don't care to. I want to commit my life to doing the things I love, and neglecting writing would deny me a satisfaction I haven't found elsewhere. Writing has been the most effective tool I have ever had to regulate my emotions and I do not know who I would be without it. Simply put, I write because I want to.

40% of kids in the foster care system experience abuse. Approximately half will shift living arrangements more than twice each year. 29% of kids leaving foster care will experience homelessness. The current foster care system frequently fails to provide support to kids coming out of foster care or protect kids in foster care--federally, people with physical assault charges can still foster children, provided the charge happened five or more years ago. I always knew the foster care system had flaws, but my Eagle Project placed me on a journey to realize the extent of those flaws. I did my Eagle Project for Thompson Child and Family Focus. This organization treats foster kids who have experienced severe abuse and provides preventative programs to end generational abuse. After working with Thompson to evaluate their needs, I created a vision for an outdoor therapeutic space and fundraised $1,000 to build and paint a bench, plant nine fruit trees, and donate eight art kits to the kids in their care. The last part was most important to me–most kids in foster care have few personal possessions, and knowing from personal experience how art can transform people, I wanted to curate art kits that these kids could take with them. I felt happy when I finished my Eagle Project, but it didn’t feel like I had done enough. I continued to work with Thompson by volunteering at a community night and organizing another service project for my venturing crew. In August, my teacher assigned a project for which I was to propose potential solutions for a problem in our community. I knew immediately what I would research. Through comparing group homes to foster care, analyzing the risk factors for abuse, and interviewing executives at Thompson, I discovered that solid community ties--which community organizations make possible--are paramount because they provide social support, resources, and education to parents, while also providing kids a network of supporting mentors and peers. I learned that isolation drives many issues and that we need to build communities in a way that fosters connection. While I completed the assignment, I have barely scratched the surface of the risk factors for abuse in community-based care. I want to continue working with organizations that will help me improve outcomes for the most vulnerable children in our community. And I want to be the person that brings in people who feel the most left out.

I. My life began on a carpet square. Legs crossed, I crack open the green reader on a mission to unscramble the cryptic symbols printed across the page. Previously, I had struggled to string together even three-letter words, but today is different. Today, I finish an entire story. The process awakens a sadness that the story has ended and a craving that could only be satisfied by flipping to the next story. That night, I can't shake the feeling. On pages stripped with dotted lines, I start my own story. II. Third grade. The story I began three years ago has changed many times. I start a new one on stacks of loose-leaf paper. Trey, who staffs my afterschool program, offers advice. "Skiing has two i's." I don't believe him. I keep writing on the drive home. The car shifts into park. I stay in the backseat and write until my pencil lead breaks. III. Seventh grade. By middle school, it feels like writing is all I have. For my birthday, I receive a collection of Sylvia Plath poems. I read a few each night, wishing to absorb her imagery. I feel the hooks of smiles in "Tulips" and see a man's face in the sea in "Full Fathom Five." From that day forward, I try to be as surprising and realistic in my descriptions as Sylvia. It takes nine months, but I finally finish my first novel. A few months later, I participate in NaNoWriMo, writing another novel over a month. But when I finish the story, I hate it. IV. The next time I  write, the words do not flow. Occasionally, I manage a poem or a short story, but the words feel superficial. I have lost friends before, but none as dear to me as writing. V. I spend most of high school afraid of the page, terrified my words will be used against me. Simultaneously, I mourn the talent I thought I had, the stories I never wrote, and the passion that seems extinguished. I spend three years waiting for inspiration and finally realize I must create my own. In my junior year, I set aside an hour each night for writing. Soon, the words stack up. My mother enrolled me in the Susquehanna Summer Writer's Workshop. I was nervous I would not be able to write, but working with college professors and other students ended up being amazing. It felt like I was a kid again, rushing for chances to continue my stories. I came home with the confidence to start a project I had considered for years: my own literary magazine. Through Apotheca, I have been able to connect with artists around the world. Although writing started as something I did alone, it is now something I do surrounded by a community. After I came home, I also finished my third novel, Portrait of a Frozen Girl. While it needs revision, I am excited about what the story represents: a return to writing. Epilogue Writing started as an experiment. I now write because I can't bear the alternative. I know myself with and without writing; while I can live without it, I don't care to. I want to commit my life to doing the things I love, and neglecting writing would deny me a satisfaction I haven't found elsewhere. Writing has been the most effective tool I have ever had to regulate my emotions and I do not know who I would be without it. Simply put, I write because I want to.

40% of kids in the foster care system experience abuse. Approximately half will shift living arrangements more than twice each year. 29% of kids leaving foster care will experience homelessness. The current foster care system frequently fails to protect the kids it serves or provide support for kids coming out of foster care. It also fails to provide a screening process that would minimize abuse and neglect in foster homes--federally, people with physical assault charges can still foster children, provided the charge happened five or more years ago. I always knew the foster care system had flaws, but my Eagle Project placed me on a journey to realize the extent of those flaws. I did my Eagle Project for Thompson Child and Family Focus. This organization uses a mix of behavioral, cognitive, and group therapy to help foster kids who have experienced severe abuse and neglect. Thompson also runs preventative programs that work to end the cycle of generational abuse. After working with Thompson to evaluate their needs, I created a vision for an outdoor therapeutic space and fundraised $1,000 to build and paint a bench, plant nine fruit trees, and donate eight art kits to the kids in their care. The last part was most important to me–most kids in foster care have few personal possessions, and knowing from personal experience how art can transform people, I wanted to curate art kits that these kids could take with them. I felt happy when I finished my Eagle Project, but not entirely satisfied. It didn’t feel like I had done enough. I continued to work with Thompson by volunteering at a community night and organizing another service project for my venturing crew. In August, my teacher assigned a research project for which I was to propose potential solutions for a problem in our community. I knew immediately what I would study. The assignment allowed me to develop a deeper understanding of the problems with the foster care system. I compared group homes to foster care, analyzed the risk factors for abuse, and compared different forms of foster care used across the world. I learned about preventing abuse and neglect, and learned that solid community ties--which community organizations make possible--are paramount because they provide social support, resources, and education to parents, while also providing kids a network of supporting mentors and peers. I learned that isolation drives not only abuse but many other social issues and that we need to build communities for everyone in a way that fosters connection. We need strong leaders to bring connection back into our world. Without people who are willing to face the problems in our world, the things that are great about us--our relationships with other people--will dissolve. Everyone needs help sometimes. It is the responsibility of everyone to ensure that those people get help. While I have completed my Eagle Scout project, I have barely scratched the surface of the risk factors for abuse in community-based care. I intend to learn more. I want to continue working with organizations that will help me stop the cycle of abuse and improve outcomes for the most vulnerable children in our community. And I want to be the person that brings in the people who feel the most left out.