I should be considered for the Samuel D. Hartley Memorial Scholarship because the strong discipline, mental toughness, and ability to bounce back that I've learned from playing college golf truly match the qualities needed to do well in school and in my future career. Golf has been more than just a game; it's been a powerful teacher, showing me how to handle tough moments and unexpected challenges. On the course, this means recovering from a bad shot, staying calm when a crucial putt is on the line, or learning from a round that didn't go my way. These experiences have directly helped me face difficulties in everyday life, whether it's dealing with a tough assignment, managing my time, or overcoming personal setbacks. The constant need to stay focused, learn from mistakes without getting stuck on them, and keep pushing forward has built a strong foundation for how I approach all aspects of my life. Currently, I am a dedicated redshirt junior playing for the golf team at Hope International University in California, which is an NAIA college. Playing at this level demands a lot of self-control, hard work, and good time management, balancing practices, travel, and my studies. My passion for golf is deep, and I am always working to improve every part of my game. My big dream is to possibly play golf professionally at a higher level after college. This ambitious goal drives me to practice daily, always looking for ways to get better and push my limits. While my main school path is focused on a History/Political Science major, with clear plans to get a Master's in Education, my commitment to golf is still very strong. I plan to become a high school teacher and coach, and I see a real connection between my golf experiences and these career goals. The leadership skills, strategic thinking, patience, and ability to work with different personalities that I've developed on the golf course will be incredibly valuable as an educator and a coach. Just as I learn from every round of golf, I am eager to learn and grow as a teacher, guiding young minds and athletes. My dedication to both academic excellence and athletic achievement shows a strong commitment to doing my best and making a positive impact. I believe these qualities—resilience, discipline, ambition, and a desire to serve others through education—make me a deserving choice for the Samuel D. Hartley Memorial Scholarship. I am confident that the values I live by, shaped by golf and my educational pursuits, align perfectly with the spirit of this scholarship.

Playing golf has really changed my life, teaching me important lessons that go way beyond the golf course. The game has shown me how to be strong when things are tough, how to handle surprises, and how to stay calm when there's a lot of pressure. Whether it's bouncing back from a bad shot or staying focused on a key putt, golf has always pushed me to be mentally tough. This helps me deal with problems in my daily life. Learning to get back up after a fall, to plan carefully, and to perform under stress has made me strong and determined. It's taught me to stay in the moment, think about the next step, and learn from mistakes without getting stuck on them – a way of thinking that helps me succeed in anything I do. Right now, I'm a dedicated redshirt junior on the golf team at Hope International University in California. This is an NAIA college. Playing at this level has made me even more disciplined and competitive. I'm always working to make every part of my game better, from how I swing to how I plan my shots on the course. My big dream is to possibly play golf professionally at a higher level after college. This dream makes me practice hard every day. Even though my school path is different – I'm studying History/Political Science and plan to get a Master's in Education to become a high school teacher and coach – my dedication to golf is very strong. I believe these two paths work well together: the leadership and smart thinking I learn on the golf course will definitely help me as a teacher and coach, guiding young students and athletes. Golf isn't just a hobby or a game for me; it's something that has built my character, made me tough, given me big goals, and shown me a special way to face challenges. It's truly getting me ready for both my future studies and my sports goals.

In a complex world, where too much information clouds clear thought and disagreements divide communities, one vital class, required K-12, would be "Applied Critical Thinking and Ethical Engagement." This class wouldn't just teach facts; it would foster a deep way of being, helping students think smartly, engage respectfully, and act with fairness and care for everyone. From the start, the class would teach empathy and logical thinking. Kindergartners would learn to understand feelings, share fairly, and grasp cause and effect. They'd be encouraged to ask "why?" and distinguish facts from preferences. In early grades, the focus would deepen on how actions affect the community, teaching active listening, respectful communication, and basic conflict resolution. Smart thinking would involve simple problem-solving and questioning ideas. By middle school, the class would explore media literacy, identifying sensationalism, distinguishing opinion from fact, and recognizing bad arguments. Ethical dilemmas, through case studies, would make students analyze situations from many sides, understand motivations, and debate fair solutions. Discussions would focus on humility, recognizing biases, and changing one's mind with proof. Respect and care would be explored through identity and diversity, challenging wrong ideas and appreciating different cultures. Digital citizenship would teach responsible online behavior. Group projects would strengthen smart thinking and teamwork. In high school, the class would prepare students for active, responsible roles in society. Smart thinking would grow into careful study of hard social issues, money systems, and science claims. Students would learn to evaluate sources, spot biases, and build strong arguments, while also breaking down flawed ones. They would study ethical frameworks as tools for real-world moral problems. The class would help students understand unfair systems and work for change, encouraging community involvement. Discussions would focus on respectful dialogue and mutual understanding. "Treating people fairly with respect and genuine care" would extend to global understanding, recognizing shared humanity and ethical responsibilities in addressing world problems. A final project would involve students identifying a problem, researching causes, proposing fair solutions, and presenting findings. This required class would be truly life-changing. Personally, students would gain self-awareness, emotional intelligence, and resilience, leading to less bullying, better mental health, and a stronger sense of purpose. Academically, smart thinking skills would improve performance across all subjects. Societally, it would create a more polite, understanding, and functional democracy. People would be less susceptible to misinformation, engaging in constructive discourse. Communities would strengthen, built on respect and justice. Innovation would flourish as diverse perspectives are valued, leading to creative solutions. Ultimately, "Applied Critical Thinking and Ethical Engagement" would create a generation of thoughtful, kind, and involved world citizens, shaping a future of wisdom, integrity, and genuine connection.