Advancing Recognition of PMDD and PME Through Medicine and Education When I decided to pursue a career in medicine, I knew I wanted to become the kind of physician who listens carefully to patients, especially when their symptoms are misunderstood or dismissed. As a Jamaican migrant and first-generation college student beginning a Bachelor of Science in Microbiology at West Chester University, I have seen how barriers such as limited health education, financial challenges, and difficulty navigating the healthcare system can delay diagnosis and treatment. Learning about Premenstrual Dysphoric Disorder (PMDD) and Premenstrual Exacerbation (PME) has reinforced my belief that many patients continue to suffer not because effective care is impossible, but because these conditions remain poorly recognized. I was shocked to learn that approximately one in twenty people with menstrual cycles experience PMDD or PME and that many wait years before receiving an accurate diagnosis. The fact that PMDD is associated with such a high risk of suicide highlights the urgent need for better education and earlier recognition. As someone preparing for a career in medicine, I believe no patient should have to spend years wondering why they experience severe cyclical symptoms simply because their healthcare providers were never adequately trained to recognize them. My decision to study microbiology reflects my desire to understand disease at the cellular and molecular levels before applying that knowledge in clinical practice. While PMDD is not caused by abnormal hormone levels, research suggests it results from the brain's abnormal response to normal hormonal fluctuations. This illustrates how complex interactions between biology, neuroscience, and mental health influence patient care. Understanding these mechanisms is essential for developing better diagnostic tools and treatment strategies. My long-term goal is to become a cardiologist, but regardless of my specialty, I want to be a physician who recognizes that excellent healthcare requires treating the whole person. Women's health cannot be separated from overall health. One concrete way I hope to advance recognition of PMDD and PME is by incorporating routine menstrual health screening into primary and specialty care. Simple screening questions about menstrual cycles and changes in mood could help identify patients who might otherwise remain undiagnosed for years. I also hope to educate future patients about tracking their symptoms and seeking care when they notice consistent cyclical patterns. Beyond clinical practice, I plan to participate in research opportunities throughout college and medical school that strengthen my understanding of conditions affecting underserved populations. I also hope to participate in community health outreach, where education about menstrual health is presented alongside other preventive health services. Open conversations about PMDD and PME can reduce stigma while encouraging earlier diagnosis and treatment. Receiving this scholarship would support my education as I prepare for a career dedicated to improving healthcare through science, compassion, and patient advocacy. Although I am only beginning my journey in medicine, I am committed to becoming a physician who helps ensure that conditions like PMDD and PME are no longer overlooked. Every patient deserves to have their symptoms taken seriously, their concerns heard, and their health treated with the same urgency and respect as any other medical condition.

To me, education is opportunity. It is the difference between accepting the limitations life places before you and having the knowledge and confidence to create a different future. Education is more than earning a degree it is a way to improve lives, strengthen communities, and inspire others to believe in what is possible. As a Jamaican migrant and a first-generation college student, I know that higher education is not something every family can take for granted. My parents have worked hard to provide for our family, but paying for college remains a significant challenge. While I am grateful to begin my Bachelor of Science in Microbiology at West Chester University this August, I also understand the financial sacrifices required to make that dream possible. For many students, education feels like a privilege reserved for those who can afford it. I believe it should be an opportunity available to everyone who is willing to work for it. My experiences have shown me the importance of education beyond the classroom. Through volunteering at church-sponsored community health events, I have helped with basic health screenings, including assisting with blood pressure checks. Although these were simple acts of service, they allowed me to see how meaningful compassionate care can be. Many people appreciated having someone willing to listen, answer questions, and encourage them to take charge of their health. Those experiences strengthened my desire to pursue a career in medicine. I chose microbiology because I am fascinated by the science behind disease and how research can improve people's lives. My ultimate goal is to become a cardiologist, combining scientific knowledge with compassionate patient care. I want to serve communities that often face barriers to quality healthcare and help patients better understand their conditions so they can make informed decisions about their health. Education also carries responsibility. Every opportunity I receive gives me the chance to give back. As the first person in my family to attend college, I hope to set an example for my younger siblings and other students who may doubt whether they belong in higher education or STEM. Representation matters. When young girls see someone with a background similar to theirs succeeding in science or medicine, they begin to believe those careers are possible for them as well. Receiving this scholarship would ease the financial burden of tuition, textbooks, and laboratory fees, allowing me to focus on my education and fully participate in the opportunities available during my first year of college. More importantly, it would be an investment in my future and in the communities I hope to serve throughout my career. To me, education is the key that unlocks opportunity. It honors the sacrifices my family has made, prepares me to make a meaningful difference in healthcare, and allows me to create opportunities not only for myself but for those who will follow after me.

Joe Gilroy lived by the motto, “Plan Your Work, Work Your Plan.” That philosophy resonates with me because achieving my goals will require careful planning, persistence, and the willingness to adapt when challenges arise. As a first-generation college student who moved from Jamaica to the United States two years ago, I have learned that success is rarely accidental. It is the result of having a clear goal and taking consistent steps toward it every day. My long-term goal is to become a cardiologist. I have chosen this path because I want to combine my passion for science with a career dedicated to helping others. To begin that journey, I plan to attend West Chester University and earn a Bachelor of Science in Microbiology. During my undergraduate years, I will focus on building a strong academic foundation in biology, chemistry, and microbiology while seeking research opportunities, internships, and volunteer experiences to deepen my understanding of healthcare and scientific discovery. My first objective is to successfully complete my bachelor's degree by maintaining strong academic performance and developing the skills needed for medical school. To accomplish this, I will create structured study schedules, utilize tutoring and academic support services, build relationships with professors, and participate in campus organizations related to science and healthcare. These resources will help me stay on track academically while gaining valuable experience outside the classroom. Financing my education is one of the biggest challenges I face. The estimated annual cost of attending West Chester University is approximately $33,530. Currently, my financial aid package covers $6,261, leaving a gap of about $27,269 each year. My plan for covering this cost includes applying for scholarships, pursuing grants, working part-time when possible, and carefully managing my expenses. Every scholarship I earn reduces the amount I must borrow and allows me to focus more on my studies and professional development. This scholarship would directly help close part of that gap and keep me on track to earn my degree and pursue a career in medicine. After earning my bachelor's degree, I plan to take any necessary steps to strengthen my medical school application, including gaining clinical experience, preparing for and taking the MCAT, and continuing to serve my community. Once admitted to medical school, I will work toward specializing in cardiology. Although this path requires many years of education and training, I understand the commitment involved and have developed a realistic timeline to reach that goal. My ultimate vision extends beyond becoming a physician. I hope to use my education to improve access to healthcare, educate communities about heart disease prevention, and mentor younger students who may not see college or medicine as achievable goals. I want my success to create opportunities for others, just as mentors and educators have created opportunities for me. Joe Gilroy's success came from discipline, planning, and determination. I strive to follow those same principles. My goal is clear, my plan is detailed, and I am committed to putting in the work necessary to achieve it. This scholarship would help provide the resources needed to continue turning that plan into reality

My plan to make a positive impact on the world begins with healthcare and extends to education, mentorship, and service. As a future microbiology student at West Chester University and an aspiring cardiologist, I hope to use medicine to improve the lives of people who often face barriers to quality healthcare, particularly immigrant families and underserved communities. My desire to help others comes from my own experiences. I grew up in Jamaica, where access to resources was sometimes limited. During the COVID-19 pandemic, I helped care for my younger sister while balancing my own education. The challenges of that time taught me responsibility, resilience, and the importance of supporting others during difficult circumstances. When I moved to the United States two years ago, I faced new challenges, but I was fortunate to receive guidance and encouragement from teachers and mentors who believed in me. Their support inspired me to do the same for others. As a cardiologist, I plan to provide compassionate care to patients while helping educate communities about preventing heart disease. Heart disease affects millions of people and disproportionately impacts Black communities. I want to help patients understand their health, make informed decisions, and receive care before serious problems develop. I hope to participate in community health initiatives, educational programs, and outreach efforts that make healthcare more accessible and understandable. In addition to medicine, I want to make an impact through mentorship. As a first-generation college student, I understand how overwhelming the college process can be. Many talented students do not pursue their goals because they lack guidance or confidence. I plan to mentor younger students, especially immigrants and students interested in STEM fields, helping them navigate educational opportunities and believe in their potential. I also hope to give back to both Jamaica and the communities I will serve in the United States. Whether through healthcare outreach, educational programs, or volunteer service, I want my career to be defined not only by professional success but also by meaningful contributions to others. I believe that true impact comes from using one's skills and opportunities to create positive change for people who need it most. The Our Destiny Our Future Scholarship honors a person who dedicated her life to helping others. I hope to honor that legacy by building a future centered on compassion, service, and a commitment to improving lives. Through medicine, mentorship, and community involvement, I plan to make a lasting positive impact on the world.

STEM pulls me in because it turns mystery into mechanisms. I don’t just want to memorize that “heart attacks are bad.” I want to know why plaque forms, how inflammation damages arteries, what bacteria in the gut have to do with cholesterol. Microbiology is the perfect start for that. I love working in labs because the lab is where questions get tested instead of just debated. A pipette, a culture plate, and data don’t care about your opinion, they show you what’s real. That honesty matters to me. If I’m going to tell a patient how to save their life, I need to know the answer is built on evidence, not guesswork. I chose microbiology as my major because the heart doesn’t fail in isolation. New research links gut bacteria, chronic infections like H. pylori and Chlamydia pneumoniae, and systemic inflammation directly to atherosclerosis and heart failure. If I only study cardiology later, I’ll miss half the story. But if I start in the lab now, learning sterile technique, PCR, and how microbes interact with human cells, I’ll understand heart disease at its roots. Lab work trains patience and precision, two skills every cardiologist needs when reading an ECG or deciding if a patient needs a stent. Loving the lab means I won’t burn out during the long years of training. I’ll enjoy the process of finding answers. The second part is using that degree to uplift my community. In Penbrook and across Pennsylvania, heart disease is still the #1 killer, and it hits working families hardest. A lot of that damage happens years before anyone sees a cardiologist. People skip checkups, eat what’s cheap, and don’t know that chronic gum infections or poor gut health can raise cardiac risk. With a microbiology degree, I can start helping long before med school ends. How I’ll use it: 1. I’ll run free workshops in the future at local clinics and schools explaining the link between oral health, gut bacteria, and heart health in plain language. If people understand that brushing teeth isn’t just about cavities, they’ll change behavior. Education is prevention. 2. As an undergrad, I want to study how diet and local water quality affect microbial populations tied to inflammation. If we can identify one microbe or dietary pattern common in my area that drives cardiac risk, we can target it with public health programs instead of just treating heart attacks after they happen. 3. As a cardiologist, I’ll bring that lab mindset to the clinic. Instead of only prescribing meds after damage is done, I’ll focus on testing inflammatory markers, screening for chronic infections, and teaching patients how their daily habits change their microbiome and their arteries. Uplifting the community means giving people choices before they’re in the ER. STEM gives me both the “why” and the “how.” Microbiology teaches me the “why” of disease at a cellular level. Cardiology will teach me the “how” of fixing it in a human being. Together, they let me serve my community twice: first by preventing disease through research and education, then by treating it with skill and empathy when prevention isn’t enough. I don’t want to just wear a white coat. I want to leave behind a community that understands its own health and has fewer families losing someone too early to a preventable disease. That’s why STEM, that’s why microbiology, and that’s why cardiology.

"None of you will believe a word of it, every last word is pure fiction. But let me tell you this: in both stories the ship sinks, my family dies, and I am left alone. So which story do you prefer? Which is the better story, the story with animals or the story without animals?" Central thesis: Yann Martel’s underlying meaning is that trauma forces the mind to create symbolic masks so the self can survive, and Richard Parker is Pi’s own survival instinct. The tiger walks into the jungle because Pi must exile that instinct once rescue returns him to a world where morality, not ferocity, allows life. In the paragraph above Pi doesn't ask the Japanese investigators, “Which version is factual?” He asks, “Which do you prefer?” That word destroys the illusion that the book is about truth. The investigators already heard the “without animals” version: the cook murders the sailor and murders Pi’s mother, Pi kills the cook and eats his flesh. Those are facts stripped of meaning. They cause collapse. Pi offers the “with animals” version because a mind will always choose the structure it can inhabit over the facts it cannot. Your reading is exactly Martel’s mechanism: the animals are humans, recoded by shock, dehydration, sun damage, and dissociation. This is not literary trickery. It is neurology. Under extreme stress, the brain does two things simultaneously. It dissociates to reduce pain, and it narrates to impose order. Dissociation separates the observer from the event. Narration gives chaos a shape. Animals are perfect narrative tools because they remove moral identity. “The hyena killed the zebra” does not trigger the same guilt and horror as “a man killed and ate another man.” The brain swaps the category of the actor from “human like me” to “animal unlike me.” That swap lets Pi store the memory without the memory destroying him. The hyena is the cook redrawn. Hyenas are scavengers. They do not hunt clean kills. They wait for weakness, they make noise that sounds like mockery, they devour what cannot run. In Pi’s brutal version, the cook is the same: he waits for the sailor’s injury, he mocks Pi’s suffering, he eats the dead. The brain cannot delete the event, so it changes the characters. This is how shock edits perception. Sun and saltwater damage the retina. Trauma damages the categorical system. Faces blur. Voices flatten. The cook becomes a shape that laughs and bites. Pi’s mind names that shape “hyena” because “hyena” allows disgust without collapsing into self-condemnation. Disgust you can carry. Guilt over “my species did this to me” can stop your heart. The zebra is the sailor with the broken leg. A zebra on the plains is prey defined by one fact: if it breaks a leg, it cannot survive. It cannot fight. It cannot flee. Its death is not a moral event. It is physics.The sailor in Pi’s second story is the same: leg shattered, no leverage, no threat, devoured by the stronger. Pi’s mind does not invent the death. It reclassifies the victim from “person with a name and future” to “animal whose role is to be eaten.” That reclassification is brutal, but it is protective. To keep seeing the sailor as a person would require Pi to watch a person be dismantled while Pi remains passive. witnessing that would fracture Pi’s sense of agency. By seeing a zebra instead, Pi’s brain gives him a frame he understands from zoology: predator, prey, food chain. The frame is false, but it prevents psychological death. The orangutan is Pi’s mother. Orangutans are slow, maternal, intelligent, and they die defending young. In the human version, Pi’s mother dies fighting the cook to protect Pi. The mind keeps the core data love, sacrifice, maternal violence and removes the things that would shatter Pi: the knife, the blood, the sound. It substitutes an orangutan because an orangutan can die heroically without forcing Pi to see his mother’s face while it happens. The substitution is not denial. It's just editing, a brain starved of water, calories, and sleep cannot process high-resolution grief. It downscales the image to one it can load. Martel’s first claim about meaning is this: Meaning is not decorative. It is equipment for survival. Pi chooses the animal story not because it is prettier but because it is functional. The animal story gives Pi categories he can act inside. Predator means defend territory. Prey means avoid contact. Hunger means hunt. Without those categories, Pi would be paralyzed by the raw data of the second story: randomness, cruelty, and the fact that no rule protects him. The animal story lets Pi believe, for 227 days, that the world still operates by rules. That belief is false in fact but true in effect. It keeps his decision-making faculty online. Now Richard Parker. The tiger is not a symbol of “God” or “wild nature.” He is Pi’s survival instinct personified. Tigers operate without moral debate. They kill to eat and defend it's space to live. They do not hesitate. That is exactly the operating system Pi needs but cannot admit he possesses. Pi is raised vegetarian, raised Hindu, Christian, and Muslim, raised to believe that killing is wrong and that compassion defines humanity. If Pi remains only “Pi the boy who believes,” he dies. If he becomes only “Pi the killer,” he also dies later, because a man who kills without limit cannot re-enter society. So the psyche splits the function. Pi retains the identity. Richard Parker carries the actions. Every kill Pi makes is attributed to the tiger. Pi trains Richard Parker to stay on the raft. Pi learns to fish, to spear turtles, to collect rainwater. But in Pi’s language, Richard Parker is the hunter. Pi is the trainer. That grammatical split is basically psychological engineering. It allows Pi to perform the brutal actions survival requires while keeping his self-concept intact. He can say, "I do not kill," while Richard Parker kills. He can maintain faith in God while Richard Parker acts as if God does not exist and only hunger does. The split is not cowardice; it is architecture. Without it, shame would freeze Pi, and he would be eaten by his own hesitation. Martel’s second claim: Civilization requires the denial of the self that civilization would destroy. Every human carries a Richard Parker: the part that will fight when cornered, that will take food when starving, that will choose its own life over another’s. Culture trains that part into silence. Law, religion, and manners are the cage. The cage works until the bars break. On the lifeboat, the bars break. Pi cannot afford to deny Richard Parker anymore, but he also cannot afford to become him permanently. So he externalizes him. He gives the denied part a body, a name, and a separate will. Now Pi can use that part without being consumed by it. This explains the final scene at the Mexican shore. Pi is too weak to walk. Richard Parker jumps off the raft, walks into the jungle, and never looks back. If Richard Parker were an actual tiger, the absence of a look would be cruel. Tigers do not owe gratitude. But Richard Parker is not a tiger; he is Pi. And Pi does not look back because Pi cannot afford to. Once rescue arrives, once doctors and food and language return, the survival instinct is no longer adaptive. It is maladaptive. A man who can kill without hesitation is a threat in a hospital, in a family, in a city. The part of Pi that ate human flesh, that killed without trial, that lived by tooth and claw, must be removed so Pi can be "human" again in the social sense. Exile is the only method. The mind cannot kill Richard Parker, because Richard Parker is the part that saved Pi’s life. To kill him would be to deny the rescue itself. So the mind relocates him. It sends him into the jungle. The jungle is the only place where the tiger’s rules still apply. In the city, Pi’s rules must apply. Pi weeps as Richard Parker disappears. The grief is not for an animal. It is grief for the loss of the ferocity that kept him alive. Pi mourns the necessity of becoming brutal. He mourns the fact that survival and morality are not always compatible. He mourns the self he had to become, and the self he must now abandon. That mourning is the tax on rescue. Martel’s third claim: To return to humanity after trauma is to pay the cost of what survival demanded. The investigators choose the animal story because they cannot live inside the human story. They choose it for the same reason Pi needed it. The human story is factually simpler but psychologically lethal. It ends with a boy who killed a man and ate him. There is no way to live forward from that sentence without breaking. The animal story ends with a boy who survived because a tiger in him did what a boy could not.That sentence allows both facts to be true: Pi survived, and Pi remains someone worth being alive. The book's structure forces you, the reader, into the investigators' chair. You hear both stories. You know the second is closer to literal fact. Yet you prefer the first. That preference is Martel's evidence. He proves his point by making you enact it. You prove that humans will always choose the version that allows continued life over the version that is factually bare. You prove that storytelling is not entertainment. It is a life-support system. Shock and sun are not excuses for Pi's "lie." They are the conditions that make translation necessary. The sun damages vision and creates hallucinations. Dehydration scrambles memory. Trauma disconnects the hippocampus from the amygdala so events are stored without timestamps and without self-reference. Pi does not "decide" to see animals. His brain, to protect him, cannot keep seeing humans. The substitution happens below the level of choice. Martel respects that process. He does not judge Pi for it. He shows that all humans do this when the load exceeds capacity. We tell stories that reduce pain. We call them memories. Richard Parker's walk into the jungle is the final proof of Martel's meaning. The tiger cannot stay because the conditions that created him are gone. The tiger cannot leave because Pi's life depends on the tiger having existed. The solution is exile, not execution. Exile acknowledges debt without allowing return. Pi owes his life to the brutality Richard Parker represents. He pays that debt by letting Richard Parker go free, because keeping him would cost Pi the rest of his life. The underlying meaning is therefore precise, not vague: When reality exceeds the self's capacity, the self rewrites reality into symbols it can process. Those symbols must be abandoned once safety returns, and abandoning them causes grief proportional to the debt they paid. The animals are the symbols. Richard Parker is the symbol for the self that survival requires. The jungle is the place symbols go when their work is done. Martel is not saying "all stories are equally true." He is saying "humans cannot live with truth that offers no frame for action." Pi's genius is that he builds a frame that lets him act, survive, and later reintegrate. The frame is the animals. The action is letting the tiger leave. The reintegration is Pi living in Canada, writing the book, telling the story, and crying every time he reaches the end. That is the writer's underlying meaning. Trauma fractures the self. Symbols reassemble it long enough to survive. Rescue requires sacrificing the symbols so the self can be whole in a new way. Richard Parker walks into the jungle because Pi cannot carry a tiger into a human world, and Pi cannot walk into a human world without having carried a tiger first.

Grit and sacrifice weren’t just something people talked about in my house it was real life. My mom worked late all the time to keep the lights on and food coming. So I started doing whatever I could: watching my little sister, trying not to let school slip, pitching in whenever things got tough. The hard days hit heavy, but honestly, that’s where I learned the most about pushing through and caring about someone else’s future just as much as my own. Those lessons made me stronger, sure but they also made me believe that bigger dreams were possible, for my family and for me. That hope is what got me interested in science and medicine in the first place. When you’ve grown up with limited options, you start thinking about how things could be better not just for yourself, but for everyone you love. This fall, I’m heading to West Chester University to major in microbiology. My plan? I want to be a cardiologist. I love science because it’s truly fascinating, like how the heart beats to keep you alive, but also because it changes lives. Heart disease is everywhere, but it’s especially brutal for low-income communities. People there don’t always get the care or information they need. I want to be the doctor who fills that gap, listens, explains things, and makes sure nobody feels invisible. I'm a Black woman starting out in STEM, and honestly, it's obvious sometimes that I don’t exactly blend in. There are moments when I’m the only Black girl in the classroom, and yeah, it stings. But I take that feeling and turn it into drive. I want to show that we absolutely belong in these spaces. I want girls who look like me to know their dreams in science and medicine are just as possible. High school was a balancing act not just homework, but jobs, helping out at home, and always trying to do my best. Along the way, I learned things you can’t pick up from a textbook: how to stay organized, how to support people, and how to keep going even when things get rough. Those skills will carry me through college, and honestly, probably through the rest of my life. For me, science isn’t just facts and experiments it’s about actually connecting with people and having an impact. I want to use my career in STEM to push for real change, not only as a cardiologist, but throughout the healthcare system. Too many folks in low-income and minority communities get left behind when it comes to basic health. I want to change that, close those gaps, and give families hope real care, honest advice, and a voice that stands up for them. Winning this scholarship would take so much stress off my plate. I'd be able to focus on learning and growing, instead of always worrying about bills. But it’s more than that it’s proof that students like me belong in STEM, that what I bring to the table matters, and that our work can change things for the better. I want to build a career that lifts people up, and I want to leave my mark by making life better for the folks who need it most. That's what keeps me going.

Growing up, I learned early that success is not simply handed to people. It is earned through perseverance, sacrifice, and determination. As a student originally from Jamaica who now lives in the United States, I have experienced the challenges of adapting to a new environment while striving to build a better future for myself and my family. Those experiences shaped me into someone who values hard work, responsibility, and resilience. They also inspired me to pursue a future in medicine where I can make a meaningful impact on the lives of others. Throughout high school, I faced responsibilities that many students my age did not have to manage. While my mother worked, I often helped care for my baby sister, balancing family responsibilities with schoolwork and preparing for my future. There were times when managing both became difficult, and my grades were not always perfect. Persistence mattered. Instead of giving up when things became overwhelming, I learned to keep working toward my goals despite the challenges I faced. This fall, I am starting at West Chester University. I chose microbiology as my major. It ties into my interest in science and how the body works. Medicine seems like a way to really help people. I figure this will give me a good foundation for what I want later on. Becoming a cardiologist is my big plan. Heart problems affect so many people around the world. It feels important to work on that so patients can live longer and feel better. I am not totally sure yet how everything connects, but I know I want to focus there. What got me into medicine is a mix of curiosity about the human heart and caring about people. Doctors should treat sickness, but also be there when things get tough emotionally. Healthcare is not just about pills or tests. It is more like getting to know someone and making them feel supported. Empathy matters a lot, I think. My own life has shown me how to handle stress and push through. Responsibility comes up, too. Coming from Jamaica to the US was a big change. Adapting was not simple at first. I had to start over in a new place. But it pushed me to try harder and make my own chances. That determination sticks with me. Sometimes people from immigrant families or tough spots feel stuck. I want to show younger people they can move past that. With some effort and help, it is doable. This scholarship would make it easier to keep going at West Chester. I value hard work and family support. Perseverance gets you far. My aim is personal success, but also using medicine to change things for others. Make a real impact somehow.

Faith has always been central to my life, but it became especially vital during one of the most challenging transitions I have faced, migrating from Jamaica to the United States and adapting to a new academic, cultural, and financial environment. As a Seventh-day Adventist, my faith is not simply a belief system; it is a way of life rooted in discipline, service, and trust in God’s timing. During this period of change, my faith became my anchor. When I first migrated to the U.S., the academic rigor was far more demanding than what I had previously experienced. Adjusting to a new school system while navigating cultural differences was difficult, and the pressure of being an underrepresented minority added to the challenge. There were moments of uncertainty where I questioned whether I truly belonged in such competitive spaces. Rather than allowing discouragement to define me, I leaned fully on my faith to guide my response. Observing the Sabbath each week provided a sacred pause from academic pressure and reminded me that my worth was not defined solely by grades, but by purpose. Through prayer, scripture, and reflection, I learned patience and perseverance. My faith taught me that growth often requires endurance and that setbacks are not failures, but opportunities to build character. Motivated by these beliefs, I recommitted myself to discipline and excellence. I prayed before studying, sought help when needed, and approached each challenge with determination. Over time, my efforts paid off, and I now consistently earn A’s. This improvement represents more than academic success it reflects faith put into action and the power of resilience guided by belief. This experience reshaped my ambition. Inspired by the Seventh-day Adventist emphasis on health, service, and whole-person care, I aspire to pursue a career in medicine, with the long-term goal of becoming a cardiologist. I want to serve underserved communities with compassion, integrity, and skill. Like Nabi Nicole, whose faith guided her work in ministry, counseling, and youth outreach, I strive to use my gifts to uplift others and make a meaningful impact. Financial need remains a significant obstacle. As an immigrant family, resources are limited, and higher education requires careful sacrifice and planning. My faith continues to remind me to remain hopeful and diligent, trusting that opportunities come through perseverance and God’s provision. Scholarships like this one are not only financial support but affirmations that faith-driven ambition matters. Nabi Nicole’s life reflects the values I strive to live by unwavering faith, service to others, and dedication to purpose. Receiving this scholarship would ease my financial burden and honor her legacy by allowing me to continue pursuing excellence, guided by faith and a commitment to serving my community.

Growing up, I learned early what it meant to go through hardships. As a child in Jamaica, I saw how financial struggles in families and limited resources can narrow the number of opportunities one can receive. When I moved to the United States, I was determined not to let these challenges define me. Instead, I choose to let them fuel my drive to succeed. In Jamaica, balancing my responsibilities at home with my academic goals was not easy. There were times when I had to study late into the night after helping my family, or when we had to be creative in finding ways to afford school supplies and extracurricular activities. Due to these obstacles, I could not retain straight A’s in the first years of high school, but I did not give up. When I moved to the U.S, I tried to pursue advanced coursework and sought out opportunities as a student, and eventually I got my grades up. What kept me going was the belief that education is not just a personal achievement; it is the key to breaking cycles of limitations and opening doors to a future where I can give back. Motivated students from disadvantaged backgrounds deserve opportunities like scholarships and grants because we have already proven our resilience. We know how to work hard even when circumstances are not in our favor. We bring unique perspectives shaped by persistence, sacrifice, and a deep appreciation for every chance we are given. Supporting us is not only an investment in individual potential but also in the communities we will one day uplift. For me, receiving this grant would mean more than financial relief; it would mean the ability to fully commit to my studies and future career without the constant worry of how to make ends meet. I aspire to become a cardiologist, where I can combine my passion for science and the human body with my desire to serve others. I want to ensure that underserved communities, both in the U.S and abroad, have access to equitable and compassionate healthcare. Achieving this goal requires focus, training, and opportunities that I am determined to pursue. My journey has been shaped by overcoming barriers, but it has also taught me that determination and purpose can turn challenges into stepping stones. I have proven to myself that no matter where I begin, my hard work can drive me forward. With the support of this grant, I will not only continue this path but also honor the opportunities by using it to create positive change for others.

Growing up, I learned early what it meant to be going through hardships. As a child in Jamaica, I saw how financial struggles on families and limited resources can narrow the number of opportunities one can receive. When I moved to the United States, I was determined not to let these challenges define me. Instead, I choose to let them fuel my drive to succeed. In Jamaica, balancing my responsibilities at home with my academic goals was not easy. There were times when I had to study late into the night after helping my family, or when we had to be creative in finding ways to afford school supplies and extracurricular activities. Due to these obstacles, I could not retain straight As in the first years of high school but I did not give up. When I moved the U.S I tried to pursue advanced coursework and sought out opportunities to as a student and eventually I got my grades up. What kept me going was the belief that education is not just a personal achievement, it is the key to breaking cycles of limitations and opening doors to a future where I can give back. Motivated students from disadvantaged backgrounds deserve opportunities like scholarships and grants because we have already proven our resilience. We know how to work hard even when circumstances are not in our favor. We bring unique perspectives shaped by persistence, sacrifice, and a deep appreciation for every chance we are given. Supporting us is not only an investment in individual potential but also in the communities we will one day uplift. For me, receiving this grant would mean more than financial relief, it would mean the ability to fully commit to my studies and future career without the constant worry of how to make ends meet. I aspire to become a cardiologist, where I can combine my passion for science and the human body with my desire to serve others. I want to ensure that underserved communities, both in the U.S and abroad, Have access to equitable and compassionate healthcare. Achieving this goal requires focus, training and opportunities that I am determined to pursue. My journey has been shaped by overcoming barriers, but it has also taught me that determinations and purpose can turn challenges into steppingstones. I have proven myself that no matter where I begin, my hard work can drive me forward. With the support of this grant I will not only continue this path but also honor the opportunities by using it to create positive change for others.