Seeing Wicked on Broadway in New York three years ago was magical, but it became even more special after if became an opportunity for my little sister and I to bond. My sister and I haven’t always gotten along; like many siblings, we’ve squabbled over the small stuff. As a high school senior, this trend worried me because I wanted to leave for college on a good note, not a fighting one. She loves musicals and even starred in her middle school’s production of Honk Jr. In contrast, my singing voice leaves much to be desired. But the awe we both felt while watching Wicked together gave us something to bond over. In the months after coming home from watching the show and our New York trip, I found myself singing along to the Wicked soundtrack with my sister on a regular basis. Suddenly, we were spontaneously bursting into song at the strangest moments; over time, we invented dance routines to our favorite numbers (to this day, our favorite song is definitely “Popular” – we add a little leg kick when we get to the line, “Little ways to flirt and flounce”). In other words, Wicked has contributed to the positive transformation of my relationship with my sister. With college just around the corner, I realize how much I value these moments, and how grateful I am for my relationship with my sister. Singing with her isn’t just about the music, it’s about bringing joy into relationships with loved ones. These songs have given us a language that’s just ours.

Understanding the nature of our universe is a profound and fundamental pursuit that transcends mere academic curiosity; it touches on the very essence of our existence and place within the cosmos. As a high school student about to embark on my college journey, I am particularly passionate about exploring this subject, not only from a scientific standpoint but also through the lenses of culture, history, and philosophy. My Jewish heritage and my interest in Middle Eastern Studies provide a unique perspective that enriches this quest for knowledge. Additionally, my experience in a dual-enrollment ASTRO 101/Advanced Physics class at the University of Washington has deepened my fascination with the cosmos and inspired me to consider minoring in physics. From a Jewish perspective, the quest to understand the universe can be seen as a form of Tikkun Olam, a concept meaning "repairing the world." In Judaism, the pursuit of knowledge is highly valued, and many Jewish teachings emphasize the importance of studying and understanding the natural world. The great Jewish thinker Maimonides, for instance, argued that studying the universe is a way of coming closer to understanding God. This perspective provides a spiritual motivation for exploring the cosmos, suggesting that by understanding the universe, we fulfill a sacred duty. My interest in Middle Eastern Studies complements this view by highlighting how different cultures have historically approached the study of the universe. The Middle East, often regarded as the cradle of civilization, has a rich history of astronomical and scientific achievement. Ancient civilizations such as the Babylonians, Egyptians, and Persians made significant contributions to our understanding of the cosmos. During the Golden Age of Islam, scholars in the Middle East made groundbreaking advances in astronomy, mathematics, and physics. Figures such as Al-Khwarizmi, Alhazen, and Avicenna were instrumental in preserving and expanding upon the knowledge of the ancient world, laying the groundwork for modern science. Understanding these historical contributions fosters a sense of unity and shared purpose among different cultures. In a world that is often divided by conflict and misunderstanding, recognizing our common heritage in the pursuit of knowledge can help bridge cultural divides. By studying the achievements of Middle Eastern scholars, we can appreciate the interconnectedness of human endeavor and the collective progress of humanity. My dual-enrollment ASTRO 101/Advanced Physics class at the University of Washington has been a significant source of inspiration. This class has provided me with a rigorous introduction to the principles of astronomy and physics, deepening my understanding of the universe. Learning about topics such as the behavior of subatomic particles, the life cycles of stars, and the vastness of galaxies has been both humbling and exhilarating. This experience has fueled my passion for the subject and inspired me to consider minoring in physics as I continue my education. One of the most exciting concepts in modern science is the idea of the multiverse, which posits that our universe may be just one of many. This theory challenges our understanding of reality and has profound philosophical implications. It raises questions about the nature of existence, the possibility of other forms of life, and the limits of human knowledge. Exploring these ideas requires not only scientific rigor but also philosophical and ethical reflection, areas where my background in Jewish thought and Middle Eastern Studies can provide valuable insights. The exploration of the universe is not without its ethical considerations. The development and use of technology, the allocation of resources, and the potential for unintended consequences are all important issues to consider. My Jewish values teach me to approach these challenges with a sense of responsibility and a commitment to justice. The principle of Pikuach Nefesh, which prioritizes the preservation of human life above almost all else, can guide ethical decision-making in scientific pursuits. Similarly, the Middle Eastern tradition of scholarship emphasizes the importance of knowledge in service to humanity. As we look to the future, the pursuit of understanding the universe must be coupled with a commitment to using that knowledge wisely and ethically. This means not only advancing our scientific understanding but also addressing the social, environmental, and political challenges that come with it. Climate change, space exploration, and the potential for new technologies to impact society are all areas where an interdisciplinary approach is essential. By combining scientific knowledge with cultural, ethical, and historical perspectives, we can work towards solutions that are both innovative and humane. The pursuit of understanding the universe is a noble and essential endeavor that resonates deeply with my Jewish heritage, my interest in Middle Eastern Studies, and my experiences in my dual-enrollment ASTRO 101/Advanced Physics class. It represents a fusion of science, philosophy, and culture, offering a path to greater knowledge and wisdom. As I prepare to enter college, I am excited to explore these themes further, driven by a sense of curiosity, a commitment to ethical responsibility, and a desire to contribute to the collective progress of humanity. By embracing the diverse perspectives and rich traditions that inform this quest, we can work together to unlock the mysteries of the cosmos and build a better future for all.

As I stand on the precipice of my senior year's end, uncertainty wraps around me like a shroud. Which college will I go to? Which career might I select? Which obstacles might the universe throw my way in the next week, month, year, lifetime? Who will I become? This uncertainty inspires the title of the next chapter of my life: "I Don't Know Yet, and It's Terrifying." "I Don't Know Yet, and It's Terrifying" encapsulates the ambiguity that accompanies the transition from high school to the vast unknown of college, adulthood, and beyond. As I prepare to leave my school's familiar halls and faces behind, I find myself standing at the crossroads of countless possibilities, each path obscured by the fog of uncertainty. The prospect of choosing a career, selecting a college, or deciding on a life trajectory looms large, and the absence of concrete answers induces a sense of trepidation. The title reflects the honesty of my emotions – the fear of making the wrong choices, the anxiety about the future, and the pressure to have it all figured out. It's a chapter characterized by a blank canvas waiting to be painted with experiences, challenges, and growth, but the sheer vastness of the canvas is both exhilarating and intimidating. I choose to embrace the complexity of this moment in time and the reality that not having all the answers is a natural part of the human experience. I know, too, that lives can change both in the blink of an eye and over the course of many years; it's therefore important that I keep my mind open to new possibilities -- after all, it's possible, even plausible, that I'll end up with a job that my high school self didn't even know existed. But I believe I possess the courage required to step into the unknown, armed only with curiosity and resilience. This chapter title is not a declaration of defeat but an acknowledgment of the thrilling uncertainty that lies ahead. It's an invitation to embrace the journey of self-discovery, to navigate the uncharted waters with an open heart. I find solace in the fact that it's okay not to have everything mapped out as a seventeen-year-old. As I turn the page to this new chapter, I carry with me this anticipation of growth and the willingness to learn. After all, isn't the journey just as important as the destination?

As a member of my school's Peer Council, I, along with fellow student council members, review cases of students charged with violating the school's code of conduct and recommend appropriate consequences. In one case last spring, I sat on a case where a student was accused of submitting plagiarized work. I found myself immediately assuming the worst about the student, preemptively forming judgments before they had the chance to explain their case. My perspective on the case, however, shifted as soon as the student began to speak. It soon became apparent that the student's plagiarism was not intentional; rather, it stemmed from a lack of knowledge about proper note-taking strategies and citation practices. With this new understanding, I became uncomfortable in my role in adjudicating the case. The student's plagiarism was accidental; they'd simply messed up. Who were we to cast stones? The answer was, we weren't. Along with my fellow Peer Council members and our advisor, I initiated a significant change in the council's role. We transformed the Peer Council into a forum for discussing and proposing new school policies instead of making judgments. This shift aimed to create an environment that fosters understanding and empathy rather than punitive measures. I take pride in contributing to this transformation because I believe it has made our school community stronger and more compassionate. The experience served as a valuable lesson in the dangers of rushing to judgment and the importance of maintaining an open mind. It highlighted the power we possess in influencing positive change within our community, emphasizing understanding over condemnation. My journey with Peer Council has not only reshaped our role within the school but has also underscored the broader significance of contributing to a community. The shift from a judgment-based council to one focused on open dialogue and school policy development reflects the power of collective action in fostering a more understanding and empathetic environment. This experience has taught me that our contributions to a community should extend beyond passing judgments. By actively participating in initiatives that promote empathy and inclusivity, we not only enhance the strength of our immediate community but contribute to the cultivation of a society where understanding and support form the foundation for collective progress. In this way, my journey with the Peer Council serves as a poignant reminder of the enduring impact individuals can have when they choose to contribute positively to the communities they belong to.

When I was eleven years old, a photograph made me cry. The photograph, depicting an alley in the Philippines, devoid of human life, took up a full-page spread in the newspaper. I sat and stared at it for half an hour. Ever since then, I've wanted to document daily life that may otherwise go unseen. The photographs in my portfolio all depict daily life in the Pacific Northwest, where I live, with the goal of challenging preconceptions about the region. Even my palette pushes back against popular notions of what the Pacific Northwest looks like: whereas in popular culture the region is often depicted as gray and dreary, my use of pastels and warm tones suggests an ethereal landscape. In this way, the viewer is asked to challenge their preconceptions about what they may believe to be a bleak landscape before they even have the chance to notice my subjects. Originally, I wanted my subjects to be the people of the Pacific Northwest. To this end, I interviewed and photographed buskers, street performers, and students. While this project was powerful, eventually coalescing into a gallery I titled "The Street Performer's Union", I realized that it did not fulfill my goal of challenging preconceptions about the Pacific Northwest. I eventually decided that my subjects would be, primarily, landscapes. The landscapes in this portfolio are far cries from the oft-depicted hustle and bustle of the Pacific Northwest's cities, or its mountains and lush forests. Occasionally, my photos include people -- but they are secondary, interacting in and with their environment. Even in my photograph of a girl swimming, my human subject shares the stage with the drops of water that she splashes. My goal with this portfolio is to leave viewers with a new sense of what the Pacific Northwest is. One day, I hope to photograph other misunderstood landscapes – in particular, those of Morocco, where I studied abroad for what I consider too short a time – and impart upon viewers the same sense of awe that my ten-year-old self experienced.

@hannarieba