I want to pursue biomedical engineering so that when I walk into a laboratory or a classroom, I know my work will contribute to the health of humanity. My parents have been supportive of my education, and I want to use their support to maximize my collegiate education. Mom inspired me to be intellectually curious about STEM. She's an enologist, has made wine since before I was born. I have flashes from when I was three, shoving grape clusters into my mouth while my parents crushed them prior to fermentation. It wasn’t long before I grew into the role of assistant, processing the fruit and performing various ecologic analyses. Mom taught me how to measure sugar on the Brix scale, using both a hydrometer and refractometer to target the ideal time to harvest. I measure the pH of juice, fermenting must, and finished wine, which is important for successful yeast and malolactic fermentations, as well as chemical and microbial stability. If the pH isn't acidic enough, bacteria will infect the wine before it's consumed. Consequently, acid adjustments are sometimes required, and I calculate the proper amount of tartaric acid to add given the volume and desired pH level. I’m fascinated by the dichotomous scientific-artistic nature of crafting wine, and my active role in determining the best time for and extent of various chemical interventions has inspired me to dive more deeply into my classes to uncover and understand the underlying processes. I discovered my interest in medicine in high school. The summer before my senior year, I shadowed a family practitioner who serves a rural community of low-income farm laborers. I engaged with patients during appointments, taking temperature and blood pressure. I observed the doctor conducting examinations–inquiring about symptoms, medical history, and lifestyle to diagnose and treat. One day, pharmaceutical representatives arrived to market their diabetes medication. They described how it uses a Glucose-dependent insulinotropic polypeptide (GIP) agonist with a Glucagon-like peptide (GLP-1) agonist that effectively lowers A1C. The doctor, who's the administrator and most experienced physician at the clinic, was impressed with the medicine’s efficacy but had major concerns with its $1000 price tag. Working in a rural community means treating patients who don’t have insurance to cover expensive drugs. The doctor explained her “game” of figuring out which medicines are covered by which insurance. I imagined a graph with the x-axis representing medicine quality and the y-axis representing accessibility. The best medications–plotted at the top right–would be beautifully designed and widely accessible. Realizing pharmaceutical development combines hard science with helping others, my curiosity grew into inspiration. I want to use my education in STEM and related fields, such as public medical policy, to invent products that are both effective and accessible. I've learned from my Mom and this doctor that success in STEM requires passion and commitment. I’ve manifested this behavior through personal experiences and research projects as part of my International Baccalaureate (IB). The subject of my Extended Essay is: “How should professional 10,000-meter runners develop their muscles?” I’ve learned how to optimize athletic performance through biochemical and physical processes of the human body, such as utilizing weight training to develop both slow- (endurance) and fast-twitch (speed and power) muscle fibers to access the anaerobic energy system during lengthy races. For the Internal Assessment in my Analysis & Approaches class, I’m analyzing the optimal blood-flow conditions of heart valves. In my 3D Printing elective, I’m independently studying the anatomy of human limbs so I can model and construct a leg that articulates realistically. These projects have deeply fostered my interest in the fields of medicine and engineering.

After experiencing high school during several life-changing events, I've pursued the goal of making a large, positive impact on the world through leadership and innovation with my collegiate education. The Covid-19 pandemic and the horrific events that led to the Black Lives Matter movement inspired me to reflect on the injustices of the world. In my hometown, many students struggled, lacking resources to navigate the pandemic. Meanwhile, thousands of people mobilized across the country demanding justice for the wrongful deaths of George Floyd, Breonna Taylor, and many others. I had access to reliable internet, a home, and medical care, and I utilized those to continue my academic studies and deepen my passion for socially-conscious STEM. Today, I feel compelled to use my position in society to dive into my passions and invent medical devices that might one day heal millions, thus significantly impacting the health of humanity. Last year, my cross-country coach took emergency leave when his wife was diagnosed with stage-four breast cancer. The doctor said that because of her advanced condition, she was neither a candidate for surgery nor chemotherapy. Fortunately, my coach and his wife sought another opinion from Stanford where she received miraculous treatment; currently, though still in recovery, her cancer is in remission. I wonder if one day we’ll view cancer as an inconvenience and not a death sentence. I’ve hypothesized using nanotechnology to send microscopic robots into patients’ bodies to destroy tumors. Such work could build upon the Nobel-honored achievements of Dr. Jennifer Doudna, whose CRISPR technology has invented the field of genetic editing for cancer treatment. My goal is to use my collegiate education to help people like my coach’s wife. I’m engaged in such pursuits through personal experiences and research projects as part of my International Baccalaureate (IB). The subject of my Extended Essay is: “How should professional 10,000-meter runners develop their muscles?” I’ve learned how to optimize athletic performance through biochemical and physical processes of the human body, such as utilizing weight training to develop both slow- (endurance) and fast-twitch (speed and power) muscle fibers to access the anaerobic energy system during lengthy races. For the Internal Assessment in my Analysis & Approaches class, I’m analyzing the optimal blood-flow conditions of heart valves. In my 3D Printing elective, I’m independently studying the anatomy of human limbs so I can model and construct a leg that articulates realistically. These projects have deeply fostered my interest in the fields of medicine and engineering. I've pursued growth in leadership from more outlets than just education. A coaching crisis hit my high school after the head cross-country coach left, since the head track, sprinting, jumping, and hurdling coaches all resigned for various reasons. I was left with a new, inexperienced head coach (from football), three other team captains, and the responsibility to train 50 athletes to compete in the biggest league in California (PCAL). We collaborated on designing workout plans for each athlete and adjusted them as needed. Although working tirelessly, we required more adults to be on the job. I contacted two old friends/teammates and asked them to join as sprinting and distance instructors. Due to my initiative, they’ve since become permanent fixtures on our team. With our hard work, our team placed second in PCAL against schools quintuple our size. My experiences have inspired me to reflect on my life goals, and take full advantage of the opportunities ahead. I’m excited for the opportunity to study, serve, and improve people’s bodies so that I can give back to humanity by pushing the boundaries of medicinal invention toward the horizon of science fiction.

My background has inspired me to solve the world’s biggest problems in medicine. I am a product of two worlds. My dad’s mom, Noni, was a Native-American/Hispanic migrant worker in California who’s first job was bundling carrots picked in the fields of Soledad. My mom’s mom, Nana, was born middle class in Oklahoma just prior to the Great Depression. While both lived very differently, their paths were of service to their family and community. As the oldest of eight, Noni was forced to leave school after eighth grade to work in the fields of Salinas Valley so she could help support her ten-person household. Her family traveled up and down California, following the crops for work while living in a tent. Despite the situation she was born into, as an adult Noni fed and housed WW2 soldiers who were hitchhiking around the West Coast as they traveled from Fort Ord to Camp Roberts. She married a Swiss immigrant and had two children, my aunt and dad, whom she raised to be first-generation university students. My aunt became a family practitioner, now Administrator of a local rural clinic that cares for the farm laborers of Gonzales. My dad became a systems engineer who sent the five MUOS satellites into space. As I looked back at her life after she passed away this December, I realized Noni’s legacy is one of hard work and love for humanity and her children. I'm inspired by Noni, who cared for humanity selflessly, to make a large, positive impact on the health of Earth’s civilizations. Nana was born into a deteriorating economic situation in Oklahoma, just before the Great Depression and Dust Bowl that devastated her home state. She was the daughter of a teacher who eventually became a doctor after serving in WWII. Her life was filled with challenges as there were few professional opportunities for women, other than the prospect of marrying well. Her marriage didn't last, so she pursued a career in interior design while raising four children. She and her kids became very successful, sustaining families and careers. I’m in awe of what these women accomplished given so few resources, not to mention prejudice against their race, social class, and gender. Thankfully, and to a large degree on account of these strong women, I cannot claim to have such disadvantages. I hope to follow in their footsteps to build a life helping others to be healthier. I am an athlete and have always been passionate about health and medicine. I would like to work in a field that provides resources for those who need them the most, those who have been born with physical challenges or suffered injuries. I want to build medical devices that can help cure life-altering maladies, such as limb dismemberment, organ failure, HIV, and even cancer. I’m engaged in such pursuits through personal experiences and research projects as part of my International Baccalaureate (IB). The subject of my Extended Essay is: “How should professional 10,000-meter runners develop their muscles?” I’ve learned how to optimize athletic performance through biochemical and physical processes of the human body, such as utilizing weight training to develop both slow- (endurance) and fast-twitch (speed and power) muscle fibers to access the anaerobic energy system during lengthy races. For the Internal Assessment in my Analysis & Approaches class, I’m analyzing the optimal blood-flow conditions of heart valves. In my 3D Printing elective, I’m independently studying the anatomy of human limbs so I can model and construct a leg that articulates realistically. These projects have deeply fostered my interest in the fields of medicine and engineering.

I believe pursuing a career that enables me to make a large, positive impact on humanity will fulfill me both in an intellectual and humanitarian fashion. Bioengineering combines many aspects of STEM into one huge field of innovation and discovery that I'm personally excited about exploring. It allows me to use what I learn in the classroom in an applicable way. I want my studies to enable me to heal those who suffer from life-altering health maladies because I have an innate desire to help others. Inventing mechanical medicine interests me as a pathway to pursue my mission of healing others. When I was 10, enjoying a Baskin Robbins treat with my mom, a car pulled up. A father who was a double-leg amputee got out and struggled to collect his son from the car seat. We were greatly impressed that this man was independent enough to drive and manage a young child on his own. In watching, inspiration overwhelmed me. I said to my mom, “When I grow up, I’ll design a pair of legs that’ll connect to the nervous system and move like normal legs!” Mom responded, “James, go for it!” Pursuing this dream will require working alongside giants like Dr. Hugh Herr, head of MIT’s K. Lisa Yang Center for Bionics, whose team has overcome previously insurmountable obstacles. They’ve designed a mechanical foot that plantar-flexes on command, allowing amputees to maneuver safely. Last year, my cross country coach took emergency leave when his wife was diagnosed with stage-four breast cancer. The doctor said that because of her advanced condition, she was neither a candidate for surgery, nor was chemotherapy a viable option. Fortunately, my coach and his wife sought another opinion from Stanford where she received miraculous treatment; currently, though still in recovery, her cancer is in remission. I wonder if one day we’ll view cancer as an inconvenience and not a death sentence. I’ve hypothesized using nanotechnology to send microscopic robots into patients’ bodies to destroy tumors. Such work could build upon the Nobel-honored achievements of another giant, Dr. Jennifer Doudna, whose CRISPR technology has invented the field of genetic editing for the purpose of cancer treatment. My goal is to use my collegiate education to help people like my coach’s wife. I’m engaged in such pursuits through personal experiences and research projects as part of my International Baccalaureate (IB). The subject of my Extended Essay is: “How should professional 10,000-meter runners develop their muscles?” I’ve learned how to optimize athletic performance through biochemical and physical processes of the human body, such as utilizing weight training to develop both slow- (endurance) and fast-twitch (speed and power) muscle fibers to access the anaerobic energy system during lengthy races. For the Internal Assessment in my Analysis & Approaches class, I’m analyzing the optimal blood-flow conditions of heart valves. In my 3D Printing elective, I’m independently studying the anatomy of human limbs so I can model and construct a leg that articulates realistically. These projects have deeply fostered my interest in the fields of medicine and engineering. I’m excited for the opportunity to study, serve, and improve people’s bodies so that I can give back to humanity by pushing the boundaries of medicinal invention toward the horizon of science fiction.

Running is my great passion, and my achievements earned me Cross Country/Track Captain my Junior year. Not many 16-year-olds lead two varsity sports teams, but here’s my story. In the first race of the Cross Country season, we placed 8th of 32 in PCAL, California's largest league. To climb the ranks, Coach charged me with training our varsity squad. I had them running 42 miles/week while explaining why they couldn’t eat the cafe’s burger-with-fries. We raced against fierce competition, and my four years of experience enabled me to foster improvement. With effort, we placed third at PCAL Finals, qualifying for the Central Coast Section Championships (CCS). That winter, after CCS, a coaching crisis hit. The Cross Country and Track heads left due to family emergencies. Additionally, the sprinting, jumping, hurdling, and throwing coaches all resigned for various reasons. With track season approaching–and only our new, inexperienced head coach (from football) to help–three other Team Captains and I found ourselves with the responsibility to train 50 athletes. We designed individualized workout plans, adjusting as needed. While we worked tirelessly as student-leaders, more adults were required. I asked an old teammate to join as an assistant instructor, and, because of this initiative, he became the permanent sprinting coach. I also contacted one of my running buddies, who had been a collegiate athlete at UCSB, and asked him to work with the distance runners. With these additions, our team amazingly placed second at PCAL Finals against schools quintuple our size. I remember one athlete, Connor, who was fast but needed better sprinting form. I trained him to the best of my ability, and then our new sprinting coach raised my corrections to the next level, pushing Connor to win the PCAL Final 100- and 200-meter sprints. Being Team Captain taught me valuable lessons about leading others to perform their best, as well as the humility of asking for help when necessary. Although coaching 50 athletes without much support was challenging, inviting new staff to our team fostered collaboration, ultimately leading to significant success. I remain Team Captain as a Senior. I found out that my cross-country coach took emergency leave because his wife was diagnosed with stage-four breast cancer. The doctor said that because of her advanced condition, she was neither a candidate for surgery, nor was chemotherapy a viable option. Fortunately, my coach and his wife sought another opinion from Stanford where she received miraculous treatment; currently, though still recovering, her cancer is in remission. I wonder if one day we’ll view cancer as an inconvenience and not a death sentence. I’ve hypothesized using nanotechnology to send microscopic robots into patients’ bodies to destroy tumors. Such work could build upon the Nobel-honored achievements of another giant, Dr. Jennifer Doudna, whose CRISPR technology has invented the field of genetic editing for cancer treatment. My goal is to use my collegiate education to help people like my coach’s wife. I’m engaging in such pursuits through my International Baccalaureate (IB). The subject of my Extended Essay is: “How should professional 10,000-meter runners develop their muscles?” I’ve learned how to optimize athletic performance through biochemical and physical processes of the human body, such as utilizing weight training to develop both slow- (endurance) and fast-twitch (speed and power) muscle fibers to access the anaerobic energy system during lengthy races. For the Internal Assessment in my Analysis & Approaches class, I’m analyzing the optimal blood-flow conditions of heart valves. In my 3D Printing elective, I’m independently studying and constructing a leg that articulates realistically. These projects have deeply fostered my interest in the fields of medicine and engineering.

My parents have provided me with the necessities to build my desired life. Some grow complacent in this fortunate situation; surprisingly, I’ve run in the opposite direction. The Covid-19 pandemic and the events that led to the Black Lives Matter movement inspired me to reflect on my birth-given identity and the injustices of the world. In my hometown, many students struggled, lacking resources to navigate the pandemic. Meanwhile, thousands of people mobilized across the country demanding justice for the wrongful deaths of George Floyd, Breonna Taylor, and many others. The resources I enjoyed, including reliable internet, a safe home, and medical care, supported me in continuing my academic studies and deepening my passion for STEM. Today, I'm compelled to use my position in society to dive into my passions and invent medical devices that might one day heal millions, thus significantly impacting the health of humanity. Inventing mechanical medicine is a pathway to pursue my mission of healing others. When I was 10, enjoying a Baskin Robbins treat with my mom, a car pulled up. A father who was a double-leg amputee got out and struggled to collect his son from the car seat. We were greatly impressed that this man was independent enough to drive and manage a young child by himself. In watching, inspiration overwhelmed me. I said to mom, “When I grow up, I’ll design a pair of legs that’ll connect to the nervous system and move like normal legs!” Mom responded, “James, go for it!” Pursuing this dream will require working alongside giants like Dr. Hugh Herr, head of MIT’s K. Lisa Yang Center for Bionics, whose team created a mechanical foot that can plantar-flex on command. Last year, my cross-country coach took emergency leave when his wife was diagnosed with stage-four breast cancer. The doctor said that because of her advanced condition, she was neither a candidate for surgery, nor for chemotherapy. My coach and his wife sought another opinion from Stanford where she received miraculous treatment; her cancer is in remission. I wonder if one day we’ll view cancer as an inconvenience and not a death sentence. I’ve hypothesized using nanotechnology to send microscopic robots into patients’ bodies to destroy tumors. Such work could build upon the Nobel-honored achievements of Dr. Jennifer Doudna, whose CRISPR technology has invented the field of genetic editing for cancer treatment. My goal is to use my collegiate education to help people like my coach’s wife. I’m engaged in such pursuits through personal experiences and research projects as part of my International Baccalaureate. The subject of my Extended Essay is: “How should professional 10,000-meter runners develop their muscles?” I’ve learned how to optimize athletic performance through biochemical and physical processes of the human body, such as utilizing weight training to develop both slow- (endurance) and fast-twitch (speed and power) muscle fibers to access the anaerobic energy system during lengthy races. For the Internal Assessment in my Analysis & Approaches class, I’m analyzing the optimal blood-flow conditions of heart valves. In 3D Printing, I’m independently studying the anatomy of human limbs and building a model of a leg that articulates realistically. These projects have fostered my interest in the fields of medicine and engineering. I'm thankful for my parents providing me with the resources to forge my life. My experiences these last few years have inspired me to reflect on my life goals, and take full advantage of the opportunities ahead. I’m excited about the opportunity to improve people’s bodies so I can give back to humanity by pushing the boundaries of medicinal invention toward the horizon of science fiction.

As children, we come to know the world as it's presented to us. I was fortunate, given a safe and loving home, full of opportunity for education and growth. I realized later that other kids didn't have my luck, and this was when I began to develop an interest in helping others. Participating in Taekwondo since eight, I earned the opportunity to assist with teaching students aged five to 50. Ishmael, an eight-year-old hispanic boy, joined Taekwondo with a desire to “beat somebody up.” At first, I didn't understand why he was aggressive, but it turns out he was bullied regularly, and his parents didn't have the resources to send him elsewhere. I mentored Ishmael for months, instructing him in the art of self-defense as an act of selflessness and humility. Now, he teaches his classmates the same lessons. This experience widened my perspective of alternative circumstances and how to interact with someone from a contrasting background. I also worked with Emmanuel, who, like Ishmael, joined Taekwondo to escape bullies; alarmingly, Emmanuel also used it to spend time away from his abusive household. Initially, Emmanuel and I didn’t see eye-to-eye. However, as I grew to understand where he came from, I treated him with much greater respect and spent extra time to ensure he was enjoying class. We eventually bonded, and Taekwondo became a safe outlet for him. These interactions influenced my approach towards teaching others, and I’m thankful these kids taught me how to respect those from differing backgrounds.

I believe I've gone above and beyond in participating in my community. I innovated a STEM-centered solution during my Sophomore year when a math crisis hit my high school. While learning from home, tons of struggling students complained to the counselors that their teachers weren’t helping them due to Zoom’s restrictive nature. I took it upon myself to reduce staff stress and help kids directly by creating the Math Tutor Program, becoming the connection between tutees and tutors throughout the school. To increase participation, I allowed tutors of any age and math level to join, assigning them tutees according to their ability. For example, a Freshman in Geometry could assist a Sophomore in the same class if they understood the subject well. Since the program had to be virtual, I required tutees and tutors to establish meeting times and inform me about their experience and progress. I presented this program on Club Day, and it was one of the most popular options. I asked the counselors and math teachers to direct students-in-need to me, and my inbox was flooded with requests within a week. Today, the program has 30+ tutors, 50+ tutees, and provides 100+ hours of service each week. I’ve even merged this with my school’s English Tutor Program, thus expanding my tutors’ repertoire, as they now serve an even greater number of struggling academics. In one parent’s words, “Thanks so much, James! David (the tutor) helped Ethan (the tutee) improve his grade to an A! Couldn’t have done it without you.” I've also gone above and beyond in my academic pursuits. My school transferred from AP to IB my junior year. Since AP Calculus was no longer available, I took the highest level of math possible, Analysis and Approaches HL (A&A). Our teacher, Dr Harleigh Marsh, wanted us to thoroughly understand the material, to the extent that we could reciprocate it unto problems that he passively quotes “may even challenge some college professors.” A&A pushed me to my academic limit, and after performing well in the class, I did poorly on a differential calculus paper, and ended up with a 4 (C+ conversion for AP) overall in class. In order to end with a 7 (A+), I needed to perform “perfectly” on both a trigonometry and a differential calculus supplemental research project, both of which contained proof-based mathematical concepts. I worked harder than ever, finishing with two 40-page papers, both of which earned a 7, rounding my final grade to be top of the class. The unfamiliar situation of me not having an A in math forced me to dive much deeper into the nuance of the material that Dr Marsh wanted us to understand. In order to produce those papers, I became obsessed with perfection, as I spent 10 hours a day working on those projects to ensure that I had performed perfectly on each. A&A became my favorite class, and since last year, I have gotten a 7 on every project since, even one that totaled 70 pages. My experiences in creating a community service opportunity, as well as in the classroom have given me a firm foundation to use as a launchpad into higher education. I want to make a large, positive impact on humanity's health through the creation of medical devices and medicinal drugs. I want to stand on the frontline in the fight against limb dismemberment, organ failure, sickle cell disease, and even cancer alongside the brightest in the field of medicine. I envision a world where such maladies are curable, and that cure is accessible to those in poor economic situations.

My background has inspired me to solve the world’s biggest problems in medicine. I am a product of two worlds. My dad’s mom, Noni, was a Native-American/Hispanic migrant worker in California who’s first job was bundling carrots picked in the fields of Soledad. My mom’s mom, Nana, was born middle class in Oklahoma just prior to the Great Depression. While both lived very differently, their paths were of service to their family and community. Noni passed away in December 2022, and Nana passed away in December 2017. As the oldest of eight, Noni was forced to leave school after eighth grade to work in the fields of Salinas Valley so she could help support her ten-person household. Her family traveled up and down California, following the crops for work while living in a tent. Despite the situation she was born into, as an adult Noni fed and housed WW2 soldiers who were hitchhiking around the West Coast as they traveled from Fort Ord to Camp Roberts. She married a Swiss immigrant and had two children, my aunt and dad, whom she raised to be first-generation university students. My aunt became a family practitioner, now Administrator of a local rural clinic that cares for the farm laborers of Gonzales. My dad became a systems engineer who sent the five MUOS satellites into space. As I looked back at her life after she passed away this December, I realized Noni’s legacy is one of hard work and love for humanity and her children. I want to work with others like Noni, who care for humanity selflessly so that we can make a large, positive impact on the health of Earth’s civilizations. Nana was born into a deteriorating economic situation in Oklahoma, just prior to the Great Depression and Dust Bowl that devastated her home state. She was the daughter of a teacher who eventually became a doctor after serving in WWII. Her life was filled with challenges as there were few professional opportunities for women, other than the prospect of marrying well. Her marriage didn't last, so she pursued a career in interior design while raising four children. She and her kids became very successful, sustaining families and careers. I’m in awe of what these women accomplished given so few resources, not to mention prejudice against their race, social class, and gender. Thankfully, and to a large degree on account of these strong women, I cannot claim to have such disadvantages. I hope to follow in their footsteps to build a life helping others to be healthier. I am an athlete and have always been passionate about health and medicine. I would like to work in a field that provides resources for those who need them the most, those who have been born with physical challenges or suffered injuries. I want to build medical devices to "fight" life-altering maladies, such as limb dismemberment, organ failure, HIV, and even cancer, so hopefully one day I can save another's loved one.

Athletics has played a role of utmost importance in my development as a person and a leader. I want to pursue a degree in an athletics-related field so I can make a positive impact on people's physical health. Running is my great passion, and my achievements earned me Cross Country/Track Captain my Junior year. Not many 16-year-olds lead two varsity sports teams, but here’s my story. In the first race of the Cross Country season, we placed 8th of 32 in PCAL, California's largest league. To climb the ranks, Coach charged me with training our varsity squad. I had them running 42 miles/week while explaining why they couldn’t eat the cafe’s burger-with-fries. We raced against fierce competition, and my four years of experience enabled me to foster improvement. With effort, we placed third at PCAL Finals, qualifying for the Central Coast Section Championships (CCS). That winter, after CCS, a coaching crisis hit. The Cross Country and Track heads left due to family emergencies. Additionally, the sprinting, jumping, hurdling, and throwing coaches all resigned for various reasons. With track season approaching–and only our new, inexperienced head coach (from football) to help–three other Team Captains and I found ourselves with the responsibility to train 50 athletes. We designed individualized workout plans, adjusting as needed. While we worked tirelessly as student-leaders, more adults were required. I asked an old teammate to join as an assistant instructor, and, because of this initiative, he became the permanent sprinting coach. I also contacted one of my running buddies, who had been a collegiate athlete at UCSB, and asked him to work with the distance runners. With these additions, our team amazingly placed second at PCAL Finals against schools quintuple our size. I remember one athlete, Connor, who was fast but needed better sprinting form. I trained him to the best of my ability, and then our new sprinting coach raised my corrections to the next level, pushing Connor to win the PCAL Final 100- and 200-meter sprints. Being Team Captain taught me valuable lessons about leading others to perform their best, as well as the humility of asking for help when necessary. Although coaching 50 athletes without much support was challenging, inviting new staff to our team fostered collaboration, ultimately leading to significant success. I remain Team Captain as a Senior. I later discovered that my cross-country coach took emergency leave because his wife was diagnosed with stage-four breast cancer. The doctor said that because of her advanced condition, she was neither a candidate for surgery, nor was chemotherapy a viable option. Fortunately, my coach and his wife sought another opinion from Stanford where she received miraculous treatment; currently, though still in recovery, her cancer is in remission. I wonder if one day we’ll view cancer as an inconvenience and not a death sentence. I’ve hypothesized using nanotechnology to send microscopic robots into patients’ bodies to destroy tumors. Such work could build upon the Nobel-honored achievements of another giant, Dr. Jennifer Doudna, whose CRISPR technology has invented the field of genetic editing for the purpose of cancer treatment. My athletic life being directly affected by such a disease inspired me to want to help others directly. My coach's wife was an athlete too, and she took long walks during her recovery so she could stay strong during her treatment, and I still hope that one day she can return to her love of running that she had before this crisis. I want my collegiate education to prevent athletes from leaving the sport they love for medical reasons.

I innovated a solution when a math crisis hit my high school during my sophomore year. While learning from home, tons of struggling students complained to the counselors that their teachers weren’t helping them due to Zoom’s restrictive nature. I took it upon myself to reduce staff stress and directly help kids by creating the Math Tutor Program, becoming the middle-man who connected tutees with tutors throughout the school. To increase participation, I allowed tutors of any age and math level to join, assigning them tutees according to their ability. For example, a freshman in Geometry could assist a sophomore in the same class if they understood the subject well. Since the program had to be virtual, I required tutees and tutors to establish meeting times and inform me about their experiences and progress. I presented this program on Club Day, and it was one of the most popular options. I asked the counselors and math teachers to direct students-in-need to me, and my inbox was flooded with requests within a week. I remember a middle schooler whose parents reached out to her teacher requesting a math tutor, and our middle school didn't have any tutoring services at the time. Word of my program reached the teacher, and I was asked if I could provide for this student. I provided her with a tutor and wondered if other struggling 6th-8th graders needed assistance. I reached out to the principal and opened the Math Tutor Program to serve both the middle and high schools. Today, the program has 30+ tutors, 50+ tutees, and provides 100+ hours of service each week. I’ve even merged this with my school’s English Tutor Program, thus expanding my tutors’ repertoire, as they now serve even more struggling academics. In another parent’s words, “Thanks so much, James! Connor (the tutor) helped Ibbie (the tutee) improve his grade to an A! Couldn’t have done it without you.” I have continued to run this program my junior and senior years. I believe that I could partially solve the problem of the inaccessibility of medicine if given the resources. I shadowed a family practitioner who serves a rural community of mostly low-income farm laborers. I engaged with patients during appointments, taking their temperature and blood pressure. I observed the doctor conducting examinations–inquiring about symptoms, medical history, and lifestyle to diagnose and treat. One day, pharmaceutical representatives arrived to market their diabetes medication. They described how it uses a Glucose-dependent insulinotropic polypeptide (GIP) agonist with a Glucagon-like peptide (GLP-1) agonist that effectively lowers A1C. The doctor, who is the administrator and most experienced physician at the clinic, was impressed with the medicine’s efficacy but had major concerns with its $1000 price tag. Working in a rural community means treating patients who don’t have insurance to cover expensive drugs. The doctor explained her “game” of figuring out which medicines are covered by which insurance. I imagined a graph with the x-axis representing medicine quality and the y-axis representing accessibility. The best medications–plotted at the top right–would be beautifully designed and widely accessible. I could solve this problem several ways: one with science and one with policy. I could lead a team of bioengineers to design a medicinal product that is accessible and effective, and charge a price that Medicaid insurance could cover. I could also, if placed in a position of influence, encourage a single-payer system in areas like this one, so all patients could afford medicine supplied to this area. This would require immense amounts of preparation and paperwork, however patients begin able to afford medicine is worth it.

My biggest role models are my grandmothers, Noni and Nana, because they taught my invaluable lessons about how to love people and care for them. I want to live my life like how they did because I also want to help as many as possible. My background has inspired me to solve the world’s biggest problems in medicine. I am a product of two worlds. My dad’s mom, Noni, was a Native-American/Hispanic migrant worker in California who’s first job was bundling carrots picked in the fields of Soledad. My mom’s mom, Nana, was born middle class in Oklahoma just prior to the Great Depression. While both lived very differently, their paths were of service to their family and community. As the oldest of eight, Noni was forced to leave school after eighth grade to work in the fields of Salinas Valley so she could help support her ten-person household. Her family traveled up and down California, following the crops for work while living in a tent. Despite the situation she was born into, as an adult Noni fed and housed WW2 soldiers who were hitchhiking around the West Coast as they traveled from Fort Ord to Camp Roberts. She married a Swiss immigrant and had two children, my aunt and dad, whom she raised to be first-generation university students. My aunt became a family practitioner, now Administrator of a local rural clinic that cares for the farm laborers of Gonzales. My dad became a systems engineer who sent the five MUOS satellites into space. As I looked back at her life after she passed away this December, I realized Noni’s legacy is one of hard work and love for humanity and her children. I want to work with others like Noni, who care for humanity selflessly so that we can make a large, positive impact on the health of Earth’s civilizations. Nana was born into a deteriorating economic situation in Oklahoma, just prior to the Great Depression and Dust Bowl that devastated her home state. She was the daughter of a teacher who eventually became a doctor after serving in WWII. Her life was filled with challenges as there were few professional opportunities for women, other than the prospect of marrying well. Her marriage didn't last, so she pursued a career in interior design while raising four children. She and her kids became very successful, sustaining families and careers. I’m in awe of what these women accomplished given so few resources, not to mention prejudice against their race, social class, and gender. Thankfully, and to a large degree on account of these strong women, I cannot claim to have such disadvantages. I hope to follow in their footsteps to build a life helping others to be healthier. I am an athlete and have always been passionate about health and medicine. I would like to work in a field that provides resources for those who need them the most, those who have been born with physical challenges or suffered injuries. I want to build medical devices that can help cure life-altering maladies, such as limb dismemberment, organ failure, HIV, and even cancer

I know I can make a noticeable difference in my community if I provide an opportunity to solve a problem, and this inspires me to create such opportunities. I innovated a solution when a math crisis hit my high school during my sophomore year. While learning from home, tons of struggling students complained to the counselors that their teachers weren’t helping them due to Zoom’s restrictive nature. I took it upon myself to reduce staff stress and directly help kids by creating the Math Tutor Program, becoming the middle-man who connected tutees with tutors throughout the school. To increase participation, I allowed tutors of any age and math level to join, assigning them tutees according to their ability. For example, a freshman in Geometry could assist a sophomore in the same class if they understood the subject well. Since the program had to be virtual, I required tutees and tutors to establish meeting times and inform me about their experiences and progress. I presented this program on Club Day, and it was one of the most popular options. I asked the counselors and math teachers to direct students-in-need to me, and my inbox was flooded with requests within a week. I remember a middle schooler whose parents reached out to her teacher requesting a math tutor, and our middle school didn't have any tutoring services at the time. Word of my program reached the teacher, and I was asked if I could provide for this student. I provided her with a tutor and wondered if other struggling 6th-8th graders needed assistance. I reached out to the principal and opened the Math Tutor Program to serve both the middle and high schools. Today, the program has 30+ tutors, 50+ tutees, and provides 100+ hours of service each week. I’ve even merged this with my school’s English Tutor Program, thus expanding my tutors’ repertoire, as they now serve even more struggling academics. In another parent’s words, “Thanks so much, James! Connor (the tutor) helped Ibbie (the tutee) improve his grade to an A! Couldn’t have done it without you.” I have continued to run this program during my junior and senior years. I'm also inspired to become involved in my community when I know that I can heal others' bodies. I sought another opportunity to serve my school as I grew to love medicinal science, athletics, and the human body. I contacted the Athletic Trainer that worked on my campus and started working with her on injured athletes. After my running practice, I watched the Trainer massage, stretch, and instruct the football players, while asking questions about the process. I use the knowledge I gathered to heal my Cross Country and Track athletes, making my Trainer’s job much easier! After practice, at least 4-5 athletes ask me questions about their pain or injury, and I often stretch or massage them while discussing a recovery plan. I remember my athlete Callum, who irritated tissue under his knee. I analyzed his running form and found that he was scuffing his feet. I corrected his form and asked him to take dietary supplements and stretch every night. By the end of the season, he was competing against athletes from the PCAL league (California's largest).

Bioengineering satisfies both my intellectual curiosity while fulfilling my mission of making a large, positive impact on humanity. I was drawn to Bioengineering by its potential to directly heal others. Inventing mechanical medicine interests me as a pathway to do this. When I was 10, enjoying a Baskin Robbins treat with my mom, a car pulled up. A father who was a double-leg amputee got out and struggled to collect his son from the car seat. We were greatly impressed that this man was independent enough to drive and manage a young child on his own. In watching, inspiration overwhelmed me. I said to my mom, “When I grow up, I’ll design a pair of legs that’ll connect to the nervous system and move like normal legs!” Mom responded, “James, go for it!” Pursuing this dream will require working alongside giants like Dr. Hugh Herr, head of MIT’s K. Lisa Yang Center for Bionics, whose team has overcome previously insurmountable obstacles. They’ve designed a mechanical foot that plantar-flexes on command, allowing amputees to maneuver safely. Last year, my cross-country coach took emergency leave when his wife was diagnosed with stage-four breast cancer. The doctor said that because of her advanced condition, she was neither a candidate for surgery, nor was chemotherapy a viable option. Fortunately, my coach and his wife sought another opinion from Stanford where she received miraculous treatment; currently, though still in recovery, her cancer is in remission. I wonder if one day we’ll view cancer as an inconvenience and not a death sentence. I’ve hypothesized using nanotechnology to send microscopic robots into patients’ bodies to destroy tumors. Such work could build upon the Nobel-honored achievements of another giant, Dr. Jennifer Doudna, whose CRISPR technology has invented the field of genetic editing for the purpose of cancer treatment. My goal is to use my collegiate education to help people like my coach’s wife. I encountered a problem involving bioengineering during my last internship where I shadowed a family practitioner who serves a rural community of mostly low-income farm laborers in Gonzales, CA. I engaged with patients during appointments, taking their temperature and blood pressure. I observed the doctor conducting examinations–inquiring about symptoms, medical history, and lifestyle to diagnose and treat. One day, pharmaceutical representatives arrived to market their diabetes medication. They described how it uses a Glucose-dependent insulinotropic polypeptide (GIP) agonist with a Glucagon-like peptide (GLP-1) agonist that effectively lowers A1C. The doctor, who is the administrator and most experienced physician at the clinic, was impressed with the medicine’s efficacy but had major concerns with its $1000 price tag. Working in a rural community means treating patients who don’t have insurance to cover expensive drugs. The doctor explained her “game” of figuring out which medicines are covered by which insurance. I imagined a graph with the x-axis representing medicine quality and the y-axis representing accessibility. The best medications–plotted at the top right–would be beautifully designed and widely accessible. Realizing pharmaceutical development combines hard science with helping others, my curiosity grew into inspiration. My mission is to use my education in STEM and related fields, such as public medical policy, to invent products that are both effective and accessible.

Athletics has taught me important lessons of leadership and collaboration, as well as the ability to recognize a need for help and ask for it with humility. Running is a great passion of mine, and my achievements earned me Cross Country/Track Captain in my Junior year. Not many 16-year-olds lead two varsity sports teams, but here’s my story. In the first race of the Cross Country season, we placed 8th of 32 in PCAL, California's largest league. To climb the ranks, Coach charged me with training our varsity squad. I had them running 42 miles/week while explaining why they couldn’t eat the cafe’s burger-with-fries. We raced against fierce competition, and my four years of experience enabled me to foster improvement. With effort, we placed third at PCAL Finals, qualifying for the Central Coast Section Championships (CCS). That winter, after CCS, a coaching crisis hit. The Cross Country and Track head coaches left due to family emergencies. Additionally, the sprinting, jumping, hurdling, and throwing coaches all resigned for various reasons. With track season approaching–and only our new, inexperienced head coach (from football) to help–three other Team Captains and I found ourselves with the responsibility to train 50 athletes. We designed individualized workout plans, adjusting them according to how the athlete responded to it physiologically. While we worked tirelessly as student leaders, more adults were required. I asked an old teammate to join as an assistant instructor, and, because of this initiative, he became the permanent sprinting coach. I also contacted one of my running buddies, who had been a collegiate athlete at UCSB, and asked him to work with the distance runners. With these additions, our team amazingly placed second at PCAL Finals against schools quintuple our size. I remember one athlete, Connor, who was fast but needed better sprinting form. I trained him to the best of my ability, and then our new sprinting coach raised my corrections to the next level, pushing Connor to win the PCAL Final 100- and 200-meter sprints. Being Team Captain taught me valuable lessons about leading others to perform their best, as well as the humility of asking for help when necessary. Although coaching 50 athletes without much support was challenging, inviting new staff to our team fostered collaboration, ultimately leading to significant success. I remain Team Captain as a Senior. Taekwondo is another passion of mine. Practicing Taekwondo since I was eight, I earned the opportunity to assist with teaching students aged five to 50. Ishmael, an eight-year-old Hispanic boy, joined with a desire to “beat somebody up.” At first I didn't understand why he was so aggressive, but it turns out he was bullied at school, and his parents couldn’t send him elsewhere. I mentored Ishmael for months, instructing him to respect the art of self-defense as an act of selflessness and humility. Now, he teaches fellow classmates the same lessons. This experience widened my perspective of alternative circumstances and how to interact with someone from a contrasting background. I also worked with Emmanuel, who, like Ishmael, joined Taekwondo to escape bullies; alarmingly, Emmanuel also used it as an opportunity to hide from his abusive household. Initially, Emmanuel and I didn’t see eye-to-eye. However, as I grew to understand where he was coming from, I treated him with greater respect and spent extra time ensuring he was enjoying class. We eventually bonded, and Taekwondo became a safe outlet for him. These interactions widened my perspective as a teacher; I’m thankful these kids showed me how to respect those from differing backgrounds.