From an early age, foreign cultures and international news fascinated me. As a younger child, I pieced together what I could glean from the adult world around me - article snippets from the Economist left on the kitchen table, and NPR news stories on the car radio during the ride home from school. With increasing independence, I’ve followed my curiosity towards a deeper awareness of the political, ethical, economic, and military dimensions of US foreign policy. However, in my first real year of high school, mask-free and ready to pursue my interests in international relations in the classroom, I found out that my school offered few options. Despite my disappointment, I began to look online for opportunities to further my knowledge of foreign affairs, domestic politics, and language. Since then, I've spent countless hours on Duolingo, learning everything from Modern Standard Arabic, French, and even Norwegian so I can speak with my grandmother and my family abroad. Online learning also allowed me to venture into the realm of cybersecurity and coding through courses on EdX. I learned how to set up my own server, proxies, and more through their coursework and videos. EdX's online learning platform even allowed me to take Harvard's famous computer science course, CS50, where I learned how to code in Java, make apps, and create my own games. With college on the horizon, I often reflect on my online learning journey and how it broadened my academic pursuits but also fueled my passion for a career in foreign service. Despite the fact that I am only a senior in high school, I am armed with a comprehensive understanding of international relations, language, and technical proficiency, all of which I gained through online learning. I envision myself employing the skills acquired through Duolingo and EdX to bridge cultural divides, facilitate diplomatic communication, and navigate the intricate web that makes up the world of foreign policy. Online learning has not only provided me with the tools to explore and expand my interests, but it has also shaped how I see my future. The adaptability, convenience, and diversity of online programs have allowed me to learn more than I ever could in a classroom, thus equipping me with a multifaceted skill set that aligns perfectly with the complexities of foreign policy. I am confident that the skills honed through online learning will be instrumental in shaping a career where I can contribute to the evolving landscape of global relations and diplomacy.

I’ve grown up watching my parents tackle some of the most challenging problems in national security and medicine by using interdisciplinary knowledge to untangle complex issues. My dad, a former defense journalist and now a fiction writer, convinced militaries and think tanks across the globe of the importance of creative writing in re-imagining the future of national defense strategy. My mom, who studied pre-med followed by theology in England, integrated her knowledge of these two disciplines in her career as a palliative care doctor, managing complex ethical issues in end-of-life care. I am grateful for the privilege to grow up with such influences. They taught me that difficulties confronting the most complicated problems don't have to be deterrents, but rather signs of where innovative solutions are needed. From this family value of leaning into complex interdisciplinary issues facing societies, I am called to combine my budding business experience, passion for math and science, and my crystallizing focus on international affairs into a public service career at the intersection of commerce, investment, and foreign policy. From an early age, foreign cultures and international news fascinated me. As a younger child, I pieced together what I could glean from the adult world around me - article snippets from the Economist left on the kitchen table, and NPR news stories on the car radio during the ride home from school. With increasing independence, I’ve followed my curiosity towards a deeper awareness of the political, ethical, economic, and military dimensions of US foreign policy. During the COVID lockdown, I taught myself basic Arabic to try to better understand Middle East geopolitics. My dad and I spent evenings binge-watching all five seasons of the French espionage series “The Bureau,” which depicted the nuances of intelligence and foreign affairs. At a Johns Hopkins summer course on the Mathematics of Competitive Behavior, I played after-hours poker with kids from China, India, and South America who were also fascinated by game theory and strategy. Seeing the importance of trade and investment in American foreign policy, I delved into a competitive business club, DECA. I leaned into DECA’s mission to teach financial and entrepreneurial skills by leading our club as president and studying business concepts to become a three-time state champion and international finalist. The intersection of foreign policy and business in US-Middle Eastern relations fascinates me because investment focused on global challenges like renewable energy and climate change may help move past a history overshadowed by wars and terrorism. As my business, language, and international relations interests developed, I visited the Georgetown campus in what proved to be my biggest epiphany about my future. When my tour guide, Sana, told me about the interdisciplinary major between the School of Foreign Service and the McDonough School of Business, I immediately knew this program aligned with my seemingly disparate interests. With this program, I could establish a foundation for a career with the State Department or intelligence community in which I use my knowledge of business and foreign policy to shape US-Middle Eastern relations. I cannot wait to participate in the GU-Q study abroad program in which I will immerse myself in Arabic language study and Middle Eastern culture. With this scholarship, I will be able to pursue the numerous unique opportunities of the SFS-McDonough dual-degree program, and finally integrate my interests in business, STEM, and foreign policy into a formal curriculum of study from which to launch my journey to innovate solutions to complex international problems, and eventually a career in foreign service, working to improve the lives of millions across the globe.

I am a ‘gifted’ kid. The child whose favorite form of rebellion was reading under the covers with a flashlight. The student who always gets the highest grades. The student praised by teachers. Yet, I have a learning disorder. Growing up with undiagnosed ADHD in the public school system, my academic ability warred with my ADHD, in turn, causing teachers to deem me as an enigma. From the age of 7, teachers were amazed by my ability to master concepts quickly and apply them with a creative passion, but as the school year dragged on, their sentiments of amazement gradually morphed into bewilderment as teachers realized I was an incoherent mess hiding behind the facade of an organized intellectual. Despite my mess, teachers also noticed how, if one took the time to uncrumple the discarded worksheets and tests, you would see that almost every answer was perfect. So they let it go; they let me go. While living almost a decade without receiving treatment or a diagnosis for ADHD wreaked havoc on my life, I also conceived a strong sense of independence as I realized early on that no one would ever look beyond my academic achievements to see the disaster behind the facade; I had to do it myself. I taught myself many strategies to keep my mind from daydreaming in the classroom, often making up math problems, writing essays, learning Arabic and French, and even teaching myself to code. Through my learned sense of independence, I developed survival skills to keep my head above the cloudy waters of an untreated executive functioning disorder. Now, I work closely with an ADHD coach who has taught me that my ADHD is not a handicap, but instead a superpower that allows my mind to work in ways that many people cannot even imagine. As I look forward to college, and my post-graduate plans, the influence of my ADHD on how I see myself, and in turn my future, is clear. The skills that my journey with ADHD has taught me, such as independence, quick thinking, resiliency, and creative problem solving, are no better fit than the world of international relations, where everything is always changing and you must be ready. Through my ADHD, I can now see myself using my unique skills to accomplish great things as a UN ambassador, embassy correspondent, or diplomat. Despite the years it took me, I am proud of my mind, even when it pulls me in two different directions. I am proud of myself and how I have overcome a learning disorder and even turned it into a superpower. But above all, I am even more excited to see how my future pans out.

I’ve grown up watching my parents tackle some of the most challenging problems in national security and medicine by using interdisciplinary knowledge to untangle complex issues. My dad, a former defense journalist and now a fiction writer, convinced militaries and think tanks across the globe of the importance of creative writing in re-imagining the future of national defense strategy. My mom, who studied pre-med followed by theology in England, integrated her knowledge of these two disciplines in her career as a palliative care doctor, managing complex ethical issues in end-of-life care. I am grateful for the privilege to grow up with such influences. They taught me that the various difficulties that arise from confronting the most complicated problems don't have to be deterrents, but instead, signs of where innovative solutions are needed. I have also dedicated much of my high school experience in service to my community locally and worldwide. One of the first things I did when I entered my freshman year of high school was to join the Interact Club, a subsidiary of Rotary International that works with high school students to give back to their communities. Through this club, I found ways to use volunteer work to improve my local community, cleaning up the local equestrian therapy center, Windrush Farms, and participating in car washes and bake sales to raise money for local charities. Interact Club also allowed me to expand my service attitude across the globe by working with my peers to allocate KEEVA loans for families in Africa and South Asia. Through these loans, I had the oppertunity to give the money we raised to those in need, whether that be supplies to women to start small business, send kids to school, or even simple things we take for granted, such as giving families the money to buy food. This experience left me feeling incredibly fulfilled, and I continued to search for more opportunities to give back. I joined Team Harmony and received training from the Anti-Defemation League. Through this program, I was a part of a team of students who went around to my town's middle and elementary schools to educate young kids on the importance of diversity and acceptance. I also joined the National Honors Society as a way to use my academic strength for good by tutoring underclassmen who were struggling in physics, chemistry, algebra, and geometry. This service mindset culminated in my junior and senior year, where along with my participation in service clubs, I volunteered with Best Buddies, an organization dedicated to creating bonds and inclusive spaces for those with special needs, at the Massachusetts Special Olympics. At the Special Olympics, I worked at the award station, giving medals to young kids and seeing their smiles as they stepped up on the podium, and also at the athletic events themselves, helping kids see that they could do anything they put their minds to. Despite the hot sun that bore down on all the volunteers that day, I felt truly happy. As a senior looking towards the horizon of college, I am eager to find ways to merge my passion for solving complex issues with my love for service to others. My experience with volunteering in high school in tandem with my family value of leaning into complex interdisciplinary issues calls me to combine my volunteer experience, passion for math and science, and crystallizing focus on international affairs into a public service career where I can continue to give back to my community, and to my country as a whole.

My dream version of my future self is a strong woman who has first-hand knowledge of the greater world through her work as a liaison between Middle Eastern and American companies fostering improved business relations between these two previously isolated powers, as I believe that peace between Middle Eastern powers and the West has its roots in improved trade and business relations, which I intend to dedicate my life to.

If you were to ask anyone, they would say that I am a ‘gifted’ kid. The child whose favorite form of rebellion was reading under the covers with a flashlight. The student who always gets the highest grades. The student praised by teachers. What no one knew for years and years, something I didn't even know, was that I had a learning disorder. Growing up with undiagnosed ADHD in the public school system, my academic ability warred with my ADHD, in turn, causing teachers to deem me an enigma. From the age of 7, teachers were amazed by my ability to master concepts quickly and apply them with a creative passion, but as the school year dragged on, their sentiments of amazement gradually morphed into bewilderment as teachers realized I was an incoherent mess hiding behind the facade of an organized intellectual. In spite of my mess, teachers also noticed how, if one took the time to uncrumple the discarded worksheets and tests, you would see that almost every answer was perfect. So they let it go; they let me go. While living the first 16 years of my life without receiving treatment or a diagnosis for ADHD wreaked havoc on my life, I also conceived a strong sense of independence as I realized early on that no one would ever look beyond my academic achievements to see the disaster behind the facade; I had to do it myself. I taught myself many strategies to keep my mind from daydreaming in the classroom, often making up math problems, writing essays, and teaching myself to code. Through my learned sense of independence, I developed survival skills to keep my head above the cloudy waters of an untreated executive functioning disorder. I often wonder how my life would differ if a teacher had taken the time to look beyond my grades to see the kid struggling to keep her head above the water and realize that I am not single-faceted, but two stereotypes clumsily merged into a single person. Like two tidal waves crashing into each other, my intellect and ADHD flooded houses, snapped saplings in two, and flipped cars, but their destruction has left a distinctive person in their wake. Despite the years it took me, I am proud of my mind, even when it pulls me in two completely different directions. I am proud to be a gifted student with a learning disorder.