My positive resilience shines through in both of my main sports: soccer and Nordic skiing. In my youth soccer career, I played defense, arguably not as aggressive as midfield. I would be quiet on the field and I wasn’t close with my teammates. I dropped back timidly when a striker came at me. Then, I joined my school’s JV team. I had a greater bond with my teammates and wanted to get better. Now, I’m the striker. When I step on the soccer field, I put my all into the game and never give up. I’m like a bull, and the goal is my red flag. I run past and through everyone, obtaining numerous calls, yellow cards, and jeers from the crowd. After tripping a girl (unintentionally), I shout things like “Let’s go girls, we got it!” to my teammates. I not only became part of the team, but I also led it. During practices and team dinners, I never complained and I lifted the spirits of others, showing my teammates the camaraderie a team is supposed to have and the importance of the collaborative mentality I never experienced. Similarly, during my cross-country ski seasons, I see myself in every young skier flailing their poles and pizza-ing down the hills. Getting on skis proved much more challenging than I expected. My knees caved in and I couldn’t gain any momentum. My first JV race I landed in last place. But I wanted to be as good as my brother, an MVP when he was on the team. He encouraged me to keep going, giving me tips along the way. Now, I’m doing the same. Although it took a couple arduous years to get the basics down (even overcoming an asthma diagnosis), I am getting to that point my brother was at, looking to surpass him now. To get to where I am now I had to want to be better and keep a cool disposition. My competitive spirit, mixed with my positive attitude, has given me perseverance, allowing me to excel at my sports while bringing others along with me. In both soccer and Nordic skiing, my positive resilience has been a defining force. Initially reserved and hesitant on the soccer field, I transformed into an unstoppable striker, leading and inspiring my team. Similarly, in skiing, I persevered through struggles, motivated by my brother's example, and now strive to surpass him. My competitive spirit and uplifting demeanor have not only elevated my performance but also fostered camaraderie among teammates. Through determination and a positive attitude, I have excelled while empowering others to thrive alongside me.

Title: From Soccer Outcast to Team Leader: Embracing the Power of Collaboration Introduction: We're a soccer family. With my brothers deeply involved in the sport, it seemed only natural that I would follow suit. However, soccer never resonated with me, and I found myself resenting every practice and game. Feeling isolated and disconnected, my early experiences on the soccer field were far from positive. It wasn't until 7th grade that everything changed, when I joined my school's JV team. This transformative experience not only shifted my perspective on soccer but also taught me the value of collaboration and teamwork. Today, as a senior in high school, I have become a midfielder who commands the field, inspiring my teammates to embrace the power of a true team mentality. The Early Struggles: As a young player, I struggled to find my place on the field. Placed in the defense position, I felt disconnected from the rest of the team. The lack of camaraderie was further exacerbated by the fact that my teammates attended a different school, making it challenging to build new friendships. Despite my physical discomfort and emotional disconnection, I persevered, hoping that something would eventually change. A New Beginning: The turning point arrived in 7th grade when I made the decision to join my school's JV soccer team. From the moment I stepped onto the field, I was greeted with warmth and acceptance. The sense of belonging I had longed for materialized before me, and suddenly, soccer became more than just a sport—it became a platform for personal growth and shared experiences. Discovering the Power of Collaboration: In this newfound environment, I learned that soccer was not just about individual skills and accomplishments. It was about the collective effort, collaboration, and mutual support. Positioned as a midfielder, I found myself at the heart of the game, coordinating plays, and ensuring effective communication among teammates. As I gained confidence and honed my skills, I began to instill in others the importance of a collaborative mentality that I had so desperately craved in my earlier soccer endeavors. Leading by Example: Throughout my high school soccer journey, I have embraced the role of a team leader. I have made it my mission to foster an inclusive and supportive environment where every teammate feels valued and empowered. By sharing my own experiences of feeling disconnected and then finding a sense of belonging, I have inspired others to embrace the power of collaboration on and off the field. I strive to lead by example, encouraging open communication, trust, and a shared vision of success. Continuing the Legacy: As a high school senior, I am determined to leave a lasting impact on the soccer program and the future generations of players. I actively mentor younger players, imparting lessons on teamwork, resilience, and the pursuit of excellence. Additionally, I am working with the coaching staff to develop team-building exercises and workshops that foster a sense of unity and shared purpose. Conclusion: My journey from a soccer outcast to a team leader has taught me invaluable lessons about the power of collaboration and the transformative impact of a supportive team environment. Through soccer, I have discovered my own voice and cultivated a deep appreciation for the shared pursuit of victory. As I enter the next chapter of my life, I will carry these lessons with me, confident in the knowledge that collaboration is not only the key to success on the soccer field but also a vital component of personal growth and fulfillment.

As a high school senior passionate about STEM, I have always been intrigued by the potential of technology to improve our daily lives. Recognizing the need for an innovative solution to enhance productivity in the classroom, I have conceptualized a groundbreaking creation called the SmartDesk. This advanced workstation integrates cutting-edge technologies to optimize learning environments, revolutionizing the way students engage with educational materials. With sufficient funding and resources, I believe the SmartDesk could significantly improve educational outcomes and foster a more interactive and immersive learning experience. Problem Statement: Traditional classrooms often fail to cater to the diverse learning needs of students. Static desks, outdated teaching methods, and limited interactivity can hinder engagement and productivity. The lack of personalization and adaptability in the learning environment poses a significant challenge for students to reach their full potential. Thus, there is a pressing need to develop a solution that combines the power of technology with a student-centered approach to enhance educational experiences. Solution Overview: The SmartDesk is an all-in-one workstation designed to provide a dynamic and personalized learning experience. Its core features include an interactive touch screen, augmented reality (AR) capabilities, integrated sensors, and AI-powered software. Here is a detailed plan on how the SmartDesk could revolutionize the classroom: 1. Interactive Touch Screen: The desk's surface incorporates a large, high-definition touch screen display that acts as the primary interface for students. This touchscreen allows students to access educational materials, take notes, and interact with digital content directly on the desk's surface. The interface is intuitive, user-friendly, and supports multi-touch gestures, enabling seamless collaboration and enhanced engagement. 2. Augmented Reality (AR): By integrating AR technology, the SmartDesk brings subjects to life and facilitates experiential learning. Students can explore 3D models, visualize complex concepts, and engage in interactive simulations. For instance, biology lessons can involve dissecting virtual organisms, while physics classes can simulate experiments in a safe virtual environment. 3. Integrated Sensors: Embedded sensors in the desk detect and analyze student movements, posture, and engagement levels. This data is then processed by an AI-powered software to provide personalized feedback and recommendations. For example, if a student is displaying signs of fatigue, the desk can suggest stretch breaks or recommend appropriate physical activities to maintain focus. 4. AI-Powered Software: The SmartDesk's software employs artificial intelligence algorithms to adapt to individual learning styles and pace. It offers personalized learning paths and content recommendations based on the student's strengths, weaknesses, and progress. The software can also provide real-time assistance, answer questions, and offer explanations when students encounter difficulties. Implementation and Impact: To bring the SmartDesk to fruition, a multidisciplinary team of engineers, software developers, and educational experts would be required. The project's implementation plan would involve the following steps: 1. Design and Prototyping: The initial phase would focus on developing the desk's physical design, integrating the touchscreen, sensors, and AR capabilities. Prototypes would be created, tested, and refined based on feedback from teachers and students. 2. Software Development: Concurrently, the software development team would work on designing the user interface, AI algorithms, and content integration. Extensive testing and iterative improvements would ensure seamless integration between hardware and software components. 3. Pilot Testing and Evaluation: A pilot program would be conducted in select schools to gauge the SmartDesk's impact on student engagement, learning outcomes, and teacher experiences. Feedback from both students and educators would guide further refinements. 4. Scaling and Integration: Following successful pilot testing, the SmartDesk would be ready for broader implementation. Partnerships with educational institutions, governments, and private investors would be sought to fund production, distribution, and training initiatives. Ongoing support and updates would ensure continuous improvement

Winning this scholarship will allow me to spend more time studying and doing research at Georgia Tech, as opposed to having to work and stress about finding ways to pay for my education. I chose Georgia Tech because it is an incredible school for my major and would be a new experience. However, my second option is $20,000 cheaper per year. I'm hoping I made the right decision for the next four years of my life and it will make me so much more relieved knowing that I'm not going into too much debt for education I think, but cannot be sure, will be better. Additionally, I've worked so hard throughout high school and felt as though I deserved to be at an accredited university. It was an incredibly tough decision to pick Georgia Tech being from rural Western Massachusetts where my second choice was UMass Amherst: also an amazing engineering school and close enough to go home for the weekend. Both of my older brothers went to UMass Amherst and loved it. I loved it. But getting into Georgia Tech was too good of an opportunity to pass up. I was changing my mind every day for the 3 weeks leading up to May 1 but finally got comfortable enough to go so far from home. Not only will I be homesick, but I will be so out of my element- in a big city with a lot of people that I don't know. Now, on top of the stress of moving far away, I'll also have stress about paying a lot more than expected for my experience. Getting this scholarship would be an amazing help in allowing me to enjoy my college experience.

My unique identity is the blend of being competitive and positive. On the soccer field, I never give up, I hate to lose, and I put my all into the game. I’m like a bull; the goal is my red flag. I run past and through everyone, obtaining numerous calls, yellow cards and jeers from the crowd. Seconds after tripping a girl (unintentionally), I shout supportive phrases to my teammates. I’m a leader on the field and off. During practices and team dinners, I try to lift the spirits of others, straining the importance of camaraderie to my teammates. During my cross-country ski seasons, I go out of my way to teach the younger athletes. Since Nordic skiing is a tough sport mentally and physically, it’s important not to let your mind waiver when your body feels drained. When I started skiing I would cry every practice and almost throw up at every race. I even got last place a couple of times. But I wanted to be as good as my brother, who was MVP when he was on the team. He encouraged me to keep going, giving me tips along the way. Now, I’m doing the same. While reassuring younger skiers, I’m also fighting a battle myself. To get to where I am now, I had to want to be better and keep a cool disposition. My competitive spirit, mixed with my positive attitude has allowed me to get better at my sports while bringing others along with me. By competing in Varsity sports during my High School career, I learned how to be selfless. Working with a team means sacrificing individual needs. As a soccer player, I always passed the ball if one of my teammates had a better shot at making a goal. As a Nordic Skier, I cheered on the boy's team as I warmed up for my race right after. Being part of a team made me appreciate that everyone is working just as hard as me, even if they weren't the fastest or the best at scoring goals. Furthermore, being part of a soccer team means understanding that defenders are just as important as strikers, even when their names aren't on the paper. By having this new view on society after engulfing myself in sports, I am more empathetic and willing to help everybody because everyone is doing their best and that shouldn't go unnoticed.

Last year, I was one of two juniors in my AP Calculus BC class. I was surrounded by the finest minds in my school. Our teacher brought up a math modeling challenge and pushed me to be on the team. I was hesitant because I was not as quick to pick up Calculus as some of my classmates, but after reading more into this 14-hour challenge, I thought it would be a fun experience. There was no pressure for us to do well and I would be getting practice modeling math with my Calc friends. I had no knowledge on math modeling before this; I didn’t even know what that would consist of (graphs? geometry?? trig???). The report for the challenge would have to be 20 pages with a summary of the problem, the actual math, the conclusion, and a bibliography. We practiced past challenges after school and on Zoom, reviewing strategies and how to solve the problem in pieces. After restating the problem, we would have to make assumptions, define our variables, develop and execute models, and discuss our results. There were too many confounding factors that we couldn’t consider within our time frame, so we focused on what we could solve. Then, as we compared variables, a key tool was models. It didn’t feel like extra work; it was just another step to get to the answer. I was starting to understand: breaking the problem down is the way to solve it. Working from square one led me to where I had to go. This challenge led me to take the AP Physics C Mechanics class at my school. Physics C is regarded as the hardest AP, and many schools don’t even offer it. There are usually many parts to a single problem, so I feel a spark when I figure out how to do a unit correctly. When I understand something, I can do it all day. Finding the coefficient of static friction of the wheels on a car on a circular ramp at 15º makes sense to me because physics problems usually consist of a linear procedure. You pick between a few formulas, sometimes using three or four simultaneously, solve for certain components and then plug variables back into other equations. It's organized chaos. My favorite thing about math is putting it to use for a real-life problem. Physics encapsulates that with its formulas and conceptualization. I visualize things well in my head, but I don’t know why or how things happen. Mr. Currie teaches us not only the how to, but also the how; he’s the reason I wasn’t afraid to take AP Physics. As Mr. Currie gives his 100 word-per-minute lessons, we feverishly scribble down notes, classic rock playing in the background. Then on lab days, we’re given the materials and instructions and sent to get results. Each day is a new puzzle, and I love meticulous tasks. Physics requires everything to come together, creating unity in the world. Now, whenever I am tasked with finding the answer to any problem, I step back to logically create the scenario and define the variables I need to know to complete the problem. Like in my AP Physics class, I use this method to get to the answer of a multi-step problem to find the acceleration of projectiles. I find the components of the velocity, draw a diagram, and do the equations. In partaking in this grueling 14-hour math modeling challenge, I learned how to think logically while working through tough problems.

I've been a leader in sports and clubs during my high school career. I've been on the varsity soccer and Nordic skiing starting in 9th grade and I started the Environmental Club at my school that year as well. I was also captain during the past seasons of soccer and Nordic skiing. This past soccer season was full of personal accomplishments. I started the season with extra positivity even though I was not made captain over the summer. Although I felt I deserved the position, I trusted my coach. Then, a couple of weeks into the season, he saw my drive and leadership and rewarded me with the position. I continued the season as the only captain who wanted to be there. Regardless of the negativity around me, I played 110% each game and practice, setting an example for my teammates. I ended the season as MVP with the most assists, but what was most important to me was having fun playing and giving that energy to others. Similarly, during my cross-country ski seasons, I see myself in every young skier flailing their poles and pizza-ing down the hills. Getting on skis proved much more challenging than I expected. My knees caved in and I couldn’t gain any momentum. In my first JV race, I landed in last place. But I wanted to be as good as my brother, an MVP when he was on the team. He encouraged me to keep going, giving me tips along the way. Now, I’m doing the same. Although it took a couple of arduous years to get the basics down (even overcoming an asthma diagnosis), I am getting to that point my brother was at, looking to surpass him now. To get to where I am now I had to want to be better and keep a cool disposition. My competitive spirit, mixed with my positive attitude, has given me perseverance, allowing me to excel at my sports while bringing others along with me. Lastly, when I started to manage the Environmental Club, I knew that I would learn more about how to be environmentally conscious as well as encourage my classmates to do the same. Four years later, the ball has been rolling. The Environmental Club and I have brainstormed and completed a multitude of projects. One of our annual projects is our tree-planting event. We found a start-up company, Tree-Plenish, to fuel our ambition. Community members order trees, Tree-Plenish sends us saplings, and the club members go plant or bring them to the buyers on Earth Day. We do this to offset our school’s paper usage and give the people of Berkshire County a chance to help revitalize the Earth. We’ve also made a plan to implement a school pollinator garden. We’ve marked out a plot of land on an unused hill behind our school, so this spring we can plant cover crops, ferns, and flowers. This pollinator garden will increase the biodiversity on the school grounds and, in turn, generate healthier soil. Moreover, it will become a space for creativity on campus with its picnic tables and stepping stones. All around, this school garden will remind and inspire the students of LMMHS to keep our Earth healthy. With all of our aspirations, big and small, the Environmental Club is working towards creating a more eco-friendly community. Being a leader means inspiring others and creating change with only the aspiration to be better yourself. I believe that I embody these characteristics and love to get better at something while getting other people excited about what I'm excited about as well.

As an 18-year-old female who was raised by a single father who is gay, my upbringing has been a unique experience that has shaped who I am today. Growing up, I faced many challenges and obstacles, but my father's love and support helped me to overcome them and to become the person I am today. Now, as I prepare to embark on my college education, I am eager to use the opportunities that it provides to make an impact on the world and to help others who may be facing similar challenges. Being the child of a gay man was not always easy. I faced discrimination and stigma from some members of my community who did not understand or accept my family situation. However, my father always taught me to be proud of who I am and to stand up for what I believe in. He showed me that love and family come in many different forms, and that what matters most is the love and support that we give to one another. My experiences growing up have instilled in me a deep passion for social justice and equality. I believe that everyone deserves to be treated with respect and dignity, regardless of their race, gender, sexual orientation, or any other characteristic. Through my college education, I plan to pursue a degree in social work or a related field that will allow me to work towards this goal. I want to use my education to advocate for marginalized communities and to help those who may not have the resources or support they need to succeed. One specific area that I am passionate about is LGBTQ+ rights. As the child of my father, I have seen firsthand the impact that discrimination and stigma can have on individuals and families. I want to use my education to advocate for LGBTQ+ individuals and to work towards a society that is more accepting and inclusive of all people, regardless of their sexual orientation or gender identity. This may involve working with organizations that provide support to LGBTQ+ youth, advocating for policy changes that promote equality, or working with individuals and families to help them navigate the challenges they may face. Another area that I am passionate about is mental health. I have seen the impact that mental illness can have on individuals and families, and I believe that it is important to prioritize mental health care and support. Through my education, I plan to learn more about mental health and to work towards increasing access to mental health care and reducing the stigma that surrounds mental illness. In conclusion, being the child of a single, gay father has been a unique and challenging experience that has shaped who I am today. Through my college education, I plan to use my experiences and passions to make an impact on the world and to help others who may be facing similar challenges. Whether through advocating for social justice and equality, promoting LGBTQ+ rights, or working towards better mental health care and support, I am eager to make a difference and to contribute to a more just and equitable society.

As an 18-year-old female from Lithuania, coming to the United States has changed my career goals in ways I never could have imagined. The opportunity to explore new cultures, ideas, and perspectives has given me a broader understanding of the world and my place in it. The chance to pursue engineering as a career path excites me for its potential to make a difference in the world through innovation and problem-solving. Before coming to the United States, I had a vague idea of what I wanted to do with my life. I knew that I was interested in science and technology, but I had not yet found a specific field that called to me. However, after arriving in the US and seeing the advanced technology and engineering that is being developed here, I realized that this was the path that I wanted to pursue. I was fascinated by the way that engineers could use their skills to solve real-world problems, and I wanted to be a part of that. One thing that I find particularly exciting about engineering is its potential to make a positive impact on the world. Engineers have the ability to design solutions to some of the most pressing problems facing our society, such as climate change, energy efficiency, and sustainable transportation. This kind of work is incredibly rewarding, as it allows engineers to use their skills to make a tangible difference in people's lives. Another aspect of engineering that I find intriguing is its interdisciplinary nature. Engineering is not a standalone field, but rather one that draws on many different disciplines, including physics, chemistry, biology, and mathematics. This means that engineers are constantly learning and growing, as they must stay up to date on the latest developments in these fields in order to design effective solutions. This kind of challenge is one that I find stimulating, as it pushes me to think creatively and to continue learning throughout my career. Finally, the idea of being a female engineer in a field that is traditionally male-dominated is also exciting to me. While progress has been made in recent years to encourage more women to pursue engineering, there is still a long way to go. As a young woman who is passionate about science and technology, I believe that I can be a role model for other girls who may be interested in engineering but may not see many women in the field. By breaking down these gender barriers, I hope to help create a more diverse and inclusive engineering community that can benefit from a wider range of perspectives and ideas. Overall, coming to the United States from Lithuania has been a transformative experience that has opened up many new doors and opportunities for me. I am excited about the prospect of pursuing a career in engineering and using my skills to make a positive impact on the world. I am grateful for the chance to apply for this scholarship, as it will help me to continue my studies and to achieve my career goals. Thank you for your consideration.

I started the Environmental Club in ninth grade with a friend, Sabrina. Since our school is small, many people think that their individual impact on the environment is negligible. My peers laugh when morning announcements inform us that our club will be meeting that day or that we’re doing some new project. I have seen most students throw plastic bottles in the garbage can on purpose or pizza boxes out the bus windows (yes, really). Though these actions are small, the harmful intent is there. Sabrina and I wanted to share with our peers that if everybody thought like that, there would be consequences. I find it especially imperative that we promote sustainability and foster environmental change because our generation is a deciding factor in the destruction or rescue of our Earth. Therefore, I haven’t let up. I first started being aware of the climate crisis when my (now 25-year-old) brother Matas was an Environmental Science major and then when my other (now 21-year-old) brother Herkus was in APES as a high school senior. Acting as my personal environmental police, my brothers would enforce time limits for showers, prohibit buying an abundance of new clothes, and turn off the lights in a room I stepped out of for a minute. By helping Sabrina start and manage this club, I would learn more about how to be environmentally conscious as well as encourage my classmates to do the same. Four years later, the ball is rolling. We’ve brainstormed and completed a multitude of projects. One of our annual projects is our tree-planting event. We found a start-up company, Tree-Plenish, to fuel our ambition. Community members order trees, Tree-Plenish sends us saplings, and the club members go plant or bring them to the buyers on Earth Day. We do this to offset our school’s paper usage and give the people of Berkshire County a chance to help revitalize the Earth. We’ve also made a plan to implement a school pollinator garden. We’ve marked out a plot of land on an unused hill behind our school, so this spring we can plant cover crops, ferns, and flowers. This pollinator garden will increase the biodiversity on the school grounds and, in turn, generate healthier soil. Moreover, it will become a space for creativity on campus with its picnic tables and stepping stones. All around, this school garden will remind and inspire the students of LMMHS to keep our Earth healthy. With all of our aspirations, big and small, the Environmental Club is working towards creating a more eco-friendly community.

I’ve known for most of my life that I want to be an engineer like my father. Then, junior year of high school, I took an anatomy class that threw me for a loop. I’ve always wondered how everything in the body worked and fit together so seamlessly, prodding at my stomach and asking my brother what lies beneath. While taking Anatomy, I would ramble on at soccer games about how homeostasis causes us to shiver and sweat. At the end of the year, I wrote my American Studies research paper on genetically modified organisms. Once I knew that I was interested in engineering and the natural world, I thought about studying biomedical engineering. To further my exploration in biomedical engineering, I spent two weeks this summer at Wentworth Institute of Technology. I explored eight different forms of engineering, starting the second week out with biomedical. I was underwhelmed. There were too many machines and not enough organisms. I want to create things to be able to help people. The next day, biological engineering fed that urge as I worked with bacteria on petri dishes and created biorubber. I dreamt of developing vaccines and creating tissues, even designing ways to engineer organs as opposed to having to transplant them. I can see myself creating biomaterials to treat injuries and illnesses in a safe and effective way to improve the lives of many, and learning the skills necessary to address the energy, health and technology challenges of tomorrow.

I’ve known for most of my life that I want to be an engineer like my father. Then, junior year of high school, I took an anatomy class that threw me for a loop. I’ve always wondered how everything in the body worked and fit together so seamlessly, prodding at my stomach and asking my brother what lies beneath. While taking Anatomy, I would ramble on at soccer games about how homeostasis causes us to shiver and sweat. At the end of the year, I wrote my American Studies research paper on genetically modified organisms. Once I knew that I was interested in engineering and the natural world, I thought about studying biomedical engineering. To further my exploration in biomedical engineering, I spent two weeks this summer at Wentworth Institute of Technology. I explored eight different forms of engineering, starting the second week out with biomedical. I was underwhelmed. There were too many machines and not enough organisms. I want to create things to be able to help people. The next day, biological engineering fed that urge as I worked with bacteria on petri dishes and created biorubber. I dreamt of developing vaccines and creating tissues, even designing ways to engineer organs as opposed to having to transplant them. I can see myself creating biomaterials to treat injuries and illnesses in a safe and effective way to improve the lives of many and learning the skills necessary to address the energy, health and technology challenges of tomorrow.

The cash register dings as Tonificar gets out his money. Tonificar -just a typical fourteen year old from 2100 that relies on his electronics to take care of his problems while he lives his life- is out with Barnabee and Calebrer, his friends, at a local convenience shop. “So what’d you guys think of that movie?” Tonificar asks while slurping his slushie. “It wasn’t as bad as last week’s.” Barnabee replies and they laugh. The glasses that now reside on the tops of the boys’ heads’ are VEGGIEs: or Virtual Entertainment Goggles Guiding Intellectual Endurance. These goggles are like an “Alexa” of the future, they can show movies, help you with your homework or even take you to another dimension where you can actually touch and feel things. These boys don’t think anything of these goggles, you could say they, take advantage of this advancement they had at the touch of their fingertips. Tonificar, Barnabee and Calebrer walk on the unpaved, but clearly outlined road in between the fences. Now that all of the cars can hover, there seemed no need for asphalt where there was a perfectly good field. On the ground, about twenty yards apart, there are the floating, blue phantoms of houses. As Barnabee goes left and Calebrer goes right at the next house, Tonificar is left alone walking past the curve in the road, slushie in hand, stepping on the what looked invisible stairs to his own phantom house. The smart-house scans Tonificar’s face in enough time that he doesn’t even need to stop. The moment Tonificar steps foot into the tile-floored house, everything becomes solid and the colors come back. Tonificar, still slurping on his slushie, presses the button the wall with the couch symbol on it. As the inside of the wall whirs, Tonificar bends down and the couch comes out from inside the wall and brings him in front of the flat, 40” screen embedded in the wall to the right. “Rosie, turn on channel 8972.” Tonificar said to the smart house, looking down at his glass-like tablet. “Certainly,” the house replies as the tv starts playing the Spongebob theme song in the background, “would you like a snack as well? I could heat you up some pizza?” “You’re the boss.” Tonificar responds to the speaker while the couch spins around to the direction of the kitchen when the toaster oven dings and the door starts opening. Sophrinike-Tonificars twin sister that always did things the way they did things in the “olden” days, without technology- is on her way in when two feet away from the kitchen the couch abruptly stops, and the lights turn off. Tonificar is jerked forward and Sophrinike stumbles, just catching herself before hitting the ground. Tonificar stands up startled, looks to his sister, then runs for the toaster oven. “NOO THE PIZZA!” Sophrinike scoffs and brushes the dirt off her knees even though the house was spotless. “What just happened?” Sophrinike asks as Tonificar looks longingly at the pizza waiting for him to eat it. They look outside and see that everyone has lost power. Tonificar and Sophrinike get a telepathy call, it’s from their friends Calebrer and Fairinity. The two say the same thing. “The power went out, we can’t leave. We can’t even get into our beds.”