As I study at Princeton University. I reflect on when I obtained a GED to join the military to escape my penury background, that I had no idea how I had just laid the foundation for the career I wished to pursue. Today, I work tirelessly to become a professor and a writer, focusing on modern American history, particularly from the Spanish-American War to the present day. My goal is to analyze the United States’ increasing role in international affairs while taking an introspective look at the cost of those overseas ventures at home. My perspectives on the lessons that history can teach are directly influenced by my firsthand experiences as an infantryman, where I served in places like Fallujah and during significant historical events such as “The Surge.” These experiences have given me a unique and profound understanding of the impacts of U.S. foreign policy. Moreover, my viewpoint is shaped by what I saw at home prior to embarking on those conflicts. I come from the socio-economically depressed area of Brentwood, New York, which was deeply affected by these conflicts. In the aftermath of 9-11 and in search of a better life, I, like many others in my community, joined the service. Our town proudly represents America's diversity, boasting a population that is now 73% Hispanic and 15% African American, according to the latest census. However, opportunities are scarce. The war's impact on Brentwood and the deep sacrifices made by the community garnered the attention of the New York Times. According to an article titled “A High School Counts Its War Dead” (August 28, 2005), we hit the tragic milestone of leading the nation in casualties. As a history professor, my broader goal will be to make a positive impact by shaping the next generation of thinkers and leaders. I aim to instill in my students a sense of responsibility for the future by ensuring we do not repeat the mistakes of the past. I plan to integrate my experiences into the study of history, adopting an approach that not only educates but also inspires a deeper understanding of the complexities of our world. My objective is to help students grasp our nation's history and its role as a superpower. Young people may feel powerless now, but they will not always remain voiceless. Only by understanding how decisions made in “faraway” places can affect us here, can they feel empowered to make more informed decisions at home. By learning why people their age stormed Normandy or why poor kids from Brentwood like myself fought along the Euphrates, my students will be better prepared to prevent these conflicts from happening again or they will be able to decide for themselves that those endeavors are more necessary than ever.

I am the most unlikely Princeton University undergraduate ever. I have served as both Marine and Army Infantryman. I joined the military out of patriotism and as an escape from poverty. Both my parents were cab drivers, but when my mother died of a drug overdose. I dropped out of high school and got a GED. I went from collecting shopping carts to fighting in Iraq, and for the first-time in my life, I felt like I had done something meaningful. After brief stint out, I joined the Army. After suffering a combat related injury overseas, I went to community college. Now with my acceptance to Princeton, I can finally talk about my dream of achieving a Ph.D. in history and be taken seriously. I wish to become a professor and a writer, focusing on modern American history, from the Spanish-American War to the present day, analyzing the United States’ increasing role in international affairs while taking an introspective look at the cost of those overseas ventures at home. This perspective is directly influenced by my firsthand experiences as an infantryman, where I served in places like Fallujah and during historical footnotes such as “The Surge.” My perspective is also influenced by what I saw at home. I come from the socio-economically depressed area of Brentwood, New York, which was deeply affected by these conflicts. In the aftermath of 9-11 and in search of a better life, I, like many others in my community, joined the service. Our town proudly represents America's diversity, boasting a population that is now 73% Hispanic and 15% African American according to the latest census. But opportunities are lacking. The war's impact on Brentwood and the deep sacrifices made by the community garnered the attention of the New York Times. According to an article titled “A High School Counts Its War Dead” (August 28, 2005), we hit the tragic milestone in leading the nation in casualties. Every day I drive down streets that have become memorial roads on my way to the Brentwood campus of Suffolk Community College. As a history professor, my broader goal will be to make a positive impact by shaping the next generation of thinkers and leaders. I aim to instill in my students a sense of responsibility for the future by not repeating the mistakes of the past. I plan to integrate my experiences into the study of history, in an approach that not only educates but also inspires a deeper understanding of the complexities of our world. Describing America's journey, from George Washington's warnings against foreign entanglements to its current global prominence, I aim to help students grasp our nation's history and its role as a superpower. Young people may feel powerless, but they will not always remain voiceless. Only by understanding how decisions made in “faraway” places can affect us here, and by learning why farm boys stormed Normandy or why poor kids from Brentwood fought along the Euphrates, can they stop these conflicts from happening again.

It still hurts me to acknowledge that I lost my mom due to a drug overdose. In the intervening years, I know that has become an increasingly common story. I loved my mother and I have used her story as a reflection of what not to be, but also what I should aspire to become. I have never touched a drink in my life, acknowledging that this was a slippery slope to never escaping the cycle of poverty that I was born into, and I fought for everything I have in this world. I literally fought in Fallujah when I was a young Marine and against ISIS as an older soldier, but always as an infantryman, serving on the frontlines. As a student, I raised my education level from that of a GED recipient to a Community College student making the 2024 ALL-USA ACADEMIC Team, and now as a Princeton University undergraduate. I wish to achieve my dream of becoming a history professor. But one doesn’t simply go from a GED to an Ivy League institution overnight, it’s a journey. One that is even hard for me to believe. My inspiration will always be my parents, who were simple cab drivers who did their best to raise me. I even look back at the basement apartment I grew up in fondly. I consider the narrative arch of my mother's life and the life of my father, who passed away due to pneumonia, too poor to get to take time off for much-needed rest and too poor to afford adequate healthcare, as a tragedy. They taught me by example that life is hard. My mother, who longed for a better future for me, passed away before she could see the man I had become today. She valued education and would read Shakespeare in her Taxi to pass the time while waiting for the next call. I can only imagine the look on her face, upon hearing that I had got accepted to Princeton. Her death, coupled with my father's hardships, fueled my determination to pursue my dreams and I have fought for a better life ever since. After my mother's death, I dropped out of High School and got a GED to escape my penury background as fast as I could. I had always dreamed of being an infantryman, inspired partly by my father's unfulfilled wish to become a soldier. Even with the lowest scores of any job in the military, his inability to read and his limited education became barriers that he couldn’t overcome. Even with his dreams dashed, he was the hardest worker I have ever known. He instilled in me a sense of resilience. Every day he got up and went to work, every single day, there was no quit in him. He just never could get ahead. Joining the military was a transformative experience. Before enlisting, I worked menial jobs, collecting shopping carts and dishwashing. As a Marine infantryman in Iraq, I faced the stark realities of war. Despite the dangers I faced, the military provided me with a sense of purpose and direction that I had never experienced. The challenges and adversities taught me not to let fear hinder my progress and how to keep going under immense pressure. The loss of my parents is my cross to bear. I feel that weight on my shoulders and that pressure to succeed. I hope that I make both my parents very proud. I wish they were here with me today and in a way they still are. The experiences I have faced have reinforced my resolve to fight for my goals no matter the odds.

I grew up in a basement apartment, a proud child of two cab drivers. Along the way, I lost both my parents, my father from pneumonia and my mother from a drug overdose. I recently graduated from Suffolk County Community College, and I am now enrolled at Princeton University. When I obtained my GED 20 years ago, and taking into account my penury background, I never thought I could dream of earning a Ph.D. in history and be taken seriously. I hope my story alone serves as a role model for others. I wish to become a professor and a writer, focusing on modern American history, from the Spanish-American War to the present day, analyzing the United States’ increasing role in international affairs while taking an introspective look at the cost of those overseas ventures at home. This perspective is directly influenced by my firsthand experiences as an infantryman, where I served in places like Fallujah and during historical footnotes such as “The Surge.” My perspective is also influenced by what I saw at home. I come from the socio-economically depressed area of Brentwood, New York, which was deeply affected by these conflicts. In the aftermath of 9-11 and in search of a better life, I, like many others in my community, joined the service. Our town proudly represents America's diversity, boasting a population that is now 73% Hispanic and 15% African American according to the latest census. But opportunities are lacking. The war's impact on Brentwood and the deep sacrifices made by the community garnered the attention of the New York Times. According to an article titled “A High School Counts Its War Dead” (August 28, 2005), we hit the tragic milestone in leading the nation in casualties. Every day I drive down streets that have become memorial roads on my way to the Brentwood campus of Suffolk Community College. As a history professor, my broader goal will be to make a positive impact by shaping the next generation of thinkers and leaders. I aim to instill in my students a sense of responsibility for the future by not repeating the mistakes of the past. I plan to integrate my experiences into the study of history, in an approach that not only educates but also inspires a deeper understanding of the complexities of our world. Describing America's journey, from George Washington's warnings against foreign entanglements to its current global prominence, I aim to help students grasp our nation's history and its role as a superpower. Young people may feel powerless, but they will not always remain voiceless. Only by understanding how decisions made in “faraway” places can affect us here, and by learning why farm boys stormed Normandy or why poor kids from Brentwood like myself, fought along the Euphrates, can they stop these conflicts from happening again.

It is still hard to believe that I will be entering Princeton University this fall. I was just a first-generation student attending a local community college who overcame the odds. When I obtained my GED 20 years ago to join the military to escape my penury background, I had no idea how I had just laid the foundation for the career I wished to pursue. Today, after being one of 20 students nationwide to make the ALL-USA academic team and being the commencement speaker for my graduation. I work tirelessly to become a professor and a writer, focusing on modern American history, particularly from the Spanish-American War to the present day. My goal is to analyze the United States’ increasing role in international affairs while taking an introspective look at the cost of those overseas ventures at home. As I move on from community college to Princeton University, I understand the power of self-belief and inspiration can manifest in an individual, so I volunteer to work with underprivileged students such as myself. If I can go from a GED to Princeton, I hope to inspire others to achieve the same. Along the way, I also gained new insights. My perspectives on the lessons that history can teach are directly influenced by my firsthand experiences as an infantryman, where I served in places like Fallujah and during significant historical events such as “The Surge.” These experiences have given me a unique and profound understanding of the impacts of U.S. foreign policy. Moreover, my viewpoint is shaped by what I saw at home prior to embarking to those conflicts. I come from the socio-economically depressed area of Brentwood, New York, which was deeply affected by these conflicts. In the aftermath of 9-11 and in search of a better life, I, like many others in my community, joined the service. Our town proudly represents America's diversity, boasting a population that is now 73% Hispanic and 15% African American, according to the latest census. However, opportunities are scarce. The war's impact on Brentwood and the deep sacrifices made by the community garnered the attention of the New York Times. According to an article titled “A High School Counts Its War Dead” (August 28, 2005), we hit the tragic milestone of leading the nation in casualties. Every day, I drove down streets that have become memorial roads on my way to the Brentwood campus of Suffolk County Community College As a history professor, my broader goal will be to make a positive impact by shaping the next generation of thinkers and leaders. I aim to instill in my students a sense of responsibility for the future by ensuring we do not repeat the mistakes of the past. I plan to integrate my experiences into the study of history, adopting an approach that not only educates but also inspires a deeper understanding of the complexities of our world. Describing America's journey, from George Washington's warnings against foreign entanglements to its current global prominence, my objective is to help students grasp our nation's history and its role as a superpower. Young people may feel powerless now, but they will not always remain voiceless. Only by understanding how decisions made in “faraway” places can affect us here, can they make informed decisions. By learning why people their age stormed Normandy or why poor kids from Brentwood like myself fought along the Euphrates, my students will be better prepared to prevent these conflicts from happening again or they will be able to decide for themselves that those endeavors are more necessary than ever.

It is still strange to me to talk about entering Princeton University this Fall. Transferring from my local community college. I was just a first-generation college student, the child of two cab drivers, a mother who would die of a drug overdose, and a father who passed away from pneumonia, too poor to take time off from work or seek the most basic of adequate healthcare needs. When I obtained my GED to join the military to escape my penury background, I had no idea how I had just laid the foundation for the career I wished to pursue. Today, I work tirelessly to become a professor and a writer, focusing on modern American history, particularly from the Spanish-American War to the present day. My goal is to analyze the United States’ increasing role in international affairs while taking an introspective look at the cost of those overseas ventures at home. I also carry on my shoulders the burden of my fellow infantrymen who are not with us today to lead a life that would have made them proud. I am also reminded of my parents’ sacrifice, the rewards of which they are not here to witness bear fruit. They taught me to never forget where I come from, and I hope my story inspires others. My perspectives on the lessons that history can teach are directly influenced by my firsthand experiences as an infantryman, where I served in places like Fallujah and during significant historical events such as “The Surge.” These experiences have given me a unique and profound understanding of the impacts of U.S. foreign policy. Moreover, my viewpoint is shaped by what I saw at home prior to embarking to those conflicts. I come from the socio-economically depressed area of Brentwood, New York, which was deeply affected by these conflicts. In the aftermath of 9-11 and in search of a better life, I, like many others in my community, joined the service. Our town proudly represents America's diversity, boasting a population that is now 73% Hispanic and 15% African American, according to the latest census. However, opportunities are scarce. The war's impact on Brentwood and the deep sacrifices made by the community garnered the attention of the New York Times. According to an article titled “A High School Counts Its War Dead” (August 28, 2005), we hit the tragic milestone of leading the nation in casualties. Every day, I drove down streets that have become memorial roads on my way to the Brentwood campus of Suffolk County Community College. As a history professor, my broader goal will be to make a positive impact by shaping the next generation of thinkers and leaders. I aim to instill in my students a sense of responsibility for the future by ensuring we do not repeat the mistakes of the past. I plan to integrate my experiences into the study of history, adopting an approach that not only educates but also inspires a deeper understanding of the complexities of our world. My objective is to help students grasp our nation's history and its role as a superpower. Young people may feel powerless now, but they will not always remain voiceless. Only by understanding how decisions made in “faraway” places can affect us here, can they make informed decisions. By learning why people their age stormed Normandy or why poor kids from Brentwood like myself fought along the Euphrates, my students will be better prepared to prevent these conflicts from happening again or they will be able to decide for themselves that those endeavors are more necessary than ever.

When I obtained my GED 20 years ago to join the military to escape my penury background, I had no idea how I had just laid the foundation for the career I wished to pursue. Today, I work tirelessly to become a professor and a writer, focusing on modern American history, particularly from the Spanish-American War to the present day. My goal is to analyze the United States’ increasing role in international affairs while taking an introspective look at the cost of those overseas ventures at home. As I move on from community college to Princeton University, I understand the value of perseverance and resilience that led me from that point in time to now. I also gained new insights. My perspectives on the lessons that history can teach are directly influenced by my firsthand experiences as an infantryman, where I served in places like Fallujah and during significant historical events such as “The Surge.” These experiences have given me a unique and profound understanding of the impacts of U.S. foreign policy. Moreover, my viewpoint is shaped by what I saw at home prior to embarking to those conflicts. I come from the socio-economically depressed area of Brentwood, New York, which was deeply affected by these conflicts. In the aftermath of 9-11 and in search of a better life, I, like many others in my community, joined the service. Our town proudly represents America's diversity, boasting a population that is now 73% Hispanic and 15% African American, according to the latest census. However, opportunities are scarce. The war's impact on Brentwood and the deep sacrifices made by the community garnered the attention of the New York Times. According to an article titled “A High School Counts Its War Dead” (August 28, 2005), we hit the tragic milestone of leading the nation in casualties. Every day, I drove down streets that have become memorial roads on my way to the Brentwood campus of Suffolk County Community College As a history professor, my broader goal will be to make a positive impact by shaping the next generation of thinkers and leaders. I aim to instill in my students a sense of responsibility for the future by ensuring we do not repeat the mistakes of the past. I plan to integrate my experiences into the study of history, adopting an approach that not only educates but also inspires a deeper understanding of the complexities of our world. Describing America's journey, from George Washington's warnings against foreign entanglements to its current global prominence, my objective is to help students grasp our nation's history and its role as a superpower. Young people may feel powerless now, but they will not always remain voiceless. Only by understanding how decisions made in “faraway” places can affect us here, can they make informed decisions. By learning why people their age stormed Normandy or why poor kids from Brentwood like myself fought along the Euphrates, my students will be better prepared to prevent these conflicts from happening again or they will be able to decide for themselves that those endeavors are more necessary than ever.