Oliver Wendell Holmes Jr. said, "A mind that is stretched by a new experience can never go back to its old dimensions." My mind was stretched, and my pursuit of excellence was enkindled when I was taught the growth mind-set of C. Dweck by Ms. Trubnikov in the sixth grade. The growth mind-set challenged my resolve of being a math person coming from a family who succeeds historically in math, science, and technology. The growth mind-set is a state of mind that we can experience growth in any discipline regardless of propensity. We all can embrace the Efficacy Paradigm of P. Ashton where all can achieve at a high level with maximum effort including areas of no inclination. The realization of the growth mind-set was a paradigm shifting experience that sparked significant personal growth, academic excellence, and a new understanding of myself and others. Within three years, its ramifications culminated in a middle school class ranking of third, attainment of the 'Triple C' Award for Character, Citizenship, and Courage, and the 'Triple A' Award for excellence in Academics, Attendance, and Attitude.

In high school, it became apparent that my realization of the growth mind-set did not just have an effect, it caused me to affect others. Before the ninth grade, I focused on my leadership skills to be a good leader of myself. In the ninth grade, it became apparent that in leading myself I was leading others, also. My academic excellence gave me the platform to have an impact on my high school community. Many students wanted to model my work ethic because I shared with them that my attitude determined my approach, and my approach determined my success or failure. By the end of the ninth grade, many of my schoolmates utilized the time to transition between classes as an opportunity to report how they were using principles for success; the hallways became mini pep-rallies as we cheered for each other's success. While I enjoyed being an informal mentor to my peers, I chose to switch to an early college school that offered greater opportunities for growth.

I transferred to my current high school of Science, Technology, and Research(STAR) Early College High School at Erasmus for the opportunity to take actual college classes at Brooklyn College free of charge. However, a greater opportunity for growth occurred when I was elected to the position of Middle School Mentor twice at STAR. I mentored the middle school students in principles and techniques to enable them to become thermostats instead of thermometers. As Tim Elmore describes, a thermometer only reflects the temperature of an environment, but a thermostat sets the temperature of an environment. I mentored every middle school class of grades six, seven, and eight in a class seminar setting on a regular basis. We covered many topics including Growth Mind-Set, How to Take Notes, Time Management, and Being a Thermostat not a Thermometer. The mentoring built strong bonds of respect and positive relationships among peers.

I was walking down the hallway when Ms. K's voice echoed down the hallway. She was yelling at Xavier, a student in her class. I entered the doorway, and told Xavier to sit down. The students paused their writing to observe how Xavier would respond. He sat down. His response was the result of the relationship built through mentoring. Xavier's cooperation was a demonstration of his acceptance of responsibility for his actions and resulting outcomes a ramification of the adoption of the growth mind-set. Xavier's action was rooted in the effectiveness of the mentoring relationship which is an example of the positive impact on the middle school community.

I am Today's Educated Scholar, Tomorrow's World Changer. My resolve is to become a medical doctor, then a cardiac surgeon. Ultimately, I intend to invent a mechanical heart that will be a permanent solution for the leading cause of death in the United Statesheart disease.