I had two significant interests as a kid: science and history. I would ask, “Why?” or “How?” When I was first introduced to Earth’s timeline, I was pretty fascinated by its concept, and my imagination would paint the picture of what Earth might’ve looked like millions of years ago or even what the battle of Brooklyn might’ve looked like. It wasn’t until I had an enthusiasm for the theories of time travel or the theories of a scientist like Nikola Tesla. But my teachers used to say that theories are theories and not facts. They shut my questions with “It’s impossible” or “No data will be able to prove such a thing.” My mom encouraged me to watch documentaries about history and science to expand my curiosity, given that there wasn’t time for Q/As in each class in their curriculums. As far as I remember, my elementary school did not provide enough programs for students who had these interests, which makes me wonder, where were these politicians who could have made fair changes (that conveyed that they had an actual investment in their academics) to the education bureaucracy? In my high school experience, I’ve had projects where I would present my research, but what creates a setback is there are challenging moments that frustrate me, like, for instance, I had to code information to generate a map using DNA extraction from bird specimens that showed subtle phenotype characteristics. I was heavily criticized instead of showing areas of improvement, but I consider those minor setbacks a process, not an end to my interest. I can’t recall a specific time when I lost interest because I still hope to find some source that would cure my curiosity.